Write a summary report. In the report, explain the following terms in general — what do they mean? Explain how they apply to the — for instance, how would we establish convergent validity for the BQ? What would we use to assess predictive validity?

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Blirtatiousness

Based on your reading of the Psychology in Real Life activity on Blirtatiousness

Psych in Real Life: Blirtatiousness, Questionnaires, and Validity

(Links to an external site.)

Write a summary report (400-600 words). In the report, explain the following terms in general — what do they mean?

Then explain how they apply to the Blirtatiousness Questionnaire — for instance, how would we establish convergent validity for the BQ? What would we use to assess predictive validity?

  • convergent validity
  • discriminant validity
  • criterion validity
  • predictive validity

Give examples from the data presented in the text as to how these types of validity were examined in the Blirt test and the meaning of the different graphs/figures.

Finally, think of another way, not mentioned in the reading, that experimenters could test the validity of the Blirt test. What type of validity would you be testing? What would you expect the results of your validichoty test to be? Explain

 

Explain how psychology can be used to help understand sex and gender from a biological perspective. Describe how social norms within a culture can create stigmas toward sex and gender.

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Society and culture as they relate to gender, sexuality, social stigmas, and overall health.

Assessment Description

Utilizing the research skills you have been developing since Topic 1, along with the feedback from your instructors on sources and formatting, write a paper of 750 –1,200 words discussing different aspects of society and culture as they relate to gender, sexuality, social stigmas, and overall health.

Use three to four scholarly resources to support your explanations.

Consider the following in your paper:

  • Explain how psychology can be used to help understand sex and gender from a biological perspective.
  • Describe how social norms within a culture can create stigmas toward sex and gender.
  • Explain how religion, spiritual beliefs, or a Christian worldview plays a role in societal stigmas regarding sex, gender, sexuality, and health.
  • Explain the concept of social stigmas and the impact social stigmas have on mental health.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

 

How does she build positive ethos and use positive ethos effectively? What rhetorical techniques does she use? What was her main point? How did she construct her message to convey her main point? What is your reaction to her as a speaker? Why?

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Analyzing a Speech

You are expected to respond to at least one of your peers’ initial postings

Make an effort to find a source of support for your follow-up response. For this course, the source of support may be your textbook or another credible source available to you.

How does she build positive ethos and use positive ethos effectively?

What rhetorical techniques does she use?

What was her main point?

How did she construct her message to convey her main point?

What is your reaction to her as a speaker? Why?

 

Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority.

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Grand Rounds Discussion: Complex Case Study Presentation

Create a Focused SOAP note and a short didactic (teaching) video presenting a real (but de-identified) complex patient case from your practicum experience.

Select a child/adolescent or adult patient from your clinical experience that presents with a significant concern. Create a focused SOAP note for this patient.

Your presentation should include objectives for your audience, at least 3 possible discussion questions/prompts for your classmates to respond to, and at least 5 scholarly resources to support your diagnostic reasoning and treatment plan.

Pose three questions or discussion prompts, based on your presentation, that your colleagues can respond.

Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority. What was your primary diagnosis, and why? Describe how your primary diagnosis aligns with DSM-5-TR diagnostic criteria and is supported by the patient’s symptoms.

Plan: What was your plan for psychotherapy (include one health promotion activity and patient education)? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. Discuss an identified social determinate of health impacting this patient’s mental health status and provide your recommendation for a referral to assist this patient in meeting this identified need (students will need to conduct research on this topic both in the literature and for community resources).

Reflection notes: What would you do differently with this patient if you could conduct the session again? If you are able to follow up with your patient, explain whether these interventions were successful and why or why not. If you were not able to conduct a follow-up, discuss what your next intervention would be.

 

Discuss the philosophical underpinnings of qualitative and quantitative research i.e interpretivism and positivism.

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Interpretivism and positivism

Discuss the philosophical underpinnings of qualitative and quantitative research i.e interpretivism and positivism.

Discuss and critically evaluate the evidence on attachment types as a risk factor for later internalising/emotional and externalising/behavioural problems.

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Risk factor

Discuss and critically evaluate the evidence on attachment types as a risk factor for later internalising/emotional and externalising/behavioural problems.

What is a healthy amount of sex? Is sex a important apart of life? Why do men expect sex more? Is affectation more important then sex?

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Is Sex an important part of a relationship

Reflection Papers can be on any topic related to Psychology. Include examples from your life.

Provide analysis of the topic. An “A” paper provides depth, not just a cursory glance.

Papers must be 600-850 words long, double-spaced, 1″ margins, and uploaded here. Try reading your paper out loud. This is a great way to catch errors. Your paper should be in standard English, with appropriate grammar, spelling, punctuation, and capitalization. You are not texting your friends here.

  • What is a healthy amount of sex?
  • Is sex a important apart of life?
  • Why do men expect sex more?
  • Is affectation more important then sex?

 

Present the results of your interviews by preparing a 4-5 minute presentation using PowerPoint, Canvas embedded video, or another online presentation resource. See the Tech Policy for more information.

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AOD (Administrator on Duty)

Module 3 – Long Term Care Interview Online Presentation

Present the results of your interviews by preparing a 4-5 minute presentation using PowerPoint, Canvas embedded video, or another online presentation resource.  See the Tech Policy for more information.

Share with classmates the key learning. This assignment includes peer reviews which will be assigned.

 

Do male and female professors teach you the same way? Do they tend to treat “public space” differently? Which gender tends to be more vocal or talkative? Does volume play a part?

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Gender-specified

Do male and female professors teach you the same way? Do they tend to treat “public space” differently? Which gender tends to be more vocal or talkative? Does volume play a part?

Do men, women, and transgendered individuals have difficulties communicating, or do you think that the differences are negligible or “overstated” by so-called experts and professionals?

Think of your classmates and/or coworkers.

Who speaks more — males or females (or is this not gender-specified in your view, particularly if you have had transgendered classmates or classmates who may identify as a certain gender regardless of biology)?

250 words double spaced in an MS Word Document

 

Write a description explaining exactly what the design is and in what type of research it is most frequently used. Choose one of the designs listed below and make up an example of a study that illustrates the design.

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Exploring Experimental Research Designs Assignment

Designs in Experimental Research (WO 1,2,3,4)

When designing an experimental research project it is important to draw the design to be sure it is balanced. EXAMPLE: A, B, C, D are groups of participants; 1, 2, 3, 4, are the treatments.

 

A 1 A 2 A 3 A 4
B 2 B 3 B 4 B 1
C 3 C 4 C 1 C 2
D 4 D 1 D 2 D 3

In this design you can look into each cell and see the individual score of the participants that make up that cell. To analyze the scores in each cell would represent a within group difference. If you compared the average scores of group A, B, C, D the score between each cell would represent the difference between groups.

For each of the following research design:

  1. Write a description explaining exactly what the design is and in what type of research it is most frequently used.
  2. Choose one of the designs listed below and make up an example of a study that illustrates the design.
  3. State a research hypothesis and identify the independent and dependent variable for the chosen design.

 

Designs:

Counterbalanced
https://www.alleydog.com/glossary/definition.php?term=Counterbalance

Solomon four-group

https://explorable.com/solomon-four-group-design

One group pretest posttest

https://www.oxfordreference.com/view/10.1093/oi/authority.20110803100250176

One shot case study

Posttest only control group

https://home.csulb.edu/~msaintg/ppa696/696exper.htm

  1. The most commonly used quasi-experimental design is the experimental group-control group pattern. A variation on this design is the nonequivalent control group design. There are eight variations of the nonequivalent control group design that are considered “interpretable.”
    • No-treatment control group designs
    • Nonequivalent dependent variable designs
    • Removed treatment group designs
    • Repeated treatment designs
    • Reversed treatment nonequivalent control group designs
    • Cohort designs
    • Posttest only designs
    • Regression continuity designs
  2. Describe each of the above eight (8) designs and any weaknesses the designs may have.