Psychology homework help

Questions needs to be fully answered using the textbook

  1. Discuss how Family Violence Theory might explain the causes of interpersonal violence in Johnny’s family. Discuss the strengths of the theory in understanding the case; does the theory leave anything unexplained? Provide specific examples from the theory and the family in your answer.


  1. Would you prefer to use Situational Theory or Family Violence Theory in guiding your work with Katie’s family? Provide at least two reasons for your preference, and provide concrete examples from Katie’s life to support your points. What research within this unit supports your preference?


  1. You are a child protective service worker. Discuss the benefits and difficulties you might face when trying to work effectively with a multidisciplinary team (MTD) to reduce Johnny’s risks of being a victim and perpetrator of violence. (Assume Johnny got into a serious fight at school where he broke another boy’s arm.) What services do you think need to come first in this case; what might a police officer say; what might the school principal say; who might you come into the most conflict with and why; and how might developing a consensus as an MTD lead to a better treatment plan for Johnny?


  1. Discuss how Conflict Theory, or Social Control Theory, could be most helpful in your direct work with the case of Johnny. What aspects of Johnny’s life does it guide you to explore? How might it help provide ideas for decreasing acts of future violence? Does it provide help in overcoming barriers to preventing violence that might exist in his family?


  1. Based on Feminist Theory, what forms of violence is Katie most vulnerable to as she grows up? What has she learned in her family that makes her vulnerable to each form of violence; what might she learn from society that increases her vulnerability to violence? How might making changes in how Katie receives gender socialization support violence prevention?

Questions needs to be fully answered using the textbook

  1. What academic or behavioral problems might Johnny have by age 12, and what pro-fessional might be most likely to intervene in his life at this time? Provide at least two examples to support why you chose this professional; how might this professional encourage disclosure according to Cruise (2015)? What other professionals might be needed to provide a comprehensive response to Johnny’s needs?


  1. Provide at least one concrete example from Katie’s life to help explain her current academic performance and at least one from her life that focuses on her social skills; provide an analysis of why she has the skill level she does in each of these domains. Offer at least two ideas from Cruise (2015) and two ideas from Hutchinson & Mueller (2008) to explain each example from Katie’s life. What specific skills might Katie need, and how might a program like SafeCare help]?
  2. Assume that a sexual perpetrator in Katie’s neighborhood noticed how abused and neglected she was. Describe how the four stages of an interpersonal script might be used to manipulate Katie into engaging in sexual acts (Leclerc, Smallbone, & Wortley, 2014). What factors in Katie’s case might lead a perpetrator to use more persuasive or non-persuasive strategies? Give specific examples to support whether Katie might be more likely to show resistance or compliance during the script—would Katie’s type of response to the perpetrator influence society’s reaction to her as a “victim?”


  1. Katie and Johnny have now been married for two years and they have an infant and a toddler. Describe the types of parenting behavior Katie and Johnny might exhibit. Discuss how this behavior might have been learned, and discuss whether the behavior represents internalizing, externalizing, or resilient behavior. Talk about what aspects of the SafeCare program they are most in need of and why.
  2. Discuss the four guiding principles of Differential Oppression Theory (Hutchinson & Mueller, 2008) and how they might explain differences in Katie and Johnny’s behavior. How much control do Katie and Johnny have over their day-to-day lives, what do they expect from adults, how do they react to the interventions of adults, and what adaptive behavior—to a maladaptive situation—have Katie and Johnny developed?

Questions needs to be fully answered using the textbook

  1. Discuss strategies for reducing bullying in school through, individual, family, and school-based interventions based on the work of Cornell and Bradshaw (2015) and Kupchik and Farina (2016). How might individual interventions have value in reducing bullying for Katie and for Johnny? How might family interventions reduce the likelihood of further bullying, and how could school interventions support all the students in the school?


  1. Discuss what factors within Johnny’s home and school and his relationship with Katie in-crease the likelihood that Johnny will turn out “just like his dad.” What research supports your ideas; what case history information supports your ideas?


  1. Johnny participated in the gang rape of a classmate following graduation from high school. He has been sentenced to two years in a minimum-security prison for adults. You are a treatment specialist at the prison and are designing his rehabilitation plan, taking into account what you have learned from Hendriks, Wijkman, and Bijleveld (2013) and Sifers, Nolan, and Houlihan (2016). What dynamic, social, and self-esteem factors might be related to his offending? What skills does Johnny need to learn to decrease his risk for reoffense? Is Johnny more at risk for offending in a group, or does he show signs that Sifers and colleagues would consider place him a higher risk for date rape?


  1. Katie has been dating many other young men since Johnny was sent to prison. What role might psychological abuse be playing in her choices of partners according to Sifers, Nolan, and Houlihan (2016), Kupchik and Farina (2016), and Hutchinson and Mueller (2008)? Bring up at least one argument based on each of these readings, and bring up an example from Katie’s case that supports each of these arguments.


  1. What changes in the schools might reduce the likelihood that students like Katie would be vulnerable to bullying, sexual harassment, date rape, and criminal behavior based on Cornell and Bradshaw (2015), Gage, Josephs, and Lunde (2012), Kupchik and Farina (2016), and Sifers, Nolan, and Houlihan (2016)? What skills might the teachers need; what policies might the schools need to have? What skills might the schools teach students?

Questions needs to be fully answered using the textbook

  1. Discuss how misunderstanding cultural issues with a Hmong family could lead to an abused partner retracting an allegation of abuse (Culhane-Pera, Vawter, Xiong, Babbitt, & Solberg, 2003). What might an investigator do that would be offensive to members of a Hmong family? How might the victim view the violent marital situation? In what ways could family members be helpful in protecting the victim from future acts of violence?


  1. Discuss the types of sexual offenders described by Pazzani (2011) and which type more accurately describes Johnny. Provide examples of behaviors exhibited by each type, and bring up examples from Johnny’s case that do and do not fit each type. Why might going to prison have increased his sexual violence?


  1. Discuss how university and judicial policies have led to institutional betrayal of victims of sexual assault on campus and domestic violence in the court systems. How might it have led to under-reporting of victimization? How have victims been treated, and how have perpetrators been treated? What policy changes would support effective prosecution of cases and support victim recovery?
  2. What is coercive control and why is it effective? What types of coercive control does Elizabeth (2015) describe, and how might they provide advantages to perpetrators and disadvantages to victims of violence? What cultural norms support coercive control? Why have court systems allowed abusive men to retain custody of their children?


  1. Assume Johnny did not meet Katie in high school but instead his path was crossed by a female sexual offender who was his guidance counselor (Flora & Keohane, 2013). What might make him vulnerable to sexual exploitation by her (Leclerc, Smallbone, & Wortley, 2014)? What about Johnny’s history of victimization would make him vulnerable? What about his being a male teenager might make him vulnerable? What type of sexual script might be most effective in engaging Johnny in sexual behavior, and why?

Questions needs to be fully answered using the textbook

  1. Discuss the Elder Justice Act human rights framework for its ability to guide effective intervention to end elder abuse and intervene with current victims and perpetrators of elder abuse. What is a human rights framework? What specific aspects of medical care would this act change? How would mandated reporting increase access to needed information concerning older adults, and how might it help caregivers searching for help for older adults? How might an ombudsman program help reduce elder abuse?
  2. If Katie’s family was investigated following an allegation of elder abuse, what might Doug do to undermine her credibility? What is Katie’s current cognitive capacity, and what evidence supports your determination? What myths about aging might Doug take advantage of to undermine Katie if she reported abuse? Would family dynamics lead to people not being frank during the investigation? If so, what could be said to try and motivate Mark’s frankness?
  3. Compare Social Learning Theory and Feminist Theory (Hattery & Smith, 2016) for how effectively they could guide interventions with Katie at this time. How does each theory explain the elder abuse Katie is experiencing; how do they explain Doug’s behavior; and how do they each explain Ellen’s behavior? What factors might influence whether Mark is a passive or active bystander?
  4. What factors would make an older adult an attractive target for scams (Hattery & Smith, 2016)? What about their cognitive, physical, and social statuses make them targets, and why might they not report being victimized? What could be done to reduce scams?
  5. Discuss how a multidisciplinary perspective on intervention with Katie’s family might be valuable according to Ulrey & Brandl (2012). Assume that first responders were called to the scene after an anonymous 911 call reported Katie had two black eyes. What are the roles of heath care providers, the criminal justice system, intervention specialists, and educators? What could go wrong in interactions between these different providers?

Questions needs to be fully answered using the textbook

  1. Discuss how primary and secondary traumatic stress (Catherall, 1995) might be relevant to police officers. What group dynamics in law enforcement might increase work stress? How might these dynamics impede individuals from overtly developing self-care strategies or taking advantage of treatment services that were made available through work? What would be most critical for law enforcement to add to their training to make police more proactive in self-care?


  1. Select two evidence-based programs to reduce violence in Katie’s family now that she is an older adult, and then discuss what barriers might prevent states from making them fully accessible to social service and treatment agencies (Catherall, 1995). Why might these programs be particularly useful to Katie the older adult? What might make family members try to reject specific components of these programs? Are there barriers that might exist within your employment that would keep you from fully implementing these evidence-based practices?


  1. What do you believe is most needed in a plan to end interpersonal violence based on the complex contexts that support violence and the diverse reactions victims have to traumatic experiences (Catherall, 1995)? Name at least three components to your plan; what research underscores the need for each component, what existing evidence-based programs could support these components, and what policies might serve as barriers to your plan.


  1. Based on your understanding of violence across the lifespan, what role/career within a multidisciplinary team targeted at what age group would be most satisfying to you? How does this role take advantage of your strengths? How might this role fit within your dreams for the future? What will be the most significant barrier to your success in this role based on your training to date?


  1. Considering the case of Katie and Johnny across the lifespan, at what point in their development might you have found working with them the most stressful? What specifically about the types of abuse most evident for Katie and Johnny at this time would be difficult for you? What about working with this age group would be most difficult for you, and what in your own history might interfere with doing your best at this time? What individualized self-care strategy might be most helpful for you in dealing with this case at this time?



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