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 Psychology homework help
Prior to beginning work on this discussion, please read the following required articles:

  • “Relations Between Inductive Reasoning and Deductive Reasoning”
  • “The Effect of the Environment (Real and Virtual) and The Personality on the Speed of Decision Making”
  • “Decision-Making Theories and Models: A Discussion of Rational and Psychological Decision-Making Theories and Models: The Search for a Cultural-Ethical Decision-Making Model”
  • “Seven Basic Steps to Solving Ethical Dilemmas in Special Education: A Decision-Making Framework”
  • “Looking for a Psychology for the Inner Rational Agent”

Play the expert in the following scenario and apply ethical principles and professional standards of decision-making to your rationale and actions:

  • You are a counseling psychologist in a state prison. You have been counseling a new inmate, and he confided in you that one of the other inmates has indicated he is considering suicide. He does not divulge the name of the other inmate and refuses to talk any further about the issue. Consider the following steps in your decision-making process:
    • Define the problem.
    • Explore the alternatives.
    • Consider the consequences.
    • Identify ethical considerations.
    • Determine how you would reduce bias in your decision-making process.
    • Explain your decision.

Using appropriate citations and references, explain how the empirical research and theoretical models presented in the assigned articles suggest the importance of applying decision-making strategies in one’s own practice. Support your argument with empirical research.

Literary Analysis Draft
By the due date assigned, submit your essay as a Microsoft Word document to the Discussion Area at the bottom of the page.
By the end of the week, comment on at least two of your classmate’s submissions using the peer review questions provided below.
The major assignment for this week is to compose a 900-word essay comparing The Odyssey with either The Song of Roland or Dante’s Inferno. In this paper you will write an in-depth analysis using your own ideas and excerpts from the epic poems in the form of quotes, paraphrase, or summary.
Select one of the following topics:

  1. Although nearly two thousand years separate The Odyssey and Dante’s Inferno, both works are epic poems that:
    • Explore the relationship between humanity and the divine. Employ journey as a metaphor for maturation.
    • Reveal and teach cultural values about leadership.
    • Caution audiences about the appeal of temptation.
    • Contemplate the nature of immortality.
    • Compare and contrast how one of these topics is developed in The Odyssey and Dante’s Inferno.
  2. The Song of Roland and The Odyssey, though separated by thousands of years, are both epic works whose protagonists are warriors engaged in violent conflict: Roland is a medieval Crusader and Odysseus is on a long journey home after conquering Troy.
    Additionally, both works:

    • Explore the relationship between humanity and the divine.
    • Reveal and teach cultural values about leadership.
    • Contemplate the nature of immortality.
    • Examine the moral and practical implications of loyalty and betrayal.

Compare and contrast how one of these topics is developed in The Song of Roland and The Odyssey.
Proofread the rough draft to ensure:

  • The thesis is clear and focused, and the introduction includes all the necessary information.
  • The discussion of evidence includes quotes, paraphrases, or summaries and synthesizes this material and your ideas.
  • The conclusion is appropriate and reinforces the paper’s main ideas without repeating the introduction word for word.
  • The essay is formatted in APA style throughout. It uses appropriate grammar, spelling, and mechanics, and quoted material does not exceed 25% of the paper.

When responding to your peers please answer the following questions:

  • Locate the paper’s thesis. Is it obvious or unclear? Does it establish an interpretation of a key theme from the poem? Is the thesis as specific as it needs to be?
  • Is each paragraph organized around one key point? Do topic sentences clearly indicate the focus of each paragraph?
  • Does the author support each main point with direct quotations that are analyzed and explained? Do you have any suggestions for improvement?
  • Where do you disagree with the author’s analysis? What aspects of the poems are left unexplained?
 Psychology homework help
 
Assignment Instructions
This assignment is due at the end of Week 8. Be certain that you have done all the readings before attempting to do this assignment.
This course has been about the changes that take place as we move from childhood to adolescence. Now it’s time to bring some of that information together, so that you can consider human growth and development in context.
Think about the 6-year-old you and the 16-year-old you. Consider physical, social/emotional, and cognitive changes. What things are very different? What things are very much the same?
Now consider the 16-year-old you and the current you. Consider physical, social/emotional, and cognitive changes. What things are very different? What things are very much the same?
Please use the attached chart for your answers. (click on the attachment below under Supporting Materials)
· Give three examples of development in each of the domain categories.
· Show how these things are different in the “current me” column.
· Using 75-100 words, describe which theor(ies) explain these changes and how.
Important Note:  Please reach out to your instructor to discuss any concerns that you may have regarding the personal nature of this assignment.
Grading Rubric  
 
CHFD307 Assignment 3
Rubric
POSSIBLE POINTS
STUDENT POINTS
 
Student exhibits a defined and clear understanding of the   assignment.  The student provides three (3) examples of development in   each of the three domain categories (physical, social/emotional and   cognitive) for a combined total of six (6) for the 6 yr old and 16 yr old   self.
30
 
Student demonstrates proficient command of the subject   matter in the assignment.  Assignment shows an impressive level of depth   of student’s ability to relate course content to practical examples and   applications by noting similarities and differences in the “current me”   column.
20
 
Student provides well-supported ideas and reflection with   a variety of current and/or worldviews in the assignment.  Student   presents a genuine intellectual development of ideas throughout assignment by   describing which theor(ies) explain the noted changes.
20
 
Evidence of research for materials/content is cited within   the chart and listed in a reference section using APA format. You must   support your writing with  a minimum of 2 references.
15
 
Clarity of writing style Grammar/Punctuation/Spelling
15
 
TOTAL
100
 
Six-year-old me
Cognitive Development
Physical Developmet
Social/Emotional Development
How is this the same from the   current me?
How is this different from the   current me?
What theories help to explain these   changes? Why? (include References)
 
 
Sixteen-year-old me
Cognitive Development
Physical Developmet
Social/Emotional Development
How is this the same from the   current me?
How is this different from the   current me?
What theories help to explain these   changes? Why?(include References)
 
PLEASE SEE ATTACHMENT
I HAVE TO GET 90 OR ABOVE I GOT A 60 ON LAST ASSIGNMENT
SUPPORTING MATERIALS ABOVE
Supporting Materials
· Assignment 3 Chart _r_2.xlsx (10 KB)

Brain Modularity
Using the your school Online Library; find two peer-reviewed journal articles on brain modularity, with a focus on visual sensation and perception. In your synopsis, you will include:

  • A summary of each of the journal articles
  • The main points discussed in each of the journal articles and how they relate to the week’s course and text readings
  • Your thoughts and perspectives regarding the concepts covered in each of the journal articles

Submission Details:

  • Name your document: SU_PSY3400_W2_Project_LastName_FirstInitial
  • Submit your report in a Microsoft Word document to the Submissions Area by the due date assigned.
  • Using APA format, cite sources appropriately throughout your assignment, and reference on a separate page.
    Brain Topography, Volume 18, Number 2, Winter 2005 (©2005) 67 DOI: 10.1007/s10548-005-0276-8
    Borowsky et al.68
    Modularity and Intersection 69
    Borowsky et al.70
    Modularity and Intersection 71
    Borowsky et al.72
    Modularity and Intersection 73
    Borowsky et al.74
    Modularity and Intersection 75
    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    218
    Perceiving visually presented objects: recognition, awareness, and modularity Anne M Treisman* and Nancy G Kanwisherf
    Object perception may involve seeing, recognition,
    preparation of actions, and emotional responses-functions
    that human brain imaging and neuropsychology suggest are
    localized separately. Perhaps because of this specialization,
    object perception is remarkably rapid and efficient.
    Representations of componential structure and interpolation
    from view-dependent images both play a part in object
    recognition. Unattended objects may be implicitly registered,
    but recent experiments suggest that attention is required to
    bind features, to represent three-dimensional structure, and to
    mediate awareness.
    Addresses *Department of Psychology, Princeton University, Princeton, New Jersey 08544-1010, USA; e-mail: treisman@phoenix.princeton.edu tDepartment of Brain and Cognitive Sciences, El O-243, Massachusetts Institute of Technology, Cambridge, Massachusetts 02138, USA; e-mail: ngk@psyche.mit.edu
    Current Opinion in Neurobiology 1998, 8:218-226
    http://biomednet.com/elecref/0959438800800218
    0 Current Biology Ltd ISSN 0959-4388
    Abbreviations
    ERP event-related potential fMRl functional magnetic resonance imaging IT inferotemporal cortex
    Introduction It is usually assumed that perception is mediated by specific patterns of neural activity that encode a selective
    description of what is seen, distinguishing it from other
    similar sights. When we perceive an object, we may form
    multiple representations, each specialized for a different
    purpose and therefore selecting different properties to
    encode at different levels of detail. There is empirical
    evidence supporting the existence of six different types
    of object representation. First, representation as an ‘object
    token’-a conscious viewpoint-dependent representation
    of the object as currently seen. Second, as a ‘structural de-
    scription’- a non-visually-conscious object-centered rep-
    resentation from which the object’s appearance from other
    angles and distances can be predicted. Third, as an
    ‘object type’-a recognition of the object’s identity (e.g. a
    banana) or membership in one or more stored categories.
    Fourth, a representation based on further knowledge
    associated with the category (such as the fact that the
    banana can be peeled and what it will taste like). Fifth, a
    representation that includes a specification of its emotional
    and motivational significance to the observer. Sixth, an
    ‘action-centered description’, specifying its “affordances”
    [l], that is, the properties we need in order to program
    appropriate motor responses to it, such as its location,
    size and shape relative to our hands. These different
    representations are probably formed in an interactive
    fashion, with prior knowledge facilitating the extraction of
    likely features and structure, and vice versa.
    Evidence suggests that the first four types of encoding
    depend primarily on the ventral (occipitotemporal) path-
    way, the fifth on connections to the amygdala, and the
    sixth on the dorsal (occipitoparietal) pathway; however,
    object tokens have also been equated with action-centered
    descriptions [PI. Dorsal representations appear to be
    distinct from those that mediate conscious perception;
    for example, grasping is unaffected by the Titchener
    size illusion [3]. Emotional responses can also be evoked
    without conscious recognition (e.g. see [4**]). Object
    recognition models differ over whether the type or identity
    of objects is accessed from the view-dependent token or
    from a structural description; in some cases, it may also be
    accessed directly from simpler features.
    The goal of perception is to account for systematic
    patterning of the retinal image, attributing features to their
    real world sources in objects and in the current viewing
    conditions. In order to achieve these representations,
    multiple sources of information are used, such as color,
    luminance, texture, relative size, dynamic cues from mo-
    tion and transformations, and stereo depth; however, the
    most important is typically shape. Many challenges arise in
    solving the inverse problem of retrieving the likely source
    of the retinal image: information about object boundaries
    is often incomplete and noisy; and three-dimensional
    objects are seen from multiple views, producing different
    two-dimensional projections on the retina, and objects in
    normal scenes are often partially occluded. The visual
    system has developed many heuristics for solving these
    problems. Continuity is assumed rather than random varia-
    tion. Regularities in the image are attributed to regularities
    in the real world rather than to accidental coincidences.
    Different types of objects and different levels of specificity
    require diverse discriminations, making it likely that
    specialized modules have evolved, or developed through
    learning, to cope with the particular demands of tasks
    such as face recognition, reading, finding our way through
    places, manipulating tools, and identifying animals, plants,
    minerals and artifacts.
    Research on object perception over the past year has made
    progress on a number of issues. Here, we will discuss
    recent advances in our understanding of the speed of
    object recognition, object types and tokens, and attention
    and awareness in object recognition. In addition, we will
    Perceiving visually presented objects Treisman and Kanwisher 219
    review evidence for cortical specializations for particular
    components of visual recognition.
    The speed of object recognition Evolutionary pressures have given high priority to speed
    of visual recognition, and there is both psychological and
    neuroscientific evidence that objects are discriminated
    within one or two hundred milliseconds. Behavioral
    studies have demonstrated that we can recognize up to
    eight or more objects per second, provided they are
    presented sequentially at fixation, making eye movements
    unnecessary [S]. Although rate measurements cannot tell
    us the absolute amount of time necessary for an individual
    object to be recognized, physiological recordings reveal
    the latency at which the two stimulus classes begin to
    be distinguished. Thorpe et al. [6”] have demonstrated significant differences in event-related brain potential
    (ERP) waveforms for viewing scenes containing animals
    versus scenes not containing animals at 150 ms after stim-
    ulus onset. Several other groups [7,8*,9-111 have found
    face-specific ERPs and magnetoencephalography (MEG)
    waveforms with latencies of 155-190 ms. DiGirolamo and
    Kanwisher (G DiGirolamo, NG Kanwisher, abstract in
    Psychonom Sot 1995, 305) found ERP differences for line drawings of familiar versus unfamiliar three-dimensional
    objects at 170 ms (see also [S]).
    Parallel results were found in the stimulus selectivity
    of early responses of cells in inferotemporal (IT) cortex
    in macaques, initiated at latencies of 80-looms. On
    the basis that IT cells are selective for particular faces
    even in the first 50ms of their response, Wallis and
    Rolls [12] conclude that “visual recognition can occur
    with largely feed-forward processing”. The duration of
    responses by these face-selective cells was reduced from
    250ms to 25 ms by a backward mask appearing 20ms
    after the onset of the face, a stimulus onset asynchrony
    at which human observers can still just recognize the
    face. The data suggest that “a cortical area can perform
    the computation necessary for the recognition of a visual
    stimulus in ZO-30ms”. Thus, a consensus is developing
    that the critical processes involved in object recognition
    are remarkably fast, occurring within lOO-200ms of
    stimulus presentation. However, it may take another
    1OOms for subsequent processes to bring this information
    into awareness.
    Object tokens How then does the visual system solve the problems of
    object perception with such impressive speed and accu-
    racy? A first stage must be a preliminary segregation of the
    sensory data that form separate candidate objects. Even
    at this early level, familiarity can override bottom-up cues
    such as common region and connectedness, supporting
    an interactive cascade process in which “partial results of
    the segmentation process are sent to higher level object
    representations”, which, in turn, guide the segmentation
    process [ 13.1.
    Kahneman, Treisman, and Gibbs [14] have proposed
    that conscious seeing is mediated by episodic ‘object
    files’ within which the object tokens defined earlier
    are constructed. Information about particular instances
    currently being viewed is selected from the sensory
    array, accumulates over time, and is ‘bound’ together in
    structured relations. Evidence for this claim came partly
    from the observation of ‘object-specific’ priming- that
    is, priming that occurs only, or more strongly, when the
    prime and probe are seen as a single object. This occurs
    even when they appear in different locations, if the
    object is seen in real or apparent motion between the
    two. Object-specific priming occurs between pictures and
    names when these are perceptually linked through the
    frames in which they appear (RD Gordon, DE Irwin,
    personal communication), suggesting that object files
    accumulate information not only about sensory features
    but also about more abstract identities. However, priming
    between synonyms or semantic associates is not object
    specific [15], that is, it occurs equally whether they
    are presented in the same perceptual object or in
    different objects. It appears that object files integrate
    object representations with their names, but maintain
    a distinct identity from other semantically associated
    objects. Priming at this level would be between object
    types rather than tokens. Irwin [ 161 has reviewed evidence on transsaccadic integration, suggesting that it is limited to
    about four object files.
    A similar distinction between tokens and types has
    emerged from the study of repetition blindness, a failure
    to see a second token of the same type, which was
    attributed to refractoriness in attaching a new token to
    a recently instantiated type [17]. Recent research has
    further explored this idea. One role of object tokens is
    to maintain spatiotemporal continuity of objects across
    motion and change. Chun and Cavanagh [18”] confirmed
    that repetition blindness is greater when repeated items
    are seen to occur within the same apparent motion
    sequence and hence are integrated as the same perceived
    object. They suggest that perception is biased to minimize
    the number of different tokens formed to account for the
    sensory data. Objects that appear successively are linked
    whenever the spatial and temporal separations make
    this physically plausible. This generally gives veridical
    perception because in the real world, objects seldom
    appear from nowhere or suddenly vanish. Arnell and
    Jolicoeur [ 191 have demonstrated repetition blindness for novel objects for which no pre-existing representations
    existed. According to Kanwisher’s account [ 171, this implies that a single presentation is sufficient to establish
    an object type to which new tokens will be matched.
    The ‘attentional blink’ [ZO] describes a failure to de-
    tect the second of two different targets when it is
    presented soon after the first. Chun (21’1 sees both
    repetition blindness and the attentional blink as failures
    of tokenization, although for different reasons, because
    220 Cognitive neuroscience
    they can be dissociated experimentally. Attentional blinks
    (reduced by target-distractor discriminability) reflect a
    Di I,ollo, JT Enns, personal communication). The account proposed
    is that awareness depends on a match between re-entrant
    information and the current sensory input at early
    visual levels. A mismatch erases the initial tentative
    representation. “It is as though the visual system treats the
    trailing configuration as a transformation or replacement
    of the earlier one.” Conversely, repetition blindness for
    locations (R Epstein, NG Kanwisher, abstract in Psychononz
    Sot 1996, 593) may result when the representation of an
    earlier-presented letter prevents the stable encoding of
    a subsequently presented letter appearing at the same
    location.
    Attention and awareness in object perception Attention seems, then, to be necessary for object tokens
    to mediate awareness. However, there is evidence (see
    [Z-l’]) that objects can be identified without attention
    and awareness. If this is so, do the representations differ
    from those formed with attention? Activation (shown
    by brain-imaging) in specialized regions of cortex for
    processing faces [26] and visual motion [27] is reduced
    when subjects direct attention away from the faces or
    moving objects (respectively), even when eye movements
    are controlled to guarantee identical retinal stimulation
    (see also [28]), consistent with the effects of attention
    on single units in macaque visual cortex. Unattended
    objects are seldom reportable. However, priming studies
    suggest that their shapes can be implicitly registered
    [?.9,30**], although there are clear limits to the number of
    unattended objects that will prime [31]. Representations
    formed without attention may differ from those that
    receive attention: they appear to be viewpoint-dependent
    [32’], two-dimensional, with no interpretation of occlusion
    or amodal completion [30”]. On the other hand, in
    clinical neglect, the ‘invisible’ representations formed in
    a patient’s neglected field include illusory contours and
    filled-in surfaces [33-l, suggesting that neglect arises at
    stages of processing beyond those that are suppressed in
    normal selective attention. With more extreme inattention,
    little explicit information is available beyond simple
    features such as location, color, size, and gross numerosity;
    even these simple features may not be available, produc-
    ing ‘inattentional blindness’ [34’]. Again, however, some
    implicit information is registered: unseen words may prime
    word fragment completion, and there is clear selectivity
    for emotionally important objects such as the person’s own
    name and happy (but not sad) faces.
    Binding of features to objects is often inaccurate unless
    attention is focused on the relevant locations [35].
 Psychology homework help

Assignment 2: Methadone Maintenance Treatment—Helpful or Harmful?

By the due date assigned, post your response to the appropriate Discussion Area. Through the end of the module, review and comment on at least two peers’ responses. In your response, ask a question, provide a statement of clarification, provide a point of view with rationale, challenge a point of discussion, or draw a relationship between one or more points of the discussion.

Methadone Maintenance Treatment—Helpful or Harmful?

Replacement therapies tend to be the most controversial of all treatments for substance abuse and dependence. In particular, methadone maintenance has been the focus of much controversy and debate.

Mary was a chronic heroin user, but eventually she hit “rock bottom” and decided to get help. Mary goes to a methadone clinic every day to get her methadone dose for the day. She is happy to be sober from heroin. However, her family does not understand. They see that Mary is still taking a drug every day and view her as still being dependent.

Using your textbook and the Argosy University online library resources, research the controversy of methadone maintenance treatment for heroin users.
Answer the following:

  • In what ways is the treatment helpful or harmful?
  • Is this a successful treatment for heroin dependence? Why or why not?

Write your initial response in 150–200 words. Apply APA standards to citation of sources.

Psychology homework help
Social Psychology And Ethics
Before responding to the questions below, click on the “Lessons” link on the left and complete the Week 7: Topic 1 – Social Psychology lesson. After completing the lesson, return to the forum here, click the “Post New Conversation” link at the top Week 7 Forum screen, and respond to the following questions.
One of the most famous psychological experiments of all time, was conducted by Dr. Philip Zimbardo and his colleagues at Stanford University. To read more of the details of this experiment, visit http://www.prisonexp.org. Take some time to watch the video on the Zimbardo Prison Experiment by clicking here. After reading about the experiment, exploring the website and watching the video, answer the following:
1. Was it ethical to do the prison study in the way that Zimbardo conducted it?  Why or why not?  Explain your position substantively.
2. What social psychological constructs did the study reveal? Would the same information have been learned if the study had been conducted differently? If yes, how might you adapt the study to address ethical concerns and still obtain results relevant to our understanding of behavior in social settings?
3. How do the social psychology concepts of conformity and the power of the social situation that we are studying this week relate to what happened during the brief period of time that the prison study ran.  Where in the description of how the study unfolded did we see evidence of these concepts?
 Psychology homework help
5 page double space. due in 48 hours. follow the instruction and choose one article to write about.

PSYC 1: Introduction to Psychology
UCSC Summer 2018
Paper Requirements & Guidelines
General Instructions
There is one paper assignment required for this course, worth 15% of the final course grade. For this
paper, you will choose ONE empirical article from the provided list and write a 5-page, double-spaced
response. Your response must include: 1) a summary of the empirical article, 2) an evaluation of the
findings (i.e., whether you are/are not convinced by the findings of the paper, and why), 3) a connection
between the article and a real-world topic in the media (e.g., news/current events, pop culture, etc.), and
4) a discussion of how the psychological topics being covered in the empirical article and media piece
relate to your own life. The paper should be submitted online through the Canvas website by 12pm on
the day that it is due (July 19th).
Goals for The Paper
1. To expose you to peer-reviewed, empirical articles in the study of psychology. 2. To help you learn how to assess the validity of empirical articles, as something being published
does not mean it is fact.
3. To get you to start thinking about how the media we interact with every day is related to the psychological concepts you are learning about.
4. To get you to think about and develop connections between the course material and your everyday life.
Specific Paper Content
In the first portion of your paper, you will:
Summarize IN YOUR OWN WORDS the article you chose. A good summary will be at least ½-1 page,
and will include the research question/hypothesis, a description of the participants, the methodology used
(i.e., how did they test their research question? what did they make their participants do?), and a
summary of the findings. Statistical values should be omitted from your summary—what we are looking
for here is for you to determine whether their findings supported or refuted their hypothesis.
In the second portion of your paper, you will:
Evaluate the validity of the study. That is, you should state whether or not you agree with the findings of
the study and explain why. The best papers will link their evaluations with the content discussed in the
lecture and NOBA modules on research methods in psychology, and will be 1-1½ pages.
In the third portion of your paper, you will:
Relate the article to a real-world application in popular media or current events. Examples of such
connections include, but are not limited to:
• A discussion of popular media reporting on this psychological phenomenon (e.g., in the news, on Buzzfeed, etc.).
• A description of when you saw the psychological concept discussed in your article depicted in popular media (e.g., television, books, music, etc.).
• Etc. This section should be 1-1.5 pages long.

In the final portion of your paper, you will:
Relate the article to something in your life. Examples of such connections include, but are not limited to:
• A description of when something similar happened in your life (i.e., you experienced the phenomenon they were interested in studying).
• A description of how something in your life seems to contradict the findings of the paper.
• Etc. This section should be 1-1.5 pages long.
Reference Page:
Cite the article you chose in APA format (see “How to Cite Journal Articles in APA Format” instructions
on Canvas). The reference page DOES NOT count toward the 5-page requirement.
Grading Rubric
The paper will be graded out of 30 points, on a mostly completion basis. That is, as long as you complete
the requirements of the paper and DO NOT plagiarize, you will receive full credit.
The 30 points will be awarded for the following:
1. 6 pts: A summary of the empirical article without plagiarism (cite all sources in APA format). 2. 6 pts: An evaluation of the findings and discussion of applicable research methods concepts
discussed in lecture/the NOBA modules.
3. 6 pts: A convincing discussion of a connection between the article and a real-world media piece. 4. 6 pts: A convincing discussion of a connection between the article, media piece, and your
everyday life.
5. 6pts: Correctly formatting the paper (double-spaced, 12-point Times New Roman font, 1-inch margins all around, reference page in APA format) and meeting the 4.5-5 page length
requirement.
Due Date
The paper will be due by 12pm on July 19th, and should be submitted on Canvas. Any papers turned in
after 12pm will be considered late and will be subject to penalty (1 letter grade off per each day it is late).
Helpful Hints
If you need assistance with APA format, Desiree and I are here to help! Please see us in office hours or
set up an appointment if you find you are struggling with APA formatting or any other aspect of the
paper. There are also resources on how to cite in APA format uploaded to the Resources folder on
Canvas, so please reference these as needed.

Psychology homework help
Career Counseling with Clients Who Have Mental or Substance-Related Disorders
 Professionals working in mental health or private practice settings often need to provide career-related counseling similar to that which takes place in other settings. Yet, individuals with mental health problems or substance-related concerns face unique challenges, requiring the professional to consciously balance treatment so as to appropriately address both mental health and vocational needs.
To prepare for this Discussion:
· Review this week’s Learning Resources.
· Reflect on the interplay between career issues and mental health or personal issues (e.g., the career-related challenges that individuals with mental or substance-related disorders may encounter, how career issues may affect personal issues, etc.).
· Consider the similarities and differences between clients who have an identified mental health or substance-related concern and those who may be seeking vocational counseling without recognizing that there also may be a mental health or substance-related concern (compare information in Chapter 14 and Chapter 18)
· Reflect on the role of the professional working in a mental health, private practice setting, or other setting for providing appropriate treatment that addresses clients’ mental health and substance-related concerns as well as their career needs.
With these thoughts in mind: Post by Day 4 three or more examples of multiple needs that clients may have with regard to mental health or substance-related issues/concerns and career development and explain the interplay between the two. Then describe some of the specific challenges that you as a counselor may encounter in working with such clients and explain how you might address them.

Review the following course materials:

  1. Gestalt Therapy
  2. Person-Centered Therapy
  3. Existential Therapy

In this assignment, you will review and respond to a therapy session conducted by a professional counselor using one of the following theoretical frameworks: existential, Gestalt, or person-centered.
Select one therapy session (Gestalt, person-centered, or existential).
Utilize the course material, in addition to the textbook, for the theoretical framework selected. Think about the techniques being used in the therapy session for your selected theoretical framework.
Create a 7-10-slide presentation about the selected session.  Include or address the following in your presentation:

  1. A title slide
  2. The therapeutic techniques used by the counselor
  3. Was the approach successful and why?
  4. A reference slide with a minimum of two scholarly resources

Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 50 words.
While GCU style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using GCU documentation guidelines, which can be found in the GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

 Psychology homework help

Cultural Perspectives Draft

The goal of this assignment is to integrate cultural nuances, expectations, and perspectives into a draft of your final paper. You will present a current diversity-related situation or dilemma; compare and contrast the cultures involved in the situation; and provide a historical perspective and analyze the contributing factors to the current state of the situation. You will then interpret the effects of the situation on the cultures involved, provide evidence in favor of and opposed to each side of the situation. Finally, you will assess your beliefs and perspectives regarding the situation or dilemma and identify strategies for building inclusion by synthesizing the varying perspectives.

Instructions:

This assignment will build upon your accumulated learning from the course and your written assignments from Weeks 3 and 4. Based on your identified situation or cultural dilemma (from your Week 4 written assignment), determine a personal position regarding the topic. Then write a 2800-3500 word paper that:

  • Identifies and presents your own attitudes, beliefs, cultural norms, stereotypes, or biases that you may have, or had in the past, regarding the topic.
  • Presents at least one argument supporting the perspective of each cultural group involved with the topic.
  • Considers how the situation or dilemma may be addressed moving forward with a mutually beneficial outcome.

This written assignment will include:

  • An identified diversity situation or cultural dilemma prevalent in today’s society that involves more than one cultural group. (Week 3 written assignment)
  • A comparison of the different cultural groups involved. (Week 4 written assignment)
  • Personal position regarding the topic. (Week 5 written assignment)

This written assignment should be double-spaced, and include a title page and references page. Additionally, utilize 5 to 7 resources, including resources provided throughout the course, to support your arguments. Make sure to gather evidence and present persuasive, well-reasoned arguments regarding your topic, and consider all perspectives and opinions.
Submit a draft of your paper to the Writing Center for Paper Review Links to an external site.by Week 5, Day 3. Once you have received the feedback from the tutor, revise your writing based on the feedback you received and submit your final copy to Waypoint using the link below.
To Summarize:
Your Week 3 written assignment should identify a diversity situation or cultural dilemma that is prevalent in today’s society that involves more than one cultural group. Additionally, your paper should:

  • Identify the selected diversity situation or cultural dilemma.
  • Provide an analysis of the topic, including an historical perspective and the current day situation.
  • Explain why this is a topic of interest in general, and to you in particular.

Your Week 4 written assignment should have included the requirements of the Week 3 paper and then continued on to compare and contrast the different cultural groups involved the situation or dilemma. Additionally, the Week 4 paper should address the:

  • stereotypes and biases associated with each of the cultural groups
  • privileges and power associated with each of the cultural groups

This Week 5 paper should include all the requirements of the Weeks 3 and 4 papers and also:

  • Identify and present your own attitudes, beliefs, cultural norms, stereotypes, or biases that you may have, or had in the past, regarding the topic.
  • Present at least one argument supporting the perspective of each cultural group involved with the topic.
  • Consider how the situation or dilemma may be addressed moving forward with a mutually beneficial outcome.