What critical issue do you think you would be interested in trying to solve as a psychologist?

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For this task you will examine the experiments of Drs. Mamie and Kenneth Clark, and Dr. Sandra Bem. Describe and analyze each of these experiments. You will prepare two separate analyses; for each analysis, include the following:

  • A brief summary of the study
  • A one paragraph explanation of   the background in the field leading up to the study, and the reasons the researchers carried out the project.
  • The significance of the study to the field of psychology.
  • A brief discussion of supportive or contradictory follow-up research findings and subsequent questioning or criticism from others in the field.
  • A summary of at least one recent experiment (within the past two years) that is related to the seminal experiment (Hint: Excellent sources for recent research summaries are the American Psychological Association’s Monitor on Psychology and the Association for Psychological Science).
  • Reflect on the work of Bem and the Clarks.  What critical issue do you think you would be interested in trying to solve as a psychologist?
  • Would you be interested in doing research to approach the issue? What other forms of action, as a psychologist, might you be able to take to address this issue?
  • What additional training or experience might you need to do so effectively?

Length: 3 – 3.5 pages

Your paper should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to the topic.  Your response should reflect scholarly writing and current APA standards.  Be careful to adhere to Northcentral’s Academic Integrity Policy.

What is the evidence that the observer rat learned something? What would you expect if they didn’t learn anything?

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​Rats are neophobic (i.e. afraid of new experiences) and show a reluctance to eat new things.  Often, rats will only sample a small amount of a novel food, and return later if the first sampling did not make them sick.  This is believed to be an adaptive behavior in the wild where new foods may be poisonous.  However, rats may eat a novel food they encounter if they have other reasons to expect that it is not dangerous to ingest.  For example, in the social transmission of food preference paradigm (STFP) an “observer rat” can learn about the palatability of a food by exposure to a “demonstrator rat” that has previously eaten the food.  It has been shown that the smell of the food on the demonstrator (particularly its breath) signals to the observer rat that the food is safe to eat.  In the following experiment we will investigate this effect by testing whether the observer rat prefers the demonstrated food.

 

Procedure

There are three phases of this experiment: a demonstration phase, an interaction phase and a test phase. Each one is described below.  Demonstrator rats will be at 85% of their free feeding weight.  Observer rats will be provided food and water ad libitum.

 

WEEK 1

 

 

Phase 1: DEMONSTRATION PHASE

Demonstrator rats are exposed to assigned flavor for 10 minutes.  Demonstrator rats will be placed in the open field apparatus with a small, plastic dish of 25 flavored pellets placed in the open field (dish in the same location as in the observer phase).  After 10 minutes, or after all of the pellets are eaten, record how many pellets the demonstrator rat has eaten.  Remove the demonstrator and dish of pellets from the open field.  If less than 5 pellets were eaten, the flavored powder from the pellets should be wiped around the demonstrator’s snout prior to the interaction phase. Wipe down the apparatus.

 

Demonstrator​​Flavor of Food Pellet

Rat #25​                  ​CINNAMON​​

​Rat #26​​       ​ COCOA​​​       ​

​Rat #27​​        ​CINNAMON

​Rat #28​​        ​COCOA​​       ​

 

Phase 2: INTERACTION PHASE

Both demonstrator and observer rats are placed in the open field apparatus together for 30 minutes.  Begin by placing the rats in opposite corners, with each one facing the walls.

 

Record the following 3 types of interactions:

1. Number of anterior- anterior (head to head) interactions performed by the observer to the demonstrator.

2. Number of anterior-posterior (head to body or hindlimb section) interactions performed by the observer to the demonstrator.

3. Amount of time (in minutes) the observer spends in the same quadrant of the open field as the demonstrator.

 

After 30 minutes, return both the demonstrator (mark on tail) and observer to their home cages.  Wipe down the open field.   Enter data into Excel spreadsheet.

 

AFTER A 5 MINUTE BREAK, REPEAT BOTH THE DEMONSTRATION

PHASE AND INTERACTION PHASE.

 

 

 

Week 1 Data Collection Sheet

 

 

 

Demonstrator Rat ________

Demonstrator Flavor ___________

Observer Rat ________

 

Demonstrator Phase:

 

​Number of pellets eaten ________

​

Interaction Phase: (record observer performed actions only)

 

​Number of anterior-anterior (head to head) interactions _________

​Number of anterior-posterior (head to body) interactions _________

Amount of time spent in same quadrant _________

 

WEEK 2

 

Phase 1: DEMONSTRATION PHASE

Demonstrator rats are exposed to assigned flavor for 10 minutes.  Demonstrator rats will be placed in the open field apparatus with a small, plastic dish of 25 flavored pellets placed in the open field (dish in the same location as in the observer phase).  After 10 minutes, or after all of the pellets are eaten, record how many pellets the demonstrator rat has eaten.  Remove the demonstrator and dish of pellets from the open field.  If less than 5 pellets were eaten, the flavored powder from the pellets should be wiped around the demonstrator’s snout prior to the interaction phase. Wipe down the apparatus.

 

Demonstrator​​Flavor of Food Pellet

Rat #25​                  ​CINNAMON​​

​Rat #26​​       ​ COCOA​​​       ​

​Rat #27​​        ​CINNAMON

​Rat #28​​        ​COCOA​​       ​

 

Phase 2: INTERACTION PHASE

Both demonstrator and observer rats are placed in the open field apparatus together for 30 minutes.  Begin by placing the rats in opposite corners, with each one facing the walls.

 

Record the following 3 types of interactions:

1. Number of anterior- anterior (head to head) interactions performed by the observer to the demonstrator.

2. Number of anterior-posterior (head to body or hindlimb section) interactions performed by the observer to the demonstrator.

3. Amount of time (in minutes) the observer spends in the same quadrant of the open field as the demonstrator.

 

After 30 minutes, return the demonstrator (mark on tail) to its home cage and return to the colony room.  Wipe down the open field.

 

Phase 3: OBSERVER PHASE

Observer rat is exposed to two flavors, cinnamon and cocoa, to determine its food preference. A small dish of 40 cinnamon pellets is placed in the center of one quadrant of the open field, and a small dish of 40 cocoa pellets is placed in the center of the opposite quadrant (see Figure 1). This phase will include four 5-minute trials, with 3-minute intertrial intervals (ITI).  Begin each trial by placing rat in the center of the testing apparatus.  Record the amount of time the observer rat spends in the demonstrator’s flavor quadrant.  Also, record the amount of time the observer rat spends in the other flavor’s quadrant.

 

During each 3-min ITI, record the number of pellets eaten during the trial, refill the dishes to 40 pellets, and then return the dishes to the same location in the apparatus.   Food preference will be determined by the number of pellets consumed and the amount of time spent in each flavor’s quadrant.  After the 4 trials are complete, return the observer to its home cage.

 

Wipe down the open field.  Enter the data into the Excel spreadsheet.

 

Room lights should be dim (only one of the switches on). Make sure to remain as quiet as possible, as any noise or distracting movement will disturb your experiment. IMPORTANT: Avoid cross-contamination of the cinnamon and cocoa pellets by having a person handle only one flavor.

 

Some questions to keep in mind:

 

Do observer rats show an increased preference for whichever food was demonstrated to them?

 

If so, do the types of interaction and amount of contact time between demonstrator and observer rats during the demonstration phase correlate to the social transmission of food preference?

 

What is the evidence that the observer rat learned something? What would you expect if they didn’t learn anything?

 

If rats normally have a preference for one flavor before the demonstration, how could this affect the results?

 

If the observer rat were to become ill after ingesting its preferred food during the test phase, what do you think would happen to its food preference if you tested again the next day?

 

Week 2 Data Collection Sheet

 

Demonstrator Rat ________

Demonstrator Flavor ___________

Observer Rat ________

 

Demonstrator Phase:

 

​Number of pellets eaten ________

​

Interaction Phase: (record observer performed actions only)

 

​Number of anterior-anterior (head to head) interactions _________

​Number of anterior-posterior (head to body) interactions _________

Amount of time spent in same quadrant _________

 

Observer Phase:

 

​

Trial 1

Trial 2

Trial 3

Trial 4

Number of demonstrator flavor pellets eaten

 

 

 

 

Number of other flavor pellets eaten

 

 

 

 

Time spent in demonstrator flavor quadrant

 

 

 

 

Time spent in other flavor quadrant

Describe how the review will be organized. The questions below may be used to guide this section. 1. What are the guiding theories within the domains?

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The primary goal of this literature review is to integrate concepts  from four different content domains within the larger field of  psychology. The four content domains should be chosen from previous  coursework in this program. In this paper, students will review the  findings in the individual empirical articles, organize the research in a  meaningful way, evaluate the reliability, validity, and  generalizability of the research findings, and present an integrated  synthesis of the research that sheds new light on the topics within and  across the four domains.

The result of a successful integrative literature review may be a  significant contribution to a particular body of knowledge and,  consequently, to research and practice. Therefore, before writing this  literature review, substantive new research must be conducted via the  Internet and within the Ashford University Library for each of the four  chosen domains. A minimum of six sources must be included for each of  the four domains. Although content from literature reviews completed in  prior courses within this program may be included, it may not constitute  the total research for the individual domains addressed within this  assignment. No more than four sources from previous literature reviews  completed in this program may be utilized for this integrative review.

The headings listed below must be used within the paper to delineate  the sections of content. These sections include the following: a clear  introduction that provides a general review and organizes the research  in a meaningful way; a discussion in which the evidence is presented  through analysis, critique, and synthesis; and a conclusion in which the  discussion is drawn together in a meaningful way, the claims of the  introduction are brought to a logical closure, and new research is  proposed.

The four domains: Applied Social Psychology, Clinical and Counseling Psychology, Learning and Cognition, Personality Theory

 

                                                                 Introduction

  • Provide a conceptual framework for the review.
  • Describe how the review will be organized. The questions below may be used to guide this section.
    • 1. What are the guiding theories within the domains?
    • 2. How are the domains connected?
    • 3. Are there competing points of view across the domains?
    • 4. Why is the integration of these domains important?
    • 5. What is the history of these domains?
    • 6. What are the related theories or findings?
    • Describe how the literature was identified, analyzed, and synthesized.
  •         How and why was the literature chosen?
  •          What is your claim or thesis statement?

 

                                                                  Discussion

  • Provide the analysis, critique, and synthesis for the review.

Analysis

  • 1. Examine the main ideas and relationships presented in the literature across the four domains.
  • 2. Integrate concepts from the four different content domains within the larger field of psychology.
  • 3. What claim(s) can be made in the introduction?
  • 4. What evidence supports the claim(s) made in the introduction?

Critique 

  • 1. Evaluate the reliability, validity, and generalizability of the chosen research findings.
  • 2. How well does the literature represent the issues across the four domains?
  • 3. Identify the strengths and the key contributions of the literature.
  • 4. What, if any, deficiencies exist within the literature?
  • 5. Have the authors omitted any key points and/or arguments?
  • 6. What, if any, inaccuracies have been identified in the literature?
  • 7. What evidence runs contrary to the claims proposed in the  introduction, and how might these be reconciled with the claims  presented?
  • 8. Explain how the APA’s Ethical Principles of Psychologists and Code  of Conduct might influence the reliability and/or generalizability of  the chosen findings.
  • 9. Did the ethical issues influence the outcomes of the research?
  • 10. Were ethical considerations different across the domains?

 

Synthesis

  • 1. Integrate existing ideas with new ideas to create new knowledge and new perspectives.
  • 2. Describe the research that has previously been done across these  domains, as well as any controversies or alternate opinions that  currently exist.
  • 3. Relate the evidence presented to the major conclusions being made.
  • 4. Construct clear and concise arguments using evidence-based  psychological concepts and theories to posit new relationships and  perspectives on the topics within the domains.

 

Conclusion

  • 1. Provide a conclusion and present potential future considerations.
  • State your final conclusion(s).
  • 2. Synthesize the findings described in the discussion into a succinct summary.
  • 3. What questions remain?
  • 4. What are the possible implications of your argument for existing theories and for everyday life?
  • 5. Are there novel theories and/or testable hypothesizes for future research?
  • 6. What do the overarching implications of the studies show?
  • 7. Where should the research go from this point to further the understanding of these domains and the greater study of psychology?

The four domains: Applied Social Psychology, Clinical and Counseling Psychology, Learning and Cognition, Personality Theory

 

Select a colleague who was assigned the same client as you. Expand on his or her posting by describing how you might integrate the parents/caretakers into the adolescent’s treatment plan while also maintaining a trusting relationship with the adolescent.

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Broderick and Blewitt (2015). I need this completed by 01/12/18 at 7pm.

Respond by Day 5 to my colleagues using one or more of the following approaches:

· Select a colleague who was assigned a different client than you. Offer and support at least two counseling strategies he or she might use to establish a trusting relationship with his or her adolescent client. Support your response with authentic observations/experiences and the current literature.

· Select a colleague who was assigned the same client as you. Expand on his or her posting by describing how you might integrate the parents/caretakers into the adolescent’s treatment plan while also maintaining a trusting relationship with the adolescent.

· Select a colleague who was assigned the same or different client family from you. Offer and support at least two strategies he or she might use to encourage healthy risk-taking behaviors with their adolescent client.

1. (A. Wit)

Teenagers, as a population, can be bold, defiant, ambitious, and the source of many parents’ concerns.  Between middle-childhood and early-adulthood individuals face many biological, cognitive, and social changes.  In this post, I will highlight the impact of risky behavior on adolescent development. First, I will introduce how risky behavior is impacting the Martinez family.  Second, I will explain the impact of risky behavior on development and the family system.  Finally, I will make suggestions on how counselors can approach adolescent clients and their families.

Presenting issues

My client is the Martinez family.  The focus of today’s visit is the conflict between mother, Jeanette, and 16-year-old daughter, Gabby.  The Martinez family are devout Seventh Day Adventists (Laureate Education, 2013).  Jeannette is furious with Gabby for becoming sexually active.  Not only is teenage sex a risky-behavior, it also goes against the family’s religious beliefs.  In the session, Jeanette verbally berates Gabby into silence.  When Jeanette leaves the room, Gabby breaks down in tears.  Gabby says she loves her boyfriend, but she regrets becoming sexually active so young.  Gabby is distressed by feeling like a disappointment to her parents and God.

Gabby, like many other teenagers in this developmental stage, is engaging in risky behavior that impacts her relationships and self-image.  Risky behaviors, including sex, dramatically increase during adolescence (Broderick & Blewitt, 2015).  The vast majority of individuals engage in some type of risky behavior during their teenage years (Broderick & Blewitt, 2015). Protective factors for Gabby include her immediate and extended family and her religion.  Current prevention and intervention models for adolescents prioritize youth’s family and community resources (Broderick & Blewitt, 2015).

Impact

Risky behavior has a profound impact on adolescent development.  Counselors can better understand the effects of high-risk behavior by understanding the client’s perspective on the behavior (Broderick & Blewitt, 2015).  For example, what are the pros and cons of having sex for Gabby?  Does she worry about STD’s or pregnancy?  Does sex enhance her relationship with her boyfriend?  If she has regrets, are they related to her parents or God’s judgment?  How Gabby perceives having sex informs the impact it has on her development.  A concerning impact of teenage sexual activity is the increased likelihood of other problem behaviors.  Research shows that participation in one risky behavior such as teen sex can increase participation in other high-risk behaviors such as drug use and drunk driving (Sullivan, Childs, & O’Connell, 2010).  When high-risk and delinquent behavior increases, so do depressive symptoms (Sullivan, Childs, & O’Connell, 2010).

Teenage behavior impacts the whole family system, not just the adolescent. The presenting problem for the Jeannette and Gabby Martinez is the conflict in their relationship as a result of Gabby’s sexual activity.  Almost half of all parents of adolescents experience powerlessness, rejection, and personal regret (Broderick & Blewitt, 2015).  It is not uncommon for parents to feel guilt or shame over their child’s behavior.  Risky behavior in teens can have a negative impact on other children in the family.  Younger siblings may model inappropriate behavior.  Although adolescence can be a difficult time for the whole family, research shows that disengagement is not the solution.  Family, teachers, peers, and religious community can all serve as resources to adolescents.

Summary

Adolescence can be a challenging phase for kids and their families. Counselors can help adolescents who engage in risky behavior by understanding the teen’s perception of the behavior, acknowledging that high-risk behavior is normal at this stage, and helping to define reasonable limits for behavior (Broderick & Blewitt, 2015). Relationships play an important role during this developmental stage.  Peer, family, and community are advised to engage with teenagers even if they are disapproving of the teen’s behavior.  It is essential to keep in mind that risky behavior is normal during adolescence, but it can have dangerous implications if not addressed with care.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education

Laureate Education (Producer). (2013a). Adolescence [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)

Sullivan, C. J., Childs, K. K., & O’Connell, D. (2010). Adolescent risk behavior subgroups: An empirical assessment. Journal of Youth and Adolescence, 39(5), 541–562.

2. (S. Mor)

The biggest misconception teenagers feel is that no one understands what they are experiencing as if adults have skipped this necessary stage in life. The family I am assigned to is the Reeves family, and John who is 13 years old is experiencing quite a few challenges that could impact the rest of his life. The friends he is choosing and the actions they are displaying have Lucas who is John’s father questioning where he has went wrong in raising his son.

Presenting Issues

The Reeves family has been under a lot of pressure because Lucas has been thrown into being a single dad of three children. Anne, who is Lucas’s wife and also the mother of their three children, has decided to abandon her family. Lucas is in charge of his sons John and Justin, and his baby daughter Emme. The main problem Lucas is having with his children is a lack of support due to the fact that he has no family or friends where they are living. The presenting problem in their house concerning John his 13 year old son includes a recent major brush with the law that resulted in serious criminal activity. John was arrested for robbing a local convenience store with two of his friends ages 14 and 16. During the course of the robbery the older boy physically assaulted the store owner which caused them to be thrown into juvenile detention center. Lucas was informed that although John has never been in trouble before, his actions are concerning because the robbery and assault were for a gang initiation. As his counselor I am concerned with the gang activity because it may be a result for replacing the family he feels he has lost. Research has proven that when we involve ourselves in behavior that is risky, there is an underlying problem that is the cause of such behavior (Sullivan, Childs & O’Connell). John is trying to replace the family he feels he has lost, from his mother’s abandonment which is causing him to gravitate to a gang and display behavior that is the complete opposite of who he is.

John needs to feel like he belongs to a family, and the disconnect he feels in his own family has caused him to attach his self to the wrong crowd of people. Studies show that when adolescents become involved with the wrong crowd it may be linked to risky behavior such as alcohol, drugs, sex, good or bad academics, achievement and some psychiatric symptoms (Broderick & Blewitt, 2015). Although he has been charged as a juvenile getting caught may be his saving grace in order to get the help he needs before he reaches adulthood or criminal activity that could result in imprisonment for a lifetime. John feels that he no family and that the friends he has attached himself to are his family. My concentration will be to assist him into figuring out who he is and his sense of where he belongs.

Impact

Evidence has proven that adolescents “risk behaviors are associated with the behaviors of their close friends” (Jaccard, Blanton & Dodge, 2005). The impact of John’s behavior will be life altering if he continues to surround himself with the gang he has chosen as his new family. Statistics report that four fifths of males in their adolescents do experience minor crimes which result in police contact while in their teenage years (Broderick & Blewitt, 2015). Although this appears to be for minor crimes, John being involved in a robbery and assault is much more than minor. The impact that this will take on his life if he continues will devastate him and his entire family. The problem will be in helping him understand the ramifications of his actions as a juvenile, could result in him receive charges added or even upgrade from a juvenile to an adult.

Summary

Adolescents look to their peers as a source of “support, social comparison, and imitation or identification” in which they are able to relate to (Broderick & Blewitt, 2015). John has clearly chosen the wrong group of friends to attach his self to, and this choice has caused him and his family great devastation. The facts will remain the same unless the necessary steps are chosen in order to assist John with making the right decisions for his life moving forward. Risky behavior is common in adolescents who also help them create a sense of identity, but illegal behaviors involving robbery and assault are beyond risky. The proper guidance and correction will help John make correct decisions and hopefully change his choice of friends and his new-found family.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

Jaccard, J., Blanton, H., & Dodge, T. (2005). Peer influences on risk behavior: An analysis of the effects of a close friend. Developmental Psychology, 41(1), 135–147.

Sullivan, C. J., Childs, K. K., & O’Connell, D. (2010). Adolescent risk behavior subgroups: An empirical assessment. Journal of Youth and Adolescence, 39(5), 541–562.

Readings

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (review pp. 324-367)

o Chapter 10, “The Social World of Adolescence” (pp. 368-407)

Bessant, J. (2008). Hard wired for risk: Neurological science, ‘the adolescent brain’ and developmental theory. Journal of Youth Studies, 11(3), 347–360.
Retrieved from the Walden Library databases.

Guilamo-Ramos, V., Jaccard, J., Dittus, P., & Bouris, A. M. (2006). Parental expertise, trustworthiness, and accessibility: Parent-adolescent communication and adolescent risk behavior. Journal of Marriage and Family, 68(5), 1229–1246.
Retrieved from the Walden Library databases.

Jaccard, J., Blanton, H., & Dodge, T. (2005). Peer influences on risk behavior: An analysis of the effects of a close friend. Developmental Psychology, 41(1), 135–147.
Retrieved from the Walden Library databases.

Kuss, D. J., & Griffiths, M. D. (2011).Excessive online social networking: Can adolescents become addicted to Facebook? Education and Health, 29(4), 68–71.
Retrieved from the Walden Library databases.

Reich, S. M., Subrahmanyam, K., & Espinoza, G. (2012). Friending, IMing, and hanging out face-to-face: Overlap in adolescents’ online and offline socialnetworks. Developmental Psychology, 48(2), 356–368.
Retrieved from the Walden Library databases.

Strasburger, V. (2010). Children, adolescents, and the media: Seven key issues. Pediatric Annals, 39(9), 556–564.
Retrieved from the Walden Library databases.

Sullivan, C. J., Childs, K. K., & O’Connell, D. (2010). Adolescent risk behavior subgroups: An empirical assessment. Journal of Youth and Adolescence, 39(5), 541–562.
Retrieved from the Walden Library databases.

Media

· Laureate Education (Producer). (2013a). Adolescence [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)
In this media piece, you will continue your examination of the client family assigned to you by your Instructor. This week, you will focus on the adolescent, aged 11–18.
Note: Please click on the following link for the transcript: Transcript (PDF).

Laureate Education (Producer). (2013i). Perspectives: The adolescent world [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.