Psychology: Intellectual Disability

 

                           (ITP-22) INTELLECTUAL DISABILITY

Abstract: This article provides an overview of intellectual disability, a neurodevelopmental disorder characterized by limitations in intellectual functioning and adaptive behavior. It covers the definition, diagnostic criteria, symptoms, and levels of intellectual disability. Additionally, it highlights various support and intervention approaches including education, therapy, and behavioral strategies.

Introduction: Intellectual disability is a neurodevelopmental disorder characterized by limitations in intellectual functioning and adaptive behavior. Individuals with intellectual disability experience difficulties in areas such as learning, problem-solving, reasoning, and social skills. Intellectual Disability (ID) is a neurodevelopmental disorder characterized by intellectual functioning and adaptive behavior limitations.

Definition of Intellectual Disability:

Intellectual Disability refers to significant limitations in intellectual functioning, such as reasoning, problem-solving, and abstract thinking.

These limitations are accompanied by deficits in adaptive behavior, which includes skills required for independent functioning in daily life.

Criteria for Intellectual Disability:

The DSM-5 outlines three criteria for diagnosing Intellectual Disability:

·         Deficits in intellectual functioning:

IQ below 70-75.

·         Deficits in adaptive behavior:

Difficulty with everyday social and practical skills.

·         Onset during the developmental period:

Evidence of limitations during childhood or adolescence

 Symptoms of Intellectual Disability

·         Intellectual deficits: Difficulty with problem-solving, abstract thinking, and learning new skills.

·         Language difficulties: Delayed language development, limited vocabulary, and expressive and receptive language skills challenges.

·         Memory problems: Difficulty retaining and recalling information.

·         Social and emotional challenges: Difficulty understanding social cues, forming relationships, and managing emotions

Adaptive behavior deficits: Difficulties in areas such as:

·         Communication: Challenges in expressing needs and understanding instructions.

·         Self-care: Problems with activities like dressing, feeding, and personal hygiene.

·         Social skills: Difficulty with peer interactions, and understanding social norms.

·         School and work functioning: Struggles with academic tasks and job-related skills.

Intellectual Disability Levels

 The DSM-5 classifies intellectual disabilities based on the severity of cognitive impairments and adaptive functioning.

·         Mild Intellectual Disability

·         Moderate Intellectual Disability

·         Severe Intellectual Disability

·         Profound Intellectual Disability

Support and Interventions/Educational Approaches

Interventions and support for individuals with Intellectual Disabilities may include:

·         Educational interventions: Individualized educational plans, special education services, and targeted skill- programs.

·         Speech and language therapy: To improve communication skills.

·         Occupational therapy: To enhance self-care and motor skills.

·         Behavioral interventions: Strategies to address challenging behaviors and promote adaptive skills

·         Physical Therapy: The aim of physical therapy is to relieve pain, help you move better or strengthen weakened muscles.

·         Family Therapy: Family therapy is a type of psychological counseling (psychotherapy) that can help family members improve communication and resolve conflicts

·         Cognitive Behavioral Therapy (CBT): Cognitive behavioral therapy (CBT) is a talking therapy that can help you manage your problems by changing the way you think and behave.

·         Social Skills Training: aims to enhance interpersonal communication, develop social interaction abilities, and improve adaptive behaviors for better social functioning.

·         Individualized Education Program (IEP): A personalized plan outlining specific goals, accommodations, and services for students with disabilities to support their educational needs.

o   Applied Behavior Analysis (ABA):is a behavioral intervention approach that uses positive reinforcement and systematic teaching methods to modify behaviors and promote learning

Conclusion: In summary, this article provides an overview of intellectual disability, covering its definition, diagnostic criteria, symptoms, levels, and support approaches. It emphasizes the importance of educational interventions, therapy, and behavioral strategies in addressing the challenges faced by individuals with intellectual disabilities. By implementing personalized plans and utilizing various interventions, individuals with intellectual disabilities can improve their adaptive skills and overall functioning.

Psychology: Ethical Issues in Psychology Research

(ITP-06) Ethical Issues in Psychology Research

Ethical Principles of Psychologists and Code of Conduct: A Guide for Psychology Students

Abstract: This article explores the ethical principles and code of conduct. The American Psychological Association (APA) has established the Ethical Principles of Psychologists and Code of Conduct, a set of guidelines that all psychologists, including students, should follow. These guidelines are divided into five general principles that cover areas such as integrity, respect for people's rights and dignity, justice, fidelity and responsibility, and beneficence and non-maleficence. The ethical standards provide specific guidance for psychologists in their research and practice, and there are ten categories of ethical standards, including competence, human relations, privacy and confidentiality, assessment, therapy, research, and publication. Adhering to these guidelines promotes the well-being of clients and research participants, maintains the credibility of research, and upholds the reputation of the profession. As a psychology student, it is essential to comprehend and apply these ethical principles and seek guidance when facing ethical dilemmas.Top of Form

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Introduction: As a psychology student, it is important to understand and follow the ethical principles and code of conduct established by the American Psychological Association (APA). These guidelines help ensure that psychologists act ethically and professionally, and that the rights and welfare of research participants and clients are protected. In this blog, we will explore the ethical principles of psychologists and code of conduct that every BS psychology student should know.

The APA’s Ethical Principles of Psychologists and Code of Conduct is a set of guidelines that outline the ethical standards that all psychologists should follow. The code is divided into five general principles, with each principle containing specific ethical standards. The five principles are:

1. Beneficence and Nonmaleficence: This principle emphasizes the importance of psychologists to do good and avoid harm to their clients or research participants.
2. Fidelity and Responsibility: This principle focuses on the importance of establishing and maintaining trust and responsibility with clients and research participants.
3. Integrity: This principle highlights the importance of honesty, accuracy, and truthfulness in all aspects of psychology research and practice.
4. Justice: This principle emphasizes the importance of treating all individuals fairly and equitably, regardless of gender, ethnicity, or other factors.
5. Respect for People's Rights and Dignity: This principle stresses the importance of respecting and protecting the rights and dignity of all individuals involved in psychology research and practice.

The Ethical Standards The Ethical Principles of Psychologists and Code of Conduct contains specific ethical standards that are meant to provide guidance to psychologists in their practice and research. These standards are organized into ten categories, each covering a specific area of psychology practice and research. The categories are:

1. Resolving Ethical Issues: This section outlines the general ethical principles and standards that psychologists should follow when making decisions about ethical issues.
2. Competence: This section outlines the ethical standards related to psychologists' competence and training, as well as their responsibility to maintain their professional skills and knowledge.
3. Human Relations: This section outlines the ethical standards related to psychologists' interactions with their clients, colleagues, and other individuals involved in their research or practice.
4. Privacy and Confidentiality: This section outlines the ethical standards related to protecting the privacy and confidentiality of clients and research participants.
5. Advertising and Other Public Statements: This section outlines the ethical standards related to advertising and other public statements made by psychologists.
6. Record Keeping and Fees: This section outlines the ethical standards related to record-keeping and the fees that psychologists charge for their services.
7. Education and Training: This section outlines the ethical standards related to the education and training of psychologists, as well as their responsibilities to their students.
8. Research and Publication: This section outlines the ethical standards related to the conduct of research, including obtaining informed consent from participants, minimizing risks to participants, and reporting research findings accurately.
9. Assessment: This section outlines the ethical standards related to psychological assessment, including the use of standardized tests and the responsibility of psychologists to accurately interpret and report assessment results.
10. Therapy: This section outlines the ethical standards related to the practice of psychotherapy, including the use of evidence-based interventions and the responsibility of psychologists to monitor their clients' progress and adjust treatment plans accordingly.

Conclusion The Ethical Principles of Psychologists and Code of Conduct is an important set of guidelines that every psychology student should know and follow. By adhering to these ethical standards, psychologists can ensure that they are acting ethically and professionally in their research and practice, and that the rights and welfare of their clients and research participants are protected. As a psychology student, it is crucial to understand and internalize these ethical principles and standards to ensure that you uphold them throughout your career as a psychologist.

To summarize, obeying to ethical principles and code of conduct in psychology is essential in promoting the welfare of clients and research participants, ensuring the credibility of research, and maintaining the reputation of the profession. As a psychology student, it is your responsibility to understand and apply these guidelines in your practice and research, and to seek guidance when you encounter ethical dilemmas.Top of Form

References:

1. American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (including 2010 and 2016 amendments). Retrieved from https://www.apa.org/ethics/code/
2. Banyard, V. L., & Rozee, P. D. (2011). Ethics and psychological practice: A guide to the APA ethics code for psychologists. Sage Publications.
3. Fisher, C. B. (2013). Decoding the ethics code: A practical guide for psychologists. Sage Publications.
4. Knapp, S., & VandeCreek, L. (2012). Practical ethics for psychologists: A positive approach. Sage Publications.
5. Koocher, G. P., & Keith-Spiegel, P. (2016). Ethics in psychology and the mental health professions: Standards and cases. Oxford University Press.
6. Nagy, T. F., & Stewart, A. J. (2019). Ethics in psychology and the mental health professions: Standards and cases. Oxford University Press.
7. Pope, K. S., & Vasquez, M. J. T. (2016). Ethics in psychotherapy and counseling: A practical guide. John Wiley & Sons.
8. Smith, G. T. (2017). Ethics in psychology: Professional standards and cases. Routledge.
9. Sonne, J. L., & Allen, K. R. (2014). Handbook of ethical educational leadership. Routledge.
10. Stacey, J. A., & Hazler, R. J. (2014). Ethics in counseling and therapy: Developing an ethical identity. Routledge.
11. Sternberg, R. J. (2014). Ethics in educational leadership: A multicultural approach. John Wiley & Sons.
12. Van Ormer, E. A. (2014). Ethical and legal issues in counseling children and adolescents. Routledge.
13. Younggren, J. N., & Gottlieb, M. C. (2019). Managing risk in clinical practice: Ethics and law for mental health professionals. American Psychological Association.

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