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Clinical Psychology Paper (Case Study)

Instructions

You are required to produce a clinical formulation and support package based on a real case study

Pay close attention to the marking rubric as this should inform your approach to constructing the formulation and intervention and where you should focus all your efforts.

Word count 2500 with 10% up or down ( References not included)

Reference list and essay to be APA referenced

Remember to include a brief session plan for the therapy.

PS6003: 2020 Summative marking rubric

Criteria   Ratings         Pts
LO1: Awareness

Awareness of the range of psychological problems encountered in clinical practice in terms of clinical presentations (e.g clinical features and diagnostic criteria).

 

 12 Pts

Excellent

 10 Pts

Very good

 8 Pts

Good

 6 Pts

Competent

 4.14pts

Pass

 0.0 Pts

Fail

 12 Pts
LO2: Assessment

Ability to identify and implement appropriate assessment tools or strategies.

 

 18 Pts Excellent 13.5 Pts Very good 8.1 Pts Good 6.3 Pts Competent 5.4 Pts Pass 0.0 Pts Fail 18 Pts
LO3: Formulation

Demonstrate an ability to conduct a clinical formulation in relation to psychological problems, e.g., 5 Ps of clinical formulation.

 

 18 Pts Excellent 13.5 Pts Very good 8.1 Pts Good 6.3 Pts Competent 5.4 Pts Pass 0.0 Pts Fail 18 Pts
LO4: Treatment & care package

Detail appropriate therapeutic treatments and recommendations for subsequent care plans relevant to the case study.

 

 18 Pts Excellent 13.5 Pts  Very good 8.1 Pts Good 6.3 Pts Competent 5.4 Pts Pass 0.0 Pts Fail 18 Pts
Empirical evidence

Evidence of broad independent reading that details support for all sections (assessment, formulation and treatment recommendations).

 

 12 Pts Excellent 10 Pts Very good 8 Pts Good 6 Pts Competent 4.14 Pts Pass 0.0 Pts Fail 12 Pts
Critical evalulations are presented in a balanced way.

Are you demonstrating the pros and cons of assessments, evaluations, and treatment strategies?

 

 12 Pts Excellent 10.15 Pts

Very good

 8.31 Pts Good 7.07 Pts Competent 6.15 Pts Pass 0.0 Pts Fail 12 Pts
Overall writing and referencing

As a L6 student, you should be able to demonstrate a high standard of writing, paraphasing and referencing.

 

 10 Pts

Excellent

 6.93 Pts

Very good

 6.15Pts

Good

 5.38 Pts Competent 4.62Pts Pass 0.0 Pts Fail 10 Pts
              Total points: 100

Summative assignment case study: Kyle

This assessment is structured as a letter

structure below to  help to do assessment

remember to do 5ps formation to highlight the symptoms

UPDATED 27 – 03 – 2016 

Dear students,

Remember you are a Psychologist and you are writing a formal letter to a consultant Psychiatrist. You will write this letter professionally beginning with a line of who you are, then a short descriptive summary of the most salient details from the client’s case study (e.g. demographic information, the presenting problem, symptom duration and presentation.)

  1. Your letter should include how you have assessed your client.

Ensure that you provide an evidence base and justification for the chosen assessment tool(s): pre-assessment, mid and/or post follow up. Reference studies which show that this is a robust tool that has been validated for the particular population or symptoms that you are targeting. Remember to ground this in evidence from the case study and illustrate the appropriateness/relevance for this particular client. For a more comprehensive assessment, you may wish to utilise multiple assessments which address a variety of potential concerns.

There are a variety of ways in which you can approach this:

(a) you could choose to use a syndrome specific tool which assesses a specific set of symptoms (e.g. psychosis) combined with a broader measure (e.g. daily functioning, sleep, suicide risk, co-morbid depression- depending on what is appropriate from the case study). Remember to evidence and justify each decision. For instance, if you choose a daily functioning assessment, you could reference literature which reports a functional decline associated with psychosis. If you choose to assess hopelessness, evidence literature which shows or accounts for the elevated suicide risk among psychotic populations.

(b) alternatively, you may opt for broader catch all assessment such as the PAI which examines multiple factors within one assessment. You may consider recommending further tests (e.g. neurological tests- if appropriate!) to rule out other potential explanations.

Consider the appropriateness and limitations of the assessment tools as a means of critique (e.g. utility of projective tests for schizophrenia compared to other disorders, level of standardisation, length and burden of assessment process, validity across populations). You might also rule out certain assessments if risk is deemed to be low e.g. no active ideation or suicide plan.

  1. Then move onto your formulation (i.e. your hypothesis about the causes and maintaining factors).

What has your assessment led you to believe about the 5Ps of formulation? Remember to provide insight into each of these. Do not simply describe your thinking but instead draw upon psychological theory (psychodynamic, cognitive etc.) and/or academic literature to help explain the relationship between Kyles prior/present experiences and his current behaviour/psychological state.

For example: some theories/studies can help explain the relationship between early trauma and psychosis through cognitive (e.g. negative cognitive biases or maladaptive schemas about beliefs about “self, world and others” etc.) or biological changes (e.g. dopamine activity). Studies show that social isolation and drug use can exacerbate or maintain problems whereas stress can be an important trigger event. You should ground your example(s) in published literature and better yet, with a close example if possible.

To critique, you may briefly consider what additional information you would need to confirm/refute your formulation. Remember that formulation is an iterative process and new information may arise and force you to revise your formulation over the course of the therapy process.

DO NOT FOCUS ON DIAGNOSIS in this section!

  1. You should then propose an evidence-based intervention that aligns with your proposed theory of Kyles problems. You may choose more than one intervention, but be careful on time constraints. Your choice of intervention should be grounded in literature which illustrates the relevance and efficacy, for example “Taiwo and Boyda (2018) found that X intervention in a sample of socially anxious individuals provided better outcomes than x, y, z”. As an additional means of critique, you may wish to show that you have considered the appropriateness of the therapy for the client e.g. if CBT which requires a significant degree of insight relevant for the psychotic individuals? You may draw on evidence to counteract this e.g. CBT has been shown to be effective for use in psychotic symptoms if coupled with anti-psychotic medications. You may also briefly discuss any limitations of the chosen therapy and how you may address this e.g. through multiple interventions.

If you are proposing a particular psychological intervention(s), we expect you to break the weekly sessions down with a short sentence describing the activity what the client will be doing and the corresponding objective (e.g. session one- teaching the client the cognitive model to understand the link between thoughts, feelings and behaviours, session two- Socratic questioning to identify core beliefs & set homework task, session three: review homework and challenge negative core beliefs.

  1. Finally, detail your recommendations or a comprehensive care package for the client going forward and where possible, ground this also in literature. For instance, if a lack of social support is thought to be a precipitant then you might recommend some support groups and provide references to support the benefits of these. Many studies have a clinical implications section. Use these as a guide as studies tend to mention what other professionals or researcher do/have found.

REMEMBER!

  1. We are interested in his psychological and behavioural issues. Nothing else.
  2. Do not conduct an assessment, formulation and treatment plan that is not grounded in empirical literature. Your decisions and choices should be supported by research evidence throughout.
  3. Be careful of word count, structure and phrasing. Be SUCCINCT but professional.

Best of luck.

Case study:

This is a factual account of a current real-life case study at a MSU.
Kyle is a 42-year-old male, presently admitted to a medium-secure hospital (MSU). He has been detained under section 37/41 of the Mental Health Act (MHA), after committing a serious assault on an acquaintance. Kyle was transferred to the MSU from prison due to deterioration in his mental health. Kyle experiences intrusive commanding voices and paranoid thoughts. He has a diagnosis of paranoid schizophrenia.

Kyle has not previously worked, and he no longer has a relationship with his family – his mother left him shortly after birth, and he has not seen his step-mother or father since he was 15 years of age. Kyle had a son when he was 22-years-old. However, he died within the first six-months of life. Kyle has a long history of poly-substance use, and he was a frequent heroin from the age of 19 until he went cold turkey during his recent admission to prison.

Significant History

Kyle was born into a home in a deprived area of a large English city. His father worked long hours in a factory and his mother was unemployed. During the first year of Kyle’s life, his father perpetrated serious violence towards his mother. There were frequent fights and the police attended the home multiple times. Due to this abuse, Kyle’s mother left the family home without him.

When Kyle was approximately two years of age, his father remarried and his step-mother moved into the home. However, the violence continued, and their relationship was frequently punctuated by aggression and violence. Kyle felt a need to protect his mother. However, his father would call him a “pussy” if he showed any tenderness or upset in such situations. As such, his step-mother would tell Kyle that he needed to “man up” so that he didn’t become a victim too. Despite this, physical punishment was common, and his father would hit Kyle for even the slightest transgression. As Kyle developed, he learnt to keep his feelings hidden, maintain a smile on his face, and behave well at all times. He felt powerless in the home and would often daydream as a form of escape.

Kyle was curious at school, though he often struggled. However, he did not wish to draw attention to himself or be exposed. Therefore, he faded into the background and behaved. His teachers described him as “quiet, well-behaved, though largely absent”. He had difficulty with peer relationships and was the target of bullying. He lacked assertiveness and would attempt to please others when he could.

As Kyle got older, he became increasingly detached from the world around him. He spent large amounts of time outside of the house, walking aimlessly. He attempted to avoid his father, though the violence continued; Kyle developed an awareness of his father’s warning signs and tried hard to appease his father’s temper. His step-mother provided some support, though this was usually practical, and she did not encourage strong emotional expression. Kyle felt a strong urge to protect her and there were occasions whereby he would tend to her injuries after she had been assaulted by his father.

At school, Kyle continued to drift. However, he had started getting into fights. These would occur in the context of pervasive bullying – of which Kyle was a victim. He would find that – when the provocation reached unbearable limits – he would ‘snap’. Kyle rarely remembered his actions after the event, though others reported that he became almost uncontrollable in his rage. Kyle was suspended several times for fighting; he felt singled out and as if his emotions were toxic and forbidden.

Things at home continued to be bad for Kyle and his step-mother. Indeed, things came to a point whereby his step-mother left his father when Kyle was 15. This was a shock to Kyle. However, his step-mother cut all contact at this point. Kyle’s father blamed Kyle and the violence turned towards him. Eventually, his father ‘kicked him out’ of the home and Kyle became homeless. Kyle did not return to school and instead turned to drugs to help with the cold, the danger, and the intolerable negative feelings that were bubbling inside. He started using cannabis and alcohol, before moving onto take heroin when he was 19.

Life on the streets was difficult for Kyle. He felt unsafe and became suspicious of people around him. He was targeted by thieves and verbally abused by members of the public. He became involved with a group of drug users, who would provide him with cheap heroin. However, the price he paid was severe. The group prostituted Kyle for money. He felt worthless, though also powerless to change anything. His use of heroin increased.

At the age of 22, Kyle had his son, with his partner Naomi. Kyle was delighted about this, though disaster soon struck. The child was brought up around drug users and dealer – social services were involved, though slow to respond – his son died of cot death at the age of six months. Kyle increased his heroin usage to cope with this new pain. He separated from Naomi and soon returned to live on the streets.

Back on the streets, Kyle started to hear voices. He heard two voices, one male and one female. The voices expressed their anger at the world and instructed Kyle to seek revenge for the injustices done to him. Kyle was terrified and attempted to quash these intrusions through increased heroin use and alcohol. He rarely felt ‘present’ and the world was foggy and indistinct.

The next 18 years of Kyle’s life followed a repeating pattern, whereby he would try his best to survive in the dangerous world. He would use drugs to numb and only buy food as an afterthought. He was suspicious of others and did not become closely involved with anybody, preferring to keep people at arm’s length. He avoided conflict and was described by others as “incredibly passive and people-pleasing”. He spent time in prison and psychiatric hospitals – often a result of acquisitional offences (robbery, theft etc.) (he would be sentenced to serve time in prison before becoming psychotic and requiring transfer to hospital). When in hospital, he would acquiesce to the wants of the clinical team, though he rarely made any meaningful progress. He behaved and tended to pass quietly back onto the streets.

At the age of 40, Kyle was discharged into the community and given a council flat. However, he struggled to maintain this lifestyle and found himself back on the streets. Kyle had been moved to a new area and he did not know anybody, nor how to buy drugs. He was target by some local youths in the community, who would pay him small amounts of money to do humiliating acts. They would also film themselves attacking him. Kyle was also suffering the challenges of heroin withdrawal, and he was finding that the voices were becoming intolerable and that his feelings of anger, fear, and loss were coming uncomfortably close to the surface.

Eventually, it all became too much for Kyle and he snapped. He was in a local off-license. He was feeling paranoid, and the voices were particularly bad. A man pushed in front of him in the queue and Kyle attacked him. Kyle had no recollection of events, though the police report indicated that he had entered into a prolonged and vicious assault, which had only been stopped when three members of the public had restrained him.

Kyle was sentenced to seven years in prison for the assault after being charged with section 18 wounding. However, at prison things did not go well. He started using drugs again and had frequent near-death experiences. He was soon referred and transferred to the MSU, after a psychiatrist noted his excessive paranoia and distressing voices.

Current Status

Kyle is now at the MSU and awaiting assessment. He keeps himself to himself and spends large amounts of the day sleeping or resting in his room. He is polite and pleasant with staff, though has a tendency to deflect enquiries as to his internal world. He does acknowledge the presence of voices, though indicates that he is “ok”. He denies the need for help and reports that he simply wants to leave. Notably, Kyle has a lot of interests and has expressed a desire to complete his education. He enjoys fantasy novels, television comedies, and puzzles. He has been introduced to mindfulness and has indicated that he might be interested in this.

His psychologist is now preparing to assess him, with the following questions in his mind:

1.      What are the presenting problems?

2.      What are the factors that have led to his psychological difficulties, both environmental and psychological?

3.      How can psychological intervention help to improve his wellbeing and reduce his risk?

4.      What other support can be put in place to help support Kyle recover?

·         Here is a useful resource to improve your academic writingLinks to an external site.

Internship Field Placement Report Assignment

Internship Written Assignments

Purpose: To demonstrate in essay format how you achieved the Learning Outcomes and Elements of
Performance during your Internship and to reflect on your personal development.
Value: 30% of your final grade for each of DSW.252, DSW.254, DSW.256.
To receive a passing grade for the course, you must submit both a written assignment and Internship
Evaluation (Appendix B in the Placement Manual) for each course.
Submission: You must submit an individual Internship Written Assignment for EACH of the three practicum
courses (DSW.252, DSW.254, DSW.256) by the last day of your placement(s) via the Assignment Section for
Each Course. Late assignments will have 5% deducted per day. You need to submit your DSW 256 assignment
on the last day of your educational setting placement, your DSW 254 essay on the last day of your life skills
setting placement and your DSW 252 essay on the last day of your residential setting placement. If you are
doing life skills and residential in the same setting, your 252 and 254 essays are due no later than the last day
of placement.

Assignment Guidelines:
– You will submit one written assignment for each of the following courses you are completing:
DSW.252 Home/Community Practicum
DSW.254 Life Skills/Seniors Practicum
DSW.256 Education/Employment Practicum
– You are required to complete Part A and Part B (described below) for all three essays
– Use Appendix B of the Placement Manual for your Evaluations and for these written assignments
– Use the wording from the Appendix B in your written assignments. These words should become part of
your professional vocabulary, so you need to use them here and know what they mean.
– You must include a cover page that includes the following:
Name
Student number
College Supervisor’s name
Submission Date
Course number (DSW 252, 254, 256) & the Course Name (Home and Community, Life Skills/Seniors,
or Education/Employment)
Elements of Performance Chart (Copy and paste from page 4 of this document)
Part A with word count
Part B with word count

Part A – Placement Work Experience Essay (2500 – 3000 words)
For each Placement Work Experience Essay, you will review the Learning Outcomes and the Elements of
Performances in Appendix B of the Placement Manual and match them to what you did while on
placement in each setting (i.e., Home/Community, Life Skills/Seniors, Education/Employment). You can
only use each example of work you did once. You will need to have many different examples of your
work to write your essays. It would benefit you to keep notes as you are completing placement, so you
have many examples of work you did and the responses you got.
In Internship, you are covering three courses during two placements – DSW 252, 254 and 256. You need
a separate essay for each course (DSW 252, 254 and 256). Each essay will focus on the skills that match
that course (i.e., Home/Community, Life Skills/Seniors, Education/Employment).
Each one of your Internship essays must document how you demonstrated 13 Elements of Performance,
without repeating any of the elements throughout your three essays.
Learning Outcomes 1 through 6 in Appendix B have a total of 39 specific Elements of Performance.
• Learning Outcome #1 is broken down into 6 Elements of Performance
• Learning Outcome #2 is broken down into 9 Elements of Performance
• Learning Outcome #3 is broken down into 5 Elements of Performance
• Learning Outcome #4 is broken down into 6 Elements of Performance
• Learning Outcome #5 is broken down into 9 Elements of Performance
• Learning Outcome #6 is broken down into 4 Elements of Performance
For each Element of Performance provide a clear example of how you met this element of performance.
Describe:
• What you did
• Why you did it
• How it fulfils the Element of Performance you have selected
• The response you got from individuals you supported, other staff, and/or your supervisor
Refer to the Marking Rubric at the end of this document when you are writing your essay so that you
meet the requirements and get top marks.
Remember to explain what you did, why you did it, and the response you received.

Part B – Personal and Professional Reflection (800 – 1000 words)
As an appendix to each of your essays, write a separate three- to four-page reflection (800 – 1000
words) of your experience at placement and your plan for future placements and/or future professional
development.
This part of the assignment is all about you, your professionalism, and your skills.
For the Reflections, you will use Learning Outcome #7. Learning Outcome 7 is not contained in your
Placement Manual. This learning outcome is taken directly from the Developmental Services Worker
Program Standard and is summarized below. In each reflection you must write about how you
demonstrated at least five different Elements of performances of Learning Outcome #7 presented
below:
7.1 Explain how on-going professional development is essential to effective practice.
7.2 Recognize the relevance of the Developmental Services Human Resource (DS HR) Strategy Core
Competencies to employment in the Developmental Services (DS) field.
7.3 Demonstrate the DS HR Threshold Competencies in practice.
7.4 Conduct routine self-assessments of current behavioural competencies, knowledge and technical
skills to formulate professional development plans.
7.5 Develop a professional portfolio that identifies skills and abilities for employment.
7.6 Assess and respond professionally to work-related feedback.
7.7 Implement strategies to enhance self-care, job performance, and work relationships.
7.8 Identify the entrepreneurial skills and standards of practice required of a Developmental Services
Worker who is self-employed.
7.9 Use resources, evidence-based practices, and supervision to enhance professional growth.
7.10 Recognize indicators of one’s own stress, fatigue, and illness, including bereavement, compassion
fatigue, and vicarious trauma.
7.11 Identify and access resources to support self-care as needed.
You must write about each of the Elements of Performance from Learning Outcome #7 at least once
over your three Written Placement Assignment Reflections. For each of the Elements of Performance
above demonstrate that you have a good understanding of the skill/task and that you can apply this
Element of Performance to your professional development. This section is all about you – not what
others are doing or what you should do or might do but what you are actually doing to enhance your
professional development.

Grading:
Each written assignment is worth 30% of your grade. The Internship Evaluation completed by your
Agency Supervisor is worth 70% of your grade for the associated practicum.
A student’s evaluation by their onsite supervisor is the baseline grade for the whole practicum. Students
cannot receive a higher grade (by percentage) on their placement essay than they did on their
placement evaluation. This means that if you received a 60% grade on your evaluation (42/70), you
cannot receive a grade of higher than 60% on your essay as this would not accurately portray your actual
performance and accomplishment of learning outcomes on placement.

Format of Written Assignments
In each essay students must detail their experiences at the placement using the following format.
– Begin with an introduction for the essay that explains the environment you are placed in (e.g.,
age of participants, typical daily schedule, ability levels and an introduction of the “code” you
will use to distinguish between participants in your essay while maintaining confidentiality). Be
sure to use a professional language in your descriptions and coding.
– Next, start with a heading that includes the actual title of each Learning Outcome you will be
discussing (e.g., Learning Outcome 2.2). Use the language shown in the outline to introduce
what you did (e.g., “I demonstrated collaborating with people with development disabilities to
exercise self-sufficiency and self-determination by…”)
– Provide specific examples of what you did with the participant(s). Remember to describe what
you did, why you did it, and the response you received. Be sure to document the rationale for
your choices.
– End your essay with a conclusion that summarized your experience.
– Ensure that your essay is within the word count for the assignment.
Tips for Getting Started:
1) Decide which of the three essays you are writing and focus only on the skill you are
demonstrating – Life skills/Seniors? Home and community? Educational/employment?
2) You should always write an essay while you are in the related placement and attempt to finish
your essay as you finish your placement. Do not leave all 3 essays until the end!
3) Use the wording directly from the Learning Outcomes in your essay to clarify which Learning
Outcome you have accomplished (see the text box below for specific details).
4) For Part B of this assignment, relate to your own personal and professional development.
5) It is recommended that you keep a daily journal or log of your activities in placement to keep
track of examples to use in your essay. This journal or log is not to be handed in. It is for your
own personal use.
6) For confidentiality reasons, do not use the name of agency/school or the names of
participants/clients/students or other staff in your daily journal or essay. Instead you may
choose to use the person’s first initial only or “Student A”/”Staff A.”
7) Be sure you are using Appendix B. Be sure your Site Supervisor has the right Appendix to do
your evaluation.
8) If you need help with your writing skills, use the Writing Centre here at Humber for support.
Example of a partial paragraph for your essay demonstrating Element 1.1:
Learning Outcome 1 Element 1: I developed a rapport with the people at placement while providing
support to them by purposely spending one-on-one time with them at the beginning of my shift. I had
permission to read to their case files which gave me good background information. They both have
limited speech skills. I use the iPad to communicate with R. With J I ask questions and watch his facial
expression. I could tell I was developing rapport because….

Multicultural Psychology Interview

Multicultural Psychology Interview

Interview Project Guidelines

Description:

For this project, you will choose a topic relevant to multicultural psychology (e.g., immigration/acculturation, cultural identity development, experiences with racism/prejudice, interracial dating). Then, you will conduct at least one semi-structured interview on the topic with someone of another cultural background (e.g., different ethnic background, generational status, socioeconomic status, sexual identity). For ethical/safety purposes, you may not interview minors and you may not choose topics on personal experiences with illegal activities encompassing illegal drug use, domestic violence, and child abuse. Additionally, please make sure that you will be able to apply multicultural concepts to your project, as you should be demonstrating knowledge from this class.

To have enough information to analyze, your interview should last at least 40 minutes. If your interview is under 40 minutes, you must conduct another interview session either with a different person with the same set of questions or the same person with new questions. Regardless, the topic must remain the same. Note that your interview must be conducted in-person or via a video or phone call. Email, texting, and instant messaging are NOT okay.

You will summarize your findings from the interview, apply course concepts to understand your findings, relate your findings to scholarly literature, and finally, propose a new study.

In your paper, you must clearly, thoroughly, thoughtfully analyze your findings from the interview through a minimum of three concepts from the course (e.g., different types of intelligence, direct vs. indirect communication, stereotype threat). You may mix-and-match concepts from different chapters. Note that concepts like etic vs emic approach and individualism vs collectivism count for ONE concept not two, as each is necessary to understand the other.

In addition, you will relate your findings to those of three empirical articles. You may not use a book, a theoretical article, or a review article instead. You also may not use an article that is assigned as a class reading. You should briefly summarize the findings of the studies, and then describe how the experiences of the person you interviewed are similar to or different from the findings of these studies, and offer some possible reasons for differences (if applicable).

Finally, you will evaluate the weaknesses/limitations of these studies and propose a future study based on your findings and readings.

To help you with time management and to provide you with feedback, this project will be completed in 3 stages (Interview Project Idea, Interview Project Part 1, and Interview Project Final). As such, an essential part of this project is improving your work through feedback. I expect you to carefully review the feedback that I give you and to incorporate the feedback into the next assignment.

Your Idea (due to Canvas by Tuesday 2/11 at 11:59pm)

Your idea should include:

1) (20 pts)

(a) The topic of your interview – please choose ONE topic.

(b) Why this topic is important. Make sure to use a researcher’s perspective. Consider the importance to society or to the field of psychology rather than listing personal benefits.

2) (20 pts)

(a) Who you are interviewing in terms of their relation to you (i.e., how do you know this person?). Do not include this person’s real name.

(b) How their cultural background differs from yours (remember to mention your own cultural background too)

3) (30 pts) Three open-ended questions you might ask in relation to your topic.

4) (20 pts)

(a) A brief (e.g., 1-2 sentence) summary of one empirical article that you might use for the comparison, and its relation to your chosen topic. The summary should be written in your own words.

(b) Please list the title and authors of the article AND paste either the text from the abstract or a screenshot of the abstract as well (if you use a screenshot, make sure I can read it). An APA-style citation is not required.

5) (10 pts) You will also be graded on whether your idea is appropriate, well-articulated, and easy to understand. Formatting and length does not matter here (you may use bullet points), but please proofread what you submit.

Total: 100 pts

Part 1 (due to Canvas by Tuesday 3/10 at 11:59pm)

Part 1 is designed to bring you closer to completing your final project. This is also an opportunity for me to give you feedback and to make sure you are on the right track. Here, your main focus will be completing and summarizing your interview. You should review your feedback from the Interview Project Idea before proceeding with Part 1.

PART 1 RUBRIC
  Summary of Interview

Is the interviewee introduced? Is it clear what the relationship is between the interviewer and the interviewee, and how the two differ culturally? Is the setting of the interview described? Are the main themes of the interview summarized well and supported with quotes from the interview? Are issues of reflexivity mentioned and addressed? Is the 2+ page requirement met?

 /35
  Analysis of Interview through One Course Concept

Is the course concept defined/described? Is a finding from the interview clearly, thoroughly, and thoughtfully analyzed through one course concept?

 /5
  Comparison of Interview Findings to One Empirical Article

Are the objectives, methods, and major findings of the article clearly and concisely summarized? Is the finding of the article clearly, thoroughly, and thoughtfully compared to those of the interview? Are possible reasons given for differences?

 /10
  References Page

Are all external sources listed and properly cited in APA format?

 /5
  List of Prepared Interview Questions

Are at least 10 open-ended and non-leading questions included? Are they clearly relevant to the topic? Is the structure/flow of the questions appropriate?

 /10
  Transcript of Interview

Is the date, setting, and the start and end time of the interview included? Is a detailed transcript of the interview included, showing both questions and responses during the interview?

 /10
  Formatting/APA Style

Does the paper meet the formatting requirements? Is APA style correctly used throughout the paper, when it comes to citing external sources? Are screenshots or text of the abstract of each empirical article included?

 /10
  Overall Quality

On the whole, was the paper well-organized and polished, devoid of errors (including spelling/grammar errors), and easy to understand? Are there no more than 3 properly cited direct quotes? Did the interview(s) meet the time requirements? Is there evidence of time and effort? Did you go above basic requirements to do an outstanding job?

 /15
TOTAL /100 pts

Final Project (due to Canvas by Friday 4/24 at 11:59pm):

The page requirement, from the Introduction to the Conclusion, is 6-14 pages. There is no page requirement for the remaining sections of the paper. The structure of your paper should be as follows. It is strongly recommended that you use headings for each section:

  • Before you proceed on your final paper, carefully go through my comments on your prior drafts, revising your paper to address each comment. You will lose points if you ignore my comments. Make sure that if I point out an issue once, that you fix it throughout the paper.
  • Introduction (1+ paragraphs)
    • Introduce your topic
    • Explain the importance of your topic. Make sure to use a researcher’s perspective. Consider the importance to society or to the field of psychology rather than listing personal benefits.
  • Summary of interview (2+ pages)
    • Introduce your interviewee(s) and your relation to this person (i.e., how do you know this person?). Do not include this person’s real name.
    • Describe how your interviewee(s) differs from you culturally
    • Describe the setting(s) of the interview(s)
    • Give an overview of the main themes from the interview(s), supporting these themes with quotes from the interview(s)
      • Themes are simply main findings from the interview(s) – you do not need to relate them to course concepts
      • Refrain from imposing your own views and assumptions – do not make any claims that are not substantiated with what they said in the interview(s)
    • Address issues of reflexivity – how might your own assumptions, values, attitudes, or beliefs shape the interview or your interpretation of the interview? What did you do to minimize your own bias?
  • Analysis of interview findings through at least 3 course concepts (1+ pages)
    • Analyze your findings from the interview through course concepts, remembering to cite the textbook in correct APA format
    • Remember to describe each concept first!
    • Recommended format: 1 paragraph per course concept = 3 paragraphs total
  • Comparison of interview findings to those of at least 3 empirical studies (1.5+ pages)
    • Articles chosen do not need to match up to the 3 course concepts
    • Summarize the objective, method (i.e., sample, design, variables examined), and findings of articles on your topic (suggested length = 3-5 sentences per article)
      • Do not include details about IRB approval, consent procedures, debriefing, statistical tests used, test statistics
    • Compare article findings to findings of your interview
    • Give reasons for any differences between your findings and findings of the studies
      • You do not have to give reasons for similarities – you also do not need to “force” any differences if there aren’t any
      • Tip: Look at methods of the articles (sample characteristics, how the study was conducted, when it was conducted, how constructs were measured) for possible explanations
    • Recommended format: 1 paragraph per study/comparison = 3 paragraphs total
  • Conclusion (1+ pages)
    • Summarize and reflect on the most important themes from your paper
    • Critically evaluate limitations/weaknesses of prior research (at least 2 limitations), and if desired, your interview method
    • Propose, describe, and justify a future study based upon your main findings and current gaps in the literature
      • Include details regarding the research question, participants, design (e.g., interviews, observations, experiments, survey study), setting, and hypothesis (if quantitative) or research question (if qualitative)
    • Recommended format: 1 paragraph each for summary/reflection, limitations/weaknesses, and future research=3 paragraphs total
  • References page
    • APA style reference page that includes the textbook and your 3 empirical articles, plus any other sources you cited
  • List of prepared interview questions
    • Minimum of 10 open-ended questions and non-leading appropriate for your topic. These are the questions that you prepared going into the interview – they may differ slightly from those in your transcript
  • Transcript of interview
    • Record the date, setting, and the start and end time of the interview
    • Include a typed transcript of the full interview, including questions and answers (It is recommended that you audio-record your interview)
  • Screenshots/text of the abstract of each empirical article cited in the paper (Make sure the text is readable)

Please review the rubric (on the next page)

FINAL PROJECT RUBRIC
  Introduction

Is the topic clearly introduced? Is its importance clearly explained?

 /5
  Summary of Interview

Is the interviewee introduced? Is it clear what the relationship is between the interviewer and the interviewee, and how the two differ culturally? Is the setting of the interview described? Are the main themes of the interview summarized well and supported with quotes from the interview? Are issues of reflexivity mentioned and addressed? Is the 2+ page requirement met?

 /15
  Analysis of Interview through Course Concepts

Are the course concepts defined/described? Are findings from the interview clearly, thoroughly, and thoughtfully analyzed through at least 3 course concepts? Is the analysis well-organized and easy to follow? Is the 1+ page requirement met?

 /10
  Comparison of Interview Findings to Empirical Articles

Is a minimum of 3 empirical articles used? Are the objectives, methods, and major findings of these articles clearly and concisely summarized? Are findings of the articles clearly, thoroughly, and thoughtfully compared to those of the interview? Are possible reasons given for differences? Is this section organized and easy to follow? Is the 1.5+ page requirement met?

 /15
  Conclusion

Is the conclusion thoughtful and relevant to the paper? Is there an attempt to summarize and reflect on the important themes from the paper as a whole? Are weaknesses of studies/gaps in the literature described? Is a future study described in detail and adequately justified? Is the 1+ page requirement met?

 /15
  References Page

Are all external sources listed and properly cited in APA format?

 /5
  List of Prepared Interview Questions

Are at least 10 open-ended and non-leading questions included? Are they clearly relevant to the topic? Is the structure/flow of the questions appropriate?

 /5
  Transcript of Interview

Is the date, setting, and the start and end time of the interview included? Is a detailed transcript of the interview included, showing both questions and responses during the interview?

 /5
  Formatting/APA Style

Does the paper meet the formatting requirements? Is APA style correctly used throughout the paper, when it comes to citing external sources? Are screenshots or text of the abstract of each empirical article included?

 /10
  Overall Quality

On the whole, was the paper well-organized and polished, devoid of errors (including spelling/grammar errors), and easy to understand? Are there no more than 3 properly cited direct quotes? Did the interview(s) meet the time requirements? Is there evidence of time and effort? Did you go above basic requirements to do an outstanding job?

 /15
TOTAL /100 pts

+Writing Center Bonus – 3 points (3%) – Both Part 1 and the Final Project are eligible

To receive the 3% boost, you must include both:

 1) A snapshot of the Writing Center stamp you receive

2) A snapshot of your notes from the meeting (either hand-written on a hard copy of your paper or recorded through “Track Changes”, “Comments,” or similar word processing functions).

 Simply paste these images at the end of your assignment before you submit it to Canvas.

 

Late penalties: You will lose 10% of the total grade for each day or fraction of a day that your project is late. For example, if your project submission is 5 minutes late, you will lose 10 pts (10% of 100 pts).

Formatting requirements:

Your paper must be in standard APA format, meaning 1-inch margins, size 12 Times New Roman font, double-spaced, and no spaces between paragraphs. Headings do not count towards the page requirement. You do not need a title page or a header.

Writing:

Your project will be evaluated on the quality of writing, so please make sure to use proper grammar and spelling, and to proofread!

Citations:

You must cite the any source you reference, including the text book, in correct APA format (both in-text and in the style of a References list). Please refer to the “APA Style Handout” uploaded on the course website for how to correctly format your references. Also remember not to use more than 3 properly cited direct quotes from external sources in your paper!

Note that absolutely no plagiarism will be tolerated – if you borrow words from another source, including an internet source, you must properly cite it (in quotes “…”) or else it is plagiarism. You also may not self-plagiarize (i.e., re-use what you turned in in previous courses).

SUGGESTED TIMELINE
Week Task
Week 6

(2/24)

 ·         Finalize topic and interviewee

·         Finalize interview questions

·         Conduct interview
Week 7

(3/2)

 ·         Transcribe interview

·         Write summary
Week 8

(3/9)

 ·         Write analysis through 1 course concept

·         Write 1 article comparison

·         Edit and submit Interview Project Part 1 by Tues 3/10 11:59pm
Week 9

(3/16)

 ·         Find and read 2 more empirical articles

 
Week 10

(3/23)

 ·         Make revisions to summary, analysis, and article comparison based on feedback on Interview Part 1

·         Write analysis of interview through course concepts
Week 11

(4/6)

 ·         Write article comparison

 
Week 12

(4/13)

 ·         Write introduction

·         Write conclusion
Week 13

(4/20)

 ·         Peer workshop paper in class

·         Take paper to writing center

·         Edit and submit Interview Project Final by Friday 4/24 at 11:59pm