summarize your point about that heading.  Subheadings should briefly summarize research that may both support and disagree with each viewpoint, if applicable.  This outline will form your roadmap for creating your Final Paper.

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Final Paper and Annotated Bibliography

Your summative assignment for this course is a Final Paper, which is due in Week Five.  To ensure that you have time to process the material and produce a strong paper, you will create an outline your Final Paper and an annotated bibliography for submission this week. You will receive feedback on your outline and annotated bibliography to help you make your Final Paper more effective.  To begin, review the instructions for your Final Paper, which are listed in Week Five of your course or in the “Components of Course Evaluation” section of this guide.

Next, select one of the following research topics for your Final Paper:
Is corporal punishment needed to discipline children?
Does violence in the media contribute to violent behavior in children?
What techniques have professionals used to treat insomnia and how effective are those treatments?
What does research show about the effectiveness of the major techniques for promoting weight loss?
Are intelligence and personality stable across adulthood and into old age?

Then, review the PSY101 Outline and Annotated Bibliography Template, which contains the layout for this week’s assignment.  Your outline must be one to two pages in length.  Clearly identify the topic selected, and include major headings for the areas to be considered.  The major areas include:

  • A well-written introduction and conclusion with a succinct thesis statement.
  • Summarize your sources and analyze the findings from your research.
  • Discuss the key issues and controversies surrounding your selected topic.
  • Identify a variety of perspectives on the selected topic, so that the discussion is balanced and not one-sided.
  • Distinguish how cognitive and behavioral implications might play a role in your selected topic.  What learning principles could factor in with the topic?  What theories of motivation and personality could influence your insights into the topic?
  • Analyze any additional research that could be done in the future and provide solutions that could be implemented in the present regarding your selected topic.

Under each major heading, summarize your point about that heading.  Subheadings should briefly summarize research that may both support and disagree with each viewpoint, if applicable.  This outline will form your roadmap for creating your Final Paper.

In addition to your outline, submit a one- to two- page annotated bibliography of your scholarly sources for your Final Paper.  Each source must include the APA formatted citation as well as a summary paragraph.  The summary paragraph should contain four to five well-developed sentences in your own words (do not use the abstract included with journal articles) summarizing the source and describing its applicability to your selected topic.  You are required to use a minimum of five scholarly sources that were published within the last five years and are cited according to APA style as outlined in the Ashford Writing Center.  Examples of scholarly sources include: peer-reviewed journal articles, research studies, professional websites with authored material, and government websites.  Popular internet sites (Wikipedia, Newsweek, New York Times, etc.) are not considered scholarly sources. These sources will also be used for writing your Final Paper.

For more in-depth assistance with your outline or annotated bibliography, please visit the Ashford Writing Center located under the Learning Resources tab in the left-hand navigation panel of your course.

*The following example is designed to support you in the completion of the Final Paper Outline and Annotated Bibliography assignment– How to include five relevant scholarly sources obtained from the Ashford University Library in your annotated bibliography.*

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Expand on your colleague’s posting by providing additional insights or contrasting perspectives based on readings and evidence.

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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 01/13/18 at 7pm.

Respond by Day 7 to my colleagues using one or more of the following approaches:

· Offer and support at least two strategies that might help counselors approach adolescents whose development and identity have been negatively impacted by social media.

· Suggest at least two websites, professional organizations, or other resources that a counselor might use when working with or obtaining information about the impact of social media. Support your response by describing how and why a counselor might use each resource.

· Expand on your colleague’s posting by providing additional insights or contrasting perspectives based on readings and evidence.

1. (B. Smi)

Social Media use has increased tremendously over the years and its influence has sky rocketed along with it. Social Media is not only limited to the internet but includes music, television, and video games. The impact of social media on the development and decision-making of adolescents is so important as social media often shapes attitudes and beliefs.  

Potential Impacts of Social Media and Technology

Research has linked playing violent video games to increased aggressive behavior in adolescents and teens. Broderick & Blewit (2015) indicated that the more children within the U.S. and Japan played these games, the more aggressive behavior they displayed. There was also a reported decrease in prosocial behavior and empathy.

Broderick & Blewitt report continuous engrossment of violent video games could also result in an adolescent becoming antisocial. Research highlights that youth are not simply playing these games but they are interacting emotionally and psychologically (Broderick & Blewiit, 2015).  Essentially, processing and practicing the violent behaviors they are subjected to within the games.

How Influences Impact Decision-Making in Adolescents

Impacts of social media extend far beyond violence to include sexual and materialistic agendas. A great example of this could be music videos. Often times, rappers or singers are discussing drugs, fast money, and unlimited and likely unprotected sex with women. These same views can be obtained by any of the many television shows on air at this current moment or in the past few years.

Research has indicated that social media and television shows that display sexuality more liberally have been linked to an increase in sexual behavior of adolescents (Broderick & Blewitt, 2015). Study results reveal that individuals who were exposed to such materials began participating in sexual activities earlier and had more sexual partners than those who were not exposed to these particular television programs.

Similar to that of sexuality and sexual behaviors, social media can influence a child in the arena of substance abuse.  Strassburger (2010) insists that the easiest way for a child to do something is to have them believe that everyone else  is also participating in that behavior. An example of this is discussed within the article in regards to adolescent and teen drinking and smoking. Strassburger (2010) reports that children were most likely to drink alcohol or smoke cigarettes after viewing similar scenes in a movie.

Summary

The impact of social media is so strong and lasting as it is literally everywhere we turn. Adolescents have access to smart phones, computers, laptops, radios, televisions, and video games. Each of the aforementioned items run some sort of advertisement to push an agenda that ultimately shapes that child’s attitudes and beliefs. Commercials, ads, and games are typically discussing sex, body image, drug abuse, contraception, and many other subjects that parents should get in front of. Strassburger (2010) stressed the importance of parents not allowing their adolescents to see movies they are not rated R or PG-13 in order to help control the information they receive about these topics.

References

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

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

2. (S. Mor)

The impact of social media on adolescent development is nothing new as we know it to be in society, but the mode or means in which social media is delivered evolves continuously throughout history. In the past social media would be depicted in novels or comic books exposing sexual, political, racial, or religious content that would incite adolescents to into risky behavior. Social media and technology contribute to adolescents in many ways some are positive while others are negative. In the medical field doctors are able to stay in touch with their adolescent patients by texting them reminders of appointments (Strasburger, 2010). The U.S. Senate discovered that the violence portrayed in the media actually adds to aggression seen in adolescents, discovered in 1952 (Strasburger, 2010). Social media has impacted the developmental and environmental influences, and this is also shown through the use of the ever changing technology that we gravitate too. Adults are also impacted with the use of Social media and there is a strong sense of staying connected with your children currently that drives us into wanting the best technology for them.

Social Media and Development

The impacts of social media and technology on adolescent development may spiral out of control if it is not monitored or if an adolescent has free reign of the internet without proper guidelines and restrictions. Behavior that causes you to not take care of necessary life skills, constantly preoccupies your mind, allows you to escape reality, alters your moods, and has the capability of hiding what you are actually doing is labeled as an addiction (Kuss & Griffiths, 2011). The concept of being addicted to social media may appear farfetched, but realistically it is possible, and this addiction has the potential of causing problems that are not foreseeable. Social media is being used as an avenue to promote popularity, social recognition, and social acceptance from adolescents that cling to every post, tweet, or snapchat. A study revealed that adolescents between the ages of 10 to 19, had low self-esteem based on the negative feedback they received on their social media accounts (Kuss & Griffiths, 2011). Another study produced results that the use of Facebook impacted their lives negatively and actually caused “procrastination, distraction, and poor time-management” (Kuss & Griffiths, 2011). Adolescent development is suffering because the focus is not on higher education but it is on who wore the best outfit, who is fighting, and who is dating. Adolescents may be a trying time for children and their parents, adding social media to this equation will cause friction and tension in any household across the world. Adolescents barely understand why their bodies are developing, the onset of sexual needs, and elevated levels of hormones, mood swings, and focus on their future, or the sense of new found independence and the added pressure of virtual friends in the realm of social media (Broderick & Blewitt, 2015). The environmental and social considerations for adolescents in the United States lean more towards parental conflicts, detached emotions, and the feeling of no longer pleasing the parents with good grades as an example (Broderick & Blewitt, 2015). The impacts of social media and technology may also cause anxiety when we adhere to the latest technology that we insist on purchasing. The dangers in society make us want to stay connected to our adolescents all day long. We have the ability to connect with them using cell phones, watch them enter the house when they arrive home from school, track their location with GPS monitoring, and text messages all day long. Companies release new and better devices almost daily that will give parents a false sense of security in staying connected with their emotionally unbalanced adolescent. The dangers in the items we purchase for our adolescents open their communication realms to people and places we would never knowingly give them access to.

Social Media and Decision Making

In the high school where my youngest daughter attends, I was shown an Instagram profile that depicted different physical fights during the school day that students recorded and posted on this profile. In my search of finding out how to stop this behavior in my daughter’s school, the administration uncovered that all the schools in our county posted these fights. The adolescents were actually making bets and bragging over which fights were more vicious and also which fights obtained the most likes. The decision making of the adolescents that were involved in these fights actually broke my heart because seeing these children in acts of violence that resulted in which fight was the best depended on who was hurt the worst. Another occurrence in a different school in our county involved a teacher that had her phone stolen, and the students that stole her phone posted nude pictures of the teacher which were found in her phone on many different social media sites. The influences social media has on our adolescents has not been positive, and the decision making process is of immaturity and selfishness.

Adolescents receive 70% of their sexual content in the United States from the media, and only 14% of this content is considered responsible sexuality (Strasburger, 2010). The majority of television, commercials, music, and social media sites promote sexual content that enhances sex without the responsibilities of engaging in safe sex. The fact that we never see commercials about condoms, STD prevention, or even abstinence confirms that we are exposed to a society that resolves around sex. One way adolescents are influenced which affect their decision making is seen in studies that reveal the younger a child is exposed to sexual content, the probability is high for them to begin sexual intercourse at a younger age (Strasburger, 2010). Another way adolescents decision making is influenced by imitation and identification also known as attribute substitution (Broderick & Blewitt, 2015). The lesson that is missed in adolescents is summed up to be a leader and not a follower, which attributes substitution, is the exact opposite. Adolescents try different behaviors that they have witnessed their peers display, and they decide to imitate the intended behavior (Broderick & Blewitt, 2015). An example of this could include an adolescent that is shy and has a problem speaking in front of his peers may imitate a peer that is outgoing maybe even a class clown that is confident in their actions. The new behavior of the shy adolescent which was influenced by a more outgoing peer may not be suitable behavior that should be imitated. The struggle within the adolescent is in figuring who they are and not imitate the personality of someone they see and admire.

Summary

The trials and tribulations of adolescents may appear to have changed over the course of time throughout history. However, the concerns that parental units have for their adolescents may appear the same from the past until now. The popularity of social media contributes too many concerns adults have concerning adolescents, and it may even be safe to acknowledge that the dangers in society enhance the worry in many adults. The highs and lows of social media with the influence it has on adolescents are already concerning, but the concerns are increasing day by day without any relief in sight.

References

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

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

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

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.

Evaluate the legal issues associated with assessment, testing, and diagnosis documentation in professional psychology.

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Below is the complete assignment however I only need the part highlighted in yellow.

 

 

Write a 1,750- to 2,100-word paper in which you examine the legal aspects of recordkeeping and providing expert testimony. As part of your examination, address the following items:

 

  • Analyze the ethical issues related to documenting informed consent and ethical release of treatment and assessment records.
  • Which enforceable standards are relevant to the release of treatment-related materials and disclosure of information arising out of treatment?
  • Provide specific examples of what each enforceable standard requires or prohibits.
  • Provide a rationale for your proposed actions in your example and why they are consistent with ethical guidelines.
  • Evaluate the legal issues associated with assessment, testing, and diagnosis documentation in professional psychology.

 

  • What specific legal issues can arise in documenting assessment, testing, and diagnosis?

 

  • Provide specific examples that support your evaluation.

 

  • Provide a rationale for your proposed actions in your example and why they are consistent with legal requirements.

Format your paper consistent with APA guidelines.

Include a reference slide with a minimum of 3 scholarly sources. Scholarly sources are journal articles or books. The textbook can count as one scholarly source. Websites will only be considered supplemental sources and will not be included as a part of the minimum of 3 scholarly sources.

Explain key life events that have influenced Sara’s relationships. Be sure to substantiate what makes them key in your perspective.

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Theories of successful aging explain factors that support individuals as they grow old, contributing to their ability to function. Increasing your understanding of factors that support successful aging improves your ability to address the needs of elderly clients and their families.

To prepare for this Discussion, review this week’s media. In addition, select a theory of successful aging to apply to Sara’s case.

By Day 3

Post a Discussion in which you:

  • Explain key life events that have influenced Sara’s relationships. Be sure to substantiate what makes them key in your perspective.
  • Explain how you, as Sara’s social worker, might apply a theory of successful aging to her case. Be sure to provide support for your strategy.

 

Required Readings

Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
“The Parker Family” (pp. 6-8)

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.
Chapter 15, “Psychological Aspects of Later Adulthood” (pp. 685-714)

Newell, J. M., & MacNeil, G. A. (2010). Professional burnout, vicarious trauma, secondary traumatic stress, and compassion fatigue: A review of theoretical terms, risk factors, and preventive methods for clinicians and researchers. Best Practice in Mental Health, 6(2), 57–68.
Note: You will access this article from the Walden Library databases.

Shier, M. L., & Graham, J. R. (2011). Mindfulness, subjective well-being, and social work: Insight into their Interconnection from social work practitioners. Social Work Education, 30(1), 29–44.
Note: You will access this article from the Walden Library databases.

Required Media

Laureate Education (Producer). (2013). Parker family: Episode 2 [Video file]. Retrieved from https://class.waldenu.edu

Note:  The approximate length of this media piece is 2 minutes.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Optional Resources

Use the link below to access the MSW home page, which provides resources for your social work program.
MSW home page

Cappeliez, P., & Robitaille, A. (2010). Coping mediates the relationships between reminiscence and psychological well-being among older adults. Aging & Mental Health, 14(7), 807–818.

Ong, A. D., Bergeman, C. S., & Boker, S. M. (2009). Resilience comes of age: Defining features in later adulthood. Journal of Personality, 77(6), 1777–1804.

Ong, A. D., Bergeman, C. S., Bisconti, T. L., & Wallace, K. A. (2006). Psychological resilience, positive emotions, and successful adaptation to stress in later life. Journal of Personality and Social Psychology, 91(4), 730–749.

Weiss, D., & Lang, F. R. (2009). Thinking about my generation: Adaptive effects of a dual age identity in later adulthood. Psychology and Aging, 24(3), 729–734.