Psychology

Physical, Emotional, and Spiritual Well-Being

Physical, Emotional, and Spiritual Well-Being
Choose Topic: Psychology
Select number of pages: 2
Question Description: Physical, Emotional, and Spiritual Well-Being

Many addiction treatment programs incorporate a multi factor approach to treatment, focusing on the physical, emotional, social, and spiritual well being of the individual (Alcoholics Anonymous, 2012). Not only does addiction harm the body, it may also affect the mental well being of an individual. In addition, spirituality may also play an important role in addiction treatment. Each area of well being must be carefully assessed, examined, and treated. Failure to do so may result in a greater chance for relapse. It is also essential to consider the influence of gender for a person’s physical, emotional, and spiritual well being when treating addiction (Myers & Salt, 2013).

For this Discussion, review this week’s resources and consider how physical, emotional, social, and spiritual well being are influenced by addiction. In addition, think about how men, women, or people with gender variant or gender non-conforming identities with addiction might experience the areas of well being differently.
By Day 3
Post an explanation of two ways addiction impacts the physical, emotional, and spiritual well being of clients with problems with addiction. Then, explain how gender might influence the physical, emotional, and spiritual well being of clients with problems with addiction. Support your response using the resources and the current literature.

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Sunyer et al. (2013), Hughes et al. (2014) – Questions for Discussion 10/9/20

Sunyer et al. (2013), Hughes et al. (2014) – Questions for Discussion 10/9/20

Discussion Questions

Sunyer et al. (2013), Hughes et al. (2014) – Questions for Discussion 10/9/20

1) What categories did Sunyer et al. (2013) use to classify “acorn use” and “mice behavior”? Broadly, what were the tools Sunyer et al. used to track these uses and behaviors? (2 pts)

2) What was the role that scent played in influencing mice behavior (i.e. the 4 behavior categories)? How did Sunyer et al. (2013) determine this? (2 pts)

3) How would the role of genets change if live genets were used instead of their scent? What might happen to the population size of mice and their seed predation patterns? (2 pts)

4) In Sunyer et al. (2013), compare and contrast the observed effects of conspecific and predator scents on mice acorn predation and dispersal. (2pts)

5) In the Hughes et al. (2014) paper, what was the observed difference between acoustic and chemical cues? What environmental conditions might affect the chemical cues? (2 pts)

6) In Hughes et al. (2014), what explanation do the authors give for the black drum and catfish acoustic cues having a greater effect on crab foraging behavior than the toadfish or snapping shrimp? (2 pts)

7) What physiological mechanisms within crabs allowed them to detect acoustic cues from marine fish? (1 pt)

8) What are non-consumptive effects? From your reading of Sunyer et al. (2014) and Hughes et al. (2014), what aspects of prey can we measure to understand if non-consumptive effects are influencing prey populations? What would we need to measure to understand consumptive effects? (3 pts)

9) Define “cascading effects” and explain an example of these effects from either Sunyer et al. (2013) or Hughes et al. (2014). (2pts)

10) Write out the citation for both journal articles using Journal of Ecology formatting. (2 pts)

 

**Please answer the top question after reading the two articles, and follow the other document for ecology citation.

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1200 words work

1200 words work

“Psychological Testing Using the ___________” (the instrument you select)

NOTICE***(Due Sunday by midnight at the end of week 3)

  • This month you are to write a 1200-word research paper on psychological testing using one of the following instruments: California Psychological Inventory, 16 Personality Factors or the MMPI.
  • This paper is worth 15% of your grade.
  • Please use the APA format and cite at least four (4) sources. Take time to review the APA video posted in the Getting Started area of the course.
Assignment Requirements (Use as a checklist):

You will select one of the above testing instruments:

  • CPI
  • 16PF
  • MMPI

and research and discuss the following aspects of the test:

  1. Development and Description
  2. Uses
  3. What does it measure
  4. Strengths
  5. Weaknesses
  6. Reliability
  7. Validity
  8. Administration

* There will be a 20 pt penalty for writing less than 1200 words on this assignment.

Suggested Outline

  • Name on top right corner of page
  • Title centered 4 spaces under name
  • Introduction – 1st paragraph.

State thesis: purpose of paper. This is the last sentence of your introduction. (E.g., “Since families play such a major role in our lives, it is very important to understand the theories and systems at work within them.”)

  • Body – 2nd thru 6th or 8th paragraphs ( as needed)
  • Conclusion – Last paragraph
  1. Restate your thesis or the purpose of your paper
  2. Write about why this is important
  3. Remember to make the conclusion similar in length to the other paragraphs

Many students write a one or two sentence conclusion. Do not do that.

Grading Rubric for Final Project

Item DescriptionPercent
Correct definition of Concepts10%
Statement of main points and thesis in introduction5%
Properly indented paragraphs5%
Content in introduction5%
Content in body40%
Content in conclusion5%
Balance – paragraphs similar in length – about 150 words5%
Organization – followed format (intro, body, conclusion)5%
Spelling10%
Grammar10%
Total100%
  • There will be a 10pt. penalty for each day the assignment is late. It is due Sunday, by midnight, of week 3.
  • There will be a 100 pt. penalty for plagiarizing. This means a 0. If in doubt, cite, cite, cite.

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Sociology Visual Narrative – Part B

Sociology Visual Narrative – Part B

Part B: Visual Narrative (100 points)

The purpose of Part B is to visually illustrate what this social problem looks like. These should be informed by your academic research. There are two options for Part B. First, you can go out and take pictures that represent your social problem yourself. Second, you can use the internet to find pictures that illustrate your topic. For either option, you need to provide a minimum of 5 pictures. You will create a PowerPoint or MS Word document with all 5 of these images, along with a description of each image. Your description should be 1 paragraph per image. Each paragraph should a) describe the image and b) directly address how it illustrates the social problem. You will also need to include a short (200-250 word) reflection on your experience. This should be imbedded in your MS Word Document or PowerPoint file. You will turn in only one file with all of the required components.

Components:

  • 5 images that illustrate your social problem.
  • 1 paragraph per image describing the image and how it illustrates your social problem
  • 1 reflection on your experience (200-250 words)

Your reflection should address the following questions:

  • What did you learn from this process?
  • What role did your academic research play in how you framed your visual narrative?
  • Was it difficult or easy to illustrate your social problem?

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Identifying Challenges

Identifying Challenges

As with any new skill, practice makes perfect. Some would even say that perfect practice makes perfect. Although you are still a few weeks away from the in-residence portion of this course, it is beneficial for you to identify challenging topics for you related to cognitive assessment. Anticipating these challenges will help you formulate a plan to address them before you are required to demonstrate your assessment skills in person.

To prepare for this Discussion, identify topics or skills from the Learning Resources this week and in other weeks that you found challenging. Think about why these topics are challenging for you. Then consider which topics you hope are covered in more depth in-residence.

Post by Day 4 a description of at least one topic, skill, or assessment from the required readings that you found challenging and explain why. Then, describe any other areas or topics that have been challenging in this course. Finally, explain what topics you hope are covered in more depth in-residence.

Read a selection of your colleagues’ postings.

Respond by Day 6 to at least one colleague’s post in one of the following ways:

  • Share an insight from having read your colleague’s posting.
  • Validate an idea with your own experience.
  • Suggest an article or other resource on a topic that your colleague found challenging.

Readings for This Week

  • NCS Pearson. (2008). WAIS-IV administration and scoring manual. San Antonio, TX: Author.
    • Chapter 6
  • Sattler, J. M. (2018). Assessment of children: Cognitive foundations and applications (6th ed.). La Mesa, CA: Jerome M. Sattler, Publisher, Inc.
    • Chapter 11, “Interpreting the WISC-IV” (pp. 403-438)

Readings for In-Residence Prep

Review the following resources in preparation for the in-residence portion of the course beginning in Week 10.

  • Flanagan, D. P., & Harrison, P. L. (2012). Contemporary intellectual assessment: Theories, tests, and issues (3rd ed.). New York, NY: Guilford Press.
    • Chapter 4, “The Cattell–Horn–Carroll Model of Intelligence” (pp. 99–144)
  • Clements, S., Christner, R. W., McLaughlin, A. L. & Bolton, J.B. (2011). Assessing student skills using process-oriented approaches. In T. M. Lionetti, E.P. Snyder, & R. W. Christner (Eds.), A practical guide to building professional competencies in school psychology (pp. 101–119). New York, NY: Springer.
    Retrieved from the Walden Library databases.
  • Frisby, C. L. (1999). Straight talk about cognitive assessment and diversity. School Psychology Quarterly, 14(3). 195–207.
    Retrieved from the Walden Library databases.
  • Pfeiffer, S. L., Reddy, L. A., Kletzel, J. E., Schmelzer, E. R., & Boyer, L. M. (2000). The practitioner’s view of IQ testing and profile analysis. School Psychology Quarterly, 15(4), 376–385.
    Retrieved from the Walden Library databases.

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