Category: Psychology

so #1 resource is the article attached BROOKS 2014 and the other 2 resources you can choose any from the last page of FSEPCh13.pdf and those 2 will be the other resources totaling 3 resources… I will also attach the book SFP.pdf chapter that relates to this topic and you can use the book for help as well. THE REQUIRED LENGTH IS 250 OR LESS

Please read the attached paper to find a credentialing program that would work best There are a few go to accreditation entities for behavioral health like The Joint Commission and The Council on Accreditation. However, you can be creative here, perhaps you are planning to implement a program geared toward AAMFT supervision…you should be checking out COAMFTE program accreditation then as your program may be attractive to COAMFTE doctoral programs and you would want to en

“Vaccine hesitancy, which is defined by WHO as a “delay in acceptance or refusal of vaccines
despite availability of vaccination services”, has been reported in more than 90% of countries in
the world.” (The Lancet Child & Adolescent Health, 2019). This decline is likely caused by the
paired belief that vaccine-preventable diseases are harmless and that vaccines are unsafe.
Though information on the falsity of both of these claims is readily available, it has not prevented
the decline in the rate of vaccinations bellow a safe level. This is a serious concern. The fields of
social psychology and personality/individual differences illuminate these problems in distinct
ways. In this synoptic essay, you must present what you think each field might have to say about
vaccine hesitancy, and the essay will have three major components.
i. The Personality/individual Differences approach. Discuss what you think the study of
personality and individual differences might have to say about the psychological
contributors to vaccine hesitancy.
ii. The Social Psychology approach. Discuss what you think the study of social psychology
might have to say about the psychological contributors to vaccine hesitancy.
iii. Your synoptic understanding. Incorporate insights from both social psychology and
personality/individual differences to explain the psychological bases of vaccine
hesitancy, and suggest one or two research-informed things that could be done to help
reduce it.
POINT EVIDENCE EXPLANATION structure
Formatting Requirements:
1. Font size: 12pt
2. Font type: Arial, Calibri, Garamond, Time New Roman or similar clearly legible font type
3. Line spacing: Double spaced
4. Include page numbers
6. Include Reference List (at the end, starting on a separate page)
7. Document Format Allowed: .pdf
word limit 1500 exclusinf references at the end

Attached is both the instruction for this order and the text required to complete it. Please note, the instructions attached ask that the information not be restated, but rather more a reflection type thing. See the instructions that further explain this. Write in your own voice, use first person when needed, and avoid jargon or trying to “sound smart.” Please be clear and easy to understand. Let me know if you have questions! Thank you!

My Personality Theory Paper
Instructions:
For this assignment, you will write a paper no less than 7 pages in length, not including the required title and Reference pages, describing a single personality theory from the course readings that best explains your personality and life choices. You are free to select from among the several theories covered in the course to date but only one theory may be used.
Your task is to demonstrate your knowledge of the theory you choose via descriptions of its key concepts and use them to explain how you developed your personality. It is recommended that you revisit the material covered to date to refresh your knowledge of theory details. This is a “midterm” assignment and you should show in your work that you have studied and comprehended the first four weeks of course material. Your submission should be double-spaced with 1-inch margins on all sides of each page and should be free of spelling and grammar errors. It must include source crediting of any materials used in APA format, including source citations in the body of your paper and a Reference list attached to the end. Easy-to-follow guides to APA formatting can be found in the tutorial section of the APUS Online Library.
Your paper will include three parts and should therefore be structured with at least three APA formatted subheadings:
I. A brief description of the premise and key components of the theory you selected. You should be thorough and concise in this section and not spend the bulk of the paper detailing the theory, but rather just give enough of a summary of the key points so that an intelligent but uninformed reader would be able to understand its basics. If you pick a more complicated theory, you should expect explaining its premise and key components to take longer than explaining the same for one of the simpler theories but, in either case, focus on the basics and keep in mind that a paper that is almost all theory description and little use of the theory described to explain your personality will receive a significant point deduction as will the reverse case of the paper being largely personal experience sharing with little linkage to clearly described key theory components.
II. A description of how your chosen theory explains your personality and life choices with supporting examples.
III. A description of the limitations of the theory in explaining your personality or anyone else’s.
NOTE: Although only your instructor will be reading your paper, you should still think about how much personal information you want to disclose. The purpose of this paper is not to get you to share private information, but rather to bring one of the theories covered in the course to life by applying it to your own real-world experience.
IMPORTANT NOTE ON APA FORMAT: Importantly, you are allowed to use the first-person when illustrating connections between theory and your own personality. However, try to remain objective, scientific, and keep your writing in the third-person when discussing the others sections of the paper. Your writing should never be in the second-person.
Your paper will be submitted as an attachment to the My Personality Theory Paper tab on the classroom Assignments page. Work that is copied and pasted into the assignment student comments box cannot be graded. When your paper is attached it is automatically submitted to Turnitin.com.

For this assignment you will use IQ, academic achievement, and psychopathology data provided in a report template by the instructor to write a psychological testing report. Choose either the adult or child report template (both of which include all the testing data you will need), depending on whether you interviewed a child or adult during the intake interview activity. Use the information you gathered during the interview, as well as the behavioral observations you made at that time, to complete the blank sections of the dataset template (e.g. Background, Developmental History, Medical History etc.). All sections that need to be completed are highlighted and blank in the template. If you are missing important details for one or more of the background sections you can make up those details based on what you think would be consistent with the client you interviewed. For example, if you do not know if the person you interviewed met developmental milestones (e.g. walking, talking, toilet training) on time or not, you can come up with that information based on what you do know about your client’s history. This applies to this assignment only, and would be unethical in a real testing situation.
Do NOT add any data from other tests (like the trails or MoCA tests you took) and do NOT remove any data or descriptions/interpretations of tests from the report template. Complete only the highlighted sections.
Then, after reading the description of the testing results, provide a summary of the case, diagnostic impressions, and five recommendations you think might be appropriate to help the client. To help you in your report writing, use the “tips for report writing” sheet, as well as the example reports from the IQ testing unit. Your summary should include a description of the client’s IQ, achievement, and emotional functioning test results, along with relevant background information. This information should be integrated together in a way that supports your diagnostic conclusion in the next section.
This is not a psychopathology or psychotherapy class. Therefore, the specific diagnoses and recommendations you give are less important than your ability to support your diagnosis with the data from the template (i.e. provide evidence for your conclusion) and to match recommendations to the diagnosis and the data. The diagnosis (if one is appropriate) needs to be clearly and definitively stated. The recommendations need to be focused on the diagnosis, and specific. For example, a recommendation of “therapy for depression” is not sufficient. The recommendation should include what you think should be the primary focus of therapy (e.g. negative thoughts about the self, performance anxiety) and other information you think the treating therapist should know. Recommendations can be presented in list format with each recommendation being ~2 – 5 lines long.
There is no specific length requirement for this assignment, but generally each section (e.g. Background, Medical History, Summary etc.) should be approximately one paragraph. Make sure to proofread thoroughly for spelling, grammar, and clarity. Please upload your report as a Word document or .pdf file.

In order to assess competency following this course, the final assessment will require students to demonstrate their knowledge on the concepts covered by developing a portfolio in which students will provide real-world examples of social psychology theories and topics. These examples should come from the students’ own life and experience.
unit 1: social psychology and intuition / careers in social psyhcology
unit 2: counter factual thinking
unit 3: over confidence
unit 4: Robert cladinis six key principles and factors that affect the likelihood to conform and obey
unit 5: competition and cooperation and leadership goals and styles
unit 6: the bystander effect
unit 7: physical appearances and implicit prejudice
Instructions for completing the Final Assessment Project:
Create a PowerPoint document. On each slide you will record two distinct examples for each unit covered in the course (total of 14 examples). You can choose the specific topics, concepts, and theories within the unit for which you will create examples.
The examples should come from your real-life experience or the experiences of those around you. It can be from direct interactions with others, your own experiences in social settings, scenes from movies that you have watched, posts on social media, etc. For instance, Topic 2 of Unit 1 deals with intuition. If you were to see someone relying on intuition to make a decision, you could record this as your example. Because you are relying on personal experience, your examples will be fairly unique. Therefore, googling examples and using those instead of personal experience will not provide the same uniqueness and personal relevance. It is therefore highly discouraged for you to search for examples online. Instead think of where you have seen these principles emerge in your everyday experiences.
Each example should have a visual image and a paragraph to explain the example. The visual could be a picture, screenshot, etc. The associated paragraph should be included in the notes section and should explain the visual, your experience with the example, and, most importantly, how it relates to the concept covered in the course.
The text and any other sources should be referenced using APA format.

Respond to each person below either agreeing with something they said or giving positive feedback in 150+words the original question being asked is also included

Discuss
how different factors can influence development in infancy, childhood and/or
adolescence. Support your answer with relevant research and observations from
*one* documentary.

Overview:
Reflect back on what you have learned in this class about the learning theories of classical conditioning and operant conditioning. For this assignment, you will have an opportunity to apply what you have learned to create a “behavior plan” to mediate behavior change. You will develop a plan to decrease an undesirable behavior, and increase a desirable behavior. Review the Appendix in your textbook (pp. 537-543) to help develop your thinking for this project.
Instructions:
First, create a one-paragraph “case study” of an individual who displays an undesirable behavior (see sample).
Then answer the following questions using appropriate conditioning terminology:
Identify the target behavior of interest.
Discuss how you would operationalize the behavior and measure its occurrence.
Identify the circumstances under which the behavior typically occurs.
Discuss how you think the behavior “came to be,” based on the most relevant theory of conditioning.
Identify a common stimulus for this behavior.
Identify a common consequence of this behavior.
Identify how you would attempt to change the behavior using conditioning principles (behavior plan).
Identify how you would reduce the undesirable behavior.
Identify how you would increase a substitute desirable behavior.
Discuss how you would follow up to determine whether or not your behavior plan was effective.
Requirements:
Support the efficacy of your behavior modification plan by citing and referencing at least three (3) scholarly sources. One of these sources may be your textbook.
This paper should be a minimum of three (3) pages in length. The page requirement does not include the title and reference pages.
Writing should be in paragraph form, double-spaced, with one-inch margins on all sides.
CASE STUDY NINETEEN: ANGELINE
Case Study Covers:
Autism Spectrum Disorders
Transition Setting
Angeline program. is She a 19-year-old is receiving student services in her under district’s the Autism 18-22 Spectrum transition Disorder category, but she has also had diagnosis of intellectual disabil ity and emotional disturbance as well. Angeline’s parents are divorced and she lives with her father and her 17-year-old brother, who is a junior in high school. Angeline spent most of her academic career in special day classes that served only students with disabilities, and she rarely interacted with peers without disabilities. Angeline’s academic skills are fair at best and she received little vocational instruction during her K-12 schooling. Now that she is in the transition program, the focus is on her obtaining job experience (she has not previously worked) and then having a job that she will keep after she leaves the transition pro gram and is supported by an adult service agency.
Angeline has a limited range of interests (anime, Star Wars, Italian cooking, and the singer Adele), though her knowledge of these inter ests is very detailed. She is not interested in other topics and when presented with tasks to do (her behavior is consistent both at school and at home), she will do the bare minimum, do a very poor job as quickly as possible, or refuse to do the task at all. If she refuses and is pressed to do the task, she will start saying “no way” over and over and she will start destroying the materials, or throwing them at the wall if destruction is not possible. Then, if the request continues, as a final es calation she will start throwing things at the person making the request.
In her transition program, Angeline has had two opportunities for job shadowing job tryouts, and situational assessments in an office and
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310 | Case Studies in Applied Behavior Analysis for Students and Adults with Disabilities
a retail store. Neither of these worked well at all, and the staff had to abort each situation after a short time period when Angeline quickly started having undesirable behaviors. The school staff is pretty frus trated with Angeline, as these are longstanding places where they rotate students through for initial assessment purposes, and it is very rare for students to have behavioral issues in these sites. The employers are not pleased, and the school staff was embarrassed by Angeline’s undesirable behaviors. The school staff is not sure if Angeline is capa ble of holding a real job, and that maybe a day program would be a better placement for her so that she can work on controlling her unde sirable behaviors. In addition, many of her friends that she knows from school are at the day program, so she would be around people similar to herself, and the staff feel they would likely be more understanding of her quirky behaviors.