Pschology Paper

People often don’t like change and may not push beyond comfort zones unless nudged. Yet change is inevitable. Understanding, embracing, and empowering others to view change as a tool is one of the many challenges of today’s leaders. Effective leaders not only foster and facilitate change, they empower others to cope with, adapt to, and sometimes even embrace it. This is true empowerment given the fact that change is the constant.

To prepare for this Discussion:

·  Review Chapter 4 in your course text. Pay particular attention to the section titled, “The Concept of Visioning.”

·  Review Chapter 17 in your course text. Focus on rules to guide leaders in implementing change and the importance of attitude.

·  Consider how an effective leader fosters and supports change.

·  Think of two characteristics an effective leader would need to foster and support change.

·  Consider two strategies a leader might employ to empower people in coping with, adapting to, and even embracing change.

·  Think of an example of an effective leader who is or was successful in fostering and supporting change. The leader may be someone you know personally or a historic or current figure who is a prominent leader.

Project

With these thoughts in mind:

Post a response to the following:

Explain the role of effective leaders in fostering and supporting change while empowering others in the process. Include two characteristics that such leaders would need, as well as two strategies they might employ in order to empower people to cope with, adapt to, and embrace change. Provide an example of someone who is or was effective in this role and explain why and how.

 

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Psychology 630

Select a Topic for Your Critical Review

Select the topic for your Critical Review, which is due in Week Six, and briefly analyze its key features and pathophysiology. You may select from any of the following psychiatric disorders: schizophrenia (or schizotypal disorders), bipolar disorder, depression, any of the anxiety disorders, PTSD, chronic pain disorders, Alzheimer’s disease,  Parkinson’s disease or other movement disorder, seizures, ADD/ADHD, autism, OCD, any personality disorder, brain trauma, stroke, encephalitis, meningitis, or migraines.  Other topics may be chosen, with approval of your instructor.

Other topics may be considered but require prior approval by the instructor. However, addiction is not the emphasis of the course. Critical Reviews focusing on addiction, or drugs of addiction, will not be accepted. Your paper must focus on drug treatment and not on other modes of treatment. Papers that discuss psychotherapy, other than in passing, will not be given credit. Ask your instructor for clarification.

Explain your chosen psychiatric disorder in terms of neurotransmitter and receptor theories. Describe the symptomology of the disorder and its relationship with the neurotransmitters involved. Discuss the anatomic changes seen with the disorder. Explain the relationship between neurotransmitter and anatomic features and resultant symptoms. Summarize the interaction(s) between the behavioral, neuroanatomical, and neurotransmitter changes seen within the selected disorder.

The paper:

  • Must be three to five double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center. (Links to an external site.)
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least three peer-reviewed sources from the Ashford University Library. These may include the required articles for the assignment.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

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Waypoint Assignment Submission

The assignments in this course will be submitted to Waypoint.  Please refer to the instructions below to submit your assignment.

  1. Click on the Assignment Submission button below. The Waypoint “Student Dashboard” will open in a new browser window.
  2. Browse for your assignment.
  3. Click Upload.
  4. Confirm that your assignment was successfully submitted by viewing the appropriate week’s assignment tab in Waypoint.

For more detailed instructions, refer to the Waypoint Tutorial.

Click the button below to access Waypoint

 

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Ethics Discussion Question

Discrimination Laws: Advantages and Disadvantages for both Employees and Business         

This discussion assignment requires you to submit at least four posts: an initial post, two reply posts to fellow students in threads other than your own, and a revised post.

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Prepare: In your first post in this discussion, you will become familiar with the case of Abercrombie & Fitch by means of the relevant material in the Required Resources this week. There is also a specific media feature located at the end of Section 5.3 of the textbook titled Workplace Discrimination: Abercrombie & Fitch. In order to be prepared for this task, you will need to complete the required readings and media listed.

Reflect.png

Reflect: There are two sides to consider in the Abercrombie & Fitch case. On the one hand, we have the job candidate’s side. She went to the job interview wearing a hijab. The interviewer did not remark on the hijab, and the candidate also did not volunteer that her religious beliefs required her to wear a hijab. She was subsequently not hired based on the perception that her appearance was incongruous with the company’s look policy. For example, caps are not permitted and the male sales associates (referred to as “models” in the company’s corporate language) are often shirtless and in sweatpants in order to create the mood at the stores for the aesthetic for which Abercrombie & Fitch has become known: young, preppy, and hormonally charged. When she was notified that she was not hired for the position, she filed a complaint with the Equal Employment Opportunity Commission that, in turn, filed a lawsuit on her behalf alleging a violation of Title VII.

On the other hand, we have Abercrombie & Fitch’s side. As a company doing business in the United States, Abercrombie & Fitch is legally permitted to hire those employees who fit its look policy. This is no different from the look requirements for the Dallas Cowboys Cheerleaders, the Chicago Bulls, the New York City Ballet company, or for jockeys hired by thoroughbred owners to race them at the Kentucky Derby. In all of these cases, there are height, size, and other look requirements for employment that are justified by the particular demands and aesthetics of the position. She was found to be qualified for the job but her dress was clearly in conflict with Abercrombie & Fitch’s look policy. Yet, the job applicant knowingly sought employment at this retailer.

According to the law, should a special accommodation be required due to a religious practice, then Title VII dictates that the look requirements give way to the religious requirement in order not to be considered an act of religious discrimination.

The EEOC prevailed in the District Court, but this judgment was reversed by the Tenth Circuit on the ground that failure-to-accommodate liability only attaches when a job candidate provides the potential employer with knowledge of the need for an accommodation due to religious practice. Once it reached the Supreme Court, the decision was made in favor of the job candidate. According to Justice Scalia,

Title VII does not demand mere neutrality with regard to religious practices—that they be treated no worse than other practices. Rather, it gives them favored treatment, affirmatively obligating employers not “to fail or refuse to hire or discharge any individual . . . because of such individual’s” “religious observance and practice.” An employer is surely entitled to have, for example, a no headwear policy as an ordinary matter. But when an applicant requires an accommodation as an “aspec[t] of religious . . . practice,” it is no response that the subsequent “fail[ure] . . . to hire” was due to an otherwise-neutral policy. Title VII requires otherwise-neutral policies to give way to the need for an accommodation.

The only dissenting opinion was that of Justice Thomas who wrote:

Mere application of a neutral policy cannot constitute “intentional discrimination.”…I would hold that Abercrombie’s conduct did not constitute “intentional discrimination.” Abercrombie refused to create an exception to its neutral Look Policy for Samantha Elauf ’s religious practice of wearing a headscarf… In doing so, it did not treat religious practices less favorably than similar secular practices, but instead remained neutral with regard to religious practices…Resisting this straightforward application of §1981a, the majority expands the meaning of “intentional discrimination” to include a refusal to give a religious applicant “favored treatment.”…But contrary to the majority’s assumption, this novel theory of discrimination is not commanded by the relevant statutory text.

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Write: In the first part of your initial post, you will need to introduce the Abercrombie & Fitch lawsuit. In this introduction, you will also need to (1) articulate the freedoms that companies in the United States enjoy given our relatively-free market system and (2) present the Title VII regulations concerning employment discrimination. These will provide the setting for you to be able to examine how the nation’s laws affect the hiring practices of Abercrombie & Fitch and other companies whose hiring policy includes a particular aesthetic for employees.

In the second part of your initial post, present your analysis of this case in a way that identifies which entities (Abercrombie & Fitch as a corporation, the economic system in the USA, the regulatory control of the state, or all of these) have a role in the problem that led to the lawsuit under examination. In your analysis, you must assess the positive or negative effects of the interplay between business activity and one of the following: the free-market system, advertising, hiring regulations, or corporate social responsibility. Your focus must be an ethical analysis of this interplay. Be sure to clearly identify the ethical theory that you are applying in your analysis, and to support your analysis by reliable and/or scholarly sources.

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Revise: Read the feedback provided by your professor to your initial post, either directly to you or to your fellow students. Use this as an opportunity to learn from your professor, especially with regard to the best ways to apply the course material and your research to your analysis. On the basis of what you have learned in this process, post an improved revision of your initial post that applies the additional knowledge that you have gained.

Remember that your grade depends on the quality of your initial and revised responses, not just on the submission of an attempt at improvement. It is thus to your advantage to post the best initial post you can and then to also improve that best effort as much as you can through revision.

Requirements for Your Initial Post:

  • Your initial post should be at least 350 words in length and have citations and references in APA notation. It should address the prompt in its entirety. This means that you should not split your response to the prompt in multiple posts. Your examination should be both thorough and succinct. This is a combination that demands time and thought, so give yourself sufficient time to draft and revise.
  • Please be advised that until you post, you will not see what your fellow students are posting. Once you submit your post, you will be able to view the posts from your other classmates. You can then proceed to reply to at least two different threads based on the required material for this discussion.
  • Your list of references for your initial post should include not only the video and the other required material for this discussion, as well as the Instructor Guidance and any other announcements presented to you by your professor. Use all of the material presented to you in the course and by your professor, in addition to any other sources that you consulted to inform yourself about this case (but not Wikipedia or similar sources).

 

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Please Read

Intervention Comparisons

There are a variety of substance abuse treatment interventions available. In this assignment, you will compare and contrast two such interventions.

Tasks:

, research substance abuse treatment interventions. Select 2–3 scholarly resources to reference in this assignment.

Select two substance abuse treatment interventions to examine in this assignment.

Write a 2- to 3-page paper in Word format, addressing the following:

  • Describe the strengths and weaknesses of each selected substance abuse treatment intervention.
  • Discuss specific types of substance abuse that would benefit from your selected interventions.
  • Identify potential barriers to treatment. Make sure to include barriers that are both internal to the patient (such as motivation) and external to the patient (such as environment).

Make sure you integrate research from at least 2–3 scholarly sources to support your ideas.

Apply APA standards to cite the sources.

My two are MAT/medication assisted Treatment. Maintenance doses of medication like methadone and suboxone to assist with surpreasion of cravings. MAT along with regular therapeutic sessions, 12 step programs and modification of lifestyle. 

The second one is outpatient.  

 

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Week 11 Discussion Response To Classmates

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with separate references for each response. You need to have scholarly support for any claim of fact or recommendation regarding treatment. I need this completed TODAY 02/09/19 at 9pm.

Read a selection of your colleagues’ postings. Respond to your colleagues’ postings.

Respond in one or more of the following ways:

· Ask a probing question.

· Share an insight gained from having read your colleague’s posting.

· Offer and support an opinion.

· Validate an idea with your own experience.

· Make a suggestion.

· Expand on your colleague’s posting.

1. Classmate (B.Tho)

Exceptionalities

           Mental health services are limited especially when working with a child or adolescent that has an emotional or behavioral disorder (EBD; Samuel, 2018).  Behaviors can be aggressive and emotional responses can be extremely intense (Samuel, 2018).  There are significant challenges that arise with a child or adolescent with EBD.  One area that is a challenge for a child with EBD is the school environment (Samuel, 2018).  Families, educators, and peers all play an important role in the success of a child with EBD.

Emotional or Behavioral Disorder

           Children and adolescents with EBD struggle to maintain positive relationships with their families, their teachers, and their peers (Samuel, 2018).  They struggle with being able to regulate their emotions and impulses.  Because of this inability to always effectively self-regulate their behaviors can be extremely disruptive to their environments (Samuel, 2018).  1 out of 10 children have been diagnosed with an emotional or behavioral disorder that affects their ability to successfully navigate a school setting (Kutash, Duchnowski, & Green, 2015 as cited by Samuel, 2018).  This author works in a high school with a significant EBD population and interacts with these students regularly.  It has been observed that a rigidity within their school setting is not always positive or helpful.  This author has witnessed students with EBD be labeled derogatory terms and as burdensome.  This type of thinking and atmosphere is detrimental to the success of students with EBD.  These students are secluded from their peers in the classroom and during lunch times.  Exclusion is never a positive or helpful intervention.  This labeling and exclusion can intensify maladaptive behaviors which in turn carries over to the home environment.  Families struggle with EBD because of the disruptive and maladaptive behaviors.  Emotional outbursts, lack of social skills, hypersexual activity, lack of boundaries and oppositional behaviors are characteristics of a student with EBD (Samuel, 2018).  These behaviors negatively affect the parent-child relationship and the sibling relationship, if applicable.  A student with EBD will suffer in their peer relationships and can be at a higher risk of being the victim of bullying (Samuel, 2018).

Interventions

           Samuel (2018) identified Positive Behavioral Intervention and Supports (PBIS) as an effective intervention program within a school setting and showed an overall decrease in disciplinary referrals with the implementation of PBIS.  The program consisted of a five-person team including a school counselor and parent representatives and the program included specific goals and a token economy (Samuel, 2018).  This is a positive intervention that has proven to be effective within the school.  Families were notified of how the student was performing at school keep families updated and to continue the positive behaviors in the home environment (Samuel, 2018).  Families can implement a token economy at home to help modify and encourage positive behaviors.  This would also provide consistency and continuity for the child.  This is designed to teach emotion regulation and positive conflict resolution.   

Conclusion

           Children and adolescents with EBD exhibit disruptive behaviors that can negatively impact their home and school environments (Samuel, 2018).  Implementing positive behavior interventions in the school setting can significant help reduce disciplinary issues at school (Samuel, 2018).  Families can implement a token economy at home to help promote positive behaviors and reduce maladaptive behaviors.

References

Samuel, A. (2018). The Effects of Positive Behavioral Interventions and Supports for Students with Emotional or Behavioral Disorders.  Retrieved from       

http://repository.stcloudstate.edu/sped_etds/55

2. Classmate (B.Apo)

Exceptionality

Autism Spectrum Disorder (ASD) is a diagnosis that includes significant social communication deficits/delays along with restricted patterns of interests and behaviors. The essential features of autism spectrum disorder are persistent impairment in reciprocal social communication and social interaction, and restricted, repetitive patterns of behavior, interests, or activities. These symptoms are presented form early childhood and limit or impair everyday functioning American Psychiatric Association, 2013).

Impact on Family Functioning

Many children with ASD require intensive educational, behavioral, and healthcare services, which require significant financial time, and care coordination investments for families. In general, parents of children wit special health care needs are at increased risk of under- or unemployment, financial stress, family burden, poor health-related quality of life, worse physical and mental health, and poorer psychological well-being (Zuckerman, Lindly, Bethell & Kuhlthau, 2014).

Parenting stress may result from the child’s social and behavioral problems, alienation and experience of bullying, as well as deficits in planning and organizing his/her own activities and being less independent than peers. A number of this children suffer from emotional problems, depression and anxiety, which may also contribute to their parents’ stress.

The non-obvious character of the disorder leads to a lack of understanding for both the children’s and parent’s problems, and to questioning of parental competences, and the challenge stemming from child rearing can significantly affect family life and expose it to crises (White, McMorris, Weiss & Lunsky, 2012).

Intervention

The scientific basis for the use of cognitive behavior therapy (CBT) with adolescents and adults with mood or adjustment problems is extensive and diverse. In fact, CBT is one of the most widely used non-pharmacologic treatments for individuals with mental and emotional disorders, especially depression, and its use with individuals with autism spectrum disorders is growing. CBT focuses on replacing negative or ineffective patterns of thought and behavior with structured strategies that are effective in improving mood and adaptive functioning. In the autism research base, the scientific evidence for the effectiveness of “self-management,” a type of CBT, is described by the NPDC-ASD as follows: “Self-management interventions help learners with ASD learn to independently regulate their own behaviors and act appropriately in a variety of home, school, and community-based situations. With these interventions, learners with ASD are taught to discriminate between appropriate and inappropriate behaviors, accurately monitor and record their own behaviors, and reward themselves for behaving appropriately. As learners with ASD become more fluent with the self-management, some of the implementation responsibilities shift from teachers, families, and other practitioners to the learners themselves (Lindgren & Doobay, 2011).

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing

Flamez, B. & Sherperis, C. J. (2015). Diagnosing and treating children and adolescents: A guide to clinical and school settings. Hoboken, NJ: John Wiley & Sons, Inc.

Lindgren, S. & Doobay, A. (2011). Evidence-based interventions for autism spectrum disorder.  University of Iowa Children’s Hospital. 

Zuckerman, K.E., Lindly, O.J., Bethell, C.D., & Kuhlthau, K. (2014). Family impacts among children with autism spectrum disorder: The role of health care quality. Acad Pediatr. 14(4): 398-407

3. Classmate (A.Mat)

Personal statement:

While speaking about children with exceptionalities, I reflected upon the meaning of the word. I really and truly like the term as it reflects part of the reality the child and the ones around are going through. While I entirely disagree with the term disabilities, abnormalities, handicap, disturbance, or impairment, I consider that from many aspects children with exceptionalities are the gifted ones. It is unsure if this is due to a disadvantage or a trend in evolution, but children with exceptionalities have acquired something that regular children did not: the capacity to survive against all the odds.

Orthopedic impairment  

Brief description

The term means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures) (Special Ed. topics).

Two ways the exceptionality may impact family functioning and how.

At home, children with orthopedic impairment face multiple challenges. From interaction with siblings and others of their age to parents who need to accommodate their jobs to provide additional medical services for their children, those children may face adversity, ridicule or abuse. Parents will have to receive special education in how to deal with the specific disability, depending on special conditions of their child. The parents may be most of the times frustrated, discouraged or angry.

One way that the family might be impacted is through financial burdens. While the federal legislation provides several subsidies such as disability pay or assistance through the medical system, there is much more to be needed while having a child with a specific physical challenge. Devices, home improvements, special bathrooms, restrooms, and bedrooms are expensive and not all covered by grants or insurance. Also, medical procedures, repeated and necessary all life long are most of the time beyond the means of the families.

Another way the family might be impacted is due to severe, constant and burdening psychological stress due to permanent care and protection. Children and siblings might tease the child with exceptionality, or society as a whole should not understand how important it is to provide the necessary accommodations for such a child. Summer camps, vacation rentals, restaurants and movie places, even a simple trip to the amusement park, may turn into an ordeal given specific situations.

But the most painful impact is the parents thought that one day when they will be long gone, there would be no one to take care of their child.

Students with orthopedic impairments will have different physical challenges and therefore require different accommodations. Typically, students with such impairments have the same cognitive abilities as their peers without disabilities. In the general education program, the student may need special seating arrangements to help him with posture and mobility, as moving around the classroom or moving around school hallways may be difficult. Schools may also need to arrange the schedules of these students in a way that prevents them from having to travel long distances from one class to another. Providing elevator access can also help. Collectively, parents, medical professionals, teachers, counselors, and other school staff can work to provide children with orthopedic disabilities the support they need in the classroom. The child’s needs may change over time, and the officials involved in his individualized education plan can make amendments to the plan to accommodate new needs. They may also need assistive technology devices to help them communicate or lessons that address their disability, such as those that will help them improve their gross and fine motor skills.

One therapeutic intervention you might use to improve family functioning

One therapeutic intervention is family counseling with or without their child. Listening to the parents unloading their worries, being there for them with a helpful nonjudgmental demeanor, means a lot for a family under such stress. Also, when the therapeutic alliance is established, a counselor can help discuss with the family practical and reliable plans for the future of their child. This will ease the burden of not knowing what will happen after they are gone. Making the parents understand that their child is as blessed as any other child, understanding their child needs and struggles will also help the family pass difficult moments (Foley-Nicpon, Choate & Bolenbaugh, 2018).

As a social justice advocate, the counselor should make sure he or she gets involved in the child school activities while helping the school team understand additional needs the child might have and also providing for the family a circle of support, pertinent literature and brochures, places where they can feel comfortable discussing with other patents in the same situation or places where they can go with their child and feel safe and welcome.

Also, I will discuss the possibility that their child has some other exceptionalities such as unusual gifts in a specific area. These types of children who have a disability in an area but are exceptionally gifted in a different area are called children with multiple exceptionalities (Wormald, Rogers, & Vialle, 2015). For some children in this category, their special educational needs or disabilities are seen as their sole distinguishing label (especially in cases where the children’s special needs are physically or more apparent such as visual impairment or hearing impairment). Such children are at greater risk of not being identified as having high learning potential and thereby lose out of support to develop their abilities. These children then miss out on opportunities for challenge and enrichment which are the basis of good provision within the education system.  As a counselor, we must discover those areas that were underdeveloped and encourage the parents to pursue accommodations.

Foley-Nicpon, M., Choate, A., & Bolenbaugh, M. (2018). “Nothing Fits Exactly”: Experiences of Asian American parents of twice-exceptional children. Gifted Child Quarterly, 62(3), 306–319. https://doi-org.ezp.waldenulibrary.org/10.1177/0016986218758442

Wormald, C., Rogers, K. B., & Vialle, W. (2015). A case study of giftedness and specific learning disabilities: Bridging the two exceptionalities. Roeper Review, 37(3), 124–138. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1068288&site=eds-live&scope=site

https://www.cec.sped.org/Special-Ed-Topics/Who-Are-Exceptional-Learners

Bottom of Form

Required Resources

Readings

· Flamez, B. & Sheperis, C. J. (2015). Diagnosing and treating children and adolescents: A guide for clinical and school settings. Hoboken, NJ: John Wiley & Sons, Inc.

  • Chapter 5 “Autism Spectrum Disorder”
  • Ali, M. M., Salleh, N. M.      (2008). Similar of different? Examining views on exceptionality among      individuals with and without special needs. International Journal of Diversity in Organizations,      Communities, and Nations, 7(6), 335–342.
         Retrieved from the Walden Library databases.
  • Estell, D. B., Farmer, T. W.,      Irvin, M. J., Crowther, A., Akos, P., & Boudah, D. J. (2009). Students with exceptionalities and the peer group context      of bullying and victimization in late elementary school . Journal of Child and      Family Studies, 18(2), 136–150.
    © 2009 by HUMAN SCIENCES PRESS. Reprinted by permission of      HUMAN SCIENCES PRESS via the Copyright Clearance Center.
  • Orfus, M., & Howe, N.      (2008). Stress appraisal and coping in siblings of children with special      needs. Exceptionality Education Canada, 18(3),      166–181.
         Retrieved from the Walden Library databases.
  • Xiong, N., Yang, L., Yu, Y.,      Hou, J., Li, J., Li, Y., Liu, H., Zhang, Y., & Jiao, Z. (2011). Investigation of raising burden of children with autism,      physical disability and mental disability in China . Research in      Developmental Disabilities: A Multidisciplinary Journal, 32(1),      306–311.
    © 2011 by ELSEVIER SCIENCE & TECHNOLOGY JOURNALS.      Reprinted by permission of ELSEVIER SCIENCE & TECHNOLOGY JOURNALS via      the Copyright Clearance Center.
  • DSM-5 Bridge Document: Exceptionalities

Optional Resources

  • Rose, C. A., Espelage, D. L.,      Aragon, S. R., & Elliot, J. (2011). Bullying and victimization among      students in special education and general education curricula. Exceptionality Education International, 21(3),      2–14.
         Retrieved from the Walden Library databases.
  • Roskam, I., Zech, E., Nils, F.,      & Nader-Grosbois, N. (2008). School reorientation of children with      disabilities: A stressful life event challenging parental cognitive and      behavioral adjustment. Journal of Counseling & Development, 86(2),      132–142.
         Retrieved from the Walden Library databases.
  • Woods, A. G., Mahdavi, E.,      & Ryan, J. P. (2013). Treating clients with Asperger’s and      autism. Child & Adolescent Psychiatry &      Mental Health, 7(1), 1–8.
         Retrieved from the Walden Library databases.

 

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Master’s Level Methods And Expected Results For Integrative Project Proposal

In this section of the methodology, you will describe how you will collect data, the instruments used to collect the data, and how the data once collected will be prepared for interpretation and analysis

Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence and must be completed in order. You cannot submit more than one assignment at a time. Subsequent submissions should include highlighted changes.

SHOW LESS

It is the job of the scientific investigator to identify new areas of inquiry and to identify ways that we can go about gaining new knowledge about these questions.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 2: Apply theoretical and research findings from the discipline of psychology to professional and academic activities.

Describe the methodology and expected findings of a proposed research study and determine whether it is a qualitative or a quantitative method in relation to the research question.

Describe the purpose of a research study and connect the purpose to the research question.

Describe a target population that represents a sample of the general population in a way that respects diversity (for example, race, ethnicity, sexual orientation, age, physical ability, gender, et cetera).

Describe a recruitment strategy that balances natural diversity against the need for data simplification.

Discuss the potential contribution of the proposed research study considering pertinent stakeholders and support argument of expected results with current literature.

Describe the application of theoretical and research knowledge to the evaluation of a proposed research study outcomes.

Describe the implementation of a research study and address various elements of the methodology such as description of the target population, recruitment strategies, ethical considerations, procedures for data collection and steps planned for data analysis.

Summarize the expected results.

Competency 3: Apply ethical principles and standards of psychology to academic and professional activities.

Apply ethical principles and standards of psychology to the research proposal.

Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological profession.

Adhere to APA style and formatting guidelines; writing is concise and well-organized.

Preparation

As the project develops, the research question and theory of method and theory of content should be highlighted in the chapter submissions.

In this section of the methodology, you will describe how you will collect data, the instruments used to collect the data, and how the data once collected will be prepared for interpretation and analysis. Refer to the APA manual, pages 29–32, for detailed instructions as to how to complete this section.

Instructions

Use the appropriate template (qualitative or quantitative) to complete this assessment.

Submit CHAPTER 3. METHODOLOGY and CHAPTER 4. EXPECTED RESULTS for feedback and grading. As you draft your methodology, make sure that you articulate the guidelines of the profession that are applicable to the ethical conduct in research practice. The following components should be included because they provide context for the grading of Chapter 3 and Chapter 4:

Table of Contents.

Title Page.

Chapter headings (should start on new page). Subheadings.

CHAPTER 1. INTRODUCTION.

CHAPTER 2. LITERATURE REVIEW in draft form.

Note: Including these first two chapters is optional, but you may include them for the sake of formatting.

CHAPTER 3. METHODOLOGY. (Refer to the appropriate template for required subheadings.)

CHAPTER 4. EXPECTED RESULTS.

Subheadings.

Additional Requirements 

Format your assessment as follows, using the appropriate template:

Font and spacing: Times New Roman, 12 point font, double-spaced pages. Title Page.

Style and format: Follow the current APA guidelines for style and format.

 

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Positive Behavior Planning

In an authentic classroom environment, discipline procedures can either be proactive or reactive. Proactive discipline focuses on classroom management that is “designed to promote student self-control by focusing teacher intervention as the cause of discipline problems…” (Henley, Ramsey & Algozzine, 2009, p. 288). Reactive discipline, on the other hand, is where the teacher is responding to discipline problems instead of proactively predicting potential situations. Teachers who anticipate and plan for student behaviors have long-term classroom management success.

You notice that when Mr. Franklin tells the class it is time to stop their work and move to the next activity, it takes a long time for the class to complete their current activities, gather their materials, and transition to the next class. Because of this lag time, the students are often late to their next class, which makes Mr. Franklin feel frustrated. Responding to this ongoing issue, Mr. Franklin tells the class they will miss 5 minutes of their lunch time to make up for their lateness.

Initial Post: Create an initial response that explains how Mr. Franklin’s response was reactive instead of proactive. Describe at least three proactive strategies Mr. Franklin can use for a smoother transition process. Include in your description how this strategy would be implemented with supporting evidence from the readings and Week Four’s Instructor Guidance.

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Final Thoughts

After watching the video, Creating Your Teacher Interview Portfolio https://www.youtube.com/watch?v=5GRQlfYACkY, create an initial response that defines how this course has helped you determine your professional interests in the field of special education. Additionally, state specifically how having an electronic Resource Manual will help you in your career. What knowledge have you gained in compiling the information and related artifacts? How will you maintain and update your portfolio? What are new ideas and topics in which you’d like to learn more? With each question, provide an example and include support from the readings and Instructor Guidance from the various weeks within the entire course.

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Final Thoughts was first posted on July 2, 2019 at 11:53 am.
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A Century Ago, America Built Another Kind Of Wall”

write a 1-2 page paper identifying the main idea in this writing by Daniel Okrent, and include details from the writing to support it. But also provide your response to the essay. In other words, do not just summarize what the author wrote, but also analyze ideas in his writing.

Look that article up on google it should be short.

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A Century Ago, America Built Another Kind Of Wall” was first posted on July 2, 2019 at 11:55 am.
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