The Psychology of selfies Research Assignment

The Psychology of selfies

Instructions for Paper VI: Study Two Methods, Results, Discussion (Worth 30 Points)
Ryan J. Winter
Florida International University

Purpose of Paper IV: Study Two Methods, Results, and Discussion
1). Psychological Purpose
The psychological purpose behind Paper IV is to make sure you can summarize what you did in your second study, how you did it, and what you found. This is similar to Paper II, but you will include information related to your second independent variable in Paper IV.

For the results section in Paper IV, you will provide information about your participants, materials, and procedure. Your participant section goes first, and it includes descriptive statistics about your sample (means and standard deviations for age and percentages of gender and race/ethnicity). This is a new sample of participants, so you cannot use Paper II for this information. Make it NEW!

Your materials and procedure sections include information about what you did and how you did it. You should once again write this section for an audience who is unfamiliar with your newer study two variables, but you can actually summarize or refer back to study one variables if and when they carry over from study one to study two.

In the end, just remember that you must educate your reader about your materials and procedure, giving enough detail so they could replicate study two on their own. Your Paper IV Methods section will thus look a lot like your Paper II, but in Paper IV you will describe BOTH independent variables as well as important dependent variables (especially any new ones you added).

I suggest reviewing your Paper II feedback to see if you need more clarity in your methods descriptions, but make sure that your reader is clear about the mechanics of your new 2 X 2 factorial design.
You will also write a new Results section.

Since you now have two independent variables and potentially new dependent variables, you will not be able to reuse ANY content from Paper II. Rather, you will write a more complicated results section focusing on a 2 X 2 factorial design here.

Your Discussion section for Paper IV will be a short summary of what you found in that study. Similar to Paper II, you can make some educated guesses about what you found and why you found it, but keep the focus on study two only (in Paper V due at the end of the semester, you will include a more advanced discussion section that looks at both study one and study two, so keep the Paper IV discussion focused only on study two).

2). APA Formatting Purpose
The second purpose of Paper IV is to again teach you proper American Psychological Association (APA) formatting for methods and results. In the instructions below, I tell you how to format your paper using APA style, but this time with a focus on your 2 X 2 factorial ANOVAs. Once again, there are a lot of specific requirements in APA papers (as specific as what to italicize), so pay attention to the instructions below as well as Chapter 14 in your textbook!

3). Writing Purpose
Paper IV is intended to help you figure out how to update a Methods, Results and Discussion section using a 2 X 2 factorial design. This is more complicated than the One Way ANOVA you used in Paper II, but you should still be able to clearly and succinctly tell you readers what you did, how you did it, and what you found. Similar to Paper III, we will give you feedback and help in this paper. You will then be able to revise it for your final paper in the course (Paper V).

Thus doing a good job on Paper IV will mean fewer revisions for the final paper.
Note: The plagiarism limit is higher in this paper (up to 65%) since your classmates are doing the same study two design and will have similar results. Don’t go higher than that, though! 65% is the maximum allowed!

• Finally, go look at the supporting documents for this paper. There is a checklist, a grade rubric, and an example paper. All will give you more information about what we are specifically looking for as well as a visual example of how to put it all together. Good luck!

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Helping Client gain insight during counseling

Helping a client gain insight likely relates to a sensitive topic for the client. If the client saw it as benign their unconscious would not see a reason to withhold the information (assuming for a moment, we believe in an unconscious mind). One way to help a client gain insight is through interpretation, but how do you know if your or their interpretation of their behavior or thinking pattern is “right?” For example, someone constantly seeking the approval of others could be interpreted as them not being okay with themselves. How do I know that interpretation, or any interpretation is correct? What are the pros and cons of insight? What is the role of immediacy in helping one gain insight?

This and all assignments need to be at least two pages, researched well beyond the textbook, and appropriately cited and referenced.

The following content is partner provided

Note: Class textbook but we need to cite beyond Hill, C. E. (2009). Helping Skills: Facilitating Exploration, Insight, and Action (3rd ed.). Washington, D.C.: American Psychological Association.

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Interventions for Adolescents with an Adjustment Issue

Interventions for Adolescents with an Adjustment Issue Selecting the appropriate intervention for children or adolescents with a stress or adjustment issue greatly depends upon their needs.

Consider the following scenario:

Interventions for Adolescents with an Adjustment Issue

Tanya is an 8-year-old girl who was in a severe car accident and sustained multiple lacerations on her face. She endured 6 hours of surgery to remove glass shards from her left eye and received 42 stitches from the left side of her chin to her forehead. Tanya’s surgery left her face disfigured. She spent 8 weeks recovering in the hospital.

Upon her release from the hospital, Tanya’s mother took her to a local ice cream store to celebrate her release. While Tanya enjoyed her ice cream, she suddenly felt as though everyone was staring at her. She observed a teenage girl looking at her and whispering to another friend. She overheard a young child ask her mother, “What’s wrong with her?” Tanya felt ugly and self-conscious because of her scars and she began to cry. Her mother tried to console her daughter but felt it was to no avail. As a counselor, how might you help Tanya adjust to her new face, tap into her resilience, and engage in social situations confidently?

Interventions for Adolescents with an Adjustment Issue

Consider what type of intervention or setting would be most appropriate for Tanya. Is she likely to benefit from individual counseling or from a group setting with other children with similar issues? No matter what intervention you deem appropriate, as a clinician you must confidently convey to children or adolescents that with support and guidance, they can resolve their stress or adjustment issues.

For this Assignment, conduct an Internet search or a Walden Library search for at least one peer-reviewed article that presents evidence-based interventions that support stress or adjustment issues for children and adolescents. Then, select an intervention you might use for the stress or adjustment issue you selected in the Discussion.

Interventions for Adolescents with an Adjustment Issue The Assignment (2–3 pages):

Describe an evidence-based intervention for the stress or adjustment issue you selected, and explain why this intervention is appropriate.

Explain one way you might address one culture, family, or social factor in your intervention and how.

Describe two ways you might educate and/or support the parents/guardians as they try to help their child or adolescent through the stress or adjustment issue. Be specific.

Use the week’s resources and the current literature to support your response.

Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the week’s resources for this course.

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Psychology of Terrorism Research Paper

Psychology of Terrorism

PSY 368: Psychology of Terrorism

Spring 2019 Response Paper #3 Overview The purpose of this paper is to make connections between psychological theories presented in class and the behavior of actual terrorist groups.This paper is due in the D2L Assignments tab on Friday, March 29 by 11:00 am. No late papers will be accepted. Writing Your Paper 1. Read the article“The Terrorists in their Own Words: Interviews with 35 Incarcerated Middle Eastern Terrorists” by Postet al. (2003). You can find a PDF of this article in the Readings section of the Content tab in D2L.2. Write a paper that addresses the following:

o Part 1: Summary of Post et al. (2003) article§Briefly summarize the Post et al. (2003) article.§In your opinion, what were the most noteworthy results in the article, and why?

o Part 2: The Self & Self-Concept§Briefly explain the ideas proposed by Kruglanski et al. (2013) in the article “Terrorism –A (Self) Love Story”(presented in class, available on D2L as a PDF). Specifically, how do the authors suggest that a quest for significance could result in terrorist activity?§Describe how some of the statements made by terrorists in the Post et al. (2003) article could be seen as evidence for the model proposed by Kruglanski et al. (2013). Be sure to make specific reference(s) to quotes from terrorists (from the Post et al. article, on pages 177-183).

o Part 3: Culture & Social Identity-Briefly describe the basic concepts of structural symbolic interactionism, as described by Arena & Arrigo (2005) in their article “Social Psychology, Terrorism, and Identity”(presented in class, available on D2L as a PDF). Specifically, according to this identity-formation model, what types of influences might make a person more likely to join a terrorist group?§Describe how some of the statements made by terrorists in the Post et al. (2003) article could be seen as evidence for the model proposed by Arena & Arrigo (2005). Be sure to make specific reference(s) to quotes from terrorists (from the Post et al. article, on pages 177-183).

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Perceived Physical and Actual Motor Competence

Perceived Physical and Actual Motor Competence Understanding the relations between perceived physical competence, actual motor competence, and physical activity behavior choose two, full-text, peer-reviewed research articles.

These can be systematic reviews, meta-analyses, or original studies. These articles must focus on human participants (i.e., no animal studies). The articles must relate to your topic.

Perceived Physical and Actual Motor Competence

Read the articles, then read them again. Take notes on the articles and consider reading articles that were cited within your articles. Take extensive notes. Digest the information that you read in the articles, synthesize the information, and consider the strengths and weaknesses of each article.

This report can be up to 5 pages, double-spaced, Times New Roman font (size 12). There is no minimum length. Use bold headings that are Aligned Left to separate each of the five components below.

Perceived Physical and Actual Motor Competence

The report must include the following components:

Statement of Interest
A statement describing your topic and why you chose to explore it.
Article Summary 1
A summary of each article describing the research purpose or questions, participants, methods, conclusions, strengths, weaknesses, and your overall summary of why the article was included in your report and how it relates to your life or career interests. Use correctly formatted in-text citations (APA format) to refer to your article.
Article Summary 2
A summary of each article describing the research purpose or questions, participants, methods, conclusions, strengths, weaknesses, and your overall summary of why the article was included in your report and how it relates to your life or career interests. Use correctly formatted in-text citations (APA format) to refer to your article.

Perceived Physical and Actual Motor Competence Overall Summary

An overall summary of the research evidence that you reviewed and what you learned about your topic. Discuss at least one future research question and why it is important to learn about. This summary and report should be professionally written and presented and allow readers to understand the current state-of-the-knowledge about your topic. Your summary should also include a statement about how your topic relates to your life or career interests.
References
A bibliography featuring citations for the two articles that you summarized in APA format. Also include references to other articles and sources that you consulted while completing your report, even if you did not necessarily cite them or explicitly discuss them in your final report.

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High levels of stress and multiple demands

1. Think of a time in your life when you faced high levels of stress and multiple demands. What if another problem was added, such as finding out that your partner was having an affair. At that point, the stress and demands might seem beyond your coping skills. What would you do? How would you go about your normal routines? Would you act in ways that are not typical for you, such as withdrawing, losing you temper over small things, or being irritable with your friends? What was this experience like for you??

2. Now, think of a time when you have felt hopeless because of something that happened. What was that experience like for you? What role do you believe that your sense of hopelessness played in you ability to solve or not solve the problem? What if you had talked to someone who told you they have helped someone with a similar problem before and felt confident that they could help you? How would that have affected you level of hope?

3. When you think about both of these situations, what parts of your personality came out the most in each scenario??

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Adolescents and the Law Research Paper

Opinion Paper:Adolescents and the Law

Final Instructions

Society has long been ambivalent about risk-taking, law-breaking adolescents. They don’t seem fully adult—and therefore perhaps not fully culpable (responsible) for their actions. Perhaps they can’t truly comprehend the impact of their bad deeds—or perhaps they are too impulsive to stop those bad deeds. And then there is the question of what to do with the law-breakers, once they are caught. Does their immaturity suggest that they should receive less punishment and more rehabilitation than those who are fully adult when the commit the same crime? And since the adolescents will likely one day return to the community, how can they be kept on track to a successful re-entry?

Awareness of the adolescent’s special status (somewhere between childhood and adulthood) has led to the creation of a juvenile justice system that is different from the adult system. This system has been around for decades, but it was challenged in the 1990’s by people reacting to a spike in juvenile and young adult crime, some of it very violent and even repetitive. Adolescent law-breakers were NOT deterred by weak and short punishments, it was argued. Perhaps the harsher adult justice system would set them straight.

This assignment asks you to bring social science data to the discussion about punishment, rehabilitation, and re-entry by those who were teens when they broke the law.

There are two questions which you will consider.

First, what does science tell us about brain development and how it affects behavior, especially risk-taking behavior and impulsivity, which might spill over into law-breaking? Describe the research findings (hint: see the assigned articles and the scaffold’s links on teen brain). Is charging the adolescent as an adult appropriate in light of this research? In your opinion, is youth a “defense” against a claim of culpability or responsibility?

Second, where should an adolescent be held before and after being tried? Is the adult system suitable? (hint: see the scaffold’s links on turning a lawbreaking teen around) What will be the likely outcomes of being held there? Does the adolescent learn the lesson that was intended? Is the adolescent more likely to desist after the tough treatment in adult prison compared to the more lenient treatment in the juvenile system? In what other ways is the teen harmed or benefitted in the adult system? Is there an argument for keeping some young offenders in the community—and not in any detention– with services and safeguards for public safety?

Expectations (use this as a checklist)
:
1. Read all the 3 articles assigned by Professor (Beckman_2004, Bonnie Scott 2013, and Brain Defense: The Young Brain.)
2. Look at the 2 scaffold lists of links to find materials that relate to the two broad questions above. Read or view some of the videos or articles.
3. Choose at least two additional sources to include in your paper. These are in addition to the 3 sources provided by Professor. You may use some of the written sources that I have provided, as long as you find one new source on your own.

4. Write a paper (3-5 pages long) that addresses the 2 issues above. They both come back to the same question: should adolescents under 18 be treated as adults? Express your opinions but support them with research findings. The findings are the critical social science contribution. (You are not expected to use all of the material provided.)

5. Use citations for these findings or quotations, etc. that you report.

6. Attach a works cited list.

7. Don’t mess with your margins (1 inch) or font size (12-point) just to make your paper appear longer. (Really, do you think you’re fooling instructors with that?) I am not docking your grade for length, but a very short paper probably just doesn’t have enough content—that’s the thing. I also don’t deduct points for papers that go beyond the guidelines.

Remember: You will need the following, in addition to this description of the assignment: 3 assigned articles (Beckman 2004, Bonnie Scott 2013 and Brain Defense The Young Brain) and the scaffold lists of videos and articles.

The scaffold lists are called

Lifespan-s 2019 Links for brain science-teen brain
Lifespan-s 2019 Turning a Lawbreaking Teen Around

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Forensic Psychology-PTSD Assignment

Forensic Psychology-PTSD

Write 3 pages long EXCLUDING the cover page and reference page.

This week, we focused on PTSD/BWS/RTS next week we are covering Sexual abuse and recovered memory. You are to find a criminal case/story from the news feeds (BIll Cosby is one option, John Bobbit case is another, The Manendez Brothers is another…these are just suggestions and examples to give you an idea of what to look for).

I want you to write a paper about the issue at the core of those cases, pick a side and defend it. You’ll find such cases will not only link to this week’s topic but also to the previous temporary insanity topic we covered earlier. There is no right or wrong. I want you to

give your opinion on the matter/ pick a side
why you believe as you do
tell me how you would proceed in uncovering the truth
use information we have covered in the text to support your views and ideas.

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Emotional Response to the Loss Interview

Emotional Response to the Loss Interview The goal of this assignment is two-fold:

To have you experience what it is like to explore what is often a taboo topic with an individual and to learn more experientially about a particular form of loss.

In many ways, you must approach this assignment like a true practitioner/researcher. Your practice skills will be useful to maintain rapport. Use open-ended questions to explore and help contain the emotional expression if necessary. Your goal is NOT to practice by doing therapeutic work, however. Your goal is to explore the experience with your interviewee until you believe you have fully understood the various aspects of their loss.

The following interview guide provides possible questions- it is NOT to be used as a survey (ie DO NOT just read the questions to the interviewee), but only to guide ideas about how to explore the topic with your interviewee.

What loss experience are you ready to discuss with me today?

What was the precise loss?

When did it occur?

How old were you at the time?

Who else did the loss effect?

What was the most difficult part of the loss for you?

What part-losses/ sub-losses did you realize you had experienced?

What surprised you in terms of the loss itself?

III. What was your emotional response to the loss?

How did you express your emotion?

How did it unfold over time?

At what point did you consider your loss “resolved” or “worked through”?- How did you know?

How did others respond to the loss?

How did their response affect your response?

What was hardest to keep doing after the loss?

Were there any “silver linings” to the loss?

Is there any way that who/ what you lost remains part of your life today?

How has it been for you to participate in this interview?

Remember to have the person sign the form on the next page allowing either audio or videotaping of the interview.

Authorization/ Permission for Taping of Interview

I ___________________ give permission for ____________________

to audiotape/videotape an interview in which I talk with her/him about a loss I experienced. I understand that I may request that we end the interview at any time. I also understand that I may request that the taping cease and it will be turned off immediately.

Most importantly, I understand that this interview is being done for educational purposes and is not intended to be therapeutic, nor will it be available to anyone other than the person who is interviewing me and the instructor. The tape will be destroyed after the assignment is completed. Confidentiality will be strictly observed.

I am aware of the above, have had the opportunity to ask questions, and consent to the interview and taping of the interview.

__________________________________

Outline for Final Loss across the Lifespan Paper

The purpose of this paper is to integrate the theory and practice principles we have learned and to apply them to a living person’s experience of loss. The outline below is provided as a guide, not a rigid format. Each subsection should be labeled, but not all questions are appropriate to your respondent’s loss. The order is not prescribed- the flow of the paper’s narrative is more important than answering questions in order. Although this is a formal paper and proper grammar, syntax, spelling, and citation are expected, you may use “I” judiciously (especially in the summary).

The Respondent: Describe the person’s demographics, their developmental age and functioning, and your relationship to the respondent. What intersectional identities impact their loss or their mourning of it?

The Loss: Describe the person’s loss, both referring to the words they used (in the transcript, but also your classification of the loss (ie a disenfranchised loss of a loved pet during the adolescent years).

Application of Grief Theory: Think about the information you elicited about how the person experienced their loss and particularly how they believed their grief process evolved. Try to use several sections of the transcript to show the evolution of the grief process over time while possibly applying the questions below to a section or two (remember, each question is not appropriate for all losses).

Does the person’s trajectory of grief fit better within classical grief theories, or task or process-oriented models of grief- classical, or newer post-modern models (Disenfranchised grief; Continuing Bonds; Meaning- making)? (Use appropriate professional literature)

How do spirituality/ culture or other aspects play a role in the person’s grief process and/ or meaning-making?

What area/s did the personal struggle with as their grief evolved and what factors do you assess as critical to why they had more difficulty in those areas?

Application of Practice:

If you were providing grief work services to this person, what models/ theories would inform your assessment and treatment plan? What professional literature supports this view?

What do you believe the person’s needs continue to be as they regard this loss and what would you recommend professionally to help?

Emotional Response to the Loss Interview Summary

How do you perceive this person’s loss overall?

What did you learn from this experience interviewing them?

Attach the transcript at the end.

Required Texts:

McCoyd, J.L.M. & Walter, C. A. (2016). Grief and loss across the lifespan: A biopsychosocial perspective (2nd ed). New York: Springer Publishing. (ISBN 978-0-8261-2028-1- paperback)

Neimeyer, R.A., Harris, D. L. , Winokuer, H. R., Thornton, G. F. (2011). Grief and bereavement in contemporary society: Bridging research and practice. New York: Routledge. (ISBN 978-0-415-88481- paperback)

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The concept of Identity by Erikson Marcias Models

The concept of Identity by Erikson Marcias Models Think about your own adolescence, the period from about 12-18 or 20, and the journey towards forming your own identity.

Choose 1 of the elements of identity: Vocation/Career (what you hope/plan/chose to do) to be a nurse, help others. Describe what your personal experience of it was like. Try to tell the story about your adolescence, using specific examples and interesting anecdotes to describe your struggle with that aspect of your identity. Such as your process of choosing a career. Apply Erikson’s and especially Marcia’s models. Be sure to define the concepts you are using and be clear in how you are applying them to your experience. You are testing their concepts to see if they help make sense of an element of your identity in adolescence.

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