In this assignment you will learn to identify the components of classical conditioning in real life situations. Please identify appropriate components in each of the situations listed below and write two paragraph summary sharing what you learned in this assignment.
1. Geraldine had an automobile accident at the corner of 32nd Street and Cherry Avenue. Whenever she approaches the intersection now, she begins to feel uncomfortable; her heart begins to beat faster, she gets butterflies in her stomach, and her palms become sweaty.
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2. Calvin was chased and assaulted by an aggressive rooster when he was just barely three years old. As an adult he still gets little blips in his stomach when he hears the word rooster, and he claims that birds make him nervous.
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Why do all birds make Calvin nervous?
Why does the word “rooster” cause him to have belly blips?
3. When Jim met Judy, it was love at first sight. Jim cannot explain why it is that Judy turns him on because he knows girls that are prettier and who have more outstanding personalities. At their wedding, a perceptive family friend commented that there is something about Judy that reminds her of Jim’s mother; maybe it is the way she smiles, or the pattern of freckles across her nose.
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This assignment must be submitted in “doc” or “ docx.” format. Additionally, it must be typed, double spaced, Times New Roman font (size 12), one inch margins on all sides. Type the question followed by your answer to the question. A title page is to be included. The title page is to contain the title of the assignment, your name, the instructor’s name, the course title, and the date. All assignments must be submitted in “Blackboard by by clicking on the Assignment link under the appropriate weekly unit and clicking on Browse to attach your work as a .doc or .docx.
socw 6210 Human Behavior & Social Environment II, WK 2 Discussion: Claaification of Life-Span Development.
When did you become an adult? Was it the day you graduated from high school? Or, was it the day you moved out of your parents’ or caregivers’ home? Your description of what it means to be an adult and how and when an adolescent transitions into adulthood may differ from that of your colleagues.
The authors of your course text, Zastrow and Kirst-Ashman, use the term young and middle adulthood to identify the life-span time period between age 18 and 65. This classification distinguishes this time in the life of an individual from childhood and adolescence and from the later years of adulthood.
Is the authors’ young and middle adulthood classification a useful one? What is especially useful and not useful about the classification? What changes would you make to the authors’ classification to make it more applicable to your role as a social worker?
For this Discussion, you analyze the author’s life-span classification and suggest ways to improve it.
A new classification (or possibly multiple classifications) to replace the authors’ young and middle adulthood classification
A definition of your new classification(s)
Support for your new classification(s). for example, this support may include references to theory and empirical research findings and should reflect the current understanding of biological, psychological, and social development
An implication your new classification might have regarding social work practice<iframe src=”//www.googletagmanager.com/ns.html?id=GTM-WV2785″ height=”0″ width=”0″ style=”display:none;visibility:hidden”></iframe>
Walden University
SOCW 6210: Human Behavior and the Social Environment II
Week 2
Introduction
Resources
Discussion
Assignment
Week in Review
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Walden University
SOCW 6210: Human Behavior and the Social Environment II
Week 2
Introduction
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Discussion
Assignment
Week in Review
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SOCW 6210: Human Behavior and the Social Environment II
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Currently Reading SOCW 6210: Human Behavior and the Social Environment II | Week 2
Introduction
Resources
Discussion
Assignment
Week in Review
Week 2: Biological Aspects of Young and Middle Adulthood
Typically, adolescents eagerly anticipate their transitions to young adulthood. They look forward to supporting themselves financially, living independently, and making their own decisions. As young adults transition into middle adulthood, they will likely assume increased responsibilities. Zastrow and Kirst-Ashman (2013) state, “middle adulthood has been referred to as the prime time of life” (p. 441). Typically, adults at this stage have accumulated some satisfaction from their maturity and accomplishments.
Though young and middle adulthood may be exciting and significant times in the human life span, they also present unique challenges for the individual. This week, you begin your study of young and middle adulthood by considering its biological aspects. You explore health issues and changes in physical development during this period. You also consider how your understanding of these issues might influence your assessments of and interactions with individuals in this segment of the life span.
Learning Objectives
Students will:
Evaluate classifications in life-span development
Develop new classifications in life-span development
Analyze health concerns in middle adulthood in relation to social work assessment
Analyze effects of demographic characteristics on health in middle adulthood
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
Chapter 10, “Biological Aspects of Young and Middle Adulthood” (pp. 469-497)
Optional Resources
Use the link below to access the MSW home page, which provides resources for your social work program. MSW home page
Magnusson, C., & Trost, K. (2006). Girls experiencing sexual intercourse early: Could it play a part in reproductive health in middle adulthood? Journal of Psychosomatic Obstetrics & Gynecology, 27(4), 237–244.
Temcheff, C. E., Serbin, L. A., Martin-Storey, A., Stack, D. M., Ledingham, J., & Schwartzman, A. E. (2011). Predicting adult physical health outcomes from childhood aggression, social withdrawal and likeability: A 30-Year prospective, longitudinal study. International Journal of Behavioral Medicine, 18(1), 5–12.
Wilson, H. W., & Widom, C. S. (2011). Pathways from childhood abuse and neglect to HIV-risk sexual behavior in middle adulthood. Journal of Consulting & Clinical Psychology, 79(2), 236–246.
Discussion: Classifications of Life-Span Development
When did you become an adult? Was it the day you graduated from high school? Or, was it the day you moved out of your parents’ or caregivers’ home? Your description of what it means to be an adult and how and when an adolescent transitions into adulthood may differ from that of your colleagues.
The authors of your course text, Zastrow and Kirst-Ashman, use the term young and middle adulthood to identify the life-span time period between age 18 and 65. This classification distinguishes this time in the life of an individual from childhood and adolescence and from the later years of adulthood.
Is the authors’ young and middle adulthood classification a useful one? What is especially useful and not useful about the classification? What changes would you make to the authors’ classification to make it more applicable to your role as a social worker?
For this Discussion, you analyze the author’s life-span classification and suggest ways to improve it.
By Day 3
Post:
A new classification (or possibly multiple classifications) to replace the authors’ young and middle adulthood classification
A definition of your new classification(s)
Support for your new classification(s). for example, this support may include references to theory and empirical research findings and should reflect the current understanding of biological, psychological, and social development
An implication your new classification might have regarding social work practice
By Day 5
Read a selection of your colleagues’ posts.
Respond to at least two colleagues whose classifications differ from your own by critiquing their classifications. In addition, suggest one way you might apply each colleague’s life-span classification to your social work practice.
Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 2 Discussion Rubric
Post by Day 3 and Respond by Day 5
To participate in this Discussion:
Week 2 Discussion
Assignment: Middle Adulthood Health, Demography, and Social Work Practice
A health crisis can occur at any phase in an individual’s life span. General health concerns, however, tend to increase with age. As a social worker, your awareness of the biological aspects of middle adulthood will inform your work with clients in this life-span phase.
In this Assignment, you address the health concerns that clients may face as they reach middle adulthood. You also address the potential impact of the environment on the health of individuals in this life-span phase.
By Day 7
Submit a 2- to 4-page paper that includes the following:
A description of the health concerns that clients may face as they reach middle adulthood
An analysis that explains how factors such as race/ethnicity, socioeconomic status, and other demographic characteristics might impact at least three of the health concerns you identified
An explanation of how you, as a social worker, should take these potential health concerns and the environmental factors that influence them into account as you complete your assessments
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.
Click the Week 2 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 2 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 2 Assignment draft and review the originality report.
Submit Your Assignment by Day 7
To submit your Assignment:
Week 2 Assignment
Week in Review
This week you evaluated classifications in life-span development and developed new ones.
Next week you will explore a variety of theories that address psychological development in adults.
To go to the next week:
Week 3
00SKSK2022-12-01 18:53:302022-12-01 18:53:30Claaification of Life-Span Development.
Here are the files and instructions for the Functional Analysis Assignment.
In this assignment, you will complete a MAS and FAST and functional analysis for a hypothetical child named “Stacy”. The final project should contain three graphs (MAS graph, FAST graph, and a functional analysis graph). Be sure to read additional information that is in the document entitled, ” FBA.doc” as it contains the data needed for this assignment.
Be sure to do the following:
1. Calculate the results for the MAS, FAST, and FA. The data for the FA are found in the document that says “FBA.doc”. ( DIRECTIONS FOR THE FBA:
1. Calculate the Results of the FAST and MAS for Stacy Evans
2. Graph the Results of the above indirect assessment for Stacy
a) Use a Bar graph for displaying the data
b) Include labels for the X and Y Axis
c) Include a legend
d) Do not include grid lines
3. Calculate the Percentage of Intervals for Tantrum Behavior for Stacy with the
data provided below
4. Graph the Functional Analysis according to the following guidelines:
a) The X Axis should be labeled as Sessions
b) The Y Axis should be labeled as Percentage of Intervals
c) Include a Legend
d) Graph the data of the four conditions in one graph
e) Do not use color for the graphs.
f) Each data path should have a different symbol (i.e- square, circle, etc.)
g) Do not use grid lines
4. Include a Treatment Plan/Behavior Intervention Plan for Stacy upon the results of the indirect assessments and the functional analysis
5. The Treatment plan/BIP should contain Proactive Strategies (Things to do to avoid the tantrums), Replacement Behaviors, and Consequence Strategies (How to respond when a tantrum occurs). The Treatment plan should be at least 1 full page. You are allowed to make up your own strategies based upon the results of the FBA.
6. The final document should include the three graphs, an interpretation of the results (at least 1 paragraph), a summary of the treatment plan (at least 1 page).)
2. Make a graph for the MAS, FAST and the functional analysis. Please see the document (“Example of MAS and FA graphs.doc”) for an example of what your final graph should look like. Also, be sure to include the graphs into the paper. So the final paper should be one document with the graphs embedded into the document.
3. In the paper, be sure to provide an analysis of the function or functions of the behavior. In other words, you should include an interpretation of the results of the indirect assessment and the functional analysis.
4. Develop a treatment plan based upon the results that include the following 3 sections in the treatment plan: proactive strategies, reactive/consequence based strategies, and replacement behaviors (at least one page)
Include the Following Headings:
Introduction and Background Information , Indirect Assessments/Graphs, Summary of Indirect Assessments, Functional Analysis/Graphs, Summary of Functional Analysis, Proactive Strategies, Replacement Behaviors, Consequence Strategies.
Breakdown of Points: Introduction and Background Information (5 points) , Indirect Assessments/Graphs (5 points), Summary of Indirect Assessments (5 points), Functional Analysis/Graphs (10 points), Summary of Functional Analysis (5 points), Proactive Strategies (10 points), Replacement Behaviors (10 points), Consequence Strategies (10 points). In addition, you will be graded 5 points of Punctuation, grammar, and professional writing
In the Introduction: Be sure to include the reason for the referral, information about the client, operational definitions, etc.
Summary of Proactive Strategies of treatment plan: In this section, you should summarize how you will avoid/prevent the maladaptive behavior from occuring
Summary of Replacement Behaviors of treatment plan: In this section, you should summarize the functionally equivalent replacement behaviors
Summary of Consequence Behaviors of treatment plan- In this section, you should summarize how you will respond if the maladaptive behavior occurs
After watching the tutorial, if you need additional support, you can view this You Tube Video:
Address the following questions, responding to each one directly below the question. Your total word count (including all questions and your answers) should be between 750-1,000 words. Include a reference page.
1. Describe a time when you experienced a significant period of suffering. How did you deal with that experience? How did you find comfort in the midst of suffering?
2. Briefly summarize the problem of evil and suffering. Cite and reference Chapter 9 in the textbook.
3. Briefly summarize the Christian worldview’s response to the problem of evil and suffering. Cite and reference the lecture and/or Chapter 9 in the textbook.
4. Imagine that a close friend has just suffered through a great personal loss (death of a loved one, natural disaster, disease, job loss, divorce, or a broken relationship) and your friend asks you why God would let such a terrible thing happen. How would you respond to your friend?
5. How might the problem of evil and suffering lead one to the conclusion that absolutes exist?
