Category: Psychology

you will read the article carefully, then respond to the following questions below. The points for each question, as well as what you need to do to receive those points, are included below. 
Questions:
Provide the full APA citation (7th edition) of the article you have selected. (5 points)
Describe the participants in this study. Where were they recruited? How many are there? What characteristics are used for inclusion/exclusion criteria? Do you think this is representative of the population they are trying to study? Why or why not? (5 points)
What are your overall thoughts about this paper? Do you think the design of the study was good for what it was testing? Is there something you’d do differently? (10 points)
What does the author conclude regarding this study? What are some strengths and limitations of the paper? Give examples from the paper along with some of your own thoughts. (10 points)
What are some research questions that come to mind, for future research studies, after you read this article? Think about: what things would you be interested in researching after this paper? What ideas do they suggest in the limitations section? What did they miss/not consider/not include that you would want included in a future study? (5 points)
Provide a summary about the article you read. The summary should be 200-300 words, and if someone reads it, they should be able to understand what the study was and what it was about. (15 points)

Qualitative Study Design Assignment
Joeman is interested in designing an ethnographic investigation to determine how students of different socio-economic statuses perceive the importance of a college education. He wants to show his proposal to his advisor, but has asked you for help with a number of design issues first. Below is the brief proposal, followed by a number of questions. Please answer all parts of all questions thoroughly for full points. I expect your answers will be no longer than three pages, single-spaced.
Participants: Joeman proposes using 30 participants for this study. His participants will be drawn from an introductory calculus class at an elite private university because he knows the instructor of that course. He thinks this sample will be better for his qualitative investigation than a quantitative one.
Instrumentation and Procedures: Joeman plans to ask the students a number of questions related to their socio-economic status so he can accurately classify their economic status. He also wants to ask them a number of questions related to their study habits for the calculus class because he thinks these types of questions will help him figure out the value participants place on higher education. He figures he will conduct one semi-structured interview with each of the students, and has written down a number of questions to ask each participant. He plans to ask the exact same questions to each student in the same order, and he plans that each interview will last approximately 30 minutes because the questions aren’t too hard to answer.
Proposed Data Analysis: In order to analyze the data, Joemanplans to transcribe each interview and then read the interviews over. He thinks he can quickly come up with themes by listing all the answers provided by each participant to each question and determining similarities. He doesn’t have any other plans to analyze the data because he perceives that qualitative data analysis is easier than the statistics he has learned.
Answer all parts of the following questions:
1. Critique Joeman’s current sampling strategy. Then, suggest a different sampling strategy for this study that will better help Joeman investigate the central phenomenon. (3 points)
2. Then, based on the sampling strategy you identified previously, suggest a better instrumentation plan that will help Joeman investigate the central phenomenon using the ethnographic methods he proposes. Specifically, what differentiates ethnography from other qualitative methodology, and what should Joeman do differently to conduct an ethnographic investigation here? In this section, it may be helpful to speculate regarding the types of questions he should ask of participants and the other types of data he would want to collect to complete an ethnographic study. (4 points)
3. Critique Joeman’s current study procedures and instrumentation. What ethical problems can you identify in the proposed procedures? What else should Joeman do to ensure the ethical treatment of study participants? In your proposed research design, you should include information on how data will be collected, procedures for gaining access to participants, data needed for triangulation, and allother details necessary for conducting the study. In other words, describe all details of your proposed study design as completely as possible in the design phase (knowing these procedures may change once the study is running). (15 points)
4. Critique Joeman’s choice of data analysis procedure.Suggest for him different analysis procedures that will help him better answer his research question. (3 points)

Double spaced, 12 point font size with 1” margin all around. Pay attention to word count, grammatical format, sentence construction etc.
No DIRECT QUOTES
Turnitin will be activated on Canvas so please check the originality of your paper. Do NOT copy paste sentences from the articles or the internet which will significantly increase your similarity scores. Turnitin Similarity greater than 10 % will result in point deductions. Do not use AI – check syllabus for details.
Primary Source and Secondary Source in APA format – see sample in-text citation provided under Canvas Module.
Title Page — Name- Donatello Osne, Course title-Developmental Psycology , Term- Spring 24, Instructor Name- Dr. Matthew 
Abstract —–150-200 words — 10 points
Intro/Literature Review —500 words
Methodology sections — 500 words
Results — 500 words
Discussion —- 500 words— 15 points
References— 5 points
Please DO NOT use AI! This paper determains me passing or failing this class. My professor will use AI Detection app. My last paper writer got me into big trouble usong AI. I repeat please DO NOT use AI. My professor will check. 

I’ll put the instructions for this paper below so make sure to look at the file I put below!!! You need it for this paper!!!
The aim for this paper is to integrate what you have been learning about developmental stages across the lifespan. To do so, you will first interview someone in a developmental stage of your choice. Your paper will be an account of what you learned from your interview and from the class about development in the interviewee’s current life stage and the stages that preceded it. 
You should address: 
• Describe your interviewee. What stage are they developmentally? What
social groups do they belong to or identify with (gender, race/ethnicity,
etc.)?
• Hallmarks of development in the interviewee’s current developmental stage
• “Individual differences” in the interviewee’s experiences and development
• Prior developmental periods, transitions between periods, and changes
across time 
Part of this assignment is designing your interview questions and conducting the interview, while the second part is translating those responses and applying course concepts to understand them better. Thus, your questions should be prepared in advance of the interview and attached to your paper as an appendix. Questions may arise during the interview and you can note those as well.
Your interviewee is doing you a favor by participating in this project. Please ask for their permission before you interview them and explain how their responses will be used. You may use a pseudonym in the paper – it is not necessary that they be identifiable. If you are interested in developmental periods before emerging adulthood (i.e., anyone under age 18), please obtain permission from their parents as well. If you are interested in childhood development, you may need to interview a parent primarily, and ask supplemental questions of the child. If you are interested in infancy or toddlerhood, you may be more limited to asking questions of the parent only (and that is just fine!). If you are interested in childhood, toddlerhood, or infancy and you interview a parent, be sure to note in the paper with whom you spoke and why. 
In your paper, paint a picture of the individual, their development in the current life stage, their development in prior life stages, and the ways in which their development has changed over time. You should also address how they may be individually different from the kinds of developmental patterns we have talked about. You should use specific course concepts. 
Format:
Your paper should be approximately 750-1000 words of body text (approx. 3-4 pages), double-spaced, 12pt Times New Roman font with 1″ margins. It should comply with APA style (7th ed.) in terms of formatting a title page, formatting any subheadings, and in-text and reference list citations. Any sources you use should be appropriately cited in the paper and included as a reference list at the end. The reference list DOES NOT count toward your word count!!! 
The grading rubric is in the file I put below as well so you can see exactly what is needed to get the best grade possible on this paper. 
Sources used must be scholarly sources and from 

This assignment is for my Theories of Personalities class. I have attached the article needed to write this discussion post. If you have any questions, feel free to message me.
Throughout this course and your psychology program as a whole, you have been asked about the role or significance of emotional intelligence skills in various contexts. To complete this discussion, use the Shapiro Library article Emotional Intelligence and Managerial Communication.
Answer the following questions in about 8 to 12 sentences:
If you could pick only one factor of emotional intelligence to argue was the most important in a professional setting, which of the following 4 factors would you pick and why?
Awareness of self
Awareness of others
Self-regulation
Relationship management
What is one strategy you could employ to promote an increase of emotional intelligence related to your selected factor?
For example, would modeling the behavior you’d like to see be effective? Why or why not?
If you could sit down with any theorist covered in this course to discuss and debate your choice with, who would it be and why?
Why is emotional regulation in the workplace (or in a job interview) important?
In your experience, do healthy workplace cultures tend to be the exception or the norm?

Write an 1 page essay using biopsychosocial model to analyse obesity in North America. use no more than 3 reference, you can use 0 reference. The document attached is a basic outline.

If you were teaching a child to ride a bike, would you hold onto them while they learn or let go and let them try on their own? Why? What theories of the development of motor skill acquisition and performance can be applied to this situation? 

reply to each post with 100 words as if you are me and reply hello (person name)
no generic replies. Each reply should have seprate references 
post 1
robert gallagher posted Jun 6, 2024 2:12 PM
What are the psychological needs of children/adolescents following exposure to trauma and how do they differ from adults?  (Are there specific differences depending on the age group for children/adolescents?). Here, include a discussion of how coping with trauma is different for children/adolescents relative to adults.  
Post-Traumatic Stress Disorder (PTSD) can occur in both children, adolescences, and adults. Trauma is an emotional response to a terrible event like an event that is traumatizing to a child or an adult (APA, 2024) Both children and adults can experience unpredictable emotions, flashbacks, strained relationships, and even physical symptoms like headaches or nausea. Kolatisis (2017) noted about 16% of children who are exposed to trauma will develop PTSD. Children and Adults who have PTSD experience symptoms like reexperiencing the event(s), avoidance, and hypervigilance (Carll, 2007). Gerasimos (2017) suggests that 16% of children who experience traumatic events will develop PTSD. However, Gerasimos (2017) noted that PTSD symptoms are reduced by 50% within 1-6 months after the traumatizing experience. However, there are differences based on age. Children’s needs following trauma also differ depending on age group and these symptoms include separation anxiety especially in children under age two, sleep disturbance, irritability/anger, and problems in school (Latif, 2015). Adolescents tend to be at risk for self-blame, depressed mood, and anxiety and may engage in risky behaviors like substance abuse (Latif et al., 2015).
Carll (2007) noted in trauma related to medical diagnosis in children can create PTSD, but different factors create trauma in children versus their parents. For parents (Carll, 2007) noted that the announcement of the diagnosis is the leading case of PTSD in parents, while for those children with the diagnosis the intensity of the treatment and the threat to their lives is what creates more PTSD. For kids with medical conditions that lead to PTSD interventions that lead to effective coping mechanisms and resiliency include those children being able to retell the story from their perspective, using CBT, and having a family system approach (Carll, 2007).
For adults, Carll (2007) also noted in these childhood medical diagnosis mothers are more likely to develop PTSD than the fathers when the news is relayed to them. In general, though, Thompson et al. (2018) noted active coping strategies problem solving and cognitive restructuring, wishful thinking, and social withdrawal). However, the last two seems to negatively impact the ability to overcome PTSD and the first two for adults seems to increase being over to be resilient when it comes to PTSD.
Like adults, Cognitive Behavioral Therapy works well for children who develop PTSD from being traumatized (Kolatisis, 2017). For adults, psychoeducation, relaxation techniques, and gradual exposure seems to help reduce PTSD in adults (Dorsey, Briggs, and Woods, 2011). However, unlike adults having the non-offending parent involved is part of the process to reduce PTSD in children and adolescences. This includes individual therapy for the child and therapy with the non-offending parent (Kolatisis, 2017).
2). What primary risk factors increase prevalence of psychiatric disorders in children/adolescents following trauma?  
There are many risk factors for the development of PTSD in children who experienced trauma. Kolatisis (2017) and Dorsey, Briggs, and Woods (2011) noted children and adolescences that have acute stress reactions, depression, anxiety, being female, the severity of the trauma, the duration of the trauma, history of loss, parental reaction, and a lack of support systems are more at risk of developing PTSD. The consequences of this trauma include depression, anxiety, addiction, and health problems (Kolatisis, 2017). An example of this would be a child who is physically abused for years in their home and the non-offending parent doesn’t protect the child. However, avoidance is a big risk factors for continuation of PTSD for children that increases other psychiatric disorders (Dorsey, Briggs, & Woods, 2011).
One of the ways to overcome avoidance is to address often times shame children and adolescences feel, creating trust with children and adolescences, and youth feeling there are believed when expressing what happened to them (Dorsey, Briggs, & Woods, 2011). An example of this would be a child who is sexually abused but it told it is their fault or they feel they could have stopped it but didn’t. When it comes to medical issues Carl (2007) noted that children who have major medical issues like a diagnosis of cancer will have higher rates of PTSD based on the treatment intensity and the degree that the diagnosis is life-threatening. A common psychiatric disorder in children and adolescence in children with PTSD include substance abuse and dissociative symptoms including depersonalization and derealization ( Torrico & Mikes, 2024). Kolatisis (2017) noted symptoms in children with PTSD included increase depression, anxiety, addictions, and health problems.
3). How do treatments for trauma-related psychiatric disorders (including PTSD) differ between children/adolescents and adults?  
Based on the symptoms children/adolescence experience when they have PTSD treatment options must address the physical, psychological, and social factors to reduce PTSD (Dorsey, Briggs, & Woods, 2011). Kolatisis (2017) noted that PTSD will be reduced about 50% within the one to six months after the event for most children or adolescence without any treatment. This speaks to a child’s resiliency (Kolatisis, 2017). However, almost half of all children will continue to have PTSD symptoms and need an intervention.  
There are two main types of effective therapeutic techniques for children and adolescents including Trauma-Focused Cognitive Behavioral Therapy (for adults and children) and Cognitive Behavioral Interventions for Trauma in Schools (primarily for children/adolescences) (Dorsey, Briggs, & Woods, 2011). CBT that focuses youth on individual therapy that exposes youth to their trauma-related cues and memories, creating coping skills, managing a child’s anxiety, uses medication like serotonin reuptake inhibitors (SSRI), and parent educational training has been shown to be effective in reducing PTSD in children. Trauma-Informed CBT approaches is effective for reducing PTSD within 12-20 1-hour sessions for children from 3-18 years old (Dorsey, Briggs, & Woods, 2011). CBT uses the PRACTICE technique including psychoeducation, parenting skills, affective modulation skills, cognitive coping skills, trauma narrative/processing, in live exposure, child-parent sessions together, and enhancing a child’s perception of being safe (Dorsey, Briggs, & Woods, 2011).
Cognitive Behavioral Therapy Trauma in Schools (CBT-TS) is another technique specially for youth. CBT-TS tend to break up the 10 sessions into 1 hour group sessions, 1-3 individual sessions, 2-4 joint parent-child sessions, and 1 teacher education session (Dorsey, Briggs, & Woods, 2011). Two other therapeutic techniques I found interesting, included Trauma and Grief Component Therapy (TGBT) as it focused on understanding a child’s grief as it comes to a loss (Dorsey, Briggs, & Woods, 2011). The other CBT technique I found interesting was Combined Parent Child Cognitive-Behavioral Approach (CPC-CBT) for children who are at risk of child abuse (Dorsey, Briggs, & Woods, 2011). I found this CBT approach interesting as it is a good technique that improves parenting skills among abusive parenting, reduces the rates of excessive physical disciplining toward their children, and reduced fear and anxiety in youth (Dorsey, Briggs, & Woods, 2011). Other CBT techniques specifically for teenagers include Structured Psychotherapy for Adolescents Responding to Chronic Stress (SPARCS) and Trauma-Focused Coping (Dorsey, Briggs, & Woods, 2011). One interesting difference in therapeutic techniques for adults with PTSD and youth with PTSD was the use of drugs. McPhillips (2024) on CNN this past week reported on how there was a push for adults to be given MDMA (ecstasy) in order to reduce PTSD (McPhillips, 2024). However, I doubt giving children MDMA would be a good idea.
Bibliography
American Psychological Association. (2024). Trauma. Retrieved from https://www.apa.org/topics/trauma
Dorsey, S., Briggs, E., & Woods, B. (2011). Cognitive-behavioral treatment for posttraumatic stress disorder in children and adolescents. Child Adolescences Psychiatry Clinical North America; 20(2):255-69. doi: 10.1016/j.chc.2011.01.006.
Carll, E.Carll (2007). Trauma Psychology : Issues in Violence, Disaster, Health, and Illness [2 Volumes]. Praeger.
Kolaitis, G. (2017). Trauma and post-traumatic stress disorder in children and adolescents. Journal of Psychotraumatalogy, 8(4) DOI: 10/10180/20008198.2017.1351198
McPhillips, D. (2024). FDA advisers vote against first MDMA therapy to treat PTSD. Retrieved from https://www.cnn.com/2024/06/04/health/mdma-ptsd-fda-advisers/index.html#:~:text=MDMA%20is%20in%20a%20class,communion%2C%20relatedness%20and%20emotional%20openness.&text=A%20federal%20advisory%20committee%20on,for%20post%2Dtraumatic%20stress%20disorder.
Latif, F. F., Yeatermeyer, J., Horne, Z., & Beriwal, S. (2015). Psychological impact of nuclear disasters on children and adolescents. Child and Adolescent Psychiatric Clinics of North America, 24(4), 811-822.
McPhillips, D. (2024). FDA advisers vote against first MDMA therapy to treat PTSD. Retrieved from https://www.cnn.com/2024/06/04/health/mdma-ptsd-fda-advisers/index.html#:~:text=MDMA%20is%20in%20a%20class,communion%2C%20relatedness%20and%20emotional%20openness.&text=A%20federal%20advisory%20committee%20on,for%20post%2Dtraumatic%20stress%20disorder.
Thompson, N., Fiorillo, D., Rothbaum,B., Ressler, K., & Michopoulos V. (2018) Coping strategies as mediators in relation to resilience and posttraumatic stress disorder. Journal of Affect Disorders; 225:153-159. doi: 10.1016/j.jad.2017.08.049.
Torrico, T. & Mikes, B. (2024). Posttraumatic Stress Disorder in Children. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK559140/
Post 2
Sean Suggs posted Jun 11, 2024 4:59 PM
What are the psychological needs of children/adolescents following exposure to trauma and how do they differ from adults? (Are there specific differences depending on the age group for children/adolescents?). Here, include a discussion of how coping with trauma is different for children/adolescents relative to adults.
Trauma can deeply impact people of any age, but the needs and reactions of children and adolescents are distinct because of their developmental stages. Recognizing these differences is essential for offering suitable support. Many young people experience various types of trauma, such as abuse or natural disasters (Kolaitis, 2017). For children who have faced trauma, expressing and validating their emotions is vital. Since children often don’t have the words to articulate complex feelings, they find it helpful to use play therapy, art, and other non-verbal ways to express themselves.
What primary risk factors increase the prevalence of psychiatric disorders in children/adolescents following trauma?  
Trauma in childhood and adolescence can have profound and long-lasting effects on mental health. The prevalence of psychiatric disorders in young individuals following traumatic experiences is influenced by various risk factors that interact in complex ways. Understanding these risk factors is crucial for early intervention and effective support.  According to recent studies; however, even subclinical symptoms of PTSD place children at risk for other psychiatric disorders (Dorsey et al., 2011).
Children and adolescents who already have mental health issues are at an increased risk of developing additional psychiatric disorders following trauma. Pre-existing conditions can exacerbate the impact of trauma, making it more challenging to cope with new stressors. Addressing these risk factors through comprehensive support systems, early intervention, and targeted therapies can help mitigate the adverse effects of trauma and promote better mental health outcomes for affected children and adolescents. Recognizing and addressing these risk factors is essential for parents, educators, healthcare providers, and policymakers to foster a supportive environment that nurtures resilience and recovery.
References,
Dorsey, S., Briggs, E. C., & Woods, B. A. (2011). Cognitive-behavioral treatment for posttraumatic stress disorder in children and adolescents. Child and adolescent psychiatric clinics of North America, 20(2), 255–269. https://doi.org/10.1016/j.chc.2011.01.006
Kolaitis, G. (2017). Trauma and post-traumatic stress disorder in children and adolescents. European Journal of Psychotraumatology, 8(sup4). https://doi.org/10.1080/20008198.2017.1351198
post 3
Brianna Boyd posted Jun 11, 2024 7:00 PM
Hello class and Dr. King,
1). Children differ in psychological needs after experiencing a traumatic event; the needs then vary depending on the age of the child(ren). Younger children may require more physical care than older children, who may focus more on emotional and mental support; the differences vary based on brain development and ability to process the event and its significance. Younger children often cope through art, playing, or reenacting the event. Older children are more able to ask for help or verbally express themselves. However, older children may often analyze the event in-depth, experience high amounts of guilt or shame, and begin to take on the feeling of needing punishment.
Based on the variety of ways children cope based on development level, it is clear how they differ from adults. In comparison, adults can seek help when they feel the need, self-soothe, or have an arsenal of coping mechanisms they may already use from general life experience. Children have to learn what coping is and how to use it.
2). Due to the level of support and care children require, the risk factors for them developing a psychiatric disorder are a little higher. A huge factor can be the amount of love and support in a safe environment, previous exposures to trauma, the loss of someone close to them, and being brought up in an unstable environment. Children do best in secure, familiar, and loving environments.
3). Children naturally tend to be more resilient compared to adults. The best interventions for treating children include family therapy sessions, in which adults learn how to support the child experiencing symptoms, play, art, and cognitive behavioral therapy. Pharmacological treatment for children is not a first-choice intervention. Similarly to adults, other coping mechanisms and interventions may be more effective in long-term symptom management.
Resources: 
Dorsey, S., Briggs, E. C., & Woods, B. A. (2011). Cognitive-behavioral treatment for posttraumatic stress disorder in children and adolescents. Child and adolescent psychiatric clinics of North America, 20(2), 255–269. https://doi.org/10.1016/j.chc.2011.01.006
Elizabeth K. Carll Ph.D. (2007). Trauma Psychology : Issues in Violence, Disaster, Health, and Illness [2 Volumes]. Praeger.

The 5 questions required for each Talk are listed below. These are ESSAY In order to receive full-credit, you must fully answer the questions with well-constructed sentences and thoughtful answers. Please pay attention to grammar. This is the assignment where students lose the most points in this class, typically due to lack of effort.
If I can’t tell that you actually WATCHED the Talk based on your responses, I will not award you credit.
In your own words, summarize the main points of the TED Talk.
What part of the TED Talk was most interesting to you? Least interesting? Why?
Describe one new concept that you learned after watching the TED Talk.
Describe how this TED Talk is related to developmental psychology and what we are currently discussing in class. You may use your book as well as lecture notes to help you answer this question.
Describe how this TED Talk is related to your own development (i.e. what did you get from it/how is it applicable to your own life).

Focus on cultural Compentency
Instructions 
Part 1: 
Compile a minimum of five (5) new (not used in previous courses) peer-reviewed sources, dated within the past 3 years, related to your proposed psychology dissertation topic. A peer-reviewed source is one in which experts in the author’s discipline critically assess a draft of the article prior to publication. Critically analyze and synthesize the content using the chart below: 
Topic:
Complete APA Reference Methodology Problem and Purpose  Limitations Conclusions Diversity of Perspective 
Areas of Convergence (agreement) 
Areas of Divergence (disagreement) Suggestions for Future Research 
APA Reference: Properly formatted APA, 7 References. 
Methodology: Quantitative, Qualitative, Mixed Methods. 
Problem: Research problem (general problem and gap in the literature) stated in the article. 
Purpose: Research purpose addressed in the article. 
Limitations: Limitations of the study stated in article. 
Conclusions: Conclusions (outcomes) of the study stated in the article. 
Diversity of Perspective: How diversity, equity, and inclusion are expressed in the article. 
Areas of Convergence: How conclusions (outcomes) agree with those in other articles selected. 
Areas of Divergence: How conclusions (outcomes) disagree with those in other articles selected.  
Suggestions for Future Research:  Suggestions for Future Research stated in the article. 
Part 2: 
Identify and evaluate two additional potential areas of focus. 
For example, a study that may have been originally focused on the impacts of Covid-19 on vulnerable children may now be narrowed to a) increased aggression in these children or b) changes in cognitive processing resulting from school closures during the pandemic. 
Evaluate how each of these two potential areas of focus will add to the literature and why they are important to study. Include appropriate References and Citations. 
Length: This assignment must be 5-7 pages (Part 1 should be 4-5 pages and Part 2 should be 1-2 pages) (excluding the title and reference pages). 
References: Include a minimum of 7 new additional scholarly resources.