Psy 315 Final Project Guidelines And Grading Guideoverview The Final ✓ Solved

PSY 315: Final Project Guidelines and Grading Guide Overview The final project for this course is the creation of a therapy plan. Students will select a case study and design a therapy plan using one of the theoretical orientations covered in the course. The final product represents an authentic demonstration competency because students will be able to apply their counseling knowledge in a real-world manner. The project is divided in to two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Three and Five.

The final product will be submitted in Module Seven. Objectives To successfully complete this project, you will be expected to apply what you have learned in this course and should include several of the following course objectives: 1. Explain the theory, process, and techniques of helping 2. Apply knowledge about the personality theory; the APA ethical code; and social and ethical issues/concerns related to the field of counseling 3. Practice effective attending skills and helping responses 4.

Express the core conditions for effective helping: empathy, positive regard, and genuineness 5. Apply theory and learned techniques in role-played helping situations 6. Demonstrate critical, analytical, and self-assessment skills Main Elements For this assignment, you will choose one of the following theoretical orientations as well as corresponding concepts to treat the case study: ï‚· Psychoanalytic Therapy using concepts such as structure of personality, the unconscious, role of anxiety and ego-defense mechanisms, and stage of development. Include the role of transference and countertransference in the therapy process. Some techniques that can be included are free association, interpretation, dream analysis, and analysis and interpretation of resistance and transference. ï‚· Adlerian Therapy using concepts such as social interest, birth order, subjective view of reality, unity of personality.

Include the lifestyle assessment as well as the role of the family constellation and early recollections in a lifestyle assessment. Also, include the four phases of the therapeutic process. ï‚· Existential Therapy using concepts such as self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, and authenticity. ï‚· Person-Centered Therapy using concepts such as acceptance, self-actualization, openness to experience, clarification, self-trust, reflection, internal locus of evaluation, congruence, growth-promoting climate, incongruence, actualizing tendency, genuineness, unconditional positive regard, and here-and- now experiences. ï‚· Gestalt Therapy using concepts such as here-and-now, awareness, dealing with unfinished business, contact and resistance to contact, body language, and the role of experiments in therapy the dialogue experiment, playing the projection, “why†questions, reversal technique, the rehearsal experiment, staying with the feeling, empty chair technique, introjection, integration of polarities, projection, blocks to energy, catastrophic expectations, impasse or “stuck point,†here-and-now experiencing, projection screen, figure-formation process, boundary disturbance, and language that denies power. ï‚· Behavior Therapy using concepts such as systematic desensitization, behavior modification, biofeedback, classical conditioning, operant conditioning, cognitive trend/processes, target behaviors, self-management, reinforcement techniques, self-directed behavior, homework, observational learning, behavioral diary, imitation, self-contracting, goal setting, contingency contracting, relaxation training, social reinforcement, social learning, behavior rehearsal, exposure therapy, modeling, assertion training, feedback, in vivo desensitization, flooding, eye movement desensitization and stress inoculation reprocessing (EMDR), extinction, functional assessment, positive punishment, and negative punishment. ï‚· Cognitive Behavior Therapy using concepts such as internal dialogue, irrational beliefs, coping-skills program, cognitions, stress inoculation, unconditional “shoulds,†absolutistic “musts,†self-observation, faulty assumptions, automatic thinking, self-evaluating, self-sustaining, simple preferences, schema restructuring, emotional disturbance, cognitive distortions/errors, autosuggestion, schema, self-repetition, “family schemata,†blame, arbitrary inferences, anxiety, A-B-C theory, cognitive triad, Socratic questioning, full acceptance or tolerance, cognitive homework, therapeutic collaboration, disputing irrational beliefs, overgeneralization, changing one’s language, magnification and minimization, rational-emotive imagery, personalization, role playing, labeling and mislabeling, shame-attacking exercises, polarized thinking, alternative interpretations, and self-instructional therapy.

In the paper, you will address all of the following: ï‚· Identify a case study that you would like to design a therapy plan for. ï‚· Discuss how this case study would be addressed in therapy according to your chosen theoretical orientation. Be sure to include specific concepts related to your chosen theory. Avoid broad, general concepts that are not related to a specific theory. ï‚· Identify possible goals and interventions appropriate for the chosen orientation. Format Milestone One: Submit Case Study and Theoretical Orientation In 3-3, you will submit a general description of patient and his or her issue, as well as the theoretical orientation chosen to address the issue. The format should be 1-2 pages and will not be graded separately; use the Final Project Rubric to structure feedback.

Milestone Two: Submit Outline of Final Project In 5-3, you will submit an outline for the Final Paper. The format should be 1-2 pages and will not be graded separately; use the Final Project Rubric to structure feedback. Final Submission: Client History and Therapy Plan In 7-3, you will submit the Final Paper: Client History and Therapy Plan. It should be a complete, polished artifact containing all of the main elements of the final product. It should reflect the incorporation of feedback gained throughout the course.

This submission will be graded using the Final Project Rubric (below). Rubric Guidelines for Submission: Written components of projects must follow these formatting guidelines when applicable: double spacing, 12-point T imes New Roman font, one-inch margins, 6-8 pages, and discipline-appropriate citations. Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value Main Elements Includes almost all of the main elements and requirements and cites multiple examples to illustrate each element Includes most of the main elements and requirements and cites many examples to illustrate each element Includes some of the main elements and requirements Does not include any of the main elements and requirements 25 Inquiry and Analysis Explores multiple issues through extensive collection and in-depth analysis of evidence to make informed conclusions Explores some issues through collection and in-depth analysis of evidence to make informed conclusions Explores minimal issues through collection and analysis of evidence to make informed conclusions Does not explore issues through collection and analysis of evidence and does not make informed conclusions 20 Integration and Application All of the course concepts are correctly applied Most of the course concepts are correctly applied Some of the course concepts are correctly applied Does not correctly apply any of the course concepts 10 Critical Thinking Demonstrates comprehensive exploration of issues and ideas before accepting or forming an opinion or conclusion Demonstrates moderate exploration of issues and ideas before accepting or forming an opinion or conclusion Demonstrates minimal exploration of issues and ideas before accepting or forming an opinion or conclusion Does not demonstrate exploration of issues and ideas before accepting or forming an opinion or conclusion 20 Research Incorporates many scholarly resources effectively that reflect depth and breadth of research Incorporates some scholarly resources effectively that reflect depth and breadth of research Incorporates very few scholarly resources that reflect depth and breadth of research Does not incorporate scholarly resources that reflect depth and breadth of research 15 Writing (Mechanics/Citations) No errors related to organization, grammar and style, and citations Minor errors related to organization, grammar and style, and citations Some errors related to organization, grammar and style, and citations Major errors related to organization, grammar and style, and citations 10 Total 100% Assessment 8 Write a 2-3 page article review in which you discuss the legal issues brought against an employer and how the organization managed to recover from the charges brought against it. write a 2–3-page article review in which you discuss the following: · Identify the legal issues and the charges brought against the company. · Describe the organization's approach to managing and recovering from the charges brought against it. · Include your analysis of the organization's approach to managing and recovering from the charges.

Identify whether you would or would not have handled the recovery using the same strategy, and include a supporting rationale. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: · Competency 4: Implement the mission, vision, and values to impact organizational culture. . Identify the legal issues. . Discuss the effectiveness of the organization's approach to recovery. · Competency 5: Create strategies for recovery from exposure to liabilities. . Describe the organization's strategies for recovery from exposure to liabilities. · Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the human resource profession. .

Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the human resource profession. Assessment 7 Write a 2-3 page case description of a recent case in the news related to wrongful termination. Describe the case, summarize the primary issues that exist, and include an analysis of whether this is a case of wrongful termination based on what you know and what you have studied. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: · Competency 3: Apply the laws and safety issues in the workplace. . Describe the case. .

Summarize the significant issues of the case. . Discuss the outcome. · Competency 5: Create strategies for recovery from exposure to liabilities. . Discuss the concept of at-will employment. . Describe how at-will employment affects wrongful termination lawsuits. · Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the human resource profession. . Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the human resource profession.

Assessment 5 Write a 2-3 page analysis in which you summarize a case involving overtime and related pay issues, identify the central issues related to the alleged errors, and describe the outcome of the case. Offer your opinion of the reasons the employee should or should not have been paid overtime wages. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: · Competency 1: Examine the effect of the employment process on current work environments. . Describe the issues in the case. · Competency 3: Apply the laws and safety issues in the workplace. . Describe your opinion on the decision regarding overtime pay. · Competency 5: Create strategies for recovery. .

Describe the decisions that affected the outcome of the case. · Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the human resource profession. . Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the human resource profession. Assessment 6 Write a 2-3 page article review in which you discuss privacy in the workplace. Then, write a 2–3 page article review in which you discuss the following: · Identify the legal impact of the information in your chosen article related to privacy in the workplace. · Describe how companies can act in accordance with the privacy laws addressed in your article. · Describe how companies can recover from violations related to the privacy laws addressed in your article. · Provide a rationale to support your point of view.

Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: · Competency 2: Analyze trends and changes in the laws on diversity, gender, and harassment. . Discuss personal opinion on privacy in the workplace considerations. · Competency 3: Apply the laws and safety issues in the workplace. . Identify the legal impact of the information. . Describe how companies can act in accordance with the privacy laws. · Competency 5: Create strategies for recovery from exposure to liabilities. . Describe how companies can recover from violations related to the privacy laws. · Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the human resource profession. .

Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the human resource profession. 2 Psychological Homework Assignment Student Name Institution Affiliation Course Number and Name Assignment Due Date Question Identify a case study that you would like to design a therapy plan. The case study that I am designing the therapy plan for is a Caucasian male in his thirties who is considered a teacher at a local high school. Discuss how this case study would be addressed in therapy according to your chosen theoretical orientation. Be sure to include specific concepts related to your chosen theory.

Avoid broad, general concepts that are not associated with a particular view. The case study would be addressed in therapy to consider an inpatient with mental health issues, which the family is admitting. The case study involved a family affair as his wife is also involved in giving support to the patient. The case study is more person-centered as most of the concepts and theories used to provide us with the self-actualization, reflection, and trust that most people always depict in expressing their feelings and unconditional positive and impressive love. Most of the case therapy tendency has some evaluation of self-actualization, which had occurred in the first session of the treatment when the patient was considered an outpatient.

Most of the feelings given have elusive facts related to behaviorism theory which trigger the surface when the patient heard a hospital song. The case therapy has tried to figure out a various coping mechanism which will self-articulate the good and thoughts of the different people. Meeting the patient with other family members is a clear indication of the built relationship bestowed in the family. Case formulation focus on significant problems which abide with the marriage and relationship who episodes have some manic combination with the way depression is being diagnosed towards the patient. Overall, most of the exclamation that has been considered in the case study therapy juxtaposes with behaviorism theory leading to perfection and full outcome changes.

Identify possible goals and interventions appropriate for the chosen orientation. The achievable goals and intervention for this orientation vary based on behavior theory and therapy imposition towards the patient, which is an inter value that most people have not considered in the case study formulation and analysis. Considered goals include a positive appearance and performance approach, an impressive view of performance-avoidance, and general mastery of the case study therapy, which constitutes the involved parties. The goals set align with the orientation as it helps the patient, either being inpatient or outpatient, to have a reformed plan and facility during the healing process. Furthermore, evidence given shows that individual variation as depicted in the case study must draw outcome attention from the attachment theory of behaviorism, which shapes both interpersonal changes in the general goals set at first glance.

Most of the results based on the orientation have an intervention that fosters more tremendous and positive change significantly with the shift bestowed on the patient, which is one of the advancing theories on personality change and goal upsurge. Designing the intervention based on the therapy ensures that support towards development occurs and the general psychological attributes are being inclusive for facts and change. Most of this set goals and intervention creates a particular focus on the intervention, which is an actualization that the therapy orientation must make an inclusive feature.

Paper for above instructions

Therapy Plan Design for a Case Study Using Person-Centered Therapy

Introduction

The final project for PSY 315 involves creating a therapy plan based on a selected case study. The chosen case study is that of a Caucasian male in his thirties who is a high school teacher, currently dealing with mental health issues that necessitate family support. This therapy plan will utilize Person-Centered Therapy (PCT), a humanistic approach that emphasizes the individual as the primary agent of change. The paper will provide a description of the client, explore how PCT is applied in his case, outline possible goals and interventions, and ultimately showcase the plan for treatment.

Client Description

The client, whom we will refer to as “John,” has recently experienced a significant downturn in mental health. Symptoms include recurrent anxiety, mood swings, and feelings of inadequacy concerning his teaching job. Compounding the situation, John’s relationships with his wife and students have suffered; he reports feeling disconnected and unable to engage meaningfully. John’s wife has expressed concern regarding his emotional withdrawal and urges him to seek help. The case thus incorporates familial dynamics, emphasizing the necessity for both individual and couple therapy sessions.

Theoretical Orientation: Person-Centered Therapy

Using PCT as the theoretical orientation for John’s therapy allows for an empathetic, supportive, and non-judgmental environment. This approach is characterized by three core conditions: empathy, unconditional positive regard, and congruence (Rogers, 1951). By fostering a climate of acceptance, John can explore his feelings and assumptions without fear of judgment, ultimately leading to self-discovery and healing.
1. Empathy: The therapist must strive to understand John's experiences from his perspective, validating his feelings. This will be achieved through active listening and reflecting on what he expresses during sessions.
2. Unconditional Positive Regard: The therapist will affirm John’s worth and potential for growth, regardless of his current mental state. This involves creating an accepting environment that encourages exploration without the fear of failure.
3. Congruence: The therapist will be genuine and transparent, modeling honesty and integrity to instill trust and facilitate open communication.

Application of the Approach

According to Rogers (1961), individuals possess an intrinsic drive towards self-actualization, and therapy can successfully promote this process under appropriate conditions. In John’s case, the first steps involve establishing rapport and safety within the therapeutic relationship. Therapeutic interactions will focus on providing emotional support while allowing John to express his feelings freely, addressing issues like his anxiety about performance and interpersonal relationships.

Key Concepts of PCT in Therapy Sessions

1. Self-Actualization: The therapy will emphasize John’s capability and innate desire for personal growth, exploring his values and aspirations beyond teaching.
2. Internal Locus of Evaluation: Encouraging John to rely on his internal values and opinions rather than external validation helps boost his confidence and self-esteem.
3. Reflection and Clarification: Frequent reflective listening will be employed to clarify John's thoughts and feelings, helping him articulate his experience and fostering deeper self-understanding.

Goals for Therapy

1. Improve Emotional Awareness and Regulation: John will articulate his feelings more clearly and develop strategies to manage anxiety and mood swings.
2. Strengthen Relationships with Family and Students: Through exploring barriers to emotional connection, John will work towards rebuilding rapport with his wife and engaging positively with his students.
3. Facilitate Personal Growth: Collaboratively set objectives for personal development that align with John’s values and desires outside of his professional identity.

Interventions for Achieving Goals

1. Therapeutic Alliance Building: Investing significant time in rapport-building sessions to develop trust and a safe therapeutic space, where John feels empowered to express himself.
2. Active Listening Techniques: The therapist will utilize paraphrasing and summarizing techniques to ensure John feels heard, promoting deeper engagement in discussions regarding his emotions.
3. Role-Playing Exercises: Introducing role-play scenarios may be beneficial for John to practice difficult conversations with his wife or professional discussions with students, reinforcing confidence in interpersonal situations.
4. Journaling: Encourage John to maintain a journal where he reflects on daily experiences, emotional responses, and relationship dynamics. This will foster self-reflection and awareness.
5. Workshops/Group Therapy: Suggest involvement in workshops focused on stress management or communication skills to enhance social interactions and broaden support networks.

Expected Outcomes

By following the outlined therapy strategies, the expectation is for John to gain insight into his emotional experiences, promote healthier coping mechanisms, and cultivate more fulfilling relationships. The gentle nature of PCT aims to create an environment conducive to personal exploration and acceptance. Positive change is anticipated as John begins to engage more openly with his feelings and relationships, ultimately leading to improved mental health.

Conclusion

Creating a therapy plan for John based on Person-Centered Therapy allows for a personalized approach that acknowledges his unique experiences and struggles. By focusing on building a supportive therapeutic relationship characterized by empathy, unconditional positive regard, and genuineness, John can work toward self-actualization and improved emotional well-being. This plan not only adheres to the principles of PCT but also provides pragmatic steps for interventions designed to facilitate healing and personal growth.

References

1. Rogers, C. R. (1951). Client-Centered Therapy: Its Current Practice, Implications, and Theory. Houghton Mifflin.
2. Rogers, C. R. (1961). On Becoming a Person: A Therapist’s View of Psychotherapy. Houghton Mifflin.
3. Yalom, I. D. (2005). The Gift of Therapy: An Open Letter to a New Generation of Therapists and Their Patients. HarperCollins.
4. Teyber, E., & McClure, F. (2011). Interpersonal Process in Therapy: An Integrative Model. Cengage Learning.
5. Gendlin, E. T. (1981). Focusing. Random House.
6. Schneider, K. J., & Krug, O. T. (2017). The Handbook of Humanistic Psychology: Theory, Research, and Practice. Sage Publications.
7. Maslow, A. H. (1970). Motivation and Personality. Harper & Row, Publishers.
8. Sharf, R. S. (2016). Theories of Psychotherapy and Counseling: Concepts and Cases. Cengage Learning.
9. Jacobs, M. (2010). Psychodynamic Therapy: The One and the Many. Continuum.
10. Egan, G. (2013). The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping. Cengage Learning.