Category: Psychology

Documents:
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Assignment is the Assignment
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Week 8 is a reference for help with paper
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Journal is to help with the Assignment
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The following after are Chapter 8
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The Bible verse is Revelation 7:9-17

please make sure to answer all the questions
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this is the link for the clip needed to answer.
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https://www.youtube.com/watch?v=fn7-JZq0Yxs&t=122s

Discussion Prompt
What theoretical perspectives and steps can be used to prepare you for postgraduate training or a job search? Explain within your post.
Citation: TEDx Talks. (2017, December 12). Integrated care: Connecting medical and behavioral care | Tom Sebastian | TEDxSnoIsleLibraries [Video]. YouTube. https://youtu.be/0lzmaBpBEag

Apply Bandura’s Theory of observational learning using modeling to the following educational scenario.
Unite for Youth is a program that is in direct response to the growing number of young people that are either falling through the cracks at school or are already entangled with the juvenile court system. The goal of the program is to identify youths who are going to have a turbulent transition to adulthood and offer a positive support system to avoid the pitfalls that can derail their lives. The focus is slightly different at each level but the goal remains the same; empower the young person to make positive changes in his/her life.
– Describe what your specific goal is in this learning task.
– Show how your chosen theory would approach the learning task
– State what you would expect the results to be once you have implemented the theory into your learning task. Be specific.

here is my teachers feedback from my paper.
Psychological Assessment Report [Report]: This section should include client objective testing data and
interpretations of that data. I would start with the clinical interview
in this report since that happens first, before testing. I see you talk
about risk factors, which was the topic of milestone 1. Similarly, the
SASSI, SARA, or IRONS should not be discussed in this milestone. Feel
free to review the Guide to Milestones (week 1 announcements) which
indicates which tests to talk about for this milestone for each
vignette. For Mr. X, you should be discussing the MMPI-2, SA-45, and
clinical interview. Psychological Assessment Report [Theories]: I see brief discussion of behaviorism as it relates to violence, but
be mindful that the topic of this milestone is psychological assessment
and the theories should be based on the client test results from the
MMPI-2 and SA-45. Missing contemporary theory. Please add a relevant
classic theory and a contemporary theory as they relate to
psychological/personality theory (not risk) to this section for your
final paper (see: rubric; 1 classic theory required; 1 contemporary
theory required; however, students can expand beyond the minimum
required).
Psychological Assessment Report [Qualifications to Discuss Psychological Assessment]: In this section, students should explain why they are able to
administer the specific tests. For example, the MMPI-2 is a
classification level C test, which requires a doctoral degree and
training. Please add this information (see: announcements). As a
reminder, for this section, please refrain from using first-person
pronouns in this section (I, me, we, us). Third-person language should
be used. For example: The MMPI-2 is a Qualification Level C test, which
requires a doctoral degree and training. Dr. Smith has the relevant
training and experience to administer this test.
Psychological Assessment Report [Test and Assessment Selection]: Here should be a clear discussion of what the test is and why it was
chosen for the specific client including strengths and weaknesses of
each test (MMPI-2, for example, which was used in this case) and
approach (clinical interview). Missing discussion of SA-45 and MMPI-2
test selection as well as test selection for the clinical interview with
mental status. Remember, we can’t just say “this test is valid and
reliable,” we have to explain what evidence shows that it’s valid and
reliable. Again, this section should include strengths and weaknesses of
every test discussed. Please add this to your final milestone. It is
strongly recommended that students use headers/subheaders consistent
with the rubric and vignette content, such as “Test and Assessment
Selection”, which is a level 1 subheader, and then use level 2
subheaders (e.g. MMPI-2) and level 3 subheaders (strengths and
weaknesses) to further organize your content. Psychological Assessment Report [Ethical Standards]: Missing section. No discussion of ethics here. This section should
include clear discussion of ethical standards of psychological
assessment that were not already discussed in milestone one. Some
examples that may be included in this section include informed consent
and confidentiality of assessment, limitations of confidentiality, focus
on legally relevant factors, selection and use of assessment
procedures, appreciation of individual differences, consideration of
assessment settings, provision of assessment feedback, documentation and
compilation of data considered, etc. (see: announcements).
Articulation of Response/Formatting: Be sure to use level 1-2 headers/subheaders that are consistent with the rubric sections as it makes the submission much easier to read/score. Feel free to use levels 3-4 subheaders that are more unique to further organize content, beyond the rubric headers/subheaders. As a friendly reminder, all references should be cited in APA formatting (7th edition). Remember, cite all content for academic integrity purposes, which includes the Chandler vignette. Ideally, in-text citations would be included in all paragraphs that contain content that is not your own original idea/discovery. I hope this feedback is beneficial and supportive and please reach out if you have any questions about this feedback.

Separate the response to each question.
1.
Forming or Creating Hypothesis Discussion
Use complete sentences.
Your post to each prompt should be INSTRUCTIVE and at MOST three paragraphs long.
Your RESPONSE to the posts of others should be INFORMATIVE and at LEAST one paragraph long (not one sentence long).
POST
One of the steps in conducting psychological research is to FORM or CREATE a HYPOTHESIS. Explain HYPOTHESIS and SHARE what area in psychology you plan to explore for your COURSE RESEARCH PROJECT.
2.
Types of Research Discussion
Follow these instructions in composing your discussion posts and your responses to other posts:
Use complete sentences.
Your post to each prompt should be INSTRUCTIVE and at MOST three paragraphs long.
POST
Explain each of the research listed below that is interesting or not interesting to you and explain why:
Quantitative research
Qualitative research
Mixed-method research
Experimental research
3.
Ways of Knowing Discussion
Follow these instructions in composing your discussion posts and your responses to other posts:
Use complete sentences.
Your post to each prompt should be INSTRUCTIVE and at MOST three paragraphs long.
POST
Explain three of the four ways of knowing listed below that is interesting or not interesting to you and explain why:
Tenacity
Relying on logic and rationality
Knowledge or knowing based on experience
Knowledge or knowing based on systematic empiricism
4
Discussion Assignment: The purpose of the discussion responses are to demonstrate your understanding and ability to apply the course material. Therefore, you must read the text and listen to the lecture before responding to the questions. When responding to the questions, put your answers in your own words when possible and try coming up with your own examples of the concepts rather than using mine. It allows you to think about the material at a deeper level and help you understand it for the exam. If using a direct quote from the lecture/handout/text/other source, make sure to put the information in quotations and provide a APA in-text citation using the (author’s last name, year of publication) format (e.g., If you use my lecture, you might state, the definition of psychology is “the scientific study of human behavior and mental processes” (Kato, 2022)).
What do you think are some of the major sources of stress in modern times, and how does stress impact our lives (2 points)?
Take the Holmes Rahe Stress Inventory located in the activity sheet. What was your score, and how does it relate to your stress levels? What other factors should you take into account when evaluating how much stress will impact your life/health in addition to the score? (3 points)
What did you learn from watching Sapolksy’s research ( Links to an external site.)? Provide an example and explain (3 points).
5.
Ch. 3 Discussion Question
Chapter 3 Questions (separate your response to each question into its own paragraph):
What do you think are some of the major sources of stress in modern times and how does stress impact our lives (2 points)?
Take the Holmes Rahe Stress Inventory located in the activity sheet. What was your score and how does it relate to your stress levels? What other factors should you take into account when evaluating how much stress will impact your life/health in addition to the score? (3 points)
What did you learn from watching Sapolksy’s research (https://www.youtube.com/watch?v=a58RrLUs4YE Links to an external site.)? Provide an example and explain (3 points).
Stress, Portrait of a Killer – Robert Sapolsky
Stress, Portrait of a Killer – Robert Sapolsky
Chs. 4 & 5 Discussion Questions
No unread replies.No replies.
Chapter 4 (separate your response to each question into its own paragraph):1. Explain what coping is and why it is important (2 points). 2. Provide an example of how an individual may cope with stress from the lecture (3 points). 3. What did you learn from Randy Paucsh’s lecture (the videoclip is in the lecture) (3 points)? Chapter 5 (separate your response to each question into its own paragraph):1) How do our lifestyle choices or personality factors related to our health (2 points)?2) Choose one lifestyle choice discussed in the lecture, and describe how it relates to our health (3 points). 3) Take the Type A personality quiz (Type A quiz: http://stress.about.com/library/Type_A_quiz/bl_Type_A_quiz.htm (Links to an external site.)). Explain your results. If you have Type A personality traits, what can do to moderate the effects of being a Type A. If you did not find you are a Type A, describe whether you fit Type B personality (3 points).
The Type A Personality Quiz
Do you have a “Type A” personality? This quiz can tell you and also provide resources to relieve stress based on…
Ch. 6 Discussion Question
No unread replies.No replies.
Chapter 6 Questions (separate your response to each question into its own paragraph):1) Explain why knowing oneself is important to making adjustments in everyday life (2 points). 2) Explain one factor that plays a role in shaping self-concept from the text/lecture (3 points). 3) Take the locus on control assessment (http://testyourself.psychtests.com/testid/2109/ Links to an external site.). You do not need to purchase anything to take the assessment. What type of locus of control did you find you have (3 points)?
Locus Of Control & Attributional Style Test
Got internal or external locus of control/explanatory style? What’s your success and failure attributional style…
Locus Of Control & Attributional Style Test
Got internal or external locus of control/explanatory style? What’s your success and failure attributional style…
Chs. 7 & 8 Discussion Questions
Chapter 7 Questions (separate your response to each question into its own paragraph):1) Discuss how our thinking impacts others behaviors, and how others thinking may influence our thinking (2 points).2) Explain one factor that plays a role in person perception (3 points). 3) Choose one of the classic social psychology experiments (Milgram, Asch, Robber’s Cave, Jane Elliot, bystander effect, Stanford Prison experiment). Provide an example of how the results of the experiment relates to understanding a behavior you have observed or learned about (e.g., if you are discussing the Stanford Prison experiment, you might relate it to a situation you’ve observed in the media or witnessed where the power of the situation played a role in people’s behavior) (3 points). *Do not explain the experiment only – describe an example that you have seen/heard of that can be explained by the experiment’s results. Chapter 8 Questions (separate your response to each question into its own paragraph):1) How has the way we communicate changed overtime? Have these changes resulted in positive or negative changes? (2 points)2) Explain one important feature of the communication process (3 points).3) Explain one barrier to communication from the text/lecture and one solution based approach (3 points).

Prompt
Do you know the current rate of opioid overdose and death from overdose in your local community? Spend some time researching online and report on what you can find. Be sure to consult reputable sources, such as government websites, reputable news websites, or other websites created by health care professionals or professional associations.
Please copy and paste a link to any results you find and include it in your response.
Write a paragraph of 5-6 sentences that describes the data you found. Please also describe your reactions to this data. Is it higher than you expected? Or lower than you expected? What factors in your area do you think have contributed to the rate of opioid overdose and death by overdose?
NOTE: Your response will only be visible to you and our course team. There are no right or wrong answers to this question, but your completion of this activity will be included in your final course grade.

Carefully read Chapter 4, pages 74-76 in your textbook. Notice the case study of Professor Smith on page 74. Do you think that the DSM covers the most important aspects of Professor Smith and his symptoms? Why or why not? What do you think are the advantages and disadvantages of diagnosis? Do you think diagnosis results in a particular negative stigma? Why or why not? Write an entry answering these questions along with your thoughts on the purpose of diagnosis for this week’s assignment. This will be graded according to the rubric below.
Share your thoughts to the questions, using a good reference in order to support your answers. You should write at least 200 words.

This is the topic for your Research Paper due on Week 8: “How Cultural Diversity Affects Women’s self-worth and esteem?”
However, you will be researching this topic this week and submitting 5 five references or sources for your annotated bibliography. So, I have put together an explanation and example of how to write an Annotated Bibliography for every one of your sources.
You should contact the writing staff if you need to. As always, the APA format regulations must be applied.
What Is an Annotated Bibliography?
An annotated bibliography lists citations to books, articles, and documents. Each citation is followed by a brief (usually about 150-200 words) descriptive and evaluative paragraph, the annotation. The annotation aims to ensure your reader knows about the cited sources’ make sure your reader knows about the sources cited’s relevance, accuracy, and quality.
Creating an annotated bibliography requires applying various intellectual skills: concise exposition, succinct analysis, and scholarly library research. You can use www.googlescholar.com or the FNU library.
First, you can find and record citations to books, periodicals, and documents that may contain helpful information and ideas on your topic.
Second, could you look over and review the actual items? Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic. Finally, cite the book, article, or document using the appropriate style (APA 7).
Third, write a concise annotation summarizing the book or article’s central theme and scope that summarizes the central theme and scope of the book or article. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another’s you have cited, or (d) explain how this work illuminates your bibliography topic.
Dr. Troche
Sample Annotated Bibliography Entries:The following example uses APA style (Publication Manual of the American Psychological Association, 7th edition, 2019) for the journal citation:
Waite, L., Goldschneider, F., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51(4), 541-554.
The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They found their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. In addition, they were increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes because of nonfamily living. This week, choose a topic you enjoyed learning from your textbook. You can find 12 sources or articles to support your paper better. You need to find 12 sources or articles to support your paper better that must be developed in your Annotated Bibliography for your 6 (content) page research paper you will submit in week 8. You must include the cover and reference pages with the correct margins and citations along with your references.
In an Annotated Bibliography, you explain why you chose that source and how this forms part of your paper.
As always, please write your paper using APA format (strict rules using APA format for this assignment), so if you need to do better with this format, it is strongly suggested that you contact or visit the writing staff on Campus for help write your paper using APA format (strict rules using APA format for this assignment), so if you need to do better with this format, it is strongly suggested that you reach out to or visit the writing staff on Campus for assistance.
I have also included a website to help you understand what an Annotated Bibliography is and how it is constructed: https://www.scribbr.com/citing-sources/annotated-bibliography/.

Answer the questions by choosing an option that I’m going to upload
Introduction
Leadership in the human services world is a demanding task.
By now, you know a lot of facts about the Washington family. It’s time to apply what else you know and solve the mystery of who killed Mercury.
First, you’ll find out more about some of the family members. Then you’ll test your knowledge of developmental stages as demonstrated by each person. The more clues you learn, the better your chance to figure out who did it!
Let’s Get Started
Emma
Emma has been heartbroken since Mercury died. But Emma also thinks her grandpa David hates her for having Mercury in the first place. She worries about what her family members think about her, and just wants to get along with everyone. She is tired of all the fighting, and she decides to forgive Ava and her grandpa because her family relationships are more important than a dead animal.
Emma’s Statements:
Statement 1: I saw Liam and Grandpa whispering together after Mercury died. I know they were talking about me. They seem to spend a lot of time together, just the two of them, and they give me the strangest looks.
Statement 2: Ava hated Mercury and she’s always messing with my things. She’s always trying to get me. I know she killed him. Ava doesn’t care about me and she wouldn’t see an issue with killing an animal.
Statement 3: Whoever killed Mercury should be ashamed of themselves! Animals may not have the same rights as a human being, but they are living, breathing creatures. Killing him was wrong. And it was unfair to take away his life, especially since he was our pet. We take care of those who are dependent on us.
Statement 4: I want the person who murdered Mercury to be punished. Not by the laws, they don’t cover this. But, as a family, we should punish the culprit.
Reflection Question
Based on theories of moral development, how would you evaluate Emma’s reaction to her life situation?
This question has not been answered yet.
Tyler
Tyler has a lot going on in his life. He watches the obsession the family seems to have about Mercury and thinks it’s absurd. He believes Emma was too young to have a pet in the first place and ultimately should be held responsible for Mercury’s death, because he was often let out of his cage.
“My kids won’t get pets until they prove they’re reliable and dependable,” he says.
His wife thinks a low-maintenance pet like a fish would be a good start. But Tyler is stuck in his ways, and he refuses to change his mind. “No pets of any kind in my household!” he says.
Visit each icon to continue.
Tyler’s Statements:
Statement 1: Grandpa David spends an awful lot of time on the Internet. He reads some terrible stuff and he can’t seem to sort out truth from fiction. Now, he’s got Liam believing in zombies. I don’t want to tell him that he can’t spend time with Liam—but I worry about his influence. Liam has been so withdrawn and wary since Mercury died.
Statement 2: Emma really loved Mercury. Dad thought it gave her experience in taking responsibility. Mom thought it was filthy and unhealthy. Grandpa David thought it was going to bring some sort of plague down upon on us. And great-grandma Betty thought every child should have a pet. Me, I think kids should be old enough for pets. And if a pet isn’t taken care of, it doesn’t stay in the house.
Statement 3: I’m lucky to have a decent job. I know Dad still hopes I’ll go to college. But I met Anna and we got married and had kids. I like being a father; I hope I’m good at it. I just don’t understand why Liam seems to need Grandpa David so much. I was never that close to my grandparents, never mind my great-grandparents.
Statement 4: Liam said Mercury was a danger and that it’s a man’s job to protect the family. I’m not sure what he meant by that—probably something Grandpa David told him. I can’t see Liam coming up with that — he gets upset if we kill a spider in the house.
Reflection Questions
Based on Perry’s theory of cognitive development, how would you evaluate Tyler’s thoughts about his current life situation?
This question has not been answered yet.
Bob
Bob is feeling the pressures related to his multiple roles as a caregiver. It’s not just the tension between Emma and Ava about Mercury. He isn’t happy at work, and he’s considering a career change. Sometimes, he just wants to walk away from everything — including his marriage.
Bob’s Statements:
Statement 1: I know having Grandma Betty and the three kids in the house really stresses my wife out. That’s why I’m so glad Dad comes over so often to spend time with them. But it seems like Dad is getting more selfish as he gets older. He’s more worried about what we can do for him then what he can do for us. His obsession with the gerbil is a great example. Why should it matter so much to him if my granddaughter keeps a rodent in her room?
Statement 2: Liam’s been different since Mercury died. But he’s even gentler than Ava, and he loves all animals.
Statement 3: When I was little, my dad killed my cat because it starting peeing in the house. He’s never had much patience for pets.
Statement 4: Anna agreed with me about that gerbil, but she’d never go against Tyler. My son is the man in that household.
Reflection Questions
Based on Levinson’s Seasons of Life, how would you evaluate Bob’s thoughts and feelings about his current situation?
This question has not been answered yet.
David
David is doing his best to support Tyler and his mother Betty, but he is doing it on his own terms. At the age of 64, he wants to explore new things and go on adventures. When reflecting on his life, he thinks he has done a good job of raising his son and feels happy about what he has accomplished. Of course, there are a few regrets, but his focus is on the present. He wants to live life to the fullest and make a difference in the lives of others.
David’s Statements:
Statement 1: Those kids don’t listen to me. I read the news and stay informed. Kids today don’t know their history, their past. There’s outbreaks of all types of diseases occurring and everyone knows rats were the reason for the plague in the Middle Ages. And then there’s all the news about what they are putting in water supply.
Statement 2: I may have worked all my life in construction, but I learn fast. I don’t even need to ask the grandkids how to work my smartphone like Bob does. I’ve gotten pretty savvy about using the Internet. It’s all about who you trust.
Statement 3: I follow NothingButTheTruth on Twitter. And I paid attention to those warnings about zombie-ism being spread by rodents and small animals who drank the water.
Statement 4: Liam’s a good kid, always does what he’s told. He’s a bit squeamish for a boy, though. Wouldn’t hurt a fly. He must get that from Anna. He’s too much like a girl and Ava’s too much like a boy.
Reflection Questions
Based on David’s attitude and approach to life, which of the following most accurately reflects his current level of development?
This question has not been answered yet.
Apply Research
Read the following excerpt from the discussion section in the “Emotion” section of Age and Emotion Regulation in Daily Life. Then read what Bob has to say, and answer the question that follows.
“Emotion” from Age and Emotion Regulation in Daily Life
Older adults often report high levels of emotional well-being despite normative declines in cognition and physical functioning, and this is often attributed to age differences in emotion regulation. SST suggests that older adults prioritize emotional well-being goals (Carstensen, 2006); other models propose that older adults may shift how they regulate to maintain effectiveness (Charles, 2010; Urry and Gross, 2010). The current study aimed to test these models by examining everyday emotion regulation of younger, middle-aged, and older adults to test whether age differences in emotion regulation frequency, strategy and tactic use, and/or effectiveness might clarify how older adults might achieve high levels of well-being.
Across the sample, regulation occurred in less than half of episodes (45 percent); 69 percent of the time participants reported having no strong emotions, and 31 percent of the time participants reported letting emotions play out unregulated. When regulation occurred, there was a clear preference across all groups for earlier intervention in the emotional process, with situation-focused strategies being the most commonly used, and decreasing preference for attention, cognitive change, and response modulation. Tactics that introduced or increased positive aspects were favored over those that reduced negative. This was especially the case for older adults, who favored positive situation selection and modification and attention to positive. Middle-aged adults were more likely to avoid negative situations and make them less negative, whereas younger adults showed more willingness to seek negative situations and make them more negative, although this was quite rare. Older adults also reported less frequent contra-hedonic goals than younger adults, though prohedonic goals did not differ across age groups. Thus, although they did not differ strongly on the frequency of prohedonic goals, older adults used more positive tactics on average to achieve them.
Consistent with previous experience sampling studies (Carstensen et al., 2000), older adults reported more momentary positive affect than younger adults, but they were no more likely to regulate their emotions in general, or to use any of the general strategies, than younger adults (see also Eldesouky and English, 2018). Contrary to hypotheses, younger and older adults did not differ in their emotion regulation effectiveness; rather, it was middle-aged adults who reported less affect change from before to after regulation. Two differences in strategy effectiveness emerged, however. First, in contrast to laboratory studies, where situation selection has been linked to more positive affect for both younger and older adults (for example, Livingstone and Isaacowitz, 2015), situation selection was associated with more positive affect for younger, but not older, adults. Second, situation modification, in the form of making situations less negative, was associated with more positive/less negative affect for younger, but not older adults. For older adults, only making situations more positive was linked to better emotional outcomes.
Livingstone, K. M., and Isaacowitz, D. M. (2019). Age and emotion regulation in daily life: Frequency, strategies, tactics, and effectiveness. Emotion.
Statements
Bob’s Statements:
Statement 1: I worry about Emma. She’s been taking this so hard. This is the first death she has had to face, and dealing with grief is tough. It’s even harder for her with all the accusations flying around about who did it.
Statement 2: I hate feeling so bad, and over the death of a rodent. I tried staying at work longer so I wouldn’t need to deal with it, but that didn’t help much.
Statement 3: I do wish my Dad would show Emma some compassion. He’s been acting like Mercury’s death is a good thing.
Statement 4: I’m constantly worried about Emma and how she’s handling all of this. I try not to worry but it doesn’t work.
Reflection Questions
Based on this research, how would you evaluate Bob’s statements?
This question has not been answered yet.
Final Clues
Go into the house and hear what each member of the family says about Mercury.
Statements
Liam: I did a bad thing; I took out the trash. Grandpa David said it was right, but great-grandpa Mike said grandpa David was bad. I just wanted to help grandpa David.
Ava: I didn’t like Mercury, but I didn’t kill him. Killing is wrong—the Bible says so.
Emma: Grandpa said he’d got out of his cage and that I must have left it open but that’s because he doesn’t like me. I always closed the cage. I took great care of Mercury.
Kyla: I think Dad killed Mercury by accident. He probably stepped on him. Emma knew not to let Mercury out of the cage, but she kept doing it anyway. She should take responsibility, too.
David: Ever since my wife left, I feel disconnected. I try to spend more time with mom and my son, but I did my work raising my kids already. I don’t want to raise another generation. But, my goodness, my son is making a hash of things. Letting the rodent in the house to run around when everyone knows rodents spread diseases. What was he thinking?
Betty: Someone told me David killed that gerbil, but someone else said it was Ava. I just can’t remember who.
Reflection Questions
Based on what you’ve seen, who do you think killed Mercury the gerbil?
This question has not been answered yet.
Conclusion
People change throughout their lives. As you’ve seen with the Washington family, we use both theory and research to get a better understanding of people’s thoughts and behaviors. As you move forward with your studies in psychology, remember the importance of age for people’s physical, cognitive, emotional, and social domains.
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