Tag: Clinical & Abnormal Psychology

  • [Solved] Modulo 3

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    In-depth study guidance and analytical solution covering Modulo 3.

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  • [Solved] Explore a topic

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    **files (1)** – ## Week3Discussion-MainPostduebySundayJune28CommentsdueTuesdayJune30.pdf **## Week3Discussion-MainPostduebySundayJune28CommentsdueTuesdayJune30.pdf** Week 3 Discussion- Main Post due by Sunday June 28, Comments due Tuesday June 30 Due on Jun 30, 2026 11:59 PM AS Discussions List View…

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    **files (1)**

    – ## Week3Discussion-MainPostduebySundayJune28CommentsdueTuesdayJune30.pdf

    **## Week3Discussion-MainPostduebySundayJune28CommentsdueTuesdayJune30.pdf**

    Week 3 Discussion- Main Post
    due by Sunday June 28,
    Comments due Tuesday June
    30
    Due on Jun 30, 2026 11:59 PM

    AS

    Discussions List View Topic

    Search Week 3 Discussion- Main Post due by …

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    1. Main Entry: You have been given the liberty to explore a topic/concept that

    caught your attention or had personal relevance. Your goal is to find one decent
    website that is related the topic that interested you while reading Chapters 3 and

    4. To be at level 5 or 6, your post should be quite lengthy and use several specific

    references to chapters and websites. Here are some suggestions:

    Cognitive Dissonance: Describe a situation in which you noticed or felt

    cognitive dissonance in your life. How was it resolved?

    Persuasion: Think of an instance when you were persuaded by someone or

    when you were persuaded by someone else. Please use the textbook to walk

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    us through the situation using appropriate terms.

    Discuss yourself: You don't necessarily need to share your favorite color.

    Rather, read chapter 4. How do others see you? Is it the same as you see

    yourself? Do you have only one self?

    You must link at least three vocabulary terms from the reading to the information

    you examine on the website. Please include which section or where you got the

    information that you mentioned.

    2. Peer responses: Read two (2) of your classmates' entries (maybe on a topic you

    need more information on) and go to the website they have suggested. After

    reviewing the website and its information, post a response to their topic entry and

    a critique (3 or more sentences) of the website. Was it interesting, or did it help

    you understand that particular concept? Also, feel free to share any additional

    views or relevant stories you have on the topic.

    Take a look at the final paper. Decide on a

    topic this week.

    All Threads

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261408/View 7/9/26, 7:16 PM
    Page 2 of 11

    **## Week3Discussion-MainPostduebySundayJune28CommentsdueTuesdayJune30.pdf**

    Week 3 Discussion- Main Post
    due by Sunday June 28,
    Comments due Tuesday June
    30
    Due on Jun 30, 2026 11:59 PM

    AS

    Discussions List View Topic

    Search Week 3 Discussion- Main Post due by …

    Subscribe

    1. Main Entry: You have been given the liberty to explore a topic/concept that

    caught your attention or had personal relevance. Your goal is to find one decent
    website that is related the topic that interested you while reading Chapters 3 and

    4. To be at level 5 or 6, your post should be quite lengthy and use several specific

    references to chapters and websites. Here are some suggestions:

    Cognitive Dissonance: Describe a situation in which you noticed or felt

    cognitive dissonance in your life. How was it resolved?

    Persuasion: Think of an instance when you were persuaded by someone or

    when you were persuaded by someone else. Please use the textbook to walk

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261408/View 7/9/26, 7:16 PM
    Page 1 of 11

    Feedback 0 / 40 0 %

    Rubrics

    Participation

    Start a New Thread

    Filter by:

    Sort by:

    Most Recent Activity

    us through the situation using appropriate terms.

    Discuss yourself: You don't necessarily need to share your favorite color.

    Rather, read chapter 4. How do others see you? Is it the same as you see

    yourself? Do you have only one self?

    You must link at least three vocabulary terms from the reading to the information

    you examine on the website. Please include which section or where you got the

    information that you mentioned.

    2. Peer responses: Read two (2) of your classmates' entries (maybe on a topic you

    need more information on) and go to the website they have suggested. After

    reviewing the website and its information, post a response to their topic entry and

    a critique (3 or more sentences) of the website. Was it interesting, or did it help

    you understand that particular concept? Also, feel free to share any additional

    views or relevant stories you have on the topic.

    Take a look at the final paper. Decide on a

    topic this week.

    All Threads

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261408/View 7/9/26, 7:16 PM
    Page 2 of 11

  • [Solved] Behaviorism v. Neuroscience

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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** | | | | | | | | — | — | — | — | — | — | | *…

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    Assignment Prompt & Instructions

    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. |

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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**

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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. |

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  • [Solved] 300 word

    ✓ Verified Academic Solution Available

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    Due 7/9/26 6 Pm EST 300 WORDS NOT INCLUDING TITLE AND 2 REF

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    Due 7/9/26 6 Pm EST

    300 WORDS NOT INCLUDING TITLE AND 2 REF

  • [Solved] Social Psychology

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    **files (1)** – ## Week5Discussion-MainPostdueSundayJuly12CommentsdueTuesJuly14-PS.pdf **## Week5Discussion-MainPostdueSundayJuly12CommentsdueTuesJuly14-PS.pdf** Week 5 Discussion – Main Post due Sunday July 12, Comments due Tues July 14 Due on Jul 14, 2026 11:59 PM AS Discussions List View Topic Se…

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    **files (1)**

    – ## Week5Discussion-MainPostdueSundayJuly12CommentsdueTuesJuly14-PS.pdf

    **## Week5Discussion-MainPostdueSundayJuly12CommentsdueTuesJuly14-PS.pdf**

    Week 5 Discussion – Main
    Post due Sunday July 12,
    Comments due Tues July 14
    Due on Jul 14, 2026 11:59 PM

    AS

    Discussions List View Topic

    Search Week 5 Discussion – Main Post due S…

    Subscribe

    This week's materials take a close look at interpersonal attraction. As social

    animals, the concepts presented within this week's chapters may seem at times

    obvious or simplistic. However, consider how you develop friendships and

    establish a rapport with a prospective "special someone." As you stand there

    interacting with another person do you think to yourself…

    1. (proximity) "If I lived somewhere else I wouldn't even know or like this

    person."

    2. (affect) "If I were in a better mood this person would almost seem ok, but

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261410/View 7/9/26, 7:28 PM
    Page 1 of 6

    Start a New Thread

    since I'm not, I don't care for him/her."

    3. (attractiveness) "If only I could get past how good looking this person is/is

    not…I wonder what they are really like."

    4. (attractiveness) "He is really good looking…he has to be a trustworthy car

    salesman"

    5. (attractiveness) "She is too beautiful to be smart."

    Your Task

    Pick one of the four:

    1. Post a brief analysis that ranks, in order of importance, the factors that lead to

    attraction in chapter 7.

    2. Do we have control over who we find attractive?

    3. Do we have control over who we like?

    4. Read chapter 8 and discuss why people do good deeds?

    Be sure to include four vocabulary words form the reading to get full credit.

    Please include at least 4 mentions of the sections or where you got the

    information that you mention.

    Part 2: Constructive Peer Feedback: In addition to posting your thoughts to the

    main entry questions, respond to at least TWO (2) of your classmates' entries that
    address a question different from the one you were assigned. In 5 or more

    sentences, provide constructive feedback. Do you have some additional thoughts

    on the topic? Share them. When providing your feedback present the logic behind

    it.

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

    post? Multiple page numbers? Multiple sources?

    Write the first page of your final paper

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261410/View 7/9/26, 7:28 PM
    Page 2 of 6

    **## Week5Discussion-MainPostdueSundayJuly12CommentsdueTuesJuly14-PS.pdf**

    Week 5 Discussion – Main
    Post due Sunday July 12,
    Comments due Tues July 14
    Due on Jul 14, 2026 11:59 PM

    AS

    Discussions List View Topic

    Search Week 5 Discussion – Main Post due S…

    Subscribe

    This week's materials take a close look at interpersonal attraction. As social

    animals, the concepts presented within this week's chapters may seem at times

    obvious or simplistic. However, consider how you develop friendships and

    establish a rapport with a prospective "special someone." As you stand there

    interacting with another person do you think to yourself…

    1. (proximity) "If I lived somewhere else I wouldn't even know or like this

    person."

    2. (affect) "If I were in a better mood this person would almost seem ok, but

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261410/View 7/9/26, 7:28 PM
    Page 1 of 6

    Start a New Thread

    since I'm not, I don't care for him/her."

    3. (attractiveness) "If only I could get past how good looking this person is/is

    not…I wonder what they are really like."

    4. (attractiveness) "He is really good looking…he has to be a trustworthy car

    salesman"

    5. (attractiveness) "She is too beautiful to be smart."

    Your Task

    Pick one of the four:

    1. Post a brief analysis that ranks, in order of importance, the factors that lead to

    attraction in chapter 7.

    2. Do we have control over who we find attractive?

    3. Do we have control over who we like?

    4. Read chapter 8 and discuss why people do good deeds?

    Be sure to include four vocabulary words form the reading to get full credit.

    Please include at least 4 mentions of the sections or where you got the

    information that you mention.

    Part 2: Constructive Peer Feedback: In addition to posting your thoughts to the

    main entry questions, respond to at least TWO (2) of your classmates' entries that
    address a question different from the one you were assigned. In 5 or more

    sentences, provide constructive feedback. Do you have some additional thoughts

    on the topic? Share them. When providing your feedback present the logic behind

    it.

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

    post? Multiple page numbers? Multiple sources?

    Write the first page of your final paper

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261410/View 7/9/26, 7:28 PM
    Page 2 of 6

  • [Solved] psych

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    In-depth study guidance and analytical solution covering psych.

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  • [Solved] Interview

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    **files (1)** – ## Interview.docx **## Interview.docx** AMERICAN WORDS ONLY**** Part 1: Interview proposal Each student will interview an individual who is above the age of 65 and provide a reflection of his/her experiences regarding this activity. Interviews can be done in person, via telephone…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## Interview.docx

    **## Interview.docx**

    AMERICAN WORDS ONLY****

    Part 1: Interview proposal

    Each student will interview an individual who is above the age of 65 and provide a reflection of his/her experiences regarding this activity. Interviews can be done in person, via telephone, zoom, or most any other way. Prior to interview, students will briefly describe/summarize the interviewee, interview format, and submit a series of proposed interview questions to the professor for approval. Specifics are located in canvas.

    Prior to the interview, you will need to briefly describe/summarize the interviewee and interview format and submit a series of proposed interview questions to the professor for approval.

    Submit this proposal to Dr. Darch for approval by July 13.

    Upload you Interview Proposal here…

    Part 2: Disussion Chapter 10( Casual simplified tone 130-160 words)

    1A. After you read the introduction of couple and family counseling (Ch. 10), what are your understanding about couple and family counseling? What are the different approaches of couple/marriage/family work may exist between counselors and family therapists?

    1B. Respond to two students

    Student 1: M.G

    After reading the introduction to couples and family counseling, I think it is even more complex than individual counseling. Since the family is viewed as a whole you are considering the well-being of multiple different people instead of just one. That can become extremely complicated because every family is unique and has different experiences, relationships, and ways of handling stress. The same situation can affect one family very differently than another depending on what they have been through and how they interact with each other. I also gained a better understanding of why people seek couples therapy. It is not just for problems like fighting or infidelity. Couples also go to therapy to learn how to better manage finances, improve communication, navigate parenting, and determine overall compatibility. Just like individual counseling, there are many different theories and approaches that counselors can use. Some common theories include psychoanalytic theory, social learning theory, and Bowen Family Systems Theory. Some approaches that are often used are psychodynamic counseling, narrative family counseling, brief solution-focused family counseling, and structural family counseling. Just like in individual counseling, it is important for the counselor to recognize which theory or approach will best fit each client's unique situation.

    Student 2: L.B

    My understanding of couples and family counseling is that they are able to work on how to operate as a system instead of individually, and there are many different ways to achieve this goal. Families can have many different forms including single-parent families, military families, LGBT+ families, minority families, or other types. Because of the differences in family situations or family types, counselors have a responsibility to get to know each family based on their values, habits, and traditions as well as their struggles or areas they are wanting to improve. The goal with family counseling is not to change the family dynamics but to improve communication, adaptability, and commitment to each other. Couples counseling is similar to families in the ways of working to enhance the positive aspects of their relationship.

    The approaches to couple/marriage/family counseling can be similar and the main difference between couples and family counseling are incorporating the kids and other family members. Some approaches to counseling families include Brief Solution-Focused, Structural, Behavioral, and Psychodynamic. Most of the family approaches are focused on the members working together rather than individually. Approaches to working with couples include Social Learning Theory, Emotionally Focused Therapy, REBT, and Psychoanalytic Theory. Some of the topics discussed in couples counseling includes communication, fidelity, finances, and compatibility.

    Part 3: Discussion Chapter 11 (Casual simplified tone, 130-160 words)

    3A. After reading about counseling children and adolescents (Ch. 11), how comfortable are you to focus on your counseling career on the population of child and adolescent? Explain your like and dislike.

    **Nervous about working with this population due to no experience working with them**

    3B. Respond to two students:

    Student 1: M.G

    Children are the population I feel most comfortable focusing my counseling career on. I have a lot of experience with this age group, and it is truly the area I am most passionate about. Working with children is what first sparked my interest in counseling. I know that counseling this population comes with its own unique set of challenges, but in my opinion the benefits far outweigh them. Childhood is such an important foundation for a person's future. Helping a child build resilience, develop healthy coping skills, and heal from difficult experiences can have a lasting impact on their life forever. The difference you make in a child's life does not just affect them in the present but it can positively shape their future for years to come. I also love working with kids because of their honesty and vulnerability. They often have such an optimistic outlook on life, and I am excited about the opportunity to help bring joy, growth, and healing into their lives. I also enjoy the creativity that comes with counseling children through techniques like art therapy, games, and different play therapy strategies. I am hopeful that my career will lead me to working with this population.

    Student 2: L.B

    Children are the population I feel most comfortable focusing my counseling career on. I have a lot of experience with this age group, and it is truly the area I am most passionate about. Working with children is what first sparked my interest in counseling. I know that counseling this population comes with its own unique set of challenges, but in my opinion the benefits far outweigh them. Childhood is such an important foundation for a person's future. Helping a child build resilience, develop healthy coping skills, and heal from difficult experiences can have a lasting impact on their life forever. The difference you make in a child's life does not just affect them in the present but it can positively shape their future for years to come. I also love working with kids because of their honesty and vulnerability. They often have such an optimistic outlook on life, and I am excited about the opportunity to help bring joy, growth, and healing into their lives. I also enjoy the creativity that comes with counseling children through techniques like art therapy, games, and different play therapy strategies. I am hopeful that my career will lead me to working with this population.

    **## Interview.docx**

    AMERICAN WORDS ONLY****

    Part 1: Interview proposal

    Each student will interview an individual who is above the age of 65 and provide a reflection of his/her experiences regarding this activity. Interviews can be done in person, via telephone, zoom, or most any other way. Prior to interview, students will briefly describe/summarize the interviewee, interview format, and submit a series of proposed interview questions to the professor for approval. Specifics are located in canvas.

    Prior to the interview, you will need to briefly describe/summarize the interviewee and interview format and submit a series of proposed interview questions to the professor for approval.

    Submit this proposal to Dr. Darch for approval by July 13.

    Upload you Interview Proposal here…

    Part 2: Disussion Chapter 10( Casual simplified tone 130-160 words)

    1A. After you read the introduction of couple and family counseling (Ch. 10), what are your understanding about couple and family counseling? What are the different approaches of couple/marriage/family work may exist between counselors and family therapists?

    1B. Respond to two students

    Student 1: M.G

    After reading the introduction to couples and family counseling, I think it is even more complex than individual counseling. Since the family is viewed as a whole you are considering the well-being of multiple different people instead of just one. That can become extremely complicated because every family is unique and has different experiences, relationships, and ways of handling stress. The same situation can affect one family very differently than another depending on what they have been through and how they interact with each other. I also gained a better understanding of why people seek couples therapy. It is not just for problems like fighting or infidelity. Couples also go to therapy to learn how to better manage finances, improve communication, navigate parenting, and determine overall compatibility. Just like individual counseling, there are many different theories and approaches that counselors can use. Some common theories include psychoanalytic theory, social learning theory, and Bowen Family Systems Theory. Some approaches that are often used are psychodynamic counseling, narrative family counseling, brief solution-focused family counseling, and structural family counseling. Just like in individual counseling, it is important for the counselor to recognize which theory or approach will best fit each client's unique situation.

    Student 2: L.B

    My understanding of couples and family counseling is that they are able to work on how to operate as a system instead of individually, and there are many different ways to achieve this goal. Families can have many different forms including single-parent families, military families, LGBT+ families, minority families, or other types. Because of the differences in family situations or family types, counselors have a responsibility to get to know each family based on their values, habits, and traditions as well as their struggles or areas they are wanting to improve. The goal with family counseling is not to change the family dynamics but to improve communication, adaptability, and commitment to each other. Couples counseling is similar to families in the ways of working to enhance the positive aspects of their relationship.

    The approaches to couple/marriage/family counseling can be similar and the main difference between couples and family counseling are incorporating the kids and other family members. Some approaches to counseling families include Brief Solution-Focused, Structural, Behavioral, and Psychodynamic. Most of the family approaches are focused on the members working together rather than individually. Approaches to working with couples include Social Learning Theory, Emotionally Focused Therapy, REBT, and Psychoanalytic Theory. Some of the topics discussed in couples counseling includes communication, fidelity, finances, and compatibility.

    Part 3: Discussion Chapter 11 (Casual simplified tone, 130-160 words)

    3A. After reading about counseling children and adolescents (Ch. 11), how comfortable are you to focus on your counseling career on the population of child and adolescent? Explain your like and dislike.

    **Nervous about working with this population due to no experience working with them**

    3B. Respond to two students:

    Student 1: M.G

    Children are the population I feel most comfortable focusing my counseling career on. I have a lot of experience with this age group, and it is truly the area I am most passionate about. Working with children is what first sparked my interest in counseling. I know that counseling this population comes with its own unique set of challenges, but in my opinion the benefits far outweigh them. Childhood is such an important foundation for a person's future. Helping a child build resilience, develop healthy coping skills, and heal from difficult experiences can have a lasting impact on their life forever. The difference you make in a child's life does not just affect them in the present but it can positively shape their future for years to come. I also love working with kids because of their honesty and vulnerability. They often have such an optimistic outlook on life, and I am excited about the opportunity to help bring joy, growth, and healing into their lives. I also enjoy the creativity that comes with counseling children through techniques like art therapy, games, and different play therapy strategies. I am hopeful that my career will lead me to working with this population.

    Student 2: L.B

    Children are the population I feel most comfortable focusing my counseling career on. I have a lot of experience with this age group, and it is truly the area I am most passionate about. Working with children is what first sparked my interest in counseling. I know that counseling this population comes with its own unique set of challenges, but in my opinion the benefits far outweigh them. Childhood is such an important foundation for a person's future. Helping a child build resilience, develop healthy coping skills, and heal from difficult experiences can have a lasting impact on their life forever. The difference you make in a child's life does not just affect them in the present but it can positively shape their future for years to come. I also love working with kids because of their honesty and vulnerability. They often have such an optimistic outlook on life, and I am excited about the opportunity to help bring joy, growth, and healing into their lives. I also enjoy the creativity that comes with counseling children through techniques like art therapy, games, and different play therapy strategies. I am hopeful that my career will lead me to working with this population.

  • [Solved] Compare Contrast

    ✓ Verified Academic Solution Available

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    **files (4)** – ## comparecontrastform.docx – EBSCO-FullText-07_09_20261.pdf – CCArt1.pdf – EBSCO-FullText-07_09_2026.pdf **## comparecontrastform.docx** compare & contrast paper – use at least 3 peer reviewed articles from professional journals. Select articles which discuss about a topic (list…

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    Assignment Prompt & Instructions

    **files (4)**

    – ## comparecontrastform.docx

    – EBSCO-FullText-07_09_20261.pdf
    – CCArt1.pdf
    – EBSCO-FullText-07_09_2026.pdf

    **## comparecontrastform.docx**

    compare & contrast paper – use at least 3 peer reviewed articles from professional journals.

    Select articles which discuss about a topic (listed below) in professional counseling. Compare and

    contrast or summarize (also include your own opinions and reflections with citations) the articles’ views.

    Categories/Topics (Select one for each paper):

    ▪ CURRENT TRENDS IN COUNSELING (e.g., neurological influences; traumatology;

    integrative vs eclectic; Accreditation – CACREP, CORE, MPCAP; New CACREP standards;

    Specialist vs Generalist; Online vs Face-to-Face Counseling, etc.)

    ▪ COUNSELOR TRAINING, IDENTITY, & SUPERVISION: Importance of professional

    identity; Counselor training models (e.g., APA endorses Scientist-Practitioner model);

    Supervision and Supervisor Criteria (e.g., APA and AAMFT require internship and post-

    graduate supervision to be conducted by approved supervisors, etc.)

    ▪ DIVERSITY & MULTICULTURAL COUNSELING: Current Trends and Development

    ▪ SOCIAL JUSTICE IN COUNSELING: Its Impacts and Implications in Counseling

    ▪ CLIENT ADVOCACY: Strategies for Advocacy and the Development of Advocacy in

    Counseling

    ▪ ETHICAL & LEGAL PRACTICE OF YOUR COUNSELING: What will be the

    ethical/legal concerns when you become a licensed counselor? How are ethical codes preparing

    a professional?

    ▪ LICENSURE & CERTIFICATE: License/Certificate Across States; Mobility of

    License/Certificate; Practice Across State Lines

    ▪ COUNSELING EFFECTIVENESS: Contributing factors to effective counseling; What are

    effective therapeutic elements?; Wellness vs Symptom reduction; Medication vs Counseling, etc.

    ▪ COUNSELING PROCESS & TECHNIQUES: Evidence-based practice; Classical theories vs

    New Interventions (Psychoanalysis, Jungian, Adlerian, Rogerian, etc. vs DBT, EMDR, TF-CBT,

    etc.); Risk and harm of therapeutic approaches, etc.

    ▪ RESEARCH: Roles of research in Mental Health Counseling?; Are we merely consumers of

    research or involving in research advancement?

    This paper should be in APA style with a cover page, body of no less than 2 pages, citations, and reference page (see “APA Format required”). The referenced articles must be from journals or documents as specified by the professor. Be sure to review the articles completely providing a (1) summary of each of the articles, (2) how they are in agreement, disagreement, and a (3) summary noting your observations of the articles and their relative usefulness to the class. These papers will be reviewed for content and APA errors.

    The First paper submission will go through these steps: (1) first submit a draft copy to a campus tutor in learning center (online or in person) to be reviewed for APA style errors or writing issues (the first submission should be the draft copy which is uncorrected and includes the tutor’s comments and remarks), (2) Submit the tutor edited copy to Canvas.

    Note: learning center will apply its policy in reviewing your draft. Please follow its guidelines to checkyour draft with APA style errors and other writing issues (Objectives 5, 7, 9, & 23)

    Use articles provided

    American words only

    Small minor mistakes for realism

    Casual and simplified tone

    **EBSCO-FullText-07_09_20261.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-09-20261-pdf)

    **CCArt1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ccart1-pdf)

    **EBSCO-FullText-07_09_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-09-2026-pdf)

    **EBSCO-FullText-07_09_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-09-2026-pdf)

    **## comparecontrastform.docx**

    compare & contrast paper – use at least 3 peer reviewed articles from professional journals.

    Select articles which discuss about a topic (listed below) in professional counseling. Compare and

    contrast or summarize (also include your own opinions and reflections with citations) the articles’ views.

    Categories/Topics (Select one for each paper):

    ▪ CURRENT TRENDS IN COUNSELING (e.g., neurological influences; traumatology;

    integrative vs eclectic; Accreditation – CACREP, CORE, MPCAP; New CACREP standards;

    Specialist vs Generalist; Online vs Face-to-Face Counseling, etc.)

    ▪ COUNSELOR TRAINING, IDENTITY, & SUPERVISION: Importance of professional

    identity; Counselor training models (e.g., APA endorses Scientist-Practitioner model);

    Supervision and Supervisor Criteria (e.g., APA and AAMFT require internship and post-

    graduate supervision to be conducted by approved supervisors, etc.)

    ▪ DIVERSITY & MULTICULTURAL COUNSELING: Current Trends and Development

    ▪ SOCIAL JUSTICE IN COUNSELING: Its Impacts and Implications in Counseling

    ▪ CLIENT ADVOCACY: Strategies for Advocacy and the Development of Advocacy in

    Counseling

    ▪ ETHICAL & LEGAL PRACTICE OF YOUR COUNSELING: What will be the

    ethical/legal concerns when you become a licensed counselor? How are ethical codes preparing

    a professional?

    ▪ LICENSURE & CERTIFICATE: License/Certificate Across States; Mobility of

    License/Certificate; Practice Across State Lines

    ▪ COUNSELING EFFECTIVENESS: Contributing factors to effective counseling; What are

    effective therapeutic elements?; Wellness vs Symptom reduction; Medication vs Counseling, etc.

    ▪ COUNSELING PROCESS & TECHNIQUES: Evidence-based practice; Classical theories vs

    New Interventions (Psychoanalysis, Jungian, Adlerian, Rogerian, etc. vs DBT, EMDR, TF-CBT,

    etc.); Risk and harm of therapeutic approaches, etc.

    ▪ RESEARCH: Roles of research in Mental Health Counseling?; Are we merely consumers of

    research or involving in research advancement?

    This paper should be in APA style with a cover page, body of no less than 2 pages, citations, and reference page (see “APA Format required”). The referenced articles must be from journals or documents as specified by the professor. Be sure to review the articles completely providing a (1) summary of each of the articles, (2) how they are in agreement, disagreement, and a (3) summary noting your observations of the articles and their relative usefulness to the class. These papers will be reviewed for content and APA errors.

    The First paper submission will go through these steps: (1) first submit a draft copy to a campus tutor in learning center (online or in person) to be reviewed for APA style errors or writing issues (the first submission should be the draft copy which is uncorrected and includes the tutor’s comments and remarks), (2) Submit the tutor edited copy to Canvas.

    Note: learning center will apply its policy in reviewing your draft. Please follow its guidelines to checkyour draft with APA style errors and other writing issues (Objectives 5, 7, 9, & 23)

    Use articles provided

    American words only

    Small minor mistakes for realism

    Casual and simplified tone

    **EBSCO-FullText-07_09_20261.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-09-20261-pdf)

    **CCArt1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ccart1-pdf)

    **EBSCO-FullText-07_09_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-09-2026-pdf)

    **## comparecontrastform.docx**

    compare & contrast paper – use at least 3 peer reviewed articles from professional journals.

    Select articles which discuss about a topic (listed below) in professional counseling. Compare and

    contrast or summarize (also include your own opinions and reflections with citations) the articles’ views.

    Categories/Topics (Select one for each paper):

    ▪ CURRENT TRENDS IN COUNSELING (e.g., neurological influences; traumatology;

    integrative vs eclectic; Accreditation – CACREP, CORE, MPCAP; New CACREP standards;

    Specialist vs Generalist; Online vs Face-to-Face Counseling, etc.)

    ▪ COUNSELOR TRAINING, IDENTITY, & SUPERVISION: Importance of professional

    identity; Counselor training models (e.g., APA endorses Scientist-Practitioner model);

    Supervision and Supervisor Criteria (e.g., APA and AAMFT require internship and post-

    graduate supervision to be conducted by approved supervisors, etc.)

    ▪ DIVERSITY & MULTICULTURAL COUNSELING: Current Trends and Development

    ▪ SOCIAL JUSTICE IN COUNSELING: Its Impacts and Implications in Counseling

    ▪ CLIENT ADVOCACY: Strategies for Advocacy and the Development of Advocacy in

    Counseling

    ▪ ETHICAL & LEGAL PRACTICE OF YOUR COUNSELING: What will be the

    ethical/legal concerns when you become a licensed counselor? How are ethical codes preparing

    a professional?

    ▪ LICENSURE & CERTIFICATE: License/Certificate Across States; Mobility of

    License/Certificate; Practice Across State Lines

    ▪ COUNSELING EFFECTIVENESS: Contributing factors to effective counseling; What are

    effective therapeutic elements?; Wellness vs Symptom reduction; Medication vs Counseling, etc.

    ▪ COUNSELING PROCESS & TECHNIQUES: Evidence-based practice; Classical theories vs

    New Interventions (Psychoanalysis, Jungian, Adlerian, Rogerian, etc. vs DBT, EMDR, TF-CBT,

    etc.); Risk and harm of therapeutic approaches, etc.

    ▪ RESEARCH: Roles of research in Mental Health Counseling?; Are we merely consumers of

    research or involving in research advancement?

    This paper should be in APA style with a cover page, body of no less than 2 pages, citations, and reference page (see “APA Format required”). The referenced articles must be from journals or documents as specified by the professor. Be sure to review the articles completely providing a (1) summary of each of the articles, (2) how they are in agreement, disagreement, and a (3) summary noting your observations of the articles and their relative usefulness to the class. These papers will be reviewed for content and APA errors.

    The First paper submission will go through these steps: (1) first submit a draft copy to a campus tutor in learning center (online or in person) to be reviewed for APA style errors or writing issues (the first submission should be the draft copy which is uncorrected and includes the tutor’s comments and remarks), (2) Submit the tutor edited copy to Canvas.

    Note: learning center will apply its policy in reviewing your draft. Please follow its guidelines to checkyour draft with APA style errors and other writing issues (Objectives 5, 7, 9, & 23)

    Use articles provided

    American words only

    Small minor mistakes for realism

    Casual and simplified tone

    **EBSCO-FullText-07_09_20261.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-09-20261-pdf)

    **CCArt1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ccart1-pdf)

    **EBSCO-FullText-07_09_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-09-2026-pdf)

  • [Solved] Roll up your sleeves

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    **files (1)** – ## Week4Discussion-MainPostdueSundayJuly5-CommentsaredueTuesdayJuly.pdf **## Week4Discussion-MainPostdueSundayJuly5-CommentsaredueTuesdayJuly.pdf** Week 4 Discussion – Main Post due Sunday July 5 – Comments are due Tuesday July 7 Due on Jul 7, 2026 11:59 PM AS Discussions List View T…

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    **files (1)**

    – ## Week4Discussion-MainPostdueSundayJuly5-CommentsaredueTuesdayJuly.pdf

    **## Week4Discussion-MainPostdueSundayJuly5-CommentsaredueTuesdayJuly.pdf**

    Week 4 Discussion – Main
    Post due Sunday July 5 –
    Comments are due Tuesday
    July 7
    Due on Jul 7, 2026 11:59 PM

    AS

    Discussions List View Topic

    Search Week 4 Discussion – Main Post due S…

    Subscribe

    Discussion: Roll Up Your Sleeves

    Main Entry: You have just been elected

    President of the "Good Doer Club." As

    president, you are responsible for designing a

    door-to-door campaign to get people to do

    one of the following (pick the topic you like
    best):

    Donate blood at a blood drive

    Help build housing for low-income residents

    Donate used but in good condition household items for the

    "Good Doer Club Yard Sale" – proceeds go to a good cause.

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261409/View 7/9/26, 7:24 PM
    Page 1 of 11

    Feedback 0 / 40 0 %

    Rubrics

    Participation

    Start a New Thread

    Convince employees to take advantage of the FREE flu shots

    their employer had paid for as a service to them.

    A) What tactic(s) will you instruct your solicitors to employ?

    B) Give a brief step-by-step account of what the solicitors should do

    (bullet point format is fine).

    C) Justify your approach with supporting evidence as to why this is

    the best way to proceed; that is, how does it improve the chances that

    influence will lead to conformity? Be sure to include four vocabulary
    words from the reading to get full credit. Please include at least 4
    mentions of the sections or where you got the information that you
    mentioned.

    2. Peer Responses: Respond to two (2) of your classmates' entries.

    Provide constructive feedback regarding the strategy employed. Offer

    alternative insight or approaches as appropriate.

    Create an outline for your final paper OR find 3 articles

    that relate to your topic.

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261409/View 7/9/26, 7:24 PM
    Page 2 of 11

    **## Week4Discussion-MainPostdueSundayJuly5-CommentsaredueTuesdayJuly.pdf**

    Week 4 Discussion – Main
    Post due Sunday July 5 –
    Comments are due Tuesday
    July 7
    Due on Jul 7, 2026 11:59 PM

    AS

    Discussions List View Topic

    Search Week 4 Discussion – Main Post due S…

    Subscribe

    Discussion: Roll Up Your Sleeves

    Main Entry: You have just been elected

    President of the "Good Doer Club." As

    president, you are responsible for designing a

    door-to-door campaign to get people to do

    one of the following (pick the topic you like
    best):

    Donate blood at a blood drive

    Help build housing for low-income residents

    Donate used but in good condition household items for the

    "Good Doer Club Yard Sale" – proceeds go to a good cause.

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261409/View 7/9/26, 7:24 PM
    Page 1 of 11

    Feedback 0 / 40 0 %

    Rubrics

    Participation

    Start a New Thread

    Convince employees to take advantage of the FREE flu shots

    their employer had paid for as a service to them.

    A) What tactic(s) will you instruct your solicitors to employ?

    B) Give a brief step-by-step account of what the solicitors should do

    (bullet point format is fine).

    C) Justify your approach with supporting evidence as to why this is

    the best way to proceed; that is, how does it improve the chances that

    influence will lead to conformity? Be sure to include four vocabulary
    words from the reading to get full credit. Please include at least 4
    mentions of the sections or where you got the information that you
    mentioned.

    2. Peer Responses: Respond to two (2) of your classmates' entries.

    Provide constructive feedback regarding the strategy employed. Offer

    alternative insight or approaches as appropriate.

    Create an outline for your final paper OR find 3 articles

    that relate to your topic.

    https://learn.umgc.edu/d2l/le/1436261/discussions/topics/5261409/View 7/9/26, 7:24 PM
    Page 2 of 11

  • [Solved] discussion post

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