Describe the multicultural factors (e.g., age, gender, and ethnicity) evident in the scenario and explain how these factors affect treatment and treatment approach(es).

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In the Final Project for this course, due by Day 7 of Week 10, you will critically evaluate the major concepts presented in this course.

For your Final Project, you will create a treatment plan to a scenario featuring an offender with multiple related factors (e.g., gender, ethnicity, type of offense, and age). See the scenarios provided in the Final Project Scenarios document located in the resources for this week.

Your Final Project must be presented as a 12- to 15-page (not including references, title page, or abstract), double-spaced, APA-formatted paper. Please use 10- or 12-point, Times New Roman or Courier font. Reference citations should come from peer-reviewed journals, reputable periodicals, and non-commercial websites. Please note that Wikipedia is not considered a scholarly reference and is not accepted as a citable source.

In your Final Project, you must:

· Identify which scenario you selected to use for your Final Project.

· Explain the offender category(ies) that concurs with the scenario client and discern the treatment considerations inherent in this category(ies).

· Describe the multicultural factors (e.g., age, gender, and ethnicity) evident in the scenario and explain how these factors affect treatment and treatment approach(es).

· Describe the treatment approach(es) and/or programs you would use with the offender and explain why.

· Describe any legal and ethical issues that you might consider in the treatment of your selected offender and explain how you would address these issues.

· Describe the model you would use to measure treatment outcomes and explain why you selected this model.

Create a hypothesis for the group’s study. Consider the hypothesis and how the group will define operationally and measure the variables. Describe how the group will obtain a random sample of participants.

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Select one of the following forms of media:

  1. Social media
  2. Television/Movies
  3. Video games
  4. Music and/or music videos

Using the selected media, write a 750-1,000-word paper addressing the impact the media has on the cognitive, physical, and psychosocial development during middle childhood. Include the following in your paper:

  1. How the selected media can change brain functioning
  2. How the selected media can disrupt physical development
  3. How the selected media influences social development
  4. How the selected media can positively influence a child
  5. Briefly summarize how Bronfenbrenner’s bioecological systems theory would describe the impact of the selected media on the different systems that effect childhood development (refer to page 37 of the text as a guide).

Include at least three scholarly references, in addition to the text, in your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

This is a Collaborative Learning Community (CLC) assignment.

Before beginning this assignment, each group should submit a filled-in copy of the CLC Agreement Form.

Each CLC team will design a correlational study, groups will need two variables with at least five sets of data. between these two variables: time spent playing video games and aggression.

Then in 600-750 words, do the following:

  1. Create a hypothesis for the group’s study. Consider the hypothesis and how the group will define operationally and measure the variables.
  2. Describe how the group will obtain a random sample of participants.
  3. Assume the study produces a correlation of .56 between the variables. Analyze three possible causal reasons for the relationship.
  4. Submit an SPSS output for the correlational study.

Use two to four scholarly resources to support your explanations.

Prepare this assignment according to the guidelines found in the APA 7th Style Guide.

 Provide evidence to support model & illustrate components, eg, dual-tasking, articulatory suppression tasks, evidence for central executive

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Guidance for writing up Unit 3 psych report – Models of memory section

Section 1: AC 1.1 – 1.2 – roughly 2000 – 2100 words.  (All together 3000 words)

Outline each of the three models of memory (approx 500 – 700 words per model – does not have to be an even split):

·  MSM:

o  Describe (briefly) key structures/processes (SM, STM, LTM)

o  Briefly explain how model works & it’s main claims (3 separate, unitary stores, emphasis on rehearsal)

o  Use evidence to illustrate/support (eg, studies showing differences between stores, eg, capacity, duration, encoding)

o  Evaluate using evidence, eg, Clive Wearing – shows multiple LTM stores, so cannot be unitary; flashbulb memories don’t require rehearsal; LTM used in STM tasks

o  Overly simplistic; doesn’t explain how different types of info might be processed, eg, visual/acoustic (see WMM); provides good foundation for other models/research; chunking useful technique.

·  WMM:

o  Link to MSM – challenges notion of unitary, passive STM

o  Describe each component (briefly)

o  Provide evidence to support model & illustrate components, eg, dual-tasking, articulatory suppression tasks, evidence for central executive

o  Evaluate using evidence, eg, EVR good with reasoning, bad with decision-making, so more than one central executive?  Reliance on case studies (unique – not generalisable); brain damaged patients – no before/after comparison, brain trauma may influence performance; doesn’t really explain processes; but has good application, eg, dyslexia; advancement over STM

·  LoP:

o  Link to previous models – agrees that memory is active (like WMM), but disagrees with structural models; challenges the MSM’s reliance on maintenance rehearsal

o  Offers alternative view – memory as by-product of processing (therefore long/short-term retention, rather than long/short-term memory stores)

o  Explain levels – shallow vs deep processing

o  Illustrate using evidence, eg, Hyde & Jenkins, Perfetti & Elias, Palmere, et al.

o  Evaluate – no independent measurement of depth – eg, Tyler – depth vs effort; circularity of argument; criticism by Eysenck that model only describes what’s happening, but recent studies explain that elaborative rehearsal enriches memory by linking it into pre-existing network of semantic association.

Analyze five of your logged behaviors, determining whether they are due to normative or informational influence and whether group pressures apply.

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Social Influence [WLOs: 1, 2, 3, 4] [CLOs: 1, ,2, 3, 5]

To prepare for this discussion, please read Chapter 8: Conformity and Obedience and Chapter 9: Groups of your textbook and the Milestones in the Psychological Analysis of Social Influence and One Hundred Years of Group Research: Introduction to the Special Issue articles. In addition, watch Prudential: Everybody’s Doing It (Links to an external site.)

In this discussion, you will consider social behavior and the various normative and informational social influences you encounter in your everyday life, including the impact of groups on individual thoughts, feelings, and actions.

Complete the following:

  • Appraise your behavior for a period of 24 hours.
    • Identify at least 10 behaviors in which you engage that are due to conformity or obedience. Strive to identify less obvious examples that will allow for greater insight and a more interesting discussion. For example, how do you greet people or respond to messages? Which rules or social norms do you break, and which do you follow?
    • Discuss the situational factors that impact your beliefs and behaviors.
    • Describe potential social and cultural influences.
    • Analyze five of your logged behaviors, determining whether they are due to normative or informational influence and whether group pressures apply.
  • Then, select one of the following options below:
    • Choose one mundane behavior from your log that is based on a social norm. Violate this norm. Be sure you are not breaking any rules or laws or putting yourself at risk in any way. Here is a link to Examples of Norm Violations (Links to an external site.), but feel free to come up with your own (or Google search for additional ideas. Or,
    • Spend 24 hours living “a day of nonconformity,” living each minute as uninfluenced as possible (without infringing on the rights of others). Strive to be your true, unfettered self.
  • Examine your social influence log and your experience living a day of nonconformity or violating a social norm. Include the following in your summary:
    • To what extent is your everyday behavior shaped by social influence? Why or why not?
    • How do people react when you do not conform/obey?
    • What factors influence people to follow? (e.g., leaders, groups, etc.)
    • Is conformity a good thing, or a bad thing? Explain your point of view.
    • How do social and/or cultural differences play a role in social influence?

To fully demonstrate content knowledge and critical thinking, your Social Influence discussion must

  • Interpret course concepts explicitly, applying them to your personal experiences/observations, and cite the required readings as appropriate.
  • Be thorough and specific, structuring your work intentionally (with an introductory and concluding sentence or two), providing clear context, and concisely and precisely explaining relevant course concepts.
  • Use personal examples to illustrate as appropriate, but do be sure to provide an objective analysis too, referencing required materials and using additional sources as needed to support your insight.
  • Use your own Academic Voice (Links to an external site.) and apply in-text citations appropriately throughout your post.
  • Your original post should be a minimum of 300 words.

Required Resources

Text

Feenstra, J. (2013). Social psychology. Retrieved from https://content.ashford.edu/

  • Chapter 7: Persuasion
  • Chapter 8: Conformity and Obedience
  • Chapter 9: Groups

Articles

Cialdini, R. B. (2014). Harnessing the science of persuasion. ASCA Newsletter, Edition 6, 26–35. Retrieved from https://www.ebsco.com/

  • The full-text version of this article can be retrieved from the EBSCOhost database through the Ashford University Library. This article identifies fundamental principles of persuasion. This resource will assist you in your the Art and Science of Persuasion assignment this week.

Crano, W. D. (2000). Milestones in the psychological analysis of social influence. Group Dynamics: Theory, Research, and Practice, 4(1), 68–80. https://doi.org/10.1037/1089-2699.4.1.68

  • The full-text version of this article can be retrieved from the EBSCOhost database through the Ashford University Library. This article discusses social influence. This resource will assist you in your Social Influence discussion forum this week.

Forsyth, D. R. (2000). One hundred years of groups research: Introduction to the special issue. Group Dynamics: Theory, Research, and Practice, 4(1), 3–6. https://doi.org/10.1037/1089-2699.4.1.3

  • The full-text version of this article can be retrieved from the EBSCOhost database through the Ashford University Library. This article surveys major developments in group research over the past century. This resource will assist you in your Social Influence discussion forum this week.

Multimedia

Prudential. (2013, May 13). Prudential: Everybody’s doing it (Links to an external site.) [Video file]. Retrieved from https://youtu.be/BgRoiTWkBHU

  • This humorous video clip illustrates the power of the situation to shape behavior. This resource will assist you in your Social Influence discussion forum this week. This video has closed captioning and a transcript.
    Accessibility Statement (Links to an external site.)