Evaluate whether the level of managerial hubris would have been decreased if Farrow Bank had a truly ethical business culture

Evaluate whether the level of managerial hubris would have been decreased if Farrow Bank had a truly ethical business culture

For this assignment, read the case study, The 1920 Farrow’s Bank failure: a case of managerial hubris. This case is located in the ABI/Inform Complete Database found in the Online Library (see reference below).

Hollow, M. (2014). The 1920 farrow’s bank failure: A case of managerial hubris? Journal of Management History, 20(2), 164-178.

Thomas Farrow had been evaluated as having been inflicted by managerial hubris at the time of the bank’s collapse in 1920. With this in mind, address the following questions, with thorough explanations and well-supported rationale.

How did corporate culture, leadership, power and motivation affect Thomas’ level of managerial hubris?

Relate managerial hubris to ethical decision making and the overall impact on the business environment.

Explain the pressures associated with ethical decision making at Farrows Bank.

Evaluate whether the level of managerial hubris would have been decreased if Farrow Bank had a truly ethical business culture. Could this have affected the final outcome of Farrow Bank? Explain your position.

Your response should be a minimum of three double- spaced pages. References should include your required reading, case study reference plus a minimum of one additional credible reference. All sources used must be referenced; paraphrased and quoted material must have accompanying citations, and cited per APA guidelines.

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Business Ethics Case Study 2

Business Ethics Case Study 2

For this assignment, read the case study, The 1920 Farrow’s Bank failure: a case of managerial hubris. This case is located in the ABI/Inform Complete Database found in the Online Library (see reference below).

Hollow, M. (2014). The 1920 farrow’s bank failure: A case of managerial hubris? Journal of Management History, 20(2), 164-178.

Thomas Farrow had been evaluated as having been inflicted by managerial hubris at the time of the bank’s collapse in 1920. With this in mind, address the following questions, with thorough explanations and well-supported rationale.

How did corporate culture, leadership, power and motivation affect Thomas’ level of managerial hubris?

Relate managerial hubris to ethical decision making and the overall impact on the business environment.

Explain the pressures associated with ethical decision making at Farrows Bank.

Evaluate whether the level of managerial hubris would have been decreased if Farrow Bank had a truly ethical business culture. Could this have affected the final outcome of Farrow Bank? Explain your position.

Your response should be a minimum of three double- spaced pages. References should include your required reading, case study reference plus a minimum of one additional credible reference. All sources used must be referenced; paraphrased and quoted material must have accompanying citations, and cited per APA guidelines.

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Resume Correctional Program Support Career

Resume Correctional Program Support Career

The next step in the process of obtaining a new career is to ensure that your resume is current and organized. There are different formats and types of resumes, each with its own purpose. In this assignment, you will create a formal resume to provide to potential employers.

Research resume and career resources on the internet.

Review the resources, along with Ch. 10 of Career Decisions, to determine what information is necessary to include in a professional resume.

Access the resume templates in the Microsoft® Word application through your Microsoft®Office 365® account. If you prefer to use a different template, you are welcome to do so.

Consider the career path you chose in Week 1. You have created career goals, as well as a career portfolio, and now it is time to create your formal resume.

Create a 275- to 350-word resume that you would use when applying for your chosen career path.

Note: This assignment does not require APA formatting and can be submitted according to the professional resume formatting template used.

Correctional Program Support is my career and resume is in a link due tomorrow

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Ethical Principles of Psychologists and Code of Conduct

Ethical Principles of Psychologists and Code of Conduct

Obsessive-Compulsive Disorder 1

Running head: COMPARISON OF TWO THERAPY METHODS FOR OCD

Is Cognitive Therapy More Effective than Exposure and Ritual Prevention Treatment

for Adults Diagnosed with Obsessive-Compulsive Disorder?

M. C.

Fairleigh Dickinson University

Obsessive-Compulsive Disorder 2

Is cognitive therapy more effective than exposure and ritual prevention treatment for adults diagnosed with obsessive-compulsive disorder?

Obsessive-compulsive disorder is classified as an anxiety disorder (DSM-IV-TR, 2006). The obsessions are constant and repetitive thoughts, images or urges that are invasive and inappropriate. These thoughts, images or urges cause severe and debilitating anxiety that the person attempts to disregard, repress or defuse by distracting the thoughts, images or urges with actions. These actions are known as compulsions. The compulsions are carried out mentally or behaviorally. Cognitive compulsions, such as repeating words in silence, counting, and praying are some mental ways of coping with the obsessions. Cognitive compulsions are also known as covert compulsions. Behavioral compulsions such as ordering, checking, hoarding and hand washing are some physical ways to calm the anxiety. Behavioral compulsions, also known as overt compulsions, allay fears caused by the faulty cognitions that create and maintain the overwhelming anxiety associated with Obsessive-compulsive disorder (Rector, Bartha, Katzman, & Richter, 2001).

Although there is no cure for Obsessive-compulsive disorder (OCD) there are different types of treatment that are effective in reducing the anxiety associated with the obsessions and compulsions. Two of the most widely accepted treatments are cognitive therapy and exposure response prevention therapy. Exposure and response prevention therapy (ERP) is a behavior therapy that exposes the client to the objects that are associated with the obsessions that cause the anxiety. This process of exposure

Obsessive-Compulsive Disorder 3

eventually helps the client feel a reduced amount of stress over time until the feelings of anxiety diminish completely. The primary objective of ERP is to help the client

recognize the obsessions and respond to the anxiety by resisting the urge to act on the compulsions (Rector, et al, 2001).

Cognitive Therapy (CT) observes how a client intellectualizes their obsessions. CT examines how a person considers, understands, and feels about their obsessions. CT also helps a person become aware of how faulty beliefs drive compulsions. The main goals of CT are to help a person recognize obsessive thoughts and their significance. CT therapy examines the validity of the obsessions and cognitive distortions to help the client make positive changes in response toward the obsessions and resist the compulsions associated with the obsessions (Rector, et al, 2001).

CT has been shown to be a very effective form of treatment for OCD. Trained therapists develop a therapeutic alliance with clients to help them identify faulty thoughts and address the compulsions associated with the obsessions. The therapist’s goal is to help clients with OCD overcome the disorder by changing their thinking, behavior, and emotional responses to anxiety (Beck, 1995). Cognitive theorists propose that OCD can be treated more effectively with CT because obsessions and compulsions are generated by cognitive distortions and addressing the thoughts as opposed to the behaviors targets the problem at the root. Also, CT was recommended for clients who did not benefit from ERP therapy due to the initial anxiety provocation which possibly will result in a higher rate of attrition from treatment (McLean, Whittal, Thordarson, Taylor, Scotching, Koch, & Anderson, 2001). One of the most current studies that compared CT and ERP therapy

Obsessive-Compulsive Disorder 4

found that both methods of treatment were effective, but that CT had slightly higher results at post-test and significant results at follow-up (Belloch, Cabdeo, & Carrio, 2008).

Belloch, et al, (2008) conducted a study (N=29) which compared CT (N=16) and ERP therapy (N=13). Although the sample was small; this study was comprehensive considering approximately 2.5% to 3% of the population was estimated to have OCD. Three measures were used to assess participants at intake. Doctoral psychologists that were experienced in both cognitive and behavioral therapy administered the Anxiety Disorders Interview Schedule (ADIS-IV-L) for DSM-IV lifetime version (Brown, DiNardo, & Barlow,1994), the Yale-Brown Obsession-Compulsion Scale (Y-BOCS), and The Obsessional Beliefs Questionnaire (OBQ), a 44 item self-report questionnaire (Obsessive Compulsive Cognitions Working Group, 2001). The Y-BOCS (Goodman, Price, Rasmussen, & Mazure, Fleishman, Hill, Heninger, & Charney, 1989) was administered again at pre-treatment and determined that the participants (N=29) had severe OCD symptoms with a score of 25.36. This test also found participants were being medicated at a rate of 86.2%. The intake which took 2 to 3 hours was inclusive of drug treatments, physical and mental health history, and demographics.

In addition to the above tests, seven other tests were administered to assess depression, worry, anxiety, negativity, obsessions, strategies, and cognitive distortions. Regardless of scores, the participants were then randomly assigned to CT or ERP therapy with an experienced licensed clinical psychologist. The Y-BOCS was administered after the random assignment at pre-test, again at 3 and 6 months, and then at a 1 year follow-up. The data from the 1 year follow-up was used in this study (Belloch, et al, 2008).

Obsessive-Compulsive Disorder 5

Both the CT and the ERP therapy followed manual guidelines for treatment. It is important to note that the CT therapy was administered without any behavioral therapy and the ERP therapy was administered without any cognitive module. The ERP treatment was conducted over a 6 month period. In the first six weeks, ten sessions were conducted twice a week for 60-90 minutes. The following ten sessions were conducted bi-monthly for 60-45 minutes. The ERP sessions educated participants about behavioral techniques, developed a hierarchy, introduced exposure tasks, and assigned daily homework. Participants were asked to self monitor their anxiety levels during exposure tasks (Belloch, et al, 2008).

The CT treatment was also conducted over a 6 month period. The participants were introduced to the cognitive components of therapy for OCD and treated for a total of twenty sessions. The first two sessions explained obsessions and compulsions. The next ten sessions were conducted weekly for 60 minutes. These sessions taught participants how to examine their cognitive distortions and learn how to manage the obsessions. The next six sessions were conducted bi-weekly reinforcing the therapy and assigning homework. The last two sessions were introduced to enhance relapse prevention techniques (Belloch, et al, 2008).

This comprehensive study did not exclude participants due to co-morbid findings, current medicine use, or health history. The study compared the results of CT and ERP therapy at pre-treatment, post-treatment, and follow-up to evaluate the effectiveness of

significant improvement for all groups in symptom reduction. Testing concluded that both treatments were successful in treating severe symptoms of OCD. At post–test,

Obsessive-Compulsive Disorder 6 the CT results were shown to be somewhat more successful in reducing the obsessive and compulsive symptoms of OCD. At follow-up, CT was 1 Standard Deviation (SD) higher in reducing the same symptoms than ERP therapy (Belloch, et al, 2008).

Whittal, Robichaud, Thordarson, and McClean (2008) conducted a 2 year follow-up study that examined randomized trials of CT and ERP therapy in both an individual and a group setting. The Y-BOCS did not show significant findings for individual or group participants during the study. However, the Y-BOCS test results for CT were significantly higher than the ERP therapy for individual participants in the follow-up study. Two types of measures, the Obsessional Beliefs Scale (OBQ) and the Interpretations of Intrusions Inventory (III) were conducted. The OBQ consisted of a 44 item self-report measure to test the strengths of the beliefs (Obsessive Compulsive Cognitions Working Group, 2001). The III consisted of a 31 item self-report measure to assess intrusive thoughts (Obsessive Compulsive Cognitions Working Group, 2004). This study also revealed that the drop-out rate was lower for participants who received CT as opposed to participants who received ERP therapy (Whittal, et al, 2008).

Individual participants for this study were assessed at intake with the SCID-I and the Y-BOCS at pre-treatment (N=83), post-treatment (N=59), and follow-up (N=41). The average beginning age for individual participants with OCD symptoms was 23.4 and these participants suffered an average of 13.1years with symptoms. Random assignment of the individual participants (N=75) were (N=37) for CT and (N=38) for ERP therapy. Of the 4 participants that dropped out of CT, 3 had valid grounds. Of the 8 participants that dropped out of ERP therapy, 1 had a possible personality disorder. At the 2-year

Obsessive-Compulsive Disorder 7

follow-up only 19 of the 37 participants were available for assessment for CT and only 22 of the 38 participants were available for assessment for ERP therapy (Whittal, et al, 2008).

The group participants for this study were assessed and measured in the same manner as the individual participants. The group participants were assessed at intake with the SCID-I and the Y-BOCS at pre-treatment (N=93), post-treatment (N=63) and follow-up (N=45). The average beginning age for group participants with OCD symptoms was 22.5 and the participants suffered an average of 13 years with symptoms. Random assignment of the group participants (N=76) were (N=34) for CT and (N=42) for ERP therapy. Of the 2 participants that dropped out of CT, 1 had a valid reason. Of the 8 participants that dropped out of ERP, 2 had stopped taking medication. At the 2-year follow-up 24 of the 34 participants were available for assessment for CT and 21 of the 42 participants were available for assessment for ERP therapy (Whittal, et al, 2008).

Both group and individual studies were conducted in sequence. One benefit of CT was a significantly lower drop-out rate. This drop-out rate was measured with the Fischer’s exact test and found that the recovery rate for participants in individual CT treatment was significantly higher at the 2 year follow-up than for the participants in the group CT treatment. And, final results showed that individual CT was equally effective and better tolerated when compared to individual ERP therapy treatment (Whittal, et al, 2008). It was supposed that since distorted beliefs and faulty thoughts caused anxiety, CT therapy was a more inclusive treatment than ERP therapy (McLean, et al, 2001). CT

Obsessive-Compulsive Disorder 8

treatment was recommended for participants who did not benefit from the stress inducing methods of ERP therapy (McLean, et al, 2001) because ERP therapy re-creates anxiety by exposing participants to objects that prompt a fear response (Abramowitz, 2006). However, Abramowitz (2006) examined ERP therapy for OCD and found that ERP therapy had greatly improved the prognosis for treatment of OCD. ERP was seen effective in reducing 50%-60% of symptoms for OCD participants, but post-treatment results indicated participants still had residual symptoms (Abramowitz, 2006).

In comparison studies of CT and ERP therapy, results of the Y-BOCS revealed that after 16 sessions of each treatment CT reduced symptoms by 53% and ERP therapy reduced symptoms by 43% (Abramowitz, 2006). Importantly, Abramowitz (2006) noted that an ERP component was added to the CT therapy at 6 weeks in 2 of the 4 studies and this may have compromised internal validity. Abramowitz (2006) cited Y-BOCS studies that showed the results of CT and ERP therapy were comparable in symptom reduction post-treatment. This result would tend to confirm the findings of Norcross (1995) who stated that neither therapy is exclusively better than another in treatment nor that all therapies work equally well for all psychological disorders.

Although CT results were shown to be comparative in post-treatment the opposite results were reported in follow-up, finding ERP therapy to be more effective. But, 25%-30% failed to finish ERP therapy and 20% of the participants that remained in treatment did not benefit from significant symptom reduction. And, approximately 50%

Obsessive-Compulsive Disorder 9

of the participants who began ERP therapy did not benefit from treatment. Thus, the incentive to start ERP and/or to remain in therapy was a dilemma for participants because ERP therapy replicated anxiety and was stressful. Consequently, Abramowitz (2006)

suggested therapist training programs to teach better methods of providing and implementing ERP treatment for participants would be beneficial.

The study by McLean, et al, (2001) compared the effectiveness of CT and ERP therapy methods in group treatment. The participants (N=63) who completed the study were between the ages of 18 and 65. Participants were evaluated and assessed for OCD using The Structured-Clinical Interview for DSM-IV (SCID) and the Y-BOCS at 3 different intervals during the treatment. Half of the participants began treatment to establish a baseline and 3 months later the other half of the participants began treatment. Each treatment session was conducted during a 12 week period with 6-8 participants for a total of 2.5 hours (McLean, et al, 2001).

ERP therapists taught participants about OCD characteristics and ERP treatment methods. Initial instructions included the behavioral premises of therapy, demonstrations of self-monitoring and homework assignments. Reinforcement of self-observance and review of homework tasks continued through out the sessions until the participants experienced symptom relief. Relapse prevention skills were emphasized and evaluated during the last therapy session to formulate maintenance strategies (McLean, et al, 2001).

CT therapists taught participants about OCD characteristics and CT treatment methods. CT therapist reviewed 6 faulty thought categories. Each category was addressed and techniques to modify cognitions in a faulty thought category were formulated. Group

Obsessive-Compulsive Disorder 10

participants examined and reviewed their faulty thought patterns and coping strategies. Homework tasks were specified to formulate maintenance strategies (McLean, et al, 2001). Results of the McLean, et al, (2001) study showed ERP participants had slightly improved symptom management compared to the CT participants at the finish, but findings were not statistically significant. At the 3-month follow-up, ERP participants showed a significant improvement and 55% success rate for symptom management compared to CT participants (Mclean, et al, 2001).

Abramowitz, Franklin, Schwartz, and Furr (2003) examined participants (N=132) who were adult out-patients (70 men, 62 women) between the ages of 18-65. The participants were treated for OCD in 2 different clinical facilities. The participant’s symptoms were categorized using a revised Y-BOCS to examine physical (overt) compulsions and mental (covert) compulsions. The study identified 5 sub-groups of symptoms which included harming, contamination, hoarding, unacceptable thoughts, and symmetry. ERP treatment sessions were 60 to 90 minutes in length and were administered to each of the 5 groups for a total of 15 periods at varying times during a weekly schedule dependent upon the severity of symptoms. Results showed there was a 56.3% decrease in OCD symptoms with the 14% participant attrition rate taken into account (Abramowitz, et al, 2003).

Franklin, Abramowitz, Kozak, Levitt, and Foa, (2000) compared randomized control trials (RCTs) to further determine the effectiveness of ERP treatment for OCD.

Obsessive-Compulsive Disorder 11

Participants paid a fee for therapy to the Medical College of Pennsylvania-Hahnemann in conjunction with The Center for the Treatment and Study of Anxiety (CTSA) that participated in a continuing National Institute of Mental Health-funded RCT. Participants (N=110) were out-patients adults (58 men, 52 women) between the ages of 17 and 74 who participated in the trial studies that ran over a period of 6 years. A total of 18 comprehensive sessions, the first 3 of which were preparation sessions, were conducted over a 4 week period for 2 hours each (Franklin, et al, 2000).

Participants in this trial were exposed to individual stressors from least feared to most feared. This method of exposure continued until the anxiety gradually decreased. After each session finished, the participants were given different exposure activities and homework tasks. Ritual prevention skills were taught throughout the therapy by using self-awareness and management skills to reduce symptoms. Participants were urged to seek therapist support to discontinue compulsion rituals. Finally, therapists instructed participants in relapse prevention procedures (Franklin, et al, 2000).

Benchmark comparisons of the Y-BOCS were used to assess OCD symptoms. The research cited several meta-analyses with RCTs that indicated ERP was an effective mode of treatment. The main result from this study revealed that symptoms improved significantly from pre-treatment to post-treatment. Of the participants who completed the trial, 86% were seen to have symptom reduction post-treatment (Franklin, et al, 2000).

Results from other meta-analyses in this study showed similar symptom reduction percentages with ranges between 55%, 56.3%, and 60%. Curiously, the RCTs result

Obsessive-Compulsive Disorder 12

showed a significantly higher result of 86% in symptom reduction. It is important to note that RCTs have been disapproved of by critics because the RCTs lack external validity. It was stated that generalize-ability was difficult because the groups are too homogeneous and participants received a manual type treatment. Alternatively, researchers from this study stated RCTs were externally valid because randomized and non-randomized participants responded to treatment in a like manner. It is important to note this study did not focus on research control and that observances were not strictly monitored (Franklin, et al, 2000).

This hypothesis states that CT is a more inclusive treatment for OCD than ERP therapy because CT targets the distorted core beliefs and faulty thoughts which cause anxiety. CT is also less anxiety provoking than ERP thus having a significantly lower drop-out rate. Several earlier clinical trials have shown ERP therapy to be the treatment of choice for OCD. And, past research has shown that the symptoms associated with OCD declined significantly with ERP treatment (Franklin, et al, 2000). Conversely, cognitive theorists advocate OCD can be treated successfully with CT because this method of therapy targets the causes of OCD (thoughts) and the symptoms (behaviors) in a structured way (McLean, et al, 2001). It is hypothesized that current research literature and future comprehensive research examining comparisons of CT and ERP therapy will illustrate that CT is a more effective treatment than ERP therapy to reduce the obsessive and compulsive symptoms associated with OCD (Belloch, et al, 2008). The following research proposal is submitted to support this hypothesis.

Obsessive-Compulsive Disorder 13

Method

Participants

Participants (N=400) would be recruited during a 1 month time period in January 2010 in the New York Metropolitan area. Morning and evening radio announcements on

1010 WINS and 880 WCBS, Sunday newspaper ads in the local sections of the New York Daily News and the Bergen Record would be placed and an AOL internet website advertisement would invite adult participants (18 – 65 years of age) to area seminars in February 2010 for a free screening and information sessions to learn about OCD. The

seminars would be conducted on different evenings during the week in selected tri-state area mental health offices. The seminar speakers would explain the symptoms of OCD and lecture participants about the procedures and measures to be administered during the free February 2010 screenings. Instructions for the participants would include a summary of the eligibility criteria. This information would be considered a necessary requirement for qualified participants to take part in the free treatment plan that would be conducted for a 3 month period during March, April, and May 2010. Qualified participants would receive one voucher at each session. If participants collect 25 vouchers, one for each session, they would receive a gift certificate for $500.00 at the conclusion of the study. If participants complete the 2 follow-up sessions at the 6 and 12 month intervals, two additional $100.00 gift certificates would be awarded. Compensation for this study would be provided by a grant from the American Psychological Foundation (APF). All participants would be treated in accordance with the “Ethical Principles of Psychologists and Code of Conduct” (American Psychological Association, 1992).

Obsessive-Compulsive Disorder 14

Design

Qualified participants would be randomly selected and assigned to a group A or a group B. Participants would be randomly assigned to receive either CT or ERP treatment. Participants would be assessed at pre-treatment and during treatment at 4, 8, and 12 weeks. Follow-up assessments would be conducted twice via the telephone at 6 month and 12 month intervals to assess symptom reduction. Results would be compared between groups using 3 measures.

Procedures

Participants would be administered the (SCID) Structured Clinical Interview (Brown, DiNardo, & Barlow,1994), the (Y-BOCS) Yale-Brown Obsession-Compulsion Scale (Goodman, Price, Rasmussen, & Mazure, Fleishman, Hill, Heninger, & Charney, 1989) and (OBQ) The Obsessional Beliefs Scale (Obsessive Compulsive Cognitions Working Group, 2001), at pre-treatment, at 3 different intervals during treatment and at 2 intervals post-treatment. An information session and symptom history would be obtained from each participant and testing would be administered by the participant’s original intake interviewer at the mental health office where they had attended the assessment seminar. Participants would be randomly assigned to CT or ERP therapy for 12 weeks, 2 times a week for 2 hour sessions each. The use of a familiar clinical setting and interview personnel would be utilized to minimize obsessions and reduce anxiety in an effort to circumvent the high attrition rate normally associated with long term research.

Obsessive-Compulsive Disorder 15

Treatments

CT procedures would be outlined by Judith Beck’s (1995) structured model. This CT therapy method would focus on identifying faulty thoughts (obsessions) and employing healthy thoughts to control the repetitive mental and/or physical behavior (compulsions). Homework would be assigned to reinforce and maintain the goals outlined in therapy. ERP procedures would be based on an outpatient program

modeled after the treatment developed by Dr. Edna Foa (1979) and her colleagues at the Center for Treatment and Study of Anxiety (CTSA). This CTSA therapy method would teach complete self-restraint from rituals from the beginning of exposure sessions starting with the least feared object on the hierarchy and eventually working toward the worst feared object by the end of the exposure sessions. Homework is also an essential part of the ERP program and participants would be encouraged to practice assignments on a daily basis. Both the CT and ERP therapy treatments would be conducted for 12 weeks, 2 times a week for 2 hour each session.

Therapists

Licensed therapists from CTSA with OCD experience and training in both CT and ERP therapy would be recruited to conduct sessions for participants in both groups. There would be 6 therapists for participants in group A and 6 therapists for participants in group B. All sessions would be audio taped and reviewed by supervisors with clinical proficiency in therapy treatments of OCD. Therapists would assess participants at the per-treatment level, at the 4, 8, and 12 week level and later at the 6 month level and the 12 month post-treatment follow-up level.

Obsessive-Compulsive Disorder 16

Measures

Three measures would be used to assess the OCD symptoms of the participants. First, participants would be assessed using The Structured-Clinical Interview for DSM-IV (SCID) to confirm the diagnosis of OCD (Brown, DiNardo, & Barlow, 1994). Second, the Yale-Brown Obsession-Compulsion Scale (Y-BOCS) would be administered to participants. The Y-BOCS would measure obsessions and compulsions with a check-list to ascertain frequency, distress, and control of symptoms (Goodman, Price, Rasmussen, & Mazure, Fleishman, Hill, Heninger, & Charney, 1989). Third, a 44 item self-report questionnaire, The Obsessional Beliefs Scale (OBQ) would be administered to assess how the participants rate the relevance of their thoughts in relation to their symptoms of OCD (Obsessive Compulsive Cognitions Working Group, 2001). All these measures would be administered to participants at the pre-treatment level, at the 4, 8, and 12 week level and later at the 6 month level and the12 month level of post-treatment follow-up. It is hypothesized that CT would be shown to have statistically significant results in symptom reduction at all treatment levels and at the post-treatment level and follow-up level as well.

Obsessive-Compulsive Disorder 17

References

Abramowitz, Jonathan S. (2006). The Psychological Treatment of Obsessive-

Compulsive Disorder, Journal of Psychology, 51, 407-416.

Abramowitz, Jonathan S., Franklin, Martin E., Schwartz, Stefanie A., Furr, Jami M.

(2003). Symptom Presentation and Outcome of Cognitive-Behavioral Therapy for

Obsessive-Compulsive Disorder, Journal of Consulting and Clinical Psychology, 71, 1049-1057.

American Psychiatric Association (2006). DSM-IV-TR, Section II, Washington, DC

Beck, Judith S. (1995). Cognitive Therapy: Basics and Beyond, The Guilford Press, New

York and London.

Belloch, Amparo; Cabdeo, Elena; Carrio, Carmen (2008). Cognitive Versus Behavior

Therapy in The Individual Treatment of Obsessive-Compulsive Disorder: Changes in Clinically Significant Outcomes at Post-Treatment and One Year Follow-up, Behavioral and Cognitive Psychotherapy, 36, 521-540.

Brown, T.A.; DiNardo P.A.; and Barlow, D.H. (1994).Anxiety Disorders Interview Schedule for DSM-IV: lifetime version (ADIS-IV-L). NY, Graywind Inc.

Ethical Principles of Psychologists and Code of Conduct (1992). American

Psychological Association, American Psychologist, 47, 1597-1611.

Franklin, Martin E., Abramowitz, Jonathan S., Kozak, Michael J., Levitt, Jill T.,

Foa, Edna B. (2000). Effectiveness of Exposure and Ritual Prevention for Obsessive-Compulsive Disorder: Randomized Compared With Nonrandomized Sample, Journal of Consulting and Clinical Psychology, 68, No. 4, 594-60.

Obsessive-Compulsive Disorder 18

References

Goodman, W.K.; Price, L.H.; Rasmussen, A.S.; Mazure, R.L., Fleishman, C., Hill, J.,

Heninger, C.L., and Charney, D.S. (1989a). The Yale- Brown Obsessive-

Compulsive Scale (II), Archives General Psychiatry a; Nov; 46(11):1006-11.

McLean, Peter D., Whittal, Maureen L., Thordarson, Dana S., and Steven Taylor,

Sochting, Ingrid, Koch, William J., Anderson, Kent, W. (2001). Cognitive Versus Behavior Therapy in the Group Treatment of Obsessive-Compulsive Disorder, Therapy Journal of Consulting and Clinical Psychology 6, 205-214.

Norcross, John C. (1995). Dispelling the Dodo Bird Verdict and the Exclusivity Myth in

Psychotherapy, Psychotherapy, 3, 500-504.

Obsessive Compulsive Cognitions Working Group (2001). Cognitive assessment of

obsessive-compulsive disorder. Behaviour Research and Therapy 35, 667-681.

Obsessive Compulsive Cognitions Working Group (2004). Interpretations of Intrusions

Inventory. Behaviour Research and Therapy 43, 1527-1542.

Rector Ph. D., Neil, A.; Bartha M.S.W., Christina; Kitchen M.S. W., Kate; Katzman

M.D., Martin; Richter M.D., Margaret (2001). Obsessive–Compulsive Disorder: An Information Guide, Center for Addiction and Mental Health.

Whitttal, Maureen L. and Robichaud, Melisa; Thordarson, Dana S., McClean, Peter D.,

(2008). Group and Individual Treatment of Obsessive-Compulsive Disorder Using Cognitive Therapy and Exposure Plus Response Prevention: A 2-Year Follow-Up Of Two Randomized Trials, Journal of Consulting and Clinical Psychology, 76, 1003-1014.

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Obsessive-Compulsive Disorder 1

Obsessive-Compulsive Disorder 1

Is Cognitive Therapy More Effective than Exposure and Ritual Prevention Treatment

for Adults Diagnosed with Obsessive-Compulsive Disorder?

M. C.

Fairleigh Dickinson University

Obsessive-Compulsive Disorder 2

Is cognitive therapy more effective than exposure and ritual prevention treatment for adults diagnosed with obsessive-compulsive disorder?

Obsessive-compulsive disorder is classified as an anxiety disorder (DSM-IV-TR, 2006). The obsessions are constant and repetitive thoughts, images or urges that are invasive and inappropriate. These thoughts, images or urges cause severe and debilitating anxiety that the person attempts to disregard, repress or defuse by distracting the thoughts, images or urges with actions. These actions are known as compulsions. The compulsions are carried out mentally or behaviorally. Cognitive compulsions, such as repeating words in silence, counting, and praying are some mental ways of coping with the obsessions. Cognitive compulsions are also known as covert compulsions. Behavioral compulsions such as ordering, checking, hoarding and hand washing are some physical ways to calm the anxiety. Behavioral compulsions, also known as overt compulsions, allay fears caused by the faulty cognitions that create and maintain the overwhelming anxiety associated with Obsessive-compulsive disorder (Rector, Bartha, Katzman, & Richter, 2001).

Although there is no cure for Obsessive-compulsive disorder (OCD) there are different types of treatment that are effective in reducing the anxiety associated with the obsessions and compulsions. Two of the most widely accepted treatments are cognitive therapy and exposure response prevention therapy. Exposure and response prevention therapy (ERP) is a behavior therapy that exposes the client to the objects that are associated with the obsessions that cause the anxiety. This process of exposure

Obsessive-Compulsive Disorder 3

eventually helps the client feel a reduced amount of stress over time until the feelings of anxiety diminish completely. The primary objective of ERP is to help the client

recognize the obsessions and respond to the anxiety by resisting the urge to act on the compulsions (Rector, et al, 2001).

Cognitive Therapy (CT) observes how a client intellectualizes their obsessions. CT examines how a person considers, understands, and feels about their obsessions. CT also helps a person become aware of how faulty beliefs drive compulsions. The main goals of CT are to help a person recognize obsessive thoughts and their significance. CT therapy examines the validity of the obsessions and cognitive distortions to help the client make positive changes in response toward the obsessions and resist the compulsions associated with the obsessions (Rector, et al, 2001).

CT has been shown to be a very effective form of treatment for OCD. Trained therapists develop a therapeutic alliance with clients to help them identify faulty thoughts and address the compulsions associated with the obsessions. The therapist’s goal is to help clients with OCD overcome the disorder by changing their thinking, behavior, and emotional responses to anxiety (Beck, 1995). Cognitive theorists propose that OCD can be treated more effectively with CT because obsessions and compulsions are generated by cognitive distortions and addressing the thoughts as opposed to the behaviors targets the problem at the root. Also, CT was recommended for clients who did not benefit from ERP therapy due to the initial anxiety provocation which possibly will result in a higher rate of attrition from treatment (McLean, Whittal, Thordarson, Taylor, Scotching, Koch, & Anderson, 2001). One of the most current studies that compared CT and ERP therapy

Obsessive-Compulsive Disorder 4

found that both methods of treatment were effective, but that CT had slightly higher results at post-test and significant results at follow-up (Belloch, Cabdeo, & Carrio, 2008).

Belloch, et al, (2008) conducted a study (N=29) which compared CT (N=16) and ERP therapy (N=13). Although the sample was small; this study was comprehensive considering approximately 2.5% to 3% of the population was estimated to have OCD. Three measures were used to assess participants at intake. Doctoral psychologists that were experienced in both cognitive and behavioral therapy administered the Anxiety Disorders Interview Schedule (ADIS-IV-L) for DSM-IV lifetime version (Brown, DiNardo, & Barlow,1994), the Yale-Brown Obsession-Compulsion Scale (Y-BOCS), and The Obsessional Beliefs Questionnaire (OBQ), a 44 item self-report questionnaire (Obsessive Compulsive Cognitions Working Group, 2001). The Y-BOCS (Goodman, Price, Rasmussen, & Mazure, Fleishman, Hill, Heninger, & Charney, 1989) was administered again at pre-treatment and determined that the participants (N=29) had severe OCD symptoms with a score of 25.36. This test also found participants were being medicated at a rate of 86.2%. The intake which took 2 to 3 hours was inclusive of drug treatments, physical and mental health history, and demographics.

In addition to the above tests, seven other tests were administered to assess depression, worry, anxiety, negativity, obsessions, strategies, and cognitive distortions. Regardless of scores, the participants were then randomly assigned to CT or ERP therapy with an experienced licensed clinical psychologist. The Y-BOCS was administered after the random assignment at pre-test, again at 3 and 6 months, and then at a 1 year follow-up. The data from the 1 year follow-up was used in this study (Belloch, et al, 2008).

Obsessive-Compulsive Disorder 5

Both the CT and the ERP therapy followed manual guidelines for treatment. It is important to note that the CT therapy was administered without any behavioral therapy and the ERP therapy was administered without any cognitive module. The ERP treatment was conducted over a 6 month period. In the first six weeks, ten sessions were conducted twice a week for 60-90 minutes. The following ten sessions were conducted bi-monthly for 60-45 minutes. The ERP sessions educated participants about behavioral techniques, developed a hierarchy, introduced exposure tasks, and assigned daily homework. Participants were asked to self monitor their anxiety levels during exposure tasks (Belloch, et al, 2008).

The CT treatment was also conducted over a 6 month period. The participants were introduced to the cognitive components of therapy for OCD and treated for a total of twenty sessions. The first two sessions explained obsessions and compulsions. The next ten sessions were conducted weekly for 60 minutes. These sessions taught participants how to examine their cognitive distortions and learn how to manage the obsessions. The next six sessions were conducted bi-weekly reinforcing the therapy and assigning homework. The last two sessions were introduced to enhance relapse prevention techniques (Belloch, et al, 2008).

This comprehensive study did not exclude participants due to co-morbid findings, current medicine use, or health history. The study compared the results of CT and ERP therapy at pre-treatment, post-treatment, and follow-up to evaluate the effectiveness of

significant improvement for all groups in symptom reduction. Testing concluded that both treatments were successful in treating severe symptoms of OCD. At post–test,

Obsessive-Compulsive Disorder 6 the CT results were shown to be somewhat more successful in reducing the obsessive and compulsive symptoms of OCD. At follow-up, CT was 1 Standard Deviation (SD) higher in reducing the same symptoms than ERP therapy (Belloch, et al, 2008).

Whittal, Robichaud, Thordarson, and McClean (2008) conducted a 2 year follow-up study that examined randomized trials of CT and ERP therapy in both an individual and a group setting. The Y-BOCS did not show significant findings for individual or group participants during the study. However, the Y-BOCS test results for CT were significantly higher than the ERP therapy for individual participants in the follow-up study. Two types of measures, the Obsessional Beliefs Scale (OBQ) and the Interpretations of Intrusions Inventory (III) were conducted. The OBQ consisted of a 44 item self-report measure to test the strengths of the beliefs (Obsessive Compulsive Cognitions Working Group, 2001). The III consisted of a 31 item self-report measure to assess intrusive thoughts (Obsessive Compulsive Cognitions Working Group, 2004). This study also revealed that the drop-out rate was lower for participants who received CT as opposed to participants who received ERP therapy (Whittal, et al, 2008).

Individual participants for this study were assessed at intake with the SCID-I and the Y-BOCS at pre-treatment (N=83), post-treatment (N=59), and follow-up (N=41). The average beginning age for individual participants with OCD symptoms was 23.4 and these participants suffered an average of 13.1years with symptoms. Random assignment of the individual participants (N=75) were (N=37) for CT and (N=38) for ERP therapy. Of the 4 participants that dropped out of CT, 3 had valid grounds. Of the 8 participants that dropped out of ERP therapy, 1 had a possible personality disorder. At the 2-year

Obsessive-Compulsive Disorder 7

follow-up only 19 of the 37 participants were available for assessment for CT and only 22 of the 38 participants were available for assessment for ERP therapy (Whittal, et al, 2008).

The group participants for this study were assessed and measured in the same manner as the individual participants. The group participants were assessed at intake with the SCID-I and the Y-BOCS at pre-treatment (N=93), post-treatment (N=63) and follow-up (N=45). The average beginning age for group participants with OCD symptoms was 22.5 and the participants suffered an average of 13 years with symptoms. Random assignment of the group participants (N=76) were (N=34) for CT and (N=42) for ERP therapy. Of the 2 participants that dropped out of CT, 1 had a valid reason. Of the 8 participants that dropped out of ERP, 2 had stopped taking medication. At the 2-year follow-up 24 of the 34 participants were available for assessment for CT and 21 of the 42 participants were available for assessment for ERP therapy (Whittal, et al, 2008).

Both group and individual studies were conducted in sequence. One benefit of CT was a significantly lower drop-out rate. This drop-out rate was measured with the Fischer’s exact test and found that the recovery rate for participants in individual CT treatment was significantly higher at the 2 year follow-up than for the participants in the group CT treatment. And, final results showed that individual CT was equally effective and better tolerated when compared to individual ERP therapy treatment (Whittal, et al, 2008). It was supposed that since distorted beliefs and faulty thoughts caused anxiety, CT therapy was a more inclusive treatment than ERP therapy (McLean, et al, 2001). CT

Obsessive-Compulsive Disorder 8

treatment was recommended for participants who did not benefit from the stress inducing methods of ERP therapy (McLean, et al, 2001) because ERP therapy re-creates anxiety by exposing participants to objects that prompt a fear response (Abramowitz, 2006). However, Abramowitz (2006) examined ERP therapy for OCD and found that ERP therapy had greatly improved the prognosis for treatment of OCD. ERP was seen effective in reducing 50%-60% of symptoms for OCD participants, but post-treatment results indicated participants still had residual symptoms (Abramowitz, 2006).

In comparison studies of CT and ERP therapy, results of the Y-BOCS revealed that after 16 sessions of each treatment CT reduced symptoms by 53% and ERP therapy reduced symptoms by 43% (Abramowitz, 2006). Importantly, Abramowitz (2006) noted that an ERP component was added to the CT therapy at 6 weeks in 2 of the 4 studies and this may have compromised internal validity. Abramowitz (2006) cited Y-BOCS studies that showed the results of CT and ERP therapy were comparable in symptom reduction post-treatment. This result would tend to confirm the findings of Norcross (1995) who stated that neither therapy is exclusively better than another in treatment nor that all therapies work equally well for all psychological disorders.

Although CT results were shown to be comparative in post-treatment the opposite results were reported in follow-up, finding ERP therapy to be more effective. But, 25%-30% failed to finish ERP therapy and 20% of the participants that remained in treatment did not benefit from significant symptom reduction. And, approximately 50%

Obsessive-Compulsive Disorder 9

of the participants who began ERP therapy did not benefit from treatment. Thus, the incentive to start ERP and/or to remain in therapy was a dilemma for participants because ERP therapy replicated anxiety and was stressful. Consequently, Abramowitz (2006)

suggested therapist training programs to teach better methods of providing and implementing ERP treatment for participants would be beneficial.

The study by McLean, et al, (2001) compared the effectiveness of CT and ERP therapy methods in group treatment. The participants (N=63) who completed the study were between the ages of 18 and 65. Participants were evaluated and assessed for OCD using The Structured-Clinical Interview for DSM-IV (SCID) and the Y-BOCS at 3 different intervals during the treatment. Half of the participants began treatment to establish a baseline and 3 months later the other half of the participants began treatment. Each treatment session was conducted during a 12 week period with 6-8 participants for a total of 2.5 hours (McLean, et al, 2001).

ERP therapists taught participants about OCD characteristics and ERP treatment methods. Initial instructions included the behavioral premises of therapy, demonstrations of self-monitoring and homework assignments. Reinforcement of self-observance and review of homework tasks continued through out the sessions until the participants experienced symptom relief. Relapse prevention skills were emphasized and evaluated during the last therapy session to formulate maintenance strategies (McLean, et al, 2001).

CT therapists taught participants about OCD characteristics and CT treatment methods. CT therapist reviewed 6 faulty thought categories. Each category was addressed and techniques to modify cognitions in a faulty thought category were formulated. Group

Obsessive-Compulsive Disorder 10

participants examined and reviewed their faulty thought patterns and coping strategies. Homework tasks were specified to formulate maintenance strategies (McLean, et al, 2001). Results of the McLean, et al, (2001) study showed ERP participants had slightly improved symptom management compared to the CT participants at the finish, but findings were not statistically significant. At the 3-month follow-up, ERP participants showed a significant improvement and 55% success rate for symptom management compared to CT participants (Mclean, et al, 2001).

Abramowitz, Franklin, Schwartz, and Furr (2003) examined participants (N=132) who were adult out-patients (70 men, 62 women) between the ages of 18-65. The participants were treated for OCD in 2 different clinical facilities. The participant’s symptoms were categorized using a revised Y-BOCS to examine physical (overt) compulsions and mental (covert) compulsions. The study identified 5 sub-groups of symptoms which included harming, contamination, hoarding, unacceptable thoughts, and symmetry. ERP treatment sessions were 60 to 90 minutes in length and were administered to each of the 5 groups for a total of 15 periods at varying times during a weekly schedule dependent upon the severity of symptoms. Results showed there was a 56.3% decrease in OCD symptoms with the 14% participant attrition rate taken into account (Abramowitz, et al, 2003).

Franklin, Abramowitz, Kozak, Levitt, and Foa, (2000) compared randomized control trials (RCTs) to further determine the effectiveness of ERP treatment for OCD.

Obsessive-Compulsive Disorder 11

Participants paid a fee for therapy to the Medical College of Pennsylvania-Hahnemann in conjunction with The Center for the Treatment and Study of Anxiety (CTSA) that participated in a continuing National Institute of Mental Health-funded RCT. Participants (N=110) were out-patients adults (58 men, 52 women) between the ages of 17 and 74 who participated in the trial studies that ran over a period of 6 years. A total of 18 comprehensive sessions, the first 3 of which were preparation sessions, were conducted over a 4 week period for 2 hours each (Franklin, et al, 2000).

Participants in this trial were exposed to individual stressors from least feared to most feared. This method of exposure continued until the anxiety gradually decreased. After each session finished, the participants were given different exposure activities and homework tasks. Ritual prevention skills were taught throughout the therapy by using self-awareness and management skills to reduce symptoms. Participants were urged to seek therapist support to discontinue compulsion rituals. Finally, therapists instructed participants in relapse prevention procedures (Franklin, et al, 2000).

Benchmark comparisons of the Y-BOCS were used to assess OCD symptoms. The research cited several meta-analyses with RCTs that indicated ERP was an effective mode of treatment. The main result from this study revealed that symptoms improved significantly from pre-treatment to post-treatment. Of the participants who completed the trial, 86% were seen to have symptom reduction post-treatment (Franklin, et al, 2000).

Results from other meta-analyses in this study showed similar symptom reduction percentages with ranges between 55%, 56.3%, and 60%. Curiously, the RCTs result

Obsessive-Compulsive Disorder 12

showed a significantly higher result of 86% in symptom reduction. It is important to note that RCTs have been disapproved of by critics because the RCTs lack external validity. It was stated that generalize-ability was difficult because the groups are too homogeneous and participants received a manual type treatment. Alternatively, researchers from this study stated RCTs were externally valid because randomized and non-randomized participants responded to treatment in a like manner. It is important to note this study did not focus on research control and that observances were not strictly monitored (Franklin, et al, 2000).

This hypothesis states that CT is a more inclusive treatment for OCD than ERP therapy because CT targets the distorted core beliefs and faulty thoughts which cause anxiety. CT is also less anxiety provoking than ERP thus having a significantly lower drop-out rate. Several earlier clinical trials have shown ERP therapy to be the treatment of choice for OCD. And, past research has shown that the symptoms associated with OCD declined significantly with ERP treatment (Franklin, et al, 2000). Conversely, cognitive theorists advocate OCD can be treated successfully with CT because this method of therapy targets the causes of OCD (thoughts) and the symptoms (behaviors) in a structured way (McLean, et al, 2001). It is hypothesized that current research literature and future comprehensive research examining comparisons of CT and ERP therapy will illustrate that CT is a more effective treatment than ERP therapy to reduce the obsessive and compulsive symptoms associated with OCD (Belloch, et al, 2008). The following research proposal is submitted to support this hypothesis.

Obsessive-Compulsive Disorder 13

Method

Participants

Participants (N=400) would be recruited during a 1 month time period in January 2010 in the New York Metropolitan area. Morning and evening radio announcements on

1010 WINS and 880 WCBS, Sunday newspaper ads in the local sections of the New York Daily News and the Bergen Record would be placed and an AOL internet website advertisement would invite adult participants (18 – 65 years of age) to area seminars in February 2010 for a free screening and information sessions to learn about OCD. The

seminars would be conducted on different evenings during the week in selected tri-state area mental health offices. The seminar speakers would explain the symptoms of OCD and lecture participants about the procedures and measures to be administered during the free February 2010 screenings. Instructions for the participants would include a summary of the eligibility criteria. This information would be considered a necessary requirement for qualified participants to take part in the free treatment plan that would be conducted for a 3 month period during March, April, and May 2010. Qualified participants would receive one voucher at each session. If participants collect 25 vouchers, one for each session, they would receive a gift certificate for $500.00 at the conclusion of the study. If participants complete the 2 follow-up sessions at the 6 and 12 month intervals, two additional $100.00 gift certificates would be awarded. Compensation for this study would be provided by a grant from the American Psychological Foundation (APF). All participants would be treated in accordance with the “Ethical Principles of Psychologists and Code of Conduct” (American Psychological Association, 1992).

Obsessive-Compulsive Disorder 14

Design

Qualified participants would be randomly selected and assigned to a group A or a group B. Participants would be randomly assigned to receive either CT or ERP treatment. Participants would be assessed at pre-treatment and during treatment at 4, 8, and 12 weeks. Follow-up assessments would be conducted twice via the telephone at 6 month and 12 month intervals to assess symptom reduction. Results would be compared between groups using 3 measures.

Procedures

Participants would be administered the (SCID) Structured Clinical Interview (Brown, DiNardo, & Barlow,1994), the (Y-BOCS) Yale-Brown Obsession-Compulsion Scale (Goodman, Price, Rasmussen, & Mazure, Fleishman, Hill, Heninger, & Charney, 1989) and (OBQ) The Obsessional Beliefs Scale (Obsessive Compulsive Cognitions Working Group, 2001), at pre-treatment, at 3 different intervals during treatment and at 2 intervals post-treatment. An information session and symptom history would be obtained from each participant and testing would be administered by the participant’s original intake interviewer at the mental health office where they had attended the assessment seminar. Participants would be randomly assigned to CT or ERP therapy for 12 weeks, 2 times a week for 2 hour sessions each. The use of a familiar clinical setting and interview personnel would be utilized to minimize obsessions and reduce anxiety in an effort to circumvent the high attrition rate normally associated with long term research.

Obsessive-Compulsive Disorder 15

Treatments

CT procedures would be outlined by Judith Beck’s (1995) structured model. This CT therapy method would focus on identifying faulty thoughts (obsessions) and employing healthy thoughts to control the repetitive mental and/or physical behavior (compulsions). Homework would be assigned to reinforce and maintain the goals outlined in therapy. ERP procedures would be based on an outpatient program

modeled after the treatment developed by Dr. Edna Foa (1979) and her colleagues at the Center for Treatment and Study of Anxiety (CTSA). This CTSA therapy method would teach complete self-restraint from rituals from the beginning of exposure sessions starting with the least feared object on the hierarchy and eventually working toward the worst feared object by the end of the exposure sessions. Homework is also an essential part of the ERP program and participants would be encouraged to practice assignments on a daily basis. Both the CT and ERP therapy treatments would be conducted for 12 weeks, 2 times a week for 2 hour each session.

Therapists

Licensed therapists from CTSA with OCD experience and training in both CT and ERP therapy would be recruited to conduct sessions for participants in both groups. There would be 6 therapists for participants in group A and 6 therapists for participants in group B. All sessions would be audio taped and reviewed by supervisors with clinical proficiency in therapy treatments of OCD. Therapists would assess participants at the per-treatment level, at the 4, 8, and 12 week level and later at the 6 month level and the 12 month post-treatment follow-up level.

Obsessive-Compulsive Disorder 16

Measures

Three measures would be used to assess the OCD symptoms of the participants. First, participants would be assessed using The Structured-Clinical Interview for DSM-IV (SCID) to confirm the diagnosis of OCD (Brown, DiNardo, & Barlow, 1994). Second, the Yale-Brown Obsession-Compulsion Scale (Y-BOCS) would be administered to participants. The Y-BOCS would measure obsessions and compulsions with a check-list to ascertain frequency, distress, and control of symptoms (Goodman, Price, Rasmussen, & Mazure, Fleishman, Hill, Heninger, & Charney, 1989). Third, a 44 item self-report questionnaire, The Obsessional Beliefs Scale (OBQ) would be administered to assess how the participants rate the relevance of their thoughts in relation to their symptoms of OCD (Obsessive Compulsive Cognitions Working Group, 2001). All these measures would be administered to participants at the pre-treatment level, at the 4, 8, and 12 week level and later at the 6 month level and the12 month level of post-treatment follow-up. It is hypothesized that CT would be shown to have statistically significant results in symptom reduction at all treatment levels and at the post-treatment level and follow-up level as well.

Obsessive-Compulsive Disorder 17

References

Abramowitz, Jonathan S. (2006). The Psychological Treatment of Obsessive-

Compulsive Disorder, Journal of Psychology, 51, 407-416.

Abramowitz, Jonathan S., Franklin, Martin E., Schwartz, Stefanie A., Furr, Jami M.

(2003). Symptom Presentation and Outcome of Cognitive-Behavioral Therapy for

Obsessive-Compulsive Disorder, Journal of Consulting and Clinical Psychology, 71, 1049-1057.

American Psychiatric Association (2006). DSM-IV-TR, Section II, Washington, DC

Beck, Judith S. (1995). Cognitive Therapy: Basics and Beyond, The Guilford Press, New

York and London.

Belloch, Amparo; Cabdeo, Elena; Carrio, Carmen (2008). Cognitive Versus Behavior

Therapy in The Individual Treatment of Obsessive-Compulsive Disorder: Changes in Clinically Significant Outcomes at Post-Treatment and One Year Follow-up, Behavioral and Cognitive Psychotherapy, 36, 521-540.

Brown, T.A.; DiNardo P.A.; and Barlow, D.H. (1994).Anxiety Disorders Interview Schedule for DSM-IV: lifetime version (ADIS-IV-L). NY, Graywind Inc.

Ethical Principles of Psychologists and Code of Conduct (1992). American

Psychological Association, American Psychologist, 47, 1597-1611.

Franklin, Martin E., Abramowitz, Jonathan S., Kozak, Michael J., Levitt, Jill T.,

Foa, Edna B. (2000). Effectiveness of Exposure and Ritual Prevention for Obsessive-Compulsive Disorder: Randomized Compared With Nonrandomized Sample, Journal of Consulting and Clinical Psychology, 68, No. 4, 594-60.

Obsessive-Compulsive Disorder 18

References

Goodman, W.K.; Price, L.H.; Rasmussen, A.S.; Mazure, R.L., Fleishman, C., Hill, J.,

Heninger, C.L., and Charney, D.S. (1989a). The Yale- Brown Obsessive-

Compulsive Scale (II), Archives General Psychiatry a; Nov; 46(11):1006-11.

McLean, Peter D., Whittal, Maureen L., Thordarson, Dana S., and Steven Taylor,

Sochting, Ingrid, Koch, William J., Anderson, Kent, W. (2001). Cognitive Versus Behavior Therapy in the Group Treatment of Obsessive-Compulsive Disorder, Therapy Journal of Consulting and Clinical Psychology 6, 205-214.

Norcross, John C. (1995). Dispelling the Dodo Bird Verdict and the Exclusivity Myth in

Psychotherapy, Psychotherapy, 3, 500-504.

Obsessive Compulsive Cognitions Working Group (2001). Cognitive assessment of

obsessive-compulsive disorder. Behaviour Research and Therapy 35, 667-681.

Obsessive Compulsive Cognitions Working Group (2004). Interpretations of Intrusions

Inventory. Behaviour Research and Therapy 43, 1527-1542.

Rector Ph. D., Neil, A.; Bartha M.S.W., Christina; Kitchen M.S. W., Kate; Katzman

M.D., Martin; Richter M.D., Margaret (2001). Obsessive–Compulsive Disorder: An Information Guide, Center for Addiction and Mental Health.

Whitttal, Maureen L. and Robichaud, Melisa; Thordarson, Dana S., McClean, Peter D.,

(2008). Group and Individual Treatment of Obsessive-Compulsive Disorder Using Cognitive Therapy and Exposure Plus Response Prevention: A 2-Year Follow-Up Of Two Randomized Trials, Journal of Consulting and Clinical Psychology, 76, 1003-1014.

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Volkswagen Corporate Social Responsibility

Volkswagen Corporate Social Responsibility

Student name:

Class:

Date:

Volkswagen is one of the successful car manufacturing company I the world. The company’s management strategy and social responsibility have played an essential role in its increased market share in Europe and abroad. The company was based in Germany, and it has now expanded its activities to different parts of the world. It has employed more than 300,000 employees who can manufacture at least 20,000 vehicles each day. Currently, the company has various production firms around the world for instance in Africa, Asia, and America. The firm is also divided into two different segments such as Volkswagen and Audi, which have produced different brands of vehicles (Abdul 2002). Volkswagen desires to increase its central point on business background, reducing the production cost at the same time enhancing its profitability. The current paper intends to assess VW CSR.

The Volkswagens scandal (I did not see any description of the scandal. You cannot assume that the reader know which scandal you are referring to.) is considered as one of the biggest in the present century. The company has raised concern about business performance and corporate social responsibility. The case study has made people raise questions about sustainability and reviving the philosophical debate on ethical practices, which is characterized in CSR. Volkswagen is very committed to making sure its activities are transparent and has adopted the most effective corporate governance. The execution of its strategies to all business levels and the value chain has become one of the biggest challenges.

The company’s sustainability implies the instantaneously determined for economic, social as well as environmental objective as the way of giving them equal precedence. The firm has established and enduring value, offering a conducive working environment and managing environmental issues with care. Based on the emission issues, the company has failed to meet the CSR requirements and standards.

Human activities have negatively affected the environment in the past few years. Some companies have failed to stick to CSR guidelines and environmental sustainability while consumers expect the company to follow the CSR by modifying their practices (Abdul 2002). Studies have indicated that the automobile industry is publishing their CRS performance in public revelation. To accomplish positive impact on stakeholder anticipation, VW revealed that it is committed to environmental sustainability using their website and media release. VW is one of the most renowned company for sharing their commitment or obligation to CSR, mainly based on environmental sustainability problems as well as stakeholders correspondence. Gruber indicated that various factors affect environmental issues are energy, noise, emission, etc.

The indiscretions in managing the emission problems contradict with what the organization believes in. This is disappointed by the stakeholders who believe in the company operations. The firm is working on these issues and coming up with ways of making sure that all the CSR standards are met. Even though this may take time and resources, it will help the company to restore its customer’s confidence and expectations. Volkswagen management started reviewing its sustainability impression. This has aimed at noting the risks and coming up with opportunities in environmental impacts. Volkswagen corporate responsibility (CSR) practices have contributed to an increased reputation and value.

According to the study carried out by Gruber indicated reasons as for why companies such as VW have encountered SCR issues. There is an argument between two schools of thoughts about CSR and the role played in managing company activities. Business has to increase its value and trust by observing its ethical principles. Alternatively, some researchers believe that companies should conduct their business and enhancing their moral and ethical values; this has played a crucial role in meeting their set goals. In assessing issues affecting VW, social contract theory is the most useful concept to carry out its analysis ( Rasche , Mette and Moon 2017). In brief, the concept of social contracts indicates that society has the right to liberty, rights, and affluence. The emission of harmful gas hurts the environment, which in term cause climate change hence affecting the quality of life.

Volkswagen has established a comprehensive management structure that helps to promote CSR and to synchronize sustainability. The company’s committee consists of the Group Board of Management. The board is informed regularly about the company’s CSR and environmental sustainability (Koplin, Mesterharm and Seuring 2007). The company management has ensured that all employees are in a position to meet their set goals and objectives. Moreover, all the stakeholders are involved in decision making and other production activities. The board is also given the responsibility of making the premeditated sustainability objectives, assess the level that is achieved utilizing the management pointers, noting significant activities as well as accepting the maintainable report. (This may not be relevant.)

It can be noted that CSR and Sustainability department endorses the board group. Its role consists of organizing its sustainable action in the Group and its product brand but also organizing stakeholder’s actions at different levels, for instance, the sustainability of investors and analyst. The project teams have been able to handle all business concept like reporting, management of stakeholder or increasing its supplier’s relationship. This organization and working on structure is developed across all its brand and increasing its operations. From 2009, the company’s CSR for Sustainability VW products brand can be improved by effective communication across all areas and developing the most consisted structure. The CRS department has proven to be part of the company structure. (This is irrelevant.)

In case VW is successful in reviving its reputation, it has to act conclusively. VW has to acknowledge its organizational responsibility but not an individual arrangement for its emission cases. It is essential for the company to lay down a very credible framework on minimizing the emission and proving its compliance based on the regulatory guidelines. (We are not looking for recommendations in this report. Keep it for Assessment 3.)

Moreover, the company has to also reduce its stress by making significant, long term Research and Development for it to become the market leader instead of lagging in adoption of technology and minimizing emission at the same time improving performance. Furthermore, the company has to develop an effective transparent and accountable practices in addition to promoting significant change in company culture. This will play an imperative role to prevent future scam. VW has offered us a blatant lesson in ways companies should handle social responsibility and sustainability (Zhang, et al. 2016).(Irrelevant)

Even though VW has indicated its commitment by sticking to CSR guidelines and promoting environmental sustainability, some researchers contend against the company action citing that there is a lack of proactive methodology and adverse outcome. Abdul and Saadiatul noted that one of a contributor to environmental effect in the automobile industry is air pollution and climate change. The general public is one of the stakeholders that is profoundly affected by environmental issues. As such, when VW is unable to adhere to CSR principles, the whole society is affected. Hence it will not be able to meet its expectation of profit maximization ( Rasche , Mette and Moon 2017).

In the entire literature about social responsibility, it can be agreed that corporate social responsibility is vital for company success in a competitive environment (Beske, Koplin and Seuring 2006). The increased VW development has led to an increase in both negative and positive effects on its expansion. The company follows the strict principles of joining the economic development depending on the company responsibility; this means that the concept of social responsibility and sustainability is deeply rooted in the organizational culture (Gruber 2018).(Irrelevant)

VW has to unwaveringly support charitable activities in the society, which is essential in shaping its image and increasing its popularity in the company — for instance, contributing money to those living in slums, sponsoring games in the community, etc (Hartman, Rubin and Dhanda 2007). In this case, innovation and sustainability of VW for it to succeed in the competitive environment. (What are the programmes that the company do? You need to describe at least two initiatives in the aspect of community development. Who are the beneficiaries of their programmes?)

The company has increased its efforts in designing and inventing new types of the automobile that saves much fuel and are environmentally friendly. The company has also followed the sustainability policy despite experiencing various challenges in the implementation process. Social media acts as the window for VW to create awareness of its products and CSR activities. The firm has also published its financial and environmental issue that helps in understanding what consumers, government and other stakeholders. It is important to note that to some level, the execution of these practices might increase the gap between consumers and the company. Furthermore, VW has increased its investment on social media as a way of creating public awareness and expansion to different parts of the word.(You need to review your conclusion once you change your content.)

Bibliography Rasche , Andreas, Morsing Mette , and Jeremy Moon . “Corporate Social Responsibility: Strategy, Communication, Governance.” Cambridge University Press, 2017. Abdul, Md Zabid. “Executive and management attitudes towards corporate social responsibility in Malaysia.” MCB UP Ltd, 2002: 10 -16. Beske, Philip, Julia Koplin, and Stefan Seuring. “The use of environmental and social standards by German first‐tier suppliers of the Volkswagen AG.” Wiley Online Library, 2006. Gruber, Maria. “CORPORATE SOCIAL RESPONSIBILITY RHETORIC IN TIMES OF CRISES. A RHETORICAL ANALYSIS OF CSR REPORTS PRIOR TO AND AFTER MAJOR CORPORATE CRISES.” MedienJournal, 2018: 33-50. Hartman, Laura , Robert Rubin, and Kathy Dhanda. “The Communication of Corporate Social Responsibility: United States and European Union Multinational Corporations.” Journal of Business Ethics, 2007: 373–389. Koplin, Julia, Michael Mesterharm, and Stefan Seuring. “Incorporating sustainability into supply management in the automotive industry – the case of the Volkswagen AG.” Journal of Cleaner Production, 2007: 1053-1062. Zhang, Boyang, Vos Marita, Jari Veijalainen, Shuaiqiang Wang, and Denis Kotkov. “The Issue Arena of a Corporate Social Responsibility Crisis – The Volkswagen Case in Twitter.” Redfame Publishing Inc., 2016.

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Assessment 1: In-Class Assessment

Assessment 1: In-Class Assessment

CIB1100 – Communication in Business

Assessment Guide

Trimester 1, 2019

Colleges of Business and Technology WA Pty Ltd T/A Curtin College CRICOS Provider Code 02042G

Page 8 of 8

UNIT OUTLINE AND ASSESSMENT GUIDE
The Unit Outline and the Assessment Guide for CIB1100 Communication in Business provide the full requirements of the unit and both should be referred to when completing unit assessments.

PRESENTATION OF WRITTEN ASSIGNMENTS
In all the written assessments for this unit, it is important that you present your work in a way that communicates a professional attitude. Below are some formatting rules that should be followed for each written assessment:

· Type or word-process your assessment

· Use a 12 font size

· Use Arial font

· Leave a margin of 2.5 cm around all four sides of the page

· Use double spacing between lines

· Use a Header to insert you name and student ID number at the top of the page

· Number pages clearly

· Keep a copy of your submitted assessments

For Reference List:

· Formatted according the Chicago 17th Edition referencing system;

· Use single space for each source entry; and

· Use double space between entries.

SUPPLEMENTARY AND DEFERRED FINAL EXAMS/ASSESSMENTS
Supplementary Assessment / Exam
A supplementary assessment may be granted to a student by the Board of Examiners in order to provide an additional opportunity for a student to pass a unit. If a student passes a supplementary assessment their total mark will not change but their grade becomes a pass grade (PX – Pass with Supplementary).

Students who have qualified for a supplementary assessment will be notified by e-mail following the Board of Examiners. Supplementary assessments will be conducted in the Orientation week of the next study period unless otherwise advised by the College and students must be available to sit the assessment at the specified time otherwise the offer will be withdrawn.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment.

A maximum of two supplementary assessments may be granted to the same student in a program.

For more information please refer to the Curtin College’s Supplementary Assessment Policy which is located under Policies and Procedures on the College’s website at http://www.curtincollege.edu.au.

Deferred Final Exam (if applicable)
Within two calendar days following the missed Final Exam complete the “Application for Assessment Extension Form” located on Moodle unit: Study Kiosk/ Academic Forms & Documents and attach valid evidence, for example, a medical certificate/ or a letter from the counsellor, and a statement outlining the reasons for missing the final exam. Submit all documents to Reception in Building 205 or email them to help@curtincollege.edu.au.

Deferred Final Exams will be conducted in the Orientation week of the next study period unless otherwise advised by the College and students must be available to sit the assessment at the specified time.

For information on the deferred assessment conditions, please refer to the Curtin College’s Assessment and Moderation Policy which is located under Policies and Procedures on the College’s website: http://www.curtincollege.edu.au.

DETAILED INFORMATION ON ASSESSMENT TASKS
Assessment 1: In-Class Assessment

Due Date: In Class, Module 4, Week Commencing Monday 18 March

Weighting: 10%

Assessment Task

This task will focus and assess your referencing skills. You will have 45 minutes to complete a series of questions related to academic journal articles. You will need to properly reference the articles for both in-text and reference list entries, as well as summarising and paraphrasing information from the text provided. You will need to answer five Multiple-Choice Questions (MCQs), worth 1 mark each. You will also need to answer one short answer question, work 5 marks, based on the text provided. You will not have access to the content or questions prior to your class. It will be provided on the day, and you will be required to answer all questions related to the article prior to leaving class. Different classes will have different questions.

Submission Requirements

As you will complete this assessment ask in your class, you are required to attend class this week. If you are unable to attend your class on the day of the assessment, you will need to follow standard assessment extension procedures, providing supporting documentation and the extension request form.

Marking Criteria & Feedback

Each class will have a different question set, and a detailed marking guide will be provided to each marker. For the MCQ questions, there will be no partial marks awarded for any question. For the final question, students will be marked on their language skills, use of in-text citations, and content development. See the rubric below for detailed marking criteria.

CIB1100 – In-Class Assessment Question Six Marking Rubric (Weighting 5%)

The result will be an average of the below categories.

Grades

Content Development

Referencing Skills

Structure, Language and Conventions

High Distinction

80-100%

Clearly synthesised the information from the provided text, including addressing key themes and ideas in your own words.

Followed Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations.

Highly persuasive. Sound mechanics.

Distinction

70-79%

Included most of the key themes and ideas from the provided text, with some reliance on direct quotations and/or some omissions.

Mostly followed Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations, with some small omissions or errors.

Content flows well. A few inconsistent mechanical errors.

Credit Pass

60-69%

Addressed some of the key themes or ideas from the provided text, with a reliance on direct quotations and/or some omissions.

Mostly followed Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations, with occasional omissions or errors.

Content mostly flows. Mostly well structured. A few inconsistent mechanical errors that do not affect readability.

Pass

50-59%

Attempted to identify the key themes or ideas from the provided text, with too many direct quotations and/or omissions.

Occasionally followed Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations, with some omissions or errors.

Basic structure. Consistent mechanical errors that do not affect readability.

Fail

< 49%

Superficial and/or inadequate addressing of the provided text. Demonstrates inadequate understanding of key concepts.

Fails to follow Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations.

Poor structure and/or mechanical errors affecting readability.

Assessment 2: Business Report

Due Date: Monday 15 April, 8am

Weighting: 30%

Assessment Task

In Assessment Two, your task is to review the behaviours, actions and communications of one of the companies listed below of your choice:

  1. Alibaba
  2. Amazon.com
  3. HSBC
  4. Royal Dutch Shell
  5. Samsung Electronics
  6. Volkswagen
  7. Walmart
  8. Wesfarmers

In your own words:

· Examine and critique one or two aspects of the company’s social performance with regards to fulfilling society’s expectations on how the company should operate its business. You can look at a company’s performance in regards to the environment, equality, employment, community development, health and human rights, just to name a few options. Highlight both areas of achievement and those requiring improvement. If you choose to look at one aspect, examine both the positive and negative behaviours related to that aspect. If you choose to look at two aspects, focus on one positive aspect and one negative aspect, to allow enough depth in your writing.

· Examine and discuss the impact and implications of the company’s actions on society and stakeholders.

· Provide your conclusions about the company’s performance in society, based on the information you provide in your paper.

Word Limit: At least 1500, with a maximum of 1800 words. This INCLUDES in-text citations, headings, sub-headings, etc. Anything in the body of your paper is included as part of the word count.

Don’t slip up! Make sure you do not go over the maximum word limit. A 5% penalty will occur for every 50 words – or part thereof – over the maximum word limit. This will be strictly enforced. Also be sure to follow the advice and instructions provided in your tutorials with regards to requirements for this assessment, including fonts and structure.

This is an assignment that asks you to reflect broadly on the role of business, how it communicates and acts on a social issue facing it in any society. Take time to reflect on the many arguments and pieces of information presented in the literature. You will need to read widely and broadly.

Submission Requirements

You will submit this essay as a Word Document (.DOC or .DOCX) through the Turnitin submission point on Moodle. You must load your paper no later than 8am on the due date, Monday 8 April.

It is the student’s responsibility to check that the electronic file(s) are:

a) Readable,

b) Fully complete,

c) In the required file format,

d) Clearly identified using the required file-naming convention e.g. student ID number followed by the assessment name; and

e) A back-up copy of the assessment has been kept.

Marking Criteria & Feedback

Please refer to the Business Report Marking Rubric. The result will be divided by six to determine the mark out of 100, then converted to a score out of 30.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Context and Purpose

Did not demonstrate adequate consideration of context, audience, and purpose and a clear focus on the assigned task.

Demonstrates some consideration of context, audience, and purpose and attempts to focus on the assigned task.

Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task.

Demonstrates a good understanding of context, audience, and purpose and fully aligns with the assigned task.

Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task and focuses all elements of the work.

Sources and Evidence

Did not demonstrate consistent use of credible, relevant sources to support ideas that are situated within the genre of essay writing.

Demonstrates some use of credible, relevant sources to support ideas that are situated within the genre of essay writing.

Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the genre of essay writing.

Demonstrates consistent use of a range of credible, relevant sources to support key ideas that are pertinent to the genre of essay writing.

Demonstrates skilful use of high- quality, credible, relevant sources to develop ideas that are pertinent to the genre of essay writing.

Referencing

Did not sufficiently reference as per College standards, including inadequate paraphrasing or failure to identify direct quotes. The Chicago referencing format was not followed. The reference list was inconsistent.

Some referencing was done correctly in-text (direct quotes and paraphrased text), as per the Chicago referencing format. The reference list had some inconsistencies.

Most references were correctly acknowledged, both in-text (direct quotes and paraphrased text) and within the reference list, in the Chicago referencing format. The reference list had some inconsistencies.

Most references were correctly acknowledged, both in-text (direct quotes and paraphrased text) and within the reference list, in the Chicago referencing format. The reference list was consistent.

All references were correctly acknowledged, both in-text (direct quotes and paraphrased text) and within the reference list, in the Chicago referencing format. The reference list was consistent with no errors.

Control of Syntax and Mechanics

Did not use language that conveys meaning to readers with sufficient clarity and includes numerous errors.

Uses language sufficiently well to convey basic meaning although errors reduce effectiveness of communication

Uses language that generally conveys meaning to readers with clarity although writing may include some errors.

Uses language that effectively conveys meaning to readers with clarity. Any errors that occur do not reduce effectiveness of communication.

Uses language that skilfully and effectively communicates meaning to readers with clarity and fluency, and is virtually error-free

Issue

The issue/problem to be considered critically is not clearly stated and described. There are significant omissions and/or errors.

The issue/problem to be considered critically is stated clearly and described with enough information for an adequate understanding. There are some omissions and/or errors.

The issue/problem to be considered critically is stated clearly and described with enough information for an adequate understanding. There are no omissions and/or errors.

The issue/problem to be considered is stated clearly and described thoroughly.

The issue/problem to be considered critically is stated clearly and described comprehensively (delivering all relevant information necessary for a full understanding).

Evidence-based Analysis

The analysis is not coherent and is based on irrelevant information, concepts and methods. The analysis is based on very limited sources.

A coherent analysis is based on partial use of relevant information, concepts and methods. The information analysed is gathered from several relevant sources.

A coherent analysis is based on thorough use of relevant information, concepts and methods. The information analysed is gathered from several relevant sources.

A coherent and comprehensive analysis is based on thorough use of the most relevant information, concepts and methods. The information analysed is gathered from many diverse, high-quality sources.

A coherent and complete analysis is based on complete use of all relevant information, concepts and methods. The information analysed is gathered from many diverse, high-quality sources.

Assessment 3: Oral Presentation

Due Date: In Class, Module 11, Week Commencing Monday 20 May

Weighting: 30%

Assessment Task

The company you selected in Assessment Two is currently a signatory to the United Nation’s Global Compact, or considering becoming a member. The United Nation’s Global Compact guides companies’ social performance. Like all signatories, your company would be or is planning to be a member of their Global Compact Local Network, which aims to achieve compliance with the ten principles of the Global Compact.

As part of an Executive board (i.e. a group of three or four scholars representing different companies), review the information of your group members to develop the best recommendations to achieve compliance with two Global Compact principles. You will select these principles no later than Module 8. Consider the work of all group members as well as the feedback provided by your TA from Assessment Two to come up with an original group approach.

In Assessment Three, the Executive board will present the proposed unified approach to Local Network members and convince them this approach can be effective in achieving compliance with the two Global Compact principles. Your presentation should accomplish the following:

  1. Review and present a selection of business practices and/or approaches from your companies that relate to the two principles of the Global Compact.
  2. Discuss both the positive and negative lessons learned from these business practices and approaches.
  3. Develop innovative business practice recommendations, which will improve compliance to the two Global principles. These should be based on the review you have undertaken and your understanding of the lessons learned.
  4. Discuss the benefits, challenges, and risks for key stakeholders if these recommendations are implemented.

For the Local Network meeting, your working group has been:

· Allocated a maximum of 20 minutes to speak.

· Each member must speak for an equal amount of time (i.e. approximately 5 minutes per team member).

· Provided with a computer, internet, whiteboard and projection facilities that you may use in any way to aid your presentation.

· Asked to provide a one-page handout summarizing the key points from your presentation to assist the audience in understanding your proposal.

This is a professional presentation. Please give careful consideration to the way in which you present yourselves and your ideas, ensuring that it is appropriate for a business environment and, in particular, the Local Network members.

Remember the Local Network is made up of different company representatives from a variety of industries. You need to keep the diversity of your audience in mind when communicating your ideas.

Your group will have a maximum of four members and each member will be a representative from one of the eight companies. There is to be no duplication of companies in a group.

Your presentation will be recorded. In order to be able to provide you with all possible marks, please ensure that on your presentation day you submit the following to your Lecturer:

· Minutes of the group meetings reflecting all of your decisions and each group member’s level of participation. All members are asked to review and sign the minutes to show that they agree these are accurate. Some meetings are conducted in classes, and lacking attendance will impact your mark.

· Your one-page summary setting out the key points of your presentation.

· A copy of the slides used for your presentation (PowerPoint, Prezi, etc.).

· A reflection piece on your presentation, to be submitted in Module 12, after your completed presentation.

Make sure to have all of your documentation on the day of your presentation, and that you hand in your reflection piece the following week. Late submission penalties will apply if any document is submitted after your presentation, or if you fail to submit the mandatory reflection piece in Module 12. Late submission penalties will eventually amount to a 0 mark, as per Curtin College policy, so do not forget! All presentations will be made during the given dates in this Assessment Guide.

This is a group presentation and no extensions will be made without PRIOR arrangements with the Unit Coordinator and the provision of supporting documentation. Failure to present during your scheduled Tutorial without making alternate arrangements with the Unit Coordinator will result in a Fail-Incomplete result for the unit.

Submission Requirements

You will complete your presentation in class in Module 11, and must be present to fulfil this requirement. You should speak with your Lecturer regarding their preferred submission for your Minutes, one-page summary, slides, and reflection. Some may prefer that you submit this via email, while others will require a hard-copy submission.

Marking Criteria & Feedback

Please refer to the Oral Presentation Marking Rubric. While there is a shared group mark, many components of this assessment are marked individually, based on your presentation skills and contribution to the group.

Oral Presentation, Group Mark (10% Weighting)

The mark will be an average of the sections below.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Supporting Material

Supporting materials make insufficient reference to information or analysis; and only minimally support the presentation or establish the presenters’ credibility/ authority on the topic.

Supporting materials make sufficient reference to information or analysis; and generally support the presentation or establish the presenters’ credibility/ authority on the topic.

Supporting materials make appropriate reference to information or analysis; and strongly support the presentation and establish the presenters’ credibility / authority on the topic.

A range of supporting materials is used to enhance information or analysis; and convincingly support the presentation and establish the presenters’ credibility/ authority on the topic.

A range of supporting material is used to enhance information or analysis; and significantly support the presentation and establish the presenters’ credibility / authority on the topic.

Identification of Issues

Did not sufficiently identify the key practices, principles or theories applicable to resolving business issues and / or problems.

Identifies some of the key practices, principles or theories applicable to resolving straightforward business issues and / or problems.

Identifies the key practices, principles or theories applicable to resolving straightforward business issues and / or problems.

Identifies some of the key practices, principles or theories applicable to resolving business issues and / or problems with complex interrelationships.

Identifies the key practices, principles or theories applicable to resolving business issues and / or problems with complex interrelationships.

Analysis of Data

Did not sufficiently analyse data using prescribed methods to create usable information.

Can apply some prescribed methods to analyse data and create useable information.

Can apply prescribed methods to analyse data and create useful information.

Can select and apply appropriate methods to analyse data and create useful information.

Can select and apply the most appropriate methods to completely analyse data and create useful information.

Recommendations

States general conclusions and / or recommendations, which are not fully supported by the analysis and development.

Draws limited conclusions and / or recommendations, which follow logically from the analysis and development of explicit elements in the topic.

Draws conclusions and / or recommendations, which follow logically from the analysis and development of explicit elements in the topic.

Draws conclusions and / or recommendations, which follow logically from the analysis and development of all explicit and some implicit elements evident in the topic.

Draws conclusions and / or recommendations, which follow logically from the analysis and development of both explicit and implicit elements evident in the topic.

Oral Presentation, Presentation Skills, Individual Mark (10% Weighting)

The mark will be an average of the sections below.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Language

Language choices are inappropriate for the discipline or inadequate for the task.

Numerous grammatical errors cause difficulty for the audience.

Language choices are appropriate for the discipline and the task.

Grammar is sufficiently correct for audience understanding.

Language choices are appropriate for the discipline and the task.

Grammar is substantially correct for audience understanding.

Language choices are appropriate and effectively used for the discipline and the task.

Grammatical errors rarely cause difficulty for the audience.

Language choices are flexibly and effectively used and appropriate for the discipline and the task.

The presentation is virtually error free.

Delivery

The presenter’s delivery techniques detract from the presentation.

The presenter’s delivery techniques do not achieve adequate audience engagement.

The presenter’s delivery techniques adequately convey information

The presenter’s delivery techniques achieve sufficient audience engagement.

The presenter’s delivery techniques clearly convey relevant information

The presenter’s delivery techniques achieve sufficient audience engagement.

The presenter’s delivery techniques strongly convey relevant information

The presenter’s delivery techniques achieve strong audience engagement.

The presenter’s delivery techniques strongly convey relevant information

The presenter’s delivery techniques achieve complete audience engagement.

Oral Presentation, Contribution to Group, Individual Mark (5% Weighting)

The mark will be an average of the sections below. For every meeting missed – including in-class meetings – 1 mark will be deducted from the possible 5 for this section.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Works Independently

Rarely completes all individual assigned tasks by deadline. The work accomplished does not always contribute to group goals.

Completes most individual assigned tasks by deadline. Some of the work accomplished contributes to group goals.

Completes all individual assigned tasks by deadline. The majority of tasks contribute to group goals.

Comprehensively completes all individual assigned tasks by deadline. All completed tasks contribute to group goals.

Comprehensively completes all individual assigned tasks by deadline in a manner that exceeds requirements. All completed tasks enhance group goals.

Works Collaboratively

Rarely works to foster a positive team environment, or reflect on, evaluate and achieve team goals. Does not meet obligations to team members. Did not attend team meetings.

Occasionally works to foster a positive team environment, and reflect on, evaluate and achieve team goals. Meets some obligations to team members. Attended less than half of all team meetings.

Generally works to foster a positive team environment, and reflect on, evaluate and achieve team goals. Meets obligations to team members. Attended half of team meetings.

Consistently works to foster a positive team environment, and reflect on, evaluate and achieve team goals. Occasionally demonstrates leadership in fostering a positive team. Consistently meets obligations to team members. Attended most team meetings.

Consistently works to foster a positive team environment, and reflect on, evaluate and achieve team goals. Generally demonstrates leadership in fostering a positive team. Always meets obligations to team members. Attended all team meetings.

Oral Presentation, Reflection Individual Mark (5% Weighting)

The mark will be an average of the sections below.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Control of Syntax and Mechanics

Did not use language that conveys meaning to readers with sufficient clarity and includes numerous errors.

Uses language sufficiently well to convey basic meaning although errors reduce effectiveness of communication

Uses language that generally conveys meaning to readers with clarity although writing may include some errors.

Uses language that effectively conveys meaning to readers with clarity. Any errors that occur do not reduce effectiveness of communication.

Uses language that skilfully and effectively communicates meaning to readers with clarity and fluency, and is virtually error-free

Content Development

Did not adequately analyse and explore ideas within the context of the task.

Shows some analysis and development of ideas within the context of the task.

Uses appropriate and relevant content to develop and analyse ideas within the context of the task.

Uses appropriate and relevant content to fully explore and analyse ideas within the context of the task.

Uses appropriate, relevant, and compelling content to illustrate mastery of the task.

Assessment 4: Final Exam

Due Date: Examination Week, TBD

Weighting: 30%

Assessment Task

The Examination will be held during the University Examination Period. Information about the exam will be provided during the semester.

It is your responsibility to check the date, time and location of the Exam.

Marking Criteria & Feedback

Please refer to the Final Exam Marking Rubric for the standards used to assess the essay portion of the exam.

Grades

Knowledge and Comprehension

Perspective and Critical Opinion

Structure, Language and Conventions

High Distinction

8-10

The entire question was addressed. Demonstrates accurate, highly detailed and comprehensive understanding of key concepts.

Clearly identifies one’s own position on the issue, drawing extensive support from lecture, tutorial and case study material. Great depth of analysis, evaluation and interpretation.

Highly persuasive. Sound mechanics.

Distinction

7-7.9

Most of the question was addressed. Demonstrates mostly accurate and comprehensive understanding of key concepts.

Identifies one’s own position on the issue, drawing support from lecture, tutorial and case study material. Evidence of analysis, evaluation and interpretation.

Argument flows well. A few inconsistent mechanical errors.

Credit Pass

6-6.9

Most of the question was addressed. Demonstrates adequate understanding of key concepts.

Identifies one’s own position on the issue, drawing some support from lecture, tutorial and case study material. Some evidence of elementary analysis and evaluation of the situation.

Argument mostly flows. Mostly well structured. A few inconsistent mechanical errors that do not affect readability.

Pass

5-5.9

Basic components of the question were addressed. Demonstrates a limited understanding of key concepts.

Addresses a single source or view of the arguments and fails to clarify the established or presented position relative to one’s own. Little evidence of elementary analysis and evaluation of the situation.

Basic structure. Consistent mechanical errors that do not affect readability.

Fail

< 5

Superficial and/or inadequate addressing of the question. Demonstrates inadequate understanding of key concepts.

Fails to establish own position. No evidence of elementary analysis and evaluation of the situation.

Poor structure and/or mechanical errors affecting readability.

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Reflection 1

Reflection 1

This is your last course in the Human Services/Psychology program. What personal, academic, and/or professional goal(s) have you achieved over the duration of this program? What goal(s) do you have for yourself once you graduate with your Human Services/Psychology degree? How can you use this course to support your goal(s)?

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Presentation speech paper

Presentation speech paper

Assignment Description

VALUE PROPOSITION ROLE PLAY/PRESENTATION

In every interview it is likely that the interviewer will ask you to answer the question: “Why should I hire you over the other candidates?” How well you answer this question could be the difference between getting the job and not getting the job. Your answer must come across with confidence and without hesitation if you are to make yourself successfully stand out as a strong, qualified candidate.

Your assignment is to present a one-to-two-minute version of your answer to this question, and your answer will need to capture your unique value proposition (what makes you stand out as uniquely qualified for the position). In this presentation you will need to:

  1. Identify two or three unique strengths
  2. Open with an audience-centered statement
  3. Provide specific examples of how you have demonstrated each strength

Sample “Benefit” Statement

Strength: 10 years of successful leadership development training experience

Evidence: Over the past year alone, 15 employees who have completed my leadership program have been promoted to management positions

Benefit: Therefore, if you have unexpected turnover in your leadership team, I can help you develop qualified candidates to immediately fill leadership gaps and minimize disruption for your customers

  1. Provide a “benefit” statement for each strength (a sentence that captures how the hiring manager can expect to benefit from your strength)
  2. End with a strong closing that speaks to the needs of the hiring manager (benefit)

Assignment Outline

Your presentation must follow the outline below.

INTRODUCTION (design your own introduction; here are some suggestions)

  1. Common Ground Statement (create a connection in your opening sentence; taking an audience-centered approach here will help you to stand out)
  2. Master Benefit Statement (high level outcome the interviewer should expect if they hire you)

(Transitional statement/phrase)

BODY (two or three unique qualities)

  1. Unique Point 1 (skill/ability/attribute that differentiates you from all other candidates)
  2. Evidence to support Point 1
  3. Benefit statement to support Point 1

(Transitional statement/phrase)

  1. Unique Point 2 (skill/ability/attribute that differentiates you from all other candidates)
  2. Evidence to support Point 2
  3. Benefit statement to support Point 2

(Transitional statement/phrase)

  1. Uni que Point 3 (skill/ability/attribute that differentiates you from all other candidates)
  2. Evidence to support Point 3
  3. Benefit statement to support Point 3

(Transitional statement/phrase)

CONCLUSION

  1. Strong Closing Statement of Commitment (reinforces your commitment/desire to become part of the interviewer’s team/organization; may include summary of three unique qualities; try to take an audience-centered approach here)

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