Category: Nursing

Discussion 1: How Processes Affect Your Development

Consider the role each process—cognitive, physical, and social-emotional—plays on the development of an individual. The
cognitive
 developmental process involves the ability to think, remember, reason, problem-solve, and communicate. The 
physical
 developmental process entails not only changes in height and weight, but also fine and gross muscle control, balance, strength, reproductive ability, and appearance. Finally, the 
social-emotional
developmental process involves beliefs about oneself in relation to others, including self-identity, self-concept, morality, and relationships Discussion 1: How Processes Affect Your Development.

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Cognitive, physical, and social-emotional developmental processes influence and interact with one another. For example, a child’s ability to consider another person’s perspective will, in part, determine the quality of friendships and how long they are maintained. An adult who is physically mature has the cognitive capacity to weigh the pros and cons of becoming sexually active. Keep in mind that the relative importance of cognitive, physical, and social-emotional developmental processes may vary depending upon the age of the individual (e.g., infant, adolescent, young adult, older adult) and any physical or developmental challenges that may arise.

For this Discussion, you will examine cognitive, physical, and social-emotional processes at a specific period of a character’s life.

To prepare for this Discussion:

Select a fictional human character (i.e., cartoon character, film/TV character, virtual character) and consider an important event or period of time in the life of the character and the developmental processes during this event/period of time.

Select two of the three developmental processes (i.e., cognitive, physical, and social-emotional) to describe Discussion 1: How Processes Affect Your Development.

By Day 3

Post a brief description of the fictional human character (i.e., cartoon character, film/TV character, virtual character) and the event/period of time you selected. Describe two of the three developmental processes—cognitive, physical, and social-emotional—and explain whether they were affected and/or changed in relation to the event/period of time. Be specific in your post and provide examples. Use your Learning Resources to support your post. Use proper APA format and citations to support your explanation.

Rachel Green (one of six friends from the TV show Friends) grew up with a lot of privilege and popularity in New York. She had many friends and was very attractive. Right before her wedding to an orthodontist that made good money and was Rachel’s safest bet to stay in a life of privilege, Rachel climbed through a bathroom window and ran away. She hadn’t wanted to settle for the life she would live with her fiancé. Rachel decides to completely start over with her life, she gets a real job as a waitress and moves in with her friend from high school. She decides that she wants to start looking for a career in the fashion industry. This was a huge turning point for Rachel, because she had decided that she wanted to make her own way in life and not rely on her parents or husband to be happy.

Cognitive development, according to scholar Jean Piaget, happens within four stages (Harris, 2005). The sensorimotor stage from 0-2 years of age develops cognitive abilities through infant’s reflexes. The preoperational period occurs throughout the ages of 2-7 years sees large developments in language, comprehension, and memory skills. The third stage is concrete operational period and occurs during the ages of 7-11 where these children have developed logic when problem solving and their metacognition skills improve. The final stage, according to Piaget is the formal operations period which lasts from 11-15 years of age where adolescents can now start logically reasoning and debating, reflect on their own thoughts, and think of the future (Harris, 2005).

Rachel is well past the age of 15 when she makes her startling decision to restart her life. According to Piaget, she would have already completed most of her cognitive development since she is over the age of 15 (Harris, 2005). However, researchers have extended onto Piaget’s theory with ideas that describe the cognitive advancements that occur in adulthood. Post-formal reasoning refers to the type of reasoning that occurs within adults, who have different experiences and patterns of behavior than adolescents (Harris, 2005). While Rachel wouldn’t have experienced any drastic changes with her cognitive development, she would have expanded her intelligence into the work force, where she learns a lot about her character and what she truly wants out of life Discussion 1: How Processes Affect Your Development.

Social development occurs with socialization and establishes an individual’s understanding of other people (Susskind, 2005). There are a lot of factors that determine and individual’s level of socialization and how much it affects them. Parenting styles, gender, siblings, peer and friendships, socioeconomic status, as well as romantic relationships have a huge impact on the social development (Susskind, 2005).

For Rachel Green, the largest psychological development process happens in this area. She goes from an individual who heavily relied on other people financially to supporting herself with her own job and moving in with a roommate. She also makes new friends and reconnects with old ones she had in high school. The relationships she has with her parents is loving, yet slightly strained after their divorce in the earlier seasons of the show. Rachel goes from having many surface-level friends to only a few very close and intimate friendships, which tends to happen in adulthood (Susskind, 2005). Her and her sisters remain fairly close and seem to have regular contact with each other. A major relationship that affects Rachel is the one she has with Ross Gellar, her roommate’s older brother who has had a crush on Rachel since high school. Their on and off relationship throughout the seasons turns Rachel into someone who knows what she wants out of her life, and decides to focus on her career before getting married.

References

Harris, Y. R. (2005). Cognitive development. In N. J. Salkind (Ed.), 
Encyclopedia of human development 
(Vol. 1, pp. 276-280). SAGE Publications, Inc.  
https://www.doi.org/10.4135/9781412952484.n138

Susskind, J. (2005). Social development. In N. J. Salkind (Ed.), 
Encyclopedia of human development 
(Vol. 1, pp. 1192-1198). SAGE Publications, Inc. https://www.doi.org/10.4135/9781412952484.n574 Discussion 1: How Processes Affect Your Development

By Day 5

Respond to at least one of your colleagues’ posts and describe the developmental process that was not included in your colleagues’ posts. Explain whether that process was affected in relation to the event/period of time. Use your Learning Resources to support your response.

Return
 to this Discussion in a few days to read the responses to your initial posting and respond to any questions. Note what you have learned and/or any insights that you have gained as a result of your colleagues’ comments.

 

response

I enjoyed your post, Friends is one of my favorite TV show, in fact, I find Rachel to be the most loyal and trendy character in the show. You did a good job explaining her cognitive and social development process.

In this week’s learning resources, physical development and growth was identified as an important part of the psychological development process. According to Bailey (2005), “the general pattern of physical growth is similar for all individuals”, (para. 1). However, differences are evident in the rate and time of development reached. Sequential age gives a noticeable perspective for observing and recording development. While biology is important in the growth process, it follows its own path, (Bailey, 2005).

Bailey (2005) asserts that growth takes place in stages over a life span. This is categorized within two stages, the prenatal growth and the postnatal growth. Where the prenatal stage is identified from the ovum period to fetus period and the postnatal growth stage is identified from infancy to Senescene. While these two stages of growth are expected to follow natural progression, physical growth is complex and impacted by other factors such as genetics, hormone and environment, (Bailey, 2005).

According to your post, Rachel experienced her life changing event in her early adult life, although you did not mention her physical growth and development, my familiarity with the character has allowed me to safely say  that this event did not affect her physical growth and development Discussion 1: How Processes Affect Your Development.

Reference.

Bailey, R. (2005). Physical development and growth. In Neil J. Salkind (Ed.),
Encyclopedia of Human Development
 (pp.1001-1007).

sample 2

For this week discussion I have chosen Isabella (Bella) from the movie Twilight. At the age of 17 years old Bella mother and father separated and Bella moved from Phoenix back to Forks, Washington with her father. While adapting to her new environment, Bella reunites with an old childhood friend Jacob and meets new friends at school. While attending school Bella meets an exquisitely handsome boy at school name Edward for whom she feels an overwhelming attraction and who she comes to realize is a vampire. She started dating Edward and begged him to turn her into a vampire also. Edward disagreed with Bella wish to turn her into a vampire but decides to marry Bella. They got marry and soon after Bella found out she was pregnant. Directly after she has the baby, Edward decided to turn her into a vampire Discussion 1: How Processes Affect Your Development.

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DEVELOPMENTAL PROCESSES

Three key developmental processes are cognitive development, physical development, and social-emotional development. Each of the 3 processes has stages which are:

development that occurs from infancy through childhood

development that occurs during adolescence

development that occurs in adulthood

The two developmental processes and stages in which I chose to associate with Bella are physical development and social-emotional development during her late adolescence stage. The late adolescence stage occurs during the ages of 16 to 18. During this time the young person achieves full adult appearance and anticipates assumption of adult roles (Berk, 2018). Bella is at a stage where she can make conscious decisions about her life and who she wants to be with. During this time Bella is fully developed and able to reproduce. Due to her being pregnant, Bella had to experience and adjust to bodily changes, hormonal changes, and mental changes. These changes have a direct impact on Bella’s social-emotional development. Social emotional development represents a specific domain of child development. It is a gradual, integrative process through which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relations with others (Cohen, Onunaku, Clothier, & Poppe, 2005).

 

References

Berk, L. (2018). Development Through the Lifespan

Cohen, J., Onunaku, N., Clothier, S., & Poppe, J. (2005). Helping young children succeed: Strategies to promote early childhood social and emotional development Discussion 1: How Processes Affect Your Development.

Discussion: Motivating Operations Essay Example

A motivating operation is an environmental variable that “(a) alters (increases or decrease) the reinforcing or punishing effectiveness of some stimulus, object, or event; and (b) alters (increases or decreases) the current frequency of all behavior that has been reinforced or punished by that stimulus, object, or event (Cooper, et. al., 2020)”.  Simply put, motivating operations are what motivates a certain behavior and either encourages you or stops you from acting a certain way.

“Conditioned motivating operations (CMOs) are the MOs that one learns to place a value.  These are otherwise neutral states that now have value because they have been paired with a UMO, another CMO or with reinforcement or punishment in order to learn the value of the given CMO (ABA Connect, 2020)” Discussion: Motivating Operations Essay Example.

One example of a CMO in my life would be having a job so that I can get a paycheck to pay my bills and other necessities, and non-necessities, as I see fit.  I had to learn, or be conditioned, that I need to have employment to have money to pay for things. This is not something that would have been instinctual to me, such as drinking water to quench my thirst.  I had to learn that to have money and pay my way, I would need to be employed.

Another example of a CMO in my life would be washing, drying, and putting away my clothes so that I have clean, unwrinkled, ready to wear clothes.  I had to learn, or be conditioned, how to properly sort my clothes, lights, darks, delicates, etc. I had to learn how to use the washer and dryer and on what settings each needed to be on depending on the clothes being washed and dried.  I also had to learn which clothes didn’t go into the dryer and instead needed to be hung up to dry. And finally, I had to learn how to properly fold and hang my clothes and put them away.  This is not something that would have been unconditioned in which no learning was required.  It would not have been instinctual (something I just knew how to do).  I had to be taught these actions in my past and I know that this is what I have to do in order to have clean clothes Discussion: Motivating Operations Essay Example.

References

ABA Connect https://www.abaconnect.com/wp-content/uploads/2021/04/ABA_CONNECT_LOGO_NO_TAG_NUHB_V3_proStyle-e1617647363201.gif. (2020, December 26). 3 conditioned motivating operations – CMOS. ABA Connect. Retrieved November 12, 2021, from 
https://www.abaconnect.com/aba-terms/conditioned-motivating-operations-cmos/
.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson Discussion: Motivating Operations Essay Example.

Discussion: Motivating Operations

Photo Credit: junce11 – stock.adobe.com

A motivating operation (MO) has two main functions: a) it alters the effectiveness of some stimulus as a reinforcer, and b) it alters the current frequency of all behavior that has been reinforced by that stimulus. Motivating operations can be classified into two types: unconditioned motivating operations (UMOs) and conditioned motivating operations (CMOs).

For this Discussion, you will draw on your own experience, or the experience of others, to identify two examples of CMOs as related to human behavior and analyze why they are considered CMOs. Discussion: Motivating Operations Essay Example

To Prepare

Review the Learning Resources for this week, including the required weekly media programs, to understand motivating operations. 
Note:
 It is important for you to review the media for this week prior to completing this Discussion.

Consider examples of conditioned motivating operations (CMOs) as related to human behavior

Review the interactive media in the Learning Resources, “Motivational Influences on Behavior.”

By Day 4 of Week 11

Post
 two examples of CMOs as related to human behavior and explain why they are considered CMOs. These examples can be from your own experience with yourself or others.

For my examples of CMOs I am going to use my son. He sometimes exhibits aggressive behaviors at school, when this first started, we tried different reinforcers and punishments to lessen the occurrence of these behavior at school. He has a special tablet that he absolutely loves, so one day I decided to take it as a punishment for displaying aggressive behaviors and I didn’t get a bad report from his teacher the entire week I had it. Afterwhile, he started to catch on that if this happened again, he would lose privileges to his tablet. Although he still has his moments, the occurrence of them went from everyday to once or twice a week.

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My son does not always like to clean his room, sometimes he would leave fidget toys lying around along with clothes and shoes. The reinforcer of taking him to purchase a pop-it or out for ice cream in exchange for keeping his room clean for a week. Initially, it started off rocky, but I used his brother as an example of what could happen if he kept his room cleaned for a week. By the third week we were still struggling to motivate him to keep his room clean. One week his brother kept his room clean for a week and I took him for ice cream without my son, and this was the “ah-ha” moment that he realized what keeping his room clean could get him. It’s been a few months he consistently keeps his room clean Discussion: Motivating Operations Essay Example.

Read
 your colleagues’ postings.

Note:
 For this discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the 
To Participate in this Discussion
 link, then select 
Create Thread
 to complete your initial post. Remember, once you click on 
Submit
, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking on 
Submit
!

By Day 6 of Week 11

Respond
 to at least 
two
 colleagues’ posts by expanding on each colleague’s explanation of how their examples represent conditioned motivating operations.

Be sure to support your posts and responses with specific references to behavior-analytic theory and research. In addition to the Learning Resources, search the Walden Library and/or the internet for peer-reviewed articles to support your posts and responses. Use proper APA format and citations, including those in the Learning Resources.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your colleagues’ comments.

 

Motivating operations (MO) can be defined as “something that alters the effectiveness of some stimulus, object, or event of a reinforcer” (Walden University, LLC. 2021). There are establishing and abolishing operations that either increase or decrease the value of the reinforcer stimulus respectively. Additionally, there are unconditioned motivating operations (UMO) and conditioned motivating operations (CMO). Unconditioned refers to unlearned while conditioned means refers to the opposite, learned. In his lecture, Dr. Little used the example of putting a key in a door to unlock it. That is not something we as humans naturally already know, we learn that a key fits in a lock to open it; this is what makes it conditioned. What makes it a motivation operation is that we have a desire to get to whatever is on the other side of the door.

The following are two examples of CMOs as it relates to human behavior. The first is as follows: I have a client I have established a good rapport with and with whom I have been able to significantly decrease aggressive behaviors while in therapy. However, he continues to exhibit aggressive behaviors with his mom. When I am present with this child, he is motivated to make good choices and will refrain from showing aggression. If I am present with him and his mom, he will also make better choices and exhibit minimal to no aggressive behaviors, as he would if he was just with mom Discussion: Motivating Operations Essay Example.

The second example is as follows: When I decide to get a solid workout in first thing in the morning, I am motivated the rest of the day to make healthy eating choices as well. This is because if I have made the effort to get up early and workout, I want to optimize that effort by eating well the rest of the day so that my hard work will pay off even more and I can have better results overall.

References:

Walden University, LLC. (2021). Motivating operations [Video]. Walden University Blackboard. https://class.waldenu.edu Discussion: Motivating Operations Essay Example

PSYC 6215/ DPSY 8215: Lifespan Development

Children are a valuable population in society that scientists research and observe. When conducting research on a vulnerable population like children and minors, investigators will need to include additional steps to ensure the safety and protection of the children (Society for Research in Child Development [SRCD], 2012). Standard ethical principles must still be followed based on the APA Code of Ethics (American Psychological Association [APA], 2010).

A child or minor’s guardian will be required to offer consent as children are often assumed to be unable to understand the context to which they are consenting (Fisher & Vacanti-Shova, 2012). However, according to the SRCD (2012), if a child is old enough to understand and comprehend what is being asked, they should also give their consent to participate. Additionally, when obtaining consent from a child, investigators should ensure that the language being used is comprehensible to the child based on age, perceived cognitive abilities, and developmental level (Fisher & Vacanti-Shova, 2012).

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In addition to consent, scientists should also ensure that there is a developed sense of honesty and trustworthiness throughout the study to ensure the safety and protection of the child and minors (SRCD, 2012). If scientists find any potential risks or potential harm to the participants in the study, scientists are required to find alternative and safer ways to obtain the information (APA, 2010; SRCD, 2012) PSYC 6215/ DPSY 8215: Lifespan Development.

References

American Psychological Association. (2017, January 1). 
Ethical principles of psychologists and code of conduct.

https://www.apa.org/ethics/code/index

Fisher, C. B., & Vacanti-Shova, K. (2012). The responsible conduct of psychological research: An overview of ethical principles, APA

Ethics Code standards, and federal regulations. In 
APA handbook of ethics in psychology, Vol 2: Practice, teaching, and research
. (pp.    335–369). American Psychological Association. 
https://doi.org/10.1037/13272-016

Society for Research in Child Development. (2021, March)
. Ethical principles and standards for developmental scientists
.

https://www.srcd.org/about-us/ethical-principles-and-standards-developmental-scientists

Week 1: Introduction to Human Development and Research

Life is simply a matter of concentration: you are what you set out to be. You are a composite of things you say, the books you read, the thoughts you think, the company you keep, and the things you desire to become.

—B.C. Forbes (1880–1954)

Scottish journalist

Welcome to the first week of 
Lifespan Development
. Forbes presents a compelling quote, but he left out one part—the impact of biology. Have you thought about to what degree human development is the product of biology and genetics or the result of environmental factors? This week, you begin to investigate the “nature and nurture” topic and examine other concepts that frame lifespan development. You learn how these concepts form the basis of many lines of research in lifespan development. You also explore how and why the populations typically studied in developmental research are considered vulnerable and require particular ethical protections PSYC 6215/ DPSY 8215: Lifespan Development.

learning Objectives

Students will:

Analyze the role of ethics in developmental psychology research related to vulnerable populations

Analyze developmental concepts as applied to the life of an individual (assessed in Week 10)

Learning Resources

Required Readings

Berk, L. E. (2018).
Development through the lifespan
(7th ed.). Upper Saddle River, NJ: Pearson Education.

Chapter 1, “History, Theory, and Research Strategies” (beginning of chapter to “Scientific Beginnings”; and “Studying Development” to end of chapter)

American Psychological Association. (2020). Scholarly writing and publishing principles. In
Publication manual of the American Psychological Association
(7th ed.). https://doi.org/10.1037/0000165-000

Read only (p. 10–23)

Fisher, C. B., & Vacanti-Shova, K. (2012). The responsible conduct of psychological research: An overview of ethical principles, APA ethics code standards, and federal regulations. In S. J. Knapp, M. C. Gottlieb, M. M. Handelsman, & L. D. VandeCreek (Eds.),
APA handbook of ethics in psychology, Vol. 2: Practice, teaching, and research
(pp. 335–369). American Psychological Association.

Pinker, S. (2004). Why nature and nurture won’t go away.
Daedalus, 133
(4), 5–17.

Meyer, D., Wood, S., & Stanley, B. (2013). Nurture is nature: Integrating brain development, systems theory, and attachment theory.
The Family Journal, 21
(2), 162–169. doi:10.1177/1066480712466808

Vaillancourt, T., Hymel, S., & McDougall, P. (2013). The biological underpinnings of peer victimization: Understanding why and how the effects of bullying can last a lifetime.
Theory Into Practice, 52
(4), 241–248. doi:10.1080/00405841.2013.829726 PSYC 6215/ DPSY 8215: Lifespan Development

Document:
Final Project Assignment Overview document (PDF)

Document:
Example of Discussion Post and Response (PDF)

American Psychological Association. (2016b). Developmental psychology. Retrieved from http://www.apa.org/about/division/div7.aspx

American Psychological Association. (2010a). Ethical principles of psychologists and code of conduct with the 2010 amendments. Retrieved from http://www.apa.org/ethics/code/index.aspx

As you review this website, focus your reading on the Introduction and Applicability section, the Preamble section, and the General Principles section.

Society for Research in Child Development. (2012a). Retrieved from http://www.srcd.org/

Society for Research in Child Development. (2012b). Ethical standards in research. Retrieved from http://www.srcd.org/about-us/ethical-standards-research

Walden Writing Center. (2015). Retrieved from http://academicguides.waldenu.edu/writingcenter/home

Required Media

Harris, N. B. (Producer). (2014).
How childhood trauma affects health across a lifetime
[Video file]. Retrieved August 26, 2016, from http://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affects_health_across_a_lifetime?language=en

 

Note:
The approximate length of this media piece is 16 minutes.

Discussion: Research and Ethics in Psychology

Developmental psychology attempts to understand cognitive, physical, and social-emotional development throughout the lifespan. In order to understand, for example, how maternal stress during pregnancy might impact the child later in life, pregnant women and children could be studied. Vulnerable populations, such as pregnant women, newborns, children, cognitively impaired individuals, incarcerated individuals, or older adults, require additional consideration and protection when planning to conduct research with them.

When conducting research in the field of human development, particularly with vulnerable populations, it is important to keep in mind that a unique set of ethical considerations should be taken into account. These populations need extra care to ensure their rights because some individuals may lack the mental capacity to give informed consent, may have decreased free will, or may be vulnerable in terms of their physical or mental welfare. As you approach this Discussion, keep in mind how ethical considerations might have affected the type of research that could be conducted.

For this Discussion, you will examine the role of ethics in developmental psychology research as it relates to vulnerable populations PSYC 6215/ DPSY 8215: Lifespan Development.

To prepare for this Discussion:

Review the example of a Discussion post and response found in this week’s Learning Resources as well as the Discussion Rubric to understand the Discussion’s expectations.

Review the Learning Resources related to ethics and research in the field of developmental psychology

Choose a population from the following:

Children

Women who are pregnant

Geriatric individuals

Individuals with cognitive disabilities

Adolescents

By Day 4

Based on the population you selected, post an explanation of the role of ethics in developmental psychology research with attention to the characteristics of this vulnerable population. Be specific in your post and use the Learning Resources to support your post. Use proper APA format and citations to support your explanation.

By Day 6

Respond to a post from at least one of your colleagues who selected a population different from that of your Discussion post and add one additional ethical consideration.

Return
 to this Discussion in a few days to read the responses to your initial posting and respond to any questions. Note what you have learned and/or any insights that you have gained as a result of your colleagues’ comments.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 4 and Respond by Day 6

To participate in this Discussion:

Week 1 Discussion

Assignment: Final Project Overview

The purpose of this Final Project Assignment is for you to recognize human development and outcomes (e.g., developmental constructs, processes, milestones, and stages) through the lifespan of an influential person. You will describe this person’s development through cognitive, physical, and social-emotional processes at various key periods, and how his or her development is influenced by nature (genetics), nurture (environment), or both PSYC 6215/ DPSY 8215: Lifespan Development.

For this Final Project Assignment, you will read a biography about an individual of your choosing. Think about leaders, artists, composers, researchers, professors, and otherwise influential people, etc. The person you choose should be someone who has had an impact (positive or negative) on others and/or on society.

This Final Project Assignment is a 6- to 8-page paper composed of three parts. These parts include: the Summary during Week 2, Part 1 during Week 7, and the Final Project submission during Week 10. 
Note:
 It is recommended that you begin reviewing the biography you chose starting at Week 2 and plan your time accordingly.

For this week, you will review the Final Project Assignment Overview document and consider an influential person you would like to learn more about.

To prepare for this Final Project Assignment:

Review the Final Project Assignment Overview document found in this week’s Learning Resources.

Select a biography, not an autobiography, of an influential person. Your selection must be one person and not a group of individuals.

The biography should be written for adults and not children and cover the entire life of the individual.

You must use an actual hardcover/paperback book or ebook (Note: Using biography.com or other websites as primary sources of information is not acceptable).

You must include at least two theories from this course in your Final Project Assignment and discuss at least two of the three developmental processes (cognitive, physical, and social-emotional).

No Assignment submission due this week.

Submit
 your Final Project Assignment in 
Week 10
.

Week in Review

This week
, you analyzed the role of ethics in developmental psychology research as it relates to vulnerable populations. Also, you reviewed the Final Project Assignment for this course and selected a biography of an influential person to begin analyzing developmental concepts as they would apply to the life of this individual.

To end this week, your Instructor may provide a brief summary. Be sure to access the Faculty Corner to review your Instructor’s summary, which will help you focus on the important aspects of this week’s learning.

 

Next week
, you will examine cognitive, physical, and social-emotional developmental processes specific to a period of a character’s life. You also will determine the impact of diversity on those developmental processes. For your Final Project, you will provide a brief summary of the individual and the biography you selected PSYC 6215/ DPSY 8215: Lifespan Development.

To go to the next week:

Week 2: Processes of Development

 

Human behavior is varied and complex. So how does one organize the research findings into a framework that can be applied across the lifespan? One technique used when examining lifespan development is to describe the findings in terms of developmental processes: cognitive, physical, social, and emotional. The latter two developmental processes align closely; therefore, they are sometimes combined and described as social-emotional. Each developmental process, in turn, can be discussed within each major age range/stage.

 

An individual’s age, however, is not the only variable that determines his or her development. Diversity is another important aspect that influences human development. Except for rare instances, individuals do not develop in isolation—environmental context and culture, along with biology, contribute to development. In your own development, you have probably interacted with parents, caregivers, children, teachers, peers, and other adults. Most likely, you had exposure to television programs and commercials, print media, and music. Even your gender has had an impact on how you behave and, in turn, how others respond to you. Cultural and social environments influence your interactions and experiences. This week, and throughout this course, it is important to consider how diversity impacts cognitive, physical, and social-emotional development PSYC 6215/ DPSY 8215: Lifespan Development.

This week, you will examine cognitive, physical, and social-emotional developmental processes. You also will determine the impact of diversity on those developmental processes. For your Final Project, you will provide a brief summary of the individual and the biography you selected.

Learning Objectives

Students will:

Evaluate cognitive, physical, and social-emotional developmental processes

Evaluate the impact of diversity on developmental processes

Analyze developmental concepts as applied to the life of an individual (assessed in Week 10)

Learning Resources

Required Readings

Bailey, R. (2005). Physical development and growth. In Neil J. Salkind (Ed.),
Encyclopedia of human development
(pp. 1001–1007).

Harris, Y. R. (2005). In Neil J. Salkind (Ed.),
Encyclopedia of human development
(pp. 275–280).

Susskind, J. (2005). Social development. In Neil J. Salkind (Ed.),
Encyclopedia of Human Development
(pp. 1191–1197).

Jensen, L. A. (2012). Bridging universal and cultural perspectives: A vision for developmental psychology in a global world.
Child Development Perspectives, 6
(1), 98–104. doi:10.1111/j.1750-8606.2011.00213.x PSYC 6215/ DPSY 8215: Lifespan Development

Discussion 1: How Processes Affect Your Development

Consider the role each process—cognitive, physical, and social-emotional—plays on the development of an individual. The 
cognitive
 developmental process involves the ability to think, remember, reason, problem-solve, and communicate. The 
physical
 developmental process entails not only changes in height and weight, but also fine and gross muscle control, balance, strength, reproductive ability, and appearance. Finally, the 
social-emotional
 developmental process involves beliefs about oneself in relation to others, including self-identity, self-concept, morality, and relationships.

Cognitive, physical, and social-emotional developmental processes influence and interact with one another. For example, a child’s ability to consider another person’s perspective will, in part, determine the quality of friendships and how long they are maintained. An adult who is physically mature has the cognitive capacity to weigh the pros and cons of becoming sexually active. Keep in mind that the relative importance of cognitive, physical, and social-emotional developmental processes may vary depending upon the age of the individual (e.g., infant, adolescent, young adult, older adult) and any physical or developmental challenges that may arise.

For this Discussion, you will examine cognitive, physical, and social-emotional processes at a specific period of a character’s life.

To prepare for this Discussion:

Select a fictional human character (i.e., cartoon character, film/TV character, virtual character) and consider an important event or period of time in the life of the character and the developmental processes during this event/period of time.

Select two of the three developmental processes (i.e., cognitive, physical, and social-emotional) to describe PSYC 6215/ DPSY 8215: Lifespan Development.

By Day 3

Post a brief description of the fictional human character (i.e., cartoon character, film/TV character, virtual character) and the event/period of time you selected. Describe two of the three developmental processes—cognitive, physical, and social-emotional—and explain whether they were affected and/or changed in relation to the event/period of time. Be specific in your post and provide examples. Use your Learning Resources to support your post. Use proper APA format and citations to support your explanation.

By Day 5

Respond to at least one of your colleagues’ posts and describe the developmental process that was not included in your colleagues’ posts. Explain whether that process was affected in relation to the event/period of time. Use your Learning Resources to support your response.

Return
 to this Discussion in a few days to read the responses to your initial posting and respond to any questions. Note what you have learned and/or any insights that you have gained as a result of your colleagues’ comments.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 2 Discussion 1 Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:

Week 2 Discussion 1PSYC 6215/ DPSY 8215: Lifespan Development

Discussion 2: The Impact of Diversity

Understanding the impact of diversity on an individual’s cognitive, physical, and social-emotional developmental processes requires an examination of a multitude of characteristics, including gender, race, ethnicity, culture, socioeconomic status, religion, sexual orientation, physical ability, etc. In addition, behavior within a group is important to examine, along with the similarities and differences of behaviors and attitudes across groups. The goal of understanding the impact of diversity is not to determine whether one group is inferior to another, but to gain an appreciation of the breadth and depth of variability in human behavior. Cross-cultural investigation allows for the testing of theoretical concepts and predictions to evaluate their generalizability (Jensen, 2012). Another outcome of studying the results of cross-cultural research is that, as a psychology professional, you will be better equipped to empathize with and advocate for those you will be serving.

For this Discussion, you will explore how diversity shapes and influences cognitive and social-emotional developmental processes.

To prepare for this Discussion:

Review and consider the same fictional human character from your Discussion 1 for this week.

Also, consider only the cognitive and social-emotional developmental processes and how 
diversity
* shapes and influences these processes.*Diversity includes but is not limited to gender, race, ethnicity, culture, socioeconomic status, religion, sexual orientation, physical ability, etc. It is not the same as 
adversity
, which refers to a difficulty or tragedy in one’s life.

Think about the kinds of attitudes and behaviors that might be generated from someone who grew up in a collectivist society, which is common in Asian cultures, compared to the attitudes of someone who grew up in an individualistic society, such as that found in the United States.

By Day 4

Post a 1- to 2-sentence description of the fictional human character (i.e., cartoon character, film/TV character, virtual character) you selected. Then, explain how diversity might shape and influence his/her cognitive and social-emotional developmental processes. Be specific in your post and provide examples. Use your Learning Resources and/or other scholarly sources to support your post. Use proper APA format and citations to support your post.

By Day 6

Respond to at least one of your colleagues’ posts and search the Internet or the Walden library to locate an article related to how diversity might shape and influence their fictional human character’s cognitive or social-emotional developmental processes. Referring to the article you found, explain how an aspect of diversity could impact the fictional character’s development.

Return
 to this Discussion in a few days to read the responses to your initial posting and respond to any questions. Note what you have learned and/or any insights that you have gained as a result of your colleagues’ comments.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 2 Discussion 2 Rubric

Post by Day 4 and Respond by Day 6

To participate in this Discussion:

Week 2 Discussion 2

Assignment: Final Project Summary

For this part of your Final Project Assignment, you are to provide a brief summary of the individual and the biography you selected for your Final Project Assignment.

To prepare for this Summary of your Final Project Assignment:

Review the Final Project Assignment Overview and consider the criteria for your biography selection.

Select the individual and the biography you want to learn about for this Final Project Assignment.

For this Assignment:

Write a 100- to 200-word summary that includes:

The name of the person you selected

At least one developmental theory that you believe is appropriate to include in your final project

The appropriate APA reference of the biographyPSYC 6215/ DPSY 8215: Lifespan Development

Note:
 This Assignment will not be graded, but is required for the course.

By Day 7

Submit
 your Final Project Summary Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 2 Assignment 
link.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 2 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 2 Assignment

Week in Review

This week
, you evaluated cognitive, physical, and social-emotional developmental processes based on a fictional human character and a period of time in their life. You also evaluated the impact of diversity on those developmental processes. Finally, you submitted a brief summary of the individual and the biography you selected for your Final Project Assignment.

 

To end this week, your Instructor may provide a brief summary. Be sure to access the Faculty Corner to review your Instructor’s summary, which will help you focus on the important aspects of this week’s learning.

 

Next week
, you will contrast developmental theories as well as the strengths and limitations of each theory.PSYC 6215/ DPSY 8215: Lifespan Development

To go to the next week:

Week 3: Theories of Development

 

Most people who have a passing knowledge of human development will recognize Jean Piaget as being a major contributor to the field. But did you know Sigmund Freud also proposed a theory of human development? As you familiarize yourself with the major theories in developmental psychology this week, you see how the constructs you learned in Week 1 and the processes you learned in Week 2 come together to form theories. This week, you compare and contrast the earlier theories, such as those developed by Freud, Erikson, Piaget, Watson, and Bandura with more contemporary theories, such as those developed by Vygotsky, Langer, Case, Demetriou, and Fischer. Vygotsky’s sociocultural theory is considered a contemporary theory by some because, while it was originally proposed in the 1930s, it was not translated into English and widely accepted as a developmental theory until decades later. As you compare and contrast, think about the implications of each theory in terms of research and its practical applications (e.g., therapy, intervention, education, childcare, career development, relationships, and life satisfaction).

 

Discussion: Examining Developmental Theories

This week, you explore classical (i.e., seminal, important and older) and contemporary (i.e., more recent) developmental theories. Theories are vital to the psychology profession, as they inform practice, research, and trends. You must critically evaluate theories to determine which theories are applicable to certain developmental processes. For each theory, examine the construct (e.g., cognition, motivation, intelligence, etc.) that has been emphasized. Think about how this construct relates to developmental processes. For example, a toddler’s intelligence differs in quality from an adult’s intelligence. By examining developmental theories of intelligence, such as Sternberg’s Triarchic Theory of Intelligence, you can gain an understanding of the basis for developmental differences in toddler and adult intelligence.

When examining theories, it is important to delineate the strengths and limitations of each theory. Think about how each theory accounts for atypical development or a developmental delay. If a specific construct is identified, ask yourself: Can the theory be extended to apply to other constructs, as well? Does the theory adequately predict future behavior? How would one apply a particular theory to help improve people’s lives? Keep these questions in mind as you examine classical and contemporary theories.

Learning Objectives

Students will:

Contrast developmental theories

Analyze strengths and limitations of developmental theories in terms of developmental processes

Learning Resources

Required Readings

Berk, L. E. (2018).
Development through the lifespan
(7th ed.). Upper Saddle River, NJ: Pearson Education.

Chapter 1, “History, Theory, and Research Strategies” (“Scientific Beginnings” through “Comparing and Evaluating Theories,” (pp. 12-26)

Aldwin, C. M. (2014). Rethinking developmental science.
Research in Human Development, 11
(4), 247–254. doi:10.1080/15427609.2014.967045

Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence.
Psychological Bulletin, 139
(1), 1–34. doi:10.1037/a0029321

Greenfield, P. M. (2009). Linking social change and developmental change: Shifting pathways of human development.
Developmental Psychology, 45
(2), 401–418. doi:10.1037/a0014726 PSYC 6215/ DPSY 8215: Lifespan Development

Required Media

Laureate Education. (Producer). (2010a).
Cognitive development theories
[Video file]. Baltimore, MD: Author.

 

Note:
The approximate length of this media piece is 10 minutes.

 

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

Credit: Includes:[cgtoolbox]/[Vetta]/Getty Images

Discussion: The Contribution of Classical Theorists to Contemporary Developmental Theorists

While all major developmental theories attempt to explain the growth of individuals, each theory has a slightly different perspective. Some theories emphasize environmental (nurture) more than biological (nature) influences. Some theories focus on a particular construct (e.g., cognition), while others emphasize the impact of age range in shaping development. Piaget’s cognitive developmental theory emphasizes fixed stages during which the mind’s capacities allow an individual to learn about the world. Vygotsky’s sociocultural theory, on the other hand, is not stage-based and describes growth as an interaction between the individual and his or her environment.

Contemporary theories (e.g., Langer’s theory of mindfulness) typically build upon the foundation generated by earlier theories. Langer’s theory of mindfulness contains similarities to classical theories, such as Vygotsky’s sociocultural theory, in that they both agree that development is contextual and the organism is an active “mindful” participant. Langer took Vygotsky’s theory to a new level, focusing specifically on education and the learner. Other contemporary theories include neo-Piagetian cognitive developmental theories, which attempt to address the limitations found within Piaget’s classical theory. Robbie Case, Andreas Demetriou, and Kurt Fischer proposed theories that were extensions of Piaget’s theory. These theorists added concepts that expanded on cognitive functioning within the stages of development. Most developmental psychologists today do not believe that a single perspective or theory can sufficiently explain lifespan development; rather, an eclectic approach accounts for development better.

For this Discussion, you will examine classical and contemporary developmental theories as they relate to current applications in developmental psychology.

To prepare for this Discussion:

Review the course text and other Learning Resources related to mid-20th-century theories and recent theoretical perspectives

Select two theories from the following list, one from each column (classical, contemporary), that examine the same developmental processes (i.e., cognitive, physical, and/or social-emotional).

 

Classical Theories

Contemporary Theories

Psychoanalytic/Psychosexual

Psychosocial

Behaviorism/Learning

Social Learning

Cognitive-Developmental

Information Processing

Developmental Cognitive Neuroscience

Ethology/Evolutionary Developmental

Sociocultural

Systems Theory

 

By Day 4

Post a brief description of the two theories you selected (one classical and one contemporary). Contrast the theories you selected. Specifically, identify important similarities and differences, including an explanation of the strengths and limitations of each theory in explaining developmental processes (i.e., cognitive, physical, and social-emotional). 
Note:
 Your descriptions should be in paragraph form, not bullet points. Use your Learning Resources and/or other scholarly sources to support your post. Use proper APA format and citations.PSYC 6215/ DPSY 8215: Lifespan Development

By Day 6

Respond to at least one of your colleagues’ posts and search the Internet and/or the Walden Library and select a current article (within the last 5 years) that is related to the same developmental process (i.e., cognitive, physical, and social-emotional) that your colleague posted. Summarize the article and describe the theory identified within the article.

Return
 to this Discussion in a few days to read the responses to your initial posting and answer any questions. Note what you have learned and/or any insights that you have gained as a result of your colleagues’ comments.

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Submission and Grading Information

Grading Criteria

To access your rubric:

Week 3 Discussion Rubric

Post by Day 4 and Respond by Day 6

To participate in this Discussion:

Week 3 Discussion

Week in Review

This week
, you contrasted developmental theories as well as analyzed the strengths and limitations of each theory.

To end this week, your Instructor may provide a brief summary. Be sure to access the Faculty Corner to review your Instructor’s summary, which will help you focus on the important aspects of this week’s learning.

 

Next week
, you will examine both genetic and environmental influences on fetal development PSYC 6215/ DPSY 8215: Lifespan Development.

PSYC-6215 Discussion: Research and Ethics in Psychology essay example

Youngsters are viewed as a weak populace when leading exploration. As indicated by Shivayogi (2013), respectability of a populace can be characterized as a particular gathering of society with specific inconveniences that require extra consideration to secure their privileges in research. This is generally in light of the fact that they have a diminished or failure to settle on informed decisions to shield themselves from the expected or intrinsic danger that can happen in research. Youngsters, specifically, are defenseless in an examination since they don’t have the intellectual limit or development to depict the intrinsic danger to agree to partake in research (Berk, 2018). This is additionally confounded by the legitimate and social distinction in power among kids and grown-ups (Thompson, 1990) PSYC-6215 Discussion: Research and Ethics in Psychology essay example.

Albeit the American Psychological Association (APA, 2010) has illustrated moral principles or thought in research including human subjects the Society for Research in Child Development (SRCD, 2012) has given extra rules that ought to be viewed as when leading exploration with youngsters. One such rule proposes that when potential mischief is anticipated in an exploration, the analyst ought to investigate different strategies that decrease the danger of damage to assemble the data. Moreover, the scientist should acquire assent from the youngster’s folks and assuming that the kid is somewhere around seven years of age, a consent is needed from the kid (SRCD, 2012). For tYoungsters are viewed as a weak populace when leading exploration. As indicated by Shivayogi (2013), respectability of a populace can be characterized as a particular gathering of society with specific inconveniences that require extra consideration to secure their privileges in research. This is generally in light of the fact that they have a diminished or failure to settle on informed decisions to shield themselves from the expected or intrinsic danger that can happen in research. Youngsters, specifically, are defenseless in an examination since they don’t have the intellectual limit or development to depict the intrinsic danger to agree to partake in research (Berk, 2018). This is additionally confounded by the legitimate and social distinction in power among kids and grown-ups (Thompson, 1990) PSYC-6215 Discussion: Research and Ethics in Psychology essay example.

Albeit the American Psychological Association (APA, 2010) has illustrated moral principles or thought in research including human subjects the Society for Research in Child Development (SRCD, 2012) has given extra rules that ought to be viewed as when leading exploration with youngsters. One such rule proposes that when potential mischief is anticipated in an exploration, the analyst ought to investigate different strategies that decrease the danger of damage to assemble the data. Moreover, the scientist should acquire assent from the youngster’s folks and assuming that the kid is somewhere around seven years of age, a consent is needed from the kid (SRCD, 2012). For this situation, Berk (2018) declares unique translation is needed for informed assent on the grounds that kids can’t completely fathom the exploration objectives and exercises. Thus, agents ought to clarify research exercises and objectives utilizing age-fitting language to guarantee that they can comprehend. Moreover, agents should be especially cautious while clarifying classification and the youngster’s on the whole correct to end their cooperation whenever without result to the kid or their folks (Berk, 2018). Notwithstanding parental assent and the youngster’s consent, specialists should acquire endorsement from an Institutional Review Board (IRB) before they can continue with the examination.

Ethical  moral rules additionally shield the right of kids to be shielded from hurt in research. These incorporate executing systems that ensure classification and secrecy to secure the personality of the members. In any case, when research techniques bring about unexpected and bothersome ramifications for kids in the examination, the specialist ought to guarantee strategies are carried out to address the potentially negative results (SCRCD, 2012) PSYC-6215 Discussion: Research and Ethics in Psychology essay example.

American Psychological Association. (2010a). Ethical principles of psychologists and code of

conduct. Retrieved from 
http://www.apa.org/ethics/code/index.aspx

Berk. L. E. (2014). Development through the lifespan (6th ed.). Upper Saddle River, NJ: Pearson Education.

Shivayogi, P. (2013). Vulnerable population and methods for their safeguard. 
Perspectives in clinical research
, 
4
(1), 53.

Society for Research in Child Development. (2012b). Ethical standards in research. Retrieved from 
http://www.srcd.org/about-us/ethical-standards-research

Thompson, R. A. (1990). Vulnerability in research: A developmental perspective on research risk. 
Child development
, 
61
(1), 1-16 PSYC-6215 Discussion: Research and Ethics in Psychology essay example.

sample 2

Fortunately, the field of psychology has advanced and improved when it comes to research. Just as medicine has a code of ethics and standards to guide practice, so too does psychology. The American Psychological Association has a code of ethics and guiding principles to ensure ethical research and practices. There are also ethics and standards in developmental psychology that help ensure populations of humans are also protected.  According to (Fisher and Vacanti- Shova, 2012), being ethically aware and ethically committed are only the beginning of morally sound decision-making. The ethics outlined in developmental psychology play a vital role in protecting populations of potential research participants. One such population is children.

Children are considered a vulnerable population due to their decision-making capacity. The ethics in developmental psychology have set forth guidelines to help protect children participating in research while not ignoring the child’s willingness to be a participant. First to be considered is parental consent. While considering cultural and legal matters regarding guardianship, the researcher must obtain parental/guardian consent for participation (Society for Research in Child Development [ SRCD],2012b).  There are some exemptions to this. The research should be aware of the exemptions such as emancipated minors, homeless, or jeopardizing the child’s safety (SRCD, 2012b). At the same time, permission is needed for child participation under most circumstances, informed consent, and authorization. Assent and informed consent entail the child being told what the research involves based on their cognitive ability to understand (SRCD, 2012b). It is important to note that if the child does not want to participate, it is not legally binding for the researcher but should be considered ethically binding (SRCD, 2012b). Voluntariness states that researchers respect the right to self-determination of all ages (SRCD, 2012b). In other words, regardless of age, a person should have the right to decide to participate. While the above-mentioned ethical standards help protect children, it is also vital that the general principles of developmental psychology be applied. Before starting the research, the principles of benevolence/ nonmaleficence, respecting dignity, equity, and scientific integrity should be considered and enacted when dealing with children. The goal of developmental psychology research is to better the lives of people. If the principles and standards are not applied and adhered to, we can end up with inaccurate and unreliable data that does not benefit society PSYC-6215 Discussion: Research and Ethics in Psychology essay example.

References

American Psychological Association. (2010a). Ethical principles of psychologists and code of

conduct with the 2010 amendments. Retrieved from http://www.apa.org/ethics/code/index.aspx

Fisher, C. B., & Vacanti-Shova, K. (2012). The responsible conduct of psychological research:

An overview of ethical principles, APA ethics code standards, and federal regulations. In S. J.

Society for Research in Child Development. (2012b). Ethical standards in research. Retrieved

from http://www.srcd.org/about-us/ethical-standards-research PSYC-6215 Discussion: Research and Ethics in Psychology essay example

Discussion: Research and Ethics in Psychology

Developmental psychology attempts to understand cognitive, physical, and social-emotional development throughout the lifespan. In order to understand, for example, how maternal stress during pregnancy might impact the child later in life, pregnant women and children could be studied. Vulnerable populations, such as pregnant women, newborns, children, cognitively impaired individuals, incarcerated individuals, or older adults, require additional consideration and protection when planning to conduct research with them.

When conducting research in the field of human development, particularly with vulnerable populations, it is important to keep in mind that a unique set of ethical considerations should be taken into account. These populations need extra care to ensure their rights because some individuals may lack the mental capacity to give informed consent, may have decreased free will, or may be vulnerable in terms of their physical or mental welfare. As you approach this Discussion, keep in mind how ethical considerations might have affected the type of research that could be conducted.

For this Discussion, you will examine the role of ethics in developmental psychology research as it relates to vulnerable populations PSYC-6215 Discussion: Research and Ethics in Psychology essay example.

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To prepare for this Discussion:

Review the example of a Discussion post and response found in this week’s Learning Resources as well as the Discussion Rubric to understand the Discussion’s expectations.

Review the Learning Resources related to ethics and research in the field of developmental psychology

Choose a population from the following:

Children

Women who are pregnant

Geriatric individuals

Individuals with cognitive disabilities

Adolescents

By Day 4

Based on the population you selected, post an explanation of the role of ethics in developmental psychology research with attention to the characteristics of this vulnerable population. Be specific in your post and use the Learning Resources to support your post. Use proper APA format and citations to support your explanation.

By Day 6

Respond to a post from at least one of your colleagues who selected a population different from that of your Discussion post and add one additional ethical consideration.

Return
 to this Discussion in a few days to read the responses to your initial posting and respond to any questions. Note what you have learned and/or any insights that you have gained as a result of your colleagues’ comments.

Submission and Grading Information

example 3

Ethical issues are created when researching human behavior because at times people can be exploited (Berk, 2018).  This happens more often with vulnerable populations such as people with cognitive disabilities.

When using individuals with cognitive disabilities for developmental research, the researcher needs to have a good understanding of how vulnerable this population is.  Even though this population may be over the age of 18, in most cases they do not have the intellectual ability to comprehend the details involved in developmental research studies.  For this reason, it is very difficult to obtain informed consent from individuals with cognitive disabilities.

Informed consent is one of the rights and welfare protections that researchers are required to follow according to the APA Ethics Code (APA, 2020).  In some cases, this population will have a legal guardian or someone who is legally authorized to represent the individual and this person must give informed consent (Fisher & Vacanti-Shova, 2012).   The language and terminology that researchers use when working with individuals with cognitive disabilities should always be at a level the prospective participants and/or their legal representative can understand (Fisher & Vacanti-Shova, 2012).   “Psychologists also should adjust reading and language comprehension levels of consent procedures to an individual’s developmental or educational level or reading or learning disability” (Fisher & Vacanti-Shova, 2012) PSYC-6215 Discussion: Research and Ethics in Psychology essay example.

According to APA Ethics Code it is also required that researchers also need to be sure that the participants are not exposed to any harm during the study and must be sure to maintain confidentiality of the participant’s personal information and research data (APA, 2020).

References

American Psychological Association. (2020).  Scholarly writing and publishing principles.  I Publication manual of the American Psychological Association (7
th
 ed.).

Berk, L. E. (2018). Development through the lifespan (7
th
 ed.). Upper Saddle River, NJ: Pearson Education

Fisher, C. B., & Vacanti-Shova, K. (2012). The responsible conduct of psychological research: An overview of ethical principles, APA ethics code standards, and federal regulations.  In S. J. Knapp, M. C. Gottlieb, M. M. Handelman, & L. D. VandeCreek (Eds.), APA handbook of ethics in psychology, Vol. 2: Practice, teaching, and research (pp. 335-369). American Psychological Association PSYC-6215 Discussion: Research and Ethics in Psychology essay example.

Final Project: PowerPoint Presentation of Your Professional Development Plan

You have already identified many resources in your network—in this class and outside the university—and within the wider Walden community. Support is best used when you know what you need; it is hard to get support in building a ladder if you do not know what a ladder looks like.

If you have an idea of what a ladder looks like, you can ask for rungs and nails and a hammer. Think of the resources offered by Walden as the rungs and nails for your ladder, but you are the one who must design the ladder. A PDP allows you to design your ladder and identify which supports you need to build it Final Project: PowerPoint Presentation of Your Professional Development Plan.

Remember that you must help your classmates and colleagues along the way with their ladders too. Think of what you need to give, as well as what you will need to receive, in terms of support and help.

A PDP explains how you, individually, came to the decision to begin your graduate studies, what you envision for yourself and others when you complete the degree, and what objectives or steps you need to define in order to realize your dream and become your previously envisioned “future self.” You will refer to your PDP when you want to check your progress or re-evaluate your goals. It should be motivating and related to the mission of Walden, your mission, and the community of your colleagues. Remember, we are all in this together.

PowerPoint presentations will be used in many of your courses at Walden. This Assignment will also provide an opportunity for you to become familiar with, or become a more advanced user of, PowerPoint as a communication tool which will narration.

NOTE:
 You are strongly encouraged to submit this Assignment as a narrated PowerPoint presentation, but if you are having difficulty with the software, 
you may submit it as a Word document
with sufficient notes to explain each “slide.” Please feel free to contact your Instructor if you need any support with this Assignment Final Project: PowerPoint Presentation of Your Professional Development Plan.

To prepare for this Final Project:

Review the Learning Resources for this week and specifically focus on how to create a narrated PowerPoint for your Final Project presentation.

Use the PowerPoint Template located in the Learning Resources for this week to complete this Final Project.

Final Project Assignment:

In this Final Project Assignment, you will create a 10- to 12-slide narrated PowerPoint presentation related to your Professional Development Plan (PDP). Your PowerPoint needs to include the following:

A cover slide with the following:

Title of your Project

Date -Walden University

Course number

Your name

Part I: Personal and Professional Goals 
(3-4 slides)

Include a brief personal introduction in which you state your personal and professional goals and articulate how these goals intersect with your academic interests and selected field of study.

Reflect upon the mission of the university: “Walden University provides a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they may transform society” and how this mission statement connects to your personal vision for future practice.

Explain how specialized learning and the attainment of a doctoral degree will help you meet your career and personal life goals Final Project: PowerPoint Presentation of Your Professional Development Plan.

Part II: Educational Background and Research Proficiency 
(3-4 slides)

Reflect on the formal and informal learning experiences that compose your educational background and explain how these experiences support the direction of study established in Part I. You are encouraged to include individual knowledge, skills, and accomplishments.

Explain the academic and research proficiencies you bring to the program and identify any areas you want to consider for improvement.

Explain your current readiness to engage in dissertation research (
Note
: Honest disclosure will help guide and provide clear focus on any knowledge and skills needed to propel you forward in your program.)

Categories for you to consider when writing this section include the following:

Academic coursework in the social and behavioral sciences

Academic coursework in other fields

Professional presentations, seminars, and workshops

Volunteer activities

Prior experience designing and executing research

Publications and other writing experiences

Teaching assignments

Professional training

Academic strengths and weaknesses

Research strengths and weaknesses

Availability of library, reference, and information technology resources

Students should be clear about plans for preparing themselves for doctoral study, particularly if gaps exist in their background.

Part III: Plan of Study and Program Progress Guide (PPG) Form 
(3-4 slides)

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Note
: Refer to your Program Progress Guide (PPG). Your PPG is available in your student portal Final Project: PowerPoint Presentation of Your Professional Development Plan.

For non-licensure students in the School of Psychology, you only need to refer to your Program Progress Guide for this section.

For students in Clinical Psychology, a state licensure plan also needs to be discussed in this section. This licensure plan needs to present the results of your investigation into the licensing requirements for your state and how you plan to meet those requirements during your study at Walden.

All students must create a timeline for completing the requirements in their PPG for this Part III as follows:

In your timeline, group your degree requirements into stages of progress. It is suggested that you target a completion date and work backwards from this date.

Identify specific milestones of academic progress and time frames for completion.

Account for review, revision, and approval of academic work throughout your timeline. Note: Be familiar with the approval processes of your academic work.

Even though you are providing narration to your PowerPoint presentation, please include the following:

Write detailed speaker notes for the slide to complement the slide content. Speaker notes should be clear, in-depth, and function as augmentation to the slide material.
Note
: These notes should be written with sufficient depth to allow someone else to deliver the presentation. Make sure the PowerPoint presentation reflects graduate-level writing and presentation standards, with professional-looking graphics and appropriate type style.

Your presentation should be explicit in its detail about what you plan to do at Walden to meet your personal and professional goals Final Project: PowerPoint Presentation of Your Professional Development Plan.

PSYC-6002 Discussion: Ethical Considerations

In this discussion I will focus on 9.01 Bases for Assessments subclause (a) and (b) in APA’s ethical principles for psychologists and code of conduct (American Psychological Association, 2017).  In this section, the ethical principles state that, psychologists should provide their opinions only after conducting adequate examination; and when individual examination is not needed, psychologists should conduct thorough record review and explain what information they use to come to the opinions, and why individual examination is not necessary (American Psychological Association, 2017).  I am curious where in the ethical principles can “do no harm” be found, but am confident that this should be important for all psychologists as well PSYC-6002 Discussion: Ethical Considerations.

It bothers me significantly after reading these APA principles and knowing that in my home province in Canada, there is an expert panel consisting of a registered psychologist, speech language pathologist, occupational therapist and physiotherapist, which the provincial funding agency routinely consults with to determine if a child with disabilities is severe enough to be approved for therapy, and the intensity of therapy offered.  Based on my own personal experience, when this panel is consulted, it is almost always certain the leading psychologist will recommend reduction or discontinuation of therapy, to the child and family’s dismay.  I have participated in meetings like this to present the needs of the children, but because of the “expert opinions” given by the leading psychologist and their panel, many of the children were not approved the therapy they desperately need, despite severe disability.  This practice in my province bothers me greatly.

This situation may also involve conflict of interest, as the provincial funding agency compensates the members on the panel to participate in those meetings to determine approval or denial of children’s therapy.  This may be beyond the current discussion, but I also believe psychologists must be cautious about conflict of interests and how it may affect their acting ethically and professionally PSYC-6002 Discussion: Ethical Considerations.

As a professional in training, these ethical principles really remind me how profoundly my behaviors in practice will impact my clients.  If I make recommendations without thoroughly examining my clients, or offer opinions without noticing how conflict of interest cloud my judgment, I could make recommendation detrimental to my clients and would be accountable for the long-term damage done to my clients. This oversight can so profound; it can negatively impact client outcome and not be overlooked.

 

We are here to receive training to become an expert in the future, not to inflict harm on our clients but to help them obtain improved functioning and self-actualization.  The APA ethical principles 9.01 Bases for Assessments (American Psychological Association 2017) reminds me how crucial it is to examine our individuals carefully and thoroughly, and conduct record review stringently in order to offer appropriate recommendation that benefit our clients.  I will remind myself over and over again in everything I do with my clients – is this ethical? Am I protecting my clients?PSYC-6002 Discussion: Ethical Considerations

American Psychological Association (2017).  Ethical principles of psychologists and code of conduct.   
https://www.apa.org/ethics/code/index

Discussion: Ethical Considerations

Ethical considerations can become complex, particularly within the many careers in which psychology graduates find themselves. This week, you received just an introduction to the area of professional ethics. Your Discussion gives you an opportunity to consider what ethical principles are in psychology and what they might mean to you as a professional.

To prepare for this Discussion:

Read the information on ethics presented in the APA websites listed in this week’s Learning Resources.

Review the General Principles of the APA Ethical Standards from the resource titled “Ethical Principles of Psychologists and Code of Conduct” found in the Learning Resources

Select one of the principles and think about how it applies to your program or area of specialization.

Take the time to really envision what your success looks and feels like; really sit back and put yourself in that position and create the “you” that successfully finishes this program and how you might put what you learn into action for positive social change PSYC-6002 Discussion: Ethical Considerations.

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With these thoughts in mind:

By Day 3

Post 
a brief description of the principle you selected from the General Principles of the APA Ethical Standards you read about in “Ethical Principles of Psychologists and Code of Conduct.” Explain it in your own words. Explain in what way the principle could be applicable in your area of specialization and why.

Be sure to support your postings and responses with specific references to this week’s Learning Resources.

Read
 a selection of your colleagues’ postings.

By Day 5

Respond 
to 
two
 of your colleagues and continue the Discussion through
 Day 7
. Choose one of the ethical principles discussed by your colleagues and respond with your thoughts about how positive social change relates to this ethical principle. Describe one act of positive social change that you can foresee resulting from your psychology specialization/program.

Return
to this Discussion periodically to read the responses to your initial posting and reply as you wish. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made PSYC-6002 Discussion: Ethical Considerations.

One of the ethical principles of practicing psychologist listed on the American Psychological Association webpage is the first principle of “beneficence and nonmaleficence” (American Psychological Association, 2010). The principle discusses the importance of professionals in ensuring clients “…benefit those with whom they work and take care to do no harm” (American Psychological Association, 2010). It is imperative to understand the impacts of treatment, especially in working towards becoming a behavior analyst. According to the Behavior Analyst Certification Board (2014), “effective treatment procedures have been validated as having both long-term and short-term benefits to clients and society.” As a future professional in the field of psychology, as a behavior analyst, utilizing unethical treatment protocols does not create positive change, is detrimental to not only the client, their family and the practice of others in the field. Currently, I am working in the field as a Registered Behavior Technician (RBT), and I strive to follow the treatment procedures set forth by the behavior analyst as it is written to ensure that the client is safe.

References

American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. American Psychological Association.

http://www.apa.org/ethics/code/index.aspx

Behavior Analyst Certification Board. (2014). Compliance code for behavior analysts. BACB.

https://www.bacb.com/wp-content/uploads/2020/05/BACB-Compliance-Code-english_190318.pdf PSYC-6002 Discussion: Ethical Considerations.

Assignment: Understanding Academic Integrity and Plagiarism as a Psychology Professional

As you have progressed through this course, you have learned the importance of developing your scholarly voice, you have learned about critical thinking, you have practiced paraphrasing, and you are beginning to understand the importance of crediting the sources of ideas and of presenting the literature in your own words. You are still at the early stages of mastering these many skills. Luckily, Walden provides resources and tools to help you along the way Assignment: Understanding Academic Integrity and Plagiarism as a Psychology Professional.

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For this Assignment, you will familiarize yourself with a tool that can aid you in avoiding plagiarism: SafeAssign.

To prepare for this Assignment:

Review the Academic Integrity resources located in this week’s Learning Resources and consider the different aspects of plagiarism.

Review the document “
How to Read a SafeAssign Originality Report”
 in this week’s Learning Resources. Also, the “Classroom Help” feature in the dashboard of this course provides additional information related to SafeAssign as well as how to read the Originality Report.

In Week 3, you submitted “The Process of Critical Thinking” Assignment and submitted your Assignment to SafeAssign to generate an originality report. Locate the SafeAssign Originality report you downloaded for this Assignment.

Review the Similarity Index and the Match Overview.

Review the matches in detail Assignment: Understanding Academic Integrity and Plagiarism as a Psychology Professional.

The Assignment (1–2 pages):

Describe the SafeAssign Originality report for your Assignment from Week 3:

Provide the Similarity Index.

List the source that constitutes the highest match with your written work.

Explain why a high Similarity Index might not necessarily indicate plagiarism and why a low Similarity Index does not necessarily indicate a lack of plagiarism.

Based on the review by SafeAssign, what changes would you make to your paper?

Explain how you would use SafeAssign in the future to minimize issues with plagiarism.

As a future psychology professional, explain how academic integrity will impact/influence your academic and professional practice.

By Day 7

Submit 
your Assignment. Assignment: Understanding Academic Integrity and Plagiarism as a Psychology Professional

Discussion: Recognizing and Avoiding Plagiarism

What is plagiarism exactly? Is it always done on purpose? The rules related to plagiarism can be complex, and there are instances in which people who have unwittingly plagiarized have ended up in court. The concept of academic integrity includes the avoidance of plagiarism. To avoid plagiarism, it helps to first recognize it.

For this Discussion, you will review fictional scenarios that depict common occurrences in the classroom. It is an opportunity for you to practice
identifying plagiarism and discussing how to avoid plagiarism
in these situations Discussion: Recognizing and Avoiding Plagiarism.

To prepare for this Discussion:

Review the materials in this week’s Learning Resources.

Read the four scenarios presented below and, for each situation, determine whether the student has plagiarized.

1. John has not had time to work on his online assignment on psychological theory. He found a website that has an article with the content he needs to complete his assignment. However, he has only 30 minutes before his assignment is due. John believes that the author of the article described psychological theory so well that it would take John hours to paraphrase the material. John decides to copy several sentences and one short paragraph from the article and paste it into his own paper. He includes the author in the references and believes that this appropriately cites the author.

2. Sally has a writing assignment due. She has written about the topic before in a previous course and received 100% on that paper. She decides to include several paragraphs from her previous work in her current paper.

3. Brad just finished submitting his writing assignment through SafeAssign, and the similarity report shows a 40% match between passages he wrote and various websites.

4. Catherine likes to include quotes from famous psychologists in her writing assignments. She does not use quotation marks, but Catherine makes sure to include the citation immediately following each quote.

Reflect on how the Walden resources and communication with colleagues (including your Instructor) could impact the outcome of the scenarios.

Choose one of the scenarios for your Discussion Discussion: Recognizing and Avoiding Plagiarism.

With these thoughts in mind:

By Day 3

Post 
a description of the scenario you chose and whether you believe the student plagiarized. Explain what led you to make that determination. Provide one strategy that the student can use to avoid potential plagiarism, given the scenario presented.

Be sure to support your postings and responses with specific references to this week’s Learning Resources.

Read 
a selection of your colleagues’ postings.

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By Day 5

Respond 
to at least 
two
 of your colleagues, and continue the discussion through
 Day 7
 by providing another strategy to avoid potential plagiarism, given the scenario presented.

Return 
to this Discussion periodically to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made. Remember to be supportive and build community; this is a tough topic!

 

For today’s discussion, I would like to talk about 3. Brad just finished submitting his writing assignment through SafeAssign, and the similarity report shows a 40% match between passages he wrote and various websites. According to Walden, anything over 40% is highly likely to have too many quotes or is paraphrased incorrectly (Walden, 2020). It would be good for Brad to revise his paper and see where he can make corrections to get it under that 40%. He also should review the APA guidelines and make sure that he uses quotations, citations, and paraphrasing correctly. I struggle with finding simple quotes, as I want to get the author’s point across Discussion: Recognizing and Avoiding Plagiarism.

I would also like to talk about 2. Sally has a writing assignment due. She has written about the topic before in a previous course and received 100% on that paper. She decides to include several paragraphs from her previous work in her current paper. I feel that this is a fine line to plagiarism. While the work is her own, it would depend on what percentage the assignment got on SafeAssign. She could also have misquoted or used the wrong citations. I feel that it is plagiarism. When you take similar classes for your bachelor, Masters, and PhD you run into assignments that ask the same questions. You can take a different stance on the matter and come up with new material. I would be curious to hear your thoughts on this.

References

Walden University. (2020c). SafeAssign: Reading the SafeAssign originality report. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/software/Walden/Training/Walden_University_Online_Classroom_Tutorial_Student_SafeAssign.pdf Discussion: Recognizing and Avoiding Plagiarism

sample 2

I found scenario number four to be really interesting; The scenario describes a student named Catherine who oftentimes includes quotes from psychologists within her papers but she does not utilize quotation marks, she only cites them immediately after. While it seems harmless since it utilizes a citation, it is completely taking the wording from another person and adding it to her own paper thus committing plagiarism. Quotation marks are really important when citing someone else’s words, as they indicate the starting and stopping point of what someone else has said, without the quotation marks, there is no line between what the writer is saying and what the person who is being quoted is saying. This week’s study notes on plagiarism discusses the importance of utilizing quotation marks whenever there is a direct quote from another writer.

While Catherine might cite the author, I would say that this is still a form of plagiarism, as it does not indicate to the reader that there is information from another writer right away, without the quotations, it would cause the reader to think that the quote is something from the writer themself. Furthermore, it does not properly credit the person who made the initial statement, despite being a citation thereafter. If the quote is more than 40 words, however, Catherine would need not use quotation marks but a block quote in order to further indicate that the is utilizing information from another source as well as cite the information Discussion: Recognizing and Avoiding Plagiarism.

From personal experience, I like to be able to add in quotes and other things from readings which I feel relate to what I am discussing in order to further reiterate my point as well as provide back up information as to what I am describing but it is imperative to properly credit the other writer so that people can look further into the subject as well as know where your information is coming from. Plagiarism ruins one’s credibility and makes it difficult to be taken seriously as a professional. It also takes away from the learning experience and being able to explain your own perspective and ideas on topics Discussion: Recognizing and Avoiding Plagiarism.

Assignment: Paraphrasing: Putting It Into Your Own Words

Paraphrasing is at the center of scholarly writing. One of the habits that many undergraduate students develop when discussing information from references is to quote that information. As graduate students, you are expected to advance your academic writing style to rely on paraphrasing—or putting what you read into your own words; however, the ideas and information are still always cited.

To prepare for this Assignment
:

Review the Learning Resources for this week and pay close attention to good paraphrasing.

Select a peer reviewed article from your previous search in Week 2 or based on a topic of interest and consider a paragraph you would like to paraphrase for your Assignment Assignment: Paraphrasing: Putting It Into Your Own Words.

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Assignment (1 page):

Copy a paragraph from the article you chose with a reference to your article.

Next, using the Learning Resources related to good paraphrasing for guidance, paraphrase this paragraph and include this in your assignment.

Note: 
Cite your source in APA style. Use your APA Manual to help guide your referencing.

By Day 7

Submit
 your Assignment.

Note
: When you submit this Assignment, you will submit to SafeAssign and generate an originality report. Please make sure to save this report since you will use this in Week 5. To access SafeAssign tutorial and the Originality Report support and help, please access the “Classroom Help” feature in the dashboard of your classroom as well as the “Academic Integrity” source in the Learning Resources Assignment: Paraphrasing: Putting It Into Your Own Words.

purpose, audience, presence of bias, and quality of evidence concepts in writing

Discussion: Discovering Key Concepts in Scholarly Writing

Scholarly or academic writing is comprised of a number of key ideas, including purpose, audience, presence of bias, and quality of evidence. It is important to understand these terms in order to incorporate them in your writing.

To prepare for this Discussion:

Review the “Example Articles” found in the Learning Resources and select one of the articles for this Discussion. consider how the four concepts (purpose, audience, presence of bias, and quality of evidence) relate to the article you chose.

Review the 
Study Notes: Introduction to Scholarly Writing: Purpose, Audience, and Evidence
 and the media presentation 
Introduction to Scholarly Writing: Purpose, Audience, and Evidence purpose, audience, presence of bias, and quality of evidence concepts in writing
.

With these thoughts in mind:

By Day 4

Post 
a description of the four key concepts (purpose, audience, presence of bias, and quality of evidence) of scholarly writing as they relate to the article you chose. Further explain why you believe these concepts are important to writing and communication in the field of psychology. Include at least one example to illustrate one of the concepts.

Read
 a selection of your colleagues’ postings.

By Day 6

Respond 
to at least 
two 
of your colleagues’ posts and continue the Discussion through 
Day 7 
by providing an example or personal experience that illustrates one of the points made by your colleague. Refer back to the “Purpose, Audience, and Evidence” media program to review the personal experience illustration to guide you. Further explain to your colleague this example from a personal experience perspective.

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In the article that I decided for this conversation is In the article that I decided for this conversation is ‘Youth Focused Training in School Psychology’ by Rachel Stein and Kizzy Albritton. The purpose for this article was to focus light on the way that graduate review projects could make a superior showing of including youth content into their school brain research graduate projects. The design was to advise the crowd regarding current school clinicians and advanced education foundations that the consequences of this review “propose that most school brain science graduate projects incorporate restricted data uncommon c to youth populaces”, (Stein and Albritton, 2020) purpose, audience, presence of bias, and quality of evidence concepts in writing. By changing the restricted measure of data uncommon cot youth populaces in graduate review programs, there is the likely that future specialists in the end could give more e effective and “complete school-based mental administrations to little youngsters and their families”, (Stein and Albritton, 2020). I accept that the proof in this article was solid yet might have been something more. Of the 252 school brain research programs that were reached simply 52 alumni programs reacted to the email demand for schedules and just 50 prospectuses from 37 alumni programs were utilized. As I would see it, considering the number of projects of study exist for school brain research, I was concerned that the review would not pass on an exact outcome. Nonetheless, the creators worked really hard of guaranteeing their proof would not need representativeness because of the correlation of reacting versus non-reacting uncovering “comparable extents of program accreditation and preparing level”, (Stein and Albritton, 2020). They additionally brought up that that past cooperation rates in distributed schedules studies yielded a reaction pace of 14% to 40% with the investment rate in this review being 23%, (Stein and Albritton, 2020). I didn’t get on any predispositions from the creators. The data gave in this article was totally founded on the consequences of this review or recently finished examinations that the writers referred to. They additionally included, in their article, the expected constraints of the review to address support predisposition and examined the requirement for additional and future examination to develop the current work.

 

The four critical ideas of insightful composing are so significant in light of the fact that they set up dependability and legitimacy, however they likewise set up believability. Before starting a review, the audience and purpose should be set up with the end goal for it to be the most beneficial . If the nature of the proof is disappointing or has neither rhyme nor reason your compositions and interchanges become questionable and invalid. In case you are needing to set up believability your proof should be sound. Inclination is additionally staggeringly significant. If I somehow managed to lead a review on pack viciousness in my state and the review set up that the pace of group savagery has went down definitely in the course of the most recent few decades yet in my decision I drew that posse brutality has really gone up on account of my very own predisposition or discernment, my whole work just lost the entirety of its believability.’ by Rachel Stein and Kizzy Albritton. The reason for this article was to focus light on the way that graduate review projects could make a superior showing of including youth content into their school brain research graduate projects. The design was to advise the crowd regarding current school clinicians and advanced education foundations that the consequences of this review “propose that most school brain science graduate projects incorporate restricted data uncommon c to youth purpose, audience, presence of bias, and quality of evidence concepts in writing

Stein, R., & Albritton, K. (2020). Early childhood-focused training in school psychology. Training and Education in Professional Psychology. https://doi- prg.ezp.waldenlibrary.org/10.1037/tep0000350

 

 

sample 2

During my reading of the article by Rachel Stein, I discovered that she wanted to highlight the training and education of school psychologists versus the on-the-job training they received. I can relate to this on a personal level. There were some things that you couldn’t learn or experience while in school. It was something you could only get while on the job. This article talks about how a school psychologist can have a big impact on children in early childhood programs if given the right tools.

The article leans on early childhood as that is where you can make the most difference. “School psychologists play an important role in collaborating with teachers and families to conduct assessments to gain a better understanding of the behavioral and/or social-emotional needs of a child.” (Stein, 2020).

The studies included analysis of courses and course syllabi. It also took data on how programs were set up to train and educate school psychologists. The amount of data they gave is a lot to consider for the importance of proper education and training for school psychologists in early childhood versus the other ages. I feel that it is necessary to cover all areas in a program and give further training on a content area.  For example, I’m a SID/PID teacher, and my program was for an adapted curriculum with a concentration in reading. I received more in-depth classes for what I’d be doing. I see that this is where they were going with this data and what they wanted to prove purpose, audience, presence of bias, and quality of evidence concepts in writing.

 

Stein, R., & Albritton, K. (2020). Early childhood-focused training in school psychology. 
Training and Education in Professional Psychology
. https://doi-org.ezp.waldenulibrary.org/10.1037/tep0000350 purpose, audience, presence of bias, and quality of evidence concepts in writing