Psychology Experiment

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PSYC 101 – Experiment Assignment (50 pts)

 

Students will carefully observe acts of aggression and prosocial behavior on television, report their observations, and analyze their data to draw conclusions.

 

Watch 20 minutes of each of the three types of programs (do not code behavior in commercials). Record every aggressive act and prosocial act. Some categories will have several acts. Your chart and discussion will focus on comparing the following three types of programs you will watch: 1) children’s cartoons (such as from the cartoon channel, Nick Jr); 2) children’s Teaching program can be found on cable stations like SPROUT such as Barney, Arthur, Clifford the big red dog, Berenstain Bears, or Mister Rogers’ Neighborhood; or Nick Jr programs (Dora the Explorer, Blues Clues); and 3) an adult program. Look for a program you think might have lots of aggression (NO Reality show, sports events, wrestling, comedy stand-up routines, music videos, talk shows). You can record/TIVO shows to watch at a later time; you can also find many of these shows online to watch when it is convenient for you!!

 

After watching your shows:

Answer the 5 questions below. This homework will be submitted on Canvas!

 

Don’t forget to attach your original data chart to the written assignment!

 

1. List the 3 programs you observed and the date and the time. Indicate which program is the cartoon, children’s teaching program and adult program.(5 pts)

 

2. Using the data on your chart, multiply the total number of aggressive acts by 3 for each type of program to arrive at an hourly rate of aggressive acts. Do the same for prosocial behavior. Make a table containing the hourly numbers for each program and include it along with the data chart or include it here for #2. (10 pts)—you are including a table AND your data chart. You will lose points for including only 1.

 

3. Discuss the levels of aggression and of prosocial behavior for the three types of programs by comparing and contrasting what you observed. Were there differences in the levels and the type of program? What impact could that have on the target audience for that type of program? (at least 120 words; Include word count). Use specific numbers. (10 pts)

 

4. What did you learn from this project about aggression and prosocial behaviors.? How are these behaviors more often displayed? Do you believe the amount of aggression and/or prosocial behaviors you observed are more or less than what is often displayed in everyday interactions? Does this have an impact on the model of behavior that has been displayed which could ultimately change behavioral expectations? (at least 120 words; Include word count). (10 pts)

 

5. What did you learn about doing research – the process of doing this project, e.g. collecting the data. Was the process of collecting date easier or harder than you hypothesized? What impact would bias have on this experiment? (at least 120 words; Include word count). (15 pts)

 

CHART

***THIS CHART MUST BE TURNED IN WITH ASSIGNMENT***

 

  Practice Program 1 Program 2 Program 3
I. Physical Aggression        
A. Against people        
1. A hits B once, B hits A once        
2. A hits B several times or reverse        
3. A hurts B or the reverse        
4. A kills B or the reverse        
5. A hits several people        
6. A kills several people        
B. Against other living creatures        
1. Hurts        
2. Kills        
C. Against property        
D. Other        
II. Psychological Aggression        
A. Insults        
B. Abusive Language        
C. Threats        
D. Others        
III. Other Categories of aggression        
A. Kidnapping        
B. Torture        
C. Other        
Total numbers X (times) 3

Hourly rate of aggression

  

X 3

  

X 3

  

X 3

  

X 3
IV. Prosocial aid to another        
A. Providing aid to another        
B. Control of aggressive impulses        
C. Making up for bad behavior        
D. Delay of gratification        
E. Explaining the feelings of others        
F. Sympathy        
G. Resistance of temptation        
Total numbers X (times) 3

Hourly rate of prosocial behavior

  

X 3

  

X 3

  

X 3

  

Develolpmental Readiness

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Every child grows and develops differently. Individual child outcomes are influenced by values and practices of family, culture, and community. It is important for teachers to understand these outcomes and know how to support the growing child and their families. Teachers need to develop an awareness of developmental milestones within the context of discussions with families, childcare providers, pediatricians, public health nurses, and other educators.

Use the “Developmental Readiness Template” to compile information in preparation for speaking to a family about their child’s readiness to enter a childcare facility. Within the template, describe young children’s typical and atypical behaviors, characteristics, and needs in relation to cognitive, linguistic, physical, social, and emotional needs from birth to age 4.

Include the following:

  • Description of one typical cognitive, linguistic, physical, social, and emotional milestone for children birth to age 4.
  • Descriptions of two atypical cognitive, linguistic, physical, social, and emotional milestones for children birth to age 4.
  • Two strategies, per developmental stage, for families – one addressing typical behaviors and one addressing atypical behaviors. Include at least one technological/digital resource for typical or atypical behaviors.

Support your assignment with five scholarly references.

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. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
ECE-510 ECE-510-O500 Developmental Readiness 120.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Criteria 100.0%
Typical Description 20.0% Not addressed. An insufficient description of typical cognitive, linguistic, physical, social, and emotional milestones for children birth to age 4 is inaccurate. An ambiguous description of typical cognitive, linguistic, physical, social, and emotional milestones for children birth to age 4 is underdeveloped. A solid description of typical cognitive, linguistic, physical, social, and emotional milestones for children birth to age 4 is detailed. An insightful description of typical cognitive, linguistic, physical, social, and emotional milestones for children birth to age 4 is comprehensive and specific.
Atypical Descriptions 25.0% Not addressed. Included flawed descriptions of atypical cognitive, linguistic, physical, social, and emotional milestones for children birth to age 4. Included vague descriptions of atypical cognitive, linguistic, physical, social, and emotional milestones for children birth to age 4. Included detailed descriptions of atypical cognitive, linguistic, physical, social, and emotional milestones for children birth to age 4. Included compelling descriptions of atypical cognitive, linguistic, physical, social, and emotional milestones for children birth to age 4.
Family Strategies 25.0% Not addressed. Addresses inefficient strategies per stage for families. Addresses minimal strategies per stage for families. Addresses logical strategies per stage for families. Addresses thorough strategies per stage for families.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 15.0% Not addressed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, sentence structure, and/or word choice are present. Some mechanical errors or typos are present but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language. Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech. Writer is clearly in command of standard, written academic English.
Research Citations (In-text citations for paraphrasing and direct quotes, reference page listing, and formatting as appropriate to assignment) 15.0% Not addressed. Reference page is present. Citation is inconsistently used. Sources are not scholarly. Reference page is included which lists sources used in paper. Sources are appropriately documented, although some errors may be present. Sources may not be scholarly. Reference page is present and inclusive of all cited sources. Documentation is appropriate and APA style is usually correct. Some academic sources are included. In-text citations and a Reference Page are complete. The documentation of cited sources is error-free. Five academic sources are included.
Total Weightage 100%

Explore an evidence-based tool about suicide risk assessment and safety planning.

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Due Wed September 11 by 9pm centeral time U.S.

 

As a social worker, you will likely at some point have a client with a positive suicide risk assessment. Many individuals with suicidal ideation also have a plan, and that plan may be imminent. Even when the risk is not urgent at a given moment, current research shows that most suicides occur within 3 months of the risk being assessed within a formal appointment. Ideation can quickly become a suicide.

Required Readings

Chu, J., Floyd, R., Diep, H., Pardo, S., Goldblum, P., & Bongar, B. (2013). A tool for the culturally competent assessment of suicide: The Cultural Assessment of Risk for Suicide (CARS) measure. Psychological Assessment, 25(2), 424–434. doi:10.1037/a0031264

Wexler, L., Chandler, M., Gone, J. P., Cwik, M., Kirmayer, L. J., LaFromboise, T., … Allen, J. (2015). Advancing suicide prevention research with rural American Indian and Alaska Native populations. American Journal Of Public Health, 105(5), 891–899. https://doi-org.ezp.waldenulibrary.org/10.2105/AJPH.2014.302517

Week 3 document Suggested Further Reading for SOCW 6090 (PDF)

Watch Video 

Sommers-Flanagan, J., & Sommers-Flanagan, R. (Producers). (2014). Clinical interviewing: Intake, assessment and therapeutic alliance [Video file]. Retrieved from http://www.psychotherapy.net.ezp.waldenulibrary.org/stream/waldenu/video?vid=276

Watch the “Suicide Assessment Interview” segment by clicking the applicable link under the chapters tab. This is the interview with Tommi, which will be used for the Discussion.

For this Discussion, you view an initial suicide risk assessment. As you evaluate the social worker’s actions, imagine yourself in their place. What would you do, and why?

To prepare:

· Explore an evidence-based tool about suicide risk assessment and safety planning.

See the Week 3 document Suggested Further Reading for SOCW 6090 (PDF) for a list of resources to review.

· Watch the “Suicide Assessment Interview” segment in the Sommers-Flanagan (2014) video to assess how it compares to your findings.

Note: If the video does not work, let me know and I will write down the summary of the video as it is a MP4 video file

·research scholarly resources article above in reading: Advancing suicide prevention research with rural American Indian and Alaska Native populations.

Discussion Question

Post a response in which you address the following:

· Identify elements of Dr. Sommers-Flanagan’s suicide risk assessment.

· Describe any personal emotional responses you would have to Tommi’s revelations and reflect on reasons you might experience these emotions.

· Describe the elements of safety planning that you would put in place as Tommi’s social worker in the first week and in the first months.

· Identify a suicide risk assessment tool you would use at future sessions to identify changes in her risk level. Explain why you would use this tool.

· Explain any adjustments or enhancements that might be helpful given Tommi’s cultural background.

Support your ideas with scholarly resources and intext citation and references

Suggested Further Reading for SOCW 6090 (PDF) for a list of resources to review.

 

Week 3

• American Association of Suicidology. (2018). Retrieved from http://www.suicidology.org

• American Foundation for Suicide Prevention. (2016). Meet the researchers: An introduction to the latest in suicide research. Retrieved from https://afsp.org/ourwork/research/meet-the-researchers-an-introduction-to-the-latest-in-suicideresearch/

• American Foundation for Suicide Prevention. (2018). Retrieved from https://afsp.org

• The Columbia Lighthouse Project. (2016). Retrieved from http://cssrs.columbia.edu/

• National Institute of Mental Health. (2017). Suicide prevention. Retrieved from https://www.nimh.nih.gov/health/topics/suicide-prevention/index.shtml

• Substance Abuse and Mental Health Services Administration. (2017). Suicide prevention. Retrieved from https://www.samhsa.gov/suicide-prevention

• Suicide Prevention Resource Center. (2018). Retrieved from https://www.sprc.org

• U.S. Department of Veterans Affairs. (2013). Assessment and management for patients at risk for suicide. Retrieved from https://www.healthquality.va.gov/guidelines/MH/srb/

• Zero Suicide in Health and Behavioral Health Care. (2018). Retrieved from https://zerosuicide.sprc.org

Social Psychology Term Paper

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*Must be 8 pages long. Follow prompt attached exactly as it says. Apply terms from  textbook along with terms attached below. Textbook link is provided, only use terms from there. Please make sure that for each term implemented, there are 2 paragraphs explaining it. Due 12/3 at 8 pm eastern time.*

Try to include these terms in the paper if possible:

1.) Hindsight Bias

2.) Hypothesis

3.) Experimental Control

4.) Assimilation

5.) Base-rate fallacy

6.) False Uniqueness Bias

7.) Locus of Control

8.) Counter-Argumentation

9.) Reactance Theory

10.) Post-Decision Regret

11.) Self-Perception Theory

12.) Disclosure reciprocity

13.) Attachment styles

The University of Michigan-Dearborn

 

Department of Behavioral Sciences

 

PSYC 320/SOC 382/CRJ 382

 

Paper Assignment

 

You may choose either of these two options:

 

1) Write a social psychological analysis of an event in your personal life. That is, you are to apply concepts and theories that you have learned in the course, either from lecture, the text, or both. You may make the event as “juicy” and detailed as you like. In fact, for those of you whose lives are not psychologically interesting (a common complaint among many college students), you may want to be a bit more creative and “borrow” an event from a book or movie for application to concepts from the course. The major objective in doing this project is to demonstrate to the reader (me!) that you understand, and can apply the theories. In doing so, you must:

 

–use at least seven different concepts

 

—define each concept in textbook fashion

 

–show how the definition applies to the event

 

In other words, don’t simply state that an event is “an example of cognitive dissonance” and forget to explain why. You must first define/explain/discuss the term “cognitive dissonance” in detail IN A SEPARATE PARAGRAPH. Then, demonstrate that the description of the term applies directly to the event or some part of it IN A SECOND PARAGRAPH. For the more anal– compulsive among you, this would mean that your analysis MUST BE at least 14 paragraphs long (two paragraphs for each term you apply).

 

Some tips: Unless it’s interesting, please don’t write your paper on love and attraction. I think I’ve read enough of those to write a TV script for the Hallmark Channel (and it’s not pretty). If all else fails, use the story you find easiest to apply.

 

I think that you will find this paper easier to do if you first discuss the event as you would relate it to a friend (2-3 pages). Then, in the second part of your paper, break down the event into its component parts and discuss each part in terms of how it fits into the concepts you want to apply.

 

CAUTION: Do not use this assignment simply as an opportunity to vent. The purpose of the paper is to apply terms, concepts, and theories. If you have a story that needs to be told, by all means, tell it. But, remember: your grade will depend mostly on your ability to analyze the events in the story–not on the story itself.

 

2. If the first option does not appeal to you, you may want to write a more traditional paper consisting of research on a topic that may or may not have been covered in the course.

 

If you choose this option, you must first clear the topic with me to make certain that it is appropriate and sufficiently narrow to allow you to finish it. You must:

 

–use at least five sources

 

–avoid textbooks (e.g., Social Psychology) as they are inappropriate

 

–avoid layperson-type magazines (e.g., Time, Newsweek) and internet sources (e.g., Wikipedia) as they too are inappropriate

 

In other words, you should make great use of such sources as topical books and scholarly journals (e.g., Journal of Personality and Social Psychology).

 

Possible topics (or come up with one of your own):

Cognitive dissonance (beyond course material)

Interpersonal attraction (beyond course material)

Attributions of causality (beyond course material)

Sex roles

Stereotyping

Personal space

Conflict and cooperation

Selective exposure and selective memory

Social facilitation

Aggression (beyond course material)

Communication/Persuasion (beyond course material)

 

Although I think this option is more difficult than the first one, you may not want to do option 1 since you may have to disclose something that may be too personally sensitive for you.

 

CAUTION: Literary plagiarism is considered cheating by the University of Michigan. Should I catch you lifting the words of someone else, and presenting them as your own: Heaven help you!!!

 

In any event, the paper is due Wednesday, December 4. It must be at least 6-8 pages in length (but more is better!). As an incentive to turn it in on time, please be aware that I will drop your grade by a ‘+’ or a ‘-‘ every school day that it is late. Yes, an “A” will become a “B-” if it is only four days late !!! I am also counting your elements of English–if I cannot understand what you’ve written, it will lose points.

 

NOTE: E-Mailed papers will NOT be accepted.