Evaluate News Articles

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For this task, you will read three news articles intended for a general audience reporting the results from correlational studies. You can find the links to these articles under your weekly resources. For each of the articles, you will answer the following questions and provide justifications for your answers:

  • Provide a brief summary of the topic of the article.
  • Determine which variables are the focus of the research.
  • Describe how the results of the correlational analyses are presented.
  • Does the author of the article present the results as causal? In other words, does the author make statements that one variable causes the other?
  • Can you think of any additional variables that were not included in this study that may be important to consider?  Please describe the variables.
  • Based on what you know about correlational research, does it make sense to make lifestyle changes based on the research presented in this article? Please explain your answer.
  • Use one of the news articles to locate, and then read the primary source article in the NCU library. Did the news article accurately represent the research conducted? Please explain your answer.

Length:4-5 pages

ALFRED EISENSTAEDT

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BEHAVIOR

Why Going to Church Can Make You Fat By Alice Park @aliceparkny March 24, 2011

Maybe it’s all the church socials, but a new study finds that those who attend religious activities are more likely to gain weight than those who don’t go to church as often.

Religious involvement is linked to many positive health outcomes, such as happiness, lower rates of smoking and alcohol use, and even a longer life. But research has also suggested that middle-aged adults who are more religious are more likely to be obese. Past data have noted only a correlation between religiosity and weight gain, however; they did not show whether participating in religious activities leads to weight gain, or whether overweight individuals are more likely to seek support in their faith.

So researchers at Northwestern University sought to find out how attending religious events is associated with weight gain over time. They analyzed data from the Coronary Artery Risk Development in Young Adults study, which followed more than 2,400 people aged 20 to 32 for 18 years. Over that time, the scientists reported at an American Heart Association conference, people who went to church or church activities at least once a week were more than twice as likely as people with no religious involvement to become obese.

While the study did not tease apart which church activities were associated with the most weight gain, the authors speculate that those who attended church were more likely to have a broader social network, which in turn may lead to more opportunities to gather over food and drink.

The results also suggest that religious groups could benefit from targeted diet and exercise programs, says study co- author Matthew Feinstein, to counteract whatever trends may be promoting weight gain among church-goers. The very social forces that may contribute to obesity, in fact, may be helpful in combating weight gain as well. “What is exciting, and why I think the overall message of the study is an optimistic one, is that by virtue of their pre-existing

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Alice Park @aliceparkny

Alice Park is a staff writer at TIME and covers health, medicine, nutrition and fitness.

Park’s latest book is The Stem Cell Hope: How Stem Cell Medicine Can Change Our Lives.

infrastructure and social support networks, religious groups and organizations are pretty well suited to enact health interventions for diet and exercise in a pretty efficient and effective manner,” says Feinstein, a fourth-year medical student at Northwestern. “They have a natural built-in support and follow up system which is extremely important in creating sustainable lifestyle changes.”

In fact, he and other colleagues have been working with a church on Chicago’s west side using education and nutrition education to address problems of obesity in the congregation. Other studies have supported the power of church-based health interventions, and church-goers are already known to have better overall and mental health than non-churchgoers. “Obesity is just one area where there is more room for improvement, to better health outcomes,” says Feinstein.

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Moral Development Assignment

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Read the version of the Kohlberg example listed below and respond to the dilemma in writing.

“In Europe, a lady was dying because she was very sick.  There was one drug that the doctors said might save her.  This medicine was discovered by a man living in the same town.  It cost him $200 to make it, but he charged $2,000 for just a little of it.  The sick lady’s husband, Heinz, tried to borrow enough money to buy the drug.  He went to everyone he knew to borrow the money.  He told the man who made the drug that his wife was dying and asked him to sell the medicine cheaper or let him pay later.  But the man said, “No, I made the drug and I’m going to make money from it.”  So Heinz broke into the store and stole the drug.”

1. Did Heinz do the right thing? Write at least four complete sentences in response.

2. Now evaluate your response and place your response on both Kohlberg’s and Giligan’s levels of morality (the scales are below these questions for your review). Tell me which level of morality you would fall under for Kohlberg’s levels and for Giligan’s levels, and discuss why you feel you would fall under those levels (min. 2 sentences for each).

3. What do you see as the major differences between Kohlberg and Gilligan’s stages of moral development?  Which do you see yourself belonging to primarily? (min. 3 sentences)

4. Where did you get your personal sense of morality? (min. 4 sentences)

PSYCHOLOGY: BEHAVIORISM

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I need about 120 words for each question and prefer to have each question with individual resources and to be in the last 3-5 years

 

                                        MODULE 1

Topic 1: Historical Concepts and Theoretical Framework

DQ 1

There were many influences and trends in research leading to the emergence of behaviorism as a separate school of thought. Not all contributors were behavioral researchers. Which theorists contributed most significantly to this evolution? Why?

DQ 2

Consider the pioneers of behaviorism. Which behaviorist has offered the most significant contributions to the field of psychology? Why?

RESOURCES

Overskeid, G. (2007). Looking for Skinner and fiinding Freud. American Psychologist, 62(6), 590-595. doi:10.1037/0003-066X.62.6.590

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2007-13085-004&site=ehost-live&scope=site

Ledoux, S. F. (2012). Behaviorism at 100. American Scientist, 100(1), 60-65. doi:10.1511/2012.94.60

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=69821764&site=ehost-live&scope=site

Clark, R. E. (2004). The classical origins of Pavlov’s conditioning. Integrative Physiological and Behavioral Science, 39(4), 279-294. doi:10.1007/BF02734167

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=18518244&site=ehost-live&scope=site

Green, C. D. (2009). Darwinian theory, functionalism, and the first American psychological

revolution. American Psychologist, 64(2), 75-83. doi: 10.1037/a0013338

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2009-01602-014&site=ehost-live&scope=site

Jackson, J. W. (2018). Structuralism and functionalism. In Salem Press Encyclopedia of Health.

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=93872293&site=eds-live&scope=site

 

                                            MODULE 2

Topic 2: Watson and Classical S-R (Stimulus Response) Behaviorism

DQ 1

John Watson was significantly critical of psychology including the study of consciousness via introspection. How does he propose to solve this issue? Do you believe that introspection is important in changing behavior? Why or why not?

DQ 2

What was Watson’s view of the environment? Do you agree with his Behaviorist Manifesto? Why or why not?

RESOURCES

Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20(2), 158-177. doi:10.1037/h0074428

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1926-03227-001&site=eds-live&scope=site

Digdon, N., Powell, R. A., & Harris, B. (2014). Little Albert’s alleged neurological impairment.

History of Psychology, 17(4), 312-324. doi:10.1037/a0037325

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2014-30397-001&site=ehost-live&scope=site

Maul, J. (2016). Theoretical foundations: Creating a theoretical framework to guide development of research questions and hypotheses [Presentation].

URL:https://dc.gcu.edu/dissertation/doctoral-videos-and-power-points/theoretical_foundationsjmaulv2pptx~1

 

                                                MODULE 3

Topic 3: Neo- and Radical Behaviorism

DQ 1

Based on your analysis of Hull and Tolman’s work, was neo-behaviorism the best response to the issue of classical S-R behaviorism? Support your position.

DQ 2

Skinner’s radical behaviorism and operant conditioning differ from Watson’s classical behaviorism and classical conditioning. Which approach do you most agree with? Why?

RESOURCES

Anindyarini, A., Rokhman, F., Mulyani, M., & Andayani2. (2018). Behavioristic theory and its application in the learning of speech. KnE Publishing.

URL:https://knepublishing.com/index.php/Kne-Social/article/view/2714/5854

Tolman, E. C. (1922). A new formula for behaviorism. Psychological Review, 29(1), 44-53. doi:10.1037/h0070289

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1926-05857-001&site=ehost-live&scope=site

Ruiz, M. R. (1995). B. F. Skinner’s radical behaviorism: Historical misconstructions and grounds

for feminist reconstructions. Psychology of Women Quarterly, 19(2), 161-179. doi:10.1111/j.1471-6402.1995.tb00285x

URL:https://pdfs.semanticscholar.org/9547/6444b585893e554e20f1a60d5554abc3fa3f.pdf

Hull, C. L. (1934). The concept of the habit-family hierarchy, and maze learning. Part 1.

Psychological Review, 41(1), 33-54. doi:10.1037/h0070758

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1934-02002-001&site=ehost-live&scope=site

 

                                                        MODULE 4

DQ 1

What are the most significant points from Chomsky’s critique on Skinner? Do you agree or disagree with Chomsky’s critique of Skinner? Why or Why not?

DQ 2

How does Bandura’s concept of self-efficacy relate to your pursuit of obtaining your terminal degree? What strategies can you use to improve your self-efficacy in your academic research and writing?

RESOURCES

Chomsky, N. (1959). A review of B. F. Skinner’s verbal behavior. Language, 35(1), 26-58. doi: 10.2307/411334

URL:http://cogprints.org/1148/1/chomsky.htm

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology,

52, 1-26. doi:10.1146/annurev.psych.52.1.1

URL:https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/205845107?

Schunk, D. H. (2012). Social cognitive theory. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA

educational psychology handbook: Volume 1. Theories, constructs, and critical issues (pp. 101-123). Washington, DC: American Psychological Association. doi: 10.1037/13273-005

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2011-11701-005&site=ehost-live&scope=site

 

                                                     MODULE 5

DQ 1

A gap exists between cognitive and behavioral psychology because cognitive theorists maintain that our approach to behavioral change rests solely in the way we think about the behavior. To what extent do you agree or disagree with the cognitive theorists? Support your position. Can the gap between cognitive and behavioral psychology be bridged? Why or why not?

DQ 2

Might a cognitive-affective processing system provide a more thorough understanding of an individual’s personality than older models (e.g. Freud’s theory of personality)? Why or why not? Support your view with relevant current research.

RESOURCES

Okon-Singer, H., Hendler, T., Pessoa, L., & Shackman. A. J. (2015). The neurobiology of emotion-cognition interactions: Fundamental questions and strategies for future research.

Frontiers in Human Neuroscience, 9, 1-4. doi:10.3389/fnhum.2015.00058

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-35761-001&site=eds-live&scope=site
Moore, J. (2013). Tutorial: Cognitive psychology as a radical behaviorist views it. The Psychological Record, 63(3), 667-680.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=89562035&site=ehost-live&scope=site
Mischel, W., & Shoda, Y. (1995). A cognitive-affective system theory of personality: Reconceptualizing situations, dispositions, dynamics, and invariance in personality structure. Psychological Review, 102(2), 246-268.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1995-25136-001&site=ehost-live&scope=site

                                                  MODULE 6

DQ 1

To what extent might attribution theory provide and understanding of a person’s behavior? How can a person in a leadership position (e.g. teacher, parent, coach, or supervisor) use this theory to motivate an unmotivated individual? Support your view with relevant current research.

DQ 2

To what extent, if at all, can Deci and Ryan’s (2008) self-determination theory assist individuals in their personal or professional goals? Support your view with relevant current research.

RESOURCES

Locke, E. A., & Schattke, K. (2018). Intrinsic and extrinsic motivation: Time for expansion and clarification. Motivation Science, 1-15. doi:10.1037/mot0000116

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2018-46072-001&site=eds-live&scope=site

Deci , E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49(1), 14-23.

URL:https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/220818810?

Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2009). The path taken: Consequences of attaining intrinsic and extrinsic aspirations in post-college life. Journal of Research in Personality, 43(3), 291-306.

URL:https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0092656608001360

 

                                                             MODULE 7

DQ 1

It is suggested effects of oxytocin explain altruistic behaviors. Should this knowledge be used to promote prosocial behaviors? Why or why not? Support your position with relevant research and examples.

DQ 2

With the understanding that etiology of impulse control issues associated with treatments for Parkinson’s disease is complex, consider the ethical concerns of any psychopharmacological treatment that may lead to gambling, increase risk-taking behaviors, or other potentially harmful behaviors. Is such treatment worth the risks of potential side-effects? Why or why not? Support your view. How does your personal worldview influence your position in this discussion? Explain.

RESOURCES

Botvinick, M., & Braver, T. (2015). Motivation and cognitive control: From behavior to neural

mechanism. Annual Review of Psychology, 66, 83-113. doi:10.1146/annurev-psych-010814-015044

URL:https://pdfs.semanticscholar.org/b573/936130a303493a67791df4b1cda87679b0ce.pdf

Riedl, R., Javor, A., Gefen, D., Felten, A., & Reuter, M. (2017). Oxytocin, trust, and trustworthiness:

The moderating role of music. Journal of Neuroscience, Psychology, and Economics, 10(1), 1-8. doi:10.1037/npe0000070

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2017-14878-001&site=ehost-live&scope=site

Simioni, A. C., Dagher, A., & Fellows, L. K. (2012). Dissecting the effects of disease and treatment

on impulsivity in Parkinson’s disease. Journal of the International Neuropsychological Society, 18(6), 942-951. doi: 10.1017/S135561771200094X

URL:https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1152608439?

Lukas, M., Toth, I., Reber, S. O., Slattery, D. A., Veenema, A. H., & Neumann, I. D. (2011). The neuropeptide oxytocin facilitates pro-social behavior and prevents social avoidance in rats and mice. Neuropsychopharmacology, 36(11), 2159-2168. doi: 10.1038/npp.2011.95

URL:https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/889790236?

 

                                                 MODULE 8

DQ 1

Why is cognitive behavioral therapy (CBT) effective? In a nonclinical sense, how can CBT or behavior analysis help a doctoral learner succeed?

DQ 2

Reflect on three of the articles you have chosen for the literature review assignment. How will these articles help you proceed from here?

RESOURCES

Cristea, I. A., Montgomery, G. H., Szamoskozi, S., & David, D. (2013). Key constructs in “classical” and “new wave” cognitive behavioral psychotherapies: Relationships among each other and with emotional distress. Journal of Clinical Psychology, 69(6), 584-599.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=87550058&site=ehost-live&scope=site

Lerman, D. C., Iwata, B. A., & Hanley, G. P. (2013). Applied behavior analysis. In G. J. Madden (Ed.), APA Handbook of Behavior Analysis: Volume 1. Methods and Principles (pp. 81-104). Washington, DC: American Psychological Association.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-08734-004&site=eds-live&scope=site

Wenzel, A. (2013). Chapter 6: Behavioral activation. In Strategic decision making in cognitive behavioral therapy  (pp. 127-143). Washington, DC: American Psychological Association.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pzh&AN=2013-02671-007&site=ehost-live&scope=site

Suveg, C., Jones, A., Davis, M., Jacob, M. L., Morelen, D., Thomassin, K., & Whitehead, M. (2018). Emotion-focused cognitive-behavioral therapy for youth with anxiety disorders: A randomized trial. Journal of Abnormal Child Psychology, 46(3), 569-580. doi:10.1007/s10802-017-0319-0

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgao&AN=edsgcl.530385285&site=eds-live&scope=site
Carpenter, J. K., Andrews, L. A., Witcraft, S. M., Powers, M. B., Smits, J. A. J., & Hofmann, S. G. (2108). Cognitive behavioral therapy for anxiety and related disorders: A meta‐analysis of randomized placebo‐controlled trials. Depression and Anxiety, 35(6), 502-514.

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgao&AN=edsgcl.541695893&site=eds-live&scope=site

 

Career Counseling

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6. PYCL 0631 – Career and Lifestyle Assessment

Key Performance Indicator (KPI)

Faculty systematically assesses each student’s progress by examining a combination of knowledge and skills. Key performance indicators are course tasks, activities, or assignments selected by faculty to assess student learning in core content areas of the counseling curriculum. Key performance indicators are measured multiple times and at different points in time during the student’s master’s program.

This course has been identified as fulfilling one of the eight core content areas of the counseling curriculum, Career Development. The following course objectives are addressed within this course via the Key Performance Indicator task/activity/project described below.

1. Acquire knowledge of career development theories, counseling strategies, and decision-making models.

2. Develop an understanding of career, vocational, educational, occupational, and labor market information resources, technology, and career information systems.

4. Garner knowledge about and approaches to conceptualize the interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development.

5. Understand strategies for assessing abilities, interests, values, personality, and other factors that contribute to career development.

7. Understand assessment instruments and techniques to facilitate client skill development in career planning and decision making that are relevant to career, educational, and lifework planning and management.

 

Relevant Accreditation Standards Met by KPI: Course Objective CACREP Standard 1. 2. F. 4. a. 2. 2. F. 1. h.; 2. F. 4. c. 4. 2. F. 4. b. 5. 2. F. 4. e. 7. 2. F. 4. h.; 2. F. 4. i.

 

https://www.studyblue.com/?src_url=https://www.studyblue.com/notes/note/n/career-ch-1/deck/19269372#hwhelp/notebook/2983709

 

 

 

 

 

 

 

(www.onetonline.org)

 

PYCL 631 Required KPI Assignment #1: Career Counseling Theory Overview (20 points)

This assignment is an opportunity to examine and apply career theories, concepts, and assessments to your own professional career development and planning. Each student will reflect on their own career development and examine the global trends and demands of their career field. Each student will choose two career theories and apply the theories to the student’s own career development. Include

(1) an overview of the chosen theories, including a discussion on how each theory can be applied to the student’s own career development.

(2) a description of how to integrate and apply the chosen theories or model into counseling practice, including identifying and using assessment tools and techniques within these models to assess abilities, interests, values, personality and other factors that contribute to career development and strategies for facilitating client skill development for career, educational, and life-work planning and management;

(3) a discussion of cultural considerations within the theoretical models and conceptualization of the interrelationships among and between work, mental well-being, relationships, and other life roles and factors and

(4) two current research articles in addition to the course textbook. (Length: 4 -5 pages of content plus title, abstract, and reference pages – total of 8 pages).

The paper is due on or before the due date as described in this syllabus. Late papers will not be accepted. Papers should be written in APA style, including a title page, abstract, and a reference page with a minimum of five current (less than eight years old) articles from academic peer reviewed journals.

The use of non-sexist and professional language is expected, and papers must be carefully proofread prior to submission. Guidelines regarding non-sexist language are available in the Publication Manual (6th Edition) of the American Psychological Association. A rubric for this assignment can be found at the end of the syllabus. Students must receive at least a 70% to receive a passing grade. A student who scores a ‘Not Met’ on any criterion of KPI assignment must complete an Individual Remediation Plan with the instructor. Failure to successfully remediate the KPI assignment will result in a F (Fail) grade in the course.

 

The “Career Counseling Theory Overview” assignment is used as a Key Performance Indicator for the common core area of “Career Development.”

Criterion Not Met = 0 points Met = 4 points Exceeded = 5 points Point s

1. Career Theory Application (4 points max) [2. F. 4. a.] Student did not provide a clear description of the chosen career theories nor applied the chosen theories to him/her.

Student provided a clear overview of the chosen career theories, provided a clear review of the major tenets, and their application to counseling.

Student provided a thorough description of the chosen career theories, provided a clear review of the major tenets, their application to counseling and student’s own career development.

2. Integration and Application (4 points max) [2. F. 1. h.] [2. F. 4. c.] [2. F. 4. e.] Student did not provide a description of ways to apply the chosen theories or models into practice, including identifying and using assessment tools and techniques within these models to assess abilities, interests, values, personality and other factors that contribute to career development and strategies for facilitating client skill development for career, educational, and life-work planning and management. Student provided a clear overview with practical ways to apply chosen theories or models into practice, including identifying and using assessment tools and techniques within these models to assess abilities, interests, values, personality and other factors that contribute to career development and strategies for facilitating client skill development for career, educational, and life-work planning and management. Student provided a thorough description of ways to apply chosen theories or models into practice. The description included clear examples for each major tenet of the theories, including identifying and using assessment tools and techniques within these models to assess abilities, interests, values, personality and other factors that contribute to career development and strategies for facilitating client skill development for career, educational, and life-work

CMHC KPIs, ASLOs & Dispositions 3/11/20 23

planning and management.

3. Cultural Considerations (4 points max) [2. F. 4. b.] Student did not mention cultural considerations to incorporate when working from their chosen career models. Student did not describe the conceptualizatio n of the interrelationships among and between work, mental wellbeing, relationships, and other life roles and factors.

Student included at least one area of cultural consideration for applying the chosen career theories with diverse populations. Student somewhat described the conceptualization of the interrelationships among and between work, mental wellbeing, relationships, and other life roles and factors.

Student included more than one area of cultural considerations for applying the chosen career theories with diverse populations. Student describe the conceptualization of the interrelationships among and between work, mental wellbeing, relationships, and other life roles and factors.

 

4. APA Style (4 points max)

Student’s report did not include proper APA style of writing.

Student’s report followed some of the APA style of writing.

Student’s report included proper APA style. The textbook and two additional current and relevant articles were cited.

 

Total grade for the assignment (20 of 100 total points for the course or 20% of your total course grade):

 

*

* All students must pass the KPI Assignment at 70% or higher. Any ‘Not Met’ criterion requires instructor remediation prior to the end of the course to achieve a passing grade for the KPI. Students must pass the KPI to pass the course.

 

 

CMHC KPIs, ASLOs & Dispositions 3/11/20 24

PYCL 631 Required KPI Assignment #2: O*Net Assignment

 

O*Net Assignment – 20 points Name: _____________________________

 

 

For this assignment you are required to utilize the O*Net website (www.onetonline.org) to research the career, avocational, educational, occupational, and labor market information for a career related to the field of Clinical Mental Health Counseling.

 

 

There are several ways to research and explore careers on the O*Net website. Explain the process for how you found and selected the occupation of your choice (1 point):

 

PYCL 631: KPI – O*Net Assignment PLEASE I NEED ALL 20 POINTS

PYCL 631: KPI – O*Net Assignment
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Career Selection

Explain the process for how you found and selected the occupation of your choice.
1.0 pts

Full Marks

Student thoroughly explained the process for how they found and selected the occupation of their choice.

 0.5 pts

Partially Met

Student partially explained the process for how they found and selected the occupation of their choice.

 0.0 pts

Not Met

Student did not explain the process for how they found and selected the occupation of their choice.

 

 1.0 pts
This criterion is linked to a Learning Outcome Tasks

Student is required to identify five tasks required of their chosen career.
1.0 pts

Full Marks

Student included all five tasks.

 0.5 pts

Partially Met

Student included 1-4 tasks.

 0.0 pts

Not Met

Student did not include any tasks.

 

 1.0 pts
This criterion is linked to a Learning Outcome Technology Skills

Student is required to identify five technology skills required of their chosen career.
1.0 pts

Full Marks

Student included all five technology skills.

 0.5 pts

Partially Met

Student included 1-4 technology skills.

 0.0 pts

Not Met

Student did not include any technology skills.

 

 1.0 pts
This criterion is linked to a Learning Outcome Knowledge

Student is required to identify five competencies required of their chosen career.
1.0 pts

Full Marks

Student included all five competencies.

 0.5 pts

Partially Met

Student included 1-4 competencies.

 0.0 pts

Not Met

Student did not include any competencies.

 

 1.0 pts
This criterion is linked to a Learning Outcome Skills

Student is required to identify five skills required of their chosen career.
1.0 pts

Full Marks

Student included all five skills.

 0.5 pts

Partially Met

Student included 1-4 skills.

 0.0 pts

Not Met

Student did not include any skills.

 

 1.0 pts
This criterion is linked to a Learning Outcome Abilities

Student is required to identify five abilities required of their chosen career.
1.0 pts

Full Marks

Student included all five abilities.

 0.5 pts

Partially Met

Student included 1-4 abilities.

 0.0 pts

Not Met

Student did not include any abilities.

 

 1.0 pts
This criterion is linked to a Learning Outcome Work Activities

Student is required to identify five work activities required of their chosen career.
1.0 pts

Full Marks

Student included all five work activities.

 0.5 pts

Partially Met

Student included 1-4 work activities.

 0.0 pts

Not Met

Student did not include any work activities.

 

 1.0 pts
This criterion is linked to a Learning Outcome Detailed Work Activities

Student is required to identify five detailed work activities required of their chosen career.
1.0 pts

Full Marks

Student included all five detailed work activities.

 0.5 pts

Partially Met

Student included 1-4 detailed work activities.

 0.0 pts

Not Met

Student did not include any detailed work activities.

 

 1.0 pts
This criterion is linked to a Learning Outcome Work Context

Student is required to identify five work contexts required of their chosen career.
1.0 pts

Full Marks

Student included all five work contexts.

 0.5 pts

Partially Met

Student included 1-4 work contexts.

 0.0 pts

Not Met

Student did not include any work contexts.

 

 1.0 pts
This criterion is linked to a Learning Outcome Education

Student is required to record the education requirements necessary to obtain their chosen career.
1.0 pts

Full Marks

Student included all of the educational requirements.

 0.0 pts

Not Met

Student did not include the educational requirements.

 

 1.0 pts
This criterion is linked to a Learning Outcome Interest Code

Student is required to record the interest code for their chosen career.
1.0 pts

Full Marks

Student included the interest code for the career.

 0.0 pts

Not Met

Student did not include an interest code for their chosen career.

 

 1.0 pts
This criterion is linked to a Learning Outcome Work Styles

Student is required to identify three work styles of their chosen career.
1.0 pts

Full Marks

Student included all three work styles for their chosen career.

 0.5 pts

Partially Met

Student included 1-2 work styles for their chosen career.

 0.0 pts

Not Met

Student did not include any work styles for their chosen career.

 

 1.0 pts
This criterion is linked to a Learning Outcome Work Values

Student is required to identify three work values of their chosen career.
1.0 pts

Full Marks

Student included all three work values for their chosen career.

 0.5 pts

Partially Met

Student included 1-2 work values for their chosen career.

 0.0 pts

Not Met

Student did not include any work values for their chosen career.

 

 1.0 pts
This criterion is linked to a Learning Outcome Related Occupations

Student is required to identify three related occupations of their chosen career.
1.0 pts

Full Marks

Student included three related occupations to their chosen career.

 0.5 pts

Partially Met

Student included 1-2 related occupations to their chosen career.

 0.0 pts

Not Met

Student did not include any related occupations to their chosen career.

 

 1.0 pts
This criterion is linked to a Learning Outcome Wage and Employment Trens

Student is required to complete the wage and employment trends chart for their chosen career.
1.0 pts

Full Marks

Student thoroughly completed the wage and employment trends chart for their chosen career.

 0.5 pts

Partially Met

Student partially completed the wage and employment trends chart for their chosen career.

 0.0 pts

Not Met

Student did not complete the wage and employment trends chart for their chosen career.

 

 1.0 pts
This criterion is linked to a Learning Outcome Additional Sources of Information

Student is required to identify three additional sources of information for their chosen career.
1.0 pts

Full Marks

Student included three additional sources of information for their chosen career.

 0.5 pts

Partially Met

Student included 1-2 additional sources of information for their chosen career.

 0.0 pts

Not Met

Student did not include any additional sources of information for their chosen career.

 

 1.0 pts
This criterion is linked to a Learning Outcome Advocacy in a Global Economy

How could you use this activity to advocate for diverse clients’ career and educational development and employment opportunities in a global economy?
1.0 pts

Full Marks

Student thoroughly answered how they would use this activity to advocate for diverse clients’ career and educational development and employment opportunities in a global economy.

 0.5 pts

Partially Met

Student partially answered how they would use this activity to advocate for diverse clients’ career and educational development and employment opportunities in a global economy.

 0.0 pts

Not Met

Student did not answer how they would use this activity to advocate for diverse clients’ career and educational development and employment opportunities in a global economy.

 

 1.0 pts
This criterion is linked to a Learning Outcome Ethical and Cultural Considerations

How could this activity help you become aware of ethical and cultural considerations for the client?
1.0 pts

Full Marks

Student thoroughly answered how this activity would help them become aware of ethical and cultural considerations for their client.

 0.5 pts

Partially Met

Student partially answered how this activity would help them become aware of ethical and cultural considerations for their client.

 0.0 pts

Not Met

Student did not answer how this activity would help them become aware of ethical and cultural considerations for their client.

 

 1.0 pts
This criterion is linked to a Learning Outcome Career Development Strategies

Describe strategies from this activity you could use in career development program planning, organization, implementation, administration, and evaluation.
1.0 pts

Full Marks

Student thoroughly described strategies from this activity they could use in career development program planning, organization, implementation, administration, and evaluation.

 0.5 pts

Partially Met

Student partially described strategies from this activity they could use in career development program planning, organization, implementation, administration, and evaluation.

 0.0 pts

Not Met

Student did not describe strategies from this activity they could use in career development program planning, organization, implementation, administration, and evaluation.

 

 1.0 pts
This criterion is linked to a Learning Outcome Work Environment

How do you think this activity assesses the conditions of the work environment on clients’ life experiences?
1.0 pts

Full Marks

Student thoroughly described how they think this activity assesses the conditions of the work environment on clients’ life experiences.

 0.5 pts

Partially Met

Student partially described how they think this activity assesses the conditions of the work environment on clients’ life experiences.

 0.0 pts

Not Met

Student did not describe how they think this activity assesses the conditions of the work environment on clients’ life experiences.

 

 1.0 pts
 

 

COMPLETE BELOW

 

Title of Occupation: ____________________________________________________________

Be sure to view the “Details” report for each category below. Expand each category to review the full list.

Tasks: (1 point)

1) ________________________________________________________________________

2) ________________________________________________________________________

3) ________________________________________________________________________

4) ________________________________________________________________________

5) ________________________________________________________________________

Technology Skills: (1 point)

1) ________________________________________________________________________

2) ________________________________________________________________________

3) ________________________________________________________________________

4) ________________________________________________________________________

5) ________________________________________________________________________

 

 

 

 

 

Knowledge: (1 point)

1) ________________________________________________________________________

2) ________________________________________________________________________

3) ________________________________________________________________________

4) ________________________________________________________________________

5) ________________________________________________________________________

Skills: (1 point)

1) ________________________________________________________________________

2) ________________________________________________________________________

3) ________________________________________________________________________

4) ________________________________________________________________________

5) ________________________________________________________________________

Abilities: (1 point)

1) ________________________________________________________________________

2) ________________________________________________________________________

3) ________________________________________________________________________

4) ________________________________________________________________________

5) ________________________________________________________________________

Work Activities: (1 point)

1) ________________________________________________________________________

2) ________________________________________________________________________

3) ________________________________________________________________________

4) ________________________________________________________________________

5) ________________________________________________________________________

 

 

 

 

 

Detailed Work Activities: (1 point)

1) ________________________________________________________________________

2) ________________________________________________________________________

3) ________________________________________________________________________

4) ________________________________________________________________________

5) ________________________________________________________________________

Work Context: (1 point)

1) ________________________________________________________________________

2) ________________________________________________________________________

3) ________________________________________________________________________

4) ________________________________________________________________________

5) ________________________________________________________________________

Education: (1 point)

 

Interest Code (3-letter Code): (1 point) ____ ____ ____

Work Styles: (1 point)

1) ________________________________________________________________________

2) ________________________________________________________________________

3) ________________________________________________________________________

Work Values: (1 point)

1) ________________________________________________________________________

2) ________________________________________________________________________

3) ________________________________________________________________________

Related Occupations: (1 point)

1) ________________________________________________________________________

2) ________________________________________________________________________

3) ________________________________________________________________________

 

Wage and Employment Trends: (1 point)

Median wages (2018): _____ hourly, ______ annual

State wages: _____ hourly, ______ annual

 

Employment (2016): __________ employees

Projected growth (2016-2026) ____________________________________

Projected job openings (2018-2028) _______________

State trends: _____________________________

Sources of Additional Information: (1 point)

1) ________________________________________________________________________

2) ________________________________________________________________________

3) ________________________________________________________________________

How could you use this activity to advocate for diverse clients’ career and educational development and employment opportunities in a global economy? (1 point)

 

 

How could this activity help you become aware of ethical and cultural considerations for the client? (1 point)

 

 

Describe strategies from this activity you could use in career development program planning, organization, implementation, administration, and evaluation. (1 point)

 

 

How do you think this activity assesses the conditions of the work environment on clients’ life experiences? (1 point)

 

 

 

 

 

Required O*Net Assignment Key Performance Indicator Rubric BELOW (Aligns with LiveText/do not change)

 

The “O*Net” assignment is used as a Key Performance Indicator for the common core area of “Career Development.”

Criterion Met = 1 points Partially Met = 0.5 points Not Met= 0 points Points

Career Selection Explain the process for how you found and selected the occupation of your choice. Student thoroughly explained the process for how they found and selected the occupation of their choice. Student partially explained the process for how they found and selected the occupation of their choice. Student did not explain the process for how they found and selected the occupation of their choice.

Tasks Student is required to identify five tasks required of their chosen career. Student included all five tasks. Student included 14 tasks. Student did not include any tasks.

 

Technology Skills Student is required to identify five technology skills required of their chosen career.

Student included all five technology skills.

Student included 14 technology skills.

Student did not include any technology skills.

 

Knowledge Student is required to identify five competencies required of their chosen career.

Student included all five competencies.

Student included 14 competencies.

Student did not include any competencies.

 

 

Skills Student is required to identify five skills required of their chosen career.

Student included all five skills.

Student included 14 skills.

Student did not include any skills.

 

 

 

Abilities Student is required to identify five abilities required of their chosen career.

Student included all five abilities.

Student included 14 abilities.

Student did not include any abilities.

 

 

Work Activities Student is required to identify five work activities required of their chosen career.

Student included all five work activities.

Student included 14 work activities.

Student did not include any work activities.

 

Detailed Work Activities Student is required to identify five detailed work activities required of their chosen career.

Student included all five detailed work activities.

Student included 14 detailed work activities.

Student did not include any detailed work activities.

 

Work Context Student is required to identify five work contexts required of their chosen career.

Student included all five work contexts.

Student included 14 work contexts.

Student did not include any work contexts.

 

Education Student is required to record the education requirements

Student included all of the educational requirements.

Student did not include the educational requirements.

necessary to obtain their chosen career.

Interest Code Student is required to record the interest code for their chosen career.

Student included the interest code for the career.

Student did not include an interest code for their chosen career.

 

Work Styles Student is required to identify three work styles of their chosen career.

Student included all three work styles for their chosen career.

Student included 12 work styles for their chosen career.

Student did not include any work styles for their chosen career.

 

Work Values Student is required to identify three work values of their chosen career.

Student included all three work values for their chosen career.

Student included 12 work values for their chosen career.

Student did not include any work values for their chosen career.

 

Related Occupations Student is required to identify three related occupations of their chosen career.

Student included three related occupations to their chosen career.

Student included 12 related occupations to their chosen career.

Student did not include any related occupations to their chosen career.

 

Wage and Employment Trends Student is required to complete the wage and employment trends chart for their chosen career.

Student thoroughly completed the wage and employment trends chart for their chosen career.

Student partially completed the wage and employment trends chart for their chosen career.

Student did not complete the wage and employment trends chart for their chosen career.

 

Additional Sources of Information Student is required to identify three additional sources of information for their chosen career.

Student included three additional sources of information for their chosen career.

Student included 12 additional sources of information for their chosen career.

Student did not include any additional sources of information for their chosen career.

 

Advocacy in a Global Economy How could you use this activity to advocate for diverse clients’

Student thoroughly answered how they would use this activity to advocate for diverse clients’ career and

Student partially answered how they would use this activity to advocate for diverse clients’ career and

Student did not answer how they would use this activity to advocate for diverse clients’ career and

career and educational development and employment opportunities in a global economy?

educational development and employment opportunities in a global economy.

educational development and employment opportunities in a global economy.

educational development and employment opportunities in a global economy.

Ethical and Cultural Considerations How could this activity help you become aware of ethical and cultural considerations for the client?

Student thoroughly answered how this activity would help them become aware of ethical and cultural considerations for their client.

Student partially answered how this activity would help them become aware of ethical and cultural considerations for their client.

Student did not answer how this activity would help them become aware of ethical and cultural considerations for their client.

 

Career Development Strategies Describe strategies from this activity you could use in career development program planning, organization, implementation, administration, and evaluation.

Student thoroughly described strategies from this activity they could use in career development program planning, organization, implementation, administration, and evaluation.

Student partially described strategies from this activity they could use in career development program planning, organization, implementation, administration, and evaluation.

Student did not describe strategies from this activity they could use in career development program planning, organization, implementation, administration, and evaluation.

 

Work Environment How do you think this activity assesses the conditions of the work environment on clients’ life experiences?

Student thoroughly described how they think this activity assesses the conditions of the work environment on clients’ life experiences.

Student partially described how they think this activity assesses the conditions of the work environment on clients’ life experiences.

Student did not describe how they think this activity assesses the conditions of the work environment on clients’ life experiences.

 

Total grade for the assignment (20 of 100 total points for the course or 20% of your total course grade):

 

*

* All students must pass the KPI Assignment at 70% or higher. Any ‘Not Met’ criterion requires instructor remediation prior to the end of the course to achieve a passing grade for the KPI. Students must pass the KPI to pass the course.