Category: Psychology homework help

Please read the following articles and answer the following questions:Articles:
Asch, S. E. (1955). Opinions and social pressure. Scientific American, 193, 31-35. Asch, S. E. (1955). Opinions and social pressure. Scientific American, 193, 31-35. – Alternative Formats
Haney, C., Banks, C., & Zimbardo, P. (1973). Interpersonal dynamics in a simulated prison. International Journal of Criminology and Penology, 1, 69-97. Haney, C., Banks, C., & Zimbardo, P. (1973). Interpersonal dynamics in a simulated prison. International Journal of Criminology and Penology, 1, 69-97. – Alternative Formats
Milgram, S. (1963). Behavioral study of obedience. The Journal of Abnormal and Social Psychology, 67(4), 371. Milgram, S. (1963). Behavioral study of obedience. The Journal of Abnormal and Social Psychology, 67(4), 371. – Alternative Formats
Here are some helpful videos that demonstrate these topics as well:Asch Experiment:Watch VideoAsch Conformity ExperimentDuration: 4:11
User: n/a – Added: 12/22/07Milgram Experiment:Watch VideoMilgram Obedience StudyDuration: 9:54
User: n/a – Added: 9/25/10Stanford Prison Study: (As this is an age-restricted video, click the thumbnail below to watch the video on YouTube.)Watch VideoThe Stanford Prison ExperimentDuration: 13:41
User: n/a – Added: 8/20/11 Questions:
Define compliance, obedience, and conformity. Which article goes with which term (note the title of the articles may not be the best description)?
How does the Asch article apply to previous readings on self-justification? That is, can you see a group process occurring when most people agree?
Apply what you learned in the Milgram and Haney and colleagues’ article to more current events.
Select the “Week 3 Discussion” link above. Then, in the week 3 discussion forum, select “Reply” to add your response to the discussion questions. You must make a minimum of four substantive contributions to other posts on two separate days of the learning week. Post your response to the discussion question early in the learning week (no later than W

Chapters 13 and 14 in the course textbook examine the impact of social roles and professional life on adult development. In our complex world that requires us to manage multiple roles, learning how to effectively balance social roles has become increasingly challenging.
For your initial post:
1) Identify and summarize what you see as two or three critically important theoretical insights drawn from the textbook readings that explain and inform work/life balance in adult emotional and social development.
2) Describe and explain one best practice in your life with respect to work/life balance.
3) Explain how the best practice you have identified is grounded in, or conceptually related to, one or more of the insights you identified from the readings.

Choose one of the following topics below and address the corresponding questions.Option #1 – Intelligence Test Base your answers on your observations about the intelligence test you took in the Unit Readings and Activities.
Were the concepts of fluid and/or crystallized intelligence demonstrated through the test you took? Why or why not? Provide examples from the test itself in support of your response.
Did the test measure practical and/or emotional intelligence? If so, how? If not, how did it not measure practical and/or emotional intelligence? Provide examples from the test in support of your response.
Was the test accurate in measuring intelligence, according to Binet? If so, how? If not, how was it not accurate? Provide examples from the test to support your answer.
How might this test have been culturally biased? Conversely, do you feel that it was culture fair? Provide examples from the test that support your perspective.
OROption #2 – Multiple Intelligences
What is meant by Multiple Intelligences?
Take the Multiple Intelligence Inventory and determine which intelligences you score “high” on and which you score “low” on. Are the results consistent with your perception of yourself? Why or why not?
Do you feel the test was culturally fair? Explain.
What applications do the theory of Multiple Intelligences have in educational settings?
Be sure to provide the URL link(s) and/or title(s) to any resource used as reference in your post.

100 words
Describe how social welfare agencies discriminated against African Americans and how these same systems may still oppress them. Use your personal and work experience as well as course readings to respond to this question. You may also need to do some outside research.
ANSWER
Social welfare agencies have historically discriminated against African Americans in a number of ways. For example, they have often denied them access to benefits, provided them with inferior services, and treated them with disrespect. These discriminatory practices were often justified by racist stereotypes and beliefs about African Americans.
One example of discrimination in social welfare agencies is the denial of benefits. For example, in the early 20th century, African Americans were often denied access to Aid to Dependent Children (ADC), a program that provided financial assistance to single mothers and their children. This was because ADC was based on the idea that mothers were responsible for their children’s well-being, and the government should not interfere in families. However, this view was not applied equally to African American families. African American mothers were often seen as unfit mothers, and their children were seen as being at risk of becoming criminals. As a result, African American families were less likely to be approved for ADC benefits.
Another example of discrimination in social welfare agencies is the provision of inferior services. For example, in the Jim Crow South, African Americans were often segregated into separate social welfare facilities, such as hospitals and schools. These facilities were often underfunded and poorly equipped. For example, African American schools often had fewer resources than white schools, and African American hospitals often had fewer beds and less equipment than white hospitals.
Social welfare agencies can also oppress African Americans through the way they treat them. For example, African American clients are often treated with disrespect and condescension. They may be made to wait longer for services, they may be given less information about their options, and they may be denied access to certain services altogether. This type of discrimination can be very demoralizing for African Americans, and it can make it difficult for them to get the help they need.
Social welfare agencies still oppress African Americans today. For example, African Americans are more likely to live in poverty, and they are more likely to be unemployed than white Americans. This means that they are more likely to rely on social welfare programs for assistance. However, African Americans are often denied access to these programs, or they are provided with inferior services.
In addition, African Americans are often treated with disrespect by social welfare workers. This can make it difficult for them to get the help they need, and it can also be very demoralizing.
Here are some specific examples of how social welfare agencies still oppress African Americans today:
African Americans are more likely to be denied access to mental health care services.
African Americans are more likely to be placed in foster care or group homes, even when they have family members who are willing and able to care for them.
African Americans are more likely to be arrested and charged with crimes than white Americans, even when they have committed the same offense.
African Americans are more likely to be sentenced to harsher penalties for crimes than white Americans.
These are just a few examples of how social welfare agencies still oppress African Americans today. It is important to be aware of these issues so that we can work to change them.

Discuss and synthesize the materials from McCullough and colleagues. How is the research on prosocial behavior related to the literature on aggression?
McCullough, M. (2008). Beyond revenge: The evolution of the forgiveness instinct. Jossey-Bass. Chapters 5 & 7 McCullough, M. (2008). Beyond revenge: The evolution of the forgiveness instinct. Jossey-Bass. Chapters 5 & 7 – Alternative Formats
McCullough, M. E., & Tabak, B. A. (2010). Prosocial behavior. Advanced Social Psychology, Oxford, New York. McCullough, M. E., & Tabak, B. A. (2010). Prosocial behavior. Advanced Social Psychology, Oxford, New York. – Alternative Formats

1. Watch “The Lost Children of Rockdale County.” First watch the actual documentary (16:40-the end), and THEN watch the making of…(0:00- 16:40). Answer the following questions:
Link: https://vimeo.com/160780228
a) How did the producers start to communicate with teenagers?
b) Describe Rachel’s interview strategies.
c) How did the producers adhere to the ethical standard of the project?
d) Which of the following research methods or designs were used in the making of this project? Circle (or Identify) all that apply. Locate in the film where each method you selected was used by noting the time in the film (e.g., around 13:20).
Case
Observation
Archival research
Experimental
Correlational
Survey
Longitudinal

adolescent suicide based on the instructions below.
Instructions:
Assume you are a counselor of adolescents and you have been asked to prepare a guidebook that addresses adolescent suicide and how to prevent it. Use material in your text, material under the learning resources for this module, and at least one outside resource to complete this written assignment.
A five pages, double-spaced, including a title page and reference page:
Introduction – Introduce the topic of adolescent suicide and include some statistical information in your introduction.
Discuss some of the risk factors, warning signs, and causes of adolescent suicide.
Conclusion and Prevention Strategies – Conclude by addressing strategies by schools, parents, and others to prevent adolescent suicide.
Reference Page – At a minimum, your reference page must include your text and one outside, quality resource, which does not include Wikipedia or Ask.com. Use APA formatting to cite your resources.

Dr. Judy Brewster, long interested in the effects of exposure to maladaptive environments on development, designed a study to examine resilience. Jewish youth were assessed at six-month intervals for a period of four years. Psychological tests were being conducted in school through group-administered written surveys and individual interviews of approximately one to two hours in length. The amount and frequency of exposure to community violence will be measured, as well as short- and long-term psychological (anxiety, depression, perception of social support), behavioral (academic achievement, risk engagement) and adaptational (psychological and behavioral coping) responses. Aside from assessment interviews, participants will have no contact with the researcher.
Ms. Rosen, the principal of a private Jewish school, has agreed to allow her school to participate in the study. She is eager to assist her students and suggests that Judy begin at once. When Judy asks for advice on how to approach parents for their permission, the principal says that it is not necessary, as the school supports the study.
Approximately two years into her study, Judy notices two distinct patterns of adaptation. Some of the children exhibit signs of distress, anxiety and depression, and report that they have begun to engage in multiple risk behaviors such as substance use, delinquency, violence and sexual promiscuity. Other children show no signs of distress, or have outgrown and discontinued such behaviors. Judy is concerned about the acting-out youth, but she notes that many children have engaged in such behaviors and later discontinued engagement. Judy is not clinically trained; she is not competent to diagnose or treat distressed participants. She is, however, competent to teach students adaptive skills such as anger management and conflict resolution, which have been shown to have limited success in altering behavior.
1a. Identify the key developmental issues experienced by the adolescents in this longitudinal study.
1b. Identify and explain the ethical issues related to this research study that was conducted.
1c. In retrospect, discuss and explain how you might have modified this study to protect the rights and welfare of research participants and the parents.

Consider the relationship between the state, the market and organizations in the creation of social policies and how different economic contexts (capitalism, socialist economy, mixed economy, neoliberalism and political economy) influence the creation of social policies and Social Work practice and service delivery.

What purpose, do you think, is there in collected demographic information? Sometimes if grant funded this is needed to report to the funding agency, but outside of that, why collect this information and should one always do so?
Once you have answered that, please define for us what extraneous variables are and what it means to control for a variable- specifically what a Covariate is (as this is how you control for a variable statistically). How is this related to the demographic information- or is there possibly something else in the study that fits here?

ANSWER

Demographic information is collected for a variety of reasons, including:

* To understand the population: Demographic information can help us to understand the size, composition, and distribution of a population. This information can be used to inform government policies and programs, as well as business decisions.
* To identify disparities: Demographic information can be used to identify disparities in access to healthcare, education, and other resources. This information can be used to develop targeted interventions to address these disparities.
* To conduct research: Demographic information is often used to control for confounding variables in research studies. This helps to ensure that the results of the study are accurate and unbiased.

**Extraneous variables** are variables that are not of interest to the researcher, but which could potentially influence the results of the study. **Controlling for a variable** means statistically accounting for the effect of the variable on the outcome of interest.

**Covariates** are variables that are measured and included in a statistical model to control for their effect on the outcome of interest. Covariates can be demographic variables, such as age, sex, and race/ethnicity, or they can be other variables that are relevant to the study, such as socioeconomic status or health status.

**Relationship between demographic information and covariates**

Demographic information is often used as covariates in research studies to control for their potential confounding effect on the outcome of interest. For example, if a researcher is studying the relationship between smoking and lung cancer, they might include age and sex as covariates in their statistical model. This is because age and sex are known to be associated with both smoking and lung cancer, so by controlling for them, the researcher can be more confident that the relationship between smoking and lung cancer is not due to other factors.

**Possible example of a covariate in a study**

A study is being conducted to investigate the relationship between poverty and academic achievement in children. The researchers collect demographic information about the children, including their age, sex, race/ethnicity, and family income. They also collect information about the children’s academic achievement, such as their grades and test scores.

The researchers hypothesize that children from low-income families will have lower academic achievement than children from high-income families. However, they also know that there are other factors that can affect academic achievement, such as the quality of the child’s school and the child’s home environment.

To control for these other factors, the researchers include family income as a covariate in their statistical model. This means that they will statistically account for the effect of family income on academic achievement. This will help to ensure that the results of the study are accurate and unbiased.

**When to collect demographic information**

Whether or not to collect demographic information depends on the purpose of the study. If the study is designed to understand the population or to identify disparities, then it is important to collect demographic information. However, if the study is designed to test a specific hypothesis, then it is only necessary to collect demographic information if it is potentially confounding the results of the study.

It is important to note that there are ethical considerations related to the collection and use of demographic information. For example, it is important to obtain informed consent from participants before collecting demographic information. It is also important to protect the confidentiality of the data and to use it for responsible purposes.