Tag: Psychology

  • [Solved] PE Week 2 Assignment 1

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    Connect with your partners in the team’s discussion. Begin to get to know one another. – Review Chapter 2 of your text and other relevant resources listed for this week. Verify that everyone has viewed the Audiopedia and Wedell videos in this week’s Learning Resources. – Verify that everyone has rev…

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    Assignment Prompt & Instructions

    Connect with your partners in the team’s discussion. Begin to get to know one another.
    – Review Chapter 2 of your text and other relevant resources listed for this week. Verify that everyone has viewed the Audiopedia and Wedell videos in this week’s Learning Resources.
    – Verify that everyone has reviewed the Program Evaluation Proposal Template and the Team Project Planning Worksheet and noted which sections are due and when during the course. Consider how this and every week’s activities fit into completing sections of your Team Project Planning Worksheet and Program Evaluation Proposal Template.
    – Review your RFP and the documents identified in this week’s Learning Resources, especially the requirements for your first team proposal work product, to be submitted in Week 4.
    – **Post in your Project Team Space Discussion forum by Day 3** the initial information you have from the RFP for your team’s evaluation project. Describe your individual observations and thoughts about the following issues for planning and preparing:
    – Who wants an evaluation?
    – What should be the focus of the evaluation?
    – Why is an evaluation wanted?
    – When is an evaluation wanted?
    – What resources are available to support an evaluation?
    – Explain what you know from the RFP. Explain what you need to discuss further as part of planning the proposal for the program evaluation. Continue to refine your ideas with your team members throughout the rest of the week.
    – Set your team plans and goals for this week:
    – Establish group communications (what to communicate, how often, what means to use). You may wish to set up a live conference using Big Blue Button in Canvas or a free account with a third-party tool such as Zoom, Google Docs, or Slack.
    – Review the first team assignment, due in Week 4, including the documents listed in this week’s Learning Resources. Using the Team Project Planning Worksheet, begin to identify tasks to be completed for the first team assignment. Make team assignments (what task, to whom). Establish due dates (what is due and when, how it will be submitted). Post these on the Team Project Planning Worksheet.
    – Use the Team Project Planning Worksheet to plan and track the team’s progress to date and set your team’s goals and assignments for this week to move toward your Week 4 proposal submission.
    – Use your group’s discussion forum and Wiki areas for continued team discussions. You also may wish to set up a live video conference using Big Blue Button in the classroom or a free account with a third-party tool such as Zoom, Google Docs, or Slack. If you have conversations outside of the classroom, document who attended and what was discussed/completed in the meeting in the team discussion forum and also note the meeting on your Team Project Planning Worksheet.
    – Complete all team work that you planned for the week in order to stay on task for completing the team assignment, due in Week 4.
    – Submit your Team Project Planning Worksheet.
    _Be sure to support your work with specific references to the Learning Resources. Use proper APA format and citations._
    Work as a team for mutual sharing of information and responsibilities. Each member of the team should contribute equitably. You may decide through team discussions who may have specific interests and/or skills for certain components of the agenda to complete the assignment as a team.
    \
    RFP5-SexualHarassmentHO.docx](https://www.sweetstudy.com/files/rfp5-sexualharassmentho-docx "RFP5-SexualHarassmentHO.docx")
    \
    TeamProjPlanningWkstHO.docx](https://www.sweetstudy.com/files/teamprojplanningwkstho-docx "TeamProjPlanningWkstHO.docx")

  • [Solved] PE Week 2 Assignment 2

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    **To prepare for this Assignment:** – Reflect on this week’s experiences with your team. **Assignment** Complete your journal entry, reflecting on your experiences with the team process for this week. – How is it going? – What are you learning about yourself? – What are you learning about the team p…

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    Assignment Prompt & Instructions

    **To prepare for this Assignment:**
    – Reflect on this week’s experiences with your team.
    **Assignment**
    Complete your journal entry, reflecting on your experiences with the team process for this week.
    – How is it going?
    – What are you learning about yourself?
    – What are you learning about the team process?
    – What seems to be working well? Not so well?
    – How might you continue to support your team’s development and ongoing progress?
    – What more may be needed to enhance the team process?
    – Share any other thoughts you may have.

  • [Solved] Two Student Responses (300-400) Words

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    Executive Solution Overview

    **Respond** to at least **two** of your colleagues’ posts (on different days) using the Annoto feature to post at least 2 Annoto comments per colleague video explaining why you agree or disagree with at least two elements of their videos (other than the title slide and references slide(s)). **Note:*…

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    Assignment Prompt & Instructions

    **Respond** to at least **two** of your colleagues’ posts (on different days) using the Annoto feature to post at least 2 Annoto comments per colleague video explaining why you agree or disagree with at least two elements of their videos (other than the title slide and references slide(s)).
    **Note:** Your responses to colleagues should be substantial (at least **50 words** **minimum** per comment), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA style. Your responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive.

  • [Solved] AIFP Week 2 Assignment

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    Executive Solution Overview

    **To prepare:** – For the advanced issue in forensic psychology, you selected in Week 1 for your Final Project for this course, review the Week 2 Discussion narrated PowerPoint and research scholarly evidence from your own research and/or the Learning Resources to inform a solution to address the is…

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    Assignment Prompt & Instructions

    **To prepare:**
    – For the advanced issue in forensic psychology, you selected in Week 1 for your Final Project for this course, review the Week 2 Discussion narrated PowerPoint and research scholarly evidence from your own research and/or the Learning Resources to inform a solution to address the issue.
    – Consider how you would describe your proposed solution.
    – Review the social determinants of health (SDOH) resource in the Learning Resources. Then, consider how your proposed solution might address one or more of the social determinants of health and why you think so.
    – Identify at least 4 scholarly resources relevant to Final Project: Part II—3 current peer-reviewed journal articles (not older than 5 years) and 1 resource from this week’s Learning Resources or from your own internet search of a scholarly resource.
    – For your Assignment, use the graduate course APA Course Paper Template (APA 7) accessed from the “Walden Templates” web resource in the Learning Resources.
    **Assignment** (1-page paper, not including title page and references page)For the advanced issue in forensic psychology you selected in Week 1 for your Final Project for this course, describe your evidence-based proposed solution.
    – Explain how your proposed solution to address the advanced issue in forensic psychology you selected might address one or more of the social determinants of health and why you think so.
    – Include at least 4 scholarly resources relevant to Final Project: Part II—3 current peer-reviewed journal articles (not older than 5 years) and 1 resource from this week’s Learning Resources or from your own internet search of a scholarly resource.

  • [Solved] PE Week 2 Discussion

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    Executive Solution Overview

    **To prepare:** – Review the checklists for engaging stakeholders and for developing and evaluating evaluation budgets at the Western Michigan University evaluation checklists website listed in this week’s Learning Resources. **Post** your comprehensive response to each of the following: – Briefly d…

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    Assignment Prompt & Instructions

    **To prepare:**
    – Review the checklists for engaging stakeholders and for developing and evaluating evaluation budgets at the Western Michigan University evaluation checklists website listed in this week’s Learning Resources.
    **Post** your comprehensive response to each of the following:
    – Briefly describe to the class the project you and your team are working on for your RFP.
    – Considering the RFP you and your team members are reviewing, who would be the key stakeholder(s) for contracting with you for this program evaluation? Explain why the stakeholder or stakeholders were chosen.
    – Are there other key stakeholders to help you clarify needs, resources for evaluation, etc.? How would you go about identifying who these other key stakeholders may be?
    – What are your thoughts on how your team might estimate your costs for conducting the evaluation? What are some key expenses? What further information would you need to know to plan your expenses?

  • [Solved] One Student Response (300-400 Words)

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    Executive Solution Overview

    **Respond** to at least one of your colleagues’ posts, focusing on one or more of the following questions: – What more might you like to ask or share with a colleague? – What additional questions do you have for your colleague? Would you suggest any further actions not originally selected or describ…

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    Assignment Prompt & Instructions

    **Respond** to at least one of your colleagues’ posts, focusing on one or more of the following questions:
    – What more might you like to ask or share with a colleague?
    – What additional questions do you have for your colleague? Would you suggest any further actions not originally selected or described by your colleague?
    **Note:** You are not required to respond to a colleague who is on the same evaluation team that you are on.
    _Be sure to support your postings and responses with specific references to the Learning Resources. Use proper APA format and citations._

  • [Solved] D Status Check

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    Executive Solution Overview

    · Scholarly citations in current APA format where appropriate. · 250 words. – ## Module3.docx – ## PersonalProgressStatusCheckModule3AssignmentInstructions1.docx – ## Videos.docx – ## Scholars_Before_Researchers_O.pdf – STRATEGIESFORFINDINGANDSELECTINGANIDEALTHESISORDISSERTATIONTOPIC_AREVIEWOFLI…

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    Assignment Prompt & Instructions

    · Scholarly citations in current APA format where appropriate.
    · 250 words.

    – ## Module3.docx

    – ## PersonalProgressStatusCheckModule3AssignmentInstructions1.docx

    – ## Videos.docx

    – ## Scholars_Before_Researchers_O.pdf

    – STRATEGIESFORFINDINGANDSELECTINGANIDEALTHESISORDISSERTATIONTOPIC_AREVIEWOFLITERATUR.pdf
    – WorkingindependentlyonthedissertationproposalexperiencesofinternationalMastersstudents.pdf

    **## Module3.docx**

    Module 3: Week 3 Introduction

    **Overview**

    In this module, you examine how to use effectively topic-related dissertations and research articles. By the end of it, you should have the skills to narrow down your topic area, potential designs, and efficiently read research articles.

    **Learning Outcomes**

    Upon successful completion of this module, you will be able to:

    · Describe the different sections of a dissertation.

    · Explain how to read previous dissertations and topic-related research articles effectively to generate dissertation ideas.

    · Utilize software programs to build efficiently a bibliography for your topic.

    **## PersonalProgressStatusCheckModule3AssignmentInstructions1.docx**

    EDCO 716

    **Personal Progress: Status Check – Module 3 Assignment Instructions**

    **Overview**

    The student will complete 8 Personal Progress Assignments in this course. These reports will be submitted as a discussion within the course, providing students with an opportunity to collaborate on ideas and share resources related to dissertation topic interests. Discussion replies are OPTIONAL. For each assignment, students must support their assertions with scholarly citations in current APA format where appropriate. Each assignment must be between 200 to 250 words.

    **Instructions**

    Share a sense of how your topic development has progressed. If you have had meetings about your project with your professor, you should summarize the key points of that discussion, state your current tasks related to your dissertation, and include any questions you have.

    **## Videos.docx**

    [https://canvas.liberty.edu/courses/962536/pages/watch-finding-research-gaps-in-research-articles?module_item_id=91228079](https://canvas.liberty.edu/courses/962536/pages/watch-finding-research-gaps-in-research-articles?module_item_id=91228079)

    [https://canvas.liberty.edu/courses/962536/pages/watch-what-to-include-in-your-bibliography-citations?module_item_id=91228085](https://canvas.liberty.edu/courses/962536/pages/watch-what-to-include-in-your-bibliography-citations?module_item_id=91228085)

    [https://canvas.liberty.edu/courses/962536/pages/watch-mendeley-tutorial?module_item_id=91228089](https://canvas.liberty.edu/courses/962536/pages/watch-mendeley-tutorial?module_item_id=91228089)

    [https://canvas.liberty.edu/courses/962536/pages/watch-referencing-in-microsoft-word-with-mendeley-desktop?module_item_id=91228093](https://canvas.liberty.edu/courses/962536/pages/watch-referencing-in-microsoft-word-with-mendeley-desktop?module_item_id=91228093)

    [https://canvas.liberty.edu/courses/962536/pages/watch-how-to-use-mendeley-desktop-for-your-citation-requirements?module_item_id=91228097](https://canvas.liberty.edu/courses/962536/pages/watch-how-to-use-mendeley-desktop-for-your-citation-requirements?module_item_id=91228097)

    **## Scholars_Before_Researchers_O.pdf**

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    **STRATEGIESFORFINDINGANDSELECTINGANIDEALTHESISORDISSERTATIONTOPIC_AREVIEWOFLITERATUR.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/strategiesforfindingandselectinganidealthesisordissertationtopic-areviewofliteratur-pdf)

    **WorkingindependentlyonthedissertationproposalexperiencesofinternationalMastersstudents.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/workingindependentlyonthedissertationproposalexperiencesofinternationalmastersstudents-pdf)

    **WorkingindependentlyonthedissertationproposalexperiencesofinternationalMastersstudents.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/workingindependentlyonthedissertationproposalexperiencesofinternationalmastersstudents-pdf)

    **## Module3.docx**

    Module 3: Week 3 Introduction

    **Overview**

    In this module, you examine how to use effectively topic-related dissertations and research articles. By the end of it, you should have the skills to narrow down your topic area, potential designs, and efficiently read research articles.

    **Learning Outcomes**

    Upon successful completion of this module, you will be able to:

    · Describe the different sections of a dissertation.

    · Explain how to read previous dissertations and topic-related research articles effectively to generate dissertation ideas.

    · Utilize software programs to build efficiently a bibliography for your topic.

    **## PersonalProgressStatusCheckModule3AssignmentInstructions1.docx**

    EDCO 716

    **Personal Progress: Status Check – Module 3 Assignment Instructions**

    **Overview**

    The student will complete 8 Personal Progress Assignments in this course. These reports will be submitted as a discussion within the course, providing students with an opportunity to collaborate on ideas and share resources related to dissertation topic interests. Discussion replies are OPTIONAL. For each assignment, students must support their assertions with scholarly citations in current APA format where appropriate. Each assignment must be between 200 to 250 words.

    **Instructions**

    Share a sense of how your topic development has progressed. If you have had meetings about your project with your professor, you should summarize the key points of that discussion, state your current tasks related to your dissertation, and include any questions you have.

    **## Videos.docx**

    [https://canvas.liberty.edu/courses/962536/pages/watch-finding-research-gaps-in-research-articles?module_item_id=91228079](https://canvas.liberty.edu/courses/962536/pages/watch-finding-research-gaps-in-research-articles?module_item_id=91228079)

    [https://canvas.liberty.edu/courses/962536/pages/watch-what-to-include-in-your-bibliography-citations?module_item_id=91228085](https://canvas.liberty.edu/courses/962536/pages/watch-what-to-include-in-your-bibliography-citations?module_item_id=91228085)

    [https://canvas.liberty.edu/courses/962536/pages/watch-mendeley-tutorial?module_item_id=91228089](https://canvas.liberty.edu/courses/962536/pages/watch-mendeley-tutorial?module_item_id=91228089)

    [https://canvas.liberty.edu/courses/962536/pages/watch-referencing-in-microsoft-word-with-mendeley-desktop?module_item_id=91228093](https://canvas.liberty.edu/courses/962536/pages/watch-referencing-in-microsoft-word-with-mendeley-desktop?module_item_id=91228093)

    [https://canvas.liberty.edu/courses/962536/pages/watch-how-to-use-mendeley-desktop-for-your-citation-requirements?module_item_id=91228097](https://canvas.liberty.edu/courses/962536/pages/watch-how-to-use-mendeley-desktop-for-your-citation-requirements?module_item_id=91228097)

    **## Scholars_Before_Researchers_O.pdf**

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    **STRATEGIESFORFINDINGANDSELECTINGANIDEALTHESISORDISSERTATIONTOPIC_AREVIEWOFLITERATUR.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/strategiesforfindingandselectinganidealthesisordissertationtopic-areviewofliteratur-pdf)

    **WorkingindependentlyonthedissertationproposalexperiencesofinternationalMastersstudents.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/workingindependentlyonthedissertationproposalexperiencesofinternationalmastersstudents-pdf)

    **## Module3.docx**

    Module 3: Week 3 Introduction

    **Overview**

    In this module, you examine how to use effectively topic-related dissertations and research articles. By the end of it, you should have the skills to narrow down your topic area, potential designs, and efficiently read research articles.

    **Learning Outcomes**

    Upon successful completion of this module, you will be able to:

    · Describe the different sections of a dissertation.

    · Explain how to read previous dissertations and topic-related research articles effectively to generate dissertation ideas.

    · Utilize software programs to build efficiently a bibliography for your topic.

    **## PersonalProgressStatusCheckModule3AssignmentInstructions1.docx**

    EDCO 716

    **Personal Progress: Status Check – Module 3 Assignment Instructions**

    **Overview**

    The student will complete 8 Personal Progress Assignments in this course. These reports will be submitted as a discussion within the course, providing students with an opportunity to collaborate on ideas and share resources related to dissertation topic interests. Discussion replies are OPTIONAL. For each assignment, students must support their assertions with scholarly citations in current APA format where appropriate. Each assignment must be between 200 to 250 words.

    **Instructions**

    Share a sense of how your topic development has progressed. If you have had meetings about your project with your professor, you should summarize the key points of that discussion, state your current tasks related to your dissertation, and include any questions you have.

    **## Videos.docx**

    [https://canvas.liberty.edu/courses/962536/pages/watch-finding-research-gaps-in-research-articles?module_item_id=91228079](https://canvas.liberty.edu/courses/962536/pages/watch-finding-research-gaps-in-research-articles?module_item_id=91228079)

    [https://canvas.liberty.edu/courses/962536/pages/watch-what-to-include-in-your-bibliography-citations?module_item_id=91228085](https://canvas.liberty.edu/courses/962536/pages/watch-what-to-include-in-your-bibliography-citations?module_item_id=91228085)

    [https://canvas.liberty.edu/courses/962536/pages/watch-mendeley-tutorial?module_item_id=91228089](https://canvas.liberty.edu/courses/962536/pages/watch-mendeley-tutorial?module_item_id=91228089)

    [https://canvas.liberty.edu/courses/962536/pages/watch-referencing-in-microsoft-word-with-mendeley-desktop?module_item_id=91228093](https://canvas.liberty.edu/courses/962536/pages/watch-referencing-in-microsoft-word-with-mendeley-desktop?module_item_id=91228093)

    [https://canvas.liberty.edu/courses/962536/pages/watch-how-to-use-mendeley-desktop-for-your-citation-requirements?module_item_id=91228097](https://canvas.liberty.edu/courses/962536/pages/watch-how-to-use-mendeley-desktop-for-your-citation-requirements?module_item_id=91228097)

    **## Scholars_Before_Researchers_O.pdf**

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    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

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    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

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    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    **STRATEGIESFORFINDINGANDSELECTINGANIDEALTHESISORDISSERTATIONTOPIC_AREVIEWOFLITERATUR.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/strategiesforfindingandselectinganidealthesisordissertationtopic-areviewofliteratur-pdf)

    **WorkingindependentlyonthedissertationproposalexperiencesofinternationalMastersstudents.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/workingindependentlyonthedissertationproposalexperiencesofinternationalmastersstudents-pdf)

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  • [Solved] Null Hypothesis

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    Executive Solution Overview

    · 300 words · Current APA 7 must be used to cite sources – ## Videos.docx – ## EssayTheNullHypothesisandYouAssignmentPrompts.docx – ## EssayGradingRubric3.pdf – Reading-AppliedstatisticsIIChap1.pdf – Reading-AppliedstatisticsIChap8-9.pdf **## Videos.docx** [https://canvas.liberty.edu/courses/962521/…

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    Assignment Prompt & Instructions

    · 300 words
    · Current APA 7 must be used to cite sources

    – ## Videos.docx

    – ## EssayTheNullHypothesisandYouAssignmentPrompts.docx

    – ## EssayGradingRubric3.pdf

    – Reading-AppliedstatisticsIIChap1.pdf
    – Reading-AppliedstatisticsIChap8-9.pdf

    **## Videos.docx**

    [https://canvas.liberty.edu/courses/962521/pages/watch-grouped-frequency-distributions-constructing-a-grouped-frequency-distribution?module_item_id=91232134](https://canvas.liberty.edu/courses/962521/pages/watch-grouped-frequency-distributions-constructing-a-grouped-frequency-distribution?module_item_id=91232134)

    [https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-ungrouped-data?module_item_id=91232139](https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-ungrouped-data?module_item_id=91232139)

    [https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-through-dance?module_item_id=91232142](https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-through-dance?module_item_id=91232142)

    **## EssayTheNullHypothesisandYouAssignmentPrompts.docx**

    EDCO 735

    **Essay: The Null Hypothesis and You Assignment Prompts**

    · Provide an example of a situation where a researcher would utilize a directional significance test. What factors contribute to the value of α and when a researcher reports a
    _p_ value, what are they reporting? Do we typically want a
    _p_ value to be small or large?

    · Provide two scenarios: one where a Type I error occurs and another where a Type II error occurs. What factors influence the magnitude of risk for each of these and what practices might a researcher engage to minimize these risks? If the null hypothesis is incorrectly reported as significant, which type of error is occurring and what might the subsequent implications be? What conclusions, if any, can be drawn from such results?

    **## EssayGradingRubric3.pdf**

    Criteria Ratings Points

    Content 70 to >60 pts

    Advanced

    The essay exceeds content
    requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbook or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    60 to >51 pts

    Proficient

    The essay meets the
    content requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbooks or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    51 to >0 pts

    Developing

    The essay meets some of
    the content requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbooks or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    0 pts

    Not
    Present

    70 pts

    Structure 30 to >25 pts

    Advanced

    The essay exceeds
    requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    25 to >17 pts

    Proficient

    The essay meets
    requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    17 to >0 pts

    Developing

    The essay meets some of
    the structure requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    0 pts

    Not
    Present

    30 pts

    Total Points: 100

    Essay Grading Rubric | EDCO735_B02_202540

    **Reading-AppliedstatisticsIIChap1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-appliedstatisticsiichap1-pdf-10386251)

    **Reading-AppliedstatisticsIChap8-9.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-appliedstatisticsichap8-9-pdf)

    **Reading-AppliedstatisticsIChap8-9.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-appliedstatisticsichap8-9-pdf)

    **## Videos.docx**

    [https://canvas.liberty.edu/courses/962521/pages/watch-grouped-frequency-distributions-constructing-a-grouped-frequency-distribution?module_item_id=91232134](https://canvas.liberty.edu/courses/962521/pages/watch-grouped-frequency-distributions-constructing-a-grouped-frequency-distribution?module_item_id=91232134)

    [https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-ungrouped-data?module_item_id=91232139](https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-ungrouped-data?module_item_id=91232139)

    [https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-through-dance?module_item_id=91232142](https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-through-dance?module_item_id=91232142)

    **## EssayTheNullHypothesisandYouAssignmentPrompts.docx**

    EDCO 735

    **Essay: The Null Hypothesis and You Assignment Prompts**

    · Provide an example of a situation where a researcher would utilize a directional significance test. What factors contribute to the value of α and when a researcher reports a
    _p_ value, what are they reporting? Do we typically want a
    _p_ value to be small or large?

    · Provide two scenarios: one where a Type I error occurs and another where a Type II error occurs. What factors influence the magnitude of risk for each of these and what practices might a researcher engage to minimize these risks? If the null hypothesis is incorrectly reported as significant, which type of error is occurring and what might the subsequent implications be? What conclusions, if any, can be drawn from such results?

    **## EssayGradingRubric3.pdf**

    Criteria Ratings Points

    Content 70 to >60 pts

    Advanced

    The essay exceeds content
    requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbook or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    60 to >51 pts

    Proficient

    The essay meets the
    content requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbooks or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    51 to >0 pts

    Developing

    The essay meets some of
    the content requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbooks or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    0 pts

    Not
    Present

    70 pts

    Structure 30 to >25 pts

    Advanced

    The essay exceeds
    requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    25 to >17 pts

    Proficient

    The essay meets
    requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    17 to >0 pts

    Developing

    The essay meets some of
    the structure requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    0 pts

    Not
    Present

    30 pts

    Total Points: 100

    Essay Grading Rubric | EDCO735_B02_202540

    **Reading-AppliedstatisticsIIChap1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-appliedstatisticsiichap1-pdf-10386251)

    **Reading-AppliedstatisticsIChap8-9.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-appliedstatisticsichap8-9-pdf)

    **## Videos.docx**

    [https://canvas.liberty.edu/courses/962521/pages/watch-grouped-frequency-distributions-constructing-a-grouped-frequency-distribution?module_item_id=91232134](https://canvas.liberty.edu/courses/962521/pages/watch-grouped-frequency-distributions-constructing-a-grouped-frequency-distribution?module_item_id=91232134)

    [https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-ungrouped-data?module_item_id=91232139](https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-ungrouped-data?module_item_id=91232139)

    [https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-through-dance?module_item_id=91232142](https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-through-dance?module_item_id=91232142)

    **## EssayTheNullHypothesisandYouAssignmentPrompts.docx**

    EDCO 735

    **Essay: The Null Hypothesis and You Assignment Prompts**

    · Provide an example of a situation where a researcher would utilize a directional significance test. What factors contribute to the value of α and when a researcher reports a
    _p_ value, what are they reporting? Do we typically want a
    _p_ value to be small or large?

    · Provide two scenarios: one where a Type I error occurs and another where a Type II error occurs. What factors influence the magnitude of risk for each of these and what practices might a researcher engage to minimize these risks? If the null hypothesis is incorrectly reported as significant, which type of error is occurring and what might the subsequent implications be? What conclusions, if any, can be drawn from such results?

    **## EssayGradingRubric3.pdf**

    Criteria Ratings Points

    Content 70 to >60 pts

    Advanced

    The essay exceeds content
    requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbook or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    60 to >51 pts

    Proficient

    The essay meets the
    content requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbooks or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    51 to >0 pts

    Developing

    The essay meets some of
    the content requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbooks or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    0 pts

    Not
    Present

    70 pts

    Structure 30 to >25 pts

    Advanced

    The essay exceeds
    requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    25 to >17 pts

    Proficient

    The essay meets
    requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    17 to >0 pts

    Developing

    The essay meets some of
    the structure requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    0 pts

    Not
    Present

    30 pts

    Total Points: 100

    Essay Grading Rubric | EDCO735_B02_202540

    **Reading-AppliedstatisticsIIChap1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-appliedstatisticsiichap1-pdf-10386251)

    **Reading-AppliedstatisticsIChap8-9.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-appliedstatisticsichap8-9-pdf)

    – 1
    – 2
    – 3
    – 4
    – 5

  • [Solved] Assessment Log

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## ScientificPractitionerModelfinalnotes.pdf – ## Insturction_AssessmentLog.pdf – Block3Finalnotes.pdf – DiversityandInclusionfinalnotes.pdf – SelfCoachingandResilience.pdf – Commonirrationalbeliefs.pdf – InfluencingpolicyfinalNotes.pdf – PsychologicalSafetyV2.pdf – EthicsinPracticefinalnotes.pdf…

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    Assignment Prompt & Instructions

    – ## ScientificPractitionerModelfinalnotes.pdf

    – ## Insturction_AssessmentLog.pdf

    – Block3Finalnotes.pdf
    – DiversityandInclusionfinalnotes.pdf
    – SelfCoachingandResilience.pdf
    – Commonirrationalbeliefs.pdf
    – InfluencingpolicyfinalNotes.pdf
    – PsychologicalSafetyV2.pdf
    – EthicsinPracticefinalnotes.pdf
    – PsychologicalSafetyNotes.pdf
    – Block1Day1-Introductionfinalnotes.pdf

    **## ScientificPractitionerModelfinalnotes.pdf**

    The Scientific
    Practitioner
    Model

    Development
    (Shakow, 1941)

    Shakow drafted his first training plan to educate clinical
    psychology graduate students during a Conference at The New
    York Psychiatric institute, now referred to Shakow's 1941
    American Association for Applied Psychology Report.
    In the report, Shakow outlined a 4-year education track:

    • Year 1: establish a strong foundation in psychology and
    other applied sciences

    • Year 2: learn therapeutic principles and practices needed to
    treat patients

    • Year 3: internship, gain supervised field experience

    • Year 4: complete research dissertation

    The Scientist-
    Practitioner
    Model (Boulder
    Model)

    The Scientist-Practitioner Model is a foundational
    framework in psychology that emphasizes the
    integration of scientific research and practical
    application.

    It was first introduced at the Boulder Conference in
    1949 to guide the training of clinical psychologists, but it
    has since influenced many applied psychology fields—
    including Business Psychology.

    The Scientist-
    Practitioner
    Model (Boulder
    Model)

    It means a professional is both a scientist and a
    practitioner:

    • As a scientist, they critically evaluate research, use
    evidence-based practices, and may conduct their
    own studies.

    • As a practitioner, they apply psychological theories
    and techniques to solve real-world problems.

    The model encourages psychologists to integrate
    science and practice, continuously learning from both.

    5 Key Principles of this Model

    1. Dual Identity: Scientist and Practitioner
    2. Evidence-Based Practice
    3. Critical Thinking and Research Skills
    4. Ethical and Reflective Practice
    5. Continuous Learning and Improvement

    Evidence-Based Practice for
    Mental Health Practitioners

    Example: A clinical psychologist Dr. Lee

    Scientist Side:
    • Reads new research on how Cognitive Behavioral Therapy (CBT) is being adapted

    for young adults with social anxiety.
    • critically reviews journal articles, attends conferences, and even collaborates

    with university researchers to run a small study on this in her clinic.

    Practitioner Side
    • Sees a 20-year-old client, Alex, who is struggling with social anxiety at university.
    • She selects CBT techniques that are evidence-based for someone in Alex's age

    group and context.

    Example: A clinical psychologist Dr. Lee

    The Integration
    • Notices something interesting: many of her young clients are anxious not just

    socially, but specifically when using social media.

    • She keeps detailed notes, gathers feedback

    • She eventually contributes to a research article on social-media-induced
    anxiety in Gen Z, which she co-authors with a university researcher.

    How about Business
    psychologists?

    Why Should You as Business Psychologists Care?

    Even though you may not become clinical psychologists, you are also expected to
    work as scientist-practitioners:
    • You might use research to develop leadership programs or measure employee

    wellbeing.
    • You should critically evaluate the tools you use (like personality assessments or

    engagement surveys)
    • You may even conduct internal research to study the impact of workplace

    interventions.

    Reflection from a student studying organizational psychology

    Thoughts about the Scientist-Practitioner model in an
    organisational context | Rebecca Jackson

    [https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)

    [https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)

    Group Activity (1)

    Consult & Conclude

    Experience both roles Scientist & Practitioner
    in solving a real-world workplace
    issue using psychology

    What is
    Evidence-

    Based
    Practice

    • Fundamentally, evidence-based practice is practice
    which is driven by evidence – both clinical and research
    based

    • We need to make safe and effective decisions for the
    individuals we provide care for

    • We have both a legal and ethical duty to make informed
    decisions to ensure safety, expertise and best practice

    • Within psychological sciences, evidence-based practice
    is closely paralleled with medicine with the integration
    of best research evidence with clinical expertise and
    patient value (APA, 2001)

    • Enhancing public health and promoting effective
    psychological practice to promote mental health is
    fundamental in the psychological sciences

    Evidence-
    Based

    Practice in
    Psychology

    • Research evidence improves access to services for
    those deemed vulnerable adults and young people

    • NICE (National Institute for Clinical Excellence)
    regularly review and publish guidelines for practitioners,
    commissioners and adults, their families and carers
    periodically

    • Commissioners and healthcare providers have a duty to
    ensure the healthcare system is sustainable and
    continuously improving whilst simultaneously delivering
    safe care to the communities it serves

    • Although the psychological branches may have unique
    differences, the central focus remains

    • The purpose of delivering clinical expertise and research
    driven evidence-based care which subsequently further
    informs and improves health policies

    Evidence-based practice in organizational settings
    Briner, Denyer, and Rousseau (2009)

    1. Scientific research evidence – Empirical findings from
    psychological and management research.

    2. Organizational facts, metrics, and data – Contextual
    evidence such as performance indicators, employee
    surveys, and HR analytics.

    3. Practitioner expertise – The judgment and
    accumulated experience of professionals who
    understand the organizational context.

    4. Stakeholders’ concerns, values, and preferences –
    Input from those affected by the decisions, including
    employees, managers, and clients.

    Evidence

    Systematic Reviews and meta-analyses

    Randomised Controlled Trials (RCTs) with definitive
    results

    RCTs with non-definitive results

    Cohort studies

    Case-control studies

    Cross sectional surveys

    Case reports

    Heard of this before – True or False ?

    1. People learn better when they receive info in their preferred style(visual,
    auditory, kinesthetic)

    2. We only use 10% of our brain
    3. Left right brain dominance can explain learning differences in people
    4. Vigorous exercise lead to better brain function
    5. Eye movements—such as looking up and to the right—can indicate whether

    someone is lying

    Group Activity (2)

    Evaluate critically whether these
    five statements are true.

    The Learning Styles
    Neuromyth Is Still Thriving in
    Medical Education – PMC

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    Neuromyths

    A neuromyth is a misconception or misunderstanding about brain function and
    neuroscience, often arising from the misinterpretation, oversimplification, or
    misuse of scientific findings. In the context of education, neuromyths can
    influence teaching practices in ways that are ineffective or even counterproductive
    (Howard-Jones, 2014).

    Neuromyths often gain popularity because they are intuitive or appealing, even
    when they are not supported by evidence from cognitive neuroscience or
    educational psychology.

    Five common Neuromyths in Education

    1. People Learn Better When Taught in Their Preferred Learning Style (e.g., Visual,
    Auditory, Kinesthetic)

    2. We Only Use 10% of Our Brains
    3. Left-Brain vs. Right-Brain Learners
    4. Drinking More Water Improves Brain Function in the Classroom
    5. Listening to Classical Music (e.g., Mozart) Improves Intelligence (The Mozart

    Effect)

    References

    • Chabris, C. F. (1999). Prelude or requiem for the 'Mozart effect'? Nature,
    400(6747), 826–827. https://doi.org/10.1038/23608

    • Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages.
    Nature Reviews Neuroscience, 15(12), 817–824.
    https://doi.org/10.1038/nrn3817

    • Nielsen, J. A., Zielinski, B. A., Ferguson, M. A., et al. (2013). An evaluation of the
    left-brain vs. right-brain hypothesis with resting state functional connectivity
    magnetic resonance imaging. PLOS ONE, 8(8), e71275.
    https://doi.org/10.1371/journal.pone.0071275

    • Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles:
    Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–
    119. https://doi.org/10.1111/j.1539-6053.2009.01038.x

    • Sousa, D. A. (2010). How the brain learns (4th ed.). Corwin.

    QUESTIONS?

    – 幻灯片 1: The Scientific Practitioner Model
    – 幻灯片 2: Development (Shakow, 1941)
    – 幻灯片 3: The Scientist-Practitioner Model (Boulder Model)
    – 幻灯片 4: The Scientist-Practitioner Model (Boulder Model)
    – 幻灯片 5: 5 Key Principles of this Model
    – 幻灯片 6: Evidence-Based Practice for Mental Health Practitioners
    – 幻灯片 7: Example: A clinical psychologist Dr. Lee
    – 幻灯片 8: Example: A clinical psychologist Dr. Lee
    – 幻灯片 9: How about Business psychologists?
    – 幻灯片 10: Why Should You as Business Psychologists Care?
    – 幻灯片 11: Reflection from a student studying organizational psychology
    – 幻灯片 12
    – 幻灯片 13: What is Evidence-Based Practice
    – 幻灯片 14: Evidence-Based Practice in Psychology
    – 幻灯片 15: Evidence-based practice in organizational settings Briner, Denyer, and Rousseau (2009)
    – 幻灯片 16: Evidence
    – 幻灯片 17: Heard of this before – True or False ?
    – 幻灯片 18
    – 幻灯片 19
    – 幻灯片 20: Neuromyths
    – 幻灯片 21: Five common Neuromyths in Education
    – 幻灯片 22: References
    – 幻灯片 23: Questions?

    **## Insturction_AssessmentLog.pdf**

    Assessment title: Reflective Log

    Assessment weighting: 100%

    Assessment word limit: 4000 words for total (1000 words in 1 block)

    Assessment Guidelines: (*** Important)

    – At least 9-10 references in each block, total at least 36-40 references.
    – Structure each reflection using one of the reflective models as above
    – Use a high level of scholarly language and style (avoid colloquialisms and journalistic style)
    – Support your ideas and points with high quality academic sources (research, theory) – from

    professional practice literature and relevant specialist literature.
    – Avoid descriptive storytelling (first this happened then this and then that)
    – Use a critical evaluative style – undertake self-analysis; analyze your learnings in relation to what

    they mean for your own professional development/ future practice
    – More 'so what' than just 'what'!
    – Remember you are still building an argument, as in all academic writing-this time towards a

    detailed action plan for your future professional development/ practice

    Assessment topic:

    Write 1000 words reflective Log in each Block based on the Block content below. Use 1 reflective
    models and 1 theme write the log

    Block 1

    • Introduction to module and professional practice; Reflective practice

    • Assessment; Practitioner model Flawed thinking patterns; Communication bias, cognitive distortions
    and CPD

    Block 2

    • Ethics in practice and Scientist

    • Diversity and Inclusion; Scientist Practitioner model; Evidence Based Practice

    Block 3

    • Professional Practice Case Study

    Block 4

    • The Role of Play and Arts in Professional Practice; Team Building; Coaching (GROW model)

    • Practice Informing Policy Making; Psychological Safety and leadership development; Resilience and
    self-care for Practitioners; Assessment Q&A; Module reflection

    Reflections need to be from your consolidated learning from each block – i.e. your own exploration and
    wider reading as well as taught sessions (i.e. not only taught sessions)

    Example themes you may choose to reflect on:

    • Models of reflective practice and their application to personal experience.

    • Ethics in practice

    • Scientist practitioner model and implications for evidence-based practice

    • Values in action

    • The cycle of professional practice and all its elements / skills required for successful professional
    practice and/or service to clients

    • Building working relationships with clients/contracting (professional cycle step 1)

    • Needs analysis/assessing needs of clients (professional cycle step 2)

    • The Role of Play in Professional Practice

    • Listening and developing the client relationship

    • Application and incorporation of emerging new therapies and research (e.g. ecotherapy)

    • Psychologists informing policy making

    • The importance of self-care and resilience for practitioners

    It is advised that you select no more than 2 themes per block to reflect upon, in order that you have
    sucicient word count for thorough critical analysis of your themes in relation to your personal
    career/development path.

    Reflection Model:

    1. Terry Burton’s Cue Question

    2. Rolfe’s Cue Question

    3. Kolb's Experiential Learning

    4. Gibbs Deflective Circle

    5. Atkins and Murphy Model

    6. Appreciative Inquiry Model

    Assessment Aims:

    This assessment aims to help you develop reflective thinking and writing skills (skills that are essential
    both for your learning and development and for those working in all areas of Psychology).

    You should provide a 4000-word reflective account of your development in Psychology focusing on the
    skills that you have learnt throughout this 30-credit module. In your reflective log you will provide a brief
    description of the topics, 'themes' or areas you are reflecting on and then use your reflective thinking and
    writing skills to analyze and reflect on your learning and skill development.

    All reflections should be written using an appropriate model, for example the Gibbs (1988) cycle of
    reflection (however the model use you chose is up to you and you may find some models more
    appropriate to you than others). Relevant research evidence should also be incorporated where
    appropriate. As a result of your reflections, you should identify clear action points for further personal
    development in your chosen field of psychology.

    Assessment Rubrics:

    1. Evidence of originality, independent reflection and sophistication of thought; personal initiative
    expressed with clarity and stylistic accomplishment, using an appropriate register of language. *** Clear
    evidence of originality and independence. Excellent structure using accomplished scholarly
    techniques.

    2. Mastery of a range of cognate historical, theoretical and/or empirical material. *** ERectively utilizes
    a wide range of relevant resource material.

    3. Critical reflection/ analysis at a sophisticated level with a high degree of explanatory power rather than
    descriptive detail. *** Sophisticated and original evaluation and analysis of a range of evidence.

    4. Intellectual rigor and coherence in constructing, sustaining and testing arguments and/or hypotheses.
    Integration/ application (identification) of the models, issues and concepts within the debate/
    discussion. *** A focused and rigorous argument/ discussion, demonstrating an in-depth knowledge
    understanding and application of relevant models theories and concepts.

    **Block3Finalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block3finalnotes-pdf)

    **DiversityandInclusionfinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/diversityandinclusionfinalnotes-pdf)

    **SelfCoachingandResilience.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/selfcoachingandresilience-pdf)

    **Commonirrationalbeliefs.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/commonirrationalbeliefs-pdf-10386271)

    **InfluencingpolicyfinalNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/influencingpolicyfinalnotes-pdf)

    **PsychologicalSafetyV2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychologicalsafetyv2-pdf)

    **EthicsinPracticefinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethicsinpracticefinalnotes-pdf)

    **PsychologicalSafetyNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychologicalsafetynotes-pdf)

    **Block1Day1-Introductionfinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block1day1-introductionfinalnotes-pdf)

    **Block1Day1-Introductionfinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block1day1-introductionfinalnotes-pdf)

    **## ScientificPractitionerModelfinalnotes.pdf**

    The Scientific
    Practitioner
    Model

    Development
    (Shakow, 1941)

    Shakow drafted his first training plan to educate clinical
    psychology graduate students during a Conference at The New
    York Psychiatric institute, now referred to Shakow's 1941
    American Association for Applied Psychology Report.
    In the report, Shakow outlined a 4-year education track:

    • Year 1: establish a strong foundation in psychology and
    other applied sciences

    • Year 2: learn therapeutic principles and practices needed to
    treat patients

    • Year 3: internship, gain supervised field experience

    • Year 4: complete research dissertation

    The Scientist-
    Practitioner
    Model (Boulder
    Model)

    The Scientist-Practitioner Model is a foundational
    framework in psychology that emphasizes the
    integration of scientific research and practical
    application.

    It was first introduced at the Boulder Conference in
    1949 to guide the training of clinical psychologists, but it
    has since influenced many applied psychology fields—
    including Business Psychology.

    The Scientist-
    Practitioner
    Model (Boulder
    Model)

    It means a professional is both a scientist and a
    practitioner:

    • As a scientist, they critically evaluate research, use
    evidence-based practices, and may conduct their
    own studies.

    • As a practitioner, they apply psychological theories
    and techniques to solve real-world problems.

    The model encourages psychologists to integrate
    science and practice, continuously learning from both.

    5 Key Principles of this Model

    1. Dual Identity: Scientist and Practitioner
    2. Evidence-Based Practice
    3. Critical Thinking and Research Skills
    4. Ethical and Reflective Practice
    5. Continuous Learning and Improvement

    Evidence-Based Practice for
    Mental Health Practitioners

    Example: A clinical psychologist Dr. Lee

    Scientist Side:
    • Reads new research on how Cognitive Behavioral Therapy (CBT) is being adapted

    for young adults with social anxiety.
    • critically reviews journal articles, attends conferences, and even collaborates

    with university researchers to run a small study on this in her clinic.

    Practitioner Side
    • Sees a 20-year-old client, Alex, who is struggling with social anxiety at university.
    • She selects CBT techniques that are evidence-based for someone in Alex's age

    group and context.

    Example: A clinical psychologist Dr. Lee

    The Integration
    • Notices something interesting: many of her young clients are anxious not just

    socially, but specifically when using social media.

    • She keeps detailed notes, gathers feedback

    • She eventually contributes to a research article on social-media-induced
    anxiety in Gen Z, which she co-authors with a university researcher.

    How about Business
    psychologists?

    Why Should You as Business Psychologists Care?

    Even though you may not become clinical psychologists, you are also expected to
    work as scientist-practitioners:
    • You might use research to develop leadership programs or measure employee

    wellbeing.
    • You should critically evaluate the tools you use (like personality assessments or

    engagement surveys)
    • You may even conduct internal research to study the impact of workplace

    interventions.

    Reflection from a student studying organizational psychology

    Thoughts about the Scientist-Practitioner model in an
    organisational context | Rebecca Jackson

    [https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)

    [https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)

    Group Activity (1)

    Consult & Conclude

    Experience both roles Scientist & Practitioner
    in solving a real-world workplace
    issue using psychology

    What is
    Evidence-

    Based
    Practice

    • Fundamentally, evidence-based practice is practice
    which is driven by evidence – both clinical and research
    based

    • We need to make safe and effective decisions for the
    individuals we provide care for

    • We have both a legal and ethical duty to make informed
    decisions to ensure safety, expertise and best practice

    • Within psychological sciences, evidence-based practice
    is closely paralleled with medicine with the integration
    of best research evidence with clinical expertise and
    patient value (APA, 2001)

    • Enhancing public health and promoting effective
    psychological practice to promote mental health is
    fundamental in the psychological sciences

    Evidence-
    Based

    Practice in
    Psychology

    • Research evidence improves access to services for
    those deemed vulnerable adults and young people

    • NICE (National Institute for Clinical Excellence)
    regularly review and publish guidelines for practitioners,
    commissioners and adults, their families and carers
    periodically

    • Commissioners and healthcare providers have a duty to
    ensure the healthcare system is sustainable and
    continuously improving whilst simultaneously delivering
    safe care to the communities it serves

    • Although the psychological branches may have unique
    differences, the central focus remains

    • The purpose of delivering clinical expertise and research
    driven evidence-based care which subsequently further
    informs and improves health policies

    Evidence-based practice in organizational settings
    Briner, Denyer, and Rousseau (2009)

    1. Scientific research evidence – Empirical findings from
    psychological and management research.

    2. Organizational facts, metrics, and data – Contextual
    evidence such as performance indicators, employee
    surveys, and HR analytics.

    3. Practitioner expertise – The judgment and
    accumulated experience of professionals who
    understand the organizational context.

    4. Stakeholders’ concerns, values, and preferences –
    Input from those affected by the decisions, including
    employees, managers, and clients.

    Evidence

    Systematic Reviews and meta-analyses

    Randomised Controlled Trials (RCTs) with definitive
    results

    RCTs with non-definitive results

    Cohort studies

    Case-control studies

    Cross sectional surveys

    Case reports

    Heard of this before – True or False ?

    1. People learn better when they receive info in their preferred style(visual,
    auditory, kinesthetic)

    2. We only use 10% of our brain
    3. Left right brain dominance can explain learning differences in people
    4. Vigorous exercise lead to better brain function
    5. Eye movements—such as looking up and to the right—can indicate whether

    someone is lying

    Group Activity (2)

    Evaluate critically whether these
    five statements are true.

    The Learning Styles
    Neuromyth Is Still Thriving in
    Medical Education – PMC

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    Neuromyths

    A neuromyth is a misconception or misunderstanding about brain function and
    neuroscience, often arising from the misinterpretation, oversimplification, or
    misuse of scientific findings. In the context of education, neuromyths can
    influence teaching practices in ways that are ineffective or even counterproductive
    (Howard-Jones, 2014).

    Neuromyths often gain popularity because they are intuitive or appealing, even
    when they are not supported by evidence from cognitive neuroscience or
    educational psychology.

    Five common Neuromyths in Education

    1. People Learn Better When Taught in Their Preferred Learning Style (e.g., Visual,
    Auditory, Kinesthetic)

    2. We Only Use 10% of Our Brains
    3. Left-Brain vs. Right-Brain Learners
    4. Drinking More Water Improves Brain Function in the Classroom
    5. Listening to Classical Music (e.g., Mozart) Improves Intelligence (The Mozart

    Effect)

    References

    • Chabris, C. F. (1999). Prelude or requiem for the 'Mozart effect'? Nature,
    400(6747), 826–827. https://doi.org/10.1038/23608

    • Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages.
    Nature Reviews Neuroscience, 15(12), 817–824.
    https://doi.org/10.1038/nrn3817

    • Nielsen, J. A., Zielinski, B. A., Ferguson, M. A., et al. (2013). An evaluation of the
    left-brain vs. right-brain hypothesis with resting state functional connectivity
    magnetic resonance imaging. PLOS ONE, 8(8), e71275.
    https://doi.org/10.1371/journal.pone.0071275

    • Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles:
    Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–
    119. https://doi.org/10.1111/j.1539-6053.2009.01038.x

    • Sousa, D. A. (2010). How the brain learns (4th ed.). Corwin.

    QUESTIONS?

    – 幻灯片 1: The Scientific Practitioner Model
    – 幻灯片 2: Development (Shakow, 1941)
    – 幻灯片 3: The Scientist-Practitioner Model (Boulder Model)
    – 幻灯片 4: The Scientist-Practitioner Model (Boulder Model)
    – 幻灯片 5: 5 Key Principles of this Model
    – 幻灯片 6: Evidence-Based Practice for Mental Health Practitioners
    – 幻灯片 7: Example: A clinical psychologist Dr. Lee
    – 幻灯片 8: Example: A clinical psychologist Dr. Lee
    – 幻灯片 9: How about Business psychologists?
    – 幻灯片 10: Why Should You as Business Psychologists Care?
    – 幻灯片 11: Reflection from a student studying organizational psychology
    – 幻灯片 12
    – 幻灯片 13: What is Evidence-Based Practice
    – 幻灯片 14: Evidence-Based Practice in Psychology
    – 幻灯片 15: Evidence-based practice in organizational settings Briner, Denyer, and Rousseau (2009)
    – 幻灯片 16: Evidence
    – 幻灯片 17: Heard of this before – True or False ?
    – 幻灯片 18
    – 幻灯片 19
    – 幻灯片 20: Neuromyths
    – 幻灯片 21: Five common Neuromyths in Education
    – 幻灯片 22: References
    – 幻灯片 23: Questions?

    **## Insturction_AssessmentLog.pdf**

    Assessment title: Reflective Log

    Assessment weighting: 100%

    Assessment word limit: 4000 words for total (1000 words in 1 block)

    Assessment Guidelines: (*** Important)

    – At least 9-10 references in each block, total at least 36-40 references.
    – Structure each reflection using one of the reflective models as above
    – Use a high level of scholarly language and style (avoid colloquialisms and journalistic style)
    – Support your ideas and points with high quality academic sources (research, theory) – from

    professional practice literature and relevant specialist literature.
    – Avoid descriptive storytelling (first this happened then this and then that)
    – Use a critical evaluative style – undertake self-analysis; analyze your learnings in relation to what

    they mean for your own professional development/ future practice
    – More 'so what' than just 'what'!
    – Remember you are still building an argument, as in all academic writing-this time towards a

    detailed action plan for your future professional development/ practice

    Assessment topic:

    Write 1000 words reflective Log in each Block based on the Block content below. Use 1 reflective
    models and 1 theme write the log

    Block 1

    • Introduction to module and professional practice; Reflective practice

    • Assessment; Practitioner model Flawed thinking patterns; Communication bias, cognitive distortions
    and CPD

    Block 2

    • Ethics in practice and Scientist

    • Diversity and Inclusion; Scientist Practitioner model; Evidence Based Practice

    Block 3

    • Professional Practice Case Study

    Block 4

    • The Role of Play and Arts in Professional Practice; Team Building; Coaching (GROW model)

    • Practice Informing Policy Making; Psychological Safety and leadership development; Resilience and
    self-care for Practitioners; Assessment Q&A; Module reflection

    Reflections need to be from your consolidated learning from each block – i.e. your own exploration and
    wider reading as well as taught sessions (i.e. not only taught sessions)

    Example themes you may choose to reflect on:

    • Models of reflective practice and their application to personal experience.

    • Ethics in practice

    • Scientist practitioner model and implications for evidence-based practice

    • Values in action

    • The cycle of professional practice and all its elements / skills required for successful professional
    practice and/or service to clients

    • Building working relationships with clients/contracting (professional cycle step 1)

    • Needs analysis/assessing needs of clients (professional cycle step 2)

    • The Role of Play in Professional Practice

    • Listening and developing the client relationship

    • Application and incorporation of emerging new therapies and research (e.g. ecotherapy)

    • Psychologists informing policy making

    • The importance of self-care and resilience for practitioners

    It is advised that you select no more than 2 themes per block to reflect upon, in order that you have
    sucicient word count for thorough critical analysis of your themes in relation to your personal
    career/development path.

    Reflection Model:

    1. Terry Burton’s Cue Question

    2. Rolfe’s Cue Question

    3. Kolb's Experiential Learning

    4. Gibbs Deflective Circle

    5. Atkins and Murphy Model

    6. Appreciative Inquiry Model

    Assessment Aims:

    This assessment aims to help you develop reflective thinking and writing skills (skills that are essential
    both for your learning and development and for those working in all areas of Psychology).

    You should provide a 4000-word reflective account of your development in Psychology focusing on the
    skills that you have learnt throughout this 30-credit module. In your reflective log you will provide a brief
    description of the topics, 'themes' or areas you are reflecting on and then use your reflective thinking and
    writing skills to analyze and reflect on your learning and skill development.

    All reflections should be written using an appropriate model, for example the Gibbs (1988) cycle of
    reflection (however the model use you chose is up to you and you may find some models more
    appropriate to you than others). Relevant research evidence should also be incorporated where
    appropriate. As a result of your reflections, you should identify clear action points for further personal
    development in your chosen field of psychology.

    Assessment Rubrics:

    1. Evidence of originality, independent reflection and sophistication of thought; personal initiative
    expressed with clarity and stylistic accomplishment, using an appropriate register of language. *** Clear
    evidence of originality and independence. Excellent structure using accomplished scholarly
    techniques.

    2. Mastery of a range of cognate historical, theoretical and/or empirical material. *** ERectively utilizes
    a wide range of relevant resource material.

    3. Critical reflection/ analysis at a sophisticated level with a high degree of explanatory power rather than
    descriptive detail. *** Sophisticated and original evaluation and analysis of a range of evidence.

    4. Intellectual rigor and coherence in constructing, sustaining and testing arguments and/or hypotheses.
    Integration/ application (identification) of the models, issues and concepts within the debate/
    discussion. *** A focused and rigorous argument/ discussion, demonstrating an in-depth knowledge
    understanding and application of relevant models theories and concepts.

    **Block3Finalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block3finalnotes-pdf)

    **DiversityandInclusionfinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/diversityandinclusionfinalnotes-pdf)

    **SelfCoachingandResilience.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/selfcoachingandresilience-pdf)

    **Commonirrationalbeliefs.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/commonirrationalbeliefs-pdf-10386271)

    **InfluencingpolicyfinalNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/influencingpolicyfinalnotes-pdf)

    **PsychologicalSafetyV2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychologicalsafetyv2-pdf)

    **EthicsinPracticefinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethicsinpracticefinalnotes-pdf)

    **PsychologicalSafetyNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychologicalsafetynotes-pdf)

    **Block1Day1-Introductionfinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block1day1-introductionfinalnotes-pdf)

    **## ScientificPractitionerModelfinalnotes.pdf**

    The Scientific
    Practitioner
    Model

    Development
    (Shakow, 1941)

    Shakow drafted his first training plan to educate clinical
    psychology graduate students during a Conference at The New
    York Psychiatric institute, now referred to Shakow's 1941
    American Association for Applied Psychology Report.
    In the report, Shakow outlined a 4-year education track:

    • Year 1: establish a strong foundation in psychology and
    other applied sciences

    • Year 2: learn therapeutic principles and practices needed to
    treat patients

    • Year 3: internship, gain supervised field experience

    • Year 4: complete research dissertation

    The Scientist-
    Practitioner
    Model (Boulder
    Model)

    The Scientist-Practitioner Model is a foundational
    framework in psychology that emphasizes the
    integration of scientific research and practical
    application.

    It was first introduced at the Boulder Conference in
    1949 to guide the training of clinical psychologists, but it
    has since influenced many applied psychology fields—
    including Business Psychology.

    The Scientist-
    Practitioner
    Model (Boulder
    Model)

    It means a professional is both a scientist and a
    practitioner:

    • As a scientist, they critically evaluate research, use
    evidence-based practices, and may conduct their
    own studies.

    • As a practitioner, they apply psychological theories
    and techniques to solve real-world problems.

    The model encourages psychologists to integrate
    science and practice, continuously learning from both.

    5 Key Principles of this Model

    1. Dual Identity: Scientist and Practitioner
    2. Evidence-Based Practice
    3. Critical Thinking and Research Skills
    4. Ethical and Reflective Practice
    5. Continuous Learning and Improvement

    Evidence-Based Practice for
    Mental Health Practitioners

    Example: A clinical psychologist Dr. Lee

    Scientist Side:
    • Reads new research on how Cognitive Behavioral Therapy (CBT) is being adapted

    for young adults with social anxiety.
    • critically reviews journal articles, attends conferences, and even collaborates

    with university researchers to run a small study on this in her clinic.

    Practitioner Side
    • Sees a 20-year-old client, Alex, who is struggling with social anxiety at university.
    • She selects CBT techniques that are evidence-based for someone in Alex's age

    group and context.

    Example: A clinical psychologist Dr. Lee

    The Integration
    • Notices something interesting: many of her young clients are anxious not just

    socially, but specifically when using social media.

    • She keeps detailed notes, gathers feedback

    • She eventually contributes to a research article on social-media-induced
    anxiety in Gen Z, which she co-authors with a university researcher.

    How about Business
    psychologists?

    Why Should You as Business Psychologists Care?

    Even though you may not become clinical psychologists, you are also expected to
    work as scientist-practitioners:
    • You might use research to develop leadership programs or measure employee

    wellbeing.
    • You should critically evaluate the tools you use (like personality assessments or

    engagement surveys)
    • You may even conduct internal research to study the impact of workplace

    interventions.

    Reflection from a student studying organizational psychology

    Thoughts about the Scientist-Practitioner model in an
    organisational context | Rebecca Jackson

    [https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)

    [https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)

    Group Activity (1)

    Consult & Conclude

    Experience both roles Scientist & Practitioner
    in solving a real-world workplace
    issue using psychology

    What is
    Evidence-

    Based
    Practice

    • Fundamentally, evidence-based practice is practice
    which is driven by evidence – both clinical and research
    based

    • We need to make safe and effective decisions for the
    individuals we provide care for

    • We have both a legal and ethical duty to make informed
    decisions to ensure safety, expertise and best practice

    • Within psychological sciences, evidence-based practice
    is closely paralleled with medicine with the integration
    of best research evidence with clinical expertise and
    patient value (APA, 2001)

    • Enhancing public health and promoting effective
    psychological practice to promote mental health is
    fundamental in the psychological sciences

    Evidence-
    Based

    Practice in
    Psychology

    • Research evidence improves access to services for
    those deemed vulnerable adults and young people

    • NICE (National Institute for Clinical Excellence)
    regularly review and publish guidelines for practitioners,
    commissioners and adults, their families and carers
    periodically

    • Commissioners and healthcare providers have a duty to
    ensure the healthcare system is sustainable and
    continuously improving whilst simultaneously delivering
    safe care to the communities it serves

    • Although the psychological branches may have unique
    differences, the central focus remains

    • The purpose of delivering clinical expertise and research
    driven evidence-based care which subsequently further
    informs and improves health policies

    Evidence-based practice in organizational settings
    Briner, Denyer, and Rousseau (2009)

    1. Scientific research evidence – Empirical findings from
    psychological and management research.

    2. Organizational facts, metrics, and data – Contextual
    evidence such as performance indicators, employee
    surveys, and HR analytics.

    3. Practitioner expertise – The judgment and
    accumulated experience of professionals who
    understand the organizational context.

    4. Stakeholders’ concerns, values, and preferences –
    Input from those affected by the decisions, including
    employees, managers, and clients.

    Evidence

    Systematic Reviews and meta-analyses

    Randomised Controlled Trials (RCTs) with definitive
    results

    RCTs with non-definitive results

    Cohort studies

    Case-control studies

    Cross sectional surveys

    Case reports

    Heard of this before – True or False ?

    1. People learn better when they receive info in their preferred style(visual,
    auditory, kinesthetic)

    2. We only use 10% of our brain
    3. Left right brain dominance can explain learning differences in people
    4. Vigorous exercise lead to better brain function
    5. Eye movements—such as looking up and to the right—can indicate whether

    someone is lying

    Group Activity (2)

    Evaluate critically whether these
    five statements are true.

    The Learning Styles
    Neuromyth Is Still Thriving in
    Medical Education – PMC

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    Neuromyths

    A neuromyth is a misconception or misunderstanding about brain function and
    neuroscience, often arising from the misinterpretation, oversimplification, or
    misuse of scientific findings. In the context of education, neuromyths can
    influence teaching practices in ways that are ineffective or even counterproductive
    (Howard-Jones, 2014).

    Neuromyths often gain popularity because they are intuitive or appealing, even
    when they are not supported by evidence from cognitive neuroscience or
    educational psychology.

    Five common Neuromyths in Education

    1. People Learn Better When Taught in Their Preferred Learning Style (e.g., Visual,
    Auditory, Kinesthetic)

    2. We Only Use 10% of Our Brains
    3. Left-Brain vs. Right-Brain Learners
    4. Drinking More Water Improves Brain Function in the Classroom
    5. Listening to Classical Music (e.g., Mozart) Improves Intelligence (The Mozart

    Effect)

    References

    • Chabris, C. F. (1999). Prelude or requiem for the 'Mozart effect'? Nature,
    400(6747), 826–827. https://doi.org/10.1038/23608

    • Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages.
    Nature Reviews Neuroscience, 15(12), 817–824.
    https://doi.org/10.1038/nrn3817

    • Nielsen, J. A., Zielinski, B. A., Ferguson, M. A., et al. (2013). An evaluation of the
    left-brain vs. right-brain hypothesis with resting state functional connectivity
    magnetic resonance imaging. PLOS ONE, 8(8), e71275.
    https://doi.org/10.1371/journal.pone.0071275

    • Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles:
    Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–
    119. https://doi.org/10.1111/j.1539-6053.2009.01038.x

    • Sousa, D. A. (2010). How the brain learns (4th ed.). Corwin.

    QUESTIONS?

    – 幻灯片 1: The Scientific Practitioner Model
    – 幻灯片 2: Development (Shakow, 1941)
    – 幻灯片 3: The Scientist-Practitioner Model (Boulder Model)
    – 幻灯片 4: The Scientist-Practitioner Model (Boulder Model)
    – 幻灯片 5: 5 Key Principles of this Model
    – 幻灯片 6: Evidence-Based Practice for Mental Health Practitioners
    – 幻灯片 7: Example: A clinical psychologist Dr. Lee
    – 幻灯片 8: Example: A clinical psychologist Dr. Lee
    – 幻灯片 9: How about Business psychologists?
    – 幻灯片 10: Why Should You as Business Psychologists Care?
    – 幻灯片 11: Reflection from a student studying organizational psychology
    – 幻灯片 12
    – 幻灯片 13: What is Evidence-Based Practice
    – 幻灯片 14: Evidence-Based Practice in Psychology
    – 幻灯片 15: Evidence-based practice in organizational settings Briner, Denyer, and Rousseau (2009)
    – 幻灯片 16: Evidence
    – 幻灯片 17: Heard of this before – True or False ?
    – 幻灯片 18
    – 幻灯片 19
    – 幻灯片 20: Neuromyths
    – 幻灯片 21: Five common Neuromyths in Education
    – 幻灯片 22: References
    – 幻灯片 23: Questions?

    **## Insturction_AssessmentLog.pdf**

    Assessment title: Reflective Log

    Assessment weighting: 100%

    Assessment word limit: 4000 words for total (1000 words in 1 block)

    Assessment Guidelines: (*** Important)

    – At least 9-10 references in each block, total at least 36-40 references.
    – Structure each reflection using one of the reflective models as above
    – Use a high level of scholarly language and style (avoid colloquialisms and journalistic style)
    – Support your ideas and points with high quality academic sources (research, theory) – from

    professional practice literature and relevant specialist literature.
    – Avoid descriptive storytelling (first this happened then this and then that)
    – Use a critical evaluative style – undertake self-analysis; analyze your learnings in relation to what

    they mean for your own professional development/ future practice
    – More 'so what' than just 'what'!
    – Remember you are still building an argument, as in all academic writing-this time towards a

    detailed action plan for your future professional development/ practice

    Assessment topic:

    Write 1000 words reflective Log in each Block based on the Block content below. Use 1 reflective
    models and 1 theme write the log

    Block 1

    • Introduction to module and professional practice; Reflective practice

    • Assessment; Practitioner model Flawed thinking patterns; Communication bias, cognitive distortions
    and CPD

    Block 2

    • Ethics in practice and Scientist

    • Diversity and Inclusion; Scientist Practitioner model; Evidence Based Practice

    Block 3

    • Professional Practice Case Study

    Block 4

    • The Role of Play and Arts in Professional Practice; Team Building; Coaching (GROW model)

    • Practice Informing Policy Making; Psychological Safety and leadership development; Resilience and
    self-care for Practitioners; Assessment Q&A; Module reflection

    Reflections need to be from your consolidated learning from each block – i.e. your own exploration and
    wider reading as well as taught sessions (i.e. not only taught sessions)

    Example themes you may choose to reflect on:

    • Models of reflective practice and their application to personal experience.

    • Ethics in practice

    • Scientist practitioner model and implications for evidence-based practice

    • Values in action

    • The cycle of professional practice and all its elements / skills required for successful professional
    practice and/or service to clients

    • Building working relationships with clients/contracting (professional cycle step 1)

    • Needs analysis/assessing needs of clients (professional cycle step 2)

    • The Role of Play in Professional Practice

    • Listening and developing the client relationship

    • Application and incorporation of emerging new therapies and research (e.g. ecotherapy)

    • Psychologists informing policy making

    • The importance of self-care and resilience for practitioners

    It is advised that you select no more than 2 themes per block to reflect upon, in order that you have
    sucicient word count for thorough critical analysis of your themes in relation to your personal
    career/development path.

    Reflection Model:

    1. Terry Burton’s Cue Question

    2. Rolfe’s Cue Question

    3. Kolb's Experiential Learning

    4. Gibbs Deflective Circle

    5. Atkins and Murphy Model

    6. Appreciative Inquiry Model

    Assessment Aims:

    This assessment aims to help you develop reflective thinking and writing skills (skills that are essential
    both for your learning and development and for those working in all areas of Psychology).

    You should provide a 4000-word reflective account of your development in Psychology focusing on the
    skills that you have learnt throughout this 30-credit module. In your reflective log you will provide a brief
    description of the topics, 'themes' or areas you are reflecting on and then use your reflective thinking and
    writing skills to analyze and reflect on your learning and skill development.

    All reflections should be written using an appropriate model, for example the Gibbs (1988) cycle of
    reflection (however the model use you chose is up to you and you may find some models more
    appropriate to you than others). Relevant research evidence should also be incorporated where
    appropriate. As a result of your reflections, you should identify clear action points for further personal
    development in your chosen field of psychology.

    Assessment Rubrics:

    1. Evidence of originality, independent reflection and sophistication of thought; personal initiative
    expressed with clarity and stylistic accomplishment, using an appropriate register of language. *** Clear
    evidence of originality and independence. Excellent structure using accomplished scholarly
    techniques.

    2. Mastery of a range of cognate historical, theoretical and/or empirical material. *** ERectively utilizes
    a wide range of relevant resource material.

    3. Critical reflection/ analysis at a sophisticated level with a high degree of explanatory power rather than
    descriptive detail. *** Sophisticated and original evaluation and analysis of a range of evidence.

    4. Intellectual rigor and coherence in constructing, sustaining and testing arguments and/or hypotheses.
    Integration/ application (identification) of the models, issues and concepts within the debate/
    discussion. *** A focused and rigorous argument/ discussion, demonstrating an in-depth knowledge
    understanding and application of relevant models theories and concepts.

    **Block3Finalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block3finalnotes-pdf)

    **DiversityandInclusionfinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/diversityandinclusionfinalnotes-pdf)

    **SelfCoachingandResilience.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/selfcoachingandresilience-pdf)

    **Commonirrationalbeliefs.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/commonirrationalbeliefs-pdf-10386271)

    **InfluencingpolicyfinalNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/influencingpolicyfinalnotes-pdf)

    **PsychologicalSafetyV2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychologicalsafetyv2-pdf)

    **EthicsinPracticefinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethicsinpracticefinalnotes-pdf)

    **PsychologicalSafetyNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychologicalsafetynotes-pdf)

    **Block1Day1-Introductionfinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block1day1-introductionfinalnotes-pdf)

    – 1
    – 2
    – 3
    – 4
    – 5
    – 6
    – 7
    – 8
    – 9
    – 10
    – 11

  • [Solved] Psychology week 1 assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## walden.docx – ## Resultsquiz.html **## walden.docx** **Intercultural Sensitivity Reflection** According to Tervalon and Murray-García (1998), developing cultural humility requires a lifetime commitment to self-evaluation and self-critique. In other words, you must routinely assess what you do n…

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    Assignment Prompt & Instructions

    – ## walden.docx

    – ## Resultsquiz.html

    **## walden.docx**

    **Intercultural Sensitivity Reflection**

    According to Tervalon and Murray-García (1998), developing cultural humility requires a lifetime commitment to self-evaluation and self-critique. In other words, you must routinely assess what you do not know about cultures that are different from your own. One of the underlying assumptions of culturally humility is that there is always more to learn.

    For this Assignment, you will take an ungraded intercultural sensitivity quiz and write a brief reflection paper on your results, which will give you insight about what you still need to learn about different cultures and cultural issues. Please do not prepare for the quiz ahead of time or search the Internet for the correct answer during the quiz.

    **Reference:** Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education.
    _Journal of Health Care for the Poor and Underserved, 9_ (2), 117–125. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1353/hpu.2010.0233

    **Other Resources to go by**

    · Diller, J. V. (2019).
    _Cultural diversity: A primer for the human services_  (6th ed.). Cengage Learning.

    · Chapter 1, “Introduction” (pp. 1–10)

    · Chapter 2, “What It Means to Be Culturally Competent” (pp. 11-36)

    Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.

    · TEDx Talks. (2017, December 1).
    [_Juliana Mosley: Cultural humilityLinks to an external site._](https://www.youtube.com/watch?v=Ww_ml21L7Ns) [Video]. YouTube. https://www.youtube.com/watch?v=Ww_ml21L7Ns
    [Links to an external site.](https://www.youtube.com/watch?v=Ww_ml21L7Ns)

    · Tervalon, M., & Murray-García, J. (1998).
    [Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural educationLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://muse.jhu.edu/article/268076/pdf).
    _Journal of Health Care for the Poor and Underserved, 9_ (2), 117–125. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1353/hpu.2010.0233

    · National Organization for Human Services. (2015).
    [_Ethical standards for human services professionalsLinks to an external site._](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals) _._ https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

    · Walden University. (2020b).
    [_Intercultural sensitivity quizLinks to an external site._](https://cdn-media.waldenu.edu/2dett4d/Walden/HUMN/6162/quiz/index.html) _._ Walden University Canvas. https://waldenu.instructure.com

    · Walden University, LLC. (2020c).
    _Introduction to the Immersion Assignment_ [Video]. Walden University Canvas. https://waldenu.instructure.com
    **Note:** The approximate length of this media piece is 6 minutes.

    **To Prepare**

    · Complete the ungraded intercultural sensitivity quiz located in this week’s Learning Resources. Please do not prepare for the quiz ahead of time or search the Internet for the correct answer during the quiz.

    · Review your quiz results. As you do so, reflect on what surprised you about your results, what questions you got incorrect but assumed you knew, and what you learned about your own cultural sensitivity from completing the quiz.

    · Review the Learning Resources on cultural humility. Think about how you will use what you learned about your own cultural sensitivity to develop cultural humility.

    **By Day 7**

    Write a 2-page reflection paper that addresses the following:

    · Briefly summarize your results from the intercultural sensitivity quiz.

    · What surprised you about your results? Were there questions that you got incorrect but assumed you knew the correct answers?

    · What did you learn about your own cultural sensitivity as a result of completing the quiz?

    · How will you use what you learned about your cultural sensitivity to develop cultural humility?

    **## Resultsquiz.html**

    ## Untitled1

    | Date / Time | Student Score | Passing Score | Result |
    | — | — | — | — |
    | August 31, 2025<br>12:06 pm | 88.88 | 10 | Pass |

    #### Untitled1

    | # | Question | Correct Answer | Student Answer | Result | Points Awarded |
    | — | — | — | — | — | — |
    | 1 | According to the National Center for Education Statistics, what is the percentage of U.S. schools with no teachers of color on staff? | 40% | 40% | Correct | 10 |
    | 2 | Compared with White women, how likely are African American women in the U.S. to die during childbirth due to a lack of access to prenatal care, according to the Agency for Healthcare Research and Quality? | four times as likely | four times as likely | Correct | 10 |
    | 3 | According to a study by the American Association of Physicians for Human Rights, what percentage of physicians report witnessing a colleague giving reduced care or refusing care to lesbian, gay, or bisexual patients? | 52% | 52% | Correct | 10 |
    | 4 | In a 2007 study, UNICEF rated the treatment of children in the 23 wealthiest countries in the world based on 40 indicators of child well-being. Which two countries received the lowest ratings? | The United States and the U.K. | The United States and the U.K. | Correct | 10 |
    | 5 | According to a 2006 report from the American Civil Liberties Union, African Americans comprise more than 37% of people arrested for drug use, 59% of those convicted for drug use, and 74% of those sentenced to prison for drug use. African Americans comprise what percentage of U.S. drug users? | 15% | 15% | Correct | 10 |
    | 6 | The U.S. military budget is by far the highest of any country in the world. How much higher is the U.S. military budget than that of China, the world’s second biggest military spender? | 7 times higher | 7 times higher | Correct | 10 |
    | 7 | Compared with their U.S.-born peers, how likely are immigrant men in the U.S., ages 18-39, to be in jail or prison, according to a 2008 report from the Immigration Policy Center? | 5 times less likely | 5 times more likely | Incorrect | 0 |
    | 8 | According to the U.S. Census Bureau, the median annual income for U.S. white men, 25 years or older, who have earned graduate degrees, is $80,000. What are the median annual incomes for Latina and Native American women, 25 years or older, who have earned graduate degrees? | $50,000 and $40,000, respectively | $50,000 and $40,000, respectively | Correct | 10 |
    | 9 | According to UNICEF, the wealth of the three richest people in the world is roughly equal to the combined Gross Domestic Product of: | the 48 poorest countries | the 48 poorest countries | Correct | 10 |
    | 10 | Powder cocaine (largely used by wealthy people) and crack cocaine (largely used by economically disadvantaged people) contain roughly the same amount of the drug per gram. Under federal law, how much of these substances must an individual be convicted of possessing to be sentenced to a mandatory minimum of five years in prison? | 500 grams of powder or 5 grams of crack cocaine | 500 grams of powder or 5 grams of crack cocaine | Correct | 10 |
    | 11 | What percentage of gay, lesbian, bisexual, and transgender high school students report that their teachers “never” or “rarely” respond to homophobic remarks made by other students, according to a national study by GLSEN? | 84.5% | 84.5% | Correct | 10 |
    | 12 | Based on a 2007 report from the Economic Policy Institute, the annual earnings of the average full-time U.S. worker is roughly equal to: | the daily earnings of the average CEO in the U.S. | the daily earnings of the average CEO in the U.S. | Correct | 10 |
    | 13 | What portion of the U.S. Government budget goes to welfare and Social Security? | less than 1% to welfare and 20% to Social Security | less than 1% to welfare and 20% to Social Security | Correct | 10 |
    | 14 | A Princeton study of elite universities in the U.S. found that legacy applicants—people, usually white and wealthy, with a parent or grandparent who attended the institution—are far more privileged by legacy status than applicants of color are by affirmative action policies. The study determined that legacy status was roughly equivalent to how much of a boost to an applicant’s SAT score? | 160 points | 160 points | Correct | 10 |
    | 15 | In 1978 corporate CEOs in the United States earned, on average, 35 times more than the average worker. Today, they earn __ times more than the average worker.1<br>1. The State of Working America 2004/2005 by Lawrence Mishel, Jared Bernstein, and Sylvia Allegretto, 2005, p. 214. | 300 | 300 | Correct | 10 |
    | 16 | The majority of poor people in the U.S. live in | rural areas | suburban areas | Incorrect | 0 |
    | 17 | According to the Bureau of Labor Statistics, approximately 33% of the U.S. workforce was unionized in 1962. What percentage is unionized today? | 12.5% | 12.5% | Correct | 10 |
    | 18 | Which of the following variables most closely predicts how high someone will score on the SAT test? | Family income | Family income | Correct | 10 |
    | 19 | How many children around the world die each day from hunger-related causes? 2<br>2. “Where and Why Are 10 Million Children Dying Every Year” (2003) by Robert Black, Saul Morris, and Jennifer Bryce in The Lancet, 361. | 16,000 | 16,000 | Correct | 10 |
    | 20 | The U.S. military budget is by far the highest of any country in the world. By 2003, the U.S. military budget was roughly equal to that of: | the next 20 countries combined | the next 20 countries combined | Correct | 10 |
    | 21 | What percentage of people around the world lives on less than $750 per year? | 50% | 50% | Correct | 10 |
    | 22 | How many people in the U.S. live in poverty according to the U.S. Census Bureau? | 37 million | 37 million | Correct | 10 |
    | 23 | According to the U.S. Census Bureau, how much more likely are African American and Latino mortgage applicants to be turned down for a loan, even after controlling for employment, financial, and neighborhood factors? | 60% | 60% | Correct | 10 |
    | 24 | According to a Catalyst study, what percentage of Fortune 500 CEOs are women? | 1.2% | 1.2% | Correct | 10 |
    | 25 | According to the U.S. Census Bureau, how many millionaires are there in the U.S.? | roughly 3,500,000 | roughly 1,000,000 | Incorrect | 0 |
    | 26 | Which of the following statements is consistent with research on poverty and education in the U.S.? | Wealthy students who attend high-poverty schools perform worse than poor students who attend low-poverty schools. | Wealthy students who attend high-poverty schools perform worse than poor students who attend low-poverty schools. | Correct | 10 |
    | 27 | According to United for a Fair Economy, how much money did the U.S. government spend in 2005 on corporate welfare (economic incentives, often provided to support corporations’ expansions into overseas markets)? | $125,000,000,000 | $125,000,000,000 | Correct | 10 |

    **## Resultsquiz.html**

    ## Untitled1

    | Date / Time | Student Score | Passing Score | Result |
    | — | — | — | — |
    | August 31, 2025<br>12:06 pm | 88.88 | 10 | Pass |

    #### Untitled1

    | # | Question | Correct Answer | Student Answer | Result | Points Awarded |
    | — | — | — | — | — | — |
    | 1 | According to the National Center for Education Statistics, what is the percentage of U.S. schools with no teachers of color on staff? | 40% | 40% | Correct | 10 |
    | 2 | Compared with White women, how likely are African American women in the U.S. to die during childbirth due to a lack of access to prenatal care, according to the Agency for Healthcare Research and Quality? | four times as likely | four times as likely | Correct | 10 |
    | 3 | According to a study by the American Association of Physicians for Human Rights, what percentage of physicians report witnessing a colleague giving reduced care or refusing care to lesbian, gay, or bisexual patients? | 52% | 52% | Correct | 10 |
    | 4 | In a 2007 study, UNICEF rated the treatment of children in the 23 wealthiest countries in the world based on 40 indicators of child well-being. Which two countries received the lowest ratings? | The United States and the U.K. | The United States and the U.K. | Correct | 10 |
    | 5 | According to a 2006 report from the American Civil Liberties Union, African Americans comprise more than 37% of people arrested for drug use, 59% of those convicted for drug use, and 74% of those sentenced to prison for drug use. African Americans comprise what percentage of U.S. drug users? | 15% | 15% | Correct | 10 |
    | 6 | The U.S. military budget is by far the highest of any country in the world. How much higher is the U.S. military budget than that of China, the world’s second biggest military spender? | 7 times higher | 7 times higher | Correct | 10 |
    | 7 | Compared with their U.S.-born peers, how likely are immigrant men in the U.S., ages 18-39, to be in jail or prison, according to a 2008 report from the Immigration Policy Center? | 5 times less likely | 5 times more likely | Incorrect | 0 |
    | 8 | According to the U.S. Census Bureau, the median annual income for U.S. white men, 25 years or older, who have earned graduate degrees, is $80,000. What are the median annual incomes for Latina and Native American women, 25 years or older, who have earned graduate degrees? | $50,000 and $40,000, respectively | $50,000 and $40,000, respectively | Correct | 10 |
    | 9 | According to UNICEF, the wealth of the three richest people in the world is roughly equal to the combined Gross Domestic Product of: | the 48 poorest countries | the 48 poorest countries | Correct | 10 |
    | 10 | Powder cocaine (largely used by wealthy people) and crack cocaine (largely used by economically disadvantaged people) contain roughly the same amount of the drug per gram. Under federal law, how much of these substances must an individual be convicted of possessing to be sentenced to a mandatory minimum of five years in prison? | 500 grams of powder or 5 grams of crack cocaine | 500 grams of powder or 5 grams of crack cocaine | Correct | 10 |
    | 11 | What percentage of gay, lesbian, bisexual, and transgender high school students report that their teachers “never” or “rarely” respond to homophobic remarks made by other students, according to a national study by GLSEN? | 84.5% | 84.5% | Correct | 10 |
    | 12 | Based on a 2007 report from the Economic Policy Institute, the annual earnings of the average full-time U.S. worker is roughly equal to: | the daily earnings of the average CEO in the U.S. | the daily earnings of the average CEO in the U.S. | Correct | 10 |
    | 13 | What portion of the U.S. Government budget goes to welfare and Social Security? | less than 1% to welfare and 20% to Social Security | less than 1% to welfare and 20% to Social Security | Correct | 10 |
    | 14 | A Princeton study of elite universities in the U.S. found that legacy applicants—people, usually white and wealthy, with a parent or grandparent who attended the institution—are far more privileged by legacy status than applicants of color are by affirmative action policies. The study determined that legacy status was roughly equivalent to how much of a boost to an applicant’s SAT score? | 160 points | 160 points | Correct | 10 |
    | 15 | In 1978 corporate CEOs in the United States earned, on average, 35 times more than the average worker. Today, they earn __ times more than the average worker.1<br>1. The State of Working America 2004/2005 by Lawrence Mishel, Jared Bernstein, and Sylvia Allegretto, 2005, p. 214. | 300 | 300 | Correct | 10 |
    | 16 | The majority of poor people in the U.S. live in | rural areas | suburban areas | Incorrect | 0 |
    | 17 | According to the Bureau of Labor Statistics, approximately 33% of the U.S. workforce was unionized in 1962. What percentage is unionized today? | 12.5% | 12.5% | Correct | 10 |
    | 18 | Which of the following variables most closely predicts how high someone will score on the SAT test? | Family income | Family income | Correct | 10 |
    | 19 | How many children around the world die each day from hunger-related causes? 2<br>2. “Where and Why Are 10 Million Children Dying Every Year” (2003) by Robert Black, Saul Morris, and Jennifer Bryce in The Lancet, 361. | 16,000 | 16,000 | Correct | 10 |
    | 20 | The U.S. military budget is by far the highest of any country in the world. By 2003, the U.S. military budget was roughly equal to that of: | the next 20 countries combined | the next 20 countries combined | Correct | 10 |
    | 21 | What percentage of people around the world lives on less than $750 per year? | 50% | 50% | Correct | 10 |
    | 22 | How many people in the U.S. live in poverty according to the U.S. Census Bureau? | 37 million | 37 million | Correct | 10 |
    | 23 | According to the U.S. Census Bureau, how much more likely are African American and Latino mortgage applicants to be turned down for a loan, even after controlling for employment, financial, and neighborhood factors? | 60% | 60% | Correct | 10 |
    | 24 | According to a Catalyst study, what percentage of Fortune 500 CEOs are women? | 1.2% | 1.2% | Correct | 10 |
    | 25 | According to the U.S. Census Bureau, how many millionaires are there in the U.S.? | roughly 3,500,000 | roughly 1,000,000 | Incorrect | 0 |
    | 26 | Which of the following statements is consistent with research on poverty and education in the U.S.? | Wealthy students who attend high-poverty schools perform worse than poor students who attend low-poverty schools. | Wealthy students who attend high-poverty schools perform worse than poor students who attend low-poverty schools. | Correct | 10 |
    | 27 | According to United for a Fair Economy, how much money did the U.S. government spend in 2005 on corporate welfare (economic incentives, often provided to support corporations’ expansions into overseas markets)? | $125,000,000,000 | $125,000,000,000 | Correct | 10 |

    **## walden.docx**

    **Intercultural Sensitivity Reflection**

    According to Tervalon and Murray-García (1998), developing cultural humility requires a lifetime commitment to self-evaluation and self-critique. In other words, you must routinely assess what you do not know about cultures that are different from your own. One of the underlying assumptions of culturally humility is that there is always more to learn.

    For this Assignment, you will take an ungraded intercultural sensitivity quiz and write a brief reflection paper on your results, which will give you insight about what you still need to learn about different cultures and cultural issues. Please do not prepare for the quiz ahead of time or search the Internet for the correct answer during the quiz.

    **Reference:** Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education.
    _Journal of Health Care for the Poor and Underserved, 9_ (2), 117–125. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1353/hpu.2010.0233

    **Other Resources to go by**

    · Diller, J. V. (2019).
    _Cultural diversity: A primer for the human services_  (6th ed.). Cengage Learning.

    · Chapter 1, “Introduction” (pp. 1–10)

    · Chapter 2, “What It Means to Be Culturally Competent” (pp. 11-36)

    Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.

    · TEDx Talks. (2017, December 1).
    [_Juliana Mosley: Cultural humilityLinks to an external site._](https://www.youtube.com/watch?v=Ww_ml21L7Ns) [Video]. YouTube. https://www.youtube.com/watch?v=Ww_ml21L7Ns
    [Links to an external site.](https://www.youtube.com/watch?v=Ww_ml21L7Ns)

    · Tervalon, M., & Murray-García, J. (1998).
    [Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural educationLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://muse.jhu.edu/article/268076/pdf).
    _Journal of Health Care for the Poor and Underserved, 9_ (2), 117–125. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1353/hpu.2010.0233

    · National Organization for Human Services. (2015).
    [_Ethical standards for human services professionalsLinks to an external site._](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals) _._ https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

    · Walden University. (2020b).
    [_Intercultural sensitivity quizLinks to an external site._](https://cdn-media.waldenu.edu/2dett4d/Walden/HUMN/6162/quiz/index.html) _._ Walden University Canvas. https://waldenu.instructure.com

    · Walden University, LLC. (2020c).
    _Introduction to the Immersion Assignment_ [Video]. Walden University Canvas. https://waldenu.instructure.com
    **Note:** The approximate length of this media piece is 6 minutes.

    **To Prepare**

    · Complete the ungraded intercultural sensitivity quiz located in this week’s Learning Resources. Please do not prepare for the quiz ahead of time or search the Internet for the correct answer during the quiz.

    · Review your quiz results. As you do so, reflect on what surprised you about your results, what questions you got incorrect but assumed you knew, and what you learned about your own cultural sensitivity from completing the quiz.

    · Review the Learning Resources on cultural humility. Think about how you will use what you learned about your own cultural sensitivity to develop cultural humility.

    **By Day 7**

    Write a 2-page reflection paper that addresses the following:

    · Briefly summarize your results from the intercultural sensitivity quiz.

    · What surprised you about your results? Were there questions that you got incorrect but assumed you knew the correct answers?

    · What did you learn about your own cultural sensitivity as a result of completing the quiz?

    · How will you use what you learned about your cultural sensitivity to develop cultural humility?

    **## Resultsquiz.html**

    ## Untitled1

    | Date / Time | Student Score | Passing Score | Result |
    | — | — | — | — |
    | August 31, 2025<br>12:06 pm | 88.88 | 10 | Pass |

    #### Untitled1

    | # | Question | Correct Answer | Student Answer | Result | Points Awarded |
    | — | — | — | — | — | — |
    | 1 | According to the National Center for Education Statistics, what is the percentage of U.S. schools with no teachers of color on staff? | 40% | 40% | Correct | 10 |
    | 2 | Compared with White women, how likely are African American women in the U.S. to die during childbirth due to a lack of access to prenatal care, according to the Agency for Healthcare Research and Quality? | four times as likely | four times as likely | Correct | 10 |
    | 3 | According to a study by the American Association of Physicians for Human Rights, what percentage of physicians report witnessing a colleague giving reduced care or refusing care to lesbian, gay, or bisexual patients? | 52% | 52% | Correct | 10 |
    | 4 | In a 2007 study, UNICEF rated the treatment of children in the 23 wealthiest countries in the world based on 40 indicators of child well-being. Which two countries received the lowest ratings? | The United States and the U.K. | The United States and the U.K. | Correct | 10 |
    | 5 | According to a 2006 report from the American Civil Liberties Union, African Americans comprise more than 37% of people arrested for drug use, 59% of those convicted for drug use, and 74% of those sentenced to prison for drug use. African Americans comprise what percentage of U.S. drug users? | 15% | 15% | Correct | 10 |
    | 6 | The U.S. military budget is by far the highest of any country in the world. How much higher is the U.S. military budget than that of China, the world’s second biggest military spender? | 7 times higher | 7 times higher | Correct | 10 |
    | 7 | Compared with their U.S.-born peers, how likely are immigrant men in the U.S., ages 18-39, to be in jail or prison, according to a 2008 report from the Immigration Policy Center? | 5 times less likely | 5 times more likely | Incorrect | 0 |
    | 8 | According to the U.S. Census Bureau, the median annual income for U.S. white men, 25 years or older, who have earned graduate degrees, is $80,000. What are the median annual incomes for Latina and Native American women, 25 years or older, who have earned graduate degrees? | $50,000 and $40,000, respectively | $50,000 and $40,000, respectively | Correct | 10 |
    | 9 | According to UNICEF, the wealth of the three richest people in the world is roughly equal to the combined Gross Domestic Product of: | the 48 poorest countries | the 48 poorest countries | Correct | 10 |
    | 10 | Powder cocaine (largely used by wealthy people) and crack cocaine (largely used by economically disadvantaged people) contain roughly the same amount of the drug per gram. Under federal law, how much of these substances must an individual be convicted of possessing to be sentenced to a mandatory minimum of five years in prison? | 500 grams of powder or 5 grams of crack cocaine | 500 grams of powder or 5 grams of crack cocaine | Correct | 10 |
    | 11 | What percentage of gay, lesbian, bisexual, and transgender high school students report that their teachers “never” or “rarely” respond to homophobic remarks made by other students, according to a national study by GLSEN? | 84.5% | 84.5% | Correct | 10 |
    | 12 | Based on a 2007 report from the Economic Policy Institute, the annual earnings of the average full-time U.S. worker is roughly equal to: | the daily earnings of the average CEO in the U.S. | the daily earnings of the average CEO in the U.S. | Correct | 10 |
    | 13 | What portion of the U.S. Government budget goes to welfare and Social Security? | less than 1% to welfare and 20% to Social Security | less than 1% to welfare and 20% to Social Security | Correct | 10 |
    | 14 | A Princeton study of elite universities in the U.S. found that legacy applicants—people, usually white and wealthy, with a parent or grandparent who attended the institution—are far more privileged by legacy status than applicants of color are by affirmative action policies. The study determined that legacy status was roughly equivalent to how much of a boost to an applicant’s SAT score? | 160 points | 160 points | Correct | 10 |
    | 15 | In 1978 corporate CEOs in the United States earned, on average, 35 times more than the average worker. Today, they earn __ times more than the average worker.1<br>1. The State of Working America 2004/2005 by Lawrence Mishel, Jared Bernstein, and Sylvia Allegretto, 2005, p. 214. | 300 | 300 | Correct | 10 |
    | 16 | The majority of poor people in the U.S. live in | rural areas | suburban areas | Incorrect | 0 |
    | 17 | According to the Bureau of Labor Statistics, approximately 33% of the U.S. workforce was unionized in 1962. What percentage is unionized today? | 12.5% | 12.5% | Correct | 10 |
    | 18 | Which of the following variables most closely predicts how high someone will score on the SAT test? | Family income | Family income | Correct | 10 |
    | 19 | How many children around the world die each day from hunger-related causes? 2<br>2. “Where and Why Are 10 Million Children Dying Every Year” (2003) by Robert Black, Saul Morris, and Jennifer Bryce in The Lancet, 361. | 16,000 | 16,000 | Correct | 10 |
    | 20 | The U.S. military budget is by far the highest of any country in the world. By 2003, the U.S. military budget was roughly equal to that of: | the next 20 countries combined | the next 20 countries combined | Correct | 10 |
    | 21 | What percentage of people around the world lives on less than $750 per year? | 50% | 50% | Correct | 10 |
    | 22 | How many people in the U.S. live in poverty according to the U.S. Census Bureau? | 37 million | 37 million | Correct | 10 |
    | 23 | According to the U.S. Census Bureau, how much more likely are African American and Latino mortgage applicants to be turned down for a loan, even after controlling for employment, financial, and neighborhood factors? | 60% | 60% | Correct | 10 |
    | 24 | According to a Catalyst study, what percentage of Fortune 500 CEOs are women? | 1.2% | 1.2% | Correct | 10 |
    | 25 | According to the U.S. Census Bureau, how many millionaires are there in the U.S.? | roughly 3,500,000 | roughly 1,000,000 | Incorrect | 0 |
    | 26 | Which of the following statements is consistent with research on poverty and education in the U.S.? | Wealthy students who attend high-poverty schools perform worse than poor students who attend low-poverty schools. | Wealthy students who attend high-poverty schools perform worse than poor students who attend low-poverty schools. | Correct | 10 |
    | 27 | According to United for a Fair Economy, how much money did the U.S. government spend in 2005 on corporate welfare (economic incentives, often provided to support corporations’ expansions into overseas markets)? | $125,000,000,000 | $125,000,000,000 | Correct | 10 |

    **## walden.docx**

    **Intercultural Sensitivity Reflection**

    According to Tervalon and Murray-García (1998), developing cultural humility requires a lifetime commitment to self-evaluation and self-critique. In other words, you must routinely assess what you do not know about cultures that are different from your own. One of the underlying assumptions of culturally humility is that there is always more to learn.

    For this Assignment, you will take an ungraded intercultural sensitivity quiz and write a brief reflection paper on your results, which will give you insight about what you still need to learn about different cultures and cultural issues. Please do not prepare for the quiz ahead of time or search the Internet for the correct answer during the quiz.

    **Reference:** Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education.
    _Journal of Health Care for the Poor and Underserved, 9_ (2), 117–125. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1353/hpu.2010.0233

    **Other Resources to go by**

    · Diller, J. V. (2019).
    _Cultural diversity: A primer for the human services_  (6th ed.). Cengage Learning.

    · Chapter 1, “Introduction” (pp. 1–10)

    · Chapter 2, “What It Means to Be Culturally Competent” (pp. 11-36)

    Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.

    · TEDx Talks. (2017, December 1).
    [_Juliana Mosley: Cultural humilityLinks to an external site._](https://www.youtube.com/watch?v=Ww_ml21L7Ns) [Video]. YouTube. https://www.youtube.com/watch?v=Ww_ml21L7Ns
    [Links to an external site.](https://www.youtube.com/watch?v=Ww_ml21L7Ns)

    · Tervalon, M., & Murray-García, J. (1998).
    [Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural educationLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://muse.jhu.edu/article/268076/pdf).
    _Journal of Health Care for the Poor and Underserved, 9_ (2), 117–125. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1353/hpu.2010.0233

    · National Organization for Human Services. (2015).
    [_Ethical standards for human services professionalsLinks to an external site._](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals) _._ https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

    · Walden University. (2020b).
    [_Intercultural sensitivity quizLinks to an external site._](https://cdn-media.waldenu.edu/2dett4d/Walden/HUMN/6162/quiz/index.html) _._ Walden University Canvas. https://waldenu.instructure.com

    · Walden University, LLC. (2020c).
    _Introduction to the Immersion Assignment_ [Video]. Walden University Canvas. https://waldenu.instructure.com
    **Note:** The approximate length of this media piece is 6 minutes.

    **To Prepare**

    · Complete the ungraded intercultural sensitivity quiz located in this week’s Learning Resources. Please do not prepare for the quiz ahead of time or search the Internet for the correct answer during the quiz.

    · Review your quiz results. As you do so, reflect on what surprised you about your results, what questions you got incorrect but assumed you knew, and what you learned about your own cultural sensitivity from completing the quiz.

    · Review the Learning Resources on cultural humility. Think about how you will use what you learned about your own cultural sensitivity to develop cultural humility.

    **By Day 7**

    Write a 2-page reflection paper that addresses the following:

    · Briefly summarize your results from the intercultural sensitivity quiz.

    · What surprised you about your results? Were there questions that you got incorrect but assumed you knew the correct answers?

    · What did you learn about your own cultural sensitivity as a result of completing the quiz?

    · How will you use what you learned about your cultural sensitivity to develop cultural humility?

    **## Resultsquiz.html**

    ## Untitled1

    | Date / Time | Student Score | Passing Score | Result |
    | — | — | — | — |
    | August 31, 2025<br>12:06 pm | 88.88 | 10 | Pass |

    #### Untitled1

    | # | Question | Correct Answer | Student Answer | Result | Points Awarded |
    | — | — | — | — | — | — |
    | 1 | According to the National Center for Education Statistics, what is the percentage of U.S. schools with no teachers of color on staff? | 40% | 40% | Correct | 10 |
    | 2 | Compared with White women, how likely are African American women in the U.S. to die during childbirth due to a lack of access to prenatal care, according to the Agency for Healthcare Research and Quality? | four times as likely | four times as likely | Correct | 10 |
    | 3 | According to a study by the American Association of Physicians for Human Rights, what percentage of physicians report witnessing a colleague giving reduced care or refusing care to lesbian, gay, or bisexual patients? | 52% | 52% | Correct | 10 |
    | 4 | In a 2007 study, UNICEF rated the treatment of children in the 23 wealthiest countries in the world based on 40 indicators of child well-being. Which two countries received the lowest ratings? | The United States and the U.K. | The United States and the U.K. | Correct | 10 |
    | 5 | According to a 2006 report from the American Civil Liberties Union, African Americans comprise more than 37% of people arrested for drug use, 59% of those convicted for drug use, and 74% of those sentenced to prison for drug use. African Americans comprise what percentage of U.S. drug users? | 15% | 15% | Correct | 10 |
    | 6 | The U.S. military budget is by far the highest of any country in the world. How much higher is the U.S. military budget than that of China, the world’s second biggest military spender? | 7 times higher | 7 times higher | Correct | 10 |
    | 7 | Compared with their U.S.-born peers, how likely are immigrant men in the U.S., ages 18-39, to be in jail or prison, according to a 2008 report from the Immigration Policy Center? | 5 times less likely | 5 times more likely | Incorrect | 0 |
    | 8 | According to the U.S. Census Bureau, the median annual income for U.S. white men, 25 years or older, who have earned graduate degrees, is $80,000. What are the median annual incomes for Latina and Native American women, 25 years or older, who have earned graduate degrees? | $50,000 and $40,000, respectively | $50,000 and $40,000, respectively | Correct | 10 |
    | 9 | According to UNICEF, the wealth of the three richest people in the world is roughly equal to the combined Gross Domestic Product of: | the 48 poorest countries | the 48 poorest countries | Correct | 10 |
    | 10 | Powder cocaine (largely used by wealthy people) and crack cocaine (largely used by economically disadvantaged people) contain roughly the same amount of the drug per gram. Under federal law, how much of these substances must an individual be convicted of possessing to be sentenced to a mandatory minimum of five years in prison? | 500 grams of powder or 5 grams of crack cocaine | 500 grams of powder or 5 grams of crack cocaine | Correct | 10 |
    | 11 | What percentage of gay, lesbian, bisexual, and transgender high school students report that their teachers “never” or “rarely” respond to homophobic remarks made by other students, according to a national study by GLSEN? | 84.5% | 84.5% | Correct | 10 |
    | 12 | Based on a 2007 report from the Economic Policy Institute, the annual earnings of the average full-time U.S. worker is roughly equal to: | the daily earnings of the average CEO in the U.S. | the daily earnings of the average CEO in the U.S. | Correct | 10 |
    | 13 | What portion of the U.S. Government budget goes to welfare and Social Security? | less than 1% to welfare and 20% to Social Security | less than 1% to welfare and 20% to Social Security | Correct | 10 |
    | 14 | A Princeton study of elite universities in the U.S. found that legacy applicants—people, usually white and wealthy, with a parent or grandparent who attended the institution—are far more privileged by legacy status than applicants of color are by affirmative action policies. The study determined that legacy status was roughly equivalent to how much of a boost to an applicant’s SAT score? | 160 points | 160 points | Correct | 10 |
    | 15 | In 1978 corporate CEOs in the United States earned, on average, 35 times more than the average worker. Today, they earn __ times more than the average worker.1<br>1. The State of Working America 2004/2005 by Lawrence Mishel, Jared Bernstein, and Sylvia Allegretto, 2005, p. 214. | 300 | 300 | Correct | 10 |
    | 16 | The majority of poor people in the U.S. live in | rural areas | suburban areas | Incorrect | 0 |
    | 17 | According to the Bureau of Labor Statistics, approximately 33% of the U.S. workforce was unionized in 1962. What percentage is unionized today? | 12.5% | 12.5% | Correct | 10 |
    | 18 | Which of the following variables most closely predicts how high someone will score on the SAT test? | Family income | Family income | Correct | 10 |
    | 19 | How many children around the world die each day from hunger-related causes? 2<br>2. “Where and Why Are 10 Million Children Dying Every Year” (2003) by Robert Black, Saul Morris, and Jennifer Bryce in The Lancet, 361. | 16,000 | 16,000 | Correct | 10 |
    | 20 | The U.S. military budget is by far the highest of any country in the world. By 2003, the U.S. military budget was roughly equal to that of: | the next 20 countries combined | the next 20 countries combined | Correct | 10 |
    | 21 | What percentage of people around the world lives on less than $750 per year? | 50% | 50% | Correct | 10 |
    | 22 | How many people in the U.S. live in poverty according to the U.S. Census Bureau? | 37 million | 37 million | Correct | 10 |
    | 23 | According to the U.S. Census Bureau, how much more likely are African American and Latino mortgage applicants to be turned down for a loan, even after controlling for employment, financial, and neighborhood factors? | 60% | 60% | Correct | 10 |
    | 24 | According to a Catalyst study, what percentage of Fortune 500 CEOs are women? | 1.2% | 1.2% | Correct | 10 |
    | 25 | According to the U.S. Census Bureau, how many millionaires are there in the U.S.? | roughly 3,500,000 | roughly 1,000,000 | Incorrect | 0 |
    | 26 | Which of the following statements is consistent with research on poverty and education in the U.S.? | Wealthy students who attend high-poverty schools perform worse than poor students who attend low-poverty schools. | Wealthy students who attend high-poverty schools perform worse than poor students who attend low-poverty schools. | Correct | 10 |
    | 27 | According to United for a Fair Economy, how much money did the U.S. government spend in 2005 on corporate welfare (economic incentives, often provided to support corporations’ expansions into overseas markets)? | $125,000,000,000 | $125,000,000,000 | Correct | 10 |

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