Andrea yates case

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This activity will allow you to examine the roles and responsibilities of the participants in the judicial process, while utilizing a tool that is helpful to administrators: a graphic organizer.

Visit the Shapiro Library and choose an article about the Andrea Yates case. Create a graphic organizer that evaluates this case from arrest to trial, identifying the different responsibilities of the participants in the judicial process. Include an examination of how the process works and self corrects when necessary through appeals and retrial.

This Inspiration software guide will help you understand more about graphic organizers. Consider a free online graphic organizer tool, such as Creately, Popplet Lite, or Bubbl.us to create this assignment, and submit your graphic organizer as a PDF, JPG, PPT, or DOC file.

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3-1 Activity: Journal

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Overview

In this module, you will read about trait theory and take the Big Five Personality Test. When taking this test, consider using your emotional intelligence skills both as you complete it and when you are interpreting your results. This test is about providing you with more information about yourself and is not intended to promote any negative self-talk.

Each of the five dimensions is measured on a continuum. You can gain information and insight into your personality if you score low, high, or in the middle of each of the dimensions. For example, scoring low on neuroticism means you are more emotionally stable than if you scored high. However, if you score in the middle, that also provides valuable information because you exhibit some characteristics of each side.

Prompt

Complete the Big Five Personality Test and take a screenshot of your results. You will revisit your results when you complete Project Two, but you do not need to share the results with your instructor. For your journal, use the Module Three Journal Template to answer the following questions. Specifically, you must address the following rubric criteria:

  • Identify one trait from the Big Five (openness, also known as intellect/imagination; conscientiousness; extraversion; agreeableness; or neuroticism, also known as emotional stability) that promotes effectiveness in one of the following areas: communication, motivation, or adaptability. You can also speak to an area of your choice. Your response should be 2 to 5 sentences in length. Include the following in your response:
    • Where do you see evidence of this trait in your behaviors?
    • Explain why you chose your trait and area.
  • Identify one trait from the Big Five that you would like to improve and explain why. Your response should be 2 to 5 sentences in length. Consider the following in your response:
    • Where do you see evidence of this trait in your behaviors?
    • What behavior would you like to see?
  • Identify one trait from the Big Five that you think helps you cope with challenging situations and provide an example. Your response should be 2 to 5 sentences in length.
  • Identify one trait from the Big Five that you think is particularly important for your current or desired profession and justify your response. Your response should be 2 to 5 sentences in length.
  • Your textbook describes which personality traits are most important to employers: conscientiousness followed by agreeableness. Provide one reason why these traits would be desirable in an organizational setting and one reason why they might not. Your response should be 2 to 5 sentences in length.
  • Describe at least one limitation of trait theory when it comes to characterizing a person or their behavior. Your response should be 2 to 5 sentences in length.
    • Consider topics related to social justice issues, such as gender or atavism.
  • Considering that the traits are on a continuum, describe the extent to which you think you can change your traits over time. Your response should be 2 to 5 sentences in length.

Guidelines for Submission

Submit your completed Module Three Journal Template. If you cite external resources, you must use APA citation style.

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Prof Script Wk 11 Discussions

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Discussion 1: Alternative Model of Personality Disorders

The DSM-5 contributors did not make any changes to the DSM-IV criteria for the personality disorders (pp. 645-684). However, the contributors added an entirely new, alternative model for personality disorders (pp. 761-781) that the APA plans to transition towards.

For this Discussion, read the case study “Working with Clients with Dual Diagnosis (attached): The Case of Cathy” and review Cathy’s DSM-IV diagnosis.

Post an update of Cathy’s diagnosis into DSM-5 and ICD-10-CM. Then analyze how the addition of the alternative model for personality disorders affects Cathy’s DSM-5 diagnosis. What behaviors and/or symptoms may be a personality trait for her, versus criteria for a required diagnosis? How might the “Other Conditions That May Be a Focus of Clinical Attention” affect Cathy’s diagnosis?

References (use 3 or more)

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

“Personality Disorders” (pp. 645–684)

“Alternative DSM-5 Model for Personality Disorders” (pp. 761–782)

Ferguson, C. (2010). Genetic contributions to antisocial personality and behavior: A meta-analytic review from an evolutionary perspective. The Journal of Social Psychology, 150(2), 160–180.

Gunderson, J. (2008). Borderline personality disorder. Social Work in Mental Health, 6(1), 5–12.

Ogrodniczuk, J. S., Piper, W. E., & Joyce, A. S. (2006). Treatment compliance among patients with personality disorders receiving group psychotherapy: What are the roles of interpersonal distress and cohesion? Psychiatry: Interpersonal & Biological Processes, 69(3), 249–261.

Verheul, R. (2005). Clinical utility of dimensional models for personality pathology. Personality Disorders, 19, 283–302.

Clinical Utility of Dimensional Models for Personality Pathology by Verheul, R. in Journal of Personality Disorders, 19/3. Copyright 2005 by Guilford Publications, Inc. Reprinted by permission of Guilford Publications, Inc. via the Copyright Clearance Center.

Widiger, T. A., & Simonsen, E. (2005). Alternative dimensional models of personality disorder: Finding a common ground. Personality Disorders, 19, 110–130.

Akehurst, S., & Thatcher, J. (2010). Narcissism, social anxiety and self-presentation in exercise. Personality and Individual Differences, 49(2), 130–135.

Allik, J. (2005). Personality dimensions across cultures. Personality Disorder, 19, 212–232.

Buffardi, L. E., & Campbell, W. K. (2008). Narcissism and social networking web sites. Personality and Social Psychology Bulletin, 34, 1303–1314.

Discussion 2: Are Social Networking Sites for Narcissists?

The term “narcissist” is used commonly in society to describe someone who is self-centered or self-absorbed. However, the DSM-5 requires much more extreme behaviors for someone to be diagnosed as having narcissistic personality disorder. See the list of criteria for this diagnosis (p. 669) and also review the “Alternative DSM-5 Model for Personality Disorders” (pp. 761 to 781). Personality disorders develop throughout the lifespan. Most social networking sites are based on individuals sharing information about themselves with very few limitations. Consider if these individuals are just participating in a cultural way of relating, or are they presenting behaviors of a narcissistic personality disorder?

For this Discussion, read the Buffardi and Campbell (2008) article (attached). Then review the DSM-5 on the traditional Narcissistic Personality Disorder and the Alternative DSM-5 Model for Personality Disorders to compare the models.

Post an analysis of your view on this topic using both types of DSM-5 personality criteria. Are individuals who use social networking sites displaying traits of narcissism? Is this a developmental stage in the lifespan?

Remember, this is not a place for personal opinion; this is a forum for professional, clinical discussion. Support your argument with evidence-based information (DSM-5, research) and other professional articles that you may find. Include examples of social networking websites. Remember you are to articulate your thoughts as a professional clinician.

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

References (use 3 or more)

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

“Personality Disorders” (pp. 645–684)

“Alternative DSM-5 Model for Personality Disorders” (pp. 761–782)

Ferguson, C. (2010). Genetic contributions to antisocial personality and behavior: A meta-analytic review from an evolutionary perspective. The Journal of Social Psychology, 150(2), 160–180.

Gunderson, J. (2008). Borderline personality disorder. Social Work in Mental Health, 6(1), 5–12.

Ogrodniczuk, J. S., Piper, W. E., & Joyce, A. S. (2006). Treatment compliance among patients with personality disorders receiving group psychotherapy: What are the roles of interpersonal distress and cohesion? Psychiatry: Interpersonal & Biological Processes, 69(3), 249–261.

Verheul, R. (2005). Clinical utility of dimensional models for personality pathology. Personality Disorders, 19, 283–302.

Clinical Utility of Dimensional Models for Personality Pathology by Verheul, R. in Journal of Personality Disorders, 19/3. Copyright 2005 by Guilford Publications, Inc. Reprinted by permission of Guilford Publications, Inc. via the Copyright Clearance Center.

Widiger, T. A., & Simonsen, E. (2005). Alternative dimensional models of personality disorder: Finding a common ground. Personality Disorders, 19, 110–130.

Akehurst, S., & Thatcher, J. (2010). Narcissism, social anxiety and self-presentation in exercise. Personality and Individual Differences, 49(2), 130–135.

Allik, J. (2005). Personality dimensions across cultures. Personality Disorder, 19, 212–232.

Buffardi, L. E., & Campbell, W. K. (2008). Narcissism and social networking web sites. Personality and Social Psychology Bulletin, 34, 1303–1314.

Discussion 3:
Policies and the Influence of Values

Ideology, politics, and the influence of values often override evidence-based policy. When there is evaluation conflict, a policy advocate must be prepared to defend his/her reasons for wanting to implement a policy. Because almost all proposed policies are circumscribed by politics (for reasons brought up by Jansson throughout the course when discussing the subtleties of policy implementation), you should be prepared for some conflict, ranging from having your research ignored, to having the accuracy of your data questioned, to having your personal values brought into question.

In this Discussion, you consider the assertion that the evaluation of specific policies is often strongly influenced by values. You also examine and evaluate ways to mitigate evaluation conflict to defend the feasibility of your policy.

By Day 3

Post a response to Jansson’s assertion that evaluating specific policies is strongly influenced by values with respect to the case of the evaluation of special services. How do the values of evaluation conflict adhere to social work values? What practices would you use to defend the feasibility of and effectiveness of your evidence-based policy?

References (use 3 or more)

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.

Midgley, J., & Livermore, M. M. (Eds.) (2008). The handbook of social policy (2nd ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 33, “The Future of Social Policy” (pp. 557–569) (PDF)

English, D. J., Brummel, S., & Martens, P. (2009). Fatherhood in the child welfare system: Evaluation of a pilot project to improve father involvement. Journal of Public Child Welfare, 3(3), 213–234. Doi:10.1080/15548730903129764.

Swank, E. W. (2012). Predictors of political activism among social work students. Journal of Social Work Education,48(2), 245–266. Doi:10.5175/JSWE.2012.200900111.

Discussion 4:
Becoming a Lifelong Advocate

It is not enough to be compassionate. You must act.

—Tenzin Gyatso

As this course comes to a close, consider and reflect on how you can become a lifelong advocate for social change in your future social work practice. As a motivated policy advocate and social worker, your actions in your chosen profession will reflect your motivation to help relatively powerless, disenfranchised groups of people improve their resources, their opportunities, and their quality of life.

In this Discussion, you reflect upon your responsibility as a social worker, politically and professionally.

Post your thoughts on this question: As a social worker, what is your responsibility to engage in political action? Identify an area of social welfare where social work policy advocacy is needed.

References (use 3 or more)

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.

Midgley, J., & Livermore, M. M. (Eds.) (2008). The handbook of social policy (2nd ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 33, “The Future of Social Policy” (pp. 557–569) (PDF)

English, D. J., Brummel, S., & Martens, P. (2009). Fatherhood in the child welfare system: Evaluation of a pilot project to improve father involvement. Journal of Public Child Welfare, 3(3), 213–234. Doi:10.1080/15548730903129764.

Swank, E. W. (2012). Predictors of political activism among social work students. Journal of Social Work Education,48(2), 245–266. Doi:10.5175/JSWE.2012.200900111.

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Unit 4 Assign Lifespan

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Unit4Assign

Case Study Analysis: Early Childhood

For this assignment, you will complete an analysis of a case study that deals with the early childhood stage of development. The case studies includes a set of questions that can guide your analysis of the pertinent issues for the particular case.

Expectations

Address the following in your case study analysis:

Analyze lifespan development theories to determine the most appropriate theory or theories to apply to the case study.

Apply the appropriate lifespan development theory to support an identified intervention process.

Describe the potential impact of individual and cultural differences on development for the current age and context described in the case study.

Write in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression.

Content

The case study analysis should be a maximum of 5 pages in length, including the introduction and conclusion, each of which should be approximately one half-page in length. The body of the paper should not exceed 4 pages.

Provide the following content in your paper:

An introduction that includes an overview of the paper contents, including a brief summary and background information regarding the case study.

The body of the case study, including:

The presenting challenge or challenges and primary issue or issues.

The appropriate lifespan development theory and research-based alternatives that explain the presenting challenges.

The potential impact of individual and cultural differences on development for the current age and context described in the case study.

Evidence-based support from lifespan development theory and current scholarly research to support appropriate interventions.

A conclusion that summarizes what was introduced in the body of the paper, with respect to the case study context, challenges, and interventions.

Requirements

Submit a professional document, in APA style, that includes the following required elements identified with headings and subheadings:

Title page.

Introduction (half page).

Case study analysis (4 pages).

Conclusion (half page).

Reference page: Include a minimum of 5 scholarly resources from current peer-reviewed journals as references, in addition to referencing the textbook in which the case study is embedded.

Font: Times New Roman, 12 point.

CASE STUDY (DAWN)

Terry and Bill, married for 5 years, are a Black couple who live in a small suburban community. Terry graduated from high school and worked as a receptionist before her marriage to Bill, a communications company manager. Because both of them believed that mothers should stay at home with young children, Terry quit her job when she had her first child, who is now an intense and active 4-year-old daughter named Dawn. Both parents were very attentive to their daughter and enjoyed caring for and playing with her when she was a baby. As Dawn got older, she became more active and assertive. When Dawn fussed, resisted, or showed frustration, Terry was patient and affectionate with her. She was able to coax Dawn out of her bad temper by making up little games that Dawn enjoyed. Both Terry and Bill liked Dawn’s spirited personality. Because her parents wanted her to have access to playmates, Dawn attended a church-related program for toddlers and preschoolers three mornings a week.

When Dawn was 3 years old, Terry gave birth to the couple’s second child, a son named Darren. Soon after the baby’s birth, the family learned that Darren had a congenital heart problem that would require ongoing medical treatment and a specific regimen of care at home. Darren was an irritable baby. He fussed for long periods and was very difficult for Terry to soothe. Because of Darren’s need for medical care and the limitations of Bill’s medical insurance, the couple soon found themselves in financial difficulty. Bill began to take on overtime work at the company to subsidize some of the bills and was away from the home several nights a week and part of each weekend.

Terry found the care of two demanding young children and the worries about money to be increasingly more stressful. She was always tired and seemed to have less patience with her family. whereas she once had the leisure time to read to Dawn, to take her for walks, and to help her master tasks that proved frustrating, Terry now had to shift her attention to the care of her medically fragile infant. Because Dawn looked so grown-up compared to the vulnerable newborn, Terry began to perceive her daughter as able to do many things for herself. When Dawn demonstrated her neediness by clinging or whining, Terry became abrupt and demanded that Dawn stop. Many battles revolved around Terry’s new rule that Dawn have a nap or “quiet time” each afternoon so that mother and baby could get some rest.

One day, Dawn’s preschool teacher, Mrs. Adams, asked to speak with Terry. Mrs. Adams noted that Dawn’s behavior was becoming a problem in the morning preschool sessions. Dawn had begun throwing toys when she became upset and often refused to cooperate in group activities. Terry was greatly embarrassed to hear about her daughter’s misbehavior. Dawn was the only Black child in the small class, and her mother wondered if this was part of the problem. When Terry got home, she put her tearful, clinging daughter in her room for time-out for being bad at school. She loved Dawn, but she could not tolerate this kind of behavior, especially when Darren needed so much of her time. She began to wonder if she and Bill had spoiled their daughter. Terry feared that Dawn would have problems when it came time for her to enter kindergarten if they didn’t take a strong stand with her now.

Discussion Questions

1.

Explain Dawn’s behavior from an attachment point of view. How would you describe Dawn’s attachment history?

2.     Describe Terry’s parenting style. Has the style changed? What suggestions would you make to Terry and Bill about handling this problem?

3.      What are some of the contextual influences on Dawn’s behavior?

(Broderick 199-200)

Broderick, Patricia C., Pamela Blewitt. Life Span, The: Human Development for Helping Professionals, 4th Edition. Pearson Learning Solutions, 01/2014. VitalBook file.

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PSY 205 Life span development Exam 1

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•Question 1

Link the correct attachment style to the following descriptions: (1) thrilled when reunited with a caregiver, (2) confused, erratic response when reunited with a caregiver, and (3) doesn’t care when reunited with a caregiver.

 

•Question 2

Your grandmother was born in 1925. You were born in 1990. If you both took the IQ test at age 7, who would probably get more items correct?

 

•Question 3

A cohort refers to a:

 

•Question 4

Carlo weighed 2 pounds at birth and is being discharged from the neonatal intensive care unit. What realistic statement about Carlo’s prognosis might you make to his worried parents?

 

•Question 5

Name the theorist who would give each piece of advice: “Don’t respond when your one year old cries out from the crib,” “Be as responsive as possible during the first year of life.”

 

•Question 6

You are devising a checklist to help parents evaluate early child-care settings. All are questions that should appear on your list EXCEPT:

 

•Question 7

The branching structure at the end of each neuron is the:

 

•Question 8

Compared to the early l970s, what fraction of elementary school children are now overweight or obese?

 

•Question 9

Which young child is MOST likely to obey the rule “Don’t touch this toy till dinner”?

 

•Question 10

How would an evolutionary psychologist describe 1-year-old Ned’s need to be close to his mom at all times?

 

•Question 11

Someone tells you that the heritability of IQ is .75. What should you think?

 

•Question 12

Pick the twin/adoption study.

 

•Question 13

Based on the information-processing section, parents can help children “remember” by doing all of the following EXCEPT:

 

•Question 14

All things being equal, which student is MOST at risk of NOT graduating from high school?

 

•Question 15

Krissy hates when parents use baby talk, so she speaks to her 1-year-old son exactly like an adult. What should you be thinking?

 

•Question 16

During the little-scientist phase, babies engage in:

 

•Question 17

Clarrisa gets a C on her first test in this class and decides to work very hard because she knows she can succeed. According to cognitive behaviorists, Clarrisa has:

 

•Question 18

A teratogen:

 

•Question 19

Which child is MOST at risk of having problems adjusting to day care?

 

•Question 20

Your psychology professor asks you to help him with his study of aggressive children. Your job is to go to a playground and record the frequency of aggressive acts among a sample of first graders. Your measurement technique is called:

 

•Question 21

You are using scaffolding in teaching baseball if you:

 

•Question 22

When Mom tosses the action figures into the toy box and slams the lid, Robie cries, “No! They’re scared of the dark!” Susie assumes that grandma knows she went to the beach yesterday, even though she didn’t tell her: Robbie’s comment shows ________ and Susie’s illustrates ________.

 

•Question 23

Gerontologists study:

 

•Question 24

What is the long-term impact of attending preschool on low-income children?

 

•Question 25

Pick the part of the brain that develops last.

 

•Question 26

If a friend is concerned that her 18-month-old son refuses to eat a balanced diet, what should you say?

 

•Question 27

Based on your understanding of brain plasticity, what would you say to frantic parents whose baby has suffered an injury to the language centers of the brain?

 

•Question 28

A social worker who counsels Down syndrome teens asks what will happen to her clients in their forties and fifties. What should you say?

 

•Question 29

Infant mortality in the United States:

 

•Question 30

A baby sees a new image on a screen and looks up to see what’s going on. The name for this process is ________.

 

•Question 31

With regard to sex differences in elementary school motor skills:

 

•Question 32

It’s Christmas, you are at the mall, and a mom places her 1-year-old on the store Santa’s lap. You might expect:

 

•Question 33

What is the relationship between walking early and later intelligence?

 

•Question 34

Which statement about the lifespan is most TRUE?

 

•Question 35

You are a doctor and your patient tells you she is pregnant. Under which situation would you MOST strongly urge chorionic villus sampling (CVS)?

 

•Question 36

Which of the following is NOT an ability involving executive functions?

 

•Question 37

All are reasons why eighteenth and nineteenth century doctors were relatively ineffective during labor and birth EXCEPT:

 

•Question 38

Which of these people is likely to live the longest?

 

•Question 39

A friend asks, “Who does a baby get attached to at age 1?” Your answer:

 

•Question 40

Jack and Diane desperately want a son. When they read up on the overall odds of male/female conception, what would they find?

 

•Question 41

Pick the example of autobiographical memory.

 

•Question 42

A traditional behaviorist is giving childrearing advice. She would say all of the following EXCEPT:

 

•Question 43

Your friend’s baby has colic. What should you be thinking?

 

•Question 44

Studies exploring social cognition now show babies:

 

•Question 45

You put a compelling object in front of your baby nephew, then cover it, and he acts as if it’s no longer there. Your nephew is:

 

•Question 46

Which research question MUST be tested by a correlational study?

 

•Question 47

When Sammy sees mommy roll the thick ball of dough into a thin circle for a pie crust he says, “Now there is more dough, because it’s bigger.” His sister Sara tells Sammy “No, it’s the same amount because mommy could just roll it back again and it would look the same.” According to Piaget’s framework, Sammy ________ and Sara ________.

 

•Question 48

Your friend’s preschooler has been diagnosed with ADHD and she asks, “Will my son still have this condition as he gets older?” What is the BEST answer?

 

•Question 49

What area of the lifespan did scientists first study?

 

•Question 50

You are writing a paper on the effects of prenatal drinking on the baby. You should make all of the following comments EXCEPT:

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Imagine you are interviewing for a job you really want.

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The interviewer asks you the following question: “Explain a specific example in which you used critical thinking/problem solving strategies to solve a problem in the real world.”

  • What is your answer to the question?
  • Choose one classmate’s own response to the      interviewer’s question. If you are a job coach, what suggestions would you      make to maximize your classmate’s answer to the interview question?

This is the classmate’s response

Hello class and Professor,

My answer to this question would be the following, “when I was in the Navy, there were many times when I had to develop a strategy that would suffice for teaching a group of diverse individuals a specific technique.  In doing so, I was challenged with the task of having to use critical thinking skills in order to determine a method in which would provide the necessary information in a way that would be adequate for everyone that in the class.

Have a great week everyone.

Mike

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COUNSELING PROJECT: CONCEPTUALIZATION AND TREATMENT PLAN 1

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References 

This textbook must be used for this assignment Jones, S. L., & Butman, R. E. (2011). Modern psychotherapies: A comprehensive Christian appraisal (2nd ed.). Downers Grove, IL: Intervarsity Press. ISBN: 9780830828524.

Jones & Butman: Ch. 7, pp. 293–299

Murdock, N. L. (2017). Theories of counseling and psychotherapy: A case approach (custom package) (4th ed.). Upper Saddle Creek, NJ: Pearson.

The followings links may help with the assignments.

https://learn.liberty.edu/bbcswebdav/pid-33342880-dt-content-rid-405059872_1/xid-405059872_1

https://learn.liberty.edu/bbcswebdav/pid-33342881-dt-content-rid-405059873_1/xid-405059873_1

https://youtu.be/Ew8CAr1v48M

https://youtu.be/9EIxGrIc_6g

https://youtu.be/KnWETfCaBmo

https://youtu.be/g9YAQay1ljc

https://youtu.be/N0b7I2SMRiw

https://youtu.be/ZQ6Y3hoKI8U

https://youtu.be/PxaQnXY0bEA

https://youtu.be/m30jsZx_Ngs

https://youtu.be/iMi7uY83z-U

https://youtu.be/yMbkIYpZ1v8

https://youtu.be/X6hdJ8dtilk

https://youtu.be/73wVVNrDI4I

http://www.logotherapyinstitute.org/About_Viktor_Frankl.html

http://logotherapy.univie.ac.at/

Please see attachment for assignment instructions. Assignment is due September 14, 2019 by midnight eastern standard time

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Behavior Modification Slideshow

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For this assignment, the student will take on the task of using behaviorism to assess and change a personal behavior utilizing the  tenants of either classical conditioning, operant conditioning or both.

Create a 12  slide PowerPoint presentation that provides an overview of the behavioral change.

Use the following guidelines to complete your presentation:

  1. Include a title, introduction, discussion, and reference slide (four slides minimum).
  2. Provide an overview of the definition of behavior and create an operational definition for the behavior the student wishes to change (consider using  the “Dead Man Test” to help define the behavior).
  3. Explain the desire for change, why is it important to incorporate this specific behavioral change.
  4. Track the behavior for three or more days documenting; how often the behavior occurs as well as the antecedents for the behavior and the  consequences.
  5. Explain the behavioral intervention, how will the student increase a desired behavior or decrease a maladaptive one?
  6. Track  the results of the behavioral change with the intervention in place,  how often does the behavior occur each day, how often did the reward or  punishment occur?
  7. Use a graph to compare the observation period from the experimental period.
  8. Document the results of the experiment; did change occur, what was the cause?

Behaviors  may include, but are not limited to: tardiness, smoking, drinking,  gambling, compulsive eating, social media addiction, interrupting, nail-biting, swearing, eating fast food, compulsive shopping, speaking with your mouth full, biting pens, or biting nails. You could also choose to  start a new habit: taking vitamins, applying sunscreen before going  outside, putting money in savings, exercise, etc.

Procrastination is NOT an appropriate behavior to choose for this assignment! You must choose something measurable!

Utilize  information from the textbook and the GCU library. Information from  non-peer-reviewed resources (e.g., simplypsychology.com, about.com, and  W  ikipedia) will not be accepted.

Include speaker notes below each content-related slide that represent what would be said if giving  the presentation in person. Expand upon the information included in the  slide and do not simply restate it (50 words per slide).

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Benchmark Information
This benchmark assignment assesses the following programmatic competency.
BS Psychology, No Emphasis
BS Psychology, Emphasis in Performance and Sport Psychology
4.1 Implement strategies for self-management and self-improvement

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Need someone to write a apa paper on teaching conceptual skills in earlychildhood math

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Teaching New Conceptual Knowledge or Skill
1. Write about a particular academic concept (e.g., math/sciences) or skill (e.g., social skill/behavior) which you would like the classroom to learn. Discuss how you would introduce teaching this concept and the barriers that you would likely encounter. Consider prior knowledge, learning processes/outcomes, behavioral/cognitive perspectives of learning, and/or working memory.
2. Discuss how you would have the child/classroom transfer this knowledge to real-life scenarios, particularly once they leave the classroom or graduate from school. Consider aspects of motivation and transfer.
3. How would you assess whether the concept was learned? Also, discuss any adaptations to the lesson plan if teaching the concept/skill in a culturally and linguistically diverse classroom.

Scoring rubric for Summary/References assignment (Worth 5 points total)
Abstract/summary/references written in MOST RECENT version of APA 2
Abstract/summary informs how you want to develop your topic 2
Minimum 4 total References: (at least 3 from scientific journals and class text book should be include) 1

It is double space and 6-7 pages ( not including title and reference page)

Writing clarity organization, and successful integration of the literature are considered when determining full credit for the above stated criteria.

Please No plagiarism.
As stated the book should be use as a reference if it makes you feel better you can start the paper over, but please make sure you answer the above questions. Since i already submitted a rough draft to the professor in regards of doing math as my topic I would like to stick in the area– If you want to do elementary math instead of kindergarten that is fine.

Here are some topic to discuss in this papaer:

Introducing teaching math concepts

Barries students run into

how to transfer knowledge into real life scenarios

how do you know the concept was learn… —> For better understanding just refer back to the question.

Instead of monday if you could please submit the paper to me by saturday morning est time.

Please lmk if you have any questions

Class is Educational Psychology

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Graded Homework Assignment #2

On Description and Inference, Types of Evidence, Standard Form, Arguments and Sub-arguments

Chapters 1, 2, 3 in text

20 points Total:  20% of Final Grade

 DUE Friday August 7, 2015 11:59 p.m

 

 

All assignments should be typed;  should include the numbers of the questions; and should follow directions below, as to use of complete sentences, standard form, sub-argument, etc. wherever I so indicate.

 

Part I of this assignment is based on the New York Times Magazine article, “Identification, Please” by Helen MacDonald, June 19th, 2015.  A link to this article is provided under Part I (Description and Inference).

 

Part II of this assignment is based on the New York Times article, “Roads to Ruin”, by op-ed contributor, William F. Laurance, April 12th, 2015.  A  link to this article is provided under Part II (on argument,  sub-argument, standard form, & types of evidence).

               

 There is also an optional extra credit question in Part III.

 

 

 

 

Part I:  Description and inference:  (6  points total)

This question is based on the following New York Times Magazine article:

 

 
https://ci5.googleusercontent.com/proxy/4EJtp0rMRMP9fzqvDxxKOb3miSpJuecxsnLoccE20PSKK_WawRsuWnAYnOoyRCB97R0k7sNWrzDqfPtKF_bKQbQ5CQWd=s0-d-e1-ft#http://i1.nyt.com/images/misc/nytlogo194x27.gif
On Nature

Identification, Please

By HELEN MACDONALD

Learning how to use a field guide can make you feel at home anywhere in the world.
Or, copy and paste this URL into your browser: http://nyti.ms/1MRG09c

 

 

The above article begins with a “description” by the author of a view of Australia’s Blue Mountains National Park.  In the first paragraph of an approximately 1.5  – 2 page essay (double-spaced) you should address whether or not the author also makes any inferences within her description, or if she suggests that, from the description that she has just given, that she must now make some inferences.  You need not repeat the entire description, but only have to address the question about inferences.  The rest of your approximately 2 page essay, you should address the following questions, after reading the entire above article:

 

Most of this article includes a discussion of “natural-history field guides” by which people can try to identify various animals, birds, and plants in nature when they come across them during hikes, in their backyards, etc.   This raises some interesting questions about description and inference.  Do these guides actually provide only “descriptions” of the birds, plants, etc.,  or do some of the guides already include inferences or interpretations of the animals and plants?  Secondly, must the user of “field guides” make inferences from the “descriptions” of birds, animals and plants in the field guides, when they are trying to identify these animals and plants in the field?   What types of inferences, and how do they make these inferences in the field?   In your essay, you should address these questions, by drawing upon examples and details from the article.  You may also include other observations or your own about what the author discusses, especially if your observations also involve your own inferences, or involve comments about what counts as description and what counts as inference.  If you have ever used a field guide or some other type of guide to make identifications, you may include your experience in the essay, too.

 

PART II:  Argument, Sub-Argument, Standard Form and Types of Evidence (Total: 14 points:  #1:  10 points;  #2:  4 points)

 

This part is based on the following New York Times article:

 

  https://ci5.googleusercontent.com/proxy/4EJtp0rMRMP9fzqvDxxKOb3miSpJuecxsnLoccE20PSKK_WawRsuWnAYnOoyRCB97R0k7sNWrzDqfPtKF_bKQbQ5CQWd=s0-d-e1-ft#http://i1.nyt.com/images/misc/nytlogo194x27.gif
Op-Ed Contributor

Roads to Ruin

By WILLIAM F. LAURANCE

The relentless penetration of the last of our wilderness areas is paving the way to ecological disaster.
Or, copy and paste this URL into your browser: http://nyti.ms/1GZb2LQ
 

After reading the entire above article,  answer the following questions: 

1)      Select a main conclusion for the entire main argument of the article.  (There are several possibilities here  for a conclusion, and you need not rely on a direct quote from the article.)

                 Put into standard form the author’s argument with the conclusion you selected and include all the most important main premises. You are also required to include at least two sub-arguments in your standard form, but you should include more than two sub-arguments if it adds to the coherency of the argument.   Remember that parts of any long article might not actually be parts of the argument, although you should make sure that you include all important premises of the argument.

                Remember that sub-arguments should be integrated into the standard form of the entire main argument.  Examples of standard form can be found in the text and an example of sub-argument can be found in the electronic reserves article on Blackboard Learn,   “Thinking Clearly: A Guide to Critical Reasoning: Standardizing Arguments”, by Jill Leblanc((Look in attachments).   See also the power point presentation for Week 3.(In the attachments)

                 If you do not know what sub-arguments are, and how to integrate them into your standard form, you should consult me during office hours.  If you do not use standard form, you will receive a zero for this answer; and if you do not include sub-arguments (which also need to be incorporated into the standard form for the entire main argument), you will lose points on your answer.

                Remember that you can reconstruct the argument in your own words – you need not rely only on direct quotes.  In addition, remember that premises have to be statements – they should not be questions.  Therefore, rephrase any questions that you think are important to this argument, into statements.

                Do not try to simply “retell the entire story” and do not treat this as an outline.  The premises you select should support the conclusion you have selected (and they should be the reconstruction of the author’s argument, rather than your own argument).  In the sub-arguments that you set up, make sure that the “sub-premises” actually support the premise that you are treating as the sub-conclusion of the sub-argument.

                 Remember also that, in reconstructing an argument, it is not always necessary to proceed in the order of the article.   (10  points)

 

2)       Include in parentheses after each premise (and each sub-premise) in your argument for #1, the types of evidence that the author used (such as fact, factual judgment, reasoned speculation, conjecture, cause and effect, statistics, testimony, anecdotes, circumstantial evidence, conditional claims, analogy, etc.).  If necessary, you may discuss (in a paragraph) further types of evidence upon which the author relied (for this particular argument) that may not be indicated by the premises (and sub-premises) you include in #1, or as further explanation of the types of evidence you indicated in parentheses.   I am asking about types of evidence, as discussed in chapter 3 (pp. 93 ff of your text, and as also discussed on pp. 45 – 49, and as discussed in class and in the power point presentation from Week 5), and not the content of this evidence. (in the attachments) (4 points)

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