Read The Information On The Following Websites And Respond

Read The Information On The Following Websites And Respond To These Qu

Read the information on the following websites and respond to these questions: Resource List Fun Things you can do with MS Excel 101 Excel Macro Examples Games created with MS Excel Each question should be answered in about 60-75 words. 1ï¸âƒ£ Choose something that interests you like a hobby, pastime, or personal business. Paste the link to the website (one of the three sources above) you used and summarize the topic you picked. 2ï¸âƒ£ Why did you choose this topic or game? For example, does this look like something you might like to make use of yourself (e.g. build a game)? Does your choice relate to a hobby or personal interest that you have? 3ï¸âƒ£ Are you planning to use MS Excel after this class (such as in your career, and/or in your personal life)? If so, provide one example of how. If you don't think you'll be using Excel at all, explain that too. For example, "No, I won't be using it because I am pursuing a career as a pilot and I don't think it will be required in my line of work...I don't see where I'll have a use for it in my personal life, either." , or "I will be using other tools than a spreadsheet, I have a database tool and prefer to use that.." you read an article about Interventions with a specific cultural group at the beginning of the semester and earned about additional cultural groups from vour base group members. Choose one cultural group that you learned about and share at least three considerations when using interventions with this group You are working with a college student with Attention Deficit/ Hyperactivity Disorder. Describe how you would determine the top and bottom of their Zone of Proximal Development for the task of managing their coursework and study time. Then, describe how you would use the concept of scaffolding to help them improve this skill. Define Plaget's 'schemes' In your own words. When working with a client with Alcohol Use Disorder, what might be part of the client's 'schemes' surrounding alcohol? How might you help the client change those schemes as part of your work with them? Define the process of extinction in vour own words. How could you utilize this concept to desienan intervention with a cent who wants to reduce their level of anxiety around setting blood drawn? Please be specific You are working with a client with Obsessive Compulsive Disorder who is attempting to reduce their compulsion of excessive handwashing, Give an example or how you could use positive reinforcement to help them change the behavior, and an example of how vou could use negative punishment. What schedule of reinforcement would vou use and why? How could the concept of reciprocal determinism (also called reciprocal causation) impact a client's success (or lack of success) with increasing how often they exercise? Make sure you discuss all three parts of the theory You are working with a client who comes to see you in therapy each week but does not seem to be motivated to change. They don't complete homework assignments that you ask them to do, and don't seem to have changed their behâviors since they started seeing you. What are at least three ways you could use motivational interviewing to explore this with the client and help move them to a place of change? You have learned about three therapeutic interventions this semester through your small group presentations (flooding, behavioral activation, and assertiveness skills). Choose one intervention and explain how it fits with specific course material Multiple Choice Questions (1 point each) /20 **Please highlight your answer to each question for ease of grading. Thank you! 1) According to Piaget, if a child has a schema for "how to make friends" that is unhelpful to them, and they later change that schema when they learn social skills in therapy, they are engaging in: A. Assimilation B. Accommodation C. Proportional thinking D. Inhibition 2) You are working with a high school student who has not discussed their mental health concerns with their parents because they feel their parents could not possibly understand what they are feeling. This error in thinking is common, and is referred to as: A. Imaginary audience B. Private speech C. Conservation D. Personal fable 3) A mental health professional working with a client in the _____________________ stage would probably want to focus on logical, observable behaviors when discussing anxiety with a client, rather than abstract ideas. A. Concrete operations B. Postformal thought C. Formal operations D. Preoperational 4) According to Erikson, in which stage is it important for a person to have a sense of accomplishment over certain tasks and be able to discuss their strengths and talents? A. Autonomy vs. shame and doubt B. Intimacy vs. isolation C. Industry vs. inferiority D. Integrity vs. despair 5) When Tania talks to her child, she often does so in a way that encourages them to think about their experiences on a deeper level. For example, she may read a book to her child and ask them "What do you think the character was feeling? Why do you think they felt that way?" This type of interaction is referred to as a(n): A. Mediated learning experience B. Effortful control C. Collective self-efficacy D. Symbolic thought 6) You are doing an intake interview with a client and ask them a lot of questions about the environments they are in on a regular basis, such as their home, their school environment, and their workplace. These all make up which of Bronfenbrenner's systems? A. Mesosystem B. Chronosystem C. Exosystem D. Microsystem 7) Jack Griffin decides to play a trick on his AP Biology students using classical conditioning. Every time they are going to watch a video, he turns the lights off in the classroom and then immediately makes a loud noise. This causes his students to become startled. He repeats this process several times and by the end of the semester, his students become startled when the lights are turned off, even though he no longer makes the loud noise. In this example, the neutral stimulus is the ______________ and the unconditioned stimulus is the ______________. A. Becoming startled; lights being turned off B. Loud noise; becoming startled C. Loud noise; lights being turned off D. Lights being turned off; loud noise 8) You are working with a client who experiences high levels of anxiety. He was bullied by several boys when he was a child and now becomes extremely anxious when he is in the presence of other males whom he does not know. According to the theory of classical conditioning, he is likely experiencing: A. Generalization B. Discrimination C. Contiguity D. Counterconditioning 9) Your client, Sahra, has a Specific Phobia regarding snakes and experiences feelings of panic when she even sees an image of one. You ask her what things you find relaxing and she reports that she feels calm when she listens to music from her favorite singer. You and Sahra agree to play the music in the room to elicit a "calm" response from her. Then, she allows you to start showing her photos of snakes while the music plays. You do this for several weeks and eventually even bring in live snakes to your sessions. Based on this description, you were most likely using which technique? A. Extinction B. Avoidance learning C. Counterconditioning D. Chaining 10) Which of the following is the best example of classical conditioning? A. Going to work and being rewarded with a paycheck B. Wearing an outfit you saw a celebrity wear on television C. Flinching when you see fireworks about to explode D. Hitting someone after seeing your parents fighting 11) You are working with the parents of a young child who has been acting out at home. You and the parents decide to incorporate operant conditioning into their parenting routine. One of the ways they will do this is by taking one item off the child's list of chores for that week if he behaves appropriately toward his brother for one entire day. Eliminating a chore for appropriate behavior is an example of: A. Positive reinforcement B. Negative reinforcement C. Positive punishment D. Negative punishment 12) Phil Dunphy wants to teach his son, Luke, to do a better job of cleaning his room. First, he gives Luke a dollar every time he makes his bed correctly. Later, Luke has to first make his bed AND THEN pick up his belongings to get a dollar. Eventually, Luke needs to completely clean his room, including first making the bed, then picking up his belongings, then throwing away his garbage, and finally dusting it to get a dollar. What concept is Luke's father using? A. Premack principle B. Latent learning C. Shaping D. Chaining 13) Which of the following would be the best example of using the Premack principle with a client who is trying to increase the amount of time they exercise each week? A. Telling the client "Way to go!" each time they report they have exercised that week. B. Having the client agree to only watch their favorite TV show if they have exercised first. C. Encouraging the client to arrange their home in such a way that exercising at home feels more enjoyable. D. Creating a list of small steps the client will need to complete to achieve their goal and working on them one at a time. 14) You are working with a client who tells you that they want to change their behavior of isolating themselves from friends because "I just want to feel like I accomplished something. I want to be proud of myself." This positive feeling the client will get from changing is an example of a(n): A. Intrinsic reinforcer B. Token reinforcer C. Social reinforcer D. Material reinforcer 15) Vicarious reinforcement and vicarious punishment is most associated with which study? A. Pavlov's study with dogs B. Thorndike's law of effect study with cats C. Watson and Rayner's study with Little Albert D. Bandura's study with the Bobo doll 16) Chad is 13 years old. His parents and teachers have taught him that vaping is harmful and so he has never engaged in the behavior because he realizes it is bad. However, he starts spending time with a "cool" older student at school and sees how much attention this other student gets for vaping. Chad now believes that vaping is cool, so even though he previously believed it was wrong, he starts doing it too. What is likely occurring? A. Inhibition effect B. Disinhibition effect C. Facilitation effect D. 17) Which of the following is the best example of self-reaction in a client who is becoming more self- regulated? A. Rewarding oneself for accomplishing their goal that day B. Becoming angry at the therapist for not supporting them enough C. Believing that they could not have been successful if it wasn't for the therapist's help D. Adjusting their goals when necessary and engaging in metacognition 18) How might having a high degree of self-efficacy influence a client's behavior? A. They would be more likely to exert only a small amount of effort on a task. B. They would be more likely to choose a task they would fail at. C. They would set higher goals for themselves. D. They would give up more quickly when completing a difficult task. 19) Your client tells you that they are planning to quit smoking, but aren't quite ready to change just yet. They have decided to quit on the first of the month, which is coming up in three weeks. They also purchased nicotine patches and have told their friends and family about their plans. This client is likely in which stage of change? A. Precontemplation B. Action C. Contemplation D. Preparation 20) Which of the following is NOT something that a therapist using motivational interviewing would likely do? A. Engage in non-judgmental, reflective listening B. Keep pushing clients to change when they notice resistance C. Have a belief that the client can change D. Help a client see discrepancies between their behavior and goals

Paper For Above instruction

Introduction

The assignment involves responding to a series of questions based on resources about fun activities with MS Excel, cultural interventions, and psychological theories and practices. The questions aim to evaluate understanding of applications of Excel, cultural considerations, developmental psychology, cognitive-behavioral concepts, and motivational approaches in clinical settings. This comprehensive approach integrates practical skills with theoretical knowledge, enhancing the ability to apply psychological principles effectively.

Application of Excel and Cultural Interventions

The first segment prompts selecting a hobby or personal interest related to Excel resources and summarizing it concisely. For example, one might choose Excel macros or game creation with Excel, reflect on their interest, and project future use. This helps in realizing how Excel can serve personal or professional needs, such as automating repetitive tasks or designing engaging educational tools.

The cultural considerations section emphasizes sensitivity and appropriateness when working with diverse groups. For example, understanding values, communication styles, and traditions are essential—particularly when working with college students with ADHD. Tailoring interventions to respect cultural backgrounds ensures effectiveness and respect.

Developmental and Cognitive Psychology

The questions related to Piaget's schemes, Erikson’s developmental stages, and Vygotsky’s Zone of Proximal Development highlight the importance of developmental readiness and social context. For instance, recognizing when a child is capable of abstract thinking (formal operations) or understanding concepts like scaffolding helps in designing appropriate interventions.

Using the Zone of Proximal Development involves assessing the child’s current abilities and providing supportive guidance to promote growth. For example, scaffolding tasks such as managing coursework involves providing hints or step-by-step instructions that gradually transfer responsibility to the learner, fostering independence.

Behavioral and Cognitive Techniques

A significant portion addresses behavioral techniques such as classical and operant conditioning, reinforcement schedules, extinction, and systematic desensitization. For example, using counterconditioning with a phobia involves replacing distressing responses with calming ones, such as pairing snake images with music.

Behavior modification strategies like positive reinforcement (e.g., rewarding handwashing reduction) and punishment (e.g., removing privileges) are explained with examples. Reinforcement schedules such as variable-ratio or fixed-interval are key to maintaining desired behaviors, requiring thoughtful application based on behavior patterns.

Theories of Motivation and Self-regulation

The role of reciprocal determinism underscores how personal beliefs, environment, and behaviors influence each other, affecting outcomes like exercise adherence. Understanding these interactions helps in designing interventions that modify environment or self-beliefs to enhance motivation.

Motivational interviewing focuses on fostering intrinsic motivation by exploring ambivalence, emphasizing personal goals, and building confidence. Techniques such as reflective listening, expressing empathy, and highlighting discrepancies motivate clients to initiate and sustain behavioral changes.

Clinical Practice and Therapeutic Techniques

Interventions like flooding, behavioral activation, and assertiveness training are grounded in behavioral theories and serve specific therapeutic goals. For example, flooding rapidly extinguishes phobic responses through exposure, aligning with classical conditioning principles. Behavioral activation helps combat depression by encouraging engagement in positive activities.

Furthermore, understanding clients’ schemas, self-efficacy, and stages of change underpins tailored therapeutic approaches. For instance, recognizing that a client in the contemplation stage benefits from motivational interviewing can facilitate readiness for action.

Multiple Choice and Critical Thinking

The multiple-choice questions test knowledge of developmental stages, cognitive distortions, learning theories, and motivational models. For example, understanding Piaget’s concept of accommodation relates to adjusting schemas when new information is acquired, while recognizing the role of vicarious reinforcement (Bandura) informs modeling interventions.

Questions about classical conditioning illustrate stimuli and responses, emphasizing understanding of how learned associations form and can be modified. Similarly, applying operant conditioning principles in parenting or therapy involves identifying reinforcements and punishments correctly.

Conclusion

This comprehensive assessment integrates theoretical understanding with practical applications across psychological and educational domains. Responding accurately to these questions demonstrates mastery of complex concepts such as developmental stages, behavior modification, cultural sensitivity, and motivational strategies. Such knowledge is essential for effective clinical practice, research, and personal development.

References

• Bandura, A. (1977). Social Learning Theory. Prentice-Hall.
• Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
• Erikson, E. H. (1968). Identity: Youth and Crisis. W. W. Norton & Company.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Skinner, B. F. (1953). Science and Human Behavior. Free Press.
• Deci, E. L., & Ryan, R. M. (2000). The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry.
• Prochaska, J. O., & DiClemente, C. C. (1983). Stages and Processes of Self-Change of Smoking Behavior. Journal of Consulting and Clinical Psychology.
• Ormrod, J. E. (2016). Educational Psychology: Developing Learners. Pearson.
• Nevid, J. S., Rathus, S. A., & Greene, B. (2013). Cognitive-Behavioral Therapy: Principles and Practice. Pearson.
• Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology.