Given the nature of the “exciting and high profile” cases in which forensic psychology professionals are involved, explain potential breaches of confidentiality that could violate ethical guidelines. Provide specific examples.

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To prepare

  • Review the Learning Resources.
  • Consider that given the forensic arena, as a forensic psychology professional you may be privy to sensitive information in high-profile cases involving your community and in which you may become “emotionally involved.”

Post a response to the following:

  • Explain the risks of not reporting the results of your forensic assessment findings accurately. Provide specific examples.
  • Given the nature of the “exciting and high profile” cases in which forensic psychology professionals are involved, explain potential breaches of confidentiality that could violate ethical guidelines. Provide specific examples.

Chapter 21, “Writing Forensic Reports” (pp. 711–732)

https://kspope.com/index.php

https://web-a-ebscohost-com.ezp.waldenulibrary.org/ehost/detail/detail?vid=0&sid=fc46f3ec-80b0-4979-9d50-78766372e9d8%40sessionmgr4007&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=2012-26229-001&db=pdh

https://ebookcentral.proquest.com/lib/waldenu/detail.action?docID=1565912

de Ruiter, C., & Kaser-Boyd, N. (2015). Forensic psychological assessment in practice: Case studies. New York, NY: Routledge.

  • Chapter 10, “Mistakes or Malpractice: Ethics in the Practice of Forensic Psychological Assessment” (pp. 214–236)
  • Chapter 11, “Forensic Report Writing: The Science and the Story” (pp. 237–265)
  • Chapter 12, “Providing Effective Expert Testimony” (pp. 266–290)

Review Chapter 9 of the Newman and Newman course text and consider the zone of proximal development (ZPD) in relation to teaching a new skill.

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For this Discussion, you will examine the zone of proximal development (ZPD), scaffolding in learning situations, and the internalization of social speech.

To prepare

  • Review Chapter 9 of the Newman and Newman course text and consider the zone of proximal development (ZPD) in relation to teaching a new skill.
  • Select an individual you would like to teach a new technology and consider the age of the individual so it matches a particular developmental period: childhood, adolescence, adulthood, or late adulthood.

By Day 4

Identify the age of the individual you are helping and explain the preliminary steps you would use to help the individual get started with the new skill. Include how you would identify the zone of proximal development for the individual and how you would use scaffolding to provide developmentally appropriate support for the individual’s learning. Indicate whether internalization of social speech is likely to occur and why.

Articles to read;

 

Delen, E., Liew, J., & Willson, V. (2014). Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers & Education, 78, 312–320.
Retrieved from the Walden Library databases.

Kavanaugh, A., Puckett, A., & Tatar, D. (2013). Scaffolding technology for low literacy groups: From mobile phone to desktop PC? International Journal of Human-Computer Interaction, 29(4), 274–288.
Retrieved from the Walden Library databases.

Optional Resources

Gredler, M. E. (2012). Understanding Vygotsky for the classroom: Is it too late? Educational Psychology Review, 24(1), 113–131.

Select a fictional human character (i.e., cartoon character, film/TV character, virtual character) and consider an important event or period of time in the life of the character and the developmental processes during this event/period of time.

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Part 1

Cognitive, physical, and social-emotional developmental processes influence and interact with one another. For example, a child’s ability to consider another person’s perspective will, in part, determine the quality of friendships and how long they are maintained. An adult who is physically mature has the cognitive capacity to weigh the pros and cons of becoming sexually active. Keep in mind that the relative importance of cognitive, physical, and social-emotional developmental processes may vary depending upon the age of the individual (e.g., infant, adolescent, young adult, older adult) and any physical or developmental challenges that may arise.

For this Discussion, you will examine cognitive, physical, and social-emotional processes at a specific period of a character’s life.

To prepare for this Discussion:

  • Select a fictional human character (i.e., cartoon character, film/TV character, virtual character) and consider an important event or period of time in the life of the character and the developmental processes during this event/period of time.
  • Select two of the three developmental processes (i.e., cognitive, physical, and social-emotional) to describe.

Part 2

 

  • Review and consider the same fictional human character from your Discussion 1 for this week.
  • Also, consider only the cognitive and social-emotional developmental processes and how diversity* shapes and influences these processes.*Diversity includes but is not limited to gender, race, ethnicity, culture, socioeconomic status, religion, sexual orientation, physical ability, etc. It is not the same as adversity, which refers to a difficulty or tragedy in one’s life.
  • Think about the kinds of attitudes and behaviors that might be generated from someone who grew up in a collectivist society, which is common in Asian cultures, compared to the attitudes of someone who grew up in an individualistic society, such as that found in the United States.

Discuss whether or not your thinking about the topic has changed after playing the “Believing Game,” even if your position on the issue has stayed the same.

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Assignment 1.1: Conflicting Viewpoints Essay – Part I
Prewriting
Due Week 3 and worth 30 points

When looking for information about a particular issue, how often do you try to resist biases toward your own point of view? This assignment asks you to engage in this aspect of critical thinking by playing the “Believing Game.” The Believing Game is about making the effort to “believe” – or at least consider – the reasons for an opposing view on an issue.

The assignment is divided into two (2) parts.
In Part I of the assignment (due Week 3), you will first read a book excerpt about critical thinking processes: “The Believing Game and How to Make Conflicting Opinions More Fruitful” at http://www.procon.org/sourcefiles/believinggame.pdf. Next, you will review the Procon.org Website in order to gather information. Then, you will engage in prewriting to examine your thoughts.

Note: In Part II of the assignment (due Week 5), you will write an essay geared towards synthesizing your ideas.

Part I – Prewriting: Follow the instructions below for this prewriting activity. Use complete sentences and adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

  1. Select one (1) of the approved topics from the www.procon.org Website and state your position on the issue.
  2. From the Procon.org Website, identify three (3) premises (reasons) listed under either the Pro or Con section – whichever section opposes your position.
  3. For each of the three (3) premises (reasons) that oppose your position on the issue, answer these “believing” questions suggested by Elbow:
    1. What’s interesting or helpful about this view?
    2. What would I notice if I believed this view?
    3. In what sense or under what conditions might this idea be true?”

The paper should follow guidelines for clear and organized writing:

  • Include an introductory paragraph and concluding paragraph.
  • Address main ideas in body paragraphs with a topic sentence and supporting sentences.
  • Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

  • This course requires use of Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
  • This prewriting assignment has no page requirement. There is no requirement at this time to include references in the assignment.

The specific course learning outcomes associated with this assignment are:

  • Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
  • Create written work utilizing the concepts of critical thinking.
  • Use technology and information resources to research issues in critical thinking skills and informal logic.

 

Assignment 1.2: Conflicting Viewpoints Essay – Part II
Synthesizing and Writing
Due Week 5 and worth 100 points

When looking for information about a particular issue, how often do you try to resist biases toward your own point of view? This assignment asks you to engage in this aspect of critical thinking.

The assignment is divided into two (2) parts.
For Part I of the assignment (due Week 3), you read a book excerpt about critical thinking processes, reviewed the Procon.org Website in order to gather information, and engaged in prewriting to examine your thoughts.
* Remember that in the Week 2 Discussion, you examined the biases discussed in Chapter 2 of the webtext.

In Part II of the assignment (due Week 5), you will write a paper to synthesize your ideas.

Part II – Writing
Write at three to four (3-4) page paper in which you:

  1. State your position on the topic you selected for Assignment 1.1.
  2. Identify (3) three premises (reasons) from the Procon.org website that support your position and explain why you selected these specific reasons.
  3. Explain your answers to the “believing” questions about the three (3) premises opposing your position from the Procon.org website.
  4. Examine at least two (2) types of biases that you likely experienced as you evaluated the premises for and against your position.
  5. Discuss the effects of your own enculturation or group identification that may have influenced your biases.
  6. Discuss whether or not your thinking about the topic has changed after playing the “Believing Game,” even if your position on the issue has stayed the same.

The paper should follow guidelines for clear and organized writing:

  • Include an introductory paragraph and concluding paragraph.
  • Address main ideas in body paragraphs with a topic sentence and supporting sentences.
  • Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

  • This course requires use of Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
  • Based on the guidelines in SWS, “A well-researched assignment has at least as many sources as pages.” Since this assignment requires you to write at least 3-4 pages, you should include at least 3-4 references.

The specific course learning outcomes associated with this assignment are:

  • Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
  • Create written work utilizing the concepts of critical thinking.
  • Use technology and information resources to research issues in critical thinking skills and informal logic.