Category: Psychology homework help

OBEDIENCE
The intent of social psychology research has been and still is to explain how circumstances are more a power determinant of individual behavior than our own intuitions lead us to believe. Research on obedience and compliance is focused less on explaining why obedience can be a good thing—which it can—and more on explaining why people obey/comply with demands when they would likely prefer not to or when the demands compel them to do bad things (e.g., the classic Milgram and Stanford Prison studies).
Many are familiar with the experience of being tasked by someone in authority (e.g., a teacher, work supervisor, athletic coach) to do something of questionable value and which may be counterproductive. The demand itself appears to be arbitrary and may serve only to establish the authority of the person making it.
For this Discussion, you will share social conformity situations that you have experienced and apply social psychology theory to explain your actions in those situations.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
TO PREPARE
Review the Learning Resources related to conformity and obedience and consider how they would apply to this Discussion.
Consider a time when you have experienced when compliance with a task was required, even when you believed that time could have been better spent doing something more productive. The task may have come from a teacher, supervisor, coach, or other authority figure.
If you complied with the order, reflect on why. If you did not, reflect on why you did not comply.
BY DAY 4
Post an example of a time when you complied with an authority person’s demand, despite thinking it was not a good use of your time. Please explain why you did. Then, give an example of a time when you refused to comply; explain why. Your post must be informed by social psychology theory and research.
RESOURCES/REFERENCES

Aronson, E., Wilson, T. D., Akert, R. M., & Sommers, S. R. (Eds.). (2019). Social psychology (10th ed.). Boston, MA: Pearson.

Chapter 8, “Conformity and Obedience: Influencing Behavior”

Note: Viewing media and interactives embedded in the electronic version of this course text is not required for this course.
Aagerup, U. (2018). Accessible luxury fashion brand building via fat discrimination. Journal of Fashion Marketing and Management,Links to an external site. 22(1), 2–16.doi:10.1108/JFMM-12-2016-0116
Griskevicius, V., Goldstein, N. J., Mortensen, C. R., Cialdini, R. B., & Kenrick, D. T. (2006). Going along versus going alone: When fundamental motives facilitate strategic (non)conformity. Journal of Personality and Social PsychologyLinks to an external site., 91(2), 281–294. http://dx.doi.org/10.1037/0022-3514.91.2.281
Doliński, D., Grzyb, T., Folwarczny, M., Grzybała, P., Krzyszycha, K., Martynowska, K., & Trojanowski, J. (2017). Would you deliver an electric shock in 2015? Obedience in the experimental paradigm developed by Stanley Milgram in the 50 years following the original studies. Social Psychological and Personality Science,Links to an external site. 8(8), 927–933. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177/1948550617693060

1. Watch the following TED Talk by Dr. Robert Waldinger, psychiatrist and professor at Harvard Medical School. He discusses some of the results of the Grant study, a longitudinal study spanning nearly 75 years, and explains some of the factors leading to a happy life.

2. After watching the talk, answer the following questions (5 points):
How do I define happiness for myself?
Do I consider myself a happy person right now?
What do I need in my life in order to be happy? What is one thing you can do each day to prioritize this need?
Who are the people in my life who affect my happiness?
Do you think you will feel the same when you turn 65? Why or why not?
What other emotional goals other than happiness do you hope to achieve now and in the future?
Submission must be at least 300 words in length

Marriage and the Family
Directions for Assignment
You must complete the reading assignment for weeks 1 and 2. Do a brief research on the Internet. Document all your sources using APA citations and references.
Chapter 1.
Review the examples presented below – WHICH IS A FAMILY? WHICH IS NOT A FAMILY?
1. Discuss at least one group you do not consider a family and explain your reasons in no less than 250 words. Use the reading in the textbook to support your response. Create an APA in-text citation and reference
2. Discuss at least one group you consider a family and explain your reason in no less than 250 words. Use the reading in the textbook to support your response. Create an APA in-text citation and reference
3. This assignment has two separate parts. Write headings for both sections.
Examples: WHICH IS CONSIDERED A FAMILY AND WHICH IS NOT CONSIDERED A FAMILY? ONLY CHOOSE 1 FOR EACH CATEGORY
A husband and wife and their children
A single man and his 4 children
A forty-four-year-old woman and her adoptive father
A man, his son, and his granddaughter
A woman and her dog
Five adult brothers living together two lesbians in an intimate relationship and their children.
Two adults female cousins living together
Course Materials: Lamanna, Mary Ann and Agnes Riedmann. Marriages and Families, 13th ed. Cengage, 2018.ISBN: 978-128573697-

How do you think technology can help children in the divorce process when one of the parents lives at a great distance or cannot go to see their father, but the father or mother wants to take care of the communication link with their child?

For this assignment, you will create a newspaper article that highlights the experiences of something “different” than your own experience or way of viewing the world.
Consider an issue, an identity, or difference that makes you uncomfortable, is something that you are not familiar with, or just something you want to know more about.
Identify a person or persons (family or couple) who has this “difference” that would be willing to share with you about their experiences. The person, family, or couple that you pick is open-ended. Maybe it is someone with a different belief system, maybe it is a couple of a different background than you, maybe it is someone who grew up in a different country, the possibilities are endless (Note: In friend or family circles, it is likely you could identify a difference that would fit for this assignment, also, you could contact a local organization and see if there is someone who would be willing – e.g., LGBTQ+ community centers, places of worship, political centers, etc.).
Make sure the person or persons that you are interviewing are aware that you are doing an assignment that challenges you to look at differences and present your reflections on these differences. Be prepared with questions and directions so that you do not take up too much of their time (try to limit to 20 minutes). Remember, be open and curious. Some themes that you will explore in the interview:
Their background (exploring that “difference”).
The elements of their identity that they are most passionate about.
Intersectionality and the influence in their life.
Challenges they have experienced.
Rewards (strengths) related to that “difference”.
In the interview space, be prepared with questions. You do not need to record the interview, but taking notes is a good idea. Remember, you are there to listen to their story and appreciate them.
Your newspaper article will highlight the themes noted above. Please integrate your story with at least two scholarly references.
Include a brief reflection (1 page) of the experience of learning about this person or persons and the impact it might have on you as a therapist.
Length: 3-5 p
References: Include a minimum of 2 scholarly resources.

Objective: In an continued effort to identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services.
Discuss differences in the Office of Addiction Services and Supports (OASAS) “Confidentiality of Alcohol and Drug Abuse Patient Records” requirements and regular confidentiality requirements.
https://oasas.ny.gov/confidentiality-and-communication

ANSWER
Differences between OASAS Confidentiality Requirements and Regular Confidentiality Requirements

The Office of Addiction Services and Supports (OASAS) has stricter confidentiality requirements for alcohol and drug abuse patient records than those of regular health records. This is because of the sensitive nature of the information and the potential for harm if it is disclosed without the patient’s consent.

Regular Confidentiality Requirements

Under HIPAA, healthcare providers are generally required to keep patient information confidential. This means that they cannot disclose protected health information (PHI) to anyone without the patient’s written consent. However, there are some exceptions to this rule, such as when disclosure is necessary for treatment, payment, or healthcare operations.

OASAS Confidentiality Requirements

OASAS’s confidentiality requirements are even stricter than HIPAA’s. This is because of the potential for stigma and discrimination against individuals who have substance use disorders. OASAS prohibits the disclosure of PHI without the patient’s written consent, except in a few limited circumstances, such as when disclosure is necessary to prevent or mitigate a serious threat to health or safety.

Key Differences

The key differences between OASAS confidentiality requirements and regular confidentiality requirements are as follows:

Consent: OASAS requires written consent for the disclosure of PHI, while HIPAA allows for verbal consent in some circumstances.

Exceptions: OASAS has a narrower range of exceptions to its confidentiality rule than HIPAA.

Sanctions: OASAS can impose sanctions on providers who violate its confidentiality rule, while HIPAA does not.

Implications for Service Delivery and Access

OASAS’s strict confidentiality requirements can have a significant impact on service delivery and access. Some individuals may be reluctant to seek treatment for substance use disorders if they are concerned about their privacy. Additionally, OASAS’s requirements can make it difficult for providers to share information with each other, which can hinder treatment coordination.

However, OASAS’s strict confidentiality requirements are also important for protecting the privacy and dignity of individuals with substance use disorders. These individuals deserve to be treated with respect and to have their information protected.

Conclusion

OASAS’s confidentiality requirements are designed to balance the need for privacy with the need for information sharing. These requirements are complex and nuanced, and it is important for providers to understand them in order to comply with the law and protect the privacy of their patients.

Compare and contrast delirium with brief psychotic disorder. For this discussion, you will need to place particular emphasis on how comprehensive assessment could help the PMHNP to arrive at the correct diagnosis for the adult/geriatric patient. Use at least 1 reference within 5 years.

What skills and personal qualities do educational psychologists need in order to be effective in their work? APA Format, APA in-text citations and references! two hundred word minimum. use peer-viewed references.

ANSWER

Educational psychologists play a crucial role in understanding, assessing, and supporting the diverse learning needs of individuals across various educational settings. To effectively fulfill their responsibilities, educational psychologists require a combination of specialized skills and personal qualities.

Essential skills for educational psychologists include:

Assessment and Evaluation: Educational psychologists must be proficient in administering and interpreting standardized tests, conducting diagnostic evaluations, and designing individualized education programs (IEPs). This requires a deep understanding of child development, learning theories, and assessment methodologies (Luth & Hughes, 2021).

Intervention and Remediation: Educational psychologists are responsible for developing and implementing effective interventions to address the specific learning needs of students. This may involve designing behavior modification plans, creating individualized learning strategies, and collaborating with teachers to implement accommodations and modifications (Batshaw & Shapiro, 2000).

Consultation and Collaboration: Educational psychologists play a critical role in consulting with teachers, parents, and other school personnel to promote positive learning environments and address individual student needs. This requires strong communication skills, the ability to build rapport with diverse stakeholders, and a commitment to collaborative problem-solving (Spooner & Spooner, 2009).

Research and Evidence-Based Practices: Educational psychologists must stay abreast of current research and evidence-based practices in the field of education. This involves critically evaluating research findings, applying relevant knowledge to practice, and conducting their own research to contribute to the field (Kratochwill & Shiner, 2004).

Advocacy and Social Justice: Educational psychologists have a responsibility to advocate for the rights and needs of students with disabilities and promote inclusive educational practices. This requires a deep understanding of educational policy, a commitment to social justice, and the ability to advocate for systemic change (Klingner et al., 2007).

In addition to these essential skills, effective educational psychologists also possess personal qualities that contribute to their success in the field. These qualities include:

Empathy and Compassion: Educational psychologists must be able to understand and relate to the experiences of students with diverse learning needs. This requires empathy, compassion, and a genuine interest in supporting the well-being of all students (Hattendorf et al., 2015).

Patience and Flexibility: Working with students with diverse learning needs requires patience, flexibility, and the ability to adapt to individual learning styles and challenges. Educational psychologists must be able to adjust their approach and strategies based on the unique needs of each student (Hallahan et al., 2015).

Strong Communication and Interpersonal Skills: Effective communication is essential for building relationships with students, parents, teachers, and other stakeholders. Educational psychologists must be able to communicate complex information clearly, concisely, and in a manner that is tailored to the audience (Batshaw & Shapiro, 2000).

Cultural Sensitivity and Awareness: Educational psychologists must be culturally sensitive and aware of the diverse backgrounds, experiences, and perspectives of the students they serve. This includes understanding the impact of cultural factors on learning and behavior (Gay, 2010).

Lifelong Learning and Professional Development: Educational psychology is a dynamic field that is constantly evolving. Effective educational psychologists must be committed to lifelong learning and professional development to stay abreast of new research, theories, and practices (Kratochwill & Shiner, 2004).

By possessing these essential skills and personal qualities, educational psychologists can effectively support the diverse learning needs of students, promote inclusive educational practices, and contribute to the overall success of all learners.

References:

Batshaw, M., & Shapiro, E. S. (2000). School psychology: An introduction to contemporary issues (4th ed.). Jossey-Bass.

Gay, G. (2010). Culturally responsive teaching: Theory, practice, and promise. Teachers College Press.

Hallahan, D. P., Kauffman, J. M., & Pullen, P. L. (2015). Exceptional learners: Introduction to special education (13th ed.). Pearson Education.

Hattendorf, L., Reeve, J., & Peterson, P. E. (2015). Creating a culture of caring: The educator’s role. Pearson Education.

Klingner, J. K., Artiles, A. J., & McLoughlin, C. (2007). Addressing systemic inequities in schools: The role of school psychology. In M. C. Wang, G. W. Bear, & H. Noguera (Eds.), Handbook of urban education (pp. 913-938). Lawrence Erlbaum Associates.

Kratochwill, T. R., & Shiner, C. J. (2004). Promoting evidence-based practice in school psychology: A guide for school psychologists and school administrators.

In a discussion post of 200-400 words, demonstrate your understanding of concepts learned in this module by responding to the following prompt:
Pick an age: 1, 3, 7, 12, 15, 22, 35, 50, or 75. Think of your own experience or the experiences of those you know at this age. Consider the major developmental theories you learned about in this module (psychosocial, cognitive, and moral), and apply them to the age of your choosing.
Describe either your own experiences, the experiences of someone else, or an imagined situation at this age, and use appropriate terms and definitions from the module to describe that stage of development. Be sure to identify the stage of development that you are discussing and those who have contributed to its development.
Do you agree with the developmental theories that describe this age? Why or why not?

Review the articles found in the Learning Resources (and any additional articles you might have located in the Walden Library) related to attachment and consider the cross-cultural aspects of attachment.
Select two different cultures examined in the articles or in literature you have located in the Walden Library.
Think about how views on attachment are similar and different in these two cultures. Consider whether the differences in attachment have any bearing on an infant’s well-being in either culture.
Describe the two cultures you selected. Then, explain the similarities and differences in attachment in these two cultures. Include whether the differences might impact infants’ well-being in the two cultures and why or why not. Be specific.
Note: Support your postings and responses with specific references to the Learning Resources and any additional sources you identify using both in-text citations and references. It is strongly recommended that you include proper APA format and citations.