Category: Psychology

The purpose of this collaborative learning activity is a type of discussion acti

The purpose of this collaborative learning activity is a type of discussion activity which promotes higher-level thinking, communication skills, self-management and leadership skills.
There is a large body of research that suggests that when children experience exposure to violence in the home, this can lead to later violent behaviour and violent offending. Critically evaluate one of the key risk factors that contribute to this according to the developmental perspective, and one of the protective factors?
Critically evaluate key theories and research in forensic psychology.
Demonstrate an understanding of the varying psychological underpinnings in the criminal justice system.
Apply theoretical understanding of offending behaviour to applied settings:
Offending behaviour.
Management and treatment of offenders.
Explore developmental theories of criminal behaviour.
Consider the role of trauma and adverse childhood experiences (ACEs) in the development of offending behaviour.
Outline the role of risk and protective factors.
https://www.bps.org.uk/psychologist/understanding-experience-imprisonment
Recommended Reading:
Arthur, M. W., Hawkins, J. D., Pollard, J. A., Catalano, R. F., & Baglioni, A. J. (2002). Measuring risk and protective factors for use, delinquency, and other adolescent problem behaviors. Evaluation Review, 26(6), 575-601.
Craig, J. M., Piquero, A. R., Farrington, D. P., & Ttofi, M. M. (2017). A little early risk goes a long bad way: Adverse childhood experiences and life-course offending in the Cambridge study. Journal of Criminal Justice, 53, 34-45.
Howitt, D. (2022). Chapter 5: Theories of crime. In D. Howitt, Introduction to Forensic and Criminal Psychology (7th Ed). London: Pearson Education Limited.
Howitt, D. (2022). Chapter 6: Juvenile offenders and beyond. In D. Howitt, Introduction to Forensic and Criminal Psychology (7th Ed). London: Pearson Education Limited.
Barnes, J. C. (2013). Analyzing the origins of life-course-persistent offending: A consideration of environmental and genetic influences. Criminal Justice and Behavior, 40(5), 519-540.
Beckley, A. L., Caspi, A., Arseneault, L., Barnes, J. C., Fisher, H. L., Harrington, H., Houts, R., Morgan, N., Odgers, C. L., Wertz, J., & Moffitt, T. E. (2018). The Developmental Nature of the Victim-Offender Overlap. Journal of Developmental and Life-Course Criminology, 4(1), 24.
Fougere, A., & Daffern, M. (2011). Resilience in young offenders. The International Journal of Forensic Mental Health, 10(3), 244-253.
Fox, B. H., Perez, N., Cass, E., Baglivio, M. T., & Epps, N. (2015). Trauma changes everything: Examining the relationship between adverse childhood experiences and serious, violent and chronic juvenile offenders. Child Abuse & Neglect, 46, 163-173.
McCuish, E. C., & Lussier, P. (2017). Unfinished stories: From juvenile sex offenders to juvenile sex offending through a developmental life course perspective. Aggression and Violent Behavior, 37, 71-82.
Rhee, S. H., & Waldman, I. D. (2002). Genetic and environmental influences on antisocial behavior: A meta-analysis of twin and adoption studies. Psychological Bulletin, 128(3), 490-529.

Please provide an answer that is 100% original and do not copy the answer to thi

Please provide an answer that is 100% original and do not copy the answer to this question from any other website since I am already well aware of this. I will be sure to check this.
Please be sure that the answer comes up with way less than 18% on Studypool’s internal plagiarism checker since anything above this is not acceptable according to Studypool’s standards. I will not accept answers that are above this standard.
No AI or Chatbot! I will be sure to check this.
Absolutely no plagiarism or AI/Chat GPT use!
**Please use the textbook to help you with this discussion**
Here is a link to the textbook please be sure to read, use, and cite it:
https://drive.google.com/file/d/14VCzTwcnZQ6OTjUuc…
Read the following Vignette and answer the questions below in about 500 words or so:
Simon is a 27 year-old male who is diagnosed with schizophrenia. He had his first psychotic episode at 21 during which he believed aliens were sucking out his blood. At that time he was prescribed an atypical antipsychotic (Zyprexa). Since his initial psychotic break he has experienced 5 more episodes of decompensation, including one depressive episode. After this episode, a mood stabilizer was added to his medication and the anti-psychotic changed to Risperdal. It appears that some of the psychotic episodes were related to the use of marijuana and/or speed. However, he also has trouble remembering to take his medications. Simon’s mental health care is currently managed by a private psychiatrist and community-based social worker. Currently, Simon receives disability income and lives in a subsidized supportive apartment complex for the mentally ill. He gets emotional and financial support from his family and has a few friends, but generally finds it hard to relate to others. He has been employed twice but has been asked to leave on both occasions for being “too slow” and taking too much sick leave.
In the last 4 months, the social worker has noticed Simon’s self-care worsening – normally fastidious about his appearance, his clothes are now dirty and he rarely makes an effort to “look nice‟. His avoidant behavior towards the basic tasks of daily living is increasing and negative symptoms (avolition, apathy) more apparent. Any request from his parents to undertake a particular task leads to anxiety and the feeling that he cannot cope – in response, Simon lays about for hours watching television and smoking or goes to bed. He is no longer cooking meals but living on fast-food and admitted to be very anxious that the residential manager keeps “harassing him” regarding the lack of upkeep of the apartment. He is increasingly having trouble managing his money and undertaking tasks that require higher level planning. Simon’s relationship with his family appears to be deteriorating as his requests for money become more frequent and increasingly abusive. The social worker also indicates concern about Simon’s continued weight gain – he has been steadily gaining weight and now weighs close to 300lbs.
1 Create a list of Simon’s most pressing symptoms and psycho-social stressors.
2 Based on this list, identify at least three (3) relevant treatment options.
Requirements: About 500 Words Times New Roman Size 12 Font Double-Spaced APA Format Excluding the Title and Reference Pages
Please provide an answer that is 100% original and do not copy the answer to this question from any other website since I am already well aware of this. I will be sure to check this.
Please be sure that the answer comes up with way less than 18% on Studypool’s internal plagiarism checker since anything above this is not acceptable according to Studypool’s standards. I will not accept answers that are above this standard.
No AI or Chatbot! I will be sure to check this.
Please be sure to include an introduction paragraph with a clear thesis statement in the last sentence of the introduction paragraph and a conclusion paragraph.
Please be sure to carefully follow the instructions.
No plagiarism & No Course Hero & No Chegg. The assignment will be checked for originality via the Turnitin plagiarism tool.
Please be sure to include at least one in-text citation in each body paragraph.
Please be sure to read, use, and cite the textbook provided and please be sure to use credible or scholarly sources published within the last 5 years,

Elaborate a similar power point with 4 slides or more ( not including reference

Elaborate a similar power point with 4 slides or more ( not including reference and tittle slides ) using 3 new updated references to avoid plagiarism for unexperienced mother , Experiential therapy- self Compassion . Here are 3 power point examples

In Chapter 4, you had the chance to review the code of ethics for counselors, ps

In Chapter 4, you had the chance to review the code of ethics for counselors, psychologists, social workers, and human services professionals. How are these codes similar and different? How closely does the Human Services Code of Ethics fit with your personal values? Which parts of the Human Services Code of Ethics will you have the least and most difficulty following?

write a research paper about “Physical attractiveness” you can use the following

write a research paper about “Physical attractiveness” you can use the following information: https://openpsychometrics.org/tests/EFAS/
https://openpsychometrics.org/tests/EMAS/
APA 7th edition paper.
Remember that APA is not the only format, make sure you know about citations.
6 Pages – Minimum of 5 references (no older than 2019).
Be professional

Read the case featuring Rashida Vaji, PhD, located at the beginning of Chapter 1

Read the case featuring Rashida Vaji, PhD, located at the beginning of Chapter 11 in Decoding the Ethics Code: A Practical Guide for Psychologists. Thoroughly answer each of the questions in the “Case Study: Handling Disparate Information” worksheet regarding the case featuring Dr. Vaji. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success

Select a case study involving a challenging behavior exhibited by a staff member

Select a case study involving a challenging behavior exhibited by a staff member within a behavior-analytic setting. This could be a real-life scenario or a hypothetical one.Complete the following:Identify the problem behavior: Clearly define the target behavior exhibited by the staff member.
Conduct a functional behavior assessment (FBA): Identify potential antecedents, behaviors, and consequences related to the problem behavior. Identify the function of the targeted behaviors.
Develop an intervention plan: Based on your FBA, create a behavior intervention plan that includes specific strategies to address the identified function of the behavior.
Evaluate the potential effectiveness: Discuss the potential outcomes and limitations of your proposed intervention plan.
Assignment Requirements:Written communication should be free of errors that detract from the overall message.
The submission must be APA 7 formatted.
The assignment should be a minimum of 3 pages (not including the title page and reference page)
Please include a title page, reference page, and in-text citations as needed.
Note: You may use hypothetical data or information for this assignment. However, the intervention plan should be based on evidence-based practices in behavior analysis.This assignment will allow you to apply the concepts learned in class to a real-world scenario and demonstrate your understanding of behavior-analytic supervision.

This assignment is in reference to your (annotated bibliography) research that y

This assignment is in reference to your (annotated bibliography) research that you will be doing on your intended career field. In a previous module you identified a specific anticipated career field. You are to now select a research topic that is within your intended career field. The research topic itself will not discuss the career rather it will only discuss the topic. It should be a topic related to your career and it should be correlational research. For example; If your career field is law enforcement, then your research can examine The Impact Gang Violence Has on Juvenile Self-Esteem. If your career is Child Psychology or School Psychologist, then your research can examine The Influence Peer Pressure Has on Adolescent Development. If your career field is Occupational Therapist, then your research can examine The Impact Motivation Has on Physical Therapy. Within this module you are identifying the research topic through a thesis statement and then identifying 6 peer reviewed journal articles that you will be using to complete your Annotated Bibliography which will be due in Module 7.
you are only identifying the 6-peer reviewed scholarly articles which are no older than 5-7 years, that you will be using for your research and not uploading them. Cite each of the articles in APA format.
My career path is school psychology so this essay should be focus on that.

APA Edition, 10 pages (not including title page, Abstract, conclusion and refere

APA Edition, 10 pages (not including title page, Abstract, conclusion and reference page), 12 Font, Times New Roman, Double Spaced, No Subtitles on Paragraphs, and No plagiarism Due 11 AUG 2024 by NLT 4PM EST

This practical consists of a series of tasks.
Go to the “Practical Assignment 3

This practical consists of a series of tasks.
Go to the “Practical Assignment 3: FBA Lab 1” on Moodle. This contains all of the information and videos you need to complete the practical. Remember there are two parts that need to be completed.
This practical consists of two parts:
-Part 1 looks at selected indirect assessment tools and procedures that form part of a Functional Behaviour Assessment (FBA) (10 marks)
-Part 2 consists of conducting a number of direct assessments using various observational tools (10 marks)
The term ‘FBA’ is commonly used as an umbrella term to describe a variety of procedures used in the process of identifying behavioral function. Typically such procedures include indirect assessment procedures, direct observations, and functional analysis (FA). Across a series of sessions, we will cover all three procedures, beginning with indirect and direct assessments.
Indirect assessments incorporate a wide range of procedure, including the review of files and records. In this Lab we will limit ourselves to some commonly used instruments though: interviews such as the protocol developed by O’Neill et al., (1997) and questionnaires or rating scales, such as the Motivation Assessment Scale (MAS) (Durand & Crimmins, 1988).
Indirect functional assessment interviews, and rating scales are time and cost efficient, but they are also subject to informant bias or error. Antecedents, owing to their temporal relation to the target behaviour, can be particularly difficult for informants to identify reliably. Research comparing the effectiveness of different functional assessment procedures has found that indirect functional assessments alone tend to be inadequate (Alter, et al., 2008). Nonetheless, indirect assessments can yield useful information regarding the situations and specific times that problem behaviour is most likely to occur: when; where; with whom and under what circumstances. Interview or questionnaire data can also help to develop an operational definition of the target behaviour. They are therefore useful for informing further analyses and identifying the situations to be targeted for direct observation.
1. Task details Part 1
PART 1: There are a number of tools used to assist behaviour analysts in the assessment of client behaviour. Some of these allow for self-report from the client, others rely on information provided by parents, caregivers and teachers, others require direct observation by the practitioner, and some combine these approaches. The assessments can be criterion referenced or norm referenced.
The goal of this practical is to introduce you to some of these assessment tools, and to provide you with the opportunity to engage with the assessments in a non-clinical setting. We have selected the following assessments for you to sample:
• QABF (Questions About Behavioral Function) (3 marks)
• Motivation Assessment Scale (MAS) (2 marks)
• Functional Assessment Interview Form (FAI) (5 marks)
There are three tasks you need to do to complete Part 1 (details are listed in the Practical 3 Instructions and Assignment 3 document on Moodle). Practical Information
This practical consists of a series of tasks.
Go to the “Practical Assignment 3: FBA Lab 1” on Moodle. This contains all of the information and videos you need to complete the practical. Remember there are two parts that need to be completed.
This practical consists of two parts:
-Part 1 looks at selected indirect assessment tools and procedures that form part of a Functional Behaviour Assessment (FBA) (10 marks)
-Part 2 consists of conducting a number of direct assessments using various observational tools (10 marks)
The term ‘FBA’ is commonly used as an umbrella term to describe a variety of procedures used in the process of identifying behavioral function. Typically such procedures include indirect assessment procedures, direct observations, and functional analysis (FA). Across a series of sessions, we will cover all three procedures, beginning with indirect and direct assessments.
Indirect assessments incorporate a wide range of procedure, including the review of files and records. In this Lab we will limit ourselves to some commonly used instruments though: interviews such as the protocol developed by O’Neill et al., (1997) and questionnaires or rating scales, such as the Motivation Assessment Scale (MAS) (Durand & Crimmins, 1988).
Indirect functional assessment interviews, and rating scales are time and cost efficient, but they are also subject to informant bias or error. Antecedents, owing to their temporal relation to the target behaviour, can be particularly difficult for informants to identify reliably. Research comparing the effectiveness of different functional assessment procedures has found that indirect functional assessments alone tend to be inadequate (Alter, et al., 2008). Nonetheless, indirect assessments can yield useful information regarding the situations and specific times that problem behaviour is most likely to occur: when; where; with whom and under what circumstances. Interview or questionnaire data can also help to develop an operational definition of the target behaviour. They are therefore useful for informing further analyses and identifying the situations to be targeted for direct observation.
The second step in FBA procedures is usually to conduct some kind of direct observation. In this practical we will collect ABC data in a number of ways, as well as collect baseline data and conduct more open ended observations:
1. Baseline observations: observing the amount (time or incidences) of the behaviour of concern
2. ABC Continuous Recording (running records): recording occurrences of targeted problem behaviours and selected environmental event within the natural routine during a specified period of time.
3. ABC Narrative Recording: collecting data only when behavior(s) of interest are observed, and where recording is open-ended.
Task 1. The first video to watch is a natural functional analysis conducted by a mother of her toddler and his tantrum behaviour. Use this to familiarise yourselves with the process. Watch the video once to define the behaviour of concern. Now watch it again and record ABC data on this toddler’s tantrum behaviour:
Cry-baby: https://iris.peabody.vanderbilt.edu/mcontent/behavior-abc-video/
Use the ABC Narrative Recording chart provided to note down occurrences of the behaviour of concern, along with its antecedents and consequences. Then answer the following questions:
i. What is the function of this behaviour?
ii. How helpful was the ABC analysis to come to this conclusion?
Task 2. Conduct a running record of this next video clip – exclude the student’s initial explanation of the situation; treat that as your indirect assessment. Be sure to classify / describe the teacher’s behaviour as well as the student’s behaviour.

Then answer the following questions:
i. What is the function of this student’s behaviour of concern?
ii. Is there anything this teacher could do to prevent the behaviours of concern?
Task 3. Conduct a direct observation of the child’s behaviour in this video:
ask 3. Conduct a direct observation of the child’s behaviour in this video:
Play Video
First, watch the first 1:16 minutes of this video once and define the behaviour (operational definition or pinpoint). Then choosing one of the above ABC recording methods that you consider is best, conduct the direct observation.

Then answer the following questions:
i. What is the function of this behaviour?
ii. How helpful was the ABC analysis you used.
Task 4. This is the final task. Watch this video:
Play
Mute
Remaining Time -5:05
1x
Playback Rate
Picture-in-Picture
Fullscreen
and then:
i. Count and describe all the appropriate and inappropriate behaviours of both: the student and the teacher.
ii. Select one of the students exhibiting inappropriate behaviour for your observation.
iii. Provide an operational definition of the target behaviour.
iv. Decide on an appropriate observational method to take baseline data on this behaviour.
v. Conduct baseline observations of the chosen behaviour.
vi. Now conduct a running record of the teacher’s inappropriate behaviour. Describe at least 2 examples of how the teacher’s behaviour supports a student’s inappropriate behaviour.
Submit all of your work by merging all of the various charts and documents that you used to complete this practical into one WORD document and submitting this in the assignment box.

https://1drv.ms/w/s!Ajnp1TzEO1HEgYsPvfeZmmtQxUM4Ew?e=jryECe – The assignment task is on here to complete.
https://1drv.ms/p/s!Ajnp1TzEO1HEgYsSPqqKtXFrl0N0rg?e=0QKrZp – View this link too
https://1drv.ms/w/s!Ajnp1TzEO1HEgYsU1iKI7MI4kQ8bfw?e=NcbnyU – And this too just save all of these and send back to me