Ray Goodsell\'s E Portfolio

1. 1 Undergraduate Studies ePortfolio Ray Goodsell Psychology/ Substance Abuse Counseling 2011

2. Personal Statement

3. Hello. My name is Ray Goodsell. I have been working in home improvement retail for the past seventeen years. During this time I have been blessed with many valuable experiences. I have had the pleasure of meeting people from all types of social and economic demographics. I have gotten to know some very interesting people who have positively influenced me. . I try to learn a bit about my customers while I help them with purchases or solving problems. Many look for me when they come into the store because of the personalized treatment they have learned to expect from me. I have a passion for wanting to share information with others. That is one reason why I have been in retail for so long. I enjoy on one interaction. Also enjoy teaching classes to groups of people. I taught classes on the proper use of chemicals and fertilizers to homeowners and have given classes on how to install water wise landscape plants.

4. I have always enjoyed being around people. I have wanted to go back to school for a long time and since my life-changing event of having a stroke in 2007. I had time to reflect on my past and what I wanted to do with the rest of my life. I figured this might be the opportunity of a lifetime. This may be the break I was looking for. I did a Google search and found a variety of online colleges. I chose Argosy University because it offered a bachelor’s degree in psychology and flexibility between work and studies. The entrance counselor was very nice and encouraging. I told him my situation and that I had an associate’s degree from 1978. He walked me through the whole process and I am forever indebted to him for helping me reach one of my most satisfying moments. Argosy University offers an online psychology degree. I have come to know they have a very good online psychology department. I enrolled into Argosy University’s psychology program with a concentration in substance abuse.

5. There are two reasons for my decision. The first reason is because I had a history of misusing substances. I have learned through my studies the factors that have influenced my abuse. Secondly, I wanted to find out if I had the ability to succeed in academics. My biggest academic accomplishment is when I was nominated by Argosy to become a member of the National Society of Collegiate Scholars. My wife Kathy and my children Jessica and Joel are my biggest inspirations. Kathy has been patiently loyal to me during this time. Both of my kids graduated from college and work for very reputable companies. I'll never forget what my daughter said to me, 'Dad you can do anything you put your mind to do'. That has been my mantra. I hope to get a job in social work or in a managerial role in retail with my degree. I am considering furthering my education in the graduate education program at Argosy.

6. Resume Ray Goodsell 6403 Amundson St., Tampa, FL 33634 Phone: (813) 892-5606 Email: raygoodsell@yahoo.com OBJECTIVE: Manager / Shift Manager - Tampa, FL-CRF000017S WORK EXPERIENCE: The Home Depot, 6730 Memorial Dr., Tampa, FL 33615 Hired: Jan 1994 - present • Managed Garden Department two years • Managed Tool Rental Department two years

7. • Ordered merchandise • Helped customers on their project needs • Taught classes to associates • Public teaching • Taught at elementary schools in Tampa Bay area as a Home Depot representative • Trained new associates on company standards and policies • Maintained Daily, Weekly and Monthly paperwork and reports • Trained associates how to read reports • Collaborated with management on Profits & Losses reports • Counseled and disciplined associates when necessary • Resolved Customer questions, disputes and concerns

8. Education: Argosy University 205 N Michigan Ave. Chicago, IL 60601 Graduate in April/2011 with a BA in Psychology QUALIFICATIONS/CERTIFICATIONS: Certified Nursery Professional by the Florida Nurseryman Growers and Landscapers Association Numerous department awards and store associate of the month honors Member of National Society of Collegiate Scholars

9. Reflection My time at Argosy has gone by quickly. I feel I have learned a great deal about why some people do the things they do since my first class. I especially enjoyed learning the physical aspects of brain functions. I wanted to be a substance abuse counselor when I first enrolled. My goal is to land a job in the field of psychology or social services while I attend graduate school. I feel I have a good understanding of the different psychological theories I've been exposed to. I lean towards Cognitive Behavior therapy if I was counseling someone but I may incorporate elements of others depending on circumstances

10. Since I do not have actual experience in the field I may develop an entirely different approach. I like the way Motivational Interviewing can be used in various therapies because of its flexibility and how it empowers a client to progressively change when they feel ready to. Doing research for the lessons has been a pleasure while building skills at the same time. I enjoy searching the library's resources for articles related to the lessons topics. I feel I have become a better writer because of the critical feedback from my professors. I can honestly say that I have been blessed with some very fine professors in all of my classes. I appreciate how they have challenged and helped me to develop my critical thinking abilities. I can see much improvement from when I first began.

11. Doing research for the lessons has been a pleasure while building skills at the same time. I enjoy searching the library's resources for articles related to the lessons topics. I feel I have become a better writer because of the critical feedback from my professors. I can honestly say that I have been blessed with some very fine professors in all of my classes. I appreciate how they have challenged and helped me to develop my critical thinking abilities. I can see much improvement from when I first began. I have learned the ability of being the devil's advocate by taking an opposing stand on an issue for the sake of seeing from a different perspective. It can be very enlightening. I have made it a practice to try to include any possibility in the equation when dealing with problems. My fellow classmates have been very helpful in my developing this process.

12. My oral skills are not bad but could use some improvement. I have a fair amount of practice since I have been working in a retail environment for over seventeen years and I give clinics to the public. I feel like there is always room for improvement in my speaking and my writing. My knowledge and understanding will not be fully tested until I am actually working under a mentor in counseling situations. I am anxiously looking forward to it. I will do my best to learn their techniques while developing my own style of counseling. I believe I will be able to relate to many clients because of my experiences. Graduate school will be another challenge but I feel I am up to the task. There is so much exciting research being done in psychology. I plan on being a lifelong learner in the field. What lies beyond is unknown at the moment but whatever it is I am sure I will embrace the opportunity wholeheartedly.

13. Table of Contents Cognitive Abilities: Critical Thinking and Information Literacy Research Skills Communication Skills: Oral and Written Ethics and Diversity Awareness Foundations of Psychology Applied Psychology Interpersonal Effectiveness

14. Critical Thinking Cognitive Abilities

15. Final Project Ray Goodsell Argosy University Substance Abuse Treatment-1 PSY482 Carla Homburg August 18, 2010

16. August 3, 2010 To: Director of the Center From: Ray Goodsell, Counselor Re: Peter’s case The purpose of this memo is to present to you a model of relapse prevention for Peter. Many of the people, places, events, and situations in his past will continue to be in his present life. How he deals with them will determine if he relapses. Life Circumstances 1.Peter’s parents are recovering alcoholics. His father has used cocaine in the past. They both attend AA meetings. 2. Peter's older brother, Tom, has bipolar disorder and is currently living in a board-and-care home. Peter began using drugs at the urging of his older brother and his friends when

17. Peter was in late grammar school. 3. His younger brother is in the U.S. Air Force and is addicted to alcohol. 4. Peter has had anger issues about his acquiring HIV and at one time said he’d commit suicide if he got AIDS. Family therapy and going to AA/NA meetings together will be helpful for them all to remain in recovery. They’ll be able to address the issues in their lives that led to dysfunction. It may allow them to grow closer. Dealing with family problems as they happen is the best way for Peter to not allow stress to build. Finding ways to have fun with one another will be a challenge but a well rewarded one (aadac.com, 2010).

18. Psychological Issues 1. Psychological testing indicates that Peter is dually diagnosed with Bipolar I Disorder. 2. Peter also has adult ADHD. 3. Peter’s substance abuse seemed to be aggravated by his ADHD and Bipolar I Disorder. He has been treated with behavior modification therapy. Peter must continue taking the medication as prescribed to him. This will help tremendously in his ability to remain abstinent.

19. Past Experience With Drugs 1. Peter’s decided to move in with his two former roommates. Both are in this facility undergoing treatment for substance abuse. 2. He and they did an assortment of drugs together. 3. Peter abused heroin, cocaine, and methamphetamines, all of which are highly addictive drugs. Peter has made extremely good progress in the two years he’s been in counseling. He has completed his residential program successfully. He comes once a month now. Peter is stable with his HIV and psychiatric medications. As long as he continues with his medication he should stay relatively healthy and less likely to fall into relapse (draonline.org, 2009).

20. He is currently taking Antabuse for his alcohol dependency. The concern for Peter continuing his successful recovery is due to the multifaceted issues he’s contending with. It’s not just one issue, but a several. If his HIV begins to worsen this could trigger a domino effect. He knows the need for attending AA and NA meetings indefinitely. He has monthly visits to his HIV doctor. Peter is working full-time and enrolled in a local community college where he is taking pre-med courses. He is reunited with his family and together they are receiving family therapy. Peter has the tools to continue in recovery. He has found new ways to thinking and acting with friends and family and at work through cognitive-behavioral (CT) therapy. He is setting attainable goals that will lead to successful recovery.

21. References Alberta Health Services. (2010). Relapse prevention planning. Retrieved August 11, 2010 from http://www.aadac.com/87_141.asp Dual Recovery Anonymous. (2009). Relapse prevention. Retrieved August 11, 2010 from http://www.draonline.org/relapse.html MyTutorials.com. (20080. How to write a business memo. Retrieved August 3, 2010 from http://www.mytutorials.com/tutorial/How_to_Write_a_Business_Memo/169/

22. Research Skills

23. Designing the Test M3A3 Ray Goodsell Psy310 Argosy University July 16, 2009

24. Getting people motivated to recycle as much of their waste as possible is a monumental task. Some people don’t seem to care. They have a need to see the benefit of it. Personal relevance is a key factor in developing an individual’s, a family’s or society’s concern for the importance of recycling (Kenrick, Neuberg & Cialdini, 2007). Some people have a high need for cognition, considering the deeper and full consequences of not recycling (Kenrick, et al.). An environmental firm just completed a pro-recycling public service announcement. They’ve asked me to join their team as a volunteer. My goal is to get people to think more deeply on the matter of recycling and not just peripherally. This form of cognition can easily be persuaded to change their point of view (Argosy University, 2009; Kenrick, et al.).

25. I am to design a test that purveys the importance of the message given in the public announcement. Two groups of ten households will be chosen. One group is the control group. They have curbside waste pickup. The second group is the experimental group. They don’t have access to curbside waste pickup. The control group has been shown the public announcement, as has the experimental group. The experimental group’s initiative is from the persuasive message plus the money they can receive from the recycled waste. They have been told where they can go to recycle their aluminum, plastic and glass. The control group only has to separate their waste materials but get no money from doing it.

26. The variable in question is how much the experimental group is influenced by having to sort their own recyclable waste and take it off for a profit opposed to the control group only having to separate their waste and take it to the curb. To measure the persuasiveness of the message entails the experimental group to show a receipt for their recycled goods and for the control group to be observed putting their separated materials curbside. The experimental group knows they have to show a receipt. This can cause a bias problem. Under normal circumstances they may never have considered recycling, even after watching the public announcement (Argosy University, 2009; Kenrick, et al.).

27. A self-reported means of gathering information is relying on them to be truthful. The same holds true for the control group. The advantage is that it would be more cost-effective than having to collect the information by nonreactive measurements (Kenrick, et al.). The only way either method would be cost-effective is if the control group lived near one another and the same was true for the experimental group. I would recommend accumulating the information from the control group by using the nonreactive measurement (Kenrick, et al.). We could enlist the local waste management to help in the matter. Since they pick up the control groups garbage we can let them know who is involved in the study and they can give us feed back. This will also lessen the chance for any bias by using a third party.

28. The experimental group will have to self-report to us. We can judge by them having receipts to show if they are participating in the test. Pretesting can be either beneficial or detrimental to a study. According to Fowler and Mangione (1990), it’s vital for the person conducting the pretest questionnaire to read the text exactly as it is written and to probe neutrally and to never influence the respondent’s answers with their own ideas. This practice will reduce the chance of of what they call interviewer- related error (homepage.news.edu, 2009). Problems can arise due to the respondent hearing the question differently than how the interviewer actually intended. Also, people can be persuaded to agree to do what the survey asks of them and not be committed to it afterwards (Argosy University, 2009). I don’t believe a pretest is necessary due to these facts.

29. Naturally, the more of a cross-population involved in a test, the more accurate it becomes. Having 200 participants would give us a better opportunity to ensure we included people of different ages, sex, education, income and other characteristics (who.int/en/). This may provide vital information on who is and who isn’t participating in recycling waste but we will have ten participants in each group for this initial test.

30. References Argosy University. (2009). PSY310 Social Psychology: Module 3: Online lecture. Retrieved July 16, 2009, from http://myeclassonline.com/ Kenrick, D.T., Neuberg, S.L., & Cialdini, R.B., (2007). Social Psychology Goals in Interaction (4th ed.) . Boston: Pearson Education, Inc. Murray, C J..L., Tandon, A., Salomon, J.A., Mathers, C.D., & Sadana, R. Cross-population comparability of evidence for health policy. Retrieved July 16, 2009, from http://www.who.int/healthinfo/paper46.pdf Schober, M.F., & Conrad, F.G. A collaborative view of standardized survey interviews. Retrieved July 16, 2009, from http://homepage.newschool.edu/~schober/SchoberConrad02.p

31. Tampa School-and-Home-Based Drug Prevention Study Ray Goodsell Argosy University Psy302 Research Methods Dr. Froese June 28, 2010

32. Abstract The purpose of this study is to measure the effectiveness of a school-and-home-based alcohol, tobacco, and other drugs (ATOD) prevention program in a multi-cultural diversity elementary school system. The study includes parents as a resource to decrease child risk factors in ATOD. This study will involve a total of 6 elementary schools. They will be randomly chosen and then selected to a group by the participating principles drawing straws. Two schools will be in the control group. They will receive no intervention. The second group of two schools will receive the basic Beginning Alcohol and Addictions Basic Education Studies (BABES Only), the third group will include parents known as the Beginning Alcohol and Addictions Basic Education Studies Plus (BABES Plus) (Drugs: Education, Prevention & Policy, 2007).

33. The study will use self-reporting surveys to retrieve the data. There will be two measurements: quality of the home environment, and parent involvement in school activities (Drugs: Education, Prevention & Policy, 2007, p 323).

34. Introduction The proposed hypothesis is for a new substance abuse education study in Tampa, Florida. The hypothesis is: if drug prevention education is taught in schools then students will be better prepared to confront the pressures from society, based on knowledge they've been exposed to in class. This author believes many young people will be exposed to or experiment with drugs or alcohol at some point in their lives. They must learn to deal with peer pressure and how substances affect them (McBride, 2004). This author would like to see a study involving elementary school children, no later than when in the fifth grade, involved in prevention program, similar to the study done in Lexington, Kentucky. Tampa has a very diverse population. Cultural differences will need to be addressed by using bi-lingual, Spanish speaking instructors to implement the program.

35. The Lexington, Kentucky study had a very good design but lacked in participants. Only 126 children participated in the intervention group. The authors wanted to test for the effectiveness of a school- home-based- alcohol, tobacco, and other drugs (ATOD) prevention program. The aim was to reduce environmental, parent and child risks for (ATOD) (Drugs: Education, Prevention & Policy, 2007, p. 319). The uniqueness of this study was in that it combined classroom intervention with parent involvement. Hispanics were at a disadvantage as well because of possible problems with language and differences in cultural traditions. The Tampa study proposes to expand on this study and include two randomly chosen control group schools, two randomly chosen Beginning Alcohol and Addictions Basic Education Studies (BABES only) schools, and two randomly chosen Beginning

36. Alcohol and Addictions Basic Education Studies Plus (BABES Plus) participating. The earlier the intervention happens the better-educated children will become on the detrimental qualities of ATOD. This falls inline with developing an elementary school program that is tailored to diverse ethnic groups. The parent-involved program of Lexington, Kentucky is very promising. Changes in ethnic approaches may be necessary to get better participation from some groups, but a workable model for a primary school study in Tampa, Florida where there are multiple ethnic groups living in the same neighborhoods and attending the same schools, can be developed.

37. Methods The Tampa school-and home-based drug prevention study is an adaptation of a similar study conducted in a random sample population of public elementary schools in Lexington, Kentucky. This study will be a quasi-experimental, 3-group, pretest-posttest design with interviews at baseline, 1 month, and 6 months post-intervention like the original study (Drugs: Education, Prevention & Policy, 2007, p 321). The schools will be randomly selected for each group to prevent methodology contamination. Materials sent home with all children in fifth grade classes from the population of all Hillsborough County District elementary schools as the means to recruit children, and parents.

38. An informed consent form will accompany the materials (socialpsychology.org, 2010). All participation will be voluntary. The form will explain the potential benefit of preparing children for the challenges of ATOD in the real world by educating them how abuse of any chemical can cause mental, emotional or physical harm to them and others. There are no anticipated ill effects for participants involved in the study. The purpose is to determine whether the BABES Plus has a more positive effect than the BABES only and control groups within all demographics. The study will use self-reporting surveys to retrieve the data. There will be two measurements: quality of the home environment, and parent involvement in school activities (Drugs: Education, Prevention & Policy, 2007, p 323).

39. Quality of home environment is defined as the social, emotional, and cognitive stimulation available to the child at home. Questions can be answered with 'yes' or 'no' answers. The parents' involvement will have questions that are answerable by 'yes' or 'no' answers (Drugs: Education, Prevention & Policy, 2007, p 323). Expected Results The baseline survey should consist of approximately 960 students. The mean age should be 10.3 years of age. Hispanics represent 19.3% of the population in Tampa. Blacks represent 26.1% while Whites represent 64.2%. Cultural differences at baseline may contribute to possible parent involvement in the case of the BABES Plus intervention, but it is not expected because Blacks, Spanish and Whites have lived together for decades.

40. Many of the classroom teachers are bi-lingual and or from all three major ethnic groups. Trained teachers, counselors, or nurses can easily implement the BABES intervention program in any elementary school system (Hahn et al., 2007). The family based prevention program could protect children from experimenting with ATOD due to strengthening family cohesion (Hahn et al., 2007). The proposed study is a sample of a few schools. There may be limitations in demographic randomness. More research will be needed that includes larger groups of ethnic variations in reference to parent participation (Hahn et al., 2007).

41. References Hahn, E., Hall, L., Rayens, M., Myers, A., & Bonnel, G. (2007). School- and home-based drug prevention: Environmental, parent, and child risk reduction. Drugs: Education, Prevention & Policy, 14(4), 319-331. doi:10.1080/09687630601157618. Retrieved May 27, 2010 from http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=25727397&site=ehost-live

42. McBride, N., Farringdon, F., Midford, R., Meuleners, L., & Phillips, M. (2004). Harm minimization in school drug education: Final results of the school health and alcohol harm reduction project (shahrp). Addiction, 99(3), 278-291. doi:10.1111/j.1360-0443.2003.00620.x. Retrieved May 19, 2010 from http://ehis.ebscohost.com.libproxy.edmc.edu/ehost/detail?vid=7&hid=2&sid=4ee63012-4525-409d-ad45-543cab68e031%40sessionmgr112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=psyh&AN=2004-11270-003 Social Psychology Network. (2010). Tips on informed consent. Retrieved June 15, 2010 from http://www.socialpsychology.org/consent.htm

43. Communication Skills

44. There is Discipline And then there is Child Abuse http://www.fotosearch.com/photos-images/child-abuse_2.html

45. Child abuse and neglect are preventable The Community Social Services Agency provides public awareness and education to teachers, students and parents. Specific risk factors found to be associated with child maltreatment include parental substance abuse, childhood disability, and domestic violence (childabuse.com, 2010). We offer : Substance Abuse Programs for mothers with children Respite care programs for families with children having disabilities Parent education programs and support groups for families affected by domestic violence.

46. Learn what is age appropriate and what is not Develop new parenting skills. Take care of yourself Get professional help.Learn how you can get your emotions under control. Helping an abused or neglected child As hard as it may be, remain as calm and reassuring as you can. If you show shock or disgust at what they are saying, the child may be afraid to continue and will shut down. Let the child explain what happened. Don’t interrogate or ask leading questions. This may confuse the child and make it harder for them to continue their story. Reassure the child that you take what is said seriously, and that it is not the child’s fault. Leave intervention to the professionals if you feel your safety or the child's is threatened (helpguide.org, 2010).

47. Reporting child abuse and neglect If you suspect a child is being abused, it’s critical to get the child help. Many people are reluctant to get involved in other families’ lives. Reporting child abuse seems so official. Help break the cycle of child abuse. Child abuse has lifelong effects, affecting future relationships, self-esteem, and sadly putting even more children at risk of abuse as the cycle continues. The priority in child protective services is keeping children in the home. A child abuse report does not mean a child is automatically removed from the home, unless the child is clearly in danger. Support such as parenting classes, anger management or other resources may be offered first to parents if safe for the child. Reporting is anonymous.

48. In most states, you do not have to give your name when you report child abuse. The child abuser cannot find out who made the report of child abuse. If you have a gut feeling that something is wrong, it is better to be safe than sorry, others may have noticed as well, and a pattern can help identify child abuse that might have otherwise slipped through the cracks (helpgide.org, 2010).

49. Understanding child abuse and neglect Child abuse is more than bruises or broken bones. While physical abuse is shocking due to the scars it leaves, not all child abuse is as obvious. Ignoring children’s needs, putting them in unsupervised, dangerous situations, or making a child feel worthless or stupid are also child abuse. Regardless of the type of child abuse, the result is serious emotional harm (helpguide.org, 2010).

50. Fact: Neglect and emotional abuse can be just as damaging, and since they are more subtle, others are less likely to intervene. Fact: Not all abusers are intentionally harming their children. Many have been victims of abuse themselves, and don’t know any other way to parent. Others may be struggling with mental health issues or a substance abuse problem. Fact: Child abuse doesn't only happen in poor families or bad neighborhoods. It crosses all racial, economic, and cultural lines. Sometimes, families who seem to have it all from the outside are hiding a different story behind closed doors. Fact: While abuse by strangers does happen, most abusers are family members or others close to the family.

51. Fact: It is true that abused children are more likely to repeat the cycle as adults, unconsciously repeating what they experienced as children. On the other hand, many adult survivors of child abuse have a strong motivation to protect their children against what they went through and become excellent parents (helpguide.org, 2010). Breaking the cycle of child abuse Remember, you are the most important person in your child’s world. It’s worth the effort to make a change, and you don’t have to go it alone. Help and support are available. You can learn new ways to manage your emotions and break your old patterns (helpguide.org, 2010).

52. References Childabuse.com. (2010).Prevention through education and awareness. Retrieved November, 17, 2010 from http://www.childabuse.com/shaken.htm#Prevention Helpguide.org. (2010). Child abuse & neglect, recognizing and preventing child abuse. Retrieved November 17, 2010 from http:/www.helpguide.org/mental/child_abuse_physical emotional_sexual_neglect.htm#understanding

53. Ethics and Diversity Awareness

54. Multicultural Competencies Ray Goodsell February 10, 2011 Ethics in Psychology PSY430 Tanya Harrell Argosy University

55. Joe displayed ethnocentrism to Jill when she informed him of her Asian-American background. In her culture, children are raised to respect and to abide by traditional values. Jill was struggling with balancing her individualism and her cultural heritage. Joe said he could not relate to Jill’s culture and the issues she was struggling with. Ethnocentrism, when practitioners act according to their own ethnicity, race, or cultural set of values without considering any other group is to be avoided (Argosy University, 2011). The American Counseling Association (ACA) mentions in its preamble, association members are to recognize diversity and embrace a cross-cultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts (ACA, 2005).

56. We are informed in Section A.2.c.Developmental and Cultural Sensitivity This refers to informed consent. Counselors are to communicate their information in ways that are both developmentally and culturally appropriate to fit the client. Counselors are to use clear and understandable language when discussing issues related to informed consent. Jill, being of Asian-American descent, but raised in this country understands the English language. She did not need anyone to interpret for her. Joe did not break Section A.2.c. of the Code (ACA, 2005, p. 4). Section A.10.d. Bartering Counselors consider cultural implications of bartering and discuss relevant concerns with clients. There was not bartering mentioned in the case study so Joe did not break any rules mentioned in this section (ACA, 2005, p. 6).

57. Section A.10.e. Receiving Gifts Some cultures use gift giving to show respect and gratitude. There is no mention of this being a problem for Joe (ACA, 2005, p. 6). Joe is responsible for ensuring Jill completely understands everything to do with confidentiality and its limitations. Joe violated Jill’s trust and confidentiality when he called Jill’s boss and told him that he had been counseling Jill for anxiety and depression. He failed to keep her personal business private and confidential. B.1.a. Multicultural/Diversity Considerations Counselors maintain awareness andsensitivity regarding cultural meanings of confidentiality and privacy. Counselors respect differing views toward disclosure of information. Counselors hold ongoing discussions with clients as to how, when, and with whom information is to be shared (ACA, 2005, p.7).

58. Joe is in violation of Section C of the Code because he lacked professional competency in Jill’s case. She not only is Asian-American but also displays a sexual orientation issue that Joe is not comfortable dealing with. C.2.a. Boundaries of Competence Counselors practice only within the boundaries of competence in which they are educated, trained, or supervised experience. Counselors gain knowledge, sensitivity, personal awareness and skills pertinent with working with a diverse client population (ACA, 2005, p. 9). C.5. Nondiscrimination Counselors do not condone or engage in discrimination based on age, culture, disability, ethnicity, race, religion/spirituality, gender, gender identity, sexual orientation,

59. marital status/partnership, language preference, socioeconomic status, or any basis proscribed by law. Counselors do not discriminate against clients that could have a negative impact on the person (ACA, 2005, p. 10). Joe did not violate Section E.3.a. Explanation to Clients because Jill speaks fluent English. If she had not then he would have to provide an interpreter. Joe violated E.5.b. Cultural Sensitivity. He never considered Jill’s culture influencing her problems even after she mentioned she is from an Asian culture and she was having difficulty finding balance between her individuality and cultural heritage. A client’s cultural and socioeconomic experiences are considered when diagnosing mental disorders ((ACA, 2005, p, 12).

60. Joe may have violated E.5.c. As a counselor, he should recognize social and historical prejudices in misdiagnosing certain individuals and groups. Professionals can perpetuate prejudice through diagnosis and treatment (ACA, 2005, p. 12). Joe or the counselor who referred Jill to him might have violated E.6.c. because Jill’s ethnic background may not have been considered during the assessment process. We are not told any information regarding this. A counselor is to be careful when selecting assessments for culturally diverse populations to avoid the use of instruments that lack appropriate psychometric properties for the client population (ACA, 2005, p. 12). Joe’s supervisor violated F. 2.b. Multiculturalism Issues/ Diversity in Supervision. Supervisors are aware of and address the role of multiculturalism/diversity in the supervisory relationship (ACA, 2005, p. 14). Joe should have made his

61. supervisor. aware of his inability dealing with Jill’s mental issues. He is partly to blame in this violation. I’ve been blessed. I was raised in a family that welcomed everyone into our home. Both of my parents and their parents exhibited this quality. I come from a rural farming community in the Midwest. Mexican and Afro-Americans worked on the farms and on many occasions my family invited members of these groups over for Sunday dinner. It is only natural for me to enjoy people from different cultural and ethnic backgrounds. I love to learn from them. I’ve worked for a woody ornamental wholesale nursery that grew trees specifically for the bonsai market.

62. I got to meet many Asians from Japan, China and Korea. I also enjoyed the company of Latin Americans who were developing an interest in bonsai. Native Americans are a group that I have a heart for. I have some Chippewa blood in me and have gone to several powwows through the years. I enjoy the sound of the drum as it pounds out a very stirring beat. I presently work in retail and have daily opportunities to interact with people from Hispanic and Asian backgrounds. Many speak little or no English. Since I embrace cultural diversity, I would not hesitate to learn as much as I can to help a client from any group. I have gay and lesbian friends. I enjoy them for themselves, not because of their sexual orientation. So, I don’t see any foreseeable problem in this matter for me.

63. References American Counseling Association. (2005). ACA code of ethics. Retrieved February 11, 2011 from www.counseling.org Argosy University. (2010). PSY430: Ethics in Psychology: Module 6: Online lecture. Retrieved February 11, 2011 from http://myeclassonline.com/

64. Imposing Values Ray Goodsell February 1, 2011 Ethics in Psychology PSY430 Tanya Harrell Argosy University

65. Jill disclosed that she was confused about her sexuality because she was sexually attracted to women. Her counselor Joe immediately responded to Jill’s statement with wide eyes and a shocked look. He told Jill that he was a traditional Catholic, who felt that this type of feeling was immoral and wrong. He informed her that she should avoid thinking about this and pray for forgiveness. He also told her that he felt uncomfortable talking about the issue any further. He made an ethical mistake by telling her this. He discriminated against her sexual orientation with this remark. He later discriminated against her Asian cultural upbringing. He also tried to influence her with his belief system. In The Layperson’s Guide to Counselor Ethics that is approved by The American Counseling Association’s (ACA, 2009) governing council, it states; a professional counselor will treat a client with respect and dignity, especially in regard to age, color, culture,

66. disability, ethnic group, gender, race, religion, sexual orientation, marital status, or socioeconomic status (ACA, 2009). ACA Code of Ethics Section A: The Counseling Relationship, specifically A. 4. Avoiding Harm and Imposing Values, deals with the ethical issues Joe broke when he expressed his opinions to Jill. A.4.a. Avoiding Harm Counselors act to avoid harming their clients, trainees, and research participants and to minimize or to remedy unavoidable or unanticipated harm (ACA, 2005). A.4.b. Personal Values Counselors are aware of their own values, attitudes, beliefs, and behaviors and avoid imposing values that are inconsistent with counseling goals. Counselors respect the diversity of clients, trainees, and research participants (ACA, 2005).

67. Joe did not show any respect for Jill, nor regard for Jill’s feelings when he told her he was a traditional Catholic and felt it was not proper for her to have such thoughts. He even told her to it was orally wrong for her to have these feelings. He was not being objective. All she said was that she was attracted to women and confused about it. He made her feel like she was doing something wrong when in her mind it may have been perfectly natural for her to have these thoughts. He told her to pray about it and ask for forgiveness. Jill may be an atheist or have another belief. She simply wanted to share this information with him. She may have wanted him to help her work through this issue but he had no right to say anything negative about it to her.

68. The American Psychological Association (APA) has what is called Ethical Principles and Code of Conduct to serve as a guideline for psychologists to adhere to. They address ethical violations similarly to the ACA. The APA in several passages addresses the ethical violation of imposing personal values. APA Standard 3.03 Other Harassment Psychologists do not knowingly engage in behavior that is harassing or demeaning to persons with whom they interact in their work based on factors such as those persons' national origin, religion, and sexual orientation (APA, 2011). APA Standard 3.04 Avoiding Harm Psychologists take reasonable steps to avoid harming their clients, to minimize harm where it is foreseeable and unavoidable (APA, 2011).

69. Principle A: Beneficence and Nonmaleficence Psychologists strive to benefit those with whom they work and take care to do no harm. Psychologists seek to safeguard the welfare and rights of those with whom they interact professionally (APA, 2011). Principle B: Fidelity and Responsibility Psychologists establish relationships of trust with those with whom they work.

70. Principle E: Respect for People's Rights and Dignity Psychologists respect the dignity and worth of all people, and the rights of individuals to privacy, confidentiality, and self-determination. Psychologists are aware of and respect, including those based on religion, and sexual orientation. Psychologists try to eliminate the effect on their work of biases based on those factors, and they do not knowingly participate in or condone activities of others based upon such prejudices (APA, 2011). The APA Code of Conduct seems to go in more detail than the ACA Code of Ethics does, but they agree with one another in the generality of ethical behavior. Both are concerned with the welfare of the client and in doing no harm to anyone.

71. References American Counseling Association. (2005). ACA code of ethics. Retrieved January 23, 2011 from www.counseling.org American Counseling Association. (2009). A layperson’s guide to counselor ethics: what you should know about the ethical practice of professional counselors. Retrieved January 23, 2011 from www.counseling.org American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. Retrieved January 23, 2011 from http://www.apa.org/ethics/code/index.aspx#

72. Knowledge of Foundations of the Field

73. Final Project: Self-handicapping M2A3 Ray Goodsell Social Psychology PSY310 Argosy University July 8, 2009

74. I’m Joe’s high school counselor. He came into my office the other day complaining about his lack of confidence in himself, meaning he has low self-esteem (Argosy University, 2009; Kenrick, Neuberg & Cialdini, 2007). Him asking for help falls in line with research results that indicate people with low self-esteem tend to ask for help while those who have high self-esteem (Kenrick, Neuberg & Cialdini, 2007). Joe self-handicaps by anticipating failure. He wanted to know if I had any suggestions to offer him on the problem. I let him know that his self-handicapping is due to his wrong view of himself (Argosy University; Kenrick, Neuberg & Cialdini). I told Joe I once was like that. I’d self-handicap by putting obstacles in my way. I couldn’t see myself being the one with the talent when I succeeded. I’d make excuses for my failures and my successes (Kenrick, Neuberg & Cialdini, 2007).

75. I explained that he would have to change his whole way of thinking one step at a time. First of all, I recommended to Joe to carry with him a pad and pencil or a tape recorder so he could record any negative and positive thoughts he might perceive of that would cause him to be successful or not in any undertaking. Put the negative in one column and the positive in another column. I told him that by doing that he would be able to analyze each thought honestly. I said I had done that and I learned that most of my negative thoughts were not based on truth. Realizing that making excuses won’t change the facts. He simply needs to be honest with himself. He can achieve any goal academically as long as he wants to put the effort in. Self-handicapping is a sign of laziness.

76. If Joe wants to do well in school then he needs to manage his time wisely. I told Joe to find a spot that is comfortable, where he can put his full attention to his studies. This alone can make it easier for him to retain information. I also mentioned time management means that he should make a habit of setting a certain time for studies every day. It may not need to be an exact time but something close. By him doing this it will get him into a routine that will eventually become a second nature. I said that I learned to do this when I was in school and I now enjoy learning all sorts of new things because of this one change. Along with finding a comfortable spot and setting aside a time of day to study I also said I found it relaxing to put on soft listening music for a little background noise. I mentioned this was optional but I found it soothing. I suggested that even a secluded place in the outdoors could work. Listening to the birds and sitting beside a riverbank may be a nice alternative.

77. I said, “Joe don’t ever sell yourself short. You have the intelligence to succeed. All you lack is the confidence. What you need to build your confidence is to challenge yourself with realistic, attainable goals. Maybe you should think about joining the Boyscouts or some other activity that will build your self-esteem (Kenrick, Neuberg & Cialdini, 2007; Nassar-McMillan & Cashwell, 1997). There is always the Debate Team or possibly the Speech Club or maybe the Drama class. After all, the world is the stage and we are the actors (Kenrick, Neuberg & Cialdini, 2007). Any of these activities will allow for honest measure of how you can achieve anything that you’ve set your mind to do. Look at me, I didn’t get my degree until after my kids received theirs. It took a lot of hard work but it was worth every bit of it. I lacked self-confidence at times.

78. I kept thinking I was never going to get my degree and better myself, but by persevering I did it. My kids never gave up and I don’t want you to give up either. Remember, one success at a time. Don’t make excuses for your failures. Anything you do is because or your effort.” I told Joe the main thing to remember is to not procrastinate in doing homework assignments. If he’s not sure of how to do an assignment then ask the teacher. I wanted him to know that I was happy he came to me for advice and that he shouldn’t feel unable to do anything. He just needs to get the proper learning and skills. He can change his bad habits into more desirable ones one step at a time. The suggestions I offered are basic and I feel they should be sufficient to get him believing in himself. They’re not magic, simply effort.

79. References Argosy University. (2009). PSY310 Social Psychology: Module 1: Online lecture. Retrieved June 30, 2009, from http://myeclassonline.com/ Kenrick, D.T., Neuberg, S.L., & Cialdini, R.B., (2007). Social Psychology Goals in Interaction (4th ed.) . Boston: Pearson Education, Inc. Nassar-McMillan, Sylvia C., Cashwell, Craig S., Journal of Humanistic Education & Development, 07356846, Dec97, Vol. 36, Issue 2. Psychology and Behavioral Sciences Collection

80. Industrial/Organizational Psychology Module 4 Assignment 2 Psy320 Ray Goodsell November 19, 2009

81. Week 4 In answer to Samantha’s questions, I’ll explain the Big Five model of personality. I’ll provide examples of each. I’ll discuss research findings regarding personality measures and job performance. Based on the results of Samantha’s personality test I’ll explain why I believe she will or will not make a good manager. The Big Five personality psychology test provides insight. It is a personality inventory and not a test because a test has right and wrong answers. There are no right or wrong answers in the Big Five assessment. Many employers use this model for hiring, promoting and coaching employees (Argosy University, 2009). It is used as a predictor. Much research has been done on how people describe themselves and others (outofservice.com, 2009). It consists of several questions that have a range of answers. The range is 1 to 5. Strongly Disagree = 1 while Strongly Agree = 5.

82. Samantha scored moderately high in openness. According to the Five Factor Model of personality this means she tends to be imaginative, creative and enjoys learning new things and the Arts (weblab.org.uk, 2009). Samantha also scored moderately high in Agreeableness. She tends to be trusting, friendly and cooperative with others (weblab.org.uk, 2009). She scored very high in Conscientiousness. She is methodical and very organized, and she sticks with a task until it is completed (weblab.org.uk, 2009). She scored very high in Extraversion. This indicates she is energetic, and seeks out the company of others (weblab.org.uk, 2009).

83. Samantha’s score for Neuroticism is low. This means she tends to be relaxed, less emotional and prone to less distress (weblab.org.uk, 2009). Based on the overall results of Samantha’s personality inventory I would have to say she is an excellent prospect to take on the responsibilities of an executive. She tends to interact well with others indicated by the Agreeableness score. She should be able to handle situations well as they occur because of her Openness score. She is well organized and completes all her work. She has high energy and isn’t easily stressed if pressured. There are similar personality tests. Personality psychologists are interested in why people behave the way we do and what makes one person different from another (outofservice.com, 2009).

84. The Big Five was developed in the 1970s by two independent research teams. Both teams concluded that personality traits consist of five dimensions no matter what language or culture one is from (outofservice.com, 2009). Research continues. One present study is to see how personality changes over time and how the variables of music and self-esteem relate to the Big Five (outofservice.com, 2009). According to the analyses of data so far the one study’s findings reveal that personality continues to change for some but not all people. They have found that people generally become more conscientious as they grow older (outofservice.com, 2009).

85. References Argosy University. (2009). PSY320: Industrial/Organizational Psychology PSY320 XG: Module 4: Online lecture. Retrieved November 11, 2009 from http://myeclassonline.com/ Five factor personality test. Retrieved November 11, 2009 from http://www.weblab.org.uk/cgi-bin/execwwwffi/execwwwffi1a.pl The big five personality test. Retrieved November 11, 2009 from http://www.outofservice.com/bigfive/

86. Aging Process Ray Goodsell Argosy University PSY300XD Dr. Lauria April 14, 2010

87. This paper is an analysis to springboard further discussion, on the impact of aging on the psychological, and socioemotional aspects of human development. We will look at the life review theory as it relates to Erikson’s theory of integrity versus despair. The aging process and how it is viewed varies between individuals and cultures. I will focus on how aging is viewed here in the United States of America. Many individuals live active lifestyles well into their golden years. Some people are apprehensive in becoming old out of fear of crippling ailments and neglect from family members. This can be a real concern due to the view that many Americans have on the elderly as being a burden and not a contributor to society. The truth is that many elderly are unique and are able to give something of themselves back to society and their families (Argosy University, 2010).

88. Many myths abound about old age. Growing senile is one. Many believe it is inevitable but it can be prevented. Keeping the mind active is thought to be a preventive measure. Those individuals that don’t discipline their minds are more prone to senility (soencouragement.org, 2009). Many suffer from aches and pains in old age. This is not caused by being old but from things that have happened along the way. Accidents can happen at any age but sometimes a physical ailment like arthritis doesn’t manifest until we are older. It doesn’t mean old age is the cause. If a person lives a healthy lifestyle and gets the proper nourishment to the body that individual can remain healthy in old age (soencouragement.org, 2009). Some think that old age restricts an individual’s activity. This is not necessarily true.

89. There are people in the world that stay active doing what love to do well into old age. A 93-year-old woman participated in a walk-a-thon. She finished it in the top third of the participants. At 95 she continued to walk 2 miles every day. She lived to be 101. The world’s oldest active barber is 98 and the oldest active beautician is 100 (soencouragement.org, 2009). It is understood that older people react slower to situations. Psychomotor speed, the speed a person is able to react to a situation, slows, as we get older (Argosy University, 2010). This is a natural process. Every now and then we’ll hear of a story about an accident involving an older motorist. I remember one that happened recently. An elderly gentleman was driving in a parking garage. He turned into a parking space to park the car. He accidentally hit the accelerator instead of the brakes.

90. The car plunged through the concrete barrier and ended up hanging from the second level. He was fortunate to live to tell what happened. I personally had the pleasure of waiting on a gentleman that drove himself around. He was 90 at the time. He appeared to be alert enough to manage the vehicle in traffic. Butler’s life review theory and Erikson’s theory of integrity versus despair have similarities as well as differences. Both view the final developmental task is to review one’s life and to acknowledge the realization of mortality (Webster.edu, 1998). As one nears death it is natural for a person to review one’s life. Both theories agree that a person recalls their life story. Both take the view that this comes across as wisdom with a peaceful acceptance of the inevitable.

91. Both theories agree that if an individual has a negative view of their life then the result is a feeling of despair that time is running out (Webster.edu, 1998). There are contrasts between the two theories. Butler (1963) does not present his life review theory into an overall personality theory as Erikson’s (1959) theory of integrity versus despair does. Butler doesn’t categorize the life process into stages as Erikson’s theory does. Butler’s life review can occur at any time of a person’s life. Old age is not the cause of an individual’s review of their life but impending death is what triggers it. Erikson places the life review within a context of developmental stages. Erikson believed that life review was accomplished more effectively with others being involved whereas Butler’s view was that self-reflection was adequate (Webster.edu, 1998).

92. All in all the way one approaches old age is dependent on their attitude towards it. Some look forward to it with optimism, as representing a new chapter in life. Others have a fear and dread of its final inevitable outcome, death. The fear of the unknown may play a part in it but I think if one has an understanding that it is a part of the natural flow of life and accepts that fact instead of fighting it, life can be enjoyed to a fuller capacity. Religious beliefs can affect the way one perceives their life. If an individual believes there is more in store for them after this life, then it could affect their view towards death. The bottom line is we come into the world individually and leave it the same way. We were born to experience life and to ultimately die. What we do and how we perceive it, in between the two stages, are up to us.

93. References Argosy University. (2010). PSY300XD: Developmental Psychology: Module 7: Online lecture. Retrieved April 5, 2010, from http://myeclassonline.com/ Woolf, L.M. (1998). The life review process in later adulthood: an introduction. Retrieved April 5, 2010 from http://www.webster.edu/~woolflm/lifereview.html

94. Module 3 Assignment 2 ADHD and Learning Disability Ray Goodsell Argosy University PSY300XD Dr. Lauria March 18, 2010

95. Many teachers claim a child has a behavioral problem but don’t know why. It could be ADHD or a learning disability. Often children are misdiagnosed. It’s apparent something is wrong but is it Attention Deficit Hyperactivity Disorder (ADHD) or a learning disability (Argosy University, 2010)? Many individuals that were previously diagnosed with hyperactivity or with minimal brain damage are now being reevaluated and diagnosed with in increasing frequency as having ADHD. The American Psychiatric Association (APA) estimates approximately 1.6 to 2 million people have ADHD. In the APAs fourth edition of the Diagnostic and statistical Manual of Mental Disorders (DMS-IV) classifies three types of ADHD: AD/HD Predominantly Combined Type, AD/HD Predominantly Inattentive Type, and AD/HD Predominantly Hyperactive-Impulsive Type.

96. The last two types of ADHD require six of nine symptoms of inattention must be present for diagnosis (add-adhd.org, 2010). The symptoms must be present for at least six months and some symptoms must be present prior to age seven. Clinical evidence must show there is impairment in social, academic and occupational activities. The impairment can’t be caused from anxiety, psychosis, or pervasive developmental disorder (PDD) (add-adhd.org, 2010). There is disagreement amongst researchers concerning the common symptoms of ADHD. Common characteristics are: making careless mistakes in schoolwork, difficulty sustaining attention to tasks, not listening to what is being said, difficulty organizing tasks and activities, losing and misplacing belongings, fidgeting and squirming in seat, talking excessively, interrupting

97. or intruding on others and difficulty playing quietly (addadhd.org, 2010). The problem is, these symptoms are also seen in people with learning-related visual problems and/or sensory integration dysfunction and/or undiagnosed allergies or sensitivities to something they eat, drink or breathe (add-adhd.org, 2010). Many physicians treat ADHD children with dangerous drugs, counseling and special education. Ritalin, methylphenidate, and cylert), are Class 2 drugs in the same category as cocaine and morphine. Side effects such as sleeping, eating, and growth disorders often occur. The drugs also can mask underlying causes (add-adhd.org, 2010).

98. Vision therapy improves a persons ability to focus and pay attention. This limits careless mistakes. This also enables the individual to make sense of what they are reading. Occupational therapy for children with sensory integration dysfunction (SID), a neurological disorder, enhances their ability to process lower level senses related to alertness, body movement and position, and touch by the brain. This allows them to pay more attention to the higher level senses of hearing and vision. Allergy treatment can also relieve symptoms similar to ADHD. Pollens, molds, dust, foods and/or chemicals are known irritants (add-adhd.org, 2010). There is difficulty in diagnosing ADHD and learning disabilities properly. The professionals don’t agree. Behavioral optometrists, physicians, educators, mental health professionals, occupational therapists, and allergists are all addressing the same symptoms and behaviors.

99. Some use medication, special education, and counseling that can mask the symptoms of ADHD. Vision therapy, occupational therapy and allergy treatment can relieve the primary causes of ADHD or learning disorders. This treatment can remove the almost identical symptoms in the long-term add-adhd.org, 2010). A holistic approach is the only logical answer. Parents and teachers must also get involved. They need to educate themselves about the symptoms of ADHD and learning disorders. The public must understand that diagnosis may be incorrect. The following information can be used in a regular or special education classroom. The Child Development Institute has a list of interventions for teachers to use in the classroom who teach children with ADD and/or learning disabilities. It would be ideal if classes didn’t exceed fifteen to twenty children.

100. The more one-on-one attention would benefit both children and the teacher. One suggestion I found interesting is for the teacher to select random readers. This would work well for kids that tend to drift in their attention. The thought here is that they would be more attentive because of not knowing if they were going to be chosen. Another good choice would be to alternate between mental and physical activities. Teaching children how to self-monitor would help the child throughout his/her life. I think the key for a teacher is to stress accuracy over speed when a child is given a task (childdevelopmentinfo.com, 2010).

101. References Argosy University. (2010). PSY300XD: Developmental Psychology: Module 3: Online lecture. Retrieved March 18, 2010, from http://myeclassonline.com/ Davidson, J. (2010). Multiple intelligences. Retrieved March 18, 2010 from http://www.childdevelopmentinfo.com/learning/multiple_intelligences.shtml Lemer, P.S., (2003). Attention deficit disorder (add) and attention deficit hyperactivity disorder (add, ad/hd) a developmental approach. Retrieved March 18, 2010 from http://www.add-adhd.org/attention_deficits_ADHD.html#chart

102. Knowledge of Applied Psychology

103. M4 Assignment 2 Ray Goodsell Argosy University PSY304 Human Sexuality Christina Gonzalez February 2, 2010

104. Week 4 Sexually Transmitted Infections: Their Impact on Couples Marsha and Liam decide that they are ready to have a child. During physical checkups in preparation for a healthy conception, Marsha’s Pap smear revealed that she had contracted Human Papilloma Virus (HPV). Both Marsha and Liam assert that they have been monogamous throughout their sexual relationship. Marsha insists she was a virgin at marriage, but Liam, who has never had any indication of HPV, now questions where she got the virus. Imagine that this couple visits a public health clinic for help. Analyze how a knowledgeable nurse practitioner or family planning counselor might approach their concerns to help resolve this crisis.

105. If both Marsha and Liam are telling the truth, how could she have contracted the virus? There are two possibilities that I can think of. The first possibility is that Liam may have given her the virus through intercourse. He may have carried the virus without knowing. The other possibility is that Marsha may have been a virgin when they got married but she still may have had genital contact with someone who was infected even if they didn’t go all the way to intercourse (thehpvtest.com, 2010).

106. Can she be cured? There is no cure for HPV. Antibiotics and other currently available medicines won’t treat HPV infection. The virus usually goes away or the body suppresses it to a low level without any complications. There is not any test currently available to test men for HPV (thehpvtest.com, 2010). What is her best treatment? The only treatment as mentioned in the prior paragraph is to do nothing. She could have warts removed but they tend to disappear in time. Since there is no known cure the best treatment is early detection and treating any abnormal cells before they become cancerous (thehtpvtest.com, 2010).

107. If the couple remains monogamous, what are the chances of future outbreaks for either Marsha or Liam? This is a question that can’t be answered with certainty. In most cases the HPV disappears within two years. In some women it is only suppressed. The good news is that if it is undetectable then it can’t be transferred to another while it is suppressed. They should be able to have normal relations but there is the possibility it could reappear later in life. Medical science still hasn’t got all the answers. The best thing for Marsha to do is to be periodically tested (thehtpvtest.com, 2010).

108. What is the best way for the couple to prevent future outbreaks? Daily use of vitamin supplements and not smoking are the best ways to keep the immune system healthy to prevent HPV from recurring (thehtpvtest.com, 2010). What, if any, are the risks to their baby if the couple still decides to start a family? The Centers for Disease Control and Prevention (CDC) says there is a very slim chance that HPV can be passed from the mother to the child during birth. The agency says the occurrence is about 1 case in 100,000 children. When it is transmitted it shows up in the respiratory tract of the child. Wart-like growths usually appear on the larynx (thehtpvtest.com, 2010).

109. Reference thehtptest.com. (2010). The HPV FAQs. Retrieved February 2, 2010 from http://www.thehpvtest.com/About-HPV.html?LanguageCheck=1

110. M3 A3 Final Project Child Abuse in Homes of Substance Abusers Ray Goodsell Argosy University PSY481Substance Abuse and the Family Dr. Maria LaFrance May 22, 2009

111. This plan of action is directed at school children know they have rights and no incident of possible child abuse should go unannounced. Research has shown a connection between substance abuse and child abuse. 40 per cent of confirmed cases involve the use of alcohol or drugs. An estimated 480,000 children are mistreated each year by parents or guardians. Alcohol and drugs play a major role in cases of emotional abuse or neglect (Argosy University, 2009). Based on these facts it is a wonder why the media doesn’t make the public more aware of the problem. We have read of drunken exploits by celebrities in tabloids or drug related crimes on the evening News and in the newspapers but very seldom does any of the media report on the relationship between child abuse and substance abuse.

112. Lawson (1998) writes on p 212, ‘in the 1960s some dramatic child abuse cases stirred public awareness and encouraged research in the detection and prevention of the problem.’ I want the children of America understand the problem still exists today. It has no economic or social barriers. It can show up anywhere in our society. One reason why the media isn’t interested in the plight of children who come from abuse environments may be because our culture wants to ignore the bad things and only hear the good. Many Americans don’t know if spanking is considered child abuse. Some people may while others think it is alright to spank a child, then there are those that feel it’s none of their business how a parent deals with their own child. The nightly News is full of bad news. People become numb. It’s like it doesn’t exist if I’m not aware of it. People have ears that desire to be tickled.

113. Many of us know the story of Joan Crawford’s abuse of her children because of the book written by her adopted daughter Christina Crawford, Mommy Dearest published in 1978. Crawford was a rich and famous movie star. The book alleges she had problems with alcohol and there were times when she didn’t use good judgment in properly correcting her four children. She also exposed them to her many relationships with men whom the children were forced to call Uncle. I know from my own experience of kids who were beaten by their drunken fathers in front of people. The adults never thought much about it. Someone may interfere to tell the guy ‘that’s enough’. The person that did that may get told to mind their business or get involved fighting the guy. You never knew what could happen; those moments were unpredictable.

114. Kelli Deister, bellaonline.com’s Child Abuse Editor, in an article titled Child Abuse and the Media wrote ‘What should the role of the media be in regards to this issue? Should they report abuse that occurs? Or is their reporting the abuse working against the privacy of the child? Once the media has learned of a case of reported abuse, what should their stance be? I believe that the media should report cases of abuse because it will help to bring about the prevention of child abuse. I believe that the privacy of children should be honored; however, I also believe that all abuse should be reported. How can we expect our society to take abuse seriously if no abuse is reported. I’m not talking about revealing names. I’m talking about revealing the abuse. For instance, if a child is being abused then the abuse should be reported while continuing to protect the privacy of the child.

115. The more the media reports abuse, the more educated the public becomes. An example would be if the child protective agency confirms abuse then the media should report it. They must never reveal the name of the child; however, reporting that another case of abuse has occurred will help to educate the public.’ I agree with Ms. Deister, we need to report all child abuse cases. There are laws to protect a child’s name from being revealed. The point is once an incident is confirmed the media has an obligation to inform the public of the nature of the crime. It’s true that substance abusers are more likely to perpetrate child abuse but mentally or emotionally unstable people can as well (Argosy University, 2009; Curtis, 1999; Lawson & Lawson, 1998). It doesn’t matter who’s doing it, what matters is it’s inflicting unnecessary pain on innocent victims.

116. The more people get educated the more substance abuse related child abuse is prevented. Awareness can take the form if pamphlets available to students at schools. They can share them with friends and family. If suspected report it to a local agency and authorities. Report it anonymously if you feel the need. I’m not condoning turning our society into a socialist fascist state but I don’t know how else we’ll get adults to start living responsibly. Our society is sick. Many have lost sight of the value of life. Many have continued the dysfunction they experienced and learned while growing up. Sex offender laws are in effect in most if not all states. These laws require offenders to register with local authorities. I’ve received information in the mail when one has moved into my neighborhood. It gives their name, age and address. Perhaps we need to do something similar with convicted child /substance abusers. Bring public embarrassment and shame on them.

117. References Argosy University. (2009). PSY481: Substance Abuse and the Family: Module 1: Online lecture. Retrieved May 8, 2009, from http://myeclassonline.com/ Bellaonline.com. Retrieved May 22, 2009, from http://www.bellaonline.com/articles/art53306.asp Curtis, O. (1999). Chemical Dependency A Family Affair: Belmont, Ca: Brooks/ Cole Lawson, A.W., & Lawson, G. (1998). Alcoholism and the Family A Guide to Treatment and Prevention (2nd ed.) Austin, Tx: PRO-ED, Inc. Wikipedia.org. Mommy Dearest Retrieved May 22, from http://www.en.wikipedia.org/wiki/Mommie_Dearest

118. Interpersonal Effectiveness

119. Assessment Tools for Suicidal Tendencies Ray Goodsell Argosy University Substance Abuse Treatment II PSY483 Jack Colyar September 28, 2010

120. Assessment Tools for Suicidal Tendencies SAD PERSONS scale. It focuses on 10 factors correlated with suicide: Sex: males are more apt to complete suicide. Age: younger than 18 and older than 35 are at higher risk. Depression Loss of rational thinking Lack of social support Lack of a spouse Substance abuse: 65% of suicide attempts are alcohol related. Sickness Presence of an organized plan Previous attempts (Argosy, 2010; Miller, 2005) Assess suicidal potential by memorizing three questions to ask client who feels hopeless: 1. Are you thinking of hurting yourself? 2. How would you hurt yourself? 3. What stops you from hurting yourself?

121. Assess suicidal potential by memorizing three questions to ask client who feels hopeless: 1. Are you thinking of hurting yourself? 2. How would you hurt yourself? 3. What stops you from hurting yourself? How to Approach Suicidal Clients All suicidal tendencies need to be examined in a serious, thoughtful and careful way (Argosy University, 2010). A counselor dealing with a member of the substance abuse population must continually assess for suicidal tendencies (Argosy University, 2010). Counselors handling a crisis situation should stay within their training and call for help when they find their experience is lacking or that the skills needed to handle the crisis are beyond the counselor’s scope of competence (Argosy University, 2010).

122. Remember to ask the three questions to clients who seem to feel hopeless: (1) Are you thinking of hurting yourself? (2) How would you hurt yourself? (3) What stops you from hurting yourself? (Argosy University, 2010). While these questions may clarify the level of lethality, any suicidal intention should be taken seriously, and a counselor may need to consult with a supervisor or colleague to assist in lethality assessment (Miller, 2005).

123. Interventions on Suicidal Clients Try to choose the least restrictive alternative. Increase frequency of counseling sessions. Ask client to sign a contract agreeing not to attempt suicide for a specific time period and agreeing to contact the counselor before client decides to hurt himself, if client’s risk appears to be low or moderate. Hospitalization and medication may be required for moderate to high-risk clients. Never put your client or yourself in a dangerous situation (Argosy University, 2010).

124. Provide personal support or arrange a support system and make sure that the client is fully aware of these support systems (Argosy University, 2010). Make plans. Be confident, apply necessary techniques until the situation is resolved. Be direct with clients who are in serious crisis and cannot cope (Argosy University, 2010).

125. Duty to Warn Remember to document everything when working in this type of situation (Argosy University, 2010). Regularly assess clients for suicide risk. The client may be encouraged to tell the counselor when the urge to inflict self-injury arises (Argosy University, 2010). Notify close friends and family of client’s intent (Argosy University, 2010). Counselor must remember confidentiality is waived in situations such as this (Miller, 2005; p81). Counselors must remember confidentiality is waived in situations such as this (Miller, 2005; p81). Counselors must protect themselves legally and ethically and can do so by documenting all actions and interactions between themselves and a client (Argosy University, 2010).

126. References Argosy University. (2010). PSY483: Substance Abuse Treatment-II: Module 4: Online lecture. Retrieved September 27, 2010, from http://myeclassonline.com/ Argosy University. (2010). PSY483: Substance Abuse Treatment-II: Module 5: Online lecture. Retrieved September 27, 2010, from http://myeclassonline.com/ Miller, G. (2005). Learning Language of Addiction Counseling. (2nd ed.). John Wiley & Sons, Inc., Hoboken, New Jersey.

127. Reflections on my Experience While at Argosy

128. My time at Argosy has gone by quickly. I feel I have learned a great deal about why some people do the things they do since my first class. I feel I have a good understanding of the different psychological theories I've been exposed to. I can honestly say that I have been blessed with some very fine professors in all of my classes. I appreciate how they have challenged and helped me to develop my critical thinking abilities. My knowledge and understanding will not be fully tested until I am actually working under a mentor in counseling situations. I am anxiously looking forward to it. I will do my best to learn their techniques while developing my own style of counseling. I believe I will be able to relate to many clients because of my experiences.

129. There is so much exciting research being done in psychology that it is impossible to know it all. It is an ever-changing discipline. What lies beyond is unknown at the moment but whatever it is I am sure I will embrace the opportunity wholeheartedly. I plan on being a lifelong learner in the field.

130. My Future in Learning I see myself continuing in my quest to learn new things until I am unable to. The Universe is a wealth of knowledge waiting to reveal itself.

131. Contact Me Thank you for viewing my ePortfolio. For further information, please contact me at the e-mail address below. raygoodsell@yahoo.com