Instructions
For VoiceThread Assignment 4, you will initiate your own VoiceThread discussion. You will locate a real-life example of 1 of the models of integration and post it for your colleagues to view/read. Describe what model your chosen example represents and why. The example can be a journal/magazine article, news story, blog, sermon, lecture, editorial, song, etc. If your example is a video, keep the video somewhat brief (or direct your colleagues to a certain point in the video to watch).
Note:Although not in the traditional classroom setting, you are in a professional, academic environment. Attire, language, and the content of the discussion must be kept within the Student Expectations and the Liberty Way.
VoiceThread Assignment Tips
Threads
In posting your thread, consider the following tips from Bill Ferrell. (Note that these excerpts refer to threads as strands.)
To be an active VoiceThreader, start by carefully working your way through a presentation. While viewing pictures and listening to the comments that have been added by other users, you should:

Gather Facts: Jot down things that are interesting and new to you.

Make Connections: Relate and compare things you are viewing and hearing to things that you already know.

Ask Questions: What about the comments and presentation is confusing to you? What don’t you understand?  How will you find the answer? Remember that there will ALWAYS be questions in an active thinker’s mind.

Give Opinions: Make judgments about what you are viewing and hearing. Do you agree? Do you disagree? Like? Dislike? Do you support or oppose anything that you have heard or seen? Why?

Use the following sentence starters to shape your thoughts and comments while viewing or participating in VoiceThread presentations. Comments based on these kinds of statements make VoiceThreads interactive and engaging.

This reminds me of…
This is similar to…
I wonder…
I realized…
I noticed…
You can relate this to…
I’d like to know…
I’m surprised that…
If I were ________, I would ______________
If __________ then ___________
Although it seems…
I’m not sure that…

While commenting, try to respond directly to other viewers. Begin by quoting some part of the comment that you are responding to to help other listeners know what it is that has caught your attention. Then, explain your own thinking in a few short sentences. Elaboration is important when you are trying to make a point. Finally, finish your comment with a question that other listeners can reply to. Questions help to keep digital conversations going.
VoiceThread Assignments Grading Rubric
WHEN YOU FINISH THE DISCUSSION I NEED THAT YOU DO A VOICE RECORD 

The Diagnostic and Statistical Manual of Mental Disorders (DSM) was originally developed in 1952 to help doctors and counselors across the country standardize the classifications of mental disorders in the American population. Throughout the intervening years, the DSM has gone through several revisions, establishing specific diagnostic criteria for each disorder listed, and revising disorders as more was understood about their origins, symptoms, and treatments. The DSM III (1980) marks the point when substance use disorders were moved to a category of their own, separate from personality disorders. Today, the current DSM lists the diagnostic criteria for substance use disorders.
While these standardized diagnostic practices have been in use for more than sixty years, there are some pros and cons in the use of the DSM diagnoses of substance use disorders in the assessment of clients.
Complete the following requirements:

Evaluate, in detail, the pros and cons of using DSM diagnoses as the primary classification structure for clients with substance use disorders.
Examine the assessment types used to diagnose clients with substance use. Choose two of these assessments that would not only help to diagnose the substance use disorder, but would also assess the whole person. Explain them fully.
Compare and contrast the two assessments chosen regarding how they will evaluate the whole person and not just the specific DSM diagnostic criteria.
Justify the value of using assessments that evaluate the whole person rather than just the specific DSM diagnostic criteria.

Use scholarly resources to support your work.
Write a 3–4 page paper in Word format. Apply APA standards to citation of resources

PSYCHOLOGY 
Your introduction should be roughly one page and will introduce your reader to your topic. Discuss a current event or a real-world problem that you think needs to be addressed. Be sure to identify which specific area of psychology the issue is related to, using key terms and theories learned in the PSY 101 course. Also, at the end of this section, inform your reader that in this paper, you will review three articles that are related to your topic, and then you will make recommendations for how to apply research findings to solve the issue. 
Your articles must be from the PSYC Info or PSYCH Articles database that you can access from the BCCC library website. These articles must be peer reviewed and related to psychology (not some other discipline like political science). For each article, you should type a literature review that is approximately one page in length. Your article review/summary should be written in well-developed paragraphs (do NOT include bullets as I have done here) that include the following information:
·         What was the article about? Briefly state the topic of the article.
·         Summarize some of the key points from the introduction section of the article.
·         What variables did they study?
·         What research method did they use?
·         Describe the results of the study.
·         How can the results be applied to the issue presented in your research report?
Type a brief header for article 2 here
·                     Type your review of article 2 here. Follow the instructions above regarding how to review the article. This section does not need to start on a new page. It should begin immediately following the review for article 1. Make sure that for each article review, you do not include direct quotes. Instead, you should paraphrase and include citations in the body of your paper. Each source cited in the body of your paper must appear in the reference list at the end.
Type a brief header for article 3 here
·                     Right below your review for article 2, begin your review of article 3 here. Follow the instructions above regarding how to review the article.
Application
In this section, you will explain how the research you reviewed can be applied to solving your real-world issue. You should have an idea of how to apply the research simply from reading the discussion section of each article. The authors typically indicate how their findings might be used in a practical way. When referencing the authors’ recommendations, be sure to use in-text citations. In addition, you are encouraged to be creative and think of new/additional ways to apply what you have learned. This section should end with a conclusion that summarizes the entire paper.
Reference
The References page is the last page on your paper. This should be a new page and the word References should appear at the top of the page. The title should also be centered.
Only include works used in paper on your works cited page and each work should be listed alphabetically by last name.
Delete the text below the word References and start typing in your citations here using the APA style. Notice that if the citation takes up more than one line, the remaining lines in the citation are indented by ½ an inch. This is called a hanging indent. Please consult the BCCC Library’s handout on creating your references.

Prior to beginning work on this assignment, read the required textbook chapters and articles for this week and view the American Psychological Association behavioral assessment video. For this discussion, you will take on the role of the private psychologist being asked to re-evaluate a client. Carefully review the ABS 300 Week One Assessment Scenario. In your initial post, write a rationale for either agreeing or disagreeing with the request to re-evaluate the client based on the information available. Explain which theoretical assumptions about psychological testing and assessment support your decision. Discuss the ethical responsibilities a psychologist must consider if choosing to use psychological assessment tools to re-evaluate the client. Provide a pro/con analysis of both potential decisions regarding whether or not to re-evaluate the client. In your pro/con analysis, present the potential ethical issues which might arise from each decision–the decision to re-evaluate and the decision to not re-evaluate–the client in the given scenario. Assume you have the opportunity to conduct a behavioral assessment interview before making your decision about whether or not to conduct a full re-evaluation. Give examples of the types of information from the behavioral assessment would aid you in making an ethical decision about whether or not to conduct a full re-evaluation.
ABS 300 Week One Assessment Scenario Donna, age 14, had consistently been a B+/A- student throughout elementary school and the beginning of middle school. However, in the 8th grade, she started demonstrating difficulty understanding some of her work. Increased difficulties were noted when she was required to work with abstract concepts rather than rely on rote memorization. Donna had always been fascinated with flowers, and she could remember the details of hundreds of different species of wild and domestic flower she encountered. Donna’s classmates and cousins thought she was odd, and her mother said that Donna was frequently picked on—at times without even realizing she was being made fun of. Donna was described as a confused and socially awkward girl who tended to keep to herself. The incident that led to her first psychological evaluation occurred after one of her classmates teased her repeatedly over several days to the point of making Donna upset. Donna decided to write a threatening note to the student as a warning for him to stop. The note included details of which species of flowers would be found growing on top of the place he would be buried. The boy’s parents brought the note to the principal and Donna was suspended from school and charged with terroristic threatening. The school ordered a psychological evaluation and risk assessment before they allowed her to return to school. Donna was observed to have awkward mannerisms, and she smiled at what appeared to be inappropriate times, for example, when she was talking about the teasing at school. She made very poor eye contact in ways that were atypical for her culture, and she had a difficult time staying on topic, frequently shifting the topic of conversation onto her interest in flower. Donna’s intelligence was found to be in the upper limits of the average range on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). The Gilliam Asperger’s Disorder Scale as rated by Donna and her mother together was in the clinically significant range, with her largest deficits being reflected in her social interactions scale. There were also deficits noted in pragmatic skills, restricted patterns of behavior, and cognitive patterns. Problems were also noted with reciprocal social interaction skills, communication skills, and stereotyped behaviors, interests, and activities. Donna’s QEEG results showed multiple abnormalities. Her right parietal-temporal lobe showed excessively slow activity. This is an area important for facial recognition and empathy. She also had excessive mid-line frontal hi-beta, something that is often seen in those with mental rigidity and obsessive thinking. Multiple problems in coherence were noted, reflecting cognitive inefficiency in her mental processing. Excessive connectivity was noted in the frontal lobes areas and there were excessive disconnections between her frontal lobes and the central and back parts of her brain. Donna was diagnosed with Asperger’s Disorder in accordance with the DSM-IV criteria and referred for academic and social skill instruction. Approximately, two years later, Donna, age 16, and her parents met with the school’s child study team to review a revised Individualized Education Program (IEP). Although Donna’s academic achievement was approximately one grade level behind her current 11th grade placement, she had made significant academic and social gains over the past two years. Ms. Kraut, Donna’s mother, noted a change in her daughter’s diagnosis from Asperger’s Disorder to Autism Spectrum Disorder, Level 1—Requiring support, Without accompanying intellectual impairment, Without accompanying language impairment. The school psychologist explained that the change in diagnoses was due to changes in the manual used to assign psychiatric diagnoses (the Diagnostic and Statistical Manual for Mental Disorders, Fifth Edition, DSM-5). Ms. Kraut insisted that her daughter was not autistic and demanded a re-evaluation. The psychologist stated that there was no data supporting a re-evaluation at this time. Ms. Kraut left the meeting, declaring that she would pay for a second opinion herself. When Mr. Kraut met with the private psychologist she stated that her daughter needed “a more appropriate diagnosis.” The private psychologist reviewed the previous records and explained the change to the DSM-5 and the professional directive that individuals with a well-established DSM-IV diagnosis of Asperger’s disorder should be given the diagnosis of autism spectrum disorder. Ms. Kraut responded, “I do not care! My daughter is not autistic. She can be ADHD or LD, but she cannot be autistic. Do you understand me?!”