Psychology class-Cognitive Socio-Emotional and Social Learning theories
quick easy Theory Worksheet need filled out by tomorrow. [ Psychology class ] give response to the following
| STATEMENT | THEORIST Cognitive Piaget Vygotsky Information Processing Theorist Socio-Emotional Freud Horney Erikson Bandura Bowlby |
THEORY Cognitive Socio-Emotional |
NAME OF APPROACH IF ANY ZPD Social Learning Adaptational Psychoanalytical (Psychosexual) (Psychosocial) |
NAME OF STAGE IF ANY Sensorimotor Preoperational Concrete Formal Oral Anal Phallic Latency Genital Trust v. Mistrust Autonomy v. Shame and Doubt Initiative v. Guilt Industry v. Inferiority Identity v. Confusion Intimacy v. Isolation Generativity v. Stagnation Ego Integrity v. Despair |
| Erin’s neighbor is from Argentina, and she taught her about her country. Erin did a class presentation on Argentina, and her teacher was shocked at how much she knew. | Vygotsky | Cognitive | ZPD | |
| Mike forgot his passport. He called his brother on his cell and asked him to bring it to the airport at Terminal B. His brother met him at Terminal B, and Mike boarded the plane on time. | Piaget | Cognitive | Formal | |
| Karen joined a high school club that surprised even her parents. She asked, “Why not? It’s something I want to try.” | ||||
| Rob’s little girl cries every morning when he drops her at daycare. She clings to him so tightly, that he feels terrible going to work. | ||||
| Steve is 27 and getting married next month. He is very happy with his fiancé. | ||||
| Katie is learning to crawl. Yesterday she picked up a penny and almost choked on it when she put it in her mouth. | ||||
| Joe is friendly with adults. His nanny gave him undivided attention when he was an infant. | ||||
| Courtney is so organized that she begins to make her bed before she’s even out of it! Her friends say she’s a neat-freak. | ||||
| When Jason saw girls in the car, he refused the ride to school, and took the bus. | ||||
| Allie keeps a baby monitor on her desk at home so she can hear her baby cry and go to him. | ||||
| Eight year old Will watched a tsunami on the Discovery Channel. When his science teacher asked questions about it the next day, he could explain why it occurs. | ||||
| Mary heard her parents making racist remarks, and she learned to be a racist. | ||||
| Dan was getting a C in Calculus, so his parents hired a math tutor. His grade went to an A- that semester. | ||||
| Julie watched her neighbor washing the car and wondered if they were going out that evening. | ||||
| Todd went fishing with his dad and asked if the fish gets mad when Todd catches it. | ||||
| Ben touched the hot stove and learned that stove’s can be hot. | ||||
| The hippocampus of the brain stores information into long-term memory. | ||||
| Brad told his dad, “When I grow up, I’m marrying mommy.” | ||||
| John is a college junior and cannot find a woman that he dates more than a month at a time. | ||||
| Sherry goes out on group dates every Friday night to the movies with other high school freshmen. | ||||
| Alexa has two children, just bought a condo in the city and works at HBO in Marketing. | ||||
| Kerry wants to go to an all girls’ middle school. She feels more comfortable without boys in her classes. | ||||
| Teacher asked, “Now that you’ve processed my comments, can you retrieve them for a quiz? | ||||
| Joe’s parents brought home a puppy when he was 9 years old. It was his responsibility to care for Woody. | ||||
| Mary spilled the milk while she was trying to pour it. Her mom said, “That’s OK. That’s how you learn to do it.” Mary stopped feeling guilty when her mom made that encouraging remark. | ||||
| Mark learned to share by watching his brother with his friends. | ||||
| The infant’s hand grasped the surgeon’s finger when he picked him up to repair his heart. | ||||
| John forgot his calculator for an important exam. He asked a friend if he could borrow his if he met him halfway across campus. They met, exchanged the calculator, and John passed his exam. | ||||
| Jack knows how to dress himself. He feels like he can take care of himself. | ||||
| Tess and Will sit together and talk about their past careers as teachers. They have touched the lives of at least 5,000 students. |
Financial Analysis-Financial Figures and Concepts: how each of Apix’s ratios differ,and indicate whether the two other companies’ ratios or Apix’s ratios are indicative of better performance
FINANCIAL ANALYSIS
Financial Analysis: Financial Figures and Concepts: POWERPOINT PRESENTATION
In anticipation of Mary’s request for comparative analysis, it will be useful at this time to do some research. You know that you can obtain the financials of companies within the same sector or Standard Industry Code as Apix Printing (e.g., commercial printing), and that the North American Industry Classification System (NAICS) Standard Industry 2012 code for Apix Printing is presently 323111. Use the FINC615 Library Guide – SEC BELOW) to search for two other companies in the same industry as Apix Printing.
explain the computation of each and compute these for Apix’s results for the financial statements you are using for the PowerPoint presentation.
Also, compare Apix’s 2-year trend results to that of two other firms in the sector. Indicate how each of Apix’s ratios differ,and indicate whether the two other companies’ ratios or Apix’s ratios are indicative of better performance.
Explain the computation for each of the following, and compute each for Apix and two other companies in the same industry as Apix Printing:
· Current ratio
· (Long-term) debt to equity ratio
· Gross margin percentage
· Net profit margin percentage
· Return on equity percentage
Present your findings of the above data in a table. Add a paragraph that summarizes your results, indicating whether investors would find the financial analysis results of Apix competitive as compared to rivals in the sector. Be sure to include both positive and negative trends in your analysis.
USE BELOW GUIDE FROM SEC REPORTS AND OTHER SOURCES
Search for US companies with the highest revenue and Use one of them Make note of the ticker symbol that appears in parentheses to the right of a company’s name. You can use a company’s ticker symbol on the stock market to more easily look up financial information about the company on the U.S. Securities and Exchange Commission’s website (For example, the ticker symbol for R.R. Donnelley & Sons Company is: RRD)
SEC EDGAR Website Public companies in the United States are required by law to report financial information to the U.S. Securities and Exchange Commission (SEC). These reports are made available to the public on the SEC’s website, in their Electronic Data Gathering, Analysis, and Retrieval system (EDGAR).
In anticipation of Mary’s request for comparative analysis, it will be useful at this time to do some research. You know that you can obtain the financials of companies within the same sector or Standard Industry Code as Apix Printing (e.g., commercial printing), and that the North American Industry Classification System (NAICS) Standard Industry 2012 code for Apix Printing is presently 323111. Use the FINC615 Library Guide – SEC BELOW) to search for two other companies in the same industry as Apix Printing.
explain the computation of each and compute these for Apix’s results for the financial statements you are using for the PowerPoint presentation.
Also, compare Apix’s 2-year trend results to that of two other firms in the sector. Indicate how each of Apix’s ratios differ,and indicate whether the two other companies’ ratios or Apix’s ratios are indicative of better performance.
Explain the computation for each of the following, and compute each for Apix and two other companies in the same industry as Apix Printing:
· Current ratio
· (Long-term) debt to equity ratio
· Gross margin percentage
· Net profit margin percentage
· Return on equity percentage
Present your findings of the above data in a table. Add a paragraph that summarizes your results, indicating whether investors would find the financial analysis results of Apix competitive as compared to rivals in the sector. Be sure to include both positive and negative trends in your analysis.
USE BELOW GUIDE FROM SEC REPORTS AND OTHER SOURCES
Search for US companies with the highest revenue and Use one of them Make note of the ticker symbol that appears in parentheses to the right of a company’s name. You can use a company’s ticker symbol on the stock market to more easily look up financial information about the company on the U.S. Securities and Exchange Commission’s website (For example, the ticker symbol for R.R. Donnelley & Sons Company is: RRD)
SEC EDGAR Website Public companies in the United States are required by law to report financial information to the U.S. Securities and Exchange Commission (SEC). These reports are made available to the public on the SEC’s website, in their Electronic Data Gathering, Analysis, and Retrieval system (EDGAR).
Behavior Modification Project-summarize your observations of the target behavior during the baseline phase
PSYC 320
Behavior Modification Project: Baseline Phase Report Instructions
To assess your baseline as you begin the experiment, you need to observe your target behavior before you ever treat it. Thus you will conduct a functional analysis of your target behavior as it naturally occurs. The baseline observation of your target behavior should be done for at least one week. You will submit the 1–2-page Baseline Phase Report, which will consist of a description of the following five parts with Level One headings, and a graph appropriately labeled (see chapter 3 of your textbook). This writing of the reports for Behavior Modification should be clear, measurable and concise. Write in complete sentences, but do not use “fluff”.
1. Target Behavior: A clear and measurable behavioral definition of your target behavior (use examples if needed to clarify) should be stated. [Description]
2. Observation Period: Show the dates (and times if relevant) of your baseline phase. [Description and on the x axis of the graph]
3. Experiment Narrative: Clarify the logistics, setting, and process of your experiment’s baseline observation phase (natural or analogue setting, structured or unstructured observation, recording method and instrument, etc.). [Description]
4. Dimension(s): The logical dimension(s) – Frequency – Intensity – Duration – Latency – that were observed and recorded during the baseline are clearly and consistently stated and shown. [Description and on the y axis of the graph]
5. Target Behavior Observations: Clearly and completely, but concisely, summarize your observations of the target behavior during the baseline phase. Descriptions should be made of triggers (settings/stress/work/conflict) that bring on the target behavior, and stimuli that help it. [Description]
psychological concepts and theories: Ethical Principles of Psychologists and Code of Conduct-· Evaluate potential work settings where the use of technologies promotes ease and convenience for both psychology professionals and the populations they serve
· Explain how the APA’s Ethical Principles of Psychologists and Code of Conduct can be used to guide decisions in the ethical application of these technologies.
· Construct clear and concise arguments using evidence-based psychological concepts and theories to explain how current technological and policy shifts may influence trends in psychological research and practice.
· Evaluate potential work settings where the use of technologies promotes ease and convenience for both psychology professionals and the populations they serve.
What are the potential responsibilities of the psychology professionals as providers of care with regard to the use of these technologies? Does the increase in ease, convenience, and experience satisfaction for the parties involved outweigh any potential negative outcomes?
Resilience & Stress Reflection Journal Description- Why this activity? Research suggests that people who regularly express gratitude report better health, reduce their risk of heart disease, get better sleep, strengthen feelings of connection and satisfaction in their relationships, feel more satisfied with their lives, more joy and optimism, and less anxiety.
Reflection Journal, about 500 words
PUBHLTH 160 My Body/My Health Unit 2 – Resilience & Stress Reflection Journal Description
This journal entry has two activities: Activity 1 – is about practice of gratitude. Activity 2 – is a reflection activity called “Life Map Exercise” Due Date: Check the Course Calendar on Blackboard See below for grading criteria
Note: You will complete both activities and write about your experiences in a single journal entry for Unit 2.
Activity 1 – The Practice of Gratitude Why this activity? Research suggests that people who regularly express gratitude report better health, reduce their risk of heart disease, get better sleep, strengthen feelings of connection and satisfaction in their relationships, feel more satisfied with their lives, more joy and optimism, and less anxiety.
Do this: Look at the provided sheet of gratitude practices (PDF file). Choose and carry out a different gratitude activity to practice (one a day, for a total of five activities). Each day keep notes describing what gratitude activity you practiced, and what took place. Be specific: in your notes include details about what/how you felt and thought before, during, and after each activity. Dare to be adventurous…step out of your comfort zone and choose activities that represent a bit of a stretch!
What to Write in Your Journal Entry Under “Activity 1” In your journal entry list the five gratitude activities you choose, and describe what you did in each activity. For example you might choose the activity, “When you are feeling sad, upset, or angry, notice and stop. Pay attention to your breath. Think of three things you are grateful for.” You should write this down, and describe what took place when you did this. Be sure to include details about what/how you felt and thought before, during, and after the activity. Among the five gratitude activities you practiced, which two activities had the greatest impact on you, and why? How might continuing each one of these practices on a regular basis contribute to your well-being?
The required word count for Activity 1 is 250-550 words using 12-point Arial font. See below for additional grading criteria.
Activity 2 – “Life Map Exercise” Why this activity? This activity is helpful for putting one’s life in perspective, seeing the “big picture”, and getting to know yourself better. It can contribute to giving you a better grasp on who you are, where you’ve come from, and where you might be headed next. It can also show you patterns/themes in your life you may not have recognized before. For some people reflecting on this activity can additionally bring greater hope or motivation in current situations.
This activity has two parts (A and B) described below:
Part A – Creating Your “Time Line” You will need cardboard, or a large sheet of paper (you can tape several pieces of plain white printer paper together to create a larger one). Feel free to adapt and use other materials you may have at hand, as long as you can produce a similar result.
You will also need three different colors of “post-it” or “sticky” notes (you can create your own, but you must use three different colors of paper or three distinctly different colors of markers that would show up clearly in a photo)
Do This: (Take 25 minutes to complete this part of the activity – don’t try to dig too deeply. You want what comes to mind easily and quickly)
· Draw a line along the length of the paper. This will be your “time line”
· Choose one color of “sticky” note and write down “pleasant” experiences in your life (e.g. growing up in a loving family). You might also include the name of a person or an activity, a specific memory of an encounter, or even a place, etc. You need to have at least five of these sticky-notes on your timeline, with a different item on each one.
· On the second color of sticky note write down “painful” situations (e.g. broken relationship). It’s important to write these situations down as “painful” if that is how they felt at the time. Even if something good came out of it later, if it was painful at the time you went through it, it needs to go on this color (and not the “pleasant experiences” color). “Painful” doesn’t have to be hugely traumatic. If piano lessons weren’t a good experience, you’re allowed to write that down. Nothing is too trivial as long as it has meaning for you. You need to have at least five of these “sticky-notes” on your timeline, with a different item on each one.
· Arrange both colors of “sticky notes” in chronological order along your time line (it can help to brainstorm things in sections like early childhood, high school, college, or in 5 or 10 year increments – it depends on how old you are, and how detailed you want to get).
Part B – Reflecting on your “Time Line” Take another 20 minutes or so, to just sit and notice what is on your life map. Is there more of one color than the other? Are there many of events in a certain time period, and less in another?
· As you assess what you’ve written take a third color of “sticky note” and write down the lessons that you learned through these defining moments (e.g. Trying new things makes me grow). Place these along the bottom of your time line. You need to have at least three of these “sticky-notes” on your timeline.
· One of the best things you can do with your time line is share what you have learned with someone else – maybe your best friend or a small group; talking through your story with someone else may give you even more insight into the shape of your life story (Note: this step is recommended, but optional)
What to Write In Your Journal Entry Under “Activity 2”:
· Take a picture of the final result and paste it in your journal entry. Tip: Use the “insert/edit image” function on the bottom row of the journal entry tool bar on Blackboard to do this (it looks like a little mountain, next to the paper clip). Important: If you don’t include this picture, you will not receive any points for Activity 2.
· List the lessons you learned through viewing your timeline events (your third color of “sticky note”). Identify themes/patterns (2 or 3) you recognize by looking at your timeline that make you a more resilient person, and say why. Grading Rubric for Unit 2 Reflection Journal. The required word count for this is 200-400 words, using 12-point Arial font (see below).
This Journal Entry is worth 100 points. Activity 1 is worth 50/100 points Activity 2 is worth 50/100 points
Activity 1 will be graded according to the degree to which:
· It demonstrates thoughtful engagement in at least five activities (worth 15 points)
· It demonstrates self-reflection, understood as careful thought about your feelings, thoughts, and experiences (worth 20 points)
· It is well thought-out and developed, with content that is specific and appropriate (worth 10 points)
· Grammatical or spelling errors undermine the overall the effectiveness of your work (worth 5 points)
· It follows the required word count and font (250-550 words) using 12-point Arial font) (worth 5 points)
Activity 2 will be graded according to the degree to which:
· It demonstrates self-reflection (understood as careful thought about your feelings, thoughts, and experiences) and follows the required word count (200-400 words (worth 25 points)
· Number and color of “sticky notes” on time line (worth 10 points)
· Quality of the picture uploaded (the picture must be clear, and the writing on the “sticky notes” must be clear, and easy to read) (worth 10 points)
· Grammatical or spelling errors undermine the overall the effectiveness of your work (worth 5 points)
MBMH Policy for Late Journal Submissions Points will be deducted from late submission of reflection journal entries as follows:
· 20 points will be deducted from journal entries posted on Blackboard ANY TIME after 11:59 PM on the specified due date, up to the first 24 hours.
· 20 additional points will be deducted each 24 hours after this, up to 72 hours after the specified due date.
· After 72 hours you will receive a zero (0) for your journal entry assignment in that Unit.
We strongly suggest that you do not wait until the last minute to post your journal entries as there is always the chance that technical problems (internet, hardware, etc.) might interfere with your ability to upload your work onto Blackboard. We will not be able to grant exceptions to this grading policy for late entries!
Journal Grading Scale: Needs Improvement: 0-73.9 points Meets Expectations: 74-89.9 points Exceptional: 90-100 points (Exceptional work is defined as work that goes above and beyond the prompt and shows creativity, thoughtfulness and reflection)
4
This journal entry has two activities: Activity 1 – is about practice of gratitude. Activity 2 – is a reflection activity called “Life Map Exercise” Due Date: Check the Course Calendar on Blackboard See below for grading criteria
Note: You will complete both activities and write about your experiences in a single journal entry for Unit 2.
Activity 1 – The Practice of Gratitude Why this activity? Research suggests that people who regularly express gratitude report better health, reduce their risk of heart disease, get better sleep, strengthen feelings of connection and satisfaction in their relationships, feel more satisfied with their lives, more joy and optimism, and less anxiety.
Do this: Look at the provided sheet of gratitude practices (PDF file). Choose and carry out a different gratitude activity to practice (one a day, for a total of five activities). Each day keep notes describing what gratitude activity you practiced, and what took place. Be specific: in your notes include details about what/how you felt and thought before, during, and after each activity. Dare to be adventurous…step out of your comfort zone and choose activities that represent a bit of a stretch!
What to Write in Your Journal Entry Under “Activity 1” In your journal entry list the five gratitude activities you choose, and describe what you did in each activity. For example you might choose the activity, “When you are feeling sad, upset, or angry, notice and stop. Pay attention to your breath. Think of three things you are grateful for.” You should write this down, and describe what took place when you did this. Be sure to include details about what/how you felt and thought before, during, and after the activity. Among the five gratitude activities you practiced, which two activities had the greatest impact on you, and why? How might continuing each one of these practices on a regular basis contribute to your well-being?
The required word count for Activity 1 is 250-550 words using 12-point Arial font. See below for additional grading criteria.
Activity 2 – “Life Map Exercise” Why this activity? This activity is helpful for putting one’s life in perspective, seeing the “big picture”, and getting to know yourself better. It can contribute to giving you a better grasp on who you are, where you’ve come from, and where you might be headed next. It can also show you patterns/themes in your life you may not have recognized before. For some people reflecting on this activity can additionally bring greater hope or motivation in current situations.
This activity has two parts (A and B) described below:
Part A – Creating Your “Time Line” You will need cardboard, or a large sheet of paper (you can tape several pieces of plain white printer paper together to create a larger one). Feel free to adapt and use other materials you may have at hand, as long as you can produce a similar result.
You will also need three different colors of “post-it” or “sticky” notes (you can create your own, but you must use three different colors of paper or three distinctly different colors of markers that would show up clearly in a photo)
Do This: (Take 25 minutes to complete this part of the activity – don’t try to dig too deeply. You want what comes to mind easily and quickly)
· Draw a line along the length of the paper. This will be your “time line”
· Choose one color of “sticky” note and write down “pleasant” experiences in your life (e.g. growing up in a loving family). You might also include the name of a person or an activity, a specific memory of an encounter, or even a place, etc. You need to have at least five of these sticky-notes on your timeline, with a different item on each one.
· On the second color of sticky note write down “painful” situations (e.g. broken relationship). It’s important to write these situations down as “painful” if that is how they felt at the time. Even if something good came out of it later, if it was painful at the time you went through it, it needs to go on this color (and not the “pleasant experiences” color). “Painful” doesn’t have to be hugely traumatic. If piano lessons weren’t a good experience, you’re allowed to write that down. Nothing is too trivial as long as it has meaning for you. You need to have at least five of these “sticky-notes” on your timeline, with a different item on each one.
· Arrange both colors of “sticky notes” in chronological order along your time line (it can help to brainstorm things in sections like early childhood, high school, college, or in 5 or 10 year increments – it depends on how old you are, and how detailed you want to get).
Part B – Reflecting on your “Time Line” Take another 20 minutes or so, to just sit and notice what is on your life map. Is there more of one color than the other? Are there many of events in a certain time period, and less in another?
· As you assess what you’ve written take a third color of “sticky note” and write down the lessons that you learned through these defining moments (e.g. Trying new things makes me grow). Place these along the bottom of your time line. You need to have at least three of these “sticky-notes” on your timeline.
· One of the best things you can do with your time line is share what you have learned with someone else – maybe your best friend or a small group; talking through your story with someone else may give you even more insight into the shape of your life story (Note: this step is recommended, but optional)
What to Write In Your Journal Entry Under “Activity 2”:
· Take a picture of the final result and paste it in your journal entry. Tip: Use the “insert/edit image” function on the bottom row of the journal entry tool bar on Blackboard to do this (it looks like a little mountain, next to the paper clip). Important: If you don’t include this picture, you will not receive any points for Activity 2.
· List the lessons you learned through viewing your timeline events (your third color of “sticky note”). Identify themes/patterns (2 or 3) you recognize by looking at your timeline that make you a more resilient person, and say why. Grading Rubric for Unit 2 Reflection Journal. The required word count for this is 200-400 words, using 12-point Arial font (see below).
This Journal Entry is worth 100 points. Activity 1 is worth 50/100 points Activity 2 is worth 50/100 points
Activity 1 will be graded according to the degree to which:
· It demonstrates thoughtful engagement in at least five activities (worth 15 points)
· It demonstrates self-reflection, understood as careful thought about your feelings, thoughts, and experiences (worth 20 points)
· It is well thought-out and developed, with content that is specific and appropriate (worth 10 points)
· Grammatical or spelling errors undermine the overall the effectiveness of your work (worth 5 points)
· It follows the required word count and font (250-550 words) using 12-point Arial font) (worth 5 points)
Activity 2 will be graded according to the degree to which:
· It demonstrates self-reflection (understood as careful thought about your feelings, thoughts, and experiences) and follows the required word count (200-400 words (worth 25 points)
· Number and color of “sticky notes” on time line (worth 10 points)
· Quality of the picture uploaded (the picture must be clear, and the writing on the “sticky notes” must be clear, and easy to read) (worth 10 points)
· Grammatical or spelling errors undermine the overall the effectiveness of your work (worth 5 points)
MBMH Policy for Late Journal Submissions Points will be deducted from late submission of reflection journal entries as follows:
· 20 points will be deducted from journal entries posted on Blackboard ANY TIME after 11:59 PM on the specified due date, up to the first 24 hours.
· 20 additional points will be deducted each 24 hours after this, up to 72 hours after the specified due date.
· After 72 hours you will receive a zero (0) for your journal entry assignment in that Unit.
We strongly suggest that you do not wait until the last minute to post your journal entries as there is always the chance that technical problems (internet, hardware, etc.) might interfere with your ability to upload your work onto Blackboard. We will not be able to grant exceptions to this grading policy for late entries!
Journal Grading Scale: Needs Improvement: 0-73.9 points Meets Expectations: 74-89.9 points Exceptional: 90-100 points (Exceptional work is defined as work that goes above and beyond the prompt and shows creativity, thoughtfulness and reflection)
4
Technology and Psychology Professionals-· Provide an overview of the relevant issues, ongoing trends, challenges, and future opportunities for psychology professionals and the populations they serve.
Technology and Psychology Professionals
Prior to beginning work on this discussion forum, be certain to have read all the required resources for this week. In recent years, the psychology profession has been greatly influenced by various forms of technology. The prevalence of psychology professionals using technology to market themselves and engage, socialize, and interact with others has created new opportunities and challenges. This is particularly true with regard to potential interactions with clients via these technologies. Given the exponential growth with which these technological advancements are permeating our world, we expect to see the proliferation of new issues, challenges, and opportunities within the realms of psychological research and practice.
In your initial post:
· Provide an overview of the relevant issues, ongoing trends, challenges, and future opportunities for psychology professionals and the populations they serve.
· Explain how the APA’s Ethical Principles of Psychologists and Code of Conduct can be used to guide decisions in the ethical application of these technologies.
· Construct clear and concise arguments using evidence-based psychological concepts and theories to explain how current technological and policy shifts may influence trends in psychological research and practice.
· Evaluate potential work settings where the use of technologies promotes ease and convenience for both psychology professionals and the populations they serve.
What are the potential responsibilities of the psychology professionals as providers of care with regard to the use of these technologies? Does the increase in ease, convenience, and experience satisfaction for the parties involved outweigh any potential negative outcomes?
Articles
American Psychological Association. (2010). Ethical principles of psychologists and code of conduct: Including 2010 amendments. (Links to an external site.)Links to an external site.Retrieved from http://www.apa.org/ethics/code/index.aspx
· This document outlines a series of ethical standards, guidelines, and aspirational goals to guide psychologists.
Bratt, W. (2010). Ethical considerations of social networking for counsellors. Canadian Journal of Counselling and Psychotherapy, 44(4),335–345. Retrieved from https://library.ashford.edu/ezproxy.aspx?url=http%3A//search.proquest.com/docview/818788035/969B22225CCB4827PQ/1?accountid=32521
· This article considers the ethical and professional implications of social networking for counselors.
Clinton, B. K., Silverman, B.C., & Brendel, D. H. (2010). Patient-targeted Googling: The ethics of searching online for patient information. Harvard Review of Psychiatry, 18(2),103–112. doi:10.3109/10673221003683861
· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article discusses the ethical and professional considerations of searching online for personal information about clients.
DiLillo, D., & Gale, E. B. (2011). To Google or not to Google: Graduate students’ use of the Internet to access personal information about clients. Training and Education in Professional Psychology, 5(3), 160–166. doi:10.1037/a0024441
· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article explores several ethical issues related to searching for personal information about clients online, including issues pertaining to confidentiality and informed consent.
Kaslow, F. W., Patterson, T., & Gottlieb, M. (2011). Ethical dilemmas in psychologists accessing internet data: Is it justified? Professional Psychology: Research and Practice, 42(2),105–112. doi:10.1037/a0022002
· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article explores a myriad of ethical dilemmas in psychologists accessing Internet data about clients, and also investigates the efficacy of gathering personal information about clients online.
Kolmes, K. (2012). Social media in the future of professional psychology. Professional Psychology: Research and Practice, 43(6),606–612. doi: 10.1037/a0028678
· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. The profession of psychology is greatly influenced by technology and social media. This article provides an overview of current and future trends in this area.
Lehavot, K., Barnett, J. E., & Powers, D. (2010). Psychotherapy, professional relationships, and ethical considerations in the MySpace generation. Professional Psychology: Research and Practice, 41(2),160–166. doi:10.1037/a0018709
· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article describes new ethical dilemmas related to social media for psychology professionals. A strong focus of this article is on the potential impact to the therapeutic relationship.
Tunick, R. A., Mednick, L., & Conroy, C. (2011). A snapshot of child psychologists’ social media activity: Professional and ethical implications and recommendations. Professional Psychology: Research and Practice, 42(6),440–447. doi:10.1037/a0025040
· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article proposes several guidelines for professional practice based on research around child psychologists’ social media activity.
Van Allen, J., & Roberts, M. (2011). Critical incidents in the marriage of psychology and technology: A discussion of potential ethical issues in practice, education, and policy. Professional Psychology: Research and Practice, 42(6),433–439. doi:10.1037/a0025278
· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article discusses psychologists’ use of technology, with a particular focus on consequences and strategies related to ethical issues in policy, education, and practice.
Evidence-Based Approaches and Co-occurring Disorders-Respond to the main discussion posts of two learners. What reactions do you have to the ideas they have presented? Include examples from the course readings or your own experience to support your perspective, and raise questions to continue the dialogue.
Unit 7 Discussion 1
Evidence-Based Approaches and Co-occurring Disorders
Read the Discussion Participation Scoring Guide to learn how the instructor will evaluate your discussion participation throughout this course.
The assigned reading by Burnett, Porter, and Stallings (2011) emphasizes the advantages of an integrated treatment approach for co-occurring disorders (dual diagnosis). Discuss the advantages of integrating treatment compared to treating each disorder separately. What are some of the barriers to implementing an integrated approach and how can they be addressed?
Response Guidelines
Respond to the main discussion posts of two learners. What reactions do you have to the ideas they have presented? Include examples from the course readings or your own experience to support your perspective, and raise questions to continue the dialogue.
Resources
scoring guide icon Discussion Participation Scoring Guide.
Due Monday 6.00pm (2/19/2018). $20.00
models in circulation for evaluating innovations- evaluate innovations such as The Lean StartUp Plan, NOMMAR, SNIFF, linear and mental models of innovation
Create an innovative idea for a new product, service, or business.
During Phase 1, you will submit your own idea for an innovation along with a model they find useful for evaluating its merits.
While there are several models in circulation for evaluating innovations, such as The Lean StartUp Plan, NOMMAR, SNIFF, and the linear and mental models of innovation, innovators should not feel constrained by any particular model.
Feel free to borrow elements from multiple models to develop one that would work best to most effectively evaluate your own innovation.