Caucasian Essays and Research Papers

Instructions for Caucasian College Essay Examples

Title: 19 year old caucasian female with panic attack

  • Total Pages: 11
  • Words: 3055
  • Sources:9
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: CASE STUDY

This case study is on a 19 year old caucasian female college student with panic attack

The activity encourages the thought process required for differential diagnosis. You will develop the
case using pathophysiology, differentials, including pertinent positives
and negatives for differentials, physical assessment data, lab or
diagnostic tests to reach diagnosis. The case study should be hypothesis
driven and explain the cognitive thinking involved in the diagnostic
process. Discussion should include:
Case History
- Pathophysiology
- Differential Diagnosis
- Physical Assessment findings/Diagnostic tests
- Evaluation/Education/Health Promotion
Avoid interventions and treatments
The patient’s problem should be clearly identified and all possible choices
listed in the differential diagnosis for analysis. Supporting data should be used to
evaluate the hypothesis. Clinical reasoning and hypothesis refinement should be
evident.
I am will be attaching a case study rubric to follow, a template to follow, and the actual start of the case.

Thank you so much
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References:

Afifi, T.O., Asmundson, G.J.G., Taylor, S., & Jang, K.L. (2010). The role of genes and environment on trauma exposure and posttraumatic stress disorder symptoms: a review of twin studies. Clinical Psychology Review, 30, 101-112.

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders, fourth edition, text revision. Washington, DC: Author.

Andersson, G. (2011). Panic disorder. In W.T. O'Donohue & C. Draper (Eds.) Stepped Care and e-Health (pp. 61-76). New York: Springer.

Barlow, DH (Ed.). (2008). Clinical handbook of psychological disorders (4th ed.). New York: Guilford Press.

Cloos, J.M. (2005). The treatment of panic disorder. Current Opinions in Psychiatry, 18(1), 45-50.

Dains, J., Bauman, L., & Scheibel, P. (2012). Advance health assessment and clinical diagnosis in primary care (4th ed.). St. Louis, MO: Elsevier Moby.

Eaton, W.W., Dryman, A., & Weissman, M.M. (1991). Panic and phobia. In L.N. Robins & D.A. Regier (Eds.), Psychiatric disorders in America (pp. 155 -- 179). New York: Free Press.

Fleet, R., Lesperance, F., Arsenault, A., Gregoire, J., Lavoie K., & Laurin C. (2005). Myocardial perfusion study of panic attacks in patients with coronary artery disease. American Journal of Cardiology, 96(8), 1064-1068.

Johnson, M.R., Lydiard, R.B., & Ballenger, J.C. (1995). Panic disorder: Pathophysiology and drug treatment. Drugs, 49(3), 328-344.

Katerndahl, D.A & Talamantes, M. (2000). A comparison of persons with early-versus late-onset panic attacks. Journal of Clinical Psychiatry, 61(6), 422-427.

Lang, P. & McTeague, L.M., 2009. The anxiety disorder spectrum: fear imagery, physiological reactivity, and differential diagnosis. Anxiety, Stress & Coping

22, 5-25.

Sadock, B.J. & Sadock, V.A., (2007). Kaplan and Sadock's synopsis of psychiatry:

Behavioral sciences/clinicalpsychiatry (10th edition). Philadelphia: Lippincott Williams & Wilkins.

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Title: Finding Possibilities Through Divergent Thinking

  • Total Pages: 2
  • Words: 963
  • References:3
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: Two texts require to use with additional sources.

Egan, G. (2010). The skilled helper: A problem-management and opportunity-development approach to helping (9th ed.). Pacific Grove, CA: Brooks/Cole (Cengage). ISBN: 9780495604341.

Norcross, J. C. (Ed.). (2002). Psychotherapy relationships that work: Therapist contributions and responsiveness to patients. New York: Oxford University Press. ISBN: 9780195143461.



Assisgment...

In Chapter 12, Egan discusses how divergent thinking can expand the possibilities for solving a problem. Often clients develop "tunnel vision" when trying to resolve difficulties in their lives, and therapy can help to open up their field of vision. For this discussion, you will choose one of the following cases for your initial post:

The Case of Bill

Bill is a 42-year-old Caucasian male who has recently become unemployed. He has worked for 12 years as a therapist, then as a supervisor of a mental health facility, and now feels he is seen as too old to be hired again in this kind of position. Bills feels stuck and fairly pessimistic about his future. He cannot afford to retire yet but is very unsure as to what he should do next. Bill is not married and does not have any children.

The Case of Jean

Jean is 28 years old and has been married to her husband, Jon, for less than a year. Jon is 35 years old and Caucasian. Jean is of Hispanic origin. She has been working as a financial consultant for five years. Thus far, Jean has been fairly satisfied by her career and professional success but she often wonders if she can be doing more. Jean has not given any real thought to having children yet, while Jon firmly believes Jean should concentrate primarily on managing their home and preparing to raise children. Faced with her husband's demands, Jean is now very confused about what she should want in life. She feels very insecure and questions her place in this marriage.

For this discussion, respond to the following:

* Choose one of the cases. Clearly define the problem as it is perceived by the client.
* Using strategies suggested by Egan in Chapter 12, help your client start to move out of confusion by identifying possibilities for the future. Explain your method and list some questions you might ask to help the client.
* Construct a dialogue between yourself as the therapist and your client that shows how you might help the client explore possibilities, develop choices (goals), and evaluate the goals to be sure they are appropriate for her or him.

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References

Egan, G. (2010). The skilled helper: A problem-management and opportunity-development approach to helping (9th ed.). Pacific Grove, CA: Brooks/Cole (Cengage).

Nelson, Patrick JM. Easy introduction to Egan. My Strong Family

Retrieved May 18, 2011 at http://www.mystrongfamily.org/downloads/PDFs/SFP-EasyIntroToEgan.pdf

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Title: Community Response to Race and Criminal Justice

  • Total Pages: 4
  • Words: 1265
  • Works Cited:4
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Community Response to Race and Criminal Justice Topic

Instructions:

For this assignment, interview a representative from an organization or agency that will provide you with local perspective on your chosen topic or issue. Depending on your topic, you might interview someone from the police department, corrections, a community advocacy group, a drug treatment facility, the parole department, a judge, or someone in a related profession.

Explain your research topic to them and ask them to describe:

Topic

What are the possible explanations for the large disparity rates of African American males versus their Caucasians, and Hispanic male peers that are arrested and convicted of drug distribution in the State of Georgia with a particularly concentration on the city of Atlanta and surrounding communities within the criminal justice system within the past ten years.

? How they see the problem or the issue?
? How race or ethnicity fits into the picture?
? What impact the issue has on the community or how the community is reacting?
? How they?the agency or organization?are responding to the issue?
? What is their take on the effectiveness of their response or the response of other agencies or organizations in the community?
? What is the greatest challenge the issue poses?
? What obstacles prevent the issue from being addressed?
? Which policies or practices are particularly helpful in addressing the issue?
? What they would do if they could have free reign to address the issue?


Summarize the interview in a 4 page paper and give your opinion as to what theory of criminal justice might be driving their activity or thinking.

The Criteria for the paper is below please abide by the guidelines.


Checklist the following Items for this paper No Yes Comments


(1) Conduct an interview with a local agency or organization concerning the relationship between race and criminal justice.
(20%)

(2) Understand the impact that race has on a criminal justice issue in a local community.
(20%)

(3) Understand the effectiveness of the response to a criminal justice issue in a local community.
(4) (20%)
Understand the challenges facing a local agency or organization regarding race and criminal justice.
(20%)
(5) Analyze the theory of criminal justice that is behind the local response to the criminal justice issue.
(20%)

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References

DJJ - About Us. (n.d.). DJJ Internet Home. Retrieved May 16, 2012, from http://www.djj.state.ga.us/AboutUs/AboutUsOverview.shtml

Grunwald, H., Lockwood, B., Harris, P., & Mennis, J. (2010). Influences of neighborhood context, individual history and parenting behavior on recidivism among juvenile offenders. Journal of Youth & Adolescence, 39(9), 1067-1079. doi:10.1007/s10964-010-9518-5

Ryberg, J. (2011). Racial profiling and criminal justice. Journal Of Ethics, 15(1/2), 79-88. doi:10.1007/s10892-010-9098-3

Western, B. (2010).Decriminalizing poverty. Nation, 291(26), 12-14.

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Title: test evaluation paper

  • Total Pages: 10
  • Words: 4152
  • Bibliography:5
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: TEST EVALUATION FORMAT GUIDELINES
The test to be use for this evaluation is the Beck Depression Inventory
1. Guidelines for paper
• The paper must be written in APA format. Check the current edition of the APA Style Manual for a description of this format. Don’t assume on-line summaries or crib sheets are accurate. Many libraries have copies you can examine.
• You must base this paper on one or more reviews from Mental Measurements Yearbook plus four (4) peer reviewed professional journals. If you use the EBSCO databases provided by the ILRC, you can check a box that will restrict the search to peer reviewed articles. If you have questions on whether a specific journal is acceptable, email the name of the journal and the name of the article to the instructor of this course. For this paper, you cannot use:
o Information from the textbook. If the textbook contains an interesting fact, you must track down the original article the textbook is summarizing. You can read and cite articles that are referenced in the textbook. In fact, this is an excellent way to find articles.
o Web sites and web articles. These are off limits, even if the web site is maintained by the publisher of the test.
o Books.
o Newspaper, popular magazines & trade magazines. Psychology Today is a trade magazine…it is not an acceptable source for this paper.
o Book reviews, editorials or introductions to a volume in peer reviewed journals.
• Make sure that you define any terms or acronyms that you use in the paper. Don’t assume that the reader will know what these terms might mean. You must use your OWN WORDS when writing this paper. You are not allowed to copy or quote material from Mental Measurements Yearbook or the articles. Do not quote
• Copying material from any source (even if you make minor changes to the words and phrases) is considered PLAGIARISM; therefore please do not copy material.
plagiarism will include the following:
o Copying material from a published source (e.g., journal article, book, web site) without using clearly marking it as a quote according to APA format. Note that merely citing a published source (i.e., listing the author and publication date in parentheses) does not mark it as a quote. Including copied material followed by such a citation will be considered plagiarism.
o Copying material and then editing it (e.g., changing words, eliminating portions of sentences).
o Paraphrasing a specific passage or idea(s) without properly citing the source using APA format.
o To avoid the possibility of inadvertently plagiarizing published sources, individuals are strongly encouraged to take notes rather than copying sentences/paragraphs when reading original sources. Then write their papers using those “in their own words” notes.


.2. Major sections & sub-sections headings of test evaluation paper
Following APA guidelines, use the following major sections and sub-sections headings in your test evaluation paper.
• Title page (separate page)
• Abstract (new page with Abstract as major heading)
• Body of paper (start on new page, include Title of paper centered at top of page). The
• body will provide the following information about the test:
o Purpose, design & format of test
o Psychometric properties of test
o Use in clinical or research settings
o Strengths and weaknesses
• References (start on new page with References as major heading)
• Annotated Bibliography (start on new page with Annotated Bibliography as major heading)
The content of each of these sections is described below.
A. Title page. See the template posted on blackboard for the format of this page.
B. Abstract. Your abstract should be a single paragraph on a separate page that briefly summarizes the main points of your paper. Start by mentioning the name of the psychological test and what it is designed to measure. Then briefly summarize what your paper says about this test. It should be limited to 150 words and should be double spaced.
C. Body of paper. Include the title of the paper as a major heading of this section. The body of the paper should be about five pages long, double spaced (this does not include the pages for title page, abstract, etc.). Begin the body of the paper by stating the psychological test you selected and give a brief overview of what it is. It is optional whether you use subheadings for each of these sections of the body. Your paper should provide the following information about the test you selected:
a. Purpose, design & format of test. This section should answer:
i. What is the purpose of the test is (e.g., is it designed to determine if a patient is clinically depressed, is it designed to assess the personality of normal individuals).
ii. What population is this test intended for? Is it a test that is only used with patients in mental hospitals? Is it a test that is used for young children? Is it a test that is used with adults 18 years and older?
iii. What is the test designed to measure (e.g., does it measure depression, intelligence, interpersonal skills)? Be specific. For example, if it is a test of intelligence, do not merely state that the test measures intelligence. State the specific types of intelligence (e.g., verbal, spatial, etc) the test is designed to measure.
iv. What type of items does the test contain? Mention both the number of items and the format of the items (e.g., T/F, multiple choice). If the information is available, you can also provide an example of a test question. Showing the exact wording of a question is the one acceptable exception to the “no quote” rule described above.
v. What population was used to define the norms for this test? When describing the normative population, be specific. Mention the number and types of individuals (e.g., 1000 adult males and 750 adult females) that were used. Be warned that some reviews in Mental Measurement Yearbooks do not contain this information. If you can’t find it, you might want to select another test because you are responsible for finding this information even if it is not in the Yearbooks. You can contact the instructor for assistance if you have trouble on this point.
b. Psychometric properties of test. You will describe at least one measure of the reliability and two measures of validity of the test. The information you provide must be specific. If you merely state that the test is “reliable” or that it “meets accepted standards of reliability” you will lose points.
i. Describe the type of reliability measure you use in the paper. If it is a test-retest reliability estimate, state that it is test-retest reliability. If it is a coefficient alpha, state that it’s coefficient alpha. List the specific number used to quantify the reliability. If the test-reliability estimate is .80, then state this number in your paper. If you omit this numerical information, your score will be lowered.
ii. Depending on the test you select, you may be able to include multiple measures of reliability in this section. For example, you might find both test-retest and coefficient alpha estimates that you can describe and list. But you must include at least ONE reliability measure in this section.
iii. Describe and correctly label the two specific types of validity measures that you are using. If scores on your test correlate with scores on a different test that is designed to measure the same trait, then make sure you describe this as convergent validity. If scores on your test accurately predict future behavior (e.g., SAT scores predict GPA in college), then make sure you describe this as predictive validity. At least one of the validity measures must based upon a journal article instead of Mental Measurements Yearbook.
iv. For validity measures that are based on statistics (i.e., Construct and Criterion Measures), list the specific numbers used to quantify validity. If the correlation between your test and another test that measures the same trait is .90, then list this number in your paper. If you omit specific numerical support, your score will be lowered.
v. For validity measures that are not based on statistics (e.g., face validity and content validity), make sure you include enough detail in your description so that the reader is convinced the test is reliable. Merely stating, for example, that experts believe the test has face validity will not convince the reader that will grade your paper, and it will lower your score.
vi. Remember that many journal articles will contain information about the validity of a test. For example, an experiment showing changes on test scores between groups may demonstrate the validity of the test. See lecture notes and textbook to see what type of validity this would demonstrate.
c. Use of test in counseling, clinical or research settings. Describe at least one and at most two examples of how the test is used in a clinical or research setting. This example(s) must come from the journal articles that you read for this paper. If you describe multiple examples, make sure that you write this section so that you link the examples into a coherent story. Mention how the examples are similar or different in this section. This will help ensure that the section reads well. When describing these examples, provide enough detail so that the reader understands how the test was used. But don’t provide too much detail that overwhelms the reader.

d. Strengths and weaknesses of test. Describe the strengths and weaknesses of the test. This type of information is often included in Mental Measurements Yearbooks and may be included in other articles that you read for this paper. When writing this section, remember that this is a research paper. Refrain from citing your personal experiences in using the test, and do not include your own opinions. Also make sure that you support each claimed strength or weakness that you mention in this section. Citing a specific source (e.g., Mental Measurements Yearbook notes that the test is not appropriate for non-Caucasian adults) is an acceptable form of proof that you can site.
D. References. List the references you used as the basis for your paper. These references must be in APA format. References should be double spaced. Read the current edition Publication manual of the American Psychological Association to make sure you are listing these references accurately. Please note that many of the ILRC databases (e.g., EbscoHost) do not list references in APA format. Merely cutting and pasting these references into your paper will cause you to lose points. Also, take advantage of the fact that all references in the textbook for this course are listed in APA style, as will be the references in the APA journal articles you read.
a. The following in an example of an APA formatted reference. Note the use of punctuation, capitalization, italics, indents, initials & parentheses. [If there are more than 6 authors, list the first 6 authors followed by et. al.]
Devine, P.G. (1989) Stereotypes and prejudice: The automatic and controlled
components. Journal of Personality & Social Psychology, 56, 680-690.
b. Students often are often confused on how to accurately reference reviews from Mental Measurement Yearbooks. When creating a reference, make sure you reference the actual review(s), not the test itself. If a test has two different reviews, you will need to create two separate references. Consider an example, for the Beck Depression Inventory-II, there are 2 reviews. At the bottom of this page is a screen clip of what was found using the library database on May 26, 2009 that lists the first of two reviews for this test. This screen clip shows that: the review was in the 14th yearbook (yellow arrow), the author of the review is P. A. Arbisi (red arrow), and the title is Review of the Beck Depression Inventory-II (green arrow). We can use the volume number & the following list to look up that 14th yearbook was published in 2001: 9th-1985; 10th-1989; 11th-1992; 12th-1995; 13th-1998; 14th-2001; 15th-2003; 16th-2005; 17th-2007.
From this information, the following is an appropriate APA formatted reference.
Arbisi, P. A. (2001). Review of the Beck Depression Inventory-II. In The fourteen mental measurements yearbook. Retrieved May 26, 2009, from EBSCO Mental Measurements Yearbook database.

The generic format of this reference is…
Last name, first initial of review author. (Year of MMY publication). Review of the name of test. In The [edition] mental measurements yearbook. Retrieval statement including date and database.
Note that Liberty uses the ESBCO database listed in the example.







c. You must cite each of the references in the body of the paper. The APA publication manual will define how to cite references in the body of the paper. Again, take advantage of the fact that the textbook uses APA format when it cites sources in the chapters you read. Use these as a guide. There are two formats that are often used when citing a source.
i. These examples are shown below, based on the article by Devine listed on the previous page.
1. One study found that … (Devine, 1989)
2. Devine (1989) found that …
ii. The following table provides additional information the format rules for citations.










d. It is also important to NOT CITE any source in the body of your paper that is not listed in this reference section. Avoid the temptation of citing a source that you did not read, even if it is discussed in an article that you did read. Base your paper only on articles and reviews you read and list in this reference section. For this paper, citing a source that is not referenced will reduce your score.

E. Annotated Bibliography. This final section of the paper will contain a one page summary of each journal article you read and cite in this paper. For each journal article, first list the APA citation and then write a one-page (double spaced) summary of the article.
This summary should contain the main points and conclusions of the article as well as any critical statistics (e.g., reliability estimates) that you cite in the paper. Essentially, this section contains the notes that you should take when you read the article.
a. Each summary should be on a separate page.
b. While you will not be penalized for including too much material in this summary, you will be penalized if it is too short. If your summary contains only a few lines, you will not obtain full credit.
c. You must use your own words! Do not simply copy and paste the article’s ABSTRACT as your summary. Coping material from the article will be considered plagiarism.
d. If you use review(s) from Mental Measurements Yearbook as a source, you get a break. You do not have to include summaries of any Yearbook review in this appendix.

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