Category: Psychology Assignment Help

a) illustrates an accurate description of content analysis as it applies to qualitative methods supported by classroom concepts;
b) provides a detailed content analysis (with matrix) of a particular form of popular media (via either 30-plus minutes of content, 20-25 images, or some other parameter (instructor permission for which must have been obtained prior to the submission of this assignment); and
c) identifies extant gaps in the literature and recommends further research in the content analysis area based upon the findings of your analysis.
Make sure that you clearly indicate if your approach is relational or conceptual. Regardless of the type of content method you choose, make sure that you mention possible patterns or themes in your essay. Last, content analysis is often triangulated with other methods. When you address extant gaps in the literature and recommendations for future research, you should posit a complementary method of inferential testing for content analysis and your media selection.
Your paper should utilize sound critical thought, refer to course materials, and be written in APA format as per the 7th Ed. (to include a title page, abstract, appropriate in-text citations and a reference page).

Traditionally, someone who is intelligent is defined as an individual who can solve problems, use logic to answer questions, and think critically. However, experts within the learning academic community have suggested broader definitions of intelligence (i.e., multiple and emotional intelligence).
For this journal, complete the following:
Demonstrate an understanding of intelligence (IQ), multiple intelligences (MI), and emotional intelligence (EQ) by comparing and contrasting the differing constructs associated with each.
Helpful resources: Comparison and Contrast and Compare & Contrast Assignments
Take a sample MI assessment on the webpage Assessment: Find Your Strengths! Review and summarize your results.
Do you agree with the assessment?
How can what you have learned about yourself help support your learning performance?
How might what you’ve learned about yourself manifest in a career or professional setting?’
Take a sample EQ Assessment on the webpage Emotional Intelligence Quiz. Review your results.
Do you agree with the assessment?
How can what you have learned about yourself help support your learning performance?
How might what you’ve learned about yourself manifest in a career or professional setting?’
Thinking critically about these foundational differences, comment on the broader propositions suggested by EQ and MI about learning preferences and development and how these may modify the way individuals assess another’s strengths and weaknesses.

Bowen Family Systems Theory provides a detailed set of concepts that are commonly assessed through family interviews, often in conjunction with the creation of a genogram. For this assignment, write a case analysis of your own family of origin using a Bowen approach. Exclude or disguise information you do not wish to share. Then, use the following outline for your analysis:
Introduce the Bowen model and discuss how the model is systemic.
Create a genogram of your family of origin, using the correct format. Please use paper and pencil to draw your genogram. After you finish, scan or take a picture with your phone or other handheld devices of the image and upload it as part of your submission for this assignment. Please be mindful that your drawing must be professional and clear to enable your professor to read and understand your submission. Depict at least three generations (more if you wish to), including you, your parents, and your grandparents (as well as aunts, uncles, and cousins as applicable to complete the assignment). Include information on cultural factors such as race, ethnicity, religion, and social class and demographic information such as age, geographic location of residence, jobs held,
etc. You will also include information about the quality of relationships (including divorces, extra-marital affairs, etc.), any mental health or addiction issues, any applicable medical concerns, or any other information you wish to include.
Use this genogram to begin your paper by providing a brief overview of the major experiences and patterns of interaction for your family. How do diversity issues affect the family dynamics?
Write a description of your family in terms of the major concepts of the Bowen approach. This is not a family history, but rather a description that emphasizes analysis of relationships from a Bowenian perspective. Briefly define each concept and then provide an illustration of each concept from your
family of origin.
Triangles/Triangulation
Differentiation of Self
Nuclear Family Emotional System
Family Projection Process
Multigenerational Transmission Process
Emotional Cutoff
Sibling Position
Societal Emotional Process
Identify and then briefly discuss a problem in the family using Bowen’s theory. This “problem” should involve you directly; it should be real, meaningful, not too
big, and something that you are willing to share. Develop a specific intervention plan for this problem based on the Bowenian approach. Make this a very
practical, small intervention. You may or may not choose to try it. In Bowenian terms, describe how you think it would affect the dynamics of your family if
you did implement this intervention.
Length: 6-8 pages, not including title and reference pages

Functional Behavior Analysis (FBA)
A functional behavior assessment (FBA) has five problem-solving components with clearly defined outcomes that require educators to be observant and to consider the world from the student’s perspective. The five problem-solving components in behavior assessment are as follows.
1. Define the problem (3 points). A FBA is a process for gathering and recording information that can be used to develop a theory about why the problem behavior occurs or recurs. Thorough assessment through a FBA maximizes the effectiveness and efficiency of the subsequent Behavior Intervention Plan. In defining the problem you should choose one behavior to focus on, perhaps the one behavior that is causing the biggest disruption. It is important that you do not combine several distinct behaviors into one overall vague behavior (e.g., “He has an attitude”). Describing the behavior in observable and measurable terms is critical so that all staff members who work with the student understand and target the same behavior. Here, you will define the problem.
2. Identify specific events, situations and times (3 points). The purpose of this second step is to help you look for patterns that will indicate what appears to set off the problem behavior. You should seek to answer key questions about when the behavior usually occurs and usually does not occur, such as, “Who is present while the behavior is occurring?”, “What is going on at the time?”, etc. Observations for this section of the FBA are usually conducted across different settings, personnel, time of day, and situations. Sometimes patterns of behaviors take time to be established.
3. Gather relevant information (3 points). In developing your FBA you should consider such potential factors as medical, physical, and social issues; eating, diet, and sleep routines; substance abuse history; stressful events; and past interventions (perhaps extending back several years). This information might be gathered through interviews with general education teachers, para-educators, psychologists, counselors, guardians, peers, and other service providers. You might also review relevant files on the child. Issues may be revealed that have contributed to the occurrence of the behavior.
4. Identify consequences (3 points). Consequences refer to those events that follow the problem behavior and maybe maintain (reinforcing) that undesirable behavior. In this step you will examine what consequence(s) may be increasing the likelihood that the student will perform the behavior again under similar circumstances. This helps you determine the function of the behavior.
Usually, a challenging behavior serves a purpose for the student, such as gaining power over someone, escaping a difficult task, gaining attention, or obtaining an item. Identifying the function of a behavior is complex because there can be more than one, or the function of a behavior can change depending on antecedents and consequences. If after analysis you are still unsure of the correct function, you might either gather more information or simply proceed with your best guess and make adjustments to your plan as needed. In addition, during this step you should also define what the desired behavior is, and examine the availability of reinforcement for that desired behavior.
5. Develop a theory (3 points). A theory is a “best guess” about the purpose the behavior has for the student, and is based on the data that was collected earlier. This would include one or more summary (or hypothesis) statements as to why the student engages in the problem behavior. This statement allows you to simplify and narrow down main antecedents and consequences of the target behavior, which will help to write a successful BIP. Often a visual representation (i.e., a behavioral graph showing the relationship between the behavior and the theorized antecedents and/or consequences) makes this theorized relationship more clearly understood. A visual representation is not required for this assignment.
Behavior Intervention Plan (BIP)
A behavioral intervention plan is comprised of practical and specific strategies designed to increase or reduce a definable set or pattern of behaviors exhibited by a student. These strategies address preventative techniques, teaching replacement behaviors, and thoughtful use of planned consequences, alternative reactions to the behavior of concern. The BIP is written based on the information gathered from the FBA and consists of positive intervention strategies and supports to address the behavior and needs of the student.
1. Definition of the target behavior (3 points). You should begin by reviewing the FBA, especially the detailed definition of the problem behavior. Then you should develop (a) a measurable goal stated in observable terms, using action verbs; and (b) identify the data collection system that will be used to measure progress.
2. Plan of prevention (3 points). Next you should develop a number of possible changes that you might make in the student’s environment that might reduce the problem behavior. To do this you should review the identified events, times, situations, or other factors that you identified as possibly related to and potentially eliciting the behavior.
3. Plan to teach (3 points). As part of a BIP you should consider teaching the student another behavior or skill that will compete with the problem behavior, and can accomplish the student’s desired outcomes in a more appropriate way. You should be detailed and specific when describing the alternative desired behavior you plan to teach.
4. Plan of response (3 points). You should consider and develop strategies that staff can use when the problem behavior occurs. It is important that all staff understands and uses these procedures consistently. Reactions and consequences must reinforce appropriate behavior, and not reinforce undesired behavior(s). This is easier to accomplish if you understand the function of the problem behavior. .
5. Crisis management (3 points). If an emergency situation occurs that requires the immediate use of crisis management procedures to protect the student or others from harm, staff must notify the student’s parent, and provide a written description of the situation to the school administrator. For the purpose of this assignment, even if the behavior is minor, a crisis management plan must be developed.
6. Data collection (3 points). You must have an objective data collection system in place to monitor progress and determine the direction of change. The data help determine if the original theorized function of the behavior is correct. In addition, visual representation (e.g., a behavioral graph) of the collected data can more clearly illustrate the effectiveness of the intervention and should be included. (For the purpose of this project, give an example of how you would collect data.)
7. Reflection (3 points). You will identify and evaluate the intended and unintended consequences of the BIP from your perspective and the perspective of the child. Ethical concerns can be noted as appropriate and recommendations for further action or advocacy

Intro to Research Methods Guidelines on Assignment: Research Design Proposal The assignment requires you to design a study to answer the research topic that you proposed in the first assignment (Research Topic & Literature Review). This assignment requires you to cite references by following the APA formatting style (https://apastyle.apa.org/).  The Research Project will need to include the following categories:
• Title of the study — the title is a single sentence (in general) stating what your research examines.

1. Introduction (Brief summary of your research) — 20 points

• Purpose of the study (Summarize the research findings from FIVE articles — you can use the suitable articles from the previous assignment.)

• Importance of the study

2. Current Study — 15 points

• Research Question

• Research Hypothesis

3. Method — 40 points

• Research Design

✓ Type of the Research Model (ex. experimental design or quasi-experimental design or etc.)

✓ Threats to Internal Validity

• Research Data

✓ Target Population

✓ Sampling Method

✓ Data Collection

• Measurement

✓ Variables (define the dependent and independent variables)

✓ Scales of Measurement

✓ Validity and Reliability of the Measurement

4. References –15 points List the FIVE references of the articles by following the APA formatting style.

5. Format requirements — 10 points Font size -12; Font – Times New Roman; Paragraph — Double Space; Margins – linch.

Topic: Occupational Stress

Define occupational stress

Signs/symptoms, causes, diagnosis, and treatment of occupational stress

Preventing occupational stress in the workplace

Format style: APA

Sources: 5 scholarly sources

Length: 1,800 words.

 

Now that the above (The “above” is the work in the attached document) is completed, the student must reread the chapter thoroughly and make corrections. At least 7 references should be used and dated within the last 5 years. You also should include the following additional sections:
• Operational Definitions: A section where important terms for your paper are defined.
• Scope and limitations: This area gives what you will be measuring and what your paper encompasses.
The limitations are areas you cannot measure or what you cannot evaluate because of impossibility or other reasons noted in the text

This assignment is designed to help you show your knowledge and ability to apply different
perspectives in personality psychology to either a case or to a subject of your choice. Make sure
your topic has been approved by me before you begin.
Using either yourself, a person from history, or a fictional character as a case, please write a case
using the guidelines. The page lengths in the parentheses are suggestions only. You may need
more on some of these sections and less on others:
Per the syllabus, the final paper must be:
• Roughly 6-8 pages (Not including cover page and reference section)
• Double spaced, size 12 times new roman font, normal margins,
• Formatted in APA style and Properly Cited. (You do not need an abstract section, but
make sure you have everything else)
• Divided into sections such as the ones below
• Have 3-4 scholarly sources MINIMUM that are not from the book. (you can use the book
as well, but it will not count as one of your sources)
• Proper spelling and grammar
• Submitted through Blackboard in a Microsoft Word document or a PDF.

Traditionally, someone who is intelligent is defined as an individual who can solve problems, use logic to answer questions, and think critically. However, experts within the learning academic community have suggested broader definitions of intelligence (i.e., multiple and emotional intelligence).
For this journal, complete the following:
Demonstrate an understanding of intelligence (IQ), multiple intelligences (MI), and emotional intelligence (EQ) by comparing and contrasting the differing constructs associated with each.
Helpful resources: Comparison and Contrast and Compare & Contrast Assignments
Take a sample MI assessment on the webpage Assessment: Find Your Strengths! Review and summarize your results.
Do you agree with the assessment?
How can what you have learned about yourself help support your learning performance?
How might what you’ve learned about yourself manifest in a career or professional setting?’
Take a sample EQ Assessment on the webpage Emotional Intelligence Quiz. Review your results.
Do you agree with the assessment?
How can what you have learned about yourself help support your learning performance?
How might what you’ve learned about yourself manifest in a career or professional setting?’
Thinking critically about these foundational differences, comment on the broader propositions suggested by EQ and MI about learning preferences and development and how these may modify the way individuals assess another’s strengths and weaknesses.

Traditionally, someone who is intelligent is defined as an individual who can solve problems, use logic to answer questions, and think critically. However, experts within the learning academic community have suggested broader definitions of intelligence (i.e., multiple and emotional intelligence).
For this journal, complete the following:
Demonstrate an understanding of intelligence (IQ), multiple intelligences (MI), and emotional intelligence (EQ) by comparing and contrasting the differing constructs associated with each.
Helpful resources: Comparison and Contrast and Compare & Contrast Assignments
Take a sample MI assessment on the webpage Assessment: Find Your Strengths! Review and summarize your results.
Do you agree with the assessment?
How can what you have learned about yourself help support your learning performance?
How might what you’ve learned about yourself manifest in a career or professional setting?’
Take a sample EQ Assessment on the webpage Emotional Intelligence Quiz. Review your results.
Do you agree with the assessment?
How can what you have learned about yourself help support your learning performance?
How might what you’ve learned about yourself manifest in a career or professional setting?’
Thinking critically about these foundational differences, comment on the broader propositions suggested by EQ and MI about learning preferences and development and how these may modify the way individuals assess another’s strengths and weaknesses.