Category: Psychology

  • [Solved] Psychology homework

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  • [Solved] Social Psychology

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    Read and discuss **files (1)** – ## Week1Discussion-MainpostdueSunday6-14CommentsDueTuesday6-16-PSYC2.pdf **## Week1Discussion-MainpostdueSunday6-14CommentsDueTuesday6-16-PSYC2.pdf** Week 1 Discussion- Main post due Sunday 6/14, Comments Due Tuesday 6/16 Due on Jun 16, 2026 11:59 PM AS Discussions L…

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    Read and discuss

    **files (1)**

    – ## Week1Discussion-MainpostdueSunday6-14CommentsDueTuesday6-16-PSYC2.pdf

    **## Week1Discussion-MainpostdueSunday6-14CommentsDueTuesday6-16-PSYC2.pdf**

    Week 1 Discussion- Main post
    due Sunday 6/14, Comments
    Due Tuesday 6/16
    Due on Jun 16, 2026 11:59 PM

    AS

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    To begin, this week the text introduces you to the foundations of Social

    Psychology. In doing so it presents various forms by which social psychologists

    collect information from which they develop and test theories describing individual

    human behavior in social settings. One of the more predominant ways in which

    information is collected is through observation.

    This week, you will each become budding social psychologists. Our goal for this

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261406/View 7/7/26, 10:32 PM
    Page 1 of 13

    activity and discussion is to gain a deeper understanding of the relevance of

    observation skills have within the science of psychology. In addition, I want you to

    start to look at the social world around you with a renewed interest. Much of what

    we will be discussing and learning within this course impacts each and every one of

    us on a daily basis.

    YOUR TASK:

    First Did you read chapter 1? If not, stop reading this and go back and read the

    chapter.

    Second What popped out at you? If nothing, go back and re-read (don't just skim).

    Did you notice anything in your life (friends, family, work) that made you think of

    what you read?

    Third In AT LEAST 2 paragraphs (10 sentences, 300 words, using a phrase like

    because, therefore, hence) describe how something from your life relates to

    something in the chapter. Basically, share an anecdote. Be sure to cite the section

    in the chapter where you found it. Give your fellow students something to read

    and something from which to learn. Make sure you do this by Sunday. You must

    include 2 vocabulary terms from this week's reading. Please try to specify from

    which section in the textbook you found your information.

    RESPOND TO TWO (2) PEER ENTRIES

    2. Respond to two of your classmates' observation postings. In 4+ sentences,

    share how their posting reinforces your understanding of a course concept

    introduced in Chapter 1. Provide constructive, thoughtful feedback designed to

    build an engaging dialogue. To achieve this, you can expand upon the discussion

    through the addition of websites, articles, interactive tutorials, or videos.

    Refer back to the rubric. If you think you deserve a 24, did you write an AMAZING

    post? Multiple page numbers? Multiple sources?

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261406/View 7/7/26, 10:32 PM
    Page 2 of 13

    Feedback 0 / 40 0 %

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    Week 1
    Megan Faidley posted Jun 19, 2026 2:34 AM Subscribe

    1. Yes

    2. While reading this week's chapter, the concept that immediately stood

    out to me was hindsight bias. This phenomenon, often referred to as the

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261406/View 7/7/26, 10:32 PM
    Page 3 of 13

    **## Week1Discussion-MainpostdueSunday6-14CommentsDueTuesday6-16-PSYC2.pdf**

    Week 1 Discussion- Main post
    due Sunday 6/14, Comments
    Due Tuesday 6/16
    Due on Jun 16, 2026 11:59 PM

    AS

    Discussions List View Topic

    Search Week 1 Discussion- Main post due Su…

    Subscribe

    To begin, this week the text introduces you to the foundations of Social

    Psychology. In doing so it presents various forms by which social psychologists

    collect information from which they develop and test theories describing individual

    human behavior in social settings. One of the more predominant ways in which

    information is collected is through observation.

    This week, you will each become budding social psychologists. Our goal for this

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261406/View 7/7/26, 10:32 PM
    Page 1 of 13

    activity and discussion is to gain a deeper understanding of the relevance of

    observation skills have within the science of psychology. In addition, I want you to

    start to look at the social world around you with a renewed interest. Much of what

    we will be discussing and learning within this course impacts each and every one of

    us on a daily basis.

    YOUR TASK:

    First Did you read chapter 1? If not, stop reading this and go back and read the

    chapter.

    Second What popped out at you? If nothing, go back and re-read (don't just skim).

    Did you notice anything in your life (friends, family, work) that made you think of

    what you read?

    Third In AT LEAST 2 paragraphs (10 sentences, 300 words, using a phrase like

    because, therefore, hence) describe how something from your life relates to

    something in the chapter. Basically, share an anecdote. Be sure to cite the section

    in the chapter where you found it. Give your fellow students something to read

    and something from which to learn. Make sure you do this by Sunday. You must

    include 2 vocabulary terms from this week's reading. Please try to specify from

    which section in the textbook you found your information.

    RESPOND TO TWO (2) PEER ENTRIES

    2. Respond to two of your classmates' observation postings. In 4+ sentences,

    share how their posting reinforces your understanding of a course concept

    introduced in Chapter 1. Provide constructive, thoughtful feedback designed to

    build an engaging dialogue. To achieve this, you can expand upon the discussion

    through the addition of websites, articles, interactive tutorials, or videos.

    Refer back to the rubric. If you think you deserve a 24, did you write an AMAZING

    post? Multiple page numbers? Multiple sources?

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261406/View 7/7/26, 10:32 PM
    Page 2 of 13

    Feedback 0 / 40 0 %

    Rubrics

    Participation

    Start a New Thread

    Filter by:

    Sort by:

    Most Recent Activity
    All Threads

    Week 1
    Megan Faidley posted Jun 19, 2026 2:34 AM Subscribe

    1. Yes

    2. While reading this week's chapter, the concept that immediately stood

    out to me was hindsight bias. This phenomenon, often referred to as the

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261406/View 7/7/26, 10:32 PM
    Page 3 of 13

  • [Solved] Discussion post

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  • [Solved] nursing & critical thinking

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    **files (3)** – ## CriticalThinkingLieDetection.docx – ## CriticalThinkingTheChallengeofObesityWeightControl.docx – ## Nursingwk6.docx **## CriticalThinkingLieDetection.docx** **Critical Thinking: Lie Detection** After reviewing reviewing the information about polygraphs (see below), answer the foll…

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    **files (3)**

    – ## CriticalThinkingLieDetection.docx

    – ## CriticalThinkingTheChallengeofObesityWeightControl.docx

    – ## Nursingwk6.docx

    **## CriticalThinkingLieDetection.docx**

    **Critical Thinking: Lie Detection**

    After reviewing reviewing the information about polygraphs (see below), answer the following questions:

    · Imagine that, when taking a lie detector (polygraph) test, a person accused of theft is asked: “Did you take something without paying for it?” If, when answering “No,” they exhibit elevated arousal, would this confirm that they are lying? Explain.

    · How might polygraph examiners maximize the accuracy of their results?

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 354 in your e-Book.**

    ![A screenshot of a computer Description automatically generated](https://www.sweetstudy.com/questions/nursing-and-critical-thinking)

    ## image1.png

    **## CriticalThinkingTheChallengeofObesityWeightControl.docx**

    **Critical Thinking: The Challenge of Obesity & Weight Control**

    After reviewing the information about obesity and weight control (see below), answer the following questions:

    · What risks are associated with obesity?

    · Stefani presumes that Clarence is overweight because he eats too much and does not exercise enough. What other factors might be influencing Clarence’s weight?

    · Clarence tells Stefani there’s nothing he can do about his weight. But there are environmental factors that might make a difference. What are they?

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 345 in your e-Book.**

    ![A poster with text and images Description automatically generated](https://www.sweetstudy.com/questions/nursing-and-critical-thinking)

    ## image1.png

    **## Nursingwk6.docx**

    **DQ # 6**

    Review the NC Association of Nursing Students website,
    [https://ncans.org/Links to an external site.](https://ncans.org/).

    **Discuss the benefits to being part of this type of organization as you are enrolled in nursing school.  (300 words)**

    **DQ # 7 (C)**

    **Critical Thinking Assignments**

    To access the assignments, click on the links below. Once you click on the link, download it to your computer. Once you complete the assignment, save it on your computer and then submit it as an attachment.

    [Critical Thinking The Challenge of Obesity & Weight Control.docx](https://uncfsu.instructure.com/courses/50631/files/10107940?wrap=1) [Download Critical Thinking The Challenge of Obesity & Weight Control.docx](https://uncfsu.instructure.com/courses/50631/files/10107940/download?download_frd=1)

    [Critical Thinking Lie Detection.docx](https://uncfsu.instructure.com/courses/50631/files/10107941?wrap=1) [Download Critical Thinking Lie Detection.docx](https://uncfsu.instructure.com/courses/50631/files/10107941/download?download_frd=1)

    **DQ # 8**

    **Chapter 11 Discussion Board: Stress, Health and Human Flourishing**

    **Hello, Welcome to Chapter 11 Discussion Board.  This week discussion topic: What Is Your Perceived Stress Level.** Your answer to the discussion question should be in paragraph format. A paragraph is a minimum of  5 complete sentences. You can add more sentences if you like.
    **Be sure to include information from the textbook and to cite the textbook (according to the textbook or the textbook stated).** You can also use outside sources if you like but be sure to reference them (APA format).

    **Perceived Stress Scale (PSS)** [**https://www.das.nh.gov/wellness/docs/percieved%20stress%20scale.pdf**](https://www.das.nh.gov/wellness/docs/percieved%20stress%20scale.pdf)

    The Perceived Stress Scale is a widely used psychological instrument for measuring the perception of stress. It measures the degree to which situations in one’s life are appraised as stressful. The questions in the PSS ask about feelings and thoughts during the last month. In each case, respondents are asked how often they felt a certain way.

    1. For this discussion board you have to complete the Perceived Stress Scale.

    2. To access the scale, go to page 365 in your e-book (textbook).  Please follow the instructions in your book.  It also gives instructions on how to score it.

    3. After completing the scale answer the following questions:

    ·
    **Do you agree with the results. Why or Why Not? Be specific.**

    ·
    **If you scored high, would you be willing to learn some strategies on how to reduce your stress?**

    · If so, your textbook list some strategies; exercise, relaxation, meditation and active spiritual engagement. Which ones are you willing to try? Indicate why you would try these strategies.

    ·
    **If you scored moderate, you are closed to becoming stress, are you willing to try the strategies I listed above to lower your stress level? If so, which ones.**

    ·
    **If you scored low, you most likely have some strategies in place, please share what you do to keep your stress level low**

    **## Nursingwk6.docx**

    **DQ # 6**

    Review the NC Association of Nursing Students website,
    [https://ncans.org/Links to an external site.](https://ncans.org/).

    **Discuss the benefits to being part of this type of organization as you are enrolled in nursing school.  (300 words)**

    **DQ # 7 (C)**

    **Critical Thinking Assignments**

    To access the assignments, click on the links below. Once you click on the link, download it to your computer. Once you complete the assignment, save it on your computer and then submit it as an attachment.

    [Critical Thinking The Challenge of Obesity & Weight Control.docx](https://uncfsu.instructure.com/courses/50631/files/10107940?wrap=1) [Download Critical Thinking The Challenge of Obesity & Weight Control.docx](https://uncfsu.instructure.com/courses/50631/files/10107940/download?download_frd=1)

    [Critical Thinking Lie Detection.docx](https://uncfsu.instructure.com/courses/50631/files/10107941?wrap=1) [Download Critical Thinking Lie Detection.docx](https://uncfsu.instructure.com/courses/50631/files/10107941/download?download_frd=1)

    **DQ # 8**

    **Chapter 11 Discussion Board: Stress, Health and Human Flourishing**

    **Hello, Welcome to Chapter 11 Discussion Board.  This week discussion topic: What Is Your Perceived Stress Level.** Your answer to the discussion question should be in paragraph format. A paragraph is a minimum of  5 complete sentences. You can add more sentences if you like.
    **Be sure to include information from the textbook and to cite the textbook (according to the textbook or the textbook stated).** You can also use outside sources if you like but be sure to reference them (APA format).

    **Perceived Stress Scale (PSS)** [**https://www.das.nh.gov/wellness/docs/percieved%20stress%20scale.pdf**](https://www.das.nh.gov/wellness/docs/percieved%20stress%20scale.pdf)

    The Perceived Stress Scale is a widely used psychological instrument for measuring the perception of stress. It measures the degree to which situations in one’s life are appraised as stressful. The questions in the PSS ask about feelings and thoughts during the last month. In each case, respondents are asked how often they felt a certain way.

    1. For this discussion board you have to complete the Perceived Stress Scale.

    2. To access the scale, go to page 365 in your e-book (textbook).  Please follow the instructions in your book.  It also gives instructions on how to score it.

    3. After completing the scale answer the following questions:

    ·
    **Do you agree with the results. Why or Why Not? Be specific.**

    ·
    **If you scored high, would you be willing to learn some strategies on how to reduce your stress?**

    · If so, your textbook list some strategies; exercise, relaxation, meditation and active spiritual engagement. Which ones are you willing to try? Indicate why you would try these strategies.

    ·
    **If you scored moderate, you are closed to becoming stress, are you willing to try the strategies I listed above to lower your stress level? If so, which ones.**

    ·
    **If you scored low, you most likely have some strategies in place, please share what you do to keep your stress level low**

    **## CriticalThinkingLieDetection.docx**

    **Critical Thinking: Lie Detection**

    After reviewing reviewing the information about polygraphs (see below), answer the following questions:

    · Imagine that, when taking a lie detector (polygraph) test, a person accused of theft is asked: “Did you take something without paying for it?” If, when answering “No,” they exhibit elevated arousal, would this confirm that they are lying? Explain.

    · How might polygraph examiners maximize the accuracy of their results?

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 354 in your e-Book.**

    ![A screenshot of a computer Description automatically generated](https://www.sweetstudy.com/questions/nursing-and-critical-thinking)

    ## image1.png

    **## CriticalThinkingTheChallengeofObesityWeightControl.docx**

    **Critical Thinking: The Challenge of Obesity & Weight Control**

    After reviewing the information about obesity and weight control (see below), answer the following questions:

    · What risks are associated with obesity?

    · Stefani presumes that Clarence is overweight because he eats too much and does not exercise enough. What other factors might be influencing Clarence’s weight?

    · Clarence tells Stefani there’s nothing he can do about his weight. But there are environmental factors that might make a difference. What are they?

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 345 in your e-Book.**

    ![A poster with text and images Description automatically generated](https://www.sweetstudy.com/questions/nursing-and-critical-thinking)

    ## image1.png

    **## Nursingwk6.docx**

    **DQ # 6**

    Review the NC Association of Nursing Students website,
    [https://ncans.org/Links to an external site.](https://ncans.org/).

    **Discuss the benefits to being part of this type of organization as you are enrolled in nursing school.  (300 words)**

    **DQ # 7 (C)**

    **Critical Thinking Assignments**

    To access the assignments, click on the links below. Once you click on the link, download it to your computer. Once you complete the assignment, save it on your computer and then submit it as an attachment.

    [Critical Thinking The Challenge of Obesity & Weight Control.docx](https://uncfsu.instructure.com/courses/50631/files/10107940?wrap=1) [Download Critical Thinking The Challenge of Obesity & Weight Control.docx](https://uncfsu.instructure.com/courses/50631/files/10107940/download?download_frd=1)

    [Critical Thinking Lie Detection.docx](https://uncfsu.instructure.com/courses/50631/files/10107941?wrap=1) [Download Critical Thinking Lie Detection.docx](https://uncfsu.instructure.com/courses/50631/files/10107941/download?download_frd=1)

    **DQ # 8**

    **Chapter 11 Discussion Board: Stress, Health and Human Flourishing**

    **Hello, Welcome to Chapter 11 Discussion Board.  This week discussion topic: What Is Your Perceived Stress Level.** Your answer to the discussion question should be in paragraph format. A paragraph is a minimum of  5 complete sentences. You can add more sentences if you like.
    **Be sure to include information from the textbook and to cite the textbook (according to the textbook or the textbook stated).** You can also use outside sources if you like but be sure to reference them (APA format).

    **Perceived Stress Scale (PSS)** [**https://www.das.nh.gov/wellness/docs/percieved%20stress%20scale.pdf**](https://www.das.nh.gov/wellness/docs/percieved%20stress%20scale.pdf)

    The Perceived Stress Scale is a widely used psychological instrument for measuring the perception of stress. It measures the degree to which situations in one’s life are appraised as stressful. The questions in the PSS ask about feelings and thoughts during the last month. In each case, respondents are asked how often they felt a certain way.

    1. For this discussion board you have to complete the Perceived Stress Scale.

    2. To access the scale, go to page 365 in your e-book (textbook).  Please follow the instructions in your book.  It also gives instructions on how to score it.

    3. After completing the scale answer the following questions:

    ·
    **Do you agree with the results. Why or Why Not? Be specific.**

    ·
    **If you scored high, would you be willing to learn some strategies on how to reduce your stress?**

    · If so, your textbook list some strategies; exercise, relaxation, meditation and active spiritual engagement. Which ones are you willing to try? Indicate why you would try these strategies.

    ·
    **If you scored moderate, you are closed to becoming stress, are you willing to try the strategies I listed above to lower your stress level? If so, which ones.**

    ·
    **If you scored low, you most likely have some strategies in place, please share what you do to keep your stress level low**

    **## CriticalThinkingLieDetection.docx**

    **Critical Thinking: Lie Detection**

    After reviewing reviewing the information about polygraphs (see below), answer the following questions:

    · Imagine that, when taking a lie detector (polygraph) test, a person accused of theft is asked: “Did you take something without paying for it?” If, when answering “No,” they exhibit elevated arousal, would this confirm that they are lying? Explain.

    · How might polygraph examiners maximize the accuracy of their results?

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 354 in your e-Book.**

    ![A screenshot of a computer Description automatically generated](https://www.sweetstudy.com/questions/nursing-and-critical-thinking)

    ## image1.png

    **## CriticalThinkingTheChallengeofObesityWeightControl.docx**

    **Critical Thinking: The Challenge of Obesity & Weight Control**

    After reviewing the information about obesity and weight control (see below), answer the following questions:

    · What risks are associated with obesity?

    · Stefani presumes that Clarence is overweight because he eats too much and does not exercise enough. What other factors might be influencing Clarence’s weight?

    · Clarence tells Stefani there’s nothing he can do about his weight. But there are environmental factors that might make a difference. What are they?

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 345 in your e-Book.**

    ![A poster with text and images Description automatically generated](https://www.sweetstudy.com/questions/nursing-and-critical-thinking)

    ## image1.png

    **## Nursingwk6.docx**

    **DQ # 6**

    Review the NC Association of Nursing Students website,
    [https://ncans.org/Links to an external site.](https://ncans.org/).

    **Discuss the benefits to being part of this type of organization as you are enrolled in nursing school.  (300 words)**

    **DQ # 7 (C)**

    **Critical Thinking Assignments**

    To access the assignments, click on the links below. Once you click on the link, download it to your computer. Once you complete the assignment, save it on your computer and then submit it as an attachment.

    [Critical Thinking The Challenge of Obesity & Weight Control.docx](https://uncfsu.instructure.com/courses/50631/files/10107940?wrap=1) [Download Critical Thinking The Challenge of Obesity & Weight Control.docx](https://uncfsu.instructure.com/courses/50631/files/10107940/download?download_frd=1)

    [Critical Thinking Lie Detection.docx](https://uncfsu.instructure.com/courses/50631/files/10107941?wrap=1) [Download Critical Thinking Lie Detection.docx](https://uncfsu.instructure.com/courses/50631/files/10107941/download?download_frd=1)

    **DQ # 8**

    **Chapter 11 Discussion Board: Stress, Health and Human Flourishing**

    **Hello, Welcome to Chapter 11 Discussion Board.  This week discussion topic: What Is Your Perceived Stress Level.** Your answer to the discussion question should be in paragraph format. A paragraph is a minimum of  5 complete sentences. You can add more sentences if you like.
    **Be sure to include information from the textbook and to cite the textbook (according to the textbook or the textbook stated).** You can also use outside sources if you like but be sure to reference them (APA format).

    **Perceived Stress Scale (PSS)** [**https://www.das.nh.gov/wellness/docs/percieved%20stress%20scale.pdf**](https://www.das.nh.gov/wellness/docs/percieved%20stress%20scale.pdf)

    The Perceived Stress Scale is a widely used psychological instrument for measuring the perception of stress. It measures the degree to which situations in one’s life are appraised as stressful. The questions in the PSS ask about feelings and thoughts during the last month. In each case, respondents are asked how often they felt a certain way.

    1. For this discussion board you have to complete the Perceived Stress Scale.

    2. To access the scale, go to page 365 in your e-book (textbook).  Please follow the instructions in your book.  It also gives instructions on how to score it.

    3. After completing the scale answer the following questions:

    ·
    **Do you agree with the results. Why or Why Not? Be specific.**

    ·
    **If you scored high, would you be willing to learn some strategies on how to reduce your stress?**

    · If so, your textbook list some strategies; exercise, relaxation, meditation and active spiritual engagement. Which ones are you willing to try? Indicate why you would try these strategies.

    ·
    **If you scored moderate, you are closed to becoming stress, are you willing to try the strategies I listed above to lower your stress level? If so, which ones.**

    ·
    **If you scored low, you most likely have some strategies in place, please share what you do to keep your stress level low**

  • [Solved] Narrated reflection

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    need audio for this assignment **files (1)** – ## Unit8Discussion-NarratedReflection-WRTG1116353FoundationsofWritingan.pdf **## Unit8Discussion-NarratedReflection-WRTG1116353FoundationsofWritingan.pdf** Unit 8 Discussion: Narrated Reflection AS Discussions List View Topic Search Unit 8 Discussion: N…

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    need audio for this assignment

    **files (1)**

    – ## Unit8Discussion-NarratedReflection-WRTG1116353FoundationsofWritingan.pdf

    **## Unit8Discussion-NarratedReflection-WRTG1116353FoundationsofWritingan.pdf**

    Unit 8 Discussion: Narrated
    Reflection

    AS

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    Search Unit 8 Discussion: Narrated Reflection

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    Narrated Reflection on Communication Skills in Academic and

    Professional Contexts

    Learning Objectives Addressed:

    Create multimodal texts that integrate all course communication

    skills.

    Evaluate the effectiveness of communication choices in

    achieving specific goals.

    Apply communication skills to academic and professional

    contexts.

    Overview

    Throughout WRTG 111, you have developed various communication

    skills that can be applied across academic and professional settings.

    This discussion topic invites you to reflect on these skills through a

    https://learn.umgc.edu/d2l/le/1433347/discussions/topics/5299954/View 7/7/26, 10:26 PM
    Page 1 of 9

    narrated presentation that demonstrates your ability to create

    effective multimodal communication and evaluate communication

    choices.

    Assignment Details

    For this discussion, you will create a three to four-minute narrated

    audio podcast that reflects on how the communication skills you've

    learned in this course apply to your academic major and future

    professional goals.

    Task Instructions

    Step 1: Identify Key Communication Skills (Preparation)

    Identify three to four specific communication skills you've developed

    in this course that you believe will be most valuable in your academic

    major and future profession. These might include:

    Rhetorical analysis

    Audience awareness

    Multimodal composition

    Research and citation practices

    Visual communication

    Oral presentation techniques

    Step 2: Create Your Presentation

    Draft a script for a three to four-minute narrated audio podcast that

    includes:

    https://learn.umgc.edu/d2l/le/1433347/discussions/topics/5299954/View 7/7/26, 10:26 PM
    Page 2 of 9

    Introduction (30-60 seconds)

    Brief overview of your academic major and career goals

    Statement about why communication matters in your field

    Main Content (2-3 minutes) For each communication skill you've

    identified:

    Explain the skill and how you developed it in this course

    Provide a specific example of how this skill was used in your

    Multimodal Composition Project

    Evaluate why certain communication choices are effective for

    specific audiences and purposes

    Conclusion (30–60 seconds)

    Summarize how these skills will help you succeed academically

    and professionally.

    Reflect on areas for continued growth in your communication

    abilities

    Step 3: Upload your podcast script to the Grammarly Web application
    to review style and grammar suggestions before completing the next
    steps.

    Step 4: Narration and Delivery

    Record clear podcast that demonstrates:

    Professional speaking tone

    https://learn.umgc.edu/d2l/le/1433347/discussions/topics/5299954/View 7/7/26, 10:26 PM
    Page 3 of 9

    Rubrics

    Unit 8 Discussion Rubric

    Start a New Thread

    Appropriate pacing

    Minimal filler words

    Enthusiasm for your topic

    You can use the record audio button available when creating a

    discussion post or record elsewhere.

    Step 5: Upload Your Podcast by Sunday

    In a discussion post, submit your 3-4 minute audio podcast (attach an

    audio file or link to your presentation or use the 'record audio' button

    in the discussion forum). Also include your script, which serves as

    transcript of your narration, for accessibility.

    Step 8: Respond to at least two peers by Tuesday

    Engage with your peers by connecting course concepts to diverse

    academic and professional applications, discussing strategies for

    continued communication development, and exploring how integrated

    communication skills contribute to success in various fields.

    Evaluation Criteria:

    Your assignment will be evaluated based on the Unit 8 Discussion

    Rubric.

    https://learn.umgc.edu/d2l/le/1433347/discussions/topics/5299954/View 7/7/26, 10:26 PM
    Page 4 of 9

    **## Unit8Discussion-NarratedReflection-WRTG1116353FoundationsofWritingan.pdf**

    Unit 8 Discussion: Narrated
    Reflection

    AS

    Discussions List View Topic

    Search Unit 8 Discussion: Narrated Reflection

    Subscribe

    Narrated Reflection on Communication Skills in Academic and

    Professional Contexts

    Learning Objectives Addressed:

    Create multimodal texts that integrate all course communication

    skills.

    Evaluate the effectiveness of communication choices in

    achieving specific goals.

    Apply communication skills to academic and professional

    contexts.

    Overview

    Throughout WRTG 111, you have developed various communication

    skills that can be applied across academic and professional settings.

    This discussion topic invites you to reflect on these skills through a

    https://learn.umgc.edu/d2l/le/1433347/discussions/topics/5299954/View 7/7/26, 10:26 PM
    Page 1 of 9

    narrated presentation that demonstrates your ability to create

    effective multimodal communication and evaluate communication

    choices.

    Assignment Details

    For this discussion, you will create a three to four-minute narrated

    audio podcast that reflects on how the communication skills you've

    learned in this course apply to your academic major and future

    professional goals.

    Task Instructions

    Step 1: Identify Key Communication Skills (Preparation)

    Identify three to four specific communication skills you've developed

    in this course that you believe will be most valuable in your academic

    major and future profession. These might include:

    Rhetorical analysis

    Audience awareness

    Multimodal composition

    Research and citation practices

    Visual communication

    Oral presentation techniques

    Step 2: Create Your Presentation

    Draft a script for a three to four-minute narrated audio podcast that

    includes:

    https://learn.umgc.edu/d2l/le/1433347/discussions/topics/5299954/View 7/7/26, 10:26 PM
    Page 2 of 9

    Introduction (30-60 seconds)

    Brief overview of your academic major and career goals

    Statement about why communication matters in your field

    Main Content (2-3 minutes) For each communication skill you've

    identified:

    Explain the skill and how you developed it in this course

    Provide a specific example of how this skill was used in your

    Multimodal Composition Project

    Evaluate why certain communication choices are effective for

    specific audiences and purposes

    Conclusion (30–60 seconds)

    Summarize how these skills will help you succeed academically

    and professionally.

    Reflect on areas for continued growth in your communication

    abilities

    Step 3: Upload your podcast script to the Grammarly Web application
    to review style and grammar suggestions before completing the next
    steps.

    Step 4: Narration and Delivery

    Record clear podcast that demonstrates:

    Professional speaking tone

    https://learn.umgc.edu/d2l/le/1433347/discussions/topics/5299954/View 7/7/26, 10:26 PM
    Page 3 of 9

    Rubrics

    Unit 8 Discussion Rubric

    Start a New Thread

    Appropriate pacing

    Minimal filler words

    Enthusiasm for your topic

    You can use the record audio button available when creating a

    discussion post or record elsewhere.

    Step 5: Upload Your Podcast by Sunday

    In a discussion post, submit your 3-4 minute audio podcast (attach an

    audio file or link to your presentation or use the 'record audio' button

    in the discussion forum). Also include your script, which serves as

    transcript of your narration, for accessibility.

    Step 8: Respond to at least two peers by Tuesday

    Engage with your peers by connecting course concepts to diverse

    academic and professional applications, discussing strategies for

    continued communication development, and exploring how integrated

    communication skills contribute to success in various fields.

    Evaluation Criteria:

    Your assignment will be evaluated based on the Unit 8 Discussion

    Rubric.

    https://learn.umgc.edu/d2l/le/1433347/discussions/topics/5299954/View 7/7/26, 10:26 PM
    Page 4 of 9

  • [Solved] Multidomal Comp Project

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In this assignment, you will write a **multimodal composition** that proposes a **new policy** to address a significant problem in your school, your workplace, or an organization you belong to. Your goal is to persuade readers that: – The problem is real and urgent, – Existing solutions are inadequa…

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    Assignment Prompt & Instructions

    In this assignment, you will write a **multimodal composition** that proposes a **new policy** to address a significant problem in your school, your workplace, or an organization you belong to. Your goal is to persuade readers that:

    – The problem is real and urgent,

    – Existing solutions are inadequate, and

    – Your proposed policy would make a meaningful difference.

    You will support your argument with **evidence** (outside sources cited in **APA style**), including your own **personal experience** **or perspective** to help ground and humanize your argument.

  • [Solved] Influence

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## Week2Discussion-MainPostdueSunday6-21CommentsdueTuesday6-23-PSYC.pdf **## Week2Discussion-MainPostdueSunday6-21CommentsdueTuesday6-23-PSYC.pdf** Week 2 Discussion – Main Post due Sunday 6/21, Comments due Tuesday 6/23 Due on Jun 23, 2026 11:59 PM AS Discussions List View Topic Sea…

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    **files (1)**

    – ## Week2Discussion-MainPostdueSunday6-21CommentsdueTuesday6-23-PSYC.pdf

    **## Week2Discussion-MainPostdueSunday6-21CommentsdueTuesday6-23-PSYC.pdf**

    Week 2 Discussion – Main
    Post due Sunday 6/21,
    Comments due Tuesday 6/23
    Due on Jun 23, 2026 11:59 PM

    AS

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    Can we think without being influenced?

    Your Task:

    Read Chapter 2: If you've ever wondered how a person can think so differently

    than you, then you should like this chapter.

    Reflect: How does the material in chapter 2 and apply to you and how you think?

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261407/View 7/9/26, 7:11 PM
    Page 1 of 11

    Feedback 0 / 40 0 %

    Rubrics

    Participation

    Start a New Thread

    Filter by:

    Sort by:

    Most Recent Activity

    Find terms and concepts in the chapters that resonate with you. (I have often said
    social psychology is a mirror)

    Write: 5 instances from your life that demonstrate how your thinking matched how

    the chapters describe thinking. Please bold or highlight the five terms that you

    use. Please include at least 2 mentions of the sections or where you got the

    information that you mention.

    Support

    After posting your main entry, respond to two (2) or more of your classmates'

    entries. Meaningfully build upon their posting, expanding upon points made,

    integrating additional concepts from the week's readings, or introducing the class

    to additional resources related to the topics addressed.

    All Threads

    David Young – Week 2 Discussion
    David Young posted Jun 24, 2026 1:52 PM Subscribe

    After reading Chapter 2, I realized how much my thinking is influenced by

    patterns and habits without me even noticing. One concept that really stood out

    to me was schemas (Section 2.1: Sources of Social Knowledge). Schemas are

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261407/View 7/9/26, 7:11 PM
    Page 2 of 11

    **## Week2Discussion-MainPostdueSunday6-21CommentsdueTuesday6-23-PSYC.pdf**

    Week 2 Discussion – Main
    Post due Sunday 6/21,
    Comments due Tuesday 6/23
    Due on Jun 23, 2026 11:59 PM

    AS

    Discussions List View Topic

    Search Week 2 Discussion – Main Post due S…

    Subscribe

    Can we think without being influenced?

    Your Task:

    Read Chapter 2: If you've ever wondered how a person can think so differently

    than you, then you should like this chapter.

    Reflect: How does the material in chapter 2 and apply to you and how you think?

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261407/View 7/9/26, 7:11 PM
    Page 1 of 11

    Feedback 0 / 40 0 %

    Rubrics

    Participation

    Start a New Thread

    Filter by:

    Sort by:

    Most Recent Activity

    Find terms and concepts in the chapters that resonate with you. (I have often said
    social psychology is a mirror)

    Write: 5 instances from your life that demonstrate how your thinking matched how

    the chapters describe thinking. Please bold or highlight the five terms that you

    use. Please include at least 2 mentions of the sections or where you got the

    information that you mention.

    Support

    After posting your main entry, respond to two (2) or more of your classmates'

    entries. Meaningfully build upon their posting, expanding upon points made,

    integrating additional concepts from the week's readings, or introducing the class

    to additional resources related to the topics addressed.

    All Threads

    David Young – Week 2 Discussion
    David Young posted Jun 24, 2026 1:52 PM Subscribe

    After reading Chapter 2, I realized how much my thinking is influenced by

    patterns and habits without me even noticing. One concept that really stood out

    to me was schemas (Section 2.1: Sources of Social Knowledge). Schemas are

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261407/View 7/9/26, 7:11 PM
    Page 2 of 11

  • [Solved] Behaviorism v. Neuroscience

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    All info in attachments. Please thoroughly and address all requiremtns along with following the rubric. **files (2)** – ## Rubric-Behaviorismv.Neuroscience.docx – Screenshot2026-07-09at11.56.46AM.png **## Rubric-Behaviorismv.Neuroscience.docx** | | | | | | | | — | — | — | — | — | — | | *…

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    All info in attachments. Please thoroughly and address all requiremtns along with following the rubric.

    **files (2)**

    – ## Rubric-Behaviorismv.Neuroscience.docx

    – Screenshot2026-07-09at11.56.46AM.png

    **## Rubric-Behaviorismv.Neuroscience.docx**

    | | | | | | |
    | — | — | — | — | — | — |
    | **The Debate**<br>Discussion Identifying and<br>Framing an Ongoing<br>Debate Between<br>Neuroscientific and<br>Behaviorist Approaches | **0 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is either missing or not evident to the reader. | **20.44 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is present, but inaccurate, incomplete, or illogical. | **22.96 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is presented, but is cursory and lacking in depth. The debate is not contextualized well. | **25.48 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is present and thorough. The debate is contextualized moderately well. | **28 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is thoroughly presented with rich detail. The debate is clearly contextualized. |
    | **Relevant Theoretical Frameworks**<br>Research-Supported<br>Discussion of the Key<br>Neuroscientific and<br>Behaviorist Theoretical Frameworks That Underpin the Chosen Debate | **0 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is not presented. | **40.88 points**<br>A discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented, but inaccurate or incomplete. No research support is offered. | **45.92 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Research Questions and Methodologies**<br>Research-Supported<br>Discussion of how the<br>Identified Theoretical<br>Frameworks Guided the<br>Development of Research<br>Questions and the<br>Selection of Research<br>Methodologies Used on<br>Each Side of the Debate | **0 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is not presented. | **40.88 points**<br>A discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented, but inaccurate or illogical. No research support is offered. | **45.92 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Interdisciplinary Intersection**<br>Research-Supported<br>Discussion of how<br>Neuroscience and<br>Behaviorist Psychology Intersect With Regard to the Chosen Debate | **0 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is not presented. | **40.88 points**<br>A discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented, but inaccurate or illogical. No research support is offered. | **45.92 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Synthesis and Argument** | **0 points**<br>No synthesis of source information is evident. Statement of purpose is not followed to a justifiable conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | **20.44 points**<br>Synthesis of source information is attempted, but is not successful. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable | **22.96 points**<br>Synthesis of source information is present, but pedantic. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, | **25.48 points**<br>Synthesis of source information is present and meaningful. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. | **28 points**<br>Synthesis of source information is present and scholarly. Argument is clear and convincing, presenting a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |

    **Behaviorism v. Neuroscience – Rubric Total** 280 points

    **1. 1: 2. 2: Less Than**

    **Criterion 3. 3: Satisfactory 4. 4: Good 5. 5: Excellent**

    **Unsatisfactory Satisfactory**

    | | | | | | |
    | — | — | — | — | — | — |
    | | | credibility. | supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Most sources are authoritative. | |
    | **Thesis Development and Purpose** | **0 points**<br>Paper lacks any discernible overall purpose or organizing claim. | **20.44 points**<br>Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | **22.96 points**<br>Thesis and/or main claim are apparent and appropriate to purpose. | **25.48 points**<br>Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose. | **28 points**<br>Thesis and/or main claim are clear and comprehensive; the essence of the paper is contained within the thesis. |
    | **Mechanics of Writing** | **0 points**<br>Mechanical errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | **10.22 points**<br>Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | **11.48 points**<br>Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | **12.74 points**<br>Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | **14 points**<br>Writer is clearly in<br>command of standard, written, academic English. |
    | **APA Format** | **0 points**<br>Required format is rarely followed correctly. No reference page is included. No in-text citations are used. | **10.22 points**<br>Required format elements are missing or incorrect. A lack of control with formatting is apparent. Reference page is present. However, in-text citations are inconsistently used. | **11.48 points**<br>Required format is generally correct. However, errors are present (e.g. font, cover page, margins, and in-text citations). Reference page is included and lists sources used in the paper. Sources are appropriately documented though some errors are present. | **12.74 points**<br>Required format is used, but minor errors are present (e.g. headings and direct quotes). Reference page is present and includes all cited sources. Documentation is appropriate and citation style is usually correct. | **14 points**<br>The document is correctly formatted. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. |

    **Screenshot2026-07-09at11.56.46AM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-07-09at11-56-46am-png-10573501)

    **Screenshot2026-07-09at11.56.46AM.png**

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    **## Rubric-Behaviorismv.Neuroscience.docx**

    | | | | | | |
    | — | — | — | — | — | — |
    | **The Debate**<br>Discussion Identifying and<br>Framing an Ongoing<br>Debate Between<br>Neuroscientific and<br>Behaviorist Approaches | **0 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is either missing or not evident to the reader. | **20.44 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is present, but inaccurate, incomplete, or illogical. | **22.96 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is presented, but is cursory and lacking in depth. The debate is not contextualized well. | **25.48 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is present and thorough. The debate is contextualized moderately well. | **28 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is thoroughly presented with rich detail. The debate is clearly contextualized. |
    | **Relevant Theoretical Frameworks**<br>Research-Supported<br>Discussion of the Key<br>Neuroscientific and<br>Behaviorist Theoretical Frameworks That Underpin the Chosen Debate | **0 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is not presented. | **40.88 points**<br>A discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented, but inaccurate or incomplete. No research support is offered. | **45.92 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Research Questions and Methodologies**<br>Research-Supported<br>Discussion of how the<br>Identified Theoretical<br>Frameworks Guided the<br>Development of Research<br>Questions and the<br>Selection of Research<br>Methodologies Used on<br>Each Side of the Debate | **0 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is not presented. | **40.88 points**<br>A discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented, but inaccurate or illogical. No research support is offered. | **45.92 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Interdisciplinary Intersection**<br>Research-Supported<br>Discussion of how<br>Neuroscience and<br>Behaviorist Psychology Intersect With Regard to the Chosen Debate | **0 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is not presented. | **40.88 points**<br>A discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented, but inaccurate or illogical. No research support is offered. | **45.92 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Synthesis and Argument** | **0 points**<br>No synthesis of source information is evident. Statement of purpose is not followed to a justifiable conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | **20.44 points**<br>Synthesis of source information is attempted, but is not successful. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable | **22.96 points**<br>Synthesis of source information is present, but pedantic. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, | **25.48 points**<br>Synthesis of source information is present and meaningful. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. | **28 points**<br>Synthesis of source information is present and scholarly. Argument is clear and convincing, presenting a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |

    **Behaviorism v. Neuroscience – Rubric Total** 280 points

    **1. 1: 2. 2: Less Than**

    **Criterion 3. 3: Satisfactory 4. 4: Good 5. 5: Excellent**

    **Unsatisfactory Satisfactory**

    | | | | | | |
    | — | — | — | — | — | — |
    | | | credibility. | supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Most sources are authoritative. | |
    | **Thesis Development and Purpose** | **0 points**<br>Paper lacks any discernible overall purpose or organizing claim. | **20.44 points**<br>Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | **22.96 points**<br>Thesis and/or main claim are apparent and appropriate to purpose. | **25.48 points**<br>Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose. | **28 points**<br>Thesis and/or main claim are clear and comprehensive; the essence of the paper is contained within the thesis. |
    | **Mechanics of Writing** | **0 points**<br>Mechanical errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | **10.22 points**<br>Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | **11.48 points**<br>Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | **12.74 points**<br>Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | **14 points**<br>Writer is clearly in<br>command of standard, written, academic English. |
    | **APA Format** | **0 points**<br>Required format is rarely followed correctly. No reference page is included. No in-text citations are used. | **10.22 points**<br>Required format elements are missing or incorrect. A lack of control with formatting is apparent. Reference page is present. However, in-text citations are inconsistently used. | **11.48 points**<br>Required format is generally correct. However, errors are present (e.g. font, cover page, margins, and in-text citations). Reference page is included and lists sources used in the paper. Sources are appropriately documented though some errors are present. | **12.74 points**<br>Required format is used, but minor errors are present (e.g. headings and direct quotes). Reference page is present and includes all cited sources. Documentation is appropriate and citation style is usually correct. | **14 points**<br>The document is correctly formatted. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. |

    **Screenshot2026-07-09at11.56.46AM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-07-09at11-56-46am-png-10573501)

    **## Rubric-Behaviorismv.Neuroscience.docx**

    | | | | | | |
    | — | — | — | — | — | — |
    | **The Debate**<br>Discussion Identifying and<br>Framing an Ongoing<br>Debate Between<br>Neuroscientific and<br>Behaviorist Approaches | **0 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is either missing or not evident to the reader. | **20.44 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is present, but inaccurate, incomplete, or illogical. | **22.96 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is presented, but is cursory and lacking in depth. The debate is not contextualized well. | **25.48 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is present and thorough. The debate is contextualized moderately well. | **28 points**<br>A discussion identifying and framing an ongoing debate between neuroscientific and behaviorist approaches is thoroughly presented with rich detail. The debate is clearly contextualized. |
    | **Relevant Theoretical Frameworks**<br>Research-Supported<br>Discussion of the Key<br>Neuroscientific and<br>Behaviorist Theoretical Frameworks That Underpin the Chosen Debate | **0 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is not presented. | **40.88 points**<br>A discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented, but inaccurate or incomplete. No research support is offered. | **45.92 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of the key neuroscientific and behaviorist theoretical frameworks that underpin the chosen debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Research Questions and Methodologies**<br>Research-Supported<br>Discussion of how the<br>Identified Theoretical<br>Frameworks Guided the<br>Development of Research<br>Questions and the<br>Selection of Research<br>Methodologies Used on<br>Each Side of the Debate | **0 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is not presented. | **40.88 points**<br>A discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented, but inaccurate or illogical. No research support is offered. | **45.92 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of how the identified theoretical frameworks guided the development of research questions and the selection of research methodologies used on each side of the debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Interdisciplinary Intersection**<br>Research-Supported<br>Discussion of how<br>Neuroscience and<br>Behaviorist Psychology Intersect With Regard to the Chosen Debate | **0 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is not presented. | **40.88 points**<br>A discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented, but inaccurate or illogical. No research support is offered. | **45.92 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented, but is cursory and lacking in depth. Research support is limited and from dated resources. | **50.96 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is presented and thorough. Research support is limited, but from current resources. | **56 points**<br>A research-supported discussion of how neuroscience and behaviorist psychology intersect with regard to the chosen debate is thoroughly presented with rich detail. Research support is thorough and from current resources. |
    | **Synthesis and Argument** | **0 points**<br>No synthesis of source information is evident. Statement of purpose is not followed to a justifiable conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | **20.44 points**<br>Synthesis of source information is attempted, but is not successful. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable | **22.96 points**<br>Synthesis of source information is present, but pedantic. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, | **25.48 points**<br>Synthesis of source information is present and meaningful. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. | **28 points**<br>Synthesis of source information is present and scholarly. Argument is clear and convincing, presenting a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |

    **Behaviorism v. Neuroscience – Rubric Total** 280 points

    **1. 1: 2. 2: Less Than**

    **Criterion 3. 3: Satisfactory 4. 4: Good 5. 5: Excellent**

    **Unsatisfactory Satisfactory**

    | | | | | | |
    | — | — | — | — | — | — |
    | | | credibility. | supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Most sources are authoritative. | |
    | **Thesis Development and Purpose** | **0 points**<br>Paper lacks any discernible overall purpose or organizing claim. | **20.44 points**<br>Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | **22.96 points**<br>Thesis and/or main claim are apparent and appropriate to purpose. | **25.48 points**<br>Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose. | **28 points**<br>Thesis and/or main claim are clear and comprehensive; the essence of the paper is contained within the thesis. |
    | **Mechanics of Writing** | **0 points**<br>Mechanical errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | **10.22 points**<br>Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | **11.48 points**<br>Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | **12.74 points**<br>Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | **14 points**<br>Writer is clearly in<br>command of standard, written, academic English. |
    | **APA Format** | **0 points**<br>Required format is rarely followed correctly. No reference page is included. No in-text citations are used. | **10.22 points**<br>Required format elements are missing or incorrect. A lack of control with formatting is apparent. Reference page is present. However, in-text citations are inconsistently used. | **11.48 points**<br>Required format is generally correct. However, errors are present (e.g. font, cover page, margins, and in-text citations). Reference page is included and lists sources used in the paper. Sources are appropriately documented though some errors are present. | **12.74 points**<br>Required format is used, but minor errors are present (e.g. headings and direct quotes). Reference page is present and includes all cited sources. Documentation is appropriate and citation style is usually correct. | **14 points**<br>The document is correctly formatted. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. |

    **Screenshot2026-07-09at11.56.46AM.png**

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  • [Solved] Psychology discussion/Assignment

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    Please go through the question and let me know if any additional attention is needed . Please no Chatsgpts or AI **files (3)** – ## Week2_AtaGlance_AppofForensicPsych-Summer2026.pdf – ## Topic_Week2_Discussion13.pdf – ## Week2_Assignment10.pdf **## Week2_AtaGlance_AppofForensicPsych-Summer202…

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    Assignment Prompt & Instructions

    Please go through the question and let me know if any additional attention is needed . Please no Chatsgpts or AI

    **files (3)**

    – ## Week2_AtaGlance_AppofForensicPsych-Summer2026.pdf

    – ## Topic_Week2_Discussion13.pdf

    – ## Week2_Assignment10.pdf

    **## Week2_AtaGlance_AppofForensicPsych-Summer2026.pdf**

    WEEK 2: AT A GLANCE
    CONSULTING IN JURY SELECTION

    INTRODUCTION
    Master attorney Clarence Darrow believed that,
    as a defense attorney, he was better off with
    jurors of an Irish background. He avoided
    Scandinavians, who—he presumed—had too
    much respect for the law (Fulero & Penrod, 1990).
    While this approach demonstrates an outdated
    reliance on stereotypes, it was the method
    employed by notable attorneys in earlier times.

    Have you ever been selected to sit on a jury? If
    so, both the prosecution and defense attorneys
    had to agree that you would be a “good” juror. What might have brought them to this conclusion?
    Was it the way you presented yourself? Could it have been your occupation? Did it have
    something to do with your race, ethnicity, or attitudes?

    This week, you examine the techniques and instruments forensic psychologists use to assist in
    the jury selection process. You also assess virtual jurors to determine their effectiveness to
    prosecution and defense attorneys.

    LEARNING OBJECTIVES
    Students will:

    Analyze use of forensic psychologists in jury selection
    Evaluate juror characteristics

    DISCUSSION ASSIGNMENT RESOURCES

    [https://waldenu.instructure.com/courses/234841/discussion_topics/3622434?module_item_id=10135061](https://waldenu.instructure.com/courses/234841/discussion_topics/3622434?module_item_id=10135061)

    [https://waldenu.instructure.com/courses/234841/discussion_topics/3622434?module_item_id=10135061](https://waldenu.instructure.com/courses/234841/discussion_topics/3622434?module_item_id=10135061)

    [https://waldenu.instructure.com/courses/234841/assignments/3367482?module_item_id=10135066](https://waldenu.instructure.com/courses/234841/assignments/3367482?module_item_id=10135066)

    [https://waldenu.instructure.com/courses/234841/assignments/3367482?module_item_id=10135066](https://waldenu.instructure.com/courses/234841/assignments/3367482?module_item_id=10135066)

    [https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070](https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070)

    [https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070](https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_170042608.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_170042608.jpg)

    **## Topic_Week2_Discussion13.pdf**

    FORENSIC PSYCHOLOGISTS AND JURY
    SELECTION

    Forensic psychologists are often hired by trial attorneys as trial consultants. In the role of
    trial consultants, forensic psychologists can prepare witnesses for what to expect and how
    to answer questions. They can assist attorneys with opening and closing statements and
    with the presentation of the evidence. Lastly, they can assist attorneys with jury selection.
    While forensic psychologists do not choose which prospective jurors will be selected, they
    can help with voir dire questions, and make suggestions as to who would and who would
    not make a “good” juror.

    During voir dire, attorneys ask prospective jurors several questions about their
    background, attitudes, and biases, among other things. Based on the information obtained
    from voir dire questioning, attorneys either ask the judge to accept jurors to the case or
    dismiss them. Forensic psychologists can assist attorneys by either suggesting
    beforehand the “type” of juror the attorney should look for, or by listening to voir
    dire interviews and recommending that certain jurors be chosen.

    For this Discussion, you examine the use of forensic psychologists in the jury selection
    process. You identify a current civil or criminal court case that exemplifies the use of
    forensic psychologists in jury selection.

    To prepare for this Discussion:

    Review Chapter 12 in Forensic Psychology. Reflect on the ethical issues surrounding
    the jury selection process.
    Review the article “Litigation Consulting: Expanding Beyond Jury Selection to Trial
    Strategy and Tactics.” Consider the impact of jury thought and decision-making on the

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    TO PREPARE

    [https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070](https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070)

    selection process.
    Review the article “Detecting deception during voir dire.” Think about why potential
    jurors might lie during voir dire, and how psychologists can help attorneys detect
    deceptive jurors.
    Review the article “Social media selection: How jury consultants can use social media
    to build a more favorable jury.” Imagine how a potential juror’s social media presence
    could influence whether or not they get chosen to sit on a jury.
    Select a current civil or criminal court case that demonstrates the need for use of a
    forensic psychologist in jury selection. To find a case, access a website in Optional
    Resources or perform a search on the defendant’s name of a case reported on in the
    media.

    Post a response to the following:

    Based on the case you selected for this discussion, answer the following questions:

    Under what circumstance is it best to use a forensic psychologist in jury selection? How
    can a psychologist assist both the prosecution and defense during jury selection? What
    are some challenges for a forensic psychologist when assisting in jury selection?

    Be sure to support your postings and responses with specific references to the Learning
    Resources.

    Respond to postings from at least two of your colleagues in one or more of the following
    ways:

    Ask a probing question and provide insight into how you would answer your question
    and why.
    Ask a probing question and provide the foundation, or rationale, for the question.
    Expand on your colleague’s posting by offering a new perspective or insight.
    Agree with a colleague and offer additional (new) supporting information for
    consideration.

    Disagree with a colleague by respectfully discussing and supporting a different
    perspective.

    BY DAY 3

    BY DAY 5

    **## Week2_Assignment10.pdf**

    Back to Week at a Glance

    ASSISTING WITH JURY SELECTION
    Voir dire, the process of selecting a jury from the panel of prospective jurors, can have important effects
    on the outcome of the trial. Its goal is to assemble an unbiased, representative jury. The goal of the trial
    attorney is to select a jury that is more sympathetic to his or her side, or at least less likely to be
    sympathetic with the opposing side.

    Forensic psychologists approach the jury selection process differently than attorneys, but with the same
    goal. Similar to the attorney, the forensic psychologist also has to understand both sides of the jury—
    who will work for their case and who will work against their case—in order to be prepared once the jury
    is selected.

    For this Application Assignment (Section 2 of your Comprehensive Report), you review a case and
    determine the characteristics of jurors to be considered by the trial attorneys. You then describe jurors
    that would be useful to the prosecution and their possible impact to the defense.

    Please note that this assignment is Section 2 of your Comprehensive Report.

    To prepare for this Application Assignment:

    Review the Assignment Directions (Comprehensive Report Section 2) and the rubric located in the
    Course Information area.
    Visit the Virtual Courtroom by viewing the media titled "Jury selection" located in this week’s
    Learning Resources page. You will be selecting a jury for the case presented in the Week 1 media.
    Review the case assigned to you in Week 1 of the course. Consider who would and who would not
    be a “good” juror for your case. You will be answering the Assignment questions in relation to your
    assigned case.
    Review the week’s Learning Resources.

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    TO PREPARE

    BY DAY 7

    [https://waldenu.instructure.com/courses/234841/pages/week-2-at-a-glance?module_item_id=10135060](https://waldenu.instructure.com/courses/234841/pages/week-2-at-a-glance?module_item_id=10135060)

    [https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070](https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070)

    PSYC_4920_Week_2_Assignment_Rubric

    Submit a 2–4-page paper (Comprehensive Report Section 2) that answers the following questions:

    State what the defendant is being charged with (e.g., Felony Theft).
    Describe juror demographic and personality characteristics you think would be significant to your
    defendant’s case.
    Describe two jurors you would select for the prosecution’s case and explain why they might be
    beneficial to the prosecution’s case.
    Explain how the same two jurors you described (that you would select for the prosecution’s case)
    could impact the defense’s case.
    Describe other factors that would be important to know about these jurors to help determine their
    potential effect on the case.

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

    This Assignment is due by Day 7 of Week 2.

    You will incorporate any feedback into the final submission of your Project Comprehensive
    Report.

    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 WK2Assgn_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

    State what the
    defendant is
    being charged
    with. … (5
    points)

    5 pts

    Describe juror
    demographic
    and personality
    characteristics
    you think would
    be significant to
    your defendant’s
    case…. (25
    points)

    25 pts

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

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

    3.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

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

    17.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    Criteria Ratings Pts

    Describe two
    jurors you would
    select and
    why…. (20
    points)

    20 pts

    Explain how the
    same two jurors
    could impact the
    defense’s
    case…. (20
    points)

    20 pts

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

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

    15 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

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

    15 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    Criteria Ratings Pts

    Describe other
    factors that
    would be
    important to
    know about
    these jurors to
    help determine
    their potential
    effect on the
    case…. (10
    points)

    10 pts

    Quality of
    Writing…(15
    points)

    15 pts

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

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

    7.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    15 pts
    A
    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling
    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    12 pts
    B
    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    10.5 pts
    C
    Writing is
    somewhat
    clear and
    organized with
    some MUGS
    errors. Most
    writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    9 pts
    D
    Writing is
    somewhat
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.

    0 pts
    F
    Writing is
    unclear
    and/or
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an
    underuse of
    original
    writing and
    an overuse
    of directly
    quoted
    content.

    Criteria Ratings Pts

    Information
    documentation…
    (5 points)

    5 pts

    Total Points: 100

    5 pts
    A
    Information
    from the
    Learning
    Resources is
    properly
    documented
    with
    citation(s) and
    reference(s)
    in correct APA
    style.

    3.5 pts
    B
    Information
    from the
    Learning
    Resources is
    partially
    documented
    with
    citation(s)
    and/or
    reference(s),
    and / or does
    not follow
    correct APA
    style.

    0 pts
    C

    0 pts
    D

    0 pts
    F
    Information
    from the
    Learning
    Resources is
    not cited or
    referenced in
    any way.

    **## Week2_Assignment10.pdf**

    Back to Week at a Glance

    ASSISTING WITH JURY SELECTION
    Voir dire, the process of selecting a jury from the panel of prospective jurors, can have important effects
    on the outcome of the trial. Its goal is to assemble an unbiased, representative jury. The goal of the trial
    attorney is to select a jury that is more sympathetic to his or her side, or at least less likely to be
    sympathetic with the opposing side.

    Forensic psychologists approach the jury selection process differently than attorneys, but with the same
    goal. Similar to the attorney, the forensic psychologist also has to understand both sides of the jury—
    who will work for their case and who will work against their case—in order to be prepared once the jury
    is selected.

    For this Application Assignment (Section 2 of your Comprehensive Report), you review a case and
    determine the characteristics of jurors to be considered by the trial attorneys. You then describe jurors
    that would be useful to the prosecution and their possible impact to the defense.

    Please note that this assignment is Section 2 of your Comprehensive Report.

    To prepare for this Application Assignment:

    Review the Assignment Directions (Comprehensive Report Section 2) and the rubric located in the
    Course Information area.
    Visit the Virtual Courtroom by viewing the media titled "Jury selection" located in this week’s
    Learning Resources page. You will be selecting a jury for the case presented in the Week 1 media.
    Review the case assigned to you in Week 1 of the course. Consider who would and who would not
    be a “good” juror for your case. You will be answering the Assignment questions in relation to your
    assigned case.
    Review the week’s Learning Resources.

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    TO PREPARE

    BY DAY 7

    [https://waldenu.instructure.com/courses/234841/pages/week-2-at-a-glance?module_item_id=10135060](https://waldenu.instructure.com/courses/234841/pages/week-2-at-a-glance?module_item_id=10135060)

    [https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070](https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070)

    PSYC_4920_Week_2_Assignment_Rubric

    Submit a 2–4-page paper (Comprehensive Report Section 2) that answers the following questions:

    State what the defendant is being charged with (e.g., Felony Theft).
    Describe juror demographic and personality characteristics you think would be significant to your
    defendant’s case.
    Describe two jurors you would select for the prosecution’s case and explain why they might be
    beneficial to the prosecution’s case.
    Explain how the same two jurors you described (that you would select for the prosecution’s case)
    could impact the defense’s case.
    Describe other factors that would be important to know about these jurors to help determine their
    potential effect on the case.

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

    This Assignment is due by Day 7 of Week 2.

    You will incorporate any feedback into the final submission of your Project Comprehensive
    Report.

    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 WK2Assgn_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

    State what the
    defendant is
    being charged
    with. … (5
    points)

    5 pts

    Describe juror
    demographic
    and personality
    characteristics
    you think would
    be significant to
    your defendant’s
    case…. (25
    points)

    25 pts

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

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

    3.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

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

    17.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    Criteria Ratings Pts

    Describe two
    jurors you would
    select and
    why…. (20
    points)

    20 pts

    Explain how the
    same two jurors
    could impact the
    defense’s
    case…. (20
    points)

    20 pts

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

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

    15 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

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

    15 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    Criteria Ratings Pts

    Describe other
    factors that
    would be
    important to
    know about
    these jurors to
    help determine
    their potential
    effect on the
    case…. (10
    points)

    10 pts

    Quality of
    Writing…(15
    points)

    15 pts

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

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

    7.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    15 pts
    A
    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling
    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    12 pts
    B
    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    10.5 pts
    C
    Writing is
    somewhat
    clear and
    organized with
    some MUGS
    errors. Most
    writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    9 pts
    D
    Writing is
    somewhat
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.

    0 pts
    F
    Writing is
    unclear
    and/or
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an
    underuse of
    original
    writing and
    an overuse
    of directly
    quoted
    content.

    Criteria Ratings Pts

    Information
    documentation…
    (5 points)

    5 pts

    Total Points: 100

    5 pts
    A
    Information
    from the
    Learning
    Resources is
    properly
    documented
    with
    citation(s) and
    reference(s)
    in correct APA
    style.

    3.5 pts
    B
    Information
    from the
    Learning
    Resources is
    partially
    documented
    with
    citation(s)
    and/or
    reference(s),
    and / or does
    not follow
    correct APA
    style.

    0 pts
    C

    0 pts
    D

    0 pts
    F
    Information
    from the
    Learning
    Resources is
    not cited or
    referenced in
    any way.

    **## Week2_AtaGlance_AppofForensicPsych-Summer2026.pdf**

    WEEK 2: AT A GLANCE
    CONSULTING IN JURY SELECTION

    INTRODUCTION
    Master attorney Clarence Darrow believed that,
    as a defense attorney, he was better off with
    jurors of an Irish background. He avoided
    Scandinavians, who—he presumed—had too
    much respect for the law (Fulero & Penrod, 1990).
    While this approach demonstrates an outdated
    reliance on stereotypes, it was the method
    employed by notable attorneys in earlier times.

    Have you ever been selected to sit on a jury? If
    so, both the prosecution and defense attorneys
    had to agree that you would be a “good” juror. What might have brought them to this conclusion?
    Was it the way you presented yourself? Could it have been your occupation? Did it have
    something to do with your race, ethnicity, or attitudes?

    This week, you examine the techniques and instruments forensic psychologists use to assist in
    the jury selection process. You also assess virtual jurors to determine their effectiveness to
    prosecution and defense attorneys.

    LEARNING OBJECTIVES
    Students will:

    Analyze use of forensic psychologists in jury selection
    Evaluate juror characteristics

    DISCUSSION ASSIGNMENT RESOURCES

    [https://waldenu.instructure.com/courses/234841/discussion_topics/3622434?module_item_id=10135061](https://waldenu.instructure.com/courses/234841/discussion_topics/3622434?module_item_id=10135061)

    [https://waldenu.instructure.com/courses/234841/discussion_topics/3622434?module_item_id=10135061](https://waldenu.instructure.com/courses/234841/discussion_topics/3622434?module_item_id=10135061)

    [https://waldenu.instructure.com/courses/234841/assignments/3367482?module_item_id=10135066](https://waldenu.instructure.com/courses/234841/assignments/3367482?module_item_id=10135066)

    [https://waldenu.instructure.com/courses/234841/assignments/3367482?module_item_id=10135066](https://waldenu.instructure.com/courses/234841/assignments/3367482?module_item_id=10135066)

    [https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070](https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070)

    [https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070](https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_170042608.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_170042608.jpg)

    **## Topic_Week2_Discussion13.pdf**

    FORENSIC PSYCHOLOGISTS AND JURY
    SELECTION

    Forensic psychologists are often hired by trial attorneys as trial consultants. In the role of
    trial consultants, forensic psychologists can prepare witnesses for what to expect and how
    to answer questions. They can assist attorneys with opening and closing statements and
    with the presentation of the evidence. Lastly, they can assist attorneys with jury selection.
    While forensic psychologists do not choose which prospective jurors will be selected, they
    can help with voir dire questions, and make suggestions as to who would and who would
    not make a “good” juror.

    During voir dire, attorneys ask prospective jurors several questions about their
    background, attitudes, and biases, among other things. Based on the information obtained
    from voir dire questioning, attorneys either ask the judge to accept jurors to the case or
    dismiss them. Forensic psychologists can assist attorneys by either suggesting
    beforehand the “type” of juror the attorney should look for, or by listening to voir
    dire interviews and recommending that certain jurors be chosen.

    For this Discussion, you examine the use of forensic psychologists in the jury selection
    process. You identify a current civil or criminal court case that exemplifies the use of
    forensic psychologists in jury selection.

    To prepare for this Discussion:

    Review Chapter 12 in Forensic Psychology. Reflect on the ethical issues surrounding
    the jury selection process.
    Review the article “Litigation Consulting: Expanding Beyond Jury Selection to Trial
    Strategy and Tactics.” Consider the impact of jury thought and decision-making on the

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    TO PREPARE

    [https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070](https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070)

    selection process.
    Review the article “Detecting deception during voir dire.” Think about why potential
    jurors might lie during voir dire, and how psychologists can help attorneys detect
    deceptive jurors.
    Review the article “Social media selection: How jury consultants can use social media
    to build a more favorable jury.” Imagine how a potential juror’s social media presence
    could influence whether or not they get chosen to sit on a jury.
    Select a current civil or criminal court case that demonstrates the need for use of a
    forensic psychologist in jury selection. To find a case, access a website in Optional
    Resources or perform a search on the defendant’s name of a case reported on in the
    media.

    Post a response to the following:

    Based on the case you selected for this discussion, answer the following questions:

    Under what circumstance is it best to use a forensic psychologist in jury selection? How
    can a psychologist assist both the prosecution and defense during jury selection? What
    are some challenges for a forensic psychologist when assisting in jury selection?

    Be sure to support your postings and responses with specific references to the Learning
    Resources.

    Respond to postings from at least two of your colleagues in one or more of the following
    ways:

    Ask a probing question and provide insight into how you would answer your question
    and why.
    Ask a probing question and provide the foundation, or rationale, for the question.
    Expand on your colleague’s posting by offering a new perspective or insight.
    Agree with a colleague and offer additional (new) supporting information for
    consideration.

    Disagree with a colleague by respectfully discussing and supporting a different
    perspective.

    BY DAY 3

    BY DAY 5

    **## Week2_Assignment10.pdf**

    Back to Week at a Glance

    ASSISTING WITH JURY SELECTION
    Voir dire, the process of selecting a jury from the panel of prospective jurors, can have important effects
    on the outcome of the trial. Its goal is to assemble an unbiased, representative jury. The goal of the trial
    attorney is to select a jury that is more sympathetic to his or her side, or at least less likely to be
    sympathetic with the opposing side.

    Forensic psychologists approach the jury selection process differently than attorneys, but with the same
    goal. Similar to the attorney, the forensic psychologist also has to understand both sides of the jury—
    who will work for their case and who will work against their case—in order to be prepared once the jury
    is selected.

    For this Application Assignment (Section 2 of your Comprehensive Report), you review a case and
    determine the characteristics of jurors to be considered by the trial attorneys. You then describe jurors
    that would be useful to the prosecution and their possible impact to the defense.

    Please note that this assignment is Section 2 of your Comprehensive Report.

    To prepare for this Application Assignment:

    Review the Assignment Directions (Comprehensive Report Section 2) and the rubric located in the
    Course Information area.
    Visit the Virtual Courtroom by viewing the media titled "Jury selection" located in this week’s
    Learning Resources page. You will be selecting a jury for the case presented in the Week 1 media.
    Review the case assigned to you in Week 1 of the course. Consider who would and who would not
    be a “good” juror for your case. You will be answering the Assignment questions in relation to your
    assigned case.
    Review the week’s Learning Resources.

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    TO PREPARE

    BY DAY 7

    [https://waldenu.instructure.com/courses/234841/pages/week-2-at-a-glance?module_item_id=10135060](https://waldenu.instructure.com/courses/234841/pages/week-2-at-a-glance?module_item_id=10135060)

    [https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070](https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070)

    PSYC_4920_Week_2_Assignment_Rubric

    Submit a 2–4-page paper (Comprehensive Report Section 2) that answers the following questions:

    State what the defendant is being charged with (e.g., Felony Theft).
    Describe juror demographic and personality characteristics you think would be significant to your
    defendant’s case.
    Describe two jurors you would select for the prosecution’s case and explain why they might be
    beneficial to the prosecution’s case.
    Explain how the same two jurors you described (that you would select for the prosecution’s case)
    could impact the defense’s case.
    Describe other factors that would be important to know about these jurors to help determine their
    potential effect on the case.

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

    This Assignment is due by Day 7 of Week 2.

    You will incorporate any feedback into the final submission of your Project Comprehensive
    Report.

    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 WK2Assgn_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

    State what the
    defendant is
    being charged
    with. … (5
    points)

    5 pts

    Describe juror
    demographic
    and personality
    characteristics
    you think would
    be significant to
    your defendant’s
    case…. (25
    points)

    25 pts

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

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

    3.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

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

    17.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    Criteria Ratings Pts

    Describe two
    jurors you would
    select and
    why…. (20
    points)

    20 pts

    Explain how the
    same two jurors
    could impact the
    defense’s
    case…. (20
    points)

    20 pts

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

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

    15 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

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

    15 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    Criteria Ratings Pts

    Describe other
    factors that
    would be
    important to
    know about
    these jurors to
    help determine
    their potential
    effect on the
    case…. (10
    points)

    10 pts

    Quality of
    Writing…(15
    points)

    15 pts

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

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

    7.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    15 pts
    A
    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling
    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    12 pts
    B
    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    10.5 pts
    C
    Writing is
    somewhat
    clear and
    organized with
    some MUGS
    errors. Most
    writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    9 pts
    D
    Writing is
    somewhat
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.

    0 pts
    F
    Writing is
    unclear
    and/or
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an
    underuse of
    original
    writing and
    an overuse
    of directly
    quoted
    content.

    Criteria Ratings Pts

    Information
    documentation…
    (5 points)

    5 pts

    Total Points: 100

    5 pts
    A
    Information
    from the
    Learning
    Resources is
    properly
    documented
    with
    citation(s) and
    reference(s)
    in correct APA
    style.

    3.5 pts
    B
    Information
    from the
    Learning
    Resources is
    partially
    documented
    with
    citation(s)
    and/or
    reference(s),
    and / or does
    not follow
    correct APA
    style.

    0 pts
    C

    0 pts
    D

    0 pts
    F
    Information
    from the
    Learning
    Resources is
    not cited or
    referenced in
    any way.

    **## Week2_AtaGlance_AppofForensicPsych-Summer2026.pdf**

    WEEK 2: AT A GLANCE
    CONSULTING IN JURY SELECTION

    INTRODUCTION
    Master attorney Clarence Darrow believed that,
    as a defense attorney, he was better off with
    jurors of an Irish background. He avoided
    Scandinavians, who—he presumed—had too
    much respect for the law (Fulero & Penrod, 1990).
    While this approach demonstrates an outdated
    reliance on stereotypes, it was the method
    employed by notable attorneys in earlier times.

    Have you ever been selected to sit on a jury? If
    so, both the prosecution and defense attorneys
    had to agree that you would be a “good” juror. What might have brought them to this conclusion?
    Was it the way you presented yourself? Could it have been your occupation? Did it have
    something to do with your race, ethnicity, or attitudes?

    This week, you examine the techniques and instruments forensic psychologists use to assist in
    the jury selection process. You also assess virtual jurors to determine their effectiveness to
    prosecution and defense attorneys.

    LEARNING OBJECTIVES
    Students will:

    Analyze use of forensic psychologists in jury selection
    Evaluate juror characteristics

    DISCUSSION ASSIGNMENT RESOURCES

    [https://waldenu.instructure.com/courses/234841/discussion_topics/3622434?module_item_id=10135061](https://waldenu.instructure.com/courses/234841/discussion_topics/3622434?module_item_id=10135061)

    [https://waldenu.instructure.com/courses/234841/discussion_topics/3622434?module_item_id=10135061](https://waldenu.instructure.com/courses/234841/discussion_topics/3622434?module_item_id=10135061)

    [https://waldenu.instructure.com/courses/234841/assignments/3367482?module_item_id=10135066](https://waldenu.instructure.com/courses/234841/assignments/3367482?module_item_id=10135066)

    [https://waldenu.instructure.com/courses/234841/assignments/3367482?module_item_id=10135066](https://waldenu.instructure.com/courses/234841/assignments/3367482?module_item_id=10135066)

    [https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070](https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070)

    [https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070](https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_170042608.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_170042608.jpg)

    **## Topic_Week2_Discussion13.pdf**

    FORENSIC PSYCHOLOGISTS AND JURY
    SELECTION

    Forensic psychologists are often hired by trial attorneys as trial consultants. In the role of
    trial consultants, forensic psychologists can prepare witnesses for what to expect and how
    to answer questions. They can assist attorneys with opening and closing statements and
    with the presentation of the evidence. Lastly, they can assist attorneys with jury selection.
    While forensic psychologists do not choose which prospective jurors will be selected, they
    can help with voir dire questions, and make suggestions as to who would and who would
    not make a “good” juror.

    During voir dire, attorneys ask prospective jurors several questions about their
    background, attitudes, and biases, among other things. Based on the information obtained
    from voir dire questioning, attorneys either ask the judge to accept jurors to the case or
    dismiss them. Forensic psychologists can assist attorneys by either suggesting
    beforehand the “type” of juror the attorney should look for, or by listening to voir
    dire interviews and recommending that certain jurors be chosen.

    For this Discussion, you examine the use of forensic psychologists in the jury selection
    process. You identify a current civil or criminal court case that exemplifies the use of
    forensic psychologists in jury selection.

    To prepare for this Discussion:

    Review Chapter 12 in Forensic Psychology. Reflect on the ethical issues surrounding
    the jury selection process.
    Review the article “Litigation Consulting: Expanding Beyond Jury Selection to Trial
    Strategy and Tactics.” Consider the impact of jury thought and decision-making on the

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    TO PREPARE

    [https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070](https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070)

    selection process.
    Review the article “Detecting deception during voir dire.” Think about why potential
    jurors might lie during voir dire, and how psychologists can help attorneys detect
    deceptive jurors.
    Review the article “Social media selection: How jury consultants can use social media
    to build a more favorable jury.” Imagine how a potential juror’s social media presence
    could influence whether or not they get chosen to sit on a jury.
    Select a current civil or criminal court case that demonstrates the need for use of a
    forensic psychologist in jury selection. To find a case, access a website in Optional
    Resources or perform a search on the defendant’s name of a case reported on in the
    media.

    Post a response to the following:

    Based on the case you selected for this discussion, answer the following questions:

    Under what circumstance is it best to use a forensic psychologist in jury selection? How
    can a psychologist assist both the prosecution and defense during jury selection? What
    are some challenges for a forensic psychologist when assisting in jury selection?

    Be sure to support your postings and responses with specific references to the Learning
    Resources.

    Respond to postings from at least two of your colleagues in one or more of the following
    ways:

    Ask a probing question and provide insight into how you would answer your question
    and why.
    Ask a probing question and provide the foundation, or rationale, for the question.
    Expand on your colleague’s posting by offering a new perspective or insight.
    Agree with a colleague and offer additional (new) supporting information for
    consideration.

    Disagree with a colleague by respectfully discussing and supporting a different
    perspective.

    BY DAY 3

    BY DAY 5

    **## Week2_Assignment10.pdf**

    Back to Week at a Glance

    ASSISTING WITH JURY SELECTION
    Voir dire, the process of selecting a jury from the panel of prospective jurors, can have important effects
    on the outcome of the trial. Its goal is to assemble an unbiased, representative jury. The goal of the trial
    attorney is to select a jury that is more sympathetic to his or her side, or at least less likely to be
    sympathetic with the opposing side.

    Forensic psychologists approach the jury selection process differently than attorneys, but with the same
    goal. Similar to the attorney, the forensic psychologist also has to understand both sides of the jury—
    who will work for their case and who will work against their case—in order to be prepared once the jury
    is selected.

    For this Application Assignment (Section 2 of your Comprehensive Report), you review a case and
    determine the characteristics of jurors to be considered by the trial attorneys. You then describe jurors
    that would be useful to the prosecution and their possible impact to the defense.

    Please note that this assignment is Section 2 of your Comprehensive Report.

    To prepare for this Application Assignment:

    Review the Assignment Directions (Comprehensive Report Section 2) and the rubric located in the
    Course Information area.
    Visit the Virtual Courtroom by viewing the media titled "Jury selection" located in this week’s
    Learning Resources page. You will be selecting a jury for the case presented in the Week 1 media.
    Review the case assigned to you in Week 1 of the course. Consider who would and who would not
    be a “good” juror for your case. You will be answering the Assignment questions in relation to your
    assigned case.
    Review the week’s Learning Resources.

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    TO PREPARE

    BY DAY 7

    [https://waldenu.instructure.com/courses/234841/pages/week-2-at-a-glance?module_item_id=10135060](https://waldenu.instructure.com/courses/234841/pages/week-2-at-a-glance?module_item_id=10135060)

    [https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070](https://waldenu.instructure.com/courses/234841/pages/week-2-learning-resources?module_item_id=10135070)

    PSYC_4920_Week_2_Assignment_Rubric

    Submit a 2–4-page paper (Comprehensive Report Section 2) that answers the following questions:

    State what the defendant is being charged with (e.g., Felony Theft).
    Describe juror demographic and personality characteristics you think would be significant to your
    defendant’s case.
    Describe two jurors you would select for the prosecution’s case and explain why they might be
    beneficial to the prosecution’s case.
    Explain how the same two jurors you described (that you would select for the prosecution’s case)
    could impact the defense’s case.
    Describe other factors that would be important to know about these jurors to help determine their
    potential effect on the case.

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

    This Assignment is due by Day 7 of Week 2.

    You will incorporate any feedback into the final submission of your Project Comprehensive
    Report.

    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 WK2Assgn_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

    State what the
    defendant is
    being charged
    with. … (5
    points)

    5 pts

    Describe juror
    demographic
    and personality
    characteristics
    you think would
    be significant to
    your defendant’s
    case…. (25
    points)

    25 pts

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

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

    3.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

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

    17.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    Criteria Ratings Pts

    Describe two
    jurors you would
    select and
    why…. (20
    points)

    20 pts

    Explain how the
    same two jurors
    could impact the
    defense’s
    case…. (20
    points)

    20 pts

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

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

    15 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

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

    15 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    Criteria Ratings Pts

    Describe other
    factors that
    would be
    important to
    know about
    these jurors to
    help determine
    their potential
    effect on the
    case…. (10
    points)

    10 pts

    Quality of
    Writing…(15
    points)

    15 pts

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

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

    7.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    inaccurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

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

    0 pts
    F
    Response is
    incomplete;
    answers are
    inaccurate
    and/or not
    explained; no
    supporting
    information
    from the
    Learning
    Resources
    when
    necessary.

    15 pts
    A
    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling
    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    12 pts
    B
    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    10.5 pts
    C
    Writing is
    somewhat
    clear and
    organized with
    some MUGS
    errors. Most
    writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).

    9 pts
    D
    Writing is
    somewhat
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.

    0 pts
    F
    Writing is
    unclear
    and/or
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an
    underuse of
    original
    writing and
    an overuse
    of directly
    quoted
    content.

    Criteria Ratings Pts

    Information
    documentation…
    (5 points)

    5 pts

    Total Points: 100

    5 pts
    A
    Information
    from the
    Learning
    Resources is
    properly
    documented
    with
    citation(s) and
    reference(s)
    in correct APA
    style.

    3.5 pts
    B
    Information
    from the
    Learning
    Resources is
    partially
    documented
    with
    citation(s)
    and/or
    reference(s),
    and / or does
    not follow
    correct APA
    style.

    0 pts
    C

    0 pts
    D

    0 pts
    F
    Information
    from the
    Learning
    Resources is
    not cited or
    referenced in
    any way.

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    **## BookCounselingOlderAdultsbyCharleneM.KampfeWebsitehttps.pdf**

    ●
    ●
    ●
    ●
    ●
    ●

    Book: Counseling Older Adults by Charlene M. Kampfe Website: https://online.vitalsource.com/
    home/dashboard
    Username: leedee1213@gmail.com
    Password: SuperSqurriel2515!@

    \* Avoid citations**
    *American words only**
    *Book as only source**
    **Please don’t not copy student replies!!**
    **my response must be different**
    **please respond in simplified casual tone*

    PART 1: Discussion #6- 10 pts. (130-200 words)
    *Simplified and casual tone*

    Choose one of the following questions to answer:
    1. What are the criteria that individuals need to have in order to attain social security benefits?
    Medicare benefits? Please consider the following in your response: benefits to family members,
    age of the individual, amount of years worked, income earned and the various criterion for
    eligibility and non-eligibility for both SSA and Medicare.
    2. As practicing clinicians, describe your experiences assisting clients while navigating the
    often-daunting social security and health care system. What stands out to you here? Any advice
    for counselors working with situations like these?
    Post and respond to at least two other classmates' posts.
    Provide evidence of content knowledge and critical thought. These should be well thought out
    and comprehensive.

    1B. Respond to two students:

    PART 2: Weekly Assignment #6 (1 page)
    *Simplified and casual tone*

    One of our roles as a counselor will be to assist our older clients (and younger for that matter) in
    retirement planning. Riker and Myers (1989) and Timmerman (2016) are a few of the models
    used to frame and conceptualize retirement and life planning for the elderly. Use one of these
    models as a guide or create your own. Address and explain the main areas that you believe are
    important to discuss/consider with your client and why?
    Put this exercise on a word document and upload your thoughts and responses here..

    PART 3: TEST BANK 5

    Create 8 test bank questions total for Chapters 10 & 11. 6 of the questions should be in multiple
    choice format (include four answer choices). 2 questions should be in the form of short
    answer. On each multiple choice question identify the correct answer with an asterix (*) to the
    right of the answer choice. Also provide an answer to the short answer question in paragraph
    form.

    **## LifePlanningandRetirementPlanningWhereDoTheyIntersect.pdf**

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    33

    Life Planning and Retirement Planning:
    Where Do They Intersect?
    by Sandra Timmermann, EdD

    Vol. 70, No. 1 | pp. 33-36

    This issue of the Journal went to press in December 2015.
    Copyright © 2016, Society of Financial Service Professionals.
    All rights reserved.

    ABSTRACT

    Should an advisor become a life planner?

    That depends on individual preferences and

    clients’ needs, but more and more, advisors

    are taking on some aspects of life planning,

    and forming partnerships for others. Be-

    coming familiar with the nine elements of

    life planning will provide insights into what

    is in the hearts and minds of preretirees and

    retirees and will make for a richer, deeper

    practice. The nine elements are: free time,

    work, health, caregiving, long-term care,

    family, housing, legacy, and purpose. We’ll

    briefly describe each element, and how

    an advisor can help his or her clients think

    through nonfinancial issues.

    As people transition to retirement and move
    along the age continuum, their future lives flash be-
    fore them. Most think holistically, so they have ques-
    tions and concerns that go beyond the spreadsheets
    and the Monte Carlo simulations. While the inte-
    gration of life planning with financial planning may
    not work for all advisors, it is worth considering how
    to incorporate life concerns into a retirement plan as
    most life concerns have financial components that
    need to be taken into account.

    Nine Life Planning Elements
    I’ve put nine life elements into a wheel, with
    money at the center. They are: free time, work,
    health, caregiving, long-term care, family, housing,
    legacy, and purpose. I’ll briefly describe each element,
    and how an advisor can help his or her clients think
    through nonfinancial issues that, in fact, impact their
    retirement nest eggs and incomes.

    Free Time
    Thoughts of retirement, for many of us, usually
    focus on more free time to do what we always wanted
    to do—sleep a little later, travel, play golf, get more
    involved in a church or synagogue, spend more time
    with the family. The dream list goes on and on. Ac-
    cording to the U.S. Travel Association, mature adults
    comprise 36 percent of leisure travel volume.1 Many
    recent retirees build travel and other leisure activities

    FINANCIAL GERONTOLOGY

    □

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    34

    that cost money (i.e, skiing, boating) into their plans.
    While patterns of aging do show that as people reach
    older ages they spend less money on leisure activities,
    most likely due to declining health, they still remain
    important, no matter what age. Most activities that
    we fill our time with involve money, for example,
    taking courses, going to concerts and plays, visiting
    family, pursuing an expensive hobby, and even vol-
    unteering. Advisors may want to talk to their clients
    about their plans, hear their excitement or concerns
    about their new freedom, and help them budget for
    the costs of having fun.

    Work
    More and more people in their 60s and 70s, and
    even beyond that, want or need to continue work-
    ing—to maintain or supplement their retirement
    incomes, to be productive, and to keep active and en-
    gaged. According to the U.S. Census, in 2010, 16.1
    percent of adults aged 65 and over were working,
    compared with 12.1 percent in 1990.2 It’s likely that
    this trend will continue as longevity rates increase,
    savings rates decrease, and the health status of retirees
    continues to improve. Advisors can raise issues about
    the pros and cons of remaining in the workforce, not
    only the financial aspects of delaying retirement for a
    few years to defer Social Security payouts and accu-
    mulate more money in 401(k)s and savings, but also
    the value of remaining relevant, using time well, and
    staying in the game.

    Health and Wellness
    While retirees are generally healthy, health con-
    cerns and costs loom as we age. The recent focus on
    wellness and exercise among older people impacts
    general health status as well as how one spends time.
    According to the President’s Council on Fitness,
    Sports and Nutrition, the percentage of adults who
    are physically active is 28-34 percent for those 65-74
    and 35-44 percent of adults age 75+.3 This can be
    viewed as the glass half full or the glass half emp-
    ty, but health correlates with wealth, and it is likely

    that more affluent older adults are engaged in some
    type of physical activity. On the flip side, of course, is
    that health care needs and costs tend to increase with
    age. Questions about Medicare and what it covers are
    often unanswered by advisors, and retirees have to
    fend for themselves as they review government publi-
    cations and the variety of Medicare Supplement and
    Medicare Advantage programs available. Advisors
    can be helpful by listening carefully to clients’ con-
    cerns about their health and learning more about the
    ins and outs of the transition to Medicare including
    trends, copays, deductibles, and noncovered expenses
    such as dentistry and optometry.

    Caregiving
    One out of five households in the U.S. cares for
    an elderly parent or other family member.4 Family
    caregivers, the majority women, are the unsung he-
    roes of the long-term care and health system. Their
    needs are often neglected as they juggle work and
    family responsibilities, give up career opportunities,
    develop symptoms of physical and emotional strain,
    and spend money out-of-pocket as they travel back
    and forth to visit loved ones, purchase supplies and
    groceries, and often contribute toward long-term
    care costs. Studies continue to show that caregivers
    do step up to the plate to care for family and friends.
    Some caregivers gradually find that their responsibil-
    ities increase as the care recipient’s health or cognitive
    status gradually declines. Others may unexpectedly
    discover that they must step in due to a sudden health
    incident such as a stroke or heart attack. While not
    directly a role of the advisor, awareness of caregiving
    stresses and costs is important in client interactions.
    Also, knowledge of some community resources and
    relationships with professionals such as geriatric care
    managers can be extremely useful in times of crisis.

    Long-Term Care
    The need for long-term care is the elephant in the
    room for many retirees, yet few prepare for it. Provid-
    ing for their own or their spouse’s/partner’s long-term

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    35

    FINANCIAL GERONTOLOGY

    Housing and Living Arrangements
    The home is where the heart is, no matter our
    age, whether it is the house where we raised our fam-
    ily or a new house in a different location. The vast
    majority (90 percent) of older people say they want to
    remain in their homes and communities as they get
    older, even if they need care, with 80 percent saying
    they want to remain in their current residences.9 For
    those who wish to stay put, there are several things
    to consider—whether their homes are structurally
    “age friendly,” whether there is transportation avail-
    able if they can no longer drive, and whether there
    are sufficient community support networks available.
    For some, despite their best intent, it might be bet-
    ter for them to move to a continuing care retirement
    community, a shared house with a friend, an assisted
    living facility, or even a nursing home. Whether a cli-
    ent remains at home or ultimately decides to move,
    financial decisions are at the forefront. Advisors will
    provide a service by explaining reverse mortgages as a
    tool to help people age in place, and by understand-
    ing the emotions and costs involved in moving to
    new homes, retirement communities, and facilities.

    Legacy
    A natural part of the aging process, especially for
    those deep in retirement, is thinking about legacy. In
    the financial services field, we immediately assume
    that legacy is synonymous with estate planning. Wills,
    trusts, and disposition of assets are important but there
    are nonfinancial legacies that older people wish to leave
    behind as well. More studies are showing that leaving a
    monetary inheritance to children and grandchildren is
    less important to older adults than being able to enjoy
    and spend money on their extended families while they
    are still alive. For many, aligning future charitable gifts
    with current volunteer work also becomes increasingly
    important. In addition, the concept of an ethical will,
    dating back to Biblical times, has captured the imagina-
    tion of the 65+ population.10 An ethical will enables us to
    write down and share what is most important in life—a
    way to pass on values, lessons learned, spiritual beliefs,

    care needs was cited as the top retirement concern
    by the oldest boomers in a recent study.5 While the
    older population is generally healthy, the prevalence
    of chronic conditions increases with age. Forty-two
    percent of people age 85 or over have three or more
    disabilities.6 The Alzheimer’s Association reports
    that one out of every two in this “oldest old” group
    will have some form of dementia. With denial about
    needing long-term care prevalent among boomers
    and costs increasing beyond the rate of inflation, pay-
    ing for care can derail even the best retirement plan.
    This life challenge, however, isn’t only about money;
    it is also about lifestyle and the ability of a family to
    provide care. Advisors should raise issues with their
    clients about care preferences and getting a care plan
    in place, protecting against cognitive impairments,
    determining end-of-life preferences, and starting a
    family conversation early while people are healthy
    and able to make decisions.

    Family
    The family, however we define it, is at the core
    of most older people’s social and support network. As
    people retire and move through the lifecycle, their
    happiness and satisfaction depend in large part on
    knowing that their adult children are functional
    and will be self-sufficient once they have died. They
    also indicate that what makes them the happiest is
    spending more time with family and friends. Grand-
    children are front and center and provide great joy.
    Grandparents also are a source of support. As cited
    in a book on the grandparent economy, one in three
    adults is in the grandparent life stage.7 Thirteen
    percent of grandparents provide care to their grand-
    child(ren) on a regular basis, and 52 percent provide
    some financial assistance to their adult children.
    They spend more money on basic expenses for their
    grandchildren, like clothing and fees at school, than
    on luxury items.8 Helping clients understand how
    the family impacts retirees’ happiness as well as their
    pocket books—something they may not have calcu-
    lated—is an important role for an advisor to play.

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    36

    FINANCIAL GERONTOLOGY

    practice, working with financial services and other busi-
    nesses interested in reaching the 50+ market.
    Sandy was a Vice President at MetLife and the Found-
    er and Director of the MetLife Mature Market Institute until
    it was disbanded in 2013. She has been in the aging field
    for over 30 years, is a frequent speaker on retirement is-
    sues, and has been interviewed by hundreds of media
    outlets. She serves in leadership capacities with several
    aging organizations, is a representative to the UN for the
    International Federation on Ageing, was a delegate to the
    White House Conference on Aging, and holds the Cavana-
    ugh Award. She received a BA from the University of Colo-
    rado and MA and EdD degrees from Columbia University.
    She can be reached at sandratimmermann1@gmail.com.

    (1) U.S. Travel Association, Travel Facts and Statistics; accessed at:
    https://www.ustravel.org/news/press-kit/travel-facts-and-statistics.
    (2) Labor Force Participation and Work Status of People 65 Years
    and Older, American Community Survey Brief, U.S. Census, Jan-
    uary, 2013; accessed at: https://www.census.gov/prod/2013pubs/
    acsbr11-09.pdf.
    (3) President’s Council on Fitness, Sports and Nutrition, Facts
    and Statistics; accessed at: http://www.fitness.gov/resource-center/
    facts-and-statistics/.
    (4) AARP and the National Alliance for Caregiving, Caregiv-
    ing in the U.S., Research Report 2015; accessed at: http://www.
    aarp.org/content/dam/aarp/ppi/2015/caregiving-in-the-united-
    states-2015-executive-summary-revised.pdf.
    (5) The MetLife Report on the Oldest Boomers—Healthy, Retiring
    Rapidly and Collecting Social Security, MetLife Mature Market
    Institute, May 2013; accessed at: https://www.metlife.com/assets/
    cao/mmi/publications/studies/2013/mmi-oldest-boomers.pdf.
    (6) Older Americans with a Disability: 2008-2012, American
    Community Survey Reports, U.S. Census, December 2014; ac-
    cessed at: https://www.census.gov/content/dam/Census/library/
    publications/2014/acs/acs-29.pdf.
    (7) Lori K. Bitter, The Grandparent Economy, Paramount Market
    Publishing, 2015.
    (8) Ibid., citations from research conducted by the MetLife Mature
    Market Institute.
    (9) Aging In Place: A State Survey of Livability Policies and Prac-
    tices, A Research Report by the National Conference of State Leg-
    islatures and the AARP Public Policy Institute; accessed at: http://
    assets.aarp.org/rgcenter/ppi/liv-com/ib190.pdf.
    (10) Celebrations of Life Web site, accessed at: https://celebrations
    oflife.net/ethicalwills/.
    (11) The Purpose Project, the Center for Spirituality and Healing, Uni-
    versity of Minnesota, and Richard Leider, The Inventure Group, 2007.

    traditions, and hopes for the next generation. Listening
    to older clients about what is most important to them is
    a gift, and advisors can encourage clients to pass their
    wisdom on to their children and grandchildren.

    Purpose
    According to Richard Leider, an author and interna-
    tional life coach who focuses on the importance of find-
    ing purpose and meaning in retirement, “The formula
    for the good life is living in the place where you belong
    with the people you love, doing the right work on pur-
    pose.”11 Without a reason to get up in the morning, life is
    not worth living no matter how much money you have.
    When people first retire, they are often focused on how
    they will use their leisure time and the newfound flexibil-
    ity away from the daily grind. But after a year or two, the
    bloom may be off the rose. People have an innate need
    to contribute and to give back to society, so they might
    want to spend more time as a volunteer. They also have a
    need to continue to grow and learn so they may want to
    take courses, start a business, or continue to work. Studies
    find that engagement is a key to a happier, more satisfying
    retirement. As an advisor, you can help your clients think
    through how they will use their time, skills, and passions
    so they can live their retirement years to the fullest.

    Should an advisor become a life planner? That
    depends on individual preferences and clients’ needs,
    but more and more, advisors are taking on some as-
    pects of life planning, and forming partnerships for
    others. Becoming familiar with the nine elements of
    life planning will provide insights into what is in the
    hearts and minds of preretirees and retirees and will
    make for a richer, deeper practice. n

    Sandra Timmermann, EdD, is a nationally recognized ger-
    ontologist who focuses on aging, retirement, and the ap-
    plication to business. She is currently the Visiting Profes-
    sor of Gerontology and Retirement Living at The American
    College, a Special Advisor to the Board of the Retirement
    Income Industry Association, a Senior Fellow at the Wom-
    en’s Institute for a Secure Retirement, and a member of the
    Funding Longevity Task Force. She also has a consulting

    FINANCIAL GERONTOLOGY

    (1) U.S. Travel Association, Travel Facts and Statistics; accessed at:
    https://www.ustravel.org/news/press-kit/travel-facts-and-statistics.
    (2) Labor Force Participation and Work Status of People 65 Years
    and Older, American Community Survey Brief, U.S. Census, Jan-
    uary, 2013; accessed at: https://www.census.gov/prod/2013pubs/
    acsbr11-09.pdf.
    (3) President’s Council on Fitness, Sports and Nutrition, Facts
    and Statistics; accessed at: http://www.fitness.gov/resource-center/
    facts-and-statistics/.
    (4) AARP and the National Alliance for Caregiving, Caregiv-
    ing in the U.S., Research Report 2015; accessed at: http://www.
    aarp.org/content/dam/aarp/ppi/2015/caregiving-in-the-united-
    states-2015-executive-summary-revised.pdf.
    (5) The MetLife Report on the Oldest Boomers—Healthy, Retiring
    Rapidly and Collecting Social Security, MetLife Mature Market
    Institute, May 2013; accessed at: https://www.metlife.com/assets/
    cao/mmi/publications/studies/2013/mmi-oldest-boomers.pdf.
    (6) Older Americans with a Disability: 2008-2012, American
    Community Survey Reports, U.S. Census, December 2014; ac-
    cessed at: https://www.census.gov/content/dam/Census/library/
    publications/2014/acs/acs-29.pdf.
    (7) Lori K. Bitter, The Grandparent Economy, Paramount Market
    Publishing, 2015.
    (8) Ibid., citations from research conducted by the MetLife Mature
    Market Institute.
    (9) Aging In Place: A State Survey of Livability Policies and Prac-
    tices, A Research Report by the National Conference of State Leg-
    islatures and the AARP Public Policy Institute; accessed at: http://
    assets.aarp.org/rgcenter/ppi/liv-com/ib190.pdf.
    (10) Celebrations of Life Web site, accessed at: https://celebrations
    oflife.net/ethicalwills/.
    (11) The Purpose Project, the Center for Spirituality and Healing, Uni-
    versity of Minnesota, and Richard Leider, The Inventure Group, 2007.

    Copyright of Journal of Financial Service Professionals is the property of Society of Financial
    Service Professionals and its content may not be copied or emailed to multiple sites or posted
    to a listserv without the copyright holder's express written permission. However, users may
    print, download, or email articles for individual use.

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    **## BookCounselingOlderAdultsbyCharleneM.KampfeWebsitehttps.pdf**

    ●
    ●
    ●
    ●
    ●
    ●

    Book: Counseling Older Adults by Charlene M. Kampfe Website: https://online.vitalsource.com/
    home/dashboard
    Username: leedee1213@gmail.com
    Password: SuperSqurriel2515!@

    \* Avoid citations**
    *American words only**
    *Book as only source**
    **Please don’t not copy student replies!!**
    **my response must be different**
    **please respond in simplified casual tone*

    PART 1: Discussion #6- 10 pts. (130-200 words)
    *Simplified and casual tone*

    Choose one of the following questions to answer:
    1. What are the criteria that individuals need to have in order to attain social security benefits?
    Medicare benefits? Please consider the following in your response: benefits to family members,
    age of the individual, amount of years worked, income earned and the various criterion for
    eligibility and non-eligibility for both SSA and Medicare.
    2. As practicing clinicians, describe your experiences assisting clients while navigating the
    often-daunting social security and health care system. What stands out to you here? Any advice
    for counselors working with situations like these?
    Post and respond to at least two other classmates' posts.
    Provide evidence of content knowledge and critical thought. These should be well thought out
    and comprehensive.

    1B. Respond to two students:

    PART 2: Weekly Assignment #6 (1 page)
    *Simplified and casual tone*

    One of our roles as a counselor will be to assist our older clients (and younger for that matter) in
    retirement planning. Riker and Myers (1989) and Timmerman (2016) are a few of the models
    used to frame and conceptualize retirement and life planning for the elderly. Use one of these
    models as a guide or create your own. Address and explain the main areas that you believe are
    important to discuss/consider with your client and why?
    Put this exercise on a word document and upload your thoughts and responses here..

    PART 3: TEST BANK 5

    Create 8 test bank questions total for Chapters 10 & 11. 6 of the questions should be in multiple
    choice format (include four answer choices). 2 questions should be in the form of short
    answer. On each multiple choice question identify the correct answer with an asterix (*) to the
    right of the answer choice. Also provide an answer to the short answer question in paragraph
    form.

    **## LifePlanningandRetirementPlanningWhereDoTheyIntersect.pdf**

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    33

    Life Planning and Retirement Planning:
    Where Do They Intersect?
    by Sandra Timmermann, EdD

    Vol. 70, No. 1 | pp. 33-36

    This issue of the Journal went to press in December 2015.
    Copyright © 2016, Society of Financial Service Professionals.
    All rights reserved.

    ABSTRACT

    Should an advisor become a life planner?

    That depends on individual preferences and

    clients’ needs, but more and more, advisors

    are taking on some aspects of life planning,

    and forming partnerships for others. Be-

    coming familiar with the nine elements of

    life planning will provide insights into what

    is in the hearts and minds of preretirees and

    retirees and will make for a richer, deeper

    practice. The nine elements are: free time,

    work, health, caregiving, long-term care,

    family, housing, legacy, and purpose. We’ll

    briefly describe each element, and how

    an advisor can help his or her clients think

    through nonfinancial issues.

    As people transition to retirement and move
    along the age continuum, their future lives flash be-
    fore them. Most think holistically, so they have ques-
    tions and concerns that go beyond the spreadsheets
    and the Monte Carlo simulations. While the inte-
    gration of life planning with financial planning may
    not work for all advisors, it is worth considering how
    to incorporate life concerns into a retirement plan as
    most life concerns have financial components that
    need to be taken into account.

    Nine Life Planning Elements
    I’ve put nine life elements into a wheel, with
    money at the center. They are: free time, work,
    health, caregiving, long-term care, family, housing,
    legacy, and purpose. I’ll briefly describe each element,
    and how an advisor can help his or her clients think
    through nonfinancial issues that, in fact, impact their
    retirement nest eggs and incomes.

    Free Time
    Thoughts of retirement, for many of us, usually
    focus on more free time to do what we always wanted
    to do—sleep a little later, travel, play golf, get more
    involved in a church or synagogue, spend more time
    with the family. The dream list goes on and on. Ac-
    cording to the U.S. Travel Association, mature adults
    comprise 36 percent of leisure travel volume.1 Many
    recent retirees build travel and other leisure activities

    FINANCIAL GERONTOLOGY

    □

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    34

    that cost money (i.e, skiing, boating) into their plans.
    While patterns of aging do show that as people reach
    older ages they spend less money on leisure activities,
    most likely due to declining health, they still remain
    important, no matter what age. Most activities that
    we fill our time with involve money, for example,
    taking courses, going to concerts and plays, visiting
    family, pursuing an expensive hobby, and even vol-
    unteering. Advisors may want to talk to their clients
    about their plans, hear their excitement or concerns
    about their new freedom, and help them budget for
    the costs of having fun.

    Work
    More and more people in their 60s and 70s, and
    even beyond that, want or need to continue work-
    ing—to maintain or supplement their retirement
    incomes, to be productive, and to keep active and en-
    gaged. According to the U.S. Census, in 2010, 16.1
    percent of adults aged 65 and over were working,
    compared with 12.1 percent in 1990.2 It’s likely that
    this trend will continue as longevity rates increase,
    savings rates decrease, and the health status of retirees
    continues to improve. Advisors can raise issues about
    the pros and cons of remaining in the workforce, not
    only the financial aspects of delaying retirement for a
    few years to defer Social Security payouts and accu-
    mulate more money in 401(k)s and savings, but also
    the value of remaining relevant, using time well, and
    staying in the game.

    Health and Wellness
    While retirees are generally healthy, health con-
    cerns and costs loom as we age. The recent focus on
    wellness and exercise among older people impacts
    general health status as well as how one spends time.
    According to the President’s Council on Fitness,
    Sports and Nutrition, the percentage of adults who
    are physically active is 28-34 percent for those 65-74
    and 35-44 percent of adults age 75+.3 This can be
    viewed as the glass half full or the glass half emp-
    ty, but health correlates with wealth, and it is likely

    that more affluent older adults are engaged in some
    type of physical activity. On the flip side, of course, is
    that health care needs and costs tend to increase with
    age. Questions about Medicare and what it covers are
    often unanswered by advisors, and retirees have to
    fend for themselves as they review government publi-
    cations and the variety of Medicare Supplement and
    Medicare Advantage programs available. Advisors
    can be helpful by listening carefully to clients’ con-
    cerns about their health and learning more about the
    ins and outs of the transition to Medicare including
    trends, copays, deductibles, and noncovered expenses
    such as dentistry and optometry.

    Caregiving
    One out of five households in the U.S. cares for
    an elderly parent or other family member.4 Family
    caregivers, the majority women, are the unsung he-
    roes of the long-term care and health system. Their
    needs are often neglected as they juggle work and
    family responsibilities, give up career opportunities,
    develop symptoms of physical and emotional strain,
    and spend money out-of-pocket as they travel back
    and forth to visit loved ones, purchase supplies and
    groceries, and often contribute toward long-term
    care costs. Studies continue to show that caregivers
    do step up to the plate to care for family and friends.
    Some caregivers gradually find that their responsibil-
    ities increase as the care recipient’s health or cognitive
    status gradually declines. Others may unexpectedly
    discover that they must step in due to a sudden health
    incident such as a stroke or heart attack. While not
    directly a role of the advisor, awareness of caregiving
    stresses and costs is important in client interactions.
    Also, knowledge of some community resources and
    relationships with professionals such as geriatric care
    managers can be extremely useful in times of crisis.

    Long-Term Care
    The need for long-term care is the elephant in the
    room for many retirees, yet few prepare for it. Provid-
    ing for their own or their spouse’s/partner’s long-term

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    35

    FINANCIAL GERONTOLOGY

    Housing and Living Arrangements
    The home is where the heart is, no matter our
    age, whether it is the house where we raised our fam-
    ily or a new house in a different location. The vast
    majority (90 percent) of older people say they want to
    remain in their homes and communities as they get
    older, even if they need care, with 80 percent saying
    they want to remain in their current residences.9 For
    those who wish to stay put, there are several things
    to consider—whether their homes are structurally
    “age friendly,” whether there is transportation avail-
    able if they can no longer drive, and whether there
    are sufficient community support networks available.
    For some, despite their best intent, it might be bet-
    ter for them to move to a continuing care retirement
    community, a shared house with a friend, an assisted
    living facility, or even a nursing home. Whether a cli-
    ent remains at home or ultimately decides to move,
    financial decisions are at the forefront. Advisors will
    provide a service by explaining reverse mortgages as a
    tool to help people age in place, and by understand-
    ing the emotions and costs involved in moving to
    new homes, retirement communities, and facilities.

    Legacy
    A natural part of the aging process, especially for
    those deep in retirement, is thinking about legacy. In
    the financial services field, we immediately assume
    that legacy is synonymous with estate planning. Wills,
    trusts, and disposition of assets are important but there
    are nonfinancial legacies that older people wish to leave
    behind as well. More studies are showing that leaving a
    monetary inheritance to children and grandchildren is
    less important to older adults than being able to enjoy
    and spend money on their extended families while they
    are still alive. For many, aligning future charitable gifts
    with current volunteer work also becomes increasingly
    important. In addition, the concept of an ethical will,
    dating back to Biblical times, has captured the imagina-
    tion of the 65+ population.10 An ethical will enables us to
    write down and share what is most important in life—a
    way to pass on values, lessons learned, spiritual beliefs,

    care needs was cited as the top retirement concern
    by the oldest boomers in a recent study.5 While the
    older population is generally healthy, the prevalence
    of chronic conditions increases with age. Forty-two
    percent of people age 85 or over have three or more
    disabilities.6 The Alzheimer’s Association reports
    that one out of every two in this “oldest old” group
    will have some form of dementia. With denial about
    needing long-term care prevalent among boomers
    and costs increasing beyond the rate of inflation, pay-
    ing for care can derail even the best retirement plan.
    This life challenge, however, isn’t only about money;
    it is also about lifestyle and the ability of a family to
    provide care. Advisors should raise issues with their
    clients about care preferences and getting a care plan
    in place, protecting against cognitive impairments,
    determining end-of-life preferences, and starting a
    family conversation early while people are healthy
    and able to make decisions.

    Family
    The family, however we define it, is at the core
    of most older people’s social and support network. As
    people retire and move through the lifecycle, their
    happiness and satisfaction depend in large part on
    knowing that their adult children are functional
    and will be self-sufficient once they have died. They
    also indicate that what makes them the happiest is
    spending more time with family and friends. Grand-
    children are front and center and provide great joy.
    Grandparents also are a source of support. As cited
    in a book on the grandparent economy, one in three
    adults is in the grandparent life stage.7 Thirteen
    percent of grandparents provide care to their grand-
    child(ren) on a regular basis, and 52 percent provide
    some financial assistance to their adult children.
    They spend more money on basic expenses for their
    grandchildren, like clothing and fees at school, than
    on luxury items.8 Helping clients understand how
    the family impacts retirees’ happiness as well as their
    pocket books—something they may not have calcu-
    lated—is an important role for an advisor to play.

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    36

    FINANCIAL GERONTOLOGY

    practice, working with financial services and other busi-
    nesses interested in reaching the 50+ market.
    Sandy was a Vice President at MetLife and the Found-
    er and Director of the MetLife Mature Market Institute until
    it was disbanded in 2013. She has been in the aging field
    for over 30 years, is a frequent speaker on retirement is-
    sues, and has been interviewed by hundreds of media
    outlets. She serves in leadership capacities with several
    aging organizations, is a representative to the UN for the
    International Federation on Ageing, was a delegate to the
    White House Conference on Aging, and holds the Cavana-
    ugh Award. She received a BA from the University of Colo-
    rado and MA and EdD degrees from Columbia University.
    She can be reached at sandratimmermann1@gmail.com.

    (1) U.S. Travel Association, Travel Facts and Statistics; accessed at:
    https://www.ustravel.org/news/press-kit/travel-facts-and-statistics.
    (2) Labor Force Participation and Work Status of People 65 Years
    and Older, American Community Survey Brief, U.S. Census, Jan-
    uary, 2013; accessed at: https://www.census.gov/prod/2013pubs/
    acsbr11-09.pdf.
    (3) President’s Council on Fitness, Sports and Nutrition, Facts
    and Statistics; accessed at: http://www.fitness.gov/resource-center/
    facts-and-statistics/.
    (4) AARP and the National Alliance for Caregiving, Caregiv-
    ing in the U.S., Research Report 2015; accessed at: http://www.
    aarp.org/content/dam/aarp/ppi/2015/caregiving-in-the-united-
    states-2015-executive-summary-revised.pdf.
    (5) The MetLife Report on the Oldest Boomers—Healthy, Retiring
    Rapidly and Collecting Social Security, MetLife Mature Market
    Institute, May 2013; accessed at: https://www.metlife.com/assets/
    cao/mmi/publications/studies/2013/mmi-oldest-boomers.pdf.
    (6) Older Americans with a Disability: 2008-2012, American
    Community Survey Reports, U.S. Census, December 2014; ac-
    cessed at: https://www.census.gov/content/dam/Census/library/
    publications/2014/acs/acs-29.pdf.
    (7) Lori K. Bitter, The Grandparent Economy, Paramount Market
    Publishing, 2015.
    (8) Ibid., citations from research conducted by the MetLife Mature
    Market Institute.
    (9) Aging In Place: A State Survey of Livability Policies and Prac-
    tices, A Research Report by the National Conference of State Leg-
    islatures and the AARP Public Policy Institute; accessed at: http://
    assets.aarp.org/rgcenter/ppi/liv-com/ib190.pdf.
    (10) Celebrations of Life Web site, accessed at: https://celebrations
    oflife.net/ethicalwills/.
    (11) The Purpose Project, the Center for Spirituality and Healing, Uni-
    versity of Minnesota, and Richard Leider, The Inventure Group, 2007.

    traditions, and hopes for the next generation. Listening
    to older clients about what is most important to them is
    a gift, and advisors can encourage clients to pass their
    wisdom on to their children and grandchildren.

    Purpose
    According to Richard Leider, an author and interna-
    tional life coach who focuses on the importance of find-
    ing purpose and meaning in retirement, “The formula
    for the good life is living in the place where you belong
    with the people you love, doing the right work on pur-
    pose.”11 Without a reason to get up in the morning, life is
    not worth living no matter how much money you have.
    When people first retire, they are often focused on how
    they will use their leisure time and the newfound flexibil-
    ity away from the daily grind. But after a year or two, the
    bloom may be off the rose. People have an innate need
    to contribute and to give back to society, so they might
    want to spend more time as a volunteer. They also have a
    need to continue to grow and learn so they may want to
    take courses, start a business, or continue to work. Studies
    find that engagement is a key to a happier, more satisfying
    retirement. As an advisor, you can help your clients think
    through how they will use their time, skills, and passions
    so they can live their retirement years to the fullest.

    Should an advisor become a life planner? That
    depends on individual preferences and clients’ needs,
    but more and more, advisors are taking on some as-
    pects of life planning, and forming partnerships for
    others. Becoming familiar with the nine elements of
    life planning will provide insights into what is in the
    hearts and minds of preretirees and retirees and will
    make for a richer, deeper practice. n

    Sandra Timmermann, EdD, is a nationally recognized ger-
    ontologist who focuses on aging, retirement, and the ap-
    plication to business. She is currently the Visiting Profes-
    sor of Gerontology and Retirement Living at The American
    College, a Special Advisor to the Board of the Retirement
    Income Industry Association, a Senior Fellow at the Wom-
    en’s Institute for a Secure Retirement, and a member of the
    Funding Longevity Task Force. She also has a consulting

    FINANCIAL GERONTOLOGY

    (1) U.S. Travel Association, Travel Facts and Statistics; accessed at:
    https://www.ustravel.org/news/press-kit/travel-facts-and-statistics.
    (2) Labor Force Participation and Work Status of People 65 Years
    and Older, American Community Survey Brief, U.S. Census, Jan-
    uary, 2013; accessed at: https://www.census.gov/prod/2013pubs/
    acsbr11-09.pdf.
    (3) President’s Council on Fitness, Sports and Nutrition, Facts
    and Statistics; accessed at: http://www.fitness.gov/resource-center/
    facts-and-statistics/.
    (4) AARP and the National Alliance for Caregiving, Caregiv-
    ing in the U.S., Research Report 2015; accessed at: http://www.
    aarp.org/content/dam/aarp/ppi/2015/caregiving-in-the-united-
    states-2015-executive-summary-revised.pdf.
    (5) The MetLife Report on the Oldest Boomers—Healthy, Retiring
    Rapidly and Collecting Social Security, MetLife Mature Market
    Institute, May 2013; accessed at: https://www.metlife.com/assets/
    cao/mmi/publications/studies/2013/mmi-oldest-boomers.pdf.
    (6) Older Americans with a Disability: 2008-2012, American
    Community Survey Reports, U.S. Census, December 2014; ac-
    cessed at: https://www.census.gov/content/dam/Census/library/
    publications/2014/acs/acs-29.pdf.
    (7) Lori K. Bitter, The Grandparent Economy, Paramount Market
    Publishing, 2015.
    (8) Ibid., citations from research conducted by the MetLife Mature
    Market Institute.
    (9) Aging In Place: A State Survey of Livability Policies and Prac-
    tices, A Research Report by the National Conference of State Leg-
    islatures and the AARP Public Policy Institute; accessed at: http://
    assets.aarp.org/rgcenter/ppi/liv-com/ib190.pdf.
    (10) Celebrations of Life Web site, accessed at: https://celebrations
    oflife.net/ethicalwills/.
    (11) The Purpose Project, the Center for Spirituality and Healing, Uni-
    versity of Minnesota, and Richard Leider, The Inventure Group, 2007.

    Copyright of Journal of Financial Service Professionals is the property of Society of Financial
    Service Professionals and its content may not be copied or emailed to multiple sites or posted
    to a listserv without the copyright holder's express written permission. However, users may
    print, download, or email articles for individual use.

    **UsingNewAttitudesandTechnologytoChangetheDevlopmental….PDF**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/usingnewattitudesandtechnologytochangethedevlopmental-pdf)

    **## BookCounselingOlderAdultsbyCharleneM.KampfeWebsitehttps.pdf**

    ●
    ●
    ●
    ●
    ●
    ●

    Book: Counseling Older Adults by Charlene M. Kampfe Website: https://online.vitalsource.com/
    home/dashboard
    Username: leedee1213@gmail.com
    Password: SuperSqurriel2515!@

    \* Avoid citations**
    *American words only**
    *Book as only source**
    **Please don’t not copy student replies!!**
    **my response must be different**
    **please respond in simplified casual tone*

    PART 1: Discussion #6- 10 pts. (130-200 words)
    *Simplified and casual tone*

    Choose one of the following questions to answer:
    1. What are the criteria that individuals need to have in order to attain social security benefits?
    Medicare benefits? Please consider the following in your response: benefits to family members,
    age of the individual, amount of years worked, income earned and the various criterion for
    eligibility and non-eligibility for both SSA and Medicare.
    2. As practicing clinicians, describe your experiences assisting clients while navigating the
    often-daunting social security and health care system. What stands out to you here? Any advice
    for counselors working with situations like these?
    Post and respond to at least two other classmates' posts.
    Provide evidence of content knowledge and critical thought. These should be well thought out
    and comprehensive.

    1B. Respond to two students:

    PART 2: Weekly Assignment #6 (1 page)
    *Simplified and casual tone*

    One of our roles as a counselor will be to assist our older clients (and younger for that matter) in
    retirement planning. Riker and Myers (1989) and Timmerman (2016) are a few of the models
    used to frame and conceptualize retirement and life planning for the elderly. Use one of these
    models as a guide or create your own. Address and explain the main areas that you believe are
    important to discuss/consider with your client and why?
    Put this exercise on a word document and upload your thoughts and responses here..

    PART 3: TEST BANK 5

    Create 8 test bank questions total for Chapters 10 & 11. 6 of the questions should be in multiple
    choice format (include four answer choices). 2 questions should be in the form of short
    answer. On each multiple choice question identify the correct answer with an asterix (*) to the
    right of the answer choice. Also provide an answer to the short answer question in paragraph
    form.

    **## LifePlanningandRetirementPlanningWhereDoTheyIntersect.pdf**

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    33

    Life Planning and Retirement Planning:
    Where Do They Intersect?
    by Sandra Timmermann, EdD

    Vol. 70, No. 1 | pp. 33-36

    This issue of the Journal went to press in December 2015.
    Copyright © 2016, Society of Financial Service Professionals.
    All rights reserved.

    ABSTRACT

    Should an advisor become a life planner?

    That depends on individual preferences and

    clients’ needs, but more and more, advisors

    are taking on some aspects of life planning,

    and forming partnerships for others. Be-

    coming familiar with the nine elements of

    life planning will provide insights into what

    is in the hearts and minds of preretirees and

    retirees and will make for a richer, deeper

    practice. The nine elements are: free time,

    work, health, caregiving, long-term care,

    family, housing, legacy, and purpose. We’ll

    briefly describe each element, and how

    an advisor can help his or her clients think

    through nonfinancial issues.

    As people transition to retirement and move
    along the age continuum, their future lives flash be-
    fore them. Most think holistically, so they have ques-
    tions and concerns that go beyond the spreadsheets
    and the Monte Carlo simulations. While the inte-
    gration of life planning with financial planning may
    not work for all advisors, it is worth considering how
    to incorporate life concerns into a retirement plan as
    most life concerns have financial components that
    need to be taken into account.

    Nine Life Planning Elements
    I’ve put nine life elements into a wheel, with
    money at the center. They are: free time, work,
    health, caregiving, long-term care, family, housing,
    legacy, and purpose. I’ll briefly describe each element,
    and how an advisor can help his or her clients think
    through nonfinancial issues that, in fact, impact their
    retirement nest eggs and incomes.

    Free Time
    Thoughts of retirement, for many of us, usually
    focus on more free time to do what we always wanted
    to do—sleep a little later, travel, play golf, get more
    involved in a church or synagogue, spend more time
    with the family. The dream list goes on and on. Ac-
    cording to the U.S. Travel Association, mature adults
    comprise 36 percent of leisure travel volume.1 Many
    recent retirees build travel and other leisure activities

    FINANCIAL GERONTOLOGY

    □

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    34

    that cost money (i.e, skiing, boating) into their plans.
    While patterns of aging do show that as people reach
    older ages they spend less money on leisure activities,
    most likely due to declining health, they still remain
    important, no matter what age. Most activities that
    we fill our time with involve money, for example,
    taking courses, going to concerts and plays, visiting
    family, pursuing an expensive hobby, and even vol-
    unteering. Advisors may want to talk to their clients
    about their plans, hear their excitement or concerns
    about their new freedom, and help them budget for
    the costs of having fun.

    Work
    More and more people in their 60s and 70s, and
    even beyond that, want or need to continue work-
    ing—to maintain or supplement their retirement
    incomes, to be productive, and to keep active and en-
    gaged. According to the U.S. Census, in 2010, 16.1
    percent of adults aged 65 and over were working,
    compared with 12.1 percent in 1990.2 It’s likely that
    this trend will continue as longevity rates increase,
    savings rates decrease, and the health status of retirees
    continues to improve. Advisors can raise issues about
    the pros and cons of remaining in the workforce, not
    only the financial aspects of delaying retirement for a
    few years to defer Social Security payouts and accu-
    mulate more money in 401(k)s and savings, but also
    the value of remaining relevant, using time well, and
    staying in the game.

    Health and Wellness
    While retirees are generally healthy, health con-
    cerns and costs loom as we age. The recent focus on
    wellness and exercise among older people impacts
    general health status as well as how one spends time.
    According to the President’s Council on Fitness,
    Sports and Nutrition, the percentage of adults who
    are physically active is 28-34 percent for those 65-74
    and 35-44 percent of adults age 75+.3 This can be
    viewed as the glass half full or the glass half emp-
    ty, but health correlates with wealth, and it is likely

    that more affluent older adults are engaged in some
    type of physical activity. On the flip side, of course, is
    that health care needs and costs tend to increase with
    age. Questions about Medicare and what it covers are
    often unanswered by advisors, and retirees have to
    fend for themselves as they review government publi-
    cations and the variety of Medicare Supplement and
    Medicare Advantage programs available. Advisors
    can be helpful by listening carefully to clients’ con-
    cerns about their health and learning more about the
    ins and outs of the transition to Medicare including
    trends, copays, deductibles, and noncovered expenses
    such as dentistry and optometry.

    Caregiving
    One out of five households in the U.S. cares for
    an elderly parent or other family member.4 Family
    caregivers, the majority women, are the unsung he-
    roes of the long-term care and health system. Their
    needs are often neglected as they juggle work and
    family responsibilities, give up career opportunities,
    develop symptoms of physical and emotional strain,
    and spend money out-of-pocket as they travel back
    and forth to visit loved ones, purchase supplies and
    groceries, and often contribute toward long-term
    care costs. Studies continue to show that caregivers
    do step up to the plate to care for family and friends.
    Some caregivers gradually find that their responsibil-
    ities increase as the care recipient’s health or cognitive
    status gradually declines. Others may unexpectedly
    discover that they must step in due to a sudden health
    incident such as a stroke or heart attack. While not
    directly a role of the advisor, awareness of caregiving
    stresses and costs is important in client interactions.
    Also, knowledge of some community resources and
    relationships with professionals such as geriatric care
    managers can be extremely useful in times of crisis.

    Long-Term Care
    The need for long-term care is the elephant in the
    room for many retirees, yet few prepare for it. Provid-
    ing for their own or their spouse’s/partner’s long-term

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    35

    FINANCIAL GERONTOLOGY

    Housing and Living Arrangements
    The home is where the heart is, no matter our
    age, whether it is the house where we raised our fam-
    ily or a new house in a different location. The vast
    majority (90 percent) of older people say they want to
    remain in their homes and communities as they get
    older, even if they need care, with 80 percent saying
    they want to remain in their current residences.9 For
    those who wish to stay put, there are several things
    to consider—whether their homes are structurally
    “age friendly,” whether there is transportation avail-
    able if they can no longer drive, and whether there
    are sufficient community support networks available.
    For some, despite their best intent, it might be bet-
    ter for them to move to a continuing care retirement
    community, a shared house with a friend, an assisted
    living facility, or even a nursing home. Whether a cli-
    ent remains at home or ultimately decides to move,
    financial decisions are at the forefront. Advisors will
    provide a service by explaining reverse mortgages as a
    tool to help people age in place, and by understand-
    ing the emotions and costs involved in moving to
    new homes, retirement communities, and facilities.

    Legacy
    A natural part of the aging process, especially for
    those deep in retirement, is thinking about legacy. In
    the financial services field, we immediately assume
    that legacy is synonymous with estate planning. Wills,
    trusts, and disposition of assets are important but there
    are nonfinancial legacies that older people wish to leave
    behind as well. More studies are showing that leaving a
    monetary inheritance to children and grandchildren is
    less important to older adults than being able to enjoy
    and spend money on their extended families while they
    are still alive. For many, aligning future charitable gifts
    with current volunteer work also becomes increasingly
    important. In addition, the concept of an ethical will,
    dating back to Biblical times, has captured the imagina-
    tion of the 65+ population.10 An ethical will enables us to
    write down and share what is most important in life—a
    way to pass on values, lessons learned, spiritual beliefs,

    care needs was cited as the top retirement concern
    by the oldest boomers in a recent study.5 While the
    older population is generally healthy, the prevalence
    of chronic conditions increases with age. Forty-two
    percent of people age 85 or over have three or more
    disabilities.6 The Alzheimer’s Association reports
    that one out of every two in this “oldest old” group
    will have some form of dementia. With denial about
    needing long-term care prevalent among boomers
    and costs increasing beyond the rate of inflation, pay-
    ing for care can derail even the best retirement plan.
    This life challenge, however, isn’t only about money;
    it is also about lifestyle and the ability of a family to
    provide care. Advisors should raise issues with their
    clients about care preferences and getting a care plan
    in place, protecting against cognitive impairments,
    determining end-of-life preferences, and starting a
    family conversation early while people are healthy
    and able to make decisions.

    Family
    The family, however we define it, is at the core
    of most older people’s social and support network. As
    people retire and move through the lifecycle, their
    happiness and satisfaction depend in large part on
    knowing that their adult children are functional
    and will be self-sufficient once they have died. They
    also indicate that what makes them the happiest is
    spending more time with family and friends. Grand-
    children are front and center and provide great joy.
    Grandparents also are a source of support. As cited
    in a book on the grandparent economy, one in three
    adults is in the grandparent life stage.7 Thirteen
    percent of grandparents provide care to their grand-
    child(ren) on a regular basis, and 52 percent provide
    some financial assistance to their adult children.
    They spend more money on basic expenses for their
    grandchildren, like clothing and fees at school, than
    on luxury items.8 Helping clients understand how
    the family impacts retirees’ happiness as well as their
    pocket books—something they may not have calcu-
    lated—is an important role for an advisor to play.

    FINANCIAL GERONTOLOGY

    JOURNAL OF FINANCIAL SERVICE PROFESSIONALS | JANUARY 2016

    36

    FINANCIAL GERONTOLOGY

    practice, working with financial services and other busi-
    nesses interested in reaching the 50+ market.
    Sandy was a Vice President at MetLife and the Found-
    er and Director of the MetLife Mature Market Institute until
    it was disbanded in 2013. She has been in the aging field
    for over 30 years, is a frequent speaker on retirement is-
    sues, and has been interviewed by hundreds of media
    outlets. She serves in leadership capacities with several
    aging organizations, is a representative to the UN for the
    International Federation on Ageing, was a delegate to the
    White House Conference on Aging, and holds the Cavana-
    ugh Award. She received a BA from the University of Colo-
    rado and MA and EdD degrees from Columbia University.
    She can be reached at sandratimmermann1@gmail.com.

    (1) U.S. Travel Association, Travel Facts and Statistics; accessed at:
    https://www.ustravel.org/news/press-kit/travel-facts-and-statistics.
    (2) Labor Force Participation and Work Status of People 65 Years
    and Older, American Community Survey Brief, U.S. Census, Jan-
    uary, 2013; accessed at: https://www.census.gov/prod/2013pubs/
    acsbr11-09.pdf.
    (3) President’s Council on Fitness, Sports and Nutrition, Facts
    and Statistics; accessed at: http://www.fitness.gov/resource-center/
    facts-and-statistics/.
    (4) AARP and the National Alliance for Caregiving, Caregiv-
    ing in the U.S., Research Report 2015; accessed at: http://www.
    aarp.org/content/dam/aarp/ppi/2015/caregiving-in-the-united-
    states-2015-executive-summary-revised.pdf.
    (5) The MetLife Report on the Oldest Boomers—Healthy, Retiring
    Rapidly and Collecting Social Security, MetLife Mature Market
    Institute, May 2013; accessed at: https://www.metlife.com/assets/
    cao/mmi/publications/studies/2013/mmi-oldest-boomers.pdf.
    (6) Older Americans with a Disability: 2008-2012, American
    Community Survey Reports, U.S. Census, December 2014; ac-
    cessed at: https://www.census.gov/content/dam/Census/library/
    publications/2014/acs/acs-29.pdf.
    (7) Lori K. Bitter, The Grandparent Economy, Paramount Market
    Publishing, 2015.
    (8) Ibid., citations from research conducted by the MetLife Mature
    Market Institute.
    (9) Aging In Place: A State Survey of Livability Policies and Prac-
    tices, A Research Report by the National Conference of State Leg-
    islatures and the AARP Public Policy Institute; accessed at: http://
    assets.aarp.org/rgcenter/ppi/liv-com/ib190.pdf.
    (10) Celebrations of Life Web site, accessed at: https://celebrations
    oflife.net/ethicalwills/.
    (11) The Purpose Project, the Center for Spirituality and Healing, Uni-
    versity of Minnesota, and Richard Leider, The Inventure Group, 2007.

    traditions, and hopes for the next generation. Listening
    to older clients about what is most important to them is
    a gift, and advisors can encourage clients to pass their
    wisdom on to their children and grandchildren.

    Purpose
    According to Richard Leider, an author and interna-
    tional life coach who focuses on the importance of find-
    ing purpose and meaning in retirement, “The formula
    for the good life is living in the place where you belong
    with the people you love, doing the right work on pur-
    pose.”11 Without a reason to get up in the morning, life is
    not worth living no matter how much money you have.
    When people first retire, they are often focused on how
    they will use their leisure time and the newfound flexibil-
    ity away from the daily grind. But after a year or two, the
    bloom may be off the rose. People have an innate need
    to contribute and to give back to society, so they might
    want to spend more time as a volunteer. They also have a
    need to continue to grow and learn so they may want to
    take courses, start a business, or continue to work. Studies
    find that engagement is a key to a happier, more satisfying
    retirement. As an advisor, you can help your clients think
    through how they will use their time, skills, and passions
    so they can live their retirement years to the fullest.

    Should an advisor become a life planner? That
    depends on individual preferences and clients’ needs,
    but more and more, advisors are taking on some as-
    pects of life planning, and forming partnerships for
    others. Becoming familiar with the nine elements of
    life planning will provide insights into what is in the
    hearts and minds of preretirees and retirees and will
    make for a richer, deeper practice. n

    Sandra Timmermann, EdD, is a nationally recognized ger-
    ontologist who focuses on aging, retirement, and the ap-
    plication to business. She is currently the Visiting Profes-
    sor of Gerontology and Retirement Living at The American
    College, a Special Advisor to the Board of the Retirement
    Income Industry Association, a Senior Fellow at the Wom-
    en’s Institute for a Secure Retirement, and a member of the
    Funding Longevity Task Force. She also has a consulting

    FINANCIAL GERONTOLOGY

    (1) U.S. Travel Association, Travel Facts and Statistics; accessed at:
    https://www.ustravel.org/news/press-kit/travel-facts-and-statistics.
    (2) Labor Force Participation and Work Status of People 65 Years
    and Older, American Community Survey Brief, U.S. Census, Jan-
    uary, 2013; accessed at: https://www.census.gov/prod/2013pubs/
    acsbr11-09.pdf.
    (3) President’s Council on Fitness, Sports and Nutrition, Facts
    and Statistics; accessed at: http://www.fitness.gov/resource-center/
    facts-and-statistics/.
    (4) AARP and the National Alliance for Caregiving, Caregiv-
    ing in the U.S., Research Report 2015; accessed at: http://www.
    aarp.org/content/dam/aarp/ppi/2015/caregiving-in-the-united-
    states-2015-executive-summary-revised.pdf.
    (5) The MetLife Report on the Oldest Boomers—Healthy, Retiring
    Rapidly and Collecting Social Security, MetLife Mature Market
    Institute, May 2013; accessed at: https://www.metlife.com/assets/
    cao/mmi/publications/studies/2013/mmi-oldest-boomers.pdf.
    (6) Older Americans with a Disability: 2008-2012, American
    Community Survey Reports, U.S. Census, December 2014; ac-
    cessed at: https://www.census.gov/content/dam/Census/library/
    publications/2014/acs/acs-29.pdf.
    (7) Lori K. Bitter, The Grandparent Economy, Paramount Market
    Publishing, 2015.
    (8) Ibid., citations from research conducted by the MetLife Mature
    Market Institute.
    (9) Aging In Place: A State Survey of Livability Policies and Prac-
    tices, A Research Report by the National Conference of State Leg-
    islatures and the AARP Public Policy Institute; accessed at: http://
    assets.aarp.org/rgcenter/ppi/liv-com/ib190.pdf.
    (10) Celebrations of Life Web site, accessed at: https://celebrations
    oflife.net/ethicalwills/.
    (11) The Purpose Project, the Center for Spirituality and Healing, Uni-
    versity of Minnesota, and Richard Leider, The Inventure Group, 2007.

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