PHILOSOPHY OF HELPING

Describe your personal philosophy of helping using your personal and professional life experiences.

Personal experiences: What or whom has been a driving force in formulating your personal helping philosophy? The paper in part should be based on the wants to help children and their families.

Professional experiences: Discuss the impact of any professional experience (employment, volunteer, etc.) that was influential in shaping or creating your philosophy.

What are the primary beliefs, values, and ethics that guide your approach to life and how do they inform

15

(how are they reflected in) your personal philosophy of helping?

How may your personal value system impact your role as a professional social worker?

Please discuss why you have chosen to become a professional social worker.

Note: This is a self-reflective paper. The paper should demonstrate self-awareness and also integrate some of the material discussed in class. No outside references are required.

Grading Criteria

Your paper will be assessed on the following areas:

• Did the paper include a reflection on the role of personal experiences in shaping the student’s philosophy?

• Did the paper include a reflection on the role of professional experiences in shaping the student’s philosophy?

• Did the paper clearly define the student’s actual philosophy of what helping is?

• Did the paper clearly define how helping is achieved from the student’s personal perspective?

• Did the student explain his or her personal values/belief system?

• Did the student reflect on how these personal values and beliefs may impact his or her work with clients?

• Did the student discuss how he or she formed the desire to become a social worker?

• Was the paper clearly written and well organized?

• Was the paper grammatically and typographically correct?

• Does the paper follow APA guidelines?

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6-2 Journal: Criminal Prosecution

6-2 Journal: Criminal ProsecutionTask: Submit to complete this assignment

In this assignment, you will reflect upon the role and limitations of psychological theories in the prosecution of criminals.

What are the limitations of psychological theories in the prosecution of criminals? Does a person’s age impact their motivation or the chances of continuing criminal behavior? Think about your final project assignment. What limitations did you experience as you were developing your report? Can these limitations be addressed or rectified? Explain.

To complete this assignment, review theCriminal Prosecution Journal Guidelines and Rubricdocument.

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2-2 Activity: Journal

Overview

In this module, we will learn about the psychoanalytic tradition. In the previous module, we addressed methods theorists use to measure personality and completed a mock Thematic Apperception Test (TAT). Now, let’s revisit your Module One Journal responses using a psychoanalytic lens and see if we can discover new insights about ourselves.

Please note: This journal will contain a nonclinical analysis. Your task is not to diagnose or assign clinical labels to yourself. That would require licensure beyond the scope of this course. This journal does require personal reflection; analyze and share to the depth you are comfortable with.

Prompt

For your journal, use the Module Two Journal Template to answer the following questions. Specifically, you must address the following rubric criteria:

  • Describe what a psychoanalyst like Freud or Jung would be looking for in the responses to a projective test like the Thematic Apperception Test. Your response should be 2 to 5 sentences in length.
  • Using the lens of a psychoanalyst, reflect on your Module One Journal responses by answering the following questions in 2 to 5 sentences each:
    • Describe what role your unconscious might have played in your responses. Are there any defense mechanisms present in your story?
    • Describe how you characterized any underlying conflicts present in your story. Think about drives and the parts of personality (id, ego, superego) in your response.
    • Describe how you characterized the interactions of the people in your story. What could this tell us about attachment and relationships?
    • Describe how much your own life experience informed the story you told.
  • After considering the role of the unconscious and projection in the story you told, describe another interpretation for your image. Your response should be 2 to 5 sentences in length.
  • Describe what a greater awareness of projection means for other interactions you might have with people in a social or professional setting. Your response should be 2 to 5 sentences in length.

Guidelines for Submission

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

Module Two Journal Rubric

CriteriaComplete (100%)Proficient (70%)Not Complete (0%)ValuePsychoanalystDescribes what a psychoanalyst like Freud or Jung would be looking for in the responses to a projective test like the TATShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to what a psychoanalyst would be looking for in responses to a projective testDoes not attempt criterion13UnconsciousDescribes what role the unconscious might have played in the responsesShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to what role the unconscious might have playedDoes not attempt criterion13Underlying ConflictsDescribes characterization of any underlying conflicts present in the storyShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the characterization of any underlying conflictsDoes not attempt criterion13InteractionsDescribes characterization of the interactions of the people in the storyShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the characterization of the interactions of peopleDoes not attempt criterion13Life ExperienceDescribes how much life experience informed the storyShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to how life experience informed the storyDoes not attempt criterion13Another InterpretationDescribes another interpretation for the imageShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to another interpretation for the imageDoes not attempt criterion13Other InteractionsDescribes what a greater awareness of projection means for other interactions in a social or professional settingShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to what awareness of projection means for other interactions in a social or professional settingDoes not attempt criterion13Articulation of ResponseSubmission has no major errors related to citations, grammar, spelling, or organizationSubmission has some errors related to citations, grammar, spelling, or organization that negatively impact readability and articulation of main ideasSubmission has critical errors related to citations, grammar, spelling, or organization that prevent understanding of ideas9Total: 100%

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u5lc_psych

Live Chat Assignment #1- 1 typed page- In this chapter- 8- the author discussed several theories of motivation.  There are 5 specific theories discussed on pages 192-195.  Please pick 2 theories to compare anmd contrast.  Be sure to do both.  Which theory do you agree with and why?

 

Live Chat Assignment # 2- 1 typed page- What is the difference between extrinsic and intrinsic motives?  The textbook begins the discussion of this topic on page 205.  In answering this question, please refer to at least one additional, credible source.  In most situations would you say that you are intrinsically motivated or extrinsically motivated to do something?  Explain your answer. Why do you think this is?

 

 

8-5a. Extrinsic Versus Intrinsic Motives

Do you want to do well in this course? If you do, why? Carol Dweck (2009) finds that achievement motivation can be driven by performance or learning goals, or both. For example, are you motivated mainly by performance goals, such as your grade in the course? If so, it may be in part because your motives concern tangible rewards such as getting into graduate school, landing a good job, reaping approval from your parents or your instructor, or avoiding criticism. Performance goals are usually met through extrinsic rewards such as praise and income. Parents of children who develop performance goals are likely to respond to good grades with rewards such as toys or money and to respond to poor grades with anger and removal of privileges.

“When I was young I thought that money was the most important thing in life; now that I am old I know that it is.”

— Oscar Wilde , Irish dramatist, novelist, and poet (1854–1900)

Or is it learning goals that mainly motivate you to do well? That is, is your central motive the enhancing of your knowledge and skills—your ability to understand and master the subject matter? Learning goals usually lead to intrinsic rewards, such as self-satisfaction. Students who develop learning goals often have parents with strong achievement motivation who encourage their children to think and act independently. Parents and teachers help children develop learning goals by showing warmth and praising them for their efforts to learn, exposing them to novel and stimulating experiences, and encouraging persistence (Dweck, 2006, 2009). Children who are stimulated in this way tend to set high standards for themselves, associate their achievements with self-worth, and attribute their achievements to their own efforts rather than to chance or to the intervention of others.

Many of us strive to meet both performance and learning goals in our courses as well as in other areas of life. Grades are important because they are connected with tangible benefits, but learning for its own sake is also of value and can provide great pleasure.

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Need Help With AP Psychology Assignment

proposals describe the experiments, including potential benefits of the research as well as any discomfort or harm that they may cause the subjects. You must either approve the research or deny permission for the experiments. It is not your job to suggest improvements on technical aspects of the projects, such as experimental design.

Instructions

For each of the following four cases, explain why you would either approve or disapprove the proposed research experiments. Evaluate each proposal based on the four main principles of ethical research provided in this lesson. Every research experiment must follow all four principles to be considered ethical.

Example
Proposal: Dr. Croller is studying the effects of separation anxiety on young children. To determine the reaction of 5 year olds under stress, he is planning a naturalistic observation where the subjects (a mother and her child) walk through the aisles of a supermarket. When the child is unaware, the mother will slip away and hide out of sight of the child. Graduate students will film the child’s reaction and use a tally sheet of anxious behaviors to measure the child’s level of anxiety. Dr. Croller believes that if he can prove this is an anxiety-producing event, he can use this in the future as part of an experiment to teach children self-reliance through learned survival techniques.

Response: I would definitely deny this study. This is very unethical because Dr. Croller is going to inflict great harm by tricking the children into believing their mother abandoned them, which is not an appropriate use of deception. Likewise, the information learned in the study does not validate the harm caused by the professor’s methods.

Case 1
The Psychology Department is requesting permission from your committee to use 10 rats per semester for demonstrations in a physiological psychology class. The students will work in groups of three: each group will be given a rat.

The students will first perform surgery on the rats. Each animal with be anesthetized. Following standard surgical procedures, an incision will be made in the scalp and two holes drilled in the animal’s skull. Electrodes will be lowered into the brain to create lesions on each side. The animals will then be allowed to recover.

Several weeks later, the effects of destroying this part of the animal’s brain will be tested in a shuttle avoidance task in which animals will learn when to cross over an electrified grid. The instructor admits the procedure is a common demonstration and that no new information will be gained from the experiment. She argues, however, that students taking a course in psychology must have the opportunity to engage in small animal surgery to see firsthand the effects of brain legions.

Case 2
Your university includes a college of veterinary medicine. In the past, the students practiced surgical techniques on dogs acquired from a local animal shelter. There have been some objections to this practice and the veterinary school wants the approval of your committee to continue this practice. They make the following points:

1. Almost all of the animals will eventually be killed at the animal shelter. It is wasteful of life to breed animals for the vet school when there is an ample supply of animals that will be euthanized anyway.

2. It costs at least 10 times as much to breed animals for research purposes.

3. Research with dogs from animal shelters and the practice surgeries will, in the long run, aid the lives of animals by training veterinarians.

A local group of animal welfare activists demanded that you deny the school’s request. They argue that the majority of these animals are lost or stolen pets and it is tragic to think that previously loved dogs could end up on a surgical table for an experiment. Furthermore, they claim that as people become aware that animals taken to shelters may end up in research laboratories, they will stop using the shelters and simply set these animals free.

Case 3
Dr. Hames is requesting permission to do a sleep deprivation study involving young children. He has hypothesized that children between the ages of five and seven need uninterrupted sleep to do well with basic memory functions. He has proposed a study where children in this age category will be awakened each hour during one night in his laboratory, and then tested on basic memory abilities. These results will then be compared with those obtained after a normal night of sleep. He is offering parents a $250 incentive if they will agree to allow their children to participate in this study. The children will be given a gift card to a local toy store for their participation.

Case 4
Professor Lennon is planning to do a research study to show the outcome of a serious back injury involving the spine and the possible effects on the part of the brain affecting balance and coordination. To conduct her study, she will need volunteers to have a painful spinal tap procedure which would simulate the damage associated with severe back injuries. The spinal taps have a slight chance of causing severe pain that could last for several days. There is also a very slight risk of nerve damage that could cause some short-term paralysis. Subjects will be informed of the risks involved and will be paid $1200 for the spinal tap and for a six night stay that will be required to evaluate the outcome after this procedure.

01.07: Ethics Committee Evaluations (Rubric)
Requirements/Description of Task

Points Possible

Student Points

Statement of approval or disapproval – scenario 1

3

Statement of approval or disapproval – scenario 2

3

Statement of approval or disapproval – scenario 3

3

Statement of approval or disapproval – scenario 4

3

Detailed explanation as to the logic of decision based on the four principles of ethics – scenario 1

6

Detailed explanation as to the logic of decision based on the four principles of ethics – scenario 2

6

Detailed explanation as to the logic of decision based on the four principles of ethics – scenario 3

6

Detailed explanation as to the logic of decision based on the four principles of ethics – scenario 4

6

Proper spelling, grammar, and capitalization – scenario 1

1

Proper spelling, grammar, and capitalization – scenario 2

1

Proper spelling, grammar, and capitalization – scenario 3

1

Proper spelling, grammar, and capitalization – scenario 4

1

TOTAL

40

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Comparison of Behavioral Assessment

Prompt: Imagine that you have been put in charge of choosing a child behavior rating test for your agency, a center offering psychological treatment and consultation to parents for a variety of behavioral and educational issues commonly seen in school-aged children. You will analyze the BASC-2 Behavioral and Emotional Screening System and Achenbach System of Empirically Based Assessment behavior-rating tests. Using the ASEBA Catalog, the Pearson Clinical Catalog, and Mental Measurements Yearbook, determine which of these two tests you would choose for the agency to buy: the Behavior Rating Assessment for Children (BASC2) or Achenbach System of Empirically Based Assessment (ASEBA). State your choice and explain your decision. Be sure to justify and support your recommendation with research.

 

In your short paper, the following critical elements must be addressed:

 A thorough and detailed comparison of the BASC2 and ASEBA tests

 A thorough and detailed explanation of the differences between the BASC2 and ASEBA tests  A statement and clear explanation of which test you are recommending your agency purchase  A well-supported justification using relevant research of why you are recommending your choice

 

Guidelines for Submission: Your paper must be submitted as a one- to two-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format.

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Unit5PeerResp2QDA

Response Guidelines

Provide a substantive contribution that advances the discussion in a meaningful way by identifying strengths of the posting, challenging assumptions, and asking clarifying questions. Your response is expected to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Reference your sources using standard APA guidelines. Review the Participation Guidelines section of the Discussion Participation Scoring Guide to gain an understanding of what is required in a substantive response.

Peer 1 Response: Cait

Anderson & Bushman (2001) conducted the meta-analysis, Effects of Violent Video Games On Aggressive Behavior, Aggressive Cognition, Aggressive Affect, Physiological Arousal, and Prosocial Behavior: A Meta-Analytic Review of the Scientific Literature, which determined that there was a correlation between playing video games and aggressive behaviors. In a set of 21 controlled experimental studies, Anderson & Bushman (2001) concluded that there was a correlation between playing video games (x) and engaging in the aggressive behavior (y). Table 1 determined that aggressive behavior was measured at r= .19, therefore concluding that the correlation was statistically significant due to a large number of participants that were involved in the research study. Aggressive behavior in conjunction with playing violent video games was tested with 3,033 participants. If there was a smaller sample size (in this case, less than 3,033 participants), the correlation r=.19 may not have been as large or as significant. This result also yielded significant results because r=.19 is positive, rather than negative. In Table 1 it can also be determined that the results displayed significant results because of the homogeneity test. The homogeneity test determined an outcome of x2(32)  23.25, p > .05 (Anderson & Bushman, 2001). It was measured that the p score was 23.25, compared to the normal value used by SPSS and researchers, which is .05. Because the p-value was larger than .05, it yielded significant results for this research study. If the p-value was smaller than .05, it would not hold the same level of significance.

Reference

Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.

Peer 2 Response: Teddick

A meta-analysis (Anderson & Bushman, 2001) reported that the average correlation between time spent playing video games (X) and engaging in aggressive behavior (Y) in a set of 21 well-controlled experimental studies was .19. This correlation was judged to be statistically significant. In your own words, what can you say about the nature of the relationship?

Warner (2013) explained that in a result of .19 will fall among the small (r<.10) and the medium (r<.30) and in less than the large (r<.50). This is an indicator that there is a compelling association, but this does not mean there is a causation between aggressive behavior and video games. Because of the insufficient information provided, we must consider every factor that contributes to the research, for example age of the gamer, time spent playing, time spent watching movies of violence, how much the parents are involved in their child’s life, if that person is involved with the wrong group of individuals, their surrounding neighborhood, and even their social and academic intellect. However, there still is a relationship of correlation on the meta-analysis, but does not necessarily means a causation. The meta-analysis shows a significant association on aggressive behavior being affected by playing violent video games, but does not prove or show that it causes the behavior. If anything it does encourage parents to look for more age appropriate video games and limit the access of violent-themed games for their kids (Anderson, C. & Bushman, B., 2001).

References:

Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.

Warner, R. M. (2013). Applied Statistics: From Bivariate Through Multivariate Techniques (2nd ed.). Sage Publications.

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presentation

I have a presentation which I already done 80%. You need to include textbook information, 3 articles and a case study. summarize the topic from textbook, 3 articles, and how the articles relates to the textbook or what’s the take home message? Or how they reflect the topic from the textbook? then add a case study that related to the topic, it has to be different from the one that the teacher used (check out the slides from the teacher) maybe also look at the way he present the context from the textbook. The presentation should include overview, textbook topic, 3 article, case study, summary or take home messages, and reference page. Just feel free to make any changes, add more sections or delete some of it, even the order of it, just do whatever seems appropriate to you. I need you to write every single words that I’m going to present below every slides (which I already had some) make it as easy as possible, don’t use big words or complicated sentence structures. There are also presentations from previous students as examples.

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Psych Stats Worksheet

  Title

ABC/123 Version X

1
  Week 3 Practice Worksheet

PSY/315 Version 7

1

Week 3 Practice Worksheet

Provide a response to the following questions.

Note: Each team member should compute the following questions and submit to the Learning Team forum. The team should then discuss each team member’s answers to ascertain the correct answer for each question. Once the team has answered all the questions, submit a finalized team worksheet.

1. On a standard measure of hearing ability, the mean is 300, and the standard deviation is 20. Provide the Z scores for persons whose raw scores are 340, 310, and 260. Provide the raw scores for persons whose Z scores on this test are 2.4, 1.5, and -4.5.

2. Using the unit normal table, find the proportion under the standard normal curve that lies in the tail for each of the following:

a. z = 1.00

b. z = -1.05

c. z = 0

d. z = 2.80

e. = 1.96

3. Suppose the scores of architects on a particular creativity test are normally distributed. Using a normal curve table (pp. 477–480 of the text), what percentage of architects have Z scores

a. above .10?

b. below .10?

c. above .20?

d. below .20?

e. above 1.10?

f. below 1.10?

g. above -.10?

h. below -.10?

4. A statistics instructor wants to measure the effectiveness of his teaching skills in a class of 102 students (N = 102). He selects students by waiting at the door to the classroom prior to his lecture and pulling aside every third student to give him or her a questionnaire.

a. Is this sample design an example of random sampling? Explain.

b. Assuming that all students attend his class that day, how many students will the instructor select to complete his questionnaire?

5. Suppose you were going to conduct a survey of visitors to your campus. You want the survey to be as representative as possible.

a. How would you select the people to survey?

b. Why would that be your best method?

6. Explain the eight characteristics of a normal distribution. Explain why converting raw scores to z scores is helpful in understanding data.

7. Explain the concept of a sampling distribution. Identify three characteristics of the sampling distribution of the sample mean.

8. How is the alternate hypothesis related to the null hypothesis? Explain the difference between a one-tailed test and a two- tailed test.

9. What is the probability of rolling a 2 or a 7 on a six-sided dice? Please show the formula and the calculation.

10. Converting raw scores to z-scores Consider a distribution of raw scores with: Mean = 10, s.d., = 2. What is the z score for a raw score of 7 in this distribution. Please show the formula and your calculations.

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

Copyright © 2016, 2014 by University of Phoenix. All rights reserved.

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Module Two lab

Overview

Can you pay attention to everything? Are we really as good as we think we are at detecting changes around us? Can we easily focus on one thing and ignore everything else? These labs will help you see that attention is a limited resource. However, your attentional system has evolved to be adaptive and efficient for the types of environments you will typically encounter.

In the Change Detection lab, you will see that, as long as there are no interruptions to the entire visual field, you can rely on motion detection to detect subtle changes in the visual field. Both the Simon Effect and Stroop Effect labs will show you how your attention is quickest when the type and location of the stimuli are consistent, respectively. The Spatial Cueing lab demonstrates how we can control our area of maximal attention, albeit in a limited part of our visual field. By knowing what variables maximize or minimize our attention, psychologists can help us make the most of this ability.

Prompt

Complete the following labs:

  • Change Detection
  • Simon Effect
  • Spatial Cueing
  • Stroop Effect

Then complete the Module Two Lab Worksheet Template. Specifically, you must address the following rubric criteria:

  • Record data and include screenshots of results for all module labs.
  • For the Change Detection lab, address lab questions accurately.
  • For the Simon Effect lab, address lab questions accurately.
  • For the Spatial Cueing lab, address lab questions accurately.
  • For the Stroop Effect lab, address lab questions accurately.
  • Address the module question accurately.

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