MILESTONE TWO Case Study Analysis 4241 .docx PSYCH 570 Milestone Two: Case Study Analysi

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MILESTONE TWO Case Study Analysis 4241 .docx PSYCH 570 Milestone Two: Case Study Analysis Outline Southern New Hampshire University PSYCH 570 Discuss approach Detailed Case Study Analysis Des... cription (1 full page of content needed) Articulation of Response (Abstract should not have first person statements) Abstract The case study that I chose for my final project is Case 10“53. I decided to choose this case because I am a woman studying in the psychology field where it is most common for a male to become a doctor, or a psychologist/psychiatrist. This case hit me personally because I am a woman striving to achieve and succeed within the field of psychology and to think that a man is going to tell me that gender has any influence bad or good having to do with a position at a certain level, in my opinion, is wrong. I believe that a woman should have the same rights as a man does and that women should be treated with the same respect and equivalency today. Many years ago, women were viewed differently, and the men were always the œsuperior bread winners of their family. The women were to be the caregivers to the children along being a maid for their husbands. Luckily, it is extremely far from that in our society today. Women fight every day to become as equal as men and in relation to this case study, there is deliberate sexism that occurred, and the professor™s belief is that of a superior dominant male thinking that a woman is to be perceived as inferior. Case Study Vignette Description Cas. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . [Show More]

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