Student does not interact with peers (0 points) or the feedback postings and responses to questions do not contribute to the quality of interaction by offering any constructive critique, suggestions, questions, or additional resources.

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Looking Ahead: Final Project: Psychological Aspects of Offender Behavior

Not all mentally ill individuals exhibit violent behavior and commit violent crimes, and not all criminals are mentally ill. The mental health of the offender, however, does play a role in the execution, investigation, and prosecution of a crime.

For your Final Project, you analyze a current or historical mass murder case. This could be any case involving killing three or more persons at a single location with no cooling-off period between murders; however, there must be enough information about the case for you to make an in-depth analysis.

To prepare for this Assignment:

  • Review pages 305–309 in the Bartol and Bartol course text.
  • Select a current or historical mass murder case.

By Day 7 of Week 3

In a 1-page paper:

  • Summarize the murder case you selected.
  • Provide at least two references from which you will obtain information about the case.

By Day 7 of Week 10

Write an 8- to 10-page interview strategy that includes the following:

  • A summary of the murder case you selected
  • An analysis of the offender’s personality, including any personality disorders or comorbidity that may be present
  • An explanation of how aggression, attachment, and empathy factor into the offender’s personality
  • An explanation of how “state” versus “trait” factors into the case
  • Recommendations for the interview, including the following:
    • Selection of the interviewer
    • Environment of the interview
    • How to manage the interviewer’s response
    • Description of how to ask the interview questions

Main Discussion Posting Content

Points Range:

21.6 (54%) – 24 (60%)

Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.

Points Range:

19.2 (48%) – 21.57 (53.92%)

Discussion posting demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.

Points Range:

16.8 (42%) – 19.17 (47.93%)

Discussion posting demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be lacking or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

Points Range:

0 (0%) – 16.77 (41.93%)

Discussion posting demonstrates poor or no understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings.

Reply Post & Peer Interaction

Points Range:

7.2 (18%) – 8 (20%)

Student interacts frequently with peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.

Points Range:

6.4 (16%) – 7.16 (17.9%)

Student interacts moderately with peers. The feedback postings and responses to questions are good, but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.

Points Range:

5.6 (14%) – 6.36 (15.9%)

Student interacts minimally with peers or the feedback postings, and responses to questions only partially contribute to the quality of interaction by offering insufficient constructive critique or suggestions, shallow questions, or providing poor quality additional resources.

Points Range:

0 (0%) – 5.56 (13.9%)

Student does not interact with peers (0 points) or the feedback postings and responses to questions do not contribute to the quality of interaction by offering any constructive critique, suggestions, questions, or additional resources.

Writing

Points Range:

7.2 (18%) – 8 (20%)

Postings are well organized, use scholarly tone, contain original writing , proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate level writing style.

Points Range:

6.4 (16%) – 7.16 (17.9%)

Postings are mostly consistent with graduate level writing style. Postings may have some small organization, scholarly tone, writing, or APA style issues, and/or may contain a few writing and spelling errors.

Provide a suggested course of action for the clinic staff. Given the daughter’s age and the situation presented, integrate concepts developed from different psychological content domains to support your suggested course of action.

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Prior to beginning work on this discussion, be sure to read the required articles for this week.(I have attached the articles)

You are a consulting psychologist for a local clinic and have been asked to review an ethically complex case. Please review the PSY699 Week four discussion case file (Links to an external site.) for detailed information on the case under review.

In your initial post, explain how the APA Ethical Principles and Code of Conduct can be used to guide decisions in this ethically complex situation. https://www.apa.org/ethics/code/index

Provide a suggested course of action for the clinic staff. Given the daughter’s age and the situation presented, integrate concepts developed from different psychological content domains to support your suggested course of action. Be certain to use evidence-based psychological concepts and theories to support your arguments. You may wish to consider the following questions as you construct your post.

Does the daughter have a right to know her diagnosis?

Does the mother have a right to not disclose the diagnosis to her daughter?

Does the mother have a right to privacy regarding her own diagnosis, which could be threatened if her daughter learns of her own status?

Should the staff tell the daughter if the mother does not want her to know?

If the daughter wants to know more about her condition, what should the staff say?

Are there other approaches the staff can take? If so,what are they?

Is further information required in order for you to create an ethically sound suggested course of action?

explain how and why the study reports the possibility of either a Type I or Type II error.

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  • Review Chapter 8 in your course text, Research Methods for the Behavioral Sciences. Pay particular attention to the difference between Type I and Type II errors.
  • Review the web article, “ Type I and Type II Errors—Making Mistakes in the Justice System.” Pay close attention to the descriptions and examples of Type I and Type II errors.
  • Using the Walden Library, select and review a research article that addresses a forensic psychology issue or takes place in a forensic setting, and that reports or discusses a Type I or Type II error.
  • Think about the possible consequences to the research study of making each type of error.
  • Consider whether the resulting consequences of making each type of error would be tolerable or not and why.

With these thoughts in mind:

Post by Day 4 a brief summary of the study you selected. Then, explain how and why the study reports the possibility of either a Type I or Type II error. Finally, explain the potential consequence to the research study of making either a Type I or a Type II error and which is more “ tolerable” and why.

Learning Resources

Readings

  • Course Text: Stangor, C. (2015). Research methods for the behavioral sciences (5th ed.). Stamford, CT: Cengage Learning.
    • Chapter 8: “Hypothesis Testing and Inferential Statistics”Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Required Course Materials section of your Syllabus.
  • Article: Rice, M. E., & Harris, G. T. (2005). Comparing effect sizes in follow-up studies: ROC area, Cohen’s d, and r. Law and Human Behavior, 29(5), 615–620.Retrieved from the Walden Library databases.
  • Article: Intuitor. (2001). Type I and Type II errors—making mistakes in the justice system. Retrieved from http://www.intuitor.com/statistics/T1T2Errors.html

What positive outcomes do you anticipate will come from this process, which may be applied to potential work settings and/or doctoral programs?

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Effective clinical innovations and the dissemination of research findings are key elements in the growth and development of the psychology profession. There are numerous avenues that enable authors to publish and present their work. Poster presentations at conferences are effective methods for communicating research findings and providing opportunities to meet with other researchers and clinicians to discuss the research being presented. Thus, these types of conference presentations play a key role in the proliferation of research.

In this week’s discussion, you will be submitting your proposal for the Week Five Virtual Conference. You may utilize relevant assignments from previous courses in this program or suitable projects from your professional life. See the PSY699 Call for Student Poster (Links to an external site.) Presentations document for specific parameters and instructions on how to create your proposal. Following the guidelines presented in the document, create your proposal and attach it to your initial post in the discussion forum. Evaluate the impact participating in conference presentations may have on potential work settings and/or doctoral programs and comment on the following questions in your initial post.

  • How are conference presentations professionally relevant?
  • What elements of the proposal process were most difficult for you, and why?
  • What positive outcomes do you anticipate will come from this process, which may be applied to potential work settings and/or doctoral programs?