Category: Psychology

You need to know about Bohannan’s Six Station Model of Divorce.
Write summary on Shared Parenting After Parental Separation: The Views of 12 Experts
https://childrightsngo.com/newdownload/downloadsec…
Need reference in APA style.

– (1 Shima)
The nature of the recommendations should flow from the client’s needs. This may include but is not limited to treatment goals stemming from the theory you used to conceptualize your client, areas deserving some focus, incorporation of outside resources, steps or actions to be taken by parents, teachers, peers, or the client.
watch this movie
good will hunting

attached is all of the possible graphing within its template. i also linked the study guide on ANOVA which is page 25 and 26. Also, the way the graphing should be ordered/look.
You will analyze the following variables in the statistical software data set:
Variable Definition
Section Class section
Quiz3 Quiz 3: number of correct answers
Step 1: Write Section 1 of the DAA: The Data Analysis Plan
Name the variables used in this analysis and whether they are categorical or continuous.
State a research question, null hypothesis, and alternate hypothesis for the analysis of variance (ANOVA).
Step 2: Write Section 2 of the DAA: Testing Assumptions
Test for one of the assumptions of ANOVA – homogeneity.
Create statistical software output showing the Levene’s Test for Equality of Variances.
Paste the table in the DAA template.
Interpret the homogeneity test to determine whether the assumption of homogeneity is violated or is not violated.
Step 3: Write Section 3 of the DAA: Results and Interpretation
If the homogeneity assumption is not violated (Section 2), run the “Homogeneity corrections: None” version of the ANOVA. Follow up with the “Standard” version of the Tukey post hoc test.
However, if the homogeneity assumption is violated (Section 2), run the “Homogeneity corrections: Welch” version of the ANOVA. Follow up with the “Games-Howell” version of the Tukey post hoc test.
Paste the following statistical software tables into the document:
Descriptives table.
ANOVA table.
If necessary, the Post Hoc Tests table (Tukey correction).
Below the output:
Report the means and standard deviations of quiz3 for each group of the section variable.
Report the results of the F test and interpret the statistical results against the null hypothesis; state whether the null hypothesis is rejected or not rejected.
Finally, if the F test is significant, interpret the post-hoc tests.
Step 4: Write Section 4 of the DAA: Statistical Conclusions
Provide a brief summary of your analysis and the conclusions drawn about this ANOVA.
Analyze the limitations of the statistical test and/or possible alternative explanations for your results.
Step 5: Write Section 5 of the DAA: Application
Analyze how you might use the ANOVA in your field of study.
Name an independent variable (the IV should have three or more groups or categories) and dependent variable that would work for such an analysis and why studying it may be important to the field or practice.
Submit your DAA template as an attached Word document in the assignment area.

Discussion of Ritchie’s Situation
Although ASD was once thought to be a rare disorder, more recent estimates show an increase in its prevalence. Previous estimates indicated a rate as low as 60 per 10,000 people, whereas a survey reported in 2013 indicated that as many as 1 in 50 school-aged children in the United States had a diagnosis under the category of ASD (Blumberg, Bramlett, Kogan, Schieve, & Jones, 2013). The dramatic increase in prevalence is likely due to changes in the DSM definition of ASD over time and because health professionals and parents have become more adept at recognizing the signs of the disorder. Worldwide, rates of ASD are roughly 4 times higher in males than in females (Fombonne, Quirke, & Hagen, 2011; Shattuck, 2006). The reasons for this sex difference are unknown (Volkmar, Szatmari, & Sparrow, 1993). No other demographic differences in the prevalence or nature of ASD (e.g., racial, cultural) have been firmly established.
In addition to the features that make up the formal DSM-5 definition of ASD, the disturbance is frequently associated with other problematic symptoms. For instance, persons with ASD may have a range of behavioral problems, including hyperactivity (as was true for Ritchie); short attention span; poor impulse control; aggressive, self-injurious behaviors (e.g., head banging); and temper tantrums. Children with ASD may display peculiar or unusual reactions to various forms of environmental stimulation (e.g., high pain threshold, extreme aversion to being touched). Disturbances in mood or the expression of emotions are common associated features of ASD (e.g., laughing or crying for no apparent reason). Moreover, persons with ASD may show no emotional reaction to situations or objects that most individuals would react to (e.g., display no fear to a large, aggressive dog) yet respond with excessive emotionality to harmless or trivial objects or situations (e.g., extreme distress upon discovering that a piece of furniture has been moved). In adolescence or early adulthood, persons with ASD who have the intellectual capacity for insight have been observed to develop depression in response to realizing their serious impairment.
The symptoms of ASD are typically recognized during the child’s second year of life. Once it emerges, ASD follows a continuous course (i.e., unlike some disorders, it is not generally characterized by alternating periods of improvement and recurrence). Nevertheless, the long-term course of ASD is variable across individuals. Some children with ASD deteriorate behaviorally when they reach adolescence, whereas others show improvement. Research has indicated that language skills (i.e., the ability for communicative speech) and higher overall all intelligence may strongly predict a more positive long-term prognosis. Nevertheless, research on the long-term course of ASD indicates that only a small proportion of these children enter adulthood with the capability of living and working independently. Those who do achieve some degree of independence nonetheless continue to display problems with social interaction and communication, along with constricted interests and activities (American Psychiatric Association, 2013).
Thus far, there are no powerful treatments for ASD. Most of the treatments developed to date have focused on problematic associated features of the disorder, such as disruptive or self-injurious behaviors. Biological treatments such as psychoactive drugs (e.g., Ritalin, frequently used in the treatment of ADHD; serotonin-specific reuptake inhibitors) and vitamin therapy (e.g., vitamin B6) have not produced significant or lasting improvements in intellectual level, sociability, or hyperactivity (Broadstock, Doughty, & Eggleston, 2007; West, Brunssen, & Waldrop, 2009). Many psychosocial interventions for ASD have relied heavily on the learning theory principles of reinforcement and punishment to improve patients’ living skills and curtail behavior problems. As was illustrated in Ritchie’s case, these treatments have been used to improve the communication skills of children with ASD (Durand, 2014; Lovaas, 1977). In addition, such treatments have been employed to improve socialization skills (i.e., increase the interest and frequency of social interaction with other people). Whereas behavior therapy has increased the frequency of social behaviors, such as playing with toys or other children, these treatments have not shown considerable positive effects in changing the quality of these interactions (e.g., the ability to initiate and maintain friendships with other children). However, studies of highly time-intensive behavioral treatments (e.g., more than 40 hours per week for more than 2 years) have found that psychological interventions can produce meaningful and lasting improvements in the intellectual and social abilities of children with ASD (Lovaas, 1987; Matson & Smith, 2008). For instance, Lovaas (1987) reported that 47% of children with ASD who were treated with the intensive program had achieved normal intellectual and educational functioning by the 1st grade (compared to none of a group of children with ASD who received a less intensive treatment). Despite these promising results, some researchers have noted that these treatments may be seriously limited by their poor practicality (i.e., very expensive and time-intensive); others have argued that, given the potential for substantial benefits (i.e., intellectual functioning within the normal range), the “ends” provide resounding support for the intensive “means.” Nevertheless, considerable work must be done in the future to develop more effective and practical treatments for ASD (Matson & Smith, 2008).
Question 8: Given the clear evidence for the strong role of genetic, neurological, and biological factors in ASD, what justifies the use of behavioral treatments for this disorder? (Provide a response in three to four sentences).
Question 9: What do you believe is the best approach to educating children with neurodevelopmental disorders within the public educational system? What do you believe are the advantages and disadvantages of special education programs versus programs aiming to integrate these students into normal classes? (Provide a response in three to four sentences).
Question 10: A significant change in the DSM-5 was eliminating the Asperger’s disorder diagnosis, which is now subsumed under the new diagnostic category, ASD. Asperger’s disorder shares several features with autism, such as significant difficulties in social interaction and nonverbal communication and restricted or repetitive patterns of behavior and interests. However, Asperger’s disorder differed from autism because individuals with this diagnosis had normal linguistic and cognitive development. In DSM-5, the diagnoses of Asperger’s disorder and autism were collapsed into the ASD category based on the rationale that they reflected the same disorder at varying degrees of severity. What do you think about this change in classification? What are the arguments for and against combining these disorders into a single category? What positive and negative consequences do you think this diagnostic re-organization might have? Provide a response with at least five to six sentences (1 to 2 paragraphs at most).
Question 14: As Ritchie grows older, will it be easy or challenging for him to make friends? ( Provide a Response of two to three sentences).

I need my final project proofread and edited. The instructions are as followed:
Happy New Year!!!! The Selected Topic is: Autism in Children (attached in the topic selection request I submitted) Changing it up is fine.
Can you assist me with this assignment?
Thus far, you have chosen a topic for your Final Project and considered where and how the information could be disseminated, how to promote social change, and how various diverse characteristics play a role in child and adolescent development. This week, you will begin to formulate and organize your project by submitting an outline.
Submit a detailed outline or abstract of your Final Project. Be sure to demonstrate the following within the outline:
understanding of the depth of the topic
Good organization of the paper
Overall concept of flow, rationale,Project
Final project research
and implications
The social change aspect
An integration of the resources
A balanced perspective
In the Final Project, you will synthesize the knowledge you have gained about diversity throughout this course and use it to make recommendations to professionals who work with children and adolescents. You have chosen one diversity topic on which to focus for your paper. Consider what factors related to diversity professionals should consider when communicating, instructing, and supporting the development of children and adolescents.
To prepare:
Consider the role of diversity in childhood and adolescence and how individual characteristics of diversity could positively or negatively impact development and learning.
Revisit your approved topic from Week 2, along with the resources developed throughout the course, as the focus of your paper.
Consider the constituencies to which social change can be applied.
Submit an 10-page paper on the topic approved in Week 2 using the resources developed in the course. Develop recommendations for professionals (e.g., teachers, counselors, social workers, or other professionals) who will be working with children or adolescents in a variety of capacities. Be sure to include the impact of the environment in which these professionals will be working (e.g., classroom setting, neighborhood, community mental health). Be sure to remember that any one characteristic does not operate in a vacuum. Therefore, include and discuss how other characteristics of diversity impact your main topic for this population.

Short summary of the sessions. Part 1: Group Engagement. Description of all four observation parameters, noting specific strengths and suggestions for improvement: Facilitator efforts to create a strong group foundation in the first session. Facilitator use of empathy and other interpersonal skills. Facilitator use of self-regulation to monitor personal values, beliefs, and behaviors that could limit effectiveness. Facilitator recognition of diversity within the group. Handling of co-facilitation. Part 2: Group Authority. Description of all three observation parameters, noting specific strengths and suggestions for improvement: Facilitator efforts to help the group define what makes a group meeting successful for them. Facilitation of discussion around confidentiality. Facilitation of understanding who has the authority in the group therapy setting. Conclusion. Analysis of facilitators’ overall performance. Explanation of facilitators’ overall strengths and suggestions. A good supervisor should be able to back up his or her observations and suggestions with a body of evidence. Keeping this in mind, support your analyses with citations from both peer-reviewed literature and your textbook

In this Unit, you will learn about probability and chance. Let’s start, in this first Assignment, by learning why we can’t trust our intuitions about probability.Watch Professor Gernsbacher’s lecture video, “The Fallibility of our Intuitions about Probabilities.” [A transcript of the lecture video is available here.]
While watching the lecture video, be sure to play the Truck Driver vs Professor game. Take either a screenshot or a photo of the page on which you categorized the ten men’s names.
Go to the Unit 6: Assignment #1 Discussion Board and make a new Discussion Board post, of at least 200 words, in which you do the following:First, identify the four Cognitive Biases and give a one-sentence description of each, in your own words.
Second, discuss which Cognitive Bias you find the most compelling and provide one more example (NOT an example from the lecture video) of how that Cognitive Bias causes us to disregard base-rate probabilities in favor of our fallible intuitions.
Third, embed in your Discussion Board post either a partial screenshot or a photo of the page on which you categorized the men’s names who live in the fictional town.Remember to embed and size your photo using the procedures you learned from the Course How To.
NOTE: The Canvas Discussion Board cannot embed either .HEIC or .tiff/.tif images. Therefore, before trying to embed a .HEIC or .tiff/.tif image, you must save the image as a .jpg, .jpeg., or .png image

This is a lab report you will need to find two articles that is related to perceived life stress and its related construct of interest, after you find it you will have to summarize it
Objectives for Lab 8:
1. Use psyclNFO to search the literature for relevant articles
2. Find two research articles
3. Complete two article summaries (article summary page can be found on Canvas)
FOR this lab report you will have to submit the following:
 Literature Review (8pts, 4pts each article)
 For this lab, you will be uploading a Word document with a screenshot of your 2 abstracts and your articles summaries for each article
 Both articles should be related to your outcome variable of interest.
 The ideal scenario is to find one article that would provide background for your group difference hypothesis and one article that would provide background for your correlation hypothesis.
here’s the step how you can find the literature
Accessing psyclNFO
 You have a link to the library on your SDSU homepage (sdsu.edu). Click on “menu” then “current student” then scroll down to ACADEMICS and click on “library)
 On the Library Homepage, select Databases, then Databases a-z, select the P category, and
scroll down and click on psyclNFO
Doing a search
 At the top of the search screen, you have three open boxes where you can put your search
terms.
 In the first box, type in your specific class survey topic (self-esteem or perceived life stress)
 In the second box, type in the related construct of interest (predictor. – e.g., gender)
 On the right side of the screen a couple of rows down, you will see an option called
Publication Year from ______ to ______
 Type in 2010 in the first box (this will ensure that our search is recent)
 On the right side of the screen a couple of rows down, you will see an option called Peer Reviewed-click that box (this will make sure we only get peer- reviewed journals articles- not dissertations or book chapters)
 Click on the Search box (either at the top or the bottom of the page).
Results of a search
 At the top, you should see All Results: 1-30 of ____
 If this number is above 100, you might want to add another search term or use a synonym for one of the terms you have in the search-this just means your search is still too broad to be beneficial. If this number is reasonable, you can start scrolling through the titles until you find ones that sounds of interest to your search. Click on the title to read the abstract.
 Once you have located articles of interest, make note of the citation
 Exclude dissertations (the peer-review option should screen these out)
 Avoid using a review article or a meta-analysis as one of your two papers-they take a bit more work to “decipher”
 You will need this to find the actual article
 Note: some articles are available online. You will usually see the PDF option on that search
results screen or when you click on the title to read the abstract. If this is an option, save it
and/or print the article so that you have it.
 However, if the article is not available online, you will have to go to the library to find the actual print article and make a copy of it. If you need help finding anything, ask the librarians-that is what they are there for.
 If we do not have access to it, find another article because Interlibrary Loan can take a while… sorry.
Finalizing your articles
 If you are having a difficult time limiting your search (your search is too broad), ask your
groups members and/or your TA
 If you are having a difficult finding anything (your search is too narrow), also ask your groups
members and/or your TA
 Make sure you read the abstracts to see if these articles are close to what you are looking for…
when you have found one…
 Find the complete article
 Read the complete article (hopefully it is still what you are looking for)
 If it is not what you were looking for, keep searching.
 Complete the article summary page to turn in with your article.
 When completing these, highlight portions of the abstract/article where you are pulling the
relevant information for the summary sheet.
 Try paraphrasing this information for the article summary sheet-as you will need this for the
Introduction section of your paper
AFter you find the article, you will have to summarize for each article

The nature/nurture debate within psychology is concerned with the extent to which particular aspects of behavior are a product of either inherited (genetic) or acquired (learned) characteristics. This exercise will help you explore that debate by looking at one specific behavior, aggression.
Bandura’s (1977) social learning theory states that aggression is learned from the environment through observation and imitation (nurture). He concludes this, in part, from the results of his famous Bobo doll experiment (Bandura, 1961). Review the Bobo experiment here: https://www.simplypsychology.org/bobo-doll.html
Reflect on the following issues:
Where do you stand on the nature/nurture debate? Is aggression a learned behavior? Please provide specific examples to your point of view.
Discuss your thoughts on the experiment and its relevance to the debate. Do you see any potential flaws or underlying factors that may not be reflected in the analysis here?
Suggest at least one implication for society if children do learn predominantly by imitation. Write a 2–3 page paper (not including the title page and reference page) referencing at least two sources (you may cite the website provided here for the Bobo doll experiment as one of your sources. Refer to the Bobo doll experiment, but do not summarize it.) Use current APA Style and include a title page and reference page.

Write a professional letter to school or physician re: a youth you are seeing for counseling providing recommendation based on the case summary provided. Case summary to be used is “Ian” who is diagnosed with selective mutism.
Descriiption
• Letter is to provide information to fellow professional based on your interactions and observations in counseling
• Letter is not to tell fellow professional what to do; stay within your professional boundaries
• If your letter is too long it will not get (thoroughly) read