examine environmental and genetic influences on fetal development.

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DISCUSSION 1

For this Discussion, you will examine environmental and genetic influences on fetal development.

To prepare for this Discussion:

· Select one genetic influence and one environmental influence on fetal development and think about how these influences might impact each other.

Post a brief description of the genetic influence and the environmental influence you selected. Then, explain how the environmental influence might positively or negatively affect the development of a fetus with the genetic influence you selected. Be specific and provide examples. Use your Learning Resources to support your post. Use proper APA format and citations.

Assignment: An Infant Case Study—Sam

Many changes happen from conception to birth. A single-celled zygote multiplies and grows over approximately 9 months into a living, breathing human being composed of trillions of cells. That’s quite an amazing feat! With such rapid growth occurring, it is not surprising that the developing fetus is vulnerable to a number of different environmental influences.

For this Assignment, you will examine an infant case study to determine short-term developmental outcomes.

Refer to the following Case Study about Sam, a male infant:

An infant male, Sam, was born to Jane and Roberto. Jane works in the city as a medical transcriptionist, but requested 12 weeks of family leave effective immediately upon Sam’s birth.

 

Sam was born 6 weeks premature, by Cesarean delivery. His Apgar score at 1 minute was 5; after receiving oxygen, his Apgar score at 5 minutes was 8. Apart from the first few minutes after birth, Sam has not required oxygen or respiratory assistance. Because of his prematurity, Sam stayed in the hospital for 72 hours before he was discharged.

 

Jane drank occasionally throughout the pregnancy, but reported drinking most heavily during the last trimester of her pregnancy, which was about the time Roberto got laid off from his job. There is suspicion, although not confirmed, that Sam has Fetal Alcohol Spectrum Disorder (FASD). Sam is a fussy eater, requiring short and frequent feedings. He has been home for 2 weeks and wakes up hungry every 2 hours. He does not sleep through the night.

 

Roberto and Jane live in a house in a rural area. They do not have a network of friends and family who live nearby who can help, but Jane’s mother has offered to move in with them temporarily. Roberto and Jane’s mother get along very well. Jane is debating whether she should reduce her family leave and go back to work earlier than she had planned.

Many of the details in the above case study have purposely been left ambiguous (e.g., ethnicity, geographic location, etc.) so that you can make some conjectures of your own and relate that to Sam’s short-term and long-term prognosis.

To prepare for this Assignment:

· Review the Learning Resources for this week and consider any environmental factors that might affect the infant’s development.

· Search the Internet and/or the Walden library to find articles related to the case study that might support your findings.

For this Assignment:

Write a 2- to 3-page paper and include the following:

· Explain the environmental factors presented in the Case Study, as well as others that may be present but not specifically identified in the Case Study that might affect Sam’s development.

· With the environmental factors you explained, further explain what you think the best case scenario and the worst case scenario might be for Sam’s short-term developmental outcomes and explain why.

· Be specific, provide examples, and justify your response with citations from the Learning Resources/literature.

Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course. Use proper APA format and citations.

Required Readings

Berk, L. E. (2018). Development through the lifespan (7th ed.). Upper Saddle River, NJ: Pearson Education.

· Chapter 2, “Genetic and Environmental Foundations” (pp. 42-72)

· Chapter 3, “Prenatal Development, Birth, and the Newborn Baby” (pp. 74-111)

Charness, M. E., Riley, E. P., & Sowell, E. R. (2016). Drinking during pregnancy and the developing brain: Is any amount safe? Trends in Cognitive Sciences, 20(2), 80–82. doi:10.1016/j.tics.2015.09.011

Note: You will access this article from the Walden Library databases.

Entringer, S., Buss, C., & Wadhwa, P. D. (2015). Prenatal stress, development, health and disease risk: A psychobiological perspective—2015 Curt Richter Award Paper. Psychoneuroendocrinology, 62, 366–375. doi:10.1016/j.psyneuen.2015.08.019

Note: You will access this article from the Walden Library databases.

Tzouma, V., Grepstad, M., Grimaccia, F., & Kanavos, P. (2015). Clinical, ethical, and socioeconomic considerations for prescription drug use during pregnancy in women suffering from chronic diseases. Therapeutic Innovation & Regulatory Science, 49(6), 947–956. doi:10.1177/2168479015589820

Note: You will access this article from the Walden Library databases.

DISCUSSION 2

For this Discussion, you will explore one developmental milestone in infancy and/or toddlerhood as it relates to cognitive, physical, and/or social-emotional development.

To prepare for this Discussion:

· Review the Learning Resources for this week and consider the various developmental milestones in infancy and/or toddlerhood.

· Select only one developmental milestone in infancy and/or toddlerhood as it relates to cognitive, physical, and/or social-emotional development.

Post a brief description of the developmental milestone you selected. Then, explain the impact of missing and meeting the milestone as it relates to cognitive, physical, and social-emotional development in infancy and/or toddlerhood. Use your Learning Resources to support your post. Use proper APA format and citations.

Assignment: Attachment and Child-Rearing Style

A key element of social-emotional development during infancy and toddlerhood is the establishment of bonds of attachment. A child’s temperament can influence the nature of attachment with caregivers. For instance, an infant’s difficult temperament might make it more likely that he or she will develop an insecure attachment to the caregiver. If caregivers receive sufficient social support, thereby establishing a “goodness of fit” between temperament and environment (i.e., parenting), they can overcome some of the challenges of raising a difficult child.

The child’s temperament and the caregiver’s parenting style work in tandem to affect the child’s social-emotional and cognitive development. Caregivers who exhibit open displays of warmth and affection and who respond to their children’s needs in a timely manner (thereby acknowledging that each child has some influence on other family members) are likely to socialize their children so that they feel positively about themselves, learn to trust, and are secure with their caregivers. As you examine other parenting styles, think about how the level of caregiver responsiveness affects infant attachment.

For this Assignment, you will explore different parenting styles and forms of attachment, and you will examine how culture might impact the type of attachment.

To prepare for this Assignment:

· Review this week’s Learning Resources and select two child-rearing styles. Based on these child-rearing styles, consider two different types of attachment.

For this Assignment:

Write a 2- to 3-page paper and include the following:

· Briefly describe the two child-rearing styles you selected.

· Describe the two types of attachment you might expect, based on each child-rearing style you selected and explain why.

· Finally, explain how culture may impact the type of attachment.

· Be specific, provide examples, and justify your response with citations from the Learning Resources/literature.

Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.

Required Readings

Berk, L. E. (2018). Development through the lifespan (7th ed.). Upper Saddle River, NJ: Pearson Education.

· Chapter 4, “Physical Development in Infancy and Toddlerhood” (pp. 114-146)

· Chapter 5, “Cognitive Development in Infancy and Toddlerhood” (pp. 148-180)

· Chapter 6, “Emotional and Social Development in Infancy and Toddlerhood” (pp. 182-210)

Darling, N. (1999). Parenting style and its correlates. Retrieved from ERIC database. (ED427896)

Note: You will access this article from the Walden Library databases.

Keller, H. (2012). Attachment and culture. Journal of Cross-Cultural Psychology, 44(2), 175–194. doi:10.1177/0022022112472253

Note: You will access this article from the Walden Library databases.

Required Media

Films Media Group. (Producer). (2000). Baby’s first year [Video file]. Part of the Series: Beginning the Journey. New York, N.Y.

share a moment when you either used emotion to make a decision OR you used logic.  What was the decision and why do you think you acted that way?

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INTRO INTO PSYCHOLOGY

Week 8 Discussion

When we have to make a big decision, there are moments when it feels like our heart may rule all and we make decisions based upon an emotional response.  However there may be other decisions, where emotion did not play any role and it was a logical decision based on a set of well-reasoned facts.  What do you prefer?  Do you generally use logic and reason when you make decisions?  Do you rely on your emotion, intuition or “gut”?

In your discussion post share a moment when you either used emotion to make a decision OR you used logic.  What was the decision and why do you think you acted that way?  How does that connect with what we learn about thinking and problem solving in Chapter 8?

INTRO INTO PSYCHOLOGY

Week 09 Discussion.

The excitement of being a new manager has started to wear off.  Your boss is pressuring you because you need your team to work faster.  You need to find a way to motivate them!  Based on your psychology class, you realize that you have two choices.

CHOICE 1 – Praise.  You could focus on those who do really well and praise them for their success. There will be a bulletin board that highlights those employees with the best performance.

CHOICE 2 – Pay.  For those employees who produce more, they get paid more.  The top 5% get a big raise.

Which choice do you make?  This is really important because your end of year bonus depends on your team’s productivity.  In your discussion post, share which choice you make and how that connects to what you have learned about motivation.

INTRO INTO PSYCHOLOGY

Week 10 Discussion Attachment

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How do groups influence you as an individual? Do you beat to your own drum?  Do you follow the crowd?  Social psychology studies how our relationships influence our behavior.

Here is a clip from Brain Games to learn more about how a  group can  influence individual behavior: https://youtu.be/k2F_7B_-FI4 

What would you do?  Would you go along with the group?  Would you do your own thing?  Why would you behave in this way?

Remember to have 3 posts in the discussion.

INTRO INTO PSYCHOLOGY

Week 11 Discussion

In this interview (https://www.psychologytoday.com/blog/functioning-flourishing/201801/are-you-tougher-you-think), Emilia Lahti offers five specific actions you can take to build up Sisu so that you can endure and even thrive in moments of extreme stress.  For this discussion, pick one of the five and describe how you will work to build your capacity to do this.  How will cultivating this specific action help you?  Attachment

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Job Placement Case Study

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The Case of “Hector”

Case Study 1: Chronic Hepatitis (Cirrhosis of Liver) & Wernicke-Korsakoff Syndrome

I. Case History

Background Information

Hector is a 44 year old, Hispanic male of low socioeconomic status. He lives on the southwest side of Chicago, Illinois in a neighborhood that is heavily populated with people of his ethnic background. Hector lives in a 3 bedroom home that he is currently renting.

Family History/Current Relationships

Hector was born in San Juan, Mexico and was raised in a two parent household, and has four siblings. Hector is the youngest of the four children. He comes from a Catholic background. Hector’s father worked as a carpenter, and his mother was a homemaker. Hector’s father was an alcoholic and was both physically and verbally abusive to the family. Hector lost his father at age 10 due to a physical altercation that took place at a local watering hole, which resulted in a fatal injury. His mother decided to relocate to the United States where she could receive the support of her family. At age 23, Hector met his current wife. Hector lives with his wife Consuela (age 40), and his 3 children Veronica (age 8), Mateo (age 6) and, Alejandro (age 2). Recently, his mother, and two cousins have moved into the home due to medical and financial reasons. Hector indicates that although times are hard, he is very committed to his family and grateful for their ongoing support.

Support Systems

Hector considers his family to be his primary support system. He indicates that they work very hard to be there for one another no matter what the situation. He indicates that he has a few friends but feel that they are not necessarily positive support systems, but can often times provide an outlet to stress.

Education

Hector has not graduated high school, but when time permits, he attends classes at a community agency who is assisting him with prep classes that will enable him to take the G.E.D. However, Hector admits that he is not able to consistently pursue obtaining his G.E.D because earning a living is his priority at this time.

Employment

Hector indicates that he is the primary provider in the home at this time. He indicates that they are able to receive some government assistance (Medicaid, food-stamps, WIC), but the income is supplemented, depending on his ability to obtain work. Hector currently works as a seasonal worker for a construction company. He reports that when he is actually called in to work, he can make decent money. However, there is question as to whether Hector receives his salary “under the table”. Hector does not have reliable transportation. Although he owns a mini-van, he reports that it is in constant need of repair. Hector chooses use public transportation and carpooling as a primary mode of transportation, because his license is suspended due to receiving his second DUI/DWI.

II. Description of Presenting Problem

Hector reports that he knows that he has an issue with alcohol, and has had the issue for over 20 years. Hector reports that the problem with his drinking has affected his family immensely, but it helps him to cope. However, most recently he was hospitalized and was diagnosed with chronic hepatitis. Hector reports a history of alcohol and drug use but he considers his use of drugs (cocaine, crack, heroin, etc.) as experimental. However, the use of alcohol has been ongoing. Hector indicates the first onset of use to be at age 14. He reports he began drinking alcohol and smoked marijuana with friends almost daily throughout his teenage years. Hector reports that he currently drinks about a six pack daily, and can usually drink 4-5 pints of vodka on average weekly. He reports when finances permit he will often indulge in top shelf Tequila.

Hector was brought into the hospital by his foreman because he was acting strangely on a job. Hector’s foreman related that once he gave him directives or instruction, he would often forget those instructions or the event altogether. He also noticed some balance issues, which is a liability in the construction business. Therefore, the foreman thought it was important to get him in to see a doctor because he seemed “out of his head “, and confused. The hospital kept Hector for a one week period and diagnosed him with chronic hepatitis C (cirrhosis of the liver) and Wernicke-Korsakoff syndrome. Initially, Hector had no idea that he had these conditions. He attributed his fatigue, nausea, abdominal pain, memory lapses and poor appetite to “bad hangovers”. However, he has been receiving health education from his physicians, and the nurse case manager and he understands that chronic hepatitis (inflammation, liver damage) can be caused by a group of viruses (A, B, C, D, and E). He has also learned that the infections can cause many symptoms such as fatigue, nausea, poor appetite, abdominal pain, fever, and jaundice. His attending physician has also explained that Wernicke-Korsakoff syndrome (brain disorder caused by the lack of vitamin B1) can be the result of alcohol abuse and can cause memory loss, problems learning new information, long term memory gaps, confabulation (making up information that cannot be remembered).

III. Discussion Questions

1. What are the psychosocial implications that Hector may face as a result of his conditions?

2. What are the vocational implications that may be problematic for individuals with his particular diagnoses?

3. Are there specific assistive technologies available to assist in maintenance of independence?

Peak Performance in Athletes

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Essay: Peak Performance in AthletesPart I:Imagine that you are the coach of an elite-level athlete in training for the upcoming Olympic Games.

Create a hypothetical athlete in a sport of your choice. Discuss how you would use a specific model or models as a knowledge base of psychological preparation for peak performance to mentally prepare this athlete to achieve a peak performance in his/her event at the Olympics. In your answer, explain the relationship between psychological factors and performance. Also be sure to provide specific examples and details to illustrate your understanding of the model(s) you have chose to use.The following resources will give you a good starting point for your research:Developing a mental game plan: http://thesportjournal.org/?s=Developing+a+mental+game+planPerformance Imagery: https://www.psychologytoday.com/blog/the-power-prime/201211/sport-imagery-athletes-most-powerful-mental-toolYouth Football Players and Psychological Preparation: http://usafootball.com/blogs/health-and-safety/post/9067/5-mental-preparation-strategies-for-athletesPart II:Compare and contrast the list of psychological skills with the list of psychological characteristics associated with peak performance in athletes. Discuss the extent to which the use of psychological skills (such as imagery, thought control, and so on) can have an impact on various psychological characteristics (such as confidence and concentration). Illustrate your answer with examples from sport or your own personal experiences. You can use some of the resources below as a starting point for your research. Follow APA guidelines for writing and citing sources.The following resources will give you a good starting point for your research:The role “character” plays in athletic excellence: A look at elite athletes and their coaches:http://www.usapowerlifting.com/newsletter/20/coaching/coaching.htmlPsychological aspects of peak performance: www.drrelax.com/slideshw2.ppsPsychological characteristics of elite atheletes: http://www.elitetrack.com/article_files/sportpsych.pdfWrite a 2–3-page essay and present it in Microsoft Word document format.

Name the file M1_A4_LastName_PeakPerformance.doc and submit it to the Submissions Area by the due date assigned.All written assignments and responses should follow APA rules for attributing sources.

Assignment 4 Grading Criteria Maximum Points Explained how you would mentally prepare the athlete to achieve peak performance using your knowledge of the model(s) of psychological preparation for peak performance reviewed for this assignment.

8 Explained the relationship between psychological factors and performance.

8 Provided specific examples and details to illustrate your understanding of the model.

8Compared and contrasted the list of psychological skills with the list of psychological characteristics associated with peak performance in athletes.

8 Discussed the extent to which the use of psychological skills can have an impact on various psychological characteristics.

12 Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.

8 Total:52

clinical issues in the elderly and neglect and abuse of   dependent adults and the elderly.

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Details:
Develop a PowerPoint presentation of 15-18 slides,   addressing clinical issues in the elderly and neglect and abuse of   dependent adults and the elderly. Create speaker notes for each of the   slides. Include the following in your presentation:

Part 1: Clinical Issues (cognitive decline, depression,     anxiety, substance use, etc.)

  1. Physical consequence of the clinical issue
  2. Emotional     consequences of the clinical issue
  3. Cognitive consequence of     the clinical issue.
  4. Spiritual consequences of the clinical   issue

Part 2: Abuse and Neglect

  1. Common forms of vulnerable adult and elderly neglect.
  2. Warning signs of vulnerable adult and elderly abuse.
  3. Legal and ethical considerations for reporting abuse and/or     neglect of vulnerable adults and the elderly.

In addition, include slides for a title, introduction,   conclusion, and references (four slides minimum).

Include a minimum of four scholarly references in your presentation.

Include speaker notes below each content-related slide that   represent what would be said if giving the presentation in person.   Expand upon the information included in the slide and do not simply   restate it. Please ensure the speaker notes include a minimum of 50 words.

Must pass turn it in with less than 5%

Everyone is impacted differently by what they experience throughout their lifetime. Our experiences and reactions to those experiences are most often unique

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RESPOND TO 2 CLASSMATES

CLASSMATE #1 K. P.

 

  • Everyone is impacted differently by what they experience throughout their lifetime. Our experiences and reactions to those experiences are most often unique. The book mentions that George Kelly believed that people develop and modify theories in order to accomplish the goals of explanation and prediction, or personal constructs (Lecci & Magnavita, 2013). If someone cannot properly understand their own construct system often anxiety can immerge. “The constructionist view is one that focuses more on the idea that reality is not revealed to individuals but instead it is reached through a process of construction (Vall Castello , 2016). Constructionists believe that meaning-making should be intraindividual, or should occur within someone (Vall Castello , p.2, 2016). They carry the belief that “language is not a tool for representing reality but is a means to make sense of reality in a social context” (Vall Castello , p.2, 2016). The author of one article explained that bridging allows everyone to be able to comprehend these complexities (Vall Castello , 2016). One commonality is that one’s past plays a role in their current and future choices. This can also be described as an attitude of learning from one’s mistakes and experiences.

    Lecci, L.B. & Magnavita, J.J. (2013). Personality Theories: A Scientific Approach. San Diego: Bridgepoint Education, Inc.

    Vall Castello, B. Bridging constructivism and social constructionism: The journey from narrative to dialogical approaches and towards synchrony. Journal of Psychotherapy Integration, Vol 26(2), Jun, 2016 pp. 129-143.

    Reply Reply to Comment

———————————————————————————————-CLASSMATE #2

    • H. R.
    • Constructivists asserted that learning was not a passive intake of information and knowledge.  They rather believed that experiences and opportunities are present that allow an individual to build meaning and create knowledge.  In gaining knowledge, they have context and interaction with the information rather than just having it programmed into them.  By constructivist belief, tabula rasa (a blank slate) is nonexistent.  Everyone is a learner and each learner bring their unique combination of experiences and culture to the way they encounter life.  Their personalized point of view is what gives different individuals differing knowledge and how people can view the same piece of information differently.  Previous schools of thought viewed knowledge as something to be gained.  Once an individual could take in the knowledge, they could start to understand their world as it is.  Constructivism reversed that notion; stating that with knowledge the person can give meaning and order to their personal reality.
      Theories such as behaviorism and psychoanalysis are very strong historical roots in the psychological field.  Behaviorism was based largely on the idea that knowledge should come from what can be seen, measured, and quantified.  Psychoanalysis focused on investigation of the mind to see how it is governing the individual.  These theories approach individuals as something to be figured out, information is sorted, and then they become fixable.  Once the clinician gains enough information regarding the client, they can make organized sense of the client, and use techniques to correct behavior.  On the other end of the spectrum, humanism and existentialism focus on the individual’s experiences, identity, and potential.  Specifically, in humanistic theory, there is an emphasis on understanding the history of an individual to understand where they are in their present state.  Constructivist theory acts as the hinge between these different periods in personality theory.

      References
      Chiari, G. (2016). To live is to know, to know is to change: Change in personal construct psychology and psychological constructivism. Journal Of Constructivist Psychology, 29(4), 340-356. doi:10.1080/10720537.2015.1134364
      Lecci, L.B. & Magnavita, J.J. (2013). Personality Theories: A Scientific Approach. San Diego: Bridgepoint Education, Inc.

The humanistic theories help to understand how to apply certain psychological theories that are presented in a way that emphasizes human nature as good with the potential to always improve

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CLASSMATE #1- T. S. C.

 

The humanistic theories help to understand how to apply certain psychological theories that are presented in a way that emphasizes human nature as good with the potential to always improve.” The humanistic therapist accompanies/guides clients to free themselves from assumptions and positions that might be blocking them from living fuller lives” (CCPE, Psychological and Educational Services, 2018). In other words, allowing for affirmation of small successes when there are positive behavioral changes that increase self-confidence or active self-actualization. Humanistic Psychology looks at the whole person, not just the behavior that needs to change.

The existentialist theory works from a different angle, but with the same goals. “The existentialist, on the other hand, is more interested in guiding/accompanying clients to find philosophical meaning while they face anxiety” (CCPE, Psychological and Educational Services, 2018). This approach is more in helping a client make decisions and guiding that thought process and giving them the tools, they might need and also walking beside them as they complete said tasks.  The humanistic is guiding but does not present ideas to the client.

In understanding these theories, I know I apply the humanistic approach. As a Life Coach, I practice this every day. I guide my conversations by what my client wants, and I ask curiosity questions on how they want to go about their next steps by creating measurable goals that are realistic and attainable. These goals are designed, implemented and met by the client’s own drive and their discovery of their own potential.

In selecting a theorist, I would have to select Erikson. As a former parenting coach and implementing and facilitating with a curriculum that was based on Erikson’s and Piaget’s theories, they offer a very significant insight into behavior. In understanding how the foundations of learning are shaped by early social learning for future adult behaviors.

Works Cited

CCPE, Psychological and Educational Services. (2018). Humanistic-existential approach. CCPE Psychological and Educational Services, 1.

—————————————————————————————————  CLASSMATE # 2— K. P.

 

Carl Rogers was an influential psychologist who had the opposite views as Freud (Lecci & Magnavita, 2013). Many of his concepts and theories were significantly impacted by his religious beliefs and background as a pastor (Lecci & Magnavita, 2013). I selected Carl Rogers because I can relate to his religious background because I have a similar one and I also agree with many of his ideas. I find it easier to learn and understand someone’s concepts when I can agree with them. One such concept is Roger’s idea that people are good at their core and bad behavior only occurs from conditioning negative behavior (Lecci & Magnavita, 2013). He also created his own terms for the idea of protecting yourself from any perceived threat as denial, which can be compared to Freud’s defense mechanisms behavior (Lecci & Magnavita, 2013). Many historical and modern psychologist build upon other psychologist’s theories to better them or create more specific versions of the original theory. “Theorist who reclaimed the ‘self’ as the focus of investigating human personality initiated a movement, which can be referred to as humanism-existentialism” (Lecci & Magnavita, p 9.1 2013). The humanist movement focused on the idea of self-actualization (Lecci & Magnavita, 2013). “Self-actualization can be defined as the goal-directed behavior of an individual toward achieving one’s potential” (Lecci & Magnavita,p.9, 2013). Some individuals lack the ability to self-actualize and as future counselors, we can assist them in creating goals to help them achieve more out of life. Also, the existentialists believe that aversive emotional experiences that happen are a result of our awareness of free will or choice (Lecci & Magnavita, 2013). Both humanistic and existential theories are valid theories in which individuals can assess personalities.

What theorist did you choose and did you connect with their beliefs or opinions as well?

Lecci, L.B. & Magnavita, J.J. (2013). Personality Theories: A Scientific Approach. San Diego: Bridgepoint Education, Inc.

Dementia Study Links Your Risk with Your Fitness Level

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• Read the article on the next page from CNN entitled “Dementia Study Links Your Risk with Your Fitness Level” by Jacqueline Howard.

• Type responses to the following:

1) Specify at least two fields of psychology that the article content falls into and explain a) the nature of each field and b) why the article content falls into each field. Be sure to include specific content from the news article to illustrate your points in this section.

2) Explain in detail how this news event connects to two distinct and specific course concepts, theories, or research findings (write at least one paragraph per connection). You must use your textbook to find these course connections and provide the page number of the material you are using from the textbook for each connection. The material you connect to the article content may come from any section of the textbook, but be sure to connect to specific, rather than general, concepts. For example, conditioning is a general concept, operant conditioning is more specific, and negative reinforcement is even more specific. The more specific you are in your connections, the better. Be sure to include specific content from the news article to illustrate your points in this section.

area of psychology and the type of impact you would like to make in that area. 

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Write a 3–4-page blog post in APA format that explains your interest in an area of psychology and the type of impact you would like to make in that area.

Make sure to follow these steps below!

Describe the skills required to be a psychology professional, and explain how the practitioner-scholar model supports professional development. Finally, explain the importance of research to the area of psychology you plan to go into.

Directions

 

Suppose you are a member of a professional organization that is active on social media through a popular blog site. You have been talking about going back to school to complete your master’s degree with other members of the organization. Now you have been asked to write the next blog post on your decision to enroll in this program.

You must use at least two of the readings listed under Required Resources to support your work in this assessment. You may also use additional resources that you locate yourself, but you must use at least two from the list provided. Because this is a psychology course and your assessment will be geared towards psychology professionals, format it following APA guidelines (you may wish to use the APA Paper Template located in the Suggested Resources).

Requirements

In your blog post, please complete the following:

  • Identify the area of psychology you wish to go into and explain why this area is important to you.
  • Describe the impact you would like to make in the field of psychology.
    • Do you have a plan for your vision?
    • What will be your measure of success?
  • Describe the skills and abilities required to be a successful psychology professional.
  • Explain how Capella’s practitioner-scholar model will be helpful to your professional development.
  • Explain the importance of research to the area of psychology you wish to go into.

 

Required Resources

You must use a minimum of two resources from the Required Resources category.

Specializations in Psychology

The assessment asks you to identify the area of psychology you wish to go into and why, as well as the skills and abilities of a psychology professional. These resources provide information on those topics.

  • Belar, C. D. (2012). Reflections on the future: Psychology as a health profession. Professional Psychology: Research and Practice, 43(6), 545–550.
  • Brinthaupt, T. M., Counts, V. E., & Hurst, J. R. (2012). Stereotypes about the psychology degree: Student sources and beliefs. Journal of Instructional Psychology, 39(3/4), 229–242.
  • Nash, J. M., & Larkin, K. T. (2012). Geometric models of competency development in specialty areas of professional psychology. Training & Education In Professional Psychology, 6(1), 37–46.
Practitioner-Scholar Model

These resources provide information about the learning model followed by Capella, which is one of the items you must address in your blog post.

  • McClintock, C. (2003). Scholar practitioner model. In A. DiStefano, K. E. Rudestam, & R. J. Silverman (Eds.), Encyclopedia of distributed learning (pp. 394–397). Thousand Oaks, CA: Sage.
  • Learning Model Quick-Reference and Examples [PDF].
Role of Research

The articles listed address the role of research in psychology.

  • Babione, J. M. (2010). Evidence-based practice in psychology: An ethical framework for graduate education, clinical training, and maintaining professional competence. Ethics & Behavior, 20(6), 443–453.
  • American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx
  • Smedslund, J., & Ross, L. (2014). Research-based knowledge in psychology: What, if anything, is its incremental value to the practitioner? Integrative Psychological & Behavioral Science, 48(4), 365–383.

No plagiarism, spelling, or grammar mistakes

Your blog post should be 3–4 pages in length, reference at least two scholarly resources, and follow APA guidelines. You need to include a title page and a reference page.

Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience.

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Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.

There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.

Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.

The Assessment Guide must include the following sections:

Table of Contents (Portrait orientation must be used for the page layout of this section.)
In this one-page section, students must list the following subsections and categories of assessments.

  • Introduction and Overview
  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (student’s choice)
  • References

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)
Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

  • Definition of a Test (e.g., What is a Test?)
  • Briefly define psychological assessment.
  • Types of Tests
  • Identify the major categories of psychological assessment.
  • Reliability and Validity
  • Briefly define the concepts of reliability and validity as they apply to psychological assessment.
  • Role of testing and assessment in the diagnostic process
  • Briefly explain role of assessment in diagnosis.
  • Professionals Who Administer Tests
  • Briefly describe the types of professionals involved in various assessment processes.
  • Culture and Testing
  • Briefly describe issues of cultural diversity as it applies to psychological assessment.

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)
For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets (Links to an external site.)Links to an external site.. Be sure to reference the content requirements (Links to an external site.)Links to an external site. prior to completing each of the information sheets on the following categories of assessment.

  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)

Special Topics (Student’s Choice)
In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

  • Testing Preschool-Aged Children
  • Testing Elementary School-Aged Children
  • Testing Adolescents
  • Testing Geriatric Patients
  • Testing First Generation Immigrants
  • Testing in Rural Communities
  • Testing English Language Learners
  • Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)
  • Testing Individuals Who Are Incarcerated
  • Testing for Competency to Stand Trial
  • Testing in Child Custody Cases

References (Portrait orientation must be used for the page layout of this section.)
Include a separate reference section that is formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the Ashford University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to Pathbrite  (Links to an external site.)Links to an external site.and upload the revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.)Links to an external site. to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.)Links to an external site. website for information and further instructions on using this portfolio tool.

The Assessment Guide

  • Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of guide
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the Ashford University Library.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
  • Must incorporate at least three different methods of presenting information (e.g., text, graphics, images, original cartoons).
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