Psychology Assignment Custom Writng

Week 11 Final Project | 2025 Custom Writing

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the referencesmustcome from Sue, D. W., & Sue, D. (2016). I need this completed by 04/29/18 at 5pm.At this point in the course, you should have begun reviewing the guidelines and grading criteria for your final projects. Please note: SCHOLARSHIP is the largest part of the grading criteria for this assignment, and you are expected to research the topic or cultural area you are addressing in this paper. If you only rely on the course materials, you will not earn high marks in the area of scholarship. SO, if your interviewee identified as Muslim, for example, you are expected to find library articles that address this spiritual practice. If your interviewee identifies as a member of the LGBT community, you should be reading articles that help you to understand this better and include reflections and scholarly support in this area. If you interview someone who identifies as bi-racial, then research should be included that explores this. I hope this makes sense. Please contact me BEFORE the assignment is due if you need assistance with this. You need to have at least 4 outside professional resources written within the past 5 years in order to receive the maximum points for the scholarship portion of your paper.The Final Project is a 4- to 6-page narrative that includes the following components:Have your paper in three sections:I. Summary of Interview (Be sure you address each question)II. Create ProfileThis is the section where you have the ADDRESSING Model Chart with all of your interviewee’s chart information listed. After the chart, you will explain your interviewee’s cultural worldview which is not something you are directly addressing in the first section.III. Summation section–answer all of the questions.References:This paper has 8 points devoted to scholarship. You must have outside scholarly references written within the last 5 years. My recommendation is having a minimum of four.You are not required to submit the typed transcript of your interview.I expect any previous feedback on writing and APA style to be used. I need to see evidence that you tried to improve in these areas if previously noted.Required ResourcesReadings· Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Hoboken, NJ: Wiley.

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Psychology Assignment Custom Writng

How Ethics Differ in Research and Therapeutic Practice | 2025 Custom Writing

How Ethics Differ in Research and Therapeutic PracticePrior to beginning work on this discussion, read theAPA’s Ethical Principles of Psychologists and Code of Conduct(Links to an external site.)Links to an external site.in its entirety, paying special attention to standards 8 and 10 that cover ethics in research and therapeutic practice. Oftentimes research methods courses discuss the ethics of research and focus on historic examples of unethical research studies. This discussion of ethics will involve a different focus. TheEthical Principles and Code of Conduct (Links to an external site.)Links to an external site.presents information on ethical standards and expectations that apply to specific situations, including therapy and research. Explain the differences between the ethical standards for clients being treated by psychologists in counseling sessions and the standards for conducting psychological research with human participants. Consider your future career in the field of psychology and describe the parts of theEthical Principles and Code of Conduct (Links to an external site.)Links to an external site.you expect to relate directly to your future career. Select and provide the number for one ethical requirement that applies specifically to psychological research and briefly summarize the standard. Explain why this requirement may not apply to a therapy situation.

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Psychology Assignment Custom Writng

February week 3 d | 2025 Custom Writing

Handling DisparateInformation for Evaluating TraineesRashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university,serves as a faculty supervisor for students assigned to externships in schools. Thedepartment has formalized a supervision and evaluation system for the extern program.Students have weekly individual meetings with the faculty supervisor andbiweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear(December) and end of academic year (May) evaluation of each student. Thesite evaluations are sent to Dr. Vaji, and he provides feedback based on the site andhis own supervisory evaluation to each student. The final grade (fail, low pass, pass,high pass) is the responsibility of Dr. Vaji.Dr. Vaji also teaches the Spring Semester graduate class on “Health Disparities inMental Health.” One of the course requirements is for students to write weeklythought papers, in which they are required to take the perspective of therapy clientsfrom different ethnic groups in reaction to specific session topics. Leo Watson, asecond-year graduate student is one of Dr. Vaji’s externship supervisees. He is alsoenrolled in the Health Disparities course. Leo’s thought papers often presentethnic-minority adolescents as prone to violence and unable to “grasp” the insightsoffered by school psychologists. In a classroom role-playing exercise, Leo “plays” anethnic-minority student client as slumping in the chair not understanding the psychologistand giving angry retorts. In written comments on these thought papersand class feedback, Dr. Vaji encourages Leo to incorporate more of the readings onracial/ethnic discrimination and multicultural competence into his papers and toprovide more complex perspectives on clients.One day during his office hours, three students from the class come to Dr. Vaji’soffice to complain about Leo’s behavior outside the classroom. They describe incidentsin which Leo uses derogatory ethnic labels to describe his externship clientsand brags about “putting one over” on his site supervisors by describing these clientsin “glowing” terms just to satisfy his supervisors’ “stupid liberal do-good”attitudes. They also report an incident at a local bar at which Leo was seen harassingan African American waitress using racial slurs.FOR THE USE OF UNIVERSITY OF PHOENIX STUDENTS AND FACULTY ONLY.NOT FOR DISTRIBUTION, SALE, OR REPRINTING.ANY AND ALL UNAUTHORIZED USE IS STRICTLY PROHIBITED.Copyright © 2013 by SAGE Publications, Inc.Appendix B——365After the students have left his office, Dr. Vaji reviews his midyear evaluation andsupervision notes on Leo and the midyear on-site supervisor’s report. In his ownevaluation report Dr. Vaji had written, “Leo often articulates a strong sense of dutyto help his ethnic minority students overcome past discrimination but needs additionalgrowth and supervision in applying a multicultural perspective into hisclinical work.” The on-site supervisor’s evaluation states thatLeo has a wonderful attitude towards his student clients . . . Unfortunatelyevaluation of his treatment skills is limited because Leo has had less cases todiscuss than some of his peers since a larger than usual number of studentshave stopped coming to their sessions with him.It is the middle of the Spring Semester, and Dr. Vaji still has approximately 6weeks of supervision left with Leo. The students’ complaints about Leo, while moreextreme, are consistent with what Dr. Vaji has observed in Leo’s class papers androle-playing exercises. However, these complaints are very different from his presentationduring on-site supervision. If Leo has been intentionally deceiving bothsupervisors, then he may be more ineffective or harmful as a therapist to his currentclients than either supervisor realized. In addition, purposeful attempts to deceivethe supervisors might indicate a personality disorder or lack of integrity that if leftunaddressed might be harmful to adolescent clients in the future.Ethical DilemmaDr. Vaji would like to meet with Leo at minimum to discuss ways to retain adolescentclients and to improve his multicultural treatment skills. He does not knowto what extent his conversation with Leo and final supervisory report should beinfluenced by the information provided by the graduate students.Discussion Questions1. Why is this an ethical dilemma? Which APA Ethical Principles help frame thenature of the dilemma?2. Who are the stakeholders and how will they be affected by how Dr. Vajiresolves this dilemma?3. What additional information might Dr. Vaji collect to provide him with amore accurate picture of Leo’s multicultural attitudes and professional skills?What are reasons for and against contacting Leo’s site supervisor for moreinformation? Should he request that Leo’s sessions with clients be electronicallytaped or observed?4. Is Dr. Vaji in a potentially unethical multiple relationship as both Leo’sexternship supervisor and his teacher in the Health Disparities class. Why orwhy not?FOR THE USE OF UNIVERSITY OF PHOENIX STUDENTS AND FACULTY ONLY.NOT FOR DISTRIBUTION, SALE, OR REPRINTING.ANY AND ALL UNAUTHORIZED USE IS STRICTLY PROHIBITED.Copyright © 2013 by SAGE Publications, Inc.366——DECODING THE ETHICS CODE5. To what extent, if any, should Dr. Vaji consider Leo’s own ethnicity in hisdeliberations? Would the dilemma be addressed differently if Leo self-identifiedas non-Hispanic white, Hispanic, or non-Hispanic black?6. Once the dilemma is resolved, should Dr. Vaji have a follow-up meeting withthe students who complained?7. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 7.06 andthe Hot Topics “Ethical Supervision of Trainees” (Chapter 10) and“Multicultural Ethical Competence” (Chapter 5) relevant to this case? Whichother standards might apply?8. What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Whichalternative best reflects the Ethics Code aspirational principles andenforceable standards, legal standards, and obligations to stakeholders?Can you identify the ethical theory (discussed in Chapter 3) guiding yourdecision?9. What steps should Dr. Vaji take to implement his decision and monitor itseffect?Suggested ReadingsAllen, J. (2007). A multicultural assessment supervision model to guide research andpractice. Professional Psychology: Research and Practice, 38, 248–258.Boysen, G. A., & Vogel, D. L. (2008). The relationship between level of training, implicit bias,and multicultural competency among counselor trainees. Training and Education inProfessional Psychology, 2, 103–110.Dailor, A. N. (2011). Ethically challenging situations reported by school psychologists:Implications for training. Psychology in the Schools, 48, 619–631.Gilfoyle, N. (2008). The legal exosytem: Risk management in addressing student competenceproblems in professional psychology training. Training and Education in ProfessionalPsychology, 2, 202–209.

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Psychology Assignment Custom Writng

Unit7DiscResponseLifespan | 2025 Custom Writing

Unit7PeerDiscResponseResponse GuidelinesRead as many of your peers’ posts as time allows, and respond to at least two of them. Try to choose posts that have had the fewest responses.Your responses to other learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Use the following critique guidelines:The clarity and completeness of your peer’s post.The demonstrated ability to apply theory to practice.The credibility of the references.The structure and style of the written post.M.Pendergrass (peer 1)Adolescents go through various changes as they emerge.  Significant concerns of adults in the young and middle years are the need for intimacy and generativity.  These are forms of expression and the development of the self.  (Broderick & Blewitt, 2015)“From a developmental perspective, then, the period of young adulthood should be a time when identity issues are resolved sufficiently to allow a person to make significant progress on two major tasks: The first is establishing and strengthening bonds with people who will accompany him on his life journey, and the second is becoming a productive worker” (Broderick & Blewitt, 2015, p. 439).  It would appear that young adults are not often afforded these opportunities in today’s society, as there are significant challenges in relationships and in the workforce.Finally, a major consideration in development would be the impact of the attachment theory.  Often times, attachment theory has been related primarily to the bond between mother and child or caregiver and child during the infancy or toddler years.  However, attachment theory extends into the adult life as well.  There are several aspects to consider when trying to gain understanding of this impact.  In the nuclear family tradition, the idea is to gain understanding which attachment was developed in early childhood and how it carries through life, and how they might affect caregiving for the individual’s own children.  Furthermore, the peer/romantic partner tradition examines adult peer attachments.  Romantic and friendship relationships could be influenced by the previous attachments. (Broderick & Blewitt, 2015).ReferenceBroderick, P. C., & Blewitt, P. (2015). Life Span, The: Human Development for Helping Professionals, 4th Edition. [Bookshelf Online]. Retrieved from https://bookshelf.vitalsource.com/#/books/9781269907422/L. Fields (peer 2)Adult attachment theory focuses on relationships that were formed between the young adult and caregivers when the young adult was an adolescent (Broderick, & Blewitt, 2014). It states that these relationships can be detrimental to relationships formed as adults with others (Broderick, & Blewitt, 2014). One research study found that attachment to an authority figure such as a parent and the temperament of the child play a huge role in how an adult attaches themselves to others in different types of relationships and how they act in the relationship (Hendrick, & Hendrick, 1994). The challenges that the research encounters are the different types of temperament that a child has with a caregiver and also if the relationship or attitude of the caregiver and child changes (Hendrick, & Hendrick, 1994). They suggest that these variables also play a role in the type of attachment experienced and shown by adults. It also states that one type of relationship could be very different from another and can also play a role in determining the type of attachment style (Hendrick, & Hendrick, 1994). This can also influence how well an adult can hold a relationship.Broderick, P. C., Blewitt, P. (01/2014). Life Span, the: Human Development for Helping Professionals, 4th Edition. [Bookshelf Online]. Retrieved from https://online.vitalsource.com/#/books/9781269907422/Hendrick, C., & Hendrick, S. S. (1994). Attachment theory and close adult relationships. Psychological Inquiry, 5(1), 38-41. doi:10.1207/s15327965pli0501_6

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