Read the case study and answer following questions. 1. Which...

Answer & explanation.

Read the case study and answer following questions.

1. Which student do you think made the strangest choice and why? 

I think the student with the strangest choice is the student of Professor Buckley. The professor mentioned that the student is really bright, but the student doesn't comply with the assignments given.

2. We are all accountable for our actions. We also know that actions have consequences. Chops one of the students and re write the choice made by the student to make it a best choice instead of a strange choice. 

To say that a certain student is Bright. I can sense that the student is good and really pays attention, despite having online classes. As I will rewrite the strange choice by the student of Prof. Buckley, it goes it way...

The student is advanced with their lessons.  The student experienced a engaging environment that's is why he make sure to contribute to discussion as he always attend classes everyday despite that it is online. With that, there were no confusion that the students provide great outputs everyday, on time. Actually, earlier.  

3. Describe a similar choice you made in school or work. 

Many people experience burn out in whatever we do. Academic burnout happens because of pressure, stress, and frustration from school. With that, I feel unmotivated with the usual activities in school. 

4 what do you think would have been a better choice.

You'll have academic burnout but BUT THAT DOESN'T MEAN YOU'LL STOP. It is okay to rest sometimes but make sure to get back soonest. We should actively cultivate self-compassion to alleviate and prevent further symptoms.

Decision making is not easy. Sometime people decide strange choice all of a sudden to not prolong the agony. But as a student, we should think of what's the best for us. We shouldn't waste time and efforts.

Some choices are not actually strange. The student of Prof. Chang is just disrespectful. And some just didn't take any time to make a choice and decision.

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Chapter 8 . Randy’s Case: “They stole my brain and I want it back.”

8.1 screen 1.

Author: Taryn A. Myers, PhD, Virginia Wesleyan University

A man stands behind the bars of a prison cell.

8.2 Screen 2

Please note: Clinical Choices allows you to enhance and test your understanding of the disorders and treatments covered in your textbook, in a simulated case study environment. It is not intended to replicate an actual intake interview or therapy session or provide training on therapeutic techniques. Clinical Choices is for educational purposes only and is not intended as a substitute for clinical training.

8.3 Screen 3

You are working as a forensic psychologist—that is, a psychologist who works for the court system. You receive the following referral paperwork, in which a judge is asking you to evaluate a man named Randy who is in jail due to some strange behavior that resulted in his arrest. Select the button below to review the paperwork before you begin the interview.

New Client Randy: Case #10114

Forensic Psychological Clinic, District Court

Referral Paperwork

Client Name: Randy

Age: 32 years old

Gender: Male

Ethnicity: Caucasian

Occupation: Unemployed

Current living situation: Lives alone in a cabin in the mountains, 25 miles outside of town

Why are you referring this person for an evaluation? Randy needs a psychological evaluation to see if he is suffering from a mental disorder. His odd, disruptive behavior caused him to be arrested and charged with the misdemeanors of assault and battery following a physical attack on a waitress in a local diner and several patrons who tried to intervene. His odd behavior has continued in jail, where he bangs on the bars of his cell constantly. He has also damaged jail property—he threw his metal dinner tray at the closed-circuit television, denting it. The jail superintendent wants him charged with destruction of jail property. We are requesting that Randy be evaluated to see if he should be referred for mandatory psychiatric treatment, rather than remanding him to the penal system where he may not get adequate care. - Judge Judith Ginsberg, District Court

8.4 Screen 4

You will now ask Randy a number of questions you would typically ask during the intake interview. As you conduct the interview with Randy, begin to think about his symptoms, what his diagnosis might be, and later, what type of treatment might be most helpful to him. Select the “play” button to hear Randy’s responses to your questions. To read the transcript for these answers, select the “transcript button.”

8.5 Screen 5

“Randy, do you understand why you’ve been referred for a psychological evaluation?”

A middle aged man, Randy undertakes an interview for his psychological evaluation in a prison.

Randy: [sounding distracted] Sure, I told that judge woman already. They – you – want to get inside my head. But I told her – I told her – I’ll tell you, they won’t find anything. My brain is missing, and I don’t know who took it.

8.6 Screen 6

“Okay. It’s important for me to explain that, since Judge Ginsberg referred you to me for an evaluation, the court is technically my client, not you. Therefore, nothing you tell me is confidential—it can all end up in my report to the judge. That being said, I will strive to use that information to make recommendations that are both in your best interest and in the interest of public safety. What we are doing today is called an intake interview. I’m going to ask you some questions that I ask everyone who I see. This information will tell me how best to help you. This may mean having you continue to see me for therapy, or it may involve referring you to another mental health professional. Let’s start. Do you remember how you ended up in jail?”

Randy takes part in the interview and talks about his lifestyle.

Randy: I came – I come down from my cabin to town, 25 miles by the crow flies. The crows and the game and the other birds and my vegetable garden are how I get food. I collect rainwater or get my water from streams. I live off the land. I heat my house with trees. I’m a survivor – I’m a survivalist …revival survivalist. No electricity – you have to watch out for that. Very tricksty. But I come – I came to town to get a few supplies. Some groceries – I don’t have chickens, I don’t have cows, so I have to buy their by-products. What they leave behind. I buy coffee – can’t grow that in Colorado not on the mountain not on the plains. I stop by the library – such a nice lady, she gets me such nice books. Philosophy and history, none of those trash novels and hunting books. She orders them from the booksitorium, just for me. Then I always end with the diner, always the diner.

Question 8.1

Focus specifically on the words that Randy seems to be making up and which of the symptoms these words match.

8.7 Screen 7

“Okay, Randy, but what happened the other day? How did you end up in jail?”

Randy talks furiously about what brought him to prison.

Randy: The other day? The day of others? Oh! The diner. Have to watch out for the TV at the diner. The one waitress – she knows. She will turn it off, the infernal box, the TV. But she wasn’t there. I needed something to stop the noise! I asked the girl waitressing to help me stop the noise. “What noise?” she says, as if she didn’t know. What noise, what noise? The noise in my head! [smacks hands on ears] I can’t stop it, it won’t stop ever since the TV stole my brain. She tried to be funny oh she tried to be clever and told me to tell them [gesturing as if to entire room] about the noise, said she might want to listen, too. She knows better. That’s what the noise wants! So I reached over and I grabbed her – grabbed her front – grabbed her shirt and told her, I warned her “Kill the noise or I’ll kill you.” Then they were on me! So many people grabbing and shoving. So I kicked, I bit, I threatened, I fought. Then they called the police – never trust ‘em! I tried to trust ‘em years ago, the boys in blue, they just ignored me and the TV got worse and now my brain is gone. [suddenly quieter, somewhat fearful] But when I saw them I knew – I knew it was THEM. And so I said to them, I told them, "So, it's you. You’ve been after me for years – putting arsenic in my garden, taking money out of my bank account. And stealing my brain – don’t think I forgot that. But you will pay for this. The Chief is looking for you."

8.8 Screen 8

“How long have you felt like the TV was stealing your brain? When did you first start having these experiences?”

Randy angrily talks about his college life and his parents.

Randy: They’ve been there. They’ve been there and I didn’t even know it. Ohhh yes, they’ve been there. Really noticed it in college. Oh that man, the Dean. He tried to hide it, but oh no, he was the problem. He stole her, my girlfriend. She broke up with me – it had to be him. And the probation, for academics! 3.8 GPA my first year, straight A’s in high school. And he tries to say “probation.” [raising his voice] For what? For majoring in history? For trying to learn from the past? For sleeping and eating junk food when he stole her – stole her? He said I didn’t go to class! Class didn’t need me to go. So he expelled – expelled me! I think he was threatened by me. [quieter] But I was glad, because then I got to live at home with the TV and then I realized they were there. I would yell at them, in the TV! When they – the parents – when they were gone for the weekend, I fixed it. I pulled out the box, the cable box, the brain-sucking box, and I hammered that TV. Smashed it good. They – the parents – they didn’t understand. I explained it so clearly that the box was taking thoughts from my brain and sending them to the TV and I didn’t want everyone to hear the thoughts – they’re mine! [becoming upset, more emphatic.] My thoughts belong to me, and to no one else. Whoever tries to take them is going to have to pay. So I talk to them, all the time, I have to tell them. One, two at a time, I talk to them. They’re so clever ... others say they can’t hear them.

Question 8.2

Based on his initial report of his symptoms, which of the following psychotic disorders could Randy be suffering from? Select all that are possible diagnoses for Randy. To review the definition for each term, select the term.


Brief Psychotic Disorder

Schizophreniform Disorder

Schizoaffective Disorder

Delusional Disorder

Think about how long Randy has had his symptoms, as well as which symptoms he is experiencing.

8.9 Screen 9

“Randy, what happened in jail? The judge told me you had some difficulties while you were there.”

Randy raises his hand and talks about his problem with the TV placed in the prison interview room.

Randy: They took me and they locked me up in over overnight – overnight. And there was a TV right there, right outside the bars. Like they knew, like they were taunting me or trying to get information. So I tossed ... I threw my plate at the thing ... the TV thing. I asked them: Why are you doing this to me? You stole my brain, what else do you want? What else does it want?

8.10 Screen 10

That sounds very upsetting, Randy. I can understand why you might react the way you did, even though I recognize that it is not necessarily an appropriate reaction. I’d like to change gears here for a minute and learn more about you. Tell me about your childhood. What was it like growing up in your family?

Randy talks about his family.

Randy: Three boys – one older, one younger. My big brother, the older, he left us ... he shot himself when he was only 30 – 30! So much to live for ... He had a good job – all supposed to have ... [lecturing self] “Son, get a good job!” said the parents. He could live among the people. He didn’t have to live off the grid, like me. So why did he shoot? My dad is an electrician, he was strange, always strange, I think because of the electricity – tricksty. Paranoid, he was, always watching – he knew. My mom taught kids, elementary kids. She learned, she learned how to deal with dad. [As if lecturing himself] Be quiet, be passive, appease him. Otherwise ... the bad side. They – the parents ... didn’t talk, not much, and when they talked, only arguing.

Question 8.3

Think about how both genes and the behavior of others might have influenced Randy, and consider the details of his childhood that he has shared.

8.11 Screen 11

“It sounds like you have had quite a bit to deal with in your life, Randy. Have you ever seen a mental health professional, like a psychiatrist, a psychologist, or a counselor?”

Randy continues with the interview.

Randy: No, never did. Dad said no, no way. A neighbor said it would be good, would help, after I smashed the box, smashed the infernal TV. But dad said no, “no son of mine is going to a shrink, we take care of our own. Shrinks are not to be trusted.” So the neighbor asks me, do I want help? I want to keep dad happy and so I say, “I don’t need help. I’m okay now the TV is gone.”

8.12 Screen 12

“Randy, have you ever been in trouble with the law previously—ever been arrested or convicted of a crime?”

Randy talks about his experience with the police in the airport.

Randy: [emphatic] No, never trouble on my part, only on their part. Tried to get help. Went to them, asked to file a criminal complaint. Against who? They say. Like they don’t know. So I tell them, I make it clear, against KBDI-TV. They ask what they did – as if the cops don’t know. So I tell them, real slow so they understand [speaking very slowly and deliberately] “Larceny – grand larceny. They stole my brain, and I want it back.” They let me think I could fill out a report, so I did, and when I left, I heard them laughing. “Boy, it takes all kinds,” they said, and I saw them throw it in the trash. So I left. I left the station and I left home.

Question 8.4

Think about how you might react if Randy told you what he told the police.

8.13 Screen 13

“You said you left home. Do you have any contact with your parents now? Who do you go to for help or if you need support?”

Randy shows his hands to the nurse in anger while talking about his parents during the interview.

Randy: [agitated and almost shouting] I left – can’t you see? I was just telling you, aren’t you listening? [Calming down] I left them – the parents – 10 years ago. That woman – my aunt, she died and left me some money. 50,000 clams. Have to keep them clams safe … them clams … so I put them in the bank. Bought my old truck – not new, can’t trust the new ones, they have TVs. Wrote them a note, the parents, “Thanks for nothing.” Packed and drove and found the cabin, where it’s safe. No parents, no contact. Off the grid. I’m surviving, I’m a survivalist revivalist ... Safer that way.

Question 8.5

Which of the following symptoms is Randy currently experiencing? Select all that apply.


Negative symptoms

Engaging in risky behaviors

Disorganized speech

Feeling the need for less sleep

Impairment in self-care

Impairment in interpersonal functioning

Feeling the need for more sleep

Feeling depressed or down

Think about not only the symptoms Randy is describing but also the ones you observed during your interview with him.

8.14 Screen 14

From the File. You remember a former patient, Steve, who experienced symptoms similar to Randy’s. You review this case to help you diagnose Randy.

REPORTER: Do you think you've had a difficult life? STEVE: Oh yeah. I've had a lot of suffering in my life. I've had a lot of suffering, yeah. REPORTER: Do you think your life has been harder than other people? STEVE: Much harder than most people I know. How can you ask that question when I've had 71 psychiatric institutionalization? REPORTER: Steve, can you describe the transition when you started feeling psychotic? STEVE: Oh, yes. It's like going to sleep in a penthouse in Manhattan and somehow waking up on the suburbs of Nairobi in the jungle. It's just as dramatic as that, yeah. REPORTER: In 1969, Steve had graduated from MIT and just finished his first year of medical school. At age 21, he suffered the first of many psychotic attacks. A world full of promise was flooded with fear and paranoia. STEVE: How do you describe paranoia? Paranoia becomes just so incredibly intense that the feeling that everybody in the room knows what you're thinking, the feeling that everybody in the room wants to control you and get you to act in a certain way, either socially, emotionally, psychologically, spiritually, or sexually-- they're all trying to force you to do certain things and act and think in a certain way.

Question 8.6

8.15 screen 15, question 8.7.

In making your decision, think about Randy’s symptoms and their duration.

8.16 Screen 16

Question 8.8.

Think about the definition of each term.

Question 8.9

Think about the definition of hallucination .

8.17 Screen 17

Question 8.10.

In making your choice, think about which model best explains schizophrenia.

8.18 Screen 18

Question 8.11.

Think about what the therapists’ advice says to patients about their symptoms.

Question 8.12

8.19 screen 19.

Randy works in a plant nursery after therapy.

As the psychologist, you write a report diagnosing Randy with schizophrenia and explaining why his symptoms may have led to his outbursts in the diner and in jail. Upon reading your report, Judge Ginsberg orders Randy to receive treatment, rather than than sentencing him to jail. This mandated treatment comes with conditions: If Randy does not follow through with the judge’s orders, he can be called back into court and can potentially still end up in the penal system. After considering several treatment options—such as inpatient hospitalization, an intensive outpatient program, and family therapy—the psychiatrist, Dr. Samuelson, prescribes an antipsychotic medication because she believes Randy is high-functioning enough to receive treatment on an outpatient basis.

Once his body adjusts to the medication, Randy stops hearing voices and feels like he has his brain back; he no longer believes the delusion that the television has stolen it. However, Randy is still struggling with how to integrate socially rather than staying isolated in his cabin. Dr. Samuelson refers Randy to a therapy trial of cognitive-behavioral therapy (CBT) for schizophrenia that is being conducted by psychologist Dr. Melek. Randy is fortunate to live near a city where a variety of mental health options are available to him. Randy finds that with the combined help of medication and CBT he is able to control his symptoms, and eventually he moves to a small apartment near the library in town.

At the encouragement of his doctors, Randy contacts his parents, who are extremely relieved to learn that he is still alive, and they eagerly reestablish contact with him. Randy’s father begrudgingly admits that mental health services have helped his son. His mother and younger brother visit regularly. Randy discovers a love of and talent for gardening based on his success with his own vegetable garden, and he starts working at a local nursery to earn income to pay his rent.

8.20 Screen 20

Real World Application

Watch the following clip, which shows CNN anchor Anderson Cooper trying to complete a series of tasks while undergoing a schizophrenia simulation in which he hears recordings of voices by wearing ear buds.

ANDERSON COOPER: So I'm going to put these earphones in. They're going to try to do a series of tests. So I'm now hearing sort of whispers and voices in my head. And the first test is some number puzzles. FEMALE VOICE: You suck and they know it. Can't you get this right? ANDERSON COOPER: OK. So I did this test for three minutes. And I did not get a single one. It's very hard to concentrate when-- if it's like music or something constant, it's easy. But people talking to you is very difficult. So now I'm going to be asked a series of questions by our producer, Susan. And these are basically a series of questions that a person would be asked if they were being admitted to a hospital. SUSAN: Can you tell me what day it is? ANDERSON COOPER: Yeah. It's Sunday, June-- I don't know, 7th? SUSAN: So I'm going to say five numbers. And I want you to repeat them back to me after I'm done. 5, 23, 67, 2, 76. ANDERSON COOPER: 5, 23, 67, something, 76. SUSAN: I'm going to say five words. You don't have to repeat them, but just listen to them. SUSAN: Cat. Book. Cigar. Damage. And rain. BACKGROUND VOICE: Make you OK. SUSAN: Can you name the last four Presidents of the United States? BACKGROUND VOICE: OK for you to be-- ANDERSON COOPER: Barack Obama. George Bush. Bill Clinton. And George Bush. SUSAN: So those five words I said before, can you remember any of them? ANDERSON COOPER: No. It's hard when-- because sometimes voices are like whispering, and sometimes they're aggressive, and sometimes they're kind of comforting. And again, with people kind of talking to you all the time, it's-- BACKGROUND VOICE: It's OK. ANDERSON COOPER: It's hard. It's really-- it's incredibly distracting on the street to have somebody talk in your head. And it makes you feel completely isolated from everyone else around you. And you don't want to engage in conversation with other people. You're kind of finding yourself wanting to engage in conversation with a voice in your head. Because they're constantly being really negative and talking to you. And everything they're saying relates to things that you're actually doing. They're criticizing things you're doing. It's like somebody is-- it's like you have a chorus watching you and commenting on what you're doing. And you can't help but-- I literally find myself wanting to respond to them, tell them to be quiet. And it's incredibly unpleasant. This is a very, very unpleasant experiment. It's eye opening, because it really shows you what other people must be going through who deal with this on a regular basis. But also, I cannot wait to take these headphones off. Because it's really depressing. It's very, very negative. It makes you feel very, very negative. It's very creepy. I want it to stop.

Question 8.13

Question 8.14.

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  • 2. ACCEPTING PERSONAL RESPONSIBILITY. Case Study for Critical Thinking: The Late Paper. Adopting the Creator Role. Victims and Creators. Responsibility and Choice. Journal Entry
  • 4. ONE STUDENT'S STORY: Brian Moore (Glendale Community College, AZ). Mastering Creator Language. The Language of Responsibility. Journal Entry
  • 5. ONE STUDENT'S STORY: Alexsandr Kanevskiy (Oakland University, MI). Making Wise Decisions. The Wise-Choice Process. Journal Entry
  • 6. Personal Responsibility at Work. Believing in Yourself: Change Your Inner Conversation. The Curse of Stinkin' Thinkin'. Disputing Irrational Beliefs. Journal Entry
  • 7. ONE STUDENT'S STORY: Dominic Grasseth (Lane Community College, OR). EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Reading.
  • 3. DISCOVERING SELF-MOTIVATION. Case Study for Critical Thinking: Popson's Dilemma. Creating Inner Motivation. A Formula for Motivation. Value of College Outcomes. Value of College Experiences. Journal Entry
  • 8. ONE STUDENT'S STORY: Chee Meng Vang (Inver Hills Community College, MN). Designing a Compelling Life Plan. Roles and Goals. How to Set a Goal. Discover Your Dreams. Your Life Plan. Journal Entry
  • 9. Committing to Your Goals and Dreams. Commitment Creates Method. Visualize Your Ideal Future. How to Visualize. Journal Entry
  • 10. ONE STUDENT'S STORY: Amanda Schmeling (Buena Vista University, IA). Self-Motivation at Work. Believing in Yourself: Write A Personal Affirmation. Claiming Your Desired Personal Qualities. Living Your Affirmation. Journal Entry
  • 11. ONE STUDENT'S STORY: Donna Ludwick (Carteret Community College, NC). EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Taking Notes.
  • 4. MASTERING SELF-MANAGEMENT. Case Study for Critical Thinking: The Procrastinators. Acting on Purpose. Harness the Power of Quadrant II. What to Do in Quadrant II. Journal Entry
  • 12. ONE STUDENT'S STORY: Jason Pozsgay (Oakland University, MI). Creating an Effective Self-Management System. Monthly Calendars. Next Actions Lists. Tracking Forms. The Rewards of Effective Self-Management. Journal Entry
  • 13. ONE STUDENT'S STORY: Allysa Lapage (Sacramento City College, CA). Developing Self-Discipline. Staying Focused. Being Persistent. Journal Entry
  • 14. ONE STUDENT'S STORY: Holt Boggs (Belmont Technical College, OH). Self-Management at Work. Believing in Yourself: Develop Self-Confidence. Create a Success Identity. Celebrate Your Successes and Talents. Visualize Purposeful Actions. Journal Entry
  • 15. EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Studying for Deep Learning.
  • 5. EMPLOYING INTERDEPENDENCE. Case Study for Critical Thinking: Professor Rogers' Trial. Developing Mutually Supportive Relationships. Ways to Relate A Sign of Maturity. Giving and Receiving. Journal Entry
  • 16. ONE STUDENT'S STORY: Jason Matthew Loden (Avila University, MO). Creating a Support Network. Seek Help from Your Instructors. Get Help from College Resources. Create a Project Team. Start a Study Group. Journal Entry
  • 17. ONE STUDENT'S STORY: Neal Benjamin (Barton County Community College, KS). Strengthening Relationships with Active Listening. How to Listen Actively. Use Active Listening in Your College Classes. Journal Entry
  • 18. Interdependence at Work. Believing in Yourself: Be Assertive Leveling. Making Requests. Saying No." Journal Entry
  • 19. ONE STUDENT'S STORY: Amy Acton (Southern State Community College, OH). EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Studying for Lasting Learning.
  • 6. GAINING SELF-AWARENESS. Case Study for Critical Thinking: Strange Choices. Recognizing When You Are Off Course. The Mystery of Self-sabotage. Unconscious Forces. Journal Entry
  • 20. ONE STUDENT'S STORY: Sarah Richmond (Missouri University of Science and Technology, MO). Identifying Your Scripts. Anatomy of a Script. How We Wrote Our Scripts. Self-Defeating Habits. Journal Entry
  • 21. ONE STUDENT'S STORY: James Floriolli (Foothill College, CA). Rewriting Your Outdated Scripts. The Impact of Outdated Beliefs. Doing the Rewrite. Journal Entry
  • 22. ONE STUDENT'S STORY: Annette Valle (The Victoria College, TX). Self-Awareness at Work. Believing in Yourself: Write Your Own Rules. Three Success Rules. Changing Your Habits. Journal Entry
  • 23. EMBRACING CHANGE: Do One Thing Different This Week. ONE STUDENT'S STORY: Brandee Huigens (Northeast Iowa Community College, IA). Wise Choices in College: Writing.
  • 7. ADOPTING LIFE-LONG LEARNING. Case Study for Critical Thinking: A Fish Story. Discovering Your Preferred Learning Style. Self-Assessment: How I Prefer to Learn. A. Thinking Learners. B. Doing Learners. C. Feeling Learners. D. Innovating Learners. Journal Entry
  • 24. ONE STUDENT'S STORY: Melissa Thompson (Madison Area Technical College, WI). Employing Critical Thinking. Constructing Logical Arguments. Asking Probing Questions. Applying Critical Thinking. Journal Entry
  • 25. Learning to Make Course Corrections. Change Requires Self-Awareness and Courage. Change and Lifelong Learning. Journal Entry
  • 26. ONE STUDENT'S STORY: Jessie Maggard (Urbana University, OH). Lifelong Learning at Work. Believing in Yourself: Develop Self-Respect. Live with Integrity. Keep Commitments. Journal Entry
  • 27. EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Taking Tests.
  • 8. DEVELOPING EMOTIONAL INTELLIGENCE. Case Study for Critical Thinking: After Math. Understanding Emotional Intelligence. Four Components of Emotional Intelligence. Knowing Your Own Emotions. Journal Entry
  • 28. ONE STUDENT'S STORY: Lindsey Beck (Three Rivers Community College, CT). Reducing Stress. What Is Stress? What Happens When Stress Persists? Unhealthy Stress Reduction. Healthy Stress Reduction. Choose Your Attitude. Journal Entry
  • 29. ONE STUDENT'S STORY: Jaime Sanmiguel (Miami Dade College, FL). Creating Flow. College and Flow. Work and Flow. Journal Entry
  • 30. Emotional Intelligence at Work. Believing in Yourself: Develop Self-Love. Design a Self-care Plan. Journal Entry
  • 31. EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Money Management.
  • 9. STAYING ON COURSE TO YOUR SUCCESS. Planning Your Next Steps. Assess Yourself, Again. Self-Assessment. Journal Entry 32.".
  • (source: Nielsen Book Data)

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  1. Chapter 6: Gaining Self-Awareness Flashcards

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    Agenda Case Study Strange Choices Rank the strangest choice 1-6 (no duplicate numbers) Pair up with those who felt the same way Feel free to change groups if the group persuades you Chapter 6- Gaining Self Awareness Page 236- Read the case study Decide how you are going to. Get started for FREE Continue.

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    Chops one of the students and re write the choice made by the student to make it a best choice instead of a strange choice. To say that a certain student is Bright. I can sense that the student is good and really pays attention, despite having online classes. As I will rewrite the strange choice by the student of Prof. Buckley, it goes it way...

  8. SOLUTION: Case Study Strange Choices

    Questions are posted anonymously and can be made 100% private. Match with a Tutor. ... Surname 1 Student's Name Professor's Name Course Date Case Study: Strange Choices The order of the character's choice is as follows if a score of 6 would be the strangest choice, and a score of 1 would be the least strange choice: Professor Assante's ...

  9. Getting Started

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    Please note: Clinical Choices allows you to enhance and test your understanding of the disorders and treatments covered in your textbook, in a simulated case study environment. It is not intended to replicate an actual intake interview or therapy session or provide training on therapeutic techniques.

  11. Chapter 6 On Course

    6|6. ANATOMY OF A SCRIPT. • Scripts are internal forces composed of habit. patterns and core beliefs. Think about your habit. patterns: something you often think, feel, or do. List one of your thought patterns, one of your emotional. patterns, or one of your behavioral patterns.

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    View Case Study in Critical Thinking-Strange Choices(1).docx from CAREER TECHNOLOGICAL EDUCATION 79510H / 7 at Memorial H S, Mcallen. ... Professor Fanning: said, "Talk about strange choices. ... PSYC1607 Social Psychology Unit 7 lecture exercise 7 Lecture Exercise #7 Please submit your responses to the following questions using the drop box ...

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    When discussing the student in the "Strange Choices" case study, it's important to go beyond surface-level explanations such as shyness and explore potential underlying reasons for his behavior. Speculating about the reasons behind his choices can involve considering various factors such as past experiences, upbringing, social environment, and ...

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    View "Strange Choices" Case Study in Critical Thinking.pdf from ENGL 104,111 at Mount Saint Vincent University. "Strange Choices" Case Study in Critical Thinking Read the Case Study in Critical ... Strange Choices on page 164 of the textbook, the answer the following questions. 1. ... Screenshot 2023-06-30 9.33.26 AM.png. John Burroughs School.

  18. Questions For Case Study Strange Choices

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  20. Assignment.docx

    Question 1 of 1 Questions for Case Study: Strange Choices Discuss your choice for the student who made the strangest choice (Professor Assante's student, Professor Buckley's student, Professor Chang's student, Professor Donnelly's student, Professor Egret's student or Professor Fanning's student) and speculate about why this student made the choice.