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Category: Psychology

  • [Solved] feedback professor

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    I can see you worked hard to bring in several perspectives, Barbara! One small clarification: Cohen and Schmidt didn’t propose NHST–they critiqued its dominance. Why do you think psychology has been so slow to move away from that binary “significant/not significant” mindset? \ FlawsinNullHypothesi…

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    I can see you worked hard to bring in several perspectives, Barbara! One small clarification: Cohen and Schmidt didn’t propose NHST–they critiqued its dominance. Why do you think psychology has been so slow to move away from that binary “significant/not significant” mindset?
    \
    FlawsinNullHypothesisTesting.docx](https://www.sweetstudy.com/files/flawsinnullhypothesistesting-docx "FlawsinNullHypothesisTesting.docx")

  • [Solved] feedback vin

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    **Null hypothesis testing flaws in research and in the psychology field** Null hypothesis significance testing has been a dominant method in psychological research and is still used, despite significant flaws, in the academic environment, even among experienced researchers. According to Cohen (1990)…

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    **Null hypothesis testing flaws in research and in the psychology field**
    Null hypothesis significance testing has been a dominant method in psychological research and is still used, despite significant flaws, in the academic environment, even among experienced researchers. According to Cohen (1990) and Schmidt (1996), many researchers, including students in graduate programs, emphasize the importance of understanding the magnitude of an effect rather than merely its statistical significance. Using the .05 level for many tests escalates the experiment wise Type I error rate—or in plain English, greatly increases the chances of discovering things that aren't so (Cohen, 1990). Those of us who are the keepers of the methodological and quantitative flame for the field of psychology bear the major responsibility for this failure because we have continued to emphasize significance testing in the training of graduate students despite clear demonstrations of the deficiencies of this approach to data analysis (Schmidt,1996).
    Cohen (1990) and Schmidt (1996) explained several reasons why we should not use Null hypothesis significance testing, especially in the social sciences. The statistics texts on which I was raised and their later editions to which I repeatedly turned in the 1950s and 1960s presented null hypothesis testing a la Fisher as a done deal, as the way to do statistical inference (Cohen, 1990). An essential part of the explanation is that researchers hold false beliefs about significance testing, beliefs that tell them that significance testing offers important benefits to researchers that it in fact does not (Schmidt, 1996). In psychology, and especially in soft psychology, under the way of the Fisherian scheme, there has been little consciousness of how big things are (Cohen, 1990).
    Cohen (1990) and Schmidt (1996) emphasized the criticism of Null hypothesis testing, highlighting a binary decision-making framework where results are either significant or not significant, based on an arbitrary p-value threshold (usually 0.05). The Fisherian null hypothesis does not tell us the probability that the null hypothesis is true; it certainly cannot tell us anything about the probability that the research or alternative hypothesis is true (Cohen, 1990). Both Cohen (1990) and Schmidt (1996) employ the same approach and highlight the neglect of effect sizes and confidence intervals, which provide more informative insights into the data. They argue that meta-analysis would be another way to analyze data and advise against the use of the null hypothesis testing for the future of scientific research. We can no longer tolerate a situation in which our upcoming generation of researchers are being trained to use discredited data analysis methods while the broader research enterprise of which they are to become a part has moved toward improved methods (Schmidt , 1996). A nuanced approach that includes consideration of effect sizes, confidence intervals can be a game changer in research instead of keeping working with the dominant use of null hypothesis significance testing.
    **References**

  • [Solved] Psychology week 5 assignment

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    need help with assignment – ## Week5assgin.docx **## Week5assgin.docx** Visual History of a Social Problem, Part 1 If a picture is worth a thousand words, then imagine how useful images can be to quickly get to know a social problem. While locating lay literature is a good starting place for investi…

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    Assignment Prompt & Instructions

    need help with assignment

    – ## Week5assgin.docx

    **## Week5assgin.docx**

    Visual History of a Social Problem, Part 1

    If a picture is worth a thousand words, then imagine how useful images can be to quickly get to know a social problem.

    While locating lay literature is a good starting place for investigating a selected social problem, you can also use imagery for a more rich and visceral experience, one that can birth new ideas for how communities can respond to the problem with additional research or practice.

    Photovoice is one way to use imagery as a means for advanced observation and critical thinking about a problem. Though Photovoice typically involves the act of taking pictures to more closely examine issues or problems in communities, it is common for adapted Photovoice techniques to be used in social work education, and images themselves can help to “…convey powerful meanings” (Peabody, 2013, p. 258). You can use images throughout history to better understand how and why a social problem evolved into its current form.

    In this Assignment, you will use the
    _Visual History Template_ in your Learning Resources to present a visual history of your selected social problem using adapted Photovoice techniques, like you used in Week 4.

    To Prepare

    · Review the article by Beckett in the Learning Resources.

    · Research and
    **select five historical periods** from the
    _Historical Analysis Worksheet_. You can include the time period from the Week 4 Photovoice Assignment.

    · Review the Photovoice resources by Peabody (2013) and Mulder and Dull (2014), as needed.

    · Open the
    _Visual History Template_ from your Learning Resources.

    By Day 7

    Submit a visual history and audio narration for your selected social problem. Use the PowerPoint Assignment template—titled
    _Visual History Template_—provided in your Learning Resources to complete your PowerPoint presentation.
    **_Then record your PowerPoint audio narration using Kaltura. Your PowerPoint presentation should be no longer than 5 minutes._**

    Your presentation should include the following:

    · A total of five time periods.

    · An
    **introduction slide** with one sentence to describe your selected social problem and an overview of the timeline.

    ·
    **2–3 slides for each time period**, for a total of 10–15 slides. Each slide should include:

    · An image that represents your social problem in this time period, including the citation for the image.

    · Three bullet points next to the image that concisely describe the climate of the time period (social/cultural, political, economic).

    · A completed notes section explaining your selection of the image and how you feel it represents your selected social problem in the time period, including
    **at least one citation** to support your explanation.

    · A
    **summary slide** with 5–7 bullet points that analyzes the evolution of your selected social problem and the social work response. What were the major developments?

    · A
    **final slide** with APA references.

    · An
    **audio narration** of your presentation that is no longer than 5 minutes. You can use your slide notes sections as guidance for your narration.

    Although this is a professional presentation, it is not a formal speech. Imagine that you are presenting your visual history as a webinar session to a group of colleagues at a virtual conference. For example, if you stumble a bit, don’t feel you have to record yourself again.

    However, your video does need to be professional. In other words, conduct yourself as if you were in a professional setting with colleagues. Be sure to record yourself in a room that is quiet and where no one interrupts you.

    For your slides, be sure to:

    · Adhere to APA guidelines.

    · Use evidence to support your claims.

    · Include a reference list.

    For your audio recording, be sure to:

    · Speak clearly and slowly.

    · Use your slides as a guide for delivering your presentation—explain the image selection and its representation of the time period without simply repeating or reading directly from your notes.

    · Work toward giving a professional, polished presentation.

    https://waldenu.instructure.com/courses/183571/pages/week-5-learning-resources?module_item_id=7578993

    **## Week5assgin.docx**

    Visual History of a Social Problem, Part 1

    If a picture is worth a thousand words, then imagine how useful images can be to quickly get to know a social problem.

    While locating lay literature is a good starting place for investigating a selected social problem, you can also use imagery for a more rich and visceral experience, one that can birth new ideas for how communities can respond to the problem with additional research or practice.

    Photovoice is one way to use imagery as a means for advanced observation and critical thinking about a problem. Though Photovoice typically involves the act of taking pictures to more closely examine issues or problems in communities, it is common for adapted Photovoice techniques to be used in social work education, and images themselves can help to “…convey powerful meanings” (Peabody, 2013, p. 258). You can use images throughout history to better understand how and why a social problem evolved into its current form.

    In this Assignment, you will use the
    _Visual History Template_ in your Learning Resources to present a visual history of your selected social problem using adapted Photovoice techniques, like you used in Week 4.

    To Prepare

    · Review the article by Beckett in the Learning Resources.

    · Research and
    **select five historical periods** from the
    _Historical Analysis Worksheet_. You can include the time period from the Week 4 Photovoice Assignment.

    · Review the Photovoice resources by Peabody (2013) and Mulder and Dull (2014), as needed.

    · Open the
    _Visual History Template_ from your Learning Resources.

    By Day 7

    Submit a visual history and audio narration for your selected social problem. Use the PowerPoint Assignment template—titled
    _Visual History Template_—provided in your Learning Resources to complete your PowerPoint presentation.
    **_Then record your PowerPoint audio narration using Kaltura. Your PowerPoint presentation should be no longer than 5 minutes._**

    Your presentation should include the following:

    · A total of five time periods.

    · An
    **introduction slide** with one sentence to describe your selected social problem and an overview of the timeline.

    ·
    **2–3 slides for each time period**, for a total of 10–15 slides. Each slide should include:

    · An image that represents your social problem in this time period, including the citation for the image.

    · Three bullet points next to the image that concisely describe the climate of the time period (social/cultural, political, economic).

    · A completed notes section explaining your selection of the image and how you feel it represents your selected social problem in the time period, including
    **at least one citation** to support your explanation.

    · A
    **summary slide** with 5–7 bullet points that analyzes the evolution of your selected social problem and the social work response. What were the major developments?

    · A
    **final slide** with APA references.

    · An
    **audio narration** of your presentation that is no longer than 5 minutes. You can use your slide notes sections as guidance for your narration.

    Although this is a professional presentation, it is not a formal speech. Imagine that you are presenting your visual history as a webinar session to a group of colleagues at a virtual conference. For example, if you stumble a bit, don’t feel you have to record yourself again.

    However, your video does need to be professional. In other words, conduct yourself as if you were in a professional setting with colleagues. Be sure to record yourself in a room that is quiet and where no one interrupts you.

    For your slides, be sure to:

    · Adhere to APA guidelines.

    · Use evidence to support your claims.

    · Include a reference list.

    For your audio recording, be sure to:

    · Speak clearly and slowly.

    · Use your slides as a guide for delivering your presentation—explain the image selection and its representation of the time period without simply repeating or reading directly from your notes.

    · Work toward giving a professional, polished presentation.

    https://waldenu.instructure.com/courses/183571/pages/week-5-learning-resources?module_item_id=7578993

  • [Solved] Psychology homework

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  • [Solved] ABA Psychology: Behavior intervention plan

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    Hi there I need assistance with creating a behavior intervention plan Due Sunday, September 28th Please provide a turn it in report

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    Assignment Prompt & Instructions

    Hi there I need assistance with creating a behavior intervention plan
    Due Sunday, September 28th
    Please provide a turn it in report

  • [Solved] Culture and Social Justice

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    175 words each discussion post 1 Culture profoundly shapes moral reasoning and our understanding of social justice. Keith (2019) emphasizes that moral values are not universal but are “products of cultural traditions, social institutions, and historical experiences” (p. 362). This means that what on…

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    175 words each
    discussion post 1
    Culture profoundly shapes moral reasoning and our understanding of social justice. Keith (2019) emphasizes that moral values are not universal but are “products of cultural traditions, social institutions, and historical experiences” (p. 362). This means that what one society considers just or fair may differ dramatically from another, depending on whether the culture emphasizes collectivism, individualism, or hierarchical relationships. For example, collectivist cultures may prioritize group harmony and restorative justice, while individualist cultures often focus on personal rights and retributive justice.
    My personal moral compass—grounded in empathy, cultural humility, and trauma-informed values—guides my view of social justice as a process of healing and equity. I believe justice must be inclusive and responsive to systemic harm, especially for survivors and marginalized communities. This aligns with Keith’s assertion that “moral reasoning is shaped by both cultural background and individual experience” (Keith, 2019, p. 365). As someone preparing to work in trauma counseling and probation, I see social justice not just as legal fairness but as a commitment to restoring dignity, addressing harm, and honoring diverse lived experiences.
    Reference
    Keith, K. D. (2019). Cross-cultural psychology (2nd ed.). Wiley.
    discussion post 2
    According to Shweder and colleagues (1998), cultural identity includes our worldview and moral values, shaped through everyday practices and relationships (Keith, 2019). Culture plays a foundational role in shaping moral reasoning. It teaches us what is considered right, fair, or acceptable within a given community. These cultural messages are often absorbed unconsciously, influencing how we interpret justice and respond to inequality. My own worldview has evolved through intentional reflection and accountability, especially as I’ve recognized how dominant cultural norms can obscure or even justify exclusion. Social justice, to me, is not a fixed destination but a dynamic process: one that requires empathy, humility, and a willingness to challenge inherited beliefs. Whether I’m affirming a peer’s perspective, choosing inclusive sources in my academic work, or calling out bias in professional settings, I strive to align my values with my actions. My moral compass doesn’t just guide what I believe, it shapes how I show up for others.
    Cochran and Weaver (2017) argue that moral development is cultivated through exposure to others’ lived experiences and community engagement, and I’ve found that to be true. My understanding of social justice has deepened through proximity to difference and the courage to act. The way I navigate questions of justice has been molded by the people in my life, especially those whose stories, identities, and values have challenged me to think beyond my own experience. As someone raised in a community where certain perspectives were dominant and others often overlooked, I didn’t fully grasp the depth of social justice until I began forming relationships that challenged my assumptions. Looking back, I recognize how self-serving bias shaped my early understanding. I was more likely to view my values as neutral or correct without questioning the cultural lens behind them (Keith, 2019). As I sought out connections with individuals across racial, cultural, and religious lines, as well as those within the LGBTQ+ community, I learned that justice must also account for the quiet struggles people carry, whether shaped by gender, power, or cultural silence.
    References
    Cochran, M., & Weaver, J. (2017). Can virtue be learned? An exploration of student moral development through community engagement. _Journal of College Character, 18_(4), 245–260. [https://doi.org/10.1080/2194587X.2017.1371035](https://doi.org/10.1080/2194587X.2017.1371035)
    Keith, K. D. (2019). _Cross-cultural psychology_ (2nd ed.). Wiley.
    Shweder, R. A., Goodnow, J., Hatano, G., LeVine, H., Markus, H., & Miller, P. (1998). The cultural psychology of development: One mind, many mentalities. In W. Damon (Ed.), _Handbook of child development_ (pp. 865–937). New York, NY: Wiley.

  • [Solved] discussion post

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  • [Solved] Psychology Assignment

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    please follow the instructions and No AI – ## Week6_Assignment4.pdf **## Week6_Assignment4.pdf** Due Oct 5 by 10:59pm Points 50 Submitting a text entry box or a file upload Attempts 0 Allowed Attempts 2 Start Assignment  Back to Week at a Glance (https://waldenu.instructure.com/courses/182224/mod…

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    Assignment Prompt & Instructions

    please follow the instructions and No AI

    – ## Week6_Assignment4.pdf

    **## Week6_Assignment4.pdf**

    Due Oct 5 by 10:59pm
    Points 50
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Start Assignment

     Back to Week at a Glance
    (https://waldenu.instructure.com/courses/182224/modules/items/7585166

    SINGLE-CASE, QUASI-EXPERIMENTAL,
    AND DEVELOPMENTAL RESEARCH

    In basic experimental design, participants are randomly assigned to the condition with the
    independent variable, and a dependent variable is measured to determine whether the independent
    variable had an effect. Because all other variables are held constant, the resulting observed
    differences on the dependent variable are presumed to be due to the independent variable,
    therefore, indicating high internal validity in the research design.

    In the social sciences, however, researchers often want to conduct studies in situations where they
    cannot control certain aspects of the study. It would be disappointing to give up on studying an
    important topic just because the researcher cannot exert control over all the variables in the study
    for logistical or ethical reasons. Chapter 11 focuses on three types of research designs that have
    been devised to address special research problems: single-case experiments, quasi-experimental
    designs, and developmental research designs. As with all research designs covered throughout this
    course, each of these three designs has its distinct advantages and limitations. In this Assignment,
    you will apply concepts related to these three designs and identify associated benefits and
    limitations.

    (https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-
    LgRendition/AdobeStockLicense_281743914.jpeg)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585166](https://waldenu.instructure.com/courses/182224/modules/items/7585166)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585166](https://waldenu.instructure.com/courses/182224/modules/items/7585166)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg)

    To prepare:

    Read Chapter 11.
    Think of a desirable behavior you would like to increase for a young child or a pet or,
    conversely, a problematic behavior you would like to decrease for a child or pet. Design a
    single-case experimental reversal design for your selected behavior that consists of a
    baseline condition (A), treatment condition (B), and return to baseline (A). Consider how you
    would determine the effectiveness of the intervention.

    RESOURCES
    Be sure to review the Learning Resources before completing this activity.

    Review previous chapters if you need to.

    Cozby, P. C., & Bates, S. C. (2024). Methods in behavioral
    research (15th ed.). McGraw Hill.

    Chapter 11, “Single Case, Quasi-Experimental, and
    Developmental Research”

    Avilla, R. (2015, January 3). Alternative methods: 5 –
    developmental research (https://www.youtube.com/watch?
    v=xbVXc5–NGA) [Video]. YouTube. https://www.youtube.com/watch?
    v=xbVXc5–NGA

    Research Methods and Statistics. (2016, September 11). 3.9 quasi-
    experimental designs | quantitative methods | research designs |
    UvA (https://www.youtube.com/watch?v=3N-DKY09GM4) [Video].
    YouTube. https://www.youtube.com/watch?v=3N-DKY09GM4

    ABA Exam Review – Behavior Tech & Behavior Analyst. (2022,
    September 25). Single subject experimental design: Reversal,
    multiple baseline, multielement, changing criterion
    (https://www.youtube.com/watch?v=2SbRfU6Y6d8) [Video].
    YouTube. https://www.youtube.com/watch?v=2SbRfU6Y6d8

    Readings 

    Media 

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    Select a quasi-experimental design that you would implement to compare the effectiveness
    of two different teaching methods on improving memory retention in college students. Plan
    how the design would be set up and carried out, and consider the strengths and limitations
    of using the selected design applied to the study and its variables of interest.
    Consider a contemporary topic or issue in developmental psychology that you could
    investigate with a cross-sectional design (e.g., the effects of social media usage on self-
    esteem across age groups) and how you would set up the design demonstrating at least
    three cross-sections (e.g., ages) of your population of interest. Assess the advantages and
    limitations of the cross-sectional design for investigating causal relationships for your
    topic/issue compared to other developmental research designs, such as longitudinal and/or
    true experiments.

    Submit a 2- to 3-page paper that responds to the following:

    With the “To Prepare” directions in mind, respond to the following prompts in essay format. The
    responses for the three numbered prompts below (including the sub-bullets under each
    number) are designed to be completed concisely within one to two thorough paragraphs for
    each numbered prompt.

    1. Briefly explain the behavior of interest that you would like to either increase or decrease for
    a young child or a pet.

    Describe the single-case experimental reversal design set up that you devised (i.e., the
    ABA conditions).
    Explain how you would determine the effectiveness of the intervention.

    2. Describe the quasi-experimental design, set up, and implementation you would use in order
    to compare the effectiveness of two teaching methods on improving memory retention in
    college students. Also, include:

    Your rationale for selecting the design (over the other quasi-experimental designs)
    One strength and one limitation of using the selected design applied to the study and
    variables of interest

    3. Briefly present the contemporary topic or issue in developmental psychology that you could
    investigate with a cross-sectional Next:

    Describe how you would set up and execute the design.
    Explain one possible benefit and one limitation of the cross-sectional design for
    investigating causal relationships related to your topic/issue compared to other
    developmental research designs, such as longitudinal and/or true experiments.

    Note: Support your responses within your Assignment with evidence from the assigned
    Learning Resources. Provide a reference list for resources you used for this Assignment. Use
    APA style for in-text citations and references.

    BY DAY 7

    PSYC_3003_Week6_Assignment_Rubric

    Before submitting your final assignment, you can check your draft for authenticity. To check
    your draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as
    WK6Assgn_LastName_FirstInitial

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    SUBMISSION INFORMATION

    Criteria Ratings Pts

    Brief
    explanation of
    the behavior of
    interest to either
    increase or
    decrease for a
    young child or a
    pet

    5 pts

    Description of
    the single-case
    experimental
    reversal design
    set up and
    explanation of
    how to
    determine the
    effectiveness of
    the intervention

    10 pts

    5 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    4.25 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    3.75 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    3.25 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    10 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    8.5 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    7.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    6.5 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    Criteria Ratings Pts

    Description of
    the quasi-
    experimental
    design, set up,
    and
    implementation,
    including the
    rationale for
    selecting the
    design

    5 pts

    Description of
    one strength
    and one
    limitation of
    using the
    design in this
    instance

    10 pts

    5 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    4.25 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    3.75 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    3.25 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    10 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    8.5 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    7.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    6.5 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    Criteria Ratings Pts

    Brief overview
    of the
    contemporary
    developmental
    psychology
    topic that could
    be investigated
    with a cross-
    sectional
    design,
    including a
    description of
    the set up and
    execution of the
    design as well
    as an
    explanation of
    one benefit and
    one limitation of
    using cross-
    sectional design
    for investigating
    causal
    relationships
    compared to
    longitudinal
    and/or true
    experiments

    10 pts

    Quality of
    Writing

    10 pts

    10 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    8.5 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    7.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    6.5 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    10 pts
    A

    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling

    8.5 pts
    B

    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own

    7.5 pts
    C

    Writing is
    somewhat
    clear and
    organized
    with some
    MUGS errors.
    Most writing
    is mostly

    6.5 pts
    D

    Writing is
    mostly
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There

    0 pts
    F

    Writing is
    mostly
    unclear
    and/or mostly
    disorganized
    and/or
    contains
    many MUGS

    Criteria Ratings Pts

    Total Points: 50

    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    fully provided
    and correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    mostly
    provided and
    correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    original (i.e.,
    use of own
    words and
    proper
    paraphrasing)
    but may rely
    on the use of
    some direct
    quotations.
    Information
    from the
    Learning
    Resources is
    partially
    provided
    and/or
    incorrectly
    documented
    with
    citation(s)
    and/or
    reference(s),
    and/or
    citations(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.
    Information
    from the
    Learning
    Resources is
    significantly
    lacking and/or
    is incorrectly
    documented
    and/or
    citation(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    errors. There
    is an
    underuse of
    original
    writing and an
    overuse of
    directly
    quoted
    content.
    Information
    from the
    Learning
    Resources is
    absent and/or
    is not cited or
    referenced in
    any way.

    **## Week6_Assignment4.pdf**

    Due Oct 5 by 10:59pm
    Points 50
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Start Assignment

     Back to Week at a Glance
    (https://waldenu.instructure.com/courses/182224/modules/items/7585166

    SINGLE-CASE, QUASI-EXPERIMENTAL,
    AND DEVELOPMENTAL RESEARCH

    In basic experimental design, participants are randomly assigned to the condition with the
    independent variable, and a dependent variable is measured to determine whether the independent
    variable had an effect. Because all other variables are held constant, the resulting observed
    differences on the dependent variable are presumed to be due to the independent variable,
    therefore, indicating high internal validity in the research design.

    In the social sciences, however, researchers often want to conduct studies in situations where they
    cannot control certain aspects of the study. It would be disappointing to give up on studying an
    important topic just because the researcher cannot exert control over all the variables in the study
    for logistical or ethical reasons. Chapter 11 focuses on three types of research designs that have
    been devised to address special research problems: single-case experiments, quasi-experimental
    designs, and developmental research designs. As with all research designs covered throughout this
    course, each of these three designs has its distinct advantages and limitations. In this Assignment,
    you will apply concepts related to these three designs and identify associated benefits and
    limitations.

    (https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-
    LgRendition/AdobeStockLicense_281743914.jpeg)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585166](https://waldenu.instructure.com/courses/182224/modules/items/7585166)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585166](https://waldenu.instructure.com/courses/182224/modules/items/7585166)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_281743914.jpeg)

    To prepare:

    Read Chapter 11.
    Think of a desirable behavior you would like to increase for a young child or a pet or,
    conversely, a problematic behavior you would like to decrease for a child or pet. Design a
    single-case experimental reversal design for your selected behavior that consists of a
    baseline condition (A), treatment condition (B), and return to baseline (A). Consider how you
    would determine the effectiveness of the intervention.

    RESOURCES
    Be sure to review the Learning Resources before completing this activity.

    Review previous chapters if you need to.

    Cozby, P. C., & Bates, S. C. (2024). Methods in behavioral
    research (15th ed.). McGraw Hill.

    Chapter 11, “Single Case, Quasi-Experimental, and
    Developmental Research”

    Avilla, R. (2015, January 3). Alternative methods: 5 –
    developmental research (https://www.youtube.com/watch?
    v=xbVXc5–NGA) [Video]. YouTube. https://www.youtube.com/watch?
    v=xbVXc5–NGA

    Research Methods and Statistics. (2016, September 11). 3.9 quasi-
    experimental designs | quantitative methods | research designs |
    UvA (https://www.youtube.com/watch?v=3N-DKY09GM4) [Video].
    YouTube. https://www.youtube.com/watch?v=3N-DKY09GM4

    ABA Exam Review – Behavior Tech & Behavior Analyst. (2022,
    September 25). Single subject experimental design: Reversal,
    multiple baseline, multielement, changing criterion
    (https://www.youtube.com/watch?v=2SbRfU6Y6d8) [Video].
    YouTube. https://www.youtube.com/watch?v=2SbRfU6Y6d8

    Readings 

    Media 

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=xbVXc5–NGA](https://www.youtube.com/watch?v=xbVXc5–NGA)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=3N-DKY09GM4](https://www.youtube.com/watch?v=3N-DKY09GM4)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    [https://www.youtube.com/watch?v=2SbRfU6Y6d8](https://www.youtube.com/watch?v=2SbRfU6Y6d8)

    Select a quasi-experimental design that you would implement to compare the effectiveness
    of two different teaching methods on improving memory retention in college students. Plan
    how the design would be set up and carried out, and consider the strengths and limitations
    of using the selected design applied to the study and its variables of interest.
    Consider a contemporary topic or issue in developmental psychology that you could
    investigate with a cross-sectional design (e.g., the effects of social media usage on self-
    esteem across age groups) and how you would set up the design demonstrating at least
    three cross-sections (e.g., ages) of your population of interest. Assess the advantages and
    limitations of the cross-sectional design for investigating causal relationships for your
    topic/issue compared to other developmental research designs, such as longitudinal and/or
    true experiments.

    Submit a 2- to 3-page paper that responds to the following:

    With the “To Prepare” directions in mind, respond to the following prompts in essay format. The
    responses for the three numbered prompts below (including the sub-bullets under each
    number) are designed to be completed concisely within one to two thorough paragraphs for
    each numbered prompt.

    1. Briefly explain the behavior of interest that you would like to either increase or decrease for
    a young child or a pet.

    Describe the single-case experimental reversal design set up that you devised (i.e., the
    ABA conditions).
    Explain how you would determine the effectiveness of the intervention.

    2. Describe the quasi-experimental design, set up, and implementation you would use in order
    to compare the effectiveness of two teaching methods on improving memory retention in
    college students. Also, include:

    Your rationale for selecting the design (over the other quasi-experimental designs)
    One strength and one limitation of using the selected design applied to the study and
    variables of interest

    3. Briefly present the contemporary topic or issue in developmental psychology that you could
    investigate with a cross-sectional Next:

    Describe how you would set up and execute the design.
    Explain one possible benefit and one limitation of the cross-sectional design for
    investigating causal relationships related to your topic/issue compared to other
    developmental research designs, such as longitudinal and/or true experiments.

    Note: Support your responses within your Assignment with evidence from the assigned
    Learning Resources. Provide a reference list for resources you used for this Assignment. Use
    APA style for in-text citations and references.

    BY DAY 7

    PSYC_3003_Week6_Assignment_Rubric

    Before submitting your final assignment, you can check your draft for authenticity. To check
    your draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as
    WK6Assgn_LastName_FirstInitial

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    SUBMISSION INFORMATION

    Criteria Ratings Pts

    Brief
    explanation of
    the behavior of
    interest to either
    increase or
    decrease for a
    young child or a
    pet

    5 pts

    Description of
    the single-case
    experimental
    reversal design
    set up and
    explanation of
    how to
    determine the
    effectiveness of
    the intervention

    10 pts

    5 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    4.25 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    3.75 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    3.25 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    10 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    8.5 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    7.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    6.5 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    Criteria Ratings Pts

    Description of
    the quasi-
    experimental
    design, set up,
    and
    implementation,
    including the
    rationale for
    selecting the
    design

    5 pts

    Description of
    one strength
    and one
    limitation of
    using the
    design in this
    instance

    10 pts

    5 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    4.25 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    3.75 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    3.25 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    10 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    8.5 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    7.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    6.5 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    Criteria Ratings Pts

    Brief overview
    of the
    contemporary
    developmental
    psychology
    topic that could
    be investigated
    with a cross-
    sectional
    design,
    including a
    description of
    the set up and
    execution of the
    design as well
    as an
    explanation of
    one benefit and
    one limitation of
    using cross-
    sectional design
    for investigating
    causal
    relationships
    compared to
    longitudinal
    and/or true
    experiments

    10 pts

    Quality of
    Writing

    10 pts

    10 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    8.5 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    7.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    6.5 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    10 pts
    A

    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling

    8.5 pts
    B

    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own

    7.5 pts
    C

    Writing is
    somewhat
    clear and
    organized
    with some
    MUGS errors.
    Most writing
    is mostly

    6.5 pts
    D

    Writing is
    mostly
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There

    0 pts
    F

    Writing is
    mostly
    unclear
    and/or mostly
    disorganized
    and/or
    contains
    many MUGS

    Criteria Ratings Pts

    Total Points: 50

    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    fully provided
    and correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    mostly
    provided and
    correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    original (i.e.,
    use of own
    words and
    proper
    paraphrasing)
    but may rely
    on the use of
    some direct
    quotations.
    Information
    from the
    Learning
    Resources is
    partially
    provided
    and/or
    incorrectly
    documented
    with
    citation(s)
    and/or
    reference(s),
    and/or
    citations(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.
    Information
    from the
    Learning
    Resources is
    significantly
    lacking and/or
    is incorrectly
    documented
    and/or
    citation(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    errors. There
    is an
    underuse of
    original
    writing and an
    overuse of
    directly
    quoted
    content.
    Information
    from the
    Learning
    Resources is
    absent and/or
    is not cited or
    referenced in
    any way.

  • [Solved] Psychology Psych week 3 assignment

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    – ## assgncopy.docx **## assgncopy.docx** IMMERSION PROJECT—IDENTIFY A CULTURE · This is the first Assignment of many in the coming weeks that will help you complete your Immersion Project. For this Assignment, you will identify a culture to focus on for your project. Keep in mind that the term “cul…

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    – ## assgncopy.docx

    **## assgncopy.docx**

    IMMERSION PROJECT—IDENTIFY A CULTURE

    · This is the first Assignment of many in the coming weeks that will help you complete your Immersion Project. For this Assignment, you will identify a culture to focus on for your project. Keep in mind that the term “culture” is not limited to a particular race or ethnicity but is much broader and includes gender, age, sexual orientation, socioeconomic status, physical ability, religion, political affiliations, immigration status, military membership, etc. It would be wise to select a culture that you know little about, one that you anticipate encountering often in your work as an advanced human services professional practitioner, and one that you are able to access through planned actiSelect a culture to focus on for your Immersion Project that is different from the culture(s) with which you identify. You may select a culture that is discussed in this week’s Learning Resources or one that is not.

    · Find an activity of the culture that you could observe before Day 7 of Week 4.

    · Consider how the culture you select is different from the culture(s) with which you identify.

    · Reflect on your current perceptions of the culture you selected.

    BY DAY 7

    Submit a 1- to 2-page paper that addresses the following:

    · Identify the culture you will focus on for your Immersion Project and the activity of the culture you plan on observing (e.g., attend a religious service; take a tour of the group’s community; or attend a gathering, festival, culture-themed play, tour, or exhibit). Explain how this culture is different from the culture(s) with which you identify. Differences should include both the obvious (visible differences, etc.) and the not so obvious (religious beliefs, sexual orientation, etc.).

    · Explain your current perceptions of this culture. Your perceptions should include what you were told about this culture as you were growing up (if anything), what your sources of information about this culture have been in the past, and why you have an interest in this culture.

    Activities in your community (e.g., religious service, festival, exhibit, etc.).

    Resources/References

    Diller, J. V. (2019).
    _Cultural diversity: A primer for the human services_  (6th ed.). Cengage Learning.

    · Chapter 3, “Working With Culturally Diverse Clients” (pp. 37–46 only)

    · Chapter 4, “Understanding Racism, Prejudice, and White Privilege” (pp. 58-93)

    · Brimhall, K. C., & Mor Barak, M. E. (2018). T
    [he critical role of workplace inclusion in fostering innovation, job satisfaction, and quality of care in a diverse human service organizationLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=133104247&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _Human Service Organizations: Management, Leadership & Governance, 42_ (5), 474–492. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1080/23303131.2018.1526151
    [Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=133104247&site=eds-live&scope=site&authtype=shib&custid=s6527200)

    · Datti, P. A., & Conyers, L. M. (2019).
    [Examining differences of human service utilization among Latino men living with HIV and varied racial identificationsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=142858019&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _Journal of Human Services, 39_ (1), 19–32.

    [Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=142858019&site=eds-live&scope=site&authtype=shib&custid=s6527200)

    · Moscoso, V. (2020, July).
    [Black Lives MatterLinks to an external site.](https://www.nationalhumanservices.org/human-services-today-magazine) _. Human Services Today, 1_(2), 5. https://www.nationalhumanservices.org/human-services-today-magazine

    **Note:** Go to Volume 1, Issue 2 of the July 2020 edition, find the article titled, "Black Live Matter, to begin reading the article.

    [Links to an external site.](https://www.nationalhumanservices.org/human-services-today-magazine)

    · Sparkman-Key, N., Meade, N., & Borden, N. (2019).
    [Advancing the field of human services: LGBT competenciesLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=142858023&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _Journal of Human Services, 39_ (1), 73–84. https://digitalcommons.odu.e

    **## assgncopy.docx**

    IMMERSION PROJECT—IDENTIFY A CULTURE

    · This is the first Assignment of many in the coming weeks that will help you complete your Immersion Project. For this Assignment, you will identify a culture to focus on for your project. Keep in mind that the term “culture” is not limited to a particular race or ethnicity but is much broader and includes gender, age, sexual orientation, socioeconomic status, physical ability, religion, political affiliations, immigration status, military membership, etc. It would be wise to select a culture that you know little about, one that you anticipate encountering often in your work as an advanced human services professional practitioner, and one that you are able to access through planned actiSelect a culture to focus on for your Immersion Project that is different from the culture(s) with which you identify. You may select a culture that is discussed in this week’s Learning Resources or one that is not.

    · Find an activity of the culture that you could observe before Day 7 of Week 4.

    · Consider how the culture you select is different from the culture(s) with which you identify.

    · Reflect on your current perceptions of the culture you selected.

    BY DAY 7

    Submit a 1- to 2-page paper that addresses the following:

    · Identify the culture you will focus on for your Immersion Project and the activity of the culture you plan on observing (e.g., attend a religious service; take a tour of the group’s community; or attend a gathering, festival, culture-themed play, tour, or exhibit). Explain how this culture is different from the culture(s) with which you identify. Differences should include both the obvious (visible differences, etc.) and the not so obvious (religious beliefs, sexual orientation, etc.).

    · Explain your current perceptions of this culture. Your perceptions should include what you were told about this culture as you were growing up (if anything), what your sources of information about this culture have been in the past, and why you have an interest in this culture.

    Activities in your community (e.g., religious service, festival, exhibit, etc.).

    Resources/References

    Diller, J. V. (2019).
    _Cultural diversity: A primer for the human services_  (6th ed.). Cengage Learning.

    · Chapter 3, “Working With Culturally Diverse Clients” (pp. 37–46 only)

    · Chapter 4, “Understanding Racism, Prejudice, and White Privilege” (pp. 58-93)

    · Brimhall, K. C., & Mor Barak, M. E. (2018). T
    [he critical role of workplace inclusion in fostering innovation, job satisfaction, and quality of care in a diverse human service organizationLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=133104247&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _Human Service Organizations: Management, Leadership & Governance, 42_ (5), 474–492. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1080/23303131.2018.1526151
    [Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=133104247&site=eds-live&scope=site&authtype=shib&custid=s6527200)

    · Datti, P. A., & Conyers, L. M. (2019).
    [Examining differences of human service utilization among Latino men living with HIV and varied racial identificationsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=142858019&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _Journal of Human Services, 39_ (1), 19–32.

    [Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=142858019&site=eds-live&scope=site&authtype=shib&custid=s6527200)

    · Moscoso, V. (2020, July).
    [Black Lives MatterLinks to an external site.](https://www.nationalhumanservices.org/human-services-today-magazine) _. Human Services Today, 1_(2), 5. https://www.nationalhumanservices.org/human-services-today-magazine

    **Note:** Go to Volume 1, Issue 2 of the July 2020 edition, find the article titled, "Black Live Matter, to begin reading the article.

    [Links to an external site.](https://www.nationalhumanservices.org/human-services-today-magazine)

    · Sparkman-Key, N., Meade, N., & Borden, N. (2019).
    [Advancing the field of human services: LGBT competenciesLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=142858023&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _Journal of Human Services, 39_ (1), 73–84. https://digitalcommons.odu.e

  • [Solved] Reflection 4

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    \ IMG_0117.png](https://www.sweetstudy.com/files/img-0117-png-10399517 "IMG_0117.png")

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    \
    IMG_0117.png](https://www.sweetstudy.com/files/img-0117-png-10399517 "IMG_0117.png")