Psychology  Week 10 summary

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https://online.fiu.edu/videos/?vpvid=a773b1bd-d490-4ac5-b156-b93ed6739d23Write a summary of the video above.

 
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Psychology  a case study

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https://www.youtube.com/watch?v=ImAJJCzILK8https://www.youtube.com/watch?v=86nTyj9U4J0

 
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Psychology  History of Psychology

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Your response to each question should be 1- 1 ½ pagesper question.Assignment should be 4-6 pages total plus a title and reference page    13.  Skinner was known as the leading neobehavorist.  Why were Tolman, Hull and Gutherie not as well known?  Be sure to include Tolman, Hull and Gutherie’s theories.14.  Discuss the founding of Gestalt theory.  What impact did it have on psychology and therapy?15.  Summarize the medical, psychological and supernatural models of mental illness and give examples of each.16.  Sigmund Freud is credited with being the Father of Psychoanalysis.  Compare and contrast how Anna Freud, Carl Jung, Alfred Adler and Karen Horney morphed Freud’s original theories into working theories that we still use today.

 
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Psychology  Zimbardo’s Prison Study

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What implications and important contributions to social psychology does the Zimbardo’s Prison study provides. And why the Zimbardo’s Prison study matters to us.

 
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Psychology  cyn- dis 2

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Due 3/10/2021the program is forensic psychologyThis week, as you think about these topics, you will select one to explore in detail and begin to identify a key problem within the topic that will become the focus of the Capstone Project. he Capstone Project is a research paper, so your topic needs to be objectively researched in the academic literature. There are some topics that one feels so strongly about that one cannot objectively review all sides of the issue. These would not be suitable topics for the Capstone.Once you have chosen a topic, this Discussion provides the opportunity to share with your classmates your choice of topic and the problem that you have identified.For this Discussion, you will examine your process for deciding on a research topic, including the critical thinking involved, and begin to describe a specific problem within that topic that will become the focus for your Capstone Project.To prepare:Consider a topic of interest related to your MS specialization area.Review the Learning Resources for this week, especially those related to choosing a topic and narrowing your search.Search the Walden University Library and/or Internet and complete a preliminary search in the academic literature to make sure there are scholarly sources, primarily current peer-reviewed journal articles, about this topic.Identify a specific problem within this topic that will become the focus of your Capstone Project.By Day 4Post a brief summary of your topic. Support your information with citations to the research literature about your topic. Explain the specific problem within this topic that you are interested in focusing on for your Capstone Project. Briefly explain why you selected the topic and the relevance to your specialization area.https://academicguides.waldenu.edu/academic-skills-center/skills/critical-thinkinghttps://academicguides.waldenu.edu/writingcenter/writingprocess/prewritinghttps://academicguides.waldenu.edu/library/databasesearchskillshttps://www.youtube.com/watch?v=jSHXb83Xtskhttps://www.youtube.com/watch?v=rjuvdglDyoYhttps://www.youtube.com/watch?v=gU_K92S9vTchttps://www.youtube.com/watch?v=Dsbt5faRqMEhttps://academicguides.waldenu.edu/c.php?g=465763&p=3595931

 
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Psychology  Program critique

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You are required to complete a critique of two existing programs this term, due in Weeks 6 & 8. Programs can be relevant to the issue you have chosen for your final project, and thus reflect work you have identified in your review of the research literature. Although it is preferred that you identify a program from the published research literature (i.e., one which has been subjected to systematic evaluation), you may choose a program that is less well researched and available from other sources (e.g., published programs, agency websites engaged in community intervention). The latter programs, however, should be subjected to the same level of analysis with regard to key program components.The Program Critique involves review and critical analysis of a specific program with regard to the four main components of the conceptual framework of community psychology described in Nelson & Prilleltenksy (2010; introduced in Chapter 2):1. The issues or problems addressed 2. The values reflected in the program approach and methods3. The conceptual foundation of the program4. The action and research tools (i.e., the “science of CP”)Structure of the CritiqueI. Brief Program DescriptionDescribe program goals & objectives, conceptual/theoretical model, target population, staff, context/location, program content, intervention methods, research methods, program outcomesII. Program AnalysisDiscuss the program with regard to the four components described in Nelson and Prilleltenksy (2010). Be sure to make use of and cite Nelson and Prilleltenksy’s portrayal of these components.1. What specific issues or problems were addressed?2. What values were reflected in the program, either explicitly stated by the researchers/interventionists or implicit in the program approach?3. What was the conceptual or theoretical foundation(paradigm) of the program?4. What action (intervention) tools were used? What research tools were used?Be sure to focus your analysis on:1. The extent to which the program reflects a holistic transformative ecological model vs. an individually-oriented ameliorative approach2. The extent to which the values base of the program addresses personal, relational, and collective well-being.3. The extent to which the conceptual model (paradigm) is reflected in the program focus and methods.4. Whether the tools for action and research were appropriate for achieving the goals of the program.5. The extent to which key stakeholders participated in the process of program development, implementation, and evaluation.III. Suggestions for Program ImprovementProvide suggestions for program improvement based on your critical analysis.IV. ReferencesThe Critique content should not exceed 4 pages double spaced. You must also include a cover page and references. References can be from a variety of sources but must also include some peer reviewed journals from within the last 5 years. The document must be in APA format.YOU CAN CHOOSE TWO AGENCIES OF YOUR CHOICE DEALING WITH SEXUAL CHILD ABUSE AND NEGLECT.

 
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Psychology  Aggression power point

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The general aggression model is the most widely accepted model of aggression. In order to understand the general aggression model, it is very important to understand the components of the model; the factors (e.g., person, situation, social encounters) that serve as component parts of the whole model.For this task, you will reflect on what you have learned about the various social psychological theories of aggression this week.Select three components of the General Aggression Model (e.g., components part of person factors, situation factors, or social encounters), then create a PowerPoint presentation where your goal is to teach how each explains aggression.1. Use the three components to prepare slides that discuss what you believe best explains why people become aggressive.2. Prepare slides that discuss at least three assumptions that these components would make about the definition of aggression. Present an argument about whether you find that these assumptions are, in fact, in line with the definition/assumptions that you had of aggression before you started the course?a. If so, what have you learned new?b. If not, how has this model helped to enhance your assumptions of aggression? How?Incorporate appropriate animations, transitions, and graphics as well as “speaker notes” for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.Support your presentation with at least two scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.Length: 12-15 slides (with a separate reference slide)Notes Length: 100-150 words for each slide

 
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Psychology  **KIM WOODS** Time to Practice: Week 5

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Complete the Time to Practice: Week 5 worksheet.

 
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Psychology  Fact Sheet

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We could reasonably suggest that during the adolescent stage, it may  be biologically difficult for a person to wrangle their emotions,  impulses, and behaviors.As a medical educator, how would you teach a group of parents about why their adolescent boys and girls are “acting out”?In 3 pages, create a “fact sheet” in MS Word that  includes a chart, images, or banners, tables, etc., that explain why adolescent children may be less logical and more emotional in their  decision-making. As part of your fact sheet, include ideas on how  parents can best support their teenager during this timeBe sure that you use peer-reviewed research to support your 3-page handout.Writing Requirements (APA format)Length: 3 pages (not including title page or references page)Includes engaging presentation elements (i.e. images, banners, tables)Attributes proper credit to outside sources (due to the creative  nature of this assignment, attribution may look different than it does  in a standard essay – that is ok so long as you credit your source in  such a way that your audience can easy track down the sources you  reference)Minimum of 2 scholarly sources (in addition to course text)

 
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Psychology  Problem-Focused and Emotion-Focused Coping

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The Assignment (3–5 page APA-formatted essay)Describe one example each for effective problem-focused, emotion-focused, and biology-focused coping mechanisms and explain why each is effective.Describe one example each for ineffective problem-focused, emotion-focused, and biology-focused coping mechanisms and explain why each is ineffective.Explain two approaches you might use to address the most common ineffective coping mechanisms for the population you selected in Week 3.ReadingsCourse Text: Carver, C. S. (2011). Coping. In R. J. Contrada & A. Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 221–229). New York, NY: Springer Publishing Company.Now with an understanding of how individuals experience stress and learn to cope, and the influence of stress on the body in terms of stress-related and non-stress related disease, please review Chapter 17, “Coping” from the perspective of effective coping mechanisms to manage stress within specific populations.Course Text: Rook, K. S., August, K. J., & Sorkin, D. H. (2011). Social network functions and health. In R. J. Contrada & A. Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 123–136). New York, NY: Springer Publishing Company.Book Chapter: Chun, C.-A., Moos, R. H., & Cronkite, R. C. (2005). Culture: A fundamental context for the stress and coping paradigm. In Wong, P. T. P., & Wong, L. C. J. (Eds.), Handbook of multicultural perspectives on stress and coping (pp. 29–53). New York, NY: Springer.Handbook of Multicultural Perspectives on Stress and Coping, 1st Edition by Wong, P.; Wong, L. Copyright 2005 by Springer-Verlag New York, Inc. Reprinted by permission of Springer-Verlag New York, Inc. via the Copyright Clearance Center.Article: Bittner, J. G., IV, Khan, Z., Babu, M., & Hamed, O. (2011). Stress, burnout, and maladaptive coping: Strategies for surgeon well-being. Bulletin of the American College of Surgeons, 96(8), 17–22.Stress, burnout, and maladaptive coping: Strategies for surgeon well-being by Bittner, J.G., Khan, Z., Babu, M., & Hamed, O., in Bulletin of the American College of Surgeons, Vol. 96/Issue 8. Copyright 2011 by The American College of Surgeons. Reprinted by permission of The American College of Surgeons via the Copyright Clearance Center.Handout: Laureate Education, Inc. (2012). Coping in a social context. Unpublished document.Handout: Laureate Education, Inc. (2012). The focus of coping. Unpublished document.Web Resource: Alzheimer’s Association. (2012). Coping. Retrieved from http://www.alz.org/care/alzheimers-dementia-support-help.aspWeb Resource: National Cancer Institute. (n.d.). Coping with cancer: Supportive and palliative care. Retrieved from http://www.cancer.gov/cancertopics/coping

 
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