Psychology Homework Help

This two part paper focuses on combat trauma and related stress reactions.Paper Requirements:Minimum Length: 4 pages not including the cover and reference list pages.2 pages: Compare and contrast the elements of Combat Stress Reaction (CSR) and Post Traumatic Stress Disorder (PTSD). 2 pages: Discuss the effects of collective trauma on future generations of military personnel serving in combat zones and their families.Formatting Syle: APASubstantiation: In-text (within the body of the writing) source citations and an end of work reference list.

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Finding “factors for” and “factors against” a position is a versatile tool for critical thinkers. In this assignment, you will practice this technique more formally by examining one of several contemporary issues.

Using your readings, the Argosy University online library resources, and the Internet, research methods for creating arguments using factors for and factors against an issue.

Select a topic for use in this assignment. It is recommended that you choose a topic that is personally meaningful or interesting to you. Examples of topics can include, but are not limited to, the following:

• Underage drinking: Lowering the legal drinking age in the United States.
• Gun control: Increasing restrictions on the civilian possession of non-hunting guns.
• Selective service: Enacting compulsory military service obligation for all US citizens.
• Universal health care: Governmental provision of free health care for all citizens.

For the selected topic, complete the following:

• Construct at least six reasons for and six reasons against the topic. Rank the reasons in terms of strength and effectiveness.
• Explain why you identified each argument as either strong or weak in each category.

Include the following two parts in your completed assignment:

Part 1: Compile a matrix (using the template below) that lists and ranks six arguments for and six arguments against the issue you have selected. Rank the reasons for each side of the issue from strongest to weakest.

Part 2: After you have compiled your matrix, write a 500–700-word paper in Word format. This essay should explain and synthesize the information in your matrix. Defend why you have ranked each argument as either strong or weak. Apply APA standards to citation of sources.

Include both parts of your assignment in a single document, using the template found here. Name your file: LastnameFirstInitial_M2_A2.doc.

By Wednesday, May 17, 2017, deliver your assignment to the M2: Assignment 2 Dropbox.

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PART 1

DEATH SCENARIO

Read the scenario on p, 283 of Positive Psychology. 

Write a 1,050- to 1,400-word paper including the following:

Describe in detail the thoughts and emotions you felt while imagining the scenario.

If you did experience this event, how do you think you would handle the final moments?

If you did experience this event, how would you describe your life up to this point.

In what ways can traumatic events be opportunities for growth?

INCLUDE INTRODUCTION AND CONCLUSION

Format your paper consistent with APA guidelines.

PART 2

Create a brochure in which you communicate the following to engaged couples:

The effect of intimate relationships on wellbeing

Strategies to maintain healthy relationships

If you do not have a template, this is the one the teacher gave us in class, attached here, it is a download and can be opened with a word program. You can use it for a template and then create your own content and pictures.   If you don’t like this template, here is a link for free templates:  http://www.wordtemplates.org/brochure-templates/tri-fold-brochure-template/

THIS IS THE BOOK WE ARE USING IN CLASS:

Baumgardner, S. R., & Crothers, M. K. (2009). Positive psychology. Upper Saddle River, NJ: Pearson Education

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Athena and Marcus have been dating for several months, and it is clear to both that they will soon be lovers. They are both excited and secretly a little worried about getting sexually involved. Marcus has only had one other serious girlfriend with whom he had intercourse, and she broke his heart. He is constantly worried about what Athena thinks and if she will cheat on him. He would have become sexually intimate much sooner if Athena had consented. Athena had some disappointing experiences with lovers who ignored her arousal needs and rushed her into intercourse. As a result, intercourse has usually been uncomfortable and she has never had an orgasm with a lover. She loves Marcus unconditionally and wants only to make him happy.

Although at first glance, this looks like a disaster waiting to happen, it is also potentially an opportunity for Athena and Marcus to experience both a deepening of their emotional relationship and a satisfying sexual encounter if they are both willing to talk about their concerns.

Given what you have learned from this module’s readings and lecture, answer the following:

• What “love style” describes Marcus and Athena? Are they compatible?
• Describe how either of them can begin a conversation and voice their concerns before they become sexually involved.
• What reasons might hold both of them back from initiating such a conversation?
• Describe ways in which Marcus and Athena could additionally help each other explore their concerns and requests during and after their first sexual encounter.

Write your initial response to each part in 3–4 paragraphs. Support your arguments with research, applying APA standards to citation of sources.

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How does jurisdiction play into cybercrimes? Should all cybercrimes be federal crimes? How might local cybercrimes increase in the future?

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Write a 1,750- at least -word paper in which you examine the legal aspects of recordkeeping and providing expert testimony. As part of your examination, address the following items:

• Analyze the ethical issues related to documenting informed consent and ethical issues related to release of treatment and assessment records.

• Which enforceable standards are relevant to the release of treatment-related materials and disclosure of information arising out of treatment?

• Provide specific examples of what each enforceable standard requires or prohibits.

• Provide a rationale for your proposed actions in your example and why they are consistent with ethical guidelines.

• Evaluate the legal issues associated with assessment, testing, and diagnosis documentation in professional psychology.

• What specific legal issues can arise in documenting assessment, testing, and diagnosis?

• Provide specific examples that support your evaluation.

• Provide a rationale for your proposed actions in your example and why they are consistent with legal requirements.

Format your paper consistent with APA guidelines

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2 page paper

APA format

The SPARQ website included in the attahced docuemnt is the only source that should be cited

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Prior to beginning work on this assignment, read the required textbook chapters and articles for this week and view the American Psychological Association behavioral assessment video. For this discussion, you will take on the role of the private psychologist being asked to re-evaluate a client. Carefully review the ABS 300 Week One Assessment Scenario. In your initial post, write a rationale for either agreeing or disagreeing with the request to re-evaluate the client based on the information available. Explain which theoretical assumptions about psychological testing and assessment support your decision. Discuss the ethical responsibilities a psychologist must consider if choosing to use psychological assessment tools to re-evaluate the client. Provide a pro/con analysis of both potential decisions regarding whether or not to re-evaluate the client. In your pro/con analysis, present the potential ethical issues which might arise from each decision–the decision to re-evaluate and the decision to not re-evaluate–the client in the given scenario. Assume you have the opportunity to conduct a behavioral assessment interview before making your decision about whether or not to conduct a full re-evaluation. Give examples of the types of information from the behavioral assessment would aid you in making an ethical decision about whether or not to conduct a full re-evaluation.

ABS 300 Week One Assessment Scenario Donna, age 14, had consistently been a B+/A- student throughout elementary school and the beginning of middle school. However, in the 8th grade, she started demonstrating difficulty understanding some of her work. Increased difficulties were noted when she was required to work with abstract concepts rather than rely on rote memorization. Donna had always been fascinated with flowers, and she could remember the details of hundreds of different species of wild and domestic flower she encountered. Donna’s classmates and cousins thought she was odd, and her mother said that Donna was frequently picked on—at times without even realizing she was being made fun of. Donna was described as a confused and socially awkward girl who tended to keep to herself. The incident that led to her first psychological evaluation occurred after one of her classmates teased her repeatedly over several days to the point of making Donna upset. Donna decided to write a threatening note to the student as a warning for him to stop. The note included details of which species of flowers would be found growing on top of the place he would be buried. The boy’s parents brought the note to the principal and Donna was suspended from school and charged with terroristic threatening. The school ordered a psychological evaluation and risk assessment before they allowed her to return to school. Donna was observed to have awkward mannerisms, and she smiled at what appeared to be inappropriate times, for example, when she was talking about the teasing at school. She made very poor eye contact in ways that were atypical for her culture, and she had a difficult time staying on topic, frequently shifting the topic of conversation onto her interest in flower. Donna’s intelligence was found to be in the upper limits of the average range on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). The Gilliam Asperger’s Disorder Scale as rated by Donna and her mother together was in the clinically significant range, with her largest deficits being reflected in her social interactions scale. There were also deficits noted in pragmatic skills, restricted patterns of behavior, and cognitive patterns. Problems were also noted with reciprocal social interaction skills, communication skills, and stereotyped behaviors, interests, and activities. Donna’s QEEG results showed multiple abnormalities. Her right parietal-temporal lobe showed excessively slow activity. This is an area important for facial recognition and empathy. She also had excessive mid-line frontal hi-beta, something that is often seen in those with mental rigidity and obsessive thinking. Multiple problems in coherence were noted, reflecting cognitive inefficiency in her mental processing. Excessive connectivity was noted in the frontal lobes areas and there were excessive disconnections between her frontal lobes and the central and back parts of her brain. Donna was diagnosed with Asperger’s Disorder in accordance with the DSM-IV criteria and referred for academic and social skill instruction. Approximately, two years later, Donna, age 16, and her parents met with the school’s child study team to review a revised Individualized Education Program (IEP). Although Donna’s academic achievement was approximately one grade level behind her current 11th grade placement, she had made significant academic and social gains over the past two years. Ms. Kraut, Donna’s mother, noted a change in her daughter’s diagnosis from Asperger’s Disorder to Autism Spectrum Disorder, Level 1—Requiring support, Without accompanying intellectual impairment, Without accompanying language impairment. The school psychologist explained that the change in diagnoses was due to changes in the manual used to assign psychiatric diagnoses (the Diagnostic and Statistical Manual for Mental Disorders, Fifth Edition, DSM-5). Ms. Kraut insisted that her daughter was not autistic and demanded a re-evaluation. The psychologist stated that there was no data supporting a re-evaluation at this time. Ms. Kraut left the meeting, declaring that she would pay for a second opinion herself. When Mr. Kraut met with the private psychologist she stated that her daughter needed “a more appropriate diagnosis.” The private psychologist reviewed the previous records and explained the change to the DSM-5 and the professional directive that individuals with a well-established DSM-IV diagnosis of Asperger’s disorder should be given the diagnosis of autism spectrum disorder. Ms. Kraut responded, “I do not care! My daughter is not autistic. She can be ADHD or LD, but she cannot be autistic. Do you understand me?!”

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Unit IV Scholarly Activity

Breaking A Norm Experiment

For the Unit IV Assignment, you will conduct an experiment in which you break a folkway, a norm governing everyday behavior, and answer a series of response questions applying concepts you learned in this unit and the previous unit regarding breaking norms. The following concepts in the course textbook will be useful in helping you complete the assignment: Chapter 2: Breaking Norms and Sanctions (pp. 56-58) and Chapter 6: Informal and Formal Social Control, Law and Society, and Deviance (pp.124-129).

Begin by choosing which type of folkway (norm) you want to break. You may break a norm that results in a negative sanction (e.g., staring or exclusion). On the other hand, you may also break a norm that results in a positive sanction (e.g., extra attention or thanks). You can break the norm with family member, at work with a colleague, or in your community with a neighbor or a friend.

After picking your norm, answer the questions in Part A. After completing the experiment (breaking the norm), answer the questions in Part B. You will write up your answers to the questions from both Part A and Part B in a two-page essay.

Part A: (Before Breaking the Norm)

What norm have you decided to break?

Is it a formal norm or an informal norm?

Why do you think this norm exists in society? How it is a form of social control? What reactions by others do you expect?

How do you think you will feel while breaking the norm?

Part B: (After Breaking the Norm)

What were the reactions of others?

How did the reactions of others strengthen the norm or act as a social control?How did you feel during the experiment, and how did the reactions affect you? What did you learn about yourself in the breaking of the norm? IMPORTANT: Do not do anything that is legally or morally questionable or that could bring negative sanctions against yourself or the university while breaking the norm. Please just use common sense! If you have a question about the appropriateness of your experiment, please contact your instructor.

Click here for Sample List of Norms and Other Tips to Help You Complete the Unit IV Assignment.

For this assignment, ensure you follow the requirements below: 1. Answer ALL the questions listed in Part A and Part B.

2. Please answer the response questions in essay-style format. You will not be rewriting each question and answering it. You will be creating an essay that addresses the response questions.

3. Use sociological terms and concepts from the textbook reading in your essay to demonstrate you understand and can apply the concepts.

4. Cite the textbook at least once in the essay. APA style in-text citations are required to show how the textbook was used in your essay. An APA style reference list containing the textbook and any other sources you cited in the assignment is also required. The following tutorial from CSU’s Writing Center on in-text citations is a great helpful resource. Click on the link to view this tutorial: http://columbiasouthern.adobeconnect.com/intextcitations/ The essay should be a minimum of two pages and should use the following APA style components: APA style title page, double-spaced, 1-inch margins, and 12-point font.

Note: The rubric for this assignment contains a task section. Your task score is based on the following: (a) the page requirement is met; (b) whether or not unit terms and concepts are directly identified and specifically labeled; (c) all parts of each question are directly answered and clearly demonstrated; and (d) whether or not the textbook was cited.

The rubric grading criteria involves relevant, informative, and on-topic content. The criteria are based on whether you use indepth critical analysis and remain on the topic of the questions being asked in the assignment instructions.

Please contact your instructor if you have any questions about the assignment or the unit’s course mat

SOC 1010, Introduction to Sociology

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Live Chat Assignment #1- one typed page- Explain how the use of algorithms and heuristics can aid in problem solving.  Give specific examples. Show the application to the problem.

Live Chat Assignment #2- one typed page- Compare and Contrast Behaviorism and Social Cognitive Theory’s explanations of personality development. Which theory do you think is more accurate, and why?  Explain your answer.

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