Describe the major hormonal changes that occur during adolescence.

Describe the major hormonal changes that occur during adolescence.

Please select and answer comprehensively any five (5) questions. The final exam covers Chapters 11-19 of Development through the Lifespan. Supplemental professional journal articles can also be used to support your answers. Each answer should be roughly two (2) type-written pages double-spaced (500 words). Font type should be Times New Roman 12.

For more information on how your assignment will be graded, please see the writing rubric [PDF File Size 51.7 kb].

1. Describe the major hormonal changes that occur during adolescence. Describe girls’ reactions to menarche and boys’ reactions to spermarche during puberty. What factors influence the way adolescents respond? Describe the impact of puberty on parent–c hild interaction and the adaptive value of this change in adolescents’ relationships with their parents.

2. Summarize the specific mechanisms of cognitive change, as described by the information-processing view of cognitive development. Describe a teenager’s new cognitive capacities, and explain how adults can handle the consequences of distorted thinking.

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3. Describe gender differences in adolescent friendships. Describe the functions that cliques and crowds serve, and explain the factors that cause the importance of crowds to decline over time. Summarize research on peer conformity, noting factors related to peer pressure.

4. Monica, an obese 22 year-old, would like to participate in a weight-loss program that promotes lasting behavior change. Describe the program elements that she should look for, noting how each element fosters success. As Brad enters early adulthood, he is becoming increasingly concerned about maintaining good health. What suggestions can you offer Brad for fostering a healthy adult life?

5. Discuss some preventative measures adults can take to avoid or slow the progress of cardiovascular disease. Explain the combined gender–racial bias that is especially dangerous for African-American women with heart disease.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Aggression And Anti Social Behavior.

Aggression And Anti Social Behavior.

12 font

double spaced

scholarly reference page (5 sources)

Points to discuss- Description of Aggression how it develops and its impact on antisocial violence Behaviors such as bullying, and emotional cruelty, taunting and gossiping behavior and how it results in anti- social behavior in schools. State the impacts of antisocial behaviors in the country.   Preventive measures against antisocial behaviors. Aggression leads to antisocial behavior.

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• sampleresearchpaper.pdf

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

What Factors Might Lead A Person To Select Gender Atypical Activities And Life Roles

What Factors Might Lead A Person To Select Gender Atypical Activities And Life Roles

What factors might lead a person to select gender atypical activities and life roles?

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

ORDER NOW FOR CUSTOMIZED, PLAGIARISM-FREE PAPERS

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

FINAL: Analysis Of The Tao Of Equus

FINAL: Analysis Of The Tao Of Equus

Videos to watch:

Please answer the following questions in your analysis…..

1) How did Kohanov utilize equine-assisted therapy in her practice?

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2) Discuss and describe what Kohanov means in terms of “emotional resonance” and “emotional congruity.”

3) Based on your reading of The Tao of Equus and other course materials – what types of DSM 5 diagnoses do you think would be most appropriate to treat with equine-assisted therapy and why?

4) Based on your reading of The Tao of Equus and other course materials – how would you incorporate some of the information gleaned through your readings in actual practice (please give some real-life examples)?

5) Discuss and describe limitations of traditional therapy listed by Kohanov.

6) Discuss and describe what Kohanov means in terms of “sympathetic vibrations.”

How to post your assignment:

Type the corresponding numbers (1, 2, 3, 4, 5, & 6) and answers as well as APA references for any citations used in the text box.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Milestone Four: The Ethical Decision-Making Process

Milestone Four: The Ethical Decision-Making Process

Submit Milestone Four, on the ethical decision-making process, alternative considerations, diversity issues, and multiple role relationships.

For additional details, please refer to the Milestone Four Guidelines and Rubric document.

• PSY570MilestoneFourGuidelinesandRubric.pdf
• CasestudyoutlineWindyFluffballEDITED.edited1.docx

Running head: ETHICAL CONFLICTS AND INTERACTIONS 1

ETHICAL CONFLICTS AND INTERACTIONS 3

Ethical Conflicts and Interactions

Case study: Windy Fluffball

Lesly Ulloa

Ethics in Psychology

Dr. Pamela Fitzpatrick

Case Study Abstract

This event emphasizes the lawful testament of a skilled observer: Dr. Windy Fluffball and his documents remained overstated in addition uncertain. This study will provide a contrast to the APA ethics code and will decide the key elements alleged. Integrity is the primary issue amongst all other issues presented. To examine this case successfully, it is significant to emphasize the ethical model’s decision-making and focus on the APA ethics code. Utilizing these assets can easily show how Dr. Fluffball performed unethically in a case where his documents were required for the success of a public claim of the illegal end.

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Detailed Case Study Description

Windy Fluffball decided to work as a skilled witness in a civic complaint that involved wrongful cessation of a medical consciousness alumnus student from a Doctor of Philosophy platform. Dr. Fluffball showed his year in tutoring in addition to his involvement in the Nationwide Emotional Civilization’s Teaching and Misunderstanding Group. Although on questioning, Dr. Fluffball had been mandated to disclose he did not have any teaching, his doctorate was in physical consciousness, that he had no medical training of any type, he had not served as a worker in a medical psychology platform, and he was not an authorized psychologist. Even though Dr. Fluffball had won a selection to the expert consciousness relation, he had to attend any gathering (McClung,2020). Due to Dr. Fluffball’s lack of truthfulness, there was very little weight given to his testament in decision-making, which led to a decision that preferred on the side. Leaving the alumnus student astonished, wondering could he have won the case if Dr. Fluffball could not have worked as a skilled witness expert.

Ethical Conflict

Lack of integrity is the key element in this case study that Dr. Fluffball showed based on his prerequisite that made everyone trust him to serve excellently as a skilled witness in the cour (McClung, 2020)t. Nevertheless, this was much contrary to fact. It’s recorded in the APA ethic code of conduct that “mentalists pursue and endorse truthfulness, trustworthiness, and straightforwardness, discipline, education also exercises consciousness. In these duties’ professionals don’t snip, lie, or else involved in the black market, deception, or worldwide falsification of circumstance. emotionalists struggle and preserve their potentials to evade imprudent and indistinct obligations. circumstances where dishonesty could be morally defensible to get the best out of benefits and lessen harm, psychologists have a thoughtful responsibility to contemplate the necessity for, the likely penalties of, and their duty to spot on any subsequent suspicion or other destructive things that ascend from the usage of such methods”.

Some occupations call for users to apply an extraordinary level of faith in specialists. These include certified public accountants, public prosecutors, medics, and actual lands managers. Consumers must believe the specialists since they are skilled (Sharma, 2020). Nevertheless, any individual who is trusted so much ends up abusing it. For the calling to police force itself and defend the guiltless user, the respective members of this ability are expected to utter profanities to honor a code of deportment to be authorized to conduct the duties. Suppose the skilled expert does contrary to the code of deportment. In that case, an appraisal committee decides what extent the violation was and decides the consequence, which can comprise excluding his or her authorization to exercise. Some of the things that could have an expert uncovered of his authorization include robbery, revealing individual or advantaged facts, or being solely uncaring in the management of a dispute (Sharma, 2020).

References

McClung, N., Chamberland, M., Kinlaw, K., Matthew, D. B., Wallace, M., Bell, B. P., … & Dooling, K. (2020). The Advisory Committee on Immunization Practices’ ethical principles for allocating initial supplies of COVID-19 vaccine—the United States, 2020. Morbidity and Mortality Weekly Report, 69(47), 1782.

Sharma, K., Fiechter, M., George, T., Young, J., Alexander, J. S., Bijoor, A., … & Mishra, C. (2020). Conservation and people: Towards an ethical code of conduct for camera traps in wildlife research: ecological Solutions and Evidence, 1(2).

Read The Topic 5 Ted Case Study

Read The Topic 5 Ted Case Study

Read the Topic 5 Ted Case Study. Using 1,200-1,500 words create a treatment plan for Ted that answeres the following:

• What symptoms of schizophrenia does Ted exhibit? Based on the sub-types criteria for schizophrenia, which symptoms does Ted display?
• What are some potential secondary diagnoses? What evidence would support these secondary diagnoses?
• What theory and treatment options would be most effective in treating schizophrenia? Use evidence-based knowledge as justification to address the presenting symptoms in Ted’s case.
• Identify three treatment goals and three objectives for each treatment goal that addresses the salient concerns and adverse risks in the case of Ted.
• Include at least five scholarly references in addition to the textbook in your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

• Rubric_Print_Format-9.xlsx
• CNL-605-RS-T5CaseStudy-Ted.docx

CNL-605 Topic 5 Case Study: Ted

A single man of 40 years of age named Ted cut his carotid artery at home. He had suffered from chronic schizophrenia, dominated by paranoid symptoms, for 20 years. During his illness, Ted had spent a total of 12 years in mental hospitals; individual hospitalizations had varied in duration. While he was hospitalized, his bizarre delusions of altered body states and his experiences of being controlled by external, often invisible, agents rapidly disappeared. He had death wishes and suicidal thoughts since the onset of his schizophrenia. Death wishes also stopped soon after hospitalization.

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Over the years, opinion about Ted changed and his condition began to be regarded as hopeless. He was difficult to treat; he accused personnel, was unreliable, acted pretentiously, and reacted by acting out. Four years before committing suicide, he had to be transferred to another mental hospital. Two years before his death, he was transferred to a halfway house belonging to the hospital, because the staff feared that his dependence on the hospital might become excessive. After his transfer to outpatient care, his suicidal tendencies increased. Six months before committing suicide, he lost his long-term nurse. Subsequent treatment consisted of occasional office visits with a psychologist or psychiatrist.

Just before committing suicide, Ted tried to enter the hospital where he had been during the initial phases of his illness. He had suffered increasingly for a few months from paranoid fears of being murdered. He threatened to commit suicide unless he was admitted to the hospital, but the threat was considered demonstrative and hospitalization was brief.

The day before he committed suicide, he visited his childhood home and became afraid that a group of men had surrounded the house. He repeated his wish to enter a mental hospital. During his final night, his state changed. According to his father, Ted was exceptionally calm on the day of his death. The father said, “He no longer seemed afraid of anything.”

Adapted from:

Saarinen, P. I., Lehtonen, J., & Lönnqvist, J. (1999). Suicide risk in schizophrenia: An analysis of 17 consecutive suicides. Schizophrenia Bulletin, 25, 533-542.

© 2020. Grand Canyon University. All Rights Reserved.

Cross-Cutting Symptom Measure.

Cross-Cutting Symptom Measure.

Read the Case Study for “Johnny” and review/score the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 form completed by the mother (attached).

Write a 500-750-word paper about Johnny and your findings. Include the following in your paper: Cross-Cutting Symptom Measure.

• What information/data did you gather from the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure?
• What will you do next based on the information from the Level 1 Measure?
• Identify the appropriate principal and provisional DSM diagnoses for “Johnny” and the rationale for each diagnosis given.
• What additional information do you need to either rule-in or rule-out the provisional diagnosis? Develop 5 questions you would ask (and to whom) to gather more information to support your decision. Provide a rationale for each question proposed.
• As a crisis counselor in a hospital setting, you will most likely come in contact with patients only once for an initial assessment. After the assessment is completed and you have identified the principal and or provisional diagnosis, what referrals and treatment recommendations would you make for Johnny?

At least five scholarly references in addition to the textbook in your paper to substantiate your findings.

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Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

• CNL-605-RS-T3CaseStudy-Johnny.docx
• Rubric_Print_Format.xlsx
• CNL-605-RS-T3ParentGuardianCrossCuttingSymptomMeasure.pdf

CNL-605 Topic 3 Case Study: Johnny

Johnny is a 9-year-old boy brought to the emergency room where you are employed as a crisis therapist. The patient was transported by a crisis mobile team who was called by the school. The evaluation by the ER physician as well as the urine drug screen is unremarkable: there are no acute or chronic concerns with this patient. In the chart, you note the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 form completed by the mother (attached). Admission paperwork identifies that Johnny has had numerous visits to the principal’s office in the past year, all triggered by various disruptive behaviors.

Today’s crisis started when Johnny refused to follow directions regarding an in-class assignment. When the teacher attempted to redirect his behavior things escalated rapidly: Johnny yelled at the teacher, cursed at him using vulgar language, and when the teacher grabbed him by the shoulders to take him to the principal’s office Johnny impulsively stabbed the teacher in the arm with a pencil he was clenching in his hand. Johnny was escorted to the principal’s office who immediately called the police and Johnny’s parents. The police officer was compelled to contact the county crisis hotline who dispatched a crisis mobile team. The crisis clinicians made the determination that Johnny is a danger to others, and he must be taken immediately to the nearest emergency room for emergency psychiatric evaluation. Johnny has refused to speak to the ER physician or his nurse.

You gather most of your clinical information from his mother who is at the bedside. Johnny’s mother reports that he has always been a clever, charming, and very playful boy. She informed that for the past year Johnny has been increasingly stubborn, repeatedly challenging his mother’s and his teacher’s authority when compliance with home and/or classroom rules is required. Johnny used to be an A+ student. For the past year, however he has been averaging Bs in most subjects, grades that he earned effortlessly.

His mother repeatedly assures you that his drop-in grades is not due to lack of intellectual ability but rather because Johnny prefers playing over any type of work. His mother denies any changes in sleep, appetite, or any mood fluctuations. Furthermore, his mom reports that Johnny is a healthy and happy boy who is interested in sports, the outdoors, videogames, and that he wishes to become a software engineer when he grows up. She reports that the school counselor has mentioned that Johnny may be suffering from ADHD or even bipolar disorder. The thought of these diagnoses appears very disturbing to Johnny’s mom. She quickly assures you that she has not observed Johnny to ever struggle with depression, or distractibility, and reports that he has always been a good sleeper. She reports that Johnny has never made any statements amounting to thoughts or impulses to harm self or others.

Johnny’s mother presents shaken by today’s events and she assures you that she will seek any treatment you recommend. At this time, Johnny looks up at you and, with tears in his eyes, he states that he did not mean to stab his teacher, explaining that he just got mad when he grabbed him. Johnny’s mother listens then states that while he obeys her most of the times, he has always been obedient to his father, who is a traveling salesman. In fact, Johnny has never challenged his father and, on the weekends when he is around, Johnny manages to catch up with his schoolwork in record time and enjoy spending most of his time with his father.

© 2019. Grand Canyon University. All Rights Reserved.

© 2019. Grand Canyon University. All Rights Reserved.

Respondent and Operant Behaviors

Respondent and Operant Behaviors

Respondent and Operant Behaviors

In the science of behavior analysis there are two types of conditioning. Respondent behaviors can be thought of as reflexes that are elicited by stimuli. While operant behaviors can be thought of as behaviors that are maintained by environmental consequences and evoked by environmental stimuli.

• In correct ABC (three term contingency) format, provide three operant examples and explain why they are operant conditioning.
• In correct S-R (two term contingency) format, provide three examples of respondent conditioning and explain why they are respondent.

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Ethical Decision Making Paper

Ethical Decision Making Paper

Can anyone assist with an ethical decision making paper.  Instructions are attached.

• COUC501_Ethical_Decision_Making_Paper_Assignment_Instructions.docx

COUC 501

Ethical Decision Making Paper Instructions

The purpose of this assignment is to develop the ability to apply professional values, codes of ethics, and a decision-making model to the process of ethical decision making.

Your paper must be in current APA format including title page and reference page. The body of your paper must be 6–9 pages and include at least 6 references. Your paper must be well-thought-out and demonstrate critical thinking.

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A. Begin by reading through the entire document, “A Practitioner’s Guide to Ethical Decision Making.” by copying and pasting the link into your browser (https://www.counseling.org/docs/ethics/practitioners_guide.pdf?sfvrsn=2). This is necessary BEFORE you begin to apply the decision making steps to an ethical scenario.

B. After reading the ethical decision making document above, choose one of the ethical dilemmas from the document entitled, “Ethical Decision Making Paper Scenarios,” found under the assignment instructions in Blackboard. Read and analyze the chosen scenario.

C. Approach the scenario as if it has already happened and now you must address the problems the scenario has created. In other words, as in much of real life and practice, you must now do damage control.

D. To apply the steps of the ethical decision making model to your chosen scenario, divide the body of your paper—formatted in current APA style—into the steps outlined in the “A Practitioner’s Guide to Ethical Decision Making” document, and outlined below, making sure to address all questions for each section:

· Identify the problem(s). In this section make sure to:

· Outline the facts, separating out innuendos, assumptions, hypotheses, or suspicions.

· Correctly and clearly identify the problem(s) by answering the questions, “Is this problem an ethical, legal, professional, or clinical problem? Is it a combination of more than one of these?”

Identify the problem as related to self, client, institution, or agency. In other words, answer the questions, “Is the issue related to me and what I am or am not doing? Is it related to a client and/or the client’s significant others and what they are or are not doing? Is it related to the institution or agency and their policies and procedures?”

· Apply the ACA Code of Ethics. In this section make sure to:

Identify all applicable ACA Code of Ethics. Which codes apply, or can address, the problem(s) presented in the scenario? Make sure to cite the code numbers.

· Determine the nature/dimensions of the dilemma. In this section make sure to:

· Correctly identify the moral principles of the profession that apply. In other words, which of the professional values apply to this problem? Autonomy, beneficence, justice, nonmaleficence, fidelity, and/or veracity? Why?

·

· Identify the relevant professional literature that applies to the dilemma. What does the professional literature say that might help you solve the problem? Go to the LUO databases and find articles or textbooks that address the problem. For example, what do experts say about the confidentiality, technology and counseling, etc.?

· Identify persons that would be consulted. Who could you consult that might help you come up with ideas to address the problem?

· Identify state or national professional associations that would be consulted. What professional associations or state boards might be able to give advice?

· Potential courses of action. In this section make sure to:

· List all potential courses of action. Brainstorm as many possible courses of action as possible.

· Consider consequences/Determine course of action. In this section make sure to:

· Describe the potential consequences and implications for each course of action.

· Identify the best course of action and explain why. In other words, considering the information you have gathered and the priorities you have set, evaluate each option and assess the potential consequences for all the parties involved. Ponder the implications of each course of action for the client, for others who will be effected, and for yourself as a counselor. Eliminate the options that clearly do not give the desired results or cause even more problematic consequences. Review the remaining options to determine which option or combination of options best fits the situation and addresses the priorities you have identified.

· Evaluate the selected course of action. In this section make sure to:

· Review the selected course of action to see if it presents any new ethical problems.

· Apply the tests of justice, publicity, and universality.

· Implement the course of action. In this section make sure to:

· Describe what steps will be taken to implement the course of action. In other words, step-by-step, what are you now going to do to address the problem and do damage control?

When you have completed your paper, save it as a Microsoft Word document under your name and assignment title (Example: Doe_J_Ethical_Minute_Paper). Submit it via the SafeAssign draft link in Module/Week 7 by Friday. Wait until the link indicates that SafeAssign has analyzed your paper and prepared a report.

Return to the safe assign report and evaluate the report. You will notice that SafeAssign often matches on headings, titles, and references. If you see matches on entire sentences or paragraphs that are not enclosed in quotation marks, then you have unintentionally plagiarized. You will need to go back and re-write those sections in your own words.

Submit your final assignment via SafeAssign by 11:59 p.m. (ET) on Sunday of Module/Week 7.

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Benchmark – Investigating Hinduism Essay.

Benchmark – Investigating Hinduism Essay.

If possible, interview a  practicing Hindu individual or a leader of a Hindu temple, which can be  used as an academic resource. If you would like to take pictures during  your visit to this community or place of worship, be sure to obtain  permission. Benchmark – Investigating Hinduism Essay.

Write an essay of 1,250-1,500 words that analyzes key beliefs in Hinduism by addressing the following concepts:

1. Describe  the three most important Hindu deities found in the Trimurti, their  history of development in the Vedic literature, and their functions in  the kalpic cycle of life.
2. Make an analysis of how the caste  system might function in the life of a particular Hindu individual as he  or she interacts with individuals of other castes.
3. Select one  ancient or modern Christian community living or serving in a Hindu  context, such as the St. Thomas Church of South India, denominations and  ministries started by William Carey, Mother Teresa’s Sisters of  Charity, etc. Compare the principles and practices of this Christian  community with the four key Hindu beliefs and practices: all pervasive  divinity, karma, reincarnation, and dharma. Benchmark – Investigating Hinduism Essay.
4. Taking into  consideration the differences between the four key Hindu beliefs and  practices and Christian doctrine, how might a Christian engage a  follower of Hinduism with the gospel of Jesus Christ? What would be  vital points to consider for such a conversation (e.g., Who God is, sin  and the fall, Jesus, forgiveness, salvation)?

Utilize the  course textbook and a minimum of four academic resources, one of which  can be your interview and should include topic materials and  external resources.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

This  assignment uses a rubric. Please review the rubric prior to beginning  the assignment to become familiar with the expectations for successful  completion.

ORDER NOW FOR CUSTOMIZED, PLAGIARISM-FREE PAPERS

This benchmark assignment assesses the following CoT competency:

BA-Christian Studies-Global Ministry, BA-Christian Studies-Philosophy

5.1: Share the gospel clearly with people of another worldview or religious system.

• apa-6th-edition-template-no-abstract.docx

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ASSIGNMENT TITLE HERE

Typing Template for APA Papers: A Sample of Proper Formatting for the APA 6th Edition Student A. Sample

Grand Canyon University: <Course>

<Date>

Running head: ASSIGNMENT TITLE HERE

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Running head: ASSIGNMENT TITLE HERE

Typing Template for APA Papers: A Sample of Proper Formatting for the APA 6th Edition

This is an electronic template for papers written in APA style (American Psychological Association, 2010). The purpose of the template is to help the student set the margins and spacing. Margins are set at 1 inch for top, bottom, left, and right. The type is left-justified only—that means the left margin is straight, but the right margin is ragged. Each paragraph is indented five spaces. It is best to use the tab key to indent. The line spacing is double throughout the paper, even on the reference page. One space is used after punctuation at the end of sentences. The font style used in this template is Times New Roman and the font size is 12.

First Heading

The heading above would be used if you want to have your paper divided into sections based on content. This is the first level of heading, and it is centered and bolded with each word of four letters or more capitalized. The heading should be a short descriptor of the section. Note that not all papers will have headings or subheadings in them.

First Subheading

The subheading above would be used if there are several sections within the topic labeled in a heading. The subheading is flush left and bolded, with each word of four letters or more capitalized.

Second Subheading

APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all.

When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. However, one item that you will have to change is the page header, which is placed at the top of each page along with the page number. The words included in the page header should be reflective of the title of your paper, so that if the pages are intermixed with other papers they will be identifiable. When using Word 2003, double click on the words in the page header. This should enable you to edit the words. You should not have to edit the page numbers.

In addition to spacing, APA style includes a special way of citing resource articles. See the APA manual for specifics regarding in-text citations. The APA manual also discusses the desired tone of writing, grammar, punctuation, formatting for numbers, and a variety of other important topics. Although the APA style rules are used in this template, the purpose of the template is only to demonstrate spacing and the general parts of the paper. The student will need to refer to the APA manual for other format directions. GCU has prepared an APA Style Guide available in the Student Writing Center for additional help in correctly formatting according to APA style.

The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples of how to format different reference types (e.g., books, journal articles, information from a website). The examples on the following page include examples taken directly from the APA manual.

References

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand Oaks, CA: Corwin.

Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24, 225-229. doi:10.1037/0278-6133.24.2.225

U.S. Department of Health and Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH Publication No. 02-2650). Retrieved from http://www.nhlbi.nih.gov/ health/prof/asthma/asth_sch.pdf