Qualitative Reasoning And Analysis

MISSING HEADINGS/WRITING IN MAJOR ASSIGNMENT 2 COMPLETED PAPER
Introduction
Results
Instrumentation
Data Analysis
Trustworthiness
Credibility
Social Change Article Alignment
*Either these headings exist in the paper but do not have any writing next to it or the heading and writing is missing completely* PLEASE ADD
Major Assignment Two
Incorporate Part 4 into your previous week’s project work. Here are the Part 4 required headings (see next announcement for the full paper structure requirements):
Part 4
Trustworthiness
Themes in Common (across the sources you used for this project)
Theme Differences (across the sources you used for this project)
Trustworthiness
Credibility
Transferability
Dependability Strategies
Confirmability
Summary
Social Change
Self-Reflection
Social Change Article Alignment
References
See the next announcement for a repeat of the complete Major Assignment 2 heading structure
Please be sure to let me know if you have any questions.
NOTE 1 – ALL HEADINGS SHOULD BE FOLLOWED BY CONTENT; NEVER FOLLOW A HEADING WITH A SUBHEADING WITHOUT CONTENT BETWEEN THEM
NOTE 2 – THIS ASSIGNMENT WILL NOT CONTAIN MAJOR ASSIGNMENT #1. THE ‘PARTS’ REFER ONLY TO PARTS 1 – 4 OF MAJOR ASSIGNMENT #2
NOTE 3 – INDENTED LINES, BELOW, INDICATE SUBHEADINGS. INDENT THESE IN YOUR PAPER, AS WELL, TO DISTINGUISH THEM FROM THE MAIN HEADINGS
Introduction (include introductory paragraph to this section)
Background Statement (about 2 pages, including all of the below)
Social Change as a Social Issue
Social Change as Research Problem
Research Gap (your research project gap)
Purpose Statement (research purpose statement that includes social change considerations)
Researcher Role  (include introductory paragraph to this section)
The Experience (based on your memos, field notes, and other experiences)
My Role 
Ethical Issues
Results (include introductory paragraph to this section)
Data Sources
Videos
Interview
Social Change Website
Instrumentation
Who and Date
Previous Use Info
Appropriateness
Data Analysis
Process (intro paragraph)
1st Cycle – codes
2nd Cycle – categories
Themes
Trustworthiness  (include introductory paragraph to this section)
Themes in Common (across the sources your used for this project)
Theme Differences (across the sources you used for this project)
Credibility
Transferability
Dependability Strategies
Confirmability
Summary (include introductory paragraph to this section)
Social Change
Self-Reflection
Social Change Article Alignment
References (combine all the references sections, for each of the parts you have been working on each week, into one references page.

Psychology Research Paper on Anxiety

Due in 17 hours!!!! 01/28/2018 
Using your annotated bibliography and references as a guide, write a rough draft of your Psychology Research Paper on Anxiety
Requirements:
1) Paper must be 3 pages in lengthNOT including a title page and reference page (5 Pages with reference and title page).  
2) The paper must not only describe current trends within your topic area, but you should demonstrate how your topic relates to the broad field of psychology.
3) It should contain a strong thesis statement supported by research from at least 3 different sources. Include both in-text citations and a References page in APA format.

Research Paper About ‘Bipolar And Related Disorders

Research Paper about ‘Bipolar and Related Disorders’

• You must have your Research Topic approved by January 12, 2018  The FIRST WEEK you should have answered the Discussion Board assignment.
• Your program..Example: Criminal Justice or Finance .. Nursing, etc.
• Three topics of your interest explaining for each topic how is related to your field and psychology.
You will be expected to complete a research paper and submit it for the class according to the syllabus.
•  The paper assignment should include the following structure and it must comply with APA written standards: Title page (1), Abstract (1), Content pages (5), Conclusion (1), and References (1). Therefore, there must be a minimum of nine (9) pages per project.
• For more detailed information please, go to the following link: http://flash1r.apa.org/apastyle/basics/index.htm.
• Only academic sources will be accepted, which means no Googles or Wikipedia.
• By copying and pasting information to complete any assignment during the class such as Research papers, or Discussion Forums would not be tolerated. Therefore, your grade will be “0” grade.
 
The structure should include the following:
         All work must comply with APA written standards:
1-      Title page (1)
2-      Abstract (1),
3-      Content pages (5),
4-      Conclusion (1),
5-      References (1).
 Therefore, there must be a minimum of 9 pages per project.
 In addition, you can utilize the services from the Writing Lab at the Hialeah campus and Online with Professor Ileana Torres.
• Please, make the necessary arrangements to get the help and support you may need in writing and editing your Research Paper assignment before you submit it to Turnitin. Prof. Ileana Torres can be reached at: irojas@fnu.edu
• All work must be turned in by the due date. Failure to do so will result in a grade of zero (0) for that assignment.
• You must include at least three (3) professional journal articles (Primary Sources) from the FNU Database for journals in Psychology. Include in-text citations for any information taken, quoted or paraphrased from references sources.
• Use APA citation style in the body of your paper so I know where the information came from (like your text does). This is the (Author, date) you see in your text. It gives credit to original author’s research and are alphabetized by the author’s last name.
• Your research will be your own research and writing. No copying or pasting information!!!
• The research paper will account for 20% of your grade.
• Late papers will not be accepted.
• Bipolar and Related Disorders

Behavior-bio-psycho-social assessment

Submit a 6- to 9-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:
Part A: Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:

  • Presenting issue (including referral source)
  • Demographic information
  • Current living situation
  • Birth and developmental history
  • School and social relationships
  • Family members and relationships
  • Health and medical issues (including psychological and psychiatric functioning, substance abuse)
  • Spiritual development
  • Social, community, and recreational activities
  • Client strengths, capacities, and resources

Part B: Analysis of Assessment. Address each of the following:

  • Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
  • Analyze how the social environment affects the client.
  • Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
  • Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
  • Explain how you would use the identified strengths of the client(s) in a treatment plan.
  • Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
  • Analyze the ethical issues present in the case. Explain how will you address them.
  • Describe the issues will you need to address around cultural competence.

APA FORMAT
6-9 PAGES
USE MY REFERENCES ONLY!!!
USE TEMPLATE PROVIDED
Logan Family- Eboni Case study
TURN IT IN A MUST
References:
Zastrow, C. H., & Kirst-Ashman, K. K. (2013). Understanding human behavior and the social environment (9th ed.). Belmont, CA: Brooks/Cole.
Melchert, T. P. (2015).  Treatment. In Biopsychosocial practice: A science-based framework for behavioral health (pp. 211-233). Washington, District of Columbia: American Psychological Association.

Walk A Mile

https://youtu.be/nmXr-rC5F-4- Video ( A Class Divided) this video is part of the assigment.
 

  1. Choose any group of which you are not a member.
    • Possible dimensions from which you may select your group include:  race, gender, social class, nationality, sexual identity, (dis)ability, rural versus urban status, religious belief, incarceration/criminal history, occupational status, victim, military status, and so on.
  2. Explain why you selected this group.
  3. Describe stereotypes, prejudice, and/or discrimination directed toward members of this group.
    • Use concrete examples to illustrate (e.g., advertisements that depict members of the group in a stereotypical manner, statements you have overheard expressing affective reactions to the group, policies that discriminate in favor or/against the group, etc.).  Consider both negative and positive stereotypes, prejudice, and discrimination.
  4. Interpret the experiences of members in this group.
    • The goal is to gain a new perspective, so consider spending time immersed in the group.  Perhaps you could interview friends, family, or community members, or attend an event hosted by the group.  Or, you could present yourself as a member of this group to gauge reactions firsthand.  Alternatively, do some online research.
  5. Evaluate reactions toward this group in light of concepts covered in the textbook.
    • For example, how might social psychological theory and/or concepts explain the origin of prejudice directed toward the group you are studying?  What are the influences on members of this group?  Utilize scholarly, peer-reviewed sources to support your points to continue developing your academic voice.  (Reminder:  Be sure to synthesize and paraphrase the information you share from these articles/sources.)
  6. Conclude with a realistic suggestion for reducing prejudice toward members of this group, based on the contact hypothesis (see Pettigrew, 1998, for elaboration).

The Walk a Mile paper
Submitting to Grammarly:
Grammarly is your personal editor that can act as that second set of eyes and catch those errors before you submit your assignment.  It takes approximately 5 minutes to set up an account and after that, you simply download your written submission and wait for the magic.  This service is open 24/7, for you night owls hoping for a final proofread before submitting your work.  Grammarly will then provide you with a detailed roadmap for improvement.
Grammarly Resource: 
Before you submit your written assignment, review the The Grammarly Guide: How to Set Up & Use Grammarly (Links to an external site.)Links to an external site. tutorial, set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.
To use Grammarly:

  • Go to https://app.grammarly.com/ (and log in if needed).
  • Click on “Upload” (located under “New”) and upload your paper.
  • Grammarly will scan your paper for errors and issues.
  • To read about the errors Grammarly found, click on the ▼expand button.
  • To accept Grammarly’s suggestion, click on the green wording suggestion (if applicable).
  • To ignore Grammarly’s suggestion, click on the “x” or the “ignore” button.
  • Finally, once you have made all of your corrections, click on the ↓ downward arrow icon in the left navigation pane and select “Download.”  This will create a Word document with your corrections.  Note: You might have to remove or delete any lingering track changes or comment bubbles before submitting your paper. .

Behavioral Health Response to Disasters

Disaster Reply 4

TEXT:

Reading
1. Behavioral Health Response to Disasters, Author: Framingham, Julie:
Original Question:
For this week’s Forum, respond to the following:   To date, the effects of disaster events have been introduced through our course materials as well as the ways to interact with survivors of these disaster events. At particular risk for negative reaction in disaster situations, natural or man-made, are children and adolescents. Dependent upon the child’s/adolescent’s stage of development, responses to disaster events can vary significantly. Our course materials provide excellent guidance for those charged with aiding children and adolescents in disaster events.
· After review of the course materials, share your understanding of assessing and providing appropriate disaster behavioral health care for children and adolescents.
· Outlining how the process differs from that of disaster behavioral health with typicaladult populations, note any significant factors you feel contribute to or hinder the recovery process with children and adolescents.
Reply to the following response with 200 words minimum. (please make response as if having a conversation, respond directly to some of the statements in below post. This is not providing an analysis of the original post. Respectfully address it and even ask clarifying or additional questions.)
1.
Class,
 
This week is something that interests me with my son having Down syndrome. Although our forum does not reference special needs, I will add it into my post. When it comes to understanding and accessing children and adolescents, it is also important to take into consideration the effects of the parent or parents. In many cases the child’s reactions to a disaster can mimic those of the parents as they are seen as the role model in the child’s eyes. Different ages can also affect the responses from a disaster or trauma.
One theory I read about and believe strongly in is the developmental ecological framework. This model suggests that both risk and protective factors are present in all children at varying degrees, and that these factors can either be activated as aggravators or buffers against trauma. I in no way baby my son or my ex’s daughters, but I ensure they are all trained on what to do in an emergency and how to react when it comes to certain disasters. The more they know and the more they are capable the better prepared they will be and less likely to be negatively affected. The only child not currently involved is my son, but I maintain extra formula, baby water, oxygen, and anything else he may need given a disaster. I have also through this research found the Emergency Information Form for Children with Special Needs which will help hospital and EMS workers during a disaster, and I will be filling out and keeping handy for my son (Pediatrics, 2010).
 
When it comes to disaster behavioral health in children and adults, there are many differences and many different ways the two can be affected. In adults, the PTSD can stem from the loss of family, property, or other items. In a child, the effects can stem from how a parent reacts. As stated above, the parents mental status during a disaster and prior to can determine the child’s mental reaction. A child in most cases will also feel less control, understand less about the situation, and have fewer experiences bouncing back from hard situations (Prevention, 2015).
For others help and resource I was also able to come across a Department of Health and Human Services site that provides information on quite a few areas of disaster for special populations. This information for my provide knowledge for my son I was unaware of but can now be more prepared by using.
 
Blade
References
Pediatrics, A. A. (2010). Emergency Information Forms and Emergency Preparedness for Children With Special Health Care Needs. Retrieved from http://pediatrics.aappublications.org/content/125/4/829.full
 
Prevention, C. f. (2015). How are Children Different from Adults. Retrieved from https://www.cdc.gov/childrenindisasters/differences.html
 
Services, U. D. (2017). Special Populations: Emergency and Disaster Preparedness. Retrieved from https://www.sis.nlm.nih.gov/outreach/specialpopulationsanddisasters.html
2.

It is imperative to provide appropriate disaster behavioral health care for children and adolescents being that when it comes to disasters, they have the potential to cause short- and long-term effects on the psychological functioning, emotional adjustment, health, and developmental on children (Schonfeld, & Demaria, 2015). There are practical ideas that can be put into place in order to identify common adjustment difficulties in children in the aftermath of a disaster while also promoting effective coping strategies. Unlike typical adult populations, children are particularly vulnerable to the effects of disasters and other traumatic events because of a lack of experience, skills, and resources to be able to independently meet their developmental, social-emotional, mental, and behavioral health needs. If proper treatment is not established disasters will continue to cause short- and long-term effects on the psychological functioning, emotional adjustment, health, and lead to issues in their health and psychological functioning even into adulthood.
One extensive way to deal with the recovery process for children is the active involvement in parents and family members. Sometimes as adults you can get so caught up in your own recovery process that you forget about your children.  To avoid this, parents and family members should remain with children to the extent possible throughout the evaluation and treatment process as well as providing their comfort as a source of coping for the children.  An example of a coping strategy would include distraction or attention-refocusing techniques, like a calming touch or use of gentle humor. In addition, counseling has shown to serve as an effective aspect in recovery. Let’s say a parent is in a counseling session with a child that is in recovery from a disaster. The session includes a main focus of perception of the incident. In understanding that this part of risk assessment is as important as the actual experience of the disaster itself (American Military University, 2018), a parent can serve as a source of support and guidance, a parent may feel overwhelmed and could temporarily leave the counseling room, they should notify the child before leaving that they will be in an adjacent area and that the counselor or pediatrician will remain with them for a few minutes until they return.
American Military University. (2018). WEEK 4: Effects of Disaster on Children and Special Needs Populations [Lesson notes]. Retrieved from https://edge.apus.edu/portal/site/366610/tool/230444e4-7d21-400a-b0e4-9642c00902bf
Schonfeld, D. J., & Demaria, T. (2015). Providing Psychosocial Support to Children and Families in the Aftermath of Disasters and Crises. PEDIATRICS, 136(4), e1120-e1130. doi:10.1542/peds.2015-2861

< Previous Conversation Next Conversation >
3.
Good Morning Class,
For this week’s assignment I think that the vulnerability theory would make for a good discussion. The theory is based on that vulnerability is random and not fairly distributed among the population. I can see both sides of this potential argument. I would offer that vulnerability in some circumstances is not random but a planned thought out process. Take for example Hurricane Katrina and the devastation that occurred in the city. What were the most badly damaged areas of the city? The simple answer the poor minority communities. You ask yourself why were these communities hit so hard compared to the more affluent parts of the town. You can look at segregation through the past century and see that minority communities were formed in the areas of cities that possessed the most risk to disaster. The prices were lower and the wages minorities made were and in some cases still are. So you could logically conclude that they were relegated to these areas by design. As part of the PFA you could say that they were provided safety and comfort, from the dikes and levees that were constructed to provide them a higher level of safety. I would say that they had services available for their mental health following the disaster, but as you can still see today the area is still mostly abandoned and has never been rebuilt to the conditions before the hurricane. (Teasley, 2012)
One the other hand I can also see self-inflicted harm leading to a vulnerable state from residents in the local communities surrounding me. When I look at the people who have been through some of the local flooding repeatedly and choose to remain in the same location, waiting for the next flood. One individual interviewed on the local news had claimed that in the last 12 months he had been flooded three times. After each rebuild was completed another flood would occur and he would have to begin the process all over again. I know common sense would tell me that if my home floods it is time to move to higher ground. When selecting a site for your home you should do the research on the possibility of flooding and use that to reduce your vulnerability.
Theo
References:
Teasley, M. L., & Framingham, J. L. (2012). Behavioral Health Response to Disasters. Boca Raton, Fla: CRC Press.
 
** Please don’t just rephrase their info, but respond to it. Remember to answer question at the end if there is one. **
2

Moral Psychology of Terrorism

  • Terrorism Reply 4

    TEXT:

    Reading
    1. Moral Psychology of Terrorism (2013) Introduction
    2. Horgan, J. G. (2017). Psychology of terrorism: Introduction to the special issue. American Psychologist, 72(3), 199-204. doi:10.1037/amp0000148
    Original Question:
    For this week’s Forum, respond to the following:   We take a look at suicide bombers this week in our reading and discussion. As we ponder the motivations one might have for engaging in such fatal acts of terrorism, consider the following comments from Ivan Strenski’s (2003) article, Sacrifice, Gift and the Social Logic of Muslim Human Bomber.
    “….it would seem to make more sense if, instead of killing themselves in the process of making their attacks, the ‘human bombers’ could have gone on killing many more…in subsequent non-suicidal attacks” (Strenski, 2003, p. 3).
    Keep in mind, the following references made to Osama bin Laden were prior to his death; however, the points highlighted within the article are powerful considerations in the discussion of the topic. “Osama bin Laden surely continues to inspire more terror today as potentially alive than he would have had he died in a martyrdom…” (Strenski, 2003, p. 3).
    On the other hand, among supporters of suicide terrorists, the acts carried out by the ‘human bomber’ is seen as “self-sacrificing”. Strenski (2003) suggests a relationship between the concepts of sacrificing one’s self and suicide.
    Considering the course materials for the week, think about the motivations suggested in the readings explaining why terrorist actors engage in suicide terrorism.
    · Discuss the psychological effects the ‘human bomber’ has as a vessel in carrying out acts of terrorism.
    · Provide details of your view on the goals of suicide terrorists; whether the primary goal is to inflict maximum causalities (physical or psychological) or if it is to engender a sense of martyrdom in the name of religious zeal, sacrificing themselves for the cause.
    Reference
    Strenski, I. (2003). Sacrifice, gift and the social logic of Muslim “human bombers.” Terrorism and Political Violence, 15, 1-34.
    Reply to the following response with 200 words minimum. (please make response as if having a conversation, respond directly to some of the statements in below post. This is not providing an analysis of the original post. Respectfully address it and even ask clarifying or additional questions.)
    1.
    Suicide bombers and bombings is an interesting topic to approach from the perspective of psychology. After reading some source material it has opened my eyes, per se, about the process of suicide bombers and the rationale regarding them. It is not sound logic to simply say that they are crazy for blowing themselves up. Because the question can be asked how that conclusion can be made and the only response is that only someone crazy would blow themselves up. That is essentially “circular reasoning” (cite) and does not go in-depth about what is actually happening in their minds.
    From a deeper analysis, one must understand that humans have always had a savage fascination with cruel treatment and inflicting harm on themselves. Furthermore, the power of society is great and the identity that it gives each individual within it is specific to many factors including values. Typically, when an individual grows in a society they accept its values and live by them in one way or another. So, for our example, a society that includes suicide bombings is no different in this context. In addition, there are also societies that possess the values that their beliefs are the only true beliefs and anyone who does not believe as such is wrong; no question. So, when the factors of a human allure to bloodshed, powerful societal influences, and individuals with the one true belief, the idea of a suicide bomber is not so outlandish. Although it is intense, it is a human adaptation (cite).
    In my opinion, suicide terrorist’s primary goal is to follow what they truly believe (in most instances). Furthermore, they seek to both inflict as much physical and psychological damage as possible while maintaining a sense of martyrdom in the process. Additionally, I will add that there are always those cases of suicide bombers engaging in an act of terrorism against their will but that is an entirely different mental process and discussion.
    -William
    References
    Shpancer, N. (2010, September 23). Understanding the Suicide Bomber. Retrieved from https://www.psychologytoday.com/blog/insight-therapy/201009/understanding-the-suicide-bomber
    2.
    A suicide bomber, or human bomber, is an individual who commits a violent attack upon others in which they will take their own life. These suicidal terrorists have been known throughout history, dating back to World War II. Death and destruction by a suicide bomber is often more severe than that of other types of terrorist attacks because they can conceal the bombs easier and can make last minute changes to their plans or escape route. There are several psychological effects that a human bomber carries within themselves which makes them commit these types of acts. As Kruglanski (2009) explains, suicide bombers fall into one of three categories, which are duty and obligation, personal causes, or ideological reasons. When it comes to personal causes, suicide bombers will at times carry out these acts due to the loss of a loved one, or an attack on their country. These bombers take it to heart and will want to retaliate. Human bombers will also act out due to ideological reasons such as beliefs so radical, that they will go to great lengths to stand behind their belief.
    When it comes to ideological reasons, religion tends to be the main issue between the bomber and societies; therefore, that individual will take on the role of a suicide bomber (Kruglanski ,2009). Duty and obligation plays a major role when it comes to suicide bombers. For example, many countries such as Pakistan and Israel use women and children as suicide bombers. Many women are forced into being suicide bombers, but there are also several who volunteer for this role because it shows dedication to the cause, and it can even change the status of their family. In my opinion, I feel that the primary goal of a suicide bomber is both to gain a sense of martyrdom either for their religion or their country. Of course, the suicide bomber wishes to have as many casualties as possible; therefore, I feel that both of these goals go hand in hand. When an individual has ideologies so radical, nothing can stop them from trying to make a statement, including the decision to become a suicide bomber.
    References:
    Kruglanski, A. W., Chen, X., Dechesne, M., Fishman, S., & Orehek, E. (2009). Fully Committed: Suicide Bombers’ Motivation and the Quest for Personal Significance. Political Psychology, 30(3), 331-375.
    3.
    This week we are exploring the reasons behind why terrorists become suicide bombers?  According to our lesson, researchers classify suicide bombers into three different types of categories.  The first, the ideological reasons, second is their personal cause, and thirdly, is their sense of duty and obligations to their country (Strenski, 2003).  For those who have decided to participate in this type of cause will tend to fall into one of these categories.  This is the reasoning behind their psychological effect as to why they have decided to sacrifice themselves.
    Religion is another reasoning behind their decision to become suicide bombers, and they are motivated by their ideological reasons which is the need to have a type of support from their societies, and religions is the main factor.  The other reasoning behind their decision is the loss of a loved one and destruction of where they lived by intruders (Strenski, 2003).
    Suicide Bombers associate themselves with Hamas as their main motivator to which they believe that they will be rewarded and have a chance to meet Muhammad.  Muslims tend to justify they action because of their beliefs in Jihad.  Here are four different ways in which a suicide bomber can fulfill Jihad’s blessings, 1) is by having faith in his heart 2) is by preaching 3) is by doing good deeds with his hands 4) is by confronting those who do not believe with a sword (Burkay, 2006).  For those that decide to become suicide bombers believe that they are not dead but consider themselves to be with God.  However, according to the Quranic belief, taking one’s own life is prohibited.
    April Pierotti
    Works Cited:
    Strenski, I. (2003) Sacrifice, gift, and the Social logic of Muslim “Human Bombers” Terrorism and Political Violence, 15. 1-34 Retrieved From http://edge.apus.edu/portal/site/366636/tool/difebo59-3c2c-4776
    Burkay, David (2006) The Religious Foundations of Suicide Bombings Middle East Quarterly Retrieved From www.meforum.org/1003/the-religious-foundations-of-suicide-bombings
    ** Please don’t just rephrase their info, but respond to it. Remember to answer question at the end if there is one. **