Discuss 3 different concepts from Applied Social Psychology textbook that apply to this case, and explain the connection (20 points). Write at least one paragraph on each concept.
2. What are the most important issues to be considered? Which elements of the case are most troubling, urgent, complex, unclear, or discomforting? (10 points)
3. Was Dr. Jones justified in giving Jamie a D in the course? Why or Why Not? (5 points)
4. How could student performance have been improved in this case study? (5 points)
6. Answer all your questions with the question number to which you are responding. Must be at least 3 pages . Make sure to proofread your work. Spelling and grammar count. (10 points).
Applied Social Psychology: Case Study #2
Jamie is an undergraduate at a small liberal arts college. She is very verbal and loves books. As a freshman, she signed up as a Comparative Literature major. However, for Jamie, college has not come easy, having spent many years of her middle and high school education in special education programs. Wanting to give back, she has started taking courses in the Clinical Psychology concentration. With a double major, she can pursue the study of language and literature, her true love, and work towards a clinical career where she can help others. Jamie has never labeled her condition, but some of her professors guess that Jamie is on the autism spectrum. She appears to be on the high-functioning end of the spectrum, but also may have a deficit in pragmatic skills. Jamie demonstrates severe difficulty reading the little cues that many use to navigate social relationships. In addition, she is hyper-verbal, verbose both in her writing and speaking, another aspect of the syndrome. Hard-working, intelligent, and highly motivated, Jamie aces all her classes. On tests, she is repetitive and wordy, but gets the answers right. In class, she is a bit too enthusiastic and dominating in conversations for some teachers, but they learn to either put her off, let her talk, or discuss the issues with her in office hours. Her professors never as a group discuss Jamie or share their experiences about her. Some professors display more patience than others, but none ever directly tells Jamie that she is disruptive in class. Nor does anyone suggest writing help for her verbose style and overly long papers. Jamie has been assigned an advisor, with whom she has a good relationship. Her advisor is a professor whose specialty is experimental design and who is not directly involved in the senior year clinical requirement for students. All in all, to the advisor, Jamie is an unusual, but excellent student. Now Jamie is in her final year of the Clinical Psych program and she must complete the senior practicum. Her book, test, paper, and classroom skills do not prepare her for face-to-face encounters with clients at the schools clinic. She completes all of her coursework and paperwork, but her people-skills and ability to adapt her plans on the spot to suit the client are very weak. Her clinical supervisor, Dr. Jones, assigns Jamie her lowest grade in a college course (she earns a D). Her hopes are shattered as her dreams of graduate school and a clinical career disappear. Jamie can repeat the course, but then she would have to wait another year and explain to her family why she is not graduating as expected. Her other option is to pursue graduate study in Comparative Literature, but she feels she has failed by not training towards a position that would allow her to give back to the community. She is distraught. Graduation day, the day she longed for, is a let-down.
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