Category: Psychology

NO OUTSIDE SOURCE EVERYTHING SHOULD BE IN OWN WORDS
Directions
For your Initial Post
Follow the link to When Brains Attack! Links to an external site.This is an episode of the podcast Radiolab made up of three smaller episodes
Listen to the entire episode, it is approximately one hour long.
Hit the reply button, below and ask three questions based on the above episode of Radiolab
Questions should be open-ended and thoughtful
Questions are meant to facilitate critical thinking and discussion.
For your Response to at least 2 classmates
Ask for clarification (that is, ask questions) if needed.
Answer the question based on your own understanding of the subject matter

Research Paper (Step 1) Topic Proposal
The proposal for your research paper is a very important step toward the success of your paper (details about the requirements of the final paper can be found in the Content/Lessons area – link in the left side menu).
The Proposal should be one document, containing the following:
Part 1: Provide your selected topic for the Research Paper that is due in April, and describe your reasoning for making this choice. (Note: this proposal will not be very lengthy, it merely needs to address the items in the previous sentence. It will likely be only a paragraph or two in length and may just be a few sentences.)
*You must also include a statement to acknowledge if you know how to access the Library databases or not. If you do not know how to access them, you must include a statement that you will connect with the Library in person, online, or via phone.
The Research paper can be any topic contained/related to the text (excluding Chapter 1).
Select a topic that interests you – there are several topics that many students have found very interesting.
Please remember to pick an area in which at least 1800 words can be written for your research paper that is due later in the term.
Keep in mind that you must go into much further detail than what is presented in the text. So do not pick a topic that an entire chapter or several pages are about.
You will want to select a topic that is a very small section (maybe a paragraph or two) or perhaps is just mentioned in the text.
Avoid topics from Chapters 1 & 2 – Chapter 1 is an overview and Chapter 2 covers the theories – most topics are discussed again later in the course in much more depth
It is also not advised to select a theorist or particular theory as the topic – many will not have current research as support and it will be a struggle to find the required current sources.
You should also do some preliminary research to make sure you will be able to find adequate sources. The Research Paper Instructions page (in the Content/Lessons section) has a ton of info about sources and their requirements, be sure to read that carefully before selecting your sources.
Students will lose points if:
1) The proposal is submitted late.
2) The proposal is not submitted.
3) The proposal is not well written.
4) The proposal does not contain your reasoning for selecting the desired topic.
5) The proposal does not contain the acknowledgement about using the Library Databases as stated above.
Note, if the topic is too broad or too narrow, your instructor will work with you to select a more suitable topic. Do not let this upset you – it is the best way to make sure you are on the right track. Check your grade/comments after the deadline to see if your proposal was accepted, or if an edit needs to be made.
If your topic is not approved – you will need to resubmit. Be sure to read the comments with your score and make adjustments, then resubmit.
Do not let this step of the paper be a roadblock for you – see suggestions below.
Proper grammar and college level work is expected.

Not sure what topic to pick?
Here is a great starting point: open the textbook to the table of contents.
Next, locate a section or two that seem interesting.
Go to the pages of each of these sections and start to skim through the information.
Look for something that really grabs your attention but is only covered in a paragraph or two (or even just mentioned in a sentence).
Do a few quick searches at the library or on the library’s online database to see if you will be able to find adequate sources for the paper.
Message your instructor if you still have questions or concerns, or submit the topic as your proposed topic and check to see if it gets approved.
Sample Proposal:
I would like to research the topic of XXXXXXXX for my Research paper. This is mentioned on page 345 in our textbook, but only covered in a paragraph. I am interested in this topic because my sister is affected by this and has dealt with it throughout her entire life. I would like to know more about XXXXXXXX so I can better understand what she has experienced. I have never accessed the Library databases, but I just looked at the website and sent an email to ask a few questions.

What is the purpose of DRO, and what are the steps for using this procedure?
Describe the four schedules of DRO and provide an example for each.
What is the purpose of DRL, and what are the three guidelines for using this procedure?
Describe the two schedules of DRL and provide an example for each.
ANSWER
Title: Reinforcement Procedures in Behavior Modification
Introduction:
In behavior modification, reinforcement procedures are essential tools for promoting desired behaviors and reducing unwanted ones. Two commonly used reinforcement procedures are Differential Reinforcement of Other Behavior (DRO) and Differential Reinforcement of Low Rates (DRL). This essay will explore the purpose of DRO, its steps, the four schedules of DRO, the purpose of DRL, and the guidelines and schedules associated with DRL.
Differential Reinforcement of Other Behavior (DRO):
DRO is a reinforcement procedure used to decrease the occurrence of a specific unwanted behavior by reinforcing any behavior other than the target behavior. The purpose of DRO is to encourage alternative, desirable behaviors while ignoring or providing no reinforcement for the undesirable behavior.
Steps for Using DRO:
1. Define the target behavior: Clearly identify the behavior that needs to be reduced or eliminated.
2. Choose the interval: Determine the time interval during which the target behavior should not occur.
3. Observe and record behavior: Continuously monitor the individual’s behavior to track occurrences of the target behavior.
4. Deliver reinforcement: Provide reinforcement (e.g., praise, rewards) when the target behavior does not occur within the specified interval.
5. Be consistent: Ensure that reinforcement is consistently delivered for the absence of the target behavior during the chosen interval.
Four Schedules of DRO:
1. Fixed Interval (FI): Reinforcement is provided at predetermined, fixed time intervals, regardless of the occurrence of the target behavior. For example, a child receives praise every 10 minutes for not engaging in tantrums.
2. Variable Interval (VI): Reinforcement is provided at varying time intervals, making it unpredictable. An example is a teacher occasionally praising a student for not interrupting during class.
3. Fixed Momentary (FM): Reinforcement is given at a specific moment in time, provided the target behavior is absent at that moment. For instance, a supervisor praises an employee every 5 minutes if they are not using their phone during work.
4. Variable Momentary (VM): Reinforcement is delivered at irregular moments in time, with no fixed pattern. An example is a parent giving praise randomly throughout the day if their child refrains from whining.
Differential Reinforcement of Low Rates (DRL):
DRL is a reinforcement procedure used to reduce the frequency of a behavior that occurs too frequently. The purpose of DRL is to encourage a decrease in the frequency of the target behavior while still allowing it to occur occasionally at a lower rate.
Three Guidelines for Using DRL:
1. Specify the acceptable rate: Clearly define the reduced rate at which the target behavior is considered acceptable.
2. Reinforce low rates: Provide reinforcement when the target behavior occurs at or below the specified acceptable rate.
3. Monitor and adjust: Continuously monitor the frequency of the behavior and adjust the reinforcement accordingly.
Two Schedules of DRL:
1. Full-Session DRL: Reinforcement is provided if the target behavior occurs at or below the acceptable rate throughout the entire session. For example, a child receives a reward if they have fewer than three outbursts during a school day.
2. Spaced-Responding DRL: Reinforcement is given when there is a certain amount of time between occurrences of the target behavior. An example is a therapist praising a client for waiting at least 10 minutes between cigarette breaks.
Conclusion:
DRO and DRL are valuable tools in behavior modification, allowing individuals to reduce unwanted behaviors while promoting more desirable ones. By understanding the purpose, steps, schedules, and guidelines associated with these reinforcement procedures, behavior analysts and caregivers can effectively shape behavior patterns and improve the lives of those they support.

Week 3 Topic:
“Euthanasia”
Read chapter eight of your text and do research on euthanasia in two or three additional sources.
What are the ethical issues involved?
How does “quality of life” and “sanctity of life” issues relate to euthanasia?
What is your position on “active euthanasia” and “passive euthanasia”?
What are the ethics of pain management and how is it related to euthanasia?
respond to two peers
Peers 1 Good afternoon fellow classmates and Dr. Wellman!This week is a discussion about euthanasia, a very sensitive topic to anyone that has witnessed a loved one choose to exercise this option or had to assist a patient who followed through with the decision of utilizing this right as a human being. Euthanasia is the process in which, through the use or abstention of clinical measures, the death of a patient in an incurable or terminal condition can be hastened to avoid excessive suffering (Picon-Jaimes et al, 2022).The idea is that it is permissible, at least in some cases, to withhold treatment and allow a patient to die, but it is never permissible to take any direct action designed to kill the patient (Rachels, 1975). This is the ethical issue in participating in the act of euthanasia altogether that is debated. Passive euthanasia is a preferrable method for some physicians to partake in; moreover, active euthanasia would seem to be against the oath they took as physicians, which is why some would rather not treat the terminally ill at all. My take on active vs. passive euthanasia is neither here nor there. It should never be an ethical issue if the patient is requesting this be done freely. There are so many people that are involved in the process, not just the patient. This is why it is very important to have a living will that states what exactly you, as the patient, would wish for for your end-of-life care; make sure to include your idea of what quality of life is considered acceptible, as everyone’s perspective is different. When that time should come and you are not able to make sound decisions, at least the medical staff and family members would know what you would want done.When there is no living will available, it is not such an easy decision to make when trying to decide what to do in unforeseeable circumstances of a patient’s care. So many factors influence the decisions that are made by loved ones and the medical staff responsible for carrying out the patient’s care, such as roles, limited resources and policies. One of the best resources that is available in hard decisions is a bioethicist. Leming & Dickinson (2021) explains that bioethicists are called on for their philosophical and legal expertise to help with difficult decisions about medical treatments and end-of-life care; this medical consultant meets privately with the patient, family, and medical staff to collect facts and beliefs about the patient’s illness and wishes and to discuss how each individual sees the situation. I think that this professional is extremely beneficial because lack of communication amongst all involved is the worst way to make such a devastating decision. Word Count 450 References:Leming, M.R. & Dickinson, G.E.. (2021). Understanding Dying, Death, & Bereavement (9th Ed). Cengage Learning.Picon-Jaimes, Y.A., Lozada-Martinez, I.D., Orozco-Chinome, J.E., Montana-Gomez, L.M., Bolano-Romero, M.P., Moscote-Salazar, L.R., Janjua, T., & Rahman, S.. (2022). Euthanasia & Assisted Suicide: An in-depth review of relevant historical aspectsRachels, J.. (1975). Active and Passive Euthanasia. The New England Journal of Medicine, volume 292, pg 77.
peers 2 Hello Class,People at the end-of-life stage, physicians, and family all have difficult choices to make when you talk about ending that person’s life. There are ethical and moral decisions that will need to be made, and trying to get all three parties, or more, need to figure out what best suits the patient. As the book points out, euthanasia means something different to everyone; however, the end result is the same. There is the argument that any assistance to help a terminal patient end their life early is murder. Even if the patient is trying to make that choice, to live comfortably for their last days. Doctors are charged with keeping people alive, as stated (Leming & Dickinson, 2019), they are in the business of not letting you die and to do anything to keep a person alive. This includes using technology such as life support to keep that person alive, possibly against the patient’s wishes. They are preserving the sanctity of life, the divine gift of life as the book puts it.From another perspective is the Quality-of-Life view. This states that when a person’s life is below a certain quality, a patient may prefer death (Leming & Dickinson, 2019). The argument is made about who gets to say what quality of life is for an individual. Should it be any impairment a patient has, is losing a leg the end of a person’s meaning, their identity? This has made me think in depth about getting an advanced directive in place. My opinion in this matter is that it is up to the individual to say at what point does the patient want to be relieved of a pain, an altered life, or not wanting to burden on others? There is a standard of living that people should be allowed to choose death instead of prolonged life. In my case, any situation where I am being kept alive purely by life support, is not living. I feel that this stops other people in my life from moving through the stages of grief. How can we expect them to move on when they have basically a “stuffed” version of you, a “living” corpse.On the points of pain management and how it would relate to either an active or passive euthanasia is also something to consider. Similar to what I stated earlier, passive euthanasia would be to stop giving lifesaving treatments, no life support, a DNR, a way to let a person go. Active euthanasia is different as I believe that a person has the right to elect such an action. It must be the patient, and patient alone that should make this type of call. They should be coherent, even if in pain, to make the decision. This goes back to a quality-of-life decision. Do you want to live in pain, or live a shorter life in comfort? In my mind, living a life free of pain, to be able to enjoy what time you have left is more important to me. If active euthanasia is decided by any person other than the patient, you run the risk of the slippery slope argument. When is it too early for another to help one die, why do they get to decide?WC 554Leming, M. R., & Dickinson, G. E. (2019). “Understanding Dying, Death, and Bereavement”. Boston: Cenage.

***Attached I have the literature review I have been working on (not fully complete), but hopefully this can be a good enough framework for you to complete my methodology section***
This is to be a ‘systematic literature review’
I was instructed that PRISMA is my guide to the systematic lit. review, however, if there is an alternative option you have to get this done efficiently, by all means!
http://www.prisma-statement.org/
I have been struggling so much trying to figure this section out, it has been a major setback. If I can just get this section handled, I should be able to have the rest covered/completed on time
Lastly, as I am still working/finalizing my literature review (which I have attached), I will be sure to upload anything I can/ the biliography once I get it done… if this would help.
I am putting all my faith into this, please reach out to me if you need further instructions on the topic/instructions/anything!!!
Topic: Mindfulness as a potential tool to prevent obsessive-compulsive symptom progression in youth by enhancing emotion regulation skills
**below I copied and pasted the instructions I have from my “Master’s Thesis Handbook”
This is to be done in sections with headings:
Research Methods and Procedures, Methodology, Data Analysis, Methodological Assumptions and Limitations, Research Findings, Summary, Conclusion, Direction for Future Research)
Then Bibliography can be included if possible, no big deal if not, I can do this part.. and lastly, Appendices.
Instructions:
Chapter Three
Research Method and Procedures
The University is committed to the idea that “method” is more than the application of technique. You will conduct a systemic review meaning that you identify specific words or phrases to locate and examine literature on your topic of choice. This section should address the methods utilized to conduct your analysis; such as, the key words or phrases you used to conduct a library search for published studies, the search engines utilized, the number of studies available, the dates that were used to limit the search, and finally the number of studies selected for discussion in the literature review.
Methodology
Your method(s) for studying the topic should be discussed as an overview of an analysis of the data from an extensive Literature review of a subject. This is where you explain how you prioritized or organized studies for review.
Data Analysis
The researcher presents the strategies and justifications for analyzing the data acquired in the study. This will be non-statistical and focused on the themes that were identified in seeking answers to research questions.
Methodological Assumptions and Limitations
All studies carry inherent limitations, and these should be discussed frankly. For example, most studies involve limitations of sampling of available data. In theoretical studies, other limitations arise. For instance, one may have to rely on translated sources rather than original writings. Stressing the problems of data collection, analysis, or application does not weaken a thesis; it strengthens the reader’s confidence in your judgment as a scholar and researcher. Researcher bias, validity, reliability and other research factors should be addressed as appropriate.
Research Findings
This chapter includes a presentation of the findings from the research questions. Here you focus on the problem statement and the research questions that you presented in chapter one. Discuss each of the research questions separately and in order of appearance in chapter one. The discussion will include an answer to the question and an indication of how your findings impact the identified problem. All findings that are relevant to the hypotheses of the study need to be presented and analyzed in a logical manner. Once you have developed the findings for a research
question state if the hypothesis is supported or not supported. As you proceed to other sections keep in mind the findings provide the foundation for justifying the conclusions that are drawn from this study. Your findings section should cite most if not all of your research from chapter two.
Summary
This section is your opportunity to review all of the previous chapters. It is here that you need to emphasize the literature that you reviewed within the field of study, summarize your findings, and focus on the research you have completed within your field of study. The summary section should also state whether your research supports or contradicts generally accepted theories and studies in your subject area. While being concise, you also want to make your summary detailed enough so that a reader could understand your thesis by only reading this chapter.
Conclusions
Here the researcher focuses on what conclusions can be drawn from the findings. These conclusions need to be discussed fully and justified according to the data obtained in the study. This section provides an opportunity to present what you see as most important from the research and how this information is important to addressing the identified problem. Remember that all your references to others work or research must be cited here as well.
Direction for Future Research
When your investigation is complete and you have set forth the meaning of your work to the field; you are an expert on the particular topic of your study. You have a special obligation therefore to suggest future inquiries that could expand this field of knowledge. These recommendations grow out of the research that you have done and should be more than a list of topics you would have liked to research. They should direct scholars to new areas for further exploration.
Bibliography (References)
Following the body of your Master’s Thesis is the bibliography or reference page. This consists of your references; i.e., a listing of books and articles that are cited in the body of your Master’s Thesis. Remember to check all references for appropriate APA formatting as this will be reviewed and graded as part of the final review.
The reference list demonstrates the authority behind your research and provides readers with information about how they can locate the sources that you have used. It is important that original sources of information be used when citing references.
Appendices
Supportive material referred to in the text may be included. The appendices will include all of the material that supports your research design and implementation.

Play a board game or child-friendly video game with a family member (e.g. Settlers of Catan, Monopoly, Sorry, Candyland, Clue, Game of Life, etc.). For each inner child assignment, you need to (1) complete the activity without technological distractions, (2) provide documentation (e.g. take a picture of you, show finished product in class or through photo, and (3) write a 1-page reflection paper about what you learned about yourself, learned or were reminded about children, and how you might apply your insights and/or activity to counseling

INSTRUCTIONS
To complete this assignment, you will need to access the ACA/ASCA code of ethics. You can access the ACA Code of Ethics under the Benchmark and Critical Incident Paper Resource heading within the assignment on Canvas. Choose one of the scenarios below, and after reviewing the facts, divide your paper into 3 headings, writing one paragraph response for each question:
● Identify: What is the issue?
● Summarize: Briefly summarize the ACA/ASCA code(s) that address this situation. Make sure to include the code numbers. (Example: “ACA code B.2.3 states….”).
● Act: What is the best course of action now and why?
Each section should be one paragraph. Simply answer the questions above in the space provided below. (No title page, abstract, or reference page). Your response should be no longer than 300 words total. DO NOT ADD FLUFF as you will lose points. The paper will make use of current APA formatting.
Scenario 1:
Jack is a new counselor, having just been granted his license two months ago. He decides to start a mixed gender group for anger management and conflict resolution. He carefully screens group members and obtains informed consent before beginning the group. Six weeks into the group, Carol comes to Jack and reports that one of the male group members has been making inappropriate sexual remarks to her before and after the group ends. Carol reports she does not feel comfortable and is thinking of leaving the group. Jack, unsure of what to do, decides to ignore Carol’s complaint. Carol soon drops out of the group.
Scenario 2:
Jane is starting a group for teenage girls who are struggling with self-esteem issues. Jane, wanting to get the group started right away, and worried that she won’t have enough participants, opens the group to all girls ages 13-15. Jane does not worry about screening potential participants though she does obtain written consent from all the girls’ guardians. Alice is a 15-year-old participant in the group who has struggled with depression in her past. This information is not known to Jane, as she did not screen for it. After one particularly difficult group session, Alice goes home and attempts suicide. Alice’s mother calls Jane angry and upset, blaming Jane for her daughter’s suicide attempt.

For this assignment, you will develop an annotated outline for the signature assignment. Your annotated outline should include the following:
Introduction to risk in general and critical elements related to how it works, types of assessments, and predictive validity
Introduction to your area of risk, including relevant statistics, facts, and figures.
Risk and protective factors related to the area of risk, including any relevant theories/ typologies which are important to consider
Review of at least 2 assessment instruments you might use to assess risk
Summary and conclusions on the utility, reliability, and validity of the current state of this field of risk, including any limitations or ethical concerns
Length: Annotated Outline 8-10 articles References: Include a minimum of 8 scholarly references.
The completed assignments should address all the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations, and current APA standards, and adhere to the Northcentral University’s Academic Integrity Policy.

Assignment Instructions
Xavier is a three-year-old child who was just diagnosed with autism. He has never had functional language and exhibits frequent tantrums in the form of crying, hitting, and throwing items. Xavier recently began receiving ABA therapy and is your new client. Xavier’s grandmother is his guardian and wants his therapist to focus on teaching him the alphabet, shapes, colors, and numbers.
In this assignment, write a letter responding to Xavier’s grandmother and include the following:
An analysis of the importance of teaching manding skills to Xavier first.
The benefits of teaching mands.
An explanation of how teaching mands leads to developing skills in other areas of development.
An explanation of the relationship between manding and challenging behaviors.
Be sure to provide your responses in a way that is respectful and supportive of Xavier’s grandmother.
Assignment Requirements
Your assignment should meet the following requirements:
Written communication: Should be free of errors that detract from the overall message.
APA formatting: References and citations are formatted according to current APA style guidelines.
Review Evidence and APA for more information on how to cite your sources.
Resources: 2–3 scholarly or professional resources.
Length: 2–3 double-spaced pages of content, in addition to the title page and references page.

Respond to the following in a minimum of 175 words each. They will be run thru a plagiarism checker. Thanks.
Let’s put on our trainer hats and compose a brief training script on critical concepts in personnel psychology. Select 1 of the following questions. Post a response of at least 175 words. Make sure you define your terms using concepts from the required readings. Support your answer using ideas from the required readings, course materials, or library resources. Cite your sources.
1. What is personnel psychology, and how can it improve HRM and leadership practices to drive performance and fairness in the workplace? Considering an organization that you work for, what research-based recommendations do you have for improving talent management functions with personnel psychology?
2. What is an organizational system? How can understanding an organization as a system help an organization make the best and most fair use of personnel while adapting to changes in the external environment?
3. What role does technology play in helping to make employment decisions? Considering your organization or an organization that you work for, what are your research-based recommendations for improving the technical competencies of HR staff and organizational leaders to improve employee performance?
4.How do demographic changes and diversity affect recruitment and staffing? Considering your organization or an organization you are familiar with, what are your research-based recommendations for building a diverse workforce that aligns employees with accomplishing organizational goals while being fair and equitable to employees? ***THERE IS NO ADDITIONAL INFO, THANKS*** ?