The Grade

 

Though data analysis occurs after the study has completed a data collection stage, the researcher needs to have in mind what type of analysis will allow the researcher to obtain an answer to a research question. The researcher must understand the purpose of each method of analysis, the characteristics that must be present in the study for the design to be appropriate and any weaknesses of the design that might limit the usefulness of the study results. Only then can the researcher select the appropriate design. Choosing the appropriate design enables the researcher to claim the data that is potential evidence that provides information about the relationship being studied. Notice that it is not the statistical test which tells us that research is valid, rather, it is the research design. Social workers must be aware of and adjust any limitations of their chosen design that may impact the validity of the study.                                                   

 

To prepare for this Discussion, review the handout, A Short Course in Statistics and pages 210–220 in your course text Social Work Evaluation: Enhancing What We Do. If necessary, locate and review online resources concerning internal validity and threats to internal validity. Then, review the “Social Work Research: Chi Square” case study located in this week’s resources. Consider the confounding variables, that is, factors that might explain the difference between those in the program and those waiting to enter the program.

 Post an interpretation of the case study’s conclusion that “the vocational rehabilitation intervention program may be effective at promoting full-time employment.” Describe the factors limiting the internal validity of this study, and explain why those factors limit the ability to draw conclusions regarding cause and effect relationships.

  Required Readings

 

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books. Chapter 9, “Is the Intervention Effective?” (pp. 226–236: Read from “Determining a Causal Relationship” to “Outcome Evaluations for Practice”)

 

Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. 

Read the following section: “Social Work Research: Chi Square” (pp. 63–65)

Week 11 Final Project

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Broderick and Blewitt (2015). I need this completed by 02/06/18 at 6pm. I need an “A” on this paper. I have included the attachments to help with this paper the instructor gave to us. Week 5 attachment is the outline to use for this project.

Final Project

Turn in your Final Project by Day 4 of this week. Review these requirements as you prepare to submit your assignment.

Final Project Guidelines

Complete a 10- to 12-page paper with the following two parts:

Part 1: Timeline Construction

· Create a personal timeline of significant life events from birth to the present. Your timeline may be a line drawing or it may be outlined in an organizational chart or displayed in a chronological list.

· Identify at least six significant events that you believe have impacted your development. Of these, at least one must have occurred during childhood, one during adolescence, and one during adulthood.

Part 2: Timeline Analysis

· For each of the life events on your timeline, do the following:

o Describe the life event as age-graded, history-graded, or non-normative.

o Explain how it was significant to your development and why.

o Explain how it impacted you cognitively, psychologically, and/or socially.

o Explain how each event and associated change influenced your identity development through your lifespan.

o Support your statements with developmental theory and integration of knowledge you gained throughout the course.

The Final Project will be evaluated according to the Final Project Rubric located in the Course Information area. Be sure that the Final Project is written using APA format. Readings

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 15, “Gains and Losses in Late Adulthood” (pp. 556-596)

Bielak, A. A. M., Anstey, K. J., Christensen, H., & Windsor, T. D. (2012). Activity engagement is related to level, but not change in cognitive ability across adulthood. Psychology and Aging, 27(1), 219–228.
Retrieved from the Walden Library databases.

Bowling, A, (2007). Aspirations for older age in the 21st century: What is successful aging? The International Journal of Aging & Human Development, 64(3), 263–297.
Retrieved from the Walden Library databases.

Davis, C. S. (2008). A funeral liturgy: Death rituals as symbolic communication. Journal of Loss and Trauma, 13(5), 406–421.
Retrieved from the Walden Library databases.

Hemmingson, M. (2009). Anthropology of the memorial: Observations and reflections on American cultural rituals associated with death. Forum: Qualitative Social Research, 10(3), 1–13.
Retrieved from the Walden Library databases.

Lowis, M. J., Edwards, A. C., & Burton, M. (2009). Coping with retirement: Wellbeing, health, and religion. Journal of Psychology, 143(4), 427–448.
Retrieved from the Walden Library databases.

Ong, A. D., Bergeman, C. S., & Boker, S. M. (2009). Resilience comes of age: Defining features in later adulthood. Journal of Personality, 77(6), 1777–1804.
Retrieved from the Walden Library databases.

Schoulte, J. C. (2011). Bereavement among African Americans and Latino/a Americans. Journal of Mental Health Counseling, 33(1), 11–20.
Retrieved from the Walden Library databases.

Wang, M., Henkens, K., & van Solinge, H. (2011). Retirement adjustment: A review of theoretical and empirical advancements. The American Psychologist, 66(3), 204–213.
Retrieved from the Walden Library databases.

Kaplan, D. (2008). End of life care for terminally ill clients. Retrieved from http://ct.counseling.org/2008/06/ct-online-ethics-update-3/

Kennedy, A. (2008). Working through grief. Retrieved from http://ct.counseling.org/2008/01/working-through-grief/

National Institutes of Health, National Library of Medicine. (2013). End of life issues. Retrieved from http://www.nlm.nih.gov/medlineplus/endoflifeissues.html

Rudow, H. (2012). The bereaved at greater risk of heart attack after loss. Retrieved from http://ct.counseling.org/2012/01/the-bereaved-at-greater-risk-of-heart-attack-after-loss/ Media

· Laureate Education (Producer). (2013d). Late adulthood [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)
 

This week, you will revisit your assigned client family for the final time in this course. Before watching this media, take time to reflect on all that you have learned about this family. Then, examine the new information given on this week’s featured family member, aged 65 or older.
 

Note: Please click on the following link for the transcript: Transcript (PDF).

· Laureate Education (Producer). (2013j). Perspectives: The golden years [Video file]. Retrieved from https://class.waldenu.edu
 

Note: The approximate length of this media piece is 3 minutes.
 

This week’s presenter discusses the physical and cognitive changes experienced by older adults. The presenter offers counseling approaches and considerations for this age range.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

The following document gives credit for Laureate-produced media in this course: Credits (PDF)

14 psychology questions

1. What would you do if you were providing a psychological test to a counseling client and an issue arose in which your personal ethics were in conflict with the established state and/or federal laws and/or codes of ethics? Provide an example to support your response. 

2. What serious ethical violation could occur if a counselor administered a psychological test incorrectly or without considering multicultural factors? Identify the ACA Code of Ethics statements that apply in this scenario. 

3. When testing a client, what two ways could a counselor’s behavior affect the validity of the data gathered from the test results? In what ways could a counselor’s behavior affect the reliability of the data gathered from the test results? Explain.

 4. Could a psychological test and assessment be invalid and still have reliability? Why or why not? 

5. Find a test to assess, intelligence or education, find a similar alternative test for administration with an individual who may be blind, deaf, or nonverbal. How are they similar? How are they different? 

6. Navigate to the Pearson Assessment website. Identify an assessment that could be used in a diagnosis. What is the assessment and what is the diagnosis? What are the attributes to be aware of when considering how to match the client and the test? 

7. Why is it important for counselors and other behavioral health professionals to become familiar with the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM)? How can use of the DSM’s cross-cutting symptom measures aid counselors in clinical diagnosing? 

8. Define the following assessments and provide an example when each should be used: 

1.Forensic assessment 

2.Therapeutic assessment 

3.Psychological assessment 

4.Personality assessment 

9. How is information about personal values used in career counseling? Is it important? Why or why not? How can personal religious or spiritual values play into career counseling? 

10. What kinds of interest inventories might you use in your counseling practice? Why? 

11. Go online and conduct a search for a free assessment test such as the ACE Study, Strong, the Beck Depression Inventory, or something similar. Take the test and evaluate the assessments in which you have participated. What are some insights you gained by using various instruments and strategies throughout this class? How might you apply this knowledge in the future when using assessments in counseling clients? 

12. Simon, a 16-year-old male, has always performed adequately in school. This semester his math scores dropped from Bs to Fs, but his other grades have remained Bs. IQ testing with the WAIS-IV revealed that he has an average overall IQ without any major deficiencies. Do these normal findings provide useful diagnostic information? How so? What might be happening with Simon? 

13. What are some insights you gained while studying psychological testing and assessment instruments as applied to the future of counseling? How might psychological testing and assessment of special population clients, including adolescents, victims of domestic violence, and those with a co-occurring disorder be applied in the future?

 14. What are the three most important concepts that you learned throughout this course that you can apply in a clinical setting? Give an example of how you would apply the concepts learned to conduct an in-take assessment.

Each question has to be answer by its self. With 150-200 words and have a cite in the answer. 

should look like 

questions

answer

questions

answer

Human Services Foundational Knowledge Overview

Human Services Foundational Knowledge Overview

In all of your previous courses in this program, you have engaged with the ideas and approaches that comprise a professional background in human services. Have you had the opportunity to think about how all of your learning fits together? Could you readily explain how well prepared you are for each aspect of the human services role? One goal of this assignment is to prepare you to do that—with clarity and specific evidence—so that you are ready, for example, to address these questions in a job interview.

Write a three-part paper of approximately 9–15 pages that brings together three of the five key elements that lead to success in human services, represent the program outcomes of your degree, and align directly with the core competencies model of the National Organization for Human Services (NOHS): Models of Service Delivery (Part 1). Professional Competencies (Part 2). Effective Helping Relationships (Part 3).

Each part of this assignment requires that you revisit the key ideas in a particular area and demonstrate your mastery of those ideas. In completing each part of this paper, draw upon your reading and discussions from your courses as well as any assignments you may have completed that would be helpful. Seek particularly to articulate your current understanding in these areas, regardless of what you may have written in earlier courses. Instructions

Review the case study, “Susan and Ted,” on pages 123–125 of your An Introduction to Human Services text. Pick a client from the case and analyze the case based on the areas identified below: SECTION 1: Models of Service Delivery (3–5 pages). Provide a summary of the case and the main issues that are present. What professional competencies might you need to address the issues you have identified? Address how you would work with the client using the Human Service Delivery Model described in the Woodside and McClam text. Your work should address the services that might be provided by professionals who practice the medical model, the public health model and the human services model. How can a Human Services professional facilitate the interaction of all three models in revolving the problems presented to your selected client? SECTION 2: Professional Competencies (3–5 pages). Analyze the case based on the strengths or weaknesses you identified through your self-assessments. Analyze how your results might impact your work with your selected client. Given what you know about yourself, the case and the client, is it possible to remain neutral? Explain your answer and provide an analysis of what you would recommend. Address any ethical or cultural concerns that might present when working with your selected client. What personal issues, values or biases might become concerns for you? How might you address these for yourself, so that you can function productively as a helping professional? SECTION 3: Effective Helping Relationships (3–5 pages). Pick two of the values discussed in the readings (Chapter 6, An Introduction to Human Services) that guide practice and address how they would guide your work with this case. In your analysis, clearly present your rationale for picking the values you have chosen. Requirements Written communication: Written communication is free of errors that detract from the overall message. APA formatting: Resources and citations are formatted according to APA (6th edition) style and formatting. Number of resources: Your work should be supported by at least five references from the literature. Length of paper: 10–12 typed double-spaced pages. Font and font size: Arial, 10 point.

Submit your assignment by the end of this unit.

Portfolio Prompt: You may choose to save this learning activity to your ePortfolio. Resources Human Services Foundational Knowledge Scoring Guide. ePortfolio.

Psych 630 Neurotransmitters Chart

University of Phoenix Material

 

Neurotransmitter Chart

 

Select four neurotransmitters. Complete a table for each neurotransmitter.

 

Neurotransmitter 1

State if this neurotransmitter is inhibitory or excitatory:  

(INSERT NAME OF NEUROTRANSMITTER HERE)

      

What is this neurotransmitter’s role on behavior?

   

       

Pharmacological agent prescribed to increase the neurotransmitter:

List three possible side effects linked to this agent:  

 

1)  

2)  

3)  

Example of a neurological disorder, disease, or condition where this agent occurs

List possible risks associated with not taking this agent for the disorder, disease, or condition:  

           

Pharmacological agent prescribed to decrease the neurotransmitter:

List three possible side effects linked to this agent:  

 

1)  

2)  

3)  

Example of a neurological disorder, disease, or condition where this agent occurs

List possible risks associated with not taking this agent for the disorder, disease, or condition:  

        

 

Neurotransmitter 2

State if this neurotransmitter is inhibitory or excitatory:  

(INSERT NAME OF NEUROTRANSMITTER HERE)

      

What is this neurotransmitter’s role on behavior?

   

       

Pharmacological agent prescribed to increase the neurotransmitter:

List three possible side effects linked to this agent:  

 

1)  

2)  

3)  

Example of a neurological disorder, disease, or condition where this agent occurs

List possible risks associated with not taking this agent for the disorder, disease, or condition:  

           

Pharmacological agent prescribed to decrease the neurotransmitter:

List three possible side effects linked to this agent:  

 

1)  

2)  

3)  

Example of a neurological disorder, disease, or condition where this agent occurs

List possible risks associated with not taking this agent for the disorder, disease, or condition:  

        

 

Neurotransmitter 3

State if this neurotransmitter is inhibitory or excitatory:  

(INSERT NAME OF NEUROTRANSMITTER HERE)

      

What is this neurotransmitter’s role on behavior?

   

       

Pharmacological agent prescribed to increase the neurotransmitter:

List three possible side effects linked to this agent:  

 

1)  

2)  

3)  

Example of a neurological disorder, disease, or condition where this agent occurs

List possible risks associated with not taking this agent for the disorder, disease, or condition:  

           

Pharmacological agent prescribed to decrease the neurotransmitter:

List three possible side effects linked to this agent:  

 

1)  

2)  

3)  

Example of a neurological disorder, disease, or condition where this agent occurs

List possible risks associated with not taking this agent for the disorder, disease, or condition:  

        

 

Neurotransmitter 4

State if this neurotransmitter is inhibitory or excitatory:  

(INSERT NAME OF NEUROTRANSMITTER HERE)

      

What is this neurotransmitter’s role on behavior?

   

       

Pharmacological agent prescribed to increase the neurotransmitter:

List three possible side effects linked to this agent:  

 

1)  

2)  

3)  

Example of a neurological disorder, disease, or condition where this agent occurs

List possible risks associated with not taking this agent for the disorder, disease, or condition:  

           

Pharmacological agent prescribed to decrease the neurotransmitter:

List three possible side effects linked to this agent:  

 

1)  

2)  

3)  

Example of a neurological disorder, disease, or condition where this agent occurs

List possible risks associated with not taking this agent for the disorder, disease, or condition:  

        

 

psychology of perception

Answer the questions below completely and fully for full credit. This requires a minimum of two substantive paragraphs for each answer with a minimum total of 150 words for the combined paragraphs (not including the references). Use your learning resources and outside academic references (not Wikipedia!) to answer the questions completely. Support your answers with source credits (citations and references). 

Questions

1. Describe the process of perception as a series of steps, beginning with the environmental stimulus and culminating in the behavioral responses of perceiving, recognizing, and acting.

2. What are the two answers (one “simple” and the other “profound”) to the question, “Why is our perception of colors and details worse in the dim illumination than in bright illumination?”

3. When you walk from outside, which is illuminated by sunlight, to inside, which is illuminated by “tungsten” illumination, your perception of colors remains fairly constant.But under some illuminations, such as street lights called “sodium – vapor” lights that sometimes illuminates highways or parking lots, colors do seem to change.Why do you think collar consistency would hold under some illuminations, but not others?

4. What are the characteristics of the energy that we see as visible light?Provide an example illustrating how these characteristics are expressed when someone sees a rainbow.What types of things (situations and/or objects) can interfere with these characteristics?1. Describe the recent finds on the “Nature-Nurture Controversy.”  How do evolutionary theory (evolutionary biology and evolutionary psychology) and the study of genetics fit in to this discussion? What are the implications for the biopsychologist? And finally, is there a controversy at all? 

5. Describe the recent finds on the “Nature-Nurture Controversy.”  How do evolutionary theory (evolutionary biology and evolutionary psychology) and the study of genetics fit in to this discussion? What are the implications for the biopsychologist? And finally, is there a controversy at all? 

6. Describe the process of action potential conduction and neurotransmission from one neuron to another, both electrically (including saltatory conduction) and chemically. Describe how a cell fires an action potential and be sure to address which structures are involved in neurotransmission. Discuss reuptake and enzymatic degradation (breakdown) in the context of the appropriate neurotransmitters. 

7. Trace in detail the structure and function of the visual system from the physical stimuli (light waves), to the structure of the eye and through the corresponding brain structures until it is processed as visual information. You will need to compare photoreceptors in darkness to photoreceptors receiving light and describe how light energy is transduced into neural signals. Describe how the trichromatic and opponent-process theory explain how light of different wavelengths is converted into color information.     

8. Discuss some of the methodological approaches that can be used to examine the influence of multiple genes on behavior.Then discuss what transgenic animals are and how they are produced.

essay 1 questions

  

Essay 1 Questions

Answer these questions in essay format, using the instructions provided in the Assignment Instructions folder. Review the Essay 1 Grading Rubric to see how your essay will be graded.

1. In this question you will make up an experiment using classical conditioning. Please create an example using the following scenario.

Explain how you would evoke a startle response (reflex) using classical conditioning in an unsuspecting friend using an abnormal signal (produces the reflex). Describe your friend’s reflex response and a signal that will produce that reflex response; then choose another signal for the reflex and predict the outcome of using that signal. Clearly label the Unconditioned Stimulus (UCS), Unconditioned Response (UCR), Conditioned Stimulus (CS), and Conditioned Response (CR). Include a description of the setting and process for this hypothetical situation. Below is an abbreviated example.

For example, every time your roommate opens the refrigerator door you make an alarm goes off on your phone and the roommate jumps. After this happens several times, the roommate will jump when they open the refrigerator door even without the alarm going off.

  

Signal (NS)

Opening the refrigerator

 

UCS

Sound of an alarm

 

UCR

Jumps

 

CS

Opens refrigerator

 

CR

Jumps

2. Describe how you would use operant conditioning, with a program of shaping, to get a messy roommate to make his/her bed neatly. Include and label the antecedent stimulus, response, and reinforcement of the changing program standards, and a method of self-regulation for the roommate.

3. In a hypothetical psychology internship, you have encountered a child with destructive tendencies. She bites herself, her dog, and your bag of supplies. Being afraid for her safety and your own well-being, you institute a plan to change her behavior. Suggest a punishment, with her possible reactions to that punishment. Then, try substituting an alternative behavior by reinforcing an incompatible response. Label the antecedent stimulus for the biting response, Punishment I or II, escape or avoidance, and the reinforcement for the new named response. What do you consider to be the best theory or method for improving this child’s behavior?

4. Give an example of a situation where you can model more effective behavior for someone whom you could positively influence. Describe in detail: yourself (the model), the observer, the behavior, and the reinforcement using at least 5 principles of Social Learning Theory.

Assignment 2: Discussion Question: Culture Shock

Discussion Question

This week’s study notes and your textbook emphasized the importance of understanding multiculturalism in effective interviewing.  We often take for granted our own assumptions, values, and ways of perceiving the world until we encounter people from another culture. Recall a time when you experienced “culture shock” by traveling to another part of the world or by interacting with someone from another culture and were surprised by some of your own assumptions. If you have not interacted with people from different cultures, think about a book or film in which you became aware of your own assumptions and discovered that they were not universal. If you are having trouble, consider renting the movies Slumdog Millionaire, The House of Sand and Fog, Mi Familia, or Double Happiness.

For this discussion assignment: Identify and explain an example of “culture shock” either from your own experience or from a movie or book. Explain how your personal assumptions were challenged. Discuss what you learned about your own beliefs and if your beliefs were changed in any way. As appropriate, cite the online course, the textbook, and other credible, scholarly sources to substantiate the points you are making. Apply APA standards for writing and citations to your work.

Grading CriteriaMaximum PointsQuality of initial posting, including fulfillment of assignment instructions16Quality of responses to classmates12Frequency of responses to classmates4Reference to supporting readings and other materials4Language and grammar4Total:40

Portland based motivation project paper and presentation

15 pages paper and 15 slides presentations i attached the project description sample project papers and sample presentation plus articles and lecture slides to be used in 

3 para

Choose ONE of the following five questions to answer.

Your responses need: Please indicate which question you are answering. 6-8 paragraphs (a paragraph is 3-5 complete sentences, not fragments, not bullet points).  1 paragraph of introduction, 4-6 paragraphs for the body, 1 paragraph of conclusion. a thesis statement. You need to make an actual argument that needs to be supported with facts. need to rely on evidence found in classroom lectures, our textbook, primary sources in the textbook source collections. You must use the Gorn primary source book and the free OER found on the syllabus YOU MAY NOT use outside sources, like the internet. You must cite where you got each piece of evidence [For Example: “Hitler annexed Austria in 1938” (Created Equal) or “African Americans were often forced to take bogus literacy tests before they were outlawed in 1965 (“Voting Literacy Test 1965” in Created Equal) or “The Union Stockyards are an example of Gilded Age industrialism” (Gilded Age Lecture)]

Follow the question prompts carefully.  If a question asks you to give four specific examples, give four examples. If the question asks you to discuss the cause and effects, please discuss both.

The number one thing that students do wrong in these essays is over-generalize. Be very clear and very explicit.  Do not tell me, for example, that the lives of women changed in the 20th century because “they got more freedoms.”  That will not receive a passing grade.  Instead, you should talk about things like the 19th amendment or the specific things feminism did for women.  How did the lives of African Americans change over the course of the Nineteenth and Twentieth Centuries? Please detail at least 4 specific examples and outline the evolution. Be specific in your response using evidence from your textbook, primary source readings, lectures, videos to support your argument. [HINT: YOU SHOULD NOT BE TALKING ABOUT SLAVERY.. that is History 1301 and happened before 1877] How did the lives of women change over the course of the Nineteenth and Twentieth Centuries? Please detail at least 4 specific examples and outline the evolution. Be specific in your response using evidence from your textbook, primary source readings, lectures, videos to support your argument. Over the course of the Nineteenth and Twentieth Centuries music, art, film and television in the US entered a new cultural epoch where mass consumption and media created a homogeneous culture, arguably for the first time. Please outline at least four innovations, changes, or developments in US Culture.  Make sure to describe the cultural output before and after and what is identified as the cause for the innovation, development, or change.  Be specific in your response using evidence from your textbook, primary source readings, lectures, videos to support your argument. Explain how the fear of communism influenced modern US History.  Use at least 4 specific examples and detail how the fear resulted in a direct action from the US government, people, or culture. Be specific in your response using evidence from your textbook, primary source readings, lectures, videos to support your argument. Explain the causes and effects, successes and failures, of any of the US Civil Rights Movements (African American, Feminism, Latino/a, American Indian, LGBTQ, Disability Rights). Provide me with at least 4 key events of the Movement, the events that led up to those key events, and where the Movement succeeded and failed. Be specific in your response using evidence from your textbook, primary source readings, lectures, videos to support your argument.