Role in criminal justice system

Imagine that you are being considered for a job with a local adolescent behavioral program that specializes in helping teenagers who have experienced minor encounters with the law. You’ve been called back for a second interview and their employee search committee has asked you to develop a presentation about the criminal justice system and the juvenile justice system in your community.

You need to research the topic and prepare a visually appealing PowerPoint slideshow to accompany your presentation. Your PowerPoint slideshow will need to:

  1. Have a title slide that includes the name of your community.
  2. Contain 6-12 content slides.
  3. Address the following questions:
  4. How does poverty play a role in the criminal justice system?
  5. How does mental illness play a role in the criminal justice system?
  6. How does the criminal justice system approach adolescents/children who break the law?
  7. How does the criminal justice system approach adults who break the law?
  8. In your opinion, what would be one improvement that could be made to the criminal justice system?
  9. Be written using proper spelling/grammar.
  10. Cite at least 3 academic references and present the sources in APA format on a References slide.

When developing a presentation, it’s important to be mindful of how you layout your content. The slides should present key points, arranged in a logical manner, without extraneous information contributing to a cluttered look. Using the Speaker Notes feature in PowerPoint is a great way to include relevant details to be shared during your presentation without overloading the slides.

For information about creating PowerPoint presentations or how to add Speaker Notes, consult the

Thinking Exercise Assignment Instructions

Critical Thinking Exercise Assignment Instructions

Overview

Critical thinking is an important skill to develop as you seek to become a more skilled consumer of knowledge. While some of what you read in the news or online may be true, most of us approach information such as this with a healthy dose of skepticism. We read it, think about it, consider the source(s) of the information and may even compare different versions before we are willing to accept it as truth. What many students do not realize is that academic sources should also be approached with a degree of skepticism as textbooks and academic journal articles may contain inaccuracies or hidden bias.

As Biblical worldview thinkers it is important to examine everything in light of the truth we know to be ultimately authoritative. If something we read appears to contradict what we know to be true (based on Scripture) we should examine it closely and critically.

The two examples provided below are in our textbook. In both cases, the content would seem to indicate that a position supported by Biblical truth is incorrect. We will examine each idea to determine if the message communicated can hold up to a critical analysis based on empirical evidence and our Christian worldview.

 

Instructions

For each of the topics listed below you will:

1. Examine a statement from our textbook in light of scholarly literature, and a Biblical perspective.

2. Write a brief reaction essay (with a minimum of 500 words) describing your critical analysis and conclusions.

3. After completing analysis, you will create an APA-formatted document with the title page, your reaction essay, and a reference list identifying any source cited in your essay. You should cite the textbook, the Bible, and any other scholarly source used.

 

Topics

Topic 1 (Module 5)

Comparing Outcomes Related to Close Relationships

(You may discuss one or both items listed below)

Cavanaugh & Blanchard Scholarly Source Scripture
From the section on cohabitation:

“Longitudinal studies find few differences in couples’ behavior after living together for many years regardless of whether they married without cohabiting, cohabited then married, or simply cohabited” (Stafford, Kline, & Rankin, 2004).

 

Choose at least one of the following to include in your discussion:

Stafford, L., Kline, S. L., & Rankin, C. T. (2004). Married individuals, cohabiters, and cohabiters who marry: A longitudinal study of relational and individual well-being. Journal of Social and Personal Relationships, 21(2), 231-248.  https://doi.org/10.1177/0265407504041385 

 
From the section on LGBTQ Relationships:

“Research indicates committed gay and lesbian couples have most of the same characteristics as committed heterosexual couples.”

Choose at least one of the following to include in your discussion:

Veldhuis, C. B., Hughes, T. L., Drabble, L., Wilsnack, S. C., Riggle, E. D. B., & Rostosky, S. S. (2019). Relationship status and drinking-related outcomes in a community sample of lesbian and bisexual women. Journal of Social and Personal Relationships, 36(1), 244-268.  https://doi.org/10.1177/0265407517726183 

Kolk, M., Andersson, G. Two Decades of Same-Sex Marriage in Sweden: A Demographic Account of Developments in Marriage, Childbearing, and Divorce. Demography 57, 147–169 (2020).  https://doi.org/10.1007/s13524-019-00847-6 

Kelley, M. L., Milletich, R. J., Lewis, R. J., Winstead, B. A., Barraco, C. L., Padilla, M. A., & Lynn, C. (2014). Predictors of perpetration of men’s same-sex partner violence. Violence and Victims, 29(5), 784-796.  https://doi.org/10.1891/0886-6708.VV-D-13-00096 

Rollè, L., Giardina, G., Caldarera, A. M., Gerino, E., & Brustia, P. (2018). When intimate partner violence meets same sex couples: A review of same sex intimate partner violence. Frontiers in Psychology, 9, 1506-1506.  https://doi.org/10.3389/fpsyg.2018.01506 

 

 

 

 

Topic 2 (Module 7)

Comparing Perspectives Related to End of Life Issues

Cavanaugh & Blanchard Alternative Perspective Scripture
From the section on Euthanasia:

In the arena of death and dying, the most important bioethical issue is  euthanasia —the practice of ending life for reasons of mercy.

Children under the age of 18 were euthanized in Belgium between Jan 1, 2016 and Dec 31, 2017. They were 9, 11, and 17 years old.

 

“Last year, a member of the euthanasia commission resigned in protest because it refused to recommend prosecution when a woman with dementia who had not requested euthanasia was nevertheless put to death at her family’s request”

 

https://www.washingtonpost.com/opinions/children-are-being-euthanized-in-belgium/2018/08/06/9473bac2-9988-11e8-b60b-1c897f17e185_story.html 

 

Bioethicists in Canada argue that doctors should be allowed to euthanize children without parental consent.

https://www.nationalreview.com/corner/child-euthanasia-without-parent-approval-pushed-for-canada/ 

 

 

 

Your assignment will be checked for originality via the Turnitin plagiarism tool.

 

 

 

 

Page 2 of 2

Final Submission Assignment Instructions

Research Paper: Final Submission Assignment Instructions

 

Overview

Now that you have thoroughly investigated and gathered research through the previous two assignments, you are ready to write a research paper addressing Classical and Instrumental (Operant) Conditioning Theories. This culminating assignment will provide a research foundation for your work in the field as a professional. Understanding foundational theories of learning is imperative to providing the best opportunities for learning in various settings. Completion of this assignment will improve research and communication skills while increasing your knowledge of these theories.

 

Instructions

Create a formal, current APA formatted paper using the following specifications and outline.

· Body of the paper should be a minimum of 8 pages (this does not include the title page or reference page)

· Current APA style is required.

· Minimum of 10 scholarly peer reviewed journal articles addressing Classical and/or Instrumental (Operant) Conditioning, published within the most recent 5 years, as well as the textbook, and the Bible, must be included in both in-text citations and the reference page.

· Websites are not acceptable sources.

· Do not include direct quotes. Instead, paraphrase information from the scholarly sources (using in-text citations) in order to demonstrate your mastery of each concept.

· Do not use first person. Write in a formal college-level essay style.

· Current APA Level 1 sub-headings must be used throughout the paper. The 6 main sections of the paper will address the following topics:

 

1. Historical Development of Each Theory—For each theory, discuss prominent persons and their corresponding historic contributions. Include how each theory developed over time.

 

2. Key Concepts of Each Theory—This section will focus on the major points of each theory. How is new information acquired? What are the goals of learning? What is unique about each theory?

 

3. Compare and Contrast Research Findings for Instrumental (Operant) Conditioning—This section will compare and contrast findings from the 10 peer-reviewed scholarly research articles. Do not copy your work from the annotated bibliography. Instead, integrate your findings as you compare and contrast research from the textbook and scholarly journal articles.

 

4. Learning Implications—This section will discuss the implications for how learning takes place in the classroom. How does Instrumental (Operant) Conditioning work to increase learning? How might a teacher encourage learning using concepts of motivational mechanisms and stimulus control?

5. Biblical Worldview—Discuss what the Bible says regarding learning behaviors in humans. How would a biblical worldview impact a learner? Use scripture in context and thoroughly explain application of the scripture.

 

6. Most Significant Learning—Explain one factor which you found to be the most significant information learned in this course. (Do not use first person.) Substantiate this decision with research support citing scholarly peer-reviewed journal articles and the textbook.

 

Use the following as an outline for your paper:

 

Title Page

Introduction

Historical Development

Classical Conditioning

Instrumental (Operant) Conditioning

Key Concepts

Classical Conditioning

Instrumental (Operant) Conditioning

Integration of Research Findings

Education Implications

Biblical Worldview

Most Significant Learning

Conclusion

Reference Page

 

Note: Your assignment Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Experimental Design Information and Materials

Saint Leo University Institutional Review Board

Application for IRB Review of Proposed Research*

You may not begin your study until your IRB application is approved. Upon approval, your application will be open for one year.

 

Applicants checking one or more items marked with an asterisk (*) in part 1, MUST complete parts 1 and 2.

Applicants NOT checking any of those items, only fill out Part 1.

 

PART 1 – TO BE FILLED BY ALL APPLICANTS

 

1. Principal Investigator’s full name ( ONE full name only ): Click or tap here to enter text.

 

2. Organization: Choose an item.

If other, Click or tap here to enter text.

3. Department: Click or tap here to enter text.

 

4. Program name: Click or tap here to enter text.

 

5. Program level: Choose an item.

 

6. Email address: Click or tap here to enter text.

 

7. Local phone number: Click or tap here to enter text.

 

8. Co-investigator(s): Click or tap here to enter text.

 

9. Faculty advisor (if student research; ONE advisor’s name only ):Click or tap here to enter text.

 

10. Faculty advisor’s email address: Click or tap here to enter text.

 

11. Project title: Click or tap here to enter text.

12. Number of research projects that the listed PI has completed as Principal Investigator before the one proposed here: Choose an item.

 

13. Number of other research projects in which the listed PI has collected information on human subjects prior to the one proposed here: Choose an item.

 

14. Please describe the purpose(s) or goal(s) of your study. Include your research question(s) or hypothesis(es) if applicable. (limit response to 250 words)

 

Click or tap here to enter text.

 

15. Research methods (Check all that apply and attach all corresponding documentation for each method)

 

☐Survey(s) (attach questionnaire)

☐Interviews (attach questionnaire or interview guide)

☐Focus Group(s) (attach questions)

☐Experiment (attach description detailed in a protocol and any instruments used)

☐Participant observation (attach procedures)

 

☐Unobtrusive observation (skip to item # 19)

☐Analysis of publicly available data. Identify all data being used: Click or tap here to enter text. (skip to item # 25)

 

☐Analysis of private data that have already been collected (i.e., “archival” data)+ Click or tap here to enter text. (skip to item # 20)

 

☐Other, specify: Click or tap here to enter text.

 

+: For any non-public data, please include permission from the data holder.

PLEASE NOTE:

1) For any research recruited or conducted within an organization or group a letter of authorization on letterhead with a wet signature is required from an authorized representative of this organization indicating that you have permission to conduct your research there. If this organization has its own IRB, provide proof of IRB approval.

2) Be aware that the use of copyrighted material has to be authorized by the copyright holder.

 

16. Type of instrument(s) used (check all that apply):

 

☐Paper questionnaire, Survey, interview guide

☐Online questionnaire, Survey, interview guide

☐Experimental design (protocol must be attached)

☐None (note-taking)

☐Other, specify: Click or tap here to enter text.

 

17. How long do you anticipate that it will take the participants to complete the research procedure(s)?

Click or tap here to enter text.

 

18. Number of participants: Click or tap here to enter text.

 

19. Types of participants (Check all that apply):

 

☐Adults (18 and older)

☐Elected officials

 

☐ Saint Leo students+

☐ Saint Leo University personnel++

 

☐Minors (under 18, includes Saint Leo students+ under 18)*

 

☐Individuals diagnosed with a mental disorder or illness*

☐Terminally ill patients*

☐Undocumented immigrants*

☐Convicted felons*

☐Other sensitive populations, specify*: Click or tap here to enter text.

 

+ Requires recruitment materials to be included in item # 22.

++ Requires additional permission from the VPAA prior to IRB review. Please see the instructions on our website.

 

20. Are you choosing participants from any specifically targeted categories?

 

☐No

☐ N/A, Unobtrusive observation as noted in item # 15

 

If yes, choose all those that apply

☐Race/ethnicity

☐Gender

☐Occupation

☐Age group

☐Military status

☐Other: Click or tap here to enter text.

 

21. Sampling strategy, choose all that apply:

 

☐ Convenience/availability

☐ Random/probability

☐ Snowball

☐Purposive/judgmental/theoretical

☐Other, specify: Click or tap here to enter text.

☐ Not Applicable. No sampling will be done.

 

22. Recruitment strategy (Mark all that apply with an X):

 

☐ Individual contacts (in person, by phone, or by mail)

☐ Email announcements

☐ Public announcements (including through social media)

☐ Flyers

☐ Use of external agencies/groups

☐ Other, specify: Click or tap here to enter text.

☐ Not Applicable. Use of archived or private database.

 

+From #19 above, if using Saint Leo students, the recruitment statement will be as follows: Click or tap here to enter text.

 

23. Are any external agencies or groups providing approval for the recruitment or data collection of their employees or members (indicate any funders or organizations from which you obtain participants or their data)?

 

☐ No

☐ Yes

If yes, please provide the name of the agency/agencies: Click or tap here to enter text.

Note: A letter of authorization on letterhead with a wet signature by an authorized individual from the stated agency or group must also accompany the application.

 

24. What type of consent process will you use? (Choose all that apply)

 

☐Implied consent (attach template implied consent statement)

☐Informed consent form (attach template informed consent form)

☐Assent (attach template assent form or statement)

☐Other, specify: Click or tap here to enter text.

☐ Consent process not applicable. Research on publicly available data, archival or private database.

 

25. Data recording method (Mark all that apply with an X):

 

☐Electronic (online survey, email, blog, etc.)

☐Written (includes notes, participants filling out a paper questionnaire or survey)

☐Audio

☐ Video*

☐Photo*

☐Other, specify: Click or tap here to enter text.

☐Use of existing data

 

26. Will the data be linked to the individual participants’ identifying information (such as name, email address, social security number, video, picture, etc.)? This may include identifying information on the data collection instrument or keeping a list of names matched to codes used in the data.

 

☐ Yes*

☐ No, my data will not involve the manual collection of participants’ identifying information.

☐ No, my online survey will not collect participants’ identifying information. My online survey tool (i.e., Qualtrics, Survey Monkey, other) will employ the anonymous setting to avoid collecting any identifying information on study participants.

 

27. How will you store your data? (Check all that apply):

 

☐Locked file cabinet

☐Password-protected computer

☐Locked office

☐Locked safe

☐External database, provide name of database: Click or tap here to enter text.

☐Other, specify: Click or tap here to enter text.

 

28. How will you report your research? (Mark all that apply with an X)

 

☐Undergraduate Senior Thesis project

☐Master’s Thesis

☐Doctoral Dissertation

☐Class paper

☐In-class presentation

☐Public presentation

☐Publication

☐Report for an outside organization

☐Other, specify: Click or tap here to enter text.

 

 

29. Does the research involve any deception of the participants?

 

☐Yes*

☐No

 

30. Does the research involve any cost to participants?

 

☐Yes*

☐ No

 

 

31. Risk involved in participating in this research (Mark all that apply with an X):

See IRB website for a definition of minimal risk.

 

None above those incurred in daily life

☐Physical injury, illness, or exposure to toxic or noxious substances*

☐Emotional or psychological harm*

☐Social (such as: embarrassment, damage to one’s reputation)*

☐Legal*

☐Financial*

☐Other, specify*: Click or tap here to enter text.

 

PART 2 – TO BE FILLED BY APPLICANTS WHO CHECKED ONE OR MORE BOX(ES) FOR ITEMS FOLLOWED BY AN ASTERISK (*). If you didn’t check any boxes followed by an asterisk, proceed to the PI Statement of Responsibility.

 

Please provide detailed answers to the questions below.

 

1. Describe the objective(s) of your study. What do you hope to accomplish?

Click or tap here to enter text.

 

2. What are the expected benefit(s) of your research to the participants themselves, to society, and/or to the academic community?

Click or tap here to enter text.

 

3. What type(s) of participants will you be using? Include any demographic information, such as age, gender, ethnicity, and any other social categories or groups that your research involves.

Click or tap here to enter text.

 

4. How will you contact and recruit participants for your study?

Click or tap here to enter text.

 

5. How will you secure informed consent from your participants?

Click or tap here to enter text.

 

6. Describe fully how you will collect, store, manage, analyze, and report your data. Include information regarding paper or electronic copies. If your data is linked or identifiable in any way, you must also describe how you will securely store your data and procedures for de-identification and study close out. If your data is collected electronically then you must also describe the program and security features that you will use.

Click or tap here to enter text.

 

7. How will you ensure participant anonymity or the confidentiality of the data during data collection, storage, analysis, and reporting? Please note that anonymity means that no information that can identify participants is collected in the data, while confidentiality means that such information is collected, but access to it is restricted.

Click or tap here to enter text.

 

8. Who will have access to the data? For what purposes?

Click or tap here to enter text.

 

9. How long will you keep the data, and why?

Click or tap here to enter text.

 

10. Describe fully any and all risks beyond those of daily life to which participants may be exposed as a result of participation in your study (legal, social, emotional, etc.).

Click or tap here to enter text.

 

11. How will you minimize the existing risk(s)?

Click or tap here to enter text.

 

12. If you answered “yes” to item #29 in Part 1 of the application, describe the nature of the participant deception and how you will debrief them.

Click or tap here to enter text.

 

PI Statement of Responsibility

 

I, the Principal Investigator, certify that I have followed the guidelines as outlined in this application and in the instructions available on the IRB webpage, including (check all that apply):

 

☐ I checked one or more item(s) followed with an asterisk (***) and I have answered every single question in Part 2 of the application, leaving none blank

 

☐ I have provided an answer to every single question in Part 1 of the application, leaving none blank. I understand that incomplete applications will be returned without review.

☐ I am submitting this application, including all supplemental documents, as ONE Word document. I understand that any other type of submission will be returned without review.

☐ I have answered all questions truthfully. I understand that failure to do so will result in immediate revocation of any IRB approval, with the potential for further disciplinary action through my home institution.

☐ I am including Saint Leo employees as research subjects and have obtained the required approval from the Vice President of Academic Affairs to do so.

 

 

If a student…

☐ I have received guidance from my faculty advisor and obtained his/her signature

☐ As a first-time undergraduate Principal Investigator, my research involves no risk greater than those encountered in daily life.

 

☐ As a Doctoral student, I give permission for an IRB representative to discuss this application with my faculty advisor and/or program Chair/Director

 

I also certify that I have included all necessary supplemental documentation, as applicable to my research (check all that apply):

 

Ethical Training:

☐ I have obtained the required ethics training certification, as described on the IRB webpage

☐ Proof of completion of ethical training with at least 6 months’ validity, to be renewed if the study extends beyond that date. For more information, see the IRB webpage.

☐ If I am submitting this application as a student, proof of completion of ethical training for my faculty advisor

 

Experimental Design Information and Materials:

☐ Data collection instrument(s), such as survey, interview questionnaire(s), or protocols for experiments

☐ If using Saint Leo students and/or a vulnerable population marked with an asterisk in item 19, recruitment materials (email announcements, flyers, etc. to match the recruitment methods listed in item 22)

 

Consent Form(s):

☐ Implied consent statement template(s)

☐ Informed Consent form template(s)

☐ Assent form template(s)

 

Supplemental Information:

☐ Letter of Authorization from outside agency or group on their letterhead with wet signature from an authorized individual to conduct the specific research from outside agency

☐ Proof of approval from outside agency IRB

☐ If not a member of the Saint Leo community, proof of approval from my organization’s IRB

☐ I am including Saint Leo employees as research subjects and have attached the approval form from the Vice President of Academic Affairs.

 

I accept the following responsibilities (please check each after reviewing):

 

☐ I will not start collecting any data for this project before obtaining IRB approval of the proposal.

☐ I will obtain approval from the Saint Leo IRB prior to instituting any change in the project protocol.

☐ I will bring to the attention of the Saint Leo IRB the development of any unexpected risks or ethical concerns.

☐ I understand that the approval period is for exactly one year, and that all study activities will either cease prior to expiration, or I will submit a request for an extension prior to the expiration date.

☐ I have read, understand, and acknowledge the IRB bylaws.

☐ I will keep signed informed consent forms (if required by the project) from each participant for five years after the completion of the project and will ensure proper storage.

 

PI’s signature: Click or tap here to enter text. Date: Click or tap to enter a date.

 

37. ( Student research only ) Faculty advisor statement of responsibility

 

I, the faculty advisor for this research project, certify the following:

 

☐ I have reviewed this entire application and assisted the PI in designing his/her research project.

☐ I have ensured that the PI has followed all instructions to fill out this application according to the guidelines provided by the Saint Leo IRB.

☐ I approve the research project as outlined in this application.

☐ I will assist the PI in making any revisions requested by the Saint Leo IRB.

☐ I will assist the PI in the completion of the research and will continuously monitor all study related activities throughout the research period.

☐ I will ensure that the PI submits a modified application for review, should any modifications to the research plan occur.

☐ I will ensure that the PI submits a request for continuation in a timely fashion, should the research be extended beyond the one-year IRB approval.

☐ My ethics certification is valid for at least another 6 months and is attached to this application.

☐ I will renew my ethics certification at expiration, if it expires before the PI’s research project is completed.

 

 

 I understand that I will be held legally responsible in case of any violation of the IRB regulations by the research team.

 

Faculty Advisor’s Signature: Click or tap here to enter text. Date: Click or tap to enter a date.

 

 

*************************************************************************************

FOR IRB USE ONLY <do not delete; do not complete>:

 

Verification of ethics training certification

 

PI: ☐Valid certification (Expiration date: Click or tap to enter a date. )

☐Certification expired

☐No certification

 

Faculty Advisor: ☐N/A

☐Valid certification (Expiration date: Click or tap to enter a date.)

☐Certification expired

☐No certification

 

 

Type of review: ☐Exempt ☐Expedited ☐Full

 

 

Decision: ☐Approved

 

 

☐Minor Revisions Required

Minor revisions required: Click or tap here to enter text.

 

 

☐Revise and resubmit

Revisions required: Click or tap here to enter text.

 

 

☐Not approved

Justification for non-approval: Click or tap here to enter text.

 

 

IRB representative’s signature: Click or tap here to enter text. Date: Click or tap to enter a date.

 

 

Revised November 2021

Different theories about memory

As someone with a background in psychology, you (Darius) have been chosen to be the foreman for this jury. It is your task to organize the jury’s thoughts on whether the defendant should be found guilty or innocent. ( read the powerpoint for background on darius and the court case)

This particular jurisdiction requires a jury to submit a court document that summarizes the verdict process. Therefore, you will need to provide a Word document to the judge explaining the thought process of the Jury during deliberation for the court to file away as part of the official verdict. Use references from this module and include APA in-text citations.

.Module 3 Written Assignment will give you the opportunity to apply the memory theories to a criminal court case. This criminal case is located in a video in the Lesson Content. You will be introduced to Darius who is the foreman of the jury. The video will provide you with the facts of the case as well as the eyewitness testimonies. Here are the instructions:

Requirements:

  • Describe ALL of the different theories about memory (i.e. decay theory, interference theory, retroactive/interference, false memory, repressed memory, fading theory, distortion theory, retrieval cue failure **Retrieval Cue Failure has 3 types. You need to define and apply all three of those** ).
  • Describe how EACH theory could affect the memory and testimony of EACH witness (i.e. credibility of their testimonies).
  • Create a document that you will submit to the judge summarizing the verdict process. Summarize all of the testimonies and evidence and describe the verdict process for the judge (i.e. how the jury decided innocence or guilt).
  • APA formatting
  • Spelling and grammar
  • This document will be 5-6 pages in length (i.e. not including the title page and reference page).

****PLEASE READ EVERYTHING CAREFULLY INCLUDING ATTACHMENTS***

***RUBRIC***

Jury’s Thoughts

40% of total grade

Mastery: Advanced or exceeds achievement

Jury’s thought process on whether the defendant should be found guilty or innocent is presented clearly and effectively and includes advanced elements demonstrating student mastery.

Court Document

40% of total grade

Mastery: Advanced or exceeds achievement

Court document that summarizes the verdict process is presented clearly and effectively and includes advanced elements demonstrating student mastery.

APA Citations

10% of total grade

Mastery: Advanced or exceeds achievement

APA in-text citations and references are used correctly with minimal to no errors.

Submission Instructions Article Review

You will write two article reviews for this course. Each review is worth 100 points. The review should be 1-2 single-spaced pages in a 12-point, Times New Roman font. It is in your best interest to submit your review before it is due so you may check your originality report and correct any spelling and grammatical errors identified by the software program.

The purpose of the review is to provide students knowledge of how research is conducted and reported. The main part of your review needs to include the following information. Please comment on these aspects of the article as part of your review. Provide only the briefest summary of content. What I am interested in is your critique.

Reference. Listed at the top of the paper in APA style. Introduction. Read the introduction carefully. The introduction should contain:

·  A thorough literature review that establishes the nature of the problem to be addressed in the present study (the literature review is specific to the problem)

·  The literature review is current (generally, articles within the past 5 years)

·  A logical sequence from what we know (the literature review) to what we don’t know (the unanswered

questions raised by the review and what this study intended to answer

·  The purpose of the present study

·  The specific hypotheses/research questions to be addressed.

Methods. The methods section has three subsections. The methods sections should contain:

·  The participants and the population they are intended to represent (are they described as well in terms of relevant demographic characteristics such as age, gender, ethnicity, education level, income level, etc?).

·  The number of participants and how the participants were selected for the study

·  A description of the tools/measures used and research design employed.

·  A detailed description of the procedures of the study including participant instructions and whether incentives

were given.

Results. The results section should contain a very thorough summary of results of all analyses. This section should include:

·  Specific demographic characteristics of the sample

·  A thorough narrative description of the results of all statistical tests that addressed specific hypotheses

·  If there are tables and figures, are they also described in the text?

·  If there are tables and figures, can they be interpreted “stand alone” (this means that they contain sufficient

information in the title and footnotes so that a reader can understand what is being presented without having to go back to the text)?

Discussion. The discussion is where the author “wraps up the research”. This section should include:

·  A simple and easy to understand summary of what was found

·  Where the hypotheses supported or refuted?

·  A discussion of how the author’s findings compares to those found in prior research

·  The limitations of the study

·  State the overall purpose of the paper. What was the main theme of the paper?

·  What new ideas or information were communicated in the paper?

·  Why was it important to publish these ideas?

Updated: 08.03.18

The implications of the findings to basic and applied researchers and to practitioners Critique.

Conclusion.

Once you provide the main critique of the article, you should include a final paragraph that gives me your overall impression of the study. Was the study worthwhile? Was it well-written and clear to those who may not have as much background in the content area? How does it relate to other weekly readings?

APA Format Review

If you are unfamiliar or a bit “rusty” on your APA format, you may want to use the tutorial available through the APA website which is listed on your syllabus.

Grading Criteria

I will grade your paper based upon:

·  How well you followed directions (as indicated in this page)

·  How thoroughly you used examples to support the critique

·  How accurately you used APA format

·  And your organization, grammar, and spelling

·  Integration of assigned weekly readings

Submission Instructions Article Review 1: Cognitive Therapy from the Inside

·  Save the first article review as: fname_lastname_article_review1.doc (i.e., John_Smith_article_review1.doc).

·  Access the Assignments link, located on the Course Menu to upload the assignment as an attachment to the

Article Review 1 Cognitive Therapy from the Inside drop box.

Article Review 2: Using Mindfulness Meditation

·  Save the first article review as: fname_lastname_article_review2.doc (i.e., John_Smith_article_review2.doc).

·  Access the Assignments link, located on the Course Menu to upload the assignment as an attachment to the

Article Review 2 Using Mindfulness Meditations drop box.

In your opinion, what were the strengths and weaknesses of the paper or document? Be sure to think about your impressions and the reasons for them. Listing what the author wrote as limitations is not the same thing as forming your own opinions and justifying them to the reader.

·  Were the findings important to a reader?

·  Were the conclusions valid? Do you agree with the conclusions?

·  If the material was technical, was the technical material innovative?

Possibility of dropping from school

Jeannine was excited to be back in school. It had been over 20 years since she dropped out of

college to start her family. She was also excited to graduate as soon as she could so she could get

the promotion her manager promised her once she graduates. The pay increase would help a

lot…and she was ready for a new challenge at work.

Half way through her first class, her excitement started to wane a bit. She started to realize

working full time, taking care of her family, and going to school was no easy task. The online

learning environment was also new to her and presented some unexpected challenges.

As the weeks went on, she started to get more and more behind and her work was not to the level

she expected of herself. Jeannine started to wonder if online education was really for her.

The more she thought about the challenges she was experiencing and the possibility of dropping

out the more she remembered her goal to graduate and receive her bachelor’s degree. She had

waited for over two decades to accomplish this goal…she wasn’t going to let it slip away now.

Jeannine sat down and wrote out all the problems she was facing. She made a list of problems

along with possible solutions to each problem. She thought about how she had power to make

changes and take control of her situation. She had started to feel helpless when the problems

piled up, but after she made the list, she realized she had the ability to control the situation.

The first thing Jeannine did was call her academic counselor. She told her counselor all the

things she was struggling with. Jeannine got some great advice on how to manage her time better

and how to navigate the online learning environment. Her counselor also made her feel like she

wasn’t alone and wasn’t the only person who was struggling. This really boosted her confidence.

With this advice Jeannine wrote out a schedule which indicated all the times she would sit down

and focus on school. She made specific times to check and post in the discussion forum. She also

made sure to review and start all the assignments early in the week so they wouldn’t creep up on

her and have to be completed in a rush. Doing these things took a lot of pressure off of Jeannine

and she started doing better on her assignments because she was no longer procrastinating.

Next Jeannine asked her teenage daughter to teach her how to use the online learning tools

better. Jeannine was not “tech savvy” and she felt kind of intimidated by the online learning

environment…she was just afraid she would break it if she did something “wrong.” Her daughter

sat down with her for an hour on a few different occasions just to play around with the online

tools so Jeannine could feel more comfortable. She soon found that she understood how to find

things and navigate efficiently. Jeannine’s fears for using the tools quickly went away and she

was figuring things out for herself in no time. She just needed a little more time and practice.

Initially Jeannine also struggled with her writing skills. She hadn’t written an academic paper in

years and had forgotten a lot of the intricacies. She started to take some extra time and review

some of the tutorials and resources in the online student resources section of her online

classroom. There she practiced her writing skills and made sure to implement the things she

 

 

learned into her actual assignments. She noticed that her writing started to improve. She was

articulating her ideas much more clearly and writing became less of a chore. She was really

starting to get control of this “being a student” thing.

By the end of her first class, Jeannine was more excited than ever to be a college student. She

still had some struggles, but she was overcoming them…she knew she would just keep on

improving over time and would eventually reach her goal of being a college graduate.

Jeannine learned that despite the obstacles she faced, she could still take control and do specific

things to overcome them

Subtopics included in an assignment

Thinking through this outline generates a collaborative process between you and your professor as you move into the Signature Assignment. Your professor can help you visualize the direction of your, and then provide feedback.

An outline is a framework for  and is an effective way to begin planning the main topics and subtopics that will be included in an assignment. An outline contains only the most important information in brief statements. Please check into writing resources or your professor if you struggle with creating an outline.

Complete the Spotlight on Skills located in Week 10’s introduction, if you need assistance with the tools used to complete your assignment.

The first step is to decide on a classical model that you would like to learn more about.

  • Strategic
  • Structural
  • Symbolic Experiential
  • Human Validation Process
  • Emotion Focused Therapy
  • Bowen Intergenerational
  • Contextual
  • Psychoanalytic Family Therapy
  • Cognitive-Behavioral Family Therapy

Then, explore the assignment expectations for next week. Create an outline that highlights the points that you intend to bring to your next week. Additionally, include a listing of references (including the two or more supplemental references that you will use).

Psychology research in professional practice

Instructions  
· This week, you will develop and submit your signature project presentation. The presentation should be delivered in a webinar format and focus on applying psychology research in professional practice.  Make sure you incorporate the feedback your instructor has provided in the previous weeks’ assignments.

For this week, please review your weekly resources for tips on how to create an effective PowerPoint presentation. The headings and sub-headings reflected in your outline should be used to organize the content for your presentation slides. At a minimum, your presentation must provide points to address the following:

· Provide an overview and discussion on the topic of the webinar. Why is this topic important to the field of psychology?

· Identify the need for the webinar. What is the objective of the webinar?

· Specify the target audience for the webinar. Who will benefit from this presentation about psychology (e.g., program managers, state or local government mental health officials, administrators in schools, prisons, or other institutions). Provide a rationale for your choice.

· Identify 4-6 evidence-based, best practice approaches for addressing/resolving the topic/issue. Support each practice with at least one research citation.

· Address ethical, cultural, and diversity needs, and issues related to the topic/issue/solutions.

· Identify two resources/activities you will include in your webinar (e.g., reflection questions, role plays, discussion groups). Be specific.

In addition, you will need to include speaker notes and provide either a screencast of your presentation or audio narration with your slides. As you record your screencast or audio narration, please keep your audience in mind! Your webinar should be interesting, informative, engaging, and appropriate for delivery within an organizational context.

Length: 15-20 slides with audio narration, not including references

Speaker notes: 150-200 words per slide

References: Include a minimum of 8 scholarly resources.

The completed assignment should address all of 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 Northcentral University’s Academic Integrity Policy.

When applicable, conduct a Turnitin pre-check and then upload your completed assignment and click the Submit to Dropbox button.

The process of assessment

Examine Adult-Emergent Disorders

 

 

Week 2 – Assignment: Examine Adult-Emergent Disorders

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Turnitin™  
This assignment will be submitted to Turnitin™.
Instructions  
This week’s reading material focuses on assessment, the second step in the Planned Change Process. For this assignment, you will apply both the assessment and diagnostic skills discussed in this week’s material as well as your knowledge of theories – those of human behavior and the social environment, person-in-environment, or other multidisciplinary frameworks- to consider the process of assessment. Assessment is an ongoing process based on information gained in a variety of different ways. This assignment introduces some of the more common ways of getting assessment data and determining a diagnosis when required.

1) Choose one of the following primary adult emergent disorders: Anxiety; Substance          Abuse; Mood disorders(especially depression or bipolar disorder).

2) Review the DSM V criteria for the disorder you chose

3) In a written response, address each of the following prompts:

· Based on the DSM V criteria for the disorder, what questions would you ask an individual you suspect suffered from that disorder? Would the client be the only source of assessment information or would you ask the client’s permission to interview other people in her life? If so, who would you want to interview and why? If you choose to use the client as your only source of information, why?

· Choose one of the primary theoretical perspectives introduced in Human Behavior and the Social Environment (systems, person-in-environment, behavioral, or cognitive) to use as a basis for a second set of questions for the client. List at least eight questions that apply the specific theory to inform your assessment.

· There are a variety of client self-screening tools for these adult emergent disorders. Find at least one for your chosen disorder. Describe how you would introduce it to the client and how you would use the results of the screening tool in your assessment.

· Find at least three scholarly journal articles that report empirical research on this disorder. What does this evidence suggest are the most effective ways of assessing this particular disorder?

Support your assignment with at least three scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included.

Length: 5-7 pages, not including title and reference pages

Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the Course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Upload your document, and then click the Submit to Dropbox button.

   
 

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