Identify the DSM-5 diagnostic criteria that you notice in the case studies below and explain how the client meets the criteria.

Identify the DSM-5 diagnostic criteria that you notice in the case studies below and explain how the client meets the criteria.

Identify the DSM-5 diagnostic criteria that you notice in the case studies below and explain how the client meets the criteria.

Part 1: Case Studies Directions:

Identify the DSM-5 diagnostic criteria that you notice in the case studies below and explain how the client meets the criteria. Include the diagnosis that these symptoms are related to. Your response to each case study should be 50 to 75 words. Include scholarly resources in addition to the textbook when appropriate, a minimum of two should be used in this worksheet.

1. Allyson is a 25-year-old who works from home. She is happy with her work-at-home job, because she prefers not to be around people. She is afraid she will say or do something that is embarrassing. She has seen a therapist who referred her to a psychiatrist who prescribed antianxiety medication. More recently, she has been taking more than prescribed and continues to increase the dose a little each week because she finds that she does not feel as good with less.

2. Karen is a 35-year-old wife and mother whose husband has become concerned about her drinking. He has noticed that she always appears to have a drink in hand, and when he asks her about it, she says that it is ginger ale or a coke; however, he believes she is mixing vodka with those drinks. Just recently, she had a DWI, and he confronted her about her drinking, after which she promised that she would stop. However, when she did stop, he noticed that she was constantly worrying, restless, and irritable.

3. Mary is a 25-year-old single woman who currently is in a doctoral program. Mary has developed an extreme fear of germs and she is afraid of getting sick. Mary washes her hands 10-20 times per day. There are times when she is late for an appointment due to her needing to ensure that her hands are clean. She cleans her house constantly and often does not have time to complete her studies as a result. She experiences a great deal of anxiety when she is in situations where she is not able to control the environment. Some of her family and friends have commented on her behavior, which she admits to being a bit excessive, but she also states how easy it is to get sick and how many germs are out there.

Part 2: Scenarios Directions: Provide a 50- to 75-word response to each of the following scenarios. Include scholarly resources in addition to the textbook when appropriate; a minimum of two should be used in this worksheet.

1. Imagine that you are working with a client who has been diagnosed with an anxiety disorder. Select an anxiety disorder from the DSM-5 and discuss the approach you would you use for treating this client.

2. Imagine that you are working with a client who has been diagnosed with obsessive compulsive disorder. What approach, such as reality therapy, cognitive behavioral therapy, solution-focused therapy, and behavioral therapy, would you use for treating this client?

3. How will you determine if a client is suffering from an anxiety or obsessive compulsive disorder, rather than a substance-induced disorder? References

 

Customer Turnoffs Discussion

Customer Turnoffs Discussion

Customer Turnoffs Discussion

DECISION MAKING AT WORK

Project 3.4 Customer Turnoffs Discussion

You are sitting in the company lunchroom with two other CSRs, Doug and Christine. Doug is relating a troublesome customer problem he ha just experienced and is asking how you and Christine would have handled it. You discuss it, then the discussion moves to other exampled of situations that turn customers off and how each of you would handle those situations. Listed below are three major customer turnoffs which are not specific to a particular industry.

1. Waiting on the phone while the CSR is processing a purchase order and hearing others in the background laughing and socializing.

2. Red tape–such as refunds, credit checks, and adjustments on account.

3. A company’s failure to stand behind their products or services.

Upon your instructor’s direction, pair up with a classmate and role play each of the given situations that can turn customers off. In a class discussion, be prepared to state how you, representing a specific company, might address each scenario in a positive way. As an alternative, follow your instructor's directions to join a group and use the instructors-designated discussion board to complete the group project.

COURSE: Customer Service

It Costs $60 To Test A Certain Component Of A Machine. If A Defective Component Is Installed, Tcosts $1,200 To Repair The Resulting Damage To The Machine. Is It More Profitable To Install The Component Without Testing If It Is Known That A) 3% Of All Components Produced Are Defective B) 5% Of All Components Produced Are Defective C) 8% Of All

 

Drawing upon relevant theories from lectures and readings, write a four to five-page analysis of the change efforts made at NUMMI and General Motors

Drawing upon relevant theories from lectures and readings, write a four to five-page analysis of the change efforts made at NUMMI and General Motors

Drawing upon relevant theories from lectures and readings, write a four to five-page analysis of the change efforts made at NUMMI and General Motors

Listen (or read the transcript) to This American Life, episode 561: NUMMI 2015, which can be found at the following link:

http://www.thisamericanlife.org/radio-archives/episode/561/nummi-2015

Drawing upon relevant theories from lectures and readingswrite a four to five-page analysis of the change efforts made at NUMMI and General Motors. You should clearly address the following questions in your analysis:

  • What accounted for NUMMI’s success? What kinds of changes were made at the plant, and how were these changes successfully implemented?
  • What were some of the obstacles to organizational change at GM in terms of adopting NUMMI practices companywide?
  • What could GM have done differently?

Here are some guidelines and tips for your analysis:

  • Do not just restate case facts. Rather, you should use information from the case to support your analysis, which should be explicitly based upon theory learned from the course thus far.
  • Make sure you clearly define and explain specific concepts and frameworks.
  • You may organize the paper how you see fit, but there should be a brief introduction and conclusion. The use of headers may help in organizing your analysis.

 

Apply basic counselling skills in a client-centered manner, to conduct a 10-minute counselling session in class.

Apply basic counselling skills in a client-centered manner, to conduct a 10-minute counselling session in class.

Apply basic counselling skills in a client-centered manner, to conduct a 10-minute counselling session in class.

Apply basic counselling skills in a client-centered manner, to conduct a 10-minute counselling session in class. You will be expected to demonstrate each of the basic counselling skills within your time in an integrated/responsive fashion with the purpose of exploring/ unpacking/ understanding your ‘client’s presenting problem. You will be assessed on your ability to open a ‘counselling’ (or helping) session via welcoming your ‘client’ and providing a confidentiality statement, rapport building, communicating empathy, verbal communication- paraphrasing, clarification, probing, prompting, reflecting, summarizing and appropriate questioning, non-verbal communication, attending and active listening.

You will be assessed on the following in this component of the assignment:

  1. Opening of the session- greeting the client, putting the client at ease, introduction to the process
  2. Rapport building with the client- expresses appropriate empathy and care ‘present’ and open to client appropriate respect and unconditional positive regard, genuineness
  3. Clear explanation of confidentiality to the client
  4. Non-verbal skills and body language- open body language (e.g., not crossing arms), appropriate level of eye contact, natural yet attentive posture, appropriate non-verbal cues (i.e., nodding)
  5. Attending and active listening- not interrupting the client, use of silence, use of minimal encouragers and door openers to encourage ‘client’ contribution
  6. Use of appropriate open and close-ended questions
  7. Appropriate use of summarizing, reflection and paraphrasing

 

Barton Boomer, Manager of Marketing Research for a large research firm, has a Bachelor’s Degree in Marketing from Michigan State University.

Barton Boomer, Manager of Marketing Research for a large research firm, has a Bachelor’s Degree in Marketing from Michigan State University.

Barton Boomer, Manager of Marketing Research for a large research firm, has a Bachelor’s Degree in Marketing from Michigan State University.

Barton Boomer, Manager of Marketing Research for a large research firm, has a Bachelor’s Degree in Marketing from Michigan State University. He joined the firm nine years ago after a one-year stint as a marketing research trainee at the corporate headquarters of a wester packing corporation.Bartonhasawifeandtwochildren.Heearns$60,000 a year and owns a home in the suburbs. He is typical of a marketing research analyst. He is asked to interview an executive with a local restaurant chain, Eats-R-Wee. Eats-R-Wee is expandinginternationally.Thelogicaltwochoicesforexpansionareeithertoexpandfirst to other nations that have values similar to those in the market area of Eats-R-Wee or to expand to the nearest geographical neighbor. During the initial interviews, Mr. Big, Vice President of Operations for Eats-R-Wee, makes several points to Barton.

· “Barton, we are all set to move across the border to Ontario and begin our international expansion with our neighbor to the north, Canada. Can you provide some research that will support this position?”

· “Barton, we are in a hurry. We can’t sit on our hands for weeks waiting to make this decision. We need a comprehensive research project completed by the end of the month.”

· “Weareinterestedinhowourcompetitorswillreact.Haveyoueverdoneresearch for them?”

· “Don’t worry about the fee; we’ll pay you top money for a “good” report.” Marla Madam, Barton’s Director of Marketing Research, encourages Barton to get back in touch with Mr.Bigand tell him that the project will get underway right away.

Source: Zikmund, Babin, Carr & Griffin (2013). Business Research Method (9th ed.).Pg;103, South Western, United Kingdom.

Critique this situation with respect to Barton’s job. What suggestions would you recommend to him to ensure that ethical standards in conducting research are adhered to. Does the company need to continue the research? Explain your answers.

Prepare for this negotiation in the following 5 steps and provide your answers to the questions in paragraphs in your report.

Prepare for this negotiation in the following 5 steps and provide your answers to the questions in paragraphs in your report.

Prepare for this negotiation in the following 5 steps and provide your answers to the questions in paragraphs in your report.

For this short report, think about a negotiation you have that is upcoming or you expect that will likely to occur in the future. Prepare for this negotiation in the following 5 steps and provide your answers to the questions in paragraphs in your report.

1) Identify the negotiation condition by providing the following information:

a. Who is your negotiation counterpart?

b. What are the objectives of this negotiation (main items to negotiate)?

c. What is the time frame for this negotiation (e.g., in a meeting next month or over multiple days next week)?

2) Analyze your position. What are your TP, RP, and BATNA in this negotiation? Provide justification for your TP, RP, and BATNA.

3) Explore the tangible and intangible interests for you in this negotiation. Next, explore the tangible and intangible interests for your counterpart in this negotiation. You and your negotiation counterpart are likely to have some shared and some unique interests.

4) What types of power do you have and what types of power do you your counterpart have (see textbook for five types of power)? Explain WHY you and your counterpart have these types of power.

5) Discuss your strategies to achieve the integrative potential in this negotiation. Specify WHAT you will do during the negotiation to increase the integrative potential and WHY your strategies will work.

Sales Process in organizations

Sales Process in organizations

Sales Process in organizations

Chapter 09 deals with the Sales Process in organizations. Read the Ethics Guide titled “Are My Ethics for Sale” on pages 253 and answer the following questions using the categorical imperative and utilitarianism ethical perspectives –

  1. Considering the email you write that agrees to take the product back:
    1. Is your action ethical according to the categorical imperative (page 18) perspective? Explain your answer.
    2. Is your action ethical according to the utilitarianism perspective (page 43)? Explain your answer .
    3. If that email comes to light later, what do you think your boss will say?
  2. Regarding your shipping to the fictitious company:
    1. Is your action ethical according to the categorical imperative perspective? Explain your answer .
    2. Is your action ethical according to the utilitarianism perspective? Explain your answer .
    3. Is your action legal?

Support all of your answers. Which perspective do you favor?

This discussion requires students:

  1. Post an Original Response to the Questions (combined 250 words minimum please)
  2. Reply to two classmates (75 words minimum each reply

Explain the difference between compromising and integratingBuggy Wars Two friends and neighbours arrange to go into business together and then become bitter rivals:

Explain the difference between compromising and integratingBuggy Wars Two friends and neighbours arrange to go into business together and then become bitter rivals:

Explain the difference between compromising and integratingBuggy Wars Two friends and neighbours arrange to go into business together and then become bitter rivals:

Explain the difference between compromising and integratingBuggy Wars Two friends and neighbours arrange to go into business together and then become bitter rivals: This is the story of Bob Bell and Michael Sharpe, who once lived just four houses apart on Oxford Street in Guelph, Ontario. Bell and Sharpe thought they had a good idea for a new business venture—a bicycle trailer—but the good idea turned into a long, sizzling struggle. Bell invented the bicycle trailer. Shortly after coming up with the idea, he began to design and build the bicycle trailer in his garage. Once he shared his idea with Sharpe, both thought they could form a successful partnership by drawing upon each other’s expertise. Bell, an engineer by trade, would take on research and development; Sharpe, a former computer software sales manager and career manager, would focus on marketing. Sharpe put together the business plan—but before it was finalized, the deal fell apart. The major point of conflict between Bell and Sharpe was royalties. Bell wanted to license the bicycle trailer design to Sharpe and collect a fee for each bicycle trailer produced. Sharpe wanted Bell to invest more in the venture and share the financial risk. However, Bell did not see any grounds for negotiation. Bell considered the bicycle trailer his idea. He had designed it, he had bought the materials to build it, and he had put in the time to develop the final product. When both parties hired lawyers and Bell demanded intellectual property rights, the great Canadian buggy war began. Bell planned a slow, steady campaign, working from the basement of his home with one employee. He started selling his cargo trailer, the WIKE, at the local farmers’ market. His goal was to sell 20 trailers the first year and 500 in the coming year. Bell continued his “go slow, get it right” campaign, selling locally and fine-tuning his trailer to carry children. However, he eventually decided that making every bicycle trailer himself was not a good strategy. By 2002, Bob Bell just wanted his life back.

Describe the concept of a stakeholder in a project and give three examples of project stakeholders.

Describe the concept of a stakeholder in a project and give three examples of project stakeholders.

Describe the concept of a stakeholder in a project and give three examples of project stakeholders.

Provide answers to all of the questions below:

1. Describe the concept of a stakeholder in a project and give three examples of project stakeholders.

2. Review the following scenario and then complete the table. A company decides to contract a website developer to build a new website. A number of suppliers will be approached for quotes. The company has no previous website as it is a new business. The company consists of a Board of Directors, a CEO and five other staff. Stakeholder Interests and expectations Board Customers Suppliers Management

3. Complete the table by describing the following levels of stakeholder engagement and for each level describe at least two methods of engaging stakeholders. Inform Consult Involve Empower

4. Describe three stakeholder engagement approaches.

5. Explain the concept of the salience model and its relationship to stakeholder engagement and analysis. 6. Explain the concept of the power/interest grid and its relationship to stakeholder engagement and analysis.

7. Explain how to review performance of project team members throughout the lifecycle of a project.

As we’ve discussed from the beginning of the semester, negotiators must be able to adapt because myriad factors (e.g., context, issue(s), parties, relationships, time, leverage) can impact negotiations.

As we’ve discussed from the beginning of the semester, negotiators must be able to adapt because myriad factors (e.g., context, issue(s), parties, relationships, time, leverage) can impact negotiations.

As we’ve discussed from the beginning of the semester, negotiators must be able to adapt because myriad factors (e.g., context, issue(s), parties, relationships, time, leverage) can impact negotiations.

As we’ve discussed from the beginning of the semester, negotiators must be able to adapt because myriad factors (e.g., context, issue(s), parties, relationships, time, leverage) can impact negotiations. Thus, while negotiators are encouraged to be well-prepared, they must also recognize that it is unlikely that the negotiation will go exactly as planned. In order to earn the points that were lost for missing one exercise this semester, you will be tasked with researching negotiation adaptation. Then, drawing from the course information and your external sources, you will suggest three strategies that can be used by a negotiator to change or adapt in a negotiation in order to be more successful and/or salvage a negotiation. Be sure to note why these tactics can be effective as well as potential limitations associated with each. As a deliverable, you should address the points above in a three page, double-spaced paper with 1” borders and using 12 pt, Times New Roman font. You must have a minimum of four sources – one of which can be (but is not required to be) from the assigned course material. Be sure to cite your sources and include your references according to APA formatting guidelines. The references should appear on a separate page and do not count toward the three page requirement.