Ethics of Mandated Treatment

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Week 3 – Discussion 1: Ethics of Mandated Treatment

(Ethics of Mandated Treatment)

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Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

The Ethics of Mandated Treatment

Prior to beginning work on this discussion forum, be certain to have read all the required resources for this week. The use of mandated, or legally coerced, treatment is widespread. Yet research demonstrating the efficacy of this type of treatment is limited, and mandating mental health treatment is one of the most contested issues in the field of psychology. To justify the continued use of mandated treatment, policymakers, practitioners, and researchers are obligated to demonstrate the effectiveness and limitations of such treatment programs.

You have been called in to consult on cases that may require mandated treatment. After reviewing the PSY699 The ethics of mandated treatment scenarios (Links to an external site.)Links to an external site., File is attached choose two to discuss in your initial post. Begin your research with the required resources for this week. Using the specific situations presented in each of the scenarios you have chosen, conduct further research to help inform your recommendations for each individual. A minimum of one resource per scenario, beyond those already required for the assignment, must be included in your initial post.

In your post, construct clear and concise arguments using evidence-based psychological concepts and theories to present your recommendations as to whether or not treatment should be mandated for the individuals in each of the scenarios. As you write your recommendations, be certain to provide insights into the following questions.

  • What are the ethical principles and implications raised by legally mandating clients into treatment?
  • What evidence exists regarding the effectiveness of treatment with and without coercion for this type of situation?
  • What would be the challenges in evaluating the effectiveness of mandated treatment?
  • How might mandated treatment impact your clinical decision making as the mental health professional assigned to these cases?
  • What client factors might limit or augment the potential benefits of treatment if it were mandated?

Integrating concepts from your research and the required readings, offer insights across different content domains as to why you have reached these conclusions. Explain how you used the APA Ethical Code of Conduct to guide your decisions. Evaluate the generalizability of your specific research findings to the situations presented and provide a rationale as to why this research supports your recommendations.

 
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ANNOTATED BIBLIOGRAPHY : FINAL RESEARCH

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ANNOTATED BIBLIOGRAPHY : FINAL RESEARCH

(ANNOTATED BIBLIOGRAPHY : FINAL RESEARCH)

An annotated bibliography is a comprehensive list of sources on a specific topic, accompanied by brief descriptions or evaluations of each source. It serves to provide a summary and assessment of the relevance, accuracy, and quality of the sources used in a research project.

In constructing a final annotated bibliography, start by listing each source in the required citation style (e.g., APA, MLA) followed by a concise paragraph that includes:

  1. Summary: Briefly outline the main arguments, findings, or topics covered in the source.
  2. Evaluation: Assess the source’s credibility, reliability, and relevance to your research.
  3. Reflection: Explain how the source contributes to your understanding of the topic or supports your research question.

Organize your annotated bibliography alphabetically or thematically, depending on your preference or the requirements of your project. This compilation demonstrates the depth and breadth of your research and aids in identifying key sources for further investigation. Be sure to adhere to any specific guidelines provided by your instructor or publication.

Subject Is Comparison Of Strategies For Stress Reduction – ANNOTATED BIBLIOGRAPHY : FINAL RESEARCH PAPER

I have two assignments

first part due ASAP second one by july 5th  and will offer the SECOND PART as soon as the FIRST one is done.

 

My research subject is:

Comparison of strategies fro stress reduction

FIRST

Assignment 3: Final Project Annotated Bibliography

Craft a research question on the topic you selected in your first discussion question post. Then locate at least five articles from peer-reviewed journals that pertain to your question that will be used to write the introduction section of your research proposal.

Submit these five citations in the form of an APA-style reference page. Under each citation, write one paragraph summarizing the main points of the article. As you read your articles, keep the following questions at hand; these will help you generate the information about each article.

    • What were the topic/research questions being investigated?

 

    • How was the study conducted (participants, materials, procedure, etc.)?

 

    • What did the results reveal?

 

    • How might these methodological considerations affect the research findings and the conclusions drawn from them?

 

  • How does this article fit in with your paper? How did it influence your own ideas about your paper?

Based on your reading of the literature, what do you expect to find?

Include a hypothesis and a title page for your submission

 

 
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Empowering Vulnerable Communities

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Empowering Vulnerable Communities: Program Proposal

Vulnerable Population Summary and Proposed Program

(Empowering Vulnerable Communities)

Vulnerable Population Summary and Proposed Program

The first of your two written assignments for the course will  provide a beginning framework that you will utilize in the development  of your
Final Project: a proposal for a community-based  program in your area. For this first written assignment, you will  select one of the vulnerable groups identified in the text that will  serve as your target population of interest throughout the duration of  your next written assignment and Final Project.

Select one among the following groups from Chapter 1:

  • Vulnerable mothers and children
  • Abused individuals
  • Chronically ill and disabled people
  • People diagnosed with HIV/AIDS
  • People diagnosed with mental conditions
  • Suicide- and homicide-liable people
  • People affected by alcohol and substance abuse
  • Indigent and homeless people
  • Immigrants and refugees
  • Groups for special consideration (you may propose a different vulnerable population at the consent of the instructor)

Once you have selected a group of interest, write a three page paper that covers the following:

  • Discuss the impact that at least two of the factors below have on the vulnerability of your chosen group:
    • Age
    • Gender
    • Culture/Ethnicity
    • Income
  • Analyze the intersection of social, political, and economic factors affecting vulnerability (must address all three factors).
  • Draft the design of a new model program, not currently existent  within your community. Provide a two- to- three paragraph statement that  introduces your proposed community program. This section is tentative  and might change as you conduct more research. At a minimum, however,  items to address should include:
  • An explanation of the issues and risk factors experienced by the selected population.
  • An evaluation of the health needs of the group and a proposed  continuum of care level (preventive, treatment, or long-term care) based  on the group’s issues, risk factors, and needs.  Justify the proposed  level with supportive research/evidence.
  • A description of one to two proposed services your program will include.

Your assignment should be a minimum of three pages in length  (excluding title and reference pages), and should include a minimum of  three scholarly sources cited according to APA guidelines as outlined in  the Ashford Writing Center.

 
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Psychology: Personality Theories

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Psychology: Personality Theories

(Psychology: Personality Theories)

Personality theories seek to understand and explain individual differences in behavior, thoughts, and feelings. One prominent theory is the psychodynamic approach, developed by Freud, which suggests that unconscious conflicts shape personality. Another theory, the trait approach, proposes that personality consists of stable traits that predispose individuals to behave in certain ways. The humanistic approach, championed by Rogers and Maslow, emphasizes personal growth and self-actualization, asserting that individuals strive to fulfill their potential.

Cognitive theories, such as Bandura’s social cognitive theory, emphasize the role of cognitive processes in shaping personality, including observation, imitation, and self-efficacy beliefs. The biological approach explores how genetic, neurological, and physiological factors contribute to personality development, while the behavioral approach focuses on how conditioning and learning shape behavior patterns.

Contemporary theories often integrate multiple perspectives to provide a comprehensive understanding of personality. They emphasize the interaction between biological, psychological, and environmental factors in shaping personality. Overall, personality theories provide frameworks for understanding the complexities of human behavior and offer insights into individual differences and development.

Assignment 1: Television Character

Television provides us with many interesting examples of interpersonal and neurotic behaviors. In this assignment, you will delve into the life and actions of some of your favorite television characters and analyze them using Horney’s coping strategies.

Interestingly, Horney’s three coping strategies for one’s neurotic needs correlate very well with three of Adler’s different personality types:

  • Horney’s moving-toward strategy—Adler’s getting or leaning type
  • Horney’s moving against—Adler’s ruling or dominant type
  • Horney’s moving away from—Adler’s avoiding type

Using Horney’s theory of coping with neurotic needs with three different interpersonal orientations, select a TV program of your choice containing a character that Horney would identify as exhibiting neurotic behaviors. As you watch a full episode of this show, focus on this character and tally each instance of moving-toward, moving-against, and moving-away behavior.

Research Horney’s theory using your textbook, the Internet, and the Argosy University online library resources. Based on your research, respond to the following:

  • Discuss this character’s neurotic needs and trends.
  • What do you think has happened in his/her life that has led to these behaviors?
  • In addition to general life events, how has gender and culture influenced the character’s neurotic needs and behaviors?
  • How do these interpersonal orientations impact the way this character interacts with others and develops relationships?

Write your initial response in 5–6 paragraphs. Apply APA standards to citation of sources.

 
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Exploring Career Development Theories

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Week 9 Discussion 1 Response

Exploring Career Development Theories

(Exploring Career Development Theories)

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Broderick and Blewitt (2015). I need this completed by 01/26/18 at 3pm. Respond to at least two of my colleagues using one or more of the following approaches:

· Offer and support an alternative theory (not discussed in this week’s Learning Resources) that validates or opposes a colleague’s identified meaning of work and career.

· Validate an idea with your own experience and additional research.

· Expand on your colleague’s posting by providing additional insights or contrasting perspectives based on readings and evidence.

(B. Smi)(Exploring Career Development Theories)

Broderick and Blewitt (2015) imply that work and the ability to obtain and maintain a career are seen as momentous developmental tasks. In order to complete this task, one must have adequate knowledge of self. Knowledge of self will assist an individual in finding suitable employment that best meets their skills and capabilities.

Significance and Meaning

Research has indicated that an individual is most likely to achieve job satisfaction, successful performance, and stability when pursuing a career that matches their personal style. The individual must also be able to meet the demands of the position. Holland’s Theory of Personality –Environment Types declares that adults possess a desired way of completing social and environmental tasks. Holland insists that an individual’s approach is likely to be similar to the type of career they seek. An example of this would be an individual who’s personal orientation is social working in a customer service, social service, or any kind of helping field.  Another example could include someone who is artistic pursuing freelance work or teaching art or dance classes.

Another theory that exhibits the importance of work and career within the development of young adults is Erikson’s Theory of Identity Development. Erikson argues that the significance of work begins during the elementary school years where they are required to grasp educational studies and sometimes household chores. Broderick and Blewitt (2015) declare that the formation of identity continues into young adulthood and is often founded on one’s attitude/view of themselves created in childhood. Erikson’s Theory concludes that a child or young adult with a sense of industry (belief in their abilities) and a sense of self will be more likely to succeed in finding a career that provides satisfaction (Broderick and Blewitt, 2015). Feelings of industry are important as they encourage hard work and perseverance. Research has indicated that an individual who receives satisfaction from their work life could then feel more compelled to assist in their other roles (Kuchinke, 2010). Dissatisfaction with employment could cause a husband and father to be less attentive once he arrives home.

Personal Reflection(Exploring Career Development Theories)

Prior to obtaining my bachelor’s degree (Child and Family Studies), majority of my work experience involved children. I’ve always been drawn to helping professions. I’ve worked in day cares, summer camps, and vacation bible schools. Later, it was resident assistants, college assistance offices, and child protective services. While working in cps, I got to help families but I mostly enjoyed talking to them. A lot of people just wanted to be heard and I enjoyed that. I’ve participated in counseling myself and appreciated how helpful and dare I say therapeutic it was. Talking, listening, and goal setting is a big part of my current position. I also think it fits my personality. I believe the counseling profession could add meaning to my life as it would be a constant learning experience. No one session will be the same. I believe that there will be similarities, but nothing exactly alike. As a person who spends a lot of time in their hand was raised unable to express their emotions, I want to be apart of others learning express themselves in a healthy way and acknowledging tis okay to seek assistance.

Summary(Exploring Career Development Theories)

Work and career can impact development both positively and negatively. Children and young adults who maintain a sense of industry and strong sense of self are able to work hard, remain positive, and achieve career satisfaction. In the future, it would be imperative to learn about the client’s view of self and their skill sets to work more effectively with them. Work and career have large influence on satisfaction of life and can affect other areas of an individual’s life in a positive or negative way.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

Kuchinke, K. P., Cornachione, E. B., Oh, S. Y., & Kang, H.-S. (2010). All work and no play? The meaning of work and work stress of mid-level managers in the United States, Brazil, and Korea. Human Resource Development International, 13(4), 393–408.

(S. Mor)(Exploring Career Development Theories)

The distinctive difference between work and career is easily summarized by deciding I am working a job to survive in this world, or I am in my career of choice which I prepared for and it is my passion that fuels the fire inside of me in my career. Work tends to become a tedious assignment that we despise, but it pays the bills. Mondays are painful and Fridays are rejoiced because of a two day break that goes entirely too fast. Careers produce acceptable long hours, off days are forced at times by family and friends, and there is a large amount of fulfillment, drive, and pride that comes about when you are in your career of choice. In this discussion I chose Supers Developmental Approach and Erikson’s Theory of Identity Development. Super’s Theory explains that the way we see or think about ourselves, may change as we obtain different experiences in life (Broderick & Blewitt, 2015). Erikson’s Theory on the way we view ourselves, is based on children working and having the ability to figure out who they are based on the job they are working (Broderick & Blewitt, 2015).  However, keep in mind this concept works well during the Industrial Revolution when children began working at age 5 or 6 (Broderick & Blewitt, 2015).

Theoretical Foundations(Exploring Career Development Theories)

Super’s Theory is a process that takes time and is developed continuously over an individual’s lifespan (Broderick & Blewitt, 2015). The way we look at ourselves and figure out who we are, may be done when we have the ability to have a career that we have chosen. Vocational self-concept is defined as a person’s identity that coincides with the details that a career of their choice demands ((Broderick & Blewitt, 2015). For example, in our class we all have shown an interest and determination to become counselors. Regardless of the reasons why we have chose this field, we all are dedicated to empower ourselves by paying for higher education, striving for excellent grades, and excelling as students which will also prompt us to excel as counselors. Basically this is a choice that we have made because there is a passion inside of us that wants this more than life itself. The obstacles we may encounter will not be a deterrent, but fuel added to the fire that allows us to keep pushing class after class, and assignment after assignment. Everyday no matter how tired we are from work, spouses, children, bills, and many other demands the time that is devoted to completing school work is found. The path we are on is not easy because if it was everyone would do it, but there is something special about us that screams to others I need your help and we are learning to do that. Personal characteristics that do not align with my career would cause my life to be filled with regret daily. The idea of sleeping sounds better than facing the people at my job, and my attitude would appear as if other employees or clients are bothering me. Super’s developmental stages repeat themselves through the course of a person’s lifespan (Broderick & Blewitt, 2015). The time period between birth to age 15 is developing the interests that define who a child wants to become (Broderick & Blewitt, 2015). My daughter from the times she was 7 has always been fascinated with animals, and has said she will be a veterinarian. I have encouraged her and at age 19 she is a freshman in college studying veterinarian courses. The next stage is exploratory which occurs from 15 to 24 and a little more focus on what you want to become may be evident, but the decision may still appear indecisive (Broderick & Blewitt, 2015). Establishment which is prevalent from 25 to 44 is the stage where we should know what we want to do, and through working we establish this (Broderick & Blewitt, 2015). The next stage occurs from 45 to 64 and is called maintenance, basically allows us to continually get better in work performance with a climb up the corporate ladder (Broderick & Blewitt, 2015). The final stage is called Decline which occurs after 65, and people are faced with retirement opportunities, less responsibilities in work, and eventually retirement (Broderick & Blewitt, 2015). My mother who is in her 70’s retired from corporate America but began working part time at Macy’s because she was bored. Upon asking her why she not able to just relax is, her response to me was “When older people stop working, they will die because they have nothing to do.”

Erikson’s Theory of Identity Development describes the way we view who we are when small children begin to work serious jobs in different societies (Broderick & Blewitt, 2015). I am aware that many cultures employ their children at very young ages, and some will work alongside their parents until they are able to work alone. However, it is hard to fathom because this is not a part of the culture in the United States, especially after Child Slave Labor Laws were established in the early 1900’s. “Little theoretical attention has been paid to why such cross-time influences should characterize human development” (Belsky, 2010). I do believe that children should learn responsibilities and be assigned chores that require them to assist in the house. My children knew when they were two years old if I played Barney the purple dinosaurs Clean Up song, it prompted them to put their toys in the toy chest. Elementary children according to Erikson should gain an insight of what they are capable of doing, while teens mirror that of adults in the work industry (Broderick & Blewitt, 2015). Children mimic their parents and when they are able to see them living positive productive lives the habits of hard work will be present in their lives.

Personal Reflection(Exploring Career Development Theories)

As a child I was a daddy’s girl, mainly because he was the only male in the house that consisted of my mom and three daughters. The rollercoaster of emotions and female bickering was constant, but my dad knew how to put every drama filled emotion out without us feeling like we didn’t matter. My mother was the disciplinarian and my father was our savior because he knew how to keep everyone calm. My father was a social worker that specialized in severe child abuse cases, and I remember the feelings he would express to my mom when he was able to save a child. I have seen my dad cry many times, but I never saw him get upset to the point where he was cussing or fighting in his personal or professional life. The cases he had made me want to put some of the adults that made their children suffer devastating circumstances stand in front of a firing squad as their punishment. Watching how blessed my dad lived and how passionate he was in his career, gave me the strength to figure out what I want to do with my life. I know who I am and one thing I inherited from my dad is the fact that I am always evolving. Every time I master something I want to learn how to become better than I was the year before or even the day before. When I was a child my dad was the calm mild manner personality in our house, he was the voice of reason. My mother was the fire and pretty much ran the entire house. Please understand both of my parents are awesome and I am blessed beyond measure. I used to get upset with my dad if my mom said something mean or direct to him, because he would never ever say anything back to her. I would tell him dad you need to stand up to her, or dad why do you allow her to talk to you like that? My parents were married 48 years when my dad passed, and that is when I realized the strength he had in him was greater than any man I know. Do you know how hard it is to keep quiet when someone is saying something mean to you? I know it is something that I struggle with daily because I have a low tolerance for disrespect or rudeness. I learned it is so easy for people to go back and forth with words, and some will even physically fight. The strength it takes to walk away is one of the keys to happiness because in that strength you realize the aggressor has no power over you. No matter what they say to you the power is in not responding which is incredibly difficult. I wish when my dad was alive I would have understood this because he tried to teach me. I finally got it and because of this lesson it made me want to live my life helping people figure out their lives. I do feel my calling to be a counselor is divine intervention, but no matter what it takes to become the best counselor ever I will do it over and over again.

Summary(Exploring Career Development Theories)

The choice we make in deciding if we want to work or have a career is a vital decision that will impact and set the tone for the life you are living. Differences occur when we get up in the morning, get dressed for a job or a passion. The formula for some may be easy, and then for others it may be difficult, because survival of life at times may come in the form of a job. The purpose in each of us has to supersede the survival because only then will you feel fulfillment in living the life that you were destined to live. Applying Super’s Developmental Approach which I am more in favor of will help my clients understand that they have the ability to develop any career they want the entire time they are living. Erikson’s Theory of Identity Development I do not foresee me using often with a practice in the United States. However if I am ever counseling in a culture that has children that begin working at 5 or 6 his theory will be quite useful.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

Belsky, J. (2010). Childhood experience and the development of reproductive strategies. Psicothema, 22(1), 28–34.

Readings(Exploring Career Development Theories)

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 12, “Socioemotional and Vocational Development in Young Adulthood” (review pp. 438-476)

o Chapter 13, “Middle Adulthood: Cognitive, Personality, and Social Development” (pp. 478-525)

Belsky, J. (2010). Childhood experience and the development of reproductive strategies. Psicothema, 22(1), 28–34.
Retrieved from the Walden Library databases.

Brandell, J. R. (2010). Contemporary psychoanalytic perspectives on attachment. Psychoanalytic Social Work, 17(2), 132–157.
Retrieved from the Walden Library databases.

Halrynjo, S. (2009). Men’s work-life conflict: Career, care and self-realization: Patterns of privileges and dilemmas. Gender, Work & Organization, 16(1), 98–125.
Retrieved from the Walden Library databases.

Kuchinke, K. P., Cornachione, E. B., Oh, S. Y., & Kang, H.-S. (2010). All work and no play? The meaning of work and work stress of mid-level managers in the United States, Brazil, and Korea. Human Resource Development International, 13(4), 393–408.
Retrieved from the Walden Library databases.

Newton, N., & Stewart, A. J. (2010). The middle ages: Changes in women’s personalities and social roles. Psychology of Women Quarterly, 34(1),75–84.
Retrieved from the Walden Library databases.

Rodriguez, P. D., & Ritchie, K. L. (2009). Relationship between coping styles and adult attachment styles. Journal of the Indiana Academy of the Social Sciences, 13, 131–141.
Retrieved from the Walden Library databases.

 
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Observation Paper

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Child Development Observation Analysis

(Observation Paper)

Observing child development provides valuable insights into their cognitive, social, and emotional growth. In a recent observation, a two-year-old child engaged in parallel play with peers, demonstrating emerging social skills. Through imitation and turn-taking, they exhibited early cooperative behaviors, indicating the beginning of peer interaction development. However, occasional conflicts arose over toy sharing, highlighting the child’s ongoing understanding of social norms and negotiation strategies. In terms of cognitive development, the child displayed curiosity, exploring objects with hands and mouth, indicative of sensorimotor exploration. Language development was evident as the child attempted simple words and gestures to express desires and needs, signaling progress in communication skills. Additionally, emotional regulation was observed as the child sought comfort from caregivers when distressed, showcasing attachment bonds. Overall, this observation underscores the intricate interplay between social, cognitive, and emotional domains in early childhood development, emphasizing the importance of supportive environments and interactions in fostering holistic growth.(Observation Paper)

Observation:(Observation Paper)

To conduct observations is an important part of studying human development.  You will be required to make 1 observation for this course.  Select a child to watch either within your own family (sisters, brothers, cousins etc.) or at a mall, playground, daycare etc.  You should observe the child for at least 30 minutes.  You may want to observe them over time and in different situations.  This will give you more information to write about.  The child you select should be between 0-12 years of age.

During your observation you will report the following:

-Demographics (age, race, sex etc.)
-Appearance (clothing, approximate height and weight and other defining characteristics)
-Physical Development
-Cognitive Development
-Emotional and Social Development
-Does the child meet the milestones and stages for the physical, cognitive, and social/emotional development?  Why or why not?
-Is there anything unusual or “off-development” for this child (deficits as well as giftedness)?
(10 points for this section)

Please include what theorists you were using for your observations (i.e. Piaget vs. Freud for cognitive development).  You can use several theorists to compare and contrast. Give an overview of the theories you are using. Do you agree or disagree how that theory categorizes development. (10 points for this section)

The observations should be 1500 words or more and should include a cover page and a reference page. Use 12pt font and double space.  Use APA style for the format of the paper and reference page.  Points will be deducted for incorrect spelling, grammar and format. (5 points for this section). The observation is worth 25 points total. Papers are due on the date listed.  Papers submitted after the due date will be deducted 3 points for each day late.

 
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Deconstructing Persuasion: Critical Analysis

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Deconstructing Persuasion: Critical Analysis

(Deconstructing Persuasion: Critical Analysis)

Critical Reasoning…Propaganda, Fallacies And Loaded Language

 

This final assignment is due by Thursday, September 3rd, by 11:59 pm EST through turn-it-in.com.

 

Because I must meet a deadline for final grades, it is very important that final assignments be submitted on time.  If there is an emergency, please contact me immediately through e-mail.

 

I will be holding office hours during exam week on Monday, August 31st, between 11 am and 1 pm.

 

This essay is based partly on the video we have watched for class in the last unit:  chapters 4 – 5 of “The Persuaders” and the  reading assignment “Metaphors We Live By”, by George Lakoff and Mark Johnson, the links for which  can be found on Blackboard Learn, under the reading and video assignments for Week  9 of this course.  This essay is also partly based on the assigned readings   on loaded language and propaganda, in your text on pp. 458 – 469;  on fallacies in chapter 7 of your text;

 

LENGTH OF ESSAY AND POLICY ON PLAGIARISM:  After watching the above video and doing the assigned readings, you should type an approximately   3 page double-spaced essay  (of font size 10 or 11) which interweaves the answers to the main  questions (in capital letters) below, with details from the assigned video and readings to support your answers.   You need not summarize the video for this essay, and you need not discuss everything in the video, but you must include specific examples to support your points and you must show evidence of having watched the video, as well as having done the assigned readings.

(Deconstructing Persuasion: Critical Analysis)

MAKE SURE TO WATCH ALL 4 VIDEOS IN THE LINK BELOW 

Video Link (The Persuaders):http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=frol02p74&continuous=1

 

I will not accept essays that are shorter than 2 double-spaced pages (44 lines of text of 10 or 11 size font).   Your essay may be longer than 3 pages, but should not exceed  5 pages.  You are not expected to use any outside sources in your discussion (that is, you are expected to only use assigned readings and videos for the course, as stated above), but, if you do use outside sources, you must include citations.  Failure to cite outside sources will be counted as plagiarism, for which there are penalties (see the syllabus).

PUT YOUR NAME ON EVERY PAGE OF YOUR ESSAY AND STAPLE THE PAGES OF YOUR ESSAY TOGETHER.  INCLUDE MY NAME ON THE FRONT PAGE.

Keep a copy of your final essay in print or saved electronically just in case I claim that I never received it.  This is for your own protection.

DIFFERENT TYPES OF PERSUASION AND PROPAGANDA, LANGUAGE USE, AND FALLACIES

Chapters 4 – 6 of “The Persuaders” discusses different ways in which marketers and political consultants and political campaigners use various techniques to “persuade” the public to either buy certain goods or to support certain political positions or candidates and it never explicitly connects this “persuasion” to propaganda, while the article by George Lakoff discusses the different ways that metaphors inform the way we think generally and also politically.

Interweave into one essay a discussion of the following questions (#1, #2 & #3):  The main themes are in CAPITAL LETTERS, and the questions beneath the main themes are guidelines and reminders of what we have, or will, discuss in class.

 

1)      MAIN QUESTION TO BE ADDRESSED:   Given Lakoff’s metaphor that “argument is war” (as found in the assigned articleMetaphors we Live by),  and given Rapaille’s approach to marketing and Frank Luntz’s approach to politics and language in the video, “The Persuaders”, do these undermine the traditional approach to argument, and aims, in critical reasoning, as discussed in the first week and last weeks of this course (see also the description of the course in the syllabus)?   In answering this question, you should address what critical reasoning is, by reference to the description on the syllabus, to any class discussions throughout the term on critical reasoning, recognizing assumptions, identifying types of evidence, identifying and evaluating arguments, etc.  Do such techniques found in these videos undermine critical reasoning, and how or how not?

 

2)      WHAT TO ADDRESS IN ANSWERING THE MAIN QUESTION ABOVE:  In answering the main question above, you should explain how the metaphor “argument is war” influences our expectations of what a good argument is and compare and contrast it to what we learn in a critical reasoning class AND  discuss one or more of the following:  Rapaille (on marketing) AND/OR Luntz (on use of language in politics, etc) as they are presented in the video “The Persuaders” (chapters 4 – 6).  You may also discuss other metaphors that Lakoff mentions that might inform how we view and act upon arguments, ideas, theories, etc.  In other words, you should feel free to draw upon the entire article by Lakoff and Johnson.

 

In other words, what does the use of marketing techniques, and political consulting and campaigning techniques and/or metaphors, imply for critical reasoning, as we have discussed the latter in this class?

In your discussion, use specific examples to illustrate your points.  You should discuss what role appeal to emotions and/or appeal to unconscious desires and/or appeal to assumptions (either conscious or unconscious) play in each of these approaches (whichever ones you choose to discuss) and whether or not these are necessary to argumentation (see also the questions below). Although you are expected to consider our class discussions in answering these questions, you need not agree with everything discussed in class, and you need not confine yourself to examples discussed in class.

3)       IN YOUR DISCUSSION OF THE ROLE OF EMOTIONS IN #2 ABOVE, ADDRESS BRIEFLY PROPAGANDA AND/OR FALLACIES:  Under what circumstances might appeal to emotions become “propaganda”? Using pp. 458 – 462 in your text as a reference, discuss in what ways that marketing, public relations AND/OR political consultants, may or may not use a variety of propaganda techniques that are mentioned in the text.   Do any of the techniques that are mentioned in the video – and be specific (details are important) – involve the propaganda techniques (that is, the fallacies, such as glittering generalities, identification, association, testimonials) mentioned in the text, or any manipulation and deception (through language, or through emotional appeals, or otherwise)?   Although we might not have time to discuss every one of the propaganda techniques (or fallacies) in class, you should consider a few of them in light of the marketing and political consulting techniques found in “The Persuaders”.    In what ways do these various propaganda techniques (or fallacies) appeal to emotions or try to deceive or manipulate us or attempt to distort the evidence?  (In addition, you may discuss some of the fallacies in chapter 7, such as appeal to the people, or appeal to pity, or appeal to force, in answering this question on the appeal to emotions.  Notice that chapter 7 does not include a separate fallacy called “appeal to the emotions”.)   Where would you place marketing, and political consulting, as they are presented in the “Persuaders” on the continuum presented on p. 459 of your text?  You need not confine yourself to what we discuss in class, but justify your answer.

 

 
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Journey Forward: Walden Reflection

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Journey Forward: Walden Reflection

(Journey Forward: Walden Reflection)

Assignment 2: Reflection: Looking Forward: Your Promise to Yourself and to Walden

You are a human in a virtual environment. You are going to learn next to many other students who will bring multiple perspectives to the learning environment. Your Walden community will provide support to you, just as you will provide support and different perspectives to the other students in your classes. Positive social change is a pillar of Walden’s philosophy. An important part of any first term course is reflecting on what the start of your educational journey means while defining your goals and how you plan to achieve them.  Considering the reasons you enrolled in this university, your place in it and in your world, and how you’ll function as a human who will learn in a technological world, are important to your success.

This week is an opportunity to further reflect on the last six weeks by adding onto, revising and proofreading the rough draft you began in Week 4.  Writing is a process, not a one-time event.  Strong writers know that the proofreading and editing involved in revising their work is crucial to producing their best final draft.  You’ll be practicing these skills as you finalize your own draft of the Reflection Assignment.

To prepare for the Assignment:

  • Review the instructions in the Week 4 Assignment 2 area.  Pay particular attention to the four Parts and ensure you have addressed each of these sections: Today I am, I Promise To…, How I Will Become Part of the Walden Community, and Visual Representation.
  • Access the Rough Draft Reflection you submitted in Week 4.
  • Review the comments and feedback your instructor made for your Week 4 Rough draft.
  • Review the Week 6 Reflection Assignment Rubric.
  • Use the Week 6 Reflection: Revision Guidelines document found in this week’s Learning Resources to guide you through the revision process.

Assignment Instructions:

By Day 7

Submit a 3- to 5-page paper that that represents a finalized version of your Reflection Paper Assignment.

Make sure all four sections are included, you have a clear structure with an introduction and conclusion, and that you’ve met all AWE guidelines, as well as any expectations described in the Week 6 Reflection Assignment Rubric.  Include your rough draft either as a separate file or at the end of your final draft to demonstrate the revisions you’ve made.

 
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Assignment: Critiquing Quantitative

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Critiquing Quantitative, Qualitative, or Mixed Methods Studies

(Assignment: Critiquing Quantitative)

Question description

Assignment: Critiquing Quantitative, Qualitative, or Mixed Methods Studies

Critiquing the validity and robustness of research featured in journal articles provides a critical foundation for engaging in evidence-based practice. In Weeks 5 and 6, you explored quantitative research designs. In Week 7, you will examine qualitative and mixed methods research designs. For this Assignment, which is due by Day 7 of Week 7, you critique a quantitative and either a qualitative or a mixed methods research study and compare the types of information obtained in each.

To prepare:

  • Select a health topic of interest to you that is relevant to your current area of practice. The topic may be your Course Portfolio Project or a different topic of your choice.
  • Using the Walden Library, locate two articles in scholarly journals that deal with your portfolio topic: 1) Select one article that utilizes a quantitative research design and 2) select a second article that utilizes either a qualitative OR a mixed methods design. These need to be single studies not systematic or integrative reviews (including meta-analysis and metasynthesis). You may use research articles from your reference list. If you cannot find these two types of research on your portfolio topic, you may choose another topic.
  • Locate the following documents in this week’s Learning Resources to access the appropriate templates, which will guide your critique of each article:
    • Critique Template for a Qualitative Study
    • Critique Template for a Quantitative Study
    • Critique Template for a Mixed-Methods Study
  • Consider the fields in the templates as you review the information in each article. Begin to draft a paper in which you analyze the two research approaches as indicated below. Reflect on the overall value of both quantitative and qualitative research. If someone were to say to you, “Qualitative research is not real science,” how would you respond?

To complete this Assignment:

  • Complete the two critiques using the appropriate templates.
  • Write a 2- to 3-page paper that addresses the following:
  • Contrast the types of information that you gained from examining the two different research approaches in the articles that you selected.
    • Describe the general advantages and disadvantages of the two research approaches featured in the articles. Use examples from the articles for support.
    • Formulate a response to the claim that qualitative research is not real science. Highlight the general insights that both quantitative and qualitative studies can provide to researchers. Support your response with references to the Learning Resources and other credible sources.
 
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Program Evaluation Communication Strategies

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Program Evaluation Communication Strategies

(Program Evaluation Communication Strategies)

Master’s Level Educational Psychology Power Point Communicating Program Results

Create a PowerPoint presentation to communicate simulated results of a program evaluation to stakeholders.

The ultimate goal of program evaluation is to provide the basis for making decisions within a system analysis of planned change. Data must be aggregated into a meaningful whole, the data must be interpreted, and the data must be presented in some meaningful fashion.

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Evaluation reports can take many forms and be distributed to a wide array of audiences. When preparing a report of an evaluation, the evaluator must consider both the format of the report and the intended audience of the report. When possible, the evaluator should involve audiences in determining the type of information to include in the report and the mode of delivery (Fitzpatrick, Sanders, & Worthen, 2011).

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Design a program evaluation.

Describe efforts to mitigate difficulties and limitations of an evaluation approach.

Competency 3: Communicate research and evaluation results in appropriate and effective formats.

Describe methods in enough detail that other evaluators would able to replicate them.

Present the key findings of an evaluation in a clear and impactful manner.

Make specific recommendations based on interpretation of findings.

Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.

Employ appropriate written and visual communication to convey content to an intended audience.

Comply with APA guidelines for style and formatting.

For the final course assessment, you will imagine that you have successfully implemented the program evaluation you designed and will create a PowerPoint presentation to communicate the key findings of your evaluation results to its stakeholders.

SHOW LESS(Program Evaluation Communication Strategies)

Within your presentation, you will describe difficulties you encountered and strategies to resolve them. These could include technical factors and issues due to interpersonal dynamics. Interpersonal relations can play a major role in program evaluation by improving the quality of our productive and creative efforts. Managing conflict and pragmatic issues constructively can be a decisive factor. What kinds of personal competencies and environmental conditions are conducive to the development and maintenance of good relationships? The evaluator has the responsibility to ensure he or she has done everything possible to maintain productive relationships with the involved parties.

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

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What sorts of difficulties may be common in program evaluations?

What kinds of personal competencies and environmental conditions are conducive to the development and maintenance of good relationships?

What are the limitations of different evaluation approaches?

What examples have you seen where information was presented in a clear and impactful way? Examples of information graphics or perhaps advertising might be helpful.

For this assessment, complete the following:

Create a PowerPoint document. Do not submit a paper for this assessment. Papers will not be graded.

Since you have not actually implemented your program evaluation design, you will need to simulate results that are fictional, but they must be plausible.

Note: It must be understood that in an actual program evaluation it would be highly unethical to represent “made up” results as actual data. However, it is ethical to simulate results in this way for this learning exercise.

Enter supporting details in the Notes section for each slide.

Use APA-style inline citations, and include a References slide at the end of the presentation.

You may wish to enhance the design of the presentation to make it more effective. Refer to the Resources for help with enhancements.

For guidance in the basics of using PowerPoint, refer to the Resources.

Presentation Requirements

Your presentation must include the following:

Title slide: On the first slide of the PowerPoint, enter:

The presentation title.(Program Evaluation Communication Strategies)

Your name.

Course number and title.

Capella University.

Instructor’s name.

Note: If this presentation was made in an actual professional context, the entries under your name would be replaced by your job title, the name of your organization, and perhaps your contact information.

Introduction slides: In this series of slides, generally summarize:

History of the program and the need it was created to meet.

Program goals and objectives.

Program methods and major strategies.

Significant evaluation findings.

High-level overview of evaluation methods.

High-level synopsis of recommendations based on findings.

Evaluation Method slides: Describe the methods in enough detail that other evaluators would able to replicate them. Include:

Data and Collection.

What types of data were collected? Why did you consider it to be significant?

Who was responsible for data collection?

What are the sources of the data?

How, when, and from whom was the data collected?

Methodological Challenges.

Describe difficulties you encountered and strategies to resolve them.

Describe limitations of your evaluation methods and strategies to mitigate them.

Evaluation Findings slides:

Present the key findings of your evaluation. (Remember, you will invent plausible findings for this assessment, but never do this for professional work or assessments that are supposed to involve actual research.)

Stick to “facts” here; do not add interpretation in this section.

To make the findings clear and impactful:

Consider using graphics: diagrams, tables, or cross-tabulations.

You can include brief quotes, brief examples, photos, or illustrations.

Interpretation of Results slides:

Interpret the data, providing your opinions explaining what conclusions can be drawn from the data findings concerning the program and its effectiveness in meeting its goals and objectives.

Recommendations slides:

Make specific recommendations based on your findings about ways to sustain or improve program effectiveness. These may include changes in:

Financial support.

Policy.

Procedures.

Staffing.

Or other recommendations.

Conclusion slide: Summarize the main findings, emphasizing why your recommendations should be followed.

References slide (or slides): Use current APA style and formatting guidelines.

Additional Requirements

Written communication: Should be free of errors that detract from the overall message.

Format: Use current APA style and formatting guidelines as they apply to this assessment.

Citation requirements: You must cite best practices from at least three scholarly/research articles in this assessment. You may cite reputable sources from websites, books, textbooks, and resources provided in the course, but these will not count toward the three required scholarly/research references.

 
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