Foundations-4
Student 2025
2 years ago
200
files (6)4.1Discussion.LovesLastBreath.docx
4.2Discussion.AssessmentandPositivePsychology.docx
4.3Assignment.Interview.Assessment.docx
4.2MichaelB.Frisch.ACareerinPositivePsychologyandWell-BeingAssessmentandIntervention.pdf
- 4.2TheAssessementneedstogohandinhand.pdf
- 4.2JoyisadistinctpositiveemotionAssessmentofjoyandrelationshiptogratitudeandwell-being.pdf
4.1Discussion.LovesLastBreath.docx
4.1 Discussion: Love’s Last Breath
Getting Started
After the crucifixion, it appeared to many that day that the world had changed. Jesus was no longer alive on this earth. His ministry and healing had been arrested, put on trial, and found guilty, and he was crucified unto death. Love had taken its last breath. Love was killed and placed in a tomb. The world was colder, more brutal and unwelcoming than ever before. All was lost. Yes, ALL was truly lost. There was nothing more to hope for. There was no promise of spring. There was no promise of something better for our futures.
Love’s last breath had been taken.
Then we learn:
Later, Joseph of Arimathea asked Pilate for the body of Jesus. Now Joseph was a disciple of Jesus, but secretly because he feared the Jewish leaders. With Pilate’s permission, he came and took the body away. He was accompanied by Nicodemus, the man who earlier had visited Jesus at night. Nicodemus brought a mixture of myrrh and aloes, about seventy-five pounds. Taking Jesus’ body, the two of them wrapped it, with the spices, in strips of linen. This was in accordance with Jewish burial customs. At the place where Jesus was crucified, there was a garden, and in the garden a new tomb, in which no one had ever been laid. Because it was the Jewish day of Preparation and since the tomb was nearby, they laid Jesus there.
John 19:38–42
Knowing what had happened to Jesus, you can’t even cry. It is too much to take in. What if we had just crucified the Messiah? What if we had just crucified our own hope? Love incarnate had been hung on a cross? What did we do?
Upon successful completion of the course material, you will be able to:
· Describe how it would be for you to live in a world without Jesus
· Share a time when you thought all was lost . . . and then something unexpected happened.
Resources
· Bible
Background Information
Once again, go to a place of absolute quiet. Perhaps it will have to be late at night, when the household is asleep. Perhaps it will have to be in the early hours of the morning, before everyone wakes up and the demands of the world start to pull on you from every direction. This is critical: Go to a place of absolute quiet.
Ponder this thought: Jesus, the promise of love, the hope of all existence, is dead. He is in the tomb. He is not coming back and he never will. What then?
True, we know the story doesn’t end there. But it may also be true that we speed through this part because we know the outcome. We race through the part of the story where the world does not know he is alive. The world really thinks he is dead, dead forevermore.
As you read about the crucifixion—in your absolutely quiet place—let the experience of the death of Jesus sink in fully. What would your life be like? What would your relationships be like? What decisions would you make differently?
What would a world without Jesus look like, feel like, be like?
Instructions
1. Read the devotional on this page, “Love’s Last Breath.”
2. Navigate to the discussion topic and respond to the following:
a. Describe how it would be for you to live in a world without Jesus.
b. Share a time when you thought all was lost, and then something unexpected happened.
3. Your postings should also:
a. Be well developed by providing clear answers with evidence of critical thinking.
b. Add greater depth to the discussion by introducing new ideas.
c. Provide clarification to classmates’ questions and insight into the discussion.
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4.2Discussion.AssessmentandPositivePsychology.docx
4.2 Discussion. Assessment and Positive Psychology
Getting Started
Traditionally, psychological assessment has focused on identifying problems and deficiencies. More recently, psychologists have been identifying positive and strengths-based concepts and applying them to assessment tools. Research has shown that when people focus on their strengths, they are happier, more confident, and have higher self-esteem. As an I/O specialist/psychologist or life coach, you will likely want to emphasize your clients’ strengths, helping them enhance those strengths to have a more productive and satisfying life. Assessments are a valuable place to start because they can illuminate aspects about clients that they never knew they possessed!
Upon successful completion of the course material, you will be able to:
· Apply positive psychology to assessment.
Resources
· Article: Joy Is a Distinct Positive Emotion: Assessment of Joy and Relationship to Gratitude and Well-Being
· Article: “The Assessment Needs to Go Hand-in-Hand with the Debriefing”: The Importance of a Structured Coaching Debriefing in Understanding and Applying a Positive Psychology Strengths Assessment
· Optional article: Michael B. Frisch: A Career in Positive Psychology and Well-Being Assessment and Intervention
Background Information
For this discussion, you will apply your understanding of assessment using or integrating positive psychology concepts. This discussion can also support your interview for this workshop; therefore, you would be wise to review the instructions for the interview before completing this discussion.
Instructions
1. Read the following articles:
a. " Joy Is a Distinct Positive Emotion: Assessment of Joy and Relationship to Gratitude and Well-Being "
i. NOTE: Click on the Check Online Availability link to access this article. Contact OCLS by filling out the OCLS Request Form if you have any problems accessing this link.
c. Optional: " Michael B. Frisch: Career in Positive Psychology and Well-Being Assessment and Intervention "
i. NOTE: Click on the Check Online Availability link to access this article. Contact OCLS by filling out the OCLS Request Form if you have any problems accessing this link.
2. Navigate to the discussion topic and respond to the following discussion prompts:
a. Identify two assessment tools you might use to identify and measure a client’s strengths: one for an individual or family and one for an organization.
b. Evaluate each assessment tool for its application to positive psychology. How well are the principles of positive psychology integrated? What should be modified and how?
3. Your initial post:
a. Should be between 400 and 500 words.
4. Your postings should also:
a. Be well developed by providing clear answers with evidence of critical thinking.
b. Add greater depth to the discussion by introducing new ideas.
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4.3Assignment.Interview.Assessment.docx
4.3 Assignment. Interview. Assessment
Getting Started
No matter what field or specialization you plan to pursue or who your clients will be, as a psychologist, you need to develop some basic skills when working with clients from all realms. In Workshop One, you were introduced to the series of interviews that you will conduct for this course: role plays where you will do your best to practice and demonstrate various skills. For this second role play, you will demonstrate basic assessment skills. While you will not be engaging in therapy per se, the skills you will be learning and practicing still apply when consulting with clients as a life coach or I/O specialist/psychologist.
Upon successful completion of the course material, you will be able to:
· Practice using assessment techniques.
Resources
· Textbook: Evidence-Based Practices for Christian Counseling and Psychotherapy
· Video: The Skills of Counseling: Assessment Strategies
· File: Using Kaltura CaptureSpace
· Video: Installing Kaltura CaptureSpace
· Video: Creating and Editing a Kaltura CaptureSpace
Background Information
In this activity, you are a business consultant or a life coach who is working with someone with communication challenges at work.
Alternatively, you can create your own scenario; if you do so, identify the presenting problem or issue, the client, and your role.
Focus on problem solving, not diagnosis. Find an appropriate assessment tool/questionnaire to use.
Before your role play, you can have the “client” take the assessment before your interview session, and then you two can discuss the assessment and how the results can apply to the client’s situation, with an emphasis on demonstrating specific aspects of assessment along with the integration of positive psychology and strengths. Alternatively, you can discuss the value and importance of assessment for the client’s situation, which would be a less formal assessment conversation.
Instructions
1. Read pages 104–105 and 120 (assessment) in your textbook, Evidence-Based Practices for Christian Counseling and Psychotherapy.
2. Watch the video “ The Skills of Counseling: Assessment Strategies ,” segments 49:10 to 02:09. Use the Transcript tab to navigate to the 49:10 position of the video and watch until 2:09.
In the video, John emphasizes a collaborative approach to assessment—starting with observation, followed by building a hypotheses based on observations that the client and counselor can evaluate for accuracy and then, ultimately, implement. John works with three clients to demonstrate various assessment strategies, including use of scaling questions, early recollections, strengths-based, and a “typical day” assessment. Following each vignette, Matt and John discuss and debrief, allowing the viewer to gain greater insight into John’s process in working with his clients.
3. You will be using the course tool Kaltura CaptureSpace to complete this video assignment. Read the Using Kaltura CaptureSpace (Word) document for more information on installation and recording and submitting a video to Dropbox. You can also watch the following videos:
a. “ Installing Kaltura CaptureSpace ”
b. “ Creating and Editing a Video with Kaltura ”
c. “ Adding a Video in My Media to a Dropbox ”
4. Review the information found in Workshop One on planning for interviews.
5. An essential component of this engagement activity is creating a script of your planned conversation with the client. Your script should be a text document that represents the words you plan to say during your practice interview.
a. By creating a script , you will have a plan for your conversation and an approximate time frame for your video because you can plan on about 1 minute per double-spaced page. Double-spacing your text allows for ease of reading while you are recording the video.
b. After you have your script finalized, you are ready to record your video! You are also required to submit your script in order to receive full credit for this assignment.
6. Create a five- to seven-minute video where you practice using assessment techniques. In this activity, you are a business consultant or a life coach and you are working with someone with communication challenges at work. Alternatively, you can create your own scenario: identify the presenting problem, the client, and your role.
a. Focus on problem solving, not diagnosis.
b. Find an appropriate assessment tool/questionnaire to use.
c. In the video, demonstrate your knowledge and expertise (as much as possible) in discussing assessments with the client, focusing on his/her strengths and positive psychology, and demonstrating how to apply the assessment results to the problem or issue. Note your hypothesis based on the client’s problem or issue, along with how you would encourage him/her to apply the assessment results to the situation.
d. Ensure that you are visible in the video; it is optional if your client can be seen, as some may not want to be visible. Practice and replay your practice recording to ensure that both you and your client can be heard and that you (at a minimum) can be seen.
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4.2MichaelB.Frisch.ACareerinPositivePsychologyandWell-BeingAssessmentandIntervention.pdf
Michael B. Frisch: A Career in Positive Psychology and Well-Being Assessment and Intervention
Michael B. Frisch1
Received: 23 September 2015 /Accepted: 27 July 2016 /Published online: 23 August 2016 # Springer Science+Business Media Dordrecht and The International Society for Quality-of-Life Studies (ISQOLS) 2016
It can be interesting to see the route taken by academics. My academic journey began with an inspiring Catholic education in Milwaukee, Wisconsin, USA. The individual attention of my teachers, including Catholic nuns, nurtured and diverted me from a poor and troubled home and gave me an identity as one skilled in and in love with learning. I received a real taste of college from my Jesuit teachers, many with two or three advanced degrees themselves, at Marquette University High School where I waited on tables and worked the switchboard at the Jesuit priest residence as part of my scholarship. Like other resilient children, I used my outgoing personality, work ethic, and love of people to find mentors, friends, and supporters throughout my life.
Short of graduate students to teach classes, the psychology department at my undergraduate alma mater, the University of Wisconsin at Milwaukee, nurtured and hired me to teach Research Methods as I sat in on graduate classes in statistics. I studied evenings without distraction as part of my night-watchman job at the Milwaukee Red Cross where I served as a volunteer, eventually becoming the youngest person in history to serve on the American Red Cross’ National Board of Govenors. Raymond L. Higgins patiently taught me how to design and write up research projects en route to my Ph.D. at the University of Kansas’ Department of Psychology, a very exciting place to be in the mid- to late 1970’s.
As a graduate student and young academic, I tried to keep up with journal articles and abstracts both in and outside my field of clinical psychology. A few of these related to well-being, contentment, and happiness. Inspired as an undergraduate by Thomas Stampfl’s example and his exhortation to apply experimental findings from all areas of psychology to the clinical (and coaching) enterprise, I began in 1980 to apply ideas and findings from the fields of subjective well-being and social indicators to the assessment
Applied Research Quality Life (2016) 11:1031–1033 DOI 10.1007/s11482-016-9486-3
* Michael B. Frisch [email protected]
1 Department of Psychology and Neuroscience, Baylor University, Waco, TX 76798, USA
and promotion of positive experience and functioning in mental health care and beyond. Despite discouraging words from some, I persevered, developing an evidence-based and research supported well-being assessment, the Quality of Life Inventory or QOLI Frisch et al. (2005), and a comprehensive, evidence-based approach to positive psychology/well-being intervention called Quality of Life Therapy (Frisch 2013). In spite of the naysayers, the top two psychological assessment companies competed to license and market my Quality of Life Inventory to practicing psycholo- gists and health care professionals. Eminent psychologists such as Alan Kazdin and Ed Diener encouraged my work. James R. Rodrigue secured USA NIH grants to conduct successful randomized controlled trials in which Quality of Life Therapy was favorably compared with existing treatments and interventions. In an effort to bring well-being interventions to new and underserved parts of the world, indigenous researchers and myself, are just now completing a randomized trial of my approach to treat heart disease and the women of Iran. As an academic, I was touched and heartened by Robert Furey’s (2007) review of my book for conducting Quality of Life Therapy entitled Quality of Life Therapy, stating: “This author is a disciplined researcher and a passion- ate clinician. He is also a fervent educator” (Positive Mentoring, para. 4). This is just the epitaph I would like for my career!
Both the QOLI and QOLT predate the advent of positive psychology in 1998, prompting Ed Diener to comment that Frisch studied positive psychology and well- being long before “it was cool” to do so. Ed Diener successfully nominated me to be a Research Fellow in the International Society for Quality of Life Studies. I am also a Founding Fellow in Aaron T. Beck’s Academy of Cognitive Therapy and a past Director of Clinical Training in Baylor University’s APA-approved doctoral program in clinical psychology. None of these accomplishments could have happened without the wonderful friendship, support, and constructive criticism of colleagues, including Alan E. Kazdin, Ed Diener, M. Joseph Sirgy, Raymond L. Higgins, Robin B. Jarrett, A. John Rush, Alex C. Michalos, Ruut Veenhoven, Hans H. Strupp, John Flanagan, Lynn Rehm, Kenneth C. Land, C. R. Snyder, and Aaron T. Beck. “We do (or accomplish) nothing alone”, as my friend, the late Bernard Rapoport used to say.
I am also deeply grateful to my clinical and coaching clients, students, and supervisees who helped me to hone and test my ideas and techniques. Baylor Univer- sity provided the perfect venue for me to teach graduate and undergraduate students, research happiness and depression in a broad and interdisciplinary way, supervise doctoral students in therapy and research, and see clients in my office at the university. Such places and positions are rare, as Ruut Veenhoven can attest; working at Baylor gave me a once in a lifetime opportunity. Finally, the encouragement and support of the International Society for Quality of Life Studies under Joe Sirgy’s leadership made my career flourish and thrive.
References
Frisch, M. B. (2013). Evidence-Based Well-Being/Positive Psychology Assessment and Intervention with Quality of Life Therapy and Coaching and the Quality of Life Inventory (QOLI). Social Indicators Research, 114, 193–227. doi:10.1007/s11205-012-0140-7.
1032 Frisch M.B.
Frisch, M. B., Clark, M. P., Rouse, S. V., Rudd, M. D., Paweleck, J., & Greenstone, A. (2005). Predictive and treatment validity of life satisfaction and the Quality of Life Inventory. Assessment, 12(1), 66–78. doi:10. 1177/1073191104268006.
Furey, R. (2007). Beyond Feeling Better: Adding Happiness to the Treatment Plan. Psyccritiques, 52(5). doi: 10.1037/a0006300.
Michael B. Frisch: A Career in Positive Psychology and Well-Being... 1033
Reproduced with permission of copyright owner. Further reproduction prohibited without permission.
- Michael B. Frisch: A Career in Positive Psychology and Well-Being Assessment and Intervention
- References
4.1Discussion.LovesLastBreath.docx
4.1 Discussion: Love’s Last Breath
Getting Started
After the crucifixion, it appeared to many that day that the world had changed. Jesus was no longer alive on this earth. His ministry and healing had been arrested, put on trial, and found guilty, and he was crucified unto death. Love had taken its last breath. Love was killed and placed in a tomb. The world was colder, more brutal and unwelcoming than ever before. All was lost. Yes, ALL was truly lost. There was nothing more to hope for. There was no promise of spring. There was no promise of something better for our futures.
Love’s last breath had been taken.
Then we learn:
Later, Joseph of Arimathea asked Pilate for the body of Jesus. Now Joseph was a disciple of Jesus, but secretly because he feared the Jewish leaders. With Pilate’s permission, he came and took the body away. He was accompanied by Nicodemus, the man who earlier had visited Jesus at night. Nicodemus brought a mixture of myrrh and aloes, about seventy-five pounds. Taking Jesus’ body, the two of them wrapped it, with the spices, in strips of linen. This was in accordance with Jewish burial customs. At the place where Jesus was crucified, there was a garden, and in the garden a new tomb, in which no one had ever been laid. Because it was the Jewish day of Preparation and since the tomb was nearby, they laid Jesus there.
John 19:38–42
Knowing what had happened to Jesus, you can’t even cry. It is too much to take in. What if we had just crucified the Messiah? What if we had just crucified our own hope? Love incarnate had been hung on a cross? What did we do?
Upon successful completion of the course material, you will be able to:
· Describe how it would be for you to live in a world without Jesus
· Share a time when you thought all was lost . . . and then something unexpected happened.
Resources
· Bible
Background Information
Once again, go to a place of absolute quiet. Perhaps it will have to be late at night, when the household is asleep. Perhaps it will have to be in the early hours of the morning, before everyone wakes up and the demands of the world start to pull on you from every direction. This is critical: Go to a place of absolute quiet.
Ponder this thought: Jesus, the promise of love, the hope of all existence, is dead. He is in the tomb. He is not coming back and he never will. What then?
True, we know the story doesn’t end there. But it may also be true that we speed through this part because we know the outcome. We race through the part of the story where the world does not know he is alive. The world really thinks he is dead, dead forevermore.
As you read about the crucifixion—in your absolutely quiet place—let the experience of the death of Jesus sink in fully. What would your life be like? What would your relationships be like? What decisions would you make differently?
What would a world without Jesus look like, feel like, be like?
Instructions
1. Read the devotional on this page, “Love’s Last Breath.”
2. Navigate to the discussion topic and respond to the following:
a. Describe how it would be for you to live in a world without Jesus.
b. Share a time when you thought all was lost, and then something unexpected happened.
3. Your postings should also:
a. Be well developed by providing clear answers with evidence of critical thinking.
b. Add greater depth to the discussion by introducing new ideas.
c. Provide clarification to classmates’ questions and insight into the discussion.
