Review the Week 6 Learning Resources. In particular, review the article “Behind Advertising: The Language of Persuasion” for specific principles and strategies to use in developing your media message.

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In our busy world of constant communication, where we are bombarded by information and messages and needs, how do you cut through that noise to get people’s attention? How do you influence people to watch and listen to what you have to say, even if the topic is not one they have thought about before? How do you persuade them to take the action you request? That is your challenge and goal for this Discussion.

The issue is healthcare in rural areas of the United States. Your first task will be to educate yourself on the needs of people in these areas. If you live in an urban area, you may not be aware of the degree to which place informs resources available and access to those resources. Being poor and underserved in a rural area increases the needs of these residents. Consider this finding from the 2010 National Healthcare Quality and Disparities Reports: “Despite improvements, differences persist in health care quality among racial and ethnic minority groups. People in low-income families also experience poorer quality care.” (AHRQ, 2014, para.1)

Put on your advocacy hat, and remember the Walden University outcome to facilitate positive social change. The media message that you develop could impact services in a rural county where you live or in your state, now or in the future.

For this Discussion you will respond to the following scenario:

Imagine that you are an employee in the Health and Human Services Agency (HHSA) of your county. Your department is launching a campaign to increase quality services to the underserved in your community. You are tasked with developing a media message that HHSA will disseminate to the public, with the goal of persuading people to donate money for a mobile screening bus that can travel to rural areas of the county and reach underserved individuals and families.

To prepare:

  • Review the Week 6 Learning Resources. In particular, review the article “Behind Advertising: The Language of Persuasion” for specific principles and strategies to use in developing your media message.
  • Consider the wording of the media message to include in your Discussion.
  • Consider the ethics of your message and how it adheres to the code of ethics for human services professionals or other codes of ethics of particular interest to you, and to ethical guidelines for advertising.

By Day 3

Post responses to the following:

  • Present the text of your media message.
  • Explain the principles and strategies you used to develop the message, and your reasoning.
  • Justify how your media message is ethical by referencing specific codes of ethics and other resources.

How do you become competent? How do you maintain competency?

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Give examples (from either previous professional experience or from the vignettes in the text) of appropriate informal and formal resolutions of ethical issues.

 

Read: Fisher: Aspirational Principles: Frequently Cited Ethical Practices and Issues (review PDF and go over Standards found within the Fisher text)

Part II. Chapter 4. Standards for Resolving Ethical Issues and

Chapter 5. Standards of Competence.

Discussion Board Questions

1. Discuss one of the five Aspirational Principles from the reading assignment.

2. Give examples (from either previous professional experience or from the vignettes in the text) of appropriate informal and formal resolutions of ethical issues.

Please post the first thread response by Day Three and the second thread response by Day Five. Respond to at least one colleague by Day Five. Offer response to any significant feedback by Day Seven.

Ethical Conflicts in Psychology 4TH 08

 

Author:

Bersoff,   Donald N.

 

ISBN-13:

978-1-4338-0353-6

 

ISBN-10:

1-4338-0353-4

 

Edition/Copyright:

4TH 08

 

Publisher:

American   Psychological Association – APA

Decoding the Ethics Code: A Practical Guide for Psychologists 4TH 17

 

Author:

Fisher,   Celia B.

 

ISBN-13:

978-1-4833-6929-7

 

ISBN-10:

1-4833-6929-3

 

Edition/Copyright:

4TH 17

 

Publisher:

Pine Forge   Press

How do you become competent? How do you maintain competency? While knowledge, training and ability appear on the surface to be enough, we as psychologists cannot be expert in everything or maintain a current awarenes of all the new literature of treatment, and other relevant issues, at all times.

Continuing education is one way to keep up with up with the current knowledge of the profession. Research, specialized training, supervised practice and simply knowing when to refer, are marks of knowing one’s competence.

Aspirational Principles: Moral Character as a Member of the Profession of Psychology

Purpose

To understand a profession, you need to be able to understand where we have been and where we are going.
Professional pychology, as a practice, is a new discipline. Spurred on by World War II, a new sense of responsibility arose among researchers who had begun to apply their knowledge critically. Psychologists looked at critical events or incidents and shared that information to formulate standards. As the world has become more legalistic, so too have our standards become more specific.
It is the general aspirational principles that we must not lose in our focus on “risk management”. Only when we really understand why we must care for our consumers from an aspirational base, will we understand, and truly be part of, our profession.
Remember: Do no harm. Look out for the welfare of the consumer. Treat every individual with dignity. Do not abuse your power.

 

Objectives

1. Define the elements of competence as a professional psychologist.
2. Discuss how professional credentialing assists in defining competence.

Describe the specific codes, categories, and themes that emerged from the data using quotations as needed to emphasize their importance.

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For this Major Assignment 2, you will continue your work on the Part 3: Results section. Specifically, you will begin your analysis and prepare your presentation of your results from your three data sources. The three data sources include:

· Two Scholars of Change videos

· Phone interview

· Resources from the Walden social change website

Analyze and prepare your presentation of results from your three data sources. Also, part of your analysis is to create categories and themes of your findings.

To prepare for this Assignment:

· Review this week’s Learning Resources to guide you as you analyze and prepare your presentation of results.

· Analyze the three data sources to create categories and themes of your findings

o Two Scholars of Change videos

o Phone interview

o Resources from the Walden social change website

· Once you have completed your analysis, prepare your presentation of results from your three data sources.

Part 3: Results

During this course, you have coded your two Scholars of Change videos, you have conducted and coded your phone interview, and you have gathered data from the Walden social change website and any other documents or websites you might have included. For this Part 3 of your Major Assignment, you will write up the results of your findings. You will include the following in your write-up:

A. Data Sources—briefly describe each data source including location, duration of data collection, how data were recorded, and unusual circumstances.

o Two Scholars of Change videos

o One phone interview

o Resources from the Walden social change website

B. Instrumentation—briefly describe the type of instrumentation you used for your data collection.

a. Who developed each data collection tool and what is the date of publication?

b. Where and with which participant group has it been used previously?

c. How appropriate is it for current study and include whether modifications will be or were needed?

C. Data Analysis—based on the data sources in “A.”, provide a detailed analysis to include the following:

o Report the process used to move inductively from coded units to larger representations including categories and themes.

o Describe the specific codes, categories, and themes that emerged from the data using quotations as needed to emphasize their importance.

1. 1st cycle—describe, give examples.

2. 2nd cycle—describe, give examples/moving from codes to categories.

3. Identify themes—provide examples and illustrate your results with a figure or a chart.

Define reinforcement and discuss 1 suggestion from your textbook of how reinforcement could be used to increase desirable behaviors in the classroom (see Ormrod, 2016, Chapter 4).

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PSYC365 DB Grading Rubric.docx  Click for more options (32.043 KB)

In Modules/Weeks 1, 2, 4, and 5 you will participate in the Discussion Board Forums. For each forum, you will post at least 300 words in response to a provided prompt, supporting your assertions with at least 3 citations in proper, current APA format. Required sources are the textbook and a scholarly article (no websites, newspaper articles, etc.), and you must include at least 1 biblical reference with chapter and verse. In addition to your thread, you must also respond to at least 2 classmates, posting replies of at least 150 words each. Refer to the provided rubric to ensure guidelines are followed. You are encouraged to post your thread early, to allow the opportunity to further the topic of discussion.

Topic: Reinforcement

Question/Prompt: Reinforcement is central to the behaviorist view of learning. Define reinforcement and discuss 1 suggestion from your textbook of how reinforcement could be used to increase desirable behaviors in the classroom (see Ormrod, 2016, Chapter 4). Provide an example of a classroom behavior that you would like to increase using your selected technique. Describe how you would actually go about implementing it in the classroom. Share an example from the Bible of when Jesus used reinforcement to increase desirable behaviors in his followers.