This document provides an overview of G. Tyler Lefevor's education and professional experience. It lists his education, including a PhD in Counseling Psychology from the University of Miami and a BS in Psychology from Brigham Young University. It also outlines his publications, including 7 peer-reviewed journal articles and 8 submitted manuscripts, most of which he was the primary author. Finally, it lists 24 professional presentations, primarily focusing on sexuality, religion, mental health, and meta-analysis.
Affiliation and Attraction Social psychologists have studied aff.docxnettletondevon
Affiliation and Attraction
Social psychologists have studied affiliation and interpersonal attraction, mate selection, and relationship satisfaction. Not surprisingly, research indicates that males and females think differently about relationships. Some of these differences include comfort with relationship intimacy and physical contact, perceptions of attractiveness, reasons for mate selection, and the role of emotion within relationships (Crisp & Turner, 2010).
For this Discussion, review the Learning Resources and research two articles related to either gender and affiliation or gender and attraction. Consider how gender may relate to affiliation and attraction and whether or not you agree with the articles you selected.
Post by Day 4 a brief explanation of how gender might affect two of the following: friendship, attraction, entering a relationship, or relationship satisfaction. Then explain whether you agree or disagree with the research you selected regarding gender and relationships and why. Be specific and use the current literature to support your response.
RESOURCES TO USE:
· Course Text: Fiske, S. T. (2014). Social beings: Core motives in social psychology. (3rd ed.). Hoboken, NJ: Wiley.
. Chapter 9, “Helping: Prosocial Behavior”
· Course Text: The Sage handbook of social psychology
. Chapter 10, “Interpersonal Attraction and Intimate Relationships”
· Book Excerpt: Crisp, R. J., & Turner, R. N. (2010). Chapter 12: Friendship and love. In Essential social psychology (2nd ed.). Los Angeles, CA: Sage.
· Article: Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8(4), 377–383.
Retrieved from the Walden Library databases.
· Article: Latané, B., & Darley, J. (1968). Group inhibition of bystander intervention in emergencies. Journal of Personality and Social Psychology, 10(3), 215–221.
Retrieved from the Walden Library databases.
Optional Resources
· Article: Piff, P. K., Kraus, M. W., Cote, S., Cheng, B. H., & Keltner, D. (2010). Having less, giving more: The influence of social class on prosocial behavior. Journal of Personality and Social Psychology, 99(5), 771–784.
Retrieved from the Walden Library databases.
· Article: Safrilsyah, S., Jusoff, K., & Fadhil, R. (2009). Prosocial behavior motivation of Acheness volunteers in helping tsunami disaster victims. Canadian Social Science, 5(3), 50-55.
Retrieved from the Walden Library databases.
· Website: Social Psychology Network. (n.d.). Retrieved November 30, 2011, from http://www.socialpsychology.org/
· Article: Cramer, D., & Jowett, S. (2010). Perceived empathy, accurate empathy, and relationship satisfaction in heterosexual couples. Journal of Social & Personal Relationships, 27(3), 327–349.
Retrieved from the Walden Library databases.
· Article: Felmlee, D., Orzechowicz, D., & Fortes, C. (2011). Fairy tales: Attraction and stereotypes in same-gender relationships. Sex Roles, 62(3/.
Affiliation and Attraction Social psychologists have studied aff.docxnettletondevon
Affiliation and Attraction
Social psychologists have studied affiliation and interpersonal attraction, mate selection, and relationship satisfaction. Not surprisingly, research indicates that males and females think differently about relationships. Some of these differences include comfort with relationship intimacy and physical contact, perceptions of attractiveness, reasons for mate selection, and the role of emotion within relationships (Crisp & Turner, 2010).
For this Discussion, review the Learning Resources and research two articles related to either gender and affiliation or gender and attraction. Consider how gender may relate to affiliation and attraction and whether or not you agree with the articles you selected.
Post by Day 4 a brief explanation of how gender might affect two of the following: friendship, attraction, entering a relationship, or relationship satisfaction. Then explain whether you agree or disagree with the research you selected regarding gender and relationships and why. Be specific and use the current literature to support your response.
RESOURCES TO USE:
· Course Text: Fiske, S. T. (2014). Social beings: Core motives in social psychology. (3rd ed.). Hoboken, NJ: Wiley.
. Chapter 9, “Helping: Prosocial Behavior”
· Course Text: The Sage handbook of social psychology
. Chapter 10, “Interpersonal Attraction and Intimate Relationships”
· Book Excerpt: Crisp, R. J., & Turner, R. N. (2010). Chapter 12: Friendship and love. In Essential social psychology (2nd ed.). Los Angeles, CA: Sage.
· Article: Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8(4), 377–383.
Retrieved from the Walden Library databases.
· Article: Latané, B., & Darley, J. (1968). Group inhibition of bystander intervention in emergencies. Journal of Personality and Social Psychology, 10(3), 215–221.
Retrieved from the Walden Library databases.
Optional Resources
· Article: Piff, P. K., Kraus, M. W., Cote, S., Cheng, B. H., & Keltner, D. (2010). Having less, giving more: The influence of social class on prosocial behavior. Journal of Personality and Social Psychology, 99(5), 771–784.
Retrieved from the Walden Library databases.
· Article: Safrilsyah, S., Jusoff, K., & Fadhil, R. (2009). Prosocial behavior motivation of Acheness volunteers in helping tsunami disaster victims. Canadian Social Science, 5(3), 50-55.
Retrieved from the Walden Library databases.
· Website: Social Psychology Network. (n.d.). Retrieved November 30, 2011, from http://www.socialpsychology.org/
· Article: Cramer, D., & Jowett, S. (2010). Perceived empathy, accurate empathy, and relationship satisfaction in heterosexual couples. Journal of Social & Personal Relationships, 27(3), 327–349.
Retrieved from the Walden Library databases.
· Article: Felmlee, D., Orzechowicz, D., & Fortes, C. (2011). Fairy tales: Attraction and stereotypes in same-gender relationships. Sex Roles, 62(3/.
Resource List The Biological PerspectiveAmerican Psychological .docxdebishakespeare
Resource List: The Biological Perspective
American Psychological Association. (2014). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx
Genetics: Heredity, twin, and adoption studies
· Demirkan, A. A., Penninx, B., Hek, K. K., Wray, N. R., Amin, N. N., Aulchenko, Y. S., Middeldorp, C. M. (2011). Genetic risk profiles for depression and anxiety in adult and elderly cohorts. Molecular Psychiatry, 16(7), 773–783.
· Shyn, S. I., & Hamilton, S. P. (2010). The genetics of major depression: Moving beyond the monoamine hypothesis. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2824618/
· Kendler, K. S., & Myers, J. (2010). The genetic and environmental relationship between major depression and the five-factor model of personality. Psychological Medicine, 40(5), 801–806.
· Elder, B. L., & Mosack, V. (2011). Genetics of depression: An overview of the current science. Issues in Mental Health Nursing, 32(4), 192–202.
· Schnittker, J. (2010). Gene-environment correlations in the stress-depression relationship.Journal of Health and Social Behavior, 51(3), 229–243.
· Silberg, J. L., Maes, H., & Eaves, L. J. (2010). Genetic and environmental influences on the transmission of parental depression to children's depression and conduct disturbance: An extended children of twins study. Journal of Child Psychology and Psychiatry, 51(6), 734–744.
Biochemical Studies
· France, C. M., Lysaker, P. H., & Robinson, R. P. (2007). The "chemical imbalance" explanation for depression: Origins, lay endorsement, and clinical implications. Professional Psychology: Research and Practice, 38(4), 411– 420.
· JAMA and Archives Journals. (2009, February 8). Hormone level during pregnancy may identify women at risk for postpartum depression.Science Daily. Retrieved from http://www.sciencedaily.com/releases/2009/02/090202174820.htm
· The Endocrine Society. (2009, June 29). Symptoms of depression in obese children linked to elevated cortisol. Obesity & Diabetes Week, 151.
· Howland, R. H. (2010). Use of endocrine hormones for treating depression. Journal of Psychosocial Nursing and Mental Health Services, 48(12), 13–16.
· Krishnan, V., & Nestler, E. J. (2010). Linking molecules to mood: New insight into the biology of depression. The American Journal of Psychiatry, 167(11), 1305–1320.
· Karg, K., Burmeister, M., Shedden, K., & Sen, S. (2011). The serotonin transporter promoter variant (5-HTTLPR), stress, and depression meta-analysis revisited: Evidence of genetic moderation. Archives of General Psychiatry, 68(5), 444–454.
· Munafò, M. R. (2012). The serotonin transporter gene and depression. Depression and Anxiety, 29(11), 915–917.
· Naninck, E. F. G., Lucassen, P. J., & Baker, J. (2011). Sex differences in adolescent depression: Do sex hormones determine vulnerability?Journal of Neuroendocrinology, 23(5), 383–392.
· Young, E., & Korszun, A. (2010). Sex, trauma, stress hormones and depression. Molecular Psychi ...
DueWed September 4thby 9pm Central Standard Time U.S..docxinfantkimber
Due
Wed September 4th
by 9pm Central Standard Time U.S.
REQUIRED READING
American Psychiatric Association. (2013i). Introduction. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176
Statistical
/appi.books.9780890425596.Introduction
American Psychiatric Association. (2013n). Preface. In
Diagnostic and statistical manual of mental disorders
(5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.x00preface
Lasalvia, A. (2015). DSM-5 two years later: Facts, myths and some key open issues.
Epidemiology and Psychiatric Sciences, 24
(3), 185–187. doi:10.1017/S2045796015000256
Neukrug, E. S., & Fawcett, R. C. (2015). Diagnosis in the assessment process. In E. S. Neukrug & R. C. Fawcett, Essentials of testing and assessment: A practical guide for counselors, social workers, and psychologists (3rd ed., pp. 43–58). Stamford, CT: Cengage Learning.
Focus on the complex but precise definition of a mental disorder in the DSM-5 and the concept of dimensionality both there and in the Paris (2015) and Lasalvia (2015) readings. Also note that the definition of a mental disorder includes a set of caveats and recommendations to help find the boundary between normal distress and a mental disorder.
Then consider the following case:
Ms. Evans, age 27, was awaiting honorable discharge from her service in Iraq with the U.S. Navy when her colleagues noticed that she looked increasingly fearful and was talking about hearing voices telling her that the world was going to be destroyed in 2020. With Ms. Evans’s permission, the evaluating [social worker] interviewed one of her closest colleagues, who indicated that Ms. Evans has not been taking good care of herself for several months. Ms. Evans said she was depressed.
The [social worker] also learned that Ms. Evans’s performance of her military job duties had declined during this time and that her commanding officer had recommended to Ms. Evans that she be evaluated by a psychiatrist approximately 2 weeks earlier, for possible depression.
On interview, Ms. Evans endorsed believing the world was going to end soon and indicated that several times she has heard an audible voice that repeats this information. She has a maternal uncle with schizophrenia, and her mother has a diagnosis of bipolar I disorder. Ms. Evans’s toxicology screen is positive for tetrahydrocannabinol (THC). The evaluating [social worker] informs Ms. Evans that she is making a tentative diagnosis of schizophrenia.
Source: Roberts, L. W., & Trockel, M. (2015). Case example: Importance of refining a diagnostic hypothesis. In L. W. Roberts & A. K. Louie (Eds.),
Study guide to
DSM-5 (pp. 6–7). Arlington, VA: American Psychiatric Publishing.
Study Guide to DSM-5
(r), by Roberts, M.; Louie, A.; Weiss, L. Copyright 2015 by American Psychiatric Association. Reprinted by permission of American Psychiatric Association via the Copyright Clearance Center.
Discussion Q.
APA format 2 pages with 3 refences 2 from walden university library .docxspoonerneddy
APA format 2 pages with 3 refences 2 from walden university library Due Friday June 30,2017 at 2200
For this discussion, I decided to search for quantitative research studies on depression in the college freshman. After searching the Walden database, I found multiple articles but selected two.
First Article
The first article discusses the role of family support in college freshman, leading to their depression. For this study, the researchers used a descriptive research approach. A descriptive research is used to “observe, describe and document aspects of a situation as it naturally occurs and sometimes to serve as a starting point for hypothesis generation or theory development (Polit&Beck,2017, pg 206).” More specifically, I would classify this study as a descriptive correlation research. This means that the study was designed based off diagnosis and assessment questions (Polit, et al. 2017, pg 206). During this study, the participants filled out two questionnaires for the researchers. The first questionnaire was about their demographics and the second was about their depressive symptoms and family support (Levens, Elrahal, Sagui, 2016, pg 4). After analyzing the data collected, the researchers discovered that under stress, those who had family support developed less depressive symptoms (Livens, et al. 2016).
I believe that the descriptive correlation research was the most appropriate research approach for this study. This allowed the researchers to compare the data and develop a result.
Second Article
The second article I found involved 308 college freshmen. The research was done to determine if adult attachment, social self-efficacy, self-disclosure and loneliness lead to depression. This study was also a descriptive correlation study. To obtain the results the researchers had the participants answer a survey. The survey was based off The Experiences in Close Relationship Scale and had answers ranging from strongly disagree to strongly agree (Wei, Russell, Zakalik, 2005, pg 4). This survey was used to measure romantic relationships, fear of abandonment and rejection along with avoidance of intimacy, discomfort with closeness and self-reliance. This helped the researchers measure self-efficiency, self-disclosure and loneliness. The results of the study showed that social self-efficiency plays a factor in anxiety, loneliness and depression in college freshmen (Wei, et al. 2005).
I believe that the researchers of this article used the correct research method. By having the participants fill out a survey, they could measure how many college freshmen felt socially self-efficient and how many did not, which may have led to their anxiety, loneliness and depression.
References
Levens, S. M., Elrahal, F., & Sagui, S. J. (2016). The Role of Family Support and Perceived Stress Reactivity in Predicting Depression in College Freshman. Journal of Social and Clinical Psychology, 35(4), 342-355.
Polit, D. F., & Beck,.
Choose one concept, research finding, or question that stood out.docxbartholomeocoombs
Choose one concept, research finding, or question that stood out to you in your readings and content assigned for this week. Find an empirical research article about this that was published in the scientific literature and provide a summary of that article here answering the following questions. Attach the article to your post, and provide an APA style reference for it at the bottom of your post.
1. What is the item that stood out to you and why?
2. What did the authors of the study you selected examine in their research? What did they hypothesize and why (rationale)?
3. What methods did they use?
4. What were the most meaningful findings the authors reported?
5. What is one limitation to their study?
6. How do the findings from this study help you better understand the content from this week?
Part 2
State your hypothesis. What limitations did you address in your proposal? Would it be possible to overcome these limitations for your dissertation? Why or why not?
Chapter 21:
Brody, L. R., Hall, J. A., & Stokes, L. R. (2016). Gender and emotion: Theory, findings, and context. In L. Feldman Barrett, M. Lewis, & J. M. Haviland-Jones (Eds.),
Handbook of Emotions,
4th Ed. (pp. 369-392). New York, NY: Guilford Press.
Chapter 22:
Mesquita, B., DeLeersnyder, J., & Boiger, M. (2016). The cultural psychology of emotions. In L. Feldman Barrett, M. Lewis, & J. M. Haviland-Jones (Eds.),
Handbook of Emotions,
4th Ed. (pp. 393-411). New York, NY: Guilford Press.
In addition, read the following articles:
Article
:
Hoffmann, H., Kessler, H., Eppel, T., Rukavina, S., & Traue, H.C. (2010). Expression intensity, gender, and facial emotion recognition: Women recognize only subtle facial emotions better than men.
Acta Psychologica,
135, 278-283.
Hoffmann, H., Kessler, H., Eppel, T., Rukavina, S., & Traue, H.C. (2010). Expression intensity, gender, and facial emotion recognition: Women recognize only subtle facial emotions better than men. Acta Psychologica, 135, 278-283. - Alternative Formats
Article
:
Leu, J., Wang, J., & Koo, K. (2011). Are positive emotions just as “positive” across cultures? Emotion, 11, 994-999.
Leu, J., Wang, J., & Koo, K. (2011). Are positive emotions just as “positive” across cultures? Emotion, 11, 994-999. - Alternative Formats
.
A diagnosis is powerful in the effect it can have on a person’s .docxaryan532920
A diagnosis is powerful in the effect it can have on a person’s life and treatment protocol. When working with a client, a social worker must make important decisions—not only about the diagnostic label itself but about whom to tell and when. In this Discussion, you evaluate the use and communication of a diagnosis in a case study.
To prepare:
Focus on the complex but precise definition of a mental disorder in the DSM-5 and the concept of dimensionality both there and in the Paris (2015) and Lasalvia (2015) readings. Also note that the definition of a mental disorder includes a set of caveats and recommendations to help find the boundary between normal distress and a mental disorder.
Then consider the following case:
Ms. Evans, age 27, was awaiting honorable discharge from her service in Iraq with the U.S. Navy when her colleagues noticed that she looked increasingly fearful and was talking about hearing voices telling her that the world was going to be destroyed in 2020. With Ms. Evans’s permission, the evaluating [social worker] interviewed one of her closest colleagues, who indicated that Ms. Evans has not been taking good care of herself for several months. Ms. Evans said she was depressed.
The [social worker] also learned that Ms. Evans’s performance of her military job duties had declined during this time and that her commanding officer had recommended to Ms. Evans that she be evaluated by a psychiatrist approximately 2 weeks earlier, for possible depression.
On interview, Ms. Evans endorsed believing the world was going to end soon and indicated that several times she has heard an audible voice that repeats this information. She has a maternal uncle with schizophrenia, and her mother has a diagnosis of bipolar I disorder. Ms. Evans’s toxicology screen is positive for tetrahydrocannabinol (THC). The evaluating [social worker] informs Ms. Evans that she is making a tentative diagnosis of schizophrenia.
Source: Roberts, L. W., & Trockel, M. (2015). Case example: Importance of refining a diagnostic hypothesis. In L. W. Roberts & A. K. Louie (Eds.),
Study guide to
DSM-5 (pp. 6–7). Arlington, VA: American Psychiatric Publishing.
Study Guide to DSM-5
(r), by Roberts, M.; Louie, A.; Weiss, L. Copyright 2015 by American Psychiatric Association. Reprinted by permission of American Psychiatric Association via the Copyright Clearance Center.
By Day 3
Post
a 300- to 500-word response in which you discuss how a social worker should approach the diagnosis. In your analysis, consider the following questions:
Identify the symptoms or “red flags” in the case study that may be evaluated for a possible mental health disorder.
Should the social worker have shared this suspected diagnosis based on the limited assessment with Ms. Evans at this time?
Explain the potential impact of this diagnosis immediately and over time if the “tentative” diagnosis is a misdiagnosis.
When may it be appropriate to use a provisional diagnosis?
When would y.
Resource List The Biological PerspectiveAmerican Psychological .docxdebishakespeare
Resource List: The Biological Perspective
American Psychological Association. (2014). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx
Genetics: Heredity, twin, and adoption studies
· Demirkan, A. A., Penninx, B., Hek, K. K., Wray, N. R., Amin, N. N., Aulchenko, Y. S., Middeldorp, C. M. (2011). Genetic risk profiles for depression and anxiety in adult and elderly cohorts. Molecular Psychiatry, 16(7), 773–783.
· Shyn, S. I., & Hamilton, S. P. (2010). The genetics of major depression: Moving beyond the monoamine hypothesis. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2824618/
· Kendler, K. S., & Myers, J. (2010). The genetic and environmental relationship between major depression and the five-factor model of personality. Psychological Medicine, 40(5), 801–806.
· Elder, B. L., & Mosack, V. (2011). Genetics of depression: An overview of the current science. Issues in Mental Health Nursing, 32(4), 192–202.
· Schnittker, J. (2010). Gene-environment correlations in the stress-depression relationship.Journal of Health and Social Behavior, 51(3), 229–243.
· Silberg, J. L., Maes, H., & Eaves, L. J. (2010). Genetic and environmental influences on the transmission of parental depression to children's depression and conduct disturbance: An extended children of twins study. Journal of Child Psychology and Psychiatry, 51(6), 734–744.
Biochemical Studies
· France, C. M., Lysaker, P. H., & Robinson, R. P. (2007). The "chemical imbalance" explanation for depression: Origins, lay endorsement, and clinical implications. Professional Psychology: Research and Practice, 38(4), 411– 420.
· JAMA and Archives Journals. (2009, February 8). Hormone level during pregnancy may identify women at risk for postpartum depression.Science Daily. Retrieved from http://www.sciencedaily.com/releases/2009/02/090202174820.htm
· The Endocrine Society. (2009, June 29). Symptoms of depression in obese children linked to elevated cortisol. Obesity & Diabetes Week, 151.
· Howland, R. H. (2010). Use of endocrine hormones for treating depression. Journal of Psychosocial Nursing and Mental Health Services, 48(12), 13–16.
· Krishnan, V., & Nestler, E. J. (2010). Linking molecules to mood: New insight into the biology of depression. The American Journal of Psychiatry, 167(11), 1305–1320.
· Karg, K., Burmeister, M., Shedden, K., & Sen, S. (2011). The serotonin transporter promoter variant (5-HTTLPR), stress, and depression meta-analysis revisited: Evidence of genetic moderation. Archives of General Psychiatry, 68(5), 444–454.
· Munafò, M. R. (2012). The serotonin transporter gene and depression. Depression and Anxiety, 29(11), 915–917.
· Naninck, E. F. G., Lucassen, P. J., & Baker, J. (2011). Sex differences in adolescent depression: Do sex hormones determine vulnerability?Journal of Neuroendocrinology, 23(5), 383–392.
· Young, E., & Korszun, A. (2010). Sex, trauma, stress hormones and depression. Molecular Psychi ...
DueWed September 4thby 9pm Central Standard Time U.S..docxinfantkimber
Due
Wed September 4th
by 9pm Central Standard Time U.S.
REQUIRED READING
American Psychiatric Association. (2013i). Introduction. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176
Statistical
/appi.books.9780890425596.Introduction
American Psychiatric Association. (2013n). Preface. In
Diagnostic and statistical manual of mental disorders
(5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.x00preface
Lasalvia, A. (2015). DSM-5 two years later: Facts, myths and some key open issues.
Epidemiology and Psychiatric Sciences, 24
(3), 185–187. doi:10.1017/S2045796015000256
Neukrug, E. S., & Fawcett, R. C. (2015). Diagnosis in the assessment process. In E. S. Neukrug & R. C. Fawcett, Essentials of testing and assessment: A practical guide for counselors, social workers, and psychologists (3rd ed., pp. 43–58). Stamford, CT: Cengage Learning.
Focus on the complex but precise definition of a mental disorder in the DSM-5 and the concept of dimensionality both there and in the Paris (2015) and Lasalvia (2015) readings. Also note that the definition of a mental disorder includes a set of caveats and recommendations to help find the boundary between normal distress and a mental disorder.
Then consider the following case:
Ms. Evans, age 27, was awaiting honorable discharge from her service in Iraq with the U.S. Navy when her colleagues noticed that she looked increasingly fearful and was talking about hearing voices telling her that the world was going to be destroyed in 2020. With Ms. Evans’s permission, the evaluating [social worker] interviewed one of her closest colleagues, who indicated that Ms. Evans has not been taking good care of herself for several months. Ms. Evans said she was depressed.
The [social worker] also learned that Ms. Evans’s performance of her military job duties had declined during this time and that her commanding officer had recommended to Ms. Evans that she be evaluated by a psychiatrist approximately 2 weeks earlier, for possible depression.
On interview, Ms. Evans endorsed believing the world was going to end soon and indicated that several times she has heard an audible voice that repeats this information. She has a maternal uncle with schizophrenia, and her mother has a diagnosis of bipolar I disorder. Ms. Evans’s toxicology screen is positive for tetrahydrocannabinol (THC). The evaluating [social worker] informs Ms. Evans that she is making a tentative diagnosis of schizophrenia.
Source: Roberts, L. W., & Trockel, M. (2015). Case example: Importance of refining a diagnostic hypothesis. In L. W. Roberts & A. K. Louie (Eds.),
Study guide to
DSM-5 (pp. 6–7). Arlington, VA: American Psychiatric Publishing.
Study Guide to DSM-5
(r), by Roberts, M.; Louie, A.; Weiss, L. Copyright 2015 by American Psychiatric Association. Reprinted by permission of American Psychiatric Association via the Copyright Clearance Center.
Discussion Q.
APA format 2 pages with 3 refences 2 from walden university library .docxspoonerneddy
APA format 2 pages with 3 refences 2 from walden university library Due Friday June 30,2017 at 2200
For this discussion, I decided to search for quantitative research studies on depression in the college freshman. After searching the Walden database, I found multiple articles but selected two.
First Article
The first article discusses the role of family support in college freshman, leading to their depression. For this study, the researchers used a descriptive research approach. A descriptive research is used to “observe, describe and document aspects of a situation as it naturally occurs and sometimes to serve as a starting point for hypothesis generation or theory development (Polit&Beck,2017, pg 206).” More specifically, I would classify this study as a descriptive correlation research. This means that the study was designed based off diagnosis and assessment questions (Polit, et al. 2017, pg 206). During this study, the participants filled out two questionnaires for the researchers. The first questionnaire was about their demographics and the second was about their depressive symptoms and family support (Levens, Elrahal, Sagui, 2016, pg 4). After analyzing the data collected, the researchers discovered that under stress, those who had family support developed less depressive symptoms (Livens, et al. 2016).
I believe that the descriptive correlation research was the most appropriate research approach for this study. This allowed the researchers to compare the data and develop a result.
Second Article
The second article I found involved 308 college freshmen. The research was done to determine if adult attachment, social self-efficacy, self-disclosure and loneliness lead to depression. This study was also a descriptive correlation study. To obtain the results the researchers had the participants answer a survey. The survey was based off The Experiences in Close Relationship Scale and had answers ranging from strongly disagree to strongly agree (Wei, Russell, Zakalik, 2005, pg 4). This survey was used to measure romantic relationships, fear of abandonment and rejection along with avoidance of intimacy, discomfort with closeness and self-reliance. This helped the researchers measure self-efficiency, self-disclosure and loneliness. The results of the study showed that social self-efficiency plays a factor in anxiety, loneliness and depression in college freshmen (Wei, et al. 2005).
I believe that the researchers of this article used the correct research method. By having the participants fill out a survey, they could measure how many college freshmen felt socially self-efficient and how many did not, which may have led to their anxiety, loneliness and depression.
References
Levens, S. M., Elrahal, F., & Sagui, S. J. (2016). The Role of Family Support and Perceived Stress Reactivity in Predicting Depression in College Freshman. Journal of Social and Clinical Psychology, 35(4), 342-355.
Polit, D. F., & Beck,.
Choose one concept, research finding, or question that stood out.docxbartholomeocoombs
Choose one concept, research finding, or question that stood out to you in your readings and content assigned for this week. Find an empirical research article about this that was published in the scientific literature and provide a summary of that article here answering the following questions. Attach the article to your post, and provide an APA style reference for it at the bottom of your post.
1. What is the item that stood out to you and why?
2. What did the authors of the study you selected examine in their research? What did they hypothesize and why (rationale)?
3. What methods did they use?
4. What were the most meaningful findings the authors reported?
5. What is one limitation to their study?
6. How do the findings from this study help you better understand the content from this week?
Part 2
State your hypothesis. What limitations did you address in your proposal? Would it be possible to overcome these limitations for your dissertation? Why or why not?
Chapter 21:
Brody, L. R., Hall, J. A., & Stokes, L. R. (2016). Gender and emotion: Theory, findings, and context. In L. Feldman Barrett, M. Lewis, & J. M. Haviland-Jones (Eds.),
Handbook of Emotions,
4th Ed. (pp. 369-392). New York, NY: Guilford Press.
Chapter 22:
Mesquita, B., DeLeersnyder, J., & Boiger, M. (2016). The cultural psychology of emotions. In L. Feldman Barrett, M. Lewis, & J. M. Haviland-Jones (Eds.),
Handbook of Emotions,
4th Ed. (pp. 393-411). New York, NY: Guilford Press.
In addition, read the following articles:
Article
:
Hoffmann, H., Kessler, H., Eppel, T., Rukavina, S., & Traue, H.C. (2010). Expression intensity, gender, and facial emotion recognition: Women recognize only subtle facial emotions better than men.
Acta Psychologica,
135, 278-283.
Hoffmann, H., Kessler, H., Eppel, T., Rukavina, S., & Traue, H.C. (2010). Expression intensity, gender, and facial emotion recognition: Women recognize only subtle facial emotions better than men. Acta Psychologica, 135, 278-283. - Alternative Formats
Article
:
Leu, J., Wang, J., & Koo, K. (2011). Are positive emotions just as “positive” across cultures? Emotion, 11, 994-999.
Leu, J., Wang, J., & Koo, K. (2011). Are positive emotions just as “positive” across cultures? Emotion, 11, 994-999. - Alternative Formats
.
A diagnosis is powerful in the effect it can have on a person’s .docxaryan532920
A diagnosis is powerful in the effect it can have on a person’s life and treatment protocol. When working with a client, a social worker must make important decisions—not only about the diagnostic label itself but about whom to tell and when. In this Discussion, you evaluate the use and communication of a diagnosis in a case study.
To prepare:
Focus on the complex but precise definition of a mental disorder in the DSM-5 and the concept of dimensionality both there and in the Paris (2015) and Lasalvia (2015) readings. Also note that the definition of a mental disorder includes a set of caveats and recommendations to help find the boundary between normal distress and a mental disorder.
Then consider the following case:
Ms. Evans, age 27, was awaiting honorable discharge from her service in Iraq with the U.S. Navy when her colleagues noticed that she looked increasingly fearful and was talking about hearing voices telling her that the world was going to be destroyed in 2020. With Ms. Evans’s permission, the evaluating [social worker] interviewed one of her closest colleagues, who indicated that Ms. Evans has not been taking good care of herself for several months. Ms. Evans said she was depressed.
The [social worker] also learned that Ms. Evans’s performance of her military job duties had declined during this time and that her commanding officer had recommended to Ms. Evans that she be evaluated by a psychiatrist approximately 2 weeks earlier, for possible depression.
On interview, Ms. Evans endorsed believing the world was going to end soon and indicated that several times she has heard an audible voice that repeats this information. She has a maternal uncle with schizophrenia, and her mother has a diagnosis of bipolar I disorder. Ms. Evans’s toxicology screen is positive for tetrahydrocannabinol (THC). The evaluating [social worker] informs Ms. Evans that she is making a tentative diagnosis of schizophrenia.
Source: Roberts, L. W., & Trockel, M. (2015). Case example: Importance of refining a diagnostic hypothesis. In L. W. Roberts & A. K. Louie (Eds.),
Study guide to
DSM-5 (pp. 6–7). Arlington, VA: American Psychiatric Publishing.
Study Guide to DSM-5
(r), by Roberts, M.; Louie, A.; Weiss, L. Copyright 2015 by American Psychiatric Association. Reprinted by permission of American Psychiatric Association via the Copyright Clearance Center.
By Day 3
Post
a 300- to 500-word response in which you discuss how a social worker should approach the diagnosis. In your analysis, consider the following questions:
Identify the symptoms or “red flags” in the case study that may be evaluated for a possible mental health disorder.
Should the social worker have shared this suspected diagnosis based on the limited assessment with Ms. Evans at this time?
Explain the potential impact of this diagnosis immediately and over time if the “tentative” diagnosis is a misdiagnosis.
When may it be appropriate to use a provisional diagnosis?
When would y.
1. Lefevor 1
G. Tyler Lefevor
glefevor@stanford.edu
866 Campus dr.
Stanford, CA 94305
650-723-3785
EDUCATION
Stanford University, Stanford, CA August 2016 - present
Postdoctoral fellowship at Stanford CAPS
University of Miami, Coral Gables, FL August 2016
Doctor of Philosophy (Ph. D.) in Counseling Psychology
Internship: Brigham Young University CAPS
Brigham Young University, Provo, UT April 2010
Bachelor of Science (B. S.) in Psychology
Minor in Mathematics
Magna Cum Laude, Heritage Full-tuition Scholarship
PUBLICATIONS
IF = 5-year impact factor if available
*
indicates undergraduate research mentee
Peer Reviewed Manuscripts (7, 1 first authored)
Myers, N. D., Park, S. E., & Lefevor, G. T., Prilleltensky, I. Prado, G. J., & Prilleltensky, O. (In
press). Measuring multidimensional subjective well-being with the I COPPE Scale in a
Hispanic Sample. Measurement in Physical Education and Exercise Science. IF = 1.100
Lefevor, G. T., & Fowers, B. J. (2016). Situational determinism reconsidered: An interactionist
approach to the person x situation debate. Personality and Individual Differences, 92,
159-163. IF = 2.378
Fowers, B. J., & Lefevor, G. T. (2015). The inescapability of intersubjectivity in meaning.
American Psychologist, 70, 573-574. IF = 6.100
Fowers, B. J., Anderson, A. R., Lefevor, G. T., & Lang, S. F. (2015). Beyond harms: Exploring
the individual and shared goods of psychotherapy. The Counseling Psychologist, 43, 380-
392. IF = 1.252
Fowers, B. J., Cohen, L. M., Winakur, E., Lang, S., Lefevor, G. T., & Owenz, M. B. (2014).
What makes goals choiceworthy? A qualitative study of hedonic, eudaimonic, and
structural motives. Journal of Positive Psychology, 9, 235-253. IF = 2.987
2. Lefevor 2
Fowers, B. J., Ainsley, J. B, & Lefevor, G. T. (2014). Reports of the death of aspiration have
been indeed much exaggerated, Theory & Psychology, 24, 399-416. IF = 0.906
Slife, B. D., Reber, J. S., & Lefevor, G. T. (2012). When God truly matters: A theistic approach
to psychology, Research in the Social Scientific Study of Religion, 23, 213-237. IF =
0.958
Book Chapters (1)
Ahn, S. A., Lu, M., Lefevor, G. T., Fedewa, A. L., & Celimli, S. (Accepted). Introduction to
multivariate meta-analysis. In N. Myers, & N. Ntoumantis. (Eds.). An Introduction to
Intermediate and Advanced Statistical Analyses for Sport and Exercise Scientists. Wiley.
Submitted Manuscripts (8, 6 first authored)
Lefevor, G. T., Fowers, B. J., Ahn, S., Cohen, L. M., & Lang., S. (Revise and resubmit). Are
situational influences necessary and sufficient for helping behavior? A meta-analysis.
Review of General Psychology. IF = 1.156
Lefevor, G. T., Park, S. Y., & Janis, R. (Revise and resubmit). The impact of client sexual
orientation and religious affiliation on therapeutic outcomes. The Counseling
Psychologist. IF =1.696
Williams, J. S., Lefevor, G. T., & Petrie, T. (Submitted). An interpersonally-based, process-
oriented approach to group psychotherapy with LGBTQ clients. Psychology of Sexual
Orientation and Gender Diversity.
Lefevor, G. T., Park, S. Y., & Pedersen, T. (Submitted). The impact of minority stress on the
mental health of sexual and religious and minorities. Journal of Homosexuality. IF =
1.364
Lefevor, G. T., Jensen, D. R., Jones, P. J., Janis, R., & Hsieh, C. H. (Submitted). The science
and practice of positive living: Evaluating the efficacy of an undergraduate positive
psychology course. Journal of Happiness Studies. IF = 1.846
Lefevor, G. T., Jones, P. J., Williams, J. S., Park, S. Y., & Acevedo, M. (Submitted). Sexual
orientation discordance and psychological distress: A comparative study of heterosexual,
LGB, and discordant men and women. Archives of Sexual Behavior. IF = 2.783
Lefevor, G. T., Jones, P. J., & Park, S. Y. (Submitted). Solving the definitional dilemma of
sexuality. Journal of Sex Research. IF = 2.73
Jones, P. J., Park, S. Y., & Lefevor, G. T. (Submitted). The role of support and academic
distress in collegiate anxiety. The Journal of College Counseling.
3. Lefevor 3
Manuscripts in Preparation
Lefevor, G. T., & Ahn, S. (Final draft). The impact of subjective judgments in meta-analytic
decision making on the meta-analysis results.
Schow, R., Beckstead, L., Lefevor, G. T., & Raynes, M. (Data collection). The impact of
relationship status and religious conformity on mental health for LGBTQ/SSA Mormons.
PROFESSIONAL PRESENTATIONS
Total Presentations: 24 (15 first authored)
Park, S. Y.*
& Lefevor, G. T. (2016, August). The impact of client sexual orientation and
religious affiliation on counseling outcomes. Poster presented at the Annual Convention
of the American Psychological Association, Denver, CO.
Lefevor, G. T., Park, S. Y.*
, & Pederson, T. (2016, August). The impact of sexuality, religion,
and their intersection on mental health. Poster presented at the Annual Convention of the
American Psychological Association, Denver, CO.
Lang, S. F., Lane, A., Lefevor, G. T., Anderson, A. R., & Fowers, B. J. (2016, August). An
interactional investigation of kindness, agreeableness, and induced mood on helping
behavior. Poster presented at the Annual Convention of the American Psychological
Association, Denver, CO.
Lefevor, G. T., Pedersen, T. R., Park, S. Y.*
(2016, June). Psychological Distress and
Psychotherapy Outcome among Patients of Various Sexual Orientations at Religious and
Non-Religious University Counseling Centers. Paper presented at 47th Annual Meeting
of the Society for Psychotherapy Research. Jerusalem, Israel.
Park, S. Y.*
& Lefevor, G. T. (2016, June). The effects of institutional religious affiliation on
sexual minority and religious student counseling outcomes. Poster presented at the
Annual Meeting of the Utah Psychological Association, Murray, UT.
Jones, P. R.*
& Lefevor, G. T. (2016, June). The moderating role of social support in college
student anxiety. Poster presented at the Annual Meeting of the Utah Psychological
Association, Murray, UT.
Myers, N. D., Park, S. E., Lefevor, G.T., Dietz, S., Prilleltensky, I, & Prado, G. J. (2016, June).
Measuring multidimensional well-being with the I COPPE Scale in a Hispanic sample.
Poster presented at the annual meeting of the North American Society for the Psychology
of Sport and Physical Activity, Montreal, QC, Canada.
4. Lefevor 4
Park, S. Y*
, & Lefevor, G. T. (2016, April). Religious affiliation and distress among treatment-
seeking university students. Poster presented at the Mary Lou Fulton Undergraduate
Research Conference at Brigham Young University, Provo, UT.
Jones, P.*
, & Lefevor, G. T. (2016, April). Anxiety in college students: Implications from the
CCMH database. Poster presented at the Mary Lou Fulton Undergraduate Research
Conference at Brigham Young University, Provo, UT.
Lefevor, G. T, & Williams, J. S. (2016, March). Sexual identity, orientation, behavior,
congruence, and psychological distress: Implications for the study of sexuality. Paper
presented at the 4th
Annual Midwinter meeting of the Society for Theoretical and
Philosophical Psychology, Salt Lake City, UT.
Lefevor, G. T. (2015, October). Mental health treatment considerations for working with
LGBTQIA/SSA Mormons. Oral presentation given at the Annual Utah University and
College Counseling Center’s Conference, Park City, UT.
Lefevor, G. T., Fowers, B. J., & Feldman, J. L. (2015, August). Challenging the
person/situation dichotomy: An interactionist explanation of helping behavior. Poster
presented at the Annual Convention of the American Psychological Association, Toronto,
ON.
Lefevor, G. T. (2015, March). An Aristotelian approach to enhancing the human good. Oral
presentation given at the University of Miami Research Intersections Symposium focused
on enhancing the human condition, Miami, FL.
Lefevor, G. T. (2015, March). An Aristotelian clarification of two common misconceptions of
helping behavior. Paper presented at the 3rd
Annual Midwinter meeting of the Society for
Theoretical and Philosophical Psychology, Salt Lake City, UT.
Lefevor, G. T. (2014, August). The good life in moral psychology. From implicit to explicit
perspectives. Paper presented at the Annual Convention of the American Psychological
Association, Washington, DC.
Lefevor, G. T., Fowers, B. J., Lang, S., & Cohen, L. (2014, August). Helping behavior
reinvisioned: A meta-analysis of decades of situational psychology research. Poster
presented at the Annual Convention of the American Psychological Association,
Washington, DC.
Lefevor, G. T. (2014, March). Agentic morality? The role of agency in contemporary moral
theories. Paper presented at the 2nd
Annual Midwinter Meeting of the Society for
Theoretical and Philosophical Psychology, Atlanta, GA.
Ahn, S., Aloe, A., Suarez, M. & Lefevor, G. T. (2013, April). To pool (or not) between-studies
heterogeneity within subgroups in the mixed-effects model in meta-analysis. Paper
5. Lefevor 5
presented at the annual meeting of the American Educational Research Association, San
Francisco, CA.
Lefevor, G. T., & Fowers, B. J. (2013, March). Towards a unified moral psychology: An
Aristotelian answer to the definitional disagreement. Paper presented at the 1st
Annual
Midwinter Meeting of the Society for Theoretical and Philosophical Psychology, Austin,
TX.
Lefevor, G. T. (2012, August). Challenging caricatures of character: Practical wisdom and the
person/situation debate. Paper presented at the Annual Convention of the American
Psychological Association, Orlando, FL.
Fowers, B. J., Cohen, L. M., Lefevor, G. T., & Lang, S. (2012, August). A qualitative
investigation of constitutive and instrumental orientation to personal goals. Poster
presented at the Annual Convention of the American Psychological Association, Orlando,
FL.
Lefevor, G. T., & Fowers, B. J. (2012, February). Character and situation: How to transcend
the traditional dichotomy as an Aristotelian. Paper presented given at the third Biennial
Midwinter Meeting of the Society for Theoretical and Philosophical Psychology, Austin,
TX.
Lefevor, G. T., & Sanders, P. W. (2011, March). Assumptions and over-inferences in the
psychology of religion. Poster presented at the annual convention of the Rocky Mountain
Psychological Association, Salt Lake City, UT.
Lefevor, G. T. (2009, February). Asking questions like Christ. Paper presented at the annual
Student Religious Symposium at Brigham Young University, Provo, UT.
INVITED TALKS AND ADDITIONAL PRESENTATIONS
Lefevor, G. T. (2016, February). Group Facilitator for Circling the Wagons Annual Conference:
Facilitating Dialogue around LGBTQ Issues.
Lefevor, G. T. (2016, February). Panelist for Community Conversation through Mormons
Building Bridges.
Lefevor, G. T. (2015, November). Loving our Queer Brothers and Sisters. Presentation given to
a congregation of 200 members of the Church of Jesus Christ of Latter-day Saints, Provo,
UT.
Lefevor, G. T. (2015, November). Working with Queer Mormon Clients. Invited presentation to
faculty, staff, and students at BYU Counseling and Psychological Services, Provo, UT.
6. Lefevor 6
Lefevor, G. T. (2015, November). Queer, Mormon, and BYU student: A Guide for Positive
Mental Health. Presentation given to 80 LGBTQ/SSA students at Understanding Same
Gender Attraction—Brigham Young University, Provo, UT.
Lefevor, G. T. (2015, October). Working with LGBTQ/SSA Mormon Clients. Training given to
interns, externs, and selected faculty members at BYU Counseling and Psychological
Services, Provo, UT.
Lefevor, G. T. (2015, September). Living Our Lives Out Loud as LGBTQ/SSA Mormons:
Addressing Internalize Homo- and Spirituo-negativity. Oral presentation given to 100
LGBTQ/SSA Mormons at the Annual Affirmation Conference, Provo, UT.
FELLOWSHIPS AND AWARDS
Outstanding Doctoral Student in Counseling Psychology, School of Education and Human
Development, University of Miami, 2016
Outstanding Student Service Award, Society for Theoretical and Philosophical Psychology,
2015
Outstanding Graduate Research Assistant, University of Miami Graduate School, 2015
Teaching Fellowship, $9250, University of Miami, School of Education and Human
Development, 2013, 2014
APA Student Travel Award, $300, American Psychological Association, 2014
Graduate Student Fund Allocation Committee Student Travel Award, $375, University of
Miami, 2014, 2015, 2016
Barbara Marks Travel Award, $350, University of Miami, School of Education and Human
Development, 2012, 2013, 2014, 2015, 2016
APA Division 24 Outstanding Student Paper Award, $100, Society for Theoretical and
Philosophical Psychology, 2012
GRANTS
The impact of spirituality, sexuality, and their intersection on collegiate mental health. (Tyler
Lefevor, Principal Investigator). BYU CAPS Research Award. ($2600, 2015).
Class as therapy? An evaluation of the mental health impact of an undergraduate positive
psychology course. (Tyler Lefevor, Principal Investigator). BYU CAPS Research Award.
($1800, 2015).
7. Lefevor 7
TEACHING
Total Classes Taught: 5
The Science and Practice of Positive Living, STD 214R Fall 2015
Listening and Helping Skills, EPS 470 Fall 2014, Spring 2015
Introduction to Statistics, EPS 351 Fall 2013, Spring 2014
Total Classes Taught as Teaching Assistant: 7
General Linear Models, EPS 671 Spring 2013 – Spring 2015
Basic Counseling Skills, EPS 511 Fall 2013
Introduction to Statistics, EPS 553 Fall 2012
Regression Methods, EPS 672 Summer 2012
Psychological Testing and Measurement, PSY 304 Fall 2009
Additional Teaching Experience
Tutor: Statistics Helpdesk Fall 2014
Spanish Instructor Fall 2008 – Spring 2010
CLINICAL EXPERIENCE
Stanford University Counseling and 2016 – present
Psychological Services, Stanford, CA
Postdoctoral Fellow
Brigham Young University Counseling and 2015 – 2016
Psychological Services, Provo, UT
Psychology Intern
University of Miami Student Counseling 2013 – 2015
Center, Coral Gables, FL
Advanced Practicum Student
Institute for Individual and Family Counseling 2013 – 2014
Coral Gables, FL
Graduate Clinic Assistant
Institute for Individual and Family Counseling 2013 – 2014
Coral Gables, FL
Doctoral Assessor
Institute for Individual and Family Counseling 2012 – 2013
Coral Gables, FL
8. Lefevor 8
Practicum Student
University of Miami Department of Educational 2012
and Psychological Studies, PTSD and Somatization
among Spanish Speaking Latinos, Coral Gables, FL
Study Screener
New Haven Residential Treatment Facility 2010 – 2011
Saratoga Springs, UT
Health Care Assistant
PROFESSIONAL SERVICE AND AFFILIATIONS
American Psychological Association
American Psychological Association Graduate Students 2011 – 2016
Division 17 Society for Counseling Psychology 2016 – present
Division 24 Society for Theoretical and Philosophical 2011 – present
Psychology
Division 35 Society for the Psychology of Religion 2015 – present
and Spirituality
Division 45 Society for the Psychological Study of 2015 – present
Lesbian, Gay, Bisexual, and Transgender Issues
Society for Theoretical and Philosophical Psychology
Ad Hoc Reviewer for the Journal of Theoretical 2015 – present
and Philosophical Psychology.
Student Committee Co-chair 2013 – 2015
Assistant to the Membership Chair 2012 – 2013
SKILLS
Spanish—advanced reading, writing, speaking, and understanding
Portuguese—intermediate reading, writing, speaking, and understanding
Italian—intermediate reading and understanding, beginning writing and speaking