Category: Psychology

Fill in the Declaration of Professional Practices and Procedures [DOCX] template with your information. You may make edits to the document to make it relevant to your experiences and practice. Keep in mind, this is a hypothetical example of what you should be using as a BCaBA or BCBA.
Upon completing and reviewing your declaration of professional practices and procedures, answer the following questions in a separate document.
Why is a declaration of professional practices and procedures important?
When should you be presenting this document, and with whom should you be sharing it?
How do you address cultural responsiveness and diversity in creating and delivering the declaration of professional practices and procedures? Why is this important to address specifically?
How does the declaration of professional practices and procedures relate to your ethical responsibilities to colleagues and to the profession of ABA?
How does the declaration of professional practices and procedures relate to your ethical responsibilities to your client and the family or those in the client’s support system?

1-Pick a culture: Briefly define the culture you will use for this activity [2-3 sentences will do]:
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2-Coordination: Coordination is a major issue for all groups, communities, or societies. Members of a collective entity need to coordinate their activities. They make decisions that affect other members of the group. Their interests and goals are interdependent. Many social activities (working together, communicating, making decisions, exchanging goods or information, etc.) involve coming up with solutions to complex coordination problems. Typically, culture provides some of these solutions. Illustrate this idea with a specific example using the culture you picked for this activity. [Write 3-4 sentences minimum]
3- Epistemic security: Cultural knowledge provides clear answers to important questions for members of a group, community, or society. In that sense, culture reduces uncertainty and ambiguity; it provides a sense that the world is not random; that it is structured and orderly. The culture allows individuals to make sense of everyday situations or interactions. They can rely on the culture to find meaning in what they do. This is psychologically useful and pleasing. Illustrate this idea with a specific example using the culture you picked for this activity. [Write 3-4 sentences minimum]
4- Sense of belonging: Participation in a culture also fulfills the need to belong. As shared knowledge, the culture provides members of a group, community, or society an attachment to others. People who identify with a given group adopt or share similar beliefs, norms, and values. This shared identity makes interactions and communications easier, but it also fosters cohesion and social bonding. As a result, members of the group, community, or society do not feel isolated; they belong to a collective entity. Illustrate this idea with a specific example using the culture you picked for this activity. [Write 3-4 sentences minimum]

Complete QALMRI on The Invisible Gorilla Strikes Again:Sustained Inattentional Blindness in Expert Observers.

ANSWER
QALMRI (Question, Argument, Literature, Methodology, Results, and Implications) is a framework used to analyze and evaluate academic articles. Let’s apply the QALMRI framework to “The Invisible Gorilla Strikes Again: Sustained Inattentional Blindness in Expert Observers.”

**Question:**
The main research question in “The Invisible Gorilla Strikes Again” is whether individuals who are experts in a specific domain, such as radiologists or professional sports referees, are less prone to inattentional blindness compared to non-experts when performing tasks related to their expertise.

**Argument:**
The article argues that even expert observers can experience inattentional blindness, despite their expertise. It challenges the assumption that expertise leads to heightened awareness and attention to relevant details. The argument is that sustained inattentional blindness can occur in experts, especially when they are focused on specific aspects of a task.

**Literature:**
The article reviews and builds upon previous research on inattentional blindness and expertise. It discusses studies that have explored the phenomenon in various contexts and highlights the role of attention and expertise in perception. The authors also refer to the original “Invisible Gorilla” study as a foundational point of reference.

**Methodology:**
The study used a controlled experimental design to investigate sustained inattentional blindness in expert observers. Participants included both experts (e.g., radiologists, referees) and non-experts. They were asked to perform tasks related to their domain of expertise while an unexpected stimulus (the invisible gorilla) appeared in their visual field. Eye-tracking technology was used to analyze participants’ visual attention during the task.

**Results:**
The results indicate that even expert observers can experience sustained inattentional blindness. In some cases, experts were even more susceptible to the phenomenon than non-experts. The study’s findings challenge the notion that expertise always leads to greater perceptual awareness and attention to unexpected stimuli.

**Implications:**
The implications of the study suggest that expertise does not necessarily protect individuals from inattentional blindness. This has practical implications for professions that require vigilant attention to details, such as radiology and refereeing. Training programs and interventions may need to be developed to mitigate the risk of sustained inattentional blindness in expert observers.

Overall, “The Invisible Gorilla Strikes Again” contributes to the understanding of inattentional blindness and the role of expertise in perception. It underscores the need for further research in this area and highlights the potential consequences of sustained inattentional blindness in various professional contexts.

part one
Cultural Interview
Objective
To learn about your own culture through the perspective of an older person in your culture.
Instructions
For this assignment, you will be interviewing someone from your culture who is at least 15 years older than you. This can be a parent/caregiver, aunt/uncle, cousin, grandparent, sibling- really anyone who is older than you and shares your culture. Please complete the following things:
Describe the person you decided to interview. Describe their age, gender identity, your relationship with them and why you decided to interview this particular person.
Conduct a phone/zoom/in-person (if safe) interview. Below is a list of questions. Please ask at least 10. You can ask more than 10 but must at least ask 10.
Reflect on the interview in 4-5 paragraphs. Summarize the interview and discuss what you found interesting about the interview.
Discuss at least 2 examples of acculturation, enculturation, or assimilation that may have come up during the interview.HINT: it is your job to make sure to ask questions that will cover these topics
Interview questions
When did your ancestors first leave their homeland and why?
What kind of work did your ancestors do when they first came to the United States?
When and where were you born? Where did you grow up?
What kinds of chores did you do? Describe any unusual chores.
What is your earliest childhood memory
What do you recall about the holidays in your early childhood?
What is the most important thing that you parents or elders taught you when you were growing up?
How is the world today different from when you were a child?
How is mental health viewed in your culture?
Are there any physical characteristics that run in your family?
Are there any traditions that have been passed down in your family? If so, please describe them
Are there any special heirloomsLinks to an external site., photos, bibles, or other memorabilia that have been passed down in your family?
What is the one thing you most want people to remember about you?
Describe your career. Why did you choose that career? Did you like the work you chose?
How has life changed for you during your lifetime?
What expectations do you feel our cultural community has for its young people?
What words of wisdom or advice would you like to pass on?
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.part two
Intelligence and designing a culturally relevant test
Goal:
To define and describe the association between intelligence and mindsets, and provide recommendations for designing an equitable test.
Instructions:
We are now far enough in the course where you should easily be able to relate prior concepts to what we are currently learning. In this discussion, please relate material from previous modules to this module:
Please take the free IQ testLinks to an external site. Links to an external site. What type(s) of intelligence do you feel the test was trying to capture Note: this exercise is to get you to become familiar with intelligence testing and should not be taken to heart. If any feelings arise from taking the test please email me.
How was your experience taking the test? Please discuss whether you thought the test was easy or difficult and why, if there were any concepts you didn’t understand (and provide examples) and how you felt when you received your score
Provide two examples of how the test was culturally biased.
This question requires you to do some googling. After reading about the different theories of intelligence and cultural differences in intelligence testing, how do you think intelligence should be measured? Provide at least two recommendations based on empirical research for designing a more equitable, culturally sensitive intelligence test.
Is is possible to create a culturally relevant, standardized test based on Gardner’s Multiple Intelligence theory? Why or why not?

For the Final Project this month you are to develop a research paper on a minority group of your choosing. Part 1 – Introduction of Minority Group: introduce the minority group. Part 2 – Key Facts: relevant key facts about the minority group
Part 3 – History of Minority Group in the US: Describe the history of the minority group in the US. Part 4 – Population: describe the population of the minority group in the US. Part 5 – Education, Employment, and Earnings: describing the education levels, employment, and earnings of the minority group.
Part 6 – Stereotypes: describing the stereotypes associated with this minority group in the US. Part 7 – Strengths: Describe some strengths of this minority group.
Part 8 – Strategies: describing some strategies for inclusion of this minority group.
Part 9 – Popular Culture: describing some ways that this group is represented, or not represented, in modern popular culture.
Part 9 – Conclusion

Template and scenario attached below. 3 references please and no need to record voice as stated in the instruction screenshot(s). This assignment will be presented virtually by me. Please add any speaking pointers you would like to add. Thank you.

Please respond to each discussion to your classmate with 300 words and site 2 scholarly references for EACH discussion. You must state if you agree or disagree and support your arguments with scholarly references.
1) PP T1DQ1
The DSM-V reminds us that” it is unclear whether individuals with family histories or personal prior histories with independent psychiatric syndromes are more likely to develop addiction”( “DSM-V, 2013, p. 489). Given this idea, how would you change the substance abuse disorder paradigm of the idea a cure (Gruber, 2016) is possible?
2) JH T1DQ1
Addiction focused on the problems and symptoms of the individual addict:
Addiction is a dependence on something despite the harmful consequences. This can include, “behaviors” such as gambling to the point of losing your job, your home, and taking out loans irresponsibly to cover the behaviors. Addiction to “things” such as inhalants can cause heart failure, fatal injuries, coma, and asphyxiation. When addiction is to certain “people” it can lead to obsession or stocking resulting in criminal charges by the other person or suicide by the addict unable to regulate their emotions. “Chemicals” are a familiar addiction society often recognizes. Chemicals may include illegal drugs, prescription drugs, or alcohol. Prescription drugs such as tranquilizers, amphetamines, benzodiazepines, barbiturates, steroids, and analgesics can be knowingly or unknowingly overprescribed or otherwise used improperly turning out to be a problem later (Drug addiction and drug abuse, 2018). Problems may include, threatening medical personal to obtain more prescription drugs, deliberate accidents to medically need that drug.
Addiction focused on problems experienced by the family system:
Addiction is the dysfunctional response to the addict’s perspective of their dysfunctional family system. The dysfunctional response may be drug use such as methamphetamines to numb any physical or emotional pain brought on by the family or origin. According to McNeece and DiNitto (2012) the family is viewed not merely as the context for an individual’s behavior but also as an entity unto itself. They go on to say that rather than expressing individual pathology, the presence of problematic behavior (such as alcoholism) in a family member is considered a symptom of underlying dysfunction in the system. Physical or emotional pain brought on by family may include, physical or sexual abuse, emotional abuse, divorce, death, consistent arguing or fighting among members, and a history of substance abuse. The effect on the family may include further generational substance abuse and further dysfunction including co-dependency. The response of the family may also result in emotional distress, loss of trust, fear of safety, loss of finances due to addicts behaviors (stealing) and possible legal troubles. Parents may become depressed questioning their ability to be good parents. They may fight amongst themselves. Siblings may become distressed with the health effects inflicted on the parents. Children and spouses of the addict may become depressed or experience mental illness and negative self-image.
Similarities include dysfunctional behavior regardless of consequences, economic hardships, legal problems, emotional distress, and; mental and physical health risks. Differences include the direct effects on the individual vs. the family. Addiction focused at the individual level, focus on the individuals needs and personal experiences. It focuses on physical and possibly co-occurring disorders and cause and effect at the individual level. Focusing on the family, identifies cause and effect at the family level. It takes into account all members of the family of origin of the addict and how they contribute to the addict’s addiction. It further focuses on the effects the addiction has on each member and the whole family as a unit. Finally, regardless of differences both identify destructive and risky consequences of any addiction to the point of no control even when hurting yourself and or others.
Drug addiction and drug abuse. (2018). In P. Lagasse, & Columbia University, The Columbia encyclopedia (8th ed.). Columbia University Press. Credo Reference: https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/columency/drug_addiction_and_drug_abuse/0?institutionId=5865
McNeece, C., & DiNitto, D. (2012). Chemical dependency: A systems approach (4th ed.). Upper Saddle Creek, NJ: Pearson
3) CW T1DQ1
Hello Everyone,
I feel addiction can be characterized as an impairment to one’s behavior, control, cravings, and inabilities to consistently abstain from the addiction due to substances that alter one’s brain. Addiction can also be known and the cause of a person’s failing health due to hepatitis or liver and kidney damage, the disconnect of family trust, financial strains placed on the family, and abuse at the hands of the addict or even by the family members who feel like they have “to deal with” the addict. “Addiction is a learned response involving several key areas of the brain and changes to the neural circuitry connecting them”(Alavi, Ferdosi, Jannatifard, Eslami, Alaghemandan, & Setare, 2012).
Addiction corrupts the ability to make choices(Petry, Zajac, & Ginley, 2018). Because of this changes are brought about to a person’s behaviors and ultimately, there lifestyle and changes to it. That is how i believe my definitions are similar. Addiction brings about changes in the brain, but those changes do not reflect a pathological process(Petry, Zajac, & Ginley, 2018). The difference is that although the symptoms are brought on by the changes in the brain, the changes in the brain does not cause poverty, or financial crisis, or even issues with one’s health. It is ultimately the symptoms that cause the behaviors that ignite these changes in a person.
CW
References:
Alavi SS, Ferdosi M, Jannatifard F, Eslami M, Alaghemandan H, Setare M. Behavioral addiction versus substance addiction: Correspondence of psychiatric and psychological views. Int J Prev Med. 2012;3(4):290-294.
Petry NM, Zajac K, Ginley MK. Behavioral addictions as mental disorders: To be or not to be? Annu Rev Clin Psychol. 2018;14:399–423. doi:10.1146/annurev-clinpsy-032816-045120
4) PPT1DQ2
A high level of expressed emotion in parents has been found to be a major factor in the potential for relapse in patients with drug dependence disorder (Watts, 2007 as cited in Doba, et al., 2014, p. 108). In thinking about this perspective, how would you incorporate this idea in a treatment plan?
5) MTT1DQ2
In today’s world, social media heavily influences everything that we do. Most teenagers and adults all have social media and follow what famous reality stars, musicians, influencers, and athletes do, good or bad. Social media paints a beautiful picture to glorify all things that are done on the internet. With this being said society can control everything around us by just us watching our phones. As humans, most tend to search for approval of social norms so we fit in with the trending day and age topics and activities, at any cost. (Elmore et al., 2016) As many of us see online there is nothing but people smoking, drinking, and having a good time. When we see things of this nature as humans it is natural that we want to engage in the same activities because it is observed to be fun. Continually following social trends can lead down a bad path. Influencers and celebrities only want us to see the good and the fun they are having but never focus on the real tough times that they go through as well. We are all human and have battles that we are dealing with. Without that being glorified people as well feel as if they are doing wrong and need more substance or acting out behavior to satisfy their need for validation or fill a void.
The trends of alcohol and tobacco have significant effects on the larger society such as health consequences, economic impact, social consequences, and environmental impact. People do not understand the consequences of these effects due to their glorification in all aspects around us. It is easy to be negatively influenced when you are pressured into doing what everyone else is doing and it looks fun. Once influenced people tend to grow habits with the substance and the feeling, building tolerance and the need to continue with the engagement. (Amialchuk et al., 2019) At the same time, they start to influence others causing the same cycle to continue over and over. Without proper education and understanding of the negative effects of the habits, humans will never stray away from the norm of the media. Causing more issues for everyone as time passes on.
Amialchuk, A., Ajilore, O., & Egan, K. (2019, April 24). The influence of misperceptions about social … – Wiley online library. The influence of misperceptions about social norms on substance use among school-aged adolescents. Retrieved March 17, 2023, from https://onlinelibrary.wiley.com/doi/10.1002/hec.3878
Elmore, K. C., Scull, T. M., & Kupersmidt, J. B. (2016, November 11). Media as a “super peer”: How adolescents interpret media messages predicts their perception of alcohol and tobacco use norms – journal of youth and adolescence. SpringerLink. Retrieved March 17, 2023, from https://link.springer.com/article/10.1007/s10964-0…
6) SGT1DQ2
The way that society feels about cigarettes in general has changed. The media has portrayed smoking as a taboo with few to no advantages rather than glamorizing cigarettes. Cigarettes have become less popular as a result of modern performances using tobacco less frequently than they did in the 1980s and 1990s. Nonetheless, e-cigarette use has increased recently. It is troublesome that the flavorings’ marketing has become more kid-friendly. Young people frequently consume alcohol. There is some evidence that suggests adolescents who are unaware of the risks may be more likely to consume alcohol (Byrnes et al., 2017). The media’s changing perspective on young people’s alcohol usage simply serves to reinforce this. Programs like Euphoria and Skins normalize young alcohol consumption and rarely depict the harmful effects of alcohol consumption. Instead, they frequently concentrate their unfavorable viewpoints on substances or the interaction between substance use and alcohol use. Any amount of alcohol intake is excessive for young people, but research indicates that many of them binge drink (Espelin, 2018). Given that they may not experience the effects of their alcohol use right away, people who binge drink may find it more challenging to regulate their alcohol intake. Alcohol “vaping,” which can cause effects to manifest much more quickly than drinking, is another problem (Espelin, 2018). Serious effects can result from a laxer approach toward young individuals who consume alcohol. Identifying whether or when their drinking has become a problem can be challenging for young people. Also, when driving while intoxicated, they may not make the best decisions.
Byrnes, H. F., Miller, B. A., Morrison, C. N., Wiebe, D. J., Woychik, M., & Wiehe, S. E. (2017). Association of environmental indicators with teen alcohol use and problem behavior: Teens’ observations vs. objectively-measured indicators. Health and Place,43, 151-157. https://doi-org.lopes.idm.oclc.org/10.1016/j.healthplace.2016.12.004
Espelin, J. (2018). Teen issues, part two: Trends in alcohol and substance use. Nursing Made Incredibly Easy! 16(6), 26-33. https://doi-org.lopes.idm.oclc.org/10.1097/01.NME.0000546250.46289.48

I need the answers to 4 questions answered for the attached article and the answers do not need to be more than 1-2 sentences if not numerical in nature.
– Which Literacy Risk Only group of students—Comparison or Intervention Group—had statistically significantly higher pre-test scores on the Listening Comprehension and Expository Retell measures?
– For the “main-effects model” only, was there a statistically significant intervention effect for scores on narrative retell? (Yes or No) Note: This information starts at the bottom paragraph of page 346.
– For the “main-effects model” only, was there a statistically significant intervention effect for scores on vocabulary? (Yes or No) Note: This information starts at the bottom paragraph of page 346.
– On page 348, second full paragraph, the authors state, “The read aloud intervention did not have a statistically significant effect on student listening comprehension (gamma01 ＝ 0.44, t ＝ 0.73, p ＝ .48) or expository retell (gamma01 ＝ 0.78, t ＝ 2.06, p ＝ .07), …” Provide a one or two sentence interpretation of the nonstatistically significant effect of students’ listening comprehension posttest mean scores between the comparison and intervention group. In other words, what, if any, interpretations can be made regarding the differences in listening comprehension average scores between the intervention and comparison groups?
Note: Pay attention in Question 10 to the difference between when researchers say two groups are statistically and significantly different from one another than when researchers state that two groups are not statistically and significantly different from one another.

View the movie Pirates of the Caribbean: The Curse of the Black Pearl.
Your individual contribution
Each person in your group will create a discussion board post in which they will identify one example from the film of each type of defensive behavior/communication (evaluative, control, strategy, neutrality, superiority, and certainty).
Include a detailed explanation of why you believe each behavior/conversation you chose is a good example of that type of defensive behavior with support from course materials, our textbooks, outside resources, etc. Remember, not all interaction in the film will illustrate one of the behaviors, and some types are easier to spot than others. Be sure to choose examples that can be well supported. You are not required to find an example of each defensive behavior in a single character. You can identify the behaviors using as many different characters as necessary, but you must find one example of each. Due Thursday at 11:59pm.
The group product
The first person to post his/her list will be the group leader. This person should appoint an editor and class liaison for your group and will lead the group in its discussion and in creating its final product. The leader will also begin a Canvas collaboration for the group to use in creating its final product.Your group may discuss the assignment in this discussion board and may do any other work here as well, but using the Canvas collaboration Google document will allow all members to sign off on the final product (see next-to-last bullet point below). Be sure to share the collaboration document with your instructor(s).
IMPORTANT NOTE FOR GROUP LEADERS: When creating your Canvas collaboration, invite your group members and your instructor(s) individually by name. Do not invite the name of your group. (Since there may be more than one section of the course, there will be groups in other sections with the same name as yours, so inviting by the group name causes confusion.)
As a group, select the best example of each type of defensive behavior/communication identified by your group members. Your group should then create a supportive alternative for each of the identified defensive behaviors/conversations. You may divide up this portion of the assignment in any way your group sees fit, but all members should make a significant contribution to the group effort.
The editor will check the final product for grammar, punctuation, and APA compliance. Cite and reference your sources when appropriate. The movie must be properly cited.
When the editor is finished proofreading, each member should type his/her name and his/her role in the group at the top of the first page of the collaboration Google document. This signifies that you have read over the analysis and are satisfied with the final product.
The class liaison will post your group’s completed list to the class discussion board on the following page.

Set aside a time this week to see a funny movie (at the theatre, on TV, web).
1. Before you watch the movie, rate your mood on a scale of 1-10 popcorn bags, with 1 being the worst mood you could be in and 10 being the best mood you could be in.
2. After the movie, rate it again. Did it change?
3. Write a short 3-5 paragraph summary of the movie and a 3-5 paragraph explanation of why comedy is a helpful stress coping mechanism using the resources in this week’s readings as well as your text. You should use at least 3 resources including your textbook. Be sure to cite the movie you select as well. You can find information on how to properly cite a video by using the OWL at Purdue university. Be sure your in text citations are correct.
Be sure to include cover and reference pages and make sure your assignment is in proper APA format.
Resources:
Textbook Chapter Humor Therapy (Comic Relief)