Archive for month: July, 2021

Importance of Theory and Research in Child Development

Prior to completing this journal assignment, please read Modules 1and 2 in your textbook, view the “Endless Questions” video, and review any relevant Instructor Guidance. You may want to look specifically at the interactive media tools demonstrating information on theory which are provided in the Section 1.5 (within Module 1) of the textbook.

In a Journal entry of 500-1000 words, begin by reflecting on this anecdotal phrase that one might hear, “I did that with my children and it worked fine for them.”  Describe your own thoughts about this statement and explain why this may be true in some cases, but not in others.  You may use personal experiences or examples to support your evidence-based statements and opinions, if you wish.

Then, watch the “Endless Questions” video analyzing child development research and find one additional scholarly source of your choice (see tips and a link to tutorials below) and use them to reflect on and answer the following questions:

• Why is it important to utilize developmental theory to explain a foundational knowledge of children’s development?
• What makes scholarly research different from anecdotal evidence (or personal experience) in explaining child and adolescent development?  [Hint: Consider the methodology of the article you are reading.
• Identify and briefly describe the key points of one of the major developmental theories and why you feel that theory is applicable to child and/or adolescent development.

Finally, relate the value of continued learning with a concluding reflection on why we should incorporate both personal experience and scholarly research grounded in theory to help support any statements made in this class or any other professional setting.

You are required to utilize at least one additional scholarly source not from this week’s required readings (including, but not limited to, the multimedia in the recommended resources for Week One).  You must cite all of your sources (including the video embedded above) in proper APA style.  If you are unsure how to create an APA style reference page, please visit the Citation and Reference page on the Ashford Writing Center website. Aside from the video embedded in the prompt, you are to find one other scholarly through the Ashford Library website to help support your reflections in Part II.  View this great tutorial provided by the Ashford University Library which will show you how to find scholarly articles and how to assess the scholarly quality of the resource.

NOTE: As you are completing your searches in the library search engines, check the boxes in the search engines of the library for scholarly, peer-reviewed sources. This allows you to find resources that have been evaluated by a number of experts in the field and do not represent just one person’s opinion.

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Question description

General Education Capstone – Week 1 Assignment

Serving Learning Organization

Case Study Scenario:

You have been hired by XYZ University as a consultant. The University leadership is thinking about requiring students to participate in a service learning project in order to graduate. As a case study, the leadership of the University has hired you to evaluate an organization to see if a service learning opportunity would benefit future students and the community. Your initial recommendation is due in week 5 and will be based on the research you collect over the next four weeks.

Week 1 Assignment:

• You should have chosen your social issue in the week 1 discussion. If not, be sure to do so before you begin this assignment.
• Your task is to find a national or international organization that is currently working to effect positive change for the issue you have chosen. For example, if you chose an environmental issue, you might decide to evaluate Greenpeace. Example social issues and organizations.
• XYZ University has required you to find and read the following peer-reviewed article in the EBSCO library. EBSCO Quick Guide.

Vizenor, N., Souza, T., & Ertmer, J. (2016). Benefits of participating in service-learning, business-related classes: Assessing the impact on community partners. Journal for Research in Business Education, 58(1), 1-15. (Note: please be sure to check the Business Source Complete database for this article).

• You are required to cite the above article to support at least one claim you make in your week 1 assignment. Reference and Citation Quick Guide.
• Turn in a minimum of a 2-3 pages paper following APA guidelines. Click here for the web version of the APA sample paper. Click here for a downloadable version of the APA sample paper.

Paper Requirements:

Complete the following steps.

Step 1: Introduction – Introduce the social issue you have selected. Explain to your reader why this issue is important and why they should be interested. What are the benefits of service learning in causing positive change for this issue? Provide at least one citation from a peer-reviewed article to support your claims in this section.

Step 2: Community Organization – Introduce the organization you have selected. Briefly describe the organization’s historical background. What is the primary focus of the organization? How does the organization meet the communities’ needs? Provide at least one citation from a peer-reviewed article to support your claims in this section.

Step 3: Conclusion – Provide a summary of the social issue and how the organization addresses the social issue. Summarize the benefits for students and the community of performing service learning at this organization. Provide at least one citation from a peer-reviewed article to support your claims in this section.

Step 4: References – On a separate reference page, list all the references you have cited in your paper to support your claims.

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

MUST BE ORIGINAL WORK!!!  NO PLAGIARISM!!  EVERYTHING IS HERE OR ATTACHED – MINE IS ALL GOING TO BE ON PTSD!

THIS IS WHAT MY FEEDBACK WAS FROM MY PROFESSOR —

HI Sherry,
I’m not sure which of these topics you are considering, but I would consider using the first one.

The not having “experienced” direct bodily harm is part of the criteria for PTSD, but you could research a few different aspects. Perhaps you could examine something like “PTSD will occur in individuals who did not experience bodily harm vs those that did more frequently. ” This is just an example but let me know which area you would like to measure? Our hypothesis should be measurable and something we can gather data on.
Best,
Dr. P

Specific problem:

“Post-traumatic stress disorder” may expand after a terrifying suffering involving physical injury or the risk of physical injury. You don’t have to be bodily hurt to acquire PTSD. You can acquire it after you observe others—a friend, a relative’s associate, even a stranger—harmed and threatened.

“The evidence of the problem:”

·         Re-experiencing symptoms: potential symptoms of post traumatic reliving the trauma again and again, counting physical symptoms like a sweating. This is a general incidence in citizens who have sadness as well as other nervousness disorders. Various confirmations recommend that PTSD might relate to enlarged likelihood of expanding therapeutic disorders.

·         Avoidance symptoms: potential symptoms of post traumatic happen because staying away a person from places, occasions that are reminders of the occurrence. Avoidance symptoms are attempts citizens create to avoid the traumatic occasion.  Avoidance symptoms creating an effort to evade trauma-connected reminders

“Causing the problem:”

PTSD is a psychiatric confusion that can happen following the occurrence and also observing of life-threatening occurrences like as military combat, terrorist incidents and etc. Some citizens will have trauma effects that may even get bad over instance.

“Yes, research question obviously expressed devoid of being too common and also too narrow because” Particular psychological interventions that is a type of trauma that have been considered for the avoidance of mature PTSD aim to teach victims regarding usual reactions to trauma as well as to promote them to share their understandings and touching responses to the occurrence. Debriefing is normally offered in a gathering inside days behind the occurrence to one and all exposed to the occurrence. (Raskind, 2014)

“Yes, the question connects to the recognized problem” Prolonged Exposure treatment forces a long-suffering to vividly keep in mind every aspect of a distressing experience as well as express the memories. Prolonged Exposure healing is assisting him to defeat his survivor’s blame, which is a structure chunk to him for a subsequently step in existence.

“Yes, the research, related on the study question, feasible because” Fighting veterans brought the main PTSD to public concentration. But PTSD that can stem from distressing incidents, like as mugging, and rape, being kidnapped as well as also held captive, kid abuse, car misfortunes, train wrecks, aeroplane crashes, violence’s, or natural tragedies such as floods and earthquakes. The common of citizens exposed to such occurrences experience various symptoms of suffering (sleep difficulties, jumpiness). Most completely get better in a few weeks and months. PTSD is presently the subject of numerous researches learning that are funded through the National organization of Mental Health.

“Yes, the research, related on the study question, include to the body of information in the forensic psychology area because” HYPERAROUSAL potential symptoms of post traumatic occur because complexity sleeping, being simply as well as tense vigilance worried, bad temper, annoyance, panic,  (Matthew, 2014) Discussion through the suffering will assist you get extra manage of your considerations and feelings regarding the trauma.

Furthermore, this may be difficult at first as well as it might seem odd to believe about worrying things on reason. Many citizens feel superior over time, while, as they do imaginable coverage.

References:

Matthew. (2014). Avoidance Symptoms. Retrieved from http://ptsd.about.com: http://ptsd.about.com/od/glossary/g/Avoidance_Sx.htm

Raskind. (2014). Interventions for the Prevention of Post-traumatic Stress Disorder in Adults After Exposure to Psychological Trauma. Retrieved from http://effectivehealthcare.ahrq.gov: http://effectivehealthcare.ahrq.gov/index.cfm/search-for-guides-reviews-and-reports/?productid=1129&pageaction=displayproduct

After reading the feedback on your proposed quantitative research question in M1 Assignment 2, provide your revised quantitative research question. Next, develop a hypothesis for the research question (Include a null and an alternative hypothesis for your question.).

Keep in mind that a hypothesis is a specific statement of prediction. A hypothesis describes in concrete (rather than theoretical) terms what you expect will happen in your study. It should be testable and often mirrors the research question in the way that it is written.

For example, there is a positive correlation between having an alcoholic parent and alcoholism in adulthood.

Once you have clearly stated your research question and hypothesis, discuss the following (in 1–2 pages):

• Why is a null hypothesis required in research? How is the null hypothesis used when drawing conclusions from the collected data?
• What is the relationship of your hypothesis to the identified problem?
• How is your hypothesis feasible?
• How is your hypothesis measurable and testable?

Submission Details:

• By Wednesday, September 6, 2017, save your hypothesis and supporting discussion as M1_A3_Lastname_Firstname.doc and submit it to the M1 Assignment 3 Dropbox.

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

LASA: Etiology and Treatment

In M3 Assignment 2 RA, you reviewed a  case study about Jessica, made primary and secondary diagnoses, and  identified differential diagnoses for each principal and secondary  diagnosis. The skills you developed and the feedback you received after  completing this required assignment, will significantly help you in  completing the following LASA. For example, both assignments (RA and  LASA), require you to complete similar tasks such as identifying the  principal and secondary diagnoses, providing rationale for the  diagnoses, and offering differential (alternative) diagnoses.

In this assignment, you will discuss the etiology and  treatment of your principal and secondary diagnoses for the following  case study using a minimum of five peer-reviewed sources on etiology and  a minimum of five peer-reviewed sources on treatment. Your paper should  have separate sections for the etiology of each principal and secondary  diagnosis, therapeutic modalities for each principal and secondary  diagnosis, justification of the selected therapeutic modalities for the  disorders, application of the treatment for the disorders, and a  reference page for your sources. Your citations and references should be  in APA style, and your paper should be 8–10 pages in length.

Click here to read the second case study (Psychological Evaluation for Homer Brine).

Once you read the case, complete the following tasks:

• Identify a principal and secondary diagnosis for the assigned case study with rationale for each diagnosis.
• Describe multiple elements of the etiology  for the principal and secondary diagnoses. Explain how the etiology  contributed to each (principal and secondary) diagnosis.
• Identify a specific therapeutic modality for each principal and secondary diagnosis.
• Apply therapeutic modality to treat each of the principal and secondary diagnoses in the case study.
• Identify at least one differential (alternate) diagnosis for the principal and secondary diagnoses.
• Discuss key cultural factors that may influence diagnosis and treatment.

Write in a clear, concise, and organized manner;  demonstrate ethical scholarship in accurate representation and  attribution of sources; and display accurate spelling, grammar, and  punctuation. Include citations in text and at the end of the document in  the correct APA format.

Submission Details:

• By the due date assigned, save your diagnoses as M5_A2_Lastname_Firstname.doc and submit the document to the Submissions Area.

LASA is worth 300 points and will be graded according to the following rubric.

Because this assignment is worth 30% of your overall  grade in the course, it is particularly important to view the rubric for  additional clarity on the requirements and point values for each  component of the assignment.

Assignment Component   Proficient   Maximum Points    Identify a principal and secondary diagnosis for the assigned case study with rationale for each diagnosis. Identifies  at least one principal and one secondary diagnosis that are rationally  linked to the case provided. Provides detailed information about how  diagnoses were reached and how the client’s symptoms fit the diagnostic  criteria. Evidence is presented in a logical manner that builds a solid  case which supports diagnostic impressions.  48    Describe  multiple elements of the etiology for the principal and secondary  diagnoses. Explain how the etiology contributed to each (principal &  secondary) diagnosis. Presents  a clear understanding of the possible origins of the principal and  secondary diagnoses. Demonstrates ability to integrate and conceptualize  all of the information presented. Clearly states how the diagnoses/  presenting issue began (ETIOLOGY) and what may be maintaining them.  48    Identify a specific therapeutic modality for each principal and secondary diagnoses. Chooses  a viable therapeutic modality that has applications to the principal  and secondary diagnoses and is appropriate for the client.  48    Apply therapeutic modality to treat each of the principal and secondary diagnoses in the case study. Demonstrates  a clear application of the selected therapeutic modality for treatment  of the principal and secondary diagnoses of the person in the vignette.  48    Identify at least one differential (alternate) diagnosis for the primary and secondary diagnosis. Clearly  discusses other diagnoses (differential diagnoses) that were ruled-out  as well as specific reasons for eliminating these diagnoses.  32    Discussed key cultural factors that may influence diagnosis and treatment. Describes  cultural factors that may influence the diagnoses and identifies  cultural issues that may require additional exploration. Outlines how  the cultural factors influence treatment options.  48    Academic Writing   Writing  is generally clear and in an organized manner. It demonstrates ethical  scholarship in accurate representation and attribution of sources; and  generally displays accurate spelling, grammar, punctuation. Errors are  few, isolated, and do not interfere with reader’s comprehension.
Citations in text and at the end of the document are in correct APA format. Writing  is generally clear and in an organized manner. It demonstrates ethical  scholarship in accurate representation and attribution of sources; and  generally displays accurate spelling, grammar, punctuation. Errors are  few, isolated, and do not interfere with reader’s comprehension.
Citations in text and at the end of the document are in correct APA format.  28    Total:    300       Due DateOct 8, 2018 11:59 PM Hide Rubrics

Rubric Name: FP6005_M5A2_Grading_Rubric

This  table lists criteria and criteria group name in the first column. The  first row lists level names and includes scores if the rubric uses a  numeric scoring method.CriteriaMaximum PointsGR1 Identify a principal and secondary diagnosis for the assigned case study with rationale for each diagnosis.48 points/ 48GR2  Describe multiple elements of the etiology for the principal and  secondary diagnoses. Explain how the etiology contributed to each  (principal & secondary) diagnosis.48 points/ 48GR3 Identify a specific therapeutic modality for each principal and secondary diagnoses.48 points/ 48GR4 Apply therapeutic modality to treat each of the principal and secondary diagnoses in the case study.48 points/ 48GR5  Clearly discusses other diagnoses (differential diagnoses) that were  ruled-out as well as specific reasons for eliminating these diagnoses.32 points/ 32GR6  Describes cultural factors that may influence the diagnoses and  identifies cultural issues that may require additional exploration.  Outlines how the cultural factors influence treatment options.48 points/ 48GR7  Wrote in a clear, concise, and organized manner; demonstrated ethical  scholarship in the accurate representation and attribution of sources;  and displayed accurate spelling, grammar, and punctuation.28 points/ 28Total— / 300

Rubric Name: FP6005_M5A2_LASA Rubric

This  table lists criteria and criteria group name in the first column. The  first row lists level names and includes scores if the rubric uses a  numeric scoring method.MAFP_PO1_Psychological Theory & PracticeLevel 1 UnsatisfactoryLevel 2 EmergingLevel 3 ProficientLevel 4 ExemplaryC1 Principal & Secondary Diagnosis (PO1).

Neglects to identify a principal or secondary diagnosis and neglects to rationally link the diagnosis to the case study.

Neglects to identify a principal or secondary diagnosis or neglects to rationally link the diagnosis to the case study.

Identifies  at least one principal and one secondary diagnosis that are rationally  linked to the case provided. Provides detailed information about how  diagnoses were reached and how the client’s symptoms fit the diagnostic  criteria. Evidence is presented in a logical manner that builds a solid  case which supports diagnostic impressions.

Identifies  one or more principal and secondary diagnoses that are rationally  linked to the case provided and supported by references. Provides  detailed information about how diagnoses were reached and how the  client’s symptoms fit the diagnostic criteria. Evidence is presented in a  logical manner that builds a solid case which supports diagnostic  impressions.

C2 Etiology of Diagnoses (PO1).

Either lacks a description of elements of etiology of one or more diagnoses or description is inaccurate and incomplete.

Provides  a description of elements of etiology of one or more diagnoses but at  least one of the descriptions is inaccurate and incomplete.

Presents  a clear understanding of the possible origins of the principal and  secondary diagnoses. Demonstrates ability to integrate and conceptualize  all of the information presented. Clearly states how the diagnoses/  presenting issue began (ETIOLOGY) and what may be maintaining them.

Presents  a clear understanding of the possible origins of the principal and  secondary diagnoses based on empirical research. Demonstrates ability to  integrate and conceptualize all of the information presented. Clearly  states how the diagnoses/ presenting issue began (ETIOLOGY) and what may  be maintaining them.

C3 Therapeutic Modality (PO1).

Neglects to identify an appropriate therapeutic modality.

Identifies a specific therapeutic modality but neglects to articulate how it was appropriate for the diagnoses identified.

Chooses  a viable therapeutic modality that has applications to the principal  and secondary diagnoses and is appropriate for the client.

Chooses  a viable therapeutic modality that has applications to the principal  and secondary diagnoses and is appropriate for the client and supported  by research literature.

C4 Therapeutic Modality Txt Application (PO1).

Neglects to apply or erroneously applies a therapeutic modality to treat the diagnosis.

Identifies a specific therapeutic modality but neglects to articulate how it was appropriate for the diagnoses identified.

Chooses  a viable therapeutic modality that has applications to the principal  and secondary diagnoses and is appropriate for the client.

Chooses  a viable therapeutic modality that has applications to the principal  and secondary diagnoses and is appropriate for the client and supported  by research literature.

C5 Differential Diagnosis (PO1).

Neglects to identify any alternative diagnosis for either the primary or secondary diagnosis.

Identifies one alternative diagnosis, but neglects to articulate rationale for the diagnosis and why it was ruled out.

Clearly  discusses other diagnoses (differential diagnoses) that were ruled-out  as well as specific reasons for eliminating these diagnoses.

Clearly  discusses other diagnoses (differential diagnoses) that were ruled-out  as well as specific reasons for eliminating these diagnoses. Articulates  any assessments or additional information to rule out and alternative  diagnosis.

This  table lists criteria and criteria group name in the first column. The  first row lists level names and includes scores if the rubric uses a  numeric scoring method.MAFP_PO5_Multicultural CompetenceLevel 1 UnsatisfactoryLevel 2 EmergingLevel 3 ProficientLevel 4 ExemplaryC6 Cultural Factors (PO5).

There was no opinion provided on the defendant’s risk of dangerousness or insanity.

The opinion provided was vague and not well connected to the case vignette.

Describes  cultural factors that may influence the diagnoses and identifies  cultural issues that may require additional exploration. Outlines how  the cultural factors influence treatment options.

Describes  cultural factors that may influence the diagnoses and identifies  cultural issues that may require additional exploration. Outlines how  the cultural factors influence treatment options supported by  appropriate research literature.

Associated Learning ObjectivesMAFP_PO1_Psychological Theory & PracticeAssessment Method:  Score on Criteria – C1 Principal & Secondary Diagnosis (PO1).Required Performance:  Level 3 ProficientMAFP_PO1_Psychological Theory & PracticeAssessment Method:  Score on Criteria – C2 Etiology of Diagnoses (PO1).Required Performance:  Level 3 ProficientMAFP_PO1_Psychological Theory & PracticeAssessment Method:  Score on Criteria – C3 Therapeutic Modality (PO1).Required Performance:  Level 3 ProficientMAFP_PO1_Psychological Theory & PracticeAssessment Method:  Score on Criteria – C5 Differential Diagnosis (PO1).Required Performance:  Level 3 ProficientMAFP_PO1_Psychological Theory & PracticeAssessment Method:  Score on Criteria – C4 Therapeutic Modality Txt Application (PO1).Required Performance:  Level 3 ProficientMAFP_PO5_Multicultural CompetenceAssessment Method:  Score on Criteria – C6 Cultural Factors (PO5).Required Performance:  Level 3 Proficient

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!