Tag: Clinical-Nursing

Assignment: Application of Respondent (Classical) Conditioning

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Applied behavior analysis (ABA) is heavily influenced by operant conditioning. The vast majority of your curriculum in ABA focuses on operant conditioning and its applications. However, respondent (classical) conditioning also has its appropriate applications in ABA.

The behaviorist assumptions that all learning occurs through observable interactions with the environment and the environment shapes behavior set the stage for respondent (classical) conditioning Assignment: Application of Respondent (Classical) Conditioning.

Perhaps you, or someone you know, was the victim of bullying at school. The bullying often creates emotional distress for the victim. Using the behaviorist assumptions, bullying is the interaction with the environment and the emotional distress is the behavior, or reflex, shaped by the environment. Classical conditioning involves placing a neutral signal before a naturally occurring reflex. If a neutral stimulus (e.g., school) is paired with the bullying, school will come to evoke the emotional distress. At this point, the once neutral stimulus becomes known as the conditioned stimulus and evokes a learned, conditioned response of emotional distress.

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Quantifying and collecting data about observable behaviors can be used to identify effective, evidence-based therapeutic interventions that can be helpful in changing undesirable behaviors. For this Assignment, you will evaluate the role of respondent (classical) conditioning and how it might be used in practice to better understand a client’s behavior.

To Prepare:

Review this week’s Learning Resources to gain an understanding of respondent (classical) conditioning.

Consider how respondent (classical) conditioning might be used to better understand client behavior Assignment: Application of Respondent (Classical) Conditioning.

Assignment 
(1–2 pages)

Why is it important to 
not forget the role of respondent (classical) conditioning as a practicing behavior analyst?

Give an original example of how respondent (classical) conditioning could be used in your practice to better understand a client’s behavior.

Be sure to support your Assignment 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 Assignment. Use proper APA format and citations, including those in the Learning Resources. 

By Day 7 of Week 8

Submit 
your Assignment Assignment: Application of Respondent (Classical) Conditioning.

PSYC 6717 Discussion: Respondent and Operant Conditioning

Respondent conditioning is also known as Pavlovian conditioning and classical conditioning. It can occur when formerly neutral stimuli can acquire the ability to elicit respondents. Operant conditioning refers to the process and selective effects of consequences on behavior. Operant conditioning introduces the concepts of reinforcement and punishment and how it affects the acquisition of behavior (Cooper et. al, 2020). Respondent conditioning is unable to work for certain behaviors because it doesn’t take into account the fact that individuals still have free will and abstract minds. This type of conditioning cannot predict the future due to the mind being such a complex place that can yield various responses to one set of stimuli. For example, a child being shocked by a socket may scare then from touching one ever again or encourage them to become an electrician. However, respondent conditioning may work for behaviors that involves an individual conforming to a group around them. Classical conditioning states that nurture is more important than nature PSYC 6717 Discussion: Respondent and Operant Conditioning. If a disruptive student is placed in a classroom of honor students who don’t laugh or pay attention to their disruptive behavior, odds are the disruptive student will conform to the other students around them. Operant conditioning may not work for behaviors that don’t require such structured methodologies. There may be a parent struggling with a misbehaving child and decides to evoke a reinforcement/punishment procedure for acceptable/unacceptable behavior. However, if the parent simply stopped to talk to the child about why their behaviors were changing and what they could do a s a team to help the child, the results from this method may produce more efficient results. A more suitable behavior that would do well with operant conditioning is potty training a puppy.

Cooper, J.O., Heron T.E., & Heward, W.L. (2020). 
Applied behavior analysis
 (3
rd
 ed.). Pearson PSYC 6717 Discussion: Respondent and Operant Conditioning.

Discussion: Respondent and Operant Conditioning

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Operant and respondent (classical) conditioning are both used to establish and modify behaviors. These concepts originated in the field of behavioral psychology and share similarities and differences. Perhaps the clearest example of the difference between the two concepts is whether the behavior to be modified is automatic (i.e., involuntary) or under the subject’s conscious control (i.e., voluntary).

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A thorough understanding of the similarities and differences between respondent (classical) conditioning and operant conditioning can provide you clarity about which would be most appropriate to apply in a given learning situation.

For this Discussion, you will contrast operant conditioning and respondent (classical) conditioning in the acquisition of a behavior and a rationale for the use of each. You will also identify behaviors that could be established using each technique PSYC 6717 Discussion: Respondent and Operant Conditioning.

To Prepare

Review the Learning Resources for this week.

Contrast operant conditioning and respondent conditioning in the acquisition of a behavior and consider why each works with some behaviors and not with others.

Select two behaviors, one that could be established through operant conditioning and one that could be established through respondent conditioning.

Review the interactive media in the Learning Resources, “Respondent or Operant Conditioning?”

By Day 4 of Week 8

Post
 an explanation contrasting operant conditioning and respondent conditioning in the acquisition of a behavior. Be sure to identify why each works with some behaviors and not with others. Then, explain why each of the two behaviors you chose is more appropriate for respondent or operant conditioning.

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 8

Respond
 to at least 
two
 colleagues’ posts by expanding on each of their explanations of how their chosen behaviors are more appropriate for respondent or operant conditioning PSYC 6717 Discussion: Respondent and Operant Conditioning.

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.

 

Operant conditioning refers to a behaviour that is initiated by receiving a reward for changing a behaviour, “Cooper, et al, 2020 “. Cleaning my room as a child to go out with friends was a reward for me. I continued to increase this behaviour to continue to meet with friends. Respondent conditioning differs from operant conditioning as the behaviour occurs when it is triggered. For example, listening to different songs, each song will trigger different behaviours. Another example can be hearing a cell phone ring in the home that is familiar and you check your phone to answer but the phone ringing is from someone else in the home. There are negative behaviours that cannot be rewarded or repeated. For example, my children have tantrums all the time, I do not reward those behaviours. Respondent conditioning are also behaviours we do not fully have control over.

 

Resources

 

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson PSYC 6717 Discussion: Respondent and Operant Conditioning.

Respondent and Operant Conditioning Essay

Photo Credit: GoodIdeas – stock.adobe.com

Operant and respondent (classical) conditioning are both used to establish and modify behaviors. These concepts originated in the field of behavioral psychology and share similarities and differences. Perhaps the clearest example of the difference between the two concepts is whether the behavior to be modified is automatic (i.e., involuntary) or under the subject’s conscious control (i.e., voluntary) Respondent and Operant Conditioning Essay.

A thorough understanding of the similarities and differences between respondent (classical) conditioning and operant conditioning can provide you clarity about which would be most appropriate to apply in a given learning situation.

For this Discussion, you will contrast operant conditioning and respondent (classical) conditioning in the acquisition of a behavior and a rationale for the use of each. You will also identify behaviors that could be established using each technique.

To Prepare

Review the Learning Resources for this week.

Contrast operant conditioning and respondent conditioning in the acquisition of a behavior and consider why each works with some behaviors and not with others.

Select two behaviors, one that could be established through operant conditioning and one that could be established through respondent conditioning.

Review the interactive media in the Learning Resources, “Respondent or Operant Conditioning?”

By Day 4 of Week 8

Post
an explanation contrasting operant conditioning and respondent conditioning in the acquisition of a behavior. Be sure to identify why each works with some behaviors and not with others. Then, explain why each of the two behaviors you chose is more appropriate for respondent or operant conditioning Respondent and Operant Conditioning Essay.

WK 8 Discussion: Respondent and Operant Conditioning

sample 1

What are the main factors for the contradiction between operant Conditioning and respondent conditioning? According to the article, Conditioning was undoubtedly not the insignificant survival of a thriving response; it increased the response rate or the reflex strength. (Skinner, 1998) We can determine that the behavior is shaped because of the consequences, and the shaping is due to either reinforcement or punishment.

Also, operant Conditioning concentrates on strengthening or weakening spontaneous behaviors. In respondent conditioning, the pairing of the neutral and unconditioned stimuli evokes a different or learned response. When focusing on automatic, involuntary behaviors and indicates the behavior is not yet displaying, not until following the Conditioning.

 

Operant conditioning works with punishing the undesirable behavior for decreasing and reinforcing the good behavior to increase. For example, we may provide stickers as a reward to the children who did great at school, and providing the reward is positive reinforcement. A different example where operant Conditioning does not work with some behavior is when there is a punishment, and we utilize punishment to decrease undesirable behavior Respondent and Operant Conditioning Essay.

Nonetheless, there are occasions that instead of reducing it, the behavior that we want to decrease starts to increase. For example, if we punish a child because of his bad grades and behavior in school, she may rebel rather than behave. An example of respondent conditioning that works with some behavior is when we attempt to get rid of fear or a phobia. If someone has a phobia of dogs, and while displaying the dog, we pair it with a piece of relaxing music. It could work with moderate phobia but not with severe cases.

Increasing and decreasing a particular behavior is suitable in operant Conditioning as its primary objective is to either reinforce good behavior and punish bad behavior. Reducing any phobias or fear in respondent conditioning is also reasonable and suitable as we can apply the concepts to reduce the symptoms of the phobia undergone by a person.

Reference

Skinner, B. F. (1998). The experimental analysis of operant behavior: A history. In R. W. Rieber & K. Salzinger (Eds.), 
Psychology: Theoretical-historical perspectives
(2nd ed., pp. 289–299). American Psychological Association Respondent and Operant Conditioning Essay.

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 8

Respond
 to at least 
two
 colleagues’ posts by expanding on each of their explanations of how their chosen behaviors are more appropriate for respondent or operant conditioning.

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.

sample 2

Classical conditioning was described by Pavlov. In classical conditioning, the animal is passive or restrained. Here, the learning process occurs by continuous exposure and experience. It results from the repeated pairing of a neutral stimulus (which becomes conditioned) with a stimulus that naturally evokes a response (the unconditioned stimulus). Behaviors that could be developed include; Stimulus generalization-which occurs when a conditioned stimulus is transferred to another. Example if a dog begins to respond to tuning fork just as it responds to Bell. This theory would explain the ability to learn from similarities. Another behavior include; Discrimination-the process of recognizing and responding to the differences between stimuli. Example when an animal begins to respond differently to two different bells.

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Operant Conditioning was described by B.F. Skinner. The animal has to do something to get a reward or punishment. Operant Conditioning can be primary reward conditioning, escape conditioning, avoidance conditioning, secondary reward conditioning. In Primary reward conditioning; the animal learns to operate on the environment to obtain a biological reward such as food or water. In Escape conditioning; the animal learns to get out of a place it prefers not to be. In Avoidance conditioning; the animal learns to respond to a cue to avoid punishment In Secondary reward conditioning; the instrumental behavior is used to get a non biological reward which may have been used to get a biological reward. Example collecting tokens which can be exchanged for food. But later the animal just works to earn the tokes even when it is not interested in exchanging them for food.

Operant conditioning can be reinforced. A re-inforcer is anything that maintains a response or increases the strength of the response. The re-inforcer rewards the animal and reinforces the behavior (response) Respondent and Operant Conditioning Essay

References

Harris, B. (2002). 
Whatever Happened to Little Albert? W.E. Pickren & D.A. Dewsbury (Eds.), Evolving perspectives on the history of psychology (pp. 237-245)
. American Psychological Association.

Cooper, J.O., Heron, T.E., (2020). 
Applied behavior analysis

Skinner, B.F (1998). 
The experimental analysis of operant behavior: A history in R.W Rieber & K. Salzinger (Eds.), Psychology: Theoretical historical perspectives
 (2
nd
 ed; pp 289-299).

Waiden University, LLC. (2021). 
Respondent and operant conditioning (Video)
. Walden University Blackboard.  https://class.walden.edu

 

sample 3

Keller and Schoenfeld (Cooper et. al, 2020 pg. 34) suggest that “operant conditioning is visible everywhere within the activities of humans from birth to death”. It considers the “consequences on behavior because they influence a response and determine if a similar response will occur again. Dr. Little (Walden University, 2021) explains how with operant conditioning the organism or human subject will “learn the relationship between their own behavior from either reinforcing or punishing consequences”.  For instance, reinforcement in operant conditioning strengthens the probability that a response will occur again. Whereas punishment decreases the likelihood that the response will occur. Operant conditioning is only concerned with how “consequences affect future behaviors” (Cooper et. al., 2020 pg. 34) Respondent and Operant Conditioning Essay.

Classical or respondent conditioning on the other hand considers the “responses that the organism or human has little to no control over” (Walden University LLC., 2021). It suggests that “neutral stimuli can obtain the ability to elicit a response by learning” (Cooper et. al, 2020 pg. 30). Take Pavlov’s experiment for example. He found that a neutral stimulus by itself doesn’t elicit a response. It is only when the neutral stimulus is paired with an unconditioned stimulus that it can elicit a response. Dr. Little (2021) explains in his lecture how an “unconditioned stimulus naturally brings about a specific behavior or response”. The “unlearned reaction or unconditioned response is then brought on by the unconditioned stimulus” (Walden University LLC., 2021).  When the neutral stimulus is paired with the unconditioned stimulus it becomes a conditioned stimulus that can elicit a response. The conditioned stimulus elicits the same response as the neutral stimulus. When the neutral stimulus elicits the response, it becomes a conditioned response. The conditioned response occurs when another stimulus other than one that naturally occurs produces it” (Walden University LLC., 2021). Conditioned is another way of saying something is learned. Cooper et. al. (2020) explains how “Pavlov found out that once a response was conditioned it could weaken if the conditioned stimulus was presented repeatedly whenever the unconditioned stimulus wasn’t present”.  This causes extinction, which doesn’t allow the connection to the neutral stimulus. Dr. Little (2021) says that “spontaneous recovery occurs after extinction when a behavior is able to occur if there is another presentation of the neutral stimulus”. Stimulus generalization says that a behavior can be generalized (Walden University LLC., 2021). Dr. Little (2021) continues in his lecture to explain how “stimulus discrimination allows you to respond differently to two or more stimuli that may appear similar but are very much distinct”. A conditioned response can also occur by the pairing of a neutral stimulus and conditioned stimulus which is known as the higher order conditioning.

In contrasting operant and respondent conditioning: respondent conditioning is behavior that automatically occurs, and we can’t control it such as sneezing or jerking away when you’re startled by something. Whereas operant conditioning deals with behaviors that we can control. For instance, a child that completes their homework daily because their parents said that at the end of the week, they will get pizza. I think they each work with some behaviors and not others because the behaviors need to be able to be observed and measured. You can observe someone sneezing and take data on how often the individual sneezes, but you can’t take data on someone feeling hopeful or determined. I think the behavior of sneezing is more appropriate for respondent conditioning because you can’t control when you will sneeze and it is something that naturally occurs. The behavior of completing homework to obtain pizza on Fridays is something that can be controlled. The individual can control if they will get pizza or not by completing the homework Respondent and Operant Conditioning Essay.

References

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.

Walden University, LLC. (2021). Respondent and operant conditioning [Video]. Walden University Blackboard. https://class.waldenu.edu Respondent and Operant Conditioning Essay

PSYC 6717 Discussion: Behavior and Environment

Behavior is a natural situation and it is an option exclusively for creatures to participate in it. At the end of the day, it is an organic entity’s association with the climate. A behavior that I engage in regularly is an exercise on a weekly schedule. I engage in exercise because I like the results that I gain from it. Which is, staying in shape and mental clarity, and positive reinforcement. The reaction is a response to a particular inquiry or experience. It can come in many designs which incorporate addressing an inquiry, enthusiastic response, or answering. It is a specific example of conduct. Some examples of response and response classes are:

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Model: Monica opens the rice pot grabs a hand full of rice and throws it at her parents PSYC 6717 Discussion: Behavior and Environment

Response class: attention
 

Model: Alisia is walking down the sidewalk and she unexpectedly stumbles over a ball and falls. Her first reaction is to holler ouch.
 

Response class: attention

Reaction Class is a gathering of reactions wherein it creates a similar result on the climate. It is a bunch of practices that look disparate yet fills the example need for the individual or the climate. To put it plainly, it is a few practices that have a similar capacity.
 

Model: Cleaning the dishes utilizing a wipe or a dishwasher is a gathering of reactions that might create the equivalent or similar outcomes which are needing to clean the dishes.

Reference:

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.

 

Discussion: Behavior and Environment

Photo Credit: Joaquin Corbalan – stock.adobe.com

“Behavior analysis is characterized by a functional analysis of the effects of the behavior on the environment. A response class is a group of responses with the same function (that is, each response in the group produces the same effect on the environment)” (Cooper et al., 2020, p. 27) PSYC 6717 Discussion: Behavior and Environment.

The infographic below provides three examples of response class. For example: scream, throw, hit head, and name call are specific instances of behavior, or 
responses
. Because they are a group of responses intended to produce the same effect on the environment—attention—the 
response class
 is attention.

In this Discussion, you will consider your own behavioral repertoire and identify and define examples of behavior, response, and response class.

Reference:

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). 
Applied behavior analysis 
(3rd ed.). Pearson.

To Prepare

Review the Learning Resources for this week, including the required weekly media, to gain an understanding of the relationship between behavior and environment, and related terminology.

Consider your own behavioral repertoire and identify examples of behavior, response, and response class. Review the interactive media in the Learning Resources, “Response and Response Class.”

By Day 4 of Week 7

Post
 a definition and an example of each of the following from your own behavioral repertoire:

Behavior

Response

Response Class

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 7

Respond
 to at least 
two
 colleagues’ posts by expanding on their examples of behavior, response, and response class.

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 internet for peer-reviewed articles to support your posts and responses. Use proper APA format and citations, including those in the Learning Resources PSYC 6717 Discussion: Behavior and Environment.

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.

Submission and Grading Information

 

Behavior is an individual’s interaction with their environment involving the movement of some part of their body, Cooper, J., Heron, T., & Heward, W., (2019). The behavior that I perform everyday is walking on the treadmill. The definition of a response is an action of an organism’s effector (p. 27). Three times a week after walking on the treadmill, I lift weights to keep my body toned. A response class is group of responses with the same function that produces the same effect on the environment, Neuringer, (2009, p.27). An example of a response class in my behavioral repertoire is cooking dinner for the family.

 

Reference

Cooper, J. O., Heron, T. E., Heward, W. L. (20190626). Applied Behavior Analysis, 3rd Edition.

Neuringer, A. (2009). Operant variability and the power of reinforcement. The Behavior Analyst Today, 10, 319–343 PSYC 6717 Discussion: Behavior and Environment.

Behavior and Environment Essay

It is relatively common for people to avoid an activity or a task based on a number of reasons (Gardner et al., 2012). Most people evade tasks because they feel uncomfortable executing them. A typical example of situations that individuals avoid is public speaking or presentations. Some are afraid of how people will react to their presentation while others just have stage fright. There is the tendency for anyone to feel anxious and worried when addressing a large crowd or group of people. The behaviors of people are different and affected by several factors such as the environment, social, or cultural background (Cooper et al., 2020) Behavior and Environment Essay.

A typical example of the behavior I engage in regularly is being conscientious. I take my time to perform any task or activity. This ranges from the assignments or exercises in school to normal house chores. I strongly believe that anything worth doing should be done perfectly. And most importantly, it transforms into getting good grades in most of my courses. People give different reactions and responses to justify their actions (Iversen, 2013). Some of the responses that people used to defend being conscientious include setting achievable goals or targets, paying attention to details, strategic planning, dedicating enough time to important tasks, and engaging in meaningful discussions.

I prefer to dedicate time to work on my tasks and activities. This will ensure that I examine the details of the tasks. Also, I would be able to analyze the task to understand it. This enables me to always complete my activities before the deadline and assist my colleagues on topics they do not understand. This is because it made it possible to digest the problem and think of the best method of solving it. I have successfully utilized the response in various settings to achieve the same outcomes.  
References

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson. Chapter 2, “Basic Concepts and Principles”, 25-46.

Gardner, B., Lally, P., & Wardle, J. (2012). Making health habitual: the psychology of ‘habit-formation’ and general practice. The British journal of general practice : the journal of the Royal College of General Practitioners, 62(605), 664–666.

Iversen, L. H. (2013). Response classes: What are they, where do they come from, and where do they go? European Journal od Behavior Analysis, 14(1), 57-68 Behavior and Environment Essay.

Discussion: Behavior and Environment

Photo Credit: Joaquin Corbalan – stock.adobe.com

“Behavior analysis is characterized by a functional analysis of the effects of the behavior on the environment. A response class is a group of responses with the same function (that is, each response in the group produces the same effect on the environment)” (Cooper et al., 2020, p. 27).

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The infographic below provides three examples of response class. For example: scream, throw, hit head, and name call are specific instances of behavior, or 
responses
. Because they are a group of responses intended to produce the same effect on the environment—attention—the 
response class
is attention Behavior and Environment Essay.

In this Discussion, you will consider your own behavioral repertoire and identify and define examples of behavior, response, and response class.

Reference:

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). 
Applied behavior analysis 
(3rd ed.). Pearson.

To Prepare

Review the Learning Resources for this week, including the required weekly media, to gain an understanding of the relationship between behavior and environment, and related terminology.

Consider your own behavioral repertoire and identify examples of behavior, response, and response class. Review the interactive media in the Learning Resources, “Response and Response Class.”

By Day 4 of Week 7

Post
 a definition and an example of each of the following from your own behavioral repertoire:

Behavior

Response

Response Class

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 7

Respond
 to at least 
two
colleagues’ posts by expanding on their examples of behavior, response, and response class Behavior and Environment Essay.

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 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.

Every being has their own personal repertoire which is referred to as all of the behaviors a person can do. It specifically refers to all the behaviors a person can do depending on their social setting. A being wouldn’t typically behave the same way they do at a baseball game than they do the Met Gala. Behavior specifically is defined as the portion of an organism’s interaction with its environment that involves movement of some part of the organism (Cooper et. al, 2020). Using myself as an example I could define my behavior inside of a soccer game as cheering and clapping my hands. However, behavior is typically used in reference to a class of responses. The definition of a response is an action of an organism’s effector (effector is an organ at the end of an efferent nerve fiber that is specialized for altering its environment mechanically, chemically, or in other terms of other changes) (Cooper et. al, 2020). For example, if I’m at that same soccer game and it’s a close match my hands will start sweating and my stomach will start hurting. A response class is a group of responses with the same function (Cooper et. al, 2020). So a response class would be my signing my signature because it serves as the same function no matter the setting.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). 
Applied behavior analysis
 (3
rd
ed.). Pearson Behavior and Environment Essay

PSYC-6002 Foundations of Graduate Study in Psychology

Week 1: Welcome! The Walden Community and Your Program

Welcome to Walden!

When you were researching Walden University prior to enrolling in this program, you might have come across Walden’s vision, value, and mission statements. What does it mean to have a mission? How is the Walden community committed to “advancing the greater global good?” Beginning with this course, you will learn that Walden really “talks the talk and walks the walk” when it comes to the mission of effecting positive social change.

This week, as you begin your first graduate courses at our university, you will delve into Walden’s vision, mission, goals, and values and, in so doing, find out why we are so excited about what happens at our university and how it relates to you, your educational journey, and the goals of your program and specialization PSYC-6002 Foundations of Graduate Study in Psychology.

This week, you will identify and focus on the strengths and skills that will lead you to success as you progress through your program.

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What’s Happening In This Week?

 

When do I have to do it?

Title

What do I have to do?

Monday – Tuesday

(Days 1 & 2)

Learning Resources

Begin reviewing your Learning Resources to complete your Discussion 1

Wednesday, Day 3

Discussion: Hopes, Challenges, and Strategies

Initial Post

Friday, Day 5

Discussion: Hopes, Challenges, and Strategies

(2) Response Posts

Sunday, Day 7

Prepare for Week 2

 

Learning Objectives

You will:

Analyze personal expectations related to program of study

Apply Walden’s vision and mission to professional careers

Apply Walden’s goal and values to academic programs

Analyze strategies for overcoming challenges to obtaining a degree

Analyze best practices for time management

Explain back-up plans for successful online learning

Learning Resources

Required Readings

Walden University. (2020d). Welcome to the catalog, student handbook, and university guidebooks. In
Walden University student handbook
. Retrieved from https://catalog.waldenu.edu/index.php

This handbook provides an overview of the driving philosophy and goals of the members of the Walden community.

Walden University. (n.d.-a). Social change. Retrieved from https://www.waldenu.edu/why-walden/social-change

This website introduces you to the Walden activities and opportunities promoting social change.

Walden University. (n.d.-b). Walden University Departments and Centers. Retrieved from https://academicguides.waldenu.edu/home

This website contains direct links to Walden support services.

Haynie, D. (2014, July 15). 10 time management mistakes online students make. 
U.S. News and World Report. 
Retrieved from http://www.usnews.com/education/online-education/slideshows/10-time-management-mistakes-online-students-make/1

Walden University. (n.d.-a). Time Management. Retrieved from https://mym.cdn.laureate-media.com/2dett4d/Walden/WWOW/1001/pulse_check/time_management/index.html#/

Course Tool:
My Progress Tracker

Note
: Access the “My Progress Tracker” page on the course menu of the Blackboard classroom and review the features of the My Progress Tracker tool as a time management strategy you might use for this course and for the rest of your program of study.

Document: 
Final Project Overview (PDF)

Spreadsheet: 
Weekly Schedule (Excel)

One of the most valuable skills you can have as an online student is effective time management. Therefore, we ask that you

download and save this sample weekly schedule,

use it to create your own based on your work and personal responsibilities, and

revisit the schedule at least once a month to ensure that it still reflects your time commitments.

Required Media

Walden University (Producer). (2020b). 
Meet the faculty
 [Video file].

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

Walden University faculty share their thoughts about the graduate programs in Psychology.

Walden University (Producer). (n.d.-c). 
Diverse learning community
 [Video file].

Note:
 The approximate length of this media is 1 minute.

This media program shows how Walden’s programs support a global environment, with students from all parts of the world.

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

Credit: Walden University. (Producer). (2013). Diverse Learning Community [Video]. Minneapolis, MN: Walden University. Retrievedfrom https://www.waldenu.edu/about/multimedia/learning- experience/international/overview/diverse-learning-community

Optional Resources

Document: 
Discussion Checklist (PDF)

Use this one-page checklist to prepare, write, and respond to your weekly discussions.

Document: 
Assignment Checklist (PDF)

Use this one-page checklist to prepare, write, and review feedback for your weekly assignments.

Discussion: Hopes, Challenges, and Strategies

As you begin your studies at Walden, you have probably thought about what you hope to gain from the Program Progress Guide (PPG) you will complete. What are your hopes and aspirations as an emerging professional beginning graduate-level study? Apart from a degree in psychology, also think about what you will gain from engaging with the scholarly community at Walden University. Your Program Progress Guide (PPG) can help you anticipate the topics you will learn about and perhaps the kinds of skills you will master as you complete your graduate degree.

This week, you will discuss potential challenges you and your classmates foresee in the coming weeks. Together, you can share strategies that could help you overcome these challenges, as a group and individually.

This dialogue through the Discussion Board is designed to connect you with your new colleagues so that you can develop community and engage with each other in a supportive manner as you begin the educational journey together.

To prepare for this Discussion
:

Locate and download your Program Progress Guide (PPG) from your DegreeWorks. 
Note
: if you have difficulty, please contact your academic advisor to help you.

Review Walden’s mission and vision statements and Walden’s goals and values in this week’s Learning Resources.

Explore the web page “Social Change,” located in this week’s Learning Resources.

Reflect on what you hope to achieve as a graduate student personally, professionally, and within the larger community.

Consider factors that could pose a challenge to the successful completion of your chosen degree.

Reflect on your values, ideals, and goals in relation to what you have learned about Walden.

Think about how you will incorporate a commitment to social change, particularly as it relates to the area(s) of interest represented by your program/specialization, into your professional, personal, and academic goals.

Review the 
“Meet the Faculty” media program
 found in this week’s Learning Resources and consider the inspiring messages from the faculty.

With these thoughts in mind:

By Day 3

Post 
a reflection of something that inspired you from the faculty video messages. Describe how your expectations for your program are reflected in Walden’s mission, vision, and values. Share any challenges that you may face in completing your degree and provide at least one strategy to help overcome these challenges. Then explain why you chose this particular field of study at Walden and how you intend to use your degree PSYC-6002 Foundations of Graduate Study in Psychology.

Read
 a selection of your colleagues’ postings and note the similarities and differences compared to what you shared.

My journey into the field of Psychology was not what I expected that I would go for. I always wanted to teach children. It wasn’t until I worked with young children who had special needs that had me wanting to know how their minds worked and how their families managed through the joys and trials that come with their needs. While working on my bachelor’s I discovered that I really want to help those families who have newly diagnosed children, that may not know where to turn. I see their struggles and want to help them come to terms with where their child is at and give them a positive outlook on what their child can do. I want to help those children that have behavior issues that keep them from being able to function in a classroom.

In my opinion, if a child can attend and focus on a teacher, the learning will come. If they have a safe and friendly environment that is free of bias and stereotypes, they can reach their full potential. After watching the video of Walden giving Baltimore teachers tablets and learning kits to help get kids connected for learning, I knew I made the right choice in joining this family. It is nice to be part of a community that wants the best for all who are in it.

While viewing the meet the faculty videos, I was really drawn to Siliva Bagatti. She talks of the stress of an illness on a family and how stress can also lead to health issues. My students and their families have many issues that we don’t see as the teacher. I only see the student and how they are at school. My students have severe and profound disabilities that are a lifetime of care for the families to look after them. They will never be considered normal or independent. It is my hope that getting my master’s will help me give these families a little relief from behaviors that they just don’t know how to manage. While it will benefit my classroom, I look beyond to how it can help the families and the students at home. In my job, I remind myself that while I might have a difficult day with a student, the parents and families deal with it on a daily basis.

One struggle that I see I may have is writing in APA format. I have Grammarly to help me but plan to use any and all resources that Walden has to offer. I will be looking for writing workshops to help me along the way.

Walden University. (n.d.). 
Social Change.
 Walden University. 
https://www.waldenu.edu/why-walden/social-change

Walden University. (2020). 
Meet Your Faculty.
 [Video]. Walden University. 
https://mym.cdn.laureate-media.com/2dett4d/Walden/PSYC/6002/01/index.html

 

By Day 5

Respond
 to 
two
 of your colleagues and continue the Discussion through 
Day 7
 by affirming colleagues’ concerns or hopes and suggesting another strategy you find useful. Suggest at least one resource at Walden that they might also find helpful.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:

Week 1 Discussion

Looking Ahead

To help guide your time management throughout your course and program, you are provided with the “My Progress Tracker” tool in the classroom navigation area. This tool will help you keep track of any completed, late, or upcoming work for the course. Please feel free to use this tool as a time management strategy.

Also, this course will require a Final Project. This project will be due in Week 6. Please familiarize yourself with the expectations of the project by reviewing 
Final Project Overview
 document. Also note that you will be referencing resources from Week 1 for your Final Project so you might want to archive this information for quick access later in the course.

Next Week

To go to the next week:

Week 2

Week 2: Information Is Power: Scholarly Resources and Critical Thinking

Because psychology touches all aspects of our lives you can find a wealth of information available online on just about any psychology topic. As a graduate student, it is essential to understand the type of information you are looking at, the source of that information, and be able to differentiate between scholarly and non-scholarly sources.

Consider Jan: She is writing a paper for her psychology course about romantic relationships and how opposites attract. This is a saying she has heard often, and as she researches online, she finds numerous websites that confirm this. Just before she submits her paper, she discovers an online news article about a research study published in the past few months that shows the opposite to be true: people prefer others who are similar to themselves. The article goes on to explain the belief that “opposites attract” is a psychology myth that researchers have been disproving for years. Which source should she believe? Which is fact and which is opinion? Which of her sources are trustworthy?

Psychology is steeped in science and looks to the literature for guidance, specifically peer reviewed research. During your time here at Walden, as well as in your professional career, you will be asked to support your ideas and assertations using this type of information.

This week, you will focus on evaluating sources and identifying the characteristics of scholarly and non-scholarly sources and peer reviewed and non-peer reviewed sources. You will also be introduced to the Walden Library and academic databases where peer reviewed literature is found as well as techniques and strategies to begin expanding your research skills.

What’s Happening In This Week?

 

When do I have to do it?

Title

What do I have to do?

Monday  – Tuesday

(Days 1 & 2)

Learning Resources

Begin reviewing your Learning Resources to complete your Discussion 1

Wednesday, Day 3

Discussion 1: Scholarly Sources and the Walden Library

Initial Post

Thursday, Day 4

Learning Resources

Continue reviewing Learning Resources to complete your Discussion 2

Thursday, Day 4

Discussion 2: Trends and Issues in Psychology

Initial Post

Friday, Day 5

(
Note
: Response posts can be submitted any day of the week but no later than Day 7)

Discussion 1: Scholarly Sources and the Walden Library

(2) Response Posts

Sunday, Day 7

Assignment: The Value of Critical Thinking in the Field of Psychology

Submit your 1-page paper

 

Learning Objectives

You will:

Contrast between scholarly and non-scholarly sources

Demonstrate familiarity with academic databases in the Walden Library

Analyze the importance of peer-reviewed articles in scholarly research

Identify the elements involved in critical thinking

Apply critical-thinking skills PSYC-6002 Foundations of Graduate Study in Psychology

Learning Resources

Required Readings

Walden University Academic Skills Center. (n.d.). Critical thinking skills. Retrieved from https://academicguides.waldenu.edu/academic-skills-center/skills/critical-thinking

Walden University Library. (n.d.-a). Ask a librarian. Retrieved from https://academicguides.waldenu.edu/library/ask

Walden University Library. (n.d.-b). Database search skills. Retrieved from https://academicguides.waldenu.edu/library/databasesearchskills

Walden University Library. (n.d.-c). Evaluating resources: Evaluation methods. Retrieved from https://academicguides.waldenu.edu/library/evaluating/researcharticles

Walden University Library. (n.d.-d). Evaluation resources: Peer review. Retrieved from https://academicguides.waldenu.edu/library/evaluating/peer-review

Walden University Library. (n.d.-e). Evaluating resources: Publication types. Retrieved from https://academicguides.waldenu.edu/library/evaluating/resource-types

Walden University Library. (n.d.-f). Evaluating resources: Research articles. Retrieved from https://academicguides.waldenu.edu/library/evaluating/researcharticles

Walden University Library. (n.d.-g). Library webinar archives: Webinars on library skills. Retrieved from https://academicguides.waldenu.edu/library/webinararchives/libraryskillswebinars

Walden University Library. (n.d.-h). Psychology library research: Basic article search. Retrieved from https://academicguides.waldenu.edu/library/psychologyresearch

Walden University Library. (n.d.-i). Top Psychology journals: Top Psychology journals. Retrieved from https://academicguides.waldenu.edu/library/subject/psychology/journals

Walden University Student Affairs. (n.d.-b). Academic integrity: SafeAssign & Turnitin. Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity/safe-assign-turn-it-in

Document: 
Study Notes: What Is Critical Thinking? (PDF)

This Walden Writing Center publication explores various definitions of critical thinking.

Required Media

Walden University Library. (2019, November 25).
Short video: Database search technique
s [Video file]. Retrieved from https://youtu.be/Dsbt5faRqME

Note:
Approximate length of this media program is 5 minutes.

Discussion 1: Scholarly Sources and the Walden Library

Scholarly information comes from a wide variety of sources including academic books, encyclopedias, handbooks, and journals. “Scholarly” is a broad term for publications written by and for researchers and scholars. These publications are typically not found in your local bookstore or public library because they are written for a very specific audience. They are mostly available in university and specialized libraries, not freely available online. This is why it is essential to learn to navigate the Walden Library and use it often!

During your time at Walden, you will be focusing on peer reviewed journal articles, a specific type of scholarly publication that goes through a specialized review process. These types of articles may report on original research or review the work of other researchers.

As you use the Walden Library to search the peer reviewed literature to support your discussion posts and assignments, it is important to understand how the Library is organized. Most modern libraries make their materials available electronically through searchable databases. Here in the Walden Library, you have access to specialized academic databases, many of which are specific to psychology and the social and behavioral sciences.

As part of this week’s Discussion, you will explore the databases in the Walden Library and compare and contrast peer reviewed articles found in these databases to those found online.

To prepare for this Discussion:

Review Learning Resources for this week and familiarize yourself with navigating the Walden Library, searching Library databases, and limiting your searches to full text, peer review, and publication date.

Search the “APA PsycINFO database” in the Walden Library and locate a peer reviewed article on a psychology topic you would like to explore relevant to your area of specialization in your program.

Next, search the Internet and locate an article related to the same topic.

Reflect on the sources of both articles, and evaluate each article using the evaluation methods listed in the Learning Resources.

With these thoughts in mind:

By Day 3

Post 
a brief description of the articles you found. Next, compare and contrast the articles and explain the differences you noticed between them.  Further explain how the use of peer review articles will improve the arguments  in your scholarly writing. As a professional in the field of psychology, which article would you use as evidence to support your ideas? Provide the article title and journal name for the article you find in the Library and the URL for the article you found online.

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

Read
 a selection of your colleagues’ postings.

The first article I chose was Assessing the Relative Impact of Diverse Stressorsamong Public Safety Personnel (Carleton, R. N., et al. 2020) published by the International Journal of Environmental Research and Public Health, and can be found from Walden’s Library. The article discusses public safety personnel, including emergency communication call takers, and their frequent exposure to what they describe as “potentially psychologically traumatic events”, other work related stressful events, and mental health issues.

The second article is Stress Continues to Plague Telecommunicators (Snyder, D, 2020) (
https://psc.apcointl.org/2020/07/02/stress-continues-to-plague-telecommunicators/
) published by the Association of Public-Safety Communications Officials International (APCO), which is an organization dedicated to helping emergency communication centers (ECCs) and 911 call takers. The author notes a lack of research pertaining specifically to call takers as most public safety articles related to stress (including the first one I’ve mentioned here) tend to focus on the firefighters and police officers in the field. The article examines the resources available to the call takers, and how administrative staff can play a role in communicating with the call takers about the stress of the job.

The first article has an extensive amount of graphs to relay the results of the information the researchers found. It included numerous statistics and references throughout the article to support the information provided. The layout consists of headers and subheaders and includes sections such as an introduction, the methods and materials, data, statistical analysis, ethics, results, discussion, strengths and limitations of the study, conclusions, etc. This article is clearly intended for a scholarly audience. The second article, however, had two brightly coloured graphs and a picture to support the data. While it provided statistics there are no in text citations and all the references are saved for the list at the bottom of the article. The paragraphs in this article were divided up according for ease of reading and to keep the reader’s attention. In summary, the first article has a layout that one would typically expect to find in a scholarly article while the second one is oriented towards the public’s understanding of the material.

Using the peer reviewed article the argument would have more evidence based information and statistics, be harder to disprove, and therefore help strengthen the argument more effectively. This would be the primary article to use. If the second article is used in an argument, it would be best to support the first article and provide a summary with call taker specific details.

 

Carleton, R. N., Afifi, T. O., Taillieu, T., Turner, S., Mason, J. E., Ricciardelli, R., McCreary, D. R., Vaughan, A. D., Anderson, G. S., Krakauer, R. L., Donnelly, E. A., Camp, R. D., 2nd, Groll, D., Cramm, H. A., MacPhee, R. S., & Griffiths, C. T. (2020). Assessing the Relative Impact of Diverse Stressors among Public Safety Personnel. International Journal of Environmental Research and Public Health, 17(4). https://doi-org.ezp.waldenulibrary.org/10.3390/ijerph17041234.

Snyder, D. L. (2020, July 2). Stress continues to plague telecommunicators. Public Safety Communications. Retrieved from https://psc.apcointl.org/2020/07/02/stress-continues-to-plague-telecommunicators/.

By Day 5

Respond 
to 
two
 of your colleagues and continue the discussion through 
Day 7
. When researching a topic, often leads to another. Choose one of your colleague’s posts and search the Walden Library databases to locate another peer reviewed article on the same topic as your colleague’s article. Describe the article you found and why it might be of interest to your colleague. Include the name of the database where you found it (i.e., APA PsycINFO, etc.) and further provide the citation to the article in APA format (author, publication, year, article title, journal title, and volume/issue/page numbers).

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 1

Discussion 2: Trends and Issues in Psychology

This is a non-graded Discussion that will provide you with another option for exploring psychology topics in your program of study. Please note that it is highly recommended that you complete this Discussion to help you gain important library skills for your academic success.

In Discussion 1, you searched a topic across multiple psychology journals using a subject specific database. For this Discussion, you will browse a psychology journal of your choice to explore current trends and issues.

To prepare:

Using the Top Psychology Journals in the Learning Resources, choose a journal that is related to a topic in your program of study. Select an issue/volume of that journal from the last 2-3 years to browse.

With these thoughts in mind:

By Day 4

Post 
a brief summary of your observations about the journal. What did you notice about the topics that were covered? What articles interested you? Did anything surprise you? Include the name of the journal, how often it is published, and a description of the type of research it publishes.

No response will be required for this Discussion. However, if you want to follow up with an additional question or insight to your colleague’s posts, please feel free to do so.

Submission and Grading Information

Grading Criteria

This is a non-graded Discussion.

Post by Day 4. No response required.

To participate in this Discussion:

Week 2 Discussion 2

Assignment: The Value of Critical Thinking in the Field of Psychology

Overfamiliarity with an idea can lead you to accept the information as true without questioning it. Just like the psychology myth that opposites attract, have you heard these other common psychology myths? Smiling makes you happier. We only use 10 percent of our brain. Memory is like a video recording. People are either left-brained or right-brained.PSYC-6002 Foundations of Graduate Study in Psychology

Have you ever wondered where these ideas  originated and why  so widely believed? Are they completely false or partially true? When you begin to look more closely at ideas and where the information came from,  you have started the critical-thinking process.

Critical thinking is inherent in scholarly work because it forces you to separate opinions and biases from the evidence found in the research literature

In this Assignment, you will examine the value of critical thinking by exploring facts and opinions and how they are distinguished from one to the other.

To Prepare for this Assignment:

Review the readings in this week’s Learning Resources and specifically focus on the critical thinking resources.

Think of and choose a common psychology myth that you have heard. If you have trouble of thinking of an example, identify one using a general Internet search.

The Assignment (1-page):

Based on the psychology myth you chose, write a short paragraph that would be considered an opinion and why this is an opinion.

Search the Walden Library databases for a peer-reviewed article on this same topic. Based on what you learn from the article, write a second paragraph that would be considered a fact and why it would be considered factual. Support your ideas with information cited from the article and include the reference to the article in APA format.

Explain the differences between the two paragraphs. Explain how a reader would know which statement is opinion and which is factual.  Use the Learning Resources to support your rationale.

By Day 7

Submit
 your 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 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 2 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

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.

Grading Criteria

To access your rubric:

Week 2 Assignment Rubric

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

Next Week

To go to the next week:

Week 3

Week 3: Scholarly Writing: A New Way of Communicating

Now that you have developed the ability to analyze scholarly resources and employ critical thinking more diligently, we move on to how to express yourself in a scholarly manner. Scholarly writing, also referred to as academic writing, has a voice and style unique to this format.

The primary purpose of scholarly writing is to clearly communicate information supported by the academic body of literature, furthering the knowledge and understanding of a topic in the field of psychology to an audience of scholars and those trained in psychology. There are many aspects to scholarly writing that will be covered in the next weeks of the course.

This week, you will use a body of literature to support your ideas, and you will need to paraphrase in order to communicate ideas from the literature.

What’s Happening In This Week?

 

When do I have to do it?

Title

What do I have to do?

Monday  – Tuesday

(Days 1 & 2)

Learning Resources

Begin reviewing your Learning Resources to complete your Discussion

Thursday, Day 4

Discussion: Discoving Key Concepts in Scholarly Writing

Initial Post

Saturday, Day 6

(
Note
: Response posts can be submitted any day of the week but no later than Day 7)

Discussion: Discoving Key Concepts in Scholarly Writing

(2) Response Posts

Sunday, Day 7

Assignment: Paraphrasing: Putting It Into Your Own Words

Submit your 1-page paper

 

Learning Objectives

You will:

Demonstrate the ability to paraphrase

Explain key concepts in academic writing: purpose, audience, presence of bias, and quality of evidence

Learning Resources

Required Readings

Walden University Writing Center. (n.d.-a). Online Writing Center. Retrieved from https://academicguides.waldenu.edu/writingcenter/home

This web page provides information about the resources available to you through the Writing Center.

Walden University Student Affairs. (n.d.-b). Academic integrity: SafeAssign & Turnitin. Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity/safe-assign-turn-it-in

Walden University Writing Center. (n.d.-c). Using evidence: Effective paraphrasing strategies. Retrieved from https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective#s-lg-box-2832443

Document: 
Study Notes: Introduction to Scholarly Writing: Finding a Scholarly Voice (PDF)

These Study Notes will help reinforce the information presented in the media and enrich your understanding of how to find your scholarly voice.

Document: 
Study Notes: Introduction to Scholarly Writing: Purpose, Audience, and Evidence (PDF)

Purpose, audience, and evidence are three important topics a scholar-practitioner needs to keep in mind when writing. These Study Notes will help to reinforce the information presented in the media and enrich your understanding of scholarly writing.

Articles for Discussion

Gallant, F., Thibault, V., Hebert, J., Gunnell, K. E., & Bélanger, M. (2020). One size does not fit all: Identifying clusters of physical activity, screen time, and sleep behaviour co-development from childhood to adolescence.
The International Journal of Behavioral Nutrition and Physical Activity
, 17. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1186/s12966-020-00964-1

ORDER NOW

Stein, R., & Albritton, K. (2020). Early childhood-focused training in school psychology.
Training and Education in Professional Psychology
. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1037/tep0000350

Valsiner, J. (2019). Culture & psychology: 25 constructive years.
Culture & Psychology, 25
(4), 429–469. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177/1354067X19872358

Required Media

Laureate Education (Producer). (2012a). 
Introduction to scholarly writing: Purpose, audience, and evidence
 [Video file]. Retrieved from https://class.waldenu.edu

Note:
 The approximate length of this media is 4 minutes.

Learning to be a scholarly writer will enhance your writing skills and increase your ability to succeed as an online learner as well as in your professional life. This media will introduce you to the key concepts of scholarly writing.

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

Walden University Writing Center. (2020a). 
Paraphrasing sources: Paraphrasing strategies video
 [Video file]. Retrieved from https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective#s-lg-box-10514308

Note:
 The approximate length of this media is 3 minutes.

Walden University Writing Center. (2020b). 
Practical skills: Paraphrasing Source Information
 [Video file]. Retrieved from https://academicguides.waldenu.edu/writingcenter/webinars/practicalskills#s-lg-box-2773728

Note:
 The approximate length of this media is 60 minutes.

This webinar explains what paraphrasing is and provides tips for paraphrasing. In the second half of the session, you will be asked to practice paraphrasing so you can walk away confident in your paraphrasing skills.

Optional Resources

Walden University (Producer). (2020a).
APA tutorial
[Interactive media]. Retrieved from https://class.waldenu.edu

Note
: This interactive media tutorial will take approximately 45 minutes to complete.

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
.

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.

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

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 (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.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 3 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 3 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK3Assgn+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.PSYC-6002 Foundations of Graduate Study in Psychology

Grading Criteria

To access your rubric:

Week 3 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 3 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 3 Assignment

Looking Ahead

Be sure to review the instructions for the Final Project due in Week 6. You can review the Final Project details by viewing the Project area of Week 6. Begin thinking about what you will want to include in your PowerPoint slides. Be sure to review your Discussion posts from previous weeks for material you might find useful.

Next Week

Week 4: APA Form and Style: The “Language” of Psychology

As part of the academic community of Walden University, you are learning to identify scholarly sources and critically evaluate and communicate your findings. You will also learn to communicate in writing in the “language” of the profession. APA format is the structure for scholarly writing for the behavioral and social sciences. The 
Publication Manual of the American Psychological Association
 is the resource book you can use to understand this structure, and it is the style you should replicate in your own writing.

APA format is precise in terms of punctuation, the structure of citations and references, and in addressing topics such as bias in language and the ethics of authorship. You will be expected to apply APA format and scholarly writing in all your courses at Walden (and likely in your career). You can read about APA format, but it takes ongoing practice to be able to integrate it into your writing style. It is important to begin mastering these skills now.

What’s Happening In This Week?

 

When do I have to do it?

Title

What do I have to do?

Monday – Tuesday

(Days 1 & 2)

Learning Resources

Begin reviewing your Learning Resources to complete your Assignment 1

Wednesday, Day 3

Assignment 1: Basic Skills in APA

Complete and submit your results of your APA Tutorial interactive

Thursday –Saturday

(Days 4 – 6)

Learning Resources

Continue reviewing Learning Resources to complete your Assignment 2

Sunday, Day 7

Assignment 2: You’re the Editor

Submit your Assignment Sheet: Social Change

 

Learning Objectives

You will:

Demonstrate basic proficiency with APA style

Demonstrate ability to use the APA 
Publication Manual
 as a resource

Learning Resources

Required Readings

American Psychological Association. (2020). 
Publication manual of the American Psychological Association
 (7th ed.). https://doi.org/10.1037/0000165-000

Chapter 8, “Works Credited in the Text”

Chapter 9, “Reference List”

Chapter 10, “Reference Examples”These chapters describe how to credit sources in APA style

Document: 
Study Notes: Ten Common APA Points (PDF)

This information from the Walden Writing Center provides basic standards of APA format.

Document: 
Assignment Sheet: Social Change (Word Document)

This document will be used for your Discussion assignments this week.

Required Media

Walden University. (2020, May 6).
APA citations part I: Methods to the madness
[Video file]. Retrieved from https://waldencss.adobeconnect.com/p468kctx0afz/

Note:
 The approximate length of this media is 60 minutes.

This presentation is an overview of APA citation principles along with standard formats for references and citations.

Transcript:
 APA Citations Part I: Methods to the Madness Transcript

Walden University (Producer). (2020a).
APA tutorial
[Interactive media]. Retrieved from https://class.waldenu.edu

Note
: This interactive media tutorial will take approximately 45 minutes to complete.

Assignment 1: Basic Skills in APA

For this Assignment, you will practice basic APA skills to prepare you for Assignment 2. You will need to demonstrate your knowledge by completing this APA interactive tutorial which includes an APA Quiz. You are encouraged to retake the quiz as many times as you like to help you to improve in those areas you may find that need further practice. Also, it is recommended to use your APA Manual throughout the interactive experience to support and guide your efforts. Note: Make sure to follow the instructions below to save your results and upload for your Assignment submission.

To prepare for this Assignment:

View the video 
APA Citations Part I: Methods to the Madness
, and read the Study Notes from the Learning Resources.

Become familiar with the A
PA Publication Manua
l; review Chapter 8, “Works Credited in the Text,” Chapter 9, “Reference List,” and Chapter 10, “Reference Examples” and note their contents and the variety of topics covered.

Take the time to complete the interactive media program “APA Tutorial” to help you to practice the basic skills of APA citing and referencing your sources. 
Note
: It is recommended to use your APA Manual throughout for support and guidance. You will have unlimited opportunities to retake the quiz portion of the tutorial so make sure to save the results you want for this Assignment submission.

Assignment:

Complete the “APA Tutorial”, which includes a ten-question quiz.

Once you have completed the quiz portion of the interactive tutorial, save your results page in a word document and upload the document to the Assignment 1 submission link. To copy your results page, use the Print Screen keyboard shortcut 
ctrl+prt sc
, then paste the results into a Word document.

By Day 3

Submit 
your APA Tutorial Results for this 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 “WK4Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 4 Assignment 
link.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK4Assgn+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.

Grading Criteria

This assignment is graded S/U.

Submit Your Assignment by Day 3

To submit your Assignment:

Week 4 Assignment 1

Assignment 2: You’re the Editor

The APA 
Publication Manual
 is an essential reference guide for all students and practitioners in the social and behavioral sciences. The purpose of this Discussion is to assist you in becoming familiar with and applying key parts of the manual. For this Discussion, you will play the role of an editor who must provide feedback to the writer, identifying and correcting flaws in the writer’s use of citations, quotes, and references. How would you make the writer’s work reflect the language of the profession?

To prepare for this Assignment:

Review the “Assignment Sheet: Social Change” document (located in this week’s Learning Resources area) that includes quotes, paraphrased information, and reference information without format. Use this document to complete your Assignment.

Assignment:

Complete the following steps to edit the “Social Change” excerpts:

Step 1:
 Use the “Assignment Sheet: Social Change” document to edit each excerpt. This document is found in the Learning Resources. Please use your best effort to make your edits within the document.

Step 2:
 Referring to Chapter 8 and 9 of the APA 
Publication Manual
, revise the paragraph in correct APA format, rewriting the citations, quotations, and references as necessary. Use the references listed for your paragraph number as your citation sources.

Step 3:
 For this Assignment, include the references for each paragraph are listed in the Social Change document. These references are 
not
 in correct APA format. Using the information from Chapter 10 of the APA 
Publication Manual
, put the references for your paragraph in correct APA format.

Step 4:
 In addition and based on the information provided about social change as well as the topics you have explored in this course, explain how social change relates to the field of psychology. Provide examples.

By Day 7

Submit
 your 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 “WK4Assgn2+last name+first initial.(extension)” as the name.

Click the 
Week 4 Assignment 2 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 4 Assignment 2 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK4Assgn2+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.

Grading Criteria

To access your rubric:

Week 4 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 2 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment 2

Next Week

To go to the next week:

Week 5

Week 5: Guarding the Integrity of the Profession: Academic Integrity and Plagiarism

As a student, you work hard each week to complete Discussions and Assignments that show your high personal standards and academic ability. Most, if not all, of your Discussion posts or Assignments will make you proud of the work you did PSYC-6002 Foundations of Graduate Study in Psychology. How would you feel if someone used your work and took credit for it?

Academic integrity
 is one of those terms that can really create some anxiety for graduate students. It is important to understand that this type of “integrity” is focused on protecting the integrity—the wholeness—of the profession and its literature. Simply put, it is making sure that you “respect and acknowledge the research and ideas of others” in your work (Walden University, 2013a, para. 9). Learning how to credit the owner/creator of other work is a skill that is learned and used in every Assignment and Discussion post throughout your graduate career.

As you review the Learning Resources this week, you will learn about the high standards that Walden University and the psychological profession set when it comes to academic integrity, scholarly writing, and properly crediting the source of information. You will be expected to maintain these standards as well; this week’s lesson will provide you with information to do that.

Through the Learning Resources and Discussions, you will learn how to recognize and avoid plagiarism, even unintentional plagiarism. You will also learn how to interpret a SafeAssign Originality Report and what to do if your report indicates possible plagiarism.

It is a complicated topic and not limited to the idea of “stealing” someone’s work. There are some very specific rules and ways of writing that protect the integrity of the literature and learning, and practicing these skills is critical for graduate students in psychology.

What’s Happening In This Week?

 

When do I have to do it?

Title

What do I have to do?

Monday  – Tuesday

(Days 1 & 2)

Learning Resources

Begin reviewing your Learning Resources to complete your Discussion 1

Wednesday, Day 3

Discussion: Recognizing and Avoiding Plagiarism

Initial Post

Thursday, Day 4

Learning Resources

Continue reviewing Learning Resources to complete your Assignment

Friday, Day 5

(
Note
: Response posts can be submitted any day of the week but no later than Day 7.)

Discussion: Recognizing and Avoiding Plagiarism

(2) Response Posts

Sunday, Day 7

Assignment: Understanding Academic Integrity and Plagiarism as a Psychology Professional

Submit your 1–2 page paper

 

Learning Objectives

You will:

Evaluate scenarios for plagiarism

Analyze strategies to avoid plagiarism

Analyze the purpose of SafeAssign Similarity Indexes in maintaining academic integrity

Learning Resources

Required Readings

American Psychological Association. (2020). 
Publication manual of the American Psychological Association
 (7th ed.). https://doi.org/10.1037/0000165-000

1.17, “Implications of Plagiarism and Self-Plagiarism”This section discusses plagiarism and self-plagiarism PSYC-6002 Foundations of Graduate Study in Psychology.

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

This document reviews the SafeAssign Originality Report and points out important areas in the document to examine.

Walden University Student Affairs. (n.d.-a). Academic integrity: Overview. Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity

Walden University Writing Center. (n.d.-b). Plagiarism prevention resource kit: Home. Retrieved from https://academicguides.waldenu.edu/writingcenter/plagiarism

This web page covers topics related to plagiarism.PSYC-6002 Foundations of Graduate Study in Psychology

Document: 
Study Notes: Introduction to Scholarly Writing: Plagiarism and Academic Integrity (PDF)

These Study Notes will help reinforce the information presented in the media program and enrich your understanding of plagiarism and academic integrity.

Required Media

Laureate Education (Producer). (2012a). 
Introduction to scholarly writing: Plagiarism and academic integrity
 [Video file]. Retrieved from https://class.waldenu.edu

Note:
 The approximate length of this media is 5 minutes.

Scholarly writing requires ethical practice in every phase and form of the process—from the drafting of a course paper to a capstone project. Academic integrity is basic to all teaching and learning at Walden University. As a Walden student, you are required to follow the guidelines of academic integrity as set forth in the Walden Catalog. This course media segment will help you to do so.

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

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.

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.

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.

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!

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 5 Discussion Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:

Week 5 Discussion

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.

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 PSYC-6002 Foundations of Graduate Study in Psychology.

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.

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.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK5Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 5 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 5 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK5Assgn+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.

Grading Criteria

To access your rubric:

Week 5 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 5 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 5 Assignment

Looking Ahead

Be sure to review the instructions for the Final Project due in Week 6. You can review the Final Project details by viewing the Project area of Week 6. By now, you should be thinking about what you will want to include in your PowerPoint slides. Be sure to review your Discussion posts from previous weeks for material you might find useful.

Next Week

To go to the next week:

Week 6: Ethics and Social Change in Psychology

Students and professionals in psychology are held to a high standard of professional behavior within school and work settings. Individuals adhere to various moral codes, whether it is being good to others, being honest, caring for others, etc.

Ethical codes are a bit trickier, as they are usually related to behavior within a profession and are written by experts in the field. Ethical codes describe the correct ways to act in a workplace or professional situation. Ethical codes are written to reflect the best practice in a field in relation to research, human interaction, business practice, consulting, and teaching. In psychology, the overarching code is the APA Ethical Principles of Psychologists and Code of Conduct, but there are other codes from individual organizations and institutions that also inform professional ethical behavior. This week, you will discuss the way ethical principles can be applied to your professional career PSYC-6002 Foundations of Graduate Study in Psychology.

Though this course is coming to an end, in many ways this is just the beginning for you and your classmates. You now possess the skills and knowledge that will allow you to recognize when you need assistance and where to get that help. You know how to build community, support each other, and share tips and strategies. This week, you will also create your professional development plan (PDP), which shows where you want to go. Your tools are in place and so will be your plan. Your journey is just beginning and we are excited with—and for—you!

In your Final Project, you will reflect on what you and your classmates have accomplished over this term and how it has prepared you for academic success and meeting the professional and personal goals you had in mind when you enrolled at Walden. As a member of the Walden community, you are motivated to effect positive social change and participate actively in this group of scholars.

After watching the Scholars of Change videos, you might think you are not prepared to create the types of social change that these Walden students did. Social change can, indeed, be far reaching, affecting the lives of individuals across many countries and regions of the world. However, social change can also be relatively small and focused, improving the lives of single individuals, your colleagues, a family, a community. Those lives, in turn, will impact others. It is not the size of the change but the intent, focus, purpose, and spirit of advocacy and benevolence that creates ripples of hope for you and others.

What’s Happening In This Week?

 

When do I have to do it?

Title

What do I have to do?

Monday  – Tuesday

(Days 1 & 2)

Learning Resources

Begin reviewing your Learning Resources to complete your Discussion

Wednesday, Day 3

Discussion: Ethical Considerations

Initial Post

Thursday, Day 4

Learning Resources

Continue reviewing Learning Resources to complete your Final Project

Friday, Day 5

(
Note
: Response posts can be submitted any day of the week but no later than Day 7.)

Discussion: Ethical Considerations

(2) Response Posts

Sunday, Day 7

Final Project: PowerPoint Presentation of Your Professional Development Plan

Submit your 10- to 12-slide narrated PowerPoint presentation

 

Learning Objectives

You will:

Analyze APA ethical principles

Analyze the relationship between ethical principles and positive social change

Create professional development plans that reflect personal and professional goals

Learning Resources

Required Readings

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

This website reviews the ethical guidelines held by the APA. Read “Introduction and Applicability,” “Preamble,” “General Principles,” and “Standard 8” onlyPSYC-6002 Foundations of Graduate Study in Psychology.

Behnke, S. (2009). Disability as an ethical issue. 
Monitor on Psychology
, 
40
(6), 62. Retrieved from http://www.apa.org/monitor/2009/06/ethics.aspx

This article discusses how the stigma of a disability should be examined in terms of ethical guidelines.

Walden University. (2020a). Code of conduct. In
2020-2021 Walden University student handbook
. Retrieved from https://catalog.waldenu.edu/content.php?catoid=176&navoid=62548

The Walden Code of Conduct addresses the university’s expectations for students in the areas of nondiscrimination, nonharassment, professional conduct, and academic integrity.

Document: 
Study Notes: Creating PowerPoint Presentations (PDF)

This document provides a concise overview of the minimum requirements for a PowerPoint presentation, as well as some style and format issues.

Resources for PowerPoint and Narrated PowerPoint

Microsoft Office. (n.d.-a). Office for Mac quick starts. Retrieved from https://support.office.com/en-us/article/office-for-mac-quick-starts-5bccb480-0e5b-4b51-b072-66d3793ccad8

Note
: If you are a MAC user and have never experienced PowerPoint before, this source will guide you through the basics of how to use PowerPoint.

Time Estimate: 20 minutes

Microsoft Office. (n.d.-b). PowerPoint for Windows training. Retrieved from https://support.office.com/en-us/article/powerpoint-for-windows-training-40e8c930-cb0b-40d8-82c4-bd53d3398787

Note
: If you are a PC user and have never experienced PowerPoint before, this source will guide you through the basics of how to use PowerPoint.

Time Estimate: 20 minutes

Microsoft Office. (n.d.-c). Record a slide show with narration and slide timings. Retrieved from https://support.microsoft.com/en-us/office/record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c?ui=en-us&rs=en-us&ad=us

Time Estimate: 2 minutes

Note
:  You will be required to include narration in your PowerPoint presentation for your Final Project presentation. Take the time to review and apply these skills.

Walden University Academic Skills Center. (2018, June 21).
PowerPoint quick tip: Adding narration
[Video file]. Retrieved from https://www.youtube.com/watch?v=M8a-U1W-KVg&list=PLNgQgQNniJ25vrgZ4g1aYE6geg33mDgBJ&index=14&t=0s

Note
:  You will be required to include narration in your PowerPoint presentation for your Final Project presentation. Take the time to review and apply these skills.

Walden University Writing Center. (n.d.).
Walden templates: General templates
. https://academicguides.waldenu.edu/writingcenter/templates/genera

Note:
On this webpage refer to the PowerPoint Presentation

Required Media

Scholars of Change

Learn more about some of the people at the heart of the Walden community and see how they represent Walden’s mission and commitment to social change:

Walden University (Producer). (n.d.-a). 
Creating social change through education
 [Video file].

Note:
 The approximate length of this media piece is 3 minutes.

This video features Linda Davis, MS in Psychology, Scholars of Change 2009 winner.

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

Credit: Davis, L. (Producer). (2009). MS in Psychology student and 2009 Scholar of Change Linda Davis empowers Latin American women througheducation [Video]. 2009 Walden University Scholars of change contest winner. Minneapolis, MN: Walden University.

Walden University (Producer). (n.d.-c). 
Creating social change in the psychological school climate
 [Video file].

Note:
 The approximate length of this media piece is 3 minutes.

This video features Carla Ortiz, MS in Psychology, Scholars of Change.

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

Credit: Ortiz, C. (Producer). (2009). MS in Psychology student and 2009 Scholar of Change Carla Ortiz video entry [Video]. 2009 Walden University Scholars of change contest honorable mention winner. Minneapolis, MN: Walden University.

Walden University (Producer). (n.d.-d). 
Japanese English as a Second Language art students: Helping Sri Lankan children develop learning strategies
 [Video file].

Note:
 The approximate length of this media piece is 3 minutes.

This video features Dawn O’Day, MS in Psychology, Scholars of Change 2010 honorable mention PSYC-6002 Foundations of Graduate Study in Psychology.

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

Credit: O’Day, D. (Producer). (2013). MS in Psychology student and 2010 Scholar of Change Dawn O’Day has her ESL students create storybooks to donate to rural schools [Video]. 2010 Walden University Scholars of change contest honorable mention winner. Minneapolis, MN: Walden University.

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.

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.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 6 Discussion Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:

Week 6 Discussion

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 PSYC-6002 Foundations of Graduate Study in Psychology.

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.

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.

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.

ORDER PAPER NOW

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.

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)

Note
: Refer to your Program Progress Guide (PPG). Your PPG is available in your student portal.

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 PSYC-6002 Foundations of Graduate Study in Psychology.

By Day 7

Submit 
your Project by Day 7.

* The PDP is a University requirement. Satisfactory credit cannot be earned for this course without successfully completing this project
.

Submission and Grading Information

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

Please save your Project using the naming convention “WK6Proj+last name+first initial.(extension)” as the name.

Click the 
Week 6 Final Project Rubric 
to review the Grading Criteria for the Project.

Click the 
Week 6 Final Project 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK6Proj+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.

Grading Criteria

To access your rubric:

Week 6 Final Project Rubric

Submit Your Final Project by Day 7

To submit your Final Project:

Week 6 Final Project

Congratulations! After you have finished all of the assignments for this week, you have completed the course. Please submit your Course Evaluation by the end of the weekPSYC-6002 Foundations of Graduate Study in Psychology.

Discussion: The Contribution of Classical Theorists to Contemporary Developmental Theorists

Classical and contemporary theories attempt to explain human development in very similar ways. These theories are all respected and have highly supportive evidence that help us understand how development occurs. Aldwin recently stated: “developmental science has been undergoing a remarkable shift from reductionism to a relational developmental perspective” (Aldwin, 2014). By this, she means that the world of psychology is transitioning from a simplification approach to a broader, more well-rounded approach that sees development as stemming from an individual’s interactions with their environment Discussion: The Contribution of Classical Theorists to Contemporary Developmental Theorists.

The social learning theory was first proposed by Albert Bandura and focuses on observation and imitation of behaviors, attitudes, and emotions of others as determining learning and behavior (McLeod, 2016). Bandura believed that behavior was a direct result of observation of others. His famous Bobo Doll Experiment corroborated his theory by proving children’s behavior is influenced by authority figures and is often mimicked despite lack of reasoning. The sociocultural theory proposed by Lev Vygotsky in 1934 aims to answer how human development occurs. Vygotsky believed that a child’s development is determined by “cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society” (McLeod, 2018). Essentially, his theory states cognition is formed through social interactions.

There are some stark differences between these two theories. First, the social learning theory is founded on the idea of observation, where the sociocultural theory is heavily rooted in social interaction, not just observing. Additionally, the social learning theory considers mediational processes. Bandura hypothesized that human behavior isn’t solely based on observation, rather, he believed that humans processed the observation and identified consequences of that behavior (McLeod, 2016). There are also similarities between the two theories. Both theories suggest cognitive development is a product of social experience. Bandura even indicated that his theory wasn’t valid without cognitive processes at play prior to observation and imitation Discussion: The Contribution of Classical Theorists to Contemporary Developmental Theorists.

Vygotsky understood cognitive development not as a result of a single interaction, but as a product of social and cultural context (McLeod, 2018). This gives his theory some ground to stand on, as we can all think of a time in which we experienced a cultural or social event and grew or learned something from it. This further supports his theory and its notion that social learning precedes development. One limitation regarding Vygotsky’s theory is that it doesn’t propose stages of development, which leaves milestones for cognitive, physical, and socio-emotional development open to interpretation. Bandura’s theory has some limitations as well. It takes into account cognitive development through observational learning, but it does not explain the full picture of our range of emotions and thoughts (cognition), nor our control over them (McLeod, 2016). His theory does, however, support socio-emotional development by including that social factor as a source of learned emotions and attitudes. Bandura also outlines four processes involved in observed learning (attention, retention, motor reproduction, and motivation and reinforcement) that help us see the cognitive and physical developmental processes at work when a child is observing (Ahn et al., 2020).

 

References

Ahn, J. N., Hu, D., & Vega, M. (2020). “Do as I do, not as I say”: Using social learning theory to unpack the impact of role models on students’ outcomes in education. 
Social and Personality Psychology Compass
, 14(2). 
https://doi.org/10.1111/spc3.12517

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

McLeod, S. A. (2016, Febuary 05)
. Bandura – social learning theory.
 Simply Psychology. 
www.simplypsychology.org/bandura.html

McLeod, S. A. (2018, August 05). 
Lev Vygotsky
. Simply Psychology. 
www.simplypsychology.org/vygotsky.html

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 Discussion: The Contribution of Classical Theorists to Contemporary Developmental Theorists.

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) Discussion: The Contribution of Classical Theorists to Contemporary Developmental Theorists.

 

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.

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 Discussion: The Contribution of Classical Theorists to Contemporary Developmental Theorists.

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The classical theory that I have chosen for this discussion is the cognitive developmental theory suggested by Piaget. This theory suggests that children will build information and knowledge about the world around them through exploration and manipulation of information (Berk, 2018, pp 17). Dr. Nina Bennett describes this theory as a way for individuals to make sense of the world and environment around us (Laureate Education, 2010). Piaget developed four stages to describe the developmental processes that occur during childhood. These stages include sensorimotor, preoperational, concrete operational, and formal operational end at adolescence (Berk, 2018, Table 1.3; Laureate Education, 2010). Piaget explains that after these stages are developed, we continue to build on them as we grow through adulthood (Laureate Education, 2010).

The contemporary theory I have decided to use is the information processing theory which states that the mind is a sort of system that codes, organizes, and transforms information (Berk, 2018, pp. 19). In simpler terms, this theory explains how we process information. Dr. Nina Bennett from this week’s video explains it as picturing the brain as a hardware system, that is already prewired, and that the information we add to it allows us to learn and experience and grow (Laureate Education, 2010).

Both of these theories try to explain how humans make sense of their own thoughts and thinking. They both try to understand the way that the human brain uses its environment to learn and grow cognitively (Berk, 2018, pp 17-20). For example, Piaget’s cognitive developmental theory highlights the importance of imagination and creative thinking during the preoperational development stage when children are between the ages of 2 and 7 (Berk, 2018, Table 1.3). According to Lillard et al., (2013), imaginative and creative play can increase the cognitive social, and emotional beliefs and can additionally develop human’s cognitive, physical, emotional, and social processes. With imaginative play, children can effectively understand that objects and actions’ supposed meanings can be separated from real-world reality despite physical properties (Lillard et al., 2013). For example, a banana can be used as a telephone. These theories are very cognitive developmental-based and do not focus heavily on other developmental processes such as physical or social-emotional Discussion: The Contribution of Classical Theorists to Contemporary Developmental Theorists.

However, because these theories do not focus on the importance of physical and social-emotional development, they do not completely explain the full understanding of development. Aldwin (2014) explains that development is not an individual process. Social and cultural environments have a huge impact on the growth and development of children (Laureate Education, 2010; Aldwin, 2014). Children learn more when they are interacting with other children who can teach them and help to build on the information they already had (Laureate Education, 2010). The information-processing theory does not account for the importance of imaginative and creative play, which as stated earlier, is a crucial part in development (Berk, 2018, pp. 20). Piaget’s cognitive development theory does not consider that important learning and cognitive transformations occur into adulthood. He also underestimated the full potential of young, preschool level children who have been shown to express the competency of an older child or adolescent based on the familiarity and complexity of a given task (Berk, 2018, pp. 19).

References

Aldwin, B. M. (2014). Rethinking developmental science. 
Research in Human Development, 11
(4), 247-254. https://doi.org/10.1080/15427609.2014.967045

Berk, L. E. (2018). 
Development through the lifespan
 (7
th
 ed.). Pearson Education, Inc.

Laureate Education. (Producer). (2010). 
Cognitive development theories
 [Film]. Laureate Education, Inc. 
https://content.waldenu.edu/03a9afeea31a3dda3dcc5435f32eb37d.html

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. http://dx.doi.org/10.1037/a0029321 Discussion: The Contribution of Classical Theorists to Contemporary Developmental Theorists.

Discussion: Hopes, Challenges, and Strategies

As you begin your studies at Walden, you have probably thought about what you hope to gain from the Program Progress Guide (PPG) you will complete. What are your hopes and aspirations as an emerging professional beginning graduate-level study? Apart from a degree in psychology, also think about what you will gain from engaging with the scholarly community at Walden University. Your Program Progress Guide (PPG) can help you anticipate the topics you will learn about and perhaps the kinds of skills you will master as you complete your graduate degree Discussion: Hopes, Challenges, and Strategies.

This week, you will discuss potential challenges you and your classmates foresee in the coming weeks. Together, you can share strategies that could help you overcome these challenges, as a group and individually.

This dialogue through the Discussion Board is designed to connect you with your new colleagues so that you can develop community and engage with each other in a supportive manner as you begin the educational journey together.

To prepare for this Discussion
:

Locate and download your Program Progress Guide (PPG) from your DegreeWorks. 
Note
: if you have difficulty, please contact your academic advisor to help you.

Review Walden’s mission and vision statements and Walden’s goals and values in this week’s Learning Resources.

Explore the web page “Social Change,” located in this week’s Learning Resources.

Reflect on what you hope to achieve as a graduate student personally, professionally, and within the larger community.

Consider factors that could pose a challenge to the successful completion of your chosen degree.

Reflect on your values, ideals, and goals in relation to what you have learned about Walden.

Think about how you will incorporate a commitment to social change, particularly as it relates to the area(s) of interest represented by your program/specialization, into your professional, personal, and academic goals.

Review the 
“Meet the Faculty” media program
found in this week’s Learning Resources and consider the inspiring messages from the faculty Discussion: Hopes, Challenges, and Strategies.

With these thoughts in mind:

By Day 3

Post 
a reflection of something that inspired you from the faculty video messages. Describe how your expectations for your program are reflected in Walden’s mission, vision, and values. Share any challenges that you may face in completing your degree and provide at least one strategy to help overcome these challenges. Then explain why you chose this particular field of study at Walden and how you intend to use your degree.

I believe that everyone benefits from lifelong learning opportunities, whether those opportunities are academically focused including a graduate level education, or career focused such as additional career based training. Obtaining a graduate level degree has been a personal goal of mine for as long as I can remember which is why there was no doubt that my journey would lead me to furthering myself academically. During undergrad as a Sociology student, I discovered my love of learning about society. Choosing to continue my education with a psychology degree helps to further my understanding of the human behaviour that creates a society. Since social change sparks on a microlevel, if we are able to better understand people’s behaviour, then we are better equipped to understand the individual actions that shape society as a whole Discussion: Hopes, Challenges, and Strategies.

While researching various grad school options I discovered Walden’s commitment to social change. This commitment is inspiring as it provides students an opportunity to help better their community while furthering their education. I hope to use that commitment to help improve myself and improve those around me, thus beginning to enact social change on a personal level. Walden’s statement about social change states their passion is “to empower students to make a difference by confronting those challenges where they live, in their professions, and on a global scale.” (Walden University, n.d.), and I am thrilled to be attending a university where they are passionate about helping students to make that difference in themselves and in their community. During their introductions the staff at Walden affirmed their own commitment to enacting social change within their classrooms (Laureate Education, 2012). This is a key factor in keeping social change a highlight of my education as the professors are able to structure the classes to align with the shared goal of themselves, the university, and therefore my goals as well Discussion: Hopes, Challenges, and Strategies.

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One of the major challenges faced by anyone taking graduate classes is time management. I like to list out all the assignments and their due dates in a document that I have access to on both my laptop and my phone. This allows for a quick reference when I’m making plans so I don’t overextend myself, and it also serves as a to-do list if I need to add an important task. The list makes everything visible, including the tasks that have been crossed out which helps keep the motivation to continue as the class nears its end. I am fortunate to have a job that allows me to work on homework on slow nights. This will provide opportunities to check up on coursework and plan my weekly schedule while saving time to work on bigger projects at home. This might not seem like a lot, but it provides time to finish small projects, proofread, review grading rubrics, and start outlines for bigger projects. Although I’m anticipating many challenges as I pursue this degree, I know Walden’s strong drive to help its students achieve success will allow me to view these challenges as opportunities to grow in my academic career, personal development, and within my community Discussion: Hopes, Challenges, and Strategies.

Laureate Education (Producer). (2012c). Welcome to Walden [Video file]. Retrieved from https://mym.cdn.laureate-media.com/2dett4d/Walden/PSYC/6002/01/index.html

Walden University. (n.d.). Social change. Retrieved October 12, 2021, from http://www.waldenu.edu/about/social-change

Read
 a selection of your colleagues’ postings and note the similarities and differences compared to what you shared.

By Day 5

Respond
 to 
two
 of your colleagues and continue the Discussion through 
Day 7
by affirming colleagues’ concerns or hopes and suggesting another strategy you find useful. Suggest at least one resource at Walden that they might also find helpful.

example 2

To me, one of the most rewarding experience of working with individuals with behavioral disorders and complex needs is to be able to formulate appropriate intervention that facilitates stabilization and improved health and safety.  Improving human conditions can sound like a daunting task, but is in fact an ongoing, collective effort achieved by like-minded individuals at every level of the society Discussion: Hopes, Challenges, and Strategies.

Undoubtedly, scientific discovery and intellectual progression are the driving force in the improvement of human conditions.  It is my belief that the ultimate goal of scholarly achievement is to be put into practice that directly impacts human lives in positive ways.

It is my aspiration to understand human behaviors from a variety of perspectives—developmental, biological, and clinical—to be able to provide more well-rounded care for my current and future clients.  The coursework and dialogue with my fellow classmates at the psychology program would provide valuable opportunities for my professional and personal development.

Therefore, it is such a pleasure to be part of the intellectual community of Walden University (n. d), an institution that does not hesitate to share knowledge and expertise with individuals of diverse background, and effect positive social change through “provid(ing) career professionals with opportunities to transform themselves as scholar-practitioners.” (n. p.) Indeed, Walden University’s mission of social change (Walden University, 2020) highlights the importance of educating scholar-practitioners, access to higher education and applied research solving real problems in the world (p.6).

 

However, tackling with work, study, and family at the same time certainly pose challenges.

Here I’d like to share some strategies as we navigate through this academic journey together.

Have a weekly plan

Keep a calendar to keep track of due dates for important tasks.  Set up reminders with sufficient time to allow time for preparation

Identify daily time frame for studying.  Set aside 2-3 hours after supper time (e.g., 7-9:30 pm) every evening to focus on coursework.

Prioritize: start early on the tasks that require more time, and complete tasks according to the order of the deadlines

According Haynie, D (2014), to avoid common time management mistake online students make, “sticking to a schedule is the first step to staying out of trouble” (n.p.).  Other suggestions by Hayne (2014), including “only keep necessary tabs open while…. on the computer,” and study “when waiting for the doctor or waiting in the car for kids” (n.p.) are also very helpful tips.  

Lastly, regardless the challenges ahead, it is worth it.  I look forward to taking this journey with everyone in this course Discussion: Hopes, Challenges, and Strategies.

References:

Haynie, D. (2014, July 15). 10 times management mistakes online students make. 
 US News and World Report
. Retrieved from https://www.usnews.com/education/online-education/slideshows/10-time-management-mistakes-online-students-make/1

 

Walden University. (n.d.-a). 
Social change
.  Retrieved from 
https://www.waldenu.edu/why-walden/social-change

 

Walden University. (2020).  
A vision for social change report.
 Retrieved from:

https://www.waldenu.edu/-/media/walden/files/about-walden/walden-university-2017-social-change-report-final-v-2.pdf?rev=5ded98a6d84e4a0096d02c9ec0f458af&hash=3CBA4D20AF7FA7F23BC21D69B2A9EB37 Discussion: Hopes, Challenges, and Strategies

The Impact of Diversity Essay

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 The Impact of Diversity Essay.

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 The Impact of Diversity Essay.

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.

 

Rachel Green is a white privileged girl living in New York City who is trying to earn a living by working as a waitress at a coffee shop. She has several close friends who support and encourage her to follow her dreams.

Diversity is a huge factor in determining a child’s development, both physically and psychologically. Society views people with different skin colors, religion, socioeconomic status, gender, religion, sexual orientation, etc. differently which can have a large impact on a child’s development. Developmental researchers have determined that the ethnic minority children are made more aware of societal opportunities and differences (Jensen, 2012). It is clear that children and individuals from a minority or different culture than what society deems ‘normal’ have different societal and life experiences (Jensen, 2012) The Impact of Diversity Essay.

Rachel comes from a white family with a lot of money and power in the community. She was handed a lot of things before realizing that she didn’t want to be dependent on her family or on someone else for the rest of her life, which is why she left her fiancé at the altar. Rachel never had to worry about finances, which shaped her into someone who was incredibly materialistic. She does, however, decline any financial help from her family in order to make her own way in life and she soon realizes the struggles that come with not having money. For example, there is an episode where Rachel injures her ankle and when she goes to hospital, they realize she has no insurance to cover the bill. It almost stops her from receiving the treatment she needs.

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At this point in the series, Rachel is well past Piaget’s four stages of cognitive development (Harris, 2005) but if she hadn’t grown up in the life of privilege, her cognitive development would have turned out differently. Perhaps Rachel would have gotten a job a lot earlier on to help pay the bills in the family. Maybe Rachel wouldn’t have left a stable life at the alter if she was struggling with money. She would have wanted to be with someone who could provide for her instead of struggling by herself.

Socially, her development would have also been affected. Rachel was involved in her high school cheerleading squad and had a lot of friends, she was very popular. If Rachel’s family wasn’t financially stable, and Rachel was working to help provide for her family, she wouldn’t have time to be on the cheerleading squad or be able to go to the mall with her friends. Her social development would have slowed. Perhaps she wouldn’t have the same relationship with her parents and family either, seeing as she could have resented them for putting her in that situation in the first place. Socioeconomic status plays a large part in the development of a child, and Rachel wouldn’t be the same if she experienced a different up bringing.

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

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  The Impact of Diversity Essay.

Hopes, Challenges, and Strategies Essay example

example 1

From a very young age, I have always had the goal of attending a graduate program. While my major changed from Occupational Therapy to Psychology, my main goal has always been to obtain a graduate degree so that I can make a difference in the world, or at least just within my small hometown. My initial attraction to Walden University is the Mission statement and goal to implement social change in the world through both the university and its students. It is inspiring to be a part of something that others have the same values as myself and I can receive the assistance that I need in order to effectively implement social change. I really took away inspiration from viewing the meet the faculty videos and one thing that stood out to me was during Dr. Mona Hanania’s introduction; she stated that she thinks “…that we all go into this field for one fundamental reason, and simply put, it is to help others”Hopes, Challenges, and Strategies Essay example. This is and has been my main goal from a very young age. I grew up as the eldest and only girl in my family with the youngest sibling being born with down syndrome. I initially was very confused, scared, and upset that he was born with special needs but through growing with him and going with him to his therapies and classes, I was inspired and I knew that I wanted to make a change and be able to help others.

I currently work as a director at a company that provides services to people with intellectual and developmental disabilities and am often times put into situations in which I have to advocate for those who cannot do so for themselves. I want to be able to make a difference within my community and the lives of others. While I am able to do so at my current job, obtaining a graduate degree would allow me to expand my horizons and do more for my community. I have the hopes to eventually obtain my PsyD. in Clinical Psychology so that I am able to provide therapy and assist others with the development of treatment plans. Furthermore, I would like to improve upon the crisis services and other mental health services within my community. The vision statement: “Walden University envisions a distinctively different 21st-century learning community where knowledge is judged worthy to the degree that it can be applied by its graduates to the immediate solutions of critical societal challenges, thereby advancing the greater global good” (Walden University, n.d.), means a lot to me and my own personal goals in life. My ultimate goal through higher education is to enact social change in order to see improvement within the world around me and for future generations Hopes, Challenges, and Strategies Essay example. Through my personal experience within the workplace and education, there is a strong negative stigma about mental health and I have witnessed clients and others within my community suffer due to a lack in understanding of their situation and I want to be able to make a difference for everyone.

While I am eager to begin my educational journey and meet my long-time goals, I do have some reservations about beginning my MS of Applied Psychology program. I feel that my main hesitation would be my time management skills. Due to my hectic work schedule, I have put my education on the back-burner at times and I have definitely regretted it in the past. I am hoping to move forward from this and to manage my time wisely so that I am able to complete my degree and continue further with my education. I found the time management lesson from Walden to be very informative and enjoyed the additional reading provided below, specifically the articles relating to management of time and how to stay motivated. I feel that I often times begin a course feeling motivated and I develop a plan and write everything out and make lists but I become unmotivated and struggle to stay on task. I begin to feel overwhelmed and I don’t know where to start or what to do if I am at risk of getting behind on something Hopes, Challenges, and Strategies Essay example.

The article 6 Tips for Successfully Managing Your Time states that it can be beneficial to set realistic goals when beginning a project for class; I feel that I often get overwhelmed when beginning a paper or project which causes me to procrastinate and complete it all last minute (The Savvy Student, n.d.-a). If I am able to split a project up into pieces and work on it at a time, I will be able to attain my goals easier and with less stress. Furthermore, I need to cut back on my distractions. The fourth tip discusses how I can do this by setting up a quiet space and putting away any potential distractions such as the phone. I can then, in turn, reward myself afterwards by allocating time on my phone for after studying (The Savvy Student, n.d.-a). As for motivation, I often go in positively and am motivated but it often wears away as time goes on, the article 5 Tips for Getting (and Staying) Motivated, suggests tracking progress, being engaged with coursework, and making connections. I find that more often than not, if I am able to connect something that I am learning about to my life or work, I become excited and want to know more, the article suggests that connecting your coursework to the real world can make the student more motivated to complete the coursework instead of viewing it as “busy work” (The Savvy Student, n.d.-a). I feel that if I am able to follow these aforementioned suggestions, my overall educational goals will be a lot more attainable and more enjoyable along the way Hopes, Challenges, and Strategies Essay example.

References:

Walden University (Producer). (2020b). Meet
 the Faculty 
[Video File]

Walden University. (n.d.-a). Social Change. Retrieved from https://www.waldenu.edu/why-walden/social-change

Waldenacademicskills. (2020, October 2). 
6 tips for successfully managing your time
. The Savvy Student. Retrieved October 14, 2021, from https://waldenacademicskills.wordpress.com/2020/10/02/6-tips-for-successfully-managing-your-time/.

Waldenacademicskills. (2021, January 28). 
5 tips for getting (and staying) motivated
. The Savvy Student. Retrieved October 14, 2021, from https://waldenacademicskills.wordpress.com/2018/04/19/tips-for-getting-and-staying-motivated/.Hopes, Challenges, and Strategies Essay example

example 2

My decision to obtain my education through Walden University was a long, arduous process.  When I began entertaining the possibility of graduate programs, I weighed my options carefully with close attention paid to my two largest obstacles, time and money.  While attending a conventional program might have ended up costing me less money in the long run, living in a small town in central Ohio would have meant a long commute to school, meaning more time needed on campus and less time that I could devote to my family, home and job.  I chose to seek an online education instead because of my time limitations.  I specifically chose Walden because of the enthusiasm of the staff, their willingness to answer any and all questions asked, and especially due to the fact that a former professor and woman I consider my educational mentor is an alumnus of this school Hopes, Challenges, and Strategies Essay example.

In reading over this University’s Mission and Vision statements and commitment to positive social change, I can’t help but feel more positive and more excited about my choice of obtaining my education through this university.  The Vision Statement states that the vision of this university is to equip students to apply knowledge to improve societal challenges for the greater good, which is, indeed, my own vision for myself (Laurete Education, 2012c).  It is my hope that, through my research, our society can gain a better understanding of itself and perhaps, some ideas of how to help improve itself.  It is also my hope to pass on my passion for learning and for understanding why we humans do the things we do to others through teaching.  The mission of this University contained within the Mission Statement repeats those core values to effect positive social change, a mission I share.  The “Social Change” page also mirrors this thought and it excites me to know that I am a part of a University with such a strong commitment to positive social change, one that shares my deepest core beliefs and values (Walden University, n.d-p). Hopes, Challenges, and Strategies Essay example

Within the goals list of the Mission, Vision and Goals Statement (Walden University, 2013), I was pleased to see that this University appreciates the professional and life skills of its students.  I was also very pleased to see this University’s encouragement of critical thinking and research.  In my opinion, one of the largest challenges facing our society today is the seeming loss of critical thinking skills.  I grew up in an era without computers.  In my academic career, I have become increasingly alarmed at the apparent lack of communication skills of the younger generations.  It is almost as though a lot of these younger people who grew up with computers allow the computer to do their thinking for them.  I feel that strong skepticism is a quality that should be taught to people from a very early age.  We should all know how to question ourselves, the information that we receive, and the world around us critically, always searching for truth among the spin of the internet and the information that can be obtained on it.

Walden University. (n.d.-p).
 
Social change
. Retrieved January 17, 2014, from
 
http://www.waldenu.edu/about/social-change

Laureate Education (Producer). (2012c).
 
Welcome to Walden
 
[Video file]. Retrieved from
 
https://class.waldenu.edu

Walden University. (2013). Walden’s vision, mission, goals, and values. In 2013–2014
 
Walden University student handbook Hopes, Challenges, and Strategies Essay example
. Retrieved from
 
http://catalog.waldenu.edu/content.php?catoid=90&navoid=20820

Discussion: Hopes, Challenges, and Strategies

As you begin your studies at Walden, you have probably thought about what you hope to gain from the Program Progress Guide (PPG) you will complete. What are your hopes and aspirations as an emerging professional beginning graduate-level study? Apart from a degree in psychology, also think about what you will gain from engaging with the scholarly community at Walden University. Your Program Progress Guide (PPG) can help you anticipate the topics you will learn about and perhaps the kinds of skills you will master as you complete your graduate degree.

This week, you will discuss potential challenges you and your classmates foresee in the coming weeks. Together, you can share strategies that could help you overcome these challenges, as a group and individually.

This dialogue through the Discussion Board is designed to connect you with your new colleagues so that you can develop community and engage with each other in a supportive manner as you begin the educational journey together.

To prepare for this Discussion
:

Locate and download your Program Progress Guide (PPG) from your DegreeWorks. 
Note
: if you have difficulty, please contact your academic advisor to help you.

Review Walden’s mission and vision statements and Walden’s goals and values in this week’s Learning Resources.

Explore the web page “Social Change,” located in this week’s Learning Resources.

Reflect on what you hope to achieve as a graduate student personally, professionally, and within the larger community.

Consider factors that could pose a challenge to the successful completion of your chosen degree Hopes, Challenges, and Strategies Essay example.

Reflect on your values, ideals, and goals in relation to what you have learned about Walden.

Think about how you will incorporate a commitment to social change, particularly as it relates to the area(s) of interest represented by your program/specialization, into your professional, personal, and academic goals.

Review the 
“Meet the Faculty” media program
 found in this week’s Learning Resources and consider the inspiring messages from the faculty.

With these thoughts in mind:

By Day 3

Post 
a reflection of something that inspired you from the faculty video messages. Describe how your expectations for your program are reflected in Walden’s mission, vision, and values. Share any challenges that you may face in completing your degree and provide at least one strategy to help overcome these challenges. Then explain why you chose this particular field of study at Walden and how you intend to use your degree.

Read
 a selection of your colleagues’ postings and note the similarities and differences compared to what you shared.

By Day 5

Respond
 to 
two
 of your colleagues and continue the Discussion through 
Day 7
by affirming colleagues’ concerns or hopes and suggesting another strategy you find useful. Suggest at least one resource at Walden that they might also find helpful Hopes, Challenges, and Strategies Essay example.

example 3

After I had decided to pursue a career in Psychology during my time as an undergraduate student, I knew that I was going to be able to fulfill my dream of becoming a doctor, just in a different sense. Continuing my education after receiving my bachelor’s degree was always in my plan, however by the time I was supposed to be applying to graduate schools I wasn’t sure what I was looking for when it came to a good graduate program. I knew I would still want to have a heavy focus on my dance career and spending a lot of money to live in a large city wasn’t in the cards for me as a broke college student, so I decided to focus on finding a program that was online. I found Walden University through a friend of mine who had encouraged me to look through the graduate programs they offered, and I knew that Walden was a good fit for me. The accredited programs, the qualified and excited staff and faculty were only some of the reasons I felt that Walden would be a good way for me to continue my education Hopes, Challenges, and Strategies Essay example.

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Walden’s commitment to its Vision and Mission Statements as well as to Positive Social Change is a refreshing viewpoint on the way education can be used to change and improve society. Walden prides itself in its students, faculty, and staff who are dedicated to improving the growth and change in society. Walden wants to bring positive social change to society to support the improvements of our society (Walden, 2021). At Walden, I hope to obtain the ability to create a more welcoming and open society for everyone from all backgrounds and walks of life. I hope to be able to believe that the work I am doing as a professional means something while being able to see the change that I am trying to accomplish.

 

The staff and faculty at Walden are enthusiastic and want to support me in my journey at Walden. This can help with the challenges of asking for help. In higher education courses, I feel like sometimes it can be rather intimidating to ask questions or ask professors for help because students don’t want to be seen as incompetent or not good enough. Being able to overcome those stigmas will actually help me to achieve much more, not only while in school but in the workplace as well. Faculty and staff at Walden want their students to succeed and will do anything they can to help (Walden, 2020). This mirrors Walden’s vision of social change by helping students and staff build a professional community that allows critical thinking and the ability to grow professionally (Walden, n.d.). Through Walden, I hope to be able to share my education and research with my peers, both in the workplace and with society. Encouraging critical thinking and discovery will bring the ability to question society as it is now, and only with education and critical thinking can help society unify and grow Hopes, Challenges, and Strategies Essay example.

Walden University. (2021, September). 
Walden’s vision, mission, and goals
. 2021-2022 Walden University Student Handbook. 
https://catalog.waldenu.edu/content.php?catoid=182&navoid=66691

Walden University. (n.d.). 
Social Change.
 Walden University. 
https://www.waldenu.edu/why-walden/social-change

Walden University. (2020). 
Meet Your Faculty.
 [Video]. Walden University. https://mym.cdn.laureate-media.com/2dett4d/Walden/PSYC/6002/01/index.html Hopes, Challenges, and Strategies Essay example