Psychology Quiz One homework help

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Psychology Quiz One homework help

PHIL 201 Quiz 1

(Set: 1)

• Question 1
When I seek to know if a belief is true, I am performing the task of:
• Question 2
The study of biology would be considered a
• Question 3
Which statement best expresses Socrates idea that the unexamined life is not worth living:
• Question 4
Philosophy evaluates everything including issues of faith.
• Question 5
Which of the beliefs below would qualify as a foundational belief:
• Question 6
Our epistemic obligations include the duty to clarify and justify our beliefs.
• Question 7
The element of comprehensiveness means a worldview should account for every possible belief.
• Question 8
By saying worldview is consistent we mean that:
• Question 9
An attitude of examining beliefs to determine what the mean and if they are true is called:
• Question 10
What should one do if one encounters a new belief that creates inconsistency in a one’s set of beliefs:
• Question 11
How does Jesus affirm the importance of using reason:
• Question 12
According to the reading, it is possible to do hermeneutics without doing philosophy, however you never should.
• Question 13
The problems listed in the reading with the view that “Christians don’t need philosophy, we have the Bible,” include the following:
• Question 14
The three elements listed in the reading that fulfill the biblical mandate to develop a Christian philosophical mindset would include one of the following:
• Question 15
The passage of scripture that says we should beware of vain and deceptive philosophy is:
• Question 16
The branch of philosophy that deals with general theories of values is:
• Question 17
According to the presentation, when dealing with a difficult text in the Bible, every alternative interpretation deserves equally serious consideration.
• Question 18
Which of the following was NOT within the guidelines recommended for the “critical use” of scripture in doing philosophy:
• Question 19
The question of the existence of God comes under which branch of philosophy:
• Question 20
In the presentation we answered the misconception that there are no answers to most philosophical questions by saying:
(Set: 2)
Question 1
It is possible to be completely rational and justified and still be wrong.
Question 2
The study of biology would be considered a
Question 3
Which statement best expresses Socrates idea that the unexamined life is not worth living:
Question 4
Philosophy and science are different in that:
Question 5
Philosophy is more concerned with newly emerging concepts than with perennial, foundational issues.
Question 6
Which of the following is true:
Question 7
The ways in which philosophy is practical, according to the reading, include:
Question 8
By saying worldview is coherent we mean that:
Question 9
The one below that is NOT one of the benefits described in the reading of examining and evaluating our beliefs:
Question 10
An attitude of examining beliefs to determine what the mean and if they are true is called:
Question 11
One finds a general principle in Scripture and then attempts to apply it to an example in current times. The presentation describes this process as:
Question 12
Philosophy aids evangelism specifically by:
Question 13
The three elements listed in the reading that fulfill the biblical mandate to develop a Christian philosophical mindset would include one of the following:
Question 14
To offer a defense for the Christian faith from outside attacks is the task of:
Question 15
Philosophy aids theology by:
Question 16
Philosophy is about asking questions of which there are no real answers.
Question 17
We should be open to changing our interpretation of passage if the evidence warrants that we should do so.
Question 18
The subbranch of metaphysics that deals with the nature of existence itself is:
Question 19
The branch of philosophy that deals with general theories of values is:
Question 20
The Bible adequately addresses almost every philosophical issue and question.

(Set: 3)

• Question 1
A comprehensive system of beliefs that functions as an explanation and interpretation of reality is called:
• Question 2
Which statement best expresses Socrates idea that the unexamined life is not worth living:
• Question 3
Philosophy is mostly interested in discovering new factual data.
• Question 4
A statement about what a person ought to do is called:
• Question 5
What was Kierkegaard’s point about understanding life backward but living it forward:
• Question 6
Adopting the philosophical mindset is more like ajob than a vocation.
• Question 7
The main way mentioned in the reading that the philosophical mindset helps in making moral decisions by:
• Question 8
Our epistemic obligations include the duty to clarify and justify our beliefs.
• Question 9
Our intellectual appetite is a natural desire to know and understand.
• Question 10
The science and art of interpreting scripture is called:
• Question 11
Philosophy aids evangelism specifically by:
• Question 12
The three elements listed in the reading that fulfill the biblical mandate to develop a Christian philosophical mindset would include one of the following:
• Question 13
Prooftexting is often a legitimate way to use scripture.
• Question 14
What was Paul doing in Col 2:
• Question 15
In the presentation the fideist use of the Bible was opposed by the concept of natural revelation.
• Question 16
The presentation says we should be open to changing our interpretation of passage if the evidence warrants that we should do so.
• Question 17
The presentation suggests that believers are not obligated to supply a Bible verse to support every argument in philosophy.
• Question 18
The presentation suggests that a neutral approach is unattainable because we all need a starting point for doing philosophy.
• Question 19
In the presentation, “critical usage” of scripture means:.
• Question 20
The word “philosophy” comes from a combination of two Greek terms. Give the meaning that goes along with each term.

(Set: 4)

Question 1
Philosophy is mostly interested in discovering new factual data.
Question 2
Philosophy and art are different in that philosophy argues for a view while art usually just expresses it.
Question 3
Philosophy evaluates everything including issues of faith.
Question 4
The goal in doing philosophy is to start as best as one can from a completely neutral position on every issue.
Question 5
Cultivating a worldview, as Foreman describes it, is something everyone has done
Question 6
The one below that is NOT one of the benefits described in the reading of examining and evaluating our beliefs:
Question 7
Philosophers largely agree on most issues. That is why they get along with each other so well.
Question 8
A process of education that forces students to think through and clarify their beliefs by asking them questions is called the:
Question 9
The five main reasons given in the reading for why developing the mindset in general includes all but the following:
Question 10
Philosophy aids theology by:
Question 11
To offer a defense for the Christian faith from outside attacks is the task of:
Question 12
According to the reading, it is possible to do hermeneutics without doing philosophy, however you never should.
Question 13
The problems listed in the reading with the view that “Christians don’t need philosophy, we have the Bible,” include the following:
Question 14
A principle of interpretation where one finds a principle in scripture and applies it to an example in current times.
Question 15
The presentation says we should be prepared to explain the literary and historical context of a passage of scripture if we are going to use that passage as support in an argument.
Question 16
The presentation says the Bible adequately addresses almost every philosophical issue and question.
Question 17
In the presentation, which of the following was NOT within the guidelines recommended for the “critical use” of scripture in doing philosophy:
Question 18
In the presentation, “critical usage” of scripture means:
Question 19
The presentation suggests that a neutral approach is unattainable because we all need a starting point for doing philosophy.
Question 20
The word “philosophy” comes from a combination of two Greek terms. Give the meaning that goes along with each term.
(Set: 5)

• Question 1
Which of the beliefs below would qualify as a foundational belief:
• Question 2
Philosophy and science are different in that:
• Question 3
It is possible to be completely rational and justified and still be wrong.
• Question 4
When I seek to know if a belief is true, I am performing the task of:
• Question 5
Philosophy evaluates everything including issues of faith.
• Question 6
Our epistemic obligations include the duty to clarify and justify our beliefs.
• Question 7
Adopting the philosophical mindset is more like a job than a vocation.
• Question 8
The ways in which philosophy is practical, according to the reading, include:
• Question 9
By saying worldview is coherent we mean that:
• Question 10
Bertrand Russell thought philosophy was important because:
• Question 11
How does Jesus affirm the importance of using reason:
• Question 12
The problems listed in the reading with the view that “Christians don’t need philosophy, we have the Bible,” include the following:
• Question 13
The passage that says we should always be prepared to offer a defense for the hope within us:
• Question 14
According to the reading, it is possible to do hermeneutics without doing philosophy, however you never should.
• Question 15
While we are not all called to be philosophers by vocation, what does the biblical mandate say we all called to do:
• Question 16
When I offer you my thought-out, well-reasoned belief about an issue, I am giving you my:
• Question 17
We raise a question in history class about whether or not it was right for President Lincoln to abuse his powers in suspending the writ of habeas corpus during the Civil War. Under which branch of philosophy would you place this discussion:
• Question 18
By “critical usage” of scripture is meant:
• Question 19
In the presentation we answered the misconception that there are no answers to most philosophical questions by saying:
• Question 20
The one below that is not one of the three major branches of philosophy:

(Set: 6)

Question 1
A statement about what a person ought to do is called:
Question 2
The study of biology would be considered a
Question 3
Which of the following are philosophers concerned about:
Question 4
Philosophy is more concerned with newly emerging concepts than with perennial, foundational issues.
Question 5
Philosophy is mostly interested in discovering new factual data.
Question 6
Bertrand Russell thought philosophy was important because:
Question 7
Cultivating a worldview, as Foreman describes it, is something everyone has done.
Question 8
What was Kierkegaard’s point about understanding life backward but living it forward:
Question 9
Choose the best answer: What is wrong with the following set of beliefs as a worldview: (a) There is no God, (b) Man evolved from lower animals over a long period of time, (c) there is no afterlife, (d) people should be good to each other, (e) matter and energy are all that exist, (f) the universe is without any ultimate meaning and value.
Question 10
By saying worldview is consistent we mean that:
Question 11
What was Paul doing in Col 2:
Question 12
The passage that says we should handle accurately the word of God:
Question 13
According to the reading, it is possible to do hermeneutics without doinq philosophy, however you never should.
Question 14
To offer a defense for the Christian faith from outside attacks is the task of:
Question 15
A supererogatory act:
Question 16
The branch of philosophy that deals with general theories of values is:
Question 17
According to the presentation, when dealing with a difficult text in the Bible, every alternative interpretation deserves equally serious consideration.
Question 18
Philosophers seldom agree on many issues.
Question 19
The question “What is truth?” is covered under which branch of philosophy:
Question 20
Which of the following was NOT within the guidelines recommended for the “critical use” of scripture in doinq philosophy:

(Set: 7)

• Question 1
According to the reading, Abraham was an example of blind faith.
• Question 2
The goal in doing philosophy is to start as best as one can from a completely neutral position on every issue.
• Question 3
It is possible to be completely rational and justified and still be wrong.
• Question 4
Which statement best expresses Socrates idea that the unexamined life is not worth living:
• Question 5
The word “philosophy” originated from two Greek terms: philo which means “love” and sophos which means:
• Question 6
By saying worldview is coherent we mean that:
• Question 7
The ways in which philosophy is practical, according to the reading, include:
• Question 8
Which of the following is true:
• Question 9
Bertrand Russell thought philosophy was important because:
• Question 10
Our epistemic obligations include the duty to clarify and justify our beliefs.
• Question 11
Philosophy aids evangelism specifically by:
• Question 12
How does Jesus affirm the importance of using reason:
• Question 13
The problems listed in the reading with the view that “Christians don’t need philosophy, we have the Bible,” include the following:
• Question 14
To offer a defense for the Christian faith from outside attacks is the task of:
• Question 15
The three elements listed in the reading that fulfill the biblical mandate to develop a Christian philosophical rnindset would include one of the following:
• Question 16
We raise a question in history class about whether or not it was right for President Lincoln to abuse his powers in suspending the writ of habeas corpus during the Civil War. Under which branch of philosophy would you place this discussion:
• Question 17
The sub-branch of metaphysics that deals with the nature of existence itself is:
• Question 18
Which of the following was NOT within the guidelines recommended for the “critical use” of scripture in doing philosophy:
• Question 19
The question about whether we can know if God exists or not is:
• Question 20
The Bible adequately addresses almost every philosophical issue and question.

(Set: 8)

Question 1 When I seek to know if a belief is true, I am performing the task of:
Question 2 Which of the beliefs below would qualify as a foundational belief:
Question 3 It is possible to be completely rational and justified and still be wrong.
Question 4 The word “philosophy” originated from two Greek terms: philo which means “love” and sophos which means:
Question 5 According to the reading, Abraham was an example of blind faith.
Question 6 The element of comprehensiveness means a worldview should account for every possible belief.
Question 7 A process of education that forces students to think through and clarify their beliefs by asking them questions is called the:
Question 8 Choose the best answer: What is wrong with the following set of beliefs as a worldview: (a) There is no God, (b) Man evolved from lower animals over a long period of time, (c) there is no afterlife, (d) people should be good to each other, (e) matter and energy are all that exist, (f) the universe is without any ultimate meaning and value.
Question 9 By saying worldview is coherent we mean that:
Question 10 Our intellectual appetite is a natural desire to know and understand.
Question 11 The science and art of interpreting scripture is called:
Question 12 According to the reading, it is possible to do hermeneutics without doing philosophy, however you never should.
Question 13 A supererogatory act:
Question 14 The three elements listed in the reading that fulfill the biblical mandate to develop a Christian philosophical mindset would include one of the following:
Question 15 Using scripture “strategically” means:
Question 16 By “critical usage” of scripture is meant:
Question 17 The one below that is not one of the three major branches of philosophy:
Question 18 We should be open to changing our interpretation of passage if the evidence warrants that we should do so.
Question 19 We raise a question in history class about whether or not it was right for President Lincoln to abuse his powers in suspending the writ of habeas corpus during the Civil War. Under which branch of philosophy would you place this discussion:
Question 20 The subbranch of metaphysics that deals with the nature of existence itself is:

(Set: 9)

Question 1 Philosophy and art are different in that philosophy argues for a view while art usually just expresses it.

Question 2 Which of the following is NOT one of the aspects of “critical thinking” according to the reading:

Question 3 According to the reading, Abraham was an example of blind faith.

Question 4 When I seek to know if a belief is true, I am performing the task of:

Question 5 The study of biology would be considered a

Question 6 Bertrand Russell thought philosophy was important because:

Question 7 The one below that is NOT one of the benefits described in the reading of examining and evaluating our beliefs:

Question 8 Choose the best answer: What is wrong with the following set of beliefs as a worldview: (a) There is no God, (b) Man evolved from lower animals over a long period of time, (c) there is no afterlife, (d) people should be good to each other, (e) matter and energy are all that exist, (f) the universe is without any ultimate meaning and value.

Question 9 Which of the following is true:

Question 10 An attitude of examining beliefs to determine what the mean and if they are true is called:

Question 11 A supererogatory act:

Question 12 Using scripture “strategically” means:

Question 13 To offer a defense for the Christian faith from outside attacks is the task of:

Question 14 According to the reading, it is possible to do hermeneutics without doing philosophy, however you never should.

Question 15 Philosophy aids theology by:

Question 16 The branch of philosophy that deals with general theories of values is:

Question 17 We should be prepared to explain the literary and historical context of a passage of scripture if we are going to use it as support in an argument.

Question 18 The Bible adequately addresses almost every philosophical issue and question.

Question 19 The one below that is not one of the three major branches of philosophy:

Question 20 By “critical usage” of scripture is meant:

(Set: 10)

Question 1 The goal in doing philosophy is to start as best as one can from a completely neutral position on every issue.

Question 2 Which of the following is NOT one of the aspects of “critical thinking” according to the reading:

Question 3 When I seek to know if a belief is true, I am performing the task of:

Question 4 A comprehensive system of beliefs that functions as an explanation and interpretation of reality is called:

Question 5 Which statement best expresses Socrates idea that the unexamined life is not worth living:

Question 6 The ways in which philosophy is practical, according to the reading, include:

Question 7 What was Kierkegaard’s point about understanding life backward but living it forward:

Question 8 Philosophers largely agree on most issues. That is why they get along with each other so well.

Question 9 The one below that is NOT one of the characteristics of good philosophical argument:

Question 10 A process of education that forces students to think through and clarify their beliefs by asking them questions is called the:

Question 11 While we are not all called to be philosophers by vocation, what does the biblical mandate say we all called to do:

Question 12 The passage that says we should always be prepared to offer a defense for the hope within us:

Question 13 Philosophy aids theology by:

Question 14 Prooftexting is often a legitimate way to use scripture.

Question 15 What was Paul doing in Col 2:.

Question 16 The question of the existence of God comes under which branch of philosophy:

Question 17 The subbranch of metaphysics that deals with the nature of existence itself is:

Question 18 According to the presentation, when dealing with a difficult text in the Bible, every alternative interpretation deserves equally serious consideration.

Question 19 Philosophers seldom agree on many issues.

Question 20 We begin with a debate about the problem of evil and I suggest that one solution to the problem is that free will makes evil possible. You question whether we have free will or not and we get into a discussion of the reality of free will. Under what branch of philosophy would you place our discussion now?

(Set: 11)

Question 1 Philosophy is more concerned with newly emerging concepts than with perennial, foundational issues.

Question 2 Philosophy and art are different in that philosophy argues for a view while art usually just expresses it

Question 3 Scientism is defined as the use of the methods of establishing scientific theories.

Question 4 A statement about what a person ought to do is called

Question  5 The word “philosophy” originated from two Greek terms: philo which means “love” and sophos which means

Question 6 The one below that is NOT one of the characteristics of good philosophical argument

Question 7 Cultivating a worldview, as Foreman describes it, is something everyone has done

Question 8 The main way mentioned in the reading that the philosophical mindset helps in making moral decisions by

Question 9 Philosophers largely agree on most issues. That is why they get along with each other so well

Question 10 What should one do if one encounters a new belief that creates inconsistency in a one’s set of beliefs:

Question 11 Prooftexting is often a legitimate way to use scripture

Question 12 While we are not all called to be philosophers by vocation, what does the biblical mandate say we all called to do

Question 13 A principle of interpretation where one finds a principle in scripture and applies it to an example in current times

Question 14 A supererogatory act

Question 15 Using scripture “strategically” means

Question 16 When I offer you my thought-out, well-reasoned belief about an issue, I am giving you my

Question 17 The one below that is not one of the three major branches of philosophy

Question 18 We raise a question in history class about whether or not it was right for President Lincoln to abuse his powers in suspending the writ of habeas corpus during the Civil War. Under which branch of philosophy would you place this discussion

Question 19 By “critical usage” of scripture is meant

Question 20 Philosophy is about asking questions of which there are no real answers

(Set: 12)

Question 1 Which of the beliefs below would qualify as a foundational belief:

Question 2 Reason is “prior” to God in terms of:

Question 3 Which of the following is NOT one of the aspects of “critical thinking” according to the reading:

Question 4 A comprehensive system of beliefs that functions as an explanation and interpretation of reality is called:

Question 5 The relationship between propositional knowledge and experiential knowledge is:

Question 6 Choose the best answer: What is wrong with the following set of beliefs as a worldview: (a) There is no God, (b) Man evolved from lower animals over a long period of time, (c) there is no afterlife, (d) people should be good to each other, (e) matter and energy are all that exist, (f) the universe is without any ultimate meaning and value.

Question 7 Adopting the philosophical mindset is more like a job than a vocation.

Question 8 Our epistemic obligations include the duty to clarify and justify our beliefs.

Question 9 Which of the following is true:

Question 10 Bertrand Russell thought philosophy was important because:

Question 11 The three elements listed in the reading that fulfill the biblical mandate to develop a Christian philosophical mindset would include one of the following:

Question 12 The passage of scripture that says we should beware of vain and deceptive philosophy is:

Question 13 According to the reading, it is possible to do hermeneutics without doing philosophy, however you never should.

Question 14 How does the story in Acts 17 demonstrate the value of reason:

Question 15 To offer a defense for the Christian faith from outside attacks is the task of:

Question 16 The Bible adequately addresses almost every philosophical issue and question.

Question 17 We should be prepared to explain the literary and historical context of a passage of scripture if we are going to use it as support in an argument.

Question 18 We raise a question in history class about whether or not it was right for President Lincoln to abuse his powers in suspending the writ of habeas corpus during the Civil War. Under which branch of philosophy would you place this discussion:

Question 19 The one below that is not one of the three major branches of philosophy:

Question 20 Philosophy is about asking questions of which there are no real answers.

Quiz 1 PHIL201

 
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Enemies And Spies homework help

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Enemies And Spies homework help

Entwistle asserts: “those with whom we disagree often have things to teach us… [we must] ask ourselves what is to be learned and appreciated” from those with whom we disagree. Identify at least 3 things that you appreciate/can learn from those who hold the secular combatants’ or Christian combatants’ versions of the Enemies model.

 

At present, there are probably around seven billion or so people on Earth. With that many people living here, it is reasonable to believe that not everyone will share the same opinion on any given subject; to assume otherwise would simply be erroneous. With that said, it also means that there is something to learn or appreciate form everyone, even if they hold to different models of integration. While this may not be a recommended integrative model of psychology to hold, it is still one that has influence over a number of conservative Christians, and as their brothers and sister in Christ who happen to be in the 3field of psychology, we owe it to them to develop an understanding of what perspective they are bringing to the table, how to interact with it, and what we can learn from it; this done in humility.

Within the field of psychology and particularly the practice of counseling, one of the biggest goals is to see a client thrive and overcome their mental illness, situation, or learn how to manage it successfully. Simply put, healing, restoration, and growth are the goals. However, sometimes that does not happen; sometimes, as with the case of a suicidal client, they die. This was the case that the pastors of Gospel Community Church faced back in 1980, when one of their young congregants died by suicide after trying to reach out for help from the church and a local doctor (Entwistle, 208, 2015). This resulted in a series of lawsuits from the parents who felt that clergy negligence was to blame (Entwistle, 208, 2015). They believed their son did not receive the best treatment available to him because they told him that his suicidal thoughts were a sin problem as opposed to a mental health problem, in addition to telling him that he would not go to Hell if he died by suicide (Entwistle, 208, 2015). There is a lot that can be said and learned from this case but, ultimately, one of the biggest takeaways from this is that not every client will benefit from the style of counseling offered that stems from our chosen model of integration. In this case, this style of counseling was a direct result of the Christian combatant version of the Enemies model. Here, it was seen that the client did not ultimately benefit from this style. Now, we cannot possibly know what was said in every counseling session or how it was received by the client, but it is known that when someone is suicidal, they are vulnerable to rationalizing, justifying, or even romanticizing suicide. Because of this, it would be wise to be aware of how they might interpret what is said to them. I am not sure on what would have been the best way of phrasing that, though. Regardless, one of the biggest takeaways here was that it might be wise to recognize how our models of integration influence our counseling style; we need to recognize that not every client will benefit from that.

Another observation made in the reading was seeing an example of what happens when someone chooses to build an entire career of this model, refusing to engage anyone who might have a varying view on the merits of psychology or an appropriate way theology and psychology might interact. This was made evident in the text when Mack declared that psychology had nothing to offer (Enwistle, 204, 2015). At the end of the day, one of the hallmarks of a solid faith leader or Christian counselor is the ability to grow as they go deeper on their walk with the Lord and they reflect more of Christ as a result. What is seen in the Enemies model is what happens when people are unwilling to reach across the aisle and have constructive dialogue; they exist in a vacuum, eventually believing that everyone else is simply wrong.

One final thing that can be appreciated from the Christian combatants is understanding that there is a history here between the two fields. In some regards, it is understandable how one might come to the conclusion that psychology is a hallow substitute for what the Bible might offer — there were times when psychologists’ worldviews led them to cast a negative light on Christianity and faith in general, Freud being a prime example. He called it neurotic, saying that it was something that mankind needed to outgrow as religion belonged in the ancient past, not modern 20th-century (Entwistle, 208, 2015). Unsurprisingly, Christians of that era did not respond well to their secular counterparts. With this in mind as a historical backdrop of the 20th-century allows for more understanding as to why this model developed and what may have led to it catching on among conservative Christians.

At the end of the day, both Christians and phycologists or counselors of all – or no – faiths benefit from the study of models of integration. Of course, to get a better understanding of how they operate and how their beliefs influence the model they hold to, but also to gain an appreciation for how other people have arrived at their chosen models and what we might be able to learn from them as a result.

 

Enwistle, N. D., (2015). Integrative approaches to psychology and Christianity: An introduction to worldview issues, philosophical foundations, and models of integration, 3rd edition. Cascade Books, Eugene, Oregon.

 

 

Topic: Allies and Transformational Psychology

Question/Prompt: Choose 1 of the  prompts below on which to comment.

Entwistle noted that “theological reflection typically focuses more on God’s workings in the world,” while “psychological reflection typically focuses more on the workings of God’s world.” What implications does this have for the relationship between psychology and Christianity?

Each model of integration has some interpretation of how they interact with the two book concept. That is, one book is the Word of God, and the other is the Work of God (Enwistle, 2015). Each model has their own way of doing so, whether it be holding them at differing value, or rejecting one book all together. The Allies and Transformational Psychology models, however, do not reject with book. In fact, they se them as equal, yet different perspectives on truth, with the understanding that all truth is derived from God (Enwistle, 2015). This is where Enwistle’s observation comes in. Psychology looking to understand more of the working of God’s world reflects the intention to understand one of the books, God’s Work, which also constitutes subject matter such as science, is all about what God has created and how it works. It is not meant to be in contradiction to God’s Word, but they are both meant to be part of the larger story that is being told.

The implications these statements have on the relationship between psychology and Christianity can be found expressed through the integration models of Allies and Transformational Psychology. Each model recognizes that both the Word of God and the Work of God represent two distinctive, yet equal books containing truth. They each interact with this notion on somewhat different levels, though. For instance, the Transformational Psychology model fuses the two books together in the pursuit of oneness while the Allies model looks at the two books as distinct, equal, and providing different perspectives.

 
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SOCW 6311 & 6070 Wk 2 Responses homework help

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SOCW 6311 & 6070 Wk 2 Responses homework help

**Each Response needs to be 1/2 page in length with at least 1 reference**

 

RESPONSE 1

Respond to two colleagues by doing all of the following:

· Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved. Address his or her evaluation of the efficacy and applicability of the evidence-based practice, his or her identification of factors that could support or hinder the implementation of the evidence-based practice, and his or her solution for mitigating those factors.

· Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.

Colleague 1: Jared

Post an evaluation of the evidence-based practice that you selected for Jake. Describe the practice and the evidence supporting it. Explain why you think this intervention is appropriate for Jake.

In the case video (Laureate Education, 2013c), the supervisor discusses the value of meeting a client first before selecting a treatment. I wholeheartedly agree with this. Some of the practices such as meditation and yoga that the social worker suggested could be offensive to the client (I ran into this situation during my first practicum). Further, what works for one client well may not work well for another client, despite there being studies that were able to show a benefit for study participants. Indeed, a hallmark of evidence-based practice is a combination of research, clinical expertise and client values (Wampold & Imel, 2015). For client values and clinical expertise to be applied, one must first meet the client and build a trusting relationship where pertinent things about the client can be discovered.

Because there is a lack of information in the case video about the client (Laureate Education, 2013), I am prevented from having a good explanation of why any intervention is appropriate beyond that which the research states is an effective intervention for veterans with post-traumatic stress disorder (PTSD). Thus, based on this limited amount of information, I would select Seeking Safety as the evidence-based practice for Jake. Seeking Safety is an intervention listed in the National Registry for Evidence-Based Practices and Programs for treating trauma, among other things such as substance abuse. In fact, its dual focus is one of the hallmarks of the treatment as substance abuse often accompanies trauma (Najavitas, 2003).

There are some essential things that must be focused on when treating someone with trauma. For instance, it is important to normalize one’s experience of PTSD symptoms (DeCarvalho & Whealin, 2012). Seeking Safety begins with psychoeducation to normalize ones experience and educate one on what is happening or why they are experiencing the things they are experiencing (Najavitas, 2003). While it is true that we do not know if Jake has a drug issue, Seeking Safety with its focus on treating substance use, it would either treat Jakes substance issue, or it would provide him the tools to stay drug-free. With PTSD, there are many symptoms such as a tendency to isolate (American Psychiatric Association, 2013). Seeking Safety specifically works on treating PTSD symptoms and would help Jake with managing anxiety, difficulties with the interpersonal (Najavitis, 2003) and other factors that would affect functioning in life (Najavitis, n.d.). Indeed, while Seeking Safety does help those with PTSD, it does so by focusing on solutions and building social supports instead of diving into the trauma narrative (Desai, Harpaz-Rotem, Najavitas, & Rosenheck, 2008). Lastly, Seeking Safety has been specifically studied in the veteran population which increases the validity of this method with another veteran (Najavitas & Hien, 2013; Lenz, Henesy, & Callender, 2016). Thus, based on what little is know about Jake from the case video, Seeking Safety appears to be a safe choice of an intervention to treat Jake.

Then provide an explanation for the supervisor regarding issues related to implementation.

There should not be an issues related to implementation. Seeking Safety can be administered on a one to one or group basis (The California Evidence-Based Clearinghouse for Child Welfare, 2018). Of course, there are many unknowns about Jake. Thus, issues could arise once more information is known about Jake.

Identify two factors that you believe are necessary for successful implementation of the evidence-based practice and explain why. Then, identify two factors that you believe may hinder implementation and explain how you might mitigate these factors.

Seeking Safety is an easy intervention to implement. During my first 500 hour practicum, I led a Seeking Safety group. However, in the beginning, I had no manual and was forced to use that which I could find for free until the agency ordered me the manual. I was allowed great liberty with what was taught until I received the manual. However, I would suggest that having a manual is extremely beneficial to successfully implementing the practice. After all, the research was done on participants who sat under the treatment that was led by the manual. Thus, while some benefit would occur by covering the topics of the program, it likely would be hindered by not covering the material appropriately. Another factor that could affect implementation is the setting of the implementation. Seeking safety definitely could be implemented on a one to one basis. However, I feel that it can be implemented better in a group. This adds benefit to aspects of the intervention where discussion of the clients are prompted.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). Arlington, VA: Author.

The California Evidence-Based Clearinghouse for Child Welfare. (2018). Seeking Safety for adults. Retrieved from http://www.cebc4cw.org/program/seeking-safety-for-adults/

DeCarvalho, L. T., & Whealin, J. M. (2012). Healing stress in military families: Eight steps to wellness. Hoboken, NJ: John Wiley et Sons.

Lenz, A. S., Henesy, R., & Callender, K. (2016). Effectiveness of seeking safety for co-occurring posttraumatic stress disorder and substance use. Journal of Counseling & Development, 94(1), 51-61. doi:10.1002/jcad.12061

Najavitis, L. M. (n.d.). Implementing Seeking Safety therapy for PTSD and substance abuse:. Illinois Department of Human Services’ Office of Alcoholism and Substance Abuse. Retrieved from http://www.bhrm.org/media/pdf/guidelines/PTSD.pdf

Najavitis, L. M. (2003). Seeking safety: A treatment manual for PTSD and substance abuse. New York, NY: The Guilford Press.

Najavitis, L. M., & Hien, D. (2013). Helping vulnerable populations: A comprehensive review of the treatment outcome literature on substance use disorder and PTSD. Journal of Clinical Psychology, 69(5), 433-479. doi:10.1002/jclp.21980

Wampold, B. E., & Imel, Z. E. (2015). The great psychotherapy debate: The evidence for what makes psychotherapy work. Retrieved from https://books.google.com

Colleague 2: Kamran

Jake is a 31-year-old married veteran, he experienced and witnessed a traumatic event on a deployment to Iraq one year ago. Jake is currently taking the medication Paxil for his Post Traumatic Stress Disorder (PTSD) symptoms. He has difficulty sleeping, heart palpitations, and moodiness. He is drinking alcohol heavily to avoid dealing with his feelings which is negatively affecting his marriage, children, and employment (Plummer, Makris & Brockson, 2014).

The evidenced-based intervention that I selected for Jake that I believe would be effective for him was Cognitive Processing Therapy (CPT), This practice will focus on the client’s avoidance of painful memories or reminders that prevents an actual processing of the past traumatic memory. He may be harboring false beliefs about the causes and results of the trauma which are creating strong negative emotions. CPT for PTSD is primarily a cognitive therapy.  The therapy will first focus on distorted beliefs about the trauma he experienced such as denial and self-blame. Then throughout this process, clients are taught to challenge their beliefs and assumptions through Socratic questioning and the use of daily worksheets. Once dysfunctional beliefs are deconstructed, more balanced self-statements are generated and practiced. It may help him to write detailed accounts of the most traumatic incidents during his deployment. The goal in CPT is that clients learn to make sense of their trauma and incorporate this understanding into their beliefs about themselves, others, and the world in a balanced way. Treatment can be delivered in individual or group format conducted by social workers, psychologists, psychiatrists, and other mental health therapists licensed to provide psychotherapy.  (SAMHSA, n.d).

An explanation I would give to the supervisor regarding the implementation of CPT is that I would educate my supervisor that this treatment is not new or experimental and has roots dating back to the 1980’s. and has been confirmed effective by evidence-based research. The other factor to note about the intervention is that first implementation would be simple and straightforward because the intervention could be done by the social worker without having to pay for copyright use or learning specific skills. Treatment consists of typically 12 sessions (range 10-15) conducted once or twice weekly for 60 minutes each (90 minutes in a group setting (SAMHSA, n.d). I would also mention a supporting study using CPT for PTSD was conducted using treatment-seeking veterans with military-related PTSD from Australia who was randomly allocated to receive 12 twice-weekly 60-minute sessions of CPT individually and in a group setting, demonstrated significant improvement scores from baseline to posttreatment (Forbes et al., 2012), (Laureate Education, 2013c).

The two factors that I believe may hinder implementation of CBT in the Jake Levy case is his cooperation and making sure that he attends both the individual and group components of the intervention. I would try to stress the importance of total compliance with the program for it to be effective. Along with that, I would have to be aware of the adverse effects related to CPT which may include mild to moderate increases in PTSD symptoms, anxiety, depression, and distress when the client begins to focus on his trauma. Based on research findings, on average, clients do not report a worsening of symptoms after starting CPT, and any worsening that does occur is generally short-lived (SAMHSA, n.d).

References

Forbes, D., Lloyd, D., Nixon, R. D. V., Elliot, P., Varker, T., Perry, D., Bryant, R. A., & Creamer, M. (2012). A multisite randomized controlled effectiveness trial of cognitive processing therapy for the military-related posttraumatic stress disorder. Journal of Anxiety Disorders, 26, 442–452.

Laureate Education (Producer). (2013c). Levy family episode 2 [Video file]. Retrieved from https://class.waldenu.edu

Plummer S.B,  Makris S.., & Brockson S.M. (2014) Sessions: Case Histories. “The Levy Family”. Laureate International Universities Publishing, Inc.

Substance Abuse and Mental Health Services Administration (n.d.) NREPP: SAMHSA’s registry of evidence-based practices and programs. Retrieved June 5, 2018, from https://www.nrepp.samhsa.gov

 

.

RESPONSE 2

Respond  to two colleagues in one of the following ways:

· Compare the greatest challenge your colleague has identified to the one you posted.

· Explain whether you think your colleague’s strategy for addressing the situation is likely to be effective and why.

Colleague 1: Angela

Analysis of the supervisor’s role in the Phoenix House 

The supervisor has the role of supervising four full-time social workers and two social work interns from a local university. The supervisor’s role is more of a leadership role vs a management role. She is charged with ensuring staff are performing to goals of the program. She is also charged with training and mentoring personnel as she has oversight of two interns. Lauffer explains, leadership focuses on the individual traits of those people identified as leaders while management focuses on contexts, including the design of work systems and the organizational arrangements in the workplace. (Lauffer, 2011, pg. 245).

Leadership skills that might help the supervisor resolve the issue.

The issue is a child, Daniel has been placed in the program by his mother. The mother leans Daniel had no knowledge of how drugs got into his back pack, but the mother wants to teach a lesson of consequences. It has been bought to the mother attention the purpose of the program, but the mother insist Daniel remain in the program. The mothers insistence is regardless of staff advice the program may not be a good fit for the program which can cause him more harm than good.

Northouse explains, skilled leaders are competent people who know the means and methods for carrying out their responsibilities (Northouse, 2018, pg. 5). Skills that may help the supervisor with this issue are administrative skills, interpersonal skills and conceptual skills. With administrative skills the supervisor can offer technical competence by providing the mother with competent knowledge and statics of the effects on children when placed in programs that are not a good fit for them. With good interpersonal skills help Daniel with communicating to his mother what really happened at school with the marijuana, in addition the ability to communicate with the mother. Conceptual skills assist with problem solving while understanding the parents fears, assist with an alternate plan to help Daniel and satisfy the mother.

Most challenging aspect of this situation

The challenging aspect of this situation is telling a parent about raising their child and this action may cause harm when the parent feels they are doing what is right. The parent in this situation wants to teach the child a lesson, although he has done nothing wrong.

If I were the supervisor in this case

In this situation administrative skills, interpersonal skills and conceptual skills are very important to get the parent to hear you with putting them in defense mode. Most parents think they are doing what is best for their child. Interpersonal skills provide the ability to communicate from a level within yourself which is inviting and understanding. As the cliché goes, “it’s not what you say it’s how you say it”. I would help the mother understand, yes there are consequences for our actions, but do we want Daniel to learn there are consequences even when you’re not wrong. I would ask her to allow the message to fit punishment. In this case Daniel is receiving punishment for something he adamant that he did not do. The long-term effects of placing Daniel in this program may not be what was desired.

References:

Lauffer, A. (2011). Understanding Your Social Agency, 3rd Edition. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/9781452239460/

Northouse, P. G. (2018). Introduction to Leadership: Concepts and Practice, 4th Edition. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/9781506378350/

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader]. “Social Work Supervision, Leadership, and Administration: The Phoenix House” (pp. 82–84)

Colleague 2: Sandra

An analysis of the supervisor’s role in the Phoenix House case studies and identify leadership skills that might help the supervisor resolve the issue.

This is a very touching story Daniel has been placed in a program that appears to do more harm than good. His mother Lisa doesn’t understand that in order to be in a program like Phoenix House the student must be on the point of throwing out or on long-term suspension from their school, usually due to disciplinary issues. A good supervisor must be able to lead as well as listened to the ones she supervises in order to get an in-depth of any issues that may arise with the students.

As the supervisor, I believe she must have good leadership skill and management as well. In her leadership role, she can lead as well as learn from her followers (Northouse, 2013). She did the appropriate thing by respecting her followers (Social workers and interns).  Leadership comprises of attention to mutual goals. Leaders direct their energies toward individuals who are trying to achieve something together (Northouse, 2013).

In this case, the supervisor and her followers are working together to make changes for Daniel and to get his mother to understand that his placement at Phoenix House is not a good fit for him. Rost, 1991, believes that it also increases the possibility that leaders and followers wiJI work together toward a common good. When consideration is given to common goals this gives leadership an ethical implication because it stresses the need for leaders to work with followers to achieve particular goals.

Identify which aspect of this situation would be most challenging for you if you were the supervisor.

The part of this situation that would be more challenging for me is to get Daniel’s mother to understand why the program is going to do more harm to  Daniel than good because it appears she really believes that where he belongs. Whenever an individual is so strong in their belief it is harder to bring something across to them. The hardest part is that his mother (Lisa), does not understand the nature of the program.

Finally, explain how you would use leadership skills to proceed if you were the supervisor.

I would use leadership and power to influence Lisa. People have power when they have the ability to affect others’ beliefs, attitudes, and courses of action (Northouse, 2013). By doing this, I would be using the resource of power to effect change in others. As the supervisor, I believe that I possess the two power that most organization have which is position power and personal power. My personal power is the ability I have to make an impact on people. Position power is the role that I have in the company as a supervisor combining these two I am bound to make an impact on Lisa.

References

Northouse, P., G., (2013), Leadership. Theory and Practice (6th. Ed). Los Angeles. Sage Publications

Chapter 1 “Introduction” (PP. 1 -17)

Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (4th Ed.). Washington, DC: Sage.

o  Chapter 1, “Understanding Leadership” (pp. 1–18)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

“Social Work Supervision, Leadership, and Administration: The Phoenix House” (pp. 82–84)

 
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Psychology Review Questions homework help

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Psychology Review Questions homework help

Complete the following exercises from “Review Questions” located at the end of each chapter and put them into a Word document to be submitted as directed by the instructor.

Chapter 1, numbers 1.8 and 1.9

Chapter 2, numbers 2.14, 2.17, and 2.18

Chapter 3, numbers 3.13, 3.14, 3.18, and 3.19

Chapter 4, numbers 4.9, 4.14, 4.17, and 4.19

Show all relevant work; use the equation editor in Microsoft Word when necessary.

 

 

 

 

1.8 Indicate whether each of the following studies is an experiment or an observational study. If it is an experiment, identify the independent vari-able and note any possible confounding variables.

(a) A psychologist uses chimpanzees to test the notion that more crowded living conditions trigger aggressive behavior. Chimps are placed, accord-ing to an impartial assignment rule, in cages with either one, several, or many other chimps. Subsequently, during a standard observation period, each chimp is assigned a score based on its aggressive behavior toward a chimplike stuffed doll.

(b) An investigator wishes to test whether, when compared with recognized, professional scientists, recognized, professional artists tend to be born under different astrological signs.

(c) To determine whether there is a relationship between the sexual codes of primitive tribes and their behavior toward neighboring tribes, an anthro-pologist consults available records, classifying each tribe on the basis of its sexual codes (permissive or repressive) and its behavior toward neigh-boring tribes (friendly or hostile).

(d) In a study of group problem solving, an investigator assigns college stu-dents to groups of two, three, or four students and measures the amount of time required by each group to solve a complex puzzle.

(e) A school psychologist wishes to determine whether reading comprehension scores are related to the number of months of formal education, as reported on school transcripts, for a group of 12-year-old migrant children. Copyright © 2015 John Wiley & Sons, Inc. REVIEW QUESTIONS 23

(f) To determine whether Graduate Record Exam (GRE) scores can be increased by cramming, an investigator allows college students to choose to participate in either a GRE test-taking workshop or a control (non-test-taking) workshop and then compares the GRE scores earned subsequently by the two groups of students.

(g) A social scientist wishes to determine whether there is a relationship between the attractiveness scores (on a 100-point scale) assigned to college students by a panel of peers and their scores on a paper-and-pencil test of anxiety.

(h) A political scientist wishes to determine whether males and females differ with respect to their attitudes toward defense spending by the federal

government. She asks each person if he or she thinks that the current level of defense spending should be increased, remain the same, or be decreased.

1.9 Recent studies, as summarized, for example, in E. Mortensen et al. (2002). The association between duration of breastfeeding and adult intelligence. Journal of the American Medical Association, 287 , 2365–2371, suggest that breast-feeding of infants may increase their subsequent cognitive ((IQ) development. Both experiments and observational studies are cited. (a ) What determines whether some of these studies are experiments? (b) Name at least two potential confounding variables controlled by breast-feeding experiments. 1.10 If you have not done so already, familiarize yourself with the various appendices in this book. (a) Particularly note the location of Appendix B (Answers to Selected Ques-tions) and Appendix D (Glossary). (b) Browse through Appendix A (Math Review). If this material looks unfamil-iar, study Appendix A and use the self-diagnostic tests as your guides. Copyright © 2015 John Wiley & Sons, Inc.

 

(f) To determine whether Graduate Record Exam (GRE) scores can be increased by cramming, an investigator allows college students to choose to participate in either a GRE test-taking workshop or a control (non-test-taking) workshop and then compares the GRE scores earned subsequently by the two groups of students.

(g) A social scientist wishes to determine whether there is a relationship between the attractiveness scores (on a 100-point scale) assigned to col-lege students by a panel of peers and their scores on a paper-and-pencil test of anxiety.

(h) A political scientist wishes to determine whether males and females differ with respect to their attitudes toward defense spending by the federal government. She asks each person if he or she thinks that the current level of defense spending should be increased, remain the same, or be decreased.

 

1.9 Recent studies, as summarized, for example, in E. Mortensen et al. (2002). The association between duration of breastfeeding and adult intelligence. Journal of the American Medical Association, 287 , 2365–2371, suggest that breast-feeding of infants may increase their subsequent cognitive ((IQ) development. Both experiments and observational studies are cited.

(a ) What determines whether some of these studies are experiments? (b) Name at least two potential confounding variables controlled by breast-feeding experiments.

 

REVIEW QUESTIONS 2.14

(a) Construct a frequency distribution for the number of difference residences occupied by graduating seniors during their college career, namely

1, 4, 2, 3, 3, 1, 6, 7, 4, 3, 3, 9, 2, 4, 2, 2, 3, 2, 3, 4, 4, 2, 3, 3, 5

(b) What is the shape of this distribution?

2.15 The number of friends reported by Facebook users is summarized in the following frequency distribution:

 

FRIENDS f

f400 – above 2

350 – 399 5

300 – 349 12

250 – 299 17

200 – 249 23

150 – 199 49

100 – 149 27

50 – 99 29

0 – 49 36

Total 200

(a) What is the shape of this distribution?

(b) Find the relative frequencies.

(c) Find the approximate percentile rank of the interval 300–349.

(d) Why would it not be possible to convert to a stem and leaf display?

 

 

2.16

Assume that student volunteers were assigned arbitrarily (according to a coin toss) either to be trained to meditate or to behave as usual. To deter-mine whether meditation training (the independent variable) influences GPAs (the dependent variable), GPAs were calculated for each student at the end of the one-year experiment, yielding these results for the two groups:

 

 

NONMEDITATORS

3.67 3.79 3.00

2.50 2.75 1.90

2.80 2.65 2.58

2.83 3.10 3.37

3.25 2.76 2.86

2.90 2.10 2.66

2.34 3.20 2.67

3.59 3.00 3.08

MEDITATORS

3.57 2.45 3.75

3.50 2.67 2.90

2.95 3.30 3.56

3.56 3.78 3.75

3.56 3.78 3.75

3.45 3.00 3.35

3.10 2.75 3.09

2.58 2.95 3.56

3.30 3.43 3.47

 

DESCRIBING DATA WITH TABLES AND GRAPHS

(a) What is the unit of measurement for these data?

(b) Construct separate frequency distributions for meditators and for non-meditators. (First, construct the frequency distribution for the group having the larger range. Then, to facilitate comparisons, use the same set of classes for the other frequency distribution.)

(c) Do the two groups tend to differ? (Eventually, tools from inferential statistics, as described in Part 2, will help you decide whether any apparent difference between the two groups probably is real or merely transitory, that is, attributable to variability or chance. See Review Question 14.15 on page 324.)

*2.17 Are there any conspicuous differences between the two distributions in the following table (one reflecting the ages of all residents of a small town and the other reflecting the ages of all U.S. residents)?

(a) To help make the desired comparison, convert the frequencies ( f ) for the small town to percentages.

(b) Describe any seemingly conspicuous differences between the two distributions.

TWO AGE DISTRIBUTIONS

U.S. POPULATION (2010) (%)13,5,6,7,7,7,7,6,7,7,7,7,7, population Total-100%

AGE 65–above 60-64,55-59,50-54,45-49,40-44,65-39,30-34,25-29,20-24,15-19,

10-14,5-9,0-4

SMALL TOWN f 105,53,45,40,44,38,31,27,25,20,20,19,17,16 TOTAL 500

 

NOTE: The top class (65–above) has no upper boundary. Although less preferred, as discussed previously, this type of open-ended class is employed as a space-saving device when, as in the Statistical Abstract of the United States, many different tables must be listed. Source: 2012 Statistical Abstract of the United States.Copyright © 2015 John Wiley & Sons, Inc.

 

REVIEW QUESTIONS 55 (c) Using just one graph, construct frequency polygons for the two relative frequency distributions. NOTE: When segmenting the horizontal axis, assign the same width to the open-ended interval (65–above) as to any other class interval. (This tactic causes some distortion at the upper end of the histogram, since one class interval is doing the work of several. Nothing is free, including the convenience of open-ended intervals.)

2.18 The following table shows distributions of bachelor’s degrees earned in 2005–2006 for selected fields of study by all male graduates and by all female graduates.

(a) How many female psychology majors graduated in 2005–2006?

(b) Since the total numbers of male and female graduates are fairly different— 504,600 and 676,000—it is helpful to convert fi rst to relative frequencies before making comparisons between male and female graduates. Then, inspect these relative frequencies and note what appear to be the most conspicuous differences between male and female graduates.

(c) Would it be meaningful to cumulate the frequencies in either of these frequency distributions?

(d) Using just one graph, construct bar graphs for all male graduates and for all female graduates. Hint: Alternate shaded and unshaded bars for males and females, respectively.

 

BACHELOR’S DEGREES EARNED IN 2005–2006

BY SELECTED FIELD OF STUDY AND GENDER

(IN THOUSANDS)

MAJOR FIELD OF STUDY

MALES 159.7 80.8 12.9 19.9 67.0 26.7 32.1 51.2 28.1 37.7 17.3 Tot.504.6

FEMALES158.4 80.7 79.1 68.3 14.6 42.5 51.2 48.8 9.8 37.8 Tot.676.0

Business

Social sciences

Education Health

Sciences

Psychology

Engineering

Life sciences

Fine arts

Communications

Computer sciences

English 17.3 37.8 Total 504.6 676.0

 

 

3.14 The mean serves as the balance point for any distribution because the sum of all scores, expressed as positive and negative distances from the mean, always equals zero.

(a) Show that the mean possesses this property for the following set of scores: 3, 6, 2, 0, 4.

(b) Satisfy yourself that the mean identifies the only point that possesses this property. More specifically, select some other number, preferably a whole number (for convenience), and then find the sum of all scores in Part (a) expressed as positive or negative distances from the newly selected number. This sum should not equal zero.

3.15 If possible, find the median for the fi lm ratings listed in Question 2.8 on page 39.

3.16 Specify the single average—the mode, median, or mean—described by the following statements.

(a) It never can be used with qualitative data.

(b) It sometimes can be used with qualitative data.

(c) It always can be used with qualitative data.

(d) It always can be used with ranked data.

(e) Strictly speaking, it only can be used with quantitative data.

3.17 Indicate whether each of the following distributions is positively or negatively skewed. The distribution of

(a) incomes of taxpayers has a mean of $48,000 and a median of $43,000

(b) GPAs for all students at some college has a mean of 3.01 and a median of 3.20

(c) number of “romantic affairs” reported anonymously by young adults has a mean of 2.6 affairs and a median of 1.9 affairs

(d) daily TV viewing times for preschool children has a mean of 55 minutes and a median of 73 minutes REVIEW QUESTIONS 73

3.18 Given that the mean equals 5, what must be the value of the one missing observation from each of the following sets of observations?

(a) 1, 2, 10

(b) 2, 4, 1, 5, 7, 7

(c) 6, 9, 2, 7, 1, 2

3.19 Indicate whether the following terms or symbols are associated with the population mean, the sample mean, or both means.

(a) N

(b) varies

(c) S

(d) n (e) constant

(f) subset

 

REVIEW QUESTIONS *4. 9

For each of the following pairs of distributions, first decide whether their standard deviations are about the same or different. If their standard deviations are different, indicate which distribution should have the larger standard deviation. Hint: The distribution with the more dissimilar set of scores or individuals should produce the larger standard deviation regard-less of whether , on average, scores or individuals in one distribution differ from those in the other distribution.

(a) SAT scores for all graduating high school seniors (a 1 ) or all college fresh-men (a 2 )

(b) Ages of patients in a community hospital (b 1 ) or a children’s hospital (b 2 )

(c) Motor skill reaction times of professional baseball players (c 1 ) or college students (c 2 )

(d) GPAs of students at some university as revealed by a random sample (d 1 ) or a census of the entire student body (d 2 )

(e) Anxiety scores (on a scale from 0 to 50) of a random sample of college students taken from the senior class (e 1 ) or those who plan to attend an anxiety-reduction clinic (e 2 )

(f) Annual incomes of recent college graduates (f 1 ) or of 20-year alumni (f 2 )

4.10 When not interrupted artificially, the duration of human pregnancies can be described, we’ll assume, by a mean of 9 months (270 days) and a standard deviation of one-half month (15 days).

(a) Between what two times, in days, will a majority of babies arrive?

(b) A small minority of all babies will arrive sooner than ______? (c) A small minority of all babies will arrive later than ______?

(d) In a paternity suit, the suspected father claims that since he was overseas during the entire 10 months prior to the baby’s birth, he could not possibly be the father. Any comment?

 

DESCRIBING VARIABILITY

4.14

(a) Using the computation formula for the sample sum of squares, verify that the sample standard deviation, s , equals 23.33 lbs for the distribution of 53 weights in Table 1.1.

(b) Verify that a majority of all weights fall within one standard deviation of the mean (169.51) and that a small minority of all weights deviate more than two standard deviations from the mean.

4. 17 Why can’t the value of the standard deviation ever be negative?

 

4.19

Referring to Review Question 2.18 would you describe the distribution of majors for all male graduates as having maximum, intermediate, or minimum variability?

 
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Scientific Merit Evaluation Paper homework help

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Scientific Merit Evaluation Paper homework help

Scientific Merit Paper Evaluation – See Details.

INTRODUCTION

Throughout this course, you have learned about several research approaches in both qualitative and

quantitative methodology. Even though there are many ways in which researchers can solve research problems

with different research approaches and designs, there is one thing that all good scientific research has in

common: scientific merit.

At the beginning of the course, you were introduced to the concept of scientific merit. You learned that in order

for research to have scientific merit, it must achieve three things:

• It must contribute something new to the scientific knowledge base in the field. In order for research to

do this, a researcher must conduct a thorough literature review to identify a research problem. A

research problem is something that has not been addressed by previous research, and would be

meaningful to know. Often, the research problem is referred to as a gap in the literature.

• It must contribute to theory. Theories are the primary tools by which science organizes its

knowledge—the tools that allow the field to explain previous and current findings and predict future

ones. Research that has scientific merit can advance theories in several ways, including confirming,

extending, refuting, or proposing theories.

• It must meet the hallmarks of good research. This is the component that has been most emphasized in

this course as you have learned about the defining characteristics of the two methodologies and the

various approaches of both. But a researcher who has conducted high-quality research has only met this

criterion of scientific merit to the extent that the research design and procedures allowed the research

problem to be solved and the research questions to be answered. It is crucial to remember that the

purpose of research is to solve a research problem by investigating something that has not been

previously researched; that is, to fill the gap in the literature. Research methods are simply tools that

researchers use to do this. When researchers effectively use research methods to solve a research

problem, then we can say that the research has met the hallmarks of good research.

As a professional, you will be called upon to use research findings in the psychological literature. In order to do

this, you will be responsible for evaluating the scientific merit of the research that produced those findings.

While most research published in peer-reviewed journals can be trusted to have good scientific merit, it can be

risky not to evaluate research for yourself, especially research findings most pertinent to your work and career.

This course has given you the opportunity to learn how to do this for yourself, should you ever plan to do your

own research in the future. It has provided you with the necessary background regarding how to plan research

that has good scientific merit.

OBJECTIVES

To successfully complete this learning unit, you will be expected to:

1. Discuss hallmarks of good research.

2. Distinguish three dimensions of scientific merit.

3. Apply principles of scientific merit to chosen research study.

Scientific Merit – STUDIES

Readings

Leedy and Ormrod text to complete the following:

• Review the “What Is Research” section of Chapter 1, “The Nature and Tools of Research,” pages 3–7.

This review will put the details of research methods you have learned in the class into a larger

Perspectives

Transcript

• Review the Scientific Merit Presentation transcript piece. This will refresh your knowledge on

scientific merit to help you address this unit’s assignment.

SCIENTIFIC MERIT PAPER

Resources

Scientific Merit Paper Scoring Guide.

• Evaluates the scientific merit of the article by analyzing how the research advances the scientific knowledge base.

• Evaluates the scientific merit of the article by analyzing how the research contributes to research theory and the

field of study.

• Evaluates the scientific merit of the article by analyzing the scientific methods.

• Analyzes the validity and reliability of a selected research study and elaborates on how it contributes to scientific

merit.

• Analyzes the effectiveness of strategies selected for addressing ethical concerns in the design of a research study.

• Communicates in a manner that is completely scholarly, professional, and consistent with expectations for

members of the identified field of study, and uses APA style and formatting with few or no errors.

APA Style and Format.

Research Library.

Persistent Links and DOIs.

Using the research study you selected and attached, along with the course assignments for which

you deconstructed your research study, write a scientific merit paper. In your paper, address the following:

• Evaluate how a research study advances the scientific knowledge base of an identified field of study.

• Evaluate how a specific research study contributes to research theory and the field of study.

• Evaluate how the scientific methods of inquiry are applied to a specific research study.

• Evaluate the validity and reliability of a selected research study.

• Assess strategies for addressing ethical concerns in the design of a research study.

• Apply the terminology of research.

• Demonstrate both the depth and the breadth of your understanding of scientific research and

scientific merit by including relevant examples and supporting evidence.

Requirements

scientific merit by including relevant examples and supporting evidence.

Requirements

• The paper should be 10–12 pages long, not counting references, block quotes, or title page. Neither

an abstract nor table of content is required, and would not count in the paper length.

• Minimum of seven scholarly resources. It is expected that one of these resources will be the study you

selected for the Unit 2 assignment, and another will be the required textbook for the course, by

Leedy and Ormrod.

• Use APA style and formatting, including correct in-text citations, proper punctuation, double-spacing

throughout, proper headings and subheadings, no skipped lines before headings and subheadings,

proper paragraph and block indentation, no bolding, and no bullets.

• Include the permalink to your article on the title page of your paper.

Refer to the project description and the assignment scoring guide to make sure you meet the requirements

of this assignment.

 
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Following is an exercise that is designed to help students to apply some of the material from this chapter to further explore the advantages and disadvantages of different types of research designs. Utilizing Different Types of Research Designs to Investigate Your Topic of Interest Sometimes researchers study a topic by utilizing the same type of research designs over and over. (See Chapter 14 for the consequences of overutilizing analogue methodologies.) It is often useful to initially consider a wide range of research designs when developing a study to

1. determine what type of study you want to do. The purpose of this exercise is to practice conceptualizing studies with different types of research designs on a topic of interest to you.

1. In your topical area of interest, conceptualize a study that utilizes a descriptive laboratory design.

a. What would be the intended purpose of this study?

b. Describe the methods you would utilize to conduct the study.

c. Would this study be high or low on experimental control and external validity? d. What outcomes would you predict would be found from the study?

e. What are the advantages or limitations of the design on the conclusions you could draw from the study? 2. In your topical area of interest, conceptualize a study that utilizes a descriptive field design.

a. What would be the intended purpose of this study?

b. Describe the methods you would utilize to conduct the study.

c. Would this study be high or low on experimental control and external validity?

d. What outcomes would you predict would be found from the study?

e. What are the advantages or limitations of the design on the conclusions you could draw from the study?

3. In your topical area of interest, conceptualize a study that utilizes an experimental laboratory design.

a. What would be the intended purpose of the study?

b. Describe the methods you would utilize to conduct the study.

c. Would this study be high or low on experimental control and external validity?

d. What outcomes would you predict would be found from the study?

e. What are the advantages or limitations of the design on the conclusions you could draw from the study?

4. In your topical area of interest, conceptualize a study that utilizes an experimental field design. a. What would be the intended purpose of this study?

b. Describe the methods you would utilize to conduct the study.

c. Would this study be high or low on experimental control and external validity?

d. What outcomes would you predict would be found from the study?

e. What are the advantages or limitations of the design on the conclusions you could draw from the study?

 
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Page i

Essentials of Life-Span Development

 

SIXTH EDITION

 

John W. Santrock University of Texas at Dallas

 

Page ii

ESSENTIALS OF LIFE-SPAN DEVELOPMENT, SIXTH EDITION

Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright ©2020 by McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions ©2018, 2016, and 2014. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw- Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

Some ancillaries, including electronic and print components, may not be available to customers outside the United States.

This book is printed on acid-free paper.

1 2 3 4 5 6 7 8 9 LWI 21 20 19

ISBN 978-1-260-05430-9 (bound edition) MHID 1-260-05430-6 (bound edition) ISBN 978-1-260-52989-0 (loose-leaf edition) MHID 1-260-52989-4 (loose-leaf edition)

Portfolio Manager: Ryan Treat Product Development Manager: Dawn Groundwater Product Developer: Vicki Malinee, Van Brien & Associates Marketing Manager: AJ Laferrera Content Project Managers: Mary E. Powers (Core), Jodi Banowetz (Assessment) Buyer: Samdy Ludovissy Design: Matt Backhaus Content Licensing Specialist: Carrie Burger Cover Image: ©Monkey Business Images/Shutterstock (adult couple); ©Oksana Kuzmina/Shutterstock (baby); ©Image Source (boy); ©SpeedKingz/Shutterstock (teenager); ©Rido/Shutterstock (multiethnic family); ©Monkey Business Images/Shutterstock (senior couple); ©wavebreakmedia/Shutterstock (two girls). Compositor: Aptara®, Inc.

All credits appearing on page or at the end of the book are considered to be an extension of the copyright page.

Library of Congress Cataloging-in-Publication Data

 

 

Names: Santrock, John W., author. Title: Essentials of life-span development / John W. Santrock, University of  Texas at Dallas. Description: Sixth edition. | New York, NY : McGraw-Hill Education, [2020] |  Includes bibliographical references and index. Identifiers: LCCN 2018035665| ISBN 9781260054309 (alk. paper) | ISBN  1260054306 (alk. paper) Subjects: LCSH: Developmental psychology. Classification: LCC BF713 .S256 2020 | DDC 155—dc23 LC record available at https://lccn.loc.gov/2018035665

The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these sites.

mheducation.com/highered

 

 

Page iii

Brief Contents 1  Introduction  1 2  Biological Beginnings  36 3  Physical and Cognitive Development in Infancy  76

©Ariel Skelley/Getty Images

4  Socioemotional Development in Infancy  114 5  Physical and Cognitive Development in Early Childhood  140 6  Socioemotional Development in Early Childhood  168 7  Physical and Cognitive Development in Middle and Late Childhood

197 8  Socioemotional Development in Middle and Late Childhood  226 9  Physical and Cognitive Development in Adolescence  255

 

 

©Fuse/Getty Images

10  Socioemotional Development in Adolescence  282 11  Physical and Cognitive Development in Early Adulthood  305 12  Socioemotional Development in Early Adulthood  325 13  Physical and Cognitive Development in Middle Adulthood  345

©Rob Crandall/Alamy

14  Socioemotional Development in Middle Adulthood  363 15  Physical and Cognitive Development in Late Adulthood  378 16  Socioemotional Development in Late Adulthood  408

 

 

17  Death, Dying, and Grieving  423

McGraw-Hill Education Psychology’s APA Documentation Style Guide

©Science Photo Library/Getty Images

 

 

 

Page iv

Contents

©Boris Ryaposov/Shutterstock

1  Introduction  1

Stories of Life-Span Development: How Did Ted Kaczynski Become Ted Kaczynski and Alice Walker Become Alice Walker?  1 The Life-Span Perspective  2 The Importance of Studying Life-Span Development  2 Characteristics of the Life-Span Perspective  3 Contemporary Concerns in Life-Span Development  6 Gustavo Medrano, Clinical Psychologist  7 The Nature of Development  11 Biological, Cognitive, and Socioemotional Processes  11 Periods of Development  12 Conceptions of Age  13 Developmental Issues  15 Theories of Development  17 Psychoanalytic Theories  17

 

 

Cognitive Theories  19 Behavioral and Social Cognitive Theories  23 Ethological Theory  24 Ecological Theory  25 An Eclectic Theoretical Orientation  26 Research in Life-Span Development  27 Methods for Collecting Data  27 Research Designs  30 Time Span of Research  32 Conducting Ethical Research  34 Summary  35 Key Terms  35

2  Biological Beginnings  36

Stories of Life-Span Development: The Jim and Jim Twins  36 The Evolutionary Perspective  37 Natural Selection and Adaptive Behavior  37 Evolutionary Psychology  38 Genetic Foundations of Development  40 Genes and Chromosomes  41 Genetic Principles  43 Chromosome and Gene-Linked Abnormalities  44 Jennifer Leonhard, Genetic Counselor  47 The Interaction of Heredity and Environment: The Nature- Nurture Debate  47 Behavior Genetics  47 Heredity-Environment Correlations  48 The Epigenetic View and Gene × Environment (G × E) Interaction  48

 

 

Conclusions About Heredity-Environment Interaction  50 Prenatal Development  51 The Course of Prenatal Development  51 Prenatal Tests  55 Infertility and Reproductive Technology  56 Hazards to Prenatal Development  57 Prenatal Care  64 Normal Prenatal Development  65 Birth and the Postpartum Period  65 The Birth Process  65 The Transition from Fetus to Newborn  69 Low Birth Weight and Preterm Infants  69 Linda Pugh, Perinatal Nurse  70 Bonding  72 The Postpartum Period  73 Summary  74 Key Terms  75

3  Physical and Cognitive Development in Infancy  76

Stories of Life-Span Development: Newborn Babies in Ghana and Nigeria  76 Physical Growth and Development in Infancy  77 Patterns of Growth  77 Height and Weight  78 The Brain  78 Sleep  82 Nutrition  83 Faize Mustafa-Infante, Pediatric Specialist Focusing on Childhood Obesity  85 Motor Development  86

 

 

Page v

Dynamic Systems Theory  86 Reflexes  87 Gross Motor Skills  88 Fine Motor Skills  90 Sensory and Perceptual Development  91 Exploring Sensory and Perceptual Development  91 Visual Perception  93 Other Senses  95 Intermodal Perception  96 Nature, Nurture, and Perceptual Development  97 Perceptual Motor Coupling  98 Cognitive Development  98 Piaget’s Theory  98 Learning, Remembering, and Conceptualizing  102 Language Development  105 Defining Language  106 How Language Develops  106 Biological and Environmental Influences  109 An Interactionist View  112 Summary  112 Key Terms  113

©karelnoppe/Getty Images

 

 

4  Socioemotional Development in Infancy  114

Stories of Life-Span Development: Darius and His Father  114 Emotional and Personality Development  115 Emotional Development  115 Temperament  119 Personality Development  123 Social Orientation and Attachment  125 Social Orientation and Understanding  125 Attachment  127 Social Contexts  131 The Family  131 Child Care  135 Wanda Mitchell, Child-Care Director  137 Summary  139 Key Terms  139

5  Physical and Cognitive Development in Early Childhood  140

Stories of Life-Span Development: Reggio Emilia’s Children  140 Physical Changes  141 Body Growth and Change  141 The Brain  142 Motor Development  142 Nutrition and Exercise  143 Illness and Death  146 Cognitive Changes  147 Piaget’s Preoperational Stage  147 Vygotsky’s Theory  150

 

 

Information Processing  153 Helen Hadani, Developmental Psychologist, Toy Designer, and Associate Director of Research for the Center for Childhood Creativity  157 Language Development  159 Understanding Phonology and Morphology  159 Changes in Syntax and Semantics  160 Advances in Pragmatics  161 Young Children’s Literacy  162 Early Childhood Education  162 Variations in Early Childhood Education  162 Education for Young Children Who Are Disadvantaged  164 Yolanda Garcia, Director of Children’s Services, Head Start  165 Controversies in Early Childhood Education  165 Summary  166 Key Terms  167

6  Socioemotional Development in Early Childhood  168

Stories of Life-Span Development: Nurturing Socioemotional Development  168 Emotional and Personality Development  169 The Self  169 Emotional Development  171 Moral Development  172 Gender  174 Families  177 Parenting  177 Darla Botkin, Marriage and Family Therapist  182

 

 

Page vi

Child Maltreatment  182 Sibling Relationships and Birth Order  184 The Changing Family in a Changing Society  185 Peer Relations, Play, and Media/Screen Time  191 Peer Relations  191 Play  192 Media and Screen Time  194 Summary  195 Key Terms  196

7  Physical and Cognitive Development in Middle and Late Childhood  197

Stories of Life-Span Development: Angie and Her Weight  197 Physical Changes and Health  198 Body Growth and Change  198 The Brain  198 Motor Development  199 Exercise  199 Health, Illness, and Disease  200 Sharon McLeod, Child Life Specialist  201 Children with Disabilities  201 The Scope of Disabilities  202 Educational Issues  206 Cognitive Changes  206 Piaget’s Cognitive Developmental Theory  207 Information Processing  208 Intelligence  213 Language Development  221 Vocabulary, Grammar, and Metalinguistic Awareness  221

 

 

Reading  222 Second-Language Learning and Bilingual Education  223 Summary  225 Key Terms  225

8  Socioemotional Development in Middle and Late Childhood  226

Stories of Life-Span Development: Learning in Troubled Schools  226 Emotional and Personality Development  227 The Self  227 Emotional Development  230 Moral Development  232 Melissa Jackson, Child Psychiatrist  233 Gender  236 Families  239 Developmental Changes in Parent-Child Relationships  239 Parents as Managers  240 Attachment  240 Stepfamilies  240 Peers  241 Developmental Changes  242 Peer Status  242 Social Cognition  243 Bullying  243 Friends  245 Schools  246 Contemporary Approaches to Student Learning  246 Socioeconomic Status, Ethnicity, and Culture  248 Ahou Vaziri, Teach for America Instructor  249

 

 

Summary  254 Key Terms  254

©amana Images, Inc./Alamy

9  Physical and Cognitive Development in Adolescence  255

Stories of Life-Span Development: Annie, Arnie, and Katie  255 The Nature of Adolescence  256 Physical Changes  257 Puberty  257 The Brain  260 Adolescent Sexuality  262 Lynn Blankinship, Family and Consumer Science Educator  266 Adolescent Health  267 Bonnie Halpern-Felsher, University Professor in Pediatrics and Director of Community Efforts to Improve Adolescents’ Health  268 Nutrition and Exercise  268 Sleep Patterns  269 Leading Causes of Death in Adolescence  271 Substance Use and Abuse  271 Eating Disorders  272 Adolescent Cognition  274 Piaget’s Theory  274

 

 

Adolescent Egocentrism  275 Information Processing  276 Schools  277 The Transition to Middle or Junior High School  278 Effective Schools for Young Adolescents  278 High School  279 Service Learning  280 Summary  280 Key Terms  281

10  Socioemotional Development in Adolescence  282

Stories of Life-Span Development: Jewel Cash, Teen Dynamo  282 Identity  283 What Is Identity?  283 Erikson’s View  284 Developmental Changes  284 Ethnic Identity  286 Families  287 Parental Management and Monitoring  287 Autonomy and Attachment  288 Parent-Adolescent Conflict  289 Peers  290 Friendships  290 Peer Groups  291 Dating and Romantic Relationships  292 Culture and Adolescent Development  294 Cross-Cultural Comparisons  294 Socioeconomic Status and Poverty  296 Ethnicity  296

 

 

Page vii

Media and Screen Time  298 Adolescent Problems  299 Juvenile Delinquency  299 Depression and Suicide  300 Rodney Hammond, Health Psychologist  301 The Interrelation of Problems and Successful Prevention/Intervention Programs  303 Summary  304 Key Terms  304

11 Physical and Cognitive Development in Early Adulthood  305

Stories of Life-Span Development: Dave Eggers, Pursuing a Career in the Face of Stress  305 The Transition from Adolescence to Adulthood  306 Becoming an Adult  306 The Transition from High School to College  308 Grace Leaf, College/Career Counselor and College Administrator  309 Physical Development  309 Physical Performance and Development  309 Health  310 Sexuality  313 Sexual Activity in Emerging Adulthood  313 Sexual Orientation and Behavior  313 Sexually Transmitted Infections  316 Cognitive Development  317 Cognitive Stages  318 Creativity  319 Careers and Work  320

 

 

Careers  320 Work  321 Summary  324 Key Terms  324

©Stockbyte/PunchStock

12 Socioemotional Development in Early Adulthood  325

Stories of Life-Span Development: Gwenna’s Pursuit and Greg’s Lack of Commitment  325 Stability and Change from Childhood to Adulthood  326 Love and Close Relationships  328 Intimacy  328 Friendship  329 Romantic and Affectionate Love  329 Consummate Love  331 Cross-Cultural Variations in Romantic Relationships  331 Adult Lifestyles  332 Single Adults  332 Cohabiting Adults  333 Married Adults  334 Divorced Adults  336 Remarried Adults  337 Gay and Lesbian Adults  337

 

 

Challenges in Marriage, Parenting, and Divorce  338 Making Marriage Work  338 Becoming a Parent  339 Janis Keyser, Parent Educator  340 Dealing with Divorce  341 Gender and Communication Styles, Relationships, and Classification  341 Gender and Communication Styles  342 Gender and Relationships  342 Gender Classification  343 Summary  344 Key Terms  344

13 Physical and Cognitive Development in Middle Adulthood  345

Stories of Life-Span Development: Changing Perceptions of Time  345 The Nature of Middle Adulthood  346 Changing Midlife  346 Defining Middle Adulthood  347 Physical Development  348 Physical Changes  348 Health and Disease  351 Mortality Rates  351 Sexuality  352 Cognitive Development  354 Intelligence  354 Information Processing  357 Careers, Work, and Leisure  357 Work in Midlife  358

 

 

Page viii

Career Challenges and Changes  358 Leisure  359 Religion and Meaning in Life  360 Religion and Adult Lives  360 Religion and Health  360 Gabriel Dy-Liacco, University Professor and Pastoral Counselor  361 Meaning in Life  361 Summary  362 Key Terms  362

14 Socioemotional Development in Middle Adulthood  363

Stories of Life-Span Development: Sarah and Wanda, Middle- Age Variations  363 Personality Theories and Development  364 Adult Stage Theories  364 The Life-Events Approach  366 Stress and Personal Control in Midlife  367 Stability and Change  368 Longitudinal Studies  368 Conclusions  371 Close Relationships  371 Love and Marriage at Midlife  372 The Empty Nest and Its Refilling  373 Sibling Relationships and Friendships  374 Grandparenting  374 Intergenerational Relationships  376 Summary  377 Key Terms  377

 

 

©Paul Sutherland/Getty Images

15 Physical and Cognitive Development in Late Adulthood  378

Stories of Life-Span Development: Learning to Age Successfully  378 Longevity, Biological Aging, and Physical Development  379 Longevity  379 Biological Theories of Aging  381 The Aging Brain  384 Physical Development  386 Sexuality  389 Health  390 Health Problems  390 Exercise, Nutrition, and Weight  391 Health Treatment  393 Sarah Kagan, Geriatric Nurse  394 Cognitive Functioning  394 Multidimensionality and Multidirectionality  394 Use It or Lose It  398 Training Cognitive Skills  399 Cognitive Neuroscience and Aging  400 Work and Retirement  401 Work  402 Adjustment to Retirement  402

 

 

Mental Health  403 Dementia and Alzheimer Disease  403 Parkinson Disease  406 Summary  407 Key Terms  407

16 Socioemotional Development in Late Adulthood  408

Stories of Life-Span Development: Bob Cousy, Adapting to Life as an Older Adult  408 Theories of Socioemotional Development  409 Erikson’s Theory  409 Activity Theory  410 Socioemotional Selectivity Theory  410 Selective Optimization with Compensation Theory  412 Personality and Society  413 Personality  413 Older Adults in Society  413 Families and Social Relationships  415 Lifestyle Diversity  415 Attachment  417 Older Adult Parents and Their Adult Children  417 Friendship  418 Social Support and Social Integration  418 Altruism and Volunteerism  419 Ethnicity, Gender, and Culture  419 Ethnicity  419 Norma Thomas, Social Work Professor and Administrator  420 Gender  420 Culture  420

 

 

Successful Aging  421 Summary  422 Key Terms  422

17 Death, Dying, and Grieving  423

Stories of Life-Span Development: Paige Farley-Hackel and Ruth McCourt, 9/11/2001  423 Defining Death and Life/Death Issues  424 Determining Death  424 Decisions Regarding Life, Death, and Health Care  424 Kathy McLaughlin, Home Hospice Nurse  427 Death and Sociohistorical, Cultural Contexts  428 Changing Historical Circumstances  428 Death in Different Cultures  428 Facing One’s Own Death  429 Kübler-Ross’ Stages of Dying  429 Perceived Control and Denial  430 Coping with the Death of Someone Else  430 Communicating with a Dying Person  430 Grieving  431 Making Sense of the World  433 Losing a Life Partner  433 Forms of Mourning  434 Summary  435 Key Terms  435

Glossary  G-1 References  R-1 Name Index  N-1 Subject Index  S-1

 

 

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Page ix

How Would You?

Psychology Professions

Sociocultural factors in research, pg. 8 Risk of birth defects, pg. 57 Attachment in toddlers, pg. 129 Type of caregiving and infant development, pg. 138 Curriculum balance in early childhood education, pg. 166 Parenting styles and young children, pg. 179 Piaget’s contributions, pg. 208 Improving children’s creative thinking, pg. 211 Applying Gardner’s theory of multipleintelligences, pg. 215 Child’s sense of self, pg. 227 Gender and developing academic and social skills, pg. 238 Aggressive children, pg. 243 Adolescent mood swings, pg. 258 Applying Marcia’s theory of identity formation, pg. 285 Dating in early adolescence, pg. 294 Suicide prevention in adolescents, pg. 303 Markers of adulthood, pg. 307 Cohabitation before marriage, pg. 334 Sex in middle adulthood, pg. 354 Leisure and stress reduction in middle age, pg. 359 Young adults and their parents living together, pg. 373

 

 

Nursing home quality, pg. 393 Cognitive skills in older adults, pg. 400 Adjustment to retirement, pg. 403 Benefits of a life review in late adulthood, pg. 410 Divorce in late adulthood, pg. 416 Euthanasia, pg. 426 Stages of dying, pg. 429

Education Professions

Bronfenbrenner’s ecological theory, pg. 26 Domain-specific mechanisms and exceptional students, pg. 38 Concept development in infants, pg. 105 Games and scaffolding, pg. 133 Child-care programs for infants, pg. 137 Application of Vygotsky’s theory, pg. 150 Developmentally appropriate education, pg. 163 Gender development in early childhood, pg. 177 Home maltreatment and school performance, pg. 184 Learning through play, pg. 193 Physical activity in elementary school, pg. 200 Learning disabilities in elementary school, pg. 202 Improving children’s megacognitive skills, pg. 212 Programs for gifted children, pg. 220 Self-concept and academic ability, pg. 229 Self-efficacy, pg. 230 Reducing bullying in school, pg. 245 Applying the jigsaw strategy, pg. 250 Mindset, pg. 253

 

 

Page x

Sex education for adolescents, pg. 267 Sleep needs vs. early classes in high school, pg. 271 Adolescent decision-making exercises, pg. 277 Transition to middle school, pg. 278 Service learning, pg. 280 High school graduation, pg. 295 Transition to college, pg. 308 Intellectual development in early adulthood, pg. 318 Cultivating creativity, pg. 319 Work during college, pg. 322 Intelligence changes in middle adulthood, pg. 355 Generativity in middle age, pg. 364 Changes in learning as people age, pg. 383 Older adult students in the classroom, pg. 388 Volunteerism in late adulthood, pg. 419

Social Work Professions

Nonnormative life events, pg. 6 Down syndrome, pg. 45 Drug abuse during pregnancy, pg. 60 Environmental deprivation in childhood, pg. 110 Infant temperament, pg. 122 Obesity risk factors, pg. 201 Coping with a traumatic event, pg. 232 Peer relationships, pg. 242 Conflict in families with adolescents, pg. 289 Juvenile delinquency, pg. 300 Transition to adulthood, pg. 306

 

 

Alcohol use on college campuses, pg. 312 Healthy lifestyles for middle-aged adults, pg. 350 Careers in middle adulthood, pg. 359 Divorce in middle age, pg. 372 Importance of a living will, pg. 425 Bereavement, pg. 432 Grief support groups, pg. 434

Health Care Professions

Cross-cultural research in health and wellness, pg. 8 Natural selection and medicine, pg. 38 Genetic abnormalities, pg. 46 Stress during pregnancy, pg. 63 Delivery options for pregnant women, pg. 68 Care for preterm infants, pg. 72 SIDS prevention, pg. 83 Attachment/caregiving style and at-risk infants, pg. 131 Nutrition for young children, pg. 144 Sports leagues for preschool children, pg. 145 Second-hand smoke and young children, pg. 146 Health services for Head Start program, pg. 164 Moral reasoning in young children, pg. 173 Maltreatment prevention with parents, pg. 183 Attention deficit hyperactivity disorder, pg. 203 Health risks to bullying victims, pg. 244 Effects of poor nutrition on achievement tests, pg. 248 Development norms in puberty, pg. 260 Physical fitness in adolescence, pg. 269

 

 

Signs of eating disorders, pg. 273 Culturally sensitive guidelines for adolescent health coverage, pg.

294 Exercise in young adulthood, pg. 312 Prevention of sexually transmitted infections, pg. 317 Romance and sexual functioning, pg. 330 Stress reduction for middle-aged workers, pg. 368 Long-term effects of alcohol abuse and smoking in middle age, pg.

371 Challenges in middle age of caring for a chronically ill parent, pg. 376 Vision changes in late adulthood, pg. 387 Chronic diseases in late adulthood, pg. 390 Quality of medical care for older adults, pg. 393 Memory declines in late adulthood, pg. 405 Limited social contact in older adults, pg. 411 Treatment of chronic illness in older adults, pg. 414 Explaining brain death, pg. 424

Human Development and Family Studies Professions

Epigenetic view and alcoholism, pg. 49 Risks during prenatal development, pg. 53 Postpartum adjustment, pg. 74 Gross motor milestones, pg. 90 Attention in infants, pg. 103 Language development, pg. 112 Stranger anxiety, pg. 117 Autonomy in toddlers, pg. 125

 

 

Concept of conservation and young children, pg. 148 Children’s ideas about gender roles, pg. 176 Parenting styles, pg. 179 Children’s TV viewing, pg. 195 Treatment for ADHD, pg. 204 Advantages of bilingualism, pg. 224 Children’s adjustment to parent’s remarriage after divorce, pg. 241 Body image in adolescent girls, pg. 259 Parental prevention of teen substance abuse, pg. 272 Bicultural identity formation in teens, pg. 287 Sexuality in young adulthood, pg. 314 Attachment and relationship style in adulthood, pg. 327 Making marriage work, pg. 339 Deciding when to have children, pg. 341 Media and the physical changes of middle age, pg. 348 Hormone replacement therapy, pg. 352 Leaving a legacy for the next generation, pg. 365 Benefits of having grandparents in children’s lives, pg. 375 Ageism, pg. 414 Friendship in late adulthood, pg. 418 Hospice, pg. 427 Perceived control over end of life, pg. 430

 

 

Page xi

 

1. Topic: Our textbook author described each human development stage in terms of physical, cognitive, and socioemotional development. Now take a moment to think about the life stages you have had experienced. Among these stages, which stage is of great significance to you? How has this stage influenced you in terms of physical, cognitive, and socioemotional development? Address these aspects thoroughly and provide your own examples.

 

2. Format: APA style. Type your paper in Word document. Use #12 font size and double-spaced.

 

3. References: use at least 2 references in your paper (excluding the textbook).

 

4. Length: minimum 5 pages, maximum 10 pages.

 

5. Points: Final paper is worth 100 points toward your final course grade.

 

 

Textbook Required: Santrock, J. (2020).

Essentials of Life-Span

Development

(6th ed). ISBN: 978-1-260-05430-9, NY: McGraw-Hill

Education.

 

 
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Counseling Paper “Case Conceptualization: Interventions And Evaluation” homework help

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Counseling Paper “Case Conceptualization: Interventions And Evaluation” homework help

In this assignment, you will continue to discuss your work with the client you presented in your Unit 5 Case Conceptualization paper.

Complete this assignment by addressing the following topics in a four-part format.

Part 1: Interventions

List the three goals you formulated for this client and presented in your Unit 5 paper. (If your instructor provided feedback or comments about your goals on that assignment, you can include revised goals here.)

For each goal, list one specific counseling intervention you used during your work with this client to help him or her make progress toward that goal. Each intervention must be evidence based; you will need to support your choice of intervention with reference to the current professional literature and research showing its effectiveness.

For each intervention you list, include the following:

  • Discuss how you introduced this intervention into the counseling session and how the client responded.
  • Describe how the intervention is reflective of your specific theoretical approach, drawing from the key concepts and assumptions of that theory.
  • Discuss your rationale for selecting the intervention, in terms of its appropriateness for your specific client and his or her presenting issues. Address all sociocultural issues that you considered when introducing this intervention into your work with the client.
  • Include at least one reference to a current article in the professional literature that supports the use of the intervention as being effective with this type of client and/or presenting issues.

Part 2: Ethical and Legal Issues

Discuss any ethical or legal issues that emerged during your work with this client. (If no such issues arose, then discuss the types of ethical or legal issues that might emerge when working with this type of client and/or these presenting issues.)

Discuss the steps you took to address the ethical or legal issues. Refer to the specific standard from the ACA Code of Ethics that relates to any ethical issue that you describe. Include reference to specific laws or regulations that apply to these types of situations.

Part 3: Client Progress and Counseling Outcome

For each of the goals you developed, describe the ways in which the client demonstrated progress during the time you worked with him or her. Include specific changes that the client reported to you, changes that you observed during sessions, and/or information that you gathered from other sources (such as self-report measures or assessments or reports from third parties that you gathered with the client’s written consent).

  • If the client showed progress toward a goal, what do you believe led to this change? For example, was a specific intervention particularly effective? Did the relationship you formed with the client, or some interaction between you and the client during a session, have an impact on how the client changed?
  • If the client did not show the progress you anticipated for the goal, what is your understanding of this? Would you consider a different theoretical approach, or different types of interventions, based on your review of the work you have done with the client?

What is your overall evaluation of the work you did with this client? If you were going to make recommendations to the next therapist who works with this client (or with a client similar to this one), what would you suggest, in terms of the main approach, goals, and interventions that the therapist might consider?

Support your ideas with reference to the current professional literature.

Part 4: Future Development

Discuss the progress you have made as a counselor during your fieldwork experience.

  • What are your main strengths?
  • What specific areas of knowledge and self-awareness have you developed?
  • What has been particularly challenging for you?

Thinking ahead to the work you will be doing in gaining your post-degree hours towards licensure, what are three specific skills or areas of knowledge that you would like to focus on?

  • How will you select an internship or clinical experience that will assist you in meeting these goals?
  • How do you plan to maximize your supervision experience in your post-degree internship, based on what you have experienced during supervision so far?
  • What specific license, certification, and/or credentials will you be seeking after graduation?

As you move forward in your career, how will you align your continued professional development and your clinical practice with the standards we have for mental health counselors?

  • Refer to specific standards from the ACA Code of Ethics, as well as to other national and state standards that guide the work counselors do.
  • Include a description of the professional organizations to which you’ll belong and how this membership will be important to your professional and career development.
  • List three specific areas of professional development that you will be exploring in the future.
 
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Psychology 1 And 2 Quiz homework help

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Psychology homework help

MLA Quiz

Which of the following direct quotations is correctly formatted, punctuated, and documented?

If you need to, check the Purdue OWL website .

A. In 2011, the Star Wars franchise raked in $3 billion in licensing revenue (Block, 88).
B. In 2011, the Star Wars franchise “raked in $3 billion in licensing revenue.” (Block 88)
C. In 2011, the Star Wars franchise “raked in $3 billion in licensing revenue,” (Block 88).
D. In 2011, the Star Wars franchise “raked in $3 billion in licensing revenue” (Block 88).

 

According to MLA guidelines, how must an outside source used in a research paper be documented?

If you need to, check the Purdue OWL website .

A. With in-text citations only
B. With a Works Cited page only
C. With both in-text citations and a Works Cited page
D. With footnotes

 

If the source you are using in your paper does not have an author, what should you use for the in-text citation?

If you need to, check the Purdue OWL website .

A. Use the phrase No Author in italics, plus the page number
B. Use the abbreviation N.A. for “no author,” plus the page number
C. An abbreviated title (the first few key words of the title) of the work/source, plus the page number
D. You do not have to include an in-text citation

 

Which of the following would be the correct entry on a Works Cited page for a book with one author?

If you need to, check the Purdue OWL website .

A. Harris, Dean M. “Contemporary Issues in Healthcare Law and Ethics.” 2008.
B. Harris, Dean M. Contemporary Issues in Healthcare Law and Ethics. Penguin, 2008.
C. Harris, D. Contemporary Issues in Healthcare Law and Ethics. Penguin.

 

In MLA documentation, an in-text citation will usually consist of what two pieces of information?

If you need to, check the Purdue OWL website .

A. Author’s full name and page number
B. Website name and URL address of online article
C. Author’s last name and page number
D. Author’s last name and URL address of online article

 

In your research paper, you have used sources by two different authors with the same last name, Bernice Thomas and Christopher Thomas. What would your in-text citations for these sources look like?

If you need to, check the Purdue OWL website .

A. (Thomas #1 388) and (Thomas #2 76)
B. (B. Thomas 388) and (C. Thomas 76)
C. (Bernice 388) and (Christopher 76)
D. (Bernice T. 388) and (Christopher T. 76)

 

What does “plagiarizing” mean according to the CGTC Catalog?

If you need to, check the CGTC Catalog .

A. To misunderstand the directions of a writing assignments
B. To use information from internet sources in a research paper
C. To use someone else’s ideas or words as one’s own, without giving appropriate credit using quotation marks, if necessary, and citing the source(s)

 

Which of the following is a correct in-text citation?

If you need to, check the Purdue OWL website .

A. (Smith, 47)
B. (Smith 47)
C. (Smith p. 47)
D. (Smith, Jane 47)

 

The following is a source on your Works Cited page:

“Reality TV Is Messing With Your Head.” Scholastic Choices, vol. 28, no 6, 2012.

Academic Search Complete, choices.scholastic.com/story/reality-tv-messing-your-

head. Accessed 1 October 2016.

What would the in-text citation for this source look like?

If you need to, check the Purdue OWL website .

 

A. (Reality TV)
B. (“Reality TV”)
C. (No Author)
D. (Scholastic Choices)

 

 

Which of the following would be the correct entry on a Works Cited page for an article from an online database?

If you need to, check the Purdue OWL website .

A. Block, Alex Ben. “The Real Force Behind Star Wars.” Hollywood Reporter, vol.418,

no.6, 2012, pp 88-91. Business Source Complete,  www.hollywoodreporter.com/

news/george-lucas-star-wars-288513. Accessed 23 July 2016.
B. Block, A. The Real Force Behind Star Wars. Hollywood Reporter 418.6

(2012): 88-91. Business Source Complete. 23 Jul. 2016.
C. Alex Ben Block. “The Real Force Behind Star Wars.” Hollywood Reporter 418.6

(2012): 88-91.

 

If a source has three authors, what would the in-text citation look like?

If you need to, check the Purdue OWL website .

A. (Prater et al. 83)
B. (Prater 83)
C. (Prater and others 83)
D. (Prater+ 83)

 

On a Works Cited page, an author’s name should…

(If you need to, check the Purdue OWL website .

A. be listed as “First name Last name” (Stephen King).
B. be listed as “Last name, First name” (King, Stephen).
C. include titles such as Dr., Sir, or Saint.
D. include degrees such as PhD, MA, or DDS.
 
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