Clinical Review: Behavior Therapy, "Chaining," Directiveness, Brain Development and Psychology of Cortical Plasticity, Critical periods and Pruning in Counseling Children, Counseling Children [Henderson]
The document is a chapter assignment submitted by Jacob Ryan Stotler for a counseling course. It includes responses to 4 questions about what Stotler learned from textbook readings, a video, and a website on Adverse Childhood Experiences (ACEs). For question 1, Stotler discusses learning about the counseling technique of "chaining" from textbook chapters on behavioral counseling. For question 2, Stotler discusses the counselor's role in directing sessions. For question 3, Stotler provides an overview of an article on critical periods in brain development. For question 4, Stotler discusses learning about the high frequency of ACEs from the ACEs website.
Clinical Case Formulation & Treatment Planning: A Fact-to-Inference Strategy...James Tobin, Ph.D.
Clinical case formulation and treatment planning are core competencies of clinical psychologists and other mental health professionals. Yet there is no clear consensus regarding how to support the development of these skills in formal academic and clinical training. According to Dr. Tobin, the standard approach to supporting the development of these skills is "hierarchical learning," i.e., the trainee is first taught objective facts (declarative knowledge) and then required to transition to more subjective (inferential) forms of thinking in order to understand the cause and maintenance of the patient's problems. Dr. Tobin suggests that this approach is flawed on numerous levels, Instead, using a scene from the film "Dead Poets Society," he argues for the primary need to "subjectify" learning for the clinical trainee. The accomplishment of this initial goal will personalize all subsequent academic and clinical training, thus securing inferential capacities even before object knowledge is fully achieved.
In understanding the basis of Cognitive Neuroeducation (CNE), a new paradigm in the goal of full recovery from cognitive and behavioral disorder, a review of its antecedents is important. CNE evolved from the revolutionary breakthrough modality of Cognitive Enhancement Therapy (CET), which, at the time of its development, presented a whole new approach to intervention in cognitive and behavioral dysfunction. CNE has evolved considerably from CET, incorporating newer understandings of behavioral outcomes from the synthesis of the leading research in neuroscience, psychology, human evolution and the social sciences, emerging as a second-generation modality building from the seminal foundations laid by CET. This paper describes those foundations by introducing CET through a summary of its origins, principles, curriculum and legacy of demonstrated efficacy.
A synopsis of the book "Collaborative Therapeutic Neuropsychological Assessment". See website http://www.amazon.com/Collaborative-Therapeutic-Neuropsychological-Assessment-Gorske/dp/0387754253
Socializing the Psychotherapist-in-Training to an Alternative Form of Related...James Tobin, Ph.D.
According to Dr. Tobin, the supervision of psychologists-in-training must facilitate a central transition for the trainee. A major aspect of the trainee is socially-normed attitudes and tendencies which infiltrate the clinical situation and typically impede the development of a distinct "space" or interpersonal field on which psychotherapy relies. Dr. contends that the the supervisory situation and the unfolding dynamics between the supervisor and trainee should optimally support the trainee's capacity to experience him- or herself, and the other, in a more refined mode that liberates the dyad from the psychological and emotional restraints and inhibitions associated with social conventionality.
The "Wounded Healer" or the "Worried Well"? What We Know About Graduate Stu...James Tobin, Ph.D.
Doctoral programs consistently struggle with professional competence among their trainees, and numerous studies report significant numbers of expulsions from graduate study based on academic or nonacademic grounds. Widely attributed to Jung (1951), the wounded healer archetype assumes that clinicians, like all persons, have been negatively impacted by their personal histories, traumas, and interpersonal stressors. According to co-authors James Tobin and Anya Oleynik, a key role and responsibility of graduate programs in the helping professions and advanced training sites involves not only a gatekeeping function, but the capacity to identify and remediate students whose own personal challenges may be effectively resolved and transformed into the strengths ascribed to the wounded healer ideal.
The Shift from "Ordinary" to "Extraordinary" Experience in Psychodynamic Supe...James Tobin, Ph.D.
In this paper, presented to Division 39 (Psychoanalysis) at the 2012 APA Conference in Orlando, Florida, Dr. Tobin argues that the trainee and novice clinician may create a therapeutic setting in which the therapist manifests an attitude and demeanor drawn largely from standards forms of interpersonal interaction and the mores constituting typical social discourse. Clinical supervision may also reflect an investment in restricted forms of experience, thus leading to “sterile supervision” characterized by defensive processes and false manifestations. Dr. Tobin argues that the clinical situation is an "extraordinary" social experience that sacrifices most forms of standard social discourse in order to create an open space in which therapist and patient are unhindered by that which normally is. Supervision, therefore, should be focused on developing in the supervisee a therapeutic persona mobilized by the trainee's experience of new freedoms encountered in supervision.
Clinical Case Formulation & Treatment Planning: A Fact-to-Inference Strategy...James Tobin, Ph.D.
Clinical case formulation and treatment planning are core competencies of clinical psychologists and other mental health professionals. Yet there is no clear consensus regarding how to support the development of these skills in formal academic and clinical training. According to Dr. Tobin, the standard approach to supporting the development of these skills is "hierarchical learning," i.e., the trainee is first taught objective facts (declarative knowledge) and then required to transition to more subjective (inferential) forms of thinking in order to understand the cause and maintenance of the patient's problems. Dr. Tobin suggests that this approach is flawed on numerous levels, Instead, using a scene from the film "Dead Poets Society," he argues for the primary need to "subjectify" learning for the clinical trainee. The accomplishment of this initial goal will personalize all subsequent academic and clinical training, thus securing inferential capacities even before object knowledge is fully achieved.
In understanding the basis of Cognitive Neuroeducation (CNE), a new paradigm in the goal of full recovery from cognitive and behavioral disorder, a review of its antecedents is important. CNE evolved from the revolutionary breakthrough modality of Cognitive Enhancement Therapy (CET), which, at the time of its development, presented a whole new approach to intervention in cognitive and behavioral dysfunction. CNE has evolved considerably from CET, incorporating newer understandings of behavioral outcomes from the synthesis of the leading research in neuroscience, psychology, human evolution and the social sciences, emerging as a second-generation modality building from the seminal foundations laid by CET. This paper describes those foundations by introducing CET through a summary of its origins, principles, curriculum and legacy of demonstrated efficacy.
A synopsis of the book "Collaborative Therapeutic Neuropsychological Assessment". See website http://www.amazon.com/Collaborative-Therapeutic-Neuropsychological-Assessment-Gorske/dp/0387754253
Socializing the Psychotherapist-in-Training to an Alternative Form of Related...James Tobin, Ph.D.
According to Dr. Tobin, the supervision of psychologists-in-training must facilitate a central transition for the trainee. A major aspect of the trainee is socially-normed attitudes and tendencies which infiltrate the clinical situation and typically impede the development of a distinct "space" or interpersonal field on which psychotherapy relies. Dr. contends that the the supervisory situation and the unfolding dynamics between the supervisor and trainee should optimally support the trainee's capacity to experience him- or herself, and the other, in a more refined mode that liberates the dyad from the psychological and emotional restraints and inhibitions associated with social conventionality.
The "Wounded Healer" or the "Worried Well"? What We Know About Graduate Stu...James Tobin, Ph.D.
Doctoral programs consistently struggle with professional competence among their trainees, and numerous studies report significant numbers of expulsions from graduate study based on academic or nonacademic grounds. Widely attributed to Jung (1951), the wounded healer archetype assumes that clinicians, like all persons, have been negatively impacted by their personal histories, traumas, and interpersonal stressors. According to co-authors James Tobin and Anya Oleynik, a key role and responsibility of graduate programs in the helping professions and advanced training sites involves not only a gatekeeping function, but the capacity to identify and remediate students whose own personal challenges may be effectively resolved and transformed into the strengths ascribed to the wounded healer ideal.
The Shift from "Ordinary" to "Extraordinary" Experience in Psychodynamic Supe...James Tobin, Ph.D.
In this paper, presented to Division 39 (Psychoanalysis) at the 2012 APA Conference in Orlando, Florida, Dr. Tobin argues that the trainee and novice clinician may create a therapeutic setting in which the therapist manifests an attitude and demeanor drawn largely from standards forms of interpersonal interaction and the mores constituting typical social discourse. Clinical supervision may also reflect an investment in restricted forms of experience, thus leading to “sterile supervision” characterized by defensive processes and false manifestations. Dr. Tobin argues that the clinical situation is an "extraordinary" social experience that sacrifices most forms of standard social discourse in order to create an open space in which therapist and patient are unhindered by that which normally is. Supervision, therefore, should be focused on developing in the supervisee a therapeutic persona mobilized by the trainee's experience of new freedoms encountered in supervision.
Clinical Psychology Case Formulation and Treatment Planning: A PrimerJames Tobin, Ph.D.
The aim of this primer is to support the learning of clinical case conceptualization and treatment planning for graduate students in clinical psychology, other trainees in the mental health professions, and early-career psychologists and mental health workers.
The diagnostic assessment and treatment and treatment planning in psychiatry is a dynamic process that integrates the biological, psychological, social, and behavioral paradigms to develop a plan of action that provides a rational for the types of interventions employed to sustain the therapeutic alliance and relieve suffering.
The Shift from "Ordinary" to "Extraordinary" Experience in Psychodynaimc Supe...James Tobin
Presented by James Tobin, Ph.D. at the American Psychological Association annual conference in 2012, this paper argues that psychotherapists-in-training often rely on various forms of social etiquette when relating to their patients and conducting treatment. He argues that an important goal of supervision is to help the trainee cultivate a clinical attitude and environment which is "extraordinary" in nature, an interpersonal and intrapsychic space unencumbered by political and benevolent tendencies. Dr. Tobin describes the modeling component of supervision in which the supervisee is exposed to a new way of being in the atmosphere of the supervisor's mindfulness, independence, spontaneity, creativity, and subversiveness.
This assignment focuses on the tenet of conscious leadership, the .docxhowardh5
This assignment focuses on the tenet of conscious leadership, the importance of self-assessment, and reflection. Self-awareness is essential for developing management and leadership skills. Recognizing your own strengths, weaknesses, and values, and understanding emotional intelligence and learning styles can help you to be a more effective leader. Becoming self-aware is an ongoing process requiring introspection. The more often people practice self-reflection, the more opportunities they have to understand their own behaviors and adapt their approaches to working with other people, which can improve both your own and other's abilities to meet their professional goals.
Self-Assessment
For this assignment, you have the opportunity to take a variety of self-assessments to learn more about yourself and identify your assets and weaknesses as a leader. This will assist you in discovering how you can improve your own self-leadership skills. You will be asked to think critically about your results and submit a reflection as directed below. As a starting point, review the resources on conscious capitalism at: http://www.consciouscapitalism.org/. There are several helpful resources, including white papers and speech transcripts, available under the Content tab on the main page of this site. Conduct additional research beyond this website on the principle of conscious leadership.
Refer to the "Self-Assessment Links" resource in Topic Materials and complete each test. Be sure to document the results of each assessment to assist you in completing the reflection portion of the assignment below.
Self-Assessment Reflection
After completing the self-assessments, write a 1,000-1,250 word reflection in which you discuss the following:
1. Explain the characteristics of conscious leadership as defined by Mackey and Sisodia and compare them to the primary characteristics of two or three other leadership theories you have studied.
2. Describe the importance of self-awareness, self-concept, and emotional intelligence and the role they play in enabling effective conscious leadership.
3. Briefly summarize the results of each test you completed. In general, do you believe the results represent who you are as a leader? How will the results inspire you to be a conscious leader? Explain.
4. What insights have you gained about yourself after taking the assessments? How could this knowledge influence your values, attitude towards others, and how you approach new tasks in the workplace?
5. Explain the significance of the self-assessment results in relation to your individual behavior, your behavior within groups, and within organizations. What have you learned about your ability to manage others within the workplace? What have you learned about what it takes to manage yourself or how you respond to the management tactics of others within the workplace?
Include at least four academic references for this assignment to support your analysis and reflection.
SELF ASSESMENT LINK.
Clinical Psychology Case Formulation and Treatment Planning: A PrimerJames Tobin, Ph.D.
The aim of this primer is to support the learning of clinical case conceptualization and treatment planning for graduate students in clinical psychology, other trainees in the mental health professions, and early-career psychologists and mental health workers.
The diagnostic assessment and treatment and treatment planning in psychiatry is a dynamic process that integrates the biological, psychological, social, and behavioral paradigms to develop a plan of action that provides a rational for the types of interventions employed to sustain the therapeutic alliance and relieve suffering.
The Shift from "Ordinary" to "Extraordinary" Experience in Psychodynaimc Supe...James Tobin
Presented by James Tobin, Ph.D. at the American Psychological Association annual conference in 2012, this paper argues that psychotherapists-in-training often rely on various forms of social etiquette when relating to their patients and conducting treatment. He argues that an important goal of supervision is to help the trainee cultivate a clinical attitude and environment which is "extraordinary" in nature, an interpersonal and intrapsychic space unencumbered by political and benevolent tendencies. Dr. Tobin describes the modeling component of supervision in which the supervisee is exposed to a new way of being in the atmosphere of the supervisor's mindfulness, independence, spontaneity, creativity, and subversiveness.
Similar to Clinical Review: Behavior Therapy, "Chaining," Directiveness, Brain Development and Psychology of Cortical Plasticity, Critical periods and Pruning in Counseling Children, Counseling Children [Henderson]
This assignment focuses on the tenet of conscious leadership, the .docxhowardh5
This assignment focuses on the tenet of conscious leadership, the importance of self-assessment, and reflection. Self-awareness is essential for developing management and leadership skills. Recognizing your own strengths, weaknesses, and values, and understanding emotional intelligence and learning styles can help you to be a more effective leader. Becoming self-aware is an ongoing process requiring introspection. The more often people practice self-reflection, the more opportunities they have to understand their own behaviors and adapt their approaches to working with other people, which can improve both your own and other's abilities to meet their professional goals.
Self-Assessment
For this assignment, you have the opportunity to take a variety of self-assessments to learn more about yourself and identify your assets and weaknesses as a leader. This will assist you in discovering how you can improve your own self-leadership skills. You will be asked to think critically about your results and submit a reflection as directed below. As a starting point, review the resources on conscious capitalism at: http://www.consciouscapitalism.org/. There are several helpful resources, including white papers and speech transcripts, available under the Content tab on the main page of this site. Conduct additional research beyond this website on the principle of conscious leadership.
Refer to the "Self-Assessment Links" resource in Topic Materials and complete each test. Be sure to document the results of each assessment to assist you in completing the reflection portion of the assignment below.
Self-Assessment Reflection
After completing the self-assessments, write a 1,000-1,250 word reflection in which you discuss the following:
1. Explain the characteristics of conscious leadership as defined by Mackey and Sisodia and compare them to the primary characteristics of two or three other leadership theories you have studied.
2. Describe the importance of self-awareness, self-concept, and emotional intelligence and the role they play in enabling effective conscious leadership.
3. Briefly summarize the results of each test you completed. In general, do you believe the results represent who you are as a leader? How will the results inspire you to be a conscious leader? Explain.
4. What insights have you gained about yourself after taking the assessments? How could this knowledge influence your values, attitude towards others, and how you approach new tasks in the workplace?
5. Explain the significance of the self-assessment results in relation to your individual behavior, your behavior within groups, and within organizations. What have you learned about your ability to manage others within the workplace? What have you learned about what it takes to manage yourself or how you respond to the management tactics of others within the workplace?
Include at least four academic references for this assignment to support your analysis and reflection.
SELF ASSESMENT LINK.
Due Thursday Feb 18, 2016 by NoonInstructions The critical eval.docxjacksnathalie
Due Thursday Feb 18, 2016 by Noon
Instructions: The critical evaluation essay – Be sure to submit a final draft in MLA format on word. This paper should be at least 700 words, but no more than 850. Also, take great care not to plagiarize.
Mark Twain “The Story of the Bad Little Boy”
Write a critical analysis of Mark Twain’s “The Story of the Bad Little Boy” approaches can be quite straightforward. Psychological, gender, sociological, biographical, and historical are all approaches that many use naturally in viewing a work. However, if your interest lies elsewhere, feel free to choose another approach. This essay will need a debatable thesis. A thesis is not a fact, a quote, or a question. It is your position on the topic. The reader already knows the story; you are to offer him a new perspective based on your observations.
Since the reader is familiar with the story, summary is unnecessary. Rather than tell him what happened, tell him what specific portions of the story support your thesis.
Link to “The Story of the Bad Little Boy”
http://www.washburn.edu/sobu/broach/badboy.html
This paper should be at least 700 words, but no more than 850. The paper should be formatted correctly MLA style and written in third person (do not use the words I, me, us, we, or you). The essay should also contain citations and a works cited list based on your selected essay in the assigned readings. Formulate the structured response from your own close reading of the text.
DISCLAIMER: Originality of attachments will be verified by Turnitin.
Key Terms
This document lists and defines some of the 28 most important concepts that all psychology students and psychologists should know and understand well. Many of these concepts will appear again and again in your future classes and work in psychology. You will go deeper into many of them as you explore the world of Psychology.
CONCEPTS
Definition
1. ABC
Behavior therapists conduct a thorough functional assessment (or behavioral analysis) to identify the maintaining conditions by systematically gathering information about situational antecedents (A), the dimensions of the problem behavior (B), and the consequences (C) of the problem. This is known as the ABC model, and the goal of a functional assessment of a client's behavior is to understand the ABC sequence. This model of behavior suggests that behavior (B) is influenced by some particular events that precede it, called antecedents (A), and by certain events that follow it, called consequences (C). Antecedent events cue or elicit a certain behavior. For example, with a client who has trouble going to sleep, listening to a relaxation tape may serve as a cue for sleep induction. Turning off the lights and removing the television from the bedroom may elicit sleep behaviors as well. Con- sequences are events that maintain a behavior in some way, either by increasing or decreasing it. For example, a client may be more likely to return to counselin ...
11Introduction and Overview1. Understand the author’s.docxaulasnilda
1
1Introduction and Overview
1. Understand the author’s
philosophical stance.
2. Identify suggested ways to use this
book.
3. Differentiate between each
contemporary counseling model
discussed in this book.
4. Identify key issues within the case
of Stan.
5. Identify key issues within the case
of Gwen.
L e a r n i n g O b j e c t i v e s
63727_ch01_rev03.indd 1 18/09/15 9:39 AM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
2 CHAPTER ONE
Introduction
Counseling students can begin to acquire a counseling style tailored to their own
personality by familiarizing themselves with the major approaches to therapeu-
tic practice. This book surveys 11 approaches to counseling and psychotherapy,
presenting the key concepts of each approach and discussing features such as the
therapeutic process (including goals), the client–therapist relationship, and spe-
cific procedures used in the practice of counseling. This information will help you
develop a balanced view of the major ideas of each of the theories and acquaint
you with the practical techniques commonly employed by counselors who adhere
to each approach. I encourage you to keep an open mind and to seriously consider
both the unique contributions and the particular limitations of each therapeutic
system presented in Part 2.
You cannot gain the knowledge and experience you need to synthesize various
approaches by merely completing an introductory course in counseling theory. This
process will take many years of study, training, and practical counseling experience.
Nevertheless, I recommend a personal integration as a framework for the profes-
sional education of counselors. When students are presented with a single model
and are expected to subscribe to it alone, their effectiveness will be limited when
working with a diverse range of future clients.
An undisciplined mixture of approaches, however, can be an excuse for failing
to develop a sound rationale for systematically adhering to certain concepts and to
the techniques that are extensions of them. It is easy to pick and choose fragments
from the various therapies because they support our biases and preconceptions. By
studying the models presented in this book, you will have a better sense of how to
integrate concepts and techniques from different approaches when defining your
own personal synthesis and framework for counseling.
Each therapeutic approach has useful dimensions. It is not a matter of a theory
being “right” or “wrong,” as every theory offers a unique contribution to understan ...
Similar to Clinical Review: Behavior Therapy, "Chaining," Directiveness, Brain Development and Psychology of Cortical Plasticity, Critical periods and Pruning in Counseling Children, Counseling Children [Henderson] (10)
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
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Clinical Review: Behavior Therapy, "Chaining," Directiveness, Brain Development and Psychology of Cortical Plasticity, Critical periods and Pruning in Counseling Children, Counseling Children [Henderson]
1. Running head: CHAPTER ASSIGNMENT 5-8
Jacob Ryan Stotler
CO 543-91
July 10, 2020
Professor Dr. Moon
The University of West Alabama
2. CHAPTER ASSIGNMENT 5-8 2
Chapter Assignment 5-8
• #1 - What is 1 thing you learned from the textbook readings and Chapter Ppts?
I learned so much in these chapters that the lessons were both made into flash cards for
me to acknowledge during my internship (especially regarding the identified processes found in
counseling as stated in Freudian Theory), but also I studied a few things learned in these chapters
more in depth. One major thing that I learned in all of these chapters was located in the toolbox
illustrated in Chapter 8 (on the Behavioral counseling theoretical orientation). We acknowledge
in this chapter that “behavioral counseling has more supporting research data available than other
counseling approaches” (Henderson & Thompson, 2016, p. 273).
I was somewhat familiar with the Behavioral modality of counseling as a theoretical
orientation and the beliefs and strategies behind Behavioral counseling, but I was just now
introduced and I have just now been able to understand and analyze chaining as a counseling
technique. Chaining is defined as a or the “series of behaviors that lead to reinforcement”
(Henderson & Thompson, 2016, p.261).
This is an approach than can be built from bottom up, or top down, where we are
constantly investigating behavior, and strengthening the behaviors that reinforce the behaviors
that we are trying to stimulate/strengthen. This is a very valuable strategy for instances such as
can be applied in “role-playing” or “biofeedback,” or “assessing behaviors from a third party
means [such as assessing behaviors from videography or audiograph]”.
Chaining can be a helpful approach in all behavioral counseling, as we can see our way in
and out of health or unhealthy behaviors by assessing micro or specific-behavioral strategies, and
by doing this a specialist/clinician we can assist the client/patient to understanding the modules
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of their behavior, and further, their positive or negative behaviors that make up the direction that
they are working to go (as in goal setting and achieving).
I believe chaining to be another strategy, as with “role-playing,” that can be applied in or
through many modalities of counseling, which makes the application indefinitely relevant and
practical as a tool to be used in/with any other counseling modality (my theoretical orientation
being person-centered/phenomenological and constructivist). Chaining may be a relevant
application to assist the child understanding their behaviors, and may be applicable to such
applications such as narrative therapy, person-centered approaches, Gestalt excercises (“why
would I say something if it is irrelevant?”), CBT, Psychoanalysis (understanding our functioning
through Id, ego and Superego), Adlerian, Existential, Solution-focused, and in a Behavioral
approach as is stated above.
Chaining could also be a strategy for the clinician to use in their interactions with client,
as assuring that they use certain tools (the tools most promoted in their theoretical orientation)
throughout and within each interaction with their client. As an example, the clinician could use
chaining throughout the session as when reflecting about the session, they then purposefully and
consistently practice several precise responses to the client within each session (for example
assuring they use empathetic responses or pinpoint autonomy multiple times in each session).
• #2 - What is 1 thing you learned from the video?
I learned in the video the place and time of the “directiveness” of the counselor and
when, where, why and how the clinician leading the direction of the counseling session is
important. I learned the purpose and initiative circumstances in which the clinician should and is
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expected to take the lead in the session, while utilizing the clinical tools and psychological
techniques in which we are designed to use. More directly, an instance in which the clinician (in
the video) showed to be instructional and educational about when to take the lead in the
counseling session, and how being the “expert” in the session is needed and helpful is when the
client is in impasse, when the client is dumfounded by hearing their own words coming from the
counselor, and when the counselor has struck the client so accurate and relevant that the client
pauses and becomes quiet.
We learn how to balance and integrate the clinician as the expert in therapy and too, as
applying ourselves through a person focused orientation/client directed [client as the expert]
therapy within the same session.
• #3 - What article did you select (Provide APA style reference information)? Provide a
brief overview of the article.
I selected an article written by Takao, K. Hensch, Critical period plasticity in local
cortical circuits (2005). The article is a scientific neurochemical literature and review of the hard
sciences behind pruning, neuronal competition for space in the developing brain and the
biological technology that defines long term potentiation, or long term depression of neuronal
connections in the brain, and during critical or sensitive periods of growth and development.
The article describes research that defines why we know of critical periods in the
developing brain and introduces studies that define critical and sensitive periods in development
by introducing fundamental natural brain architecture that instates brain growth, and brain
functioning, or depresses functions and depending on the development or neglect of dendrites,
neurons, and neuronal connections in the brain and the maintenance or neglect to these
5. CHAPTER ASSIGNMENT 5-8 5
connections (that inevitably marks if connections will grow and strengthen or weaken and
die/break off).
We are met with the severity or extremity of sensitive periods in development with a
study that illustrated that during “critical periods” of development in mice, it only took 4 days of
keeping the mouse in the dark to break off the neuronal connections between the brain and the
eyes [when the mouse is developing during a critical period for these connections]. The mice
went blind (suffering amblyopia) after only 4 days in the dark, while they were in a sensitive
period of development of excitation and inhibition in the eye columnar architecture, connecting
to the neocortex.
We also learn about how brain plasticity is a fast spiking behavior and a circuitous
process, where precision connectivity is relevant in development of neuronal connections and
long-term potentiation and long-term depression of myelin development and neuronal
connections. We learn about the requirement for connections to be broken and neuronal rewiring
to be required if we are to “convert physiological events into structural refinement”.
Lastly, we learn about the severity of “deprivation” to the developmental processes of the
brain and especially during “critical or sensitive periods” where critical periods and hardwiring
are “constraints of development” and some such developmental processes can only or do only
take place during these critical periods, thus giving the developing brain only that one chance in
time to make the required or maintain the required connections needed for the person to instate
long-term potentiation in neuronal wiring (relevant for the rest of the person’s life).
Important aspects of neurology relevant to psychology derived from the article is that of
the recognition of functions of “silencing, relaying, strengthening, spacing, formation,
6. CHAPTER ASSIGNMENT 5-8 6
architecture, shrinkage, imbalance, perturbation, synchronization of networks and functional and
structural plasticity” relevant to how neuronal development is a “competitive process” within the
brain and body, where imbalances are possible, and elimination of connections are done from a
natural biological competition of nature, nurture and maintenance (especially involving
developmental requirements during critical periods).
From this article we derive that of future research or work in seeking information about
counseling is that to better understand the exact critical or sensitive periods that people go
through, at what ages, and at what functional, psychological or other type of developmental
processes take place and again at what specific ages (presumably the specific ages varying to
some degree among individual to individual).
• #4 - What is 1 thing you learned from the Website information on ACE (Adverse
Childhood Experiences)?]
We learn quite a bit of applicable knowledge from the “Adverse childhood experiences”
study and literature. We are introduced to the shocking frequency of Adverse childhood
experiences; we are exposed to the severity of some of these experiences, where 1 in 6 adults in
the study reported adverse childhood experiences of four or more in number. We learn about the
most at-risk populations of adverse childhood experiences as “women, and several racial/ethnic
minority groups.” While we also examine the lasting negative effects of these experiences on
people’s health, and the association of conditions with these experiences.
I think what the one thing that we should be learning is that our society has done a superb
job of instating the norm that adverse childhood experiences are quite common, though we
should also be learning that with the idea of this “societal norm” and even prior to vast and
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extensive experiences in counseling (as clinicians) that reinforce how common these negative
experiences are, we should be applying the idea that about 61% of adults have had at least one of
these experiences and prepare for this (Center for disease control, 2020). We can appreciate this
by acknowledging the actual gap from community member to clinical professional where those
studying the field will take a leap from attending and living under the norm, where these
experiences are somewhat rare, to taking on an administrative position where one is bombarded
with hearing or being exposed to the reality of these experiences and vicarious trauma relevant,
throughout the day and throughout their life.
I have been in the counseling situation with countless individuals now, while even still in
internship, but I too have noticed how common it is to meet or be in the counseling relationship
with someone(s) that have trauma(s) from their childhood or from their past. It is frightening
how common, but it is somewhat consoling to believe and be influenced by society every day,
where the norm is that these experiences do not and should not be happening (despite the actual
frequency of these experiences).
Since the data is, and has been made available, we should be educating our clinicians and
our people, yet wisely and specifically and while still striving to establish the norm, that these
negative childhood experiences should are abstruse and obsolete. We should understand this
aspect of society, as we are those who are expected to be wholly established in the knowledge
and ability to best prevent these encounters, avoid secondary traumatization, mitigate traumatic
events, treat these situations and best treat (through EBP) the disorders or dysfunctions that are
compound with the childhood experiences.
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References
Centers for Disease Control. (2020). Preventing adverse childhood experiences. Violence
prevention. Retrieved July 11, 2020 from
https://www.cdc.gov/violenceprevention/acestudy/fastfact.html?CDC_AA_refVal=https%3A%2F
%2Fwww.cdc.gov%2Fviolenceprevention%2Fchildabuseandneglect%2Faces%2Ffastfact.html.
Hensch, T. (2005). Critical periods plasticity in local cortical circuits. Nature reviews
Neuroscience 6(11), 877-888. DOI:10.1038/nrn1787.
Henderson, D. & Thompson, C. (2016). Counseling children ed. 9. Cengage Learning. ISBN
978-1-285-4645-1.