Psychology

Final Paper You will need to find 4 articles located in scholarly journals. Scholarly journal articles are also referred as primary source peer-reviewed articles. A scholarly journal article can be found in the South University Online Library. To find more information regarding utilizing the South University Library and accessing scholarly journal articles click on Library Guide. What cannot be used for this assignment are web pages, magazines, newspapers, textbooks, and other books. Finally, current research for our purposes is an article that was published within the last 5 to 6 years. Remember this is a course on human development so when looking for articles make sure they are related to the subject matter covered in the course. To help in your search here are some of the major areas we covered in this course (these are meant as a guide, not specific topics to find). Major developmental theories across the lifespan Nature of geographic, gender, social, cognitive, emotional, and developmental factors during each period of development Developmental factors that impact one another. Historical and current trends in development Current trends which may differentially impact the future development of populations in the United States Social, and diversity issues related to developmental psychology With the major areas above in mind, focus on at least two of the following age groups: Childhood Adolescence Adulthood Older Adults First, give an overview of each article, including Write a 2-paragraph summary for each article. Write a 1-2 paragraph analysis and evaluation for each article found. Make sure to integrate course material in that analysis Then, write a summary (1-2 pages) integrating what was learned from the articles reviewed on the chosen age groups as seen from the life-span perspective. Cover the following in that summary: What similarities did you find in the types of research and what was being studied? What differences did you find? Based on your course readings, what developmental theories did you find that were applicable? Explain how the life-span perspective may provide a way of better understanding the research reviewed. For more information on Human Growth read this: https://en.wikipedia.org/wiki/Human_development

 During admission, we complete our patient risk assessment and a physical plant risk assessment. our safety committee must provide ongoing staff training to ensure awareness of potential risks on units, Installation of products that reduce risk in all patient areas, and routine inspections of inpatient. our psychiatric units to ensure safety levels are maintained. The care and safety of psychiatric patients at risk of harm to themselves or others, and the staff providing care are our primary concerns. A ligature risk (point) may include anything which could be used to create a sustainable attachment point such as a cord, rope, or other material for the purpose of hanging or strangulation. Also, the staff should monitor shower rails, coat hooks, pipes and radiators, window and door frames, ceiling fittings, handles, hinges, and closures. Common ligature points and ligatures are doors, hooks/handles, windows frames, belts, sheets, towels, and shoelaces. Staff finds any ligatures risk immediately reported to the supervisor. The general members are in the group include MHTA, Nursing administer, risk management team, safety officer. Any concerns raised by workers or supervisors; the correction plan is taken immediately. The safety committee meeting will take place every two weeks. The safety committee must publish once a month report to our department heads. The nursing administrator provides information to each ward If any concerns or any issues to address and followed by in-service to each employee. They are responsible for planning, placing, and frequent education sections. They should understand the issues and applicable to daily life and working environment. For more information on Physical Plant, Risk read this: https://en.wikipedia.org/wiki/Risk

Young Adulthood begins with the individual being on the verge of attaining several major life tasks.  By the end of the Young Adulthood period, the individual should have successfully attained: Work: Higher Education, Obtaining a Job, Developing a sense of work ethic and your place in the workforce Independent Living: Dorm-life, Find an apartment, buy a home, merge finances with marriage, support spouse and children Marriage: Form intimate relationships, make a commitment, find a life-partner Child Rearing: bearing and raising children What happens to the development of the Young Adult if these life tasks are not attained?  Include a discussion of how the development will be affected by not attaining these life tasks with respect to the developmental theorists discusses in your class notes and text (K.Warner Schae, Erikson, Levinson, and Sternberg).  Also, include a discussion of current economic or societal reasons as to why Young Adults may not be achieving these life tasks?  Use APA citations for all resources used; including your course text.   3 pages For more information on Young Adulthood read this: https://en.wikipedia.org/wiki/Young_adult_(psychology)

Setting Goals and Objectives Assume that in providing existing services, the needs of Latino students, who made up 16% of the high school population, were overlooked. Speculate with some “if….then”  thinking about what might form the foundation of program hypotheses to meet the needs of these students. Define what an outcome objective is. What is the significance of an outcome objective in the program planning process? Write an outcome objective focused on meeting the educational needs of Latino students. Identify three outputs or services that would help to reach this outcome. Write an outcome objective focused on meeting the educational needs of African-American males with learning disabilities. Identify three outputs or services that would help to reach this outcome. For more information on Learning Disabilities read this: https://en.wikipedia.org/wiki/Learning_disability

Supervisor Development The role of the mentor is uniquely suited to the development of professional values. As a Mentor (and Athena disguised as Mentor) guided  Telemachus’ development during Odysseus’ absence, the counseling mentor guides the development of the new counselor. Mentoring allows the supervisor to help supervisees envision themselves as professionals  (Corey et al., 2010). Whether you are operating as teacher, mentor, or supervisor (or any combination of the three), you have a responsibility to pass on the  essential knowledge and skills of the profession to the next generation  (Sommers-Flanagan & Sommers-Flanagan, 2007). The roles of teacher  and supervisor have clear responsibilities (both legal and ethical) to  guide this passing of knowledge and skills. As a mentor, you act in more  informal settings and without specific guidelines. Or do you? There are serious ethical concerns when knowledge is morally  disconnected from its application (Sommers-Flanagan &  Sommers-Flanagan, 2007, p. 317). Mentor did not just teach Telemachus—he  guided him through the actions needed to resist his father’s enemies.  The counseling mentor becomes an informal teacher, moving knowledge into  action. This may be done in a number of informal activities such as  presenting or writing together (Corey et al., 2010). Briggs and Pehrsson (2009) strongly support the concept of research mentorship for pre-tenure faculty. This mentor has two functions:  relational (role-modeling and developmental issues) and instructional  (research development and career issues). Briggs and Pehrsson found that guidance in the promotion and tenure process was the type of help most often received from the mentor, followed by writing help and career  advice. The lowest rate of mentor help was in research methodology, data  analysis, and ethics (integrity). Certainly, the case can be made that the integrity issue should be the first in priority for the mentor. The Roman goddess Vesta (Hestia if you are Greek) was the deity who  presided over sacred wisdom and the hearth. In public life, she was the protectress of the state. She was symbolized by a flame (the flame or torch in many university emblems represent Hestia and her wisdom). As  the keeper of the flame, she preserved the state and the institutions of  society. As long as her flame endured, the state would survive. As you grow and develop as a supervisor (mentor), you become the keeper of the flame of counseling professionalism. As long as you help maintain the  flame, the profession survives. References Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision (6th ed.). Pearson. Briggs, C. A., & Pehrsson, D. E. (2009). Research mentorship in counselor education. Counselor Education and Supervision, 48(2), 101–113. Corey, G., Haynes, R., Moulton, P., & Muratori, M. (2010). Clinical supervision in the helping professions: A practical guide (2nd ed.). American Counseling Association. Sommers-Flanagan, R., & Sommers-Flanagan, J. (2007). Becoming an ethical helping professional: Cultural and philosophical foundations. Wiley. For this discussion post, address the following: Several models of supervisor development are presented by Bernard and Goodyear in your  Fundamentals of Clinical Supervision text. Does one model stand out over the others for you? How is your selection congruent with the philosophy of supervision you are developing for the Personal Supervision Philosophy  Paper? Discuss your thoughts on lifetime supervision, as practiced in Great Britain. As you look forward to your future as a supervisor, how will you try to bring mentoring into your supervisory role? Use 3-5 APA 7th edition citations and references Complete in 600-750 words For more information on Supervisor Development read this: https://en.wikipedia.org/wiki/Association_for_Supervision_and_Curriculum_Development

2:2 Attachment starts from the moment of birth as an infant begins to recognize her mother’s smell, voice, and face. Children with insecure attachment due to a parent with unresolved emotional issues or an inconsistent parenting style show an inability to consistently show emotions. Children who have a secure attachment to at least one adult have higher self-esteem, social skills, and empathy. Empathy can be shown by children as young as 2 years of age and continues to develop into adolescence. Empathy is critical to the formation of healthy, reciprocal relationships. It allows individuals to understand how someone else may feel. If empathy is lacking, an individual may not hold back from physically or emotionally harming others because he does not have the capacity to understand how the impact of such harm. The relationship between the lack of empathy and antisocial behavior can be evident in children in early to middle elementary school years. This lack of empathy is one of the primary contributors to violent behavior. In this Assignment, you analyze the role that attachment plays in the development of empathy and how empathy is a protective factor against violent behavior. You also explore the expression “neurons that fire together wire together” and how it relates to violent behavior. To prepare for this Assignment: Review the Learning Resources related to attachment and empathy. By Day 7 In a 3- to 5- page paper: Explain the role of attachment in empathy. Explain how and why the presence of empathy may be a protective factor against causing harm. Provide an example of a violent crime and how attachment and empathy may play a role.Explain whether or not empathy may be hard-wired. If so, how? Provide an example. Explain the expression “neurons that fire together wire together.” Provide an example. Support your rationale with references to the Learning Resources and other academic sources. Grading Criteria Content  Points Range: 47.25 (63%) – 52.5 (70%) Paper demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas.  Points Range: 42 (56%) – 47.2 (62.93%) Paper demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. The paper includes moderate detail, evidence from the readings, and discerning ideas.  Points Range: 36.75 (49%) – 41.95 (55.93%) Paper demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.  Points Range: 0 (0%) – 36.7 (48.93%) Paper demonstrates a poor understanding of the concepts and key points of the text/s and Learning Resources. The Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings. Writing  Points Range: 20.25 (27%) – 22.5 (30%) Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with the graduate-level writing style. The paper contains multiple, appropriate, and exemplary sources expected/required for the assignment.  Points Range: 18 (24%) – 20.2 (26.93%) Paper is mostly consistent with graduate-level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources. For more information on Empathy read this: https://en.wikipedia.org/wiki/Empathy

Why is there a  rise in suicides and what are the contributing factors. For more information on Suicides read this: https://en.wikipedia.org/wiki/Suicide

Read the following vignette about a child with ADHD and answer each of the three questions at the end: Scott is 8 years old. At 7 AM, his mother looks into Scott’s bedroom and sees Scott playing. “Scott, you know the rules: no playing before you are ready for school. Get dressed and come eat breakfast.” Although these rules for a school day have been set for the past 7 months, Scott always tests them. In about 10 minutes, he is still not in the kitchen. His mother checks his room and finds Scott on the floor, still in his pajamas, playing with miniature cars.  Ten minutes later, Scott bounds into the kitchen, still without socks and shoes, and hair tousled. “You forgot your socks, and your hair isn’t combed,” his mother reminds him. “Oh yeah. What’s for breakfast?” he says. “Scott, finish dressing first.” “Well, where are my shoes?” “By the back door where you left them.” This is the specially designated place where Scott is supposed to leave his shoes so he doesn’t forget. Scott starts toward his shoes but spots his younger sister playing with blocks on the floor. He hurries to her. “Wow, Amy, watch this—I can make these blocks into a huge tower, all the way to the ceiling.” He grabs the blocks and begins to stack them higher and higher. “Scott makes a better tower than Amy,” he chants. Amy shrieks at this intrusion, but she is used to Scott grabbing things from her. The shriek brings their mother into the room. She notices Scott’s feet still do not have socks and shoes. “Scott, get your socks and shoes on now and leave Amy alone!” “Where are my socks?” he asks. “Go to your room and get a clean pair of socks and brush your teeth and hair. Then come eat your breakfast or you’ll miss the bus.” What sort of problems would you expect Scott to have at school?  What are some teachings you might provide for this parent? What interventions would give Scott the best chance of having positive outcomes?  For more information on ADHD read this: https://en.wikipedia.org/wiki/Attention_deficit_hyperactivity_disorder

·  In a short paper (1-2 pages) write about which approach to personality(psychoanalytic approach, trait approach, biological approach, humanistic approach, behavioral/social learning approach, and cognitive approach) best helps us to understand the personality construct you chose, and WHY. Use three academic sources to support your position. ·  Create a 1 page (about 10 questions) personality test for your construct, based on that same approach to personality (i.e., if you think that the psychoanalytic approach best helps us to understand “vanity” then create a personality test “How vain are you?” based on that same approach. Please note that you should include a way to score your test (e.g., if you score 70 points out of 70 on a vanity test, you should explain what this means) ·  In a 1-page reflection, outline which approach do you feel has best helped you understand yourself, and why. Other important things: ·  Use your notes and three other sources (preferably journal articles, but books are allowed). ·  You must submit the paper in APA. You do NOT need an abstract, but you DO need a title page, in-text citations that match your reference list, and a reference list. For more information on Personality Culminating Experience read this: https://en.wikipedia.org/wiki/Personality_psychology

 John Gottman is one of the foremost scientific researchers on marital relationships, particularly relational satisfaction, and marriage dissolution. He is affiliated with the University of Washington and has authored numerous books, including The Seven Principles for Making Marriage Work. Watch the following brief video featuring a summary of Gottman’s seven principles for a happy relationship: https://www.youtube.com/watch?v=t68x6uc5T6c&index=2&list=PLPvkh05Mtn3Tg7_20nKh-KGS5M8NovtrO Relate the principles to at least three specific concepts covered in Chapter 9. Which of the principles do you think is most important? Why? Based on Gottman’s message, what would you tell your adult children or a good friend about what you learned from viewing Gottman’s advice? Please, comment on the answers of two classmates. Why are you agree or disagree with their answers? For more information on The Seven Principles for Making Marriage Work read this: https://en.wikipedia.org/wiki/The_Seven_Principles_for_Making_Marriage_Work