final week | 2025

Psychology Assignment Custom Writng

final week | 2025 Custom Writing

You are a teacher’s assistant at a local university.Prepare a review for the class using a 10- to 15-slide Microsoft® PowerPoint® presentation for the upcoming final on theories of language acquisition.Include information about the structure and function of language.

 

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CJHS311 Based on what you have learned about available community resources in Wayne County, New York, and based upon your work with Mr. Potts, prepare a report to Supervisor Rexford that identifies at least 3 community resources (these can be any combinat | 2025

Psychology Assignment Custom Writng

CJHS311 Based on what you have learned about available community resources in Wayne County, New York, and based upon your work with Mr. Potts, prepare a report to Supervisor Rexford that identifies at least 3 community resources (these can be any combinat | 2025 Custom Writing

CJHS311Based on what you have learned about available community resources in Wayne County, New York, and based upon your work with Mr. Potts, prepare a report to Supervisor Rexford that identifies at least 3 community resources (these can be any combination of treatment, prevention, education, etc.) that you believe would be an appropriate referral for Mr. Potts. For each community resource you identify, address the following:Why do you believe it to be an appropriate referral for Mr. Potts specifically?What do you believe Mr. Potts will get out of the referral to this resource?What is your goal for Mr. Potts in terms of referring Mr. Potts to this resource?Rank each of the 3 resources to which you referred Mr. Potts, from most needed to least needed.You should also address whether you believe this community lacks any resources for Mr. Potts to which you would have made a referral if it existed in this county.

 

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Human Observation Project Paper | 2025

Psychology Assignment Custom Writng

Human Observation Project Paper | 2025 Custom Writing

The Human Observation Project should consist of a minimum of five typed pages. Information should be provided for each section of the Observation Project Form. The project is divided into two section:the gathering of baseline informationbehavior changeBe sure that the project submission adheres to the following formatting requirements:Use double-spacing.Use size 12 font.Set margins to one-inch on all sides.Be sure to include your name/course title on the first page.Write in complete sentences, use good English grammar, and correct spelling.Avoid personal pronouns and statements such as “I believe, I placed the coin on the floor…”, “My research proved that….” – in objective, naturalistic research your opinion is not very important, but your findings are. Your research may suggest that…, support the hypothesis…, or indicate….; but it does not necessarily prove anything.Charts and graphs are part of an “A” paper, but are not part of the basic page count of the project. References to outside sources may also part of an A or B level paper. Information should be provided for each section as outlined below.APA documentation style must be used when citing references in context and bibliography (if any).Key TermsIn order to complete the Human Observation Project, you will need to be familiar with the following terms:Statement of the Problem: Explain the problem behavior. Convince the reader it needs to be observed very closely before one could decide how to change the behavior.Theory: This is a prediction. What do you expect to observe. The theory is a general statement. For example, most males or females do not wash their hands after using the restroom. Most people will not pick up after themselves after eating in a public place.Hypothesis: The hypothesis must be written in such a way as to test the theory. A theory is like an umbrella covering behaviors with the presumption that they are related. A good hypothesis rains on the umbrella to see if there are any holes. For example, between the hours of 11:00 and 1:00 on Monday and Wednesday at McDonald’s most patrons (or males, females, adolescents) will not place their napkins, cups, plates, and eating utensils in the trash and return their tray to the rack.Procedure: This is a description of the step-by-step process used during the observation. Where did the observer sit? Was the observer visible to the subject being observed? How was data collected? The description needs to be written in sufficient detail that someone else could attempt to replicate (repeat) the procedure to determine if the same results could be obtained.Results: The results are given in the form of numbers. This is the count. It is often presented in complex statistical terms. A numerical count and percentages will be sufficient for our purposes.Discussion: This is a summary of the results in simpler, more practice language. The numbers are converted to statements of meaning and application.Section 1: Naturalistic ObservationThe first half of your research will be a naturalistic observation. You will be determining the baseline of behavior, or what the behavior looks like, or the amount of the behavior present under normal circumstances. The observer is unobtrusive, rather like the wallpaper. There is no interference with the behavior.You are to select a human behavior. Discuss the problem surrounding this behavior. The following is a list of topics which have been used in the past. You may select from the list or develop one of your own. Select a behavior which you encounter each day. The greatest challenge is isolating or narrowing the behavior to a single event which you can define, count, and attempt to change or observe as changed in a different environment.Eye contactHand washingDoor opening for othersMoney on the groundCleaning off the table after you eat in a fast food restaurantResponse time of clerks when the researcher dresses poorly or nicelyTips – restaurant, beauty salon, etc.Helpful behavior when toilet paper is attached to the researchers shoe in a public placeHand waving when driving down a country roadChanging television stations in a public waiting roomProducts purchased from shelves of different heightColor of products purchasedSeating behaviors in school cafeteria or restaurantStop light runningUse of cell phones in school areasUse of cell phones while drivingPurchasing one item or the “full meal deal” at a fast food restaurantHuman responses to walking dogs of different sizes or breedsHuman response to “Don’t walk on the grass!” signsDriver behavior while waiting on a stop light (make-up, hair combing using rear view mirror)Assistance reaching items from the top shelfDropping a dollar while walking through Walmart…will someone return the dollar? (Can be an expensive project.)Returning shopping carts to the proper areasSmiling or waving “thank you” when a car stops to allow shoppers to cross in the parking lotBehavior in the check-out line: smiling, conversation…The behavior of children in the check-out line (pulling things from shelves, yelling, smiling, climbing out of cart….)Behavior of children in a classroom (talking, out of seat, interrupting, turning in homework….)DO NOT :Place a baby carrier on top of a car and drive around the mall parking lot to see if someone will attempt to stop youStop your car by the side of the road to see if someone might stop and assistAttempt a tail gating experiment of any kindSelect any behavior which might be harmful, socially offensive, or immoralComplete the Observation Project Form. Write a theory and hypothesis, explain the procedure you will use to determine if the theory and hypothesis are supported, give the result or the count, and finally, discuss your results or findings.Section 2: ExperimentThe second half of the project will be a type of experiment. By introducing a variable, you will attempt to increase or decrease a b ehavior. For example, one student in Iraq counted the number of men who failed to wash their hands after using the latrine next to the dining facility. This student’s count suggested a problem. During the behavior change section of the project, the student placed honey (the independent variable) on the handles of the doors. As a result, hand washing (the dependent variable) increased.Your project will require you to walk through the same steps again, but from the point of view of changing or improving the behavior. Begin with your own results. That is the statement of the problem. You have counted and found that, yes, this is an area of human behavior which should be improved. Complete the Observation Project Form. Again, APA documentation style must be used when citing references in context and references (if any). Your textbook may be your only reference.PLEASE INCLUDE OBSSERATION PROJECT FORM AS  WELL LINK  IS IN  PARAGRAPH

 

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phycolgy | 2025

Psychology Assignment Custom Writng

phycolgy | 2025 Custom Writing

MeasurementIdentify scientific changes that early childhood children can observe using their senses (for example, snow melting, a baby growing into a toddler, etc.) and answer the following questions:Describe ways that children can keep track of these changes.Summarize why you think these forms of measurement are helpful for children to capture, record, and preserve changes.Explain how using their senses help children to understand measurement.Watch the following video:TheQuirkles. (2011, Jan 28). Easy Science Experiments for Children – Fun Color Mixing Activities. [Video file]. Retrieved from  http://www.youtube.com/watch?v=reSG-olvIPk&feature=results_video&playnext=1&list=PL2DA6D99A374923F1Share what observations children will make.Explain what they will be able to measure from this experiment.

 

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FOR KATETUTOR ONLY Research on Nature vs. Nurture | 2025

Psychology Assignment Custom Writng

FOR KATETUTOR ONLY Research on Nature vs. Nurture | 2025 Custom Writing

Nature versus nurture is a controversial topic debated by professionals in the human services field. Your beliefs and values will influence your decision making and actions with future clients; therefore, it is important to identify where you stand on this issue.Tasks:Using your textbook, the Argosy University online library resources, and the Internet, conduct research to support your view on the nature versus nurture debate and respond to the following questions:What are your views on how nature (genetic and hereditary influences) and nurture (environmental influences) shape human development across the life span? Support your views with examples.Which area has more impact on human development, and why? Discuss in terms of a global impact and specific issues such as personality development, intelligence, mental illness, substance abuse, and sexual identity.How might your beliefs about nature versus nurture influence your future work in the human services field? For example, if an administrator at a community service board believes that mental illness is related to environmental stressors, how might this influence agency policy? What if the administrator holds the opposite belief—that mental illness can be attributed to primarily biological causes?Submission Details:By Saturday, January 9, 2016, post your responses to this Discussion Area in a minimum of 300 words. Your response should rely upon at least two sources from professional literature. This may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation.

 

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Week 2 Assignment – Advanced Skills Transcript Counseling Session Transcript | 2025

Psychology Assignment Custom Writng

Week 2 Assignment – Advanced Skills Transcript Counseling Session Transcript | 2025 Custom Writing

COUNSELOR:   So, hello. My name is Nina and I’m going   to be your counselor for today. Your name is Tiffany, I believe. Is that what   you prefer to be called? [CLIENT: Yes.] Okay I need to tell you something   before we start, that everything – well, not everything that stays between us   but most everything that stays – that you tell me will stay between us except   in the case of if you say that you might harm yourself or harm someone else.   [13:41:58] And in the case where you mention to me in the state of   Washington, this is a rule that if there’s someone who is elderly who’s being   abused, a child who is being abused or someone who is disabled being abused.   If you tell me about that, then I will have to do something to make sure that   that person is safe. And it might involve breaking confidentiality. Do you   have any questions about that?CLIENT:   Just one. How old is “elderly”?COUNSELOR:   I believe that you have to be over the age   of 70. Okay? Anything else? [CLIENT: No.] So, Tiffany, what brings you in to   see me today?CLIENT: I hate my neighbor.COUNSELOR:   You hate your neighbor.CLIENT: I hate my neighbor.COUNSELOR: Can you tell me more about that?CLIENT:   She’s really annoying and she does things   to make me mad and I don’t like her at all. And I think really mean stuff   about her sometimes. But she’s not 70.QUESTION: The counselor says, “Can   you tell me more about that?” This is a closed question. Give an example of   an open question that the counselor could have asked.Provide your example of an alternative   open question here:COUNSELOR: And do you hurt her?CLIENT:   I don’t but I think about it.COUNSELOR: That wouldn’t be an issue if you’re not actually hurting her. So   we could talk about you know how you feel about your neighbor, that’s okay.   So how long has she been your neighbor?CLIENT:   Six months, three days.COUNSELOR: Hmm. So, I get the feeling that you don’t feel comfortable about   hating your neighbor and that’s why you bring this subject up into   counseling.CLIENT: I don’t want to hate anybody. But I have more headaches now. And   I don’t want to go in the hallway in the apartment building because I might   see her and we argue a lot. I just hate her. I want her to move.COUNSELOR: So if – hang on a minute. [TO FACILITATOR] Can I ask you for   something?FACILITATOR: Sure.QUESTION: The client has shared a lot   of information and emotion. The counselor chose to ask a question and did not   acknowledge the feelings that had been expressed. In the space provided,   write a response that demonstrates reflection of feeling/empathy.Provide your empathic response here:COUNSELOR: I feel a little stuck. Like I don’t know what to say.FACILITATOR: Okay.   So what are you thinking at this moment? Where are you at in your head? What?COUNSELOR: I’m thinking about what I’m supposed to do. So I need to think   about her. Okay. Okay and I need to calm down really, okay.FACILITATOR:   Sure, yeah. Sometimes our own anxiety can   get in the way with connecting-COUNSELOR: I think I need to take a break. Can I ask for some help?FACILITATOR:   Sure.COUNSELOR: Okay. I’m kinda stuck. I don’t know what to do.FACILITATOR:   Okay, so tell me what you’re thinking, what’s   your thought process with Tiffany at the moment?COUNSELOR: Probably not thinking about Tiffany but thinking about what am I   supposed to do.FACILITATOR: Sure and that yeah, this is a little anxiety provoking,   absolutely. So that can get in the way of being genuine and present with your   client. So work on connecting with her, empathizing with her in her being   upset and angry at her neighbor but yet not wanting to be the person that is   an angry person and dislikes other people. So maybe look into exploring a   little bit about that with her. Is there any question that you’re thinking of   that you’re holding back?COUNSELOR: Yeah. I’ll ask her that.FACILITATOR: Okay, okay. Sure.COUNSELOR:   Thank you.So, Tiffany, why are you mad at her? What   is it that you don’t like? What happened?CLIENT:   She is loud and she’s sloppy and leaves   things in the hallway. There are two units in each hallway. There are three   levels in the building so there’s six total units. And she leaves her stuff   out like the hallway is her apartment, too. And it is like gross stuff she   leaves like her garbage and like personal items. And I don’t want that   around. So one day, I was nice enough to pile it up by her door and she let   me have it. And it has been horrible ever since then.COUNSELOR:   How did you feel when she let you have it?CLIENT: I was embarrassed at first and then I was really mad that she was   making all this noise outside of the apartment. My child was inside my   apartment. And I don’t want her to hear all that drama. So I just want her to   move away.COUNSELOR:   So you became really uncomfortable after   that event and ever since then. And that was a while back and now you say you   hate your neighbor. [CLIENT: I hate her.] And you want her to move away.CLIENT:   Very far away.COUNSELOR:   Yeah. But it sounds like that’s not   something that’s within your power.CLIENT: No. I can’t make her move away. But I want her gone.COUNSELOR:   So, gone. In counseling, we can’t control   anybody else but ourselves. And what did you just think when you put it down   like that?CLIENT:   That I wish she would just go away and I   wish I could make her.COUNSELOR:   Yeah. What have you tried to do to make   her go away?CLIENT:   Nothing. I told the landlord that she’s   loud, that she’s obnoxious.COUNSELOR:   And messy.CLIENT: That she needs to go away.COUNSELOR: And did that work?CLIENT:   I don’t think so but I don’t know what   kind of conversation they had.COUNSELOR: Right. So I guess I’m wondering what you think could happen in a   counseling session, you know.CLIENT:   I wish I could confront her make it make a   difference. But I don’t think it will make any difference so I just don’t say   anything and now I have more headaches and my stomach hurts. And I peek out   the peephole a lot to make sure she’s not out there before I go out.COUNSELOR:   So it’s like you’ve got some energy in you   that is kind of stuck and that makes you almost have headaches and you feel   bad inside.CLIENT:   And if I see her out on the front steps   when I’m coming home, I’ll drive around the block and hope she’s not there. I   don’t want to see her because I don’t want to fight but I do kind of wish I   could confront her because I feel like I should do that.COUNSELOR:   So what I’m hearing you say is that you   might want to maybe practice or understand how you could confront her and   also maybe do it in a way where you feel like you are really heard by her. [CLIENT:   Mm-hmm.] When you say that, are you worried that she won’t hear you for some   reason?CLIENT:   She’s a screamer and a yeller and she   doesn’t listen.COUNSELOR: And you’re not a screamer and a yeller. (No) You sound like   you’re kind of quiet maybe and–CLIENT: Well, everybody is quiet compared to her. (So, you’re–) She’s   really loud.COUNSELOR: Wow. That’s got to be really uncomfortable for you.CLIENT: It’s uncomfortable. It’s embarrassing to me, too.COUNSELOR: Say some more about that.CLIENT:   When she starts her yelling and hollering,   everybody looks. So all the attention is focused on the drama going on in the   front of the building or wherever we happen to be. She seems to like the   attention.COUNSELOR: So what do you think would happen if you confronted her? What do   you think would happen if that happened and other people were around?CLIENT:   I think she’d get louder and louder and   louder.COUNSELOR: And you would get embarrassed.CLIENT: She looks so silly and so foolish when she does it. I’m   embarrassed for her.COUNSELOR: So on one hand, you would be embarrassed for her but also embarrassed   for yourself.CLIENT: I’m embarrassed that I’m a part of it, so yes. And I’m   embarrassed that she’s behaving that way.COUNSELOR: Am I hearing you okay? Because sometimes in counseling, it’s hard.   You know you’ve got your own way of looking at life. And I want to make sure   that I’m getting it. Am I hearing you okay? Do you feel like I’m getting it?CLIENT: I think so.COUNSELOR: Because I almost see sort of a maybe little smile on your face   like you’re enjoying being mad at her?CLIENT: I don’t enjoy being mad at her. I kind of enjoy talking about it   a little bit because I never ever do. But, no. I don’t enjoy much about her [COUNSELOR:   Okay.] except the fantasy of her moving away.COUNSELOR: So you really this is an outlet for you because you don’t talk   about people. You don’t cause a fuss and you’re really feeling stuck because   this is something that you think you need to be loud and vocal about.CLIENT: She is.COUNSELOR: She is the kind of person that you do.CLIENT: She’s loud and vocal and it makes me look kind of wimpy maybe   because I don’t respond to her. But I just want her to go away.COUNSELOR: Yeah. So what are you thinking so far?CLIENT: I’m not sure because I feel like on the one hand, what I should I   do is be loud back like her and maybe that will make her stop. But on the   other hand, she looks so trashy when she does all this garbage and I don’t   want to look like her. So I feel stuck.COUNSELOR: Are there any other alternatives that you could come up with   besides being loud like her that would have any kind of an effect that you   might want?CLIENT: Can I list her on E-bay? [Laughs] I don’t know how to get rid of   her and I don’t know what else to do.COUNSELOR: Those are the only two- the only thing that you can think of is   to be as loud as she is in a confrontation?CLIENT: Or to ignore her.COUNSELOR:   [TO FACILITATOR] Can I ask you for some help now? [FACILITATOR: Absolutely.] It’s   hard. I want to ask, I want to tell her she could write to her, I want tell   her she could have an intervention with other neighbors–So can I ask you another question? [FACILITATOR:   Absolutely.] I’m sorry, I feel – I think I’m on the verge of giving advice. [FACILITATOR:   Okay.] I feel like I want to tell her she could write to her, she could have   intervention of the neighbors, she could go and I don’t know, swear out a   peace warrant. But she’s not giving me- I don’t know how to get her to   generate anything because she says she doesn’t know any other way.FACILITATOR: So you’re trusting your gut and you have something coming up as a   counselor where you’re wanting to give advice and maybe problem-solving and   you’re pulling back from that. Is there a piece of you that says not to do   that or you’re wondering more how to do that?COUNSELOR: I’m thinking it may be too soon and I’ll not pass my Pre-Prac for   doing that.FACILITATOR: Okay. Yeah. I would probably listen to that part of yourself and   maybe instead of looking for a way to resolve this for Tiffany so soon into   this, maybe step back and see where this is coming from, how she’s getting   stuck in not letting go of this. It seems to be disrupting her life. She   looks out the door to see.COUNSELOR: And she goes around the block.FACILITATOR: And it’s are you sensing that she’s feeling disrupted in her life   and maybe disrespectful? So maybe continue along the line of connecting and   really understanding her story and hold back a little bit on the trying to   fix this for her. Yeah. Where is she stuck would be. Feel good about that?COUNSELOR: Okay, yeah, yeah. Tiffany, you didn’t hear that.[13:58:05] Okay, here’s what I’m hearing.   There’s a lot of energy that you’re putting into avoiding this person. You’re   thinking about her all the time. You’re even spending money coming to   counseling about it. Drive around the block. Don’t go out in the hall. You   know it’s a really big problem for you. And you can only think of one thing   to do and you’re stuck. Wow. That’s got to feel really uncomfortable and it’s   probably taking over your mind like sleeping, eating. [13:58:50] It probably   affects you all around.CLIENT: It does. And I feel angry a lot or maybe resentful. She calls me   Tiffany but she wants me to call her by her last name.QUESTION: Our counselor says “That’s   got to feel”, “That’s got to be” occasionally. Counselors want to avoid   telling our clients what they’ve ‘got’ to feel or think or experience. When   counselors say what the client’s ‘got to be feeling’ and they are wrong, our   clients can begin to feel unsure of themselves, their reactions, and may feel   afraid to disagree. In the statement above our counselor says, “That’s got to   feel really uncomfortable” in her attempt to build rapport and empathy. What   is a different statement that the counselor could say that doesn’t use “got   to”?Provide your alternative statement   here:COUNSELOR: So you’ve got a lot of resentful feelings and you don’t where to   go.CLIENT: Right. Exactly.COUNSELOR: Yeah.FACILITATOR: You’ll get to wrap up now. We’re at our – I know it seems fast   but you’re at your 10 minute. So try to find a way to summarize and close out   with Tiffany.COUNSELOR: So I know that we haven’t gotten to a place where maybe you’ve   come up with some ah-ha moment or   anything but we’re running out of time. And I trust that you could think   about this more on your own from here on. And maybe we could talk some more   about what your thoughts are. So I’m kind of wondering what you- what your   experience has been of being able to say it loud to me today.CLIENT: It actually feels really good to say it out loud. I don’t talk   about it. I try to stuff it down but it felt really good to say it out loud.   But it still feels horrible that she’s my neighbor and that this has   happened.COUNSELOR: Sure. That makes sense. Okay, well, I’m glad it feels good. Maybe   we can spend some more time giving you some opportunity to explore it   verbally, say it out loud. And who knows what might happen then. You might   come up with something where you’re unstuck.CLIENT: Okay.COUNSELOR: Okay. So I’ll see you next week.CLIENT: okay.COUNSELOR: [TO FACILITATOR] How was that?FACILITATOR: Well, how are you feeling?COUNSELOR: I felt so good when she said she felt good just saying it loud. It   all like, oh, like okay. Like I did what I was supposed to. I just want to   help.FACILITATOR: Sure and it is nice to allow your client a space to unload and   share and tell their story. And do you have any initial questions before we   talk about how this went?COUNSELOR: Questions for her or-FACILITATOR: For you. Do you have any questions for me or places you were   stuck or concerned?COUNSELOR: No. I think you answered before. It’s like stay with her. Stay   with how she’s feeling. Understand her and don’t feel pressured to come up   with a resolution, although there’s still a part of me that wants to talk to   Tiffany later to see if this is real and to resolve it.FACILITATOR: Sure and that’s society norming us to help people solve their   problems. And now we’re stepping back from that immediate reaction to problem   solve, we step into a different role. Your presence, your counseling presence   is very genuine. You have a very great way of being in a session. Your tone   of voice, your connection. You’re really listening to the client and that   really comes across even in the short 10 minutes that you- that you wear this   counseling role well. And I saw some of those advanced skills in there.   [14:02:38] So did you even know that you did those? You did it. It just kind   of came naturally in the session.COUNSELOR: Oh, my goodness. That’s such a relief to hear I did some of them.FACILITATOR: You did. Maybe when you re-watch the tape, you’ll see some areas   of confrontation, some immediacy, some reflection of feeling. You drew out   some more information and explored some more areas. So when you rewatch the   tape, watch for those pieces where you did those.The facilitator mentions that our   counselor has used confrontation, immediacy and reflection of feeling. What   is one example of confrontation, immediacy, or reflection of feeling that you   have seen in the counselor’s responses?Provide your answer here:COUNSELOR: You did a great role. Thanks.CLIENT: You did a good job, too.FACILITATOR: Yeah. You guys were great together. Are you feeling back in the   student role and out of the counseling role?COUNSELOR: Yeah, I am.FACILITATOR: Shifted out. And Tiffany, are you okay letting this go at the   moment? Do you need to finish up and close this out at all for yourself?Below is a transcript from a simulated counseling session between a Counselor named Nina and her client Tiffany. At times, the Counselor will pause and ask a question of Dr. Kelly Kozlowski, the Faculty Facilitator for this session.   Read through the transcript, and answer each of the questions included.CLIENT: No, I’m okay. I’m good.In this Role Play, the Counselor and   Client are of different ethnicities. The counselor never acknowledged the   different culture nor did she explore the ethnicity of the neighbor. Provide   an example of a statement you might share with a client of a different   ethnicity to encourage him or her to discuss how their ethnicity might play a   part in the situation.Provide your sample statement here:

 

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Discussion 400 wrds | 2025

Psychology Assignment Custom Writng

Discussion 400 wrds | 2025 Custom Writing

What are the argument for or against spanking your particular view?Now explain what are the opposing views and what support are usedIs there any common elements between these two views? If so, briefly describe it.The two books used are teens who hurt and strong willed child. Need done in 15 hrs. I can provide book info

 

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Hot Clinical Psy Discussions and Worksheet | 2025

Psychology Assignment Custom Writng

Hot Clinical Psy Discussions and Worksheet | 2025 Custom Writing

Discuss the following in 150+ Words with intext citations and references. Quiz is AttachedDiscussion 1 – Compare and contrast four approaches in clinical psychology.Discussion 2 – Identify the strengths and limitations of psychological assessment instruments.Discussion 3 – Evaluate the appropriateness of psychological testing instruments for various populations.Discussion 4 – Identify at least one contributor to each of the four theoretical approaches in clinical psychology, along with his or her specific theories or views about human behavior. Which of the four approaches do you find most interesting? Explain your response.Discussion 5 – What types of testing instruments do psychologists use to make a diagnosis? Which ones do you think are most effective? Explain why.Discussion 6 – Who was Carl Jung? Who was his mentor? What are some of Jung’s best known contributions to clinical psychology?

 

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3rd assignment | 2025

Psychology Assignment Custom Writng

3rd assignment | 2025 Custom Writing

For this assignment, you will complete an analysis of a case study that deals with one of the following stages of lifespan development:Middle Childhood.Adolescence.You will select one of the following case studies from your Broderick and Blewitt textbook to complete an analysis of the developmental and contextual issues related to the selected case. Each of the case studies includes a set of questions that can guide your analysis of the pertinent issues for the particular case.Select one of the following case studies to analyze:Hyun-Ki, page 322.Dean, page 365.Mark, page 405.ExpectationsFor each case study you will be expected to:Analyze lifespan development theories to determine the most appropriate theory/theories to apply to the case study.Apply the appropriate lifespan development theory to support an identified intervention process.Describe the potential impact of individual and cultural differences on development for the current age and context described in the case study.Write in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression.ContentThe case study analysis should be a maximum of 5 pages, including the introduction and conclusion, each of which should be approximately one half-page in length. The body of the paper should not exceed 4 pages.Provide the following content in your paper:An introduction that includes an overview of the paper contents, including a brief summary and background information regarding the case study.The body of the case study, including:The presenting challenge(s) and primary issue(s).Appropriate lifespan development theory and research-based alternatives that explain the presenting challenges.Potential impact of individual and cultural differences on development for the current age and context described in the case study.Evidence-based support from lifespan development theory and current scholarly research to support appropriate interventions.A conclusion that summarizes what was introduced in the body of the paper with respect to the case study context, challenges, and interventions.RequirementsSubmit a professional document, in APA style, that includes the following required elements identified with headings and subheadingsTitle page.Introduction (half-page).Case study analysis (4 pages).Conclusion (half-page).Reference Page: Include a minimum of five scholarly sources from current peer-reviewed journals as references in addition to referencing the text book in which the case study is embedded.Font: Times New Roman, 12-point.Toggle Drawer[u03d1] Unit 3 Discussion 1Hyun-Ki: Case Study Analysis (Due Week 6)ResourcesAttributes and Evaluation of Discussion Contributions.Professional Communications and Writing Guide.Peer Assessment Rubric.Sample Comments for Peer Assessment Rubric.Peer Feedback.Guidelines for Effective Peer Review.MEAL Plan.APA Style and Format.Note: Participate in this discussion only if you analyzed the Hyun-Ki case study in your course text. If you analyzed the Dean or Mark cases, please participate in the corresponding discussion.For this discussion:Post your Hyun-Ki Case Study Analysis for peer review. Note: You are expected to post a completed Case Study Analysis, not an outline or an incomplete draft. This allows you to receive valuable feedback on your work that you may want to incorporate into your final draft. It also honors your peers’ time and efforts, as it is difficult to review an incomplete assignment. You will receive reduced credit for this discussion if you fail to submit your case study, or if your case study is incomplete.Provide peer feedback for two fellow learners, using the Peer Assessment Rubric provided in the Resources area. A document that has examples of basic and proficient feedback, Sample Comments for Peer Assessment Rubric, is also provided in the Resources area; use it to help you understand how to craft your feedback.Your instructor and/or teaching assistant may also provide feedback. You will combine this with the feedback of your fellow learners to make any modifications to your case study analysis prior to submitting it for grading by the end of Week 7.Follow these steps to complete your peer review:Post your analysis of the case study for Hyun-Ki by Wednesday of Week 6. Be sure to include the title of the case study in the title of your paper.Select two case study analyses to review from this discussion. (Note: If you see that a learner has already received two peer reviews, please review another learner’s case study; the goal is for all learners to receive at least two peer reviews.)Use the Peer Assessment Rubric located in the Resources section. Peruse it carefully along with the Sample Comments document; both will help you understand what you should be looking for as you review the case study analyses.Carefully read your peers’ case study analyses. Take notes as you read through them, using the Peer Assessment Rubric as your guide.Complete the Peer Assessment Rubric for each analysis by 11:59 p.m. on Sunday of Week 6. Make sure that your written feedback is balanced, specific, and substantial. Responses such as “Good Job!” “I agree,” or “I don’t understand” are not acceptable. Your comments should help learners to understand what they have done correctly and how they can improve their work.After you have received your feedback, be sure to incorporate anything that you feel will strengthen your analysis prior to submitting it for a grade.Note: Although you will only be critiquing analyses from the discussion question you selected, you are encouraged to review the analysis of the other case studies your classmates selected to enhance your learning.Toggle Drawer[u03d2] Unit 3 Discussion 2Dean: Case Study Analysis (Due Week 6)ResourcesAttributes and Evaluation of Discussion Contributions.Professional Communications and Writing Guide.Peer Assessment Rubric.Sample Comments for Peer Assessment Rubric.Peer Feedback.Guidelines for Effective Peer Review.MEAL Plan.APA Style and Format.Note: Participate in this discussion only if you analyzed the Dean case study in your course text. If you analyzed the Hyun-Ki or Mark cases, please participate in the corresponding discussion.For this discussion:Post your Dean Case Study Analysis for peer review. Note: You are expected to post a completed Case Study Analysis, not an outline or an incomplete draft. This allows you to receive valuable feedback on your work that you may want to incorporate into your final draft. It also honors your peers’ time and efforts as it is difficult to review an incomplete assignment. You will receive reduced credit for this discussion if you fail to submit your case study, or if your case study is incomplete.Provide peer feedback for two fellow learners, using the Peer Assessment Rubric provided in the Resources area. A document that has examples of basic and proficient feedback, Sample Comments for Peer Assessment Rubric, is also provided in the Resources area; use it to help you understand how to craft your feedback.Your instructor and/or teaching assistant may also provide feedback. You will combine this with the feedback of your fellow learners to make any modifications to your case study analysis prior to submitting it for grading by the end of Week 7.Follow these steps to complete your peer review:Post your analysis of the case study for Dean by Wednesday of Week 6. Be sure to include the title of the case study in the title of your paper.Select two case study analyses to review from this discussion. (Note: If you see that a learner has already received two peer reviews, please review another learner’s case study; the goal is for all learners to receive at least two peer reviews.)Use the Peer Assessment Rubric located in the Resources section. Peruse it carefully along with the Sample Comments document; both will help you understand what you should be looking for as you review the case study analyses.Carefully read your peers’ case study analyses. Take notes as you read through them, using the Peer Assessment Rubric as your guide.Complete the Peer Assessment Rubric for each analysis by 11:59 p.m. on Sunday of Week 6. Make sure that your written feedback is balanced, specific, and substantial. Responses such as “Good Job!” “I agree,” or “I don’t understand” are not acceptable. Your comments should help learners to understand what they have done correctly and how they can improve their work.After you have received your feedback, be sure to incorporate anything that you feel will strengthen your analysis prior to submitting it for a grade.Note: Although you will only be critiquing analyses from the discussion question you selected, you are encouraged to review the analysis of the other case studies your classmates selected to enhance your learning.Toggle Drawer[u03d3] Unit 3 Discussion 3Mark: Case Study Analysis (Due Week 6)ResourcesAttributes and Evaluation of Discussion Contributions.Professional Communications and Writing Guide.Peer Assessment Rubric.Sample Comments for Peer Assessment Rubric.Peer Feedback.Guidelines for Effective Peer Review.MEAL Plan.APA Style and Format.Note: Participate in this discussion only if you analyzed the Mark case study in your course text. If you analyzed the Hyun-Ki or Dean cases, please participate in the corresponding discussion.For this discussion:Post your Mark Case Study Analysis for peer review. Note: You are expected to post a completed Case Study Analysis, not an outline or an incomplete draft. This allows you to receive valuable feedback on your work that you may want to incorporate into your final draft. It also honors your peers’ time and efforts, as it is difficult to review an incomplete assignment. You will receive reduced credit for this discussion if you fail to submit your case study, or if your case study is incomplete.Provide peer feedback for two fellow learners, using the Peer Assessment Rubric provided in the Resources area. A document that has examples of basic and proficient feedback, Sample Comments for Peer Assessment Rubric, is also provided in the Resources area; use it to help you understand how to craft your feedback.Your instructor and/or teaching assistant may also provide feedback. You will combine this with the feedback of your fellow learners to make any modifications to your case study analysis prior to submitting it for grading by the end of Week 7.Follow these steps to complete your peer review:Post your analysis of the case study for Mark by Wednesday of Week 6. Be sure to include the title of the case study in the title of your paper.Select two case study analyses to review from this discussion. (Note: If you see that a learner has already received two peer reviews, please review another learner’s case study; the goal is for all learners to receive at least two peer reviews.)Use the Peer Assessment Rubric located in the Resources section. Peruse it carefully along with the Sample Comments document; both will help you understand what you should be looking for as you review the case study analyses.Carefully read your peers’ case study analyses. Take notes as you read through them, using the Peer Assessment Rubric as your guide.Complete the Peer Assessment Rubric for each analysis by 11:59 p.m. on Sunday of Week 6. Make sure that your written feedback is balanced, specific, and substantial. Responses such as “Good Job!” “I agree,” or “I don’t understand” are not acceptable. Your comments should help learners to understand what they have done correctly and how they can improve their work.After you have received your feedback, be sure to incorporate anything that you feel will strengthen your analysis prior to submitting it for a grade.Note: Although you will only be critiquing analyses from the discussion question you selected, you are encouraged to review the analysis of the other case studies your classmates selected to enhance your learning.Toggle DrawerUpdates and HandoutsPeriodically, information will be posted in this space for the good of the class.Toggle DrawerAsk Your InstructorThis thread was created to provide a convenient space for you to ask questions—questions about particular assignment and discussion activities, questions about the course in general, questions about expectations. If there is something that you feel you could use help with, please post your question here. Most likely, some of your classmates will have the same concern, so your post may help several learners. If you feel your question is private, please use the Messages tool found under Notifications.Toggle DrawerAsk Your TAThis thread was created to provide a convenient space for you to ask your TA questions – questions about particular assignment and discussion activities, questions about expectations, or questions covering topics in writing, critical thinking, Capella resources or discussion and assignment content. If there is something that you feel you could use help with, please post your question here. Most likely, some of your classmates have the same concern, so your post may help several learners.For this assignment, you will complete an analysis of a case study that deals with one of the following stages of lifespan development:Middle Childhood.Adolescence.You will select one of the following case studies from your Broderick and Blewitt textbook to complete an analysis of the developmental and contextual issues related to the selected case. Each of the case studies includes a set of questions that can guide your analysis of the pertinent issues for the particular case.Select one of the following case studies to analyze:Hyun-Ki, page 322.Dean, page 365.Mark, page 405.ExpectationsFor each case study you will be expected to:Analyze lifespan development theories to determine the most appropriate theory/theories to apply to the case study.Apply the appropriate lifespan development theory to support an identified intervention process.Describe the potential impact of individual and cultural differences on development for the current age and context described in the case study.Write in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression.ContentThe case study analysis should be a maximum of 5 pages, including the introduction and conclusion, each of which should be approximately one half-page in length. The body of the paper should not exceed 4 pages.Provide the following content in your paper:An introduction that includes an overview of the paper contents, including a brief summary and background information regarding the case study.The body of the case study, including:The presenting challenge(s) and primary issue(s).Appropriate lifespan development theory and research-based alternatives that explain the presenting challenges.Potential impact of individual and cultural differences on development for the current age and context described in the case study.Evidence-based support from lifespan development theory and current scholarly research to support appropriate interventions.A conclusion that summarizes what was introduced in the body of the paper with respect to the case study context, challenges, and interventions.RequirementsSubmit a professional document, in APA style, that includes the following required elements identified with headings and subheadingsTitle page.Introduction (half-page).Case study analysis (4 pages).Conclusion (half-page).Reference Page: Include a minimum of five scholarly sources from current peer-reviewed journals as references in addition to referencing the text book in which the case study is embedded.Font: Times New Roman, 12-point.Toggle Drawer[u03d1] Unit 3 Discussion 1Hyun-Ki: Case Study Analysis (Due Week 6)ResourcesAttributes and Evaluation of Discussion Contributions.Professional Communications and Writing Guide.Peer Assessment Rubric.Sample Comments for Peer Assessment Rubric.Peer Feedback.Guidelines for Effective Peer Review.MEAL Plan.APA Style and Format.Note: Participate in this discussion only if you analyzed the Hyun-Ki case study in your course text. If you analyzed the Dean or Mark cases, please participate in the corresponding discussion.For this discussion:Post your Hyun-Ki Case Study Analysis for peer review. Note: You are expected to post a completed Case Study Analysis, not an outline or an incomplete draft. This allows you to receive valuable feedback on your work that you may want to incorporate into your final draft. It also honors your peers’ time and efforts, as it is difficult to review an incomplete assignment. You will receive reduced credit for this discussion if you fail to submit your case study, or if your case study is incomplete.Provide peer feedback for two fellow learners, using the Peer Assessment Rubric provided in the Resources area. A document that has examples of basic and proficient feedback, Sample Comments for Peer Assessment Rubric, is also provided in the Resources area; use it to help you understand how to craft your feedback.Your instructor and/or teaching assistant may also provide feedback. You will combine this with the feedback of your fellow learners to make any modifications to your case study analysis prior to submitting it for grading by the end of Week 7.Follow these steps to complete your peer review:Post your analysis of the case study for Hyun-Ki by Wednesday of Week 6. Be sure to include the title of the case study in the title of your paper.Select two case study analyses to review from this discussion. (Note: If you see that a learner has already received two peer reviews, please review another learner’s case study; the goal is for all learners to receive at least two peer reviews.)Use the Peer Assessment Rubric located in the Resources section. Peruse it carefully along with the Sample Comments document; both will help you understand what you should be looking for as you review the case study analyses.Carefully read your peers’ case study analyses. Take notes as you read through them, using the Peer Assessment Rubric as your guide.Complete the Peer Assessment Rubric for each analysis by 11:59 p.m. on Sunday of Week 6. Make sure that your written feedback is balanced, specific, and substantial. Responses such as “Good Job!” “I agree,” or “I don’t understand” are not acceptable. Your comments should help learners to understand what they have done correctly and how they can improve their work.After you have received your feedback, be sure to incorporate anything that you feel will strengthen your analysis prior to submitting it for a grade.Note: Although you will only be critiquing analyses from the discussion question you selected, you are encouraged to review the analysis of the other case studies your classmates selected to enhance your learning.Toggle Drawer[u03d2] Unit 3 Discussion 2Dean: Case Study Analysis (Due Week 6)ResourcesAttributes and Evaluation of Discussion Contributions.Professional Communications and Writing Guide.Peer Assessment Rubric.Sample Comments for Peer Assessment Rubric.Peer Feedback.Guidelines for Effective Peer Review.MEAL Plan.APA Style and Format.Note: Participate in this discussion only if you analyzed the Dean case study in your course text. If you analyzed the Hyun-Ki or Mark cases, please participate in the corresponding discussion.For this discussion:Post your Dean Case Study Analysis for peer review. Note: You are expected to post a completed Case Study Analysis, not an outline or an incomplete draft. This allows you to receive valuable feedback on your work that you may want to incorporate into your final draft. It also honors your peers’ time and efforts as it is difficult to review an incomplete assignment. You will receive reduced credit for this discussion if you fail to submit your case study, or if your case study is incomplete.Provide peer feedback for two fellow learners, using the Peer Assessment Rubric provided in the Resources area. A document that has examples of basic and proficient feedback, Sample Comments for Peer Assessment Rubric, is also provided in the Resources area; use it to help you understand how to craft your feedback.Your instructor and/or teaching assistant may also provide feedback. You will combine this with the feedback of your fellow learners to make any modifications to your case study analysis prior to submitting it for grading by the end of Week 7.Follow these steps to complete your peer review:Post your analysis of the case study for Dean by Wednesday of Week 6. Be sure to include the title of the case study in the title of your paper.Select two case study analyses to review from this discussion. (Note: If you see that a learner has already received two peer reviews, please review another learner’s case study; the goal is for all learners to receive at least two peer reviews.)Use the Peer Assessment Rubric located in the Resources section. Peruse it carefully along with the Sample Comments document; both will help you understand what you should be looking for as you review the case study analyses.Carefully read your peers’ case study analyses. Take notes as you read through them, using the Peer Assessment Rubric as your guide.Complete the Peer Assessment Rubric for each analysis by 11:59 p.m. on Sunday of Week 6. Make sure that your written feedback is balanced, specific, and substantial. Responses such as “Good Job!” “I agree,” or “I don’t understand” are not acceptable. Your comments should help learners to understand what they have done correctly and how they can improve their work.After you have received your feedback, be sure to incorporate anything that you feel will strengthen your analysis prior to submitting it for a grade.Note: Although you will only be critiquing analyses from the discussion question you selected, you are encouraged to review the analysis of the other case studies your classmates selected to enhance your learning.Toggle Drawer[u03d3] Unit 3 Discussion 3Mark: Case Study Analysis (Due Week 6)ResourcesAttributes and Evaluation of Discussion Contributions.Professional Communications and Writing Guide.Peer Assessment Rubric.Sample Comments for Peer Assessment Rubric.Peer Feedback.Guidelines for Effective Peer Review.MEAL Plan.APA Style and Format.Note: Participate in this discussion only if you analyzed the Mark case study in your course text. If you analyzed the Hyun-Ki or Dean cases, please participate in the corresponding discussion.For this discussion:Post your Mark Case Study Analysis for peer review. Note: You are expected to post a completed Case Study Analysis, not an outline or an incomplete draft. This allows you to receive valuable feedback on your work that you may want to incorporate into your final draft. It also honors your peers’ time and efforts, as it is difficult to review an incomplete assignment. You will receive reduced credit for this discussion if you fail to submit your case study, or if your case study is incomplete.Provide peer feedback for two fellow learners, using the Peer Assessment Rubric provided in the Resources area. A document that has examples of basic and proficient feedback, Sample Comments for Peer Assessment Rubric, is also provided in the Resources area; use it to help you understand how to craft your feedback.Your instructor and/or teaching assistant may also provide feedback. You will combine this with the feedback of your fellow learners to make any modifications to your case study analysis prior to submitting it for grading by the end of Week 7.Follow these steps to complete your peer review:Post your analysis of the case study for Mark by Wednesday of Week 6. Be sure to include the title of the case study in the title of your paper.Select two case study analyses to review from this discussion. (Note: If you see that a learner has already received two peer reviews, please review another learner’s case study; the goal is for all learners to receive at least two peer reviews.)Use the Peer Assessment Rubric located in the Resources section. Peruse it carefully along with the Sample Comments document; both will help you understand what you should be looking for as you review the case study analyses.Carefully read your peers’ case study analyses. Take notes as you read through them, using the Peer Assessment Rubric as your guide.Complete the Peer Assessment Rubric for each analysis by 11:59 p.m. on Sunday of Week 6. Make sure that your written feedback is balanced, specific, and substantial. Responses such as “Good Job!” “I agree,” or “I don’t understand” are not acceptable. Your comments should help learners to understand what they have done correctly and how they can improve their work.After you have received your feedback, be sure to incorporate anything that you feel will strengthen your analysis prior to submitting it for a grade.Note: Although you will only be critiquing analyses from the discussion question you selected, you are encouraged to review the analysis of the other case studies your classmates selected to enhance your learning.Toggle DrawerUpdates and HandoutsPeriodically, information will be posted in this space for the good of the class.Toggle DrawerAsk Your InstructorThis thread was created to provide a convenient space for you to ask questions—questions about particular assignment and discussion activities, questions about the course in general, questions about expectations. If there is something that you feel you could use help with, please post your question here. Most likely, some of your classmates will have the same concern, so your post may help several learners. If you feel your question is private, please use the Messages tool found under Notifications.Toggle DrawerAsk Your TAThis thread was created to provide a convenient space for you to ask your TA questions – questions about particular assignment and discussion activities, questions about expectations, or questions covering topics in writing, critical thinking, Capella resources or discussion and assignment content. If there is something that you feel you could use help with, please post your question here. Most likely, some of your classmates have the same concern, so your post may help several learners.

 

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“Synthesis Worksheet” | 2025

Psychology Assignment Custom Writng

“Synthesis Worksheet” | 2025 Custom Writing

Synthesis is the act of creating something new from multiple existing entities. Synthesis of research, then, is creating a new idea from existing ideas. This assignment is designed to help you identify how themes can emerge from reading literature and how you can synthesize this information in a way that creates new knowledge. You will use your understandings of the Topic 2 readings to complete a synthesis worksheet.General Requirements:This assignment will be used as a pre-writing activity for the synthesis paper in Topic 5.Locate and download “Synthesis Worksheet” from the Course Materials for this topic.Review the articles by Baker & Pifer (2011), Gardner (2009), and Smith & Hatmaker (2014) located in the Course Materials for this topic.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.Doctoral learners are required to use APA style for their writing assignments. Review the GCU APA Style Guide for Writing located in the Student Success Center.Directions:Complete the Synthesis Worksheet for the articles by Baker & Pifer (2011), Gardner (2009), and Smith & Hatmaker (2014). The completed worksheet will include the following sections:An Introduction that introduces and provides context for the topic, presents three common themes that emerged from the readings, and provides organization for the paper with a thesis statement.A description of the evidence to support three common themes that emerged from the articles. Since this is likely your first experience with this depth of synthesis, we have provided two of the themes found in the articles. Your task is to identify a third theme and to provide evidence from each article for all three common themes.A conclusion where you will return to your thesis and provide evidence showing you successfully addressed your thesis statement. Discuss the connections that you made from the evidence and how each theme emerged from the central topic of doctoral identity.

 

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