Role of Clinical Psychologists in Valuing People

Role of Clinical Psychologists in Valuing People What role should clinical psychologists play in implementing the recommendation of â€Å"Valuing People†? Clinical psychologists, in general, work in various settings diagnosing, through assessment and treating mental health disorders. In 2001 the ‘Valuing people’ project started as a governmental initiative and strategy with certain performance indicators in order to address the needs of people with learning disabilities by improving the quality of their lives and that of their families and carers. According to the (2001) white paper on valuing people, although it is difficult to provide accurate statistics on the number of people with learning disabilities in England, in 1999 it was estimated that about 210,000 people have ‘severe and profound’ learning disabilities and 1.2 million people have ‘mild / moderate’ learning disabilities. Further, amongst the 210,000 people with severe and profound learning disabilities the majority (i.e. 120,000) is working age adults; 65,000 are youth and 25,000 are elderly people (available on: www.archive.officiald ocuments.co.uk/document/cm50/5086/5086.pdf). Clinical psychologists are mentioned in this white paper alongside other learning disability specialists engaged with the project towards improving the health of people with learning disabilities. This essay focuses on the roles of clinical psychologists in terms of acheiving the following project objectives: (1) disabled children and young people; (2) transition into adult life; (3) more choice and control; (4) supporting carers and (5) good health. These five objectives contribute to the overall aims of valuing people to protect the rights of those with learning difficulties as citizens, to ensure their full inclusion in their local communities, to expand the range of life-options available and to increase their independence. Children and people with severe learning disabilities might be unable to describe complicated internal feelings and a diagnosis can only be reached by behavioural observation and functional analysis, which the clinical psychologist can provide. In general there is a high rate of behavioural problems among people with a learning disability (Debb et al., 2001). Emerson (1995) postulates that between 30%-50% of people with a learning disability tend to demonstrate a variety of challenging behaviours. Nevertheless, challenging behaviour is not a formal psychiatric diagnosis, but rather a broad social construction (Emerson, 1998). It can, however, be taken as a sign of a mental illness – or it can mask i t. Clinical psychologists can assess challenging behaviours, understand their causes and then offer appropriate interventions (including the services of other health care specialists such as social workers) in order to eliminate them. In terms of the first objective about disabled people and young adults, clinical psychologists play a key role in identifying and accurately diagnosing their disability. A person with a learning disability is from early years likely to experience stressful and adverse life events that will create vulnerability for mental health problems (Bouras et al., 2000). That is so because in addition to cognitive problems and psychosocial stressors, genetic and biochemical factors tend to increase the probability for both challenging behaviour and mental illness (Bouras et al., 2000). The possible combination of these factors can make assessments and diagnosis extremely difficult. Correct diagnosis of disability is crucial for providing appropriate health and social care to the person with disability; while clinical psychologists work in a multi-disciplinary team of learning disability specialists who inform both the disabled person and their family about all support services available to them. Clinical psychologists are important in monitoring the progress that young people with disability make, when receiving health treatment alongside suitable family support services, in order to modify their treatment and the provision of support services to address any changes in their needs. This implies that clinical psychologists need to assess regularly the quality of health care these people receive and to ensure that disabled children and young people are getting appropriate health care in order that they are and feel included in education, family life and their local community. In the second objective of ‘transition into adult life’ again clinical psychologists have a key role working in multidisciplinary teams of learning disability specialists (e.g. in settings such as the Connexions partnership) towards providing appropriate and continuous health and social care support to young people, who are becoming adults, and their families in order that adults with disability can be included in education, training, employment and their local community. Clinical psychologists can help young people with disability to understand their growth into adulthood and its psychological and practical implications. In this it is useful having consistency in attending the same person with disability from their youth into adulthood because then the disabled person will tend to trust more the clinical psychologist and his interventions. The development of young people with disability into adults is associated with the third objective of the valuing people project which is about providing more choice and control. Mental health problems can be a major factor in limiting not only quality of life but also successful community interaction and adaptation (Reiss, 1994). There is a general consensus regarding the prevalence of mental disorder in adults with a learning disability (Turner Moss, 1996). A review of relevant research revealed a prevalence range of mental disorder in adults with a learning disability from 14.3 % to 67.3 % (Campell Malone, 1991). Clinical psychologists with their person-centred approach have a valuable contribution to make in enriching the choices disabled people have through involving these people in the planning of suitable services for them and increasing public awareness of what these people can do and their rights in our society. In addition, clinical psychologists are significant contributors in the achievement of objectives (4) ‘supporting carers’ and (5) ‘good health’ because of their knowledge, skills and experience as health care specialists they can assess the needs of carers providing appropriate solutions to support them and their disabled people to access good health care services regardless of their ethnic background. Therefore, clinical psychologists should work to reduce health care inequalities and increase access for all carers and disabled people to health care. Moreover, clinical psychologists have to support and encourage the development of NHS’s services and provisions of specialist learning disability services that address holistically the needs of disabled people through the work of multi-disciplinary teams of disability specialists. To summarise, clinical psychologists can play several and important roles in implementing the recommendations of the valuing people project, especially in order to achieve its first five project objectives. Furthermore, in collaboration with other professionals in multidisciplinary teams of disability specialists clinical psychologists need to get involved in more proactive work. Having knowledge of human development, learning theories and aetiology of mental health illnesses clinical psychologist could play also an important role in preventive work on individual basis as well as in service development suitable for proactive adaptation and assimilation of people with disabilities in education, employment, their community and in the society. References: Campbell, M., Malone, R.P. (1991). Mental retardation and psychiatric disorders. Hospital and Community Psychiatry, 42, 4. Department of Health. (2000). Valuing People: a new strategy for learning disability for the 21st century. (Retrieved 05/11/06 and it is available on www.archive.officialdocuments.co.uk/document/cm50/5086/5086.pdf>). Emerson, E., Moss, S. C. Kiernan, C. K. (2000). The relationship between challenging behaviour and psychiatric disorders in people with severe intellectual disabilities. In Psychiatric and Behavioural Disorders in Mental Retardation (ed. N. Bouras), 38-48. Cambridge: Cambridge University Press. Emerson, E. (1995). Challenging behaviour: analysis and intervention in people with learning disabilities. Cambridge: Cambridge University Press. Emerson, E. (1998). Clinical psychology and people with intellectual disabilities. London: Wiley Sons. Thomas, D. M. Bright, C. (2001). Mental disorder in adults with intellectual disability. The Journal of Intellectual Disability Research, 25, Part 6, 506-514. Turner, S. Moss, S. (1996). The health needs of adults with learning disabilities and the Health of the Nation strategy. Journal of Intellectual Disability Research, 40,  438-450.

TMA from WOU

Corporate Finance (BBF304) TMA 1 (25%) Total Marks: 100% 1. Given the following weighted market value of stocks in your portfolio and their expected rate of return, E(Ri), answer the following questions. (30 marks) Stock Weighted Market Value (%) E(Ri) Gamuda 14 – 0. 05 Public Bank 37 0. 12 Petronas 24 0. 14 SapuraCrest 10 0. 08 Celcom 15 0. 06 (a) W hat is the expected rate of return for your common stock portfolio? (6 marks) (b) Critically discuss why most investors hold diversified portfolio. (4 marks) (c) What is correlation, and explain why it is important in portfolio theory? (5 marks) (d) The capital asset pricing model (CAPM) contends that some risks are diversifiable, but others are not. Critically discuss what is the relevant risk variable considered in the CAPM? In your discussion, provide ONE (1) example for the relevant risk. (10 marks) 2. What is the concept of Efficient Market Hypothesis (EMH)? Compare and contrast between three forms of Efficient Market Hypothesis (EMH) – weak, semi-strong, and strong forms. (10 marks) . Critically discuss TWO (2) evidence supporting and TWO (2) evidence against the Efficient Market Hypothesis (EMH). (10 mark) 4. There are three probable economic outcomes in the evaluation of stock A and B for the second half of 2012. Based on the following information, answer all the questions. (25 marks) State of Economy Boom Normal Recession Probability of State of Economy 20% 50% 30% Returns on stock A Returns on stock B 8% 5% 2% 20% 12% -10% (a) What is the expected rate of return for stock A and B, respectively? 9 marks) (b) W hat is the standard deviation for stock A and B, respectively? (9 marks) (c) Assuming that stock A and stock B have beta of 0. 8 and 1. 6, respectively. The expected return of the market is 8% and the risk-free rate is 5%. W hat is the required return for stock A and B using Capital Asset Pricing Model (CAPM) method? (4 marks) (d) Based on your calculated answer in part (a) and (c) above, which stock should you invest in? Justify your answer. (4 marks) e) Assume that you want to create a portfolio by investing in these two stocks; 50 percent in stock A and 50 percent in stock B. What is your expected return on this portfolio? (4 marks) 5. Compare and contrast Capital Asset Pricing Model (CAPM), Arbitrage Pricing Theory (APT) and Fama and French Three Factor Model (TFM). (13 marks) 6. In Malaysia, Cagamas is currently the sole issuer of mo rtgage -backed securities. Critically discuss THREE (3) contributing roles of Cagamas in the financial sector associated with property market in Malaysia. (12 marks)

Machiavelli And Socrates Similarities - 1437 Words

An individual’s background can have a profound effect on the beliefs and ideology they come to develop. This does not mean, however, that two individuals with similar backgrounds will adopt the same values or view their environment in the same way. This is the case with two philosophers, Socrates and Machiavelli, who both lived during times of internal political strife. Greece was divided into numerous city states that were constantly at war with one another and hundreds of years later, Italy would also experience this political fragmentation and violence. Despite having these identical environments, Socrates and Machiavelli adopted two very distinctive and contrasting perspectives. Socrates used his experiences and the environment†¦show more content†¦Regardless of whether or not these people need to be killed, Socrates would still find this bloodshed to be immoral and against his code of ethics. In addition to this variation in moral values, Machiavelli also had different goals in mind. As someone who lived and suffered through the fall and return of the Medici family, Machiavelli wanted the political turmoil and chaos within Italy to end and thus greatly supported its unification. Although this union was of great interest to him, Socrates was not nearly as concerned with unifying Greece, but rather maintaining a strict level of morality in order to avoid the bloodshed that would come with creating this union. While Socrates would have sought to find a peaceful approach, Machiavelli knows what goes into being a successful politician and how difficult maintaining this unified Italy can be. In this way, Machiavelli plays the role of the realist and chooses to view the situation how it is and not how it should be. He accepts the chaotic nature of Italian politics during the Renaissance and uses his experiences to deal with the situation. Socrates, however, viewed the worl d through a very different perspective and would have completely opposed Machiavelli’s pessimistic worldview. This idea of realism versus idealism is further displayed through Machiavelli’s concept of the people.Show MoreRelatedSimilarities Of Socrates And Machiavelli1669 Words   |  7 PagesBoth Socrates and Machiavelli emerged as renowned thinkers of their time because of their approaches to government that moved away from idealism and towards a rational and real approach. To understand why Socrates would be critical of Machiavelli’s concept of a Prince we must understand the similarities and differences between the two philosophers, and then analyze if Socrates would find his ruling system to be efficient. Socrates and Machiavelli value the qualities of a strong and fair ruler, howeverRead MoreSimilarities Between Socrates And Machiavelli1197 Words   |  5 Pages Socrates and Machiavelli both grew up in times of political instability which formed and shaped their political beliefs. Machiavelli primarily discussed his view of how a leader should behave in the book: The Prince. A prince is an individual who is the leader of a state or group of people. Machiavelli’s version of a prince is very accurate but, Socrates would not support Machiavelli’s version of a prince. Machiavelli believed a prince must be domineering and aggressive, while Socrates viewedRead MoreSimilarities Of Socrates And Machiavelli2045 Words   |  9 Pagesago, Socrates and Machiavelli were both influential thinkers whose works are still relevant today. These two great thinkers and philosophers wrote about and extensively studied political systems. The influences of their work can still be seen today in constitutions and governmen ts around the world. Were it not for their transcendent works, there is a real chance today’s systems of government would look very different. While no governments today exactly match those advocated for by Machiavelli andRead MoreSimilarities Between Socrates And Machiavelli1905 Words   |  8 PagesEssay 1 While Socrates and Machiavelli lived over 1900 years apart, the dilemmas their societies faced draw many parallels. In Machiavelli’s â€Å"The Prince†, he demonstrates a wide-ranging set of rules and principles to be followed by a leader to ensure the steady maintenance of authority and stability in a state or principality. Not only would Socrates be opposed to many of the espoused views in â€Å"The Prince† on what creates a successful ruler, thereby society, but had he lived in Machiavelli’s â€Å"ideal†Read MoreSimilarities Between Socrates And Machiavelli1084 Words   |  5 Pagesamong them were Socrates and Machiavelli, whose ideas regarding violence and its ideal usage to us inspired countless other prominent figures after their respective times. Socrates believed humans are imperfect and fallible, and should therefore avoid using violence. Machiavelli on the on the other hand considered violence a useful tool in achieving one’s goals . Considering both thinkers’ impacts on history, a question arises: whose concept of violence is more corrupting, Socrates’ or Machiavelli’sRead MoreSimilarities Between Machiavelli And Socrates1534 Words   |  7 PagesGovernment 241: Political Philosophy Professor Ives October 13, 2017 The morality which guided Socrates were an end all, be all for him. He did not wish to live without his search for truth. Socrates would see a Machiavellian Prince as self-centered, and void of morals. A Machiavellian prince would not appreciate the way Socrates carried himself and would see him as a challenge to his authority. Socrates would not support a Machiavellian society because most likely he would not be free to philosophizeRead MoreSimilarities Between Machiavelli And Socrates1250 Words   |  5 PagesMachiavelli and Socrates are two of the most influential figures in modern day political philosophy. These two individuals established the bases for our interpretation of the world and human political interaction. While they were separated by centuries and a significant geographic distance, it is fascinating nonetheless to ponder what they would think of each other. Sadly it is impossible to ask themselves and so we must instead turn to their writings in order to glean an ide a of what their opinionsRead MoreSimilarities Between Socrates And Machiavelli1649 Words   |  7 PagesSocrates and Machiavelli both existed during times of political unrest. Both men sought different means of political leadership, and could be seen as activists of their times. During times of war and unrest, it was a bold choice that both men made to stand up for their beliefs and speak out against the system. However, Socrates wouldn’t have agreed with Machiavelli’s means and concepts of the Prince and his ideas for how a political establishment should function. Machiavelli’s means may have beenRead MoreSimilarities Between Machiavelli And Socrates1544 Words   |  7 PagesMachiavelli and Socrates agree on very little. While an initial reading of the two may elicit some comparisons, the goals of their respective philosophies rely on different foundations, and would therefore culminate in very different political results for society. Socrates would likely see in the Prince a selfish ruler, while Machiavelli would see in Socrates a dangerous idealist whose ideas would lead to instability and the death of the state in which these ideas were implemented. Machiavelli’sRead MoreSimilarities Between Socrates And Machiavelli1803 Words   |  8 PagesMachiavelli and Socrates were beings of their time. The world around them shaped their views, and their views have in turn shaped ours. While both lived through turbulent times, they do not share the same ideology. Socrates would dislike Machiavelli’s description of the ideal princ e, regardless of how the prince actually ruled. Socrates would oppose both how the prince got to power and keeps it, as well as the society over which he rules. Socrates assigned certain responsibilities to both the ruler

University of Florida Acceptance Rate, SAT/ACT Scores, GPA

The University of Florida is a public research university with an acceptance rate of 38%. Along with Florida State University, the University of Florida is a flagship campus of Floridas state university system. With over 35,000 undergraduate and 16,000 graduate students, UF is the third the largest university in the state. Considering applying to the University of Florida? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Why the University of Florida? Location: Gainesville, FloridaCampus Features: UFs attractive 2,000-acre campus features beautiful brick buildings, miles of walks, woods, a lake, and a golf course. The majority of students live in off-campus housing, and 15 percent of students join fraternities or sororities.Student/Faculty Ratio: 19:1Athletics: The NCAA Division I Florida Gators compete in the Southeastern Conference.Highlights: UF has strong pre-professional programs in fields such as business, engineering, and the health sciences. Strong liberal arts and sciences earned the school a chapter of Phi Beta Kappa, and the school ranks among the top colleges in the Southeast. Acceptance Rate During the 2017-18 admissions cycle, the University of Florida had an acceptance rate of 38%. This means that for every 100 students who applied, 38 were admitted, making UFs admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 38,905 Percent Admitted 38% Percent Admitted Who Enrolled (Yield) 45% SAT Scores and Requirements The University of Florida requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 82% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 640 710 Math 640 730 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of UFs admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to the University of Florida scored between 640 and 710, while 25% scored below 640 and 25% scored above 710. On the math section, 50% of admitted students scored between 640 and 730, while 25% scored below 640 and 25% scored above 730. Applicants with a composite SAT score of 1440 or higher will have particularly competitive chances at UF. Requirements UF does not require the SAT writing section or SAT Subject tests. Note that the University of Florida participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements UF requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 57% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 26 34 Math 26 30 Composite 27 32 This admissions data tells us that most of UFs admitted students fall within the top 14% nationally on the ACT. The middle 50% of students admitted to the University of Florida received a composite ACT score between 27 and 32, while 25% scored above 32 and 25% scored below 27. Requirements Note that UF does not superscore ACT results; your highest composite ACT score will be considered. The University of Florida does not require the ACT writing section. GPA In 2018, the middle 50% of University of Floridas incoming class had high school GPAs between 4.2 and 4.6, and an average GPA of 4.42. 25% had a GPA above 4.6, and 25% had a GPA below 4.2. These results suggest that most successful applicants to the University of Florida have primarily A grades. Self-Reported GPA/SAT/ACT Graph University of Florida Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to the University of Florida. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances The University of Florida, which accepts just over a third of applicants, has a competitive admissions pool with above-average SAT/ACT scores and average GPAs. However, UF has a  holistic admissions process involving other factors beyond your grades and test scores. A strong personal essay and UF supplement can strengthen your application, as can participation in meaningful extracurricular activities and a rigorous course schedule. Students with a special talent, unusual background,  or an interesting story to tell will often get a close look even if their grades and test scores are outside of UFs average range. In the graph above, the blue and green dots represent accepted students. The great majority of students who got in had  an unweighted  high school GPA of 3.2 or higher, SAT scores (ERWM) of 1050 or higher, and ACT composite scores over 21. The higher those numbers, the more likely a student is to be  accepted; admitted students typically have A level grades and standardized test scores that are well above those averages. Some students with excellent grades and standardized test scores do not get admitted. The University of Florida looks for students who excel both inside and outside of the classroom, so strong academics by themselves may not be enough to get in. If it doesnt look like an applicant will contribute to the UF campus community in a meaningful way, that student is likely to receive a rejection letter.   All admissions data has been sourced from the National Center for Education Statistics and University of Floridas Undergraduate Admissions Office.