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Category: Psychology

  • [Solved] Applied Psychology

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    Select a scholarly journal source that focuses on a specific psychological disorder (such as major depressive disorder, schizophrenia, ADHD, etc.). Using that source, complete a two-page critique. Be sure the material comes from an academic journal—not a general website or other non-scholarly intern…

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    Assignment Prompt & Instructions

    Select a scholarly journal source that focuses on a specific psychological disorder (such as major depressive disorder, schizophrenia, ADHD, etc.). Using that source, complete a two-page critique. Be sure the material comes from an academic journal—not a general website or other non-scholarly internet source.

    – Two full pages in length

    – Double-spaced

    – In 12-point Times New Roman font

    – Formatted with 1-inch margins

    Include at least one scholarly reference, formatted in APA style. All in-text citations and the reference list must follow proper APA guidelines.

  • [Solved] IND Hw 9

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    **files (1)** – ## IndHW9.docx **## IndHW9.docx** For this assignment, you will read a few example studies and try to figure out the null and alternative hypotheses, and what the type I and type II errors would be in those situations. Here's an Example to give you an idea about what you'll be doing:…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## IndHW9.docx

    **## IndHW9.docx**

    For this assignment, you will read a few example studies and try to figure out the null and alternative hypotheses, and what the type I and type II errors would be in those situations.

    Here's an Example to give you an idea about what you'll be doing: A researcher is interested in testing whether a new therapy for adolescent depression works to reduce depression.  He measures depression before and after the therapy and he expects depression levels to decrease after therapy.

    Hypotheses:

    Null Hypothesis: H0: depression after therapy  depression before therapy (in other words, depression is the same or worse after therapy than it was before therapy);

    Alternative Hypothesis: H1: depression after therapy < depression before therapy (in other words, depression is lower after therapy than it was before). This hypothesis is
    **directional**

    · Type I error: The researcher concludes that depression decreases after therapy, when in reality depression is the same or worse after therapy (in other words, the researcher concludes that the therapy works to reduce depression, when in reality it did not!).

    · Type II error: The concludes that depression levels are the same after therapy, when in reality they get better (in other words, the researcher concludes that the therapy did not work to reduce depression, when in reality it did!)

    For some questions, you'll get to choose from multiple choice options. For others, you'll have to write out our own response.

    1- Multiple choice

    Scenario A. A researcher wants to test whether watching virtual reality (VR) nature experiences results in lower stress levels than watching standard nature videos. Participants are randomly assigned to either experience a 10-minute VR forest simulation or watch a 10-minute nature video on a regular screen. Stress is measured afterward using heart rate and self-report.

    What is the null hypothesis for this scenario?

    Stress after VR nature < stress after standard video

    Stress after VR nature ≥ stress after standard video

    Stress after VR nature ≤ stress after standard video

    Stress after VR nature > stress after standard video

    Stress after VR nature = stress after standard video

    2-Multiple choice

    What is the alternative hypothesis for scenario A?

    Stress after VR nature ≤ stress after standard video

    Stress after VR nature ≥ stress after standard video

    Stress after VR nature = stress after standard video

    Stress after VR nature > stress after standard video

    Stress after VR nature < stress after standard video

    3-
    **What would be a type I error for scenario A?** _See the example question for guidance!_

    4-  What would be a type II error for scenario A?

    5-Multile choice

    **Scenario B.** A researcher investigates whether improving students' sleep hygiene (e.g., consistent bedtime, no screens before bed, relaxation routine) increases cognitive performance in college students. Students are randomly assigned to follow a two-week sleep hygiene plan or maintain their normal sleep routine. After two weeks, all students complete a problem-solving test.

    **Is this a directional or non-directional hypothesis?**

    Non-Directional

    Directional

    6- What is the null hypothesis for scenario B?

    7- What is the alternative hypothesis for scenario B?

    8-Multiple Choice

    **What would be a type I error for scenario B?**

    The researcher concludes that the sleep hygiene plan improves cognitive performance when, in reality, it makes cognitive performance better.

    The researcher concludes that the sleep hygiene plan improves cognitive performance when, in reality, it does not.

    The researcher concludes that the sleep hygiene plan does not improve cognitive performance when, in reality, it does improve performance.

    The researcher concludes that the sleep hygiene plan does not improve cognitive performance when, in reality, it does not improve performance.

    9-Multiple Choice

    **What would be a type II error for scenario B?**

    The researcher concludes that the sleep hygiene plan improves cognitive performance when, in reality, it makes cognitive performance better.

    The researcher concludes that the sleep hygiene plan improves cognitive performance when, in reality, it does not.

    The researcher concludes that the sleep hygiene plan does not improve cognitive performance when, in reality, it does improve performance.

    The researcher concludes that the sleep hygiene plan does not improve cognitive performance when, in reality, it does not improve performance.

    10-Multiple Choice

    Scenario C. David sees an ad for a running app, called FunRun, that claims to provide personalized training plans that significantly reduce your 5k race time time (in other words, it claims to make you run a 5k in LESS time), as compared to your regular training regimen.

    **Is this a directional or non-directional hypothesis?**

    Non-Directional

    Directional

    11-Multiple choice

    **What is the null hypothesis for scenario C?**

    5K time with app = 5k time without the app

    5K time with app ≠ 5k time without the app

    5K time with app ≤ 5k time without the app

    5K time with app < 5k time without the app

    5K time with app > 5k time without the app

    5K time with app ≥ 5k time without the app

    12-multiple choice

    **What is the alternative hypothesis for scenario C?**

    5K time with app ≤ 5k time without the app

    5K time with app > 5k time without the app

    5K time with app < 5k time without the app

    5K time with app ≠ 5k time without the app

    5K time with app = 5k time without the app

    5K time with app ≥ 5k time without the app

    13- What would be a Type I error for scenario C?

    14- What would be a type II error for scenario C?

    15-Multiple Choice

    **Scenario D.** A researcher examines whether listening to AI-composed music produces different emotional responses than human-composed music. Participants listen to either human or AI composed music and rate how emotionally moved they feel afterward on a standardized scale.

    **Should we test this using a directional or non-directional hypothesis?**

    Non-Directional

    Directional

    16-Multiple Choice

    **What is the null hypothesis for scenario D?**

    Emotional response to AI music = emotional response to human music

    Emotional response to AI music > emotional response to human music

    Emotional response to AI music ≠ emotional response to human music

    Emotional response to AI music < emotional response to human music

    17-Multiple Choice

    **What is the alternative hypothesis for scenario D?**

    Emotional response to AI music < emotional response to human music

    Emotional response to AI music > emotional response to human music

    Emotional response to AI music ≠ emotional response to human music

    Emotional response to AI music = emotional response to human music

    18-Multiple Choice

    **What is a type I error for Scenario D?**

    The researcher concludes that AI and human music evoke similar emotions when, in fact, there is no difference in the emotional response they evoke.

    The researcher concludes that AI and human music evoke different emotions when, in fact, they evoke similar responses.

    The researcher concludes that AI and human music evoke different emotions when, in fact, human generated music evokes a greater emotional response.

    The researcher concludes that AI and human music evoke similar emotions when, in fact, they evoke different emotional responses.

    19-Multiple Choice

    **What is a type II error for Scenario D?**

    The researcher concludes that AI and human music evoke different emotions when, in fact, human generated music evokes a greater emotional response.

    The researcher concludes that AI and human music evoke similar emotions when, in fact, they evoke different emotional responses.

    The researcher concludes that AI and human music evoke similar emotions when, in fact, there is no difference in the emotional response they evoke.

    The researcher concludes that AI and human music evoke different emotions when, in fact, they evoke similar responses.

    **## IndHW9.docx**

    For this assignment, you will read a few example studies and try to figure out the null and alternative hypotheses, and what the type I and type II errors would be in those situations.

    Here's an Example to give you an idea about what you'll be doing: A researcher is interested in testing whether a new therapy for adolescent depression works to reduce depression.  He measures depression before and after the therapy and he expects depression levels to decrease after therapy.

    Hypotheses:

    Null Hypothesis: H0: depression after therapy  depression before therapy (in other words, depression is the same or worse after therapy than it was before therapy);

    Alternative Hypothesis: H1: depression after therapy < depression before therapy (in other words, depression is lower after therapy than it was before). This hypothesis is
    **directional**

    · Type I error: The researcher concludes that depression decreases after therapy, when in reality depression is the same or worse after therapy (in other words, the researcher concludes that the therapy works to reduce depression, when in reality it did not!).

    · Type II error: The concludes that depression levels are the same after therapy, when in reality they get better (in other words, the researcher concludes that the therapy did not work to reduce depression, when in reality it did!)

    For some questions, you'll get to choose from multiple choice options. For others, you'll have to write out our own response.

    1- Multiple choice

    Scenario A. A researcher wants to test whether watching virtual reality (VR) nature experiences results in lower stress levels than watching standard nature videos. Participants are randomly assigned to either experience a 10-minute VR forest simulation or watch a 10-minute nature video on a regular screen. Stress is measured afterward using heart rate and self-report.

    What is the null hypothesis for this scenario?

    Stress after VR nature < stress after standard video

    Stress after VR nature ≥ stress after standard video

    Stress after VR nature ≤ stress after standard video

    Stress after VR nature > stress after standard video

    Stress after VR nature = stress after standard video

    2-Multiple choice

    What is the alternative hypothesis for scenario A?

    Stress after VR nature ≤ stress after standard video

    Stress after VR nature ≥ stress after standard video

    Stress after VR nature = stress after standard video

    Stress after VR nature > stress after standard video

    Stress after VR nature < stress after standard video

    3-
    **What would be a type I error for scenario A?** _See the example question for guidance!_

    4-  What would be a type II error for scenario A?

    5-Multile choice

    **Scenario B.** A researcher investigates whether improving students' sleep hygiene (e.g., consistent bedtime, no screens before bed, relaxation routine) increases cognitive performance in college students. Students are randomly assigned to follow a two-week sleep hygiene plan or maintain their normal sleep routine. After two weeks, all students complete a problem-solving test.

    **Is this a directional or non-directional hypothesis?**

    Non-Directional

    Directional

    6- What is the null hypothesis for scenario B?

    7- What is the alternative hypothesis for scenario B?

    8-Multiple Choice

    **What would be a type I error for scenario B?**

    The researcher concludes that the sleep hygiene plan improves cognitive performance when, in reality, it makes cognitive performance better.

    The researcher concludes that the sleep hygiene plan improves cognitive performance when, in reality, it does not.

    The researcher concludes that the sleep hygiene plan does not improve cognitive performance when, in reality, it does improve performance.

    The researcher concludes that the sleep hygiene plan does not improve cognitive performance when, in reality, it does not improve performance.

    9-Multiple Choice

    **What would be a type II error for scenario B?**

    The researcher concludes that the sleep hygiene plan improves cognitive performance when, in reality, it makes cognitive performance better.

    The researcher concludes that the sleep hygiene plan improves cognitive performance when, in reality, it does not.

    The researcher concludes that the sleep hygiene plan does not improve cognitive performance when, in reality, it does improve performance.

    The researcher concludes that the sleep hygiene plan does not improve cognitive performance when, in reality, it does not improve performance.

    10-Multiple Choice

    Scenario C. David sees an ad for a running app, called FunRun, that claims to provide personalized training plans that significantly reduce your 5k race time time (in other words, it claims to make you run a 5k in LESS time), as compared to your regular training regimen.

    **Is this a directional or non-directional hypothesis?**

    Non-Directional

    Directional

    11-Multiple choice

    **What is the null hypothesis for scenario C?**

    5K time with app = 5k time without the app

    5K time with app ≠ 5k time without the app

    5K time with app ≤ 5k time without the app

    5K time with app < 5k time without the app

    5K time with app > 5k time without the app

    5K time with app ≥ 5k time without the app

    12-multiple choice

    **What is the alternative hypothesis for scenario C?**

    5K time with app ≤ 5k time without the app

    5K time with app > 5k time without the app

    5K time with app < 5k time without the app

    5K time with app ≠ 5k time without the app

    5K time with app = 5k time without the app

    5K time with app ≥ 5k time without the app

    13- What would be a Type I error for scenario C?

    14- What would be a type II error for scenario C?

    15-Multiple Choice

    **Scenario D.** A researcher examines whether listening to AI-composed music produces different emotional responses than human-composed music. Participants listen to either human or AI composed music and rate how emotionally moved they feel afterward on a standardized scale.

    **Should we test this using a directional or non-directional hypothesis?**

    Non-Directional

    Directional

    16-Multiple Choice

    **What is the null hypothesis for scenario D?**

    Emotional response to AI music = emotional response to human music

    Emotional response to AI music > emotional response to human music

    Emotional response to AI music ≠ emotional response to human music

    Emotional response to AI music < emotional response to human music

    17-Multiple Choice

    **What is the alternative hypothesis for scenario D?**

    Emotional response to AI music < emotional response to human music

    Emotional response to AI music > emotional response to human music

    Emotional response to AI music ≠ emotional response to human music

    Emotional response to AI music = emotional response to human music

    18-Multiple Choice

    **What is a type I error for Scenario D?**

    The researcher concludes that AI and human music evoke similar emotions when, in fact, there is no difference in the emotional response they evoke.

    The researcher concludes that AI and human music evoke different emotions when, in fact, they evoke similar responses.

    The researcher concludes that AI and human music evoke different emotions when, in fact, human generated music evokes a greater emotional response.

    The researcher concludes that AI and human music evoke similar emotions when, in fact, they evoke different emotional responses.

    19-Multiple Choice

    **What is a type II error for Scenario D?**

    The researcher concludes that AI and human music evoke different emotions when, in fact, human generated music evokes a greater emotional response.

    The researcher concludes that AI and human music evoke similar emotions when, in fact, they evoke different emotional responses.

    The researcher concludes that AI and human music evoke similar emotions when, in fact, there is no difference in the emotional response they evoke.

    The researcher concludes that AI and human music evoke different emotions when, in fact, they evoke similar responses.

  • [Solved] Discussion replies

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    **175 words each** Post 1 Returning to school after twenty years has really opened my eyes to how much technology has changed education. When I think about the impact of COVID-19, it is clear that the pandemic pushed schools at every level—early learning, K–12, and college—into relying on technology…

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    Assignment Prompt & Instructions

    **175 words each**

    Post 1

    Returning to school after twenty years has really opened my eyes to how much technology has changed education. When I think about the impact of COVID-19, it is clear that the pandemic pushed schools at every level—early learning, K–12, and college—into relying on technology in ways that many were not fully prepared for. What stood out to me most is how the shift to online learning exposed differences between communities. Some students were able to transition smoothly because they already had devices and internet access, while others struggled just to log in to class. Research shows that the pandemic highlighted existing educational inequalities, especially for students in lower-income communities who lacked reliable access to technology (Dorn et al., 2020).

    From my own experience, learning today looks completely different from when I was younger. I remember using textbooks, writing everything by hand, and going to the library to find information. Now, as both a student and someone working in education, I see classrooms using smartboards, digital platforms, and online assignments every day. Technology has made learning more accessible and immediate. Students can now find information quickly, participate in virtual activities, and even take assessments online. According to Hodges et al. (2020), the rapid move to digital learning during COVID-19 changed how instruction is delivered and how students engage with content.

    There are clear benefits to this shift. Technology keeps students engaged and allows teachers to use tools that make lessons more interactive. Programs that monitor student activity also help teachers stay on top of what students are doing during class. At the same time, there are some downsides. I have noticed that students are not writing as much, and their handwriting skills are not as strong. Too much screen time can also be overwhelming, and for some students, devices can become more of a distraction than a learning tool.

    Overall, my experience has shown me that technology is now a major part of education. While it brings many opportunities, it also requires balance to make sure students are truly learning and not just clicking through assignments.

    **References**

    Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). _COVID-19 and student learning in the United States: The hurt could last a lifetime._ McKinsey & Company.

    Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. _Educause Review_.

    Post 2

    Hello everyone,

    COVID really changed how people use technology in school at every level. For younger kids, they had to start using things like tablets and video calls way earlier than normal, which I feel like isn’t something they would have been doing as much before. In K-12, everything switched online so fast that a lot of students and teachers had to figure it out as they went, using platforms like Zoom and Google Classroom. In college, it became a lot more about being independent since most of the learning was done online instead of in person.

    For me personally, learning with technology has changed a lot over time. When I was younger, we didn’t really depend on it like that. During COVID, I actually took a college class that was being offered for free, and honestly I probably wouldn’t have taken it if everything wasn’t online at the time. That showed me how much more accessible school can be when technology is involved. Now I’m used to doing everything online like turning in assignments and communicating with instructors.

    There are definitely some benefits. It makes things more flexible, especially if you’re working or dealing with other responsibilities. You can also access information whenever you need it. But there are downsides too. Not everyone has good internet or the right devices, and it can feel kind of isolating. Also, staying focused at home isn’t always easy. So while technology helps a lot, it’s not perfect.

  • [Solved] topic 2 dq2

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    topic 2 dq2 apa style 300 words **files (1)** – ## Topic1DQ2Instructions.docx **## Topic1DQ2Instructions.docx** **Topic 1 DQ 2 (Obj. 1.1, 1.3, and 1.4)** Assessment Description Traditional psychoanalysis is based on the interpretation of unconscious conflicts. This approach relied on another complet…

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    Assignment Prompt & Instructions

    topic 2 dq2

    apa style

    300 words

    **files (1)**

    – ## Topic1DQ2Instructions.docx

    **## Topic1DQ2Instructions.docx**

    **Topic 1 DQ 2 (Obj. 1.1, 1.3, and 1.4)**

    Assessment Description

    Traditional psychoanalysis is based on the interpretation of unconscious conflicts. This approach relied on another completely fallible human being with his or her own unconscious conflict and problems to make accurate interpretations. Comment on how this approach can have legitimacy. Does a contemporary psychoanalytic two-person psychology model offer any improvement in this regard?

    **## Topic1DQ2Instructions.docx**

    **Topic 1 DQ 2 (Obj. 1.1, 1.3, and 1.4)**

    Assessment Description

    Traditional psychoanalysis is based on the interpretation of unconscious conflicts. This approach relied on another completely fallible human being with his or her own unconscious conflict and problems to make accurate interpretations. Comment on how this approach can have legitimacy. Does a contemporary psychoanalytic two-person psychology model offer any improvement in this regard?

  • [Solved] topic 1 dq 1

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    apa style 300 words topic 1 dq 1 **files (1)** – ## Topic1DQ1Instructions.docx **## Topic1DQ1Instructions.docx** **Topic 1 DQ 1 (Obj. 1.3)** Assessment Description Most of the psychological theories reviewed in our text were developed by White European or American males. Given the origins of these t…

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    Assignment Prompt & Instructions

    apa style

    300 words

    topic 1 dq 1

    **files (1)**

    – ## Topic1DQ1Instructions.docx

    **## Topic1DQ1Instructions.docx**

    **Topic 1 DQ 1 (Obj. 1.3)**

    Assessment Description

    Most of the psychological theories reviewed in our text were developed by White European or American males. Given the origins of these theories, how can the information provided be useful to you as a developing mental health professional?

    Theories of Counseling and Psychotherapy: A Case Approach

    **Required**

    Read Chapters 1 and 2 in
    _Theories of Counseling and Psychotherapy._

    Murdock, N. L. (2025). Theories of counseling and psychotherapy: A case approach (5th ed.). Pearson Education. ISBN-13: 9780138170455

    **## Topic1DQ1Instructions.docx**

    **Topic 1 DQ 1 (Obj. 1.3)**

    Assessment Description

    Most of the psychological theories reviewed in our text were developed by White European or American males. Given the origins of these theories, how can the information provided be useful to you as a developing mental health professional?

    Theories of Counseling and Psychotherapy: A Case Approach

    **Required**

    Read Chapters 1 and 2 in
    _Theories of Counseling and Psychotherapy._

    Murdock, N. L. (2025). Theories of counseling and psychotherapy: A case approach (5th ed.). Pearson Education. ISBN-13: 9780138170455

  • [Solved] week 1

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    week 1 summary of course content answer 4 questions apa style 300 words **files (1)** – ## WEEK1summaryofcoursecontentinstructions.docx **## WEEK1summaryofcoursecontentinstructions.docx** Topic 1: Overview Of Counseling Theories Objectives: 1. Explain the importance of counseling theories to profes…

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    Assignment Prompt & Instructions

    week 1 summary of course content

    answer 4 questions

    apa style

    300 words

    **files (1)**

    – ## WEEK1summaryofcoursecontentinstructions.docx

    **## WEEK1summaryofcoursecontentinstructions.docx**

    Topic 1: Overview Of Counseling Theories

    Objectives:

    1. Explain the importance of counseling theories to professional counseling.

    2. Describe the factors that should be considered when choosing a therapeutic approach with a specific client.

    3. Describe the essential characteristics of an effective counselor.

    4. Describe the key concepts of psychoanalytic theory and analyze its impact on contemporary thought.

    **Summary of Current Course Content Knowledge**

    Assessment Description

    Academic engagement through active participation in instructional activities related to the course objectives is paramount to your success in this course and future courses.  Through interaction with your instructor and classmates, you will explore the course material and be provided with the best opportunity for objective and competency mastery.  To begin this class, review the course objectives for each Topic, and then answer the following questions as this will help guide your instructor for course instruction.

    1. Which weekly objectives do you have prior knowledge of and to what extent?

    2. Which weekly objectives do you have no prior knowledge of?

    3. What course-related topics would you like to discuss with your instructor and classmates?  What questions or concerns do you have about this course?

    Topic 2: Classical Psychotherapies

    Objectives:

    1. Analyze neoanalytic, Jungian, and individual psychology approaches in terms of the role of client and counselor, goals of counseling, and types of counseling techniques employed.

    2. Explain counseling populations for which neoanalytic, Jungian, and individual psychology approaches have empirical evidence of their effectiveness.

    3. Analyze the key concepts reflected in neoanalytic, Jungian, and individual psychology approaches that are important in the development of a counselor.

    Topic 3: Alternatives To The Classical Theories

    Objectives:

    1. Analyze person-centered, existential, and Gestalt therapies in terms of the role of client and counselor, goals of therapy, and types of counseling techniques employed.

    2. Discuss counseling populations for which person-centered, existential, and Gestalt therapies have empirical evidence of their effectiveness.

    3. Analyze the key concepts reflected in person-centered, existential, and Gestalt therapies that are important in the development of a counselor. [CACREP 2.F.5.a]

    Topic 4: Behavioral Therapy And Rational Emotive Behavior Therapy (REBT)

    Objectives:

    1. Analyze behavioral and rational emotive behavior therapies in terms of the role of client and counselor, goals of counseling, and types of counseling techniques employed.

    2. Describe counseling populations for which behavioral and rational emotive behavior therapies have empirical evidence of their effectiveness.

    3. Analyze concepts reflected in behavioral and rational emotive behavior therapies that are important in the development of a counselor.

    Topic 5: Cognitive, Cognitive Behavioral And Reality Therapies

    Objectives:

    1. Analyze cognitive, cognitive behavioral, and reality therapies in terms of the role of client and counselor, goals of counseling, and types of counseling techniques employed.

    2. Describe counseling interventions for which cognitive, cognitive behavioral, and reality therapies have empirical evidence of their effectiveness.

    3. Analyze concepts reflected in cognitive, cognitive behavioral and reality therapies that are important in the development of a counselor.

    Topic 6: Family Systems Theory And Therapies

    Objectives:

    1. Identify the key differences between Bowen family systems and structural and strategic models. [CACREP 3.C.11, 3.E.2, 3.E.3]

    2. Compare family systems approaches to individual counseling approaches. [CACREP 3.E.1, 3.E.2, 3.E.3]

    3. Apply the techniques from one family systems approach to a hypothetical family therapy situation. [CACREP 3.E.2, 3.E.3]

    4. Analyze concepts reflected in family systems theories and therapies that are important to the development of a counselor. [CACREP 3.C.1, 3.E.1, 3.E.3]

    Topic 7: Feminist, Solution-Focused Therapy, And Narrative Therapies

    Objectives:

    1. Analyze Feminist, Solution-Focused, and Narrative therapies in terms of the role of client and counselor, goals of counseling, and types of counseling techniques employed.

    2. Explain counseling interventions for which feminist, solution-focused, and narrative therapies have empirical evidence of their effectiveness.

    3. Analyze concepts reflected in feminist, solution-focused, and narrative therapies that are important in the development of a counselor.

    Topic 8: Integrating Counseling Theories

    Objectives:

    1. Explain the counseling theories used in various clinical environments. [CACREP 3.B.1, 3.E.1]

    2. Describe how a counselor can develop a focused and effective integrated theoretical approach. [CACREP 3.B.1, 3.E.1]

    **## WEEK1summaryofcoursecontentinstructions.docx**

    Topic 1: Overview Of Counseling Theories

    Objectives:

    1. Explain the importance of counseling theories to professional counseling.

    2. Describe the factors that should be considered when choosing a therapeutic approach with a specific client.

    3. Describe the essential characteristics of an effective counselor.

    4. Describe the key concepts of psychoanalytic theory and analyze its impact on contemporary thought.

    **Summary of Current Course Content Knowledge**

    Assessment Description

    Academic engagement through active participation in instructional activities related to the course objectives is paramount to your success in this course and future courses.  Through interaction with your instructor and classmates, you will explore the course material and be provided with the best opportunity for objective and competency mastery.  To begin this class, review the course objectives for each Topic, and then answer the following questions as this will help guide your instructor for course instruction.

    1. Which weekly objectives do you have prior knowledge of and to what extent?

    2. Which weekly objectives do you have no prior knowledge of?

    3. What course-related topics would you like to discuss with your instructor and classmates?  What questions or concerns do you have about this course?

    Topic 2: Classical Psychotherapies

    Objectives:

    1. Analyze neoanalytic, Jungian, and individual psychology approaches in terms of the role of client and counselor, goals of counseling, and types of counseling techniques employed.

    2. Explain counseling populations for which neoanalytic, Jungian, and individual psychology approaches have empirical evidence of their effectiveness.

    3. Analyze the key concepts reflected in neoanalytic, Jungian, and individual psychology approaches that are important in the development of a counselor.

    Topic 3: Alternatives To The Classical Theories

    Objectives:

    1. Analyze person-centered, existential, and Gestalt therapies in terms of the role of client and counselor, goals of therapy, and types of counseling techniques employed.

    2. Discuss counseling populations for which person-centered, existential, and Gestalt therapies have empirical evidence of their effectiveness.

    3. Analyze the key concepts reflected in person-centered, existential, and Gestalt therapies that are important in the development of a counselor. [CACREP 2.F.5.a]

    Topic 4: Behavioral Therapy And Rational Emotive Behavior Therapy (REBT)

    Objectives:

    1. Analyze behavioral and rational emotive behavior therapies in terms of the role of client and counselor, goals of counseling, and types of counseling techniques employed.

    2. Describe counseling populations for which behavioral and rational emotive behavior therapies have empirical evidence of their effectiveness.

    3. Analyze concepts reflected in behavioral and rational emotive behavior therapies that are important in the development of a counselor.

    Topic 5: Cognitive, Cognitive Behavioral And Reality Therapies

    Objectives:

    1. Analyze cognitive, cognitive behavioral, and reality therapies in terms of the role of client and counselor, goals of counseling, and types of counseling techniques employed.

    2. Describe counseling interventions for which cognitive, cognitive behavioral, and reality therapies have empirical evidence of their effectiveness.

    3. Analyze concepts reflected in cognitive, cognitive behavioral and reality therapies that are important in the development of a counselor.

    Topic 6: Family Systems Theory And Therapies

    Objectives:

    1. Identify the key differences between Bowen family systems and structural and strategic models. [CACREP 3.C.11, 3.E.2, 3.E.3]

    2. Compare family systems approaches to individual counseling approaches. [CACREP 3.E.1, 3.E.2, 3.E.3]

    3. Apply the techniques from one family systems approach to a hypothetical family therapy situation. [CACREP 3.E.2, 3.E.3]

    4. Analyze concepts reflected in family systems theories and therapies that are important to the development of a counselor. [CACREP 3.C.1, 3.E.1, 3.E.3]

    Topic 7: Feminist, Solution-Focused Therapy, And Narrative Therapies

    Objectives:

    1. Analyze Feminist, Solution-Focused, and Narrative therapies in terms of the role of client and counselor, goals of counseling, and types of counseling techniques employed.

    2. Explain counseling interventions for which feminist, solution-focused, and narrative therapies have empirical evidence of their effectiveness.

    3. Analyze concepts reflected in feminist, solution-focused, and narrative therapies that are important in the development of a counselor.

    Topic 8: Integrating Counseling Theories

    Objectives:

    1. Explain the counseling theories used in various clinical environments. [CACREP 3.B.1, 3.E.1]

    2. Describe how a counselor can develop a focused and effective integrated theoretical approach. [CACREP 3.B.1, 3.E.1]

  • [Solved] psychology

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    **files (1)** – ## ObservationPaperAssignmentInstructions.docx **## ObservationPaperAssignmentInstructions.docx** PSYC 221 **Observation Paper Assignment Instructions** **OVERVIEW** Throughout the course, we have focused on the physical, cognitive, and psychosocial development of children from conce…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## ObservationPaperAssignmentInstructions.docx

    **## ObservationPaperAssignmentInstructions.docx**

    PSYC 221

    **Observation Paper Assignment Instructions**

    **OVERVIEW**

    Throughout the course, we have focused on the physical, cognitive, and psychosocial development of children from conception through middle childhood. As you complete this
    **Observation Paper Assignment**, you will apply psychological concepts, theories, and research findings as they relate to your observation. After your observations, prepare and submit your
    **Observation Paper Assignment** describing your observations and connecting those observations with course content, concepts, and scholarly research along with biblical integration.

    **INSTRUCTIONS**

    For the
    **Observation Paper Assignment**, you will observe a child under the age of 10 in a natural setting for 30 minutes to 1 hour, focusing your observations on the physical, cognitive, and psychosocial development of the child you are observing. You may observe your own child.

    · The
    **Observation Paper Assignment** should discuss your observations focusing on connecting your observations with the following sections:

    · Physical, cognitive, and psychosocial stages of development.

    ·
    Each section of the paper should provide a discussion of observations, including at least three specific examples of observed behavior.

    · Each section must include vocabulary, concepts and theories discussed throughout the course, demonstrating a thorough understanding of major concepts, theories, and principles of child development and critical thinking relating the course concepts.

    · Biblical integration should be included in this paper, discussing how Scripture relates to the stages of child development that you have learned in this course and observed in this observation.

    · The
    **Observation Paper Assignment** should include at least 1500 words of content (4-5 pages)

    · The paper will also include a Title page and Reference page using current APA formatting.

    · Current APA formatting is required for this
    **Observation Paper Assignment**.

    · You may use first person writing.

    · Each section should include current APA formatted headings (physical, cognitive, psychosocial, biblical integration).

    · At least 6 references are required (4 scholarly journal articles, the textbook, and the Bible). Using the LUO Library, use at least 4 scholarly, peer-reviewed journal articles to support your findings and observations. Be sure to include in-text citations in your paper.

    · Scholarly journal articles should be from the last 5 years. Websites are not to be used as References.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## ObservationPaperAssignmentInstructions.docx**

    PSYC 221

    **Observation Paper Assignment Instructions**

    **OVERVIEW**

    Throughout the course, we have focused on the physical, cognitive, and psychosocial development of children from conception through middle childhood. As you complete this
    **Observation Paper Assignment**, you will apply psychological concepts, theories, and research findings as they relate to your observation. After your observations, prepare and submit your
    **Observation Paper Assignment** describing your observations and connecting those observations with course content, concepts, and scholarly research along with biblical integration.

    **INSTRUCTIONS**

    For the
    **Observation Paper Assignment**, you will observe a child under the age of 10 in a natural setting for 30 minutes to 1 hour, focusing your observations on the physical, cognitive, and psychosocial development of the child you are observing. You may observe your own child.

    · The
    **Observation Paper Assignment** should discuss your observations focusing on connecting your observations with the following sections:

    · Physical, cognitive, and psychosocial stages of development.

    ·
    Each section of the paper should provide a discussion of observations, including at least three specific examples of observed behavior.

    · Each section must include vocabulary, concepts and theories discussed throughout the course, demonstrating a thorough understanding of major concepts, theories, and principles of child development and critical thinking relating the course concepts.

    · Biblical integration should be included in this paper, discussing how Scripture relates to the stages of child development that you have learned in this course and observed in this observation.

    · The
    **Observation Paper Assignment** should include at least 1500 words of content (4-5 pages)

    · The paper will also include a Title page and Reference page using current APA formatting.

    · Current APA formatting is required for this
    **Observation Paper Assignment**.

    · You may use first person writing.

    · Each section should include current APA formatted headings (physical, cognitive, psychosocial, biblical integration).

    · At least 6 references are required (4 scholarly journal articles, the textbook, and the Bible). Using the LUO Library, use at least 4 scholarly, peer-reviewed journal articles to support your findings and observations. Be sure to include in-text citations in your paper.

    · Scholarly journal articles should be from the last 5 years. Websites are not to be used as References.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

  • [Solved] Annotated

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    In-depth study guidance and analytical solution covering Annotated.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Learning with technology

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    Digital technologies provide us with the opportunity to learn anywhere and from anyone. In some ways, this opens the world to us, and we can learn many things from people that we do not know and would not have the chance to interact with in our daily lives. Through YouTube, TikTok, or Instagram (and…

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    Digital technologies provide us with the opportunity to learn anywhere and from anyone. In some ways, this opens the world to us, and we can learn many things from people that we do not know and would not have the chance to interact with in our daily lives. Through YouTube, TikTok, or Instagram (and other social media), we can learn how to clean, fix, make, think, style, create, understand, dance, cook, DIY, design, and so on from people who create content and share it online. For example, there are many different content categories on TikTok, such as DIYTok, BeautyTok, AdviceTok, RelationshipTok, and more.

    In some instances, people may not have the credentials, background, or knowledge that they are giving advice about online, and this can be potentially dangerous. Being able to critically evaluate information and sources is essential to being a consumer of technological innovations. This assignment gives you the opportunity to evaluate the creditability of those providing the information: the influencers, creators, and authors.

    Imagine you are a social media specialist who has been tasked with visiting local middle and high schools to teach students how to evaluate the credibility of influencers. You need to cover possible brands or influencers and discuss how to evaluate their credibility and how having access to credible content can impact how and what we learn.

    **Create** an 8- to 10-slide PowerPoint Presentation. Use the following organization:

    Slide 1: Introduction

    Slide 2: Discuss how to evaluate an influencer, creator, or author's credibility and why it is important to do so. Include red flags.

    Slides 3 to 6:

    – Discuss 1 health and wellness influencer, creator, or author.
    – Discuss 1 beauty or fashion influencer, creator, or author.
    – Discuss 1 financial influencer, creator, or author.
    – Discuss 1 hobby influencer, creator, or author.

    For each influencer, creator, or author, do the following:

    – Identify the influencer, creator, or author and their username, channel name, account name, and so on.
    – Describe the content the influencer, creator, or author shares and what their audience can learn from them.
    – Evaluate the influencer, creator, or author’s credibility.

    Slide 7: Discuss how using technology to learn about these topics can have an impact on one’s life.

    Slide 8: Conclusion

    Slide 9 References

    **Include** at least 1 graphic per influencer, creator, or author.

    **Review** the following resources for assistance with creating your presentation:

    – “ [How to Make a Presentation](https://player.vimeo.com/video/356244211)” from University of Phoenix ( [Video with Transcript](https://multimedia.phoenix.edu/video/?v=356244211))
    – “ [Record a Presentation](https://support.microsoft.com/en-us/office/record-a-presentation-2570dff5-f81c-40bc-b404-e04e95ffab33)” from Microsoft

    **Cite** at least 4 sources to support your assignment.

    **Format** the sources according to APA guidelines.

  • [Solved] Technology and you

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    Technology has become so interwoven in many people’s lives that they often feel like they can’t “live without it,” even for a short time. This discussion encourages you to reflect and analyze how technology impacts your life from what information you access, to how/why/when you access that informati…

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    Assignment Prompt & Instructions

    Technology has become so interwoven in many people’s lives that they often feel like they can’t “live without it,” even for a short time. This discussion encourages you to reflect and analyze how technology impacts your life from what information you access, to how/why/when you access that information, and then finally to how it has affected your ability to learn and know about things.

    Respond to the following in a minimum of 175 words:

    – How do you use technology (social media, apps, websites, podcasts, videos, courses, etc.) to learn about your interests or hobbies? Share specific examples and reflect on your daily habits.
    – How has technology affected the way you learn or look for information?
    – How does your current access to information provide you with opportunities that you wouldn’t have without today’s technology?