Category: Psychology

Write a 2-3 page reflection paper describing what you have learned about Educati

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Write a 2-3 page reflection paper describing what you have learned about Educati

Write a 2-3 page reflection paper describing what you have learned about Educational Psychology. Discuss how what you learned in this course may or may not have impacted your earlier assignment responses in Modules 1 and 2. Discuss your experience creating and delivering a lecture. What were your successes and what were your failures

Touchstone 3.1: Personality Development SCENARIO: Monica is a single mom who has

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Touchstone 3.1: Personality Development
SCENARIO: Monica is a single mom who has

Touchstone 3.1: Personality Development
SCENARIO: Monica is a single mom who has a 16-year-old son named Jordan. Monica and Jordan were close at one point. As of late, Monica has been noticing that Jordan spends a lot of time focusing on what his friends think about him. Without his mother’s permission, Jordan recently crawled out of his bedroom window and went to a party when he was supposed to be studying for an exam. Upon his return home, Jordan reeked of alcohol and marijuana and was caught by his mother. Shocked and appalled by her son’s recent behavior, she grounded him for two weeks.
What advice would you give Monica about her son’s recent behavior?
ASSIGNMENT: Using what you learned about the adolescent brain and social development, you will answer questions related to this case study assignment below. Your goals are to help Monica understand why her son makes the choices he does and recommend some strategies that may help solve the problem.
Download and use the touchstone response template to answer the questions.
Psy1010 Touchstone 3.1 Response Template
In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review this tutorial for more about plagiarism and the Plagiarism Detected alert: Touchstones: Academic Integrity Guidelines. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Assignment
DIRECTIONS: To complete the assignment, you will answer the following four questions in 5-7 sentences each:
What happens inside the brain of a teenager that makes it difficult for Jordan to weigh the risks and rewards of his behavior? Describe how the adolescent brain weighs risk and reward.
Why does it appear that Jordan values the opinion of his peers more than the opinion of his mother? Explain the psychological concepts that may account for why Jordan places value on his peers’ opinions.
What advice would you give Jordan’s mother, Monica, that would teach him how to make better choices and decisions? Discuss a specific strategy that Monica may implement to help her son make better decisions.
If you were in Monica’s shoes, how would you feel? Explain why a better understanding of Monica’s perspective could result in more constructive advice.
B. Rubric
Advanced (100%) Proficient (80%) Needs Improvement (60%) Non-Performance (0%)
Question 1
Describe how the adolescent brain weighs risk and reward. (25%)
Describes how the adolescent brain weighs risk and reward, using specific details and information from the case study and course lessons. Describes how the adolescent brain weighs risk and reward, but could draw more significant connections between the case study and course material. Lists but does not describe how the adolescent brain weighs risk and reward. Does not list how the adolescent brain weighs risk and reward.
Question 2
Explain the psychological concepts or principles that account for the value Jordan places on his peers. (25%)
Explains the psychological concepts or principles that account for the value Jordan places on his peers, using specific details and information from the case study and course lessons. Explains the psychological concepts or principles that account for the value Jordan places on his peers, but could draw more significant connections between the case study and course material. Lists but does not explain the psychological concepts or principles that account for the value Jordan places on his peers. Does not list the psychological concepts or principles that account for the value Jordan places on his peers.
Question 3
Discuss a specific strategy that Monica can implement to help her son make better decisions. (25%)
Discusses a specific strategy that Monica can implement to help her son make better decisions, using specific details and information from the case study and course lessons. Discusses a strategy that Monica can implement to help her son make better decisions, but could draw more specific connections between the case study and course material. Lists but does not discuss a specific strategy that Monica can implement to help her son make better decisions. Does not list any strategy that Monica can implement to help her son make better decisions.
Question 4
Explain why an understanding of Monica’s perspective can result in more constructive advice. (25%)
Explains why an understanding of Monica’s perspective can result in more constructive advice, providing specific examples to support this explanation. Explains why an understanding of Monica’s perspective can result in more constructive advice, but could draw more significant connections between the case study and course material. Lists but does not explain reasons why an understanding of Monica’s perspective can result in more constructive advice. Does not list reasons why an understanding of Monica’s perspective can result in more constructive advice.
C. Requirements
The following requirements must be met for your submission to be graded:
Each question response should be between 5-7 sentences or 150-200 words, placed directly below the associated question.
Use a readable 12-point font.
All writing must be appropriate for an academic context.
Composition must be original and written for this assignment.
Plagiarism of any kind is strictly prohibited.
Submission must include your name and the date.
Include all of the assignment components in a single file.
Acceptable file formats include .doc and .docx

The goal of the presentation is to demonstrate your understating of the fundamen

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The goal of the presentation is to demonstrate your understating of the fundamen

The goal of the presentation is to demonstrate your understating of the fundamental role of learning and cognition in numerous processes and functions including perception, pattern recognition, attention, consciousness, learning, memory, concept formation, thinking, imaging, remembering, language, intelligence, emotions, and developmental processes, to name a few. This project is intended to provide you an opportunity to examine the concepts of cognition and learning that are of greatest interest to you, with the course content as a guide.
Drawing on your knowledge of course concepts, identify a topic of interest related to cognitive psychology. Examples of topics one might consider include learning disabilities, autism spectrum disorder, emotional regulation, memory enhancement, or learning a language.
In a PowerPoint presentation of at least 20 slides, not including title or reference slides, present your selected topic, demonstrating clear connections to cognitive psychology concept(s) introduced in the course. In your presentation, include the following elements:
Identify, describe, define, and discuss, with detail, the selected topic related to a cognitive psychology concept.
Provide critical analyses in the examination of the topic; the relevance of the topic on its own and its connection to cognitive psychology should be established early and effectually in the work.
Note the topic’s relation to cognitive psychology, discussing the major functions/processes involved.
This may include multiple structures of the brain, functions, and processes of cognition; be thorough and inclusive.
In the discussion, identify whether the topic is an occurrence of normal or abnormal cognitive functions/processes and how these functions/processes may be enhanced or impeded.
Provide clear definitions and/or explanations for the cognitive psychology concepts included within the work as links to the selected topic are made.
Close your work with the major takeaway points of the presentation.
Include appropriate attributions to sources for photographic, artistic, and/or graphic depictions displayed within the presentation.
In developing your work, be sure to rely upon academic, scholarly sources to support the information included. Scholarly sources should be cited both in-text and on the reference slide of the submission. A minimum of three (3) academic, scholarly sources is required to be cited in the work.
Work should be submitted in a PowerPoint file or other compatible file, and be at least 20 slides in length, excluding the required title slide and separate reference slide. Detailed speaker notes should accompany slides containing mostly bullet-point data to include the details expected in the instructions above.

2 prime meridians on one page Use the body organ time clock to put that for each

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2 prime meridians on one page
Use the body organ time clock to put that for each

2 prime meridians on one page
Use the body organ time clock to put that for each meridian. Use the paper to help guide but make each meridian their own sheet–use the Labels below for each prime meridian.
Here are the 12 primary meridians in acupuncture:
1. **Lung Meridian (LU)**
– Associated with the lungs and respiratory system.
– Runs from the chest to the thumb.
2. **Large Intestine Meridian (LI)**
– Associated with the large intestine.
– Runs from the index finger to the face, near the nose.
3. **Stomach Meridian (ST)**
– Associated with the stomach and digestion.
– Runs from the face, down the torso, to the second toe.
4. **Spleen Meridian (SP)**
– Associated with the spleen and digestion.
– Runs from the big toe to the chest.
5. **Heart Meridian (HT)**
– Associated with the heart and circulation.
– Runs from the armpit down the inner arm to the little finger.
6. **Small Intestine Meridian (SI)**
– Associated with the small intestine.
– Runs from the little finger up the arm to the face, near the ear.
7. **Bladder Meridian (BL)**
– Associated with the bladder and the urinary system.
– Runs from the head, down the back, to the little toe.
8. **Kidney Meridian (KI)**
– Associated with the kidneys and reproductive system.
– Runs from the sole of the foot up the leg to the chest.
9. **Pericardium Meridian (PC)**
– Associated with the pericardium (the protective covering of the heart).
– Runs from the chest down the inner arm to the middle finger.
10. **Triple Burner (San Jiao) Meridian (TB/SJ)**
– Associated with the body’s water metabolism and temperature regulation.
– Runs from the ring finger up the arm to the face, near the ear.
11. **Gallbladder Meridian (GB)**
– Associated with the gallbladder and bile secretion.
– Runs from the face, down the side of the body, to the fourth toe.
12. **Liver Meridian (LV)**
– Associated with the liver and the storage of blood.
– Runs from the big toe up the leg to the chest.
These meridians form a network throughout the body, and acupuncture involves stimulating specific points along these channels to help regulate the flow of Qi and promote healing and balance.
NCLUDE ALL BELOW for EACH thoroughly (Two prime meridians on one page with detailed informations listed below for each): 1. Channels & Points – Circulatory pathways including all regions and tissues, number of points, meeting/crossing points. components are missing, e.g. the organ systems that each meeting point connects with. 2. Pairings, Circulation, & Functions – Channel pairings, naming conventions, 2-hour time periods– include Qi-Chi Body Clock time and paired to what function, functions roles/responsibilities thoroughly

A third type of challenging clinical case is a situation that is probably the mo

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A third type of challenging clinical case is a situation that is probably the mo

A third type of challenging clinical case is a situation that is probably the most common request for counseling, which is couples counseling. It never ceases to amaze me that this is the number one reason–
and the research continues to demonstrate–
that people seek out counseling. Even if they come in with depression or anxiety, frequently, it’s associated with conflicts in their primary intimate relationships. Reportedly, this is the most difficult work that a therapist can do. And yet I think it’s the most rewarding.
It never ceases to amaze me the number of therapists who don’t want to work with couples because it’s so difficult. And this is the kind of work that I think that, as rewarding as it can be, it’s going to require extensive training and supervision. And hopefully, your supervisor will help you take it on. Just to begin with, it’s important to assess each partner’s position about the goals for counseling.
What I mean by that is that not all couples come in wanting to preserve the marriage. Not all couples come in with the same ideas about what it is to have a successful marriage or a successful relationship. But it’s important to find out from each one of them, either by meeting with them together or meeting with them separately, just what their aspirations are for couples counseling. To do so, then, is to clarify then a couples contract, which is different than an individual contract for therapy–
that there is some consensus about what we’re striving to achieve in the course of this couples therapy. And finally–
and this is a tough situation here–
where you have to decide whether or not you’re going to have a no secrets contract with the couple. And this no secrets contract is that things that are told to you in private, if you’re willing to even see one of the couples in private, if information is conveyed, whether or not that is fair game for the couples session or not. Some therapists believe in a no secrets contract. And others believe that it’s OK to keep secrets from one another, given that that secret is the individual’s responsibility to resolve and make a decision about how that’s going to impact the relationship itself.
Now I’d like to introduce Richard who is portraying a client who has court mandated therapy and how one might respond to his request for assistance and letters regarding progress.Hello, Richard. My name’s Duncan Wigg. Nice to meet you. My pleasure. My pleasure. So tell me a little bit about what brings you here to my counseling office.
I’m interested in talking with you about how I can be of help to you. I think you know why I’m supposed to be here. The courts tell me that I’m supposed to be here. Yeah.
I got into an altercation at a bar where I was defending myself, and that was seen as something else, where I actually ended up defending a girl in a bar, and had to push a guy off me, and get arrested. And now I am serving my time here. OK. Is it OK if I just take some notes here?
I just want to write down some things that you tell me. Sure. Why not? OK?
Yeah, that’s fine. I just don’t want you to–
I want to make sure it’s still OK with you. OK. Thanks. So you were unfairly arrested.
Yes. And now–
now what? And how can I be of help to you? You’ve been mandated to come for counseling, and what is it that I’m supposed to accomplish with you? I think this is just literally me doing my time now.
My probation officer tells me that something that I need is a letter to be drafted by you to say that I have come here and we have worked on my issues. And so I think the sooner that we can get to that, the better. OK. OK.
So let’s not mess around then. Let’s not mess around. OK. So my familiarity with other individuals in your situation, sometimes they want a letter just stating the dates that they’ve arrived.
And that’s good enough for the probation officer. They’ve come 10 sessions. No, I want it to be better than that. I do not want to be–
be here for a long period of time. It’s got to be something coming from you to say that I am doing better. You’re doing better. Making progress.
Yes, that I won’t do what they think that I’m going to do again. OK. Doing better, and won’t do it again. OK.
OK. Yeah, this is a familiar request, both the dates and this notice of some progress being made. And many psychologists are quite prepared to write these more comprehensive letters to probation officers and to the courts and saying, I have met with this individual on these dates, and I can tell you that he’s made great progress, and that I can predict–
likely to predict that he will not conduct himself or commit this crime again in the future. Great. Yeah. I kind of have a little bit of a different attitude about this, and I just want to talk with you about my approach to this kind of stuff.
And it sounds like you’re already disappointed in what you’re about to hear from me. But taking that risk with you, I think I want to describe something that I think actually works better, in my experience. But before I get there for just a moment, I’m just sort of wondering about what you think about having been arrested in this particular incident, and the unfairness of being required to come here. Is there anything else you might want to take up while you’re having to be here?
Any other kinds of things? What do you mean? Like, learning to juggle or what? Yeah, learning to juggle, or do you find yourself getting in other kinds of mixes, other kinds of aggravated kinds of situations?
You know, my wife and I have had arguments in the past, and she says that I have a quick temper. But I suppose if we can work on that, then maybe that will help me in my relationships in life. OK. That sound good?
Sure. Sure. OK. I mean, is that something–
I don’t know if that’s something–
are you just quoting her, or is that something that is something that you would carry with yourself as well? Of course, it’s something that I care about as well. OK. OK.
OK. I’m glad to hear that. Glad to hear that. Well, let me go back to your request for this letter, and my ideas about doing–
this is something I’ve been doing for quite some time now, is I find that a letter that is actually co-written by the client and the therapist and the psychologist in which we address together the concerns of the court, and over the course of counseling, attend to what the court might say is important to them. Because of the court not only represents the punitive or disciplinary actions of the client, but they also represent the needs of the community, and wanting to make sure that the community isn’t in jeopardy ever again. So what you’re asking for is for, like, me to apologize in the letter?
Is that what you’re saying? Not necessarily. Not necessarily at all. I’m asking–
It sounds like you’re just trying to cover yourself. [LAUGH]
–by having me a part of this letter instead of you just writing it yourself. No? I’ll tell you the difference. I’ll tell you the difference.
One thing is that I have a very, very difficult time believing that a therapist can predict what people are going to do, but I do believe that a client can do a much better job predicting what that client is going to do. But that’s not what’s important to the courts, right? They want you–
you’re the professional–
to say it. And I’m going to help you say that to the court. And I’m going to–
perhaps when we come to writing a letter and co-constructing this letter, maybe ask you some of the very same questions that the court might ask you. Like, would you ever do this again? No would be the obvious answer. But the court being a place that’s based on evidence would say, what evidence do you have to support that?
And that’s where they really want to get involved. So you might say something to the effect of, like, as we go through the counseling thing here, as we go through helping you with quick temper, we might want to talk about how you’ve come to just find ways to keep quick temper out of your life, and where the evidence is, and how you came to do that, and what steps you took to watch out for quick temper coming in and trying to convince you to resort to impulsive kinds of actions. And so I would quote you. I would quote you, not only about your position about not wanting to do whatever it is it led to your arrest again, but I’d want to quote you about why you believe the court should believe you.
And what evidence do you have to provide them of demonstrations that you’re already doing right now at the time that we write the letter that is evidence that the court could respond to? If that’s what you think is going to be good, then–
I’ve found it to be very successful with other clients in your situation. Matter of fact, I’ve had other probation officers tell me and courts tell me that they much prefer a letter that’s spoken from the client with the client providing evidence as a much more tangible and credible kind of thing, rather than just some letter from some therapist who says, well, because I’m a therapist, I can predict what people will do. I don’t believe that’s really true. I don’t believe a therapist can really predict what people are going to do.
So that’s what I’d like to propose to you, that we write that kind of a letter. And in the meantime, that we tend to things that you talk about that are important to you, like this quick temper that might be jeopardizing your relationship with your wife and your relationship in your jobs. What do you say? I think it’s the fastest way to do it too.

paper guidelines: This is a review paper • Reference almost every sentence • No

Posted on | by Laureen

paper guidelines:
This is a review paper
• Reference almost every sentence
• No

paper guidelines:
This is a review paper
• Reference almost every sentence
• None of your own thoughts-just others
• Start paper with a fact-rather than general statement-take from paper
• Peer reviewed sources only
• APA format -for everything
• No pronouns (them, it, they) write in name in every instance
• No adjectives
• No “prove” “believe”-we support and ALL data is based on probabilities
•No question marks and no quotes!
• Examples, examples, examples
• People distort a perception? Give an example-take from paper
• Try not to be vague in comments
• Don’t repeat concepts
• If doing a disease stay on perception of person/disease – not treatment. Stay on point with this S&P course – it is not a abnormal psych class.
• “Its’ important…” its all important-no need to say it.
• Reviewing other research-not more than half a page per study/paper
• Hyp
• Methods (only most important-have to know to understand)
• Results
• Rational from their study-why did they get the results they did-not why important
• Your references-easier to put in while your writing than afterwards
topic proposal: The Role of Multisensory Integration in Animal Perception and Behavior
Comprehending the ways in which animals view and engage with their surroundings is essential to understanding their actions and means of survival. This study investigates the phenomena of multisensory integration in animals, in which data from several sensory modalities is integrated to produce a single, coherent perception. Superior colliculus and cortical areas are two brain regions that are involved in processing and integrating sensory inputs in a variety of species. This results in improved perception and more efficient responses to environmental stimuli. These brain regions are actively involved in combining information from vision, hearing, smell, and touch, which enhances the animal’s capacity to precisely navigate and interact with its surroundings, according to neuroimaging and electrophysiological research. Multisensory integration has been shown in behavioral study to enhance the accuracy and speed of an animal’s reactions, which is necessary for social interactions, predator avoidance, and hunting, among other tasks. For example, certain predators can locate prey more quickly by combining aural and visual clues, and prey animals use this combined sensory information to identify risks and avoid them. An animal’s capacity for multisensory integration develops early in life and becomes more refined with experience, which influences learning and adaptability. Creating better habitats in zoos and aquariums that meet the sensory requirements of various species and enhancing conservation methods by comprehending how animals perceive and respond to their changing surroundings are two practical uses of this research.Through investigating the workings and advantages of multisensory integration in animals, we may learn more about their behavior, provide better care for them, and support biodiversity preservation. By highlighting the crucial role that multisensory integration plays in animal perception and behavior, this paper hopes to advance our knowledge of these concepts and their potential applications to animal welfare and wildlife management.
References:
1. Gardiner, J. M., Atema, J., Hueter, R. E., & Motta, P. J. (2017). Multisensory integration and behavioral plasticity in sharks from different ecological niches. PLOS ONE, 12(10), e0184247. https://doi.org/10.1371/journal.pone.0184247
– This study investigates how different shark species integrate sensory information from vision, olfaction, and electroreception to adapt their hunting strategies in various ecological environments.
2. Stein, B. E., Stanford, T. R., & Rowland, B. A. (2009). Quantifying multisensory integration: A primer. Brain Topography, 21(3-4), 161-170. https://doi.org/10.1007/s10548-009-0117-4
– This article provides a tutorial review on methods to quantify multisensory integration, with a focus on the superior colliculus in primates and its role in integrating sensory inputs for behavior and perception.
3. Meijer, G. T., Montijn, J. S., Pennartz, C. M. A., & Lansink, C. S. (2017). A novel behavioral paradigm to assess multisensory processing in mice. Journal of Neuroscience Methods, 285, 20-29. https://doi.org/10.1016/j.jneumeth.2017.04.001
– This research introduces a new behavioral test for assessing how mice integrate visual and auditory stimuli, revealing that multisensory integration enhances their performance compared to unisensory conditions.
4. Wallace, M. T., Meredith, M. A., & Stein, B. E. (1992). Integration of multiple sensory modalities in cat cortex. Journal of Neurophysiology, 69(5), 1797-1809. https://doi.org/10.1152/jn.1993.69.5.1797
– This study examines how cats integrate visual and auditory inputs within both cortical and subcortical brain structures, providing insights into the neural mechanisms underlying multisensory integration.
5. Stein, B. E., & Stanford, T. R. (2008). Multisensory integration: Current issues from the perspective of the single neuron. Nature Reviews Neuroscience, 9(4), 255-266. https://doi.org/10.1038/nrn2331
– This article discusses the integration of multisensory information at the single neuron level, focusing on how sensory inputs are combined to influence perception and behavior, particularly in the superior colliculus.
6. Newlands, S. D., & Perachio, A. A. (2003). Central projections of the utricular and saccular nerves in the mongolian gerbil. Journal of Comparative Neurology, 457(4), 354-366. https://doi.org/10.1002/cne.10546
– This study explores how the brain integrates vestibular (balance-related) inputs with other sensory information in the Mongolian gerbil, highlighting the brain regions involved in maintaining balance and spatial orientation.
7. Alais, D., & Burr, D. (2004). The ventriloquist effect results from near-optimal bimodal integration. Current Biology, 14(3), 257-262. https://doi.org/10.1016/j.cub.2004.01.029
– This research explains the “ventriloquist effect,” where visual cues can influence auditory perception, and shows how this phenomenon is an example of near-optimal multisensory integration.
8. Knudsen, E. I. (1982). Auditory and visual maps of space in the optic tectum of the owl. Journal of Neuroscience, 2(9), 1177-1194. https://doi.org/10.1523/JNEUROSCI.02-09-01177.1982
– This classic study on barn owls demonstrates how they integrate auditory and visual cues to form a precise spatial map in their optic tectum, which is crucial for hunting.
9. Meredith, M. A., & Stein, B. E. (1986). Visual, auditory, and somatosensory convergence on cells in superior colliculus results in multisensory integration. Journal of Neurophysiology, 56(3), 640-662. https://doi.org/10.1152/jn.1986.56.3.640
– This study examines how sensory inputs from different modalities converge in the superior colliculus of cats, leading to enhanced responses when multisensory stimuli are presented together.
10. Ghazanfar, A. A., & Schroeder, C. E. (2006). Is neocortex essentially multisensory? Trends in Cognitive Sciences, 10(6), 278-285. https://doi.org/10.1016/j.tics.2006.04.008
– This article discusses whether the neocortex should be considered inherently multisensory, suggesting that sensory processing is not confined to specialized areas but is integrated across different modalities throughout the brain.