Media Influence And Youth

 

  • What is one area you feel children or teens are influenced most by media?
  • Do you feel there should be restrictions or filters to limit their exposure to media related to this content area? Why? If yes, what recommendations do you have to implement these?

World Health Organization [WHO]

Research a scholarly journal article on the biological and environmental factors that may impact the physical development of a child. Provide a brief summary of the article. Compare and contrast it to your course readings thus far. 

Research consistently shows that living in poverty negatively influences language development. Locate and summarize information that would support this assumption (e.g., journal articles, Centers for Disease Control [CDC], and/or World Health Organization [WHO]). What types of experiences or resources do you feel that children who live in poverty do not experience or receive but children from higher economic statuses benefit from? 

also i attached one student response to discussion  please respond to her post with 4 sentences.

Contributions of Neuroscience thesis

Choose one of the following articles: that is attached 

Provide an in-depth analysis of the selected article and respond to the following:

  • Write a summary.
  • Describe the main points of the article and how it relates to the week’s course and text readings.
  • Evaluate the article on the basis of your own thoughts and perspectives on the topic covered.

Submission Details:

  • Support your responses with examples.
  • Cite any sources in APA format.

questionnaire-measure their stress levels

 

Introduction

Accuracy of eyewitness testimony has been an area of interest to social scientists. According to Bornstein & Zickafoose, (1999) eyewitnesses are not always accurate. Deoxyribonucleic acid (DNA) evidence has attracted many appeals from individuals in the recent past. About 78 percent of those individuals who were acquitted on this basis had originally been convicted based on strong eyewitness testimony. The misinformation effect remains to be a big challenge to witnesses when recalling information about a criminal. The challenge involves the incorporation of misinformation into an individual’s memory after receiving misleading information about an event (stambor, 2006).

Memory can be constructed based on the information given after the fact and also on suggestive questions. Stress and decay might also play a role in one’s information-recalling ability. A memory may also decay over time and stress may reduce the recalling accuracy(Deffenbacher, Bornstein, Penrod, & McGorty, 2004; Payne, Nadel, Allen, Thomas, & Jacobs, 2002).

Methods and Participants

Participants were randomly assigned to one of three levels of stress: high stress, where they were writing a final exam immediately following their participation in the experiment; medium stress, where they were writing a final exam the day following their participation; and low stress, where their participation came two weeks before their final exam. They were shown one of two different versions of a video of a bank robbery and instructed to pay close attention to detail. All versions shared the same beginning scenario, with two individuals entering a bank to rob it.

The first individual (individual #1) was 5’10” tall and of medium build, wearing blue jeans, a black leather jacket, and black tennis shoes. This individual was wearing a ski mask with the holes around the eyes large enough for the color of the skin, which was white or light colored, to be visible. The second individual (individual #2) was 6’2″ and heavyset, wearing black sweat pants, a red jacket, and dark work boots. This individual was wearing a ski mask identical to that of individual #1. The skin around the eyes was dark. No other skin was visible on either individual. Individual #1 walks to the window and hands the teller a note, bringing up the right hand, which was in the pocket, to simulate a gun. It was unknown whether an actual gun was used.

Individual #2 stayed back a step as if keeping watch. After the teller gave money to the robber, the two robbers left the bank, jumped into a car waiting at the curb, and drove away. In version #1, the car was blue. In version #2, the car was green. Following the viewing of the video, each participant met an individual in the waiting room. This individual (actually a confederate of the experimenter) stated that he or she had lost something and had come back to see whether the experimenter found it. The individual begun a conversation about the video and said, “Did you see that blue (or green, depending on the condition) car they were driving?” Half the time, this question was congruent (the color mentioned by the confederate matches the color shown in the video). And half the time, the color was incongruent (the color mentioned by the confederate was different from that visible in the video).

Measures At the end of this conversation, the confederate left, and the participant was asked by the experimenter to complete a short questionnaire to measure his or her memory of the details in the video. This questionnaire consisted of fifteen fill-in-the-blank questions where participants were asked questions, such as “What kind of pants was the individual who asked for the money wearing?” The participant has to write what he or she recalled or “unknown” if uncertain about the response. Each correct answer was given one point, and the points were added to create a continuous measure of recall as the dependent variable. Scores on this measure ranged from 0 to 15. This questionnaire was given again two weeks later, and a third time after one month. Participants were also asked to rate their confidence in their recall of each item on a scale of 1 to 10, with one meaning very little confidence and 10 meaning a great deal of confidence. These items were added to create an overall confidence score, with higher scores indicating higher levels of confidence. Scores on this measure ranged from 15 to 150. The misinformation effect was stored in a variable named “recall color.” Recall color was scored as “Correct” if participants correctly identified the color of the car they had seen in the video and “Incorrect” if they incorrectly identified the color.

Finally, all participants completed a short questionnaire to measure their stress levels. This was necessary to check the stress manipulation and ensure it was effective. Possible scores on this measure ranged from 0 to 25, with higher scores indicating higher levels of stress.

Case Studies in Abnormal Psychology 

Prior to beginning work on this interactive assignment, please review Cases 18, 19, and 20 in Case Studies in Abnormal Psychology (Gorenstein & Comer 2015) and any relevant Instructor Guidance.

In practice, clinical and counseling psychologists utilize psychoeducational tools (e.g., bibliotherapy, client handouts, worksheets, etc.) to enhance the client’s knowledge about mental health issues, coping strategies, and resources.

For this interactive assignment, you will create a visually interesting client handout based on the case study chosen for the Psychiatric Diagnosis assignment in PSY645 and your Week Six Psychological Treatment Plan in this course. You must attach your client handout document to your initial post in the forum.

The client handout will include the following required elements.

Education: Explain, with as much visual information as possible, the client’s cognitive or behavioral symptoms based on your selected theoretical orientation. You may choose to create diagrams, figures, or charts to illustrate the relationship between the client’s cognitions, affect, and behavior.

Intervention: Create a self-help exercise (e.g., a dysfunctional thought record, meditation, deep breathing, guided imagery, muscle relaxation, thought stopping, etc.) to assist the client in monitoring or reducing maladaptive cognitions, affect, and/or behavior outside of therapeutic sessions. Include an explanation about how the handout could be useful in reducing the client’s symptoms. You may choose to visually represent this exercise with charts, scripts, steps, or other media.

Resources: Assess current trends in psychotherapy, and list complete APA reference entries for five sources that would help the client learn more about his or her presenting problem(s), early warning signs of relapse, and managing symptoms. Please include hyperlinks if such exist for your resources.

Concepts from Scripture Thesis

PSYC 312

Discussion Assignment Instructions

 

Overview

Throughout the term, you will participate in 3 class discussions. These discussions provide an opportunity for you to interact with your classmates in a way that demonstrates an understanding of important course concepts, practical application, and Biblical integration. While a conversational tone is welcomed, writing should also demonstrate academic competence (well-organized, clear, and focused on the topic).

Instructions

1. The initial thread will include a response to the discussion prompt that includes at least two major concepts, the source of which is identified with an APA-formatted citation:

a. At least one concept from our textbook.

b. At least one concept from Scripture.

2. The initial thread will also include an explanation of how the concept (from the textbook or Scripture) connects to the discussion topic.

3. Practical application of these concepts should also be included.

4. The reply posts may be more conversational but should still be focused on the discussion prompt/topic.

5. To encourage the development and demonstration of your own thoughts, direct quotes are not allowed in our discussions (either the initial thread or the replies) except for brief quotes from Scripture. Please note that if you choose to include direct quotes they will not be considered in the final word count.

 

Formatting/Mechanics

1. The initial thread must include at least 300 but no more than 500 words.

2. Two reply posts are required. Each reply must include at least 150 but not more than 250 words.

3. The source of any information included that is not considered common knowledge must be identified with a citation.

4. Each source cited must be included in a reference list at the end of your posts.

5. At least two citations must be included in each initial thread (one from the textbook and one from Scripture).

6. At least one textbook citation must be included in each reply post.

7. Direct quotes should not be included except brief passages from Scripture.

Behaviorally Defined Symptoms

 

PSY650 Week Four Treatment Plan

 

Behaviorally Defined Symptoms: Karen displays extreme emotional reactions at the hint of perceived

abandonment in a relationship. There is a history of unstable and intense interpersonal relationships,

impulsive behaviors, and recurrent suicidal gestures.

 

Diagnostic Impression: Borderline Personality Disorder

 

Long-Term Goal: Terminate self-harming behaviors (substance abuse, cutting, and suicidal behaviors).

Short-Term Goal: Reduce the frequency of maladaptive behaviors, thoughts, and feelings.

 

Intervention 1: Dr. Banks will outline the process of Dialectical Behavioral Therapy.

Intervention 2: Karen will commit to attending group behavioral skills training and individual

psychotherapy.

Intervention 3: Karen will participate in imaginal exposure to trauma, until the memories no

longer cause marked distressed.

 

For additional information regarding Karen’s case history and the outcome of the treatment interventions,

please see Dr. Bank’s session notes under Case 15 in Gorenstein and Comer’s (2015), Case Studies in

Abnormal Psychology.

emerging trends treatment of children

 Currently, children and teens are becoming more and more invested in technology.

What are the current and emerging trends in the treatment of children and adolescents, particularly in regards to using technology in a therapeutic manner? Provide at least two examples in your response.

Introduction to Neuropsychology

psychology

4-6 pg (expository)

Due Saturday, January 15th

Please follow the rubric to provide the best quality work

Introduction and conclusion is mandatory

APA format 7th edition

Provide correct citations and references

Plagiarism free, turn it I’m reporting, A+ work, timely manner

Reference pg (3 peer-reviewed references minimum)

classification of crimes

© 2014 Jones and Bartlett Publishers

Chapter 5

Criminal Aspects of Health Care

© 2014 Jones and Bartlett Publishers

LEARNING OBJECTIVES

  • Explain what criminal law is, the classification of crimes, and its purpose.
  • Describe the criminal procedure process from arrest through trial.
  • Describe several of the more common crimes that occur in the healthcare setting.

© 2014 Jones and Bartlett Publishers

Criminal law

© 2014 Jones and Bartlett Publishers

Purpose of Criminal Law

  • Maintain Public Order & Safety
  • Protect Individuals
  • Use Punishment as a Deterrent
  • Provide for Criminal Rehabilitation
  • What are the definitions of a crime, misdemeanor & felony?

© 2014 Jones and Bartlett Publishers

Definitions

  • Crime – social harm defined & made punishable by law.
  • Misdemeanor – offense punishable by less than 1 year in jail and/or a fine.
  • Felony – imprisonment in a state or federal prison for more than a year.
  • What is an arraignment?

© 2014 Jones and Bartlett Publishers

Arraignment

  • Formal reading of the accusatory instrument
  • a generic term that describes a variety of documents, each of which accuses a defendant of an offense
  • includes the setting of bail
  • What is the purpose of a conference with the defendant and prosecutor?