Positive Psychology: Relationship between diet/nutrition (health) and happiness | 2025

Psychology Assignment Custom Writng

Positive Psychology: Relationship between diet/nutrition (health) and happiness | 2025 Custom Writing

Positive Psychology: Relationship between diet/nutrition (health) and happiness10 page research/study paperDUE DATE: Wednesday, December 16th 11:00amI am posting in the documents both the criteria for the paper and the proposal outline I made for the professor to approve. In the proposal his corrections were clear: he told me to choose between exercise and food (I chose food) and he told me that the surveys I needed to do myself and survey 20-30 people (I’m sure that is not a problem for you, thats the “Method” section in the proposal outline). I also made a powerpoint on this topic, I will attach it but it basically has the same information as the proposal. You will need to research some more.

 

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LUO PACO 504-D02 DB5 | 2025

Psychology Assignment Custom Writng

LUO PACO 504-D02 DB5 | 2025 Custom Writing

From Hays & Erford (2014, p. 312): Given the cultural values embedded within the Asian community (e.g., collectivism, hesitance to share information with outsiders, the focus on saving face), how might you introduce the idea of talk therapy to individuals in the Asian American community who may question the validity of this approach? 500 Words Book Seveloping Multicultural Counseling Competence

 

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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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Interview an Licensed Professional Counselor | 2025

Psychology Assignment Custom Writng

Interview an Licensed Professional Counselor | 2025 Custom Writing

Interview a practicing counselor and provide a written transcript per syllabus. The following questions will be useful in conducting the interview. The report must be typed, double-spaced APA Style 3-4 pages, including cover page and should include a discussion of the role of the counselor you interviewed within his/her work setting. Specifically, state your personal reaction to the interview. The person you interview must have a, LPC.  related to the responses provided by the LPCHow long have you been a counselor?Describe your training and degrees.What is your job title?Describe your duties and your work environment.In your experience, does a counselor have a unique role working in a multidisciplinary team?How do you communicate effectively with other professionals at your workplace? How about with other agencies or schools?What is a typical day like?What do you like best about your job? Least?Describe the core of your philosophy how to help people.What theorists, writers or researchers have influenced you most?If you had your career to do over again, what (if anything) would you do differently?What advice would you have for those who are preparing to enter the helping profession?I

 

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Short paper due Sunday 9.13.2020 @ 12Noon EST | 2025

Psychology Assignment Custom Writng

Short paper due Sunday 9.13.2020 @ 12Noon EST | 2025 Custom Writing

Write from a 1st person perspective, no title page needed.  3-5 pages* Write down examples of empathic awareness and checking understanding that occur this week.* Describe examples of situations when you have responded to someone by sharing empathic thoughts or experiences.* What responses did you receive in these situations?* What other things did you notice about the ways you interact with others?* Describe how often you use empathy in communication, under what circumstances, and in what types of interaction—with friends, adults, family, children, supervisees, teachers, etc.* What are the results?* What other characteristics of their interpersonal styles did you notice?

 

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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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