Category: Psychology

Build a second research matrix, which includes research concepts that can be found and connected to the same four research articles selected for you.
Introduction
It is important to understand how to capture your audience when it comes to research. Not only should it be captivating, but the initial entry to the research should include as much information as possible so that readers can understand what they are about to learn.
At this point, you’ll move toward the practical side of research. That is, learning the significant components of a research study that require specific interconnectedness. The research introduction, the purpose statement, the research questions, and hypotheses all connect to each other. These then need to connect to the methodology—either quantitative or qualitative. Understanding these intersections is helpful for an ongoing development of research skills.
Overview
This assessment focuses on building a second research matrix similar to the one from Assessment 1. This matrix you will create includes research concepts that can be found and connected to the same four research articles related to the topic selected for you.
Instructions
Fill out the Research Concepts Matrix [DOCX] with research concepts connected to the topic selected for you. Your faculty will provide the articles you are to use in the Announcements area of the courseroom. A sample article is included in the matrix to demonstrate the level of depth and breadth of content you should include from the four articles you will read for this assessment. All content you include in your Research Concepts matrix should be summarized in your own words. The purpose statement for each article can be provided word-for-word from each article, however. Please use APA format and style for your citations and references for this assessment.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Evaluate the characteristics, purposes, benefits, strengths, and weaknesses of research methods.Identify the purpose of the study.
Identify the statement of the problem.
Explain the limitations or implications of the study.
Competency 3: Evaluate ethical issues in research studies.Describe the ethical considerations in the chosen research.
Competency 5: Examine the appropriate application of scientific research methodology.Provide the future research possibilities.
Competency 6: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.Communicate in a manner that is scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting.

Information and digital literacy impacts the decision-making process in multiple ways from academic research to personal interest. More than ever before, information is at our fingertips and coming at us with lightning speed. How do we sift and use this information? Step 4 of the Big 6 model relates to our use of information and the process of engaging and extracting relevant information. Next, Step 5 of the Big 6 approach focuses on synthesis of information.
Your instructor will set-up four (4) conversation groups this week in which you will select one or more topics to discuss which are of high interest to you. At a minimum, participate in one group, although you are welcome to participate in all group threads. Once the conversation is flowing, participate substantially with your peers to teach one another.
To begin, choose a topic from one of the discussion threads. Select a topic reference source, from the open web, which you deem credible and reliable. Read the source, extract the information and consider how you will engage your group members in the topic and information from the source. Be sure to include source attribution.
How will you synthesize and present the content of the source to share? What do you want your group members to know, and what do they need to know? How will you share the information so that the content is clear and concise? This is an opportunity for you to practice use of information and synthesis as you share with one another your own knowledge combined with a supporting source.
Conversation Groups:
Health and Wellness
Buying a Car
Hobbies
Vacations

Session Eight Overview
Presentations
1. Each student will deliver an oral presentation of the published empirical article selected.
Oral Presentation
A. Each student will deliver an oral presentation of the published empirical article selected. Please use PowerPoint slides or a Prezi. Each presentation will include a summary of the following:
1. An abstract
2. A brief review of the literature in your own words (summarize the background research in the published article you selected from the journal of choice, in addition to the findings of the study presented in that article)
3. The research question
4. The independent and dependent variables
5. Operational definitions and measurements of the variables
6. The research hypothesis and the null hypothesis
7. The experimental design or non-experimental research approach
8. The statistical analysis
9. The sampling procedure, participants, and sample size
10. Research ethical considerations.
11. The results
12. The issues covered in the discussion section.
The presentation should be about 15 minutes in length (no more than 20 minutes and include all the twelve elements mentioned above with headings on your slides that clearly identify each section.
Be prepared to answer questions from the instructor and class members about the process of evaluating the article as well as the content of the article itself. .
Rubric
Professor Thayil: Oral Presentations (1) (1)
Professor Thayil: Oral Presentations (1) (1)
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeNon-VerbalAttire (professional)
Eye Contact (consistent) and Facial Expressions
Posture (straight)
Gestures and Movement (appropriate)
10 to >0.0 ptsFull Marks
0 ptsNo Marks
10 pts
This criterion is linked to a Learning OutcomeVerbal CommunicationVolume and Pitch
Pacing and Pauses
Clarity and Concision
Enthusiasm and Passion
10 to >0.0 ptsFull Marks
0 ptsNo Marks
10 pts
This criterion is linked to a Learning OutcomeOrganizationThe type of presentation is appropriate for the topic and
audience. (5 points)
Information is presented in a logical sequence. (5 points)
Presentation appropriately cites requisite number of references. (10 points)
20 to >0.0 ptsFull Marks
0 ptsNo Marks
20 pts
This criterion is linked to a Learning OutcomeContentIntroduction is attention-getting, lays out the problem well, and establishes a framework for the rest of the presentation. (5 points)
Technical terms are well-defined in language appropriate for the target audience. (5 points)
Presentation contains accurate information. (10 points)
Material included is relevant to the overall message/purpose. (10 points)
Christian Worldview (10 points)
40 to >0.0 ptsFull Marks
0 ptsNo Marks
40 pts
This criterion is linked to a Learning OutcomeEngagementVisual Aids (5 points)
Response to Audience Comments/Questions (5 points)
Time Limit (10 points)
20 to >0.0 ptsFull Marks
0 ptsNo Marks
20 pts

Overview
Scientific inquiry rests on a set of beliefs that scientists share. Given that behavior analysis is the science of human behavior, these assumptions guide us in how we approach our work as behavior analysts and researchers. For this assignment, you will explore the philosophical assumptions of science and behavior analysis, which include selectionism, determinism, empiricism, experimentation, replication, parsimony, and philosophic doubt.
Preparation
Review the relevant sections of Chapters 1 and 2 of your Applied Behavior Analysis textbook.
Instructions
Use the Philosophical Assumptions Template [DOCX] Download Philosophical Assumptions Template [DOCX]to complete the following:
Explain the assumption and why it is important to scientific inquiry. With a scholarly tone, use your own words for your explanation and do not use direct quotes from the textbook. (2–3 sentences per assumption.)
Provide an example that illustrates the importance of the assumption.
Note: Since you are using your Applied Behavior Analysis textbook as a reference, be sure to include a reference to the textbook. There is an example APA-formatted reference provided in the template for you to follow.
Refer to the Philosophical Assumptions rubric to ensure you understand the grading criteria for this assignment.
Additional Requirements
Your assignment should also meet the following requirements:
Written communication: Should be free of errors that detract from the overall message.
Resources: You are not expected to include references other than your textbook.
Length: 2–3 pages. In addition, include a title page and a reference page.
Competencies Measured
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Explain the philosophical assumptions in behavior analysis.Define each philosophical assumption.
Explain how each assumption is important to scientific inquiry.
Provide an example that illustrates each of the philosophical assumptions.
Competency 4: Communicate in a manner that is scholarly and consistent with expectations for professionals in the field of psychology.Adhere to the rules of grammar, usage, and mechanics.
Create a book reference using current APA standards with few errors.

Anna (taken from Sadek, 2019)
Use the assessment tool to determine Anna’s risk level. The forms are reproduced below for your use. Then click the link to complete the assessment tool.
Anna: Assessment tool
Shawn (taken from Sadek, 2019)
Use the assessment tool to determine Shawn’s risk level. The forms are reproduced below for your use. Then click the link to complete the assessment tool.
Shawn: Assessment tool
Christine (taken from Sadek, 2019)
Use the assessment tool to determine Christine’s risk level. The forms are reproduced below for your use. Then click the link to complete the assessment tool.
Christine: Assessment tool
Dear Sir/Madam, I will email you the sources by email since I had some trouble attaching them. Thank you.

Module 5
Dr. Barbara Stanley on suicide prevention technique YouTube Video:
Safety Planning

Safety Planning
11K views8 years ago
AFSPNational AFSP
Dr. Barbara Stanley, Director of Suicide Prevention Training Implementation & Evaluation Program, Center for Practice …
CC
Safety Planning

Your reflection please: 1 page
• 3 things you have learned
• 2 things you are confused about
• 1 thing you want more information about
• Module 5 – Additional Resources
• Counseling on Access to Lethal Means (CALM) CALM is a free online course for providers on how to ask patients about their access to lethal means. http://zerosuicide.sprc.org/resources/counseling-access-lethal-means-calm
• CAMS Stabilization Plan -Collaborative Assessment and Management of Suicidality (CAMS) is a clinical philosophy of care and a flexible clinical framework developed by David Jobes (2009).
• Crisis Response Safety Plan (Rudd, Joiner, & Rajab, 2006) is a written, collaborative document that focuses on strength-based and calming skills building. https://dbhdid.ky.gov/dbh/documents/cmc/2015/McFarland1.pdf
• Crisis Text Line The Crisis Text Line provides free, 24/7 support via text messaging for those in crisis. Individuals can text 741741 from anywhere in the United States and connect to a trained volunteer crisis counselor. https://www.crisistextline.org/
• National Suicide Prevention Lifeline The National Suicide Prevention Lifeline (1-800-273- TALK [8255]) provides free, 24/7 access by phone to a trained volunteer crisis counselor. https://suicidepreventionlifeline.org

Below is a list of statements about development. Select TWO of these statements and critically discuss
whether they are accurate or misleading.
• Using “baby talk” with an infant delays their ability to speak normally.
• Showing cognitively stimulating videos to babies boosts their language development.
• Drinking alcohol after the first trimester of pregnancy doesn’t carry risks for the foetus
o Your answer should be based on empirical evidence in developmental psychology (e.g.,
evidence from neural, cognitive, and/or social development), and include references to at least
one theory of development. Your answer should NOT be based on medical, political, religious,or economic arguments.
Adherence to APA style throughout, including in-text citations and list of references and maximum word limit is 1000. use research and try to include more than one researcher supporting the evidence for the same topic

This essay should be informed my the annotated bibliography as you should already have five academic sources, one being a primary source and the rest being secondary or primary sources. The essay will include an introduction and a conclusion which would equal 10 paragraphs total. Do not add any more paragraphs please as this essay is between 6-8 pages.
Body Paragraph 1: Social Demographics
The essay should begin with a brief introduction and give an overview of the social demographics of your chosen social group. This should include cited information from an academic source.
Body Paragraphs 2 & 3: Intersectionality of Isms
The essay should then explain the intersectionality of how the two types of isms identified in your thesis affect your social group.
ality.
Body Paragraph 7: Physical and Mental Health
The essay should then explain the physical and mental health effects of oppression and isms on the chosen social group.
Body Paragraph 8: Solutions
The essay should then explain ways that the chosen social groups could address or cope with the oppression and isms brought up in the essay.
Works Cited
The works cited page should be in MLA format and should be alphabetized with a proper half inch drop indent.

Module 4 – Activity: Videos about Dan and Ms. Rand
Alexander Street. (2016). Suicide assessment A-1. Video. (9:00) Dan
• View the video about Dan. Write down what stood out to you in terms of the suicide assessment. Also make a determination about risk level (e.g., low, moderate, high) using the risk tool.
Alexander Street. (2013). Suicide assessment A. Video. (8:46) Rand
• View the video about Ms. Rand. Write down what stood out to you in terms of the suicide assessment. Make a determination about risk level (e.g., low, moderate, high) using the risk tool.
Module 4 – Reflection: 3-2-1
• 3 things you have learned
• 2 things you are confused about
• 1 thing you want more information about

Please follow the instructions for the paper in its entirety. APA format. Please do not plagiarize or use AI to assist you. Your hard work is greatly appreciated!