Does an individual have the ability to be consciously aware of what she or he does or says and how does one’s upbringing affect/not affect this conscious awareness?

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  1. Obstacles to Self-Actualization: If the tendency toward self-actualization is innate, why are more adults not self-actualized? Maslow estimated that only 1% of adults are self-actualized. If he’s right, why is this the case? Based on Maslow’s theory (which you can find described in detail in the chapter on motivation), how would you explain it? How would Freud explain it? How would a cognitive psychologist explain it?
  2. What are four kinds of personality disorders? What are three contributing factors in the four personality disorders you chose? How does one’s personality affect her/his self-esteem and her/his violence level? Can low self-esteem help an individual to create an over-inflated or an “idealized self” of her/his portrayal of the world?
  3. In reference to Freud’s, Rogers’, or Eysenck’s theories, is one guided by free will or determinism? Does an individual have the ability to be consciously aware of what she or he does or says and how does one’s upbringing affect/not affect this conscious awareness?
  4. What is Groupthink? Explain this phenomenon using research on conformity, obedience, and group polarization (explain what these are and how they are different from one another). Provide at least one example of how Groupthink led to a bad decision. How can Groupthink be prevented?
  5. Describe the “Trait Perspective,” list different traits, and give at least two real-life examples where understanding more about your personality traits might be helpful. Does everyone fit into these categories? What purpose does the Trait Perspective have and should it be used as a guide for things like job compatibility and educational endeavors?

How has the role of the school psychologist shifted over time (from the late 1890s to the present)?

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PSYC393: SCHOOL PSYCHOLOGY

There are no word limits or requirements for any question. Please write as much as necessary to answer each question.

Question #1 (30 points total)

Mr. Smith, a third grade teacher at Make Believe Elementary, consults with Ms. Jones, a school psychologist in the district, regarding behavioral problems in his class. Make-Believe Elementary implements both behavioral and academic RtI models. Mr. Smith tells Ms. Jones that several students are exhibiting disruptive class behaviors. As a first step, Ms. Jones decides to examine the results of the fall behavioral screening for Mr. Smith’s class. For this screener, Mr. Smith fills out a brief behavior rating scale that assesses externalizing behaviors and yields a T-score for individual students. Using the behavior rating scale interpretation guide, Ms. Jones and Mr. Smith obtain the following results:

Behavior Rating Scale Score Interpretation Guide

T-Score Range Risk Classification
10-59 Average
60-69 Elevated
70+ Very Elevated

Mr. Smith’s Class Behavior Rating Results (Fall)

Student ID# T-Score Risk Classification
1 59 Average
2 62 Elevated
3 64 Elevated
4 65 Elevated
5 62 Elevated
6 62 Elevated
7 70 Very Elevated
8 71 Very Elevated
9 54 Average
10 55 Average
11 45 Average
12 42 Average
13 65 Elevated
14 64 Elevated
15 61 Elevated
16 73 Very Elevated
17 72 Very Elevated
18 74 Very Elevated
19 66 Elevated
20 64 Very Elevated

To determine the percentage of children who are at risk for significant behavioral problems in the class, Ms. Jones and Mr. Smith graph the results, as depicted below.

EMBED MSGraph.Chart.8 \s

Part A (18 points):

A.1 (6 points): What should Ms. Jones recommend regarding intervention? For this question, be clear to specify the RtI tier level(s) you are addressing.

Answer:

A.2 (6 points): What might the intervention look like? What types of content might it address?

Answer:

A.3 (6 points): Ms. Jones selects an intervention program and concludes that it has a strong evidence base. Can she be certain the intervention will be effective when implemented at Make Believe Elementary? Why or why not?

Answer:

Part B (12 Points):

Ms. Jones and Mr. Smith proceed with the intervention from Part A. As specified in Make Believe Elementary’s RtI model, they conduct the behavioral screening three times over the course of the academic year. Each time, they calculate the percentage of students at each risk level. Upon graphing the data, they obtain the following results:

EMBED MSGraph.Chart.8 \s

B.1 (6 points): Has Ms. Jones’ intervention plan generally improved the class’s behavioral problems? Why or why not?

Answer:

B.2 (6 points): Has Ms. Jones solved the problem? Given the class’s status at the end of the school year (Spring), what should Ms. Jones’ next steps be?

Answer:

Question #2 (30 points)

At the beginning of the school year, Sam P. Kid, a second grade student at Make Believe Elementary, was referred for intervention due to concerns regarding his oral reading fluency (ORF) skills. As a result, he was given a Tier 2 reading intervention. The Tier 2 intervention was led by the classroom teacher and conducted with a group of 5 students (including Sam). Specifically, this intervention focused on using choral reading to promote fluency. During the intervention, Sam’s progress in ORF was monitored once per month by measuring the number of words he read correctly per minute from a grade-level passage. His phonics/decoding skills also were monitored once per month by measuring the number of nonsense words he read correctly per minute (NWF). The following displays his progress monitoring data from September through January.

EMBED MSGraph.Chart.8 \s

EMBED MSGraph.Chart.8 \s

Part A (20 points):

Use the four problem-solving steps to evaluate Sam’s skills in oral reading fluency and to make recommendations for further intervention. Your answer should describe each step clearly and thoroughly.

Answer:

Part B (10 points):

Given what you know about the five main areas of reading, why might Sam be experiencing problems with ORF?

Answer:

Part C (10 points):

What is a student’s academic ecology (AE)? Define and describe the three components of AE. For each AE component, describe at least two factors that could be contributing to Sam’s problem.

Answer:

Question #3 (20 points)

Thanks in part to the great teachers and school psychologists at Make Believe Elementary, Sam is all grown up and has earned his credentials as a school psychologist. Administrators in Sam’s school have indicated to him that the district would like to move toward implementing a RtI model and have asked Sam to take the lead in this reform effort. What are the essential features that should be included in the model? Be sure to address features related to assessment, intervention, and prevention.

Answer:

Question #4: (20 points)

How has the role of the school psychologist shifted over time (from the late 1890s to the present)? Identify at least three events that illustrate the nature of this change. What is the significance of these events, and how have they impacted the evolution of the school psychologist’s role?

Answer:

Optional Extra Credit (1 point)

To respond to the following question, please bold your answer choice.

The first school psychology training program in the United States was housed in:

a) Columbia University

b) New York University

c) Harvard University

d) Montclair State University

Mr. Smith’s Student Behavior Ratings: Percentage of Students by Risk Classification

Average

Category 1 20.000000 Elevated

Category 1 45.000000 Very Elevated

Category 1 35.000000

Risk Classification

Percetage of Students

Percentage of Students by Risk Classification

Average

Fall Winter Spring 20.000000 60.000000 80.000000 Elevated

Fall Winter Spring 45.000000 25.000000 10.000000 Very Elevated

Fall Winter Spring 35.000000 15.000000 10.000000

Percentage of Students

Sam Kid’s ORF Progress in a Tier 2 Intervention

Sam P. Kid

September October November December January 44.000000 56.000000 62.000000 66.000000 70.000000 Benchmark

September October November December January 72.000000 76.000000 80.000000 84.000000 89.000000

Words Read Correctly Per Minute

Sam Kid’s NWF Progress in a Tier 2 Intervention

Sam P. Kid

September October November December January 5.000000 7.000000 8.000000 10.000000 9.000000 Benchmark

September October November December January 10.000000 12.000000 15.000000 17.000000 19.000000

Nonsense Words Read Correctly Per Minute

Why is it important to utilize developmental theory to explain children’s development?

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Grandma vs. Research

Prior to completing this assignment, please read chapters 1 and 2 in your textbook, view the Endless Questions (Links to an external site.)Links to an external site. video, and review any relevant Instructor Guidance. You may want to look specifically at the interactive media tools demonstrating information on theory which are provided in the Section 1.5 (within Module 1) of the textbook.  In this assignment you will be addressing the role of theory and evidence – both scholarly and personal – and how they can be utilized in the classroom or other professional settings.

In PART I of the paper, begin by reflecting on the benefits and drawbacks of accepting advice from stories told by previous generations (i.e. “I did that with my kids and they turned out just fine.”).  For example, you may have heard a grandparent suggest that you put a bit of whiskey on an infant’s gums to help with teething. Consider your own thoughts about anecdotal advice such as this and think about why it may be true in some cases, but not in others.

Then, watch the Endless Questions (Links to an external site.)Links to an external site. video analyzing child development research and find one additional scholarly source of your choice (see tips and a link to tutorials below).  Use these resources to address the following:

  • Overview some of the specific research methods described in the video to study happiness. Which seemed the most effective to you and why?
  • Why is it important to utilize developmental theory to explain children’s development?
  • What makes scholarly research different from anecdotal evidence (personal experience) in explaining child and adolescent development?

You are required to utilize at least one (1) additional scholarly source not from this week’s required readings and submit your paper to Grammarly. You mustcite (Links to an external site.)Links to an external site. all of your sources (including the video embedded above) in proper APA style.  If you are unsure how to create an APA style reference page, please visit the Reference Guide (Links to an external site.)Links to an external site. page from the Ashford Writing Center. Aside from the video embedded in the prompt, you are to find one other scholarly through the Ashford Library website to help support your reflections in PART II.  View this great tutorial (Links to an external site.)Links to an external site. provided by the Ashford University Library which will show you how to find scholarly articles and how to assess the scholarly quality of the resource.

You must cite all of your sources in proper APA style and submit your writing to Grammarly prior to submission. Please upload your Grammarly report in addition to your assignment.

  • NOTE: As you are completing your searches in the library search engines (Links to an external site.)Links to an external site., check the boxes in the search engines of the library for scholarly, peer-reviewed sources. This allows you to find resources that have been evaluated by a number of experts in the field and do not represent just one person’s opinion.

The Grandma vs Research Paper:

  • Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center. (Links to an external site.)Links to an external site.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least one scholarly source in addition to the course text. Be sure to integrate your sources (Links to an external site.)Links to an external site. rather than simply inserting them.
  • The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must document all sources in APA style, as outlined here (Links to an external site.)Links to an external site. and here (Links to an external site.)Links to an external site..
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Explain how you would address these concerns of interest to the court.

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Reports and Testimony

The focus of this unit is the results produced by forensic psychologists: their reports and testimony. These written and verbal products are the vehicles for communicating expert-witness opinion to the judiciary. Literally every word matters in the delivery of expert-witness opinions, whether verbal or written. Such is the structure of the law.

Assignment

1. The Ultimate Issue

Choose from one of the following assessment. Then complete the following question below.

1.      Competency to confess (that is, waive Miranda rights).

2.      Sanity at the time of the offense charged (insanity).

3.      Juvenile court evaluation for amenability to treatment.

 

·         Describe the ultimate issue in this situation.

·         Consider those concerns of interest to the court that would form a basis for a resolution of the ultimate issue.

·         Explain how you would address these concerns of interest to the court.

 

 

2. Cross-Examination

Choose an assessment one of the following assessment. Then complete the following question below.

1.      Competency to confess (that is, waive Miranda rights).

2.      Sanity at the time of the offense charged (insanity).

3.      Juvenile court evaluation for amenability to treatment.

 

·         Create a cross-examination to challenge the limitations of the methodology you chose for this activity.

·         Include at least three questions to be asked by the opposing counsel, as well as your responses to these three challenges to your methodology.

Describe modeling and the basis of observational learning.

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1. .Explain the definitions of psychology

2. 2.       Understand how ethnic and gender issues affect personality development.

3. 3.       Understand the concepts of assessment and research in the study of personality

4. 4.       Explain and give examples of various types of assessment instruments used in studying personality.

5. 5.       Understand the development of the psychoanalytic approach to personality, thought through the study of its founder, Sigmund Freud.

6. 6.       Understand the structure of personality: the id, the ego, and the superego; concepts of defense mechanisms against anxiety; the psychosexual stages of personality development; free association and dream analysis

7. 7.       Understand the extensions of Freudian theory with ego psychology and Object Relations Theory.

8. 8.       Understand the systems and development of personality according to Jung.

9. 9.       Understand the use of word association, dream analysis, the Myers-Briggs Type Indicator for assessment of personality.

10. 10.   Understand Adler’s concept of inferiority feelings, striving for superiority, or perfection, styles of life.

11. 11.   Compare and contrast Adler’s ideas on birth order.

12. 12.   Understand compare and contrast Horney’s ten neurotic trends with Freud’s defense mechanisms.

13. 13.   Understand the concepts of basic anxiety and how a neurotic person would respond in terms of personality formation.

14. 14.   Understand the concept of womb envy and how this differs from Freud’s concept of penis envy.

15. 15.   Understand the nature of the “tyranny of the shoulds,” and what has been seen concerning the research of Horney’s theories.

16. 16.   Understand the Psychosocial Stages of Personality Development.

17. 17.   Understand Maslow’s theory of personality development, needs theory, discuss the study of self-actualizers.

18. 18.   Understand Carl Rogers, the self and the tendency toward actualization, the experiential world, characteristics of fully functioning persons.

19. 19.   Understand personal construct theory, and ways of anticipating life events.

20. Describe modeling and the basis of observational learning.

21. The processes of observational learning.

22. Trace self-reinforcement and self-efficacy.

23. Outline the developmental stages self-efficacy.

24. behavior modification.

25. assessment and research on Bandura’s theory.

26. Review Allport’s personality traits, personality development, and assessment of Allport’s theory

27. Erickson’s  Psychosocial Stages of Personality Development, Summarize research in Erikson’s theory.

28.

1.

.Explain the definitions of psychology

2.

2.

Understand how ethnic and gender issues affect personality development.

3.

3.

Understand the concepts of assessment and research in the study of personality

4.

4.

Explain and give examples of various

types of assessment instruments used in

studying personality.

5.

5.

Understand the development of the psychoanalytic approach to personality, thought

through the study of its founder, Sigmund Freud.

6.

6.

Understand the structure of personality: the

id, the ego, and the superego; concepts

of defense mechanisms against anxiety; the psychosexual stages of personality

development; free association and dream analysis

7.

7.

Understand the extensions of Freudian theory with ego psychology and Object

Rela

tions Theory.

8.

8.

Understand the systems and development of personality according to Jung.

9.

9.

Understand the use of word association, dream analysis, the Myers

–

Briggs Type

Indicator for assessment of personality.

10.

10.

Understand Adler’s concept

of inferiority feelings, striving for superiority, or

perfection, styles of life.

11.

11.

Compare and contrast Adler’s ideas on birth order.

12.

12.

Understand compare and contrast Horney’s ten neurotic trends with Freud’s defense

mechanisms.

13.

13.

Understand

the concepts of basic anxiety and how a neurotic person would respond

in terms of personality formation.

14.

14.

Understand the concept of womb envy and how this differs from Freud’s concept of

penis envy.

15.

15.

Understand the nature of the “tyranny of the

shoulds,” and what has been seen

concerning the research of Horney’s theories.

16.

16.

Understand the Psychosocial Stages of Personality Development.

17.

17.

Understand Maslow’s theory of personality development, needs theory, discuss the

study of self

–

actuali

zers.

18.

18.

Understand Carl Rogers, the self and the tendency toward actualization, the

experiential world, characteristics of fully functioning persons.

19.

19.

Understand personal construct theory, and ways of anticipating life events.

20.

Describe

modeling an

d the basis of observational learning.

21.

The processes of observational learning.

22.

Trace self

–

reinforcement and self

–

efficacy.

23.

Outline the developmental stages self

–

efficacy.

24.

behavior modification.

25.

assessment and research on Bandura’s theory.

26.

Review

Allport’s

personality traits,

personality development, and

assessment of Allport’s

theory

27.

Erickson’s

Psychosocial Stages of Personality Development,

Summarize research in

Erikson’s theory.

28.

1. .Explain the definitions of psychology

2. 2. Understand how ethnic and gender issues affect personality development.

3. 3. Understand the concepts of assessment and research in the study of personality

4. 4. Explain and give examples of various types of assessment instruments used in

studying personality.

5. 5. Understand the development of the psychoanalytic approach to personality, thought

through the study of its founder, Sigmund Freud.

6. 6. Understand the structure of personality: the id, the ego, and the superego; concepts

of defense mechanisms against anxiety; the psychosexual stages of personality

development; free association and dream analysis

7. 7. Understand the extensions of Freudian theory with ego psychology and Object

Relations Theory.

8. 8. Understand the systems and development of personality according to Jung.

9. 9. Understand the use of word association, dream analysis, the Myers-Briggs Type

Indicator for assessment of personality.

10. 10. Understand Adler’s concept of inferiority feelings, striving for superiority, or

perfection, styles of life.

11. 11. Compare and contrast Adler’s ideas on birth order.

12. 12. Understand compare and contrast Horney’s ten neurotic trends with Freud’s defense

mechanisms.

13. 13. Understand the concepts of basic anxiety and how a neurotic person would respond

in terms of personality formation.

14. 14. Understand the concept of womb envy and how this differs from Freud’s concept of

penis envy.

15. 15. Understand the nature of the “tyranny of the shoulds,” and what has been seen

concerning the research of Horney’s theories.

16. 16. Understand the Psychosocial Stages of Personality Development.

17. 17. Understand Maslow’s theory of personality development, needs theory, discuss the

study of self-actualizers.

18. 18. Understand Carl Rogers, the self and the tendency toward actualization, the

experiential world, characteristics of fully functioning persons.

19. 19. Understand personal construct theory, and ways of anticipating life events.

20. Describe modeling and the basis of observational learning.

21. The processes of observational learning.

22. Trace self-reinforcement and self-efficacy.

23. Outline the developmental stages self-efficacy.

24. behavior modification.

25. assessment and research on Bandura’s theory.

26. Review Allport’s personality traits, personality development, and assessment of Allport’s

theory

27. Erickson’s Psychosocial Stages of Personality Development, Summarize research in

Erikson’s theory.

Discuss you career goals for the future and how the factors associated with I/O psychology could be      applicable to help you succeed and grow as an individual based on these   goals.

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Through your reading this week, you have become more familiar with I/O psychology. This familiarity guides us in developing our understanding of how this area of study can be applied to many areas and careers, whether in the “helping” professions or in business, education, and communications.

  • For this discussion, first      create a timeline of your plans/goals for the next ten years.1 D1 (updated).JPG
  • Next, discuss you career goals for the future and how the factors associated with I/O psychology could be      applicable to help you succeed and grow as an individual based on these   goals.
  • Next, if the word organization is defined as a      structured body of people with a common purpose, what unique opportunities      might the field of I/O psychology present for you personally based on two      of your listed goals? (Consider your family or other outside organizations      with which you are involved.)
  • Considering both your personal      and professional goals, and after reviewing the content, are there any      areas of I/O psychology that you believe will be more applicable to you      than another? Why or why not? How might these areas be helpful to      employees and managers? Include evidence from major theories of business      psychology to support your answer.

Your initial post should be between 300 and 350 words. You must use at least one scholarly, peer-reviewed source that was published within the last five years. Cite all information from your sources according to APA guidelines

Agree  or disagree with the statement, “the only proper context for sex given  its nature is as part of a committed personal relation”.

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Format & Expectations

State  your thesis, the answer you want to defend using at least three  well-supported reasons embodying logic, reason, and research. Give  possible objections to your arguments, answer these objections and  restate your conclusion.

Essays should include a Works Cited page following MLA Style.

For grading expectations, please refer to the PHIL200 Writing Rubric.

Submission

Submit your essay as an attachment within the Assignments area.

Due: Sunday, by 11:55 p.m., ET

Questions:

Answer one of the questions below in a well-written, thoughtful essay:

  1. Agree  or disagree with the statement, “the only proper context for sex given  its nature is as part of a committed personal relation”.

Discuss any areas required for licensure and/or credentialing that are not addressed through your specific Master’s or Psychology degree plan.

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My ind

  • Degree Plan
    • Identify your intended concentration area (which is behavior analysis), and briefly provide an overview of the field as you understand it.
    • Review the following degree plans, 2016 Graduate Psychology Degree Plans, You will have to reproduce your selected degree plan in your Assignment. >>> Masters of science in Applied behavior Analysis (https://www.kaplanuniversity.edu/degree-programs/social-behavioral-sciences/master-degree-psychology/)
  • Licensure/Credentialing Plan
    • Provide an overview of your understanding of the licensure and/or credentialing required for your chosen profession.
    • Discuss what specific licensure and/or credentialing is required. If no licensure and/or credentialing is required for your chosen profession, provide information that substantiates this finding. Also, if no licensure and/or credentialing is required at the Master’s level, research and discuss what licensure and/or credentialing is required at the doctoral level.
    • Identify the governing body(ies) who oversees licensure and/or credentialing for your chosen profession. Provide a direct weblink to this governing bodies.
    • Discuss the specific steps and requirements that will lead to licensure and/or credentialing in your specific state. It is important to be very specific. Be sure to include education and degree, accreditation, exams, and internships, as well as state licensing and certification requirements
    • Discuss any areas required for licensure and/or credentialing that are not addressed through your specific Master’s or Psychology degree plan.
  • Career Plan
    • Discuss specific career goals. Where do you see yourself professionally in 3 years, 5 years, and 10 years? (in 3years being a board certified behavior anaylst, 5 years working towards or having a ph.d in Forensic Psychology, 10 years being a Forensic Psychologist in the FBI)
    • What licensure and/or credentialing, or further education will you need to be able to meet your career goals?
    • After reviewing the Career Center resources, share an overview of your findings and how you will utilize these resources throughout your program.
    • Throughout the course, we have discussed other resources that will support you throughout your Master’s degree experience and beyond. Share what resources you will use. Discuss how you will utilize these resources.
    • Provide an overview of other resources that you have explored to support you as work toward your career goals? Discuss how how you will utilize these resources throughout your program.

Your paper should:

  • Follow Assignment directions (review grading rubric for best results).
  • Use correct APA formatting per the APA Publication Manual, 6th Edition.
  • Demonstrate college-level communication through the composition of original materials in Standard American English.
  • Be written in Standard American English and be clear, specific, and error-free. If needed, be sure to use the Writing Center for help.
  • Be five to six pages (5-6 pages) in length, not including title page and reference page.

Develop an action plan that outlines how you might advocate for the client at each appropriate level of the ecological model.

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Prior to beginning work on this discussion read Hill (2013) “Partnering with a Purpose: Psychologists as Advocates in Organizations,” Cohen, Lee, & McIlwraith (2012) “The Psychology of Advocacy and the Advocacy of Psychology,” Heinowitz, et al. (2012) “Identifying Perceived Personal Barriers to Public Policy Advocacy within Psychology,” Lewis, Ratts, Paladino, & Toporek (2011) “Social Justice Counseling and Advocacy: Developing New Leadership Roles and Competencies,” and Fox (2008) “Advocacy: The Key to the Survival and Growth of Professional Psychology” articles.  For this discussion, you will compare the various professional activities common to clinical and counseling psychologists and assume the role of an advocate for a client in one of the case studies from Case Studies in Abnormal Psychology (Gorenstein & Comer, 2015). Select a case study that has not been covered in this course or in the PSY645 course, and identify systemic barriers, sociopolitical factors, and multicultural issues impacting the client at the micro, meso, exo, and/or macro levels. Develop an action plan that outlines how you might advocate for the client at each appropriate level of the ecological model. Identify two potential partnerships that you would establish in order to support your client and those like him or her outside of the therapeutic environment.

Why are counseling theories important to professional counselors?

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Write a 75- to 100-word response to EACH of the following questions:

  1. Why are counseling theories important to professional counselors?
  2. What characteristics must an effective counselor possess?
  3. How has psychoanalytic theory influenced professional counseling today?
  4. How has neoanalytic theory influenced professional counseling today?

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.