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Category: Clinical & Abnormal Psychology

  • [Solved] 400 word discussion PSYCOLOGY

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    Due 6/25 5 pm EST 400 words not including 2 scholarly sources I only attached 1 case **files (2)** – ## CaseScenarioElenasStoryFirstDisclosureofIntimatePartnerViolence.docx – ## DiscussionThread.docx **## CaseScenarioElenasStoryFirstDisclosureofIntimatePartnerViolence.docx** COUC 604 **Case Scenario…

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    Assignment Prompt & Instructions

    Due 6/25 5 pm EST

    400 words not including 2 scholarly sources

    I only attached 1 case

    **files (2)**

    – ## CaseScenarioElenasStoryFirstDisclosureofIntimatePartnerViolence.docx

    – ## DiscussionThread.docx

    **## CaseScenarioElenasStoryFirstDisclosureofIntimatePartnerViolence.docx**

    COUC 604

    **Case Scenario: Elena’s Story – First Disclosure of Intimate Partner Violence**

    Elena is a 34-year-old elementary school teacher who has been married for seven years. During her intake session with you, she states that she’s been feeling “on edge” and “tired of walking on eggshells” at home. She initially describes her stress as being related to “relationship tension” and “communication problems,” but as the session progresses, her body language shifts as her shoulders tense, and she begins wringing her hands.

    When you gently ask her to share more about what happens during arguments, Elena hesitates before saying, “Sometimes things just get out of hand. He yells, and I just try to stay quiet so it doesn’t get worse.” After a long pause, she adds softly, “He’s never hit me hard, but sometimes he grabs my arm or blocks the door when I try to leave. Last week, he threw a glass against the wall. I know he doesn’t mean to scare me—he just loses control.”

    Elena quickly follows with, “He’s under a lot of stress, and I don’t want anyone to think he’s a bad person. He always apologizes afterward and says he’ll do better.” She describes feeling conflicted part of her wants to believe he can change, but another part of her feels increasingly anxious and unsafe at home. She’s been having frequent headaches, difficulty sleeping, and trouble concentrating at work.

    Elena says she hasn’t told anyone else about what’s happening because she’s embarrassed and doesn’t want her family or coworkers to know. She’s also unsure what counseling can really do, saying, “I’m not ready to make big decisions. I just need to figure out what’s wrong with me and why I can’t handle this better.”

    **## DiscussionThread.docx**

    **Discussion Thread: Responding to Unresolved Trauma Following Intimate Partner Violence or Sexual Assault**

    When working with clients in crisis or trauma, it’s common for counselors to experience personal distress or triggers of our own. Research indicates that counselor self-awareness and regulation is crucial to provide a safe space for clients to do the same. Evidence-based assessments are also critical in determining the needs of the client and assist in treatment planning.

    For this assignment, you will choose one case scenario from the list below that portrays either a survivor of intimate partner violence (IPV) or sexual assault. In the scenario, the immediate crisis has ended, and the survivor is now physically safe. However, the emotional and psychological effects of the trauma remain unresolved, and these issues are beginning to impact the survivor's current relationships and daily functioning.

    Now, imagine you are the counselor meeting this individual for the first time. Based on what you observed in the film and utilizing your weekly reading and scholarly journal articles, write a response that addresses the prompts below.

    **Paragraph 1 – Self-Awareness and Regulation:** Reflect on your internal response to the client's disclosures. What sensations do you notice in your body? What thoughts or assumptions arise as you listen? How do your personal history, beliefs, biases or Christian worldview impact your response to this client? What specific strategies or practices will you use to self-regulate so you can remain present, grounded, and attuned during the session?

    **Paragraph 2 – Relationship Building and Attunement:** How would you begin building a strong therapeutic relationship with this client? Describe your first steps toward creating emotional safety, establishing trust, and showing empathy. What language, body posture, or techniques would you use to demonstrate attunement and understanding?

    **Paragraph 3 – Assessment and Screening:** Identify which trauma-informed screening or assessment tools you would use to help evaluate the client’s current psychological, emotional, and relational needs. How would these tools help you prioritize treatment objectives, set realistic goals, and choose appropriate interventions? Be sure to support your response with evidence-based tools or literature.

    **## DiscussionThread.docx**

    **Discussion Thread: Responding to Unresolved Trauma Following Intimate Partner Violence or Sexual Assault**

    When working with clients in crisis or trauma, it’s common for counselors to experience personal distress or triggers of our own. Research indicates that counselor self-awareness and regulation is crucial to provide a safe space for clients to do the same. Evidence-based assessments are also critical in determining the needs of the client and assist in treatment planning.

    For this assignment, you will choose one case scenario from the list below that portrays either a survivor of intimate partner violence (IPV) or sexual assault. In the scenario, the immediate crisis has ended, and the survivor is now physically safe. However, the emotional and psychological effects of the trauma remain unresolved, and these issues are beginning to impact the survivor's current relationships and daily functioning.

    Now, imagine you are the counselor meeting this individual for the first time. Based on what you observed in the film and utilizing your weekly reading and scholarly journal articles, write a response that addresses the prompts below.

    **Paragraph 1 – Self-Awareness and Regulation:** Reflect on your internal response to the client's disclosures. What sensations do you notice in your body? What thoughts or assumptions arise as you listen? How do your personal history, beliefs, biases or Christian worldview impact your response to this client? What specific strategies or practices will you use to self-regulate so you can remain present, grounded, and attuned during the session?

    **Paragraph 2 – Relationship Building and Attunement:** How would you begin building a strong therapeutic relationship with this client? Describe your first steps toward creating emotional safety, establishing trust, and showing empathy. What language, body posture, or techniques would you use to demonstrate attunement and understanding?

    **Paragraph 3 – Assessment and Screening:** Identify which trauma-informed screening or assessment tools you would use to help evaluate the client’s current psychological, emotional, and relational needs. How would these tools help you prioritize treatment objectives, set realistic goals, and choose appropriate interventions? Be sure to support your response with evidence-based tools or literature.

    **## CaseScenarioElenasStoryFirstDisclosureofIntimatePartnerViolence.docx**

    COUC 604

    **Case Scenario: Elena’s Story – First Disclosure of Intimate Partner Violence**

    Elena is a 34-year-old elementary school teacher who has been married for seven years. During her intake session with you, she states that she’s been feeling “on edge” and “tired of walking on eggshells” at home. She initially describes her stress as being related to “relationship tension” and “communication problems,” but as the session progresses, her body language shifts as her shoulders tense, and she begins wringing her hands.

    When you gently ask her to share more about what happens during arguments, Elena hesitates before saying, “Sometimes things just get out of hand. He yells, and I just try to stay quiet so it doesn’t get worse.” After a long pause, she adds softly, “He’s never hit me hard, but sometimes he grabs my arm or blocks the door when I try to leave. Last week, he threw a glass against the wall. I know he doesn’t mean to scare me—he just loses control.”

    Elena quickly follows with, “He’s under a lot of stress, and I don’t want anyone to think he’s a bad person. He always apologizes afterward and says he’ll do better.” She describes feeling conflicted part of her wants to believe he can change, but another part of her feels increasingly anxious and unsafe at home. She’s been having frequent headaches, difficulty sleeping, and trouble concentrating at work.

    Elena says she hasn’t told anyone else about what’s happening because she’s embarrassed and doesn’t want her family or coworkers to know. She’s also unsure what counseling can really do, saying, “I’m not ready to make big decisions. I just need to figure out what’s wrong with me and why I can’t handle this better.”

    **## DiscussionThread.docx**

    **Discussion Thread: Responding to Unresolved Trauma Following Intimate Partner Violence or Sexual Assault**

    When working with clients in crisis or trauma, it’s common for counselors to experience personal distress or triggers of our own. Research indicates that counselor self-awareness and regulation is crucial to provide a safe space for clients to do the same. Evidence-based assessments are also critical in determining the needs of the client and assist in treatment planning.

    For this assignment, you will choose one case scenario from the list below that portrays either a survivor of intimate partner violence (IPV) or sexual assault. In the scenario, the immediate crisis has ended, and the survivor is now physically safe. However, the emotional and psychological effects of the trauma remain unresolved, and these issues are beginning to impact the survivor's current relationships and daily functioning.

    Now, imagine you are the counselor meeting this individual for the first time. Based on what you observed in the film and utilizing your weekly reading and scholarly journal articles, write a response that addresses the prompts below.

    **Paragraph 1 – Self-Awareness and Regulation:** Reflect on your internal response to the client's disclosures. What sensations do you notice in your body? What thoughts or assumptions arise as you listen? How do your personal history, beliefs, biases or Christian worldview impact your response to this client? What specific strategies or practices will you use to self-regulate so you can remain present, grounded, and attuned during the session?

    **Paragraph 2 – Relationship Building and Attunement:** How would you begin building a strong therapeutic relationship with this client? Describe your first steps toward creating emotional safety, establishing trust, and showing empathy. What language, body posture, or techniques would you use to demonstrate attunement and understanding?

    **Paragraph 3 – Assessment and Screening:** Identify which trauma-informed screening or assessment tools you would use to help evaluate the client’s current psychological, emotional, and relational needs. How would these tools help you prioritize treatment objectives, set realistic goals, and choose appropriate interventions? Be sure to support your response with evidence-based tools or literature.

    **## CaseScenarioElenasStoryFirstDisclosureofIntimatePartnerViolence.docx**

    COUC 604

    **Case Scenario: Elena’s Story – First Disclosure of Intimate Partner Violence**

    Elena is a 34-year-old elementary school teacher who has been married for seven years. During her intake session with you, she states that she’s been feeling “on edge” and “tired of walking on eggshells” at home. She initially describes her stress as being related to “relationship tension” and “communication problems,” but as the session progresses, her body language shifts as her shoulders tense, and she begins wringing her hands.

    When you gently ask her to share more about what happens during arguments, Elena hesitates before saying, “Sometimes things just get out of hand. He yells, and I just try to stay quiet so it doesn’t get worse.” After a long pause, she adds softly, “He’s never hit me hard, but sometimes he grabs my arm or blocks the door when I try to leave. Last week, he threw a glass against the wall. I know he doesn’t mean to scare me—he just loses control.”

    Elena quickly follows with, “He’s under a lot of stress, and I don’t want anyone to think he’s a bad person. He always apologizes afterward and says he’ll do better.” She describes feeling conflicted part of her wants to believe he can change, but another part of her feels increasingly anxious and unsafe at home. She’s been having frequent headaches, difficulty sleeping, and trouble concentrating at work.

    Elena says she hasn’t told anyone else about what’s happening because she’s embarrassed and doesn’t want her family or coworkers to know. She’s also unsure what counseling can really do, saying, “I’m not ready to make big decisions. I just need to figure out what’s wrong with me and why I can’t handle this better.”

    **## DiscussionThread.docx**

    **Discussion Thread: Responding to Unresolved Trauma Following Intimate Partner Violence or Sexual Assault**

    When working with clients in crisis or trauma, it’s common for counselors to experience personal distress or triggers of our own. Research indicates that counselor self-awareness and regulation is crucial to provide a safe space for clients to do the same. Evidence-based assessments are also critical in determining the needs of the client and assist in treatment planning.

    For this assignment, you will choose one case scenario from the list below that portrays either a survivor of intimate partner violence (IPV) or sexual assault. In the scenario, the immediate crisis has ended, and the survivor is now physically safe. However, the emotional and psychological effects of the trauma remain unresolved, and these issues are beginning to impact the survivor's current relationships and daily functioning.

    Now, imagine you are the counselor meeting this individual for the first time. Based on what you observed in the film and utilizing your weekly reading and scholarly journal articles, write a response that addresses the prompts below.

    **Paragraph 1 – Self-Awareness and Regulation:** Reflect on your internal response to the client's disclosures. What sensations do you notice in your body? What thoughts or assumptions arise as you listen? How do your personal history, beliefs, biases or Christian worldview impact your response to this client? What specific strategies or practices will you use to self-regulate so you can remain present, grounded, and attuned during the session?

    **Paragraph 2 – Relationship Building and Attunement:** How would you begin building a strong therapeutic relationship with this client? Describe your first steps toward creating emotional safety, establishing trust, and showing empathy. What language, body posture, or techniques would you use to demonstrate attunement and understanding?

    **Paragraph 3 – Assessment and Screening:** Identify which trauma-informed screening or assessment tools you would use to help evaluate the client’s current psychological, emotional, and relational needs. How would these tools help you prioritize treatment objectives, set realistic goals, and choose appropriate interventions? Be sure to support your response with evidence-based tools or literature.

  • [Solved] Week 4

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    – [\ \ IMG_3632.jpeg](https://www.sweetstudy.com/files/img-3632-jpeg-10567935 "IMG_3632.jpeg") – [\ \ IMG_3634.jpeg](https://www.sweetstudy.com/files/img-3634-jpeg-10567937 "IMG_3634.jpeg")

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    – [\
    \
    IMG_3632.jpeg](https://www.sweetstudy.com/files/img-3632-jpeg-10567935 "IMG_3632.jpeg")
    – [\
    \
    IMG_3634.jpeg](https://www.sweetstudy.com/files/img-3634-jpeg-10567937 "IMG_3634.jpeg")

  • [Solved] Post 6- 2

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    **files (1)** – ## Post6-2.docx **## Post6-2.docx** · **Reply** to at least one classmate (from a different discussion group) b · **Posts are a minimum of 250 words, scholarly written, APA formatted (with some exceptions due to limitations in the D2L editor), and a minimum of 2 references (which may…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## Post6-2.docx

    **## Post6-2.docx**

    ·
    **Reply** to at least one classmate (from a different discussion group) b

    ·
    **Posts are a minimum of 250 words, scholarly written, APA formatted (with some exceptions due to limitations in the D2L editor), and a minimum of 2 references (which may include the course textbook).**

    QUESTION: Most PTSD treatment guidelines recommend
    _against_ the use of benzodiazepines.

    · Provide an evidence-based discussion regarding the use of benzodiazepines in the treatment of PTSD.

    · Consider discussing information like the safety and efficacy reported in the literature, the effect benzodiazepines have on other common treatment modalities for PTSD, etc.

    · Include first-line agents for PTSD in the discussion.

    Student’s Respone:

    Posttraumatic stress disorder (PTSD) is a psychiatric disorder that may occur in individuals who have been exposed to a traumatic event, and is characterized by many undesirable symptoms, such as intrusive thoughts, avoidance of triggers, behavioral changes, as well as dissociation (Gabbard & M.d., 2014). Treating this condition mainly focuses on psychotherapy; however, when such modalities are not available or declined, first-line psychopharmacotherapy includes selective serotonin reuptake inhibitors (SSRIs) and serotonin-norepinephrine reuptake inhibitors (SNRIs) (Gabbard & M.d., 2014). SSRI agents such as sertraline and paroxetine are preferred, and venlafaxine is the preferred agent for the SNRI drug class (Gabbard & M.d., 2014). Benzodiazepines (BZDs) are anxiolytics that overall treat anxiety; however, in the treatment of PTSD, there is little evidence to support that this drug class is beneficial (Silva de Lima & da Silva, 2025). Current evidence strongly recommends against the use of BZDs in the treatment of PTSD (Silva de Lima & da Silva, 2025). Multiple major clinical practice guidelines and systematic reviews agree on this position, citing a lack of efficacy and significant potential for harm (Gabbard & M.d., 2014). The 2023 VA/DoD Clinical Practice Guideline explicitly states the use of BZDs for the treatment of PTSD is not recommended (Schnurr et al., 2024). The 2025 American Psychological Association (APA) Guideline holds the same view that BZDs do not show any benefit and are not efficacious in the treatment of PTSD (Silva de Lima & da Silva, 2025). The APA also warns against the use of BZDs due to the increased risk of sedation, cognitive impairment, and the potential for abuse (Silva de Lima & da Silva, 2025). The Cochran review, through a systematic review, discusses the lack of efficacy in the treatment of PTSD with BZDs, citing poor-quality evidence extracted from several trials (Williams et al., 2026). BZDs use in PTSD is associated with many safety concerns, including the risk of increased PTSD severity, substance abuse risk, increased risk of depression/aggression, cognitive impairment, dependence/withdrawal, and overdose risk (Brunner et al., 2025). BZDs may undermine the treatments that actually work for PTSD, for example, in trauma-focused therapy, there is a concern that BZD use may interfere with fear extinction, which is the core mechanism underlying exposure-based interventions (Schnurr et al., 2024). In conclusion, first-line psychopharmacotherapy treatment for PTSD includes sertraline, paroxetine, and venlafaxine, which are all supported by multiple guidelines (Gabbard & M.d., 2014). It is important to note that the preferred initial treatment of PTSD still remains trauma-focused psychotherapy.

    **References**

    Brunner, E., Chen, C.-Y. A., Klein, T., Maust, D., Mazer-Amirshahi, M., Mecca, M., Najera, D., Ogbonna, C., Rajneesh, K. F., Roll, E., Sanders, A. E., Snodgrass, B., VandenBerg, A., & Wright, T. (2025).
    _The joint clinical practice guideline on benzodiazepine tapering: considerations when benzodiazepine risks outweigh benefits_. American Society of Addiction Medicine.
    [https://downloads.asam.org/sitefinity-production-blobs/docs/default-source/guidelines/benzodiazepine-tapering-2025/bzd-tapering-document—final-approved-version-for-distribution-02-28-25.pdf?sfvrsn=5bdf9c81_1](https://downloads.asam.org/sitefinity-production-blobs/docs/default-source/guidelines/benzodiazepine-tapering-2025/bzd-tapering-document—final-approved-version-for-distribution-02-28-25.pdf?sfvrsn=5bdf9c81_1)

    Gabbard, G. O., & M.d. (2014).
    _Gabbard's treatments of psychiatric disorders, fifth edition_ (5th ed.). American Psychiatric Pub.

    Schnurr, P. P., Hamblen, J. L., Wolf, J., Coller, R., Collie, C., Fuller, M. A., Holtzheimer, P. E., Kelly, U., Lang, A. J., McGraw, K., Morganstein, J. C., Norman, S. B., Papke, K., Petrakis, I., Riggs, D., Sall, J. A., Shiner, B., Wiechers, I., & Kelber, M. S. (2024). The management of posttraumatic stress disorder and acute stress disorder: Synopsis of the 2023 U.S. department of veterans affairs and U.S. Department of Defense clinical practice guideline.
    _Annals of Internal Medicine_,
    _177_(3), 363–374.
    [https://doi.org/10.7326/m23-2757](https://doi.org/10.7326/m23-2757)

    Silva de Lima, M., & da Silva, A. G. (2025). Benzodiazepines for PTSD: Poor Data quality and misleading advice.
    _Journal of Psychopharmacology_,
    _39_(8), 883–885.
    [https://doi.org/10.1177/02698811241294007](https://doi.org/10.1177/02698811241294007)

    Williams, T., Phillips, N. J., Stein, D. J., & Ipser, J. C. (2026). Pharmacotherapy for post traumatic stress disorder (PTSD).
    _Cochrane Database of Systematic Reviews_,
    _2026_(5).
    [https://doi.org/10.1002/14651858.cd002795.pub4](https://doi.org/10.1002/14651858.cd002795.pub4)

    **## Post6-2.docx**

    ·
    **Reply** to at least one classmate (from a different discussion group) b

    ·
    **Posts are a minimum of 250 words, scholarly written, APA formatted (with some exceptions due to limitations in the D2L editor), and a minimum of 2 references (which may include the course textbook).**

    QUESTION: Most PTSD treatment guidelines recommend
    _against_ the use of benzodiazepines.

    · Provide an evidence-based discussion regarding the use of benzodiazepines in the treatment of PTSD.

    · Consider discussing information like the safety and efficacy reported in the literature, the effect benzodiazepines have on other common treatment modalities for PTSD, etc.

    · Include first-line agents for PTSD in the discussion.

    Student’s Respone:

    Posttraumatic stress disorder (PTSD) is a psychiatric disorder that may occur in individuals who have been exposed to a traumatic event, and is characterized by many undesirable symptoms, such as intrusive thoughts, avoidance of triggers, behavioral changes, as well as dissociation (Gabbard & M.d., 2014). Treating this condition mainly focuses on psychotherapy; however, when such modalities are not available or declined, first-line psychopharmacotherapy includes selective serotonin reuptake inhibitors (SSRIs) and serotonin-norepinephrine reuptake inhibitors (SNRIs) (Gabbard & M.d., 2014). SSRI agents such as sertraline and paroxetine are preferred, and venlafaxine is the preferred agent for the SNRI drug class (Gabbard & M.d., 2014). Benzodiazepines (BZDs) are anxiolytics that overall treat anxiety; however, in the treatment of PTSD, there is little evidence to support that this drug class is beneficial (Silva de Lima & da Silva, 2025). Current evidence strongly recommends against the use of BZDs in the treatment of PTSD (Silva de Lima & da Silva, 2025). Multiple major clinical practice guidelines and systematic reviews agree on this position, citing a lack of efficacy and significant potential for harm (Gabbard & M.d., 2014). The 2023 VA/DoD Clinical Practice Guideline explicitly states the use of BZDs for the treatment of PTSD is not recommended (Schnurr et al., 2024). The 2025 American Psychological Association (APA) Guideline holds the same view that BZDs do not show any benefit and are not efficacious in the treatment of PTSD (Silva de Lima & da Silva, 2025). The APA also warns against the use of BZDs due to the increased risk of sedation, cognitive impairment, and the potential for abuse (Silva de Lima & da Silva, 2025). The Cochran review, through a systematic review, discusses the lack of efficacy in the treatment of PTSD with BZDs, citing poor-quality evidence extracted from several trials (Williams et al., 2026). BZDs use in PTSD is associated with many safety concerns, including the risk of increased PTSD severity, substance abuse risk, increased risk of depression/aggression, cognitive impairment, dependence/withdrawal, and overdose risk (Brunner et al., 2025). BZDs may undermine the treatments that actually work for PTSD, for example, in trauma-focused therapy, there is a concern that BZD use may interfere with fear extinction, which is the core mechanism underlying exposure-based interventions (Schnurr et al., 2024). In conclusion, first-line psychopharmacotherapy treatment for PTSD includes sertraline, paroxetine, and venlafaxine, which are all supported by multiple guidelines (Gabbard & M.d., 2014). It is important to note that the preferred initial treatment of PTSD still remains trauma-focused psychotherapy.

    **References**

    Brunner, E., Chen, C.-Y. A., Klein, T., Maust, D., Mazer-Amirshahi, M., Mecca, M., Najera, D., Ogbonna, C., Rajneesh, K. F., Roll, E., Sanders, A. E., Snodgrass, B., VandenBerg, A., & Wright, T. (2025).
    _The joint clinical practice guideline on benzodiazepine tapering: considerations when benzodiazepine risks outweigh benefits_. American Society of Addiction Medicine.
    [https://downloads.asam.org/sitefinity-production-blobs/docs/default-source/guidelines/benzodiazepine-tapering-2025/bzd-tapering-document—final-approved-version-for-distribution-02-28-25.pdf?sfvrsn=5bdf9c81_1](https://downloads.asam.org/sitefinity-production-blobs/docs/default-source/guidelines/benzodiazepine-tapering-2025/bzd-tapering-document—final-approved-version-for-distribution-02-28-25.pdf?sfvrsn=5bdf9c81_1)

    Gabbard, G. O., & M.d. (2014).
    _Gabbard's treatments of psychiatric disorders, fifth edition_ (5th ed.). American Psychiatric Pub.

    Schnurr, P. P., Hamblen, J. L., Wolf, J., Coller, R., Collie, C., Fuller, M. A., Holtzheimer, P. E., Kelly, U., Lang, A. J., McGraw, K., Morganstein, J. C., Norman, S. B., Papke, K., Petrakis, I., Riggs, D., Sall, J. A., Shiner, B., Wiechers, I., & Kelber, M. S. (2024). The management of posttraumatic stress disorder and acute stress disorder: Synopsis of the 2023 U.S. department of veterans affairs and U.S. Department of Defense clinical practice guideline.
    _Annals of Internal Medicine_,
    _177_(3), 363–374.
    [https://doi.org/10.7326/m23-2757](https://doi.org/10.7326/m23-2757)

    Silva de Lima, M., & da Silva, A. G. (2025). Benzodiazepines for PTSD: Poor Data quality and misleading advice.
    _Journal of Psychopharmacology_,
    _39_(8), 883–885.
    [https://doi.org/10.1177/02698811241294007](https://doi.org/10.1177/02698811241294007)

    Williams, T., Phillips, N. J., Stein, D. J., & Ipser, J. C. (2026). Pharmacotherapy for post traumatic stress disorder (PTSD).
    _Cochrane Database of Systematic Reviews_,
    _2026_(5).
    [https://doi.org/10.1002/14651858.cd002795.pub4](https://doi.org/10.1002/14651858.cd002795.pub4)

  • [Solved] amanda

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  • [Solved] theories of learning

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    **files (3)** – ## ThinkingCriticallyViewingMediaViolence.docx – ## SubliminalSensationPersuasion-1.docx – ## TheoriesofLearning.docx **## ThinkingCriticallyViewingMediaViolence.docx** **Critical Thinking: The Effects of Viewing Media Violence** After reviewing the information about media violence (…

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    **files (3)**

    – ## ThinkingCriticallyViewingMediaViolence.docx

    – ## SubliminalSensationPersuasion-1.docx

    – ## TheoriesofLearning.docx

    **## ThinkingCriticallyViewingMediaViolence.docx**

    **Critical Thinking: The Effects of Viewing Media Violence**

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

    · Why have psychologists used different research methods to explore possible effects of violence viewing, and what have they learned?

    · After viewing a violent cartoon, little Riley becomes more likely to hit his baby brother. What two factors help explain this violence-viewing effect?

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 253 in your e-Book.**

    ![A poster of a video game Description automatically generated](https://www.sweetstudy.com/questions/theories-of-learning-20977687)

    ## image1.png

    **## SubliminalSensationPersuasion-1.docx**

    **Critical Thinking: Subliminal Sensation and Persuasion**

    After reviewing the information about sensation and persuasion (see below), answer the following questions:

    · How has priming been used in the slide-exposure experiment with subliminal stimuli?

    · What did the researchers learn from this slide-exposure experiment?

    · What did the researchers learn from the subliminal persuasion experiments summarized here?

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 184 in your E-book.**

    ![A poster of a person smoking a cigarette Description automatically generated](https://www.sweetstudy.com/questions/theories-of-learning-20977687)

    ## image1.png

    **## TheoriesofLearning.docx**

    **Theories of Learning**

    Under each type of theory, place an
    **X** in the row of the description that applies to that theory.

    | | | | |
    | — | — | — | — |
    | **Description** | **Classical Conditioning** | **Operant Conditioning** | **Observational**<br>**Learning** |
    | Mark is praised by his teacher for doing an excellent job on his presentation. | | | |
    | A child watches their parent folding the laundry. They later pick up some clothing and imitate folding the clothes. | | | |
    | A warm and nurturing teacher makes students feel connected. Students associate going to school with the teacher. Going to school makes students feel connected. | | | |
    | A young couple goes on a date to an Asian restaurant. Everyone was eating with chopsticks. They watch other diners in the restaurant eating with chopsticks and copy their actions to learn how to use these utensils. | | | |
    | Daisy eats contaminated food gets sick, and feels awful. Daisy associates the sight of food with contaminated food.<br>The sight of food makes Daisy feel awful. | | | |
    | Maria has a variety of tops. But when she dresses for work, she prefers wearing a particular blue top, because her coworkers seem to like it. | | | |
    | Whenever Paul hears the Beatles' song "Hey Jude," he feels sad and discouraged. He leaves the room to avoid having to listen to the song. The song always brings back bad memories of his first romantic relationship. | | | |
    | Jeremy, age 7, frequently "acts up" in class and disrupts the learning activities by making humorous gestures and noises. The teacher tried to discourage this behavior by making him sit in the front corner of the room, but this just made him “act up” even more. | | | |

    **## TheoriesofLearning.docx**

    **Theories of Learning**

    Under each type of theory, place an
    **X** in the row of the description that applies to that theory.

    | | | | |
    | — | — | — | — |
    | **Description** | **Classical Conditioning** | **Operant Conditioning** | **Observational**<br>**Learning** |
    | Mark is praised by his teacher for doing an excellent job on his presentation. | | | |
    | A child watches their parent folding the laundry. They later pick up some clothing and imitate folding the clothes. | | | |
    | A warm and nurturing teacher makes students feel connected. Students associate going to school with the teacher. Going to school makes students feel connected. | | | |
    | A young couple goes on a date to an Asian restaurant. Everyone was eating with chopsticks. They watch other diners in the restaurant eating with chopsticks and copy their actions to learn how to use these utensils. | | | |
    | Daisy eats contaminated food gets sick, and feels awful. Daisy associates the sight of food with contaminated food.<br>The sight of food makes Daisy feel awful. | | | |
    | Maria has a variety of tops. But when she dresses for work, she prefers wearing a particular blue top, because her coworkers seem to like it. | | | |
    | Whenever Paul hears the Beatles' song "Hey Jude," he feels sad and discouraged. He leaves the room to avoid having to listen to the song. The song always brings back bad memories of his first romantic relationship. | | | |
    | Jeremy, age 7, frequently "acts up" in class and disrupts the learning activities by making humorous gestures and noises. The teacher tried to discourage this behavior by making him sit in the front corner of the room, but this just made him “act up” even more. | | | |

    **## ThinkingCriticallyViewingMediaViolence.docx**

    **Critical Thinking: The Effects of Viewing Media Violence**

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

    · Why have psychologists used different research methods to explore possible effects of violence viewing, and what have they learned?

    · After viewing a violent cartoon, little Riley becomes more likely to hit his baby brother. What two factors help explain this violence-viewing effect?

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 253 in your e-Book.**

    ![A poster of a video game Description automatically generated](https://www.sweetstudy.com/questions/theories-of-learning-20977687)

    ## image1.png

    **## SubliminalSensationPersuasion-1.docx**

    **Critical Thinking: Subliminal Sensation and Persuasion**

    After reviewing the information about sensation and persuasion (see below), answer the following questions:

    · How has priming been used in the slide-exposure experiment with subliminal stimuli?

    · What did the researchers learn from this slide-exposure experiment?

    · What did the researchers learn from the subliminal persuasion experiments summarized here?

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 184 in your E-book.**

    ![A poster of a person smoking a cigarette Description automatically generated](https://www.sweetstudy.com/questions/theories-of-learning-20977687)

    ## image1.png

    **## TheoriesofLearning.docx**

    **Theories of Learning**

    Under each type of theory, place an
    **X** in the row of the description that applies to that theory.

    | | | | |
    | — | — | — | — |
    | **Description** | **Classical Conditioning** | **Operant Conditioning** | **Observational**<br>**Learning** |
    | Mark is praised by his teacher for doing an excellent job on his presentation. | | | |
    | A child watches their parent folding the laundry. They later pick up some clothing and imitate folding the clothes. | | | |
    | A warm and nurturing teacher makes students feel connected. Students associate going to school with the teacher. Going to school makes students feel connected. | | | |
    | A young couple goes on a date to an Asian restaurant. Everyone was eating with chopsticks. They watch other diners in the restaurant eating with chopsticks and copy their actions to learn how to use these utensils. | | | |
    | Daisy eats contaminated food gets sick, and feels awful. Daisy associates the sight of food with contaminated food.<br>The sight of food makes Daisy feel awful. | | | |
    | Maria has a variety of tops. But when she dresses for work, she prefers wearing a particular blue top, because her coworkers seem to like it. | | | |
    | Whenever Paul hears the Beatles' song "Hey Jude," he feels sad and discouraged. He leaves the room to avoid having to listen to the song. The song always brings back bad memories of his first romantic relationship. | | | |
    | Jeremy, age 7, frequently "acts up" in class and disrupts the learning activities by making humorous gestures and noises. The teacher tried to discourage this behavior by making him sit in the front corner of the room, but this just made him “act up” even more. | | | |

    **## ThinkingCriticallyViewingMediaViolence.docx**

    **Critical Thinking: The Effects of Viewing Media Violence**

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

    · Why have psychologists used different research methods to explore possible effects of violence viewing, and what have they learned?

    · After viewing a violent cartoon, little Riley becomes more likely to hit his baby brother. What two factors help explain this violence-viewing effect?

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 253 in your e-Book.**

    ![A poster of a video game Description automatically generated](https://www.sweetstudy.com/questions/theories-of-learning-20977687)

    ## image1.png

    **## SubliminalSensationPersuasion-1.docx**

    **Critical Thinking: Subliminal Sensation and Persuasion**

    After reviewing the information about sensation and persuasion (see below), answer the following questions:

    · How has priming been used in the slide-exposure experiment with subliminal stimuli?

    · What did the researchers learn from this slide-exposure experiment?

    · What did the researchers learn from the subliminal persuasion experiments summarized here?

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 184 in your E-book.**

    ![A poster of a person smoking a cigarette Description automatically generated](https://www.sweetstudy.com/questions/theories-of-learning-20977687)

    ## image1.png

    **## TheoriesofLearning.docx**

    **Theories of Learning**

    Under each type of theory, place an
    **X** in the row of the description that applies to that theory.

    | | | | |
    | — | — | — | — |
    | **Description** | **Classical Conditioning** | **Operant Conditioning** | **Observational**<br>**Learning** |
    | Mark is praised by his teacher for doing an excellent job on his presentation. | | | |
    | A child watches their parent folding the laundry. They later pick up some clothing and imitate folding the clothes. | | | |
    | A warm and nurturing teacher makes students feel connected. Students associate going to school with the teacher. Going to school makes students feel connected. | | | |
    | A young couple goes on a date to an Asian restaurant. Everyone was eating with chopsticks. They watch other diners in the restaurant eating with chopsticks and copy their actions to learn how to use these utensils. | | | |
    | Daisy eats contaminated food gets sick, and feels awful. Daisy associates the sight of food with contaminated food.<br>The sight of food makes Daisy feel awful. | | | |
    | Maria has a variety of tops. But when she dresses for work, she prefers wearing a particular blue top, because her coworkers seem to like it. | | | |
    | Whenever Paul hears the Beatles' song "Hey Jude," he feels sad and discouraged. He leaves the room to avoid having to listen to the song. The song always brings back bad memories of his first romantic relationship. | | | |
    | Jeremy, age 7, frequently "acts up" in class and disrupts the learning activities by making humorous gestures and noises. The teacher tried to discourage this behavior by making him sit in the front corner of the room, but this just made him “act up” even more. | | | |

  • [Solved] Psychology homework

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    RESPOND TO KIMIKO AND JORDAN POSTS Kimiko Post Physicians are among the highest-paid professionals in the world, and I believe their compensation is generally justified because it reflects the extensive education, years of specialized training, high level of responsibility, and the life-or-death dec…

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    RESPOND TO KIMIKO AND JORDAN POSTS

    Kimiko Post

    Physicians are among the highest-paid professionals in the world, and I believe their compensation is generally justified because it reflects the extensive education, years of specialized training, high level of responsibility, and the life-or-death decisions they make every day. Becoming a physician often requires more than a decade of education and residency training, significant student loan debt, and continuous professional development throughout their career. In addition, physicians are responsible for diagnosing complex medical conditions, performing procedures, leading interdisciplinary healthcare teams, and ensuring patient safety. The ethical principle of "first, do no harm" and the American Medical Association's Code of Medical Ethics emphasize that physicians have a duty to prioritize patient welfare, but these ethical obligations do not mean they should not receive compensation that reflects the complexity and demands of their profession (American Medical Association [AMA], 2024).

    At the same time, physician compensation should be aligned with delivering high-quality, patient-centered care rather than simply the volume of services provided. The shift toward value-based care encourages healthcare organizations to reward physicians for improving patient outcomes, reducing unnecessary healthcare costs, and enhancing care coordination instead of increasing the number of procedures performed. For example, primary care physicians who effectively manage chronic diseases can help prevent costly hospitalizations, benefiting both patients and the healthcare system. However, extremely large salary disparities between specialties and primary care may contribute to workforce shortages in family medicine and rural healthcare, limiting access for underserved populations. From a healthcare administration perspective, balancing fair physician compensation with affordability, quality, and access is essential to achieving the healthcare triangle while promoting equity and sustainability across the healthcare system.

    Jordan Post

    Physicians are paid large amounts for their salaries because of the journey it takes to become a doctor and the care they provide to treat patients. To elaborate, physicians go through an extensive amount of schooling. Once school ins completed, they continue to expand on their education by putting what they have learned and applying it in residency. The physicians have to upkeep their license to practice along with medical insurance to protect them when mistakes happen too. The cost that accumulates to become a doctor is substantial which in turn supports the reason why physicians should be paid high amounts. Physicians are required to follow the code of ethics which require to put patients first, provide quality care, and to treat with respect and passion (American Medical Association, 2024). Being a doctor is a serious profession and with all of the skills and education required, the salary should be rewarding.

    On the other hand, doctors should be able to provide care to all individuals rather than only providing care to those that can benefit their salary. A great example is the individuals in rural that may not be able to afford medical care (Association of American Medical Colleges, 2024). Doctors should still want to treat because there is a need and not for the salary. If individuals go to school to become doctors for the salary, then that is not following the code of ethics. It is interesting to think that the compensation is based off of the care that is provided. Most of the companies I have worked for rely heavily on the reviews received and the overall reputation of the facility. This aligns with the doctors that are employed because some patients research their doctors depending on the care they need. Since these are all factors, why wouldn’t a doctor want to genuinely care about the care they are providing? Overall, I do believe that the salary received is earned from the extensive education a physician endures to become a doctor. While it is deserving, the salary also should represent the quality care provided to the patients served by the doctor. Both go hand in hand to maintain a balance.

    Remember to respond to Bionca and Jada while being respectful of and sensitive to their viewpoints. Consider advancing the discussion by answering the following questions:

    – Did your peers do a good job of translating the findings of their chosen study to a lay audience?
    – Did your peers relate their chosen study to current and emerging issues in psychological research?
    – Did your peers describe how the findings of their chosen study could be used personally or professionally?

    BIONCA POST

    The article I chose is Mammen, Köymen, and Tomasello’s study, The Reasons Young Children Give to Peers When Explaining Their Judgements of Moral and Conventional Rules, explored how young children explain why certain behaviors are right or wrong. The researchers found that children used different reasoning for moral rules, such as not hurting others, than for conventional rules, like following classroom expectations. Children often explained moral rules by focusing on fairness or harm to others, while conventional rules were justified by social expectations or authority.

    This study is important because it shows that young children can distinguish between different types of rules, which can help parents, teachers, and counselors encourage empathy and positive behavior. It also connects to the programmatic themes of research, ethics, and social responsibility by using scientific methods to better understand child development and improve real-world practices.

    The findings can help adults explain why rules matter instead of simply expecting obedience. Finally, data literacy is important because it helps people evaluate whether research findings are based on reliable evidence before applying them in education, policy, or everyday life.

    Jada Post

    The study I chose is Dray et al. (2017), a systematic review that looked at whether school-based resilience programs actually reduce mental health problems in kids and teens aged 5 to 18. They pulled together 57 studies from 16 countries with over 41,000 participants, so there was a lot of evidence to pull from.

    The short version for a non-researcher: these programs teach kids how to handle stress and bounce back from hard situations, and the evidence shows they work, especially for reducing depression, anxiety, and emotional distress. What these programs are doing is building emotional skills, helping kids recognize what they are feeling, manage their reactions, and develop healthier ways of coping. That is something that has value beyond the classroom also. Parents can use these same ideas at home, and honestly anyone working through their own stress or difficult life transitions can benefit from understanding how resilience is built.

    Youth mental health is important, and what I like about this study is that it is not based on one small sample or one country. It pulls from decades of research across 16 countries, so the findings feel more reliable and applicable to real decisions, not just theory; and because schools are one of the few places where you can reach kids consistently and early, regardless of their background or what resources their family has, the findings carry real weight when it comes to making sure all kids have access to this kind of support, not just the ones whose parents can afford outside help.

    For anyone working with young people in education, counseling, child welfare, or juvenile justice, this research gives solid backing to advocate for these programs. Using research to influence decisions that affect kids also comes with responsibility. The authors themselves flagged that most of the included studies carried a high risk of bias and relied heavily on self-report measures. That does not make the findings useless, but it does mean we have to be honest about what the evidence actually supports. Overstating research to push an agenda, even a good one, is an ethical issue. Being able to read studies critically and communicate their limits accurately is part of using evidence responsibly, and that is exactly what Morling (2020) points to as the foundation of data literacy.

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    attached **files (1)** – ## respon2.docx **## respon2.docx** 2 Response to classmate: A person’s cultural background has a significant influence on language development. Traditional assessments may not measure an individual’s true abilities if cultural factors are not considered, as mentioned by Mas…

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    attached

    **files (1)**

    – ## respon2.docx

    **## respon2.docx**

    2

    Response to classmate:

    A person’s cultural background has a significant influence on language development. Traditional assessments may not measure an individual’s true abilities if cultural factors are not considered, as mentioned by Masek et al. (2021). Language acquisition should not be evaluated by the quantity of words a child hears or produces. We should not assume our norms are the standard. When you meet a person from one culture, you just meet a person from that culture; as an Applied Behavioral professional, we must approach others with open-mindedness.

    As BCBAs, we should understand that not all families put the same emphasis on communication. Let’s say a girl only speaks when an adult allows her. If we run an assessment, maybe we can conclude that she has problems initiating conversation with peers, but what we are facing is a client just following communication practice instead.

    Another thing we need to bear in consideration is that sometimes clients come from diverse families with different languages. Example: I’m a Cuban American, and as a bilingual person, I sometimes have problems enunciating words from Spanish to English while in conversation with others. If an assessment is conducted, let’s say, in English, my performance could be underestimated.

    As a BCBA, cultural humility is going to be in my practice without doubt, before any service is given. I think it is important to ask the families and caregivers about communication expectations and pay attention to language preferences. I may also be very careful with an appropriate approach to behaviors like ways to eat, greetings, or social interaction, depending on the cultural history of the client.

    This is nothing new for us; the Ethics Code for Behavior Analysts emphasizes the importance of cultural awareness in our practice, especially Code 1.07, Cultural Responsiveness and Diversity, which makes us recognize our biases and respect cultural differences mentioned by Wright (2019).

    **References**

    Masek, L. R., Ramirez, A. G., McMillan, B. T. M., Hirsh-Pasek, K., & Golinkoff, R. M. (2021).
    _Beyond counting words: A paradigm shift for the study of language acquisition_. Child Development Perspectives, 15(4), 274–280.
    [https://doi.org/10.1111/cdep.12425](https://doi.org/10.1111/cdep.12425)

    Wright, P. I. (2019).
    _Cultural humility in the practice of applied behavior analysis_. Behavior Analysis in Practice, 12(4), 805–809.
    [https://doi.org/10.1007/s40617-019-00343-8](https://doi.org/10.1007/s40617-019-00343-8)

    **## respon2.docx**

    2

    Response to classmate:

    A person’s cultural background has a significant influence on language development. Traditional assessments may not measure an individual’s true abilities if cultural factors are not considered, as mentioned by Masek et al. (2021). Language acquisition should not be evaluated by the quantity of words a child hears or produces. We should not assume our norms are the standard. When you meet a person from one culture, you just meet a person from that culture; as an Applied Behavioral professional, we must approach others with open-mindedness.

    As BCBAs, we should understand that not all families put the same emphasis on communication. Let’s say a girl only speaks when an adult allows her. If we run an assessment, maybe we can conclude that she has problems initiating conversation with peers, but what we are facing is a client just following communication practice instead.

    Another thing we need to bear in consideration is that sometimes clients come from diverse families with different languages. Example: I’m a Cuban American, and as a bilingual person, I sometimes have problems enunciating words from Spanish to English while in conversation with others. If an assessment is conducted, let’s say, in English, my performance could be underestimated.

    As a BCBA, cultural humility is going to be in my practice without doubt, before any service is given. I think it is important to ask the families and caregivers about communication expectations and pay attention to language preferences. I may also be very careful with an appropriate approach to behaviors like ways to eat, greetings, or social interaction, depending on the cultural history of the client.

    This is nothing new for us; the Ethics Code for Behavior Analysts emphasizes the importance of cultural awareness in our practice, especially Code 1.07, Cultural Responsiveness and Diversity, which makes us recognize our biases and respect cultural differences mentioned by Wright (2019).

    **References**

    Masek, L. R., Ramirez, A. G., McMillan, B. T. M., Hirsh-Pasek, K., & Golinkoff, R. M. (2021).
    _Beyond counting words: A paradigm shift for the study of language acquisition_. Child Development Perspectives, 15(4), 274–280.
    [https://doi.org/10.1111/cdep.12425](https://doi.org/10.1111/cdep.12425)

    Wright, P. I. (2019).
    _Cultural humility in the practice of applied behavior analysis_. Behavior Analysis in Practice, 12(4), 805–809.
    [https://doi.org/10.1007/s40617-019-00343-8](https://doi.org/10.1007/s40617-019-00343-8)

  • [Solved] 2 PAGE Treatment Plan

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  • [Solved] INFOGRAPHIC ADVOCACY

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    I need help with this assignment. CAN SOMEONE PLEASE HELP? **files (1)** – ## Week6-discussion.docx **## Week6-discussion.docx** INFOGRAPHIC ADVOCACYINFOGRAPHIC Throughout the course, you have: 1. Selected a topic and defined a concrete problem affecting a population of interest. 2. Formulated a r…

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    I need help with this assignment. CAN SOMEONE PLEASE HELP?

    **files (1)**

    – ## Week6-discussion.docx

    **## Week6-discussion.docx**

    INFOGRAPHIC ADVOCACYINFOGRAPHIC

    Throughout the course, you have:

    1. Selected a topic and defined a concrete problem affecting a population of interest.

    2. Formulated a research question.

    3. Critically analyzed empirical studies in the Qualitative and Quantitative Research Article

    Evaluation Assignments and the Annotated Bibliography Assignment.

    In social work, research is the engine that powers advocacy. The ability to translate findings into

    clear, compelling messages helps practitioners, policymakers, and the public see why change is

    needed. The final task is for you to convert the evidence you gathered into an advocacy-oriented

    infographic and brief video presentation that can mobilize support for your proposed study.

    An infographic is a concise, visually engaging digital handout that blends images with text

    fragments to tell a data-driven story for a specific audience. When done right, infographics cut

    through information overload, appeal to multiple learning styles, and facilitate social sharing.

    Successful completion of this assignment will demonstrate that you can distill research findings,

    highlight gaps that warrant further study, and persuade others that your topic matters to the social

    work profession.

    INSTRUCTIONS

    1. Create the Infographic based on research findings.

    a. 1 digital page for the infographic (portrait or landscape)

    b. Include images and bulleted text fragments only (no full sentences)

    c. Cite images parenthetically on the graphic per APA guidelines.

    d. Bullet-point paraphrases must also be properly cited according to the APA

    e. The second page of the infographic should be the Reference list, properly

    formatted per APA guidelines (this includes spacing and hanging indents).

    This is my selected topic:
    **Stress and mental health issues in young school-age children and how they affect students emotionally and academically.**

    **## Week6-discussion.docx**

    INFOGRAPHIC ADVOCACYINFOGRAPHIC

    Throughout the course, you have:

    1. Selected a topic and defined a concrete problem affecting a population of interest.

    2. Formulated a research question.

    3. Critically analyzed empirical studies in the Qualitative and Quantitative Research Article

    Evaluation Assignments and the Annotated Bibliography Assignment.

    In social work, research is the engine that powers advocacy. The ability to translate findings into

    clear, compelling messages helps practitioners, policymakers, and the public see why change is

    needed. The final task is for you to convert the evidence you gathered into an advocacy-oriented

    infographic and brief video presentation that can mobilize support for your proposed study.

    An infographic is a concise, visually engaging digital handout that blends images with text

    fragments to tell a data-driven story for a specific audience. When done right, infographics cut

    through information overload, appeal to multiple learning styles, and facilitate social sharing.

    Successful completion of this assignment will demonstrate that you can distill research findings,

    highlight gaps that warrant further study, and persuade others that your topic matters to the social

    work profession.

    INSTRUCTIONS

    1. Create the Infographic based on research findings.

    a. 1 digital page for the infographic (portrait or landscape)

    b. Include images and bulleted text fragments only (no full sentences)

    c. Cite images parenthetically on the graphic per APA guidelines.

    d. Bullet-point paraphrases must also be properly cited according to the APA

    e. The second page of the infographic should be the Reference list, properly

    formatted per APA guidelines (this includes spacing and hanging indents).

    This is my selected topic:
    **Stress and mental health issues in young school-age children and how they affect students emotionally and academically.**