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The answer may be that Ruben spends most of the day in his room medications xyzal purchase 250 mg flutamide visa, cuts all his classes symptoms dengue fever purchase cheap flutamide line, rarely smiles or laughs symptoms nervous breakdown discount flutamide 250mg mastercard, and makes little effort to talk to anyone treatment 32 for bad breath discount flutamide online mastercard. Skinner would try to understand the contingencies of reinforcecontingencies of reinforcement: the ment. What rewards occurrence of rewards or does Ruben receive for never leaving his room? If paying attention to Ruben encourages his depression, then ignoring him should decrease the likelihood of this behavior. Perhaps Ruben is glued to the television in his room all day and has become a game show addict. At first, behaviorism may seem to imply that Ruben is somehow faking his depression so that he can watch game shows or see more of his girlfriend. Followers of Skinner have applied the techniques to a wide range of behaviors, from teaching pigeons to play table tennis to teaching severely mentally handicapped people to dress themselves and take part in simple activities once believed beyond their abilities. Therapies have also been devised to help people with specific behavioral problems, such as phobias and obsessive-compulsive behavior. The success of behaviorists with most people has been limited, however, partly because our reinforcers are so complex. To behaviorists, behavior in general is a combination of specific behaviors that have been reinforced, or learned. Julian Rotter wrote the first book describing the social cognitive approach to personality. Our locus of control refers to our beliefs about how much control we have over certain situations. If you believe that you do have control over situations, you have an internal locus of control. If you think that your fate is determined by forces beyond your control, you have an external locus of control. People with an internal locus of control are, on average, less anxious and more content with life than those with an external locus of control. Albert Bandura and his colleague Richard Walters (1963), however, argued that personality is acquired not only by direct reinforcement of behavior but also by observational learning, or imitation. As you remember from Chapter 9, in observational learning a person acquires a new behavior by watching the actions of another person. For example, to teach a child how to hit a baseball with a bat, you could hand the child the bat and ball and reinforce him every time he used the bat and ball correctly. However, you would probably demonstrate the correct way to hold the bat and swing at the ball instead because this way the child would acquire the behavior more quickly. In part, when your parents object to the company you keep, they are trying to change the models you use. The most effective models are those who are the most similar to and most admired by the observer. Thus, you are more likely to learn new behaviors from friends of your choosing than from friends your parents choose for you. His an interaction among three forces-cognitive factors, behaviors, and social cognitive theory environmental factors. Cognitive-Personal Factors: action called reciprocal deterour beliefs, expectations, values, intentions, minism that occurs among social roles, as well as our emotional makeup and biological and genetic influences the observing individual, the behavior of that individ2. Behaviors: Personality Development ual, and the environment in our personal actions which the behavior occurs 3. One our social, political, and cultural influences important concept that and our personal learning experiences governs our behavior is our view of our ability to succeed, which Bandura called self-efficacy. Whereas psychoanalytic theories emphasize the influence of childhood experiences, irrational thoughts, and unconscious forces, the advantage of learning theories of personality is that they focus on concrete actions that can be tested and measured. However, critics argue that the learning theories do not explain personality, nor do they give enough attention to the influence of genetic factors, emotions, and childhood experiences on personality. Review the Vocabulary According to behaviorism, what is the proper subject matter of psychology? Visualize the Main Idea Using a diagram similar to the one below, compare and contrast the following theories of behavior: behaviorism and social cognition. Application Activity Choose a behavior of a younger sibling or of a friend that you would like to see change. He had to be bigger than the Brooklyn teammates who got up a petition to keep him off the ball club, bigger than the pitchers who threw at him or the base runners who dug their spikes into his shin, bigger than the bench jockeys who hollered for him to carry their bags and shine their shoes, bigger than the so-called fans who mocked him with mops on their heads and wrote him death threats.
When the M26 is held level ad medicine buy flutamide with amex, the upper probe is propelled in a horizontal direction and the lower probe is propelled at an eight-degree downward angle symptoms 0f colon cancer generic flutamide 250mg otc, which means that symptoms you have worms discount flutamide 250mg visa, for every seven feet of travel medicine 512 cheap 250mg flutamide otc, there is a one-foot spread between the probes (or, for every 2. Four different colour-coded single-use cartridges can be installed, with different wire lengths - yellow (15 feet), silver (21 feet), green (25 feet), and orange (35 feet). For the M26 to be effective when used in its probe mode, both probes should hit the subject. To assist the officer in aiming, the M26 emits a red laser beam, which marks where the upper probe will hit the target. When it fires out the two probes and wires, it also disperses about 30 small discs, called Anti-Felon Identification tags, with the same serial number on it. This enables investigators to link up the user of the weapon with the person to whom the cartridge was issued. The weapon stores 51 Study of Deaths Following Electro Muscular Disruption data about firings, date, and time for approximately 585 firings, which can be downloaded using an M26 dataport download kit. Reilly testified that an electrical shock can be delivered across several inches of air and if one probe hits the subject and the other probe falls on wet ground, the subject may still receive a shock. In order to understand how a conducted energy weapon works, a basic understanding of electricity is required. Patrick Reilly, from the Applied Physics Laboratory of Johns Hopkins University, for his very informative presentation during our public forums. Much of the explanation that follows is based on what he said and his PowerPoint presentation. To begin with a question, if putting my finger into a 120-volt light socket could kill me, why could I walk away from a 50,000-volt shock from a conducted energy weapon? First, the "peak open circuit arcing voltage" is rated at 50,000 volts when nothing is connected to the probes, such as when the officer is testing the weapon by creating an electrical arc between the two electrodes. However, in a conducted energy weapon, a new electrical pulse begins 19 times every second. The actual duration of each of these pulses is much briefer - 30 microseconds (30 millionths of a second) with the M26 and 80 microseconds (80 millionths of a second) with the X26. This voltage (analogous to pressure in a water hose) is required in order to create an electric arc that bridges an air gap. For example, if one of the probes is imbedded in clothing and does not touch the skin, the high voltage creates an arc between the probe and the skin, enabling the electrical current to enter the body. Reilly, on the other hand, cites the M26 as having a 53 Study of Deaths Following Electro Muscular Disruption peak output current of 17 amperes, and the X26 as having a peak output current of 3 amperes. Reilly, "delivered charge" is the best indicator of the potential electrostimulation. It is measured in coulombs, which is analogous to the volume of water delivered by a hose during a set period of time. The significant point is that both the M26 and the X26 have an almost identical "delivered charge" for each pulse - approximately 100 micro-coulombs (or 100 millionths of a coulomb). This is so because of the differing currents and pulse durations of the two models, as shown in Table 1. Delivered charge of M26 and X26 models Current Pulse duration M26 17 amperes per pulse 30 microseconds X26 3 amperes per pulse 80 microseconds To give a sense of what effect 100 micro-coulombs of delivered charge would have on a person, Mr. Reilly conducted laboratory experiments with human subjects, who were subjected to brief high-voltage pulses on their forearms. This is to be contrasted to the delivered charge of 100 micro-coulombs from each pulse of a conducted energy weapon, which delivers 95 pulses over a five-second period. The electrodes are close together, which means that the electrical current is localized to the muscles in that area. In that case it serves a pain compliance purpose, to persuade the person to let go of something, or to otherwise comply in order to avoid further shocks. In that case, the electrical current spreads out more and goes deeper into the body, engaging more and more excited tissue.
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Prescription privileges for psychologists is a hotly debated topic both within and outside the profession medications 5 songs order 250 mg flutamide with amex. For example 909 treatment flutamide 250 mg overnight delivery, both the American Medical Association and as the American Psychiatric Association are adamantly opposed to allowing psychologists the privilege of prescribing medication (American Medical Association treatment yeast uti buy flutamide 250mg visa, 1984; American Psychiatric Association treatment xanax overdose generic flutamide 250mg with visa, 2003; Klusman, 1998). A survey of approximately 400 family practice physicians revealed strong opposition to psychologists obtaining prescription privileges (P. They claim that a medical degree is 449 necessary to competently administer medications that deal with the complexities of mindbody interactions. Even many psychologists are opposed to having psychologists prescribe medication for their patients (DeNelsky, 1991, 1996; Hayes & Chang, 2002; Hayes & Heiby, 1996; Heiby, 2002). Some are concerned that allowing psychologists to prescribe medication would distract them from their traditional focus on nonbiological emotional and behavioral interventions. Some have argued that by obtaining prescription privileges psychology would lose its unique identity and psychologists would become "junior psychiatrists" (DeNelsky, 1996, p. Finally, many are concerned about the practical problems associated with prescription privileges such as sizable increases in the costs of malpractice insurance or the increased influence of pharmaceutical companies on the field of psychology (Hayes & Hieby, 1996). On the other hand, many have argued for the development of prescription privileges for psychologists (Brentar & McNamara, 1991; Cullen, 1998; Cullen & Newman, 1997; DeLeon, 1993; DeLeon et al. The majority of clinical psychologists support prescription privileges (Frederick/ Schneiders, 1990; Pimental, Stout, Hoover, & Kamen, 1997; Sammons, Gorny, Zinner, & Allen, 2000; Welsh, 2003). Furthermore, about half of all graduate students in clinical psychology wish to be able to prescribe medication with the majority wanting the option available for the profession (B. Proponents argue that with appropriate and intensive training for those who wish to prescribe medications, psychologists would be excellent candidates to provide psychotropic 450 Where Is Clinical Psychology Going and Should I Go with It? Level 1 is a basic psychopharmacology level of training to be provided to all clinical psychology graduate students. This level of training would help future psychologists learn about the issues in psychopharmacology but would not result in them securing prescription privileges. Even if they never prescribe medications, it is still important to have a good understanding of how and why they might work (or not work) in order to help those with whom they work. A biopsychosocial perspective demands an integrative level of understanding regardless of the ability to actually prescribe medicines. Level 2 is focused on a collaborative practice with medical providers such as physicians so that psychologists would work closely with other medical professionals but again, would not be prescribing medications on their own. Finally, level 3 would provide education for the independent prescribing authority of medications. This training would be conducted at the postdoctoral level among those already licensed as a psychologist and who have five years of practice experience. Therefore, not all psychologists would pursue this level of independence and thus complete the training process. Those who do would then be able to prescribe psychotropic medications in states that allow them to be able to do so. The psychopharmacology training would require both classroom and clinical practice training with instructors who have the appropriate training and experience in physiology, biochemistry, neuroscience, pharmacology, pharmacy, medicine, and psychology. The training would consist of a minimum of 300 contact hours of didactic classroom instruction which would highlight five content areas. Neuroscience, Clinical and research pharmacology and psychopharmacology, Physiology and pathophysiology, Physical and laboratory assessment, and Clinical pharmacotherapeutics. The clinical practicum experience would involve treating (with very close supervision) at least 100 diverse inpatients and outpatients with at least two hours per week of individual supervision. The number of classroom and practicum hours of specific training in pharmacology would be greater than for physicians. Currently, level 3 training programs are offered in 12 states while 9 state licensing boards have formally endorsed the notion that consultation on psychopharmacologic drugs is within the scope of practice for psychologists. Advanced nurse practitioners and optometrists have prescription privileges in all 50 states, while physician assistants can legally prescribe medication in 48 states (Holloway, 2004). Because medical schools in the United States typically spend only an average of 104 hours of classroom instruction on pharmacology (Holloway, 2004), psychologists have argued that obtaining a medical degree is not necessarily needed to prescribe medications if sufficient and specific training is available. Despite the advantage of no longer having to send patients to other professionals for medication, psychologists generally tend to have mixed feelings about obtaining prescription privileges and thus are not uniformly in favor of it (Boswell & Litwin, 1992; DeNelsky, 1996; Evans & Murphy, 1997; Hayes & Heiby, 1996; Heiby, 2003; Plante et al. The program includes basic psychopharmacology education, collaborative practice, and, finally, prescription privilege.
Juvenile Dependency Cases As the Supreme Court Steering Committee on Families and Children in the Court explains: Any time there is a concern that a child has been or is in immediate danger of being abused symptoms 3 days before period purchase flutamide with mastercard, abandoned medicine of the future order cheapest flutamide and flutamide, or neglected it is heard in Juvenile Dependency Court symptoms 10 days post ovulation order generic flutamide. This kind of court is all about making sure that children are safe and protected and helping families with the problems that brought them into court in the first place medicine versed buy genuine flutamide. Domestic Violence Injunction Cases When one parent has obtained an Injunction for Protection Against Domestic Violence against the other parent, courts sometimes order that any visitation between the Respondent parent and the children be supervised. Scope of Services According to the Minimum Standards, supervised contact programs must determine the range of services they offer, dependent upon available resources. The Standards add that if resources permit, services must be available for dependency, family law, domestic violence cases or other cases as designated by the chief judge. Court referrals require an Agreement with the Court in the circuit in which the program is located that specifies the following: 1. Some programs cannot accept cases involving allegations of child sexual abuse because of inadequate staff expertise or security personnel (see chapter 12 on Child Physical and Sexual Abuse). The circumstances under which a particular case may be declined by the program, such as: the volatile nature of the case or client, after consideration of the facts and background of the case; the fact that staff may not be adequately trained to manage issues identified during intake; the fact that security provided by the facility may not be adequate to keep the families, staff, or surrounding community safe; Insufficient resources. There are two issues that must be resolved: Who provides the court with an order to sign? In some circuits, it is the parties or their attorneys who deliver the court order to the Supervised Visitation Program. In others, the clerk of court has a designated spot for the orders to be placed, and visitation program staff collect the orders periodically. The Manner and Procedures for communicating with the court and providing written reports to the court might include: the ways include written reports or verbal communication (in a pre-determined manner), and may be made immediately upon incident, upon request from the court 83 or agency, or by subpoena duces tecum. This provision exists because supervised visitation programs need a way to send documentation to the court; they are not parties to the cause. A Supervised Visitation Program may decline to accept a particular case because the program does not have the expertise. These criteria are necessary to protect all families referred to the Sunshine Visitation Program, as well as staff, volunteers, and the surrounding community. To ensure that referrals are appropriate for the level of service available in a program. To work with staff of Sunshine Visitation Program to establish policies and guidelines to protect all families referred to supervised visitation. The court acknowledges that cases involving domestic violence and/or child sexual abuse require special precautions and staff training. To authorize Sunshine Visitation Program staff to accept or decline court referrals. Programs shall decline to accept a case for which they cannot reasonably ensure the safety of all clients, program staff, and volunteers, including but limited to the following reasons: a) the volatile nature of the case or client. To establish a timely mechanism for review of cases referred to Sunshine Visitation Program. For example: the court will schedule each case for a review hearing to check on the status of the case every four months. To establish protocols for appropriate communication between the court and the Visitation program. To ensure that all staff who monitor visits have specific training in child development, child abuse indicators, child sexual abuse, domestic violence, mental health, substance abuse, parental alienation, cultural diversity and crisis intervention consistent with training from the Clearinghouse on Supervised Visitation and documented in personnel files. To accept only those case referrals for which staff have the requisite case background material, training, and security in place to safely monitor contact. To decline any referrals of cases when staff lack necessary training or education, when background material has not been received, or where lack of appropriate security may allow re-victimization of child. To establish guidelines for staff to utilize in all cases, including specific guidelines for use in cases involving domestic violence and child sexual abuse. To suspend visits in cases when the child appears to be traumatized by the visit, or when the visiting parent engages in inappropriate behavior or violates program rules. The record must be factual and contain at a minimum, but not limited to: Client identifier or case number Who brought the child to the parent/child contact Who supervised the parent/child contact Any additional authorized observers Date, time and duration of parent/child contact Who participated in the parent/child contact Critical Incident Reports, if any. Supervised Visitation Programs should have policies and procedures regarding other kinds of documentation they may keep about the contact, such as Summary or detailed Observation Notes on the interaction between the parent and child.
