Category: Psychology homework help

A researcher computed the F ratio for a four-group experiment. The computed F is 4.86. The degrees of freedom are 3 for the numerator and 16 for the denominator.
Is the computed value of F significant at p < .05? Explain.
Is it significant at p < .01? Explain.

Use a couple of sentences to summarize John Hinkley’s case and the expert testimony that resulted in his placement in a forensic hospital. Please include a treatment approach that may be best befitting for his diagnosis (DBT works, but explain why). ‘
250 words minimum

Using sample lesson plans on the internet, create a lesson plan for children that incorporates Piaget’s Cognitive theories of development. Choose your age and grade in Middle or Late Childhood. Design a lesson and explain how that lesson demonstrates the cognitive abilities of the children. It could be a science lesson, money, history, etc.

ANSWER

Lesson Plan: Exploring Conservation of Liquid

Grade Level: Second Grade (Late Childhood)

Subject: Science

Learning Objectives:

Students will understand the concept of conservation of liquid.
Students will demonstrate the ability to apply their understanding of conservation to different scenarios.
Students will engage in collaborative learning and communication.
Materials:

Two identical clear containers of the same size
Water
Food coloring (optional)
Procedure:

Introduction (5 minutes)

Begin by asking students if they think the amount of liquid in two different containers can be the same, even if the containers look different.

Introduce the concept of conservation of liquid, explaining that the amount of liquid remains the same regardless of the shape or size of the container.

Activity 1: Conservation of Water (15 minutes)

Fill one of the clear containers with water to the brim.

Ask students to estimate how much water is in the container.

Mark the water level on the container with a marker.

Pour the water from the full container into the other container, which is empty.

Ask students to compare the water levels in the two containers.

Discuss with students why the water levels are the same, even though the containers look different.

Activity 2: Conservation with Food Coloring (10 minutes)

Divide students into pairs.

Provide each pair with two identical clear containers and food coloring.

Ask students to fill one container with water and add a few drops of food coloring.

Ask students to pour the colored water into the other container, ensuring that all the water is transferred.

Ask students to compare the color intensity in the two containers.

Discuss with students why the color intensity is the same, even though the water is distributed differently between the containers.

Conclusion (5 minutes)

Summarize the concept of conservation of liquid, emphasizing that the amount of liquid remains the same regardless of the shape or size of the container.

Ask students to provide examples of how they have observed conservation of liquid in their daily lives.

Cognitive Development and Lesson Design:

This lesson plan aligns with Piaget’s stage of concrete operations, where children develop the ability to perform mental operations on concrete objects. The activities engage children in hands-on experiences that allow them to manipulate objects and observe the

This assignment will be submitted via slide presentation, please be sure to include all the information below.
For this assignment, pretend to be leading a team that is addressing a group of people who have recently experienced a trauma (school shooting, sexual assault, human trafficking, domestic violence, war, etc.).

Be creative here. Use any population that you are passionate about and come up with a scenario. Explain the scenario to me.

Design a strategy for how you and your team will address the needs of that population by answering the questions below.

What did this client or population experience?
What are the resulting behaviors? In other words, how are they acting because of what happened? Why is this a problem?
What is the desired behavior? In other words, what do you want them to find (peace, hope, safety)?
What do they need? What can you (as the Human Services Professional) provide? How can you and your team be of assistance?
Where will you find funding (donations, state, federal funding, etc.)?
What paths to recovery can be taken (yoga, EMDR, drumming classes, etc.) and why did you choose these paths?
Create a timeline with specific dates outlining how you will help this population and implement the paths to recovery.
Justify why your plan will be effective.

Don’t stress too much over this. There isn’t a “number of slides” requirement, just be thorough answering each prompt above (paying special attention to what’s bolded). You might actually do this one day, so use this as an opportunity to test out your planning and leadership skills.

Required Resources
Read/review the following resources for this activity:
Textbook: Chapters 7, 8
Lesson
Minimum of 1 scholarly source (in addition to the textbook)
Initial Post Instructions
The principle of utility involves maximizing happiness as a desirable outcome of decisions. Although it does not get directly said, there is an inverse intention to minimize the undesirable outcome of disaster. Utilitarian decisions are directed toward outcomes—that is, the consequences of decisions.
We need to look at results. We first look at the actual results of an action. We judge if it was the best possible result. We can judge the actual results in comparison to other results that reasonably could be said to have been possible.
If we do not yet have the actual results of an action, we do not know if it is moral or not. We can talk hypothetically about what might happen, and then what that would show about the morality of an action. However, if we do not know what the action had as its consequences, we cannot yet say if it is moral or not.
For the initial post of this week’s discussion respond to one of the following options, and label the beginning of your post indicating either Option 1, Option 2, or Option 3:
Option 1: You are a nurse on a floor with only elderly patients. Every day, each patient tells you about how much pain they are in and asks you to help them. They want you to inject them with something to end their lives. If the patients die, the beds on that floor would be freed up for other patients. The hospital is at 100 percent capacity. There is no other hospital for 30 miles. Other patients may be not receiving care due to a lack of free beds. What is the moral thing to do here? Why is that the moral thing to do? What would an utilitarian say is the moral thing to do? Why would they say that? Compare and contrast the utilitarian approach with that of an ethical egoist or social contact theorist
Option 2: A new social media app is offering itself to you for free. If you upload a picture to it, the app will show how you will look at 10 years. John Doe, a friend of yours, says not to use the app as it will then possess your biometric facial data. Jane Doe, another friend of yours, says that she heard the app shares the facial data with a security firm that helps the government detect terrorists at airports. Should you use this app? Why or why not? If John Doe is right, would an utilitarian say it is right to use the app? Why or why not? If Jane Doe is right, would a social contract theorists say it is right to use the app? Consider the role the Fourth Amendment at play here.
Option 3: You are a nursing student at the XYZ College. It has a 50 percent acceptance rate (half the applicants do not get in). XYZ is a public college. XYZ has decided to implement an affirmative action policy. The college has few students over the age of 50. To encourage more students of that age, every student 50 or older will receive a bonus point. A student’s admission is dependent on having 11 points. One earns points for a GPA above a certain score, ACT/SAT score above a certain number, having a letter of recommendation, etc. XYZ also lacks LGBT students, Muslim, and African-American students and is considering offering a bonus point for any student fitting those categories. What is the key moral conflict for XYZ? What social values should XYZ promote here? What diverse populations are involved here, and what are their interests? Do you think XYZ’s social action is the correct solution to lack of diversity? Why or why not? Factor the ethics of egoism and utilitarianism into your answer.
Writing Requirements
Minimum of 2 posts (1 initial & 1 follow-up)
Minimum of 2 sources cited (assigned readings/online lessons and an outside scholarly source)
APA format for in-text citations and list of references

Project Narrative: A little boy named Sammy
Read the following narrative about a young boy named Sammy. After reading the project narrative, you will complete three forms:
Behavior Modification Plan
Behavior Chart
Observation Recording Form
Five-year-old Sammy was an absolute joy. He eagerly followed the directives given to him by his parents. He ate his vegetables, went to bed on time, cleaned up after himself, and even said, “please” and “thank you.” His kindergarten teacher reported that he was eager to learn and played nicely with his peers, sharing his toys willingly and taking turns during games. Sammy even behaved himself for the babysitter when his parents went on date nights. The summer before first grade, his parents told him that he was going to be a “big brother.” Sammy shared in their enthusiasm. He was curious about his new baby brother or sister and asked all sorts of questions. His parents got a kick out of Sammy’s inquisitiveness and excitement about the news. They saw it as a good sign and knew that the baby would be a welcome change.
A few months later, Sammy’s mom went into labor early and was admitted to the hospital. Because his father wanted to be by her side, Sammy went to stay with his grandparents who lived close by. Due to complications, his mother had to have a Cesarean section (C-section) and was placed on bed rest to recover. Sammy’s new sister, Jenna, was born premature and needed to remain in the Neonatal Intensive Care Unit (NICU) for two weeks.
Due to everything going on with the birth of Jenna, Sammy didn’t see much of his parents during those few weeks. He didn’t even get to meet his baby sister. Sammy was confused and growing increasingly impatient at his grandparents’ house. He began acting out. He refused to eat his vegetables and became fussy at bedtime. If they asked him to do something, Sammy would defiantly yell, “You’re not the boss of me!”
After two weeks passed, Mom, Dad, and Jenna were on their way home. Understanding how much Sammy missed his parents, his grandparents made sure he was at home before they arrived. When he saw his mother, Sammy rushed up to give her a hug but was stopped by his father who explained that “Mom has an ouchie, and you can’t hug her right now.” Sammy was eager to help with Jenna as well. Unfortunately, his mother and father would not let him hold her or play with her because she was “too tiny and delicate.”
Sammy was confused. He used to be the center of attention. Now, no one had much time to play with him or read him books. Everything was about Jenna—Jenna this and Jenna that. His parents were always changing diapers, feeding, singing, swaddling, and fussing over Jenna. He wondered, “Is that all they care about now?” Things were strange and different. Jenna was now the main attraction—the star of the show. His frustration grew and grew at home. The once-compliant little boy started defying his parents’ directives. He called his vegetables “gross” and refused to eat them. At bedtime, Sammy wouldn’t turn out his light and continued to play despite his parents’ endless warnings for him to “Turn out the lights and go to bed young man, or else!” During the nighttime, Sammy would sneak into his parents’ bedroom and try to crawl into bed with them. Whichever parent was awake and not tending to Jenna’s needs would angrily take him back to his bedroom. Sammy couldn’t believe how much things had changed. He felt like he was just a nuisance now.
Meanwhile, Sammy started first grade. He was eager to be back in school and away from the “Jenna Show” at home. The school year started off great. Sammy was on a roll, doing his work and meeting new friends. When he got his first progress report, he was eager to show his parents. He got good grades and a bonus star for good behavior.
Upon arriving home, Sammy was greeted by his grandparents who told him that his parents took Jenna to a doctor’s appointment. His disappointment was written all over his face. He raced to his room and slammed the door.
A month passed and not much was changing at home. Due to being born premature, Jenna had lots of doctor’s appointments which took the place of taking trips to the park and cuddling on the couch together to watch his favorite shows.
When he tried to ask his parents questions about Jenna, they would tell him, “It’s complicated. Don’t worry. Your baby sister will be okay.” Sammy did worry but not about Jenna. Sammy felt discouraged and angry. Temper tantrums were soon a daily occurrence. Sammy hit his father a few times when trying to get his attention. While his acting out at home continued to intensify, his parents were too tired and busy to discipline him.
Sammy’s second progress report stunned his parents. Not only was he getting failing marks in his classes, but he was also getting in trouble for not following rules, getting out of his seat during class, and being aggressive with his peers. When his teacher asked Sammy to participate in class activities, he would refuse. Sometimes, he would throw his books and pencils on the floor. The progress report also noted that Sammy had hit his peers a few times during recess for which he was sent to the principal’s office. His mother and father both sat down to “talk” with him about his acting out in school. Finally, he had their attention!
Things continued to get worse at home and at school.
Instructions: Behavior Modification Plan, Behavior Chart, Observational Recording Form
Click on the link below to download the Behavior Modification Plan, Behavior Chart, and Observation Recording Form. Each section has specific instructions. Please read the instructions for each part carefully.

Ch 11: Mental Health Issues and Treatment
Mental Health Problems and Interventions. Some of you plan to work with individuals with particular problems discussed in this chapter (e.g., substance-related and addictive disorders, depression, social phobia, generalized anxiety, neurocognitive disorders, or PTSD). Pick one of the psychological disorders of adulthood and describe it. To what extent do you see genetics as contributing to this disorder? To what extent will you see the individual’s environment (past and present) contributing to this disorder? What treatments discussed in this chapter would you favor to help the individual’s mental health improve?

Discuss some of the research methods that social psychologists use to gain insight into question posed in the field. Be sure to include a description of empirical research in your response. Do you feel this is best research method for social psychologists, explain why or why not?

Discussion Board Assignment, Part 1
As ice cream sales increase so do the rates of drownings, therefore there is a positive relationship between the two variables—ice cream sales and rates of drownings. This week, you identified 15 articles that you will read in depth in the next few weeks. Based on the abstracts alone, please find a positive or negative relationship. Discuss the two variables and the direction of the relationship. Bonus points if you can correctly explain if your relationship is correlation or causation. Don’t forget to cite your sources using APA format!
Post your initial substantive response by Wednesday at 11:59 p.m. ET
Your initial response should be 250 to 350 words
All references are expected to be cited in APA format

You will be conducting a counseling session with a movie/TV character
First, select a TV show/movie that contains a character that exists in a setting that is similar to the future setting where you would like to provide counseling services. For example, if you are a CMHC student interested in a setting working with Veterans, you could select a movie like Saving Private Ryan and speak with Captain John. If you were a School Counseling student interested in a high school setting, you could select a movie like “The Breakfast Club” and talk with John.
Second, for 5-10 minutes have a practice session with the character. Select one of the existential humanistic theories that we cover this week (Gestalt, Person Centered, Existential, Acceptance and Commitment Therapy…etc.) to guide your session as well as the counseling skills you select for use and how you use them. You may use the “basic counseling skills guide” attached below in addition to any skills and/or techniques that might be discussed in the text, specific to the approach.
Third, write about your experience:
Identify the show/movie and character while providing enough background information to set the scene.
Provide an 8×8 (or longer) practice dialogue (8 counselor statements and 8 character statements).
Identify the existential humanistic approach that you used to guide your session and explain how the approach helped guide your session. Support with reference/s.
What did you avoid saying and why? Support with reference/s.
TIP: Consider using each of the four above writing prompts to organize your post with level one headings.
***Post Requirements
Attached are instructions and examples of what the discussion should look like.***
***I am an Certified Mental Heath Certificate (CMHC) student and I want to work in the mental health setting. Try to find a movie surrounded around mental health.