​Case Study – Ted’s Turmoil

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Case Study – Ted’s Turmoil- Print off the attached case study and respond as per instructions below The purpose of this exercise is for you to apply what you have reviewed so far to an actual case study. In reviewing the attached case study you are to adopt the role of a Sport Psychologist / Consultant and provide advice to me the assistant coach. Please seriously consider the feedback provided to you in the previous case study and consider what you have learned in the application of a PTSP.

To guide the discussion the following question guide is offered. Students may continue use this guide to provide advice to me but points will be deducted if you do NOT follow the PTSP approach as covered in chapter 12. The questions are as follows:
Describe the main issues in this case. How would you prioritize the issues? What are some of the possible reasons for ted’s loss of confidence and the less aggressive play that results? As the Sport Psychology Consultant, generate some courses of action that might assist Ted. How feasible is each course of action? What are the ramifications for each course of action? As a sport psychology consultant, would you involve Ted’s Coach in your discussions with ted? Why or why not? How would you help Ted deal with the season’s outcome (starter or nonstarter)? Are there deeper issues related to ted’s injury? Would you handle this case on your own, or would you consider additional assistance? if so, what type of hep, and whom would you contact?
You are to present your advice to me in any form you choose (e.g.,PowerPoint presentation, word document etc) that will be uploaded under the assignment section (below).PHIL100 7 Study questions
I’m studying for my Philosophy class and need an explanation.

What is Euthyphro’s first definition of piety; how does Socrates respond? What is Euthphro’s second definition and how does it fix the problem that the first definition had? How does Socrates respond to the second definition? Explain. What is Euthyphro’s third definition of “piety?” How does Socrates respond to this definition? Explain. What is Descartes’ goal in the Meditations? How does he employ his method of hyperbolic doubt to this end? Name and explain the various tools he uses to cast doubt, the sorts of things each tool casts into doubt, and with each tool what remains undoubted? Explain. Note: Drawing the table is not enough; you must explain the various elements on the table. At the end of Meditation One, Descartes claims that we know the mind for certain, but can’t know anything about physical objects themselves. In Mediation Two, he gives the wax argument to further prove that we can’t know anything about physical objects themselves. Explain this argument and how it demonstrates this rather bold conclusion. How is the knowledge of our mind different than knowledge of physical objects? In Locke’s Causal Theory of Perception, he makes a distinction between what he calls “Primary Qualities” and “Secondary Qualities.” Explain first what a quality is and then explain his distinction between the Primary and Secondary Qualities. Lastly, explain how this distinction allows him to think he has vindicated the work of Isaac Newton. Berkeley attempts to collapse Locke’s Primary/Secondary Quality distinction. Lay out his arguments for this. Explain his Master Argument (what he thinks physical objects really are) and demonstrate how it ties to the arguments that allow him to collapse the Primary/Secondary Quality distinction. Explain what Locke means by “substratum”. Berkeley mounts three attacks against this concept. Explain each. In attacking “substratum”, Berkeley believes he has provided an argument for the existence of God. Trace these arguments.
Responses to each study question are intended to be between 2-3 pages around 600-700 words. And also, question no.5 should be deliver to me on monday, Feb 17th, and I will tips you depend on your answer’s quality.write an overview and an analysis of selected topic. Include the following elements: Include a title page and references page: nursing case study help
I’m studying for my Psychology class and don’t understand how to answer this. Can you help me study?

In a short paper, write an overview and an analysis of selected topic. Include the following elements: Include a title page and references page. Divide the paper into three separately labeled parts: Provide an overview of the disorder—how it is diagnosed and whatits symptoms are. Provide a thesis statement reflecting your position on the most effective intervention(s) for this particulardisorder. Write a critical analysis of the causes and interventions for this particular disorder. Critique the arguments and facts about specific causes and specific interventions. Acknowledge which arguments are convincing and why. Refute argumentsthat you believe are inconsistent or illogical. Reconsider position in light of new facts and insights discussed in paper. Each point, both those gleaned from research and own opinions, should be supported by critical thinking andresearch.

INSTRUCTIONS part A

In a short paper, write an overview and an analysis of selected topic. Include the following elements: Include a title page and references page. Divide the paper into three separately labeled parts: Provide an overview of the disorder—how it is diagnosed and whatits symptoms are. Provide a thesis statement reflecting your position on the most effective intervention(s) for this particulardisorder. Write a critical analysis of the causes and interventions for this particular disorder. Critique the arguments and facts about specific causes and specific interventions. Acknowledge which arguments are convincing and why. Refute argumentsthat you believe are inconsistent or illogical. Reconsider position in light of new facts and insights discussed in paper. Each point, both those gleaned from research and own opinions, should be supported by critical thinking andresearch.

Damiano, C. R., Mazefsky, C. A., White, S. W., & Dichter, G. S. (2014). Future Directions for Research in Autism Spectrum Disorders. Journal of Clinical and Adolescent Psychology, 828-843.

Kheir, N., Ghoneim, O., Sandridge, A., & Al-Ismail, M. (2012). Quality of life of caregivers of children with autism in Qatar. Autism, 16(3), 293-298.

Mahajnah, M., Sharkia, R., Shalabe, H., Terkel-Dawer, R., Akawi, A., & Zelnik, N. (2015). Clinical Characteristics of Autism Spectrum Disorder in Israel: Impact of Ethnic and Social Diversities. Biomed Research International , 1-7.

Muller, O., & Rotter, S. (2017). Neurotechnology: Current Developments and Ethical Issues. Frontiers in Systems Neuroscience.

Thurm, A. (2012). The importance of autism research. Dialogues in Clinical Neuroscience, 219-222.

PART B

Why is adaptive functioning important when evaluating an individual’s intellectual functioning and potential to eventually function as an independent adult?

https://www.cdc.gov/ncbddd/fxs/data.html

https://www.aaidd.org/home

https://raisingchildren.net.au/disability/videos/f…

PART C

include a discussion of all the areas including the literature review, the proposal, and the conclusion. This discussion will provide you with a final informal opportunity to discuss the different aspects of your paper. ( assignment is listed below)

Fiebich, A. (2017). Pluralism, social cognition, and interaction in autism. Philosophical Psychology, 30(2), 161-184.

Isaksson, J., Westeinde, A. V., Cauvet, É., Kuja-Halkola, R., Lundin, J. N., & Bölte, W. &. (2019). Social Cognition in Autism and Other Neurodevelopmental Disorders: A Co-twin Control Study. Journal of Autism and Developmental Disorders, 49, 2838–2848.

Smith, D. (2003, January 3). Five principles for research ethics. Retrieved from American Psychological Association: https://www.apa.org/monitor/jan03/principles

Research Topic

The topic of this study is “evaluating the correlation between autism and social cognition.” The paper evaluates behavioral patterns of ASD individuals and how they affect interaction and social skills.

Literature Review

Fiebich (2017), discusses the debate raised by two conflicting human development theories, Theory Theory, and Simulation Theory. In the context of “TT,” scholars believe that people often associate the behavior of others with mental state, along with psychological theories. Other empiricist exponents of the theory suggest that humans are inherently born with theories, which they put into practice as they develop and interact with the environment. On the other hand, native viewers of the TT theory affirm that mindreading is an innate trait that grows at its own pace. Finally, the ST theory proposes that humans judge situations from the perspective of other parties to understand their thoughts and feelings.

The article by Fiebich (2017) capitalizes on the pluralist theory to investigate the relationship between dysfunctions of social cognition and interaction in ASD individuals. The study uses a pluralist approach to evaluate behavioral studies and neuroscientific research. Rather than focusing on deficits in ASD individuals, the study addresses a wider variety of social cognitive processes.

According to (Isaksson et al., 2019), variations in social cognition (SC) are associated with an underlying impact on communication and interaction. The authors experimented on 196 children with ASD and other disorders to examine social cognition. The findings of the study show a strong correlation between variations in SC and autism, which translates into an environmental impact. Conclusively, the article identified a relationship between differences in SC and ASD traits, irrespective of gender and IQ differences.

Hypothesis

This study hypothesizes that children will depict a strong correlation between the outcome of a false sign task and that of an inaccurate, false belief task. The premise is related to both studies in the literature review, as it capitalizes on the TT theory, which involves evaluating people’s behavior through their mental responses. Further, the hypothesis also relates to the literature as it relies on individualistic cognitive impairments to determine social behavior.

Methodology

The study will use a correlational study approach in which the participants will be exposed to controllable variables that will determine specific outcomes. The experimental group will include five old adults with autism and five 3-year-olds at risk of ASD. The participants will be exposed to a false belief study that will entail interacting with audio-visual material. All participants will watch a 5-minute video, where one individual places a dice in a cup, with his partner keeping an eye. However, the second individual is distracted by a creaking sound, and he turns his back on the table. The first individual then switches the dice to another cup and gets rid of it eventually. The group will then view an audio-visual material, which contains a cue. In the initial stages of the experiment, the participants will familiarize themselves with the cue, which will signal the actor turning towards the table and reaching his hand to the cup where he last saw the dice.

Data Collection

Samples of the experiment will be selected randomly, but they have to fulfill the requirements of the study; autism traits, age, and risk of ASD. Data from the trial will be collected using an observational approach, where specific behavior of participants will be recorded after they interact with the variables. The information on the reactions and behavior of participants will directly influence the outcome of the hypothesis.

Protecting Participants

The study will fulfill the regulatory requirements of the American Psychological Association by ensuring all participants are informed adequately on the purpose and duration of the experiment. The individuals will be given a choice to participate in the study, and they will be assured of the confidentiality of their personal information (Smith, 2003).

Discussion

The articles reviewed in the literature support the idea of the correlation between social cognition and autism traits. Specifically, the paper by Isaksson, et al., (2019), supports the use of individual characteristics, like cognitive impairments, to evaluate and predict social behavior. The articles also identified a strong correlation between impaired social cognition and ASD traits, which also supports the finding of this study.

Findings

The study forecasts that younger participants will show accurate anticipatory glances at the cup where the second actor last spotted the dice. On the other hand, older persons with autism will show no particular interest in observing either cups. The accuracy of anticipatory reflexes in children is attributed to explicit reasoning, relatively higher cognitive flexibility, and language processing.

Future Research

Future research should focus more on neurodiverse approaches, which evaluate domain-general functioning to autism symptoms. Furthermore, the strategies also integrate both behavioral and heterogeneity elements to draw more informed conclusions. Ideally, experiments should aim at including both social and non-social cognition factors to address learning and development.

References

Fiebich, A. (2017). Pluralism, social cognition, and interaction in autism. Philosophical Psychology, 30(2), 161-184.

Isaksson, J., Westeinde, A. V., Cauvet, É., Kuja-Halkola, R., Lundin, J. N., & Bölte, W. &. (2019). Social Cognition in Autism and Other Neurodevelopmental Disorders: A Co-twin Control Study. Journal of Autism and Developmental Disorders, 49, 2838–2848.

Smith, D. (2003, January 3). Five principles for research ethics. Retrieved from American Psychological Association: https://www.apa.org/monitor/jan03/principles

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