Assignment 2 Discussion Question Comparison of Theories on Anxie.docx

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Assignment 2: Discussion Question: Comparison of Theories on Anxiety Disorders By Sunday, June 14, 2015 , respond to the discussion questions below. Submit your response to the appropriate Discussion Area . Use the same Discussion Area to comment on your classmates' submissions by Monday, June 15, 2015 , and continue the discussion until Wednesday, June 17, 2015 . There are numerous theories that attempt to explain the development and manifestation of psychological disorders. Some researchers hold that certain disorders result from learned behaviors (behavioral theory), while other researchers believe that there is a genetic or biological basis to psychological disorders (medical model), while still others hold that psychological disorders stem from unresolved unconscious conflict (psychoanalytic theory). How would each of these theoretical viewpoints explain anxiety disorders? Does one explain the development and manifestation of anxiety disorders better than the others? .

2: Discussion Question: Comparison of Theories on Anxiety Disorders By Sunday, March 1, 2015 , respond to the discussion questions below. Submit your response to the appropriate Discussion Area . Use the same Discussion Area to comment on your classmates' submissions by Monday, March 2, 2015 , and continue the discussion until Wednesday, March 4, 2015 . There are numerous theories that attempt to explain the development and manifestation of psychological disorders. Some researchers hold that certain disorders result from learned behaviors (behavioral theory), while other researchers believe that there is a genetic or biological basis to psychological disorders (medical model), while still others hold that psychological disorders stem from unresolved unconscious conflict (psychoanalytic theory). How would each of these theoretical viewpoints explain anxiety disorders? Does one explain the development and manifestation of anxiety disorders better than the others? .

By Sunday, July 27, 2014, respond to the discussion questions be.docx

clairbycraft

By Sunday, July 27, 2014 , respond to the discussion questions below. Submit your response to the appropriate Discussion Area . Use the same Discussion Area to comment on your classmates' submissions by Monday, July 28, 2014 , and continue the discussion until Wednesday, July 30, 2014 . There are numerous theories that attempt to explain the development and manifestation of psychological disorders. Some researchers hold that certain disorders result from learned behaviors (behavioral theory), while other researchers believe that there is a genetic or biological basis to psychological disorders (medical model), while still others hold that psychological disorders stem from unresolved unconscious conflict (psychoanalytic theory). How would each of these theoretical viewpoints explain anxiety disorders? Does one explain the development and manifestation of anxiety disorders better than the others? .

Liberty university psyc 101 quiz 1 complete solutions correct answers a+ work

Matt Smith

By Sunday, September 10, 2017, respond to the discussion que.docx

aman341480

By Sunday, September 10, 2017 , respond to the discussion questions below. Submit your response to the appropriate Discussion Area . Use the same Discussion Area to comment on your classmates' submissions by Monday, September 11, 2017 , and continue the discussion until Wednesday, September 13, 2017 . There are numerous theories that attempt to explain the development and manifestation of psychological disorders. Some researchers hold that certain disorders result from learned behaviors (behavioral theory), while other researchers believe that there is a genetic or biological basis to psychological disorders (medical model), while still others hold that psychological disorders stem from unresolved unconscious conflict (psychoanalytic theory). How would each of these theoretical viewpoints explain anxiety disorders? Does one explain the development and manifestation of anxiety disorders better than the others? ...

Literature ReviewChet_Dixon

Chap 1 life span developmentwindleh

A minimum of 150 words each question and References (questions #1 .docx

fredharris32

A minimum of 150 words each question and References (questions #1 - 6) KEEP QUESTION WITH ANSWER EACH QUESTIONS NEED TO HAVE A SCHOLARY SOURCE with a Hyperlink 1. Using your textbook and readings, give an example of an abnormal behavior and identify the school of thought associated with it. 2. Identify the differences between experimental and nonexperimental research designs. Give an example of each type of design. 3. How do we separate anxious or superstitious thoughts and behaviors from obsessions and compulsions? 4. There has been a lot of media attention surrounding PTSD and other stress-related disorders. What can we as a society do to help individuals who suffer from these disorders? Is there anything we can do to prevent these stress reactions from becoming disorders? 5. Some people have argued that dissociative disorders (such as dissociative identity disorder) are not real, and that individuals displaying these symptoms are “faking it.” What evidence might a clinician be able to gather to support one of these assertions? 6. Why are women more likely to be diagnosed with depression than men? Which theory do you believe and why? .

What is Psychology?

xibopa9124

1 Psychology’s Roots, Big Ideas, and Critical Thinking Tools Revised by Pauline Davey Zeece, University of Nebraska-Lincoln Chapter Overview Psychology’s roots Four big ideas in psychology Why do psychology? How do psychologists ask and answer questions? Psychology’s research ethics Use psychology to become a stronger person—and a better student Psychology’s Roots Psychological science’s birth and development Contemporary psychology The Scientific Attitude Modern science is possible due to three basic attitudes: Curiosity Skepticism Humility Myers/DeWall, Psychology in Everyday Life, 4e, © 2017 Worth Publishers The Scientific Attitude: Curiosity Research commences with the passion to explore and understand the world without misleading or being misled. Questions to consider: Does the idea work? When put to the test, can the idea’s predictions be confirmed? The Scientific Attitude: Skepticism Skeptical testing can reveal which claim best matches the facts. Sifting reality from fantasy requires a healthy skepticism. Attitude that is not cynical, but not gullible either Questions to consider: What does one mean? How does one know? The Scientific Attitude: Humility Researchers can make mistakes and must be willing to be surprised and follow new ideas. One’s opinions do not matter. Truths revealed in response to one’s questioning matter. Myers/DeWall, Psychology in Everyday Life, 4e, © 2017 Worth Publishers Psychology’s Earliest Pioneers: Magellans of the Mind Wilhelm Wundt Charles Darwin Ivan Pavlov Sigmund Freud Jean Piaget William James Mary Whiton Calkins Margaret Floy Washburn Early Definitions of PsychologyGroupsDefinitionEarly pioneersScience of mental lifeBehavioristsScientific study of observable behaviorFreudianEmphasis on unconscious thought processes and emotional responses to childhood experiencesHumanistic psychologistsStress on people’s growth potentialCognitive psychologistsScientific exploration of how information is perceived, processed, and rememberedCognitive neuroscientistsInterdisciplinary study of the brain activity linked with mental activity Psychology Science of behavior and mental processes Behavior - Any action that can be observed and recorded Anything a human or nonhuman animal does Mental processes - Internal states that are inferred from behavior Include thoughts, beliefs, and feelings Retrieve and Remember 1 Describe the three parts of the scientific attitude. What event defined the start of scientific psychology? How did the cognitive revolution affect the field of psychology? ANSWER: The scientific attitude combines (1) curiosity about the world around us, (2) skepticism about unproven claims and ideas, and (3) humility about our own understanding. These three traits guide psychologists as they consider ideas and test them with scientific methods. Ideas that do not hold up will then be discarded. ANSWER: Scientific psychology began in Germany in 1879, when Wilh.

Introduction 1 Thinking Critically about Critical Thin.docx

LaticiaGrissomzz

Introduction 1 Thinking Critically about Critical Thinking: An Introduction Brent D. Slife, Stephen Yanchar, Jeffrey Reber Critical thinking has long been acclaimed as an essential skill for any academic or professional endeavor. Within psychology, especially, critical thinking has been consistently championed for all students and professionals (Benjafield, 1994; Bensley, 1998; Griggs, Jackson, Marek, & Christopher, 1998; Halpern, 1998; Halpern & Nummedal, 1995; Levy, 1997; Meltzoff, 1998; Smith, 2002; Yanchar & Slife, in press). Psychologists are taught early in their careers to use their research findings to critically examine common myths and urban legends as well as debunk false beliefs and advertising ploys (e.g., Tavris, 2001). Yet, in spite of this obvious emphasis, psychologists do not typically subject psychology itself to critical evaluation. As many outside observers of psychology have noted (e.g., Bohman, 1993; MacIntyre, 1984; Taylor, 1985), mainstream psychologists often take for granted their philosophies, research methods, and professional practices. Even the tacit assumptions that guide psychological research on critical thinking are rarely critically analyzed or systematically examined. Why? A primary reason for this neglect is that many psychologists have misunderstood critical thinking. Critical thinking has too often been mistaken for rigorous thinking. Rigorous thinking is frequently identified with “scientific analytic reasoning” (Dick, 1991, p. 84), which focuses on methodological concerns such as quality of research design, appropriateness of statistical analyses, and rigor of general reasoning. Psychologists are well known to engage skillfully in this type of thinking. Rigorous reasoning and methods are used not only to conduct psychological investigations but also to administer therapeutic practice. With few exceptions, investigators are supposed to follow the logic of their science, and clients are supposed to follow Introduction 2 the rationality of their therapists. This commitment to rigorous reasoning is so widespread that psychologists conceptualize most of their activities in these terms. Students of psychology are taught this type of rigor in virtually all their courses. One of the main problems with this sort of rigorous thinking is that it selectively excludes certain topics from critical examination. For example, scientific reasoning and methods are often themselves taken for granted, exempting from critical analysis one of the core activities of psychologists. Philosophers of science point to many hidden assumptions and values in scientific methods and practices (Bernstein, 1983; Bem & de Jong, 1997; Bohman, 1993; Curd & Cover, 1998; Slife & Williams, 1995; Taylor, 1985; Toulmin, 1972). Yet, these assumptions and values are rarely included in texts or discussions of research and therapy methods in psychology. C.

Chapter 6 Ask Questions That Lead to Good Thinking From what we ha.docx

robertad6

Chapter 6 Ask Questions That Lead to Good Thinking From what we have emphasized thus far, it should be clear that to emulate the thinking of the best thinkers you must become interested in thinking. you must become a critic of your own thinking. you must be willing to establish new habits of thought. you must develop a passion for thinking well. you must study the interplay of thoughts, feelings, and desires. you must become interested in the role of thinking in your life. you must routinely analyze thinking into its elements. you must routinely assess thinking for its strengths and weaknesses. you must routinely assess your study (and learning) habits. you must learn how to think within diverse systems of thought. In this chapter, we shall explore the role of questions in thinking to make explicit the questions the best thinkers ask. The Importance of Questions in Thinking It is not possible to become a good thinker and be a poor questioner. Thinking is not driven by answers but, rather, by questions. If those who laid the foundation for a field—for example, physics or biology—asked no questions, the field would not have been developed in the first place. Every intellectual field is born out of a cluster of questions to which answers are either needed or highly desirable. Furthermore, every field stays alive only to the extent that fresh questions are generated and taken seriously as the driving force in thinking. To learn a subject is to learn to ask the questions the best thinkers in the field routinely ask. When a field of study is no longer pursuing answers to questions, it becomes extinct. To think through or rethink anything, one must ask questions that stimulate thought. On the one hand, questions define tasks, express problems, and delineate issues. Answers, on the other hand, often signal a full stop in thought. Only when an answer generates further questions does thought continue its life as such. This is why you are really thinking and learning only when you have questions. Moreover, the quality of the questions you ask determines the quality of your thinking. When you have no questions, you are not concerned with pursuing any answers. For example, biologists and biochemists make progress when they ask questions such as: “What are we made of? How do our bodies work? What is life?” They make even more progress when they take their questioning to the subcellular and molecular level. They ask questions about isolated molecules and events on the molecular level: “What are proteins? What are enzymes? What are enzyme reactions? How do molecular events underlie macroscopic phenomena?” (Jevons, 1964). By focusing on these subcellular questions, they can move to important questions such as: “How do vitamins interact with chemistry in the body to produce healthier functioning? How do cancer cells differ from normal cells? What kinds of foods interact with the body’s chemistry to lessen the likelihood of the development of cancerous cells?” .

moses.pdf

AliceBeeneShichoongo

Psych 555 week 4 dq 1

amtiowindchris1978

PitchMod 1Reply to 2 other classmates by offering 1 new piec.docx

mattjtoni51554

Pitch Mod 1 Reply to 2 other classmates by offering 1 new piece of information to add to their discussion of the different disorders. C. Tyson This week’s readings about human growth and development theories and a neuropsychological perspective on spiritual development was interesting and thought provoking. 2 Peter 1:5-7 tells us “Now for this very reason also, applying all diligence, in your faith supply moral excellence, and in your moral excellence, knowledge, and in your knowledge, …, brotherly kindness, and in your brotherly kindness, love.” (New International Version) I feel developing a knowledge of human growth and spiritual development will enable us live out this verse and become more effective as human service professionals. Two human growth and development theories that have been supported by research are Erikson’s personality theory and Piaget’s Cognitive developmental theory. Freud’s personality theory continues to be examined and used with other theories, but research has not supported this theory (Broderick & Blewitt, 2015). Erikson’s personality theory explains eight psychosocial aspects of attitudes and feelings toward self and others (Broderick & Blewitt, 2015). Counselors like this theory because they feel that it focuses on the problems they are trying to help: feelings and attitudes about self and others (Broderick & Blewitt, 2015). Erikson’s ideas have led to numerous other behavioral studies by developmental researchers (Broderick & Blewitt, 2015). Piaget’s Cognitive developmental theory focuses on logical thinking where he assumed that a normal adult has the capacity to think logically. Although, for children logical thought centers around four stages to begin with a sensory world as an infant to building knowledge as an adolescence (Broderick & Blewitt, 2015). Piaget’s theory fulfilled a need that explained complex qualitative changes in children’s abilities changes over time (Broderick & Blewitt, 2015). Professionals find this Piaget’s theory to be useful in identifying the ages children understand certain problems or social interactions (Broderick & Blewitt, 2015). Freud’s personality theory examines the complex functioning of the adult personality and details development throughout childhood (Broderick & Blewitt, 2015). Freud believed the adult personality functioned as three separate characteristics: id, ego, and superego (Broderick & Blewitt, 2015). Furthermore, Freud found that the conflicts with id, ego, and superego stemmed from experiences during the five psychosexual developmental stages (Broderick & Blewitt, 2015). Freud assumed that a majority of a person’s personality was developed before the age of five, this is one of many ideas of Freud’s theory that empirical research does not support (Broderick & Blewitt, 2015). The study of spiritual development is important since it is frequently proven that spiritual experiences can drive an individual along the developmental path (Roehlkepartain et al., .

14357173.ppt

ssuser217910

Question 5Discuss Big Pharma’s role in the diagnosis and tre.docx

ssuser774ad41

Question 5 Discuss Big Pharma’s role in the diagnosis and treatment of psychopathology . Decide an appropriate role for Big Pharma going forward, if indeed Big Pharma should have a voice in this matter. Consider the opposing viewpoints and address the following questions: A. What does each position believe? Why--what is the evidence being used for their arguments? Evaluate the quality of the evidence from a scholarly perspective. B. Can you identify one or more logical points or pieces of information in each perspective even though you may not agree with that perspective completely? C. What additional information would be helpful to know to evaluate each perspective more effectively? D. What is a potential 3rd or 4th perspective that should be considered in this controversy? There are likely many other perspectives besides these two. The 1st two perspectives we are considering: 1. Big Pharma has our best interests in mind. These companies fund valuable research projects that help us understand psychiatric conditions and appropriate treatment methods. Additionally, this research sometimes uncovers new psychiatric conditions worthy of new treatment methods. We can trust Big Pharma to do what is in the average person's best interest with respect to diagnosing and treating psychiatric conditions. 2. Because Big Pharma’s profits are directly tied to the treatment of illnesses, they do not stand to benefit from successfully and completely treating psychiatric conditions. In other words, Big Pharma does not profit when people are healthy. Therefore, Big Pharma does not have the average person's best interests in mind, and we cannot trust Big Pharma . Question 4 Are there psychological syndromes and symptoms that appear only in certain cultures? In situations where a syndrome shares symptoms with an established DSM diagnosis, is it appropriate to use the DSM diagnosis, an ICD diagnosis or the diagnostic term of the client’s culture-of-origin? The 1st two perspectives we are considering: 1. Culturally bound syndromes and symptoms exist. That is to say, there are certain syndromes and symptoms that present themselves only among people of certain cultures. 2. Culturally bound syndromes and symptoms do not exist. These syndromes and symptoms are merely slightly different presentations of syndromes and symptoms found in the DSM. While exploring this topic, please keep these ground rules in mind: e tips: Put simply, try to think outside the box. Too often, we polarize ourselves into yes/no, for/against positions rather than examining the issue in detail, understanding it, and seeing a truth or truths emerge from this understanding. Think of it this way: If I say the sky is blue, then I've stopped exploring. If I say the sky isn't blue, I've again stopped exploring. If I say "I don't know, let's find out," then I've opened myself to any possibility. Question 3 The effects of Gender Dysphoria's presence as a disorder ...

Liberty university psyc 430 module 1

leesa marteen

Critical Thinking Ppt Week 1

ronsears

PSY 1010, General Psychology 1 Course Learning Out.docx

gertrudebellgrove

PSY 1010, General Psychology 1 Course Learning Outcomes for Unit V Upon completion of this unit, students should be able to: 5. Explain basic cognitive functions. 5.1 Identify some methods that people use to solve problems and make decisions. 5.2 Summarize a theory of intelligence. 5.3 Explain how early childhood language develops. Course/Unit Learning Outcomes Learning Activity 5.1 Unit Lesson Chapter 7 Experiment: Mental Rotation Unit V Assessment 5.2 Unit Lesson Chapter 7 Video: In the Real World: Intelligence Tests and Stereotypes Video: Thinking Like a Psychologist: Intelligence Tests and Success Unit V Assessment 5.3 Unit Lesson Chapter 7 Unit V Assessment Reading Assignment Chapter 7: Cognition: Thinking, Intelligence, and Language A link to Chapter 7 of the eTextbook is provided in the Required Reading area of Unit V in Blackboard. View the following eight videos in MyPsychLab. You can access the videos by clicking the links provided in the Unit V Required Reading area of Blackboard. (You must be logged into Blackboard in order to access any MyPsychLab features.)  Simulate the Experiment: Mental Rotation  In the Real World: Intelligence Tests and Stereotypes  Thinking Like a Psychologist: Intelligence Tests and Success  Cognition  The Basics: Theories of Intelligence  Language Development  What’s In It For Me?: How Resilient Are You?  What’s In It For Me?: Making Choices UNIT V STUDY GUIDE Cognition: Thinking, Intelligence, and Language PSY 1010, General Psychology 2 UNIT x STUDY GUIDE Title Unit Lesson Quite frequently, thoughts that we proactively seek to avoid wind up plaguing our conscious thoughts beyond relief. Did you realize those unwanted thoughts can make peace and mental tranquility a seemingly elusive goal? As a matter of fact, Wegner (1988) explained that the dilemma we face is not actually rooted in our consciousness. No, trouble surfaces when we seek to suppress those thoughts. When you attempt to repress a particular thought, you actually begin to focus on it even more. For example, if I told you stop thinking about an orange basketball, could you do it? Try it. Do not think about a round, orange basketball. Now quickly, what are you thinking about? Is it the orange basketball? As you explore this unit, you will gain more insight into mental manipulation. Start to think about how you categorize various objects around you. Do you believe all of your thoughts are conscious ones? Could you be thinking about something without really being aware of such? Are you a rational thinker? How often are you influenced by your gut instincts as you attempt to make a huge decision in your life? Within this unit’s chapter readings, Ciccarelli and White (2017) discuss our ability to make rational decisions. In fact, we are always thinking or processing mental information; however, we have two major types of think.

PSY 101 The Psychology of Personal DevelopmentSmall Group D.docx

amrit47

PSY 101: The Psychology of Personal Development Small Group Discussion Agenda: Check-in Attraction & Relationships, Part 2 What do we want to know? Qualities we look for in partners: recap and research One more model: The love traingle What do we think about what we want to know: small group discussions Check-in and announcements The final SR assignment (#10) is due this Sunday at 11:55 pm. We changed the topic to relationships (you’ll work on your personal development plan for your final PDP). Remember, you do not receive points for attendance but for participation in in-class activities, so if you leave class before the activity, no points for that day. Q & A? SRJ: What have you always wanted to know about attraction & relationships, but haven’t had the chance to ask? On the provided index card, ask ONE question you’ve always wanted to ask about dating, attraction, etc. This could be a question you wish you could ask a potential dating partner (e.g., how do I get your attention without seeming pushy?), or A general questions about relationships (e.g., how can you maintain a friendship after ending a romantic relationship?) What we look for in our relationshipsQualitiesReasonsConfidence, drive, initiative, ambition, independence Adventurous Intelligence, maturity Humor Shared or compatible interests, hobbies, views Physical attractiveness (e.g., nice smile) Open-mindedness, honesty, trustworthiness, loyalty Caring, sensitive Want someone who is able to “kick ass” Can share adventures Can relate better, have something to talk about Have to be able to “get” humor Relate to each other’s interests, do them together Visual cues are important; have to have a least some level of attraction Avoid some conflicts, be able to trust and rely on other Easier to be open with someone who is caring Do we look for the same things in friends as in potential romantic partners? What research says Top qualities sought by other college students Do the things we look for change over time or stay the same? What do you think? What one study shows Reactions? Robert Sternberg’s (1988) Triangle Theory of Love What do we think about the 10 top questions: Small group discussions Each group is assigned a question or two. Discuss and, as a group, come up with a consensus perspective (dissenting views can be mentioned)We’ll discuss perspectives as a class PSY 101: The Psychology of Personal Development 12/2/14 Agenda Attraction & Relationships SRJ: What attracts us? 4 Theories of Attraction/Relationships In-Class Activity SRJ Exercise: What do we find attractive? In your Self-Reflection Journal, jot down a list of at least five things you look for in a potential romantic partner (just list the 5 things that first pop into your head). Looking over your list, identify the 2-3 things you think would be most important to you in choosing a partner. Why are the features you listed important to you? What traits/qualities do we find a ...

Cognition, learning and creativitydiscoverccs-org

Critical Essay Writing

Paper Writing Service Superiorpapers

Learning Resources to be used as references to support your answer.docx

smile790243

Learning Resources to be used as references to support your answer. USW1_SOCW_6090_howToWriteADiagnosisInDSM5.pdfUSW1_SOCW_6090_WK03_Chase.pdf Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. · “Neurodevelopmental Disorders” (pp. 31–86) · “Other Conditions That May Be a Focus of Clinical Attention” (pp. 715–727) Bell, A. S. (2011). A critical review of ADHD diagnostic criteria: What to address in the DSM-V. Journal of Attention Disorders, 15(1), 3–10. Note: You will access this article from the Walden Library databases. How to Write a Diagnosis According to DSM-5 and ICD-10-CM (PDF) Teicher, M. H., Samson, J. A., Polcari, A., & McGreenery, C. E. (2006). Sticks, stones, and hurtful words: Relative effects of various forms of childhood maltreatment. American Journal of Psychiatry, 163(6), 993–1000. Note: You will access this article from the Walden Library databases. Working With Children and Adolescents: The Case of Chase (PDF) Wing, L., Gould, J., & Gillberg, C. (2011). Autism spectrum disorders in the DSM-V: Better or worse than the DSM-IV? Research in Developmental Disabilities, 32, 768–773. Note: You will access this article from the Walden Library databases. Wiki Assignment Instructions (PDF) Kieling, C., Kieling, R. R., Frick, P. J., Rohde, L. A., Moffitt, T., Nigg, J. T., Tannock, R., & Castellanos, F. X. (2010) The age at onset of attention deficit hyperactivity disorder. American Journal of Psychiatry, 167, 14–15. Note: You will access this article from the Walden Library databases. Murphy, C., & Taylor, E. (2006). Need to know ADHD. Pulse, 66(34), 38–42. Note: You will access this article from the Walden Library databases. Discussion - Week 3 Collapse Top of Form Total views: 35 (Your views: 4) Discussion: Influences on Diagnosis and Outcome The addition of more Z Codes to the DSM-5 is congruent to how a social worker as a clinician should conduct an assessment and determine the appropriate treatment. For this Discussion, review The Case of Chase, analyze Chase’s story, and note his original DSM-IV diagnosis. Using the DSM-5 diagnostic criteria, determine Chase’s primary clinical diagnosis. Next, note the changes in the Autism Spectrum disorders, and include the Other Conditions That May Be a Focus of Clinical Attention (ICD-10-CM, Z codes) in your diagnosis. Then identify the potential risk and prognostic factors from both the biological and environmental perspective. By Day 3 Post your response to the following: · What should Chase’s diagnosis be according to the DSM-5 criteria? · What predisposing and risk factors led to the outcome of this case? · What potential protective factors could have been introduced to address this situation? · ...

What's New in Psychotherapy and Counseling in the Last 10 Years?

John Gavazzi, PsyD, ABPP

It has been estimated that the half-life for a professional psychologist is 9 years. Thus, professional psychologists need to work assiduously to keep up to date with the changes in the field. This continuing education program strives to do that by having participants reflect on the most significant changes in the field in the last 10 years. To facilitate this reflection, the presenter offers his update in the psychotherapy and counseling literature in the last 10 years as an opportunity for participants to reflect on and consider their perceptions of the important developments in the field. This focuses on changes in psychotherapy and counseling and does not consider changes in other fields, except as they influence psychotherapy or counseling. There will be considerable participant interaction.

Assignment 2 Explain the difference between the following 1. A .docx

annrodgerson

Assignment 2 Explain the difference between the following: 1. A population parameter and its point estimate. 2. A population and a corresponding sample mean 3. Explain in your own words: range, variance and standard deviation for a population Answer Exercises: 2.16, 2.28, 3.3, 3.19, and 3.31 NOTE : SHOW ALL THE CALCULATIONS - (YOU WILL NOT GET ANY CREDIT IF YOU DO NOT SHOW ALL THE CALCULATIONS ) REQUIRED TEXT Business Statistics in Practice, 7/e By Bruce L. Bowerman, Richard T. O'Connell and Emily S. Murphree 7th Edition ISBN: 978-0-07-352149-7 .

Assignment 2 Exploring the Art of Indigenous Cultures Part 1All .docx

annrodgerson

Assignment 2: Exploring the Art of Indigenous Cultures: Part 1 All of the indigenous cultures that we have explored this week were at one time “discovered” by European explorers who often collected traditional art objects to take back with them to Europe as “curiosities.” These objets d’art inspired collectors and artists alike and opened the Western world up to new ideas, new cultures, and new art forms. This is Part 1 of a two-part assignment and spans Weeks 3 and 4 . Imagine that you are one of these intrepid European explorers who has set out to discover and collect the traditional art forms created by the four cultures we have learned about this week: India China Korea Japan As you “travel” and collect two works from each of your four cultures, you need to document some important field notes that will help you to explain what these treasures are upon your return home. These field notes need to include for each work of art: Name of the culture that produced the object Title or name of the object Date of the object Medium/materials used to create the object Current location Assignment Instructions Using the textbook and Internet sources, locate 2 traditional works of art from India, China, Japan, and Korea. Copy and paste the 8 objects into your Microsoft Word document and label each one: Name of the culture that produced the object Title of the work Date of the work Medium/materials used to create the work Current location Offer a citation of your sources for each image and the information you found in the textbook and on the Internet. Use your textbook to find out as much as you can about cultural context for each object. Go online and find some reference sources to provide you with more information. Thoroughly explain and analyze: What each object is How you think your European friends back home will react to each object, and why Why it is culturally important .

Assignment 2 Ethical (Moral) RelativismIn America, many are comfo.docx

annrodgerson

Assignment 2: Ethical (Moral) Relativism In America, many are comfortable describing ethics as follows: “Well, what’s right for me is right for me and what’s right for you is right for you. Let’s just agree to disagree.” This is an affirmation of what philosophers call individual or subjective moral relativism . In this understanding of relativism, morality is a matter of individual feelings and personal preference. In individual moral relativism, the determination of what is right and wrong in a situation varies according to the individual. Moral relativists do not believe in natural law or universal truths. Cultural moral relativism puts culture at the forefront of relative ethical decision-making. It says the individual must include the precepts of his or her culture as a prominent part of the relativistic moral action. Lawrence Kohlberg, a prominent psychologist known for recognizing moral stages of development, takes it a step farther saying cultural relativists are persons stuck in the “ Conventional Stage” of ethical development . In your paper, please define individual moral relativism and cultural moral relativism in detail, noting how they differ from each other, their strengths and weaknesses, and give your position on Kohlberg’s stance on ethical relativism. What aspects of ethical relativism do you identify and agree with? What aspects do you disagree with? Give a personal example that illustrates your stance on ethical relativism, describing how you made a moral decision in an ethical dilemma. Include at least two references to support your thoughts. Post a 500-word paper to the M4: Assignment 2 Dropbox by due Wednesday, February 11, 2015 . All written assignments and responses should follow proper citation rules for attributing sources. Please use Microsoft Word spelling/grammar checker. Be mindful of plagiarism policies. Assignment 2 Grading Criteria Maximum Points Significant critical analysis of individual ethical relativism, cultural ethical relativism, and Kohlberg’s position; including definitions, strengths, and weaknesses. 36 Described personal ethical stances on each form of relativism in relation to own personal ethical system, including whether and how personal ethical system is compatible or incompatible with relativism. 24 Used a personal example to illustrate and support stance on ethical relativism in relation to own ethical system. 16 Justified ideas and responses by using appropriate scholarly examples and at least two references from texts, Web sites, and other references. 4 Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation. 20 Total: 100 .

Assignment 2 Discussion—Risk Factors and Protective FactorsResear.docx

annrodgerson

Assignment 2: Discussion—Risk Factors and Protective Factors Research studies have determined many risk factors that can lead to the development of mental health issues and mental illness. These include, but are not limited to, exposure to violence, parental divorce, poverty, genetic predisposition, and dysfunctional parenting. At the same time, there have been children who faced many of these risk factors and overcame them. These children are referred as resilient , and researchers have been eager to determine how they were able to thrive under circumstances that undo other children. Let us explore the information presented in the book The Other Wes Moore: One Name, Two Fates by Wes Moore (2010).You can also access the author’s interview with the Public Broadcasting Service (PBS) in the form of video, audio, or text transcript at the following Web site: Public Broadcasting Service (PBS) (Producer). (2010). Author Wes Moore’s book explores his own alternate reality [Video interview]. Retrieved from http://www.pbs.org/newshour/bb/entertainment/jan-june10/wesmoore_05-12.html The following is a synopsis of the book by the publisher: Wes Moore, the author of the book The Other Wes Moore: One Name, Two Fates , was surprised when one day, the police approached him for a crime he did not commit. During the investigation, he came to know of another man who had the same name—Wes Moore. The shared name was not the only coincidence: they had both grown up in the same neighborhood at about the same time. Yet, one Wes Moore went on to become a Rhodes scholar, earn honors in the military, work at the White House, and become a leader in the business community; while the other Wes Moore was sentenced to life in prison. The descriptions of the lives of both Wes Moores are illustrative of the power of heredity and environment in the shaping of a person. As boys, both Wes Moores grew up in poor, single-parent homes and did not apply themselves in primary and secondary school. The author’s father, a newscaster, died when the author was three years old. He and his two sisters were raised by his widowed mother. Before he was a teen, he became disillusioned with school and began getting into trouble in his neighborhood, even having brushes with the law for petty crimes. His mother decided to send him to military school, but he ran away five times before finally giving the school a chance. Once he decided to stay, he gained a strong sense of purpose and developed a strong work ethic. Meanwhile, the other Wes Moore, who lived in the same area of Baltimore, was about the same age, and was also being raised by a single mother. He was arrested and convicted for first-degree murder of a police officer during a jewelry store robbery. He is serving a life prison sentence. Important differences between the childhoods of the two boys are notable. The author had two college-educated parents. His father chose to stay with the family, but died at a relatively young age.

Assignment 2 Discussion—The Impact of CommunicationRemember a tim.docx

annrodgerson

Assignment 2: Discussion—The Impact of Communication Remember a time when you did not have a cell phone? Do you remember the days before texting? This handy pocket technology has revolutionized how we stay connected and how we access and use information today. The growth of our technological society is directly related to the rate at which information can be exchanged. In general, this exchange of information is called communication. Respond to the following: Explain the scientific and technical concepts related to communication. Which types of electromagnetic radiation are typically involved in the process of communication? How is information transmitted? What are the main differences between wired and wireless communications? Describe your perspective on communication technology such as wireless communication, the Internet, and smart phone technology. Provide at least three examples of communication technology you use in your daily life. Examine the underlying scientific concepts used in this technology. Consider the developments that have led to the United States’ current infrastructure and make a prediction of the future of communication in society. Support your statements with examples. Provide a minimum of two scholarly references. Write your initial response in 3–4 paragraphs. Apply APA standards to citation of sources. By Sunday, December 14, 2014 , post your response to the appropriate Discussion Area . Through Wednesday, December 17, 2014 , review and comment on at least two peers’ responses. .

Assignment 2 Demographic TransitionsDemographic transition is the.docx

annrodgerson

Assignment 2: Demographic Transitions Demographic transition is the process in which a nation transitions from being a less industrialized society, with high birth and death rates, to an industrialized nation, with lower birth and death rates. Many countries have already been through this transition including the United States, England, and Canada. The demographic transition to an industrialized society is detrimental for the environment because industrialized societies tend to use up nonrenewable resources and give off pollution. Industrialized nations have the largest ecological and carbon footprint relative to developing or nonindustrialized countries. Fortunately, there are some benefits to the process of demographic transition, including lower birth and death rates. Essentially, people in industrialized countries have fewer children and this in turn helps control the overall population size. Demographic transition involves the following five stages: Stage 1 High birth rate, high death rate, low population size Stage 2 High birth rate, decreasing death rate, increasing population size Stage 3 Decreasing birth rate, decreasing death rate, increasing population size Stage 4 Low birth rate, low death rate, high population size Stage 5 Low birth rate, low death rate, population size decreasing It should be noted that stage 5 is controversial, and it is sometimes not considered to be a stage. This is partially because so few countries are at this stage. The following graph depicts the various stages of demographic transition: Using the stages listed above, create a demographic and environmental timeline for one industrialized country, excluding the United States. The following are a few suggested industrialized nations: Canada England Germany Russia Italy You can download the Demographic and Environmental Timeline—United States of America to review an example of such a timeline. Include the following points in your timeline in order to examine the advantages and drawbacks of demographic transition in your selected country: Major historical changes that caused the shift from one stage to another (if available). Changing population size through time (increasing or decreasing). Increase or decrease of birth and death rates through time—particularly when considering the process of industrialization. Environmental impact of this transition. Dates (if available), series of events, and scholarly references for these items. Support your timeline with appropriate examples and a minimum of three credible resources. Present your timeline in a media that best displays the information you researched. This can be in Microsoft Word, Microsoft Excel, or Microsoft PowerPoint. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc, LastnameFirstInitial_M2_A2.xls, or LastnameFirstInitial_M2_A2.ppt. By Wednesday, October 22, 2014 , deliver your assignment to the M2: Assignment 2 Dropbox . Assignm.

Assignment 2 Current Events and U.S. DiplomacyThis paper will be .docx

annrodgerson

Assignment 2: Current Events and U.S. Diplomacy This paper will be a revised and expanded version of the first research paper. Based on your instructor’s feedback, you will first revise the first paper. Write three-to-four (3-4) new pages that address the following: Define presidential doctrine and summarize the regional or global events during the Cold War leading up to the formation of the presidential doctrine you wrote about in Assignment 1. Select one country you wrote about in Assignment 1 and describe the Cold War relationship that existed between the country you selected and the U.S. before the presidential doctrine was announced. Describe the relationship that currently exists between the U.S. and the country you selected in section (2) above. Describe the effect that the presidential doctrine has had on regional or global affairs since it was announced during the Cold War. Assess whether or not the presidential doctrine you wrote about in Assignment 1 doctrine had had the intended effect of altering the behavior of the country you selected in section (2) above since the doctrine was first announced. Use at least four (4) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources. To help you understand this assignment further, the following description and examples may be useful. Step 1: Define doctrine and identify why a president would want to announce one. A doctrine is an ideological platform that a president uses to advance a policy towards a country or region in order to accomplish foreign policy goals for the United States, so you will need to expand on this theme. Refer back to Assignment 1, and build on whatever doctrine you wrote about then. Say, for example, you selected the Truman Doctrine. Therefore, this is the only thing you will write about in Assignment 2 step 1. Step 2: Select one country you wrote about in Assignment 1 and describe the Cold War relationship that existed between it and the U.S. Before the presidential doctrine was announced. In the case of Truman, you would pick either the Soviet Union, Greece, or Iran, since all three were affected by his doctrine. If you are writing about the Eisenhower Doctrine, you would choose Lebanon or Egypt; if you wrote about the Kennedy Doctrine, you would have write about Cuba or Vietnam; if your wrote about the Nixon Doctrine, you would choose either Vietnam, Saudi Arabia or Iran; if you chose Carter, you would select either Iran or Afghanistan; and if you wrote about the Reagan Doctrine, you would select Nicaragua, Angola, Russia or Afghanistan (although there were several others). Step 3: Describe what effect the presidential doctrine you chose has had on regional or global affairs since it was announced during the Cold War. That is, how did the doctrine change the status quo regionally or globally after it was announced by the U.S.? What happened in Western Europe after the Truman.

Assignment 2 CybersecurityWe use computers and electronic systems.docx

annrodgerson

Assignment 2: Cybersecurity We use computers and electronic systems to run and store just about everything. Personal computers and the Internet are now included as part of the Department of Homeland Security's cybersecurity issues. Cybersecurity involves protecting the information by preventing, detecting, and responding to attacks on information that is housed in technology. There are many levels of risks in cybersecurity, some more serious and damaging than others. Among these dangers are: Viruses erasing the entire system. Individuals breaking into personal computer systems and altering the systems' files. Individuals using personal computers to attack others' computer systems. Individuals stealing credit card information and making unauthorized purchases. Unfortunately, there is no 100% guarantee that even with the best precautions some of these things won't happen. Risk reduction steps exist to minimize vulnerability to information. Tasks: Create a PowerPoint Presentation containing 6–8 slides to address the following: Analyze and discuss the vulnerabilities and recommend what security management can do to minimize the potential of a government or private organization being at risk for cybersecurity damage. Outline the steps you recommend and identify any impediments to successfully implementing the suggested cybersecurity program. Support your presentation with at least three outside scholarly resources using APA in-text citations. Add detailed speaker notes for each of the slides. Submission Details: Save the presentation as M4_A2_Lastname_Firstname.ppt. By Wednesday, November 5, 2014 , submit your presentation to the M4: Assignment 2 Dropbox . Assignment 2 Grading Criteria Maximum Points Analyzed and discussed the vulnerabilities and recommended what security management can do to minimize the potential of a government or private organization being at risk for cybersecurity damage. 40 Outlined the steps recommended and identified any impediments to successfully implementing the suggested cybersecurity program. 40 Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation. 20 Total: 100 .

Assignment 2 Decision-making and Philosophy Part II Philosophy and.docx

annrodgerson

Assignment 2: Decision-making and Philosophy Part II: Philosophy and the Community Whereas Part I focused on how you as an individual are impacted by a particular decision, Part II focuses on the individual as a member of a community. Thus, you will write an eight- to ten-page research paper based upon a current event/pressing social issue that is relevant to your community. You should address the following points in your analysis: Identify a social issue Identify news articles that present at least two different points-of-view on the issue Explain why the issue is relevant to your community Explain the nature of religious belief and identify the social norms and religious values/beliefs that inform the various perspectives on the issue Explain a relevant ethical theory Explain a relevant political theory Analyze how the chosen theories might approach the issue, including the relevant considerations and the ultimate conclusion reached. You will be expected to explain the relevant theories with support from the course texts (with particular emphasis placed on the primary texts) and from pre-approved secondary sources (including, but not limited to, the course text, online lectures, and a list of suggested online resources). .

Assignment 2 Court StandardsTasksExplore court standards, rule.docx

annrodgerson

Assignment 2: Court Standards Tasks: Explore court standards, rules, and regulations and the differences among them for selecting and approving professional witnesses and determining admissibility of expert testimony. Use resources from professional literature and conduct research to support your responses. Professional literature may include relevant textbooks; peer-reviewed journal articles; and websites created by professional organizations, agencies, or institutions (.edu, .org, and .gov). Write a 3- to 4-page paper, including the following: What standards are used by courts to determine who is an expert witness? What standards are used by courts to determine the admissibility of expert testimony? What are the responsibilities of the expert witness in sentencing, commitment, and competencies between civil and criminal courts? Submission Details: Save your paper as M2_A2_Lastname_Firstname.doc. By Wednesday, October 8, 2014 , post it to the M2 Assignment 2 Dropbox . Assignment 2 Grading Criteria Maximum Points Identified and described the standards used by courts to determine who is an expert witness. 24 Identified and described the standards used by courts to determine the admissibility of expert testimony. 24 Identified and described the differences between standards for sentencing, commitment, and competencies in civil and criminal courts. 20 Provided examples and references. 16 Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation. 16 Total: 100 .

Assignment 2 Controversy Surrounding the Patriot ActThe USA Patri.docx

annrodgerson

Assignment 2: Controversy Surrounding the Patriot Act The USA Patriot Act was created to protect the United States against terrorism. The USA Patriot Act is an extensive piece of legislation that includes amendments to many other laws. The act has proved to be controversial because of the way it was introduced after the September 11, 2001, terrorist attacks on the U.S. Since Congress at that time was extremely receptive to increasing law enforcement capabilities to fight terrorism, it passed the Patriot Act with virtually no debate. One of the controversial sections of the act extends the capabilities of law enforcement to searching and wiretapping and includes provisions for gag orders. While conducting a search, the law enforcement officials are provided the authority to curtail certain rights of the subject of the search. Also, the law enforcement authorities may not disclose any information to the media or other authorities while conducting the search. The investment of such powers to law enforcement authorities has been praised by some and criticized by others. For more information on the USA Patriot Act review the website http://www. justice.gov/archive/ll/highlights.htm . Tasks: Write a paper comprising 3–5 pages, keeping in mind the following points: Analyze the impact the USA Patriot Act has had on security management in the private and government sectors. Analyze at least two principle legal complaints about constitutional rights. Analyze at least two benefits that accrue to individuals attempting to use the USA Patriot Act to pursue terrorists to improve security in the United States. Use at least three scholarly resources from the Argosy University online library to support your paper. Use APA in-text citations to cite the sources. Submission Details: Save your document as M2_A2_Lastname_Firstname.doc. By Wednesday, October 22, 2014 , submit your final document to the M2: Assignment 2 Dropbox . Assignment 2 Grading Criteria Maximum Points Analyzed and explained the impact of the USA Patriot Act on security management in the private and government sectors. 20 Articulated the legal aspects and challenges associated with the USA Patriot Act. 28 Analyzed and discussed the benefits the USA Patriot Act has had against terrorism and toward preventing the breach of security in the United States. 32 Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation. 20 Total: 100 .

Assignment 2 Construction Law PaperIn this assignment, you wi.docx

annrodgerson

Assignment 2: Construction Law Paper In this assignment, you will create a 4-6 page research paper summarizing the field of construction law. Your paper should include the following items: Provide an overview of the court system as a whole and the role it plays within the construction industry. Discuss the pros and cons of litigation from the viewpoint of a project manager or general contractor. Compare and contrast the different types of contract documents, contractual relationships and legal entities. Discuss how these different contracts affect construction projects before, during, and after actual construction. Explore the role of labor unions and discuss how the law affects them directly. Analyze how plans/specifications help to determine liability and how this is enforced. Explain how project changes and additions are handled legally. Provide a plan for handling delays associated with construction projects and explore the use of liquidated damages. Discuss in detail the topics of contract breach, tort and dispute resolution. Explore the application of laws to bidding and negotiating practices as well as pricing in general. Support the paper with research from the online course material, text, and outside sources if necessary. Properly cite all sources using the APA format. Assignment 2 Grading Criteria Maximum Points Included an extensive summary of the field of construction law and provided an overview of the court system and the role it plays within the construction industry. 30 Discussed the pros and cons of litigation from the viewpoint of a project manager or general contractor. 30 Evaluated the different types of contract documents, contractual relationships and legal entities and discussed how these different contracts affect construction projects before, during, and after actual construction. 30 Explored the role of labor unions and discussed how the law affects them directly. 30 Provided a plan for handling delays associated with construction projects and explored the use of liquidated damages. 30 Discussed in detail the topics of contract breach, tort and dispute resolution and explored the application of laws to bidding and negotiating practices as well as pricing in general. 30 Used correct grammar, spelling, organization, usage, style, writing mechanics, research methods, and compliance with APA standards. 10 Supported the paper with references to the online course material, text, personal experience, and other outside sources if necessary and conformed to APA standards. 10 Total: 200 .

Assignment 2 Community Prevention ProgramAfter hearing that a nei.docx

annrodgerson

Assignment 2: Community Prevention Program After hearing that a neighbor’s child, Jeremy, age seven, was sexually assaulted in the local park, the parents of Cherry Hill township decide that their community needs a program to prevent sexual abuse of their children in the future. Prepare a presentation for the parents, providing pertinent information they might like to include in a Sexual Assault Prevention program aimed at the children in their community. Suggest the psychoeducational and supportive approaches that can be effectively used at the community level, such as in community centers, schools, and social service agencies, to provide this information to the children. Address issues of gender, diversity, and ethics in your presentation. Submit your PowerPoint presentation to the W2: Assignment 2 Dropbox by Wednesday, July 1, 2015 . Your response should be at least 5 - 6 slides and include speaker notes for each slide. In addition, make sure you have included a title slide and a reference slide. Assignment 2 Grading Criteria Maximum Points Analyzed pertinent information they deem relevant to the development of a Sexual Assault Prevention program 25 Described the psychoeducational information and supportive approaches that the community can effectively use to deal with the issue of sexual abuse of children 30 Addressed the issues of gender, diversity, and ethics in the context of intervention approaches 25 Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation. 20 Total: 100 .

Assignment 2 Communicating Bad News Leaders and managers often ha.docx

annrodgerson

Assignment 2: Communicating Bad News Leaders and managers often have to deliver unpleasant or difficult information to other employees or other internal or external stakeholders. How well this news is delivered can affect employee relations as well as public perceptions. Review the following scenario: A new company claims it manufactures the best dog food in the market. It employs around 250 people worldwide. After six months in business, one of the company’s brands is found to contain harmful bacteria. Overnight, reports start pouring in from all over the country about pets falling sick, some critically. The company wants to communicate with its stakeholders through a memo before major news channels start to cover the disease. Assume that you are an assistant to the company’s chairperson. Based on your analysis of the scenario and using the tips you learned in this module, draft two memos for the chairperson. One memo should address the board of directors and the other the company’s employees. Make assumptions about whether it is the food product that has bacteria or if there is another explanation for the pets’ sickness. Write a 1–2-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc. By Wednesday, June 20, 2015 , submit your assignment to the M2: Assignment 2 Dropbox . Assignment 2 Grading Criteria Maximum Points Effectively utilized the tips covered in the module, to write an appropriate memo addressing the board of directors to convey the bad news. 28 Effectively utilized the tips covered in the module, to write a suitable memo addressing the company’s employees to convey the bad news. 28 Made appropriate assumptions when explaining the reasons for the pets’ sickness. 24 Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation. 20 Total: 100 .

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