Program Outcome
1= Unacceptable
2=Emerging
3=Proficient
4=Exemplary
Argosy University
M.A. Forensic Psychology
Comprehensive Exam Rubric
(2017)
Psychological Theory and Practice
Triage/Assessment
The student had difficulty identifying the client’s problems.
The student did not recommend evaluation of the client’s mental status or assessment for danger to self or others.
Recommendations for psychological assessment may have been addressed, however, specific assessment instruments and/or issues were not considered.
The student demonstrated limited understanding of the client's problems.
The student recommended some type of evaluation to determine whether the client was a danger to himself or others.
Recommendations for specific instruments may have been addressed; however, they appear to have been chosen as a general psychological battery rather than to specifically determine the client’s level of functioning.
The student demonstrated an understanding of the client’s problems and how they might be impacting his ability to function.
The student recommended evaluation of the client’s mental status and discussed the need to assess for suicidality, homicidality, psychosis, and current substance use.
The student also recommended that additional psychological assessment may be warranted.
The student clearly identified and operationally defined the client’s problems and how they might be impacting his ability to function.
The student recommended evaluation of the client’s mental status and discussed the need to assess for suicidality, homicidality, psychosis, and current substance use.
The student also recommended that additional psychological assessment may be warranted that encompasses the potential biopsychosocial contributors to .the problem(s) (cognitive functioning, personality, career, familial relationships, etc.)
Psychological Theory and Practice
Diagnostic Impression
The student did not provide specific information about diagnostic impressions.
The student’s responses did not utilize the information presented in the case vignette nor did the student present any diagnoses that he/she would want to rule out.
The student was able to reference information from the clinical vignette which may be of concern; however, his/her diagnostic impressions were not fully developed.
Instead, the student’s responses indicate that he/she only looked at pieces of the client’s behavioral and emotional functioning (e.g., did not look at the information as a whole and did not look at how the symptoms interact).
The student was able to identify at least one appropriate diagnostic impression and supported it with the client’s symptoms.
The student demonstrated adequate problem-solving strategies to determine differential diagnostic impressions
The student provided a differential diagnostic impression process including additional (missing) information needed to either rule out or confirm the diagnostic impression.
The student wa.
This document discusses the assessment and treatment of pediatric patients presenting with mood disorders. It notes that treating these patients can be complex, as children present with different signs and symptoms than adults and metabolize medications differently. However, the same psychopharmacological treatments may sometimes be used for both pediatric and adult patients with major depressive disorders. Psychiatric nurse practitioners must exercise caution when prescribing psychotropic medications to pediatric patients. The document provides resources on appropriate use of psychotropic drugs in children/adolescents and biomarkers in pediatric depression. It describes a case study assignment involving decisions about medication treatment for an African American child suffering from depression.
Generalist Practice A Presentation on Steps of The Problem-SolvMatthewTennant613
Generalist Practice: A Presentation on Steps of The Problem-Solving Process
Name:
Date: May 5th, 2021
Pamela Easter !!!
1
Problem Identification or Engagement
Identify the type of problem – drug addiction and its effects on Family members.(Janice Walker is at the center of problem)
Identify how the problem has affected the rest of the community- substance abuse effects cost in the community in measurable ways including loss of productivity and unemployability; impairment in physical and mental health; reduced quality of life; increase violence; and Crime; abuse and neglect of children.
The community's general perception of the problem- the economic consequences of drug abuse severely burden federal , State, and local government resources, and the taxpayer.
The root cause of the problem- most often the cause of addiction is chronic stress, a history of trauma (PTSD), mental illness, lastly family history with addiction
Problem Identification/Engagement. The first step is to identify the type of problem the researcher is dealing with. Identify how the problem has affected the rest of the community and the community's general perception of the problem. The next step is to evaluate how the problem has affected the community or a client. Lastly, identify the root cause of the problem; where did the problem come from, or how did the victim get the problem they are facing.
2
Data Collection
Three major ways of collecting data from Clients are Interviews, Observation, and surveys
Interviews:
Engaging with the client one-on-one. Listening to client’s perspective of the problem
This method has ability to untangle the individual's problem, emotions, background, and the general social context, The Advocate can get the client's perception of the treatment
Observation:
It obtains data from clients by assessing the reaction to their respective environments
The researcher can identify factors contributing to the Client's condition
Data collection. There are many ways to collect data from a client. Three major ways of collecting data from a client are Interviews, Observation, and First Extraction.
Interviews: The researcher can speak with the patient on a one-on-one basis. A researcher or a nurse can use this method because of its ability to untangle the individual's problem, emotions, background, and the general social context, which in this paper largely revolves around the family relationship (Cohen et al., 2017). This data collection method paves the way for a nurse to get the patient's perception of the treatment and some of the elements that motivated them to embrace treatment.
Observation: it is used to obtain data from clients by assessing the reaction to their respective environments. Observation methods allow the researcher to identify social dimensions and family background factors contributing to the patient's condition.
3
Data Collection cont’d
Surveys : Can discover the problem
Clients Family History background details o ...
SOCW 6200 Human Behavior and the Social Environment IWeek 1.docxsamuel699872
SOCW 6200: Human Behavior and the Social Environment I
Week 10
Project: Bio-Psycho-Social Assessment
Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Project you create a bio-psycho-social assessment.
By Day 7
Submit 9
-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:
Part A:
Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:
Presenting issue (including referral source)
Demographic information
Current living situation
Birth and developmental history
School and social relationships
Family members and relationships
Health and medical issues (including psychological and psychiatric functioning, substance abuse)
Spiritual development
Social, community, and recreational activities
Client strengths, capacities, and resources
Part B:
Analysis of Assessment. Address each of the following:
Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
Analyze how the social environment affects the client.
Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
Explain how you would use the identified strengths of the client(s) in a treatment plan.
Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
Analyze the ethical issues present in the case. Explain how will you address them.
Describe the issues will you need to address around cultural competence.
Grading Criteria Rubric Detail.
Responsiveness to Directions
66.15 (2.
1. The document discusses the process of social diagnosis, which involves gathering data about a client's social and psychological situation to understand the nature and causes of their problems.
2. Data is collected through interviews, records, reports, and direct observation to analyze factors like physical health, psychology, social environment, and their relationships.
3. The diagnostic process involves gathering data, studying the problem areas, evaluating the nature of issues and contributing factors, and determining the client's capacity and appropriate treatment.
SOCW 6311 WK 7 responses Respond to at least two colleagues .docxsamuel699872
SOCW 6311 WK 7 responses
Respond to at least two colleagues each one has to be answered separately name first then response and references after each
Respond
to at least two colleagues
by doing all of the following
:
Offer critiques of their logic model as if you were a member of their work groups.
Identify strengths of the logic models.
Identify potential weaknesses in the assumptions or areas that may require additional information or clarification.
Offer substantial information to assist your colleagues’ efforts such as:
Information to support their understanding of the problems and needs in this population
Suggestions related to intervention activities, and potential outcomes
Instructor wants laid out like this:
Offer critiques of their logic model as if you were a member of their work groups.
Your response
Identify strengths of the logic models.
Your response
Identify potential weaknesses in the assumptions or areas that may require additional information or clarification.
Your response
Offer substantial information to assist your colleagues’ efforts such as:
Information to support their understanding of the problems and needs in this population
Your response
Suggestions related to intervention activities, and potential outcomes
Your response
References
Your response
PEER 1
Cedric Brown
RE: Discussion - Week 7
Top of Form
Post a logic model and theory of change for a practitioner-level intervention.
Children/Students with substance abuse issues
Input steps
Identify substance abuse with teen that caused the child to get kicked out of school.
Provide family and caregivers appropriate materials that is needed for dealing with someone who has substance abuse issues.
Program activities
Provides substance abuse classes for the child as well as classes for the parents to know how to cope with them.
Output steps
Have all parties involved attend all of the required meetings that are provided by the program.
Initial outcomes
Both the parents and the client will be knowledgeable about the dangers and how to deal with the individual who suffers from substance abuse.
Intermediate outcomes
Parents are knowledgeable about behaviors and tendencies of the client.
The client who suffers from substance abuse will know the effects of drug use.
The client will abstain from drug use.
Long-term outcomes
Client will not participate in any illegal drug use.
Client will have a healthy and high quality of life (Randolph, 2010).
Describe the types of problems, the client needs, and the underlying causes of problems and unmet needs.
The problem that the teen faces is that they have been kicked out of school for drug use. The client’s needs are that they feel like they are not important and found a crowd that they felt like they belonged to and started to use drugs. Some of the unmet needs that they h.
This document provides an overview of various psychological assessment tools and techniques used in guidance counseling. It discusses intelligence tests, achievement tests, aptitude tests, personality tests including self-report measures, projective techniques like the Rorschach test, rating scales, case studies, sociometric techniques, and anecdotal records. The goal of assessment is to help counselors develop an understanding of clients to aid them in growing independently.
This document provides an outline for a presentation on the efficacy of psychological treatments for violent offenders in correctional facilities. It discusses who the treatments target, including drug addicts and violent offenders. It describes the history of psychological assessments and interventions for offenders. It examines several types of treatments used in correctional facilities, including cognitive-behavioral and anger management approaches. It discusses how each treatment works for individual offenders and the impact on reducing recidivism. The document aims to shed light on improving the effectiveness of psychological programs for offenders.
This document discusses the assessment and treatment of pediatric patients presenting with mood disorders. It notes that treating these patients can be complex, as children present with different signs and symptoms than adults and metabolize medications differently. However, the same psychopharmacological treatments may sometimes be used for both pediatric and adult patients with major depressive disorders. Psychiatric nurse practitioners must exercise caution when prescribing psychotropic medications to pediatric patients. The document provides resources on appropriate use of psychotropic drugs in children/adolescents and biomarkers in pediatric depression. It describes a case study assignment involving decisions about medication treatment for an African American child suffering from depression.
Generalist Practice A Presentation on Steps of The Problem-SolvMatthewTennant613
Generalist Practice: A Presentation on Steps of The Problem-Solving Process
Name:
Date: May 5th, 2021
Pamela Easter !!!
1
Problem Identification or Engagement
Identify the type of problem – drug addiction and its effects on Family members.(Janice Walker is at the center of problem)
Identify how the problem has affected the rest of the community- substance abuse effects cost in the community in measurable ways including loss of productivity and unemployability; impairment in physical and mental health; reduced quality of life; increase violence; and Crime; abuse and neglect of children.
The community's general perception of the problem- the economic consequences of drug abuse severely burden federal , State, and local government resources, and the taxpayer.
The root cause of the problem- most often the cause of addiction is chronic stress, a history of trauma (PTSD), mental illness, lastly family history with addiction
Problem Identification/Engagement. The first step is to identify the type of problem the researcher is dealing with. Identify how the problem has affected the rest of the community and the community's general perception of the problem. The next step is to evaluate how the problem has affected the community or a client. Lastly, identify the root cause of the problem; where did the problem come from, or how did the victim get the problem they are facing.
2
Data Collection
Three major ways of collecting data from Clients are Interviews, Observation, and surveys
Interviews:
Engaging with the client one-on-one. Listening to client’s perspective of the problem
This method has ability to untangle the individual's problem, emotions, background, and the general social context, The Advocate can get the client's perception of the treatment
Observation:
It obtains data from clients by assessing the reaction to their respective environments
The researcher can identify factors contributing to the Client's condition
Data collection. There are many ways to collect data from a client. Three major ways of collecting data from a client are Interviews, Observation, and First Extraction.
Interviews: The researcher can speak with the patient on a one-on-one basis. A researcher or a nurse can use this method because of its ability to untangle the individual's problem, emotions, background, and the general social context, which in this paper largely revolves around the family relationship (Cohen et al., 2017). This data collection method paves the way for a nurse to get the patient's perception of the treatment and some of the elements that motivated them to embrace treatment.
Observation: it is used to obtain data from clients by assessing the reaction to their respective environments. Observation methods allow the researcher to identify social dimensions and family background factors contributing to the patient's condition.
3
Data Collection cont’d
Surveys : Can discover the problem
Clients Family History background details o ...
SOCW 6200 Human Behavior and the Social Environment IWeek 1.docxsamuel699872
SOCW 6200: Human Behavior and the Social Environment I
Week 10
Project: Bio-Psycho-Social Assessment
Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Project you create a bio-psycho-social assessment.
By Day 7
Submit 9
-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:
Part A:
Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:
Presenting issue (including referral source)
Demographic information
Current living situation
Birth and developmental history
School and social relationships
Family members and relationships
Health and medical issues (including psychological and psychiatric functioning, substance abuse)
Spiritual development
Social, community, and recreational activities
Client strengths, capacities, and resources
Part B:
Analysis of Assessment. Address each of the following:
Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
Analyze how the social environment affects the client.
Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
Explain how you would use the identified strengths of the client(s) in a treatment plan.
Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
Analyze the ethical issues present in the case. Explain how will you address them.
Describe the issues will you need to address around cultural competence.
Grading Criteria Rubric Detail.
Responsiveness to Directions
66.15 (2.
1. The document discusses the process of social diagnosis, which involves gathering data about a client's social and psychological situation to understand the nature and causes of their problems.
2. Data is collected through interviews, records, reports, and direct observation to analyze factors like physical health, psychology, social environment, and their relationships.
3. The diagnostic process involves gathering data, studying the problem areas, evaluating the nature of issues and contributing factors, and determining the client's capacity and appropriate treatment.
SOCW 6311 WK 7 responses Respond to at least two colleagues .docxsamuel699872
SOCW 6311 WK 7 responses
Respond to at least two colleagues each one has to be answered separately name first then response and references after each
Respond
to at least two colleagues
by doing all of the following
:
Offer critiques of their logic model as if you were a member of their work groups.
Identify strengths of the logic models.
Identify potential weaknesses in the assumptions or areas that may require additional information or clarification.
Offer substantial information to assist your colleagues’ efforts such as:
Information to support their understanding of the problems and needs in this population
Suggestions related to intervention activities, and potential outcomes
Instructor wants laid out like this:
Offer critiques of their logic model as if you were a member of their work groups.
Your response
Identify strengths of the logic models.
Your response
Identify potential weaknesses in the assumptions or areas that may require additional information or clarification.
Your response
Offer substantial information to assist your colleagues’ efforts such as:
Information to support their understanding of the problems and needs in this population
Your response
Suggestions related to intervention activities, and potential outcomes
Your response
References
Your response
PEER 1
Cedric Brown
RE: Discussion - Week 7
Top of Form
Post a logic model and theory of change for a practitioner-level intervention.
Children/Students with substance abuse issues
Input steps
Identify substance abuse with teen that caused the child to get kicked out of school.
Provide family and caregivers appropriate materials that is needed for dealing with someone who has substance abuse issues.
Program activities
Provides substance abuse classes for the child as well as classes for the parents to know how to cope with them.
Output steps
Have all parties involved attend all of the required meetings that are provided by the program.
Initial outcomes
Both the parents and the client will be knowledgeable about the dangers and how to deal with the individual who suffers from substance abuse.
Intermediate outcomes
Parents are knowledgeable about behaviors and tendencies of the client.
The client who suffers from substance abuse will know the effects of drug use.
The client will abstain from drug use.
Long-term outcomes
Client will not participate in any illegal drug use.
Client will have a healthy and high quality of life (Randolph, 2010).
Describe the types of problems, the client needs, and the underlying causes of problems and unmet needs.
The problem that the teen faces is that they have been kicked out of school for drug use. The client’s needs are that they feel like they are not important and found a crowd that they felt like they belonged to and started to use drugs. Some of the unmet needs that they h.
This document provides an overview of various psychological assessment tools and techniques used in guidance counseling. It discusses intelligence tests, achievement tests, aptitude tests, personality tests including self-report measures, projective techniques like the Rorschach test, rating scales, case studies, sociometric techniques, and anecdotal records. The goal of assessment is to help counselors develop an understanding of clients to aid them in growing independently.
This document provides an outline for a presentation on the efficacy of psychological treatments for violent offenders in correctional facilities. It discusses who the treatments target, including drug addicts and violent offenders. It describes the history of psychological assessments and interventions for offenders. It examines several types of treatments used in correctional facilities, including cognitive-behavioral and anger management approaches. It discusses how each treatment works for individual offenders and the impact on reducing recidivism. The document aims to shed light on improving the effectiveness of psychological programs for offenders.
The document discusses different types of research methods and designs, including experimental, quasi-experimental, non-experimental, qualitative, and quantitative approaches. It provides examples of true experimental designs, quasi-experimental designs, and non-experimental designs. It also outlines the key differences between qualitative and quantitative research, such as qualitative research being inductive while quantitative research is deductive. Finally, it discusses developing research questions and hypotheses for different types of studies.
The document discusses the case study method of qualitative research. It defines a case study as an in-depth analysis of an individual, group, or event. The case study method involves two stages: diagnosis, where information is collected to analyze the causes of a problem, and treatment, where the clinician tries to modify behavior and the environment. Key steps in a case study include identifying the problem, collecting and analyzing data from multiple sources, identifying causes, and suggesting and implementing remedial measures. While time-consuming, case studies provide comprehensive understanding of individual behavior in context.
Kimberly is pursuing a bachelor's degree in psychology with a concentration in criminal justice to work in forensic psychology. She has 7 years of experience in social services fields including intensive in-home services, residential facilities, and therapeutic foster care. Kimberly is a member of several psychology organizations and is able to apply psychological concepts, think critically, and work with diverse populations.
Use the Capella library to locate two psychology research articles.docxdickonsondorris
Use the Capella library to locate two psychology research articles: a quantitative methods article and a qualitative methods article. These do not need to be on the same topic, but if you have a research topic in mind for your proposal (see Assessment 5), you may wish to pick something similar for this assessment. Read each article carefully.
Then, in a 2–3-page assessment, address the following elements:
1 Summarize the research question and hypothesis, the research methods, and the overall findings.
2 Compare the research methodologies used in each study. In what ways are the methodologies similar? In what ways are they different? (Be sure to use the technical psychological terms we are studying.)
3 Describe the sample and sample size for each study. Which one used a larger sample and why? How were participants selected?
4 Describe the data collection process for each study. What methods were used to collect the data? Surveys? Observations? Interviews? Be specific and discuss the instruments or measures fully—what do they measure? How is the test designed?
5 Summarize the data analysis process for each study. How was the data analyzed? Were statistics used? Were interviews coded?
6 In conclusion, craft 1–2 paragraphs explaining how these two articles illustrate the main differences between quantitative and qualitative research.
Additional Requirements
· Written communication: Written communication should be free of errors that detract from the overall message.
· APA formatting: Your assessment should be formatted according to APA (6th ed.) style and formatting.
· Length: A typical response will be 2–3 typed and double-spaced pages.
Font and font size: Times New Roman, 12 point.
Research Methods
There are many different types of research studies, and the type of study that is done depends very much on the research question. Some studies demand strictly numerical data, such as a comparison of GPA among different college majors or weight loss among different types of eating programs. Others require more in-depth data, like interview responses. Such studies might include the lived experience of people that have been through a terrorist attack or understanding the experience of being physically disabled on a college campus. While there are a number of different types of studies that can be done, all of them fall under two basic categories: quantitative and qualitative.
Quantitative Research
Quantitative research deals with numerical data. This means that any topic you study in a quantitative study must be quantifiable—grades, weight, height, depression, and intelligence are all things that can be quantified on some scale of measurement. Quantitative data is often considered hard data—numbers are seen as concrete, irrefutable evidence, but we have to take into account a number of factors that could impact such data. Errors in measurement and recording of such data, as well as the influence of other factors outside those in the study, make for ...
Writing Criteria for Case Analysis Exemplary (A)90-100Mee.docxodiliagilby
This document outlines the criteria for grading a case analysis assignment, including expectations for different grade levels. It covers four main categories: content, writing/organization, grammar/mechanics, and formatting. For each category, it provides detailed descriptions of what is expected for an exemplary, meets expectations, developing, not acceptable, and failing grade. It also includes a sample case analysis assignment instructions that asks students to analyze a specific case and respond to questions about it in a 4-6 page written response.
Writing Criteria for Case Analysis Exemplary (A)90-100Mee.docxjeffevans62972
Writing Criteria for Case Analysis
Exemplary (A)
90-100%
Meets Expectations (B)
80-89%
Developing (C)
70-79%
Not Acceptable (D)
60-69%
Failing (F)
under 60%
Content: Is it complete & thorough? Are the prompts addressed?
The case analysis (final exam responses) clearly address all aspects of the assignment directions. The ideas contained in it are clear, based in solid logic, and concise at all times. The work provides multiple textual examples and details that clearly support the ideas presented within it. Creative arguments or evaluations are skillfully used to persuade readers and to substantiate logical points.
The case analysis (final exam responses) address all aspects of the assignment directions. The ideas contained in it are usually clear, based in logic, and concise. The work provides some textual examples and details to support the ideas presented within it. Good arguments or evaluations are used to persuade readers and to substantiate points.
The case analysis (final exam responses) address most aspects of the assignment directions. The ideas contained in it are general, lack solid logic and/or wordy. The work provides few textual examples and details to support the ideas presented within it. Ordinary arguments or evaluations are used to substantiate points.
The case analysis (final exam responses) address few or no aspects of the assignment directions. The ideas contained in it are unclear and illogical. The work provides no textual examples and details to support the ideas presented within it. Arguments or evaluations are not made OR are illogical.
The content of the case analysis (final exam responses) are unclear making it difficult to read OR no case analysis (final exam) submitted.
Writing/ Organization: Following the format clearly outlined in the assignment.
The case analysis (final exam responses) are developed in well-organized, logical paragraphs that include consistently effective use of transitions. Thoughtful structure eases the reader through the work.
The case analysis (final exam responses) are developed in logical paragraphs that include effective use of transitions. Adequate structure guides the reader through the work.
The case analysis (final exam responses) are developed in paragraphs, but includes limited use of transitions. Structure provides limited guidance for the reader.
The case analysis (final exam responses) are not developed in paragraphs. Transitions are not present. Poor structure obstructs the reader's understanding of the assignment.
Structure of the case analysis (final exam responses) makes it difficult to read OR no paper submitted.
G.U.M: Grammar, Word Usage, and Mechanics.
The case analysis (final exam responses) employ a wide variety of sentence structures, ideas, premises or imagery that effectively engage the reader. Uses a clear authoritative voice to convey the writer's expertise. Word usage displays an excellent grasp of the vocabulary related to the subject. Paper has no misspellin.
The document provides a psychosocial assessment of a 22-year-old male client diagnosed with Autism and Fetal Alcohol Syndrome. It details his social and family history, including being placed in foster care due to abuse and neglect. The assessment evaluates the client's level of independence as he prepares to graduate from a university program for individuals with intellectual disabilities. It finds that while the client will require some support with transportation and medical issues, he is capable of independent living and has shown success in work internships and maintaining his own dorm room. The treatment plan focuses on employment goals and living arrangements to promote the client's independence after graduation.
122820211Social Control Theory-Slides and data in CicelyBourqueju
12/28/2021
1
Social Control Theory
-Slides and data in this outline are from Adler, Mueller, and Laufer (2007, 2013, 2018, & 2022); Siegel
(2015); and modified by Manning (2007, 2013, 2015, 2018, & 2022).
T H E T H E O RY FAVO R E D BY M O S T C R I M I N O LO G I S T
Social Control theory
Social control theory focuses on techniques and strategies that regulate human behavior leading
to conformity or obedience to society’s rules.
Influences (family & school, religious beliefs, moral values, friends, & beliefs regarding
government).
12/28/2021
2
Theories of Social Control
MACROSOCIOLOGICAL STUDIES
Explore the legal system, particularly law
environment
Powerful groups
Social & economic government directives
MICROSOCIOLOGICAL STUDIES
Focus on informal systems
Data based on individuals
Examines one’s internal control system
Travis Hirschi
Social Bonds
Attachment: to parents, teachers, peers
Commitment: to conventional lines of action
◦ Educational goals
Involvement: with activities that promote the interests of society
◦ Homework or after school programs
Beliefs: acceptance of societies values
◦ Belief that law are fair
Hirshi’s Hypothesis was that Stronger the bonds = less delinquency & weaker bonds = increased
risk of delinquency
Scientific Research shows support:
◦ Hirshi conducted a self-report survey on 4,077 high school students in CA.
12/28/2021
3
Critics of Hirschi’s Bond theory
Criticism of social bond theory
◦ The influence of friendship
◦ Drug abuser stick together
◦ Failure to achieve
◦ Failing in school = few legitimate means
◦ Deviant parents and peers
◦ Gang member also create social bonds.
◦ Mistaken causal order
◦ Deviance may brake parental bonds
◦ Hirschi also counters the critics
◦ These bonds are weak and only created out of need – drug abuser will turn on one another.
Gresham Sykes and David Matza
Delinquency and Drift
Drift
◦ Most deviants also hold value in social norms.
◦ Must use tech. of neutralization to drift in and out of criminality.
Observation of neutralization:
◦ Criminals sometimes voice guilt over their illegal acts.
◦ Offenders frequently respect and admire honest, law abiding people (entertainers, & preachers).
◦ Criminal define whom they can victimize
◦ Criminals are not immune to the demands of conformity.
◦ They go to school, family functions and church.
12/28/2021
4
Gresham Sykes and David Matza
Delinquency and Drift
Techniques of neutralization:
◦ Denial of Responsibility
◦ Not my fault - accident
◦ Denial of Injury - No one hurt
◦ Denial of the Victim - Victim is no saint
◦ Condemnation of the Condemner
◦ Everyone has done worse things
◦ Appeal to Higher Loyalties
◦ Couldn’t let my friends down
◦ Studies show most adolescents know when they deviate
◦ So they use neutralization techniques to justify their behavior.
◦ Critics: Many adolescents have no empathy.
◦ Crimes are most often intraracial and within familiar areas.
Alb ...
12/28/2021
1
Social Control Theory
-Slides and data in this outline are from Adler, Mueller, and Laufer (2007, 2013, 2018, & 2022); Siegel
(2015); and modified by Manning (2007, 2013, 2015, 2018, & 2022).
T H E T H E O RY FAVO R E D BY M O S T C R I M I N O LO G I S T
Social Control theory
Social control theory focuses on techniques and strategies that regulate human behavior leading
to conformity or obedience to society’s rules.
Influences (family & school, religious beliefs, moral values, friends, & beliefs regarding
government).
12/28/2021
2
Theories of Social Control
MACROSOCIOLOGICAL STUDIES
Explore the legal system, particularly law
environment
Powerful groups
Social & economic government directives
MICROSOCIOLOGICAL STUDIES
Focus on informal systems
Data based on individuals
Examines one’s internal control system
Travis Hirschi
Social Bonds
Attachment: to parents, teachers, peers
Commitment: to conventional lines of action
◦ Educational goals
Involvement: with activities that promote the interests of society
◦ Homework or after school programs
Beliefs: acceptance of societies values
◦ Belief that law are fair
Hirshi’s Hypothesis was that Stronger the bonds = less delinquency & weaker bonds = increased
risk of delinquency
Scientific Research shows support:
◦ Hirshi conducted a self-report survey on 4,077 high school students in CA.
12/28/2021
3
Critics of Hirschi’s Bond theory
Criticism of social bond theory
◦ The influence of friendship
◦ Drug abuser stick together
◦ Failure to achieve
◦ Failing in school = few legitimate means
◦ Deviant parents and peers
◦ Gang member also create social bonds.
◦ Mistaken causal order
◦ Deviance may brake parental bonds
◦ Hirschi also counters the critics
◦ These bonds are weak and only created out of need – drug abuser will turn on one another.
Gresham Sykes and David Matza
Delinquency and Drift
Drift
◦ Most deviants also hold value in social norms.
◦ Must use tech. of neutralization to drift in and out of criminality.
Observation of neutralization:
◦ Criminals sometimes voice guilt over their illegal acts.
◦ Offenders frequently respect and admire honest, law abiding people (entertainers, & preachers).
◦ Criminal define whom they can victimize
◦ Criminals are not immune to the demands of conformity.
◦ They go to school, family functions and church.
12/28/2021
4
Gresham Sykes and David Matza
Delinquency and Drift
Techniques of neutralization:
◦ Denial of Responsibility
◦ Not my fault - accident
◦ Denial of Injury - No one hurt
◦ Denial of the Victim - Victim is no saint
◦ Condemnation of the Condemner
◦ Everyone has done worse things
◦ Appeal to Higher Loyalties
◦ Couldn’t let my friends down
◦ Studies show most adolescents know when they deviate
◦ So they use neutralization techniques to justify their behavior.
◦ Critics: Many adolescents have no empathy.
◦ Crimes are most often intraracial and within familiar areas.
Alb ...
This document discusses two case studies involving assessment interviews in therapy. For Client #1, a 28-year old man experiencing depression and lack of motivation, the psychologist would administer a personality assessment and consider ethical concerns around privacy and their own qualifications. For Client #2, a 41-year old recently divorced woman with high blood pressure, the best approach would be semi-structured interviews to allow her to share openly while addressing required questions. The document also discusses two school psychology cases, outlining contextual considerations, potential assessment methods, and ethical concerns for each client.
Here are some key advantages and disadvantages of third-party funding in arbitration:
Potential Advantages:
- Provides access to justice for parties who cannot afford arbitration costs. This allows more disputes to be resolved through arbitration rather than litigation.
- Spreads financial risk across multiple disputes, allowing third party funders to take on riskier cases.
- May increase efficiency by allowing parties to invest more resources into strong cases.
Potential Disadvantages:
- Raises conflicts of interest if third party funders influence procedural or settlement decisions for financial gain rather than merits.
- May increase costs of arbitration overall if third party funders factor in a return on multiple disputes.
- Lack of regulation could lead to predat
Educational Research methods and ToolsNSureshBabu4
The document discusses research methods and tools used in educational research. It defines research methods as strategies used to collect and analyze data to uncover new information on a topic. The two main types of research methods are quantitative and qualitative. Quantitative methods focus on measuring and analyzing relationships between variables, while qualitative methods aim to understand phenomena in their natural settings. Common quantitative tools include questionnaires, rating scales, and tests. Qualitative tools include interviews, observations, and document analysis. The document also provides examples and definitions of specific research approaches like experimental, descriptive, case study, and ethnography research. Common tools in educational research are questionnaires, interviews, observations, checklists, and scorecards.
A. Identify a gap in the developmental psychology research present.docxmakdul
A. Identify a gap in the developmental psychology research presented in your chosen track.
B. Develop a basic research question addressing the identified gap.
C. Determine an appropriate research design that addresses your research question regarding developmental psychology and explain why it was chosen.
D. Explain how you will account for issues of ethics associated with your proposed research design.
E. Explain how your approach to accounting for issues of ethics was informed by your review of the research presented in your chosen track.
Your will submit the completed Research Design Worksheet document with double spacing, 12-point Times New Roman font, one inch margins, and any sources cited in APA format.
PSY 211 Research Design Worksheet
Complete each section of this worksheet. You will use this worksheet to inform the Research Design section of your final project submission.
Citation of Literature
[Include the citation(s) of the reviewed resources in APA format.]
Gap Identification
[Identify a gap in the developmental psychology research presented in your chosen track. For this exercise, you will only need to focus on the articles included in this course. You are not responsible for more recent developments in the field.]
Research Question
[Develop a basic research question addressing the identified gap]
Research Design
[Some Questions to consider:
· Will you conduct descriptive research, correlational research, or experimental research, and why did you make that choice?
· If relevant, what are your independent and dependent variables?
· How will you choose your study population? If relevant, how will you assign participants to experimental and control groups?
· How long will your study last?
· What types of bias might affect your study, and how will you address that?]
Issues of Ethics
[Explain how you will account for issues of ethics associated with your proposed research design.]
PSY 211 Literature Worksheet
Article One
Citation of Literature
Watson, S. M., Westby, C. E., & Gable, R. A. (2007). Preventing School Failure. A Framework for Addressing the Needs of Students Prenatally Exposed to Alcohol and Other Drugs, 25-33.
Authors’ Claims
In the introduction, the authors review how children who are prenatally exposed to alcohol and other drugs delays or effect their learning and behavoiral problems by focusing on their abilities to shifting tasks, maintaining attention, and manipulating information based off memory. They believed that if educators have a better understanding of the nature of the disorder, they may be prone to selecting more effective classroom interventions that aligns with the deficits of those students based off the various risk factors related the prenatal exposure to drugs and/or alcohol.
Influence of Factors on Human Development
Based off the readings from the article it is to believe that environmental factor influenced the development of this study. A lot of the studies were school-based in.
Critiquing research studies and articles is one of the method to improve the quality of research projects and it is also a method to learn research methodology for beginners.
Assessment in forensic psychology involves gathering data from multiple sources to develop a deep understanding of the person. It can involve categorization, formulation, and informing treatment. Various conceptual approaches are used, including qualitative and quantitative measurement. Prediction is a major function of assessment. Diagnosis involves identifying signs and symptoms, while formulation analyzes specific cases. Data is gathered through interviews and tests, considering factors like reliability and validity. Psychological theories help guide the assessment process, and an iterative approach integrates information over time.
Au Psy492 E Portfolio Template For Slide Sharebritts425
The document summarizes the personal statement of a student pursuing a Master's degree in Social Work. The student aims to help children and families by resolving childhood issues. They currently work as a mentor and changed their business to vegetarian and cruelty-free to align with their values. The student is passionate about making a difference and standing up for their beliefs.
This document discusses the key tools and methods used in psychological research, including the scientific method, descriptive research, and experimental research. Descriptive research aims to observe and describe behavior through naturalistic observation, case studies, surveys, and psychological tests. Experimental research manipulates variables to test hypotheses and determine causality. It controls for biases through random assignment and blind studies. Ethical principles like informed consent, debriefing, confidentiality, and care for animal subjects are important in psychological research.
Pre-test – post-test is a quantitative technique used to measure the difference in responses to the same set of questions before and after a program or service. It compares responses before and after to determine the effect of the program. Advantages include measuring self-assessment and recall, while disadvantages include potential validity issues from testing effects, maturation, and bias. The document provides tips on question design and alternatives to standard pre-test post-test to improve validity, such as using diaries, role plays, control groups, or informants.
Scope of Practice and Patient’s Healthcare Accessibility PurposLesleyWhitesidefv
Scope of Practice and Patient’s Healthcare Accessibility
Purpose
The purpose of this assignment is to identify the scope of practice in one’s state including level of independence of practice, prescribing authority, any limitations of practice, process for obtaining licensure in your state, certification and education requirements for licensure. Next, students will discuss how the level of independence of practice in their state, i.e., reduced, restricted or full practice, affects patient’s access to care in their local community.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
1. Understand NP practice as defined by law (CO2)
2. Determine legislation as defined by legislation, statutes and regulations (CO2)
3. Identify barriers to ensuring patient’s rights (CO3)
Due Date: Wednesday by 11:59pm MST of Week 6
Initial responses to the discussion topic must be posted by Wednesday 11:59pm MT. Two additional posts to peers and/or faculty are due by Sunday at 11:59pm MT. Students are expected to submit assignments by the time they are due.
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday of week 6, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0).
Total Points Possible: 100
Requirements:
1. Discuss your state NP community in terms of scope of practice. Include the your state’s scope of practice for NPs including:
· Level of independence of practice **In California, NPs are required to practice under Standardized Procedure Guidelines. If CA is your intended practice state, please provide details on how Standardized Procedures Guidelines are developed in California and an example of a California SPG.
· Prescribing authority
· Any limitations of practice
· Process for obtaining licensure in your state
· Certification and education requirements for licensure.
2. If you live in a restricted or reduced practice state, how has patient care been impacted in your local community from these barriers? For instance, is the ED used for primary care? Are the EDs overcrowded with long wait times? Are there urgent care clinics readily available? Is there adequate access to primary care? If you live in a full practice, how has independent practice of the APN resulted in improved patient access to healthcare?
3. How does access to NPs impacts any healthcare disparities?
4. A scholarly resource must be used for EACH discussion question each week.
DISCUSSION CONTENT
Category
Points
%
Description
Scope of practice and NP requirements
30
30%
Provides relevant evidence of scholarly inquiry of their state’s NP scope of practice. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion.
Practice barriers and access to healthcare
30
30%
Provides relevant evidence of scholarly inquiry of whether their state is a reduced, restricted or fu ...
You have collected the following documents (unstructured) and pl.docxbriancrawford30935
You have collected the following documents (unstructured) and plan to apply an index technique to convert them into an inverted index.
Doc 1?Information retrieval is the activity of obtaining information resources relevant to an information need from a collection of information resources. Searches can be based on full-text or other content-based indexing.
Doc 2?Information retrieval is finding material of an unstructured nature that satisfies an information need from within large collections.
Doc 3?Information systems is the study of complementary networks of hardware and software that people and organizations use to collect, filter, process, create, and distribute data.
In the process of creating the inverted index, please complete the following steps:
Remove all stop words and punctuation, and then apply Porter’s stemming algorithm to the documents. Thelist of stop words for this task is provided as follows:
Is, The, Of, To, An, A, From, Can, Be, On, Or, That, Within, And, Use
Create a merged inverted list including the within-document frequencies for each term.
Use the index created in part (b) to create a dictionary and the related posting file.
You may like to test the inverted index by using the following keywords:information, system, index
.
You have been working as a technology associate the information .docxbriancrawford30935
You have been working as a technology associate the information systems department at Corporation Techs for a while now. You have discovered so far that all of Corporation Techs’ computer systems share the same Class C public IP address range, including workstations along with servers providing authentication, e-mail, and both secure and public Web sites.
Your next task in this project is to construct a basic network design. An important requirement for the network design is to reduce the number of public addresses needed as the subnet lease results in very high ISP costs.
Tasks
Construct a basic network design, separating private and public services within the Corporation Techs’ network. To do so, you must:
Access the PCAP files using NetWitness Investigator, and browse the Nmap scan (XML format), topology fisheye chart (PDF format), and Nessus report (HTML format).
Identify vulnerabilities and clear-text information transfer.
Conduct research and determine the best network design to ensure security of internal access while retaining public Web site availability.
Identify any opportunities for reduced ISP costs through port redirection or address translation.
Design a network configuration, identifying network gateways, port or address redirection systems, and the location of hosts within private and protected network segments.
Create a professional report detailing the information above as supportive documentation for the network security plan.
Create a report that includes a basic network diagram and research results.
.
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The document discusses different types of research methods and designs, including experimental, quasi-experimental, non-experimental, qualitative, and quantitative approaches. It provides examples of true experimental designs, quasi-experimental designs, and non-experimental designs. It also outlines the key differences between qualitative and quantitative research, such as qualitative research being inductive while quantitative research is deductive. Finally, it discusses developing research questions and hypotheses for different types of studies.
The document discusses the case study method of qualitative research. It defines a case study as an in-depth analysis of an individual, group, or event. The case study method involves two stages: diagnosis, where information is collected to analyze the causes of a problem, and treatment, where the clinician tries to modify behavior and the environment. Key steps in a case study include identifying the problem, collecting and analyzing data from multiple sources, identifying causes, and suggesting and implementing remedial measures. While time-consuming, case studies provide comprehensive understanding of individual behavior in context.
Kimberly is pursuing a bachelor's degree in psychology with a concentration in criminal justice to work in forensic psychology. She has 7 years of experience in social services fields including intensive in-home services, residential facilities, and therapeutic foster care. Kimberly is a member of several psychology organizations and is able to apply psychological concepts, think critically, and work with diverse populations.
Use the Capella library to locate two psychology research articles.docxdickonsondorris
Use the Capella library to locate two psychology research articles: a quantitative methods article and a qualitative methods article. These do not need to be on the same topic, but if you have a research topic in mind for your proposal (see Assessment 5), you may wish to pick something similar for this assessment. Read each article carefully.
Then, in a 2–3-page assessment, address the following elements:
1 Summarize the research question and hypothesis, the research methods, and the overall findings.
2 Compare the research methodologies used in each study. In what ways are the methodologies similar? In what ways are they different? (Be sure to use the technical psychological terms we are studying.)
3 Describe the sample and sample size for each study. Which one used a larger sample and why? How were participants selected?
4 Describe the data collection process for each study. What methods were used to collect the data? Surveys? Observations? Interviews? Be specific and discuss the instruments or measures fully—what do they measure? How is the test designed?
5 Summarize the data analysis process for each study. How was the data analyzed? Were statistics used? Were interviews coded?
6 In conclusion, craft 1–2 paragraphs explaining how these two articles illustrate the main differences between quantitative and qualitative research.
Additional Requirements
· Written communication: Written communication should be free of errors that detract from the overall message.
· APA formatting: Your assessment should be formatted according to APA (6th ed.) style and formatting.
· Length: A typical response will be 2–3 typed and double-spaced pages.
Font and font size: Times New Roman, 12 point.
Research Methods
There are many different types of research studies, and the type of study that is done depends very much on the research question. Some studies demand strictly numerical data, such as a comparison of GPA among different college majors or weight loss among different types of eating programs. Others require more in-depth data, like interview responses. Such studies might include the lived experience of people that have been through a terrorist attack or understanding the experience of being physically disabled on a college campus. While there are a number of different types of studies that can be done, all of them fall under two basic categories: quantitative and qualitative.
Quantitative Research
Quantitative research deals with numerical data. This means that any topic you study in a quantitative study must be quantifiable—grades, weight, height, depression, and intelligence are all things that can be quantified on some scale of measurement. Quantitative data is often considered hard data—numbers are seen as concrete, irrefutable evidence, but we have to take into account a number of factors that could impact such data. Errors in measurement and recording of such data, as well as the influence of other factors outside those in the study, make for ...
Writing Criteria for Case Analysis Exemplary (A)90-100Mee.docxodiliagilby
This document outlines the criteria for grading a case analysis assignment, including expectations for different grade levels. It covers four main categories: content, writing/organization, grammar/mechanics, and formatting. For each category, it provides detailed descriptions of what is expected for an exemplary, meets expectations, developing, not acceptable, and failing grade. It also includes a sample case analysis assignment instructions that asks students to analyze a specific case and respond to questions about it in a 4-6 page written response.
Writing Criteria for Case Analysis Exemplary (A)90-100Mee.docxjeffevans62972
Writing Criteria for Case Analysis
Exemplary (A)
90-100%
Meets Expectations (B)
80-89%
Developing (C)
70-79%
Not Acceptable (D)
60-69%
Failing (F)
under 60%
Content: Is it complete & thorough? Are the prompts addressed?
The case analysis (final exam responses) clearly address all aspects of the assignment directions. The ideas contained in it are clear, based in solid logic, and concise at all times. The work provides multiple textual examples and details that clearly support the ideas presented within it. Creative arguments or evaluations are skillfully used to persuade readers and to substantiate logical points.
The case analysis (final exam responses) address all aspects of the assignment directions. The ideas contained in it are usually clear, based in logic, and concise. The work provides some textual examples and details to support the ideas presented within it. Good arguments or evaluations are used to persuade readers and to substantiate points.
The case analysis (final exam responses) address most aspects of the assignment directions. The ideas contained in it are general, lack solid logic and/or wordy. The work provides few textual examples and details to support the ideas presented within it. Ordinary arguments or evaluations are used to substantiate points.
The case analysis (final exam responses) address few or no aspects of the assignment directions. The ideas contained in it are unclear and illogical. The work provides no textual examples and details to support the ideas presented within it. Arguments or evaluations are not made OR are illogical.
The content of the case analysis (final exam responses) are unclear making it difficult to read OR no case analysis (final exam) submitted.
Writing/ Organization: Following the format clearly outlined in the assignment.
The case analysis (final exam responses) are developed in well-organized, logical paragraphs that include consistently effective use of transitions. Thoughtful structure eases the reader through the work.
The case analysis (final exam responses) are developed in logical paragraphs that include effective use of transitions. Adequate structure guides the reader through the work.
The case analysis (final exam responses) are developed in paragraphs, but includes limited use of transitions. Structure provides limited guidance for the reader.
The case analysis (final exam responses) are not developed in paragraphs. Transitions are not present. Poor structure obstructs the reader's understanding of the assignment.
Structure of the case analysis (final exam responses) makes it difficult to read OR no paper submitted.
G.U.M: Grammar, Word Usage, and Mechanics.
The case analysis (final exam responses) employ a wide variety of sentence structures, ideas, premises or imagery that effectively engage the reader. Uses a clear authoritative voice to convey the writer's expertise. Word usage displays an excellent grasp of the vocabulary related to the subject. Paper has no misspellin.
The document provides a psychosocial assessment of a 22-year-old male client diagnosed with Autism and Fetal Alcohol Syndrome. It details his social and family history, including being placed in foster care due to abuse and neglect. The assessment evaluates the client's level of independence as he prepares to graduate from a university program for individuals with intellectual disabilities. It finds that while the client will require some support with transportation and medical issues, he is capable of independent living and has shown success in work internships and maintaining his own dorm room. The treatment plan focuses on employment goals and living arrangements to promote the client's independence after graduation.
122820211Social Control Theory-Slides and data in CicelyBourqueju
12/28/2021
1
Social Control Theory
-Slides and data in this outline are from Adler, Mueller, and Laufer (2007, 2013, 2018, & 2022); Siegel
(2015); and modified by Manning (2007, 2013, 2015, 2018, & 2022).
T H E T H E O RY FAVO R E D BY M O S T C R I M I N O LO G I S T
Social Control theory
Social control theory focuses on techniques and strategies that regulate human behavior leading
to conformity or obedience to society’s rules.
Influences (family & school, religious beliefs, moral values, friends, & beliefs regarding
government).
12/28/2021
2
Theories of Social Control
MACROSOCIOLOGICAL STUDIES
Explore the legal system, particularly law
environment
Powerful groups
Social & economic government directives
MICROSOCIOLOGICAL STUDIES
Focus on informal systems
Data based on individuals
Examines one’s internal control system
Travis Hirschi
Social Bonds
Attachment: to parents, teachers, peers
Commitment: to conventional lines of action
◦ Educational goals
Involvement: with activities that promote the interests of society
◦ Homework or after school programs
Beliefs: acceptance of societies values
◦ Belief that law are fair
Hirshi’s Hypothesis was that Stronger the bonds = less delinquency & weaker bonds = increased
risk of delinquency
Scientific Research shows support:
◦ Hirshi conducted a self-report survey on 4,077 high school students in CA.
12/28/2021
3
Critics of Hirschi’s Bond theory
Criticism of social bond theory
◦ The influence of friendship
◦ Drug abuser stick together
◦ Failure to achieve
◦ Failing in school = few legitimate means
◦ Deviant parents and peers
◦ Gang member also create social bonds.
◦ Mistaken causal order
◦ Deviance may brake parental bonds
◦ Hirschi also counters the critics
◦ These bonds are weak and only created out of need – drug abuser will turn on one another.
Gresham Sykes and David Matza
Delinquency and Drift
Drift
◦ Most deviants also hold value in social norms.
◦ Must use tech. of neutralization to drift in and out of criminality.
Observation of neutralization:
◦ Criminals sometimes voice guilt over their illegal acts.
◦ Offenders frequently respect and admire honest, law abiding people (entertainers, & preachers).
◦ Criminal define whom they can victimize
◦ Criminals are not immune to the demands of conformity.
◦ They go to school, family functions and church.
12/28/2021
4
Gresham Sykes and David Matza
Delinquency and Drift
Techniques of neutralization:
◦ Denial of Responsibility
◦ Not my fault - accident
◦ Denial of Injury - No one hurt
◦ Denial of the Victim - Victim is no saint
◦ Condemnation of the Condemner
◦ Everyone has done worse things
◦ Appeal to Higher Loyalties
◦ Couldn’t let my friends down
◦ Studies show most adolescents know when they deviate
◦ So they use neutralization techniques to justify their behavior.
◦ Critics: Many adolescents have no empathy.
◦ Crimes are most often intraracial and within familiar areas.
Alb ...
12/28/2021
1
Social Control Theory
-Slides and data in this outline are from Adler, Mueller, and Laufer (2007, 2013, 2018, & 2022); Siegel
(2015); and modified by Manning (2007, 2013, 2015, 2018, & 2022).
T H E T H E O RY FAVO R E D BY M O S T C R I M I N O LO G I S T
Social Control theory
Social control theory focuses on techniques and strategies that regulate human behavior leading
to conformity or obedience to society’s rules.
Influences (family & school, religious beliefs, moral values, friends, & beliefs regarding
government).
12/28/2021
2
Theories of Social Control
MACROSOCIOLOGICAL STUDIES
Explore the legal system, particularly law
environment
Powerful groups
Social & economic government directives
MICROSOCIOLOGICAL STUDIES
Focus on informal systems
Data based on individuals
Examines one’s internal control system
Travis Hirschi
Social Bonds
Attachment: to parents, teachers, peers
Commitment: to conventional lines of action
◦ Educational goals
Involvement: with activities that promote the interests of society
◦ Homework or after school programs
Beliefs: acceptance of societies values
◦ Belief that law are fair
Hirshi’s Hypothesis was that Stronger the bonds = less delinquency & weaker bonds = increased
risk of delinquency
Scientific Research shows support:
◦ Hirshi conducted a self-report survey on 4,077 high school students in CA.
12/28/2021
3
Critics of Hirschi’s Bond theory
Criticism of social bond theory
◦ The influence of friendship
◦ Drug abuser stick together
◦ Failure to achieve
◦ Failing in school = few legitimate means
◦ Deviant parents and peers
◦ Gang member also create social bonds.
◦ Mistaken causal order
◦ Deviance may brake parental bonds
◦ Hirschi also counters the critics
◦ These bonds are weak and only created out of need – drug abuser will turn on one another.
Gresham Sykes and David Matza
Delinquency and Drift
Drift
◦ Most deviants also hold value in social norms.
◦ Must use tech. of neutralization to drift in and out of criminality.
Observation of neutralization:
◦ Criminals sometimes voice guilt over their illegal acts.
◦ Offenders frequently respect and admire honest, law abiding people (entertainers, & preachers).
◦ Criminal define whom they can victimize
◦ Criminals are not immune to the demands of conformity.
◦ They go to school, family functions and church.
12/28/2021
4
Gresham Sykes and David Matza
Delinquency and Drift
Techniques of neutralization:
◦ Denial of Responsibility
◦ Not my fault - accident
◦ Denial of Injury - No one hurt
◦ Denial of the Victim - Victim is no saint
◦ Condemnation of the Condemner
◦ Everyone has done worse things
◦ Appeal to Higher Loyalties
◦ Couldn’t let my friends down
◦ Studies show most adolescents know when they deviate
◦ So they use neutralization techniques to justify their behavior.
◦ Critics: Many adolescents have no empathy.
◦ Crimes are most often intraracial and within familiar areas.
Alb ...
This document discusses two case studies involving assessment interviews in therapy. For Client #1, a 28-year old man experiencing depression and lack of motivation, the psychologist would administer a personality assessment and consider ethical concerns around privacy and their own qualifications. For Client #2, a 41-year old recently divorced woman with high blood pressure, the best approach would be semi-structured interviews to allow her to share openly while addressing required questions. The document also discusses two school psychology cases, outlining contextual considerations, potential assessment methods, and ethical concerns for each client.
Here are some key advantages and disadvantages of third-party funding in arbitration:
Potential Advantages:
- Provides access to justice for parties who cannot afford arbitration costs. This allows more disputes to be resolved through arbitration rather than litigation.
- Spreads financial risk across multiple disputes, allowing third party funders to take on riskier cases.
- May increase efficiency by allowing parties to invest more resources into strong cases.
Potential Disadvantages:
- Raises conflicts of interest if third party funders influence procedural or settlement decisions for financial gain rather than merits.
- May increase costs of arbitration overall if third party funders factor in a return on multiple disputes.
- Lack of regulation could lead to predat
Educational Research methods and ToolsNSureshBabu4
The document discusses research methods and tools used in educational research. It defines research methods as strategies used to collect and analyze data to uncover new information on a topic. The two main types of research methods are quantitative and qualitative. Quantitative methods focus on measuring and analyzing relationships between variables, while qualitative methods aim to understand phenomena in their natural settings. Common quantitative tools include questionnaires, rating scales, and tests. Qualitative tools include interviews, observations, and document analysis. The document also provides examples and definitions of specific research approaches like experimental, descriptive, case study, and ethnography research. Common tools in educational research are questionnaires, interviews, observations, checklists, and scorecards.
A. Identify a gap in the developmental psychology research present.docxmakdul
A. Identify a gap in the developmental psychology research presented in your chosen track.
B. Develop a basic research question addressing the identified gap.
C. Determine an appropriate research design that addresses your research question regarding developmental psychology and explain why it was chosen.
D. Explain how you will account for issues of ethics associated with your proposed research design.
E. Explain how your approach to accounting for issues of ethics was informed by your review of the research presented in your chosen track.
Your will submit the completed Research Design Worksheet document with double spacing, 12-point Times New Roman font, one inch margins, and any sources cited in APA format.
PSY 211 Research Design Worksheet
Complete each section of this worksheet. You will use this worksheet to inform the Research Design section of your final project submission.
Citation of Literature
[Include the citation(s) of the reviewed resources in APA format.]
Gap Identification
[Identify a gap in the developmental psychology research presented in your chosen track. For this exercise, you will only need to focus on the articles included in this course. You are not responsible for more recent developments in the field.]
Research Question
[Develop a basic research question addressing the identified gap]
Research Design
[Some Questions to consider:
· Will you conduct descriptive research, correlational research, or experimental research, and why did you make that choice?
· If relevant, what are your independent and dependent variables?
· How will you choose your study population? If relevant, how will you assign participants to experimental and control groups?
· How long will your study last?
· What types of bias might affect your study, and how will you address that?]
Issues of Ethics
[Explain how you will account for issues of ethics associated with your proposed research design.]
PSY 211 Literature Worksheet
Article One
Citation of Literature
Watson, S. M., Westby, C. E., & Gable, R. A. (2007). Preventing School Failure. A Framework for Addressing the Needs of Students Prenatally Exposed to Alcohol and Other Drugs, 25-33.
Authors’ Claims
In the introduction, the authors review how children who are prenatally exposed to alcohol and other drugs delays or effect their learning and behavoiral problems by focusing on their abilities to shifting tasks, maintaining attention, and manipulating information based off memory. They believed that if educators have a better understanding of the nature of the disorder, they may be prone to selecting more effective classroom interventions that aligns with the deficits of those students based off the various risk factors related the prenatal exposure to drugs and/or alcohol.
Influence of Factors on Human Development
Based off the readings from the article it is to believe that environmental factor influenced the development of this study. A lot of the studies were school-based in.
Critiquing research studies and articles is one of the method to improve the quality of research projects and it is also a method to learn research methodology for beginners.
Assessment in forensic psychology involves gathering data from multiple sources to develop a deep understanding of the person. It can involve categorization, formulation, and informing treatment. Various conceptual approaches are used, including qualitative and quantitative measurement. Prediction is a major function of assessment. Diagnosis involves identifying signs and symptoms, while formulation analyzes specific cases. Data is gathered through interviews and tests, considering factors like reliability and validity. Psychological theories help guide the assessment process, and an iterative approach integrates information over time.
Au Psy492 E Portfolio Template For Slide Sharebritts425
The document summarizes the personal statement of a student pursuing a Master's degree in Social Work. The student aims to help children and families by resolving childhood issues. They currently work as a mentor and changed their business to vegetarian and cruelty-free to align with their values. The student is passionate about making a difference and standing up for their beliefs.
This document discusses the key tools and methods used in psychological research, including the scientific method, descriptive research, and experimental research. Descriptive research aims to observe and describe behavior through naturalistic observation, case studies, surveys, and psychological tests. Experimental research manipulates variables to test hypotheses and determine causality. It controls for biases through random assignment and blind studies. Ethical principles like informed consent, debriefing, confidentiality, and care for animal subjects are important in psychological research.
Pre-test – post-test is a quantitative technique used to measure the difference in responses to the same set of questions before and after a program or service. It compares responses before and after to determine the effect of the program. Advantages include measuring self-assessment and recall, while disadvantages include potential validity issues from testing effects, maturation, and bias. The document provides tips on question design and alternatives to standard pre-test post-test to improve validity, such as using diaries, role plays, control groups, or informants.
Scope of Practice and Patient’s Healthcare Accessibility PurposLesleyWhitesidefv
Scope of Practice and Patient’s Healthcare Accessibility
Purpose
The purpose of this assignment is to identify the scope of practice in one’s state including level of independence of practice, prescribing authority, any limitations of practice, process for obtaining licensure in your state, certification and education requirements for licensure. Next, students will discuss how the level of independence of practice in their state, i.e., reduced, restricted or full practice, affects patient’s access to care in their local community.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
1. Understand NP practice as defined by law (CO2)
2. Determine legislation as defined by legislation, statutes and regulations (CO2)
3. Identify barriers to ensuring patient’s rights (CO3)
Due Date: Wednesday by 11:59pm MST of Week 6
Initial responses to the discussion topic must be posted by Wednesday 11:59pm MT. Two additional posts to peers and/or faculty are due by Sunday at 11:59pm MT. Students are expected to submit assignments by the time they are due.
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday of week 6, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0).
Total Points Possible: 100
Requirements:
1. Discuss your state NP community in terms of scope of practice. Include the your state’s scope of practice for NPs including:
· Level of independence of practice **In California, NPs are required to practice under Standardized Procedure Guidelines. If CA is your intended practice state, please provide details on how Standardized Procedures Guidelines are developed in California and an example of a California SPG.
· Prescribing authority
· Any limitations of practice
· Process for obtaining licensure in your state
· Certification and education requirements for licensure.
2. If you live in a restricted or reduced practice state, how has patient care been impacted in your local community from these barriers? For instance, is the ED used for primary care? Are the EDs overcrowded with long wait times? Are there urgent care clinics readily available? Is there adequate access to primary care? If you live in a full practice, how has independent practice of the APN resulted in improved patient access to healthcare?
3. How does access to NPs impacts any healthcare disparities?
4. A scholarly resource must be used for EACH discussion question each week.
DISCUSSION CONTENT
Category
Points
%
Description
Scope of practice and NP requirements
30
30%
Provides relevant evidence of scholarly inquiry of their state’s NP scope of practice. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion.
Practice barriers and access to healthcare
30
30%
Provides relevant evidence of scholarly inquiry of whether their state is a reduced, restricted or fu ...
Similar to Program Outcome 1= Unacceptable2=Emerging 3=Proficie.docx (20)
You have collected the following documents (unstructured) and pl.docxbriancrawford30935
You have collected the following documents (unstructured) and plan to apply an index technique to convert them into an inverted index.
Doc 1?Information retrieval is the activity of obtaining information resources relevant to an information need from a collection of information resources. Searches can be based on full-text or other content-based indexing.
Doc 2?Information retrieval is finding material of an unstructured nature that satisfies an information need from within large collections.
Doc 3?Information systems is the study of complementary networks of hardware and software that people and organizations use to collect, filter, process, create, and distribute data.
In the process of creating the inverted index, please complete the following steps:
Remove all stop words and punctuation, and then apply Porter’s stemming algorithm to the documents. Thelist of stop words for this task is provided as follows:
Is, The, Of, To, An, A, From, Can, Be, On, Or, That, Within, And, Use
Create a merged inverted list including the within-document frequencies for each term.
Use the index created in part (b) to create a dictionary and the related posting file.
You may like to test the inverted index by using the following keywords:information, system, index
.
You have been working as a technology associate the information .docxbriancrawford30935
You have been working as a technology associate the information systems department at Corporation Techs for a while now. You have discovered so far that all of Corporation Techs’ computer systems share the same Class C public IP address range, including workstations along with servers providing authentication, e-mail, and both secure and public Web sites.
Your next task in this project is to construct a basic network design. An important requirement for the network design is to reduce the number of public addresses needed as the subnet lease results in very high ISP costs.
Tasks
Construct a basic network design, separating private and public services within the Corporation Techs’ network. To do so, you must:
Access the PCAP files using NetWitness Investigator, and browse the Nmap scan (XML format), topology fisheye chart (PDF format), and Nessus report (HTML format).
Identify vulnerabilities and clear-text information transfer.
Conduct research and determine the best network design to ensure security of internal access while retaining public Web site availability.
Identify any opportunities for reduced ISP costs through port redirection or address translation.
Design a network configuration, identifying network gateways, port or address redirection systems, and the location of hosts within private and protected network segments.
Create a professional report detailing the information above as supportive documentation for the network security plan.
Create a report that includes a basic network diagram and research results.
.
You have chosen to join WHO. They are particularly interested in.docxbriancrawford30935
You have chosen to join WHO. They are particularly interested in your microbiology skills since there have been many outbreaks of disease around the world. Now that you have reviewed your microbiology, you have been notified that you will be sent to one of two areas, West Africa, or the Middle East. In preparation, the Peace Corp would like you to choose one of these areas and complete a plan to deal with outbreaks or potential outbreaks in the area.
Choose an outbreak from those below to investigate.
Ebola or Middle East respiratory syndrome coronavirus (MERS-CoV)
Locate resources that will provide information about the infection, causing microbe, mode of infection, mode of spread, group or groups specifically susceptible, where outbreak occurred and when, clinical evaluation and diagnosis, infection control.
Find first person reports such as interviews or personal reports or journals on the outbreak. If you need help work with the librarian.
Design and submit an outline of the information you have uncovered. You will use this information to complete the project.
The outline should contain information and cited resources for:
Name of the disease chosen
Causing microbe
Mode of infection
Mode of spread
Group or groups specifically susceptible
Where outbreak occurred and when
Clinical evaluation and diagnosis
Infection control.
.
You have been tasked to present at a town hall meeting in your local.docxbriancrawford30935
You have been tasked to present at a town hall meeting in your local town or city to present the details about a new local policy that is being proposed. The presentation will need to define the problem, proposed solutions, risks, challenges, and funding opportunities/challenges. Topics may include local government changes to communities (for example, transportation, commercial enterprise effects on nearby townships, affordable housing construction, environmental effects of new/old business operations, addressing homelessness support, and others).
Using the
Policy Identification and Analysis Assignment Template [PPTX],
develop an 8–10 slide presentation in which you:
Analyze and define the problem to include possible political conflicts.
Identify risks and challenges.
Identify and construct policy alternatives and solutions.
Identify stakeholders and key roles.
Identify funding opportunities, challenges, and budget cost factors, to include saving measures.
Select supportive and evaluative criteria.
Identify incentives, subsidies, and potential benefits.
Draw conclusions in a thorough summary, including lessons learned.
Use the Internet or Strayer databases at the
Strayer Library
to locate at least three quality resources in this assignment.
Note
: Wikipedia and similar websites do not qualify as quality resources.
Use the
Policy Identification and Analysis Assignment Template [PPTX]
.
.
You have been tasked as the health care administrator of a major hos.docxbriancrawford30935
You have been tasked as the health care administrator of a major hospital to create a financial plan for your organization. What would you include in your financial plan? Compare an operating budget versus a capital budget? Include examples of each budget in a hypothetical department or unit of a hospital. Cite and reference your resources.
.
You have been tasked to devise a program to address the needs of.docxbriancrawford30935
You have been tasked to devise a program to address the needs of crime victims. To better understand what type of program to devise, you need to review some crime data. The crime data will help you to identify the various types of crimes being committed and how the various types of crime victims are impacted by their offenders. Select a source that compiles crime data. Describe why you selected that particular source and what type of data that source contains. Secondly, describe the basic goals of your proposed program and what types of services the program would provide to crime victims based on the various types of crimes. For example, what would be a program goal for a rape victim, and what type of program(s) or service(s) would be devised to address the victim’s needs (this could include gender, age, and group counseling sessions).
Assignment Guidelines
Select a source that compiles crime data.
Address the following in 750–1,000 words:
Why did you select that particular source? Explain in detail.
What type of data does that source contain? Describe in detail.
What are the basic goals of your proposed program? Explain in detail.
What types of services would the program provide to crime victims with regard to the various types of crime? Explain in detail.
Be sure to reference all sources using APA style.
.
You have been successful in your application for the position be.docxbriancrawford30935
You have been successful in your application for the position below and are invited to interview – time and date to be arranged.
Job Title: Social Care Worker – Residential services Panel
The social care worker will…
· work with children / young people, families and / or significant others, Social Work teams, other healthcare providers and agencies, schools, training agencies and community groups.
· care for, protect, and support vulnerable or dependent clients, individually or in groups, in conjunction with the wider multidisciplinary team and other relevant agencies. S/he will ensure the welfare of those under his / her care and will act as an advocate as appropriate.
· contribute to the planning and evaluation of individualised and group programmes of care, which are based on needs, identified in consultation with the client and others and delivered through day-to-day shared life experiences.
· work as part of a team to provide a safe, caring environment for resident clients/ children / young people with the primary aim of providing the intervention necessary to address the issues that are preventing them from fulfilling their outcomes.
· treat clients/ children/ young people and their families with dignity and respect, promoting a culture of unconditional positive regard at all times.
· recognise clients/ children / young people as expert through experience, promoting their participation in care planning, placement planning, decision-making and service delivery.
· contribute to the promotion of good links with neighbours, local community resources, i.e. schools, employment schemes and clubs, local Gardai and any other appropriate service.
· engage in reflective and evidence based practice
. That guideline to use to answer this question 1 to 3
1. Creative practice, reflective practice and team skills
It is important that the Social Care Worker can work independently as well as part of a wider healthcare team, building and maintaining relationships and understanding and valuing individuals and their respective professional roles. S/he should be able to identify the limits of their practice and know when to seek advice and additional expertise or refer to another professional. S/he should be able to give and receive feedback and to input their learning into their practice.
In the space below, please give an example of a situation where you were responsible for an individual piece of work with a service user/group of service users and which demonstrates your ability in the above areas
2
.
Flexibility, resilience and ability to deal with challenges.
An effective Social Care Worker demonstrates a commitment to providing a quality service. S/he is innovative and open to change in striving to ensure high standards in service delivery. Challenges can arise in many ways in the course of Social Care practice and an ability to manage adversity when it arises is an important professional skill.
In the space below, please give an.
You have been hired as a project management consultant by compan.docxbriancrawford30935
You have been hired as a project management consultant by company XYZ to review the status of a CRM (Customer Relationship Management) implementation by their internal project manager. Project Manager has spent allot of time with stakeholders on request for additional features being added to the project, resulting in 7 CRs (total potential project impact of $400,000). You are to review and assess the available current data on the project and provide specific recommendations and prioritized next steps to the executive committee.
Start Date: March 2021
Planned Finish Date: September 2021
Current Phase: Implementation
Overall Percent Complete: 40%
Overall Approved budget: $1,000,000
Actual Cost to date: $650,000
Number of Change Requests submitted by stakeholders: 7
CPI = 0.45
SPI = 0.65
EV = $400,000
.
You have been hired to manage a particular aspect of the new ad.docxbriancrawford30935
You have been hired to manage a particular aspect of the new adult addictions center. It is your job to write a proposal to bring to the next board meeting so that funds can be allocated to initiate your plans. This is the brainstorming stage of the planning. Your proposal will need to be scrutinized by the board before it approves it. It is important to be as specific and detailed as possible to justify the needs of your department before going forward. It is also important to be realistic, but at the same time expand your ideas, goals, and aspirations into doable actions because this board wants you to think outside of the box.
MY ASSIGNED ROLE IS COMMUNITY RESOURCES
Community referrals and other needs (e.g., working with the justice system, local businesses, and nonprofit organizations)
Write a 900–1,200 word paper that addresses the following:
What is the department’s role within the organization, and what are its responsibilities?
What are the client needs or services that are addressed by this department?
What individuals and resources are needed to provide those services?
**** Paper must include ****
Abstract
Introduction
Conclusion
References for all of the sections, in APA style
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You have been hired by Red Didgeridoo Technologies. They know th.docxbriancrawford30935
You have been hired by Red Didgeridoo Technologies. They know that they need to have network storage technologies, but their IT is a little lost. They want to have a scalable infrastructure to be able to expand and shrink the servers in their infrastructure when needed. In order to do this, they have purchased a license for VMware vSphere 6 Enterprise Plus.
NOTE:There must be at least 1 to 2 paragraphs per question.
1. Find and describe 2 distinct uses for a File Sharing Server which uses the sharing protocol named NFS (at least one of these must be a use specifically involving VMware vSphere 6 Enterprise Plus). List the advantages of using these implementations instead of using SMB or CIFS.
2. Find and describe 2 distinct uses (at least one of these must be a use which specifically involve VMware vSphere 6 Enterprise Plus) for iSCSI technology.
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You have been hired by TMI to design an application using shell scri.docxbriancrawford30935
You have been hired by TMI to design an application using shell script programs. TMI
Case
Projects
needs you to design and create a new directory structure.
The company has several departments: accounting, sales, manufacturing, information tech-
nology, and headquarters. The accounting department has accounts receivable, accounts
payable, and payroll functions within it. The manufacturing department runs three shifts
and a weekend shift.The information technology department has five projects in progress.
The sales department has offices located in the West, East, North, and South.
First, design the Linux file system hierarchy on paper. Keep in mind that the depart-
ments, functions, shifts, regions, and projects need to translate into directories. Next, you
need to create this hierarchy on the Linux system. Create at least one empty file in each
directory. Use the department, function, shift, region, or project name as the filename
and include an extension of .dat.
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You have been hired to evaluate the volcanic hazards associated .docxbriancrawford30935
You have been hired to evaluate the volcanic hazards of a dormant volcano showing signs of activity. To assess potential future eruptions, you would seek information about prehistoric eruptions by examining the volcano's field to understand eruption styles and magnitudes from similar past events to better predict future volcanic activity and hazards.
You have been hired as an assistant to the public health officer for.docxbriancrawford30935
You have been hired as an assistant to the public health officer for the state. The budget deficit has impacted your state, and with elections high on the list of worries, legislators are concerned about their public image and are contemplating reducing the public health budget for the state. You are being asked to prepare a presentation to persuade legislators not to cut public health spending.
Select a public health program/service that will be impacted by a recently proposed state budget cut.
Prepare a PowerPoint presentation to persuade legislators not to cut public health funding. Present the cost/benefit of the public health program/service, the expected impact of the proposed cut, and conclude with an alternative proposal.
The presentation should have a minimum of 15 slides (not including the reference slides).
Notes should be present with each slide describing the information on the slide.
Provide supporting information.
Use charts, graphs, and other visuals.
Please make sure to present some state and local data of the community that will be impacted by the cuts.
REQUIREMENTS:
- Length: Assignment should be at least 15 slides, not counting reference slides.
- Cite your sources and include reference slides.
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You have been engaged to develop a special calculator program. T.docxbriancrawford30935
You have been engaged to develop a special calculator program. The requirements for this program are very specific, and are as follows:
Create a Windows Forms application in Visual Studio using C#. The interface should look similar to the following:
Create the following controls, as shown above:
Labels for “Enter Information,” “Name,” “Input 1,” and “Input 2”
3 textboxes, as shown in the picture above
Buttons for addition, subtraction, multiplication, and division
Buttons for calculating sine, cosine, and tangent (based on the first input textbox only)
A button that calculates modulus
A button that clears the textboxes
Write a method for each of these calculations that will accept the incoming numbers from the two input fields and return the calculated value.
This value should be displayed in a MessageBox window, which should also display the user’s name from the first textbox.
Please submit your zipped Visual Studio project.
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You have now delivered the project to your customer ahead of schedul.docxbriancrawford30935
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You have now delivered the project to your customer. The project was.docxbriancrawford30935
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You have now experienced the work of various scholars, artists and m.docxbriancrawford30935
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Now, it is your turn. Write a poem, song, spoken word, lecture, or rap that captures the struggle, action or hope that exists in a social issue of black lives matter. Be creative; this is your opportunity to express your reflections and ideas in a personal and compelling way.
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You have learned that Mr. Moore does not drink alcohol in the mornin.docxbriancrawford30935
You have learned that Mr. Moore does not drink alcohol in the mornings. He does not binge drink, and he does not drink on Sundays. He does, however, drink the other 6 days of the week. Mrs. Moore explains his pattern of drinking Monday through Friday with his partners as stated in the scenario above, but he does not drink at home on those days. She also informs you that he does drink on Saturdays at home, often starting in the afternoon and passing out by dinnertime. He has a history of being loud, frightening, and angry when under the influence of alcohol. You also learn that Mr. Moore’s father was a winemaker from Italy.
Your supervisor, Officer Steve, suggests that you apply your knowledge of issues surrounding alcohol abuse and alcohol addiction to this case and write a memo to him. The memo should include the proper headings: "To," "From," "Date," and "Re:." The docket number and probation case file number should be included in the "Re:" section. You are beginning to determine whether Mr. Moore has an issue with alcohol that needs to be further addressed.
In the memo, do the following:
Submit the assignment in the format of a memo.
Include the proper headings: "To," "From," "Date," and "Re:." The docket number and probation case file number need to be included in the "Re:" section.
Apply the facts of Mr. Moore's case to the definitions of alcohol abuse and alcohol addiction.
Apply these facts to the differences between alcohol use and abuse.
Apply these facts to the DSM-IV criteria for a diagnosis of alcohol abuse.
Apply these facts to the disease model of alcohol abuse.
Apply these facts to the role genetics and heredity may play in the transmission of alcohol abuse from one generation to another
.
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You have been hired by a large hospitality firm (e.g., Marriot.docxbriancrawford30935
You have been asked to speak to the HR staff of a large hospitality firm about managing the project to relocate the company's headquarters office. To ease their fears of project failure, given past experiences, you will explain key elements of project management to them by comparing it to human resources management, which the staff understands well. Your explanation will address how using project management practices can help ensure the project is delivered successfully.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Program Outcome 1= Unacceptable2=Emerging 3=Proficie.docx
1. Program Outcome
1= Unacceptable
2=Emerging
3=Proficient
4=Exemplary
Argosy University
M.A. Forensic Psychology
Comprehensive Exam Rubric
(2017)
Psychological Theory and Practice
Triage/Assessment
The student had difficulty identifying the client’s problems.
The student did not recommend evaluation of the client’s mental
status or assessment for danger to self or others.
Recommendations for psychological assessment may have been
addressed, however, specific assessment instruments and/or
issues were not considered.
The student demonstrated limited understanding of the client's
problems.
The student recommended some type of evaluation to determine
whether the client was a danger to himself or others.
Recommendations for specific instruments may have been
addressed; however, they appear to have been chosen as a
general psychological battery rather than to specifically
determine the client’s level of functioning.
The student demonstrated an understanding of the client’s
problems and how they might be impacting his ability to
function.
The student recommended evaluation of the client’s mental
2. status and discussed the need to assess for suicidality,
homicidality, psychosis, and current substance use.
The student also recommended that additional psychological
assessment may be warranted.
The student clearly identified and operationally defined the
client’s problems and how they might be impacting his ability
to function.
The student recommended evaluation of the client’s mental
status and discussed the need to assess for suicidality,
homicidality, psychosis, and current substance use.
The student also recommended that additional psychological
assessment may be warranted that encompasses the potential
biopsychosocial contributors to .the problem(s) (cognitive
functioning, personality, career, familial relationships, etc.)
Psychological Theory and Practice
Diagnostic Impression
The student did not provide specific information about
diagnostic impressions.
The student’s responses did not utilize the information
presented in the case vignette nor did the student present any
diagnoses that he/she would want to rule out.
The student was able to reference information from the clinical
vignette which may be of concern; however, his/her diagnostic
impressions were not fully developed.
Instead, the student’s responses indicate that he/she only looked
at pieces of the client’s behavioral and emotional functioning
(e.g., did not look at the information as a whole and did not
look at how the symptoms interact).
The student was able to identify at least one appropriate
diagnostic impression and supported it with the client’s
symptoms.
The student demonstrated adequate problem-solving strategies
to determine differential diagnostic impressions
3. The student provided a differential diagnostic impression
process including additional (missing) information needed to
either rule out or confirm the diagnostic impression.
The student was able to identify one or more appropriate
diagnosic impressions and supported them with the client’s
symptoms
In alignment with the current DSM, the student determined the
diagnostic impression by applying a systematic strategy of
differential diagnoses.
The student provided a summary of additional information that
would be necessary to confirm or rule out provisional diagnostic
impressions.
The student showed an awareness of cultural and forensic issues
that may affect the diagnostic impression.
Legal Theory and Application
Theoretical Formulation
Student did not recommend a specific therapeutic formulation to
explain the background, current presentation, and behavior of
the client in the vignette.
Student did recommend a specific therapeutic treatment
approach however, had difficulty describing how the approach
applied specifically to the client in the vignette.
Student recommended using a specific therapeutic treatment
approach.
Student demonstrated a sufficient understanding of the theory
and the treatment approach.
The student’s theoretical formulation included material related
to victim or offender psychology.
Student recommended utilizing a theoretical formulation.
4. He/she was able to demonstrate an advanced understanding of
the theoretical orientation(s) that he/she chose by showing how
this theory or theories explained both clinical symptomology
and forensic involvement of the client in the vignette.
The student’s theoretical formulation integrated material related
to victim or offender psychology.
Student also discussed the limitations of his/her chosen
theoretical orientation.
Legal Theory and Application
Victimology
Student did not discuss how the type of crime in the vignette
generally impacts a victim of the crime or their family members
or other members of society.
Student discussed how the type of crime in the vignette
generally impacts a victim of the crime but neglected to address
its impact on their family members or other members of society.
Student discussed how the type of crime in the vignette
generally impacts a victim of the crime and addressed its impact
on their family members as well as other members of society.
Student discussed how the type of crime in the vignette impacts
a victim of th crime supported by recent (within 8 years)
research findings.
Student also addressed its impact on the victim’s family
members and social interactions as well as other members of
society.
Student also provided emerging trends related to the crime
studied.
5. Legal Theory and Application
Legal Implications
The student was unable to provide specific definitions or case
support for the psycho-legal standards/definitions.
The student provided both specific definitions and case support
for each of the psycho-legal standards/definitions, but did not
demonstrate a clear knowledge of the relationship of the cases
to the standards/definitions.
The student provided both definitions and case support for all
psycho-legal standards/definitions clearly demonstrating the
relationship of the cases to the standards/definitions, but was
unable to relate the issues to the vignette provided.
The student provided both definitions and case support for all
psycho-legal standards/definitions clearly demonstrating the
relationship of the cases to the standards/definitions.
The student was able to describe the elements or issues that a
mental health professional focuses on when assessing the
psycho-legal standards/definitions, and any additional items that
might be especially important to focus on in the provided
vignette.
Research and Evaluation
Forensic Evaluation
The student was unable to describe what tests or assessment
procedures they would employ in the vignette to address these
forensic issues.
The student was able to either describe what tests or assessment
procedures they would employ in the vignette to address these
forensic issues, or was able to clearly articulate how these tests
would be used, but neglected to do both.
The student was able to describe what tests or assessment
procedures they would employ in the vignette to address these
forensic issues and was able to clearly articulate how these tests
6. would be used.
The student was able to describe what tests or assessment
procedures they would employ in the vignette to address these
forensic issues and was able to clearly articulate how these tests
would be used.
The student showed an awareness of cultural issues that may
impact forensic evaluation.
The student anticipated realistic conclusions based upon the
information provided in the vignette and the forensic
assessments they described.
Research and Evaluation
Research Question and Methodology
Student did not develop a research question or hypothesis or the
one developed did not align with the vignette..
Student neglected to explain the variables in the question and
the type of research study that could answer the question as well
as why that research would make a contribution to the field of
forensic psychology.
Student developed a research question or hypothesis that
loosely aligns with the vignette.
Student explained either the variables in the question or the
type of research study that could answer the question but not
both.
Student neglected to adequately address why that research
would make a contribution to the field of forensic psychology.
Student developed a research question and hypothesis that
7. clearly aligns with the vignette issues.
Student explained the variables in the question and the type of
research study that could answer the question and both were
appropriate.
Student clearly addressed why that research would make a
contribution to the field of forensic psychology.
Student developed a research question and hypothesis that
clearly aligns with the vignette issues.
Student explained all the variables in the question and the type
of research study that could answer the question and supported
why they were appropriate.
Student clearly addressed why that research would make a
contribution to the field of forensic psychology and would be
helpful in relation to the current vignette client.
Leadership, Consultation, and Ethics
Ethical Issues
Student’s responses do not convey a respect for the rights of
others, adherence to his/her professional code of ethics, or
knowledge of local state laws.
Student’s responses minimally conveyed a respect for the rights
of others, adherence to his/her professional code of ethics,
and/or an understanding that he/she would need to consider
local state laws.
Student’s responses adequately convey a respect of the rights of
others, adherence to his/her professional code of ethics and
appropriate laws.
Student’s responses fully convey a respect for the rights of
others and adherence to his/her professional code of ethics
(ACA/APA) and local state law.
The student understood the intersection between the cases
8. presented and ethical issues. The student identified potential
ethical dilemmas, and applied ethical decision-making models
and ethical principles to resolve ethical dilemmas.
The student identified potential issues involved, a review of the
relevant ethical code, information about the applicable laws and
regulations, when he/she would seek consultation, and that
he/she considered possible and probable courses of action.
Interpersonal Effectiveness
Diversity/Multicultural Competence
Student’s responses minimally incorporated cultural diversity.
No readings were cited on how a client’s culture influences
his/her participation in counseling
Student’s responses addressed some aspects of cultural
diversity and how the concepts are defined but some cultural
characteristics were neglected
Few readings were cited, minimal connections were made to
how a client’s culture influences his/her participation in
counseling.
Students incorporated diversity factors, cultural considerations,
or other demographic variables pertaining to this client in
rendering diagnoses, choosing assessment measures, forming
case conceptualizations, and designing the treatment plan.
Responses addressed cultural/diversity factors that could apply
even if they are not explicitly mentioned in the vignette.
Discussion is appropriately supported with relevant readings
from the literature.
.
9. Students incorporated diversity factors, cultural considerations,
or other demographic variables pertaining to this client in
rendering diagnoses, choosing assessment measures, forming
case conceptualizations, and designing the treatment plan.
Student’s responses fully incorporated cultural diversity. The
student included information about the client’s identity
development, extent of acculturation to dominant culture, and
how the client’s background history and demographic
information could affect her response to treatment interventions
and the student as a counselor. The discussion addresses
personal values and biases that may play a role in the treatment.
Good discussion supported by relevant literature. Connections
were made to how a client’s culture influences his/her
participation in counseling.
Interpersonal Effectiveness
Writing/APA
Responses are not clear, concise, organized, or well supported
with references. Most references were not cited parenthetically
nor included in the reference list.
The student’s responses do not cite sources in correct APA
style.
The student also inappropriately used direct quotations.
Responses were not always clear, concise, organized, or well
supported using multiple sources in adherence with APA style.
The student’s responses cited some sources in correct APA
style.
Some references were cited parenthetically and were included in
the reference list.
The student also inappropriately used direct quotations.
10. Responses were clear, concise, organized, and well supported
using multiple sources in adherence with APA style.
The student’s responses cited most sources in correct APA
style.
Most references were cited parenthetically and included in the
reference list.
Minimal and appropriate use of direct quotations in the correct
format
Information presented was concise, organized, well supported,
and professional.
The student’s responses cited sources in correct APA style.
The student used multiple references and cited them
parenthetically using APA formatting and included them in the
reference list.
Minimal and appropriate use of direct quotations in the correct
format
The student focused on the question, constructed arguments, and
demonstrated critical thinking skills.
.
1
GUIDE TO THE MAFP COMPREHENSIVE EXAMINATION
11. COLLEGE OF COUNSELING, PSYCHOLOGY, AND SOCIAL
SCIENCES
Master of Arts in Forensic Psychology
A guide to the preparation, administration, and evaluation of the
comprehensive examination for
the Master of Arts degree in Forensic Psychology (MAFP)
intended to ensure quality,
consistency, and continuity of comprehensive examinations
across campuses of the institution.
13. ...............................................................................................
.....................2
Examination Week
...............................................................................................
.......................3
Examination Scoring
............................................................................................ ...
....................4
Rubrics
...............................................................................................
.................................4
Readers
.................................................................................. .............
.................................4
Examination
Results....................................................................................
................................4
STRUCTURE OF THE MAFP EXAMINATION
.......................................................................5
Program Specific Learning Outcomes
.........................................................................................5
Critical Thinking Skills
...............................................................................................
................6
Use of
Resources................................................................................
.........................................7
Ethical Scholarship
...............................................................................................
......................7
PRESENTATION OF EXAMINATION RESPONSES
..............................................................8
14. Basic Rules of Presentation
...............................................................................................
..........8
APA Format
...............................................................................................
.................................8
Writing Style and the APA Manual
......................................................................................9
Formatting Aspects
...............................................................................................
...............9
Length of Responses
...............................................................................................
.................. 10
EVALUATION OF EXAMINATION RESPONSES
................................................................ 11
Scoring Criteria
...............................................................................................
.......................... 11
Examination Grades
...............................................................................................
................... 11
CR (Credit/Pass)
...............................................................................................
................. 12
PR (Revise and Resubmit)
...............................................................................................
.. 12
NC (No Credit/Fail)
...............................................................................................
............ 12
15. Revision and Retake
Opportunities..........................................................................
.................. 13
Revise and Resubmit
...............................................................................................
.......... 13
Remediate and Retake
...............................................................................................
........ 13
Notice of Record Keeping
...............................................................................................
.......... 14
1
OVERVIEW OF THE EXAMINATION PROCESS
The Guide to the Comprehensive Examination is designed to
help students understand
the examination process and maximize performance. The Guide
outlines the policies and
procedures that apply to the administration of the exam.
Students should read the Guide
carefully and consult with your academic advisor prior to
registering for the exam.
Purpose of the Comprehensive Examination
16. The comprehensive examination concludes the formalized
coursework of the MA degree
program in Forensic Psychology at Argosy University.
Successful completion of the
examination provides evidence of students’ new learning,
emerging skill sets, and
accomplishments. Additionally, the exam assesses whether
students are able to function at the
level of expertise demanded of those with graduate degrees.
Examination Preparation
Students are advised to develop a study schedule to optimize
performance on the
comprehensive examination. Students should collect and collate
all of their course readings,
resources, papers, and other work products that can be used to
guide responses to the
comprehensive examination questions. Students are expected to
provide carefully articulated
and well-reasoned responses to examination questions, based on
the theories, constructs,
models, and applications presented in the various courses and
projects in the degree program,
and through independent reading and research.
17. Examination Enrollment
Eligibility Requirements
Prior to taking the comprehensive examination, students must
have successfully
completed all required first-year and second-year courses,
excluding the Forensic Seminar.
2
Successful completion is defined as earning a grade of B- or
higher in all coursework. Students
taking the comprehensive examination must be in good financial
and academic standing, with a
GPA of no less than 3.0 (on a 4.0 scale).
Registration Process
As students near the final course in their degree program, they
should consult with their
academic advisor/academic counselor about the comprehensive
examination schedule and
registration process. The comprehensive exam is typically
offered each session. Students must
follow the registration process and deadlines of their campus.
18. Students who do not intend to take the examination at the
assigned time should contact
their academic advisor/academic counselor regarding their
request. If the student is already
registered for the exam, the student must also contact the
comprehensive examination
administrator and the registrar to withdraw. Notice of
withdrawal must be made, in writing, at
least one week prior to the release of the examination questions.
In the case of a serious and
unexpected emergency, the student must contact the designated
comprehensive exam
administrator, as soon as possible, before the release of the
examination questions.
Examination Course
Students enrolled in the examination are attached to an online
comprehensive
examination course during the session of enrollment. Students
gain access to the course on
the first day of the session and are encouraged to utilize the
resources available in the course
prior to the testing period. The online course includes sample
comprehensive examination
questions, APA format information, scoring rubrics, information
19. related to ethical
scholarship, frequently asked questions (FAQs), and other
resources to help students prepare
for the exam.
3
The online comprehensive examination course is the vehicle
through which all
student communication is facilitated during the session of
testing, to include release of the
examination questions and reporting of the examination results.
Students maintain access
until the last day of the term, by which time their examination
results have been posted. The
department chair or designated comprehensive exam
administrator manages the online
comprehensive examination course and process each session.
Students with questions
concerning examination procedures or examination course
content should contact the
comprehensive examination administrator of their campus.
Examination Week
20. Students have one week to complete and submit their responses
to the examination
dropbox in the online comprehensive examination course. The
examination questions are not
made available to students until the week of testing. The
questions become visible on the
morning the exam is scheduled to begin. Once the exam
questions are released (visible in the
course), students are responsible for downloading a personal
copy, which can be used to work
offline. This is an important safeguard to ensure that an
interruption in internet service does
not impede access to the exam questions. Students are
responsible for maintaining the security
and confidentiality of the examination questions during and
following testing.
Students must complete and submit the exam during the session
registered. Failure to
do so is considered a failure of the examination attempt. In the
case of a medical or other
personal emergency, the student must make a good-faith attempt
to notify the examination
administrator prior to the start of the examination period. In all
cases, notification must occur
21. at the earliest reasonable opportunity, considering the particular
emergency. Documentation of
the emergency must be submitted to the comprehensive exam
administrator as soon as possible.
4
Examination Scoring
Rubrics
The comprehensive examination is scored in accordance with
graduate level
expectations of performance using established metrics specific
to the examination questions
and learning outcomes of the MAFP program. Rubrics for the
comprehensive examination are
available to students in the online comprehensive examination
course. Students are held to the
same standards of success regardless of campus or location.
Readers
The comprehensive examination is scored by an approved and
trained faculty member
who serves as the reader/evaluator. Examination review is
22. confidential and no student-
identifying information is provided to the reader. Likewise, the
identity of the readers is not
provided to the student.
Examination Results
Results are communicated to students by the last day of the
term in which the student is
enrolled in the examination. Examination results (grades) are
posted in the gradebook of the
online comprehensive examination course and/or may be
communicated by email.
5
STRUCTURE OF THE MAFP EXAMINATION
The MAFP comprehensive examination evaluates cumulative
knowledge of the
curriculum with emphasis on demonstrating competency in
program learning outcomes. The
exam consists of five domains (learning outcomes), each with
two assignments. Further,
23. each assignment may have multiple questions. The assignments
and questions are developed
to align with the articulated standards of the university and with
the program outcomes of the
MAFP program. The questions on the comprehensive examine
vary with each
administration; however, the questions fall into five categories,
consistent with MAFP
program outcomes.
1. Psychological Theory and Practice
2. Legal Theory and Application
3. Research and Evaluation
4. Interpersonal Effectiveness
5. Leadership, Consultation, and Ethics
The MAFP comprehensive examination questions require
students to apply new
learning and new skill sets to a problem. Students must
demonstrate their ability to generate
solutions indicative of their understanding of the literature in
the Forensic Psychology field.
Students will integrate research, theory, philosophy, current
issues, and best practices into
24. their responses. The examination provides an opportunity for
the student to document his or
her mastery of the curriculum, knowledge base, and skill sets
across the curriculum.
Program Specific Learning Outcomes
At Argosy University, student achievement is evaluated through
direct measurement of
performance on program-specific learning outcomes. The
comprehensive examination is a direct
6
indicator of the accomplishment of master’s program
competencies and learning outcomes. The
comprehensive examination is scored using the expected
learning outcomes delineated for the
forensic psychology program.
1. Psychological Theory and Practice - Apply theoretical
concepts and methodological
approaches of psychology to forensic practice
2. Legal Theory and Application - Apply theories related to the
interaction between the
criminal and civil legal systems and psychology.
25. 3. Research and Evaluation - Critically evaluate the existing
literature and body of
knowledge in assessment, evaluation, and research methods in
forensic practice.
4. Leadership, Consultation, and Ethics - Use leadership,
consultative, and ethical
knowledge, skills and attitudes to succeed in forensic practice.
5. Interpersonal Effectiveness - Achieve personal development
and demonstrate positive
relationship skills via effective communication, respect for
others, and awareness of their
impact on others.
Critical Thinking Skills
It is imperative to utilize critical thinking skills in the
construction of satisfactory
response on the comprehensive examination. Critical thinking
involves more than a skill in
describing a body of information. Critical thinking and
reasoning includes skills in deductive
and inductive reasoning, hypothesizing, and critiquing. These
skills, like any other, must be
practiced in order to master them.
26. Critical thinking/problem solving competencies are core to
satisfactory performance.
Demonstration of critical thinking skills includes clarity,
succinctness, completeness, internal
logic, and relevance. Students should look for evidence of
these qualities in their responses.
7
Use of Resources
Students are permitted to use written resources (i.e., notes,
books, research articles, etc.)
to form responses to the examination questions. References and
sources should be appropriate to
the question, and sources should be used to supplement and
support the reasoning, presentation,
and conclusions of the student’s response.
Use of a standard spell check and grammar check available
through the student’s word
processing software (i.e., Word) is permitted. Students are not
permitted to use any human
resources (i.e., another student, instructor, editor, etc.) for
assistance. Likewise, no part of the
27. exam (i.e., questions, responses) should be submitted to any
website (e.g., Turnitin, Safe Assign,
etc.). Submission of the exam to the dropbox will generate a
plagiarism evaluation by
Turnitin.com, checking the paper for similarity with other
sources. Submission to any other
website will affect the originality report, and violates security
of the examination questions.
Ethical Scholarship
Comprehensive examinations are subject to the same university
academic honesty and
plagiarism policies and practices as stated in the university
catalog. Students who engage in
plagiarism or academic dishonesty of any kind will be dismissed
from the university. The
comprehensive examination must reflect the student’s original
work and must be produced
exclusively by that student.
Submission of the exam to the dropbox will automatically
generate a plagiarism
evaluation by Turnitin.com, checking the paper for similarity
with other sources. Consequently,
students should not submit the exam to any other Turnitin
account. The Turnitin originality
28. report will not be viewable by students. It will be evaluated by
exam administrators. Exams that
contain plagiarism will not be forwarded for scoring.
8
PRESENTATION OF EXAMINATION RESPONSES
Students are expected to provide carefully articulated and well-
reasoned responses to
examination questions, based on the applications, practices,
theories, constructs, and models
presented in the various courses and projects in the Forensic
Psychology program, and through
independent reading and research. Responses should reflect an
intellectual and practical
understanding of topic areas addressed.
Basic Rules of Presentation
When responding to the examination questions, some basic
considerations must be
followed.
1. Start a new page for each examination question.
29. 2. Post the question or topic for each heading at the top of the
new page.
3. Use the parts of the questions or topic as the headings.
4. Answer all of the heading questions.
5. Provide an introductory statement to each question and
summarize briefly the main
points of the response in the conclusion.
6. Use correct writing skills including mechanics, usage,
grammar, and spelling.
7. Apply APA style conventions for citations, quotations,
references, sub-headings, and
formatting using the most current edition of the APA Style
Manual.
APA Format
The fundamental guide for the writing style is the university-
approved edition of the
Publication Manual of the American Psychological Association
(i.e., APA Manual).
Responses to each question must be presented using the most
current APA guidelines. Sources
must be documented using standard citations for scholarly
references.
30. 9
Writing Style and the APA Manual
The student is responsible for familiarity with the university-
approved edition of the
APA Manual and for following the formatting guidelines
contained within the Manual. The
APA Manual includes directions for:
1. reporting of numbers (sections 4.31-4.40)
2. construction of tables and figures (sections 5.07-5.30)
3. levels of headings (sections 3.02-3.03)
4. use of non-gender-biased language (section 3.12-3.17)
5. continuity in presentation of ideas (section 3.05)
6. writing style suggestions (sections 3.06-3.11).
Formatting Aspects
Students should compose a well-written and organized essay in
response to each of the
exam questions. Essay should be written clearly and concisely,
citing appropriate and current
literature. Students should avoid sexist idiom and allusions and
remember to demonstrate
31. multicultural competence as appropriate. Formatting aspect for
the paper include the following.
1. Font for the comprehensive exam responses should be 12
point in size and should be
double-spaced on the page with 1-inch margins.
2. Use of seriation must follow APA requirements (see Section
3.04). Lowercase letters in
parentheses are used within a paragraph or sentence to identify
three or more elements in
a series. To identify separate paragraphs in a list, Arabic
numbers followed by a period
are used. The numbers are lined up on the left margin, indented
.2, and text should line
up under the text (per this example).
3. Note that there are two spaces after punctuation marks at the
end of a sentence,
10
although there is one space after periods that separate parts of a
reference citation
and periods of the initials in personal names (Section 4.01).
32. 4. Careful attention must be paid to the levels of headings (see
APA Manual). Heading
placement is similar to outlining a document. Each level
subsumes the level below it.
Length of Responses
A fundamental requirement of a quality academic product is
conciseness and clarity of
delivery. Responses must be complete to the question posed but
should not try to cover every
aspect of every possible interpretation of the question. The
length of the exam responses should
be limited to a maximum of 10 pages, per domain. A title page
and reference section should also
be included for the exam, but is not counted in the page length.
11
EVALUATION OF EXAMINATION RESPONSES
At Argosy University, student achievement is evaluated through
direct measurement of
performance on program-specific learning outcomes. The
comprehensive examination is a direct
indicator of the accomplishment of master’s program
33. competencies and learning outcomes. The
comprehensive examination is scored using the expected
learning outcomes delineated for the
forensic psychology program
Scoring Criteria
The examination measures mastery of program-specific learning
outcomes and in
accordance with graduate level expectations of performance. In
addition, student
examinations are evaluated using the following criteria:
1. Organization - A meaningful and logically developed
argument is embedded in the
response.
2. Comprehensiveness - The question is thoroughly answered.
3. Substance - An in-depth presentation and understanding of
the topic, supported
by the analyses and application of relevant theories and research
literature.
4. Relevance - Relevant material that is responsive to the
question without digression
from the main points or that is off-topic or is superficial.
5. Cogence - A depth and breadth of insight, reasoning, and
34. understanding exhibited
through the integration of thought and argument.
Examination Grades
Students in the MAFP program taking the comprehensive
examination may earn a
grade of CR (Credit), PR (Revise and Resubmit), or NC (No
Credit) based on the criteria
below. Examination results are posted in the gradebook of the
online comprehensive
12
examination course. In cases where student performance is
determined to fall short of
minimum acceptable standards, detailed comments are provided
to assist students either in
revising their responses or in preparing for a second attempt.
CR (Credit/Pass)
A grade of CR (credit) is recorded on the official transcript
when students pass the
comprehensive examination. A passing score is defined as
earning 30 points or greater on the
35. total exam score, with no more than two criteria earning a score
of 2 points, and no criteria
earning a score of 1 point.
PR (Revise and Resubmit)
A grade of PR (revise and resubmit) may be initially earned by
students who earn a total
exam score of 26 – 29 points, with no more than 3 criteria
earning a score of 2 or less. A grade
of PR requires the student to rewrite and resubmit deficient
exam responses (see Revise and
Resubmit section below). A PR grade is a temporary grade
during the rewrite process to be
replaced by a CR or NC grade after the revision is submitted
and scored.
NC (No Credit/Fail)
A grade of No Credit (NC) is recorded on the official transcript
when the student fails the
comprehensive examination. A failing score is defined as
earning 25 or fewer points on the total
exam score or earning a score of 2 points of less on four or
more criteria. Exams earning a
failing grade will be reviewed by a second reader to confirm the
grade.
36. Student who fail the exam will be provided specific feedback
including a copy of the
examination, with written comments that provide explicit
feedback regarding deficits and
improvements needed to pass the exam. Students who earn a
failing score on their first or
second attempt have and an opportunity to retake the
examination in a subsequent session after
13
completion of a remediation plan (see Remediate and Retake
section below). Students have a
maximum of three attempts to pass the comprehensive
examination. Failure to pass on the third
attempt results in dismissal from the degree program and
Argosy University.
Revision and Retake Opportunities
Revise and Resubmit
Students who earn a grade of PR are offered the opportunity to
rewrite deficient
response(s) that earned a score of less than 3. Students have up
to five days (upon email
37. notification of required revisions) to revise their response(s)
and resubmit the exam. No
additional coaching or support is permitted because the student
is still within exam parameters.
Failure to meet the revision deadline results in a grade of NC
(failure).
Students have only one opportunity to rewrite the deficient
portion(s) of their
examination for re-evaluation. The revised responses are
forwarded to the faculty reviewer,
who has seven days upon receipt of the exam to score the
revised response(s). If the revised
portion(s) earn(s) a passing score, a grade of CR (Credit) is
recorded on the official transcript.
If the revised response(s) fail(s) to earn a passing score, a grade
of NC (no credit) is recorded
on the official transcript. Students earning their first or second
failure should contact the
comprehensive examination administrator regarding a
remediation plan before scheduling their
next attempt (see Remediate and Retake section below).
Remediate and Retake
Students who fail their first or second administration of the
comprehensive examination
38. are given the opportunity to take a new examination during a
subsequent session. The same
examination framework is used in the new exam administration,
but the questions will differ.
The student must meet with his/her academic or faculty advisor
to discuss the difficulties he/she
14
had with the examination. The student is expected to form a
remediation plan, developed in
collaboration with the department chair, faculty advisor, or
other designated individual, prior to
scheduling another attempt. The remediation plan must include
a plan of study and study
schedule.
The goal of the remediation plan is to provide students with
feedback and support to
strengthen their likelihood of passing the exam on the next
attempt. Students should check with
their faculty advisor for information regarding specific
remediation, writing, and/or tutoring
opportunities that may be available at their campus. A
39. remediation plan may require a student to
take additional courses, pursue special writing instruction, or
obtain other special training to
address weaknesses identified. Any special remediation
requirements will be at the student’s
expense.
Students who fail the comprehensive examination on the third
attempt are dismissed
from the degree program and Argosy University. Students with
extenuating circumstances
and/or who demonstrate they have just cause to file an appeal
should consult the process
outlined in the Argosy University Academic Catalog.
Notice of Record Keeping
The university retains electronic copies of comprehensive
examinations and related
documents for six months.
OVERVIEW OF THE EXAMINATION PROCESSPurpose of the
Comprehensive ExaminationExamination
PreparationExamination EnrollmentEligibility
RequirementsRegistration ProcessExamination
CourseExamination WeekExamination
ScoringRubricsReadersExamination ResultsSTRUCTURE OF
THE MAFP EXAMINATIONProgram Specific Learning
OutcomesCritical Thinking SkillsUse of ResourcesEthical
ScholarshipPRESENTATION OF EXAMINATION
40. RESPONSESBasic Rules of PresentationAPA FormatWriting
Style and the APA ManualFormatting AspectsLength of
ResponsesEVALUATION OF EXAMINATION
RESPONSESScoring CriteriaExamination GradesCR
(Credit/Pass)PR (Revise and Resubmit)NC (No
Credit/Fail)Revision and Retake OpportunitiesRevise and
ResubmitRemediate and RetakeNotice of Record Keeping