Category: Psychology

 Instructions

Begin this assignment by interviewing (by phone, email, or in person) a current K-12 teacher to obtain their thoughts on a specific education situation of interest to you that is adversely affecting students and/or teachers. Be sure to address assessment in your conversation. After your conversation, conduct outside research to demonstrate how pervasive the situation is by citing reports, articles, or case studies that identify the existence of this problem. 

Prepare a written report of the situation or issue to detail how it is affecting students learning experiences. Touch on diversity issues as well to indicate how various students are affected. Recommend strategies for teachers to assess and address these issues in the classroom to create meaningful learning experiences for all. Provide examples of your intended strategies to support your findings. 

Interview information is to be included with your research and opinions, along with the consent form.

Support your assignment with at least five scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included.

Length: 10-12 pages (1-2 for the interview, 9-10 for the paper), not including title and reference pages

Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. 

**YOU WILL TYPE YOUR ANSWERS IN THE ATTACHED WEEK 7 ASSIGNMENT WORKSHEET**

In Week 5, you selected a case study for your Final Project research investigation. In Part 1 of the Final Project Worksheet, you identified the client, mental health disorder, and counseling intervention that will be the focus of your research. This week, you will complete Part 2 of the Final Project Worksheet. The goal of this Assignment is to conduct a review of the professional counseling literature and identify current, peer-reviewed articles to support your Final Project.

To Prepare

• Review the media program, Final Project Worksheet Part 2, and consider your next steps for your Part 2 Final Project assignment.
• Review the Final Project Worksheet you used for your Part 1 Assignment, and use Part 2 of this worksheet to complete this Final Project assignment.
• Incorporate any feedback you received on Part 1 from your Instructor during Week 5.
• Search the Walden Library and choose three articles that relate to the intervention and mental health issue that you chose for your Final Project using the criteria below:
  • Three current (last 10 years) and peer-reviewed articles from professional counseling journals.
  • Include at least one quantitative and one qualitative research design.
  • Do NOT use meta-analysis type articles.
  • Verify that the research is not outside of the scope of practice for a professional counselor.
• For each article you chose, be sure to provide:
  • A complete citation of the article
  • The methodology used in each article
  • Permalink for each articlel Project Part 2: Applying Research to a Case Study

In Week 5, you selected a case study for your Final Project research investigation. In Part 1 of the Final Project Worksheet, you identified the client, mental health disorder, and counseling intervention that will be the focus of your research. This week, you will complete Part 2 of the Final Project Worksheet. The goal of this Assignment is to conduct a review of the professional counseling literature and identify current, peer-reviewed articles to support your Final Project.

To Prepare

• Review the media program, Final Project Worksheet Part 2, and consider your next steps for your Part 2 Final Project assignment.
• Review the Final Project Worksheet you used for your Part 1 Assignment, and use Part 2 of this worksheet to complete this Final Project assignment.
• Incorporate any feedback you received on Part 1 from your Instructor during Week 5.
• Search the Walden Library and choose three articles that relate to the intervention and mental health issue that you chose for your Final Project using the criteria below:
  • Three current (last 10 years) and peer-reviewed articles from professional counseling journals.
  • Include at least one quantitative and one qualitative research design.
  • Do NOT use meta-analysis type articles.
  • Verify that the research is not outside of the scope of practice for a professional counselor.
• For each article you chose, be sure to provide:
  • A complete citation of the article
  • The methodology used in each article
  • Permalink for each article
• **YOU MUST USE THE ATTACHED WEEK 7 ASSIGNMENT WORKSHEET

Instructions

Based upon this weeks readings, identify and discuss the various types of specialties in the field of psychology. Then identify at least 2 types of work settings where such individuals are employed. Lastly, discuss how they benefit the working environment in these particular settings.

Your discussion post should be at least 300 words and include minimally (2) citations. One citation will include the assigned readings. The second citation will need to be from a peer-reviewed academic source. Websites will not count as a second source.

Instructions

We often hear the phrase The Science behind Psychology. For those individuals whom you meet who are new to the field of Psychology, detail how science is integrated in Psychology.

Your discussion post should be at least 300 words and include minimally (2) citations. One citation will include the assigned readings. The second citation will need to be from a peer-reviewed academic source. Websites will not count as a second source.

The intent of social psychology research has been and still is to explain how circumstances are more a power determinant of individual behavior than our own intuitions lead us to believe. Research on obedience and compliance is focused less on explaining why obedience can be a good thingwhich it canand more on explaining why people obey/comply with demands when they would likely prefer not to or when the demands compel them to do bad things (e.g., the classic Milgram and Stanford Prison studies).

Many are familiar with the experience of being tasked by someone in authority (e.g., a teacher, work supervisor, athletic coach) to do something of questionable value and which may be counterproductive. The demand itself appears to be arbitrary and may serve only to establish the authority of the person making it.

For this Discussion, you will share social conformity situations that you have experienced and apply social psychology theory to explain your actions in those situations. 

Review the Learning Resources related to conformity and obedience in social psychology and consider how they would apply to this Discussion.

Consider a time when you have experienced when compliance with a task was required, even when you believed that time could have been better spent doing something more productive. The task may have come from a teacher, supervisor, coach, or other authority figure.

If you complied with the order, reflect on why. If you did not, reflect on why you did not comply. 

Post an example of a time when you complied with an authority persons demand, despite thinking it was not a good use of your time. Please explain why you did. Then, give an example of a time when you refused to comply; explain why. Your post must be informed by social psychology theory and research.

Analyze: Different Research Designs

Evaluation Title: Research Design

For this first assignment, you will analyze different types of research. To begin, please read and view the following materials:

• Rice University. (2017). . in, Psychology. OpenStax. [Electronic version]
• University of Minnesota Libraries Publishing. (2010). . In Introduction to Psychology. [Electronic version]

Select one research design from column A and column B.

1. Describe the design.
2. Discuss the strengths and weaknesses of the design.
3. Give an example of a study completed using this design.

This information is all available in the Unit 1 Learning Content. There are also resources available online to further your understanding.

Your assignment should be typed into a Word or other word processing document, formatted in APA style. The assignment must include:

• Running head
• A title page with Assignment name
• Your name
• Professors name
• Course

Estimated time to complete: 3 hours

Rubric

PS101 Unit 1 Assessment – Research DesignPS101 Unit 1 Assessment – Research DesignCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeContentPS101-CO118.0 ptsLevel 5Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner.16.0 ptsLevel 4Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner with minor weaknesses in one or more of the areas.14.0 ptsLevel 3Partially expresses content knowledge with the assignment purpose. Expresses ideas in a complete, organized, clear, professional, and culturally respectful manner with weaknesses in these area.13.0 ptsLevel 2Partially expresses content knowledge with the assignment purpose. Ideas are partially expressed in an organized, professional, and culturally respectful manner with major weaknesses in these areas.11.0 ptsLevel 1Expresses limited content knowledge with the assignment purpose. Ideas are not expressed in a complete, organized, clear, professional, and/or culturally respectful manner.0.0 ptsLevel 0The assignment was not completed or there are no constructed concepts that demonstrate analytically skills and no evidences to support the content does not align to the assignment instructions18.0 pts
This criterion is linked to a Learning OutcomeAnalysisPRICE-P18.0 ptsLevel 5Constructs concepts related to course content, demonstrating strong analytical skills with strong evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.16.0 ptsLevel 4Constructs concepts related to course content, demonstrating strong analytical skills with evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.14.0 ptsLevel 3Constructs concepts related to course content, demonstrating analytical skills with some evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.13.0 ptsLevel 2Constructs concepts related to course content, demonstrating weak analytical skills with minimal evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.11.0 ptsLevel 1Constructs concepts related to course content, demonstrating inadequate evidence of analytical skills. There is minimal or no evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.0.0 ptsLevel 0The assignment was not completed or there was no evidence of constructed concepts that are supported by professional and personal subject knowledge through details, supporting evidence, and idea differentiation.18.0 pts
This criterion is linked to a Learning OutcomeTechnology12.0 ptsLevel 5Manipulates multiple technological resources to effectively implement all assignment requirements.11.0 ptsLevel 4Manipulates multiple technological resources to effectively implement most assignment requirements.10.0 ptsLevel 3Manipulates multiple technological resources to effectively implement some assignment requirements.8.0 ptsLevel 2Manipulates multiple technological resources for some assignment requirements.7.0 ptsLevel 1Manipulates technological resources to minimally meet some assignment requirements.0.0 ptsLevel 0The assignment was not completed or difficulties with technological manipulation were evident. The assignment submitted does not meet requriements.12.0 pts
This criterion is linked to a Learning OutcomeWriting9.0 ptsLevel 5The assignment exhibits a excellent command of written English language conventions. The assignment has no errors in mechanics, grammar, or spelling.8.0 ptsLevel 4The assignment exhibits a good command of written English language conventions. The assignment has no errors in mechanics, or spelling  with minor grammatical errors that impair the flow of communication.7.0 ptsLevel 3The assignment exhibits a basic command of written English language conventions. The assignment has minor errors in mechanics, grammar, or spelling that impact the flow of communication6.0 ptsLevel 2The assignment exhibits a  limited command of written English language conventions. The assignment has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.5.0 ptsLevel 1The assignment exhibits little command of written English language conventions. The assignment has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.0.0 ptsLevel 0The assignment does not demonstrate command of written English language conventions. The assignment has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.9.0 pts
This criterion is linked to a Learning OutcomeAPAPRICE-I3.0 ptsLevel 5In-text citations of sources and references in proper APA style are included with no errors.2.5 ptsLevel 4In-text citations of sources and references in proper APA style are included but have 1-2 minor APA errors.2.0 ptsLevel 3In-text citations of sources and references in proper APA style are included but have 3 – 4 minor APA errors.1.5 ptsLevel 2In-text citations of sources and references in proper APA style are included but have more than 4 errors.1.0 ptsLevel 1The errors demonstrate limited understanding of in-text citation and reference requirements0.0 ptsLevel 0There are no in-text citations AND/OR references.3.0 pts
Total Points: 60.0

This assignment must be typed, double-spaced, in APA style, and must be written at graduate level English.

A minimum of 10, current, evidence-based references, must be used and cited according to APA format. 

Directions:
Please choose either I or II for the final paper.

I. A behavioral problem: The behavioral problem paper should include: its official definition (DSM-5), its signs and symptoms, developmental/physiological/psychological/sociological factors underlying its causation, and treatment approaches, both traditional and, if available, alternative.

II. An educational problem: The educational problem paper would address an issue related to problems in visual or auditory analysis/comprehension or a problem in speech or writing. The paper should begin with a fictitious client history, diagnosis supported by signs and symptoms, the developmental/physiological/psychological/sociological factors underlying its causation, and treatment approaches, both traditional and, if available, alternative.
 

The paper should be 10 pages in length plus a title and reference page.
 

Due Week 3

This assignment must be typed, double-spaced, in APA style and must be written at graduate level English. The content, conciseness and clarity of your answers will be considered in the evaluation of your work.

You must integrate the material presented in the text and cite your work according to APA format.
 

Your response to each question should 1 page per question.

Total assignment should be 4 pages plus a title and reference page.

1.  What are the basic structures/functions of a neuron?  How do neurons communicate?

2.  What are the major structures of the brain?  What is the function of each major structure?

3. Discuss the major techniques of brain research. Be sure to include any pros and cons associated with each.

4. Discuss the major brain structures involved in vision analysis/comprehension.  Explain for each major structure what problems in vision and/or analysis/comprehension would arise if they were damaged. 

The assignment (12 pages):

• Evaluate the impact of diversity training by forensic psychology professionalss pecifically, respond to the difference it can make and evaluate its value.
• Analyze how the provision of diversity training impacts the police department as a whole. Be specific and provide examples.
• Support your responses with references to the Learning Resources and the research literature.
  

Learning Resources

Readings

• Course Text: Psychology and Policing
  • Chapter 3, “Recruitment, Selection and Training”
• Book Excerpt: Rostow, C. D., & Davis, R. D. (2004). Defining the fitness-for-duty evaluation. In C. D. Rostow & R. D. Davis (Eds.), Handbook for psychological fitness-for-duty evaluations in law enforcement (pp. 6571). Binghamton, NY: Haworth Press.
• Article: Coderoni, G. R. (2002). The relationship between multicultural training for police and effective law enforcement. FBI Law Enforcement Bulletin, 71(11), 1618. Retrieved from the Walden Library databases.
• Article: Love, K. G., & DeArmond, S. (2007). The validity of assessment center ratings and 16 PF personality trait scores in police sergeant promotions: A case of incremental validity. Public Personnel Management, 36(1), 21-32. Retrieved from the Walden Library databases.
• Article: McGrath, R., & Guller, M. (2009). Concurrent validity of the candidate and officer personnel survey (COPS). International Journal of Police Science and Management, 11(2), 150159. (Review from Week 2). Retrieved from the Walden Library databases.
• Article: Simmers, K. D., Bowers, T. G., & Ruiz, J. M. (2003). Pre-employment psychological testing of police officers: The MMPI and the IPI as predictors of performance. International Journal of Police Science & Management, 5(4), 277294. Retrieved from the Walden Library databases.
• Article: Steinheider, B., Wuestewald, T., & Bayerl, P. (2006). The effects of participative management on employee commitment, productivity, and community satisfaction in a police agency. Conference Papers-International Communication Association, 142. Retrieved from the Walden Library databases.
• Article: Wang, Y. R. (2006). Does community policing motivate officers at work and how? International Journal of Police Science & Management, 8(1), 6777. Retrieved from the Walden Library databases.
• Article: White, M. D., & Escobar, G. (2008). Making good cops in the twenty-first century: Emerging issues for the effective recruitment, selection and training of police in the United States and abroad. International Review of Law Computers & Technology, 22(12), 119134. Retrieved from the Walden Library databases.
• Government Document: U. S. Equal Employment Opportunity Commission. (n.d.). Facts about the Americans with disabilities act. Retrieved from

a brief description of two roles that a forensic psychology professional may have when working with police administrators. Then, analyze the impact of each role on police administration, and each level of the police organization. Support your analysis with references to the Learning Resources.

Learning Resources

Readings

• Course Text: Psychology and Policing
  • Chapter 3, “Recruitment, Selection and Training”
• Book Excerpt: Rostow, C. D., & Davis, R. D. (2004). Defining the fitness-for-duty evaluation. In C. D. Rostow & R. D. Davis (Eds.), Handbook for psychological fitness-for-duty evaluations in law enforcement (pp. 6571). Binghamton, NY: Haworth Press.
• Article: Coderoni, G. R. (2002). The relationship between multicultural training for police and effective law enforcement. FBI Law Enforcement Bulletin, 71(11), 1618. Retrieved from the Walden Library databases.
• Article: Love, K. G., & DeArmond, S. (2007). The validity of assessment center ratings and 16 PF personality trait scores in police sergeant promotions: A case of incremental validity. Public Personnel Management, 36(1), 21-32. Retrieved from the Walden Library databases.
• Article: McGrath, R., & Guller, M. (2009). Concurrent validity of the candidate and officer personnel survey (COPS). International Journal of Police Science and Management, 11(2), 150159. (Review from Week 2). Retrieved from the Walden Library databases.
• Article: Simmers, K. D., Bowers, T. G., & Ruiz, J. M. (2003). Pre-employment psychological testing of police officers: The MMPI and the IPI as predictors of performance. International Journal of Police Science & Management, 5(4), 277294. Retrieved from the Walden Library databases.
• Article: Steinheider, B., Wuestewald, T., & Bayerl, P. (2006). The effects of participative management on employee commitment, productivity, and community satisfaction in a police agency. Conference Papers-International Communication Association, 142. Retrieved from the Walden Library databases.
• Article: Wang, Y. R. (2006). Does community policing motivate officers at work and how? International Journal of Police Science & Management, 8(1), 6777. Retrieved from the Walden Library databases.
• Article: White, M. D., & Escobar, G. (2008). Making good cops in the twenty-first century: Emerging issues for the effective recruitment, selection and training of police in the United States and abroad. International Review of Law Computers & Technology, 22(12), 119134. Retrieved from the Walden Library databases.
• Government Document: U. S. Equal Employment Opportunity Commission. (n.d.). Facts about the Americans with disabilities act. Retrieved from