10/14/21, 10:07 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420895&evalObjectType… 1/5 PSY2060 Week 2 Project Rubric Course: PSY2060-Research Methods SU01 Criteria No Submission 0 points Emerging (F through D Range) (9-10) 10 points Satisfactory (C Range) (11-12) 12 points Proficient (B Range) (12-13) 13 points Exemplary (A Range) (14-15) 15 points Criterion Score Fulfillment of Assignment Expectation s / 15 Student did not submit assignment Submission does not meet assignment expectations. It does not address all parts of the assignment. Submission relies on unsupported claims (e.g., personal conjecture, judging assertions without backing evidence). Submission includes excessive use of direct quotations. Submission does not clearly demonstrate critical thinking, synthesis of information, or application of research and course material. Submission meets most assignment expectations. It addresses all parts of the assignment, though some parts may be more fully developed than others. While submission may include some unsupported claims (e.g., personal conjecture, judging assertions), there are also informed and validated conclusions throughout, supported with cited evidence. Submission may have a few direct quotations. However, there is at least an Submission meets all assignment expectations and addresses all parts of the assignment. Submission includes almost no unsupported claims (e.g., personal conjecture, judging assertions); rather, most of the submission has informed and validated conclusions supported with cited evidence. Submission has no direct quotations, or a couple of quotes may be used, but they are explained and analyzed in detail to demonstrate understanding of the content. The required Submission meets all assignment expectations and addresses all parts of the assignment. Submission includes no unsupported claims (e.g., personal conjecture, judging assertions). Rather, the submission has informed and validated conclusions that demonstrate both breadth and depth of information and are supported by evidence from cited sources. Submission is completely original to the writer, yet gives credit to material that informed the student on the 10/14/21, 10:07 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420895&evalObjectType… 2/5 Criteria No Submission 0 points Emerging (F through D Range) (9-10) 10 points Satisfactory (C Range) (11-12) 12 points Proficient (B Range) (12-13) 13 points Exemplary (A Range) (14-15) 15 points Criterion Score attempt at explaining and analyzing the ...

1. 10/14/21, 10:07 PM Rubric Assessment - PSY2060-Research
Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubr
ic/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420
895&evalObjectType… 1/5
PSY2060 Week 2 Project Rubric
Course: PSY2060-Research Methods SU01
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points

2. Criterion
Score
Fulfillment
of
Assignment
Expectation
s
/ 15
Student did
not submit
assignment
Submission
does not meet
assignment
expectations.
It does not
address all
parts of the
assignment.

3. Submission
relies on
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions
without
backing
evidence).
Submission
includes
excessive use
of direct
quotations.
Submission
does not

4. clearly
demonstrate
critical
thinking,
synthesis of
information, or
application of
research and
course
material.
Submission
meets most
assignment
expectations.
It addresses all
parts of the
assignment,
though some

5. parts may be
more fully
developed
than others.
While
submission
may include
some
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions),
there are also
informed and
validated
conclusions

6. throughout,
supported
with cited
evidence.
Submission
may have a
few direct
quotations.
However,
there is at
least an
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.

7. Submission
includes
almost no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions);
rather, most of
the submission
has informed
and validated
conclusions
supported
with cited
evidence.
Submission

8. has no direct
quotations, or
a couple of
quotes may be
used, but they
are explained
and analyzed
in detail to
demonstrate
understanding
of the content.
The required
Submission
meets all
assignment
expectations
and addresses
all parts of the

9. assignment.
Submission
includes no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions).
Rather, the
submission
has informed
and validated
conclusions
that
demonstrate
both breadth
and depth of

10. information
and are
supported by
evidence from
cited sources.
Submission is
completely
original to the
writer, yet
gives credit to
material that
informed the
student on the
10/14/21, 10:07 PM Rubric Assessment - PSY2060-Research
Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubr
ic/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420
895&evalObjectType… 2/5
Criteria

11. No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points
Criterion
Score
attempt at
explaining and
analyzing the
direct
quotations.
The required

12. number and
types of
supporting
resources may
or may not be
included.
Resources may
not be
appropriate
(such as non-
scholarly
sources).
Submission
demonstrates
some
concerted
effort at
critical

13. thinking,
synthesis of
information, or
application of
research and
course
material.
number and
types of
supporting
resources are
utilized.
Most of the
submission
demonstrates
concerted
effort at
critical

14. thinking,
synthesis of
information,
and
application of
research and
course
material.
issue. The
submission
demonstrates
critical
thinking,
synthesis of
information,
and
application of
research and

15. course
material
through
inclusion of
support from
multiple
scholarly
sources in
addition to the
minimum
required for
the
assignment.
Criteria
No
Submission
0 points
Emerging (F
through D
Range)
2 points

16. Satisfactory (C
Range)
3 points
Proficient (B
Range)
4 points
Exemplary (A
Range)
5 points
Criterion
Score
10/14/21, 10:07 PM Rubric Assessment - PSY2060-Research
Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubr
ic/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420
895&evalObjectType… 3/5
Criteria
No
Submission
0 points
Emerging (F
through D
Range)
2 points
Satisfactory (C
Range)

17. 3 points
Proficient (B
Range)
4 points
Exemplary (A
Range)
5 points
Criterion
Score
Writing
Style and
Conventions
/ 5
Student did
not submit
assignment
Writing errors
(spelling,
grammar, and
structure) are
so pervasive

18. through the
submission
that
readability and
understanding
are often
impeded.
Writing
conventions
are not readily
identifiable.
Submission
has several
writing issues
that, at times,
impede
readability and
understanding

19. of the writer’s
overall intent.
Writing
conventions
are not well-
developed or
consistently
utilized. Thus,
ideas are
generally
incoherently
or
inconsistently
presented.
Submission
has few
writing errors.
These errors

20. do not impede
readability or
understanding
of the writer’s
overall intent.
A thesis is
stated; topic
sentences and
transitions are
used
throughout
most of the
paper.
Submission
has no notable
major or minor
writing issues.
Sentences

21. flow together
and reflect
accurate
sentence
structure and
word choice.
Writing
conventions
(i.e., thesis
statement,
topic
sentences, and
transitions) are
accurately
utilized
Criteria
No
Submission
0 points
Emerging (F

22. through D
Range)
2 points
Satisfactory (C
Range)
3 points
Proficient (B
Range)
4 points
Exemplary (A
Range)
5 points
Criterion
Score
10/14/21, 10:07 PM Rubric Assessment - PSY2060-Research
Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubr
ic/rubrics_assessment_results.d2l?ou=82590&evalObject Id=420
895&evalObjectType… 4/5
Total / 25
Criteria
No
Submission
0 points
Emerging (F

23. through D
Range)
2 points
Satisfactory (C
Range)
3 points
Proficient (B
Range)
4 points
Exemplary (A
Range)
5 points
Criterion
Score
APA
formatting
for
structure,
citations,
and
reference
list
/ 5

24. Student did
not submit
assignment.
There may be
no attempt at
APA
formatting
(e.g., no
citations
and/or
reference list).
If a reference
list is included,
it does not use
APA
formatting. In-
text citations
are missing or

25. improperly
formatted.
Required
elements are
missing, such
as a title page
or abstract
(when
required).
While APA
formatting is
attempted,
there are
many errors.
There may be
some missing
citations,
incorrectly

26. formatted
citations,
disagreement
between
citations and
references,
and/or errors
on the
reference list,
though it is
apparent that
the student
attempted
APA
formatting.
Title page
and/or
abstract (when

27. required) may
not be
properly
formatted.
There are only
a few minor
formatting
errors in
citations or
the reference
list. Title page
and abstract
(where
required) are
included and
properly
formatted.
Headings,

28. when used,
are properly
formatted,
though there
may be minor
errors in levels
used.
APA
formatting is
accurate
throughout
the paper,
including the
title page,
abstract (when
required), and
the reference
list. Headings

29. are included
when
appropriate,
using the
proper levels,
and properly
formatted.
10/14/21, 10:07 PM Rubric Assessment - PSY2060-Research
Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubr
ic/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420
895&evalObjectType… 5/5
Overall Score
No
Submission
0 points
minimum
Emerging (F through D
Range)
14 points minimum

30. Satisfactory (C
Range)
18 points
minimum
Proficient (B
Range)
21 points
minimum
Exemplary (A
Range)
25 points
minimum
BASIC AND APPLIED RESEARCH
Week 1 Project: Basic and Applied Research
Melissa Soto
PSY2060-Research Methods
South University
Running Head: BASIC AND APPLIED RESEARCH
October 8, 2021

31. Basic research
Topic: impact of childhood abuse on adulthood
Introduction
When a kid is abused, a cascade of emotions develops that will
last into their adult lives. The constant exposure to abuse
makes the individual think they are always victims even when
they turn into adulthood. Violence in childhood leaves a lasting
impact on the thoughts and feelings of the individual, making
them feel powerless or sometimes leading to creating a falsely
positive image. Studies have suggested various pieces of
evidence that point out that childhood abuse affects the child's
psychology even when that child is an adult. Everything in the
surrounding of a child affects their development of mind and
body; therefore, children exposed to abuse or violence often
show symptoms of their childhood abuse in their adulthood.
Children who are brought up in stable homes where the
surroundings are healthy and the children are provided with all
sorts of support, including emotional support, are considered
more efficient. They have the ability to fulfill their needs and
usually have positive thoughts and views of life. These
individuals have the ability to maintain connections without
pushing others away or clinging to them effectively. Even when
there are some turbulences or issues in their lives or
relationships, they have the ability to deal with these issues
without showing any negative symptoms (Sikes & Hays, 2010).
During the growth and development of the children, especially
with the caregivers who repeatedly reject the existence of the
children, there is a probability that the children may develop an
insecure and dismissive avoidant attachment style. Individuals
with this type of personality have difficulty maintaining close
connections or maintaining emotional attachments with others.
Individuals with this personality type try to avoid people in
their surroundings, usually keep most things private or
completely detached themselves from others in certain cases. It
is because when the children are subjected to abuse or neglect

32. by their parents or caregivers, they develop a fearful -avoidant
or disorganized/disoriented attachment style. As their keyboards
and parents are the ones who abuse them, therefore, they find it
very hard to trust others and become emotionally closed off.
The individuals who are subjected to abuse or violence also find
it difficult to express their emotions (Sikes & Hays, 2010).
Hypothesis
Child neglect and abuse have a major influence on the behavior
and interaction maintenance of adults.
Methodology
For the conduction of this study, a total of 50 participants will
be selected who will be divided into two groups on the basis of
their selection criteria. The selection criteria involve
individuals to experience abuse and those who have a healthy
brought up. Questionnaires will be administered to find the
connection of different attachment styles and their unique link
by the analysis of the answers received from participants.
Conclusion
The experiment group will be compared with the control group
depicting the changes among the participants of both groups. It
is expected that the victims of child abuse lack expression of
emotions while the children having a happy childhood and a
caring environment are more expressive and are able to handle
traumas or stress.
Applied research
Topic: reasons behind Child abuse on the adult relationships
Introduction
Adults having experience of childhood abuse have the
probability of developing post-traumatic stress disorder, which
is characterized by difficulty in the regulation of emotions,
conscious experience, and impaired judgment, causing difficulty
in the maintenance and establishment of relationships in
adulthood. Studies explain the factors that are advantageous to
children during their development. One of the factors is identity
formation. Identity is the recognition of an individual that is
particularly specific to that person. During these events where a

33. child is subjected to abuse, survival becomes a priority.
Children try to do things that do not anger their caregivers to
avoid violence. For example, people who live in an environment
characterized by fear in English and have distinct brain
circulatory adaptations than those developed in a secure
environment. The higher the depth of anguish is, the earlier the
agony occurs. The development of Identity is a difficult task,
but it helps the individual in making them feel secure and
satisfied.
Things become more complicated when the children are exposed
to substance use, different food habits, or addictions as they
become prone to various health issues. To deal with prolonged
traumatic stress, they try to avoid the memory of their
childhood and avoid those conditions, and children frequently
detach important portions of themselves. During this process,
they become devoid of any emotions or expression of emotion.
Usually to victims of child abuse are unstable, especially in
relationships. When they are willing to develop relations with
other people, they try to choose those individuals who are
emotionally distant and aggressive (Colman & Widom, 2004).
Negative impacts of development project lack of social
connections making the people devoid of feelings, therefore,
they try to separate themselves from the society. During the
relationships, any event that can trigger the memory of
childhood can bring unpleasant sensations living drafting
impacts on the relationships. The individuals cannot realize
their power because they think that they are still victims and
sometimes, in violent relationships, they set the right to bear
with the violence. To avoid these complications, the children
subjected to abuse or violence need to have proper
psychological consultations to avoid any PTSD or victim
psychology. For this purpose, various therapies can help
individuals in building strong social connections.
Hypothesis:
Individuals can enjoy a reasonably satisfying life and create
good connections with society and other people with the aid of

34. therapeutic alternatives.
Methodology
An interview session with the predetermined questions will be
conducted to see the impact of herpes on the betterment of the
individuals. For this purpose, fifty participants will be
contacted, consisting of individuals who are receiving therapies
and those who are denying any treatment, both having
experiences of childhood abuse.
Conclusion
The findings suggest that people receiving some assistance or
therapy along with support from their family show better
outcomes in their intimate relationships throughout adulthood.
The findings detect that the therapy or other treatments with the
support of family or friends can improve individuals' situation
and help them better survive in society.
References
Colman, R. A., & Widom, C. S. (2004). Childhood abuse and
neglect and adult intimate relationships: A prospective
study. Child abuse & neglect, 28(11), 1133-1151.
Sikes, A., & Hays, D. G. (2010). The developmental impact of
child abuse on adulthood: Implications for
counselors. Adultspan Journal, 9(1), 26-35.