Academic Accountability

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Academic Accountability

(Academic Accountability)

To prepare for this activity, please review The Plagiarism Spectrum: Tagging 10 Types of Unoriginal Work (Links to an external site.)Links to an external site. (Turnitin, 2012).  Review Instructor Guidance and Announcements.  Part of scientific research includes conveying knowledge (about theory, research, etc.) to others.  In this activity, you will practice using your own academic voice (Links to an external site.)Links to an external site. and applying in-text citations (Links to an external site.)Links to an external site..

  1. Review the following passage from your textbook, followed by a rewritten summary:

ORIGINAL AUTHOR’S THOUGHTS
Social psychologists use the scientific method—a hypothesis, or testable prediction, is developed and then tested using observational, correlational, or experimental methods.  These different methods answer different kinds of questions.  Observational methods answer questions relating to what is happening.  Correlational methods look at relationships between variables, enabling prediction.  Correlation, however, does not allow us to determine causation.  With the experimental method, researchers manipulate one variable, the independent variable, and measure the effect of that manipulation through assessment of the dependent variable.  At times, once one knows the results of a research study, those results may seem obvious, but people tend to fall short when truly predicting results beforehand.  This sense that “you knew it all along” is called the hindsight bias.  In research, attention is paid to potential ethical issues.  Researchers have their research plans checked by an institutional review board, and participants provide informed consent and are debriefed at the end of the participation.

Reference(Academic Accountability)

Feenstra, J. (2013). Introduction to social psychology [Electronic version]. Retrieved from https://content.ashford.edu/

REWRITE BY SOMEONE WANTING TO WRITE ABOUT THE ARTICLE AND ITS FINDINGS
Social psychologists use the scientific method—a hypothesis, or testable prediction, is developed and then tested using observational, correlational, or experimental methods (Feenstra, 2013).  Different methods answer different kinds of questions.  Observational methods answer questions about what is happening.  Correlation enables prediction by looking at relationships between variables.  Correlation, however, does not determine causation.  With the experimental method, researchers manipulate the independent variable and measure the effect of that manipulation on the dependent variable.  Occasionally, one might correctly predict results and feel as though he or she “knew it all along” (hindsight bias), but this is rare.  In research, attention is directed to possible ethical issues.  An institutional review board will check the plans of a researcher, and participants will provide informed consent and will be debriefed following participation in studies.(Academic Accountability)

  1. Review the rewritten passage.
  2. Locate and identify the errors, based on The Plagiarism Spectrum: Tagging 10 Types of Unoriginal Work (Links to an external site.)Links to an external site. (Turnitin, 2012), that exist in the rewrite.
  1. Rewrite the passage appropriately using appropriate methods for summarizing (Links to an external site.)Links to an external site. and paraphrasing (Links to an external site.)Links to an external site. information (without using quotes.).  In other words, demonstrate how could you share the information successfully, using your own academic voice (Links to an external site.)Links to an external site., within a paper you might be writing.
  2. Explain what it means to paraphrase and why this is an important practice for all individuals participating in academic writing.
  • What are some additional features of academic writing that should be considered as you write papers within your program?
  • What methods/strategies can you use to assure that you are successfully using your own academic voice rather than someone else’s?
  • What are some potential consequences for failing to consider the importance of academic voice (e.g., consequences in one’s academic journey/success, ability to communicate with others successfully)?
 
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Media and Crime Log

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Assignment 2: Media and Crime Log—Entry II

(Media and Crime Log)

follow grading criteria

In this module, you will have an opportunity to add to your media and crime log by applying theories presented in this course to media portrayals of crime. The American public is fascinated with crime and therefore, there is no shortage of media depictions of crimes and criminals. In this assignment, you will use the scholarly knowledge you have gained in the course to analyze how the media portrays crime.

You are now familiar with biological, psychological, and sociological theories of crime. In M2: Assignment 2, you wrote a log entry applying psychological theories of criminal behavior to analyze articles or news stories. In this assignment, you will write your second log entry.

Research newspaper or magazine articles related to crime using the print or online news media.

Select two articles or news stories and apply at least two theories from the biological, psychological, and/or sociological perspectives to each article or news story.

Write an analysis of each article or news story addressing the following:

  • What is the purpose of the story as you perceive it?
  • How is crime or criminal justice portrayed?
  • What feelings or reactions are evoked in you by the article?
  • How would you explain the reported criminal behavior using the two theories you selected? Explain your choice of theory.

Give complete citation for the selected article and include a digital copy if possible.

Write a 2–3-page log entry in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M4_A2.doc.

By the due date assigned, deliver your assignment to the Submissions Area.

Assignment 2 Grading CriteriaMaximum PointsSelected two articles or news stories appropriate for the assignment demonstrating in-depth research.16Described the purpose of the article and portrayal of crime or criminal justice.16Analyzed the feelings or reactions evoked in you by the article.28Applied biological, psychological, and/or sociological theories to explain the crime described in each article.32Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.8Total:100

 
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Well Child Assessment

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Well Child Assessment

(Well Child Assessment)

Question description

I need this essay to be rewritten; however, same format. The Child Development Assessment Revised 3 (4). docx

Child’s initials: A. J., male, caucasian

Age: 11

Born: December 21st

57 inches tall, 78 lbs

3 siblings: 23 year old half brother, 21 year old half sister, 13 year old brother (biological)

Father is a Lieutenant Commander in the military. Father works 5 days a week, leaves at 6 in the morning, returns after 6pm. Father has strict rules, authoritarian household

Mother is a hairstylist. Works part-time. Arrives home to meet children at the bus.

Parent DO NOT SMOKE. The only strain on growth development is the parenting style: authoritarian.

Autocratic Leadership (Authoritarian) Leadership: Autocratic leaders make independent decisions without communicating, collaborating and consulting with others. These leaders state what has to be accomplished, when it must be done, and how it should be done. Families who use an autocratic or authoritarian parenting are typically strict and the leader has control and authority over the other family members. Some families that use the autocratic or authoritarian parenting style are considered patriarchal, with the father as the leader, and others are considered matriarchal with the mother as the person with the power and control over other members of the family.

Family dysfunction, as defined by the North American Nursing Diagnosis Association (NANDA), is the “psychosocial, spiritual, and physiological functions of the family unit are chronically disorganized , which leads to conflict, denial, of problems, resistance to change, ineffective problem solving, and a series of self perpetuating crises”.

Some of the many stressors and crises that can impact on the family unit include poverty, homelessness, abuse, neglect, substance related abuse including alcoholism, divorce, separation, psychological illness, maturational and developmental crises such as the birth of a new baby, role changes, power shifts, and physical illnesses.(Well Child Assessment)

Assessment Focus

  • Communication
  • Emotional
  • Coping
  • Roles/relationship

Expected Outcomes Family Members Will

  • Not experience physical, verbal, emotional, or sexual abuse.
  • Communicate clearly, honestly, consistently, and directly.
  • Establish clearly defined roles and equitable responsibilities.
  • Express understanding of rules and expectations.
  • Report the methods of problem solving and resolving conflicts have improved.
  • Report a decrease in the number and intensity of family crises
  • Seek ongoing treatment.

Suggested Noc Outcomes(Well Child Assessment)

Family Coping; Family Functioning; Family Normalization; Social Interaction Skills; Substance Addiction Consequences

Intervention And Rationales

Determine: Assess family’s developmental stage, roles, rules, socioeco-nomic status, health history, history of substance abuse; history of sex-ual abuse of spouse or children, problem-solving and decision-making 131 skills, and patterns of communication. Assessment information will provide development of appropriate interventions.Perform: Meet with family members to establish levels of authority and responsibility in the family. Understanding the family dynamics provides information about the kinds of support the family needs to work with the patient’s issues.Create an environment in which family members can expres themselves openly and honestly to build trust and self-esteem.Establish rules for communication during meetings with the family to assist family members to take responsibility for their own behavior.Inform: Teach family members basic communication skills to enable them to discuss issues in a positive way. Have them role-play with one another numerous times to demonstrate what has been learned.Involve the family in exercises to reduce stress and deal with anger.Attend: Hold adults accountable for their alcohol or substance abuse and have them sign a “Use contract” to decrease denial, increase trust, and promote positive change.Involve patient in planning and decision making. Having the ability to participate will encourage greater compliance with the plan.Assist family to set limits on abusive behaviors and have them sign “Abuse contracts” to foster feelings of safety and trust.Manage: Refer to case manager/social worker to ensure that a home assessment is done.Refer to support groups that deal with substance abuse, domestic violence, or sexual abuse depending on the needs of the patient and/or family to enhance interpersonal skills and strengthen the family unit.Provide all appropriate phone numbers so that the family members can initiate whatever follow-up is needed.(Well Child Assessment)

Suggested Nic Interventions

Coping Enhancement; Family Integrity Promotion; Family Process Maintenance; Family Support; Normalization Promotion; Substance Use Prevention; Substance Use Treatment

Reference

Yonaka, L., et al. (2007, January–February). Barriers to screening for domestic violence in the emergency department. Journal of Continuing Education for Nursing, 38(1), 37–45.

Theorists: Eric Erickson

Psychosocial Development of Middle Childhood(Well Child Assessment)

Erikson’s theory of industry versus inferiority explains the psychosocial development of middle childhood.

The energy of children during middle childhood development is directed towards creativity and productivity. They strive to accomplish competence at useful skills and tasks to attain social recognition among the adults and children in their environment.

SELF-ESTEEM DEVELOPMENT DURING MIDDLE CHILDHOOD

Self-esteem is based on how children perceive themselves in the areas that are important to them.

Healthy self-esteem is built on positive self-concept, which gets pronounced during middle childhood years.

From age 6 to10 are the early school years, when children establish their own identity. Individuality and independence is first experienced by children during this phase of development.

Self-esteem of middle childhood children is very high

They have high self-esteem; respect themselves and the family to which their own identity is linked. They begin to mark their own social stand in appearance, behavior and capabilities in comparison to those around them.

Their capabilities and social status influence their self-concept and consequently their self-esteem. At this stage of childhood development children judge themselves according to their ability to produce socially valued outputs.

Building healthy self-esteem is a continuous process. It starts in child’s own mind as a part of psychosocial development of middle childhood.

As children advance through school years, they associate their self-esteem in three separate facets; academic, social and body image.

Low self-esteem impairs school performance & social relationships

The danger of inadequate self-esteem development arises in children whose personality development has been hampered by early childhood trauma.

These children are usually poor achievers; they lack their basic self-esteem essential to build overall confident personality. They are likely to suffer from inferiority complex unless intervened early by positive reinforcement by parents and teachers.

PSYCHOSOCIAL DEVELOPMENT AND PARENT-CHILD RELATIONSHIP(Well Child Assessment)

The desire for independence and growing individuality move children into the world that is a little distant from that of their parents. They assert their will, defy authority and resist parental interference. This is often misinterpreted as disrespectful behavior.

Children however recognize the need for the parents’ support. They respect parents’ knowledge and skills and strive to seek parents’ acceptance. Emotional deprivement leaves them lonely and in pain. Co-regulation prevents social and emotional disharmony in children.

Emotional Deprivement Leaves Children Lonely & In Pain3Save

CO-REGULATION(Well Child Assessment)

Co-regulation implies that parent to child communication need to be a bilateral dynamic process rather than simple exchange of information. This form of child parenting is also known as democratic parenting.

Here the words and the tone of conversation are adjusted based on perceptions, facial expressions and body language of the child.

Since children get the liberty to express their views, they do not resist sharing information or avoid participating in a discussion.

Co-regulation helps parents to hold oversight and gives children the desired independence and the responsibility.

COPING WITH SIBLING RIVALRY

Sibling rivalry is a normal phenomena of psychosocial development of childhood. It is the reflection of competitive attitude of children to achieve recognition among the adults and children in their environment: Essential process for healthy self-esteem and personality development.

Siblings are companions, who help and comfort each other through difficult tasks and difficult times. Elder sibling usually attains higher IQ and better school grades as a result of parental expectation of mature behavior. The younger gains more peer popularity attributed to development of better negotiating and compromising capabilities.

COMPARISON PERPETUATES SIBLING RIVALRY(Well Child Assessment)

Comparison of siblings’ traits, abilities, and accomplishments by the parents leads to an increase in sibling rivalry and may even perpetuate jealousy between them.

When siblings are close in age and of the same sex, parental comparisons take place more frequently, which results in more quarrelling and antagonism among the siblings.

BUILDING PEER GROUP RELATIONSHIPS

Psychosocial development of middle childhood focuses on peer relationship. Children at this age conform readily to the peer group norms in order to win social acceptance. They seek acceptance both from elders and peer group by their ability to produce socially valued outputs.

Peer group provides a context in which children practice cooperation, leadership and followership, and develop a sense of loyalty to collective goals.

During middle childhood, friendships are fairly stable. Friends chosen tend to be of the same age, sex, and ethnicity.

JEAN PIAGET(Well Child Assessment)

Piaget – Concrete operations
Transitions from perceptual to conceptual thinking

Masters the concept of conservation

Conservation of mass is understood first, followed by weight, and then volume

Learns to tell time

Classifies more complex information

Able to see the perspective of others

Able to solve problems

Age appropriate activities for an 11 year old:

Competitive and cooperative play is predominant

simple board games and number games
hopscotch
jump rope
collections (rocks, stamps, cards, coins, or stuffed animals)
ride bikes
build simple models
join organized sports ( for skill building)

Age-appropriate activities for 9-12 years(Well Child Assessment)

make crafts
build models
collect things/ engage in hobbies
solve jigsaw puzzles
play board games and card games
join organized competitive sports

A.J. participates in Tae Kwon Do, he is a blue belt. He also plays soccer for recreations. He also loves anything related to automobiles.

Safety Concerns: guns are located inside the household. Bleach and harmful cleaning chemicals in accessible location. Recommend to lock guns in secure location and keep chemicals out of reach or stored in a locked compartment, or outside in the garage.

Information that can remain the same:

food diary, ADHD, nutrition

Factors that facilitate/inhibit G&D and Discussion of Identified Problems and pediatric home environment (except for smoking and drinking)

Discussion of identified problems

Discussion of identified problems

Child’s Home Environment

 
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Crisis Counseling

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Crisis Counseling

(Crisis Counseling)

Crisis counseling provides immediate support and intervention for individuals experiencing overwhelming distress or trauma. Trained counselors offer a safe space for clients to express their emotions, thoughts, and concerns, helping them to navigate through crisis situations. The primary goal is to stabilize the individual’s emotional state and provide coping strategies to manage the immediate crisis. Crisis counselors employ active listening, empathy, and validation to establish rapport and trust with clients quickly. They assess the individual’s safety and connect them with appropriate resources such as hotlines, support groups, or mental health professionals if needed. Crisis counseling is typically short-term and focused on addressing the immediate needs of the individual, with an emphasis on empowering them to regain a sense of control and resilience. Follow-up support may be provided to ensure ongoing assistance and recovery.

Crisis Counseling

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.  *******   (An abstract is required.)*******

Sometimes clients come into the counseling session with an immediate crisis. They need an immediate solution to a problem. Counseling in these situations needs to be focused and goal oriented.

Jamila has been working with her counselor on learning to better manage her 9-year-old son. Last night, her son was hit by a car and is in the hospital. This has created a number of problems:

1.She has to arrange childcare for her daughter so she can stay with her son in the hospital.  2.He will need some special care when he gets home because he will be in a wheelchair. 3.She is fearful that she will lose her job as a teacher’s aide in the local public school.   Write a 500-750-word paper addressing the following: 1.How would you prioritize Jamila’s concerns in the counseling session? What would you address first?

2.What steps would you take in this session to make sure that Jamila has the resources she needs right now?

3.How would you help Jamila develop a plan to manage the current crisis?

Include at least three scholarly references in your paper.

 
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Week 8 Discussion Response

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Week 8 Discussion Response

(Week 8 Discussion Response)

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 01/21/18 at 12pm. Respond to my colleagues using one or more of the following approaches:

· Select a colleague who was assigned a different client than you. Validate his or her perspective or propose an alternative perspective to at least one aspect of his or her posting (developmental level, rapport and engagement, or treatment). Support your response with specific references to the client family presented in the case study and to the current literature.

· Select a colleague who was assigned the same client as you. Contrast your posts. Support your response by explaining how you might combine strengths from each of your posts to provide a better analysis of or treatment for the client.

1. Classmate (A. Wit)

My client is the Martinez family.  Gabby Martinez is 19-years-old and living at home with her parents and younger siblings (Laureate Education, 2013).  Instead of going to college, Gabby has moved from one low-paying job to another.  She has not found a position she likes and has been fired several times for missing work.  In addition to vocational troubles, Gabby is under pressure from her parents to find a husband.  Gabby feels she is too young for marriage and feels lost and anxious.  In this post, I will describe Gabby’s developmental level and Super’s developmental approach in the counseling process.(Week 8 Discussion Response)

Developmental level

The period of young adulthood is marked by events such as completing education, entering the workforce, and leaving home (Broderick & Blewitt, 2015).  Although the adulthood may emerge as young as 18, the crisis of persona and identity formation may extend through the 20’s, 30’s and 40’s (Robinson & Smith, 2010).  Gabby, at 19-years-old, has joined the workforce, but still lives at home with her parents.  She is in a transitional phase, having met the marker event of finishing high-school and starting work, but still lives at home under her parents’ rules.  Early adulthood is a time of great learning when vocational, romantic, and social interests develop (Broderick & Blewitt, 2015).  During this phase, Gabby’s feelings of being lost, anxious, confused, and overwhelmed are common (Arnett, 2007).  Gabby’s living situation may be one factor contributing to her anxiety and confusion.  Most adults generally leave the family nest by age 19, where they have an opportunity to focus on their self-development and interests (Arnett, 2007).(Week 8 Discussion Response)

Building rapport

Building a strong, trusting relationship is essential in working with all clients.  With, Gabby, counseling should be a space where she is free to explore her emerging identity and interests.  At home, Gabby is under significant scrutiny from her parents.  Her parents have marriage and vocational expectations for her that may be inhibiting autonomy.  As her counselor, I would create a supportive, non-judgmental environment where she is free to express herself.  For young adults who are suffering from identity crisis, Robinson and Smith (2010) suggest that counselors using probing pre-crisis questions.  For example, “did you feel in control of your life?” or “how do you remember feeling?” (Robinson & Smith, 2010).  With Gabby, I would explore how her feelings about herself and her relationship with her parents may have changed since she graduated from high-school.

Counseling approach

One counseling strategy with Gabby would be employing Super’s developmental approach.  Super suggests that satisfying employment correlates with personal characteristics and the emergence of vocational self-concept (Broderick & Blewitt, 2015).  Gabby may be more likely to find a job she enjoys if the counselor can help identify her unique qualities and the opportunities that exist within her network (Broderick & Blewitt, 2015).  Vocational self-concept changes through adulthood (Broderick & Blewitt, 2015).  At 19, Gabby is in Super’s exploratory stage, marked by narrowing interests without finalized career choices (Broderick & Blewitt, 2015).  The counselor can point out the Gabby’s multiple jobs may be a strength, informing her of what she does not want to do.  Super’s approach highlights that vocational self-concept and career path are continuous processes (Broderick & Blewitt, 2015).

Summary(Week 8 Discussion Response)

It is not uncommon for emerging adults to feel lost or anxious.  Many individuals are navigating independence and free-will with the comfort (and discomfort) of living with their parents.  In working with this population, a strong, supportive therapeutic relationship is essential.  There are many counseling approaches, including Super’s developmental approach, which meet the client where they are during this transitional phase.

References

Arnett, J. J. (2007). Suffering, selfish, slackers? Myths and reality about emerging adults. Journal of Youth and Adolescence, 36(1), 23–29.

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

Laureate Education (Producer). (2013). Adolescence [Video file]. Retrieved from CDN Files Database.

Robinson, O. C., & Smith, J. A. (2010). The stormy search for self in early adulthood: Developmental crisis and the dissolution of dysfunctional personae. The Humanistic Psychologist, 38(2), 120–145.(Week 8 Discussion Response)

2. (Classmate B. Smi)

Olivia, age 19, of the Crane family is my assigned client for the week. Olivia is home for a term break from college. Her mother, Carol, is concerned that Olivia exhibits signs of depression. When asked about this, Olivia declares many of her class and schoolmates are “snobs” with whom she’d rather not be friends with. She also expression academic struggles despite maintaining a 3.0 grade point average. Olivia also makes it very clear that she has no desire to date after observing her parents’ relationship.

Rapport and Engagement

Emerging adulthood, as defined by Jeffery Arnett, is the time period between the age of 18 and 25 (Broderick & Blewitt, 2015). Within emerging adulthood, social networks expand, more lifestyle and occupational options become available, and individuals seek and gain autonomy. Once an individual has reached this age bracket, they’ve likely completed physical growth. Research also shows the brain continues to develop during the transition from adolescence to early adulthood (Broderick & Blewitt, 2015).

To develop rapport with Olivia, I might ensure that she is aware that this is a safe space and that the things we discuss are confidential. To promote engagement within sessions, I would as Olivia to tell me more about her college experience. I would want to know her expectations for herself. For example, she expresses feeling that nothing she does is good enough and having selected the hardest professors, however, she is maintaining a very solid g.p.a.

Counseling Approach and Theoretical Orientation(Week 8 Discussion Response)

For this this week’s discussion, I’ve decided to utilize Schaie’s Theory. Schaie’s theory rests on the belief that individuals face different types of issues with each new phase of adulthood. The theory highlights how important is for individuals to utilize their intelligence to navigate the new roles, needs, and responsibilities as they move throughout adulthood (Broderick & Blewitt, 2015). As Olivia is currently an emerging adult, she would currently be in the achieving stage, according to Schaie’s theory. Schaie declares this period as a time where individual use their intellect to maneuver challenges as well as determine their possible consequences (Broderick & Blewitt, 2015). In working with Olivia, it’d be imperative for the counselor to asssit her in identifying and discussing the possible consequences of her actions and behaviors. Possibly discuss her decision to be alone and not make any new friends, her goals of raising her g.p.a. and academic improvement, and her refusal to be committed to anyone ever. I don’t believe this discussions should in any way attempt to tell Olivia why her discussions are poor but instead get her to discuss what she believes the consequences or results could be.(Week 8 Discussion Response)

Summary

In conclusion, I believe Schaie’s Theory would be best in a counselor’s work with Olivia as it derives from the belief that obstacles, choices, and consequence change as the individual moves throughout adulthood. I believe this is so in all things in life. Biggie Smalls said it best when he recited “mo money mo problems.” I believe this to be the same with an emerging adult as they ar e gaining autonomy, more resources and more choices. However, whenever you receive more, the risk is often higher. This could be said about an emerging adult that is debating on whether to move out on their own, attend college in or out of state, quit their job, and a number of other scenarios.(Week 8 Discussion Response)

References

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

Laureate Education (Producer). (2013m). Young adulthood [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)

Smits, I., Doumen, S., Luyckx, K., Duriez, B., & Goossens, L. (2011). Identity styles and interpersonal behavior in emerging adulthood: The intervening role of empathy. Social Development, 20(4), 664–684.

Readings(Week 8 Discussion Response)

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

o Chapter 11, “Physical and Cognitive Development in Young Adulthood” (pp. 408-437)

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

Arnett, J. J. (2007). Suffering, selfish, slackers? Myths and reality about emerging adults. Journal of Youth and Adolescence, 36(1), 23–29.
Retrieved from the Walden Library databases.

Benson, J. E., Johnson, M. K., & Elder, G. H., Jr. (2012). The implications of adult identity for educational and work attainment in young adulthood. Developmental Psychology, 48(6), 1752–1758.
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.

McAdams, D. P., Bauer, J. J., Sakaeda, A. R., Anyidoho, N. A., Machado, M. A., Magrino-Failla, K., … Pals, J. L. (2006). Continuity and change in the life story: A longitudinal study of autobiographical memories in emerging adulthood. Journal of Personality, 74(5), 1371–1400.
Retrieved from the Walden Library databases.

O’Connor, M., Sanson, A., Hawkins, M. T., Letcher, P., Toumbourou, J., Smart, D., … Olsson, C. (2011). Predictors of positive development in emerging adulthood. Journal of Youth and Adolescence, 40(7),860–874.
Retrieved from the Walden Library databases.

Robinson, O. C., & Smith, J. A. (2010). The stormy search for self in early adulthood: Developmental crisis and the dissolution of dysfunctional personae. The Humanistic Psychologist, 38(2), 120–145.
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.

Smits, I., Doumen, S., Luyckx, K., Duriez, B., & Goossens, L. (2011). Identity styles and interpersonal behavior in emerging adulthood: The intervening role of empathy. Social Development, 20(4), 664–684.
Retrieved from the Walden Library databases.

Specht, J., Egloff, B., & Schmukle, S. C. (2011). Stability and change of personality across the life course: The impact of age and major life events on mean-level and rank-order stability of the Big Five. Journal of Personality and Social Psychology, 101(4), 862–882.
Retrieved from the Walden Library databases.

Fraley, R. C. (n.d.). Attachment style. Retrieved March 10, 2013 from http://www.web-research-design.net/cgi-bin/crq/crq.pl

Media(Week 8 Discussion Response)

· Laureate Education (Producer). (2013m). Young adulthood [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)
This media piece highlights the family member aged 19–29.
Note: Please click on the following link for the transcript: Transcript (PDF).

· Laureate Education (Producer). (2013f). Perspectives: Emerging adulthood [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.
This week’s presenter highlights the challenges of working with clients in the 19–30 year-old age range, as well as the ways in which emerging adulthood is much like a “second adolescence.”

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

 
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LASA 1:Protecting Children From Media

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PSY301 Assignment 2: LASA 1: Protecting Children From Media

 (LASA 1:Protecting Children From Media)

For his 10th birthday, Greg was given a handheld videogame system. His parents allowed him to pick any two games. They knew the games might contain violence, because there was a violence rating sign posted on the games, but rationalized that they were only games and other kids play them. Greg would quickly finish dinner and run up to his room to play his games.

His parents were pleased to observe that Greg enjoyed their present so much. After a week, his parents noticed that he wasn’t turning off the videogames at bedtime, and had begun turning homework in late. He was up so late playing that he would not get up for school without argument. His parents decided that enough was enough and took the video games away. Greg threw temper tantrums and persuaded his parents to buy him a computer after convincing them that it was necessary to keep up at school. Greg soon returned to the same pattern of behavior where he spent long hours and late nights at the computer. This time, his parents felt a false sense of security that he was doing his homework. One day, his curious parents decided to scan the computer history to see what Web sites Greg was browsing. To their horror, they discovered that Greg was spending many hours online playing interactive, sometimes violently graphic, games on the Internet. He was also chatting with other “gamers”. Before confronting Greg about his behavior, his mother and father agreed to investigate what types of intervention strategies might be available within their community. They have come to you, a behavioral consultant, for advice.  (LASA 1:Protecting Children From Media)

Click to Read the Kaiser Family Foundation Study: Generation M2. Media in the Lives of 8- to 18- Year Olds.

 

Describe the issue of exposure to videogame violence in today’s society as related to Greg’s situation. Explore issues such as:

1.      Prevalence (e.g., age, gender, racial diversity, etc.)

2.      Given Greg’s developmental level, what are possible dangers of exposure to media violence? Be sure to address this in the context of his cognitive and socioemotional development.

3.      Risk and protective factors, including predisposition to violence (e.g., are all children who play violent videogames likely to become more aggressive? What protective factors might mitigate the possible outcomes for Greg?

4.      Discuss the possible outcomes if Greg’s behavior continues unchecked.

5.      Discuss types of intervention strategies you would expect his parents to find at a community level, such as in community centers, schools, and social service agencies, to assist children like Greg who are at risk due to ongoing exposure to media violence.

6.      What would be a good plan to recommend to Greg’s parents?

7.      Compare the dangers of exposure to videogame violence with other forms of violence. What are similarities and differences between videogame violence exposure and the other type of violence you chose to compare?

8.      What are the costs of videogame violence to the family and the community and society at large and the other form of violence you chose for comparison?

Format your paper in APA (6th edition) style, using information you learned in your textbook and from the Kaiser Family Foundation Study to support your response. Your paper should be between 4 and 5 pages in length. Include a cover page, abstract, and reference list, which should cite any information used from your assigned textbook, Kaiser Family Foundation reference, and other sources such as online course content.

 (LASA 1:Protecting Children From Media)

Assignment 2 Grading Criteria Maximum Points
Discuss issues such as prevalence (i.e., age, gender, and racial differences). 16
Discuss dangers of media violence in the context of Greg’s developmental level. 20
Discuss risk and protective factors, including predisposition to violence. 20
Discuss possible outcomes of continued exposure to videogame violence. 20
Discuss the intervention strategies/services his parents could find at the community level. 20
Recommend an intervention strategy for Greg. 20
Compare videogame violence to another form of violence. 20
Discuss societal costs of videogame and other form of violence chosen for comparison. 20
Style (4 points): Tone, audience, and word choice

Organization (12 points): Introduction, transitions, and conclusion

Usage and Mechanics (12 points): Grammar, spelling, and sentence structure

APA Elements (16 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style

 44
Total: 200
 
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* Research Studies Questionnaire

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* Research Studies Questionnaire

(* Research Studies Questionnaire)

The Research Studies Questionnaire aims to gather comprehensive data for academic or scientific investigations. It typically comprises structured questions designed to collect specific information relevant to the study’s objectives. The questionnaire format allows researchers to efficiently gather data from a large sample size while ensuring consistency and reliability in responses.

Key components of a research questionnaire include demographic information, such as age, gender, and education level, which provide context for the analysis. Additionally, the questionnaire may contain Likert scale or multiple-choice questions to measure attitudes, perceptions, or behaviors related to the research topic. Open-ended questions might also be included to allow participants to express nuanced opinions or provide additional insights.

Careful design and piloting of the questionnaire are essential to ensure its validity and reliability. Researchers should consider factors such as clarity of language, appropriateness of question wording, and the order of questions to minimize bias and maximize response accuracy. By effectively utilizing research questionnaires, investigators can gather valuable data to address research hypotheses and contribute to advancing knowledge in their respective fields.

Search for research articles from peer-reviewed publications in the University Library. Examples of peer-reviewed publications are listed in Table 2.1 in Chapter 2 of Methods in Behavioral Research. **Link below**

https://phoenix.vitalsource.com/#/books/1259798283/cfi/6/18!/4/4/4@0.00:0

 

Select four research articles to review. Include at least one applied research article and one basic research article. Be sure to apply the scientific method to evaluate the evidence presented in the selected articles. Use these articles as a framework for completing the questionnaire.

 

Write a 100- to 500-word answer to each of the following questions:

 

PART I:

  • What is the purpose of each of the sections in a typical research article?
  • What are the steps to critically evaluate research articles and how does the scientific method help you do this?

PART II:

  • What is the importance of research in behavioral sciences?
  • What is the relationship between applied research and basic research? Provide an example from your selected studies, of how each contributes to the body of knowledge.
  • What ethical issues can you identify in the selected articles? How were the issues addressed or neglected?

PART III:

  • Identify three possible research topics that you might want to explore further as you go through this course.
  • List appropriate sources, including databases that you might use when exploring these topics.

Cite the articles using a reference page.

 

Format your answers according to APA guidelines.

 

 
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Sources and Annotated Bibliography

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Sources and Annotated Bibliography: Anxiety Disorder

(Sources and Annotated Bibliography)

For the course project task this week, thoroughly review the sources you selected. You are to submit an annotated bibliography, referencing all of your sources.

For each of the chosen sources, write a two- to three-paragraph annotation and description

Anxiety Disorder

Andrews, G. Basu, A. Cuijpers, P. Craske, M,G. McEvoy, P. English, C,L. & Newby, J.M. (2018). Computer therapy for the anxiety and depression disorders is effective, acceptable and practical health care: An updated meta-analysis. Elsevier, Journal of Anxiety Disorders. Volume 55. From: https://www.sciencedirect.com/science/article/pii/S0887618517304474

This is a will be a key source I my research to help provide information about the nature of the disorder and computer therapy solutions of this new age.

Asmundson, G. (2018). Journal of Anxiety Disorders. Elsevier. From: https://www.journals.elsevier.com/journal-of-anxiety-disorders

This journal is another primary source which will be significant in providing deep insight into the disorder the causes, symptoms, risk factors and also how it can be handled effectively for all ages.

Barlow, D. (2002). Anxiety and its disorders: the nature and treatment of anxiety and panic. New York: Guilford Press.

This book provide deep information about the disorder and will specifically be significant s it will help give information on the different types of this disorder.

Behar, E, DiMarco, D, I, Hekler, E, B, Mohlman, J & Staples, A. (2009). Current theoretical models of generalized anxiety disorder (GAD): Conceptual review and treatment implications. Elsevier, Journal of Anxiety Disorders. Volume 23. From: https://www.sciencedirect.com/science/article/abs/pii/S0887618509001339

This journal specifically talks about one of the most common anxiety disorder and it will help provide insight on generalized anxiety disorder using a model to help understand its nature and solutions.

Bluett, E,J. Homan, K, J. Morrison, K,L. Levin, M,E. &Twohig, M,P. (2014). Acceptance and commitment therapy for anxiety and OCD spectrum disorders: An empirical review. Elsevier, Journal of Anxiety Disorders. Volume 28. From: https://www.sciencedirect.com/science/article/abs/pii/S0887618514000917

This is a key source that will not only help provide details about the nature of the disorder but more significantly give the value of two major treatments to the disorder that is anxiety and commitment therapy.(Sources and Annotated Bibliography)

Carleton, N.R. (2016). Fear of the unknown: One fear to rule them all? Elsevier, Journal of Anxiety Disorders. Volume 41. From: https://www.sciencedirect.com/science/article/pii/S0887618516300469

This source is significant as it will help provide more clarification on the types of unhealthy fears that can be classified as anxiety to help an individual better identify the disorder.

Clark, D. & Beck, A. (2011). Cognitive therapy of anxiety disorders: science and practice. New York: Guilford Press.

This source is significant as it provides a comprehensive background of the disorder and how cognitive therapy can be used in its treatment.

Daitch, C. (2011). Anxiety disorders: the go-to guide for clients and therapists. New York: W.W. Norton & Company.

This is one primary source for this research and it is significant since it serves as an atlas for the anxiety disorder. Anything one needs to know is answered in this book.

Kodal, A, Fjermestad, K, Bjelland, I, Gjestad, R, Öst, L, Bjaastad, J, F, Haugland, B, Havik, O,E, Heiervang, E &  JanneWergeland, G. (2018). Long-term effectiveness of cognitive behavioral therapy for youth with anxiety disorders. Elsevier, Journal of Anxiety Disorders. Volume 53. From: https://www.sciencedirect.com/science/article/pii/S0887618517304280

This is a source that helps to explain the nature of the disorder and this makes it very insightful for the research and further tries to assess how well cognitive therapy helps the disorder.

Pine, D., Rothbaum, B. & Ressler, K. (2015). Anxiety disorders: translational perspectives on diagnosis and treatment. Oxford New York: Oxford University Press.

This is a book that is very instrumental in this research as it helps to provide a guide to diagnosis of the disorder and treatment and this is information that is much needed for this paper.

Starcevic, V. (2010). Anxiety disorders in adults: a clinical guide. Oxford New York: Oxford University Press.

This source is significant since it provides information about the disorder specifically tailored to adults and helps to differentiate how the disorder uniquely affects adults and this is information which is significant for effective management of the disorder.

Velotis, C. (2005). Anxiety disorder research. New York: Nova Science.

This source is one primary source for this assignment since it helps to provide a lot of evidence on the disorder from research.

 
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Structural Family Therapy

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Structural Family Therapy

(Structural Family Therapy)

I need this paper to be reworded. Plagiarism Free!!!

 

Abstract:

Anorexia Nervosa can becharacterized as distorting the body image along withdeliberately maintained low body weight. The long term prognosis’sof a patient suffering from this condition is often poor, with severe medical, developmental and psychosocial complications, high rates of relapse and mortality (Wiley). This condition is mainly seen in adolescent females from ages 12-25. According to the National Eating Disorder Association, twenty million women worldwide suffer from Anorexia Nervosa and 40-60% of middle school girls start to show signs of Anorexia Nervosa.

In Judy’s case I would use Structural Family Therapy. Gladding defines Structural Family Therapy as, “An individual’s symptoms are sum of its units, parts, or members because of the dynamic interaction of each with the others, for example, an engine.” One of the founding therapists in Structural Family Therapy was, Salvador Minuchin. “Minuchin  outlined a practical guide for conducting structural family therapy… followed this publication later in the decade with a complementary coauthored text entitled Psychosomatic Families: Anorexia Nervosa in Context which showcased in a dramatic way the power of the therapy he had created” (Gladding).  Structural Family is used to see a circular view of the family, with anorexia nervosa the therapist is able to consider the friction within the whole family. The social pressures a young woman who is displaying symptoms of the disorder is examined in a much broader interactive context with not only the person who has the disorder but with their family and the therapist as well (Gladding). “Psychosomatic disorders, substance abuse, and juvenile anorexia nervosa can be treated successfully with a modified version of structural family therapy” (Wiliey).

Some causes for this condition could be genetically related, most females who have this condition have a sibling or parent that has an eating disorder. People who suffer from Anorexia Nervosa often suffer from low self-esteem which could be cause from neglect as a child. Compulsive personality traits and perfectionism is also traits that people with this condition also suffer from.  Some research indicates that low levels of serotonin within the brain may also trigger Anorexia Nervosa along with depression (Fisherman).

Case Study:(Structural Family Therapy)

Judy Jones (age 14) has lost 30 pounds in the last year, and now weighs a very unhealthy 85 pounds.  Her primary care doctor has ruled out physical causes, and given her a diagnosis of anorexia nervosa.  The doctor has referred the family to you, the best family therapist in town, for therapy.

As previously stated I would use Structural Family Therapy with Judy. Although there is no right way to treat someone with Anorexia Nervosa, research has shown with family treatment, rather than blaming the individual family member with the condition, are essential in understanding and treating the disorder. Judy is an only child and comes to her first session with her mother, Tammy and her father, Kyle. With Structural Family Therapy it is important that the whole family is present at the sessions and is able to understand and power the family member on their road to recovery. “The major principles of this therapy include the acknowledgment that the adolescent lacks control over their weight and eating habits, work to address cognitive distortions andproblems with the family structure, as well as work to overcomecognitive distortions of the patient, and in later stages, to promote autonomy” (Robin).

There are three basic phases in trying to recover someone with Anorexia Nervosa; the first is focus on positive weight gain. This can be achieved by placing responsibility for Judy’s eating habits in the hands of her parents. I would suggest that both Tammy and Kyle see a nutritionist to help them establish a safe and healthy diet plan for Judy. It is necessary for Judy and her parents to develop a positive and supportive way in which food, weight, and body image are not attached to negative comments. To do so Tammy and Kyle need to have the least amount of food rules possible, they shouldn’t discourage Judy for not eating everything on her plate but rather praise her for the amount she did consume. In addition, Wiley states that, providing healthy food and positive mealtime experiences, and cooking together should provide the best positive outcome in weight gain. Every night the family should have a sit down meal with no distractions. Mealtime should be a family experience filled with laughter and positive feedback from all.(Structural Family Therapy)

The second phase should focus on family problem solving and issues that lead to Judy’s condition. In her sessions Judy confesses that she feels neglected, parents work full time jobs and get home late, leaving Judy home alone most of the time. Judy is using starvation as a way to seek attention from her parents. It is imperative that Tammy and Kyle set aside more time for their family. I would recommend a family game night or some sort of activity they all can do together as team. Also communication within the family is something that needs to be addressed and perfected. Family meal time should be a time where they are able to discuss their events from the day and positive feedback from one another.  During this phase it is also important that Judy takes responsibility of her eating habits and is continuing to gain weight. Exercise is another aspect that Judy needs to be incorporating in her recovery.Tammy and Kyle should continue to provide positive feedback however should allow Judy to decide what and how much to eat. I would also recommend at this phase that Judy is seeing a dietitian to ensure she is aware of good eating habits.(Structural Family Therapy)

The third phase is centered more from the psychological issues within the family. Typically this is achieved by working with the individual (Judy) separately from the parents (Tammy and Kyle). Phase three can only be accomplished when parental monitoring is no longer needed in Tammy’s eating habits. Judy’s eating habits and weight is in an acceptable healthy range. At this time I would focus more on the psychological issues within Judy. Most people who suffer from Anorexia Nervosa also suffer from depression, Judy is no exception. Judy expresses her concern over her parents’ marriage and how they fight all the time. She is afraid that her parents will soon one day decide to get a divorce. Judy blames a lot of the stress her parents have upon herself and her disorder. Judy must understand that she cannot take fault for her parent’s actions. While working with Kyle and Tammy I inform them how there fighting is affecting Judy. Both were unaware that it was affecting her to this point. I would continue to work with Kyle and Tammy on their marriage and relationship problems in effort to help establish a better relationship between them and Judy. With working with Judy and her parents separately I am able to better repair the psychological issues within the marriage, Judy’s relationship with her parents, and help them all build better communication techniques.

As with any dependency or condition there is always the fear or relapse. Kyle and Tammy need to continue be supportive and positive in Judy’s recovery. Judy also needs to believe in herself and herself image. With tools provided in the therapy sessions Judy along with her family should be set on a successful road to recovery.

 

 

 
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Development Throughout the Lifespan

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Assignment 2: LASA 1: Development Throughout the Lifespan

(Development Throughout the Lifespan)

Erikson and Freud are two of the few theorists who have developed a lifespan approach to development. Freud’s approach to development was psychosexual while Erikson’s was psychosocial. Even though Freud’s theory is better known, Erikson’s theory remains a leading and very much applied model in personality and developmental psychology today.

When considering these two stage-oriented theories, you can directly compare the majority of their stages. These are matched in the following table:

Approximate AgeFreud’s Stages of Psychosexual DevelopmentErikson’s Stages of Psychosocial developmentInfancy (Birth to 1 year)Oral stageTrust versus mistrustEarly childhood (1–3 years)Anal stageAutonomy versus doubtPreschool (3–6 years)Phallic stageInitiative versus guiltSchool age (7–11 years)Latent periodIndustry versus inferiorityAdolescence (12–18 years)Genital stageIdentity versus role confusionYoung adulthood (19–40 years) Intimacy versus isolationMiddle adulthood (40–65 years) Generativity versus stagnationOlder adulthood (65–death) Integrity versus despair

When considering Erikson’s eight stages of development, the way a person moves through each stage directly affects their success in the next stage. Their personality is being built and shaped with each stage. At each stage, there is a turning point, called a crisis by Erikson, which a person must confront.

In this assignment, you will observe or interview two different people, each at a different stage of development. For a third observation, take a look at yourself and the stage that you are in (this stage must be different from your other two observations).

  • Record your three observations in a template. Include the following information:
    • Name
    • Age
    • Gender
    • Current developmental stage
    • Status within the stage (i.e., identity achievement or role confusion)
    • Events that have lead to this status

Download a Development Template to record your observations.

  • Summarize what you have learned about psychosocial development through these observations/interviews.
  • Summarize the trends you see in your observations/interviews regarding psychosocial development.
  • How does movement through Erikson’s stages influence personality development? Again, be specific.
  • How do Erikson’s stages of development compare to Freud’s stages? How are they similar? How are they different?
  • Between these two theories, which one do you feel best explains your own personality development? Justify your answers with specific examples.

Write a 2-3-page paper in Word format. Insert your chart at the end of your paper. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M3_A2.doc.

By the due date assigned, deliver your assignment to the Submissions Area.

Course Project Grading Criteria and Rubric

Assignment 2 Grading CriteriaMaximum
PointsChart identifies general characteristics of people being observed Chart identifies each person
’s Erikson’s stage of development (Course Objective [CO] 2)20Explains which events of this developmental stage influence this outcome (CO 2)24Summarizes learning about psychosocial development, applies observations (CO 2)24Explains the connection between Erikson’s stages of development and personality development (CO 2)28Compares and contrasts Erikson and Freud’s stages of development (CO 1)32Determines which theory best fits own personality development, applies self-observations (CO 1, 2)28Presentation Components:
Organization (12)
Usage and Mechanics (12)
APA Elements (16)
Style (4)44Total:200

 
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