Discussion 1: Using a Logic Model to Focus Interventions and Achieve Desired Outcomes

/in , /by

Discussion 1: Using a Logic Model to Focus Interventions and Achieve Desired Outcomes

Discussion 1: Using a Logic Model to Focus Interventions and Achieve Desired Outcomes

In social work practice and in program development, it is possible to make faulty assumptions about what clients need and what social work activities will lead to. Consider the following:

A team of social workers meets to discuss their services to low-income young mothers. One social worker states that what the young mothers need most is information about community resources. She proposes that the social workers’ activities consist of making referrals to programs for public assistance for income support, food stamps, medical insurance, employment agencies, and educational resources. However, another team member points out that most clients are referred to their program from the public welfare office and health care programs. This suggests that the clients tend to possess knowledge of these common resources and have been able to access them.

How might the team explore what problems bring the clients to their agency? What might the team learn from client assessments? How can the team verify the desired outcomes of their services? Developing a logic model will help the team see a logical connection between problems, needs, intervention activities, and corresponding outcomes. This series of logical connections leads to formulating a theory of change, that is, a theory about how our work leads to the outcomes for clients.

To prepare for this Discussion, imagine that you are part of a work group charged with creating a logic model and generating a theory of change. Select a practitioner-level intervention for which you are interested in analyzing connections. Consider how a logic model might be applied to that practice.

· Post a logic model and theory of change for a practitioner-level intervention. 

· Describe the types of problems, the client needs, and the underlying causes of problems and unmet needs. 

· Identify the short- and long-term outcomes that you think would represent an improved condition. 

· Then describe interventions that would lead to a change in the presenting conditions.

Be sure to search for and cite resources that inform your views.

References (use 3 or more)

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.

  • Chapter 6,      “Needs Assessments” (pp. 107–142)

Document: Randolph, K. A. (2010). Logic models. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 547–562). Thousand Oaks, CA: Sage. (PDF)

United Way of America. (1996). Excerpts from Measuring program outcomes: A practical approach. Retrieved from http://web.archive.org/web/20130514153340/http://www.unitedwayslo.org/ComImpacFund/10/Excerpts_Outcomes.pdf

Document: Week 7: Developing A Logic Model Outline Assignment Handout (Word document)

Discussion 2:  Addressing Conflicts and Trauma

How do you deal with the aftermath of a tragedy? Working with staff to return to a sense of “normalcy” after a traumatic event can be difficult and challenging. In addition to providing support for staff, you must consider the event’s impact on clients as well. As an administrator, you can integrate your clinical and administrative social work skills for intervention at multiple levels within an organization when you address trauma, as well as conflicts in the workplace. As an administrator, you must also be able to develop a plan of action that will include conflict resolution and support for staff, clients, and other appropriate stakeholders to enable them to move forward after their traumatic experience.

For this Discussion, you focus on the Social Work Supervision Trauma Within Agencies case study.

· Post an explanation of the types of skills the social work administrator demonstrated as she addressed the problem of Carla’s absence at work and the trauma-related events that followed.

·  Be sure to include an analysis of the administrator’s use of conflict resolution skills. 

· Finally, identify one aspect of the case study that would be most challenging to you if you were the administrator, and explain why.

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

Reference (use 3 or more)

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

  • Review Chapter      10, “Listening to Out-Group Members” (pp. 217-237)
  • Chapter 11,      “Managing Conflict” (pp. 239-271)
  • Chapter 13,      “Overcoming Obstacles” (pp. 301-319)

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: Trauma Within Agencies” (pp. 7–9)

Zelnick, J. R., Slayter, E., Flanzbaum, B., Butler, N., Domingo, B., Perlstein, J., & Trust, C. (2013). Part of the job? Workplace violence in Massachusetts social service agencies. Health & Social Work, 38(2), 75–85.

Social Work Supervision: Trauma Within Agencies

I was a program coordinator of a multiservice agency providing mental health services to children, adolescents, teens, and older adults. I supervised five programs as well as a staff of 45.

I had been home sick for 2 days when I received a phone call reporting that one of my therapists, Carla, had not shown up for work the previous day and had not yet arrived that morning. There was a client in the waiting room who had an appointment with her. The receptionist said she had not called in sick, which was unusual because Carla was a hard working and reliable staff member. I asked the receptionist to look at Carla’s master schedule, which she reported was full that day. I told the receptionist that I would call Carla at home to see if maybe she was ill or had requested time off, and I apologized for a possible oversight on my part. There was no answer at Carla’s home, however, so I left a message. I then called the agency back and told the receptionist to wait another 15 minutes, after which she should apologize to the client, see if they would like to see someone else (if in crisis), and tell them that Carla would call to reschedule the appointment.

After an hour passed, I called the agency again and was told that Carla had not come in, and another client had shown up to see her. I again told the receptionist to see if the client needed to see someone that day, apologize for the inconvenience, and tell them that Carla would call to reschedule an appointment. Because this was unusual behavior for Carla, I contacted the local police to do a welfare check to ensure that she was okay. Carla was found dead in her home. The sheriff stated that her death was being investigated as a homicide, and he would contact me soon to gather information.

I immediately contacted my supervisor, the mental health director, to notify him of Carla’s tragedy and to plan how to address this issue with both the staff and, more important, her clients. I contacted a local organization that dealt with crisis situations, Centre for Living With Dying, and asked if its staff would come to the agency the next day to help notify our staff of Carla’s death. I contacted my receptionist to send out both a voice mail and an e-mail to all staff requesting that they come to the agency the next day at lunchtime for a mandatory meeting.

The next day, the majority of staff gathered at the agency, and I notified them of Carla’s death. Carla was well liked and each staff member was overwhelmed with this tragic news. The director and staff from the Centre for Living With Dying provided crisis and grief counseling. Staff were also given information related to the organization’s Employee Assistance Program (EAP) services in case they desired continued support to address their emotions and feelings of grief.

I then needed to decide how to notify each of Carla’s clients and how much to share about her death. The local newspaper had covered this tragedy, but I did not know if her clients had seen the article. Her clients were divided up among the staff, and a team of two (a social worker and psychiatrist) set up appointments to share the news with each client. We decided to tell the clients only that Carla had died suddenly and that in order to maintain confidentiality, we could not share details. Fortunately, each of the clients handled the news as well as possible, and no one decompensated as a result.

The local police reported that Carla was shot multiple times. They suspected her neighbor with whom it was reported she had an ongoing argument related to land rights. The police had to check out other possible leads and asked for the names of her clients to rule them out as possible suspects. I mentioned confidentiality and explained that Carla saw primarily women and children who, following ethical standards, did not know where she lived. The police, however, insisted on Carla’s clients’ information, so I told them I would consult with the agency’s lawyer. That consultation resulted in the decision not to give the information to the police, and I requested a subpoena for any information related to Carla and her clinical work. Fortunately, this was not needed; evidence was found in the neighbor’s home, including a gun and bullets matching Carla’s injuries, paperwork related to a lawsuit Carla planned to file against this neighbor, and a computer stolen from Carla’s home. Carla’s neighbor was arrested, charged, and ultimately convicted of her murder.

Three months after Carla’s death, the staff, her family, and her clients gathered for a memorial at the agency. A tree was placed at the center of the room, and each person made an ornament that represented what Carla meant to them and how she had helped them. The tree was eventually planted in the agency parking lot in memory of Carla.

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

Psychology Case Study homework help

/in , /by

Psychology Case Study homework help

Carefully read over the following case and then, using your DSM-5, complete the

form that follows, all the way through the treatment plan. Take the time and

explore differential diagnosis, cultural factors, life experience, and

circumstances. There may not be enough information provided within the case to

substantially fill in all of the area of the form, but try to be thorough.

Nancy Ingram, a 33-year old stock analyst and married mother of two children,

was brought to the emergency room (ER) after 10 days of what her husband

described as “another cycle of dark days.” His wife was tearful, then explosive,

and she had almost no sleep.

Ms. Ingram’s husband said he had decided to bring her to the ER after he

discovered that she had recently created a blog entitled Nancy Ingram’s Best Stock

Picks. Such an activity not only was out of character but, given her job as a stock

analyst for a large investment bank, was strictly against company policy.

Mr. Ingram said his wife was working on the stock picks around the clock,

forgoing her own meals as well as her responsibilities at work and with her

children. Ms. Ingram argued with her husband at this time and said, her blog

“would make them rich.”

The patient had first been diagnosed with depression in college, after the death of

her father from suicide. On examination, the patient was pacing angrily in the

exam room. Her eyes appeared glazed and unfocused. She responded to the

examiner’s entrance by sitting down and explaining that this was all a

miscommunication, that she was fine and needed to get home immediately to tend

to her business. She was speaking so rapidly, it was difficult for the examiner to

interrupt.

She denied hallucinations, but admitted with a smile, to a unique ability to predict

the stock market. She refused to be cognitively tested and she said, “I will not be a

trained seal, a guinea pig, or a barking dog, thank you very much, and may I leave

now?”

Case Formulation • Presenting problem – What is the client’s problem list? –

What are DSM diagnoses?

• Predisposing factors – Over the person’s lifetime, what factors contributed to the

development of the problem? – Think biopsychosocial

•Precipitants – Why now? – What are triggers or events that exacerbated the

problem?

• Perpetuating factors – What factors are likely to maintain the problem? – Are

there issues that the problem will worsen, if not addressed

 

 

• Protective/positive factors – What are client strengths that can be drawn upon? –

Are there any social supports or community resources ?

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

SOCW 6060 WK2, Assignment: Application Of Systems Theory To A Case Study

/in , /by

SOCW 6060 WK2, Assignment: Application Of Systems Theory To A Case Study

In this course, you will be asked to select one case study and to use it throughout the entire course. By doing this, you will have the opportunity to see how theories guide your view of a client and the client’s presenting problem. Although the case may be the same, each time you use a different theory, your perspective of the problem changes, which then changes how you go about asking the assessment questions and how you intervene.

The first theoretical approach you will use to apply to a case study is systems theory. In other words, your theoretical orientation—your lens—will be systems theory as you analyze a social work case study.

Different theories can be used to take a systems approach. For example, Bertalanffy’s General Systems Theory considers how a system is made of smaller subsystems that influence each other and seek homeostasis, whereas Brofennerbrenner’s Ecological Systems Theory focuses on how an individual’s experience is influenced by different system levels (micro, meso, exo, macro, and chrono). Systems theory is commonly used to understand the interrelationships of the systems (e.g., family, community, organizations, society) of the client. If you are working with families, communities, and organizations, it is also beneficial to use systems theory to get a holistic picture of all the interrelated parts of the system.

To prepare: Select and focus on one of four case studies listed in the Learning Resources. You will use this same case study throughout the course. (The Case of Jake Levy).

  • Focus on the identified client within your chosen case.
  • Analyze the case using a systems approach, taking into consideration both family and community systems.
  • Complete and submit the “Dissecting a Theory and Its Application to a Case Study” worksheet based on your analysis.

Worksheet: Dissecting a Theory and Its Application to a Case Study

 

Most theories can be dissected and analyzed. All theories will tell you something about their focus or unit of analysis. A theory will identify its major or key concepts. It will also point to the definition of the problem and its cause. This then guides how the social worker assesses and intervenes, because the theory will also articulate the role of the social worker and how change occurs.

 

Basic Assumptions of the Theory

 

Directions: For each section, respond in 2 to 3 sentences to the following prompts. Where relevant, provide citations to support your claims.

 
Name of theory

 

 
Name of theorist

 

 
What are the major assumptions of the theory?

 

 
What are the theory’s key concepts?

 

 
What is the theory’s focus or unit of analysis?

 

 
What is the theory’s overall explanation for the cause of problems?

 

 
 
Application to a Case Study <insert the name of the client>

 

Directions: For each section, respond to the following prompts. Where relevant, provide citations to support your claims.

 
In 1 to 2 sentences, how does the theory define the client’s presenting problem?

 

 

 
In 1 to 2 sentences, how does the theory explain the cause of the client’s presenting problem?

 

 

 
In 1 to 2 sentences, how does the theory explain the role of the social worker for this client?

 

 

 
In 1 to 2 sentences, what does the theory say about how this client will improve or how change will occur?

 

 

 
Using the theory, list 2 to 3 assessment questions to ask this client to explore the client’s goals and how they will get there.

 

 

 
According to the theory, identify 2 to 3 specific practice intervention strategies for the client relative to the presenting problem. For each, explain in 1 sentence how it will help meet the client’s goals.

 

 

 
Based on the theory, list 2 to 3 outcomes when evaluating whether an intervention is effective.

 

 

 
What is one strength and one limitation in using this theory for this client?

 

 

 
 
Questions to Consider When Evaluating the Theory

 

You are not required to answer these questions for this assignment. However, these questions could help stimulate thinking whenever you are asked to evaluate a theory.

 
To what extent does the theory apply widely to diverse situations? Or does it apply narrowly to particular situations?

 
Is the theory ethical? Is it consistent with the NASW Code of Ethics?

 
Is the theory congruent with the professional value base of the social work field?

 
How cost effective would it be to implement interventions based on the theory?

 
To what extent does the theory fit within the organization’s or agency’s philosophy?

 
What do research studies say about how effective the interventions are?
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Descriptive And Inferential Statistics Worksheet

/in , /by

Descriptive And Inferential Statistics Worksheet

  Title

ABC/123 Version X

 1

 

  Descriptive and Inferential Statistics Worksheet

PSYCH/625 Version 5

 2

 

 

University of Phoenix Material

 

Descriptive and Inferential Statistics Worksheet

 

Complete both Part A and Part B below.

 

Part A

 

Before completing the following questions, be sure to have read Appendix C and the Statistical Software Resources at the ends of Chapters 2 and 3 from Statistics Plain and Simple.

 

Highlight the required answers to the question in your Excel output.

 

1. Using Microsoft® Excel®, enter the following data from the 40 participants by first creating a variable labeled “Score”. Next, compute the mean, median, and mode for the following set of 40 reading scores:

SUMMARY

31 32 43 42
24 34 25 44
23 43 24 36
25 41 23 28
14 21 24 17
25 23 44 21
13 26 23 32
12 26 14 42
14 31 52 12
23 42 32 34

 

 

2. Imagine you are the assistant manager of a fast food store. Part of your job is to report which special is selling best to the store manager at the end of each day. Use your knowledge of descriptive statistics and write one paragraph to let the store manager know what happened today. Use the following data.

 

Special number Sold Cost
Huge Burger 20 $2.95
Baby Burger 18 $1.49
Chicken Littles 25 $3.50
Porker Burger 19 $2.95
Yummy Burger 17 $1.99
Coney Dog 20 $1.99
Total specials sold 119  

 

 

3. Suppose you are working with a data set that has some different (much larger or much smaller than the rest of the data) scores. What measure of central tendency (mean, median or mode) would you use and why?

4. During the course of a semester, 10 students in Mr. Smith’s class took three exams. Use Microsoft® Excel® to compute all the descriptive statistics for the following set of three test scores over the course of a semester. Which test had the highest average score? Which test had the smallest amount of variability? How would you interpret the differences between exams, and note the range, means, and standard deviations over time?

 

Test 1 Test 2 Test 3
90 94 95
65 75 90
51 77 91
88 84 93
72 88 92
75 84 90
60 75 83
78 85 90
80 80 92
84 88 94

 

 

5. For each of the following, indicate whether you would use a pie, line, or bar chart, and why:

 

a. The proportion of freshmen, sophomores, juniors, and seniors in a particular university

b. Change in GPA over four semesters

c. Number of applicants for four different jobs

d. Reaction time to different stimuli

e. Number of scores in each of 10 categories

6. Using the data from question 1, create a frequency table and a histogram in Microsoft® Excel®.

 

 

Part B

 

Answer the questions below. Be specific and provide examples when relevant.

 

Cite any sources consistent with APA guidelines.

 

Question Answer
What are statistics and how are they used in the behavioral sciences? Your answer should be 100 to 175 words.  
Providing examples of each, compare and contrast the four levels of measurement. Your answer should be 175 to 350 words.  
Differentiate between descriptive and inferential statistics. What information do they provide? What are their similarities and differences? Your answer should be 175 to 350 words.  

 

 

Copyright © XXXX by University of Phoenix. All rights reserved.

Copyright © 2018 by University of Phoenix. All rights reserved.

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

Psychology homework help

/in , /by

Psychology homework help

Question 1

Answer saved

Marked out of 1

Flag question

Question text

In the Kohlberg’s pre-conventional stage of individualism and exchange, children recognize that there is only one right view and that is handed down by the authorities.

Select one:

True

False

Question 2

Answer saved

Marked out of 1

Flag question

Question text

Social risk factors in pregnancy that can have a negative effect on development include

Select one:

a. a large family

b. a lack of maternal education

c. the prenatal environment

d. unemployment

Question 3

Answer saved

Marked out of 1

Flag question

Question text

Information processing characterizes thinking as the environment providing input of data, which is then transformed by our senses. The information can be stored, retrieved and transformed using “mental programs”, with the results being behavioral responses.

Select one:

True

False

Question 4

Answer saved

Marked out of 1

Flag question

Question text

According to Erickson, infancy is the stage of

Select one:

a. rapid growth and development

b. trust vs. mistrust

c. attachment

d. obtaining object permanence

Question 5

Answer saved

Marked out of 1

Flag question

Question text

A person who hates mess, is obsessively tidy, punctual and respectful of authority are examples of a person in ____ stage?

Select one:

a. oral

b. phallic

c. genital

d. anal

Question 6

Answer saved

Marked out of 1

Flag question

Question text

Use of which of the following substances leads to the most preventable cause of irreversible developmental disabilities in the Western world?

 

Select one:

a. Herion

b. Alcohol

c. Crack cocaine

d. Cigarettes

 

Question 7

Answer saved

Marked out of 1

Flag question

Question text

​Which of the following statements is FALSE about infant communication?

 

Select one:

a. Babies need to hear speech from birth or they will not begin to babble at the appropriate age.

b. Babies prefer adult speech to baby talk.

c. Although all babies eventually develop all forms of speech, babies from different racial and cultural backgrounds develop these forms of speech in different sequences.

d. By the end of the first year, a baby’s expressive language is better than its receptive language.

Question 8

Answer saved

Marked out of 1

Flag question

Question text

Which of the following factors does NOT contribute as a barrier to father-infant interactions in an unmarried, non-cohabitated situation?

Select one:

a. Maternal depression

b. Negative relationship with the mother’s family

c. Poverty

d. father’s occupation

Question 9

Answer saved

Marked out of 1

Flag question

Question text

Views of others matter, avoidance of blame and seek approval are characteristics of what level of Kohlberg’s theory?

Select one:

a. level 2: conventional morality

b. level 3: post-conventional morality

c. level 1: pre-conventional morality

Top of Form

Question 10

Answer saved

Marked out of 1

Flag question

Question text

During the Erickson’s generativity vs stagnation stage, we contemplate our accomplishments and can develop integrity if we see ourselves as leading a successful life.

Select one:

True

False

Question 11

Answer saved

Marked out of 1

Flag question

Question text

Which of the following is NOT true about childbirth?

Select one:

a. Patterned breathing and relaxation can reduce a woman’s perception of pain.

b. Walking and movement during childbirth can shorten the labor.

c. Use of medication during labor and delivery is always a safe option.

d. The presence of a supportive birth attendant during labor can result in the requirement of less medical intervention

Question 12

Answer saved

Marked out of 1

Flag question

Question text

Seth’s mother is playing a game with him. She hides his favorite bear under a couch pillow. Seth pushes the pillow aside and picks up his bear. Seth is displaying

Select one:

a. object permanence

b. memory

c. problem solving

d. primary circular reactions

 

Bottom of Form

Skip <span id=”mod_quiz_navblock_title”>Quiz navigation</span>

Quiz navigation

 

Question 13

Answer saved

Marked out of 1

Flag question

Question text

Which of the following statements is TRUE about failure to thrive infants?

 

Select one:

a. Failure to thrive infants start life at a low birth weight.

b. Failure to thrive is often an interaction between biologic and environmental factors.

c. Failure to thrive is usually associated with maternal deprivation.

d. Usually failure to thrive cases can be divided into those with identifiable organic and nonorganic causes.

Question 14

Answer saved

Marked out of 1

Flag question

Question text

​It is important for parents of an infant being cared for in the neonatal intensive care unit to

Select one:

a. spend time interacting with their infant

b. avoid touching their infant because of the risk of injury

c. visit with their infant only for brief periods of time.

d. only interact with their infant through a protective plastic barrier

Question 15

Answer saved

Marked out of 1

Flag question

Question text

Which of the following statements is FALSE concerning the effects of illegal drugs on prenatal development?

 

Select one:

a. Illegal drug use can increase the risk of low birth weight

b. Illegal drug use results in developmental disabilities and birth defects

c. Illicit drug use during pregnancy can increase the risk of miscarriage.

d. Infants born to addicted mothers can also be addicte

Question 16

Answer saved

Marked out of 1

Flag question

Question text

In the psychosexual  _____ stage in life are oral, or mouth orientated, such as sucking, biting, and breastfeeding.

Select one:

a. phallic

b. genital

c. anal

d. oral

Question 17

Answer saved

Marked out of 1

Flag question

Question text

All of the following are results of early intervention programs with families EXCEPT

Select one:

a. reduction in delinquent behavior

b. decrease in sexually transmitted diseases

c. improvement of cognitive development

d. improved social adjustment

Question 18

Answer saved

Marked out of 1

Flag question

Question text

Infant mortality rates are highest in states that have

Select one:

a. poor literacy rates

b. poor access to health care

c. higher teen birth rates

d. higher rates of obesity

Question 19

Answer saved

Marked out of 1

Flag question

Question text

Infant mental health

Select one:

a. involves therapy

b. has never been studied

c. Focuses on the infant’s feeding behaviors

d. refers to the infant’s emotional, social and cognitive functioning

Question 20

Answer saved

Marked out of 1

Flag question

Question text

The Apgar test helps determine

Select one:

a. the general condition of the newborn immediately after birth

b. the maturity of the infant’s lungs.

c. the expected size of the infant at birth

d. the length of time expected for labor.

Question 21

Answer saved

Marked out of 1

Flag question

Question text

Which of the following is a result of high maternal depression during pregnancy?

Select one:

a. Spontaneous abortion

b. Lower vagal tone

c. Small head circumference

d. Slowed growth

Top of Form

Question 22

Answer saved

Marked out of 1

Flag question

Question text

Which of the following has NOT been associated with an increased risk of sudden infant death syndrome?

 

Select one:

a. Placing the infant in the caregiver’s bed to sleep

b. Prematurity

c. Exposure to tobacco smoke

d. Placing the infant on his stomach to sleep

Question 23

Answer saved

Marked out of 1

Flag question

Question text

In Erickson’s theory, the child begins to assert control and power over their environment by planning activities, accomplishing tasks and facing challenges in which stage?

Select one:

a. Intimacy vs. Isolation

b. Autonomy vs. Shame and Doubt

c. Initiative vs. Guilt

d. Industry vs. Inferiority

Question 24

Answer saved

Marked out of 1

Flag question

Question text

Researchers can determine how babies process information by measuring how long it takes a baby to stop paying attention to the same stimulus. This is called

Select one:

a. categorization

b. boredom

c. dishabituation

d. habituation

 

Bottom of Form

Skip <span id=”mod_quiz_navblock_title”>Quiz navigation</span>

Quiz navigation

Top of Form

Question 25

Answer saved

Marked out of 1

Flag question

Question text

Helping the mother identify which of her behaviors has contributed to the infant’s growth and nutrition problem is an appropriate treatment for failure to thrive.

Select one:

True

False

Question 26

Answer saved

Marked out of 1

Flag question

Question text

Depression can interfere with parenting an infant in all of the following ways EXCEPT

 

Select one:

a. The depressed parent is less likely to change the infant’s diapers.

b. The depressed parent is less responsive to the infant.

c. The depressed parent is less inclined to play with the infant.

d. The depressed parent makes less eye contact when feeding the infant.

Question 27

Answer saved

Marked out of 1

Flag question

Question text

Piaget’s ____ stage is logical reasoning that can only be applied to objects that are real or can be seen.

Select one:

a. pre-operational

b. formal operations

c. concrete operations

d. sensori-motor stage

 

Bottom of Form

Skip <span id=”mod_quiz_navblock_title”>Quiz navigation</span>

Quiz navigation

Question 28

Answer saved

Marked out of 1

Flag question

Question text

All of the following might place a baby at risk for attachment failure EXCEPT

Select one:

a. substance abuse by parents

b. maternal depression

c. prematurity

d. high levels of environmental stress

Question 29

Answer saved

Marked out of 1

Flag question

Question text

In the psychosexual ____ stage, the child’s energy is channeled into developing new skills and acquiring new knowledge, and play becomes largely confined to other children of the same gender.

Select one:

a. anal

b. phallic

c. genital

d. latency

Question 30

Answer saved

Marked out of 1

Flag question

Question text

In this Erickson’s stage, the child’s peer group will gain greater significance and will become a major source of the child’s self-esteem.

Select one:

a. Industry vs. inferiority

b. Autonomy vs. shame and doubt

c. Intimacy vs. isolation

d. Identity vs. role confusion

Previou

s

page

Next page

Previou

s

page

Next page

Previou

s

page

Next page

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

Psychology Short Paper – Client Results assignment help

/in , /by

Psychology Short Paper – Client Results assignment help

Running head: ANALYZING A SAMPLE INTELLIGENCE-ACHIEVEMENT REPORT 1

ANALYZING A SAMPLE INTELLIGENCE-ACHIEVEMENT REPORT 2

Analyzing a Sample Intelligence-Achievement Report

Analyzing a Sample Intelligence-Achievement Report

The Sample Intelligence-Achievement Report articulates Bob’s scores in the Wide Range Achievement Test 4 (WRAT-4) AND Wechsler Abbreviated Scale of Intelligence 2 (WASI-2). In relation to the WASI-2 test, Bob’s Full Scale IQ Score (FSIQ-4) was established to be average. Average scores in the subscales of this test show that the individual shows performance or intellectual abilities that are normal relative to the peers of similar age. Such scores show that the individual should be able to exhibit what is considered normal intellectual performance. Bob’s ability in most of the subscales are average, including his Verbal Comprehension Index, his knowledge of English word definitions and verbal reasoning abilities, his Perceptual Reasoning Index, as well as his nonverbal problem solving abilities. However, Bob’s score in visual spatial skills fall within the low average range. This presents his first weakness. This means that Bob has weakness in positioning himself properly when confronted by differing interfaces. For example, when exposed to different visual environments, he may not perform as other peers of his age.

On the other hand, the WRAT-4 test is used to evaluate fundamental academic skills (Keat & Ismail, 2011). There are specific subscales in this test where Bob exhibits average performance as compared to how his peers of the same age would perform, these include his Word Reading (standard score of 99), sentence comprehension (standard score of 93), and his Reading Composite (standard score of 95). However, Bob’s standard score of 78 in Spelling falls within the borderline range which suggests that he is more likely to perform much worse than his peers. This is clearly a weakness for Bob and reflective of a potentially poor performance in English word spelling tasks. Another weakness for Bob manifests in his Math Computation (standard score of 83). This means that Bob will most likely perform worse as compared to his peers, especially on tasks involving increasingly complex mathematical problems.

As already mentioned, an average score in the subscales of both WASI-2 and WRAT-4 show that Bob depicts normal intellectual ability in relation to his peers. These may not be characterized as strengths because a strength is a subjective characterization. Bob had to depict an ability of above average or higher in any one of the scores to achieve this characterization. However, it is clear that he has weaknesses in specific areas, especially those that require visual-spatial processing skills. Because Bob does not have any strength that can be distinguished from the average scores discussed above, this analysis will outline how his weaknesses may potentially affect his overall functioning. Bob’s comparative scores in the two areas of nonverbal abilities show that he may struggle among his peers. The WRAT-4 has outlined his weaknesses in both spelling and math computation. These weaknesses will definitely affect his functioning in academic environments. This is because spelling and math computation appear repetitively in numerous academic areas. This disadvantage may see him struggle in an academic environment and potentially perform lower than his peers.

Based on this analysis, there are some recommendations that can be advanced to Bob to help his situation. To begin with, there are specific behavioral interventions that can be instituted to help individuals sharpen their visual spatial skills. This can be recommended for Bob to help him improve his abilities in this competency. Additionally, it is possible to improve his spelling skills by embracing behavioral activities that sharpen this particular competency. Similarly, there are specific mathematics interventions that can be used on Bob to improve his computational skills (Codding, et al., 2007).

References

Codding, R. S., Shiyko, M., Russo, M., Birch, S., Fanning, E., & Jaspen, D. (2007). Comparing mathematics interventions: Does initial level of fluency predict intervention effectiveness? Journal of School Psychology, 45(6), 603-617.

Keat, O. B., & Ismail, K. B. (2011). The relationship between cognitive processing and reading. Asian Social Science, 7(10), 44.

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

HU 2000 Critical Thinking And Problem Solving Assignment Help

/in , /by

HU 2000 Critical Thinking And Problem Solving Assignment Help

 

Why is it important to follow a process when trying to solve problems?

 

This assignment helps you apply your knowledge from this week’s modules and readings.

 

Decision making is a systematic process of selecting the best among the different alternatives. Making decisions can be difficult but following a process will provide an individual with confidence, accountability and self-awareness. Being an effective decision maker is key to personal and career success.

 

Universal Intellectual Standards
Using the week 2 reading about Universal Standards, answer the questions below.

1. Universal Intellectual Standards guide you through the process of validating information and asking questions to collect accurate data. List the nine (9) Universal Intellectual Standards.

A. Type answer here

B. Type answer here

C. Type answer here

D. Type answer here

E. +

F. Type answer here

G. Type answer here

H. Type answer here

I. Type answer here

2. Decide which of the 9 Universal Intellectual Standards you are demonstrating when you ask the following questions.

 

QUESTIONS

 

STANDARD

 

Could you give more details? Could you be more specific?

 

Type answer here

 

How does your answer address the complexities in the question? How are you taking into account the problems in the question? Is that dealing with the most significant factors?

 

Type answer here

 

Do we need to consider another point of view? Is there another way to look at this question? What would this look like from a conservative standpoint?

 

Type answer here

 

The Good Samaritan
Read the short story, The Good Samaritan, and answer the questions below.

3. After Jim (the main character) found the man in the hallway near his apartment, what problem was immediately identified?

Type answer here

4. If you follow Jim’s actions throughout the night, what did he do to deepen his understanding and gain relevant information about the condition of the stranger?

Type answer here

5. The morning after the incident, Jim’s alarm wakes him up.

a. What options did Jim consider that morning?

Type answer here

b. What were the consequences of these options?

Type answer here

6. A critical thinker scrutinizes the solution and self-corrects. Do you think that Jim’s course of action would have changed because of the new information he learned by opening the man’s bag? Explain.

Type answer here

7. Pretend that the man did not die but will live once he recovers. Also, pretend that you are Jim. Would you call the police or let the man go home since he already suffered a serious medical condition? Explain.

Type answer here

8. Why is the title of the story: The Good Samaritan? Explain.

Type answer here

 

 

Problem Solving

9. Select the answer that correctly fills in the blanks to complete the sentence.

When considering how well a particular solution to a problem is working, the critical thinker is someone who is __________ to new ideas and experiences and __________ enough to change or modify new beliefs.

☐ Neutral; insightful

☐ Open; positive

☐ Receptive; flexible

☐ Open; eager

10. In order to effectively solve problems, you must think carefully and systematically to find a solution.

Your book describes a 5-step problem-solving process. Explain how each step in this process can help a person solve a problem.

 

STEP

 

IMPORTANCE

 

1. What is the problem?

 

Type answer here

 

2. What are the alternatives?

 

Type answer here

 

3. What are the advantages and/or disadvantages of each alternative?

 

Type answer here

 

4. What is the solution?

 

Type answer here

 

5. How well is the solution working?

 

Type answer here

11. Do you view problems as obstacles to success or growth opportunities? Explain your answer.

Type answer here

12. After watching the VIDEO “What the Internet is doing to our Brains,” how would you answer the following questions: Is Google making us stupider? Explain.

Type answer here

 

Reflection
Reflect on what you have learned this week to help you respond to the question below. You may choose to respond in writing or by recording a video!

13. Imagine you are working as a Medical Administrative Assistant at a local hospital in your neighborhood. It’s your first day of work at your new job and you are excited to get to work and learn as much as you can. However, shortly after arriving at work, you discover that there has been a miscommunication with HR about your start date. The office was expecting you to start the following day instead. As a result, your login information for the office’s computer system has not been created just yet, and the person responsible for training you is on Paid Time Off (PTO).

Explain how would you expect a manager to use the 5 Step Process introduced during this week in order to resolve this miscommunication problem. Provide specific reasons for each step and answer as detailed as possible.

Type answer here

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

Nursing Paper Example on Septicemia: A Neurological Disorder

/in , , , , , , /by

Nursing Paper Example on Septicemia: A Neurological Disorder

Septicemia, also known as sepsis, is a critical neurological disorder that arises from the body’s exaggerated response to infection. It is a life-threatening condition that demands immediate medical attention due to its potential to cause severe complications and mortality. This disorder occurs when pathogens, such as bacteria, viruses, or fungi, enter the bloodstream, triggering a systemic inflammatory response. Despite advances in medical science, septicemia remains a significant public health concern globally, contributing to a substantial burden of morbidity and mortality. Understanding the causes, signs, and symptoms, as well as the etiology and pathophysiology of septicemia, is crucial for effective diagnosis and management. This paper explores the multifaceted aspects of septicemia, including its causes, clinical manifestations, diagnostic criteria, treatment regimens, patient education, and concludes with insights into ongoing challenges and future directions in managing this neurological disorder. (Nursing Paper Example on Septicemia: A Neurological Disorder)

Nursing Paper Example on Septicemia: A Neurological Disorder

Causes of Septicemia

Septicemia stems from various infections infiltrating the bloodstream, leading to a systemic inflammatory response. Bacterial infections are the primary culprits, with gram-positive bacteria like Staphylococcus aureus and Streptococcus pneumoniae being common offenders. Gram-negative bacteria such as Escherichia coli and Pseudomonas aeruginosa also contribute significantly to septicemia cases. Additionally, viral infections, including influenza and herpes, and fungal infections like Candida albicans can provoke septicemia, albeit less frequently.

The source of infection varies, encompassing a spectrum of conditions ranging from respiratory tract infections like pneumonia and urinary tract infections to abdominal infections such as appendicitis and peritonitis. Even seemingly innocuous skin infections, if not adequately treated, can escalate into septicemia.

Moreover, invasive medical procedures and devices, such as urinary catheters, intravenous lines, and surgical interventions, pose a risk of introducing pathogens into the bloodstream, precipitating septicemia. Immunocompromised individuals, including those with HIV/AIDS, cancer undergoing chemotherapy, or recipients of organ transplants, are particularly susceptible to developing septicemia due to their compromised immune systems.

Furthermore, certain underlying medical conditions can predispose individuals to septicemia. Chronic diseases like diabetes, kidney disease, and liver cirrhosis impair the body’s ability to fight infections, making affected individuals more prone to developing septicemia.

Septicemia arises from diverse sources of infection, predominantly bacterial, but also viral and fungal. Respiratory, urinary, and abdominal infections are common origins, along with compromised skin barriers and invasive medical procedures. Additionally, underlying medical conditions and immunocompromised states increase susceptibility to septicemia. Understanding these multifaceted causes is vital for early recognition, prompt treatment, and effective management of this neurological disorder. (Nursing Paper Example on Septicemia: A Neurological Disorder)

Signs and Symptoms

Septicemia manifests through a constellation of signs and symptoms, reflecting the body’s systemic inflammatory response to infection. The presentation can vary widely, ranging from subtle early indicators to severe, life-threatening manifestations.

Nursing Paper Example on Septicemia: A Neurological Disorder

Early signs often include fever, characterized by an elevated body temperature above 100.4°F (38°C), accompanied by chills and rigors. The heart rate accelerates, a condition known as tachycardia, as the body attempts to compensate for decreased blood pressure. Similarly, rapid breathing, or tachypnea, occurs in response to the increased metabolic demands and decreased oxygen levels.

As septicemia progresses, patients may experience altered mental status, ranging from confusion and disorientation to lethargy and coma. This neurological impairment stems from inadequate oxygen delivery to the brain due to compromised blood flow.

The circulatory system undergoes significant changes, leading to low blood pressure, or hypotension, which can manifest as dizziness, light-headedness, and fainting. Additionally, peripheral vasoconstriction occurs, causing cool extremities and reduced urine output due to decreased renal perfusion.

Furthermore, patients may exhibit gastrointestinal symptoms such as nausea, vomiting, and abdominal pain. The liver and spleen may become enlarged as part of the immune response, contributing to discomfort in the upper abdomen.

In severe cases, septicemia progresses to septic shock, characterized by profound hypotension and organ dysfunction, including acute kidney injury, liver failure, and respiratory failure. Septic shock is a medical emergency requiring immediate intervention to prevent irreversible organ damage and death.

The signs and symptoms of septicemia encompass a wide array of manifestations, including fever, tachycardia, altered mental status, hypotension, gastrointestinal symptoms, and ultimately, septic shock. Recognizing these clinical features promptly is essential for initiating timely treatment and improving patient outcomes in this neurological disorder. (Nursing Paper Example on Septicemia: A Neurological Disorder)

Etiology of Septicemia

The etiology of septicemia revolves around the intricate interplay between infectious agents, the immune system, and various predisposing factors. Septicemia primarily originates from bacterial, viral, or fungal infections infiltrating the bloodstream, triggering a dysregulated immune response.

Bacterial infections are the most common etiological agents of septicemia. Gram-positive bacteria, including Staphylococcus aureus and Streptococcus pneumoniae, are frequently implicated, along with gram-negative bacteria like Escherichia coli and Pseudomonas aeruginosa. These pathogens possess virulence factors that enable them to evade host defenses and disseminate into the bloodstream, initiating the cascade of events leading to septicemia.

Viral infections, although less common, can also precipitate septicemia. Influenza viruses, herpes simplex viruses, and human immunodeficiency virus (HIV) are among the viral pathogens associated with septicemia. These viruses can directly infect immune cells or induce a cytokine storm, exacerbating the systemic inflammatory response.

Fungal infections, particularly those caused by Candida species, represent another etiological factor contributing to septicemia, especially in immunocompromised individuals. Candida albicans, in particular, can colonize indwelling medical devices like urinary catheters and intravenous lines, serving as a nidus for bloodstream invasion.

Moreover, certain host factors predispose individuals to septicemia. Immunocompromised states, such as HIV/AIDS, cancer chemotherapy, and immunosuppressive therapy post-organ transplantation, impair the body’s ability to mount an effective immune response against invading pathogens. Additionally, chronic medical conditions like diabetes mellitus, chronic kidney disease, and liver cirrhosis compromise host defenses, increasing susceptibility to septicemia.

The etiology of septicemia encompasses various infectious agents, primarily bacteria, followed by viruses and fungi. Understanding these underlying factors is crucial for targeted interventions aimed at preventing, diagnosing, and managing septicemia in this neurological disorder. (Nursing Paper Example on Septicemia: A Neurological Disorder)

Pathophysiology of Septicemia

The pathophysiology of septicemia involves a complex cascade of events orchestrated by the host immune system in response to invading pathogens in the bloodstream. This dysregulated immune response leads to widespread inflammation and organ dysfunction, culminating in the clinical manifestations of septicemia.

The initial phase of septicemia begins with the invasion of pathogens into the bloodstream, often originating from localized infections in various body sites. These pathogens release pathogen-associated molecular patterns (PAMPs) and toxins, triggering the activation of pattern recognition receptors (PRRs) on immune cells such as macrophages and neutrophils.

Subsequently, a robust immune response ensues, characterized by the release of pro-inflammatory cytokines, including tumor necrosis factor-alpha (TNF-α), interleukin-1 (IL-1), and interleukin-6 (IL-6). These cytokines amplify the inflammatory cascade, recruiting more immune cells to the site of infection and promoting vascular permeability.

The ensuing endothelial dysfunction and increased vascular permeability lead to systemic microvascular leakage, impairing tissue perfusion and oxygen delivery. Concurrently, activation of the coagulation cascade occurs, resulting in disseminated intravascular coagulation (DIC), a hallmark feature of severe sepsis.

As septicemia progresses, the dysregulated immune response transitions from a pro-inflammatory to an anti-inflammatory state, characterized by the release of anti-inflammatory cytokines like interleukin-10 (IL-10). This immunosuppressive phase contributes to immune paralysis and secondary infections, further exacerbating organ dysfunction.

Ultimately, the combined effects of widespread inflammation, microvascular dysfunction, coagulopathy, and immunosuppression culminate in multi-organ dysfunction syndrome (MODS) and septic shock. This life-threatening condition requires prompt recognition and aggressive management to mitigate organ damage and improve patient outcomes in septicemia, a critical neurological disorder. (Nursing Paper Example on Septicemia: A Neurological Disorder)

DMS-5 Diagnosis

The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), does not explicitly categorize septicemia as a neurological disorder. However, it recognizes the cognitive and neurological manifestations that may occur in severe cases of sepsis, a condition closely related to septicemia.

In the DSM-5, sepsis-related encephalopathy is characterized by alterations in consciousness, attention, cognition, or perception resulting from sepsis-induced systemic inflammation. These cognitive changes can range from mild confusion and disorientation to delirium, coma, and even death in severe cases.

The diagnosis of sepsis-related encephalopathy is typically made based on clinical assessment, which includes evaluating the patient’s level of consciousness, cognitive function, and neurological signs. Laboratory tests, such as blood cultures to identify the causative pathogen and inflammatory markers like C-reactive protein (CRP) and procalcitonin, may support the diagnosis.

Neuroimaging studies, such as computed tomography (CT) or magnetic resonance imaging (MRI) of the brain, may be performed to rule out other neurological conditions or identify complications of sepsis, such as cerebral edema or infarction.

Additionally, electroencephalography (EEG) may be utilized to assess for abnormal electrical activity in the brain, which can occur in severe cases of sepsis-related encephalopathy.

Overall, while septicemia itself is not a formal diagnosis in the DSM-5, the cognitive and neurological sequelae of sepsis-related encephalopathy are recognized within the diagnostic framework of the manual. Early recognition and appropriate management of sepsis-related encephalopathy are crucial for optimizing patient outcomes in this neurological disorder. (Nursing Paper Example on Septicemia: A Neurological Disorder)

Treatment Regimens and Patient Education

The management of septicemia requires a comprehensive approach aimed at eradicating the underlying infection, stabilizing hemodynamics, and providing supportive care to prevent organ dysfunction and complications. Additionally, patient education plays a crucial role in empowering individuals to recognize early signs of infection, seek prompt medical attention, and adhere to prescribed treatment regimens.

Treatment Regimens:

  1. Antibiotic Therapy: Prompt initiation of broad-spectrum antibiotics is paramount in treating septicemia. Empirical antibiotic therapy is initiated based on the suspected source of infection and local antimicrobial resistance patterns. Once the causative pathogen is identified through blood cultures, antibiotic therapy is adjusted accordingly to target the specific organism.
  2. Fluid Resuscitation: Intravenous fluid administration is essential to restore intravascular volume and improve tissue perfusion. Balanced crystalloids are preferred for fluid resuscitation, while caution is exercised to avoid fluid overload, especially in patients with pre-existing cardiac or renal conditions.
  3. Vasopressor Therapy: In patients with persistent hypotension despite fluid resuscitation, vasopressor agents such as norepinephrine or vasopressin may be administered to maintain adequate mean arterial pressure and tissue perfusion.
  4. Supportive Care: Patients with septicemia often require intensive care unit (ICU) admission for close monitoring and supportive care. This may include mechanical ventilation for respiratory support, renal replacement therapy for acute kidney injury, and monitoring of hemodynamic parameters.
  5. Source Control: Surgical intervention may be necessary to remove the source of infection, such as drainage of abscesses or debridement of infected tissue.

Patient Education:

  1. Recognition of Symptoms: Educating patients about the signs and symptoms of infection, including fever, chills, rapid heart rate, and confusion, enables early recognition and timely medical intervention.
  2. Importance of Antibiotic Adherence: Emphasizing the importance of completing the full course of antibiotics as prescribed to eradicate the infection and prevent recurrence or antibiotic resistance.
  3. Follow-Up Care: Encouraging patients to follow up with healthcare providers for ongoing monitoring of their condition, including repeat blood cultures and assessment of organ function.
  4. Preventive Measures: Advising patients on preventive measures to reduce the risk of infection, such as hand hygiene, vaccination, and avoiding known sources of infection.
  5. Awareness of Complications: Educating patients about the potential complications of septicemia, including organ dysfunction and long-term sequelae, promotes early recognition of worsening symptoms and prompt medical intervention.

A multidisciplinary approach to the treatment of septicemia, including antibiotic therapy, fluid resuscitation, and supportive care, is essential for optimizing patient outcomes. Equally important is patient education, which empowers individuals to recognize symptoms, adhere to treatment regimens, and adopt preventive measures to mitigate the risk of recurrent infections in this neurological disorder. (Nursing Paper Example on Septicemia: A Neurological Disorder)

Conclusion

Septicemia, a neurological disorder triggered by systemic infection, presents a significant medical challenge requiring prompt recognition and intervention. This essay has highlighted the multifaceted nature of septicemia, exploring its causes, signs and symptoms, etiology, pathophysiology, DSM-5 diagnosis, treatment regimens, and patient education. By elucidating the complex interplay between infectious agents, immune responses, and predisposing factors, a deeper understanding of septicemia’s pathophysiology emerges. Moreover, the importance of early recognition and aggressive management, including antibiotic therapy, fluid resuscitation, and supportive care, cannot be overstated. Furthermore, patient education plays a crucial role in empowering individuals to recognize symptoms, adhere to treatment regimens, and adopt preventive measures. Through a comprehensive approach encompassing both medical interventions and patient education, healthcare professionals can effectively manage septicemia, thereby improving patient outcomes and reducing the burden of this neurological disorder. (Nursing Paper Example on Septicemia: A Neurological Disorder)

References

https://www.ncbi.nlm.nih.gov/books/NBK537054/

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

PHI 103 Week 3 Assignment

/in , /by

PHI 103 Week 3 Assignment

Counterargument Paper

This paper assignment expands upon your Week One Assignment and prepares you for the Final Paper. The expansion is to learn to improve one’s argument after investigating and fairly representing the opposite point of view. The main new tasks are to revise your previous argument created in Week One, to present a counterargument (an argument for a contrary conclusion), and to develop an objection to your original argument.

Here are the steps to prepare to write the counterargument paper:

  • Begin reviewing your previous paper paying particular attention to suggestions for improvement made by your instructor.
  • Revise your argument, improving it as much as possible, accounting for any suggestions and in light of further material you have learned in the course. If your argument is inductive, make sure that it is strong. If your argument is deductive, make sure that it is valid.
  • Construct what you take to be the strongest possible argument for a conclusion contrary to the one you argued for in your Week One paper. This is your counterargument. This should be based on careful thought and appropriate research.
  • Consider the primary points of disagreement between the point of view of your original argument and that of the counterargument.
  • Think about what you take to be the strongest objection to your original argument and how you might answer the objection while being fair to both sides. Search in the Ashford University Library for quality academic sources that support some aspect of your argument or counterargument.

In your paper,

  • Present a revised argument in standard form, with each premise and the conclusion on a separate line.
  • Present a counterargument in standard form, with each premise and the conclusion on a separate line.
  • Provide support for each premise of your counterargument. Clarify the meaning of the premise and supporting evidence for the premise.
    • Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments, or other ways of demonstrating the truth of the premise (for more ideas about how to support the truth of premises take a look at the instructor guidance for this week). This section should include at least one scholarly research source. For guidance about how to develop a conclusion see the Ashford Writing Center’s Introductions and Conclusions.
  • Explain how the conclusion of the counterargument follows from its premises. [One paragraph]
  • Discuss the primary points of disagreement between sincere and intelligent proponents of both sides. [One to two paragraphs]
    • For example, you might list any premises or background assumptions on which you think such proponents would disagree and briefly state what you see as the source of the disagreement, you could give a brief explanation of any reasoning that you think each side would find objectionable, or you could do a combination of these.
  • Present the best objectionto your original argument. Clearly indicate what part of the argument your objection is aimed at, and provide a paragraph of supporting evidence for the objection. Reference at least one scholarly research source. [One to two paragraphs]
    • See the “Practicing Effective Criticism” section of Chapter 9 of your primary textbook for more information about how to present an objection.

For further instruction on how to create arguments, see the How to Construct a Valid Main Argument and Tips for Creating an Inductively Strong Argument documents as well as the video Constructing Valid Arguments.

For an example of how to complete this paper, take a look at the following Week Three Annotated Example. Let your instructor know if you have questions about how to complete this paper.

Writing Help Image  

In this class, you have three tutoring services available: Paper Review, Live Chat, and Tutor E-mail. Click on the Ashford Writing Center (AWC) tab in the left-navigation menu to learn more about these tutoring options and how to get help with your writing.

The Counterargument Paper

 

  • Must be 500 to 800 words in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (for more information about using APA style, take a look at the APA Essay Checklist for Students webpage).
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least two scholarly sources in addition to the course text.
  • The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must document all sources in APA style as outlined in the Ashford Writing Center (for more information about how to create an APA reference list, take a look at the APA References List webpage).
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Psychology Core Concepts homework help

/in , /by

Psychology Core Concepts homework help

Text: Psychology Core Concepts: Zimbardo, Johnson and Hamilton 7TH EDITION (978-0-205183463) I cant found the text online maybe you can

 

Or You can access The Discovering Psychology video series on the internet for free!

 

  1. Go to www.learner.org
  2. Click on the blue tab near the top that reads “view programs”
  3. Many film series will be listed. They are in alphabetical order. Scroll down to Discovering Psychology: Updated Edition. Click on it.
  4. All 26 episodes from the series are listed in order. Double click on the box that says “VoD” next to the episode you wish to view. That’s it!

     

    Type 1 page for each ½ hour video unit where you submit bullets outlining the content of each ½ hour lecture (not more than one page in length) AND, SEPARATELY, ANSWER ALL LEARNING OBJECTIVE QUESTIONS FROM THE ATTACHED/ENCLOSED PACKET( state each question before each of your responses. Make sure you cite page references from the text for each of your answers).

     

    ANSWERS TO THESE QUESTIONS CAN BE FOUND IN VIDEO AND TEXT INSIDE FRONT AND BACK COVER OF TEXT WILL TELL YOU WHAT CHAPTERS CORRELATE WITH WHICH VIDEOS).

    THE COVER PAGE SHOULD INCLUDE YOUR NAME, DATE, VIDEO NUMBERS, AND A NUMBER YOU CAN BE REACHED.

     

    Objectives 1

     

    After viewing the television program and completing the assigned readings, you should be able to:

     

    1. Define Psychology.

    2. Distinguish between the micro, molecular, and macro levels of analysis.

    3. Describe the major goals of psychology.

    4. Describe what psychologists do and give some examples of the kinds of questions they may be interested in investigating.

    5. Summarize the history of the major theoretical approaches to psychology.

    6. Describe seven current psychological perspectives.

    7. Describe how the concerns of psychologists have evolved with the larger culture.

     

     

    Objectives 2

    After viewing the television program and completing the assigned readings, you should be able to:

     

    1. Explain the concept of observer bias and cite some techniques experimenters use to eliminate personal bias.

    2. Define placebo effect and explain how it might be avoided.

    3. Define reliability and validity and explain the difference between them.

    4. Describe various psychological measurement techniques, such as self report, behavioral, and physiological measures.

    5. Define correlational methods and explain why it does not establish a cause-and-effect relationship.

    6. Summarize the American Psychological Association’s ethical guidelines for the treatment of humans and animals in psychological experiments, and explain why they are necessary.

    7. Discuss some ways to be a wiser consumer of research.

    8. Describe how a hypothesis leads to a particular experimental design.

     

    9. Discuss how job burnout develops, how it can be studied, and how psychologists can intervene to prevent or combat it.

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