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How Evolutionary Psychology Informs the Treatment of Pathological and Non-Pathological Depression in Clinical Practice
No full textDepression is a terrible and debilitating phenomenon that causes untold suffering in millions worldwide, results in billions of dollars of revenue losses, and is a significant precursor to suicide and self-harm. In the developed world, it appears that levels of depression continue to rise, despite the proliferation of pharmaceuticals and the tireless work of mental health professionals. There are many differences of opinion in both research and clinical practice regarding the causality and best treatment of depression. Evolutionary psychology is a branch of the discipline that has received only cursory attention in the clinical realm of treatment and understanding. Guided by two primary research questions: "Can the concepts of evolutionary psychology be used to inform the causality of pathological and non-pathological depression" and "How can the information from evolutionary psychology be used in the clinical treatment of depression," seven major themes emerged. These themes are as follows: the psychic pain hypothesis of depression, the behavioural shutdown hypothesis of depression, the social risk hypothesis of depression, the analytical rumination hypothesis of depression, behaviour genetics and heredity of depression, lack of exercise and sedentary lifestyles in the modern age, and depression as a mismatched adaptation in the modern environment. The major findings supported the potential for concepts of evolutionary psychology to help inform both the understanding and treatment of depression as an evolved psychological algorithm with definitive and purposeful functioning that has increasingly become pathological in the modern era. By helping practitioners to understand the underlying evolved mechanisms of how depression is meant to serve a human mind, the mismatches and modern pathological phenomenon of such a disorder can potentially be better informed, helping to elucidate and treat both pathological and non-pathological depression in clinical practice
A Comparison of Clinically Presenting ADHD Concerns and Adverse Childhood Experiences
No full textThe relationship between attention-deficit/hyperactivity disorder (ADHD) and adverse childhood experiences (ACEs) is often complex and multifaceted. Given their overlapping symptomology, clinicians face challenges in adequately differentiating between ADHD and ACEs to provide appropriate treatment interventions. This research paper explores the interplay between the two constructs, emphasizing the critical need for trauma-informed and culturally sensitive assessment practices, treatment planning, and treatment interventions to ensure the well-being of children and families navigating these complex domains. In addition to a comprehensive investigation of the relationship between ADHD and ACEs, this paper highlights the ethical and cultural considerations and offers recommendations for clinical practice in the field of psychology
The Philosophy of Expertise in Psychotherapy
No full textThis Capstone is an in-depth exploration of the philosophical foundations within the realm of clinical psychology. It centers on two pivotal areas of the field. Firstly, it delves into the intricacies of defining abnormality, the process-content distinction, and the dichotomy between the medical and contextual models. This section seeks to illuminate the philosophical underpinnings that shape clinical practice and diagnostic frameworks, to discuss the most seminal philosophical issues in our field, and to make a cohesive case for the relevance of philosophy in clinical psychology. Subsequently, the Capstone transitions into a comprehensive case study analysis that scrutinizes the philosophical dimensions of expertise in psychotherapy. It dissects the multifaceted components that contribute to therapeutic proficiency, encompassing clinical judgment, personal experience, theoretical knowledge, and the dynamics of the therapeutic relationship. By examining these elements through a philosophical lens, this analysis aims to provide a deeper understanding of how expertise in psychotherapy is constructed and refined. Through the marriage of philosophy and clinical psychology, this paper seeks to foster a profound appreciation for the philosophical foundations that guide our field. Furthermore, it encourages critical reflection and discourse within the clinical psychology community. By engaging with these fundamental questions, clinicians and researchers can cultivate a more nuanced and contemplative approach to the practice of clinical psychology
Believing in the Ability to Grow: The Utilization of Mindsets in Psychotherapeutic Practices
Get PDFWestern psychotherapists are tasked with navigating a dynamic array of psychotherapeutic theories and models, developing professional conceptualizations of helpful change processes, and striving to effectively use psychotherapeutic efforts with diverse client populations. As contemporary psychotherapeutic practices continue to produce heterogeneous outcomes, researchers are asking: What factors are valuable in promoting effective psychotherapy? Although mindsets appear to play a significant role in various processes of psychological change, the psychotherapeutic field lacks sufficient integration of mindset theory. This paper reviewed current literature to isolate the fundamental components of mindset theory, investigate the connections between mindsets and psychological functioning, and illuminate potential opportunities where mindset interventions may be used to enhance the effectiveness of psychotherapeutic efforts. Based on the literature reviewed, mindset theory demonstrates the potential to support client engagement, enhance the informed application of therapeutic interventions, and increase collaboration between clients and psychotherapists who hold differing beliefs about psychotherapeutic change. Therefore, mindset theory may be a useful model for understanding psychological functioning and supporting effective psychotherapeutic processes. However, mindset studies are rare in psychotherapeutic research, creating a significant opportunity for future theory development and integration
Mentorship Matters: Strategies for Nurturing and Sustaining Growth in Beginning Teachers
Get PDFThis capstone study examines existing literature pertaining to mentoring beginning teachers within a K-12 school setting. Current challenges in the education system, such as high attrition rates among beginning teachers, due to inadequate support from administration and colleagues, and insufficient preparedness post-graduation, underscore the need for effective mentoring. Scholarly sources reveal that mentoring benefits beginning teachers by enhancing job satisfaction and developing professional skills. It also serves as a beneficial experience for mentors, offering them a platform to share expertise and refine their teaching practices and career objectives. This capstone study concludes with recommendations for beginning teachers, mentors, and school and district administrators. These suggestions aim to improve the professional lives of beginning teachers and mentors and offer guidance to administrators seeking to integrate mentoring within their schools and districts
Transformative Education for Indigenous Students: Culturally Responsive Leadership and Teaching Practices in Educational Institutions
No full textThis capstone paper gives an insight into First Nations educational systems and how educational leadership influences the understanding of First Nations education today. It will suggest how First Nations instructional leaders can be influential leaders in today’s society and how to treat everyone with care. Leaders need to know how to make changes slowly in First Nations schools. The research comprises various peer-reviewed scholarly journals and books from well-known authors, such as Schein. Some topics in this research paper will include the history of First Nations education and educational leadership, transitioning into an effective leader in First Nations Schools, and how to be a caring leader within the school or community. The outcomes will benefit the first-time leader when entering any school. Additionally, this paper will be a guide for use by all instructional leaders
