Attachment Disorder has become a hot topic in the field of counseling. There is growing research in this area as well as the affects of parenting style and attachment. Find a scholarly journal article, read your textbook on attachment disorder and parenting styles, and write a description of your findings. Make sure to properly cite your sources and reference your citations at the end. Do not forget in your siting source to include line and or page number.

Attachment Disorder- has become a hot topic in the field of counseling. There is growing research in this area as well as the affects of parenting style and attachment. Find a scholarly journal article, read on attachment disorder and parenting styles, and write a 400-word description of your findings. Make sure to properly cite your sources and reference your citations at the end.

THEN

- Plagiarism and Moral Development
Kohlbergs theory of Moral Development.

How does this theory inform our understanding of plagiarism, intentional vs. unintentional, and moral development? Keep in mind, after one has been fully informed of the different types of plagiarism is it REALLY unintentional and how does that play into moral development. Write in 400 words

Customer is requesting that (FreelanceWriter) completes this order.

I first need to come up with an argumentive question based off of the subject of Reactive Attachment Disorder. I had the question "could Reactive attachment disorder be the leading cause of children with severe behavior problems, but she wanted a question that argumentitive and is problematic, significant and interesting to the writer. with this question i need to write a research paper that is also argumentive. this research paper needs to have tension by using "surprising reversal techniques. My research question is also the topic of my paper. I need to use surveys and and also need to have research of different adoption centers that have had cases of RAD.

I will EMAIL materials (Proposal, sample case study/dissertations).

The type of document is DISSERTATION/CASE STUDY

My 75 page dissertation (needs to be APA style), and is a Case Study/Dissertation on a woman/client with Dysthymia (depression) using Cognitive Behavioral Therapy. I?m including the proposal here and please incorporate the proposal into the dissertation and elaborate where needed. I will also email the proposal and sample case studies.

I need the following in the dissertation: Title page (FREE); Signature page (FREE); Preface; Acknowledgments page (FREE); Dedication page (FREE); Table of Contents (please use the table of contents from the proposal); Executive Summary; Statement of the Problem; Hypothesis; Rationale; Literature Review; write-up of the individual case notes (24) sessions; the write-up of the case notes could be a half page to a page for each of the 24 sessions; (for example, Session One; Session two, etc. (for 24 sessions) with an "assessment" at the end of each session (a paragraph or so of how the session went); Results; Discussion; Conclusion; Recommendations; 30 References (FREE) --- (APA style).

A brief duscussion of the diagnosis as it relates to the client (DSM-IV).

I also included (at the end) examples of ?sessions? from other sample dissertations.

What I wrote in the proposal needs to be included in the dissertation, for example, the different CBT techniques that I wrote in the proposal and how they helped the client, etc. --- weaved into the sessions.

FORMAT and REFERENCE STYLE
* Times New Roman font
* 12-point font size
* approximately 275 words per page
* double-spaced pages
* APA
* 1-inch margins
* FREE bibliography/references (30 references)
The references can be different from the ones that I?ve listed.

Please say something about the title (A Budding Therapist and the Caterpillar) and weave it into the case study.

This is the PROPOSAL:

A Budding Therapist and the Caterpillar
Undergoing a Metamorphosis
From a Cognitive Behavioral Perspective
by
Murrey C. Donaldson

A Proposal for a Clinical Case Study Dissertation
To be Submitted in Partial Satisfaction of the Requirements for
the degree of
Doctor of Psychology in Clinical Psychology




Case Study Proposal
Overview of the Study
Dysthymic patients are chronically depressed. Dysthymia is a depressive disorder in which irritable mood is observed by others for 2 years or more in adults and at least 1 year or more in children and adolescents. Dysthymia lasts longer and shows milder symptoms than depression (Butcher, 1987). Symptoms are similar to major depressive episodes (including low mood, fatigue, hopelessness, difficulty concentrating and disruption in appetite and sleep). Absent from the criteria are thoughts of suicide or death. There is a 6.4 percent lifetime prevalence for Dysthymia (Austrian, 2000). This is a proposal for a Clinical Case Study on the treatment of a woman diagnosed with Dysthymia.
The client selected for my dissertation study is a 43-year-old single parent. I chose this client for the following areas of clinical interest: (a) her self-esteem, depression, and anxiety issues; (b) her continuing difficulties in romantic relationships with men; and (c) her fight with obesity from an eating disorder.
The relational model I will be using, Cognitive Behavioral Therapy (CBT), is a relatively short-term, focused psychotherapy for a wide range of psychological problems including depression, anxiety, and personality problems. The focus is on how the client thinks, behaves, and communicates currently rather than on early childhood experiences.

Client Information
The client, as described above, is the oldest of three children of a Middle-Eastern family that emigrated to the United States.
The client took the initiative to request counseling and therapy as part of her own plan to help herself adjust to the demands of community living and to manage her illness. She presented herself with a flat affect and expressed anxiety related to her interpersonal situations and tasks. Interpersonally, she was withdrawn and socially isolated. Behaviorally, she was inactive and unable to work, but able to live independently.

The client reported struggling throughout childhood to live up to her mother?s expectations and secure her father?s love; failing at both. Depression and self-hate were her ever-present and unwelcome companions. They were accompanied by an insatiable craving for food, and (from adolescence on) by a similar craving for sex with inappropriate men. She was plagued with intermittent episodes of depression throughout her life.

She claims to have empathy for the needs of others, both family and friends, that is seldom reciprocal; but feels that she gets little in return. She begrudgingly admits that this is a source of annoyance and bitterness to her.
She has not formulated even vague details of a satisfying adulthood. Instead of looking ahead full of energy and plans, this client is clamped in a vise of psychic conflict and behavioral paralysis. The diagnosis was as follows:
Axis I 300.4 Dysthymic Disorder
Axis II None
Axis III None
Axis IV None
Axis V GAF = 50 (on admission)
GAF = 75-80 (at discharge)
Treatment History
As therapy commenced, the focus was on using cognitive interventions to produce changes in thinking, feeling, and behavior in the client (Kendall, 1991). The client was provided with ideas for experimentation, helped to sort through experiences, and aided in problem solving. Emphasis was placed on influencing the client to think for herself, maximize personal strengths, and acquire cognitive skills and behavior control.
Cognitive Behavioral Therapy focused on how the client responded to her cognitive interpretations and experiences rather than the environment or the experience itself, and how her thoughts and behaviors are related. It combined cognition change procedures with behavioral contingency management and learning experiences designed to help change distorted or deficient information processing (Kendall, 1991).
These new experiences helped to broaden the way the client viewed her world -- they do not remove unwanted prior history, but helped to develop healthier ways to make sense of future experiences. The focus of CBT was not to uncover unconscious early trauma or biological, neurological, and genetic contributions to psychological dysfunction, but instead endeavored to build a new, more adaptive way to process the client?s world.
CBT was used to help the client achieve lasting, positive change in therapy. This was also accomplished by modifying psychological structures through (a) relaxation strategies; (b) guided imagery; (c) meditation; (d) incentives and self-rewards; and (e) social skills training.


Outline for Dissertation
I. Introduction
II. Client Information
A. Presenting problem
B. Client's current symptoms
C. Therapist's observations of client's symptoms
D. Family history
E. Medical history
F. Psychotherapeutic history
G. Substance use/abuse
H. Initial diagnosis
I. Impressions of client
III. Theoretical Bases for Clinical Treatment
A. Beck: Cognitive Behavioral Therapy
IV. Storm Clouds ? Beginning Phase
A. Sessions 1-4
V. Unbearable Pain ? Middle Phase
Looking for Relief in All the Wrong Places
A. Sessions 5-15
VI. Making Peace ? Final Phase
A. Sessions 16-24
VII. Future Treatment Consideration
IX. Concluding Thoughts
References
THE REFERENCES DON?T HAVE TO BE THESE NECESSARILY:

References
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th Ed.). Washington, DC: Author.
Becker, J. (1991). Psychosocial aspects of depression. Hillsdale, NJ: Lawrence Erlbaum Associates.
Barsalou, L. W. (1992). Cognitive psychology: An overview for cognitive scientists. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Beck, A. T., Emery, G., & Greenberg, R. L. (1985). Anxiety disorders and phobias: A cognitive perspective. New York: Basic Books.
Beck, A. T., Steer, R. A., Ball, R., & Ranieri, W. F. (1996). Comparison of Beck depression inventories -IA And-II in psychiatric outpatients. Journal of Personality Assessment, 67(3), 588-597.
Bolton, D., Hill, J., O'Ryan, D., Udwin, O., Boyle, S., & Yule, W. (2004, July). Long-term effects of psychological trauma on psychosocial functioning. Journal of Child Psychology and Psychiatry, 45(5), 1007.
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books.
Brewin, C. R. (1996). Theoretical foundations of cognitive-behavior therapy for anxiety and depression. Annual Review of Psychology, 47, 33-57.
Brewin, C. R. (1996). Cognitive interference: Theories, methods, and findings. In G. R. Pierce, B. R. Sarason, & I. G. Sarason, (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates.
Cowan, P. A., Cowan, C. P., Cohn, D. A., & Pearson, J. L. (1996). Parents' attachment histories and children's externalizing and internalizing behaviors: Exploring family systems models of linkage. Journal of Consulting and Clinical Psychology, 64, 53-63.
Dia, D. A. (2001). Cognitive-behavioral therapy with a six-year-old boy with separation anxiety disorder: A case study. Health and Social Work, 26(2), 125.
Goble, W., & Jones, V. (Speakers). (2000). ATTACH conference session: Assessment and diagnosis. (Cassette Recording No. 26-2016). Brookfield, VT: Resourceful Recordings, Inc.
Grinberg, L. (1992). Guilt and depression. London: Karnac Books.
Jacobson, N. S., Dobson, K. S., Truax, P. A., Addis, M. E., Koerner, K., Gollan, J. K., Gortner, E., & Prince, S. E. (1996). A component analysis of cognitive-behavioral treatment for depression. Journal of Consulting and Clinical Psychology, 64, 295-304.
Levy, T. M., & Orlans, M. (1998). Attachment, trauma, and healing: Understanding and treating attachment disorder in children and families. Washington, DC: CWLA Press.
Marcotte, D. (1997). Treating depression in adolescence: A review of the effectiveness of cognitive-behavioral treatments. Journal of Youth and Adolescence, 26(3), 273.
Needleman, L. D. (1999). Cognitive case conceptualization: A guidebook for practitioners. Mahwah, NJ: Lawrence Erlbaum Associates.
Omdahl, B. L. (1995). Cognitive appraisal, emotion, and empathy. Mahwah, NJ: Lawrence Erlbaum Associates.
Perlmutter, M. R. (Ed.). (1986). Cognitive perspectives on children's social and behavioral development. Hillsdale, NJ: Lawrence Erlbaum Associates.
Reber, K. (1996) Children at risk for reactive attachment disorder: assessment, diagnosis and treatment. Progress: Family Systems Research and Therapy, 5, 83-98.
Reilly, C. E. (1998). Cognitive therapy for the suicidal patient: A case study. Perspectives in Psychiatric Care, 34(4), 26.
Schwebel, A. I., & Fine, M. A. (1994). Understanding and helping families: A cognitive-behavioral approach. Hillsdale, NJ: Lawrence Erlbaum Associates.
Sroufe, L. A., Carlson, E. A., Levy, A. K., & Egeland, B. (1999). Implications of attachment theory for developmental psychopathology. Development and Psychopathology, 11, 1-13.
Willimer, J. F. (Eds.). ams, M. B. & Som (1994). Handbook of post-traumatic therapy. Westport, CT: Greenwood Press.
Wright, L. M., Watson, W. L., & Bell, J. M. (1996). Beliefs: The heart of healing in families and illness. New York: Basic Books.


EXAMPLES OF SESSIONS FROM OTHER DISSERTATIONS

Session Seventeen

She spoke again about her altercation with this older man. She asserted that she did not want to be treated that way. She noted that he accused her of being too sensitive, which she resented. She stated, however, that she did not know how to tell him how she felt without jeopardizing what had been, in many ways, a satisfying relationship. I reflected the sadness in her recognition that this man could not be who she wanted. She became sad at this point, and almost tearful. She was more calm and centered during this session. She again took notes, using her computer notebook. As a result, there were long pauses during which she typed in notes, letter by letter.

I reframed her sensitivity in a positive light, noting that she had a right to be aware of and value her own feelings. I restated the conflict between maintaining her own integrity and safety while attempting to get her needs met.

She took note of this comment, but I failed to pursue more fully what this conflict felt like, what the risk was to her safety, how this issue had arisen and been resolved in previous relationships, etc. I think that, in part, I had been trained by her to "tie things up" at the end of sessions in such a way that the most painful but possibly important observations were left unexplored.

The next Monday was a holiday, so we did not meet until the next Wednesday.

Session Eighteen

She presented as unfocused and emotionally distant from the information she was providing. She talked about her unresolved relationship with the older male friend. She also indicated that a man with whom she had a casual acquaintance was coming to town. She hoped to spend time with him, and discussed the possibility of their becoming intimate. After some discussion, she decided that she wanted only a close, platonic relationship.

She spent the remainder of the session describing her feelings of depression, which she reported had been present much of her adult life, in greater or lesser measure. She described her lethargy, fatigue, lack of motivation, tendency toward procrastination, inability to clean her home and tendency to retire to bed early in the evening to "avoid" certain unpleasant realities, including her significant financial problems. I explored these symptoms in greater detail, including their history of development. I explored her history of treatment for depression, including a prior trial of Prozac, prescribed by an internist, which she had found helpful. She said she had thought of making an appointment to obtain another prescription for this medication. We discussed the pros and cons of this decision, and I described to her the psychiatric services offered at the Maple Center. She talked about feeling dysfunctional, and I asked her what that meant to her and felt like. I noted that it was painful to get in touch with those feelings of not functioning as she would like and needing help to feel better.


SIXTH SESSION

Frank and Nina had had a terrible fight this week. He had overheard Nina having a conversation with her family on the telephone. Frank doesn?t speak any Persian, so what he had mistaken for screaming and yelling at her family members, was actually an excited conversation about her brother?s new BMW. He had been upset by the loudness, had said that he couldn?t stand it anymore, slammed the back door and left.
Nina: I didn?t sleep all night. I thought he was gone for good. And then he comes back the next morning like nothing was wrong.
Therapist: Frank, what?s that like for you to hear your partner sound so afraid and helpless?
Frank: I don?t know . . . just everyone screaming. It felt so harsh, I just want to run away from it.
Therapist: So when you heard Nina, in your experience, screaming and seeming harsh, who did she get to be for you in that moment?
Frank: I don?t know what you mean.
Therapist: Well, who did she remind you of?
Frank: (Silence). . . My father. He would scream and yell, and then someone, usually me, would get hurt.
Therapist: I see, so, when you experienced Nina being harsh and loud, childhood memories of your father got reactivated. Nina, what's that like for you to hear?
Nina: Well, it helps me try to understand what happened. I always think about me. Me being too fat. Frank had really wanted to play tennis and I said no. For me its the same as the bathing suit. He always wants me to swim, or play tennis, or dance. And yet when I wear leggings and a sweater and ask him how I look, he makes a face and says he prefers me in a skirt and sweater. He can be so critical. He never compliments me.
Therapist: So, when you experience Frank as rejecting or critical, whose face
does he have on for you?
Nina: Oh, I get it. He gets to be my father too. My father always rejected me because of my weight. He and my brothers were so critical.
From the couples initial interview and from their individual sessions, I had understood that the parents? sexual dysfunction represented the net result of their individual histories.
Frank, like Nina had grown up in a family in which hopes for love were frustrated and substituted for physical and verbal abuse. I began to believe this resultant fear of sex was something they shared, even though both carried hopes for emotional intimacy and mutual support.
Nina?s open acknowledgement of her ?love of sex? matched Frank?s unconscious fear of sex. In trying to rid himself of his own sexual wishes, trying to protect Nina (much like his mother), he was, through projective identification, trying to protect himself from ?a bad father.? It was clear that the couple had a fear of sex and an idea that a mother would be harmed by a bad father, especially his penis. It became clear to me that I was keeping both of their fathers at bay, at least symbolically.
Progression of exercises went slowly for this anxious and phobic couple. One month later, they were still at the Sensate Stage, massaging each other including now breasts and genitals, with only a moderate level of arousal. Frank and Nina?s sexual life, as in other aspects of their coupled life was lacking in ?contextual holding? and ?centered relating,? that is, communication necessary to attenuate the strain put on the dyadic relationship. The frame around their relationship seemed almost invisible at times. In session we continued to work on the negative transferences to each other, reframing them, and understanding what was fueling them. They often experienced each other as rejecting or persecuting. Both felt unaccepted by their partner. Nina, hurting, fearing that Frank is not attracted to her and Frank because he can?t ?give? her what she wants. Both, in the meantime longing to be accepted.
We explored Frank?s inability to ?take,? rather than to ?give.? This insight was immediately relieving for Frank. We also worked on the details of communication between exercises. Specifically, telling each other what they liked and did not like the other to do. I found that with both of them, they were often saying the same things, but the other wasn?t getting ?it.? I also introduced the topic of visual of erotic material to aid in fantasy, and in distraction, so that Frank could begin to focus inwardly, and on what might please him. Nina was not open to this suggestion, again, wedded to her ?ideal? fantasy of how a couple makes love and only thinks of the other. I tried several times to normalize this for her, but to no avail. She repeatedly saw this as further proof that Frank was not attracted to her. Try as I did, I could not get Frank to begin to express any negative feelings toward her or his fantasies of other women.
At the end of the sixth session, Frank announced, that because they were both in couple?s counseling, as well as their own therapy, that they would only be able to afford to come every other week. I explored this with them, and even offered to reduce my fee so that they might be able to stay in couples work every week.
Both Nina and Frank suffered from fear of exposure. For Nina, exposing herself fully to Frank in therapy, and Frank, fearful of doing the exercises wrong, or revealing that he had sexual fantasies, or negative thought about his wife. These were equivalent of the unprotected gaze of family and peers. Sex therapy and marriage too had meant being stared at, looked at , and exposed. I made this interpretation, aimed at their resistance to actively engage in treatment.


There are faxes for this order.

Here is my first Draft. Please use it to shape up the paper, also, please add a conclussion and whatever you need to shape it up. I think I have cover the main points but I do not have anough time to complete it and polish.

Paper: the paper is a movie synopsis. the main idea is not to tell what the movie is about but to explained how abuse affect the present and the future of children.
Introduction:
At twenty years old, Will (Matt Damon) is a mathematical genius stuck between his abusive past and opportunity for greatness. Booked on assault charges, Will is allowed to leave prison on two conditions, taking math classes with a professor who recognizes his brilliance and psychotherapy. While algebra and exponents come easy for him, love and trust does not. With the help of his therapist (Robin Williams), Will begins to deal with his low self-esteem, fear of intimacy, and past physical abuse, until Will uses his intelligence and goes after Skylar (Minnie Driver), a woman who loved him unconditionally, to proclaim a life worth living.

1) Types of abuses that occurred to the major character
Abandonment: Will had never met his biological parents. He grew up as an orphan as he was abandoned by people who were supposed to love him the most.
Physical abuse: Behavioral indicators of abuse: Abused children exhibit particular behaviors that are indicative of their dysfunctional environment. Some of the first behavioral indicators of abuse can be observed by physicians in hospital settings. One of the most striking characteristics noted in the child is the little confidence in his abilities.
Will suffered from physical and psychological abused during his childhood. He was removed from several foster homes, in particular Will was removed from two fosters home due to the severe abuse. Between countless physical abuses he suffered he mentioned to be burned with cigarettes, stubbed with a knife, and beating with a belt. Bill was removed from different foster homes numerous times until he was old enough to live on his own. His foster parents used to put a belt and a ranch on the table to make him choose. Despite of the harsh attitudes, it is expressed that children can keep control of the abuse; it follows that they can control other aspects of their lives. They feel that punishment was deserved, it was their fault. Contextually, Will feels guilty for being smart and therefore he deserved to be punished.
Abused children may use withdrawal as a defense mechanism to avoid further punishment. The lead character shows oppositional behavior that is often termed as aggression or over hostility by others. Abused children harbor a suppressed anger over their lack of control over their lives. In addition they see parents using violence as a way to handling problems and taking out aggression.
Fearful of failure: Children perceive abuse as a deserved retribution.

2) Developmental stage(s) the abuse/neglect occurred in and possible short and long term consequences
We do not know when his abuse episode started; based on the information extracted from the film it can be established that the abuse occurred during middle childhood and early adolescence.
Middle childhood:
In Unites States children appear to be more susceptible to nonfatal physical abuse between the ages of 6 to 12. Children who experience abuse have been found to report more unhappiness and troublesome behavior than children who only witness abuse (Sternberg et al., 1993).
According to L. Charlesworth (2008), the most widely recognized developmental task of this period is the acquisition of feelings of self-competence. Children search for opportunities to demonstrate personal skills, abilities and achievement. Ideally, families play a critical role in supporting development of this sense. In this case, Will was not able to completely develop a sense of competence; in consequence he couldnt increase his awareness of his fit in the network of relationships in his surroundings.
Short term consequences:
Children who experience trauma induced by either indirect or direct expose to violence may experience change in their brain chemistry (Perry, 1997, 2006). Clearly experiencing violence adversely affect children in a number of areas, including the ability to establish social, including peer, relationship. Childhood exposure to violence increases the possibility of mental health difficulties and violence perpetration or re-victimization. Will was forced to believe that the world is unpredictable and violent- a belief that threatens children's natural curiosity and desire to explore the social environments.
Long term consequences:
Will pushed people away before they can leave him; that was his defense mechanism to protect himself from being hurt again. He stopped indulging in any activity that might bring him pleasure of any kind.

3) Problems that, as an adult, the victim demonstrated in the movie
Poor mental and emotional health:
Long-term study shows, as many as 80 percent of young adults who had been abused met the diagnostic criteria for at least one psychiatric disorder at age 21. These young adults exhibited many problems, including depression, anxiety, eating disorders, and suicide attempts (Silverman, Reinherz, & Giaconia, 1996). Other psychological and emotional conditions associated with abuse and neglect include panic disorder, dissociative disorders, attention-deficit/hyperactivity disorder, post-traumatic stress disorder, and reactive attachment disorder (Teicher, 2000).
Social difficulties:
Children who are abused and neglected by caretakers often do not form secure attachments to them. These early attachment difficulties can lead to later difficulties in relationships with other adults as well as with peers (Morrison, Frank, Holland, & Kates, 1999).
Unable to trust others:
When Will needed to choose a therapist, he made fun of them as a barrier to talk about his issues; he made them look stupid. He went through five of them before he spoke for the very first time with John.
Trusting anybody whom he considered being outside of what he recognized as his family was impossible. Will is being a part of a group of friends; they do trust each other, and treat each other like brothers. Will had entrusted his friends with blind faith.
Juvenile delinquency and adult criminality:
A National Institute of Justice study indicated being abused or neglected as a child increased the likelihood of arrest as a juvenile by 59 percent. Abuse and neglect increased the likelihood of adult criminal behavior by 28 percent and violent crime by 30 percent (Widom & Maxfield, 2001).
Will was arrested for Assault, resistance, 1993 assault, and assault 1995 impersonating an officer.






There are faxes for this order.

Describe attachment. What are the types of attachment? How are these measured or gauged? What are the positive and negative ramifications of attachment? Describe instances of both secure and insecure attachment ( reactive attachment disorder ). Use examples from text, 20/20 ABC saving duylan movie, and NY Times article- Attachment theroy, The ultimate experiment by Margaret Talbot. The NY times magazine/May 24,1998. Fax and e-mail to follow.
There are faxes for this order.

I need help writing my master's thesis proposal. I am looking for a 5-page introduction and a 10-page literature review. The title is Disordered Eating in College Students: The Roles of Attachment to Fathers, Depression and Self Esteem. I am interested in investigating the attachment process in eating disorders, particularly among college women. I also want to point out the number of college women with subclinical eating disorders in contrast to those with full-blown eating disorders. I will need background information on attachment theory and processes in general and in eating disorders. Since eating disorder literature has been focused on mother-daughter attachment processes, I am interested in focusing on father-daughter attachment processes. I am also interested in the roles of depression and self-esteem. I need this paper in APA format. Some articles to look at may be Eating Dysfunctions in College Women: The Roles of Depression and Attachment to Fathers by Gutzwiller, Oliver, & Katz and Attachment Processes in Eating Disorder and Depression by Cole-Detke & Kobak.

Please follow all the directives below for this assignment.

All assignments must have a title page, abstract page, reference page along with the body of the research. Please follow the guidelines for every week assignments which is listed below.
Week 3. Assignment Sensorimotor Disorder
Search the empirical research to find 2 to 3 articles on the treatment of a sensorimotor disorder. Compare and contrast the different approaches to treating the disorder that you identified as it relates to effectiveness of the treatment. Be sure to discuss the challenges underlying the treatment of the disorder you chose. Your paper should be 3-5 pages in length, excluding the title page and reference section. the title, abstract and reference pages.
________________________________________
Week Three Written Assignment Grading Criteria
Content Criteria 4 Points
At least 2 research studies are provided focused on a particular sensorimotor
disorder.
The biological cause of the disorder is discussed
The treatment of the disorder is discussed
Writing and Organization Criteria 2 Points
The central theme/purpose of the paper is clear.
The structure is clear, logical, and easy to follow.
The tone is appropriate to the content and assignment.
The thoughts are clear and include appropriate beginning, development, and conclusion.
Paragraph transitions are present, logical, and maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Sentences are well constructed, with consistently strong, varied sentences.
Sentence transitions are present and maintain the flow of thought.
Rules of grammar, usage, and punctuation are followed.
The paper uses words and language that are inclusive, clear, and unambiguous.
Spelling is correct.
Research Criteria 2 Points
The paper includes a summary and analysis of research materials that are relevant to the assignment, e.g. scholarly journals, professional articles, legal documents, government documents, legal decisions, media clips, software, measurement instruments websites, personal communication, etc.
Professional/scholarly journals are peer reviewed and focus on the profession/application of psychology (located on ProQuest, EBSCOHost, PsycNET, etc.). Non-scholarly articles include newspapers, periodicals, secular magazines, etc, and are not peer reviewed. Websites not approved include wilkipedia.com and about.com.
Research focuses on the most current information (past five to ten years) except when citing seminal works (e.g. Freud, Erickson, etc.).
Paper includes the appropriate number of references required by the assignment.
When appropriate, the paper addresses ethical considerations in research.
Style Criteria 2 Points
The paper is in the appropriate APA format used by the institution/program (e.g. the 6th edition).
The paper is double-spaced and in the appropriate length required by the assignment
The paper includes an APA style cover page.
The paper includes an Abstract that is formatted to support the appropriate version of APA Publication Manual (e.g. 6th edition).
The paper properly uses headings, font styles, and white space as outlined in the appropriate version of APA Publication Manual (e.g. 6th edition).
The paper includes an introductory paragraph with a succinct thesis statement.
The paper addresses the topic of the paper with critical thought.
The paper concludes with a restatement of the thesis and a conclusion paragraph.
Citations of original works within the body of the paper follow the appropriate version of APA Publication Manual (e.g. 6th edition) guidelines.
The paper includes a References Page that is completed according to the appropriate version of APA Publication Manual (e.g. 6th edition).
Total Possible Points 10 Points

End of Week 3. Sensorimotor Disorder assignment requirements

*** -- for shELAH --*** Please, no other writer.
*** -- for shELAH --*** Please, no other writer.
*** -- for shELAH --*** Please, no other writer.

I need a prospectus, based on our previous work, only using children (ages 7 to 11?). I also need another basic outiline for the paper (based in our prior work together). I'm including the information from my school on the prospectus and the outline of my dissertation. I'm also including the feedback I received from my committee chair below.

I would like to focus on children, grief and attachment theory. I'd need something about classical attachment theory by Bowlby, Ainsworth and Harlow. I also got dinged for not using original sources. : (

There is a book ("Continuing Bonds") that I use at work. I'd love to send a copy - not that you need to read it, but it would be helpful for you to have. How do I go about that? I also have a DVD from The Dougy Center (in Portland, Oregon) that might be helpful.

Thank you for all your help!!!

Chris Tucker

Source #1
Chris,

I attached another document that describes the prospectus. Looks focus on getting that completed, it is a relatively shorter document that gets this ball rolling.

Here are some comments regarding my very quick review of some of what you sent.

1) I would encourage you at the outset to think about focusing on children or adolescents. My initial reaction to the first paper is that you would need to cover both and that might end up being a huge undertaking.
2) You define attachment and use a definition from.was it Princeton? The current date is nice though I am wondering if you throw attachment out there if you your definition ought to be from Bowlby, Ainsworth, Harlowthese are the classic theorists and maybe at least mentioning their definition might be good. I know what you sent is rough and that you were considering this, I just want you to get a feel for how this back and forth thing might work.
3) For the dissertation always find the original source of works cited. You have one as cited in and at this point in the game you will need to find the original citation for what you want to include.
4) You ask about the possibility of including some personal information to help elaborate and fill a section.I want to think on this a bit and this may be driven by whether you end up with a quant or qual study. Qual you would be okay with, quant maybe not, at least in the beginning. Usually the personal anecdotal stuff doesnt play out until the discussion section.
5) If you choose the instrument design then you will need to become an expert in psychometrics as well. I, of course, love the idea. And I think the idea fits really nicely with measuring traumatic grief.
6) I like the idea of connecting loss/death with attachment theory, that is one of my interests so that would be fun.
7) Lets focus on the prospectus and get that done along with the committee formation, etc. If we tackle what is required for the course then we can grade you when it is complete..we will need to trust that they have it organized in a way that will result in this thing being completed.

Source #2
The Prospectus
The prospectus outlines the proposed investigation in a paper less than 15 pages
that is used to explain the candidates research to other students, potential committee
members, and the Program Chair. A copy of the prospectus must be attached to the
Dissertation Committee Petition. This enables the Program Chair or the Chairs designee
to make recommendations about finalizing committee members. Prospectus meetings
may be scheduled between the candidate and the committee to discuss the details of the
prospectus development. Students should check with their program or dissertation chair
for such meeting requirements.
The prospectus begins with a cover sheet (Appendix D) and should provide
enough information to help prospective committee members decide if their interests and
backgrounds would be appropriate for serving on the committee. The components of this
narrative should include (a) the problem to be addressed, the significance of the problem,
the purpose of the proposed study; (b) an initial review of the literature related to the
selected research topic, sufficient to inform the candidate of what is, and is not, known
about the topic; (c) an initial set of research question(s) and hypotheses as appropriate,
(d) anticipated research methodology which includes population and sample, procedures
and measures, hypotheses, level of significance, and statistical tests; (e) a short reference
list of key articles, books, etc., related to the research area; (f) identification of possible
databases and keywords to be used in the literature search; (g) the candidates timeline
goals for completing the four dissertation courses. Questions regarding this prospectus
should be addressed to the Program Chair or the Chairs designee.


Source #3
As a result of their satisfactory completion of 9001, candidates will:
1. Define a topic for a dissertation or research project that addresses an issue,
concept, problem, course of action, or question relevant to their program
outcomes and/or their profession.
2. Develop a prospectus
3. Submit a prospectus for approval
4. Form a dissertation or research project committee
5. Develop the initial sections of a proposal that include: a concise statement of the
issue, concept, problem, course of action, or question to be addressed; key terms
and operational definitions; research questions, hypotheses, goals and objectives;
and the rationale or purpose of the proposed research.
6. Research the background of the selected topic area so that findings can be
evaluated in the context of the wider body of knowledge and practice
7. Critically evaluate prior research that serves as a foundation for the proposed
research
8. Conduct a review of literature and information sources related to the proposed
research
9. Compile a reference list related to the proposed research
10. Complete a working draft of an introduction to the dissertation or research project


The Dissertation Organization
The organization of the dissertation is type dependent and may be divided into the
following chapters or sections:
Chapter 1: Introduction - The Topic to be Studied, Definitions, Significance of the
Study, Overview of the Sections of the Dissertation
Chapter 2: Review of Literature
Chapter 3: Methodology
Chapter 4: Results or Findings (may include more than one chapter)
Chapter 4 or 5: Analysis
Chapter 5 or 6: Conclusions (or instead of Analysis and Conclusions, it may be the
Discussion Section)
Reference List
Appendixes (e.g., Survey Instruments, Interview Guides, Consent Forms)

The Prospectus Continued
The prospectus outlines the proposed investigation (a 5-15 page paper that is used to
explain the candidates research to other students, potential committee members, and the
Program Chair). A copy of the prospectus must be attached to the Dissertation
Committee Petition to allow the Program Chair to make informed decisions about
assigning committee members to the project.
The candidate begins the formal prospectus with a cover sheet (Appendix C) and
then should provide enough information to help prospective committee members decide
if their interests and backgrounds would be appropriate for serving on the committee.
The components of this narrative should include (a) the problem to be addressed, the
significance of the problem, the purpose of the proposed study; (b) an initial review of the
literature related to the selected research topic, sufficient to inform the candidate of what
is, and is not, known about the topic; (c) an initial set of research question(s) and
hypotheses as appropriate, (d) anticipated research methodology which includes
population and sample, procedures and measures, hypotheses, level of significance, and
statistical tests; (e) a short reference list of key articles, books, etc., related to the research
area; (f) identification of possibl databases and keywords to be used in the literature
search; (g) the candidates timeline goals for completing the four dissertation blocks.
Questions regarding this prospectus should be addressed to the Program Chair.




There are faxes for this order.

Separation Anxiety Disorder:
Paper should include etiology and epidemiology of the diagnosis and discuss evidence based interventions that are associated with the diagnosis based on 5 journal articles.

Hi,
I need four pages excluding references page.
I upload the 5 scientific jounals. the assigment is the same is before just more pages

APA Paper
You are to select any psychological behavior or disorder that is of interest to you. Find and select at least 5 articles from scientific journals (published no earlier than 2005) which discusses/researches the behavior, concept, or circumstance you selected. Consistent with APA Assignment 1, you cannot use any websites or any other resources from general internet sources; you may only use scientific articles for this assignment. It is advised that you just use the scientific databases provided through GPC?s library online.
Then you are to write a paper (literature review) which discusses the articles/topic that you selected. You are to synthesize and integrate the articles and construct a well-organized and written document. The articles need to be cited in the paper (in-text citations) and a Reference page needs to be constructed using the APA format. The body of the paper is to be no less than 3 double-spaced pages (excluding the title page & reference page) with 1? margins. This means, Title Page, Abstract, Body (3 pages), and Reference page(s). So the entire paper will be at least 6 pages. Be certain to make the 3rd page of the body a full page; points will be deducted for partial pages.
In addition to content, logical presentation of material, grammar and etcetera, you will be strictly graded on APA guidelines. Thus, you are strongly advised to review and closely follow the guidelines discussed and illustrated on the APA link and APA Tutorial that have been provided for you.
Lastly, place all of the articles that you use in a folder, compress (zip) it, and attach it along with your APA paper. Failure to do this will result in an automatic 25-point reduction in your grade. As noted previously, you must use at least 5 articles for this assignment. You may use more than 5 if you wish or need more information to be able to write 3 full pages of body. As far as using books, you may use 1 book as a resource, but it would have to be in addition to the required 5 articles.

I am sending you the instruction and sample paper that my teacher gave me, please follow exacly that it says. I need this paper for tomorrow, please don't be late because after tomorrow will be too late and I won't need the paper.
This paper is for Abnormal Psychology.
INSTRUCTIONS FOR THE CLASS PAPER

THE DUE DATE IS THE 10TH WEEK OF THE SEMESTER AND WE WILL RETURN YOUR PAPER DURING THE 15th WEEK.

1. Summarize two research articles on one disorder. The two summaries comprise ONE paper. Staple the two summaries together and attach xerox copies of the two articles you summarize.
2. Do not use case studies, epidemiology studies, or articles that only summarize a body of research. A case study is a psychological narrative of one or more clients. An epidemiology study presents data about the percentage of people who suffer from some specific disorder. I will be glad to look at your articles before you begin writing if you are not sure if they are appropriate. When looking for an article, a good way to know if you have the right ones is to see if there are sections labeled Methods, Results, Discussion.
3. The format of the paper should follow the sample papers posted on Blackboard and found at the end of this document.
4. Double space your paper. The total length of each summary should be about 3-5 pages.
5. Use spell check. If you are not a good writer visit the Writing Center!
6. The following example is just that, an example. Your article might not describe an experimental manipulation so your summary would not look like mine. But the general format should be an introduction, a description of the research participants, how data were collected, including any questionnaires, the results of the study, and a summary taken from the discussion section of the article. Direct quotes must be bracketed by quotation marks. If you use references from the article (e.g., Freud & Skinner, 1937), you must provide a reference page at the end of your summary. You do not need to reference the article you are summarizing.
In my experience, students have a tendency to wait until the last minute to choose articles. Consequently, they end up grabbing any two articles on the topic, with no consideration for the articles level of difficulty. Since they have no idea what the articles are talking about, they are forced to import large sections of the articles into their paper. You will lose points this way. Since you have complete control over which articles you will summarize, be sure to choose those that you understand. Also, I am amazed and appalled at the number of papers that do not use quotation marks when exact text is reproduced. This is called plagiarism!
6. Be sure to provide a cover page that has the title of the DISORDER and your NAME. Each summary of an article should begin with the reference for the article, as shown below. INCLUDE THE ARTICLES WITH YOUR PAPER!
7. Here are three scientific journals that you might want to look at first to find articles.
Journal of Abnormal Psychology (best one)
American Journal of Psychiatry
Psychological Reports (contains the easiest articles to summarize)
Some students are finding research articles on the Net. That is fine, as long as they are copies from a scientific journal. Dont use magazines, like Psychology Today, or websites that provide information on the disorder and may have an article written by the webmaster.
8. Again, do not summarize chapters from book or articles that review a whole body of research on a disorder. You must use articles from journals, not magazines or newspapers.

9. Since you do not receive extra credit for picking a difficult article, keep it simple. You should not summarize an article that you cannot understand, not counting the statistical analyses.
10. However, dont worry about the fact that you will find the statistical analyses in the Results section hard, or impossible to understand. Consult the example provided below for how to summarize statistical findings in common words.
11. Some students choose articles that have lots and lots of analyses. You dont have to summarize every result. It is sufficient to summarize the main analyses and results.
12. What do we look for in evaluating your paper? We should be able to understand why the study was done (the Introduction), how it was done (Methods), what was found (Results), and what is the meaning and implications of the findings (Discussion), without us reading the original articles. We also make a judgment about whether you understand what you are writing. Excessive use of quotations usually means that you dont know how to explain things and so you rely on the authors to explain it for you. Finally, did you follow the correct format in writing your article?
13. How to choose a disorder. The best place to begin is the required textbook. The book is primarily organized by disorders and you can skim chapters that have not been covered before you choose a topic. You can pick a disorder that is not the subject of a class lecture.
14. Finally, you will want to define the disorder in the first summary but you do not need to define it again in your second summary.
15. I will not accept a late paper. Here are the three most common reasons for students wanting me to accept a late paper: 1) I went to print-out my paper and the disk was corrupted; 2) my computer crashed and I lost my paper, and 3) my printer broke. These events are only problems when you wait until the last day to print your paper. Also, please do not send me your paper as an attachment to an email.



THE COVER PAGE IS A SEPARATE PAGE AND INCLUDES YOUR TITLE (THE DISORDER), NAME, AND THE REFERENCES FOR THE TWO ARTICLES. I DONT DISPLAY A COVER PAGE IN MY EXAMPLE. ALSO, YOUR SUMMARY WILL BE DOUBLE SPACED.

Rapee, R., Mattick, R., & Murrell, E. (1986) Cognitive mediation in the affective component of spontaneous panic attacks. Journal of Behavior Therapy and Experimental Psychiatry, 17, 4, 245-253.

The Introduction begins on a separate page.
INTRODUCTION
Panic attacks are characterized by numerous physical symptoms--including increased respiration and heart rate, muscle tension, dizziness, hyperventilation--as well as psychological symptoms, such as thoughts of physical disability or social humiliation. In contrast to patients with panic attacks, those who suffer from generalized anxiety disorder (GAD) have been noted to suffer their anxiety without undue concern for the consequences of high anxiety. The authors of this article point out that, "It could be hypothesized that this ideational difference between the two disorders highlights a factor of potential etiological importance for panic disorder; namely, that the tendency to interpret somatic sensations as indicative of a serious mental or physical disorder is at least partly responsible for the affective distress experienced during a panic attack" (pg. 245).

The importance of psychological factors in panic is further highlighted by research that manipulates patients' attributions of their physical symptoms. An attribution is a belief about the causal relation between two variables, in this instance, the physical symptoms of panic and the factors causing the panic. For example, Orwin (1973) has noted that physical exercise produces many of the physical sensations of anxiety, yet many agoraphobics do not panic when exercising because they have a rational explanation for their bodily sensations.
The purpose of the present study was to see if the symptoms of panic could be manipulated by offering different explanations (attributions) to subjects regarding the cause of their symptoms. Moreover, the authors also wanted to know if patients with a history of panic attacks would respond differently than social phobics to the experimental manipulation.

METHOD
Subjects
Subjects who met DSM-III criteria for panic disorder, agoraphobia with panic, or social phobia were included in the study. However, patients taking medication were excluded. The final sample incuded 16 subjects with a history of panic and 16 subjects diagnosed as social phobics.

Measures
[Some articles will discuss the assessment methods (i.e., psychological tests) and you can have a separate heading for this. You need only list the measures or assessment instruments used. You dont have to provide information on the validity or reliability of the instruments.]
Procedure
In order to produce unusual physical sensations, all subjects were required to breathe a mixture of CO2/O2 and hold their breath for as long as possible.
Panic and social phobic subjects were randomly assigned to the following experimental conditions.
No Explanation Condition
(This subheading comes from the article being summarized)
Before breathing the gas mixture, subjects in this condition were told that the gas may or may not affect their heart rate. (Note: I am always amazed when students use No Explanation and Explanation as subheadings in their reports. These subheadings are only relevant to the study I am summarizing here.)
Explanation Condition
These subjects were given a more complete explanation of the effects of the gas mixture. They were told that they may experience a number of physical symptoms such as chest tightness, breathlessness, dizziness, blurred vision, hot flushes, and tingling. They were told that these symptoms are often associated with panic attacks but in this instance the symptoms are not caused by an adverse reaction by the body but rather are the normal consequence of the gas mixture.
After the experimental manipulation and gas inhalation, a questionnaire was administered that assessed symptoms of anxiety and subjects' thoughts during the gas inhalation.

RESULTS

The results showed that the two diagnostic groups did not differ on the number of symptoms experienced. However, the panic subjects reported significantly more intense physical symptoms in comparison to the social phobics. With respect to the experimental manipulation, panic subjects in the No Explanation condition were significantly more anxious than panic subjects in the Explanation condition. However, among social phobics, there was no difference in anxiety between the two experimental conditions. An analysis of subjects' thoughts during the gas inhalation revealed that panic subjects experienced significantly more catastrophic thoughts in the No Explanation condition compared to the Explanation condition. Examples of catastrophic thoughts were, "I am going to die; Something is wrong; or I need help." Among Social phobics, there was no difference between experimental conditions in the occurrence of these types of thoughts. Indeed, social phobics tended to have mostly noncatastrophic thoughts during the procedure (e.g., "This is rather unpleasant" or "there is nothing to worry about").

DISCUSSION
The results of this study show that panic subjects were prone to experience unusual physical symptoms as frightening, especially when they are not given a rational explanation for the symptoms. Moreover, panic subjects were much more likely to experience catastrophic thoughts when not given an explanation of their symptoms. In contrast, social phobics were not influenced by the "explanation manipulation." That is, they tended not to become more upset in the absence of an explanation of their symptoms, and they tended to experience noncatastrophic thoughts.
The authors suggested that panic attacks involve a physiological discharge of bodily sensations for which the person has no explanation. These sensations trigger catastrophic thoughts that, in turn, heighten the experience of anxiety.
One implication of this study has to do with the treatment of panic. Patients may benefit by the provision of accurate information about unexpected physical symptoms and reassurance that these symptoms will not lead to their worst fears.


REFERENCES
(Here you would type the references of all studies that you included in the summary. You would literally type verbatim the relevant reference(s) as it appears in the Reference section at the end of the original article. It is not required that you use any references, however. In addition, do not include the reference of the study you are summarizing; that goes at the beginning. I have observed that several students put in their reference section every article referenced in the articles they are summarizing. Dont do this.)

Paper:

Define the major Diagnostic and Statistical Manual of Mental Disorders (DSM IV-TR) categories of:

anxiety disorders
mood/affective disorders
dissociative disorders
somatoform disorders

Examine the various classifications of:

anxiety disorders
mood/affective disorders
dissociative disorders
somatoform disorders


Analyze the biological, emotional, cognitive, and behavioral components of:

anxiety disorders
mood/affective disorders
dissociative disorders
somatoform disorders


Abstract
Introduction
Body
Conclusion
Works Cited

NO Quotes throughout
Citations throughout body of paper must have page numbers
Format paper according to APA standards
Utilize Diagnostic and Statistical Manual of Mental Disorders (DSM IV-TR)
Scholarly references

This assignment is a library research paper in which you will examine a particular mental health problem, or vulnerable population. Examine intervention strategies for the mental health problem including referral issues, engagement, assessment and diagnosis, contracting, core/middle phase (including the use of relationship and expressions of resistance), termination, aftercare, and evaluation of practice, using one or more practice theories. Discuss your role as a social work clinician and how this role may differ from other service providers, including responsibility of leadership. Include issues of the working alliance, transference and countertransference as they may apply to treatment. Be sure to include material throughout the phases of treatment on diversity, ethics and values, and issues of social justice. Be sure to use APA citation style including, the use of subheadings, introductions, conclusions, etc. Case material may be inserted for illustrative purposes. See attachment at end for further detail. Do not use first person.

1. Select a disorder or special population. [ ] A mental disorder present in a case you are holding is preferred so you can use examples of interventions throughout.
2. Select an intervention strategy covered in class. Taking the practice method selected discover how that method is employed throughout all phases of intervention. If there is no literature on the phase of treatment (such as referral), please use other sources of information. Cover all phases including:
Issues in referral for this particular type of population. How does the client come into the system? Is there typically a history with other systems of care? In what segment (s) of the continuum of care are you most likely to be working and why? What might influence client use of mental health care?[ ]
(obj.5)
Methods of engagement given the problem area. (e.g. What issues are involved in engaging a client who has anorexia and what must you do to establish rapport and empathy? HOW will you engage given these issues? Why are these practice aspects important given the case and problem area?
Discuss engaging diverse groups of clients-what must you do differently with those from different cultural groups.) [ ]
Discuss what is included in the assessment framework using the practice model chosen? Issues in culture and diversity must be a part of this section. Remember that your assessment should be based on the practice intervention selected, not just DSM diagnosis. If you are using CBT, HOW would CBT or IPT assess this case? Please use some analysis of case material rather than simply reporting. Why might someone have certain dynamics going on, certain symptomatology, etc.
Include a short biopsychosocial assessment and analysis of what factors influenced symptoms
presentation.
What neurobiological issues come out in the assessment and how do you know they are present?
Present DSM diagnosis(es) [ ]
What is the treatment plan and what are the treatment goals? [ ]
Discuss issues in the worker client relationship: your own feelings, transference &
countertransference, values & experiences that may affect motivation or resistance in you and the client system in treatment. Why are these issues present? What will you do differently given these
issues? How will you do it?[ ] (obj. 3)
What contracting issues must be set up given this problem and in this practice model? Why is the contract necessary? [ ]
Discuss methods of intervention in the middle phase of treatment. How is culturally competent
treatment used in this phase? Your intervention in the middle phase should derive from your
assessment issues. Tell me why you doing what you are doing. Go beyond telling what interventions you will use. How will you institute these interventions? The middle phase should represent the bulk of your paper and should be detailed, i.e. several kinds of interventions. [ ]
How will you engage and attend to issues in body, mind, and brain? [ ]
How is termination performed with this model and how do you know it is time for termination? What are the issues & plan? [ ]
Discuss evaluation strategies in the practice model. Evaluation should follow the same practice
intervention as in the assessment. [ ]
Discuss methods of follow-up in the practice model. Why might follow-up be important? [ ].
You may use one or more than one practice models and please include a rationale [ ].
Please comment on social justice issues as they impact problem presentation and treatment [ ] (obj. 1)
Discuss your role and identity as a clinical social worker; what makes your domain different from other
professionals? What leadership and/or advocacy responsibilities do you have? [ ] (obj.6)
What ethical issues are involved in working with this population? What social work values intersect with these ethical issues? [ ] (obj. 7)

Each student will complete a 15?20 page paper (not including the title, abstract, etc) in which they will discuss current issues facing adolescents today and how a counselor should deal with these areas. Your paper can be on any topic from the book associated with adolescence. You should be fairly specific with your topic - PAS (Post Abortion Syndrome), multiple behavior problem syndrome - something along those lines. The paper must be in APA style with a minimum of 15 current references (within five years).




Oppositional Defiant Disorder
A. A persistent pattern of angry and irritable mood along with defiant and vindictive behavior as evidenced by four (or more) of the following symptoms being displayed with one or more persons other than siblings.

Angry/Irritable Mood

1. Loses temper

2. Is touchy or easily annoyed by others.

3. Is angry and resentful

Defiant/Headstrong Behavior

4. Argues with adults

5. Actively defies or refuses to comply with adults? request or rules

6. Deliberately annoys people

7. Blames others for his or her mistakes or misbehavior

Vindictiveness

8. Has been spiteful or vindictive at least twice within the past six months

B. (NOTE: UNDER CONSIDERATION) The persistence and frequency of these behaviors should be used to distinguish a behavior that is within normal limits from a behavior that is symptomatic to determine if they should be considered a symptom of the disorder. For children under 5 years of age, the behavior must occur on most days for a period of at least six months unless otherwise noted (see symptom #8). For individuals 5 years or older, the behavior must occur at least once per week for at least six months, unless otherwise noted (see symptom #8). While these frequency criteria provide a minimal level of frequency to define symptoms, other factors should also be considered such as whether the frequency and intensity of the behaviors are non-normative given the person?s developmental level, gender, and culture.

C. The disturbance in behavior causes clinically significant impairment in social, educational, or vocational activities.

D. The behaviors may be confined to only one setting or in more severe cases present in multiple settings.

This paper should be posted as a Microsoft? Word attachment and should adhere to APA formatting style.

Chapter provided with case study please go to pg. 89 of chapter six called "CASE STUDY OF SALLY"... Prepare a 1,050 to 1,400-word analysis of selected case in which you address the following items:
A. Provide a brief overview of your selected case.
B. Explain the biological, emotional, cognitive, and behavioral components of the disorder analyzed in your selected case.
The paper should include at least two references from peer-reviewed sources and must be APA formatted (e.g. introduction, conclusion, and reference page).

Please make sure that this is in times new roman, 12 font and double spaced, i need the citing of this chapter to look just like this when you are citing..."info," (put quotes around the info. quoted do not skimp on this) then (author, date, pg. or parag. plus number ).

Thesis Statement

Individuals with Antisocial Personality Disorder frequently lack empathy, tend to be manipulative and impulsive. Those traits positively correlate those individuals to commit violent crime such as felony assault.

Above is a thesis statement that you should write a research paper on.


This is a 10 page research paper that should indicate a Positive Correlation(please do not use words like cause or effect or lead, but use word correlates) between a psychological issue (in this case an Antisocial Personality Disorder) and a specific criminal behavior( in this case a Felony Assault). Paper should be in APA format and is expected to adhere to standards set forth in the American Psychological Association's Publication Manual (6th Edition). Paper should include a title page and at least 10 references from professional journals (Empirical articles) in the reference section. Please use VERY simple words and language. Paper will be submitted via website www. turnitin.com so please make sure there is no plagiarized information in this research paper. I would like geewriter write this paper if it is possible. Feel free to contact me if you have any questions or concerns before writing the paper, I have extra time.

This paper must have 2 peer-reviewed sources and should be written in current APA publication format. Please use current Diagnostic and Statistical Manual as a third source. Format of paper can include specific culture, age (of diagnosis), and gender features. Prevalence, course of disorder, familial pattern, differential diagnosis, and diagnostic criteria (including ICE-9-CM codes)

The approved outline and proposal will be attached with this e-mail. In addition I am enclosing 14 pages long information and the substance of this dissertation upon which you may elaborate further.

This dissertation is based on a case study.

What is required is that the introduction should be 5 pages long. Introduction section should include details of why I chose these theories (object relation, attachment theories, and self psychology). There should be a chapter of literature review of a minimum of 15 pages long.



Important authors are Cohut, Winnicott, and Bowelby. Please see outline for details.

We will also fax you the school requirement with regard to how to write the dissertation and the format.

Will aLSO SUBMIT TO YOU A REFERENCE LIST, BUT PLEASE ADD TO THIS LIST MORE REFERENCES AND MODERN STUDIES THAT WILL SUPPORT MY POINTS THAT I HAVE RAISED IN MY 14 PAGE LONG MATERIALS.

There are faxes for this order.

This is a paper on Borderline Personality Disorder. I am requesting writer with a social work or psycholgy backround. I have an outline and some resources I will be faxing. the paper is very detailed and I will fax the information. The paper can be 22-25 pages; if more than 22 let me know. I want a writer with experience dealing with BORDERLINES....
There are faxes for this order.

Please give assignment ?hisdudeness?
Write a 3000-word research paper,
on eating disorders in women from a Christian point of view. Develop a title page and abstract. the abstract must be 150?250 words, with keywords included at the end. Keep in mind that an abstract is not an introduction to your paper or topic, but a summary of your paper?s major points. Write an outline and references page for the paper. The outline must be formatted as an alpha-numeric outline in current APA formatting. Please have at least 2 levels of headings, listing which scholarly sources, textbook information, and Bible references you expect to use as support for each heading. Utilizing information presented in the required texts, as well as theoretical and practical elements from academic and Christian sources, compile a references page of sources for your research paper. You must have at least 12 scholarly sources on your references page. All sources must be less than 8 years old. The references page and all citations must be in current APA formatting.

needs to focus on dissociative identity disorder as it appears in the DSM-IV- TR in adulthood only
MUST cover
general description
symptoms and diagnostic criteria
treatment approaches
goals of treatment
cross cultural issues
environmental issues
community referrals (in orange and LA County California)
Needs to have a minimum of 7 journal articles and I need to also have copies of the articles.

Discuss "separation anxiety disorder" in children. Define the syndrome, remark on how it is diagnosed and what treatment is available to the child that suffers from the disorder.

This disorder is defined in the DSM-IV-TR

I am looking for recent research that reports that one of the most consistent predictors of retention in therapy is the therapeutic alliance...Also, studies that suggest that if a secure attachment occurs early in treatment that the client is able to achieve greater depth within their therapeutic sessions.

I am looking at comparing client perceptions of therapeutic alliance with therapist perceptions of therapeutic alliance in order to determine if therapists can detect if the client is not feeling the alliance is healthy. If the outcome is that overall therapists view the alliance differently it may be beneficial to have clients complete an assessment of this alliance early in treatment to discuss and take appropriate action in order to benefit the client whether it be referral to another therapist or work through the alliance difficulties.

Theory associated with: Attachment Theory

My assignment is to complete a 20-40 page research paper I choose the topic of Eating Disorders and Beauty. I have eight pages and a long bibliography I need 11 more pages of anything related to eating disorders how beauty is viewed by patients with eating disorders, role of family in eating disorders, eating disorder theories, etc. Personal narratives charts or interviews can be included. All sources must be cited and added to an alphebeticall bibliography. At the beginning of each new topic within the paper there needs to be a relevant literary quote from any source that further prooves that point we are trying to make. Examples of completed research papers with quotes etc... are able to be viewed at .. http://www.nyu.edu/classes/keefer/EvergreenEnergy/EvergreenEnergy.htm
Below is what I have so far if you can add literary quotes for the sections I have and i will add the sources after you send it back. I just need 11 more pages ... not including bibliography... More sections can be added to beginning middle or end and existing sections can be edited...

To complete a 20-40 page college research paper with a 3 page bibliography
To explore a personal methodology for creativity and research from brainstorming
To gather, organize and evaluate primary and secondary sources online, in the library, the community and through empirical research such as interviews and investigation
To engage in close and survey reading and to paraphrase, summarize, analyze, and integrate sources into personal research
To develop and refine a thesis
To structure the categories of an outline
To develop and refine critical and argumentative faculties
To establish credibility through research, audience analysis, (beliefs, values, attitudes and behaviors), critical thinking, decision making and persuasive tactics
To learn the constructs of classical (Aristotle) and contemporary (Toulmin, Roger, Monroe, Boolean, Cyber) argumentation
To constructively question and defend a claim or syllogism, identifying logical fallacies
To analyze the course theme of Literature, Health Science, and the Environment in terms of your problem, employing the rhetoric of controversy, conflict and conversion
To improve writing skills through improvisational, poetic, and personal writing through formal and task-based exercises
To create a distinctive, original expository style, using MLA or APA parenthetical documentation
To increase knowledge and understanding of content theme
To introduce you to great literature
MLA/APA pocket manual. All weekly papers, the midterm, and the final must adhere closely to the style protocols for MLA or APA depending on your topic and discipline. You must use parenthetical documentation and put an alphabetized bibliography at the end of every weekly paper in correct style.
Poetry and literary essays or novels must be used as literary quotes related to your claims of value in your chosen research topic. ND also has a nature poetry book edited by Jeffrey Yang, Birds, Beasts, and Seas. Since you need literary quotes at the top of each weekly paper, you can get them from any source you like.

You should use the texts as springboards for your own originality and argumentation. Think of a problem you want to solve in your own life, related to the analysis of the art/science fusion.

Paper: Introduction

I recently saw a Dove commercial that so brilliantly summarizes the way that women often view themselves. Entitled ?Real Beauty Sketches,? an experiment is made in which a sketch artist asks multiple women to describe themselves. Without seeing them, he draws the images that they describe. The second half of the commercial involves these women describing the other women in this experiment and the sketch artist drawing those new images. Finally, each woman sees a side-by-side drawing of herself, each time her own description depicting a woman who is much older and uglier than the one described by someone else. The message rings clear: ?You are more beautiful than you think.?
Many women have a tremendous amount of self-doubt and harsh self-criticism. Women often believe they are fatter than they are, uglier than they are, and older looking than they really are. From where does such self-doubt and such a fixation on physical appearance originate? Men and women, boys and girls, are taught from an early age that the value of women lies in their youth, beauty, and sexuality. This single idea has led to gender stereotypes in almost every arena of life. The one on which I would like to focus is in the world of business.
In a world where women learn that their worth is dependent on their beauty, it is no wonder that anorexia plagues such a large part of the population. Instead of focusing on their minds and inner qualities, the world often judges women on their outward beauty. Women, and even girls, quickly learn that their self-worth is often increased when they appear more beautiful.

What causes someone to become anorexic?

Many factors come into play when an individual becomes anorexic. In addition to poor body image, those that develop the disease are often more vulnerable to it because of childhood personality and temperament. There are many factors that are now believed to predispose one to anorexia, such as perfectionism, anxiety, or obsessive-compulsiveness. These traits, often hereditary, may be present in childhood, but exacerbated during adolescence and later become factors in starting anorexia.
"Adolescence is a time of transition, when individuals must learn to balance immediate and long-term needs and goals in order to achieve independence," said Kaye. "For such individuals, learning to cope with mixed societal messages and pressures may be overwhelming, exacerbating underlying traits of anxiety and a desire to perfectly achieve."
"Individuals with anorexia tend to report that dieting reduces anxiety, while eating increases it," said Kaye. "This is very different from most individuals, who experience hunger as unpleasant." In simply an effort to avoid anxiety, an individual begins to starve herself and begins the spiral that eventually results in severe the malnutrition and emaciation that defines anorexia.
Some scientists now believe that individuals that become anorexic have a different chemical makeup in their brains. "Brain-imaging studies also show that individuals with anorexia have alterations in those parts of the brain involved with bodily sensations, such as sensing the rewarding aspects of pleasurable foods," said co-author Martin Paulus, UC San Diego professor of psychiatry, who heads UC San Diego's Laboratory of Biological Dynamics and Theoretical Medicine. "Anorexics may literally not recognize when they are hungry." This is an interesting point because this proves that anorexia is truly a disease and the individuals who have it truly cannot help themselves without medical intervention.

Who is anorexic?
In America, it is estimated that roughly seven million women have an eating disorder and one million men. It is also calculated that one out of every two hundred women in America have anorexia and that one out of ten people with anorexia are male. These estimates are taken only from medical cases and do not include those that are unreported. Nearly half of all Americans personally know someone with an eating disorder.
Anorexia is the third most common chronic illness among adolescents. Ninety-five percent of those afflicted with eating disorders are between the young ages of twelve and twenty-five. When polled, over fifty percent of girls between the ages of eleven and thirteen see themselves as overweight. Among thirteen-year-old girls polled, eighty percent of girls have dieted and tried to lose weight at some point in their life.
When looking at various cultures throughout the globe, the prevalence of eating disorders is widespread. Except for a tiny few, the rates of minorities with eating disorders are similar to those of white women. Seventy-four percent of American Indian girls reported dieting or purging and using diet pills. In 1994, Essence magazine reported that nearly fifty-four percent of African Americans were at risk of developing an eating disorder. Finally, Japan is severely plagued by eating disorders and they are one of the most common psychological problems facing young women today.

What does treatment look like?
"Currently, we don't have very effective means of treating people with anorexia," said Walter Kaye, MD, Professor of Psychiatry and Director of the Eating Disorders Program at the University of California, San Diego. "Consequently, many patients with the disorder remain ill for years or eventually die from the disease, which has the highest death rate of any psychiatric disorder."
While approximately thirty to forty percent of affected individuals eventually do recover, a large number of them develop a chronic illness or die, making anorexia the number one cause of death among psychiatric diseases. A study by the National Association of Anorexia Nervosa and Associated Disorders reported that between five and ten percent of anorexics die within ten years after contracting the disease, eighteen to twenty percent of anorexics will be dead after twenty years and only thirty to forty percent will ever fully recover
The mortality rate associated with anorexia nervosa is twelve times higher than the death rate of all causes of death for females fifteen to twenty-four years old. Finally, twenty percent of people suffering from anorexia will prematurely die from complications related to their eating disorder, such as suicide and heart problems

Is anorexia a worldwide epidemic?
Anorexia is often believed to be a worldwide problem, but a closer look at data suggests that it is not. According to statistics, the United States and Japan have a much higher mortality rate due to anorexia than any other country in the world. In data gathered, all other countries, besides Japan and the United States, had very few deaths related to eating disorders.


The fact that deaths from eating disorders are so high in Japan and the United States allows us to conclude that anorexia is very socially influenced. One book, Feeding Desire by Rebecca Popenoe, describes a culture in northern Niger, where the Azagwagh Arabs that live there actually undergo a process of ?fattening? the young girls. Because the Arabs only find it socially acceptable and sexually appealing to be obese, they make their girls overeat in order to be extraordinarily heavy. Beauty, to them, lies in being overweight and they greatly frown upon any Westerner who is slim.
Different images of attractiveness in various cultures prove that the idea of beauty, itself, is socially constructed. If one?s idea of what is appealing can change from one country to another, it gives us hope that we can redefine beauty in America. If America is the number one country suffering from eating disorders, then it has to be linked to our social media and the images and messages we are sending our youth.

Conclusion
Society needs to begin teach its youth that the value of women lies in their intelligence, power, and independence. At the age of eight, forty four percent of girls want to be leaders. Yet, by the age of twelve, only twenty-one percent believe they could be leaders. By age twelve, the average girl has seen 77,546 commercials?many of which are geared toward emphasizing the power of man and the beauty of women. Out of high school girls interviewed, three out of four said that they feel guilty or depressed and thirty-one percent have admitted to starving themselves in order to lose weight.
Society needs to emphasize achievement and not appearance. Over the last few years, America has seen a three hundred percent increase in cosmetic surgery in women. There has been a four hundred percent increase in liposuctions and an alarming six hundred percent increase in breast augmentations. So, in other words, as leadership positions dwindle, cosmetic procedures are on the rise. This is a poor reflection of the values that our society teaches.
?What we believe a leader should do is not consistent with what we think a woman can do.? This is what needs to change. Despite all the incentives and monetary compensations in the world, we need to create a population that believes in the future of our women as leaders and not just pretty faces. Perhaps, if we emphasize the brains of women instead of the body, we will see a group of people that truly believe anything is possible and who won?t need to be reminded through a Dove commercial that they truly are more beautiful than they think.

Bibliography?
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Outline (rough outline can definitely be changed)
1. Background on Eating Disorders and A Road To Recovery
? Anorexia defined
? Eating Disorder Spectrum (from serious to disordered eating)
? The severity of anorexia
? Changes in American weight standards
? How the female body was defined through history
? Body image and body dissatisfaction
2. Is recovery attainable?
? What does recovery look like?
? What are the challenges with recovery?
3. Why is there a higher percentage of anorexia in women vs. men?
4. Socioeconomic Factors and Role (How does culture influence anorexia?)
? Explain and provide examples of the Sociocultural Theory related to Anorexia.
? How magazines and television contribute to eating disorders?
? How is thinness enforced in the media?
-Socialization Process (relying on body for admiration)
-Positive connotations with thinness (happier, better, prettier)
-Why Fat is ?bad?? (Karl Lagerfeld and Adele example) (How models look in clothes)
5. Social Comparison Theory
? What does the social comparison theory look like?
? What are the targets of this theory?
? Explain upward and downward comparisons.
? Suffers often internalize the need to be thin and beautiful.
? Real and ideal expectations of body image and weight
? Level of self-esteem and satisfaction with ones body
? Emphasis on weight as a number on the scale
6. Social Learning Theory
? Reinforcement (against others)
? To punish others
? Identifying with media figures (celebrities etc.)
? Rewards for loosing weight
7. Relationships and Eating Disorders
? Mothers influence on anorexia
? Fathers influence on anorexia
? Peers influence on anorexia
8. Psychology and Eating Disorders
? Perfectionism
? Need to be in control
? Need to develop sense of self or identity
? Competitiveness
9. Recovery
? Avoiding messages in the media