Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R.

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with separate references for each response. You need to have scholarly support for any claim of fact or recommendation regarding treatment. I need this completed by 01/19/19 at 6pm.

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

Respond in one or more of the following ways:

· Ask a probing question.

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

· Offer and support an opinion.

· Validate an idea with your own experience.

· Make a suggestion.

· Expand on your colleague’s posting.

1. Classmate (H. Plo)

Children and adolescents frequently spend more time at school than at home.  School is sometimes an oasis to an abused and/or neglected child. The environment of an individual influences student behavior and lends understanding to the interactions and relationships with students, school, family, and community (Hong, Cho, Allen-Meares, & Espelage, 2011).  Bronfenbrenner’s Ecological Systems theory explains how the many environments of a child has an effect on his or development (Paquette & Ryan, 2000). The interaction between a child’s biology, family, community, and societal environments guides his or her development (Paquette & Ryan, 2000).  There are three types of school shooters: traumatized, psychotic, and psychopathic (Langman, 2009).

Culture Description

The culture I chose traumatized school shooters.  Many studies have been conducted about this cultural group to identify the causes for why individuals attend school with the intention of killing as many people as possible.  One study found commonalities among shooters such as depressed, white males that are loners and have characteristics of various personality disorders like paranoia, narcissistic, and antisocial (Langman, 2009).  According to the Federal Bureau of Investigation (FBI), family, school, and social dynamics also contribute to school shooter descriptors (Langman, 2009). The FBI also identified insufficient anger management, alienation, and lack of empathy as common (Langman, 2009).

Risk Factors for Violence and Aggression

There is not one set of criteria that can identify a school shooter.  However, many school shooters have similar risk factors. The most conspicuous traits are discipline problems, feeling rejected and/or picked on, depressed with suicidal ideation, a history of aggression, and uncontrolled anger (Langman, 2009).  The parents of traumatized shooters are usually divorced or separated and at least one parent has a criminal history and/or substance abuse problem (Langman, 2009). This type of shooter tends to have suffered physical and/or sexual abuse (Langman, 2009).  For example, Evan Ramsey was 16 when he killed two people and injured two more in 1997 at his school in Bethel, Alaska (Langman, 2009). Ramsey’s father was incarcerated for 10 years after taking a newspaper editor hostage. His mother was an alcoholic living with abusive men.  Ramsey was put into foster care for neglect. Within two years, he had been in 10 foster homes. Ramsey was physically and sexually abused in one of the foster homes (Langman, 2009). Having little to no support during development could have impacted the traumatized school shooter and increased the probability of school shooting.

Introduction of Protective Factors

Models of resilience and protective processes demonstrate protective factors could reduce the risk factors described above (Howard, Budge, & McKay, 2010).  Studies have found that the amount of general and family support recognized by the victim exposed to violence helped to reduce the severity of PTSD symptoms (Howard, Budge, & McKay, 2010).  For example, adolescents that perceived their families and/or school faculty as supportive helped to reduce the intensity of PTSD symptoms after violence such as bullying.  Another possible protective factor is peer support. Studies have shown positive peer support can also reduce the effects of PTSD symptoms (Howard, Budge, & McKay, 2010). However, peer support must be positive in order for symptoms to be reduced (Howard, Budge, McKay, 2010).  For example, if a student is abused at home and his or her friends are supportive by listening and encouraging that it is not his or her fault, then the victim is more likely to exhibit better grades and disposition due to positive support and decreased PTSD symptoms. On the other hand, if an abused student has friends that encourages skipping school and substance abuse, then the PTSD symptoms will not decrease. In this scenario, the abused student may eventually develop into a traumatized shooter.

Conclusion

Researchers have been attempting to understand why some students attend school to kill.  They have identified three types of shooters: traumatized, psychotic, and psychopathic. Traumatized shooters are students that are often bullied, neglected, abused, ostracized, etc. with little to no support.  Studies have shown traumatized students that have support from family and/or peers have less severe PTSD symptoms. It is important, as a counselor, to incorporate as many positive support resources for traumatized victims.  The positive support could increase the victim’s resilience to overcome obstacles in a positive manner.

References

Hong, J. S., Cho, H., Allen-Meares, P., & Espelage, D. L. (2011). The social ecology of the Columbine High School shootings. Children and Youth Services Review, 33, 861–868. https://doi-org.ezp.waldenulibrary.org/10.1016/j.childyouth.2010.12.005

Howard, K. A. S., Budge, S. L., & McKay, K. M. (2010). Youth exposed to violence: the role of protective factors. Journal of Community Psychology, 38(1), 63–79. https://doi-org.ezp.waldenulibrary.org/10.1002/jcop.20352

Langman, P. (2009). Rampage school shooters: A typology. Aggression and Violent Behavior, 14, 79–86. https://doi-org.ezp.waldenulibrary.org/10.1016/j.avb.2008.10.003

Paquette, D., & Ryan, J., (2000). Bronfenbrenner’s ecological systems theory. Retrieved from http://www.floridahealth.gov/alternatesites/cms-kids/providers/early_steps/training/documents/bronfenbrenners_ecological.pdf

2. Classmate (K. Rog)

Main Discussion Post

To understand and connect with diverse ethnicities, it is imperative that counselors know how individual and societal biases develop as well as know the impact of systems and privilege and oppression on minorities (Hays, 2016). Addressing diversity and complexity helps explain how cultural influences affect who and how we are (Hays, 2016).  Counselors who acknowledge that they have limited knowledge and understanding of a client’s cultural concerns may possibly encourage the establishment of a therapeutic alliance (Hays, 2016). Being transparent and truthful with the client from the very beginning of the therapeutic relationship can build rapport as well as foster respect.

Culture

The culture that I have chosen is African American. Being African American is much more complex and meaningful than a lifestyle of violence, materialistic accumulations, nice cars, and jewelry (Childs, 2014). African Americans have experienced an ongoing cycle of negativity for hundreds of years. First there was slavery, the civil rights movement, and discrimination. Now there are constant murders of unarmed black men, racism, and protests for equal rights, equal pay, and humanity.

Risk Factor Influences

Exposure to community violence is a vital concern for many African American youth (Busby, Lambert & Ialongo, 2013). African American youth who are exposed to community violence can result in a variety of symptoms and problems that detract from learning and lead to decreased academic success (Busby, et al., 2013). Associations between community violence, aggression, and violent behaviors are stronger than any other outcomes (Busby, et al., 2013). There is a stigma that exists in the African American culture that the only way to get ahead is to sell drugs or steal from others who have more than you do. Those who perpetuate this stigma often feel that this is the only way they can get ahead or have a better life. Seeing others succeed often makes people revert to what they have seen and what they know which is violence. Exposure to community violence is associated with several emotional and behavioral problems (Copeland-Linder, Lambert & Ialongo, 2010). The United States is becoming much more racially and ethnically diverse, so it is extremely important for young people to understand the significance of embracing differences (Childs, 2014). Difference is not just related to race but also mindset and thought process.

Protective Factors

Adolescent perceptions of parental monitoring, control, and support have different influences on their lives including their decision-making skills (Chilenski, Ridenour, Bequette, & Caldwell, 2015). Parental monitoring for African American youth plays an essential role in influencing their free time, less disorderly conduct, less substance abuse, and maintaining good grades (Chilenski, et al., 2015). Parental support is also important in terms of planning and decision-making skills (Chilenski, et al., 2015). Parents who know where their children are and what they are doing can have a serious impact on adolescent development, especially in high risk communities (Chilenski, et al., 2015).

Another protective factor is to get the child or adolescent some additional community related social support such as a mentor. Community related support factors, specifically neighborhood support and mentor presence, can emanate as a protective factor (Cooper, Brown, Metzger, Clinton & Guthrie, 2013). There are often neighborhood churches, community centers, and after school programs that are close to the home that the youth can actively participate in. There are also sports and art programs that youth can participate in free of charge or with a sponsor. Additional positive role models have been proven to be supportive of positive youth development and preventive of problem behaviors (Chilenski, et al., 2015). Ensuring that African American children and adolescents are participating in healthy and positive activities outside of school and their home can greatly reduce the effects of violence and aggression that can occur compared to not having any outlets at all.

Conclusion

There are several influences that contribute to African Americans as well as other cultures that result in violent and aggressive behavior. However actively engaging the parents into the counseling process as well as encouraging social and community support can help reduce these risk factors. Culturally responsive practice starts with the counselor’s dedication to a lifelong approach of learning about cultural diversity (Hays, 2016). The result consists of having a greater appreciation of cultural experiences of others, a better understanding of diverse clients, and the capability to provide more efficient and culturally responsive counseling services (Hays, 2016).

References

Busby, D. R., Lambert, S. F., & Ialongo, N. S. (2013). Psychological Symptoms Linking Exposure to Community Violence and Academic Functioning in African American Adolescents. Journal of Youth and Adolescence, (2), 250. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgea&AN=edsgcl.321734117&site=eds-live&scope=site

Childs, D. J. (2014). “Let’s Talk About Race”: Exploring Racial Stereotypes Using Popular Culture in Social Studies Classrooms. Social Studies, 105(6), 291–300. https://doi-org.ezp.waldenulibrary.org/10.1080/00377996.2014.948607

Chilenski, S. M., Ridenour, T., Bequette, A. W., & Caldwell, L. L. (2015). Pathways of influence: how parental behaviors and free time experiences are associated with African American early adolescent development and academic achievement. Journal of Negro Education, (3), 401. Retrieved fromhttps://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgea&AN=edsgcl.453140370&site=eds-live&scope=site

Cooper, S. M., Brown, C., Metzger, I., Clinton, Y., & Guthrie, B. (2013). Racial discrimination and African American adolescents’ adjustment: gender variation in family and community social support, promotive and protective factors. Journal of Child and Family Studies, (1), 15. Retrieved fromhttps://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgea&AN=edsgcl.318750262&site=eds-live&scope=site

Copeland-Linder, N., Lambert, S. F., & Ialongo, N. S. (2010). Community violence, protective factors, and adolescent mental health: A profile analysis. Journal of Clinical Child and Adolescent Psychology, 39(2), 176–186. https://doi-org.ezp.waldenulibrary.org/10.1080/15374410903532601

Hays, P. A. (2016). Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (3rd ed.). Washington, DC: American Psychological Association.

3. Classmate (B. Hun)

Inner-City Urban Youth

Many inner-city urban youth have experienced violent acts and/or have been victims of violence and aggression.  For example, more than 70% have urban youth witnessed a violent crime and more than 50% urban youth have been victims of violent crimes (Budge, Howard, & McKay, 2010).  One way this culture may influence risk factors for violence and aggression as well as protective factors that may reduce or prevent violence and aggression will be explored in this discussion.

Culture’s Influence of Risk Factors

Urban areas have reportedly high crime rates including gang violence, robberies, and various acts of violence.  For example, 50-96% of urban youth have experienced some form of community violence including 35% witnessing a stabbing, 33% witnessing a shooting, and 23% witnessing a dead body (Copeland-Linder, Lamber, & Lalongo, 2010).  Witnessing these acts of violence both indirectly and directly can cause academic problems, substance use, suicidal behavior, and antisocial behavior within urban youth (Copeland-Linder, Lamber, & Lalongo, 2010).  It can also cause mental health and health issues such as Post-traumatic Stress Disorder (PTSD) symptoms, anxiety, and depression (Budge, Howard, & McKay, 2010).  With this being a prevalent occurrence in the community as well as a majority of what they experience in their neighborhood, it is more likely that youth who come from urban cities are to continue the statistics.  For many, this could be what they believe is normal for everyday life.

Protective Factors

Self-worth and parental monitoring and involvement are two protective factors that may reduce or prevent violence and aggression (Copeland-Linder, Lamber, & Lalongo, 2010).  Self-worth increases resiliency within youth.  With an increased sense of self and knowing that they can be capable of having a stable environment may be unsettling at first because it is not something they are used to; however, it can provide hope within youth and have them see there is much more to life.  Higher levels of parental involvement are correlated with higher persistence which leads to higher grades as well as lower levels of distress (Budge, Howard, & McKay, 2010).  It also shows youth that their parents care and are concerned about their well-being, which could increase the youth’s self-worth and self-esteem (Copeland-Linder, Lamber, & Lalongo, 2010).

Conclusion

I work with youth who are from urban cities and from neighborhoods where there are constant violent crimes and they all have grown up to participate in the crimes; therefore, they were placed on probation and removed from their hometowns to a treatment program to work through trauma and their substance and alcohol use.  Most of my clients were recruited into gangs and many of them say they joined for a sense of family and for protection from the violent crimes they were witnessing.  Having parental involvement and monitoring in their lives would greatly help with their self-esteem and higher grades in school due to attending school (Budge, Howard, & McKay, 2010).

References

Budge, S. L., Howard, K. A. S., & McKay, K. M. (2010).  Youth exposed to violence: The role of protective factors.  Journal of Community Psychology, 38(1), 63-79.

Copeland-Linder, N., Lamber, S. F., & Lalongo, N. S. (2010).  Community violence, protective factors, and adolescent mental health: A profile analysis.  Journal of Clinical Child and Adolescent Psychology, 39(2), 176-186.

Bottom of Form

Required Resources

Readings

  • Sommers-Flanagan, J., &      Sommers-Flanagan, R. (2007). Tough kids, cool      counseling: User-friendly approaches with challenging youth (2nd      ed.). Alexandria, VA: American Counseling Association.

o Chapter 5, “Behavioral, Cognitive, and Interpersonal Change Strategies”

Media

o Transcript Click for more options

Optional Resources

  • Aspy, C. B., Oman, R. F.,      Vesely, S. K., McElroy, K., Rodine, S., & Marshall, L. (2004).      Adolescent violence: The protective effects of youth assets. Journal      of Counseling & Development, 82(3), 268–276.
    Retrieved from the Walden Library databases.
  • Crothers, L. M., &      Levinson, E. M. (2004). Assessment of bullying: A review of methods and      instruments. Journal of Counseling & Development, 82(4),      496–503.
    Retrieved from the Walden Library databases.
  • Newman-Carlson, D., &      Horne, A. M. (2004). Bully busters: A psychoeducational intervention for      reducing bullying behavior in middle school students. Journal of      Counseling & Development, 82(3), 259–267.
    Retrieved from the Walden Library databases.

 Prepare a comprehensive paper that includes all sections described above in “Content Format,” plus a title page and a reference list. Appendices are optional.

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  • Paper must include the following four sections, plus a title page and a reference list:
  • Introduction (2–3 paragraphs). Provide a general description of your selected case, identification of the student(s), a legend for the speakers (such as, S – student, M – mother, T – teacher), and any other presenting information that sets a context for the session. Be sure to describe the student and conceptualize the presenting problem in language that indicates your understanding of the student and presenting issue—you should base your conceptualization on theory.
    • Transcription and Analysis (5–7 pages). Use the template located in Resources to present your transcription and reflection.
    • Transcription column: Use a different row for each speaker’s words.
    • Practicum Competencies column (“What I did”): Identify practicum competencies. Competencies can include application of core counseling skills, assessment questions, and interventions, depending on what is demonstrated in your segment of the session. Examples:
      • Reflection of feeling, minimal simple encourager, simple empathic statement (core counseling skills).
      • Assess level of alcohol use (assessment question).
      • Identifying, acknowledging, reviewing symptoms (link to intervention).
    • Analysis of Practicum Thinking column (“What I was thinking”): Analyze your reasoning for the exchange; provide a conceptualization based on a hypothesis that prompted either the student response or your response as the counselor. Example: I see Audrey’s difficulty with social situations in part as being due to her lack of age-appropriate communication skills, which perpetuates her low self-esteem.
    • Evaluation of Counselor Response (“What I would do differently now”): Evaluate the effectiveness of the competency applied and what, if anything, you would do differently. Example: I think pointing out Audrey’s lack of social skills is important, but I think Audrey misunderstood my comment. I think more empathic understanding is what Audrey needs right now. I am basing this on how Audrey responded to my comment after I suggested her joining the Social Skills group.
  • Theoretical Framework (1 page). In completing the Transcription and Analysis section of this paper, you noted segments of the counseling session where you utilized theory-based skills. Reflect on your theoretical framework at this point and discuss how you did or did not demonstrate that in the session. Be sure to provide references; it is important to justify and provide a frame of reference for the points you make.
  • Self-Reflection Summary (1–2 pages). Write a conclusion summarizing what you learned about your strengths, and discuss areas for growth. Consider the following:
  • What have you discovered about yourself as a school counselor as a result of completing this transcription?
  • What are some areas you now recognize as strengths and challenges?
  • What are the specific skills that you need to work on?
  • What model do you recognize as informing your work based on this transcription?

Requirements

  • Content: Prepare a comprehensive paper that includes all sections described above in “Content Format,” plus a title page and a reference list. Appendices are optional.
  • Number of pages: The body of the paper must be 9–12 pages, double-spaced.
  • Written communication: Develop accurate written communication and thoughts that convey the overall goals of the assignment and do not detract from the overall message.
  • References: At least five references that justify and provide a frame of reference for the points you make. You must use proper APA style in listing your references. Refer to the APA Style and Format module in the resources for more information.
  • Formatting: Use Times New Roman, size 12 font, and APA (6th edition) formatting, including: correct in-text citations, proper punctuation, double-spacing throughout, proper headings and subheadings, no skipped lines before headings and subheadings, proper paragraph and block indentation, no bolding, and no bullets. Refer to the APA Style and Format module for more information.
  • Template: Please use the provided template to complete your transcription. SEE ATTACHED.

How do all of the separate elements of the film relate to and contribute to the theme, central purpose, or total effect?

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Theater Arts 7B Film Analysis Assignment – Spring 2020

Begin by reading Chapter 9

  1. Rent and view one of the films from the list below. You should view the film at least twice. Take notes as you go and pause and replay scenes that you don’t understand or that you find particularly interesting.
  2. Write a paper which answers the questions below.
    1. For minimum credit answer all the questions below. Be sure to number your answers.
    2. More complete answers will receive higher scores.
    3. MLA style essays usually earn the highest scores compared to short answer essays.
  3. Papers must be type written and double-spaced. No papers will be accepted by e-mail. Maximum length: five to seven pages.

Review Questions:

  1. What is the true subject or theme of the film, and what kind of statement, if any, does the film make about the subject? Which elements and which scenes contribute most to addressing the theme of the film?
  2. How do all of the separate elements of the film relate to and contribute to the theme, central purpose, or total effect?

Film Elements:

  1. Narrative – The manner in which the story is told. What is the plot structure? Is it chronological or non-linear? Are there flashbacks or other narrative devices and why are they used?
  2. Acting – the qualities of the performances. Is the acting realistic or is it mannered? Are the characters dynamic (do they change as the film progresses)? How?
  3. Cinematography – The qualities of the photography and lighting. Identify specific scenes and camera shots that you thought were particularly interesting.
  4. Editing – The pace and tempo, the use of transitions and the organization of the narrative. Identify any editing technique you thought was particularly interesting
  5. Art Direction and Design – Locations, sets, effects, props, costumes and make-up.
  6. What scenes in the film show the director’s style and how do they show it?
  7. What were your personal reactions to the film? What are your personal reasons for liking or disliking the film?

Film List:

Science Fiction – Silent Running (1972), Dark Star (1974), Outland (1981), Star Wars: Return of the Jedi (1983)

Independent Cinema – Requiem for a Dream (2000), Jackie Brown (1997), Blue Velvet (1986), Se7en (1995)

European Cinema – La Dolce Vita (1960), The Passenger (1975), Leon; The Professional (1994), Delicatessen (1991)

Martin Scorsese – Raging Bull (1981), The Last Temptation of Christ (1988), Casino (1997)

Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Develop a coaching plan for an individual within an organization. Take into consideration the coach, individual, and organization relationship when constructing your plan. Your plan should include:

  1. Responsibilities of coach and client (consider the logistics of the coaching arrangement, agendas, cell phones, etc.)
  2. Boundaries of confidentiality you will set as the coach, with the client and organization or other stakeholders (communication in session and out of sessions, meeting time)
  3. Cost of coaching.
  4. A clarification of personal and professional goals of the coaching (the desired outcomes of the coaching)
  5. A timeline to reach the goals of coach and client, including benchmarks for improvement.
  6. Check-in points, which includes a self-reflection of what is working with the client and what is not working, how to adjust, checking in with client to see if they feel they are making progress.
  7. Guidelines for leaving the coaching relationship (reflective questions, future goals, how will they use skills learned).

Use four to six scholarly resources to support your explanations.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competency:

MS Psychology, Life Coaching

5.4: Develop a coaching plan for a business or organization.

explain how and when you might use the DSM-5 in your practice and the ways you can circumvent its limitations.

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The DSM-5 states that the “DSM-5 is designed to better fill the needs of clinicians, patients, families, and researchers for a clear and concise description of each mental disorder organized by explicit diagnostic criteria, supplemented, when appropriate, by dimensional measures that cross diagnostic boundaries, and a brief digest of information about the diagnosis, risk factors, associated features, research advances, and various expressions of the disorder” (p. 5). You will be using these diagnostic descriptions and categories throughout this course in order to make diagnoses, and you will continue to refer to them as a mental health professional. In this Assignment, you will look at a general overview of the DSM.

To prepare:

  • Review this week’s readings in the DSM-5.
  • Keep in mind the stated purpose of the DSM.
  • Consider the organization of the classifications and any possible biases with respect to the position of certain disorders.
  • Note whether or not the classifications are easy to follow and the appendices easy to navigate.
  • Consider potential strengths and limitations of the DSM-5.

With these thoughts in mind:

Post by Day 4 an explanation of what you perceive to be two strengths and two limitations of the DSM-5 and why you consider each as such. Also, explain how and when you might use the DSM-5 in your practice and the ways you can circumvent its limitations.

Be sure to support your postings and responses with specific references to the Learning Resources.

Does the mother have a right to privacy regarding her own diagnosis, which could be threatened if her daughter learns of her own status?

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You are a consulting psychologist for a local clinic and have been asked to review an ethically complex case. Please review the PSY699 Week four discussion case file (Links to an external site.)Links to an external site. for detailed information on the case under review.

In your initial post, explain how the APA Ethical Principles and Code of Conduct can be used to guide decisions in this ethically complex situation. Provide a suggested course of action for the clinic staff. Given the daughter’s age and the situation presented, integrate concepts developed from different psychological content domains to support your suggested course of action. Be certain to use evidence-based psychological concepts and theories to support your arguments. You may wish to consider the following questions as you construct your post.

  • Does the daughter have a right to know her diagnosis?
  • Does the mother have a right to not disclose the diagnosis to her daughter?
  • Does the mother have a right to privacy regarding her own diagnosis, which could be threatened if her daughter learns of her own status?
  • Should the staff tell the daughter if the mother does not want her to know?
  • If the daughter wants to know more about her condition, what should the staff say?
  • Are there other approaches the staff can take? If so, what are they?
  • Is further information required in order for you to create an ethically sound suggested course of action?

Guided Response: Review several of your colleagues’ posts and respond to at least two of your peers by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful interactive discourse in this discussion.

Was the suggested course of action presented ethically sound based on the APA Ethical Principles and Code of Conduct? If so, how? If not, why not?  Did your colleague consider the legal ramifications of the course of action he or she suggested? Were the arguments for the suggested course of action supported by appropriate evidence-based psychological concepts and theories? What other resources might you suggest to your colleague that would inform the response to this case? Was the recommendation made culturally sensitive? What developmental issues did your colleague consider? What other issues might you suggest for further review in this case?

Prior to beginning this assignment, please review all the required readings from the first three weeks as well as the articles you used in your Week 2 Discipline-Based Literature Review.

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Prior to beginning this assignment, please review all the required readings from the first three weeks as well as the articles you used in your Week 2 Discipline-Based Literature Review. During this course, you have been developing your knowledge in the area of learning and cognition. In the Week 2 assignment, there was special focus on six topics that influence a wide variety of disciplines in psychology and other fields. In the final week of this course, you will develop a Learning and Cognition Handbook based on these topics.

This week, you will write an extensive review and annotated bibliography on one of the six main course topics below:

  • Traditional learning theories: Operant and classical conditioning
  • Traditional learning theories: Behaviorism and social learning theory
  • Attention and memory
  • Decision-Making
  • Language acquisition
  • Organizational and lifelong learning

The topic you choose should be based on the area in which you would most like to develop your knowledge. Your choice should also consider your current interests in psychology and support your future career goals. (*******My future career goals is to become a school Psychologist**********).

As you prepare this assignment, keep in mind that it is designed to assist you with beginning the process of drafting your Learning and Cognition Handbook, which is due in Week 6. It is recommended that your paper be checked in Grammarly (Links to an external site.)Links to an external site. and through Turnitin (Links to an external site.)Links to an external site. prior to submission.

Include the following components in your review:

Introduction: Explain your motivation focusing on your chosen topic and describe how this topic aligns with your future career goals.

Research: Research five Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. in the Ashford University Library focusing on your chosen topic, and provide an annotated bibliography (Links to an external site.)Links to an external site.. These articles must provide sufficient information so that they will support your work in the Learning and Cognition Handbook. (See the instructions in Week 6 for further clarification.) Provide a complete reference for each of the five articles. Beneath each reference, provide an annotation that explains the theoretical perspectives, historical trends, and/or empirical research within the article that describe and define your chosen construct.

Conclusion: Provide a concluding paragraph that synthesizes the cognitive learning principles and theories found within the articles as they relate to your chosen construct.

The Choosing Your Focus paper

Evaluate the required articles for this week and describe the  assumptions the instructors might have to set aside as they enter into a qualitative research study.

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Philosophical Differences Between Qualitative and Quantitative Paradigms and Approaches

Prior to beginning work on this discussion, read Chapter 1 in the Frost e-book, Qualitative Research Methods in Psychology, and the required journal articles for this week. Also review last week’s PSY635 Week Two Discussion Scenario (Links to an external site.)Links to an external site.. In that scenario, the three instructors realized there are limits to the insights they can gain through anonymous counting of discussion posts. The instructors would like to answer two additional research questions: (a) How do their students actually feel about the intervention? and (b) How do students view the influence of the intervention on their learning inside and outside of the classroom (if applicable)?

In your initial post, compare the characteristics of appropriate research designs and recommend a qualitative research design that would facilitate answering the instructors’ additional questions. Explain the philosophical paradigm underlying the recommended approach. Evaluate the required articles for this week and describe the  assumptions the instructors might have to set aside as they enter into a qualitative research study. Be sure to identify any ethical issues that may apply to the research. Review the characteristics of the quantitative approach you described in the Week Two discussion. Explain the ways in which the quantitative approach and paradigm differs from the qualitative approach and paradigm you have recommended here.

What positive outcomes do you anticipate will come from this process, which may be applied to potential work settings and/or doctoral programs?

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Effective clinical innovations and the dissemination of research findings are key elements in the growth and development of the psychology profession. There are numerous avenues that enable authors to publish and present their work. Poster presentations at conferences are effective methods for communicating research findings and providing opportunities to meet with other researchers and clinicians to discuss the research being presented. Thus, these types of conference presentations play a key role in the proliferation of research.

In this week’s discussion, you will be submitting your proposal for the Week Five Virtual Conference. You may utilize relevant assignments from previous courses in this program or suitable projects from your professional life. See the PSY699 Call for Student Poster (Links to an external site.) Presentations document for specific parameters and instructions on how to create your proposal. Following the guidelines presented in the document, create your proposal and attach it to your initial post in the discussion forum. Evaluate the impact participating in conference presentations may have on potential work settings and/or doctoral programs and comment on the following questions in your initial post.

  • How are conference presentations professionally relevant?
  • What elements of the proposal process were most difficult for you, and why?
  • What positive outcomes do you anticipate will come from this process, which may be applied to potential work settings and/or doctoral programs?

Identify methods of targeted intervention and education for PCPs that might alleviate potential issues for the CC/IC model.

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The collaborative practice of clinicians across disciplines requires a shared language, appreciation of diagnostic and therapeutic paradigms, and recognition of appropriate roles within the health care team.  This collaborative environment is at the heart of a health care system that utilizes the skills and expertise of all its team members in appropriate and extended roles. This model of care delivery is often called integrated care (IC) or collaborative care (CC). Although this model is endorsed by many professional societies and agencies, the CC/IC care delivery model can fail due to multiple factors.

In your initial post, consider the clinical partnerships that result within the CC/IC delivery model. Integrating concepts developed from different content domains in psychology, address the following questions.

  • How might health care teams achieve therapeutic goals for individual clients?
  • How does this support health literacy?
  • What factors might lead to the failure of the CC/IC delivery model?
  • How might lack of acceptance of the value or viability of the CC/IC model by stakeholders, lack of awareness of the clinical competencies of various members of the team, barriers to financial reimbursement for services, and lack of integration of support services within the practice cause a breakdown in efficacy?
  • What supportive interventions within the CC/IC model address such issues?

In addition, consider how successful health care models assume an understanding of each profession’s competencies and responsibilities. For example, primary care providers (PCPs) are sometimes unaware of the abilities and practice scope of psychology professionals.

  • Identify methods of targeted intervention and education for PCPs that might alleviate potential issues for the CC/IC model.
  • Explain how the APA Ethical Code of Conduct can be used to guide decisions in these complex situations.
  • Evaluate and comment on the potential work settings where you might find the CC/IC model. In what ways might this model provide more job satisfaction?