Your Long-Term Goals Describe your long-term aspirations and goals as a professional counselor. Where do you see yourself in 5–10 years? How will you prepare for moving forward in the profession to achieve these goals? Describe three specific steps you’ll take for continuing career development in the counseling field.
Construct a definition of love which is supported by modern theories on love. What are the positive and negative aspects associated with loving relationships?
Your task this week is to complete an outline of your proposal. The outline should contain the following: The title of the proposed study
Your task this week is to complete an outline of your proposal. The outline should contain the following:
- The title of the proposed study
- The problem you will address (briefly summarize the problem in no more than 350 words)
- The research design you plan to use
- Your research questions
- Any questions you want your professor to answer. (Please do not send paragraphs asking “is this ok?”). These questions are optional so if you do not have any questions, that is fine. You will not be marked up or down for asking/not asking questions.
Length: 1-2 pages, not including title and reference pages
Provided is the annotated bibliography that will be used for the next assignment. Please read the next assignment in order to complete the assignment and to build onto the next one.
The focus of the study is on serial killers and attached is the focus to be used for the assignments.
Read the case study on Emma and answer the questions. You may put the 5 correct letters in section 2 (submission) by high lighting the correct multiple-choice answer.
New Assignment – PSY300
1 – If fear is such an unpleasant experience, why do so many people enjoy and seek out feelings of fear brought on by roller coasters, scary movies, haunted houses and other such experiences? 2 – Most individuals at some point in their lives have pretended to be sick in order to avoid school, work or some unpleasant activity in their lives. How do we determine what is a “normal” frequency of this behavior? If you were an employer, what strategies would you incorporate to address this issue in the workplace? 3 – Some people argue that antidepressants serve to curb productive behavior, destroy individuality, and blunt people’s emotions and quality of life. Are such concerns justified? What are your thoughts on appropriate uses of medication, and when therapy alone is sufficient?
1 – If fear is such an unpleasant experience, why do so many people enjoy and seek out feelings of fear brought on by roller coasters, scary movies, haunted houses and other such experiences? 2 – Most individuals at some point in their lives have pretended to be sick in order to avoid school, work or some unpleasant activity in their lives. How do we determine what is a “normal” frequency of this behavior? If you were an employer, what strategies would you incorporate to address this issue in the workplace? 3 – Some people argue that antidepressants serve to curb productive behavior, destroy individuality, and blunt people’s emotions and quality of life. Are such concerns justified? What are your thoughts on appropriate uses of medication, and when therapy alone is sufficient?
Part 2 Instructions: Read the case study on Emma and answer the questions. You may put the 5 correct letters in section 2 (submission) by high lighting the correct multiple-choice answer.
Emma
With a brittle smile, blonde hair pulled back in a pony-tail, plaid button shirt, and ripped jeans, Emma entered the therapist’s office. She was a 25-year-old Caucasian woman. After graduating college, she got a job as a full-time receptionist for a physician’s office. She was happy to work at a place that contributed to promoting health. She had difficulties in social interactions for most of her life and had been in and out of therapists’ offices, but things seemed to be getting much worse at work over the past year. Emma’s desire to go to work has decreased. She thought that her past was behind her and that she had moved forward but she found herself remembering childhood events of abuse. She would zone out when talking to patients at her job and they would seem to get frustrated with her. Her other friends at work would comment to her, telling her “you are losing your focus” and “you can’t keep zoning out with patients.” Sometimes Emma would feel her heart racing so much that she would leave the office to go outside, get some fresh air, and get a drink of water. Emma found herself feeling anxious when some male clients would raise their voice or move their hands suddenly around her. She stopped enjoying being at work and would sometimes call in reporting she was sick to avoid going to work. When she was at work she would spend more time watching the patients in the waiting room and continuously looking at the entrance door to the office, waiting to see if someone was coming into the office. She became less interested in talking with her fellow co-workers.
The most recent episode that was disturbing for Emma was when a male patient had brought his son with him to an appointment. The patient was in the waiting room with his son when Emma heard the patient raising his voice at his son. The patient called his son names and told his son “Stop being stupid. You are worthless. You need to do what I told you to do.” In that moment Emma remembered when her father would say similar things to her followed by hitting her across her face with any object within his reach. Emma began to feel her heart pound in her chest and she had a brief thought of wanting to help the boy. Her thought was immediately circumvented with thoughts of “it doesn’t matter what I do” and “I am helpless.” Emma retreated to the office bathroom and locked herself inside. Her co-workers were worried about her and told the physician. The doctor talked with Emma and suggested that she may want to take some time to find a physician or psychologist to assist her with her concerns.
Emma noticed that as things were worse at work that she also was experiencing challenges at home. She was having nightmares again which would often lead to her waking up and staying awake for an hour or so afterwards. She would be very worked up and worried about her safety after waking up from a nightmare. She would check the house doors to see if they were locked and then cuddle on the couch with her tablet to watch a light-hearted comedy movie or show, in attempts to calm and distract her. When Emma woke from a nightmare in which she was really worked up, sweaty, and scared she would drink some wine with her movie to help her get back to sleep. She found herself drinking more alcohol at nights than she had before. Early
Emma
With a brittle smile, blonde hair pulled back in a pony-tail, plaid button shirt, and ripped jeans, Emma entered the therapist’s office. She was a 25-year-old Caucasian woman. After graduating college, she got a job as a full-time receptionist for a physician’s office. She was happy to work at a place that contributed to promoting health. She had difficulties in social interactions for most of her life and had been in and out of therapists’ offices, but things seemed to be getting much worse at work over the past year. Emma’s desire to go to work has decreased. She thought that her past was behind her and that she had moved forward but she found herself remembering childhood events of abuse. She would zone out when talking to patients at her job and they would seem to get frustrated with her. Her other friends at work would comment to her, telling her “you are losing your focus” and “you can’t keep zoning out with patients.” Sometimes Emma would feel her heart racing so much that she would leave the office to go outside, get some fresh air, and get a drink of water. Emma found herself feeling anxious when some male clients would raise their voice or move their hands suddenly around her. She stopped enjoying being at work and would sometimes call in reporting she was sick to avoid going to work. When she was at work she would spend more time watching the patients in the waiting room and continuously looking at the entrance door to the office, waiting to see if someone was coming into the office. She became less interested in talking with her fellow co-workers.
The most recent episode that was disturbing for Emma was when a male patient had brought his son with him to an appointment. The patient was in the waiting room with his son when Emma heard the patient raising his voice at his son. The patient called his son names and told his son “Stop being stupid. You are worthless. You need to do what I told you to do.” In that moment Emma remembered when her father would say similar things to her followed by hitting her across her face with any object within his reach. Emma began to feel her heart pound in her chest and she had a brief thought of wanting to help the boy. Her thought was immediately circumvented with thoughts of “it doesn’t matter what I do” and “I am helpless.” Emma retreated to the office bathroom and locked herself inside. Her co-workers were worried about her and told the physician. The doctor talked with Emma and suggested that she may want to take some time to find a physician or psychologist to assist her with her concerns.
Emma noticed that as things were worse at work that she also was experiencing challenges at home. She was having nightmares again which would often lead to her waking up and staying awake for an hour or so afterwards. She would be very worked up and worried about her safety after waking up from a nightmare. She would check the house doors to see if they were locked and then cuddle on the couch with her tablet to watch a light-hearted comedy movie or show, in attempts to calm and distract her. When Emma woke from a nightmare in which she was really worked up, sweaty, and scared she would drink some wine with her movie to help her get back to sleep. She found herself drinking more alcohol at nights than she had before. Early
one morning, Emma decided to drink a bottle of wine and relax in the bath. She drank so much that she passed out in the bath and almost drowned.
Emma was never too interested in romantic relationships. Throughout college she distanced herself from others who were romantically interested in her. However, at an office party a co-worker introduced her to a man named Zach, with whom she felt a connection. She liked Zach because he displayed genuine care, he was very relaxed, and seem to be the most gentle and friendly man she had met. After many months of talking and some occasional dates, she began to exclusively see Zach and refer to him as her boyfriend. When Emma began to struggle at work she clung to Zach and would text him anytime she felt anxious and unsafe. Zach had a calming manner and his words always seemed to comfort Emma. Recently, Emma has become distant from Zach as well. She stopped sending him text messages, would ignore his messages, and would often refuse dates by telling Zach that she just felt like staying home. Emma deeply cared for Zach but found herself to be more comfortable with staying alone at home. Emma’s distance began to concern Zach as well. After Emma was told that she should see a physician or psychologist, Zach encouraged her to see someone. Knowing her abuse history, Zach thought Emma might need someone to help her.
Emma was hesitant to seek therapy due to previously having negative experiences with therapists. One therapist that Emma saw, while in college, had fallen asleep during a session, which contributed to Emma’s negative view of therapy. It was these past experiences coupled with having no interest in talking about her past abuse that demotivated Emma to seek counseling. However, she decided that she would attend in order to appease her boyfriend, boss, and co-workers. She thought that she could see the therapist and get some tips about how to better handle stress at work or maybe find some strategies to improve her relationship.
Background History
Emma grew up in a very large family with many siblings and cousins around. Emma was the fourth born of five children. Emma had two brothers, the eldest, and two sisters. She reported that at times she remembers four of her cousins, on her mother’s side, would live with her family. She remembers growing up without many toys or material possessions. She stated that she and her siblings would often play outside when they were not in school. Emma had a very close relationship with her sisters throughout childhood. She and her sisters would often play together and find comfort together after being physically abused by their older brothers or their father. Emma’s mother and father argued very frequently about finances, relationship concerns, chores, work, and the children. Emma’s father would often drink alcohol after getting home from work and would often begin to complain or yell at her mother.
Emma’s most salient memory of her parents is a fight that occurred, when she was 7
years old, one weekend after her father had been drinking all day and working outside. In the evening, Emma heard her father and mother yelling about chores and the children not doing enough, which was followed by the loud sounds of objects being thrown around. When Emma and her siblings ran out of their rooms to go see, Emma was unintentionally hit by a lamp that
Emma was never too interested in romantic relationships. Throughout college she distanced herself from others who were romantically interested in her. However, at an office party a co-worker introduced her to a man named Zach, with whom she felt a connection. She liked Zach because he displayed genuine care, he was very relaxed, and seem to be the most gentle and friendly man she had met. After many months of talking and some occasional dates, she began to exclusively see Zach and refer to him as her boyfriend. When Emma began to struggle at work she clung to Zach and would text him anytime she felt anxious and unsafe. Zach had a calming manner and his words always seemed to comfort Emma. Recently, Emma has become distant from Zach as well. She stopped sending him text messages, would ignore his messages, and would often refuse dates by telling Zach that she just felt like staying home. Emma deeply cared for Zach but found herself to be more comfortable with staying alone at home. Emma’s distance began to concern Zach as well. After Emma was told that she should see a physician or psychologist, Zach encouraged her to see someone. Knowing her abuse history, Zach thought Emma might need someone to help her.
Emma was hesitant to seek therapy due to previously having negative experiences with therapists. One therapist that Emma saw, while in college, had fallen asleep during a session, which contributed to Emma’s negative view of therapy. It was these past experiences coupled with having no interest in talking about her past abuse that demotivated Emma to seek counseling. However, she decided that she would attend in order to appease her boyfriend, boss, and co-workers. She thought that she could see the therapist and get some tips about how to better handle stress at work or maybe find some strategies to improve her relationship.
Background History
Emma grew up in a very large family with many siblings and cousins around. Emma was the fourth born of five children. Emma had two brothers, the eldest, and two sisters. She reported that at times she remembers four of her cousins, on her mother’s side, would live with her family. She remembers growing up without many toys or material possessions. She stated that she and her siblings would often play outside when they were not in school. Emma had a very close relationship with her sisters throughout childhood. She and her sisters would often play together and find comfort together after being physically abused by their older brothers or their father. Emma’s mother and father argued very frequently about finances, relationship concerns, chores, work, and the children. Emma’s father would often drink alcohol after getting home from work and would often begin to complain or yell at her mother.
Emma’s most salient memory of her parents is a fight that occurred, when she was 7
years old, one weekend after her father had been drinking all day and working outside. In the evening, Emma heard her father and mother yelling about chores and the children not doing enough, which was followed by the loud sounds of objects being thrown around. When Emma and her siblings ran out of their rooms to go see, Emma was unintentionally hit by a lamp that
her father had thrown. After getting up from falling down, Emma was yelled at by her father and called numerous names indicate her lack of worth.
Emma’s father continued to be aggressive with her and her siblings. Her father would hit
her across her face with sticks and tell her to not speak because he owned her. There were many other events wherein Emma experienced physical and verbal assaults from her father throughout her life until she turned 18 and left her house.
At the age of 18, Emma moved out of her house with her friend, to attend college. Emma
enjoyed the freedom of being out of her abusive house but had a difficult time adjusting. Emma only trusted her close friend and roommate. She would usually go to classes, go to work, and stay at her apartment. Emma did not trust many people.
In college Emma sought various therapists. She attended the university counseling center
off and on for a couple of years, seeing different therapists. Emma was prescribed antidepressants from her primary care provider in her junior year of college and took them off and on for about a year. She sought a psychologist in a private practice but due to her fears of wanting to talk about her past and her father, she stopped attending.
Emma’s father continued to be aggressive with her and her siblings. Her father would hit
her across her face with sticks and tell her to not speak because he owned her. There were many other events wherein Emma experienced physical and verbal assaults from her father throughout her life until she turned 18 and left her house.
At the age of 18, Emma moved out of her house with her friend, to attend college. Emma
enjoyed the freedom of being out of her abusive house but had a difficult time adjusting. Emma only trusted her close friend and roommate. She would usually go to classes, go to work, and stay at her apartment. Emma did not trust many people.
In college Emma sought various therapists. She attended the university counseling center
off and on for a couple of years, seeing different therapists. Emma was prescribed antidepressants from her primary care provider in her junior year of college and took them off and on for about a year. She sought a psychologist in a private practice but due to her fears of wanting to talk about her past and her father, she stopped attending.
Place the letter of the correct answer in the space to the left of the question number. _____1. Emma’s case displays symptoms that meet diagnostic criteria for Posttraumatic Stress Disorder. Emma’s continuously looking at the entrance door to the office would be best described as: A) perseverating B) hypervigilance C) detachment D) avoidance _____2. One of the most effective treatments that is an empirically supported treatment (EST) for Emma would be: A) Psychological Debriefing B) Posttraumatic Stress Safety Management Program C) Stress Inoculation Therapy D) Prolonged Exposure/Exposure Therapy _____3. If a therapist were to explore and help Emma challenge her thoughts of “worthlessness” and “helplessness” along with gradual and systematic desensitization to the trauma, then this therapist would be best described as: A) Jungian Therapy B) Psychoanalysis C) Cognitive Behavioral Therapy D) Acceptance and Commitment Therapy _____4. If Emma were to have medication prescribed as an adjunctive treatment, primarily for her anxiety symptoms, which medication might she be taking? A) Benzodiazepine B) Clonidine C) Lithium Salts D) Haloperidol _____5. The recent changes for Emma that are affecting her work are best representative of which of the four Fs? A) Frequency B) Feeling Pain C) Function D) Fatality
Describe how levels of self-esteem relate to reactions to positive and negative feedback. 2 – Compare and contrast the concepts of identity and self-concept. 3 – Discuss the five persuasion sources and give an example of each. 4 – What new information did you learn from these chapters? What did you find most interesting?
New Assignment – PSY340
Part 1 Instructions: Please answer each question (200 or more words per answer).
Question 1…? Answer…
Question 2…? Answer…
Question 3…? Answer… Question 4…? Answer…
1 – Describe how levels of self-esteem relate to reactions to positive and negative feedback. 2 – Compare and contrast the concepts of identity and self-concept. 3 – Discuss the five persuasion sources and give an example of each. 4 – What new information did you learn from these chapters? What did you find most interesting?
Briefly summarize the video (400 words or more) including the major topics of the video and your opinions regarding the information contained in the material.
About 5 pages due Tuesday 6pm
New Assignment – PSY355
Part 1 Instructions: Briefly summarize the video (400 words or more) including the major topics of the video and your opinions regarding the information contained in the material. Video Link: https://youtu.be/mT8fiAn74t0 Summary of the video…. Part 2 Instructions: Based on the video, comment on some of the spiritual and mind expanding uses of hallucinogens. (400 words or more) Comment on some of the spiritual and mind expanding uses of hallucinogens…
Part 1 Instructions: Briefly summarize the video (400 words or more) including the major topics of the video and your opinions regarding the information contained in the material. Video Link: https://youtu.be/mT8fiAn74t0 Summary of the video…. Part 2 Instructions: Based on the video, comment on some of the spiritual and mind expanding uses of hallucinogens. (400 words or more) Comment on some of the spiritual and mind expanding uses of hallucinogens…
Piaget Theory -Erin’s neighbor is from Argentina, and she taught her about her country. Erin did a class presentation on Argentina, and her teacher was shocked at how much she knew.
quick easy Theory Worksheet need filled out by tomorrow. [ Psychology class ]
| STATEMENT | THEORIST Cognitive Piaget Vygotsky Information Processing Theorist Socio-Emotional Freud Horney Erikson Bandura Bowlby |
THEORY Cognitive Socio-Emotional |
NAME OF APPROACH IF ANY ZPD Social Learning Adaptational Psychoanalytical (Psychosexual) (Psychosocial) |
NAME OF STAGE IF ANY Sensorimotor Preoperational Concrete Formal Oral Anal Phallic Latency Genital Trust v. Mistrust Autonomy v. Shame and Doubt Initiative v. Guilt Industry v. Inferiority Identity v. Confusion Intimacy v. Isolation Generativity v. Stagnation Ego Integrity v. Despair |
| Erin’s neighbor is from Argentina, and she taught her about her country. Erin did a class presentation on Argentina, and her teacher was shocked at how much she knew. | Vygotsky | Cognitive | ZPD | |
| Mike forgot his passport. He called his brother on his cell and asked him to bring it to the airport at Terminal B. His brother met him at Terminal B, and Mike boarded the plane on time. | Piaget | Cognitive | Formal | |
| Karen joined a high school club that surprised even her parents. She asked, “Why not? It’s something I want to try.” | ||||
| Rob’s little girl cries every morning when he drops her at daycare. She clings to him so tightly, that he feels terrible going to work. | ||||
| Steve is 27 and getting married next month. He is very happy with his fiancé. | ||||
| Katie is learning to crawl. Yesterday she picked up a penny and almost choked on it when she put it in her mouth. | ||||
| Joe is friendly with adults. His nanny gave him undivided attention when he was an infant. | ||||
| Courtney is so organized that she begins to make her bed before she’s even out of it! Her friends say she’s a neat-freak. | ||||
| When Jason saw girls in the car, he refused the ride to school, and took the bus. | ||||
| Allie keeps a baby monitor on her desk at home so she can hear her baby cry and go to him. | ||||
| Eight year old Will watched a tsunami on the Discovery Channel. When his science teacher asked questions about it the next day, he could explain why it occurs. | ||||
| Mary heard her parents making racist remarks, and she learned to be a racist. | ||||
| Dan was getting a C in Calculus, so his parents hired a math tutor. His grade went to an A- that semester. | ||||
| Julie watched her neighbor washing the car and wondered if they were going out that evening. | ||||
| Todd went fishing with his dad and asked if the fish gets mad when Todd catches it. | ||||
| Ben touched the hot stove and learned that stove’s can be hot. | ||||
| The hippocampus of the brain stores information into long-term memory. | ||||
| Brad told his dad, “When I grow up, I’m marrying mommy.” | ||||
| John is a college junior and cannot find a woman that he dates more than a month at a time. | ||||
| Sherry goes out on group dates every Friday night to the movies with other high school freshmen. | ||||
| Alexa has two children, just bought a condo in the city and works at HBO in Marketing. | ||||
| Kerry wants to go to an all girls’ middle school. She feels more comfortable without boys in her classes. | ||||
| Teacher asked, “Now that you’ve processed my comments, can you retrieve them for a quiz? | ||||
| Joe’s parents brought home a puppy when he was 9 years old. It was his responsibility to care for Woody. | ||||
| Mary spilled the milk while she was trying to pour it. Her mom said, “That’s OK. That’s how you learn to do it.” Mary stopped feeling guilty when her mom made that encouraging remark. | ||||
| Mark learned to share by watching his brother with his friends. | ||||
| The infant’s hand grasped the surgeon’s finger when he picked him up to repair his heart. | ||||
| John forgot his calculator for an important exam. He asked a friend if he could borrow his if he met him halfway across campus. They met, exchanged the calculator, and John passed his exam. | ||||
| Jack knows how to dress himself. He feels like he can take care of himself. | ||||
| Tess and Will sit together and talk about their past careers as teachers. They have touched the lives of at least 5,000 students. |
Behavior Modification Project: Baseline Phase Report Instructions-ou will submit the 1–2-page Baseline Phase Report, which will consist of a description of the following five parts with Level One headings, and a graph appropriately labeled
PSYC 320
Behavior Modification Project: Baseline Phase Report Instructions
To assess your baseline as you begin the experiment, you need to observe your target behavior before you ever treat it. Thus you will conduct a functional analysis of your target behavior as it naturally occurs. The baseline observation of your target behavior should be done for at least one week. You will submit the 1–2-page Baseline Phase Report, which will consist of a description of the following five parts with Level One headings, and a graph appropriately labeled (see chapter 3 of your textbook). This writing of the reports for Behavior Modification should be clear, measurable and concise. Write in complete sentences, but do not use “fluff”.
1. Target Behavior: A clear and measurable behavioral definition of your target behavior (use examples if needed to clarify) should be stated. [Description]
2. Observation Period: Show the dates (and times if relevant) of your baseline phase. [Description and on the x axis of the graph]
3. Experiment Narrative: Clarify the logistics, setting, and process of your experiment’s baseline observation phase (natural or analogue setting, structured or unstructured observation, recording method and instrument, etc.). [Description]
4. Dimension(s): The logical dimension(s) – Frequency – Intensity – Duration – Latency – that were observed and recorded during the baseline are clearly and consistently stated and shown. [Description and on the y axis of the graph]
5. Target Behavior Observations: Clearly and completely, but concisely, summarize your observations of the target behavior during the baseline phase. Descriptions should be made of triggers (settings/stress/work/conflict) that bring on the target behavior, and stimuli that help it. [Description]
This assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 4.
When faced with a problem, what do you do to solve it? This assignment asks you to apply a six-step to problem solving process to a specific problem scenario. You will write a paper that presents a synthesis of your ideas about solving the problem using this systematic approach.
When faced with a problem, what do you do to solve it? This assignment asks you to apply a six-step to problem solving process to a specific problem scenario. You will write a paper that presents a synthesis of your ideas about solving the problem using this systematic approach. As Voltaire said, “No problem can withstand the assault of sustained thinking.”
Choose one (1) of the problem scenarios as a topic choice for your paper (Note: Your professor must approve your topic choice before you begin work on the assignment.)
Scenario 1: You have worked at your company for eleven (11) years. You have returned to college to earn a Bachelor’s degree in order to increase your chances for a promotion. You are nearly finished with your degree, when a supervisor’s position in a competing company becomes available in another state. The start date is in two (2) weeks, during your final exam period for your courses. The position offers a $15,000 per year salary increase, a car allowance, and relocation expenses. Your former supervisor works for the company and is recommending you for the position based on your outstanding job performance; if you want the job, it’s yours. All of the other supervisors at this level in the company have Master’s degrees, so you know that you would be expected to earn your Bachelor’s degree and continue on to a Master’s degree. Your present company offers tuition reimbursement, but the new company does not.
Scenario 2: Your child comes home from school with an assignment sheet for a school project. He / she is very excited about the project and begins work immediately, doing research on the Internet and gathering materials. You read over the assignment sheet and notice that your child is not including all of the required items in the project, and you have some ideas for how to improve the quality of the presentation. You recently read an article in a parenting magazine about the importance of a child developing responsibility for his/ her own learning. You recall the many ways in which your parents took over your school projects. You, on the other hand, want to encourage your child’s confidence in his / her ability to complete a project independently. The next day, you are at the grocery store when you see a parent of a student in your child’s class. That parent has spent over $30 in supplies for the science project and is taking a day off of work to put the pieces of the project together.
Scenario 3: You have two jobs—one during the week from 9:00 am to 6:00 pm, and one on Saturday from 3:00 pm to 11:00 pm. You are taking two classes—one that meets from 6:00 to 10:00 pm, and one class online. You have two kids—one who plays soccer, and one who is in band. You have two elderly parents who no longer drive. You have two siblings—one who lives two (2) miles away, and one who lives in another state. You have two (2) papers due in your classes the same week that one (1) of your children has a soccer tournament, and the other child has a band concert. You are coaching the soccer team, and you are in charge of fundraising for the band. You have a goal to complete your degree in two (2) years. Your doctor tells you that your blood pressure, your cholesterol, and your weight are too high and recommends several medications that cost you nearly $200 per month after your insurance co-pay.
Scenario 4: You are a sales representative for a company that encourages staff to log time in the field and away from the office. You are expected to begin and end your day at the office. You notice that each day when you arrive and return another co-worker is already there, and you wonder whether this person spends most of his / her time at the office. At your weekly sales meeting, you are informed of your co-workers’ outstanding sales performance. You suspect that this co-worker is spending more time flattering the boss instead of working leads in the field, and as a result is getting the best client referrals. Your own sales numbers have steadily decreased since this other sales representative was hired.
Scenario 5: Professor’s Choice – problem scenario presented by your professor.
Scenario 6: Student’s Choice – Problem scenario presented by you.
Review the six-step problem solving process outlined in the webtext, based on the article “The Problem Solving Process” located at http://www.gdrc.org/decision/problem-solve.html:
- Step One: Define the problem
- Step Two: Analyze the problem
- Step Three: Generate options
- Step Four: Evaluate options
- Step Five: Make your decision
- Step Six: Implement and reflect
Write a four to five (4-5) page paper in which you:
1. Define the problem in the scenario that you have chosen.
2. Analyze the problem in the scenario.
3. Generate options for solving the problem in the scenario.
4. Evaluate the options for solving the problem.
5. Decide on the best option for solving the problem.
6. Explain how you will implement the decision made and reflect on whether this option was the most effective.
The paper should follow guidelines for clear and organized writing:
- Include an introductory paragraph and concluding paragraph.
- Address main ideas in body paragraphs with a topic sentence and supporting sentences.
- Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.
Your assignment must follow these formatting requirements:
- Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions.
- Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
- Recognize the hindrances to the decision-making process in order to apply problem-solving skills to a variety of situations.
- Create written work utilizing the concepts of critical thinking.
- Use technology and information resources to research issues in critical thinking skills and informal logic.