Conduct an interview with one or both of your parents about your family history. If family is not available to interview, please see your instructor for suggestions. If this is not possible, consider interviewing your spouse’s parents or another older family member such as grandparents, uncles, aunts, etc.

Note key family dynamics, relationship triangles, and relationship processes (instances of emotional fusion or reactive distancing, general level of differentiation in the family, etc.). Be sure to ask couples how they met and about their courtship.

Present your findings in an informal paper of 500-750 words.

Conclude by reflecting on your experience. Did the Bowen structure shed light on any family structures previously unknown?

APA format is not required, but solid academic writing is expected.

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

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center

 As you continue your course on Police Psychology, it is important to develop an understanding of the literature and resources that are available to police psychology professionals, particularly electronic resources that can be utilized during this course and in your future work. In order to help you develop this understanding, this assignment will serve five objectives: Develop your skills in conducting electronic data–based searches relevant to police psychology. Develop your ability in summarizing and paraphrasing information from police psychology resources. Develop your skills in critically analyzing the merits—the strengths, weaknesses, scholarly attributes, and potential utility—of electronic resources. Develop your skills further in writing properly formatted in-text citations and references for electronic resources. Develop a set of resources for your future professional work.

Search the Internet to locate at least six police psychology web resources that would be useful to a police psychology professional’s practice. You may include peer-reviewed websites as well as peer-reviewed articles. Your web resources should be selected based on the following: Provide information regarding the practice of police psychology. Cover each of the following areas of police psychology (i.e., one site or article for each identified area): Mental health involvement in critical incidents (e.g., hostage negotiations and natural disasters) Pre-employment evaluations Fitness-for-duty evaluations Provision of clinical treatment to police officers Interviewing, interrogation techniques, or polygraph testing Ethical issues when conducting police psychological work Contain peer-reviewed information, sponsored by a reputable scholarly organization.

After locating your sources, create a 3- to 4-page Word document containing the following: References to at least six web resources A summary or paraphrased description of each resource Evaluation of the merits of each resource as it pertains to police psychology

For this assignment, you should avoid the use of quoted material. Challenge yourself to paraphrase(i.e., place in your own words) the information you find from the web resources. Also, you should rely on sites hosted by organizations (.org), educational institutions (.edu), and governmental agencies (.gov), instead of commercial (for-profit or .com) sites.

Be sure to apply current APA standards for editorial style; expression of ideas; and formatting of text, citations, and references.

  M2 Assignment 2 Submission

Previous Next Instructions Assignment 2: Course Objectives and Activities

Training and development departments are tasked with designing training programs to meet the needs of an organization. One of the first steps is to create learning objectives and design activities that satisfy them. For this assignment, you will read the scenario below, research ways to create course objectives, and in a 3- to 4-page report recommend appropriate activities.

Scenario:

Employees in the product service department of your company are in need of training to acquire skills for negotiating terms and conditions in contracts for outsourcing selected services. To provide them these skills, the training and development department of your company is planning to develop a course on influence and negotiation. As part of the training and development department, you have been assigned to develop a module on influence without authority, as one of the fundamental skills for this course.

Directions:

Based on your research, respond to the following in approximately 3- to 4-pages: Read chapter 3 and chapter 4 from Teaching in the Lifelong Learning Sector by Scales (2008), from ebrary as a context to what needs to be considered while writing course objectives:Read the following pages: Learning styles (pp. 76–81) and Adult learning—andragogy (pp. 81–82). Aims and objectives (pp. 102–104) and Bloom’s taxonomy (pp. 104–108). Develop three course objectives regarding influencing skills—one focused on knowledge or comprehension, one tapping into application or analysis, and one requiring synthesis or evaluation. Recommend one activity to assess each of the previously written course objectives. You should make three activity suggestions (i.e. ideas of skills to practice only). Include a justification for each choice regarding the activity you recommended.

Your final product will be a Microsoft Word document and be approximately 3- to 4-pages in length and utilize two to three scholarly sources in your research (beyond your textbook). Your paper should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.

Submission Details: Use the following file-naming convention: IO6505_M2_A2_LastName_FirstInitial.doc. For example, if your name is John Smith, your document will be named IO6505_M2_A2_Smith_J.doc. By the due date assigned, deliver your assignment to the Submissions Area.

Reference:

Scales, P. (2008). Teaching in the lifelong learning sector. New York, NY; McGraw-Hill.

Note: This assignment is worth 100 points.

Children and adolescents tend to engage in so-called “black and white” thinking. In other words, they tend to judge people and situations in dualistic, rather than relativistic, terms. In early adulthood, individuals begin to reason about situations using a more flexible framework that helps them to resolve contradictions between different perspectives.

Describe a situation in which you or someone you know has had to move beyond “black and white” thinking and has been able to develop a more relativistic perspective. Answer the following: What was it about the situation that challenged you or the other person to think more relativistically? How do you think people begin to respond to others differently once they begin to use relativistic thinking?

Support your arguments with research, citing sources.

Write your initial response in 150–200 words. Apply APA standards to citation of sources.

A one and half page summary of the focal theories that you are applying to your case and the relevant data sources, noting how they relate to the theories. 

I have a memo for this project. I need a more detail work of the memo (in the attachment) connecting with the focal theories. Here’s some examples of focal theories: http://www.markedbyteachers.com/gcse/psychology/different-theories-and-theorists-in-human-behaviour.html

Please mention Maslow’s hierarchy of needs in this paper!!!

Hello,

Please review the attachments for the assignment and the readings. This powerpoint is due on March 30th at 1:00 pm eastern. Thank you for considering this assignment.

Thank you.

Compose a 3 page essay with a few in text references.

Subject- Drug addicts OR alcoholics in drug treatment centers (your choice).

 

Essay Content:

Intro

Identify State and federal policies and discuss their impact on the clients identified (Pick state of your choice).

Provide suggestions for the drug treatment center.

Discuss possibilities to advocate for the clients.

Conclusion

NO Plagiarism Please!

How Does this Relate to Me?

Prior to beginning this discussion, select a peer-reviewed, scholarly article from the Ashford University Library on a particular aspect of language acquisition studied from a psychological perspective. Part 1: As you were reading this week, what vocabulary was used that was unfamiliar to you or might be to your peers? Identify three to five words from this week’s content and research each word in the context of learning and cognition. Explain, in your own words, what each word means and how it is used in the context of learning and cognition. Part 2: Based on the week’s discourse and content, you will access the Ashford University Library and research one scholarly article pertaining to language acquisition published within the last ten years. Provide a summary explanation of the findings in the context of your article. What implications should scholars consider based on this information? Support your explanation utilizing your course sources and your researched article. Part 3: Consider the events from the past week of your life. How does the ability to read, write, and communicate effectively affect our behaviors, actions, and knowledge development? Describe one personal real-life example of an occurrence that indicates the possible consequences when language acquisition is not well-developed or when language development creates boundaries, such as educational or employment opportunities. As you share this information, consider and apply the professional standards found in the APA Ethical Principles of Psychologists and Code of Conduct.

Your initial post should be at least 500 words in length and should establish your understanding of the content, apply appropriate methods of ethical practices, and exhibit appropriate scaffolding of personal experience to the week’s content.

  

Therapeutic 

For many years, the ethical dilemma of playing both a therapeutic role and a forensic role has been debated in the literature. Some authorities argue that there is always a conflict of interest in such dual relationships, while other authorities argue that the two roles can be reconciled and impartiality can be maintained. 

Tasks:

Utilize the ethical decision-making process you learned about in M1 Assignment 3 to create a 7- to 8-page argumentative paper supporting your stand. First, compare and contrast the roles, articulate the potential ethical conflicts, and discuss how those conflicts might be managed. Then, in a reasoned fashion, develop an argument for whether the two roles—therapeutic and forensic—should ethically coincide.

The course paper is essentially an argumentative essay. Refer to the following for guidelines about writing argumentative essays:

· Refer for tips about writing argumentative essays

Ensure that you follow these instructions:

· Identify and articulate the similarities and differences between the therapeutic and forensic roles for both assessment and treatment.

· Articulate the potential ethical conflicts and discuss how those conflicts might be managed.

· Using multiple sources, defend your thesis on how and why therapeutic and forensic roles should or should not be reconciled.

· Be sure to address the issues of dual relationships as they apply to assessment as well as treatment.

· Ensure that you argue for a particular side of the issue (not arguing both sides) and that your argument is well-supported by scholarly literature, professional ethical guidelines, and the law.

· Include solid reasoning and a compelling thesis.

· Remember, a strong argument always supports its ideas and proves the other side wrong. Make sure to both support your views with credible arguments and sources and refute the other side.

Use proper grammar and spelling. Additionally, the paper should be written and formatted in APA style.

This is the paper you can use off of 

Psychologist exploits different models in decision making to ensure that the preferred alternative provides the best viable solution. In the case of Bush et al. (2006), the scholars formulated a model that strives envisaging the future even before a decision. According to the eight-step guideline in the class text, the benefits of the utilization of the schema outweighs the shortcomings; hence the reason for its preference (Bush, Connell, & Denney, 2006). In the first step, the model the identification of the source of a problem that mandates decision-making takes place. The task entails the exploration of the legal, moral and ethical implications of action. The identification of the distinction aids in the identification of the problems in its context then the clarification follows. An example of this is the prioritization of the legal aspect in a matter of legality.

In the second step, the guide demands the consideration of the importance of the setting and the context. The decision maker has to evaluate an issue based on the context of the application because of the variation in the demands of different profession. The realization that the issue for prioritization in one context differs from another should guide the judgment of an action. For instance, professionals in the same team may demand different resources but advance a similar goal. The third step is the identification and the utilization of the ethical resources. The step involves the discernment of the complexity in situation but exploiting a general rule in solution. The case of ensuring care as the ultimate goal can guide the process. Therefore, the decision maker will infer to the general tenant in specific instances. The objective is ensuring a balance in the result to ensure recognition of patient’s autonomy. 

The fourth step of the process of decision-making demands the identification of the personal beliefs and the values. The professional dealing with a patient must consider the variation in bias then prefer the ideas that advance common good. The recognition of the implication of the bias on the outcome of treatment is mandatory. The fifth step involves the development of the workable solution to the concern for redress. The exploration of the options in the decision precedes the process. After the analysis of the possible implications the professionals engaged with the task follows with a decision that bets strikes the interest of the parties affected by an issue. The sixth steps demand the consideration of the possible implication of the different solutions. The task requires weighing down the benefits and the shortcomings then selecting the decision that provides the most benefits. 

The selection and the implementation of the resolution follow in the seventh step. The decision makers engage stakeholders affected by the decision in the step. According to Bush et al (2006) model, the timing must progress as per the expectation of the member involved. The last step of the eight-step models is the assessments of the outcome and adjustments in areas where there is need for change. The decision relies on the response that the decision makers receive from the parties involved directly in the undertaking. The expected beneficiaries air their view on the perception of the decision.

Strengths and weaknesses

After the examination of the eight-step mode proposed by Bush et al., it is conclusive that inference to the guide has its fair share of benefits and shortcoming. The positive of the model is that it encourages a holistic visualization of a problem before necessitating the formulation of a solution. The first steps categorize the issue then fosters the consultation of other professionals before a decision. The recognition of the variation in the requirements of a different individual in the same team is a plus. The model’s emphasis on timing is equally a commendable thing. 

The recognition of the role of stakeholders in influencing objectivity in the process is a strength of the model. The emphasis on timing is laudable. The model encourages inference to the values that guide an individual in a decision. The approach is not confined to psychology alone. The leaders in a corporation can exploit the idea in deciding critical matters affecting organization performance. The experience of a psychologist in using the framework can lead to objectivity in decision-making on complex matter of the leaders exploits the model appropriately. 

Weaknesses

The weakness of the eight-step model is that it requires professionalism in exploitation; thus, a person with a limited understanding of the psychological steps might not succeed using the framework. The recognition of the cultural view of the subject to a decision influencing the process can equally create confusion. In most cases, the effectiveness of the model depends on the level of understanding of the decision maker and the relations the person has with the expected subjects of a decision.

The generalization of the step in the third step might cause complexity. The categorization of an issue into moral, legal and ethical concern is a complex process not as narrated in the model. The practicality of the decision relies on the comprehension of the views of those engaging in the decision. The model mandates inference to the set guidelines even for an ethical decision that does not require exploitation of the eight steps.

  

Reference

Bush, S. S., Connell, M. A., & Denney, R. L. (2006). Ethical practice in forensic psychology: A systematic model for decision making. Washington, DC: American Psychological Association.

          

  

Identify   and articulate the similarities and differences between the therapeutic and   forensic roles for both assessment and treatment.

Discussion   indicates understanding of the therapeutic and forensic roles through   specific details within each role. However, relations are not drawn between   the two, or arguments, although accurate, are common.

 

  Discussion addressed assessment and treatment issues in dual relationships.72

 

Articulate   the potential ethical conflicts and discuss ways on how those conflicts might   be managed.

The   most pertinent potential ethical conflicts related to the dual relationship   of therapeutic and forensic roles were identified and ways to address them   were discussed.72

 

Present   a cogent argument for whether forensic and therapeutic roles should coincide.

Thesis   statement clearly takes a stance on whether therapeutic and forensic roles   can ethically coincide.72

 

Present   well-reasoned arguments supported by scholarly resources.

Arguments   are clear and reasonable. They are supported by scholarly literature,   professional ethical guidelines, and/or the law. All arguments directly   support the thesis.

 

  Specific examples and explanations are used to support the arguments.

 

  Scholarly literature, professional ethical guidelines, or the law is   accurately summarized and appropriately used.

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Research Paper Instructions

SOCY B360 – Sociology of Medicine and Health

Spring 2018-Teixeira

Purpose

The purpose of the research paper is to give each student the opportunity to demonstrate

that they can investigate the effects of social factors on health. The goal of the assignment

is to strengthen scientific thinking and writing. The objective is for each student to write

an objective, logical, fact-based paper using evidence from high quality scientific

research sources.

Option 1

Investigate the effects of one social factor on one specific disease — example,

gender and lung cancer. Thesis: gender is a significant causal factor in lung

cancer morbidity and mortality. (This is not a factual example.)

Option 2

Investigate the relationship between one specific disease and multiple social factors

— example, stroke and the three social factors with the greatest impact on stroke

mortality or morbidity or both. Thesis: age, race, and gender have the greatest

social impact on mortality due to stroke. (This is not a factual example.)

Option 3

Investigate the relationship between one social factor and three different diseases that

are related with the chosen social factor — example, three main causes of death for

women. Thesis: lung cancer, heart disease, and influenza are three leading causes

of death among women. (This is not a factual example.)

Option 4

Investigate one social factor and one or more health occupations— example,

gender differences among nurses and physicians. Thesis: Changes in the

proportion of men and women who are nurses and physicians are more reflective

of changes in gender roles than in health professions. (This is not a factual

example.)

Option 5

Investigate social differences in health or illness behavior— example, gender and

age differences in health services utilization. Thesis: during childhood and after age

50, differences in health services utilization for men and women are similar, but

during the middle years women use health services much more than men. (This is

not a factual example.)

Option 6

Investigate something more adventurous. Must be approved in advance.

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The Major Social Factors

 Social class—the most common set of categories or attributes for social

class are: upper class, upper-middle, lower-middle, working class, and

lower class (see Chapter 3);

 Gender (see Chapter 4);

 Race/ethnicity (see Chapter 4); a very good example of racial categories is

shown in Table 4-5, page 85 in Cockerham.

 Age (see Chapter 4).

Your Paper Must Have A Thesis!

Your research paper must have a thesis. At the beginning of the paper, you must state

your research thesis. It can be part of a short introductory paragraph or it can stand alone.

The following explanations include materials that are courtesy of Empire State College,

Online Writing Center.

www.esc.edu/online-writing-center/resources/research/research-paper-steps/

Research Topic

When you start working on your paper, you begin by selecting a topic. A topic is what

the essay or research paper is about. It provides a focus for your writing. Choose an

appropriate topic or issue for your research, one that actually can be researched. Many

topics can be found in your textbook. Example: “Attention Deficit Hyperactivity Disorder

(ADHD)”

Research Question

The next step in developing a thesis is to formulate a research question. Start by listing all

of the questions that you’d like answered yourself. (This assumes you are curious about

the topic!) Choose the best question, one that is neither too broad nor too narrow. In the

early stages of your research, you can use a search engine to learn about the question and

explore what high quality sources are available. Sometimes the number of sources you

find will help you discover whether your research question is too broad, too narrow.

Example: “Why have ADHD diagnoses risen so rapidly in recent years?”

Research Thesis

A research thesis is your proposed answer to your research question, which you

finalize only after completing the research. (It’s okay to modify and revise the

working thesis as you research more about the topic or issue.) Thesis example:

“The rise of A.D.H.D. diagnoses coincided with more available knowledge about

the disease among physicians, other healthcare professionals, teachers, and

parents.”

I will be glad to help you as you work your way toward your thesis, especially with topic

selection and research question development. 

Your Analysis

You may approach your thesis as a question that needs to be answered or as a statement

that needs evidence to support it. Either way, your task is to compile factual evidence that

supports or refutes your thesis or helps you answer your question. You should include

statistics showing the importance or lack of importance of other social factors or other

diseases, as the case may be. Scientific papers are honest about evidence, presenting facts

that both support and refute the thesis or hypothesis.

You should think critically about your thesis and ask yourself, Why does this happen or

not happen? What causes this difference or lack of difference? Include answers to these

critical thinking questions in your paper.

Remember, we are looking for social causes, not biological ones. I don’t want a research

paper on the microbiology or genetics of cancer.

Grading Rubric for the Paper

Your paper will be graded on both the extent to which it draws upon concepts developed

in the course and the extent to which it does so with clear writing and appropriate

documentation. The paper will be graded using the criteria and point system shown in the

syllabus.

Required Elements for the Paper

• Your paper should be about 5 pages in length, single-spaced, using a 10-12 point font,

with one-inch margins. If you prefer to double-space your pages, just double the

length requirement.

• Your name

• The name/number of the course

• Date

• Title of the paper

• The body of the paper that incorporates a set of headings that shows the logical

organization of the paper.

• Citations in the body of the paper for all sources of information using the American

Psychological Association style. This is the style used by your textbook. No

footnotes. I will accept MLA style, as well.

• A list at the end of the paper of all references cited. Not a bibliography of all the

sources you used to write the paper.

• Please number your pages.

• Do not save your document as an HTML, HTM, or .wps file.

• When you save your document, title it with your last name, course number, and

assignment number. Example, YourlastnameSOCYB123ResearchPaper.

• Submit your paper in the Assignments area of Blackboard.

Writing the Paper

We assume that the required English courses you have taken have given you solid

preparation for the writing assignments in this course. Since I am not an English

instructor and this is not an English course, I won’t try to teach you how to write. 

4

However, if I find that your writing skills are too weak to complete the assignments, I

will refer you to USCB on-campus resources for help

(http://www.uscb.edu/student_life/student_services/academicsupport/tutoring/writing_center/index.html).

Most students need to sharpen their writing

skills and there are many web-based resources to support your self-help. One of the best

is the Purdue University Online Writing Lab at http://owl.english.purdue.edu/ where you

will find assistance with English grammar, with writing skills, such as developing an

outline, and with APA Formatting and Style.

Use An Outline And Headings

An outline shows the logical organization of your paper with a set of headings. These

headings are like those used in bold print in the main sections of the chapters of our

textbook and the journal articles you will use.

What Goes in the Paper

The main ingredient of your paper should be factual information and statistics from high

quality sources. Your opinions about the topic or those of anyone else without substantial

scientific evidence are not relevant and should not be included in the paper. You may use

as evidence the statements of qualified experts, but you must make sure those sources are

reliable.

I want you to apply skeptical, critical thinking to everything you read. You should make

the author(s) work hard to convince you that they have the best evidence and the best

reasoning, as I will make you work hard to convince me.

High Quality Web-based Sources

Medical sociology has relevant journals to which you should give priority. The USCB

online journal database offers access to full-text copies of many of these journals via the

online database indicated. See link to USCB database proxy below.

Peer Reviewed Journals

American Journal of Sociology — JSTOR

American Sociological Review — JSTOR

Social Forces — Academic Search Premier

Journal of Health and Social Behavior — JSTOR

Social Science and Medicine — ScienceDirect

American Journal of Public Health — Academic Search Premier

American Journal of Epidemiology — MEDLINE

At least one of your cited references must come from a journal in the USCB online

library database, which can be accessed here using your USCB login and password:

https://login.ezproxy.uscb.edu/login

When you login you will see a long list of online databases. Always search for full-text

articles. If you need additional help with on-ground or online research, please use the

USCB library staff or let me know. 

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If you are looking for a particular journal, search for it on “Search Full Text Finder.”

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Find Databases and other Resources

Other High Quality Sources

In addition to articles from the USCB online journal database, the following list includes

examples of reputable governmental and other high quality sources. In some areas of

sociology, these sources will be more appropriate than academic journals.

 CIA World Factbook — https://www.cia.gov/library/publications/the-worldfactbook/index.html

— provides high quality detailed data on every country in the world,

allowing good country-to-country comparisons.

 US Census Bureau — www.census.gov

 Centers for Disease Control and Prevention – www.cdc.gov & https://data.cdc.gov/

 US Behavioral Risk Factor Surveillance System

https://www.cdc.gov/brfss/data_tools.htm or https://sortablestats.cdc.gov/#/

 National Center for Health Statistics — www.cdc.gov/nchs or

https://www.cdc.gov/nchs/nchs_for_you/students.htm

 State Health Data Index (The Kaiser Foundation)– www.statehealthfacts.org

 America’s Health Rankings state profiles -https://www.americashealthrankings.org/

 South Carolina Community Assessment Network –

http://scangis.dhec.sc.gov/scan/index.aspx

 South Carolina Health and Demographics Section — http://rfa.sc.gov/

 SC Kids Count — https://scchildren.org/research/kids-count-south-carolina/

Poor Quality Sources

To me, one of the main differences between a high school-level research paper and a

college-level paper is that college-level papers do not have encyclopedias as direct

sources. If your topic is something you don’t know much about, an online encyclopedia

can help you learn enough to get started. But do not use sources such as Wikipedia.com,

Britainica.com, about.com, or Encarta.com as cited references in your research paper. I

will return as Incomplete any research paper that has these kinds of sources.

Questionable Sources: Foundations, Advocacy Organizations and Non-Profits

Many advocacy organizations provide source information and statistics. You must “vet”

this kind of source to make sure that the evidence you gather from it is reliable. (Vet

means “To examine carefully; to subject to thorough appraisal; to evaluate”

(dictionary.reference.com) Some sources that you will find are not governmental or

academic but still can be trusted to provide reliable data and information. Example are

the Population Reference Bureau (www.prb.org) and the National Coalition on Health

Care (www.nchc.org). The way to tell if a source like this is reliable is to click the link

for information about the organization. In the case of PRB, a quick scan of the senior

staff members show that they are experienced demographers with backgrounds in highly

respected organizations. An example of an advocacy organization is the Center for

Immigration Studies (www.cis.org), which appears to have a strong political agenda of

reducing immigration into the US. This is not a good example of a high quality, objective 

6

source. If you must use material from questionable sources, be very cautious when

making generalizations from their information.

Questionable Sources: News Media

Some news media are less guilty of hype than others, but all of them want to attract

attention and they have learned that conflict and controversy sell. Even the New York

Times, the Washington Post, The Wall Street Journal and the BBC, which tend to be

more fact-based in their news coverage, still must be read skeptically. Most media outlets

exaggerate, present incomplete information, and even misrepresent. You should always

attempt to verify information from the media. If you can’t verify by going to the original

source, you must be very cautious about making generalizations from this information.