Using The Triage Assessment Form

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sing the Triage Assessment Form

 

After reading the case examples in the Myer and Conte (2006) article, you have a better understanding of how to use one type of assessment tool. A Microsoft Word copy of the Triage Assessment Form (TAF) is included in the assignment Resources. The most current version of this form is also shown in your James and Gilliland (2013) text, pages 63–65. Use the form to analyze Jordan, described below. You can save the form as you have completed it as a MS Word document or as a PDF document, and attach the form to your written paper as an appendix.

 

Rate the client in each of the three domains (Affective, Behavioral, and Cognitive) using the Severity Scale included with each domain on the Triage Assessment Form (TAF) and total the scores. Describe, in detail, the rationale for your ratings, including your judgment about how intense and directive the treatment should be based upon the total score. In your discussion of the rationale, summarize diagnostic skills and techniques that can be used to screen for addiction, aggression, and danger to self and others, as you note these risks in your client. Similarly, a possible co-occurring mental disorder (such as substance abuse) may become apparent during a crisis, disaster, or other trauma-causing event that ties in with your assessment during the client’s crisis. Note this as well in your rationale.

 

Project Objectives

 

To successfully complete this project, you will be expected to:

 

·         Summarize diagnostic skills and techniques used to screen for addiction, aggression, and danger to self and others, as well as co-occurring mental disorders during a crisis, disaster, or other trauma-causing events.

 

·         Evaluate key elements of the crisis, disaster, or trauma-causing event including the nature of the crisis and associated risks, including client and counselor safety.

 

·         Discuss developmental and cultural considerations in crisis assessment and intervention.

 

·         Exhibit proficiency in effective, credible academic writing, and critical thinking skills.

 

Note: A template for your APA formatted paper is included in the assignment Resources. Please use the template to present the assignment criteria in an organized way. The headings guide you to the criteria, and the details that are included describe what is necessary to complete the assignment to a Distinguished degree.

 

Case

 

 

 

Jordan

 

Jordan arrives at counseling saying that her husband, Jake, left the house earlier that day in an agitated mood and with his rifle, and tearfully discloses concerns about her safety and his. She states that her friend, who has been worried about her for some time, insisted that she see a counselor. Jordan says she was surprised at Jake’s abrupt departure because she was unaware of any plans he had to go hunting, and if he was not going hunting, why he would take his gun out. She recalls that she and Jake had fought the previous night over his drinking. Jordan reports that she asked Jake to stop drinking so much, and in response, he threatened her and slammed a few doors. She recalls that Jake said he liked being a little drunk and pushed her back against the kitchen counter at one point. When Jake went back into a spare bedroom to sleep that night, Jordan found numerous beer bottles in the den and a large empty whiskey bottle in front of his truck. Jordan states that it was not unusual for Jake to put his rifle in his truck when he planned to go hunting, but when he had done so today, he had still been quite angry about her accusation that he was drinking too much. After he left, Jordan reports that she began shaking. She felt fear for her own safety, so she called her friend who insisted that she speak to a counselor. While Jordan was on her way to counseling, her husband called her. He seemed calm, asked about her day, and said nothing about the previous night or his abrupt departure. Jordan states that this switch in mood from extreme aggression to a pleasant tone “seems weird.” Jordan asks for help in dealing with her husband’s odd behaviors. She fears for her own safety and the safety of her husband, but is unwilling to call the police. As she speaks, she is agitated and continually looks over at the doorway, as though expecting it to burst open.

 

Project Requirements

 

·         Content: Prepare a comprehensive paper that includes all elements described.

 

·         Components: The paper must include a title page, abstract, and reference list.

 

·         Written communication: Develop accurate written communication and thoughts that convey the overall goals of the project and do not detract from the overall message.

 

·         APA formatting: Resources and citations must be formatted according to APA (6th Edition) style and formatting.

 

·         Number of pages: The body of the paper should fall within 3–5 pages of text, plus 3 pages of the Triage Assessment Form, excluding title page and reference list.

 

·         Number of resources: Minimum of 4 current resources, published within the last 12 years, and you may include your text as one.

 

·         Font and font size: Times New Roman, 12-point.

 

Submit the completed paper and form to the assignment area.

 

 

Running head: TRIAGE ASSESSMENT 1

 

TRIAGE ASSESSMENT 2

Using the Triage Assessment Form

Learner First Name MI. Last Name

Instructor Name

Abstract

There is no indent on an abstract. An abstract is a paragraph that summarizes the most important parts of the entire paper. It briefly allows your reader to quickly obtain an overview of your writing. It is an accurate reflection of the purpose and content of the text written in clear and concise language within the limit of 150 to 250 words.

Using the Triage Assessment Form

Include the title of your paper centered at the top of the page, not bolded; it is not considered a heading. *This first section is your paper’s introduction. Note that it does not have a heading; its position at the beginning of the body of the paper implies that it is the introduction. In the body of your paper, indent the first line of each paragraph. As always, use double spaced, 12-point Times New Roman font, and 1.0 margins all around the page layout. Throughout the paper, please support your work by citing at least four current resources (including your textbook). For the purposes of this assignment, simply replace this text with a brief paragraph in your own words introducing the topic and informing the reader of the organization of the paper.

Triage Assessment of the Client

Complete the Triage Assessment Form for the selected case, including all three domains and the total score. In this section of the paper, summarize the results and provide a logical and articulate rationale for each of the domain ratings with specific descriptions of each, by relating the specifics of the case to the ratings you determine. There is detail about using the TAF in Chapter 3 of your text, as well as the assigned Myer and Conte article. Use appropriate terminology, such as the psychobiological assessment found in Chapter 3 of your text, and language found in the TAF Severity Scales, to guide the course of treatment based upon your total score.

Diagnostic Skills and Techniques

Elaborate on diagnostic skills and techniques that can be used to screen for addiction, aggression, and danger to self and others, as well as co-occurring mental disorders during a crisis, such as the Hybrid Model and the ABC’s of Assessing Crisis Intervention found in Chapter 3 of your text. Discuss what counseling skills you use in a triage assessment of this client.

Developmental and Cultural Considerations in Crisis Assessment and Intervention

In this section of the paper, describe how you would differentiate between the characteristics of crisis states versus developmentally appropriate reactions to life obstacles. Describe crisis assessment and interventions considerations and strategies when working with diverse populations. Consider any cultural, diversity, or even gender issues that may be involved in assessment or intervention with your chosen scenario. Give examples of what you would include in your assessment and intervention.

References

Cite your textbook and at least three scholastic articles in your paper. The reference below provides an example citation for an article.

Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Title of Periodical, volume# (issue#), xx–xx.

Triage Assessment Form: Crisis Intervention

© by R. A. Myer, R. C. Williams, A. J. Ottens, & A. E. Schmidt

Crisis Event

Identify and describe briefly the crisis situation:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

Affective Domain

Identify and describe briefly the affect that is present. (If more than one affect is experienced, rate with number 1 being primary, number 2 secondary, number 3 tertiary.)

Anger/Hostility ____________________________________________________________________________________________________________________________________________________

Anxiety/Fear ____________________________________________________________________________________________________________________________________________________

Sadness/Melancholy ____________________________________________________________________________________________________________________________________________________

Affective Severity Scale

Highlight the number that most closely corresponds with client’s reaction to crisis.

1 2 3 4 5 6 7 8 9 10
No Impairment Minimal Impairment Low Impairment Moderate Impairment Marked Impairment Severe Impairment
Stable mood with normal variation of affect appropriate to daily functioning. Affect appropriate to situation. Brief periods during which negative mood is experienced slightly more intensely than situation warrants. Emotions are substantially under client control. Affect appropriate to situation but increasingly longer periods during which negative mood is experienced slightly more intensely than situation warrants. Client perceives emotions as being substantially under control. Affect may be incongruent with situation. Extended periods of intense negative moods. Mood is experienced noticeably more intensely than situation warrants. Liability of affect may be present. Effort required to control emotions. Negative affect experienced at markedly higher level than situation warrants. Affects may be obviously incongruent with situation. Mood swings, if occurring, are pronounced. Onset of negative moods are perceived by client as not being under volitional control. Decompensation or depersonalization evident.

Behavioral Domain

Identify and describe briefly which behavior is currently being used. (If more than one behavior is used, rate with number 1 being primary, number 2 secondary, number 3 tertiary.)

Approach ____________________________________________________________________________________________________________________________________________________

Avoidance ____________________________________________________________________________________________________________________________________________________

Immobility ____________________________________________________________________________________________________________________________________________________

Behavioral Severity Scale

Highlight the number that most closely corresponds with client’s reaction to crisis.

1 2 3 4 5 6 7 8 9 10
No Impairment Minimal Impairment Low Impairment Moderate Impairment Marked Impairment Severe Impairment
Coping behavior appropriate to crisis event. Client performs those tasks necessary for daily functioning. Occasional use of ineffective coping behaviors. Client performs those tasks necessary for daily functioning, but does so with noticeable effort. Occasional use of ineffective coping behaviors. Client neglects some tasks necessary for daily functioning. Client displays coping behaviors that may be ineffective and maladaptive. Ability to perform tasks necessary for daily functioning is noticeably compromised. Client displays coping behaviors that are likely to exacerbate crisis situation. Ability to perform tasks necessary for daily functioning is markedly absent. Behavior is erratic, unpredictable. Client’s behaviors are harmful to self and/or others.

Cognitive Domain

Identify whether a transgression, threat, or loss has occurred in the following areas and describe briefly. (If more than one cognitive response occurs, rate with number 1 being primary, number 2 secondary, number 3 tertiary.)

PHYSICAL (food, water, safety, shelter, et cetera):

Transgression _____ Threat _____ Loss _____

____________________________________________________________________________________________________________________________________________________

PSYCHOLOGICAL (self-concept, emotional well-being, identity):

Transgression _____ Threat _____ Loss _____

____________________________________________________________________________________________________________________________________________________

SOCIAL RELATIONSHIPS (family, friends, coworkers, et cetera):

Transgression _____ Threat _____ Loss _____

____________________________________________________________________________________________________________________________________________________

MORAL/SPIRITUAL (personal integrity, values, beliefs):

Transgression _____ Threat _____ Loss _____

____________________________________________________________________________________________________________________________________________________

Cognitive Severity Scale

Highlight the number that most closely corresponds with client’s reaction to crisis.

1 2 3 4 5 6 7 8 9 10
No Impairment Minimal Impairment Low Impairment Moderate Impairment Marked Impairment Severe Impairment
Concentration intact. Client displays normal problem-solving and decision-making abilities. Client’s perception and interpretation of crisis event match reality of situation. Client’s thoughts may drift to crisis event but focus of thoughts is under volitional control. Problem-solving and decision-making abilities minimally affected. Client’s perception and interpretation of crisis event substantially match reality of situation. Occasional disturbance of concentration. Client perceives diminished control over thoughts of crisis event. Client experiences recurrent difficulties with problem-solving and decision-making abilities. Client’s perception and interpretation of crisis event may differ in some respects from reality of situation. Frequent disturbance of concentration. Intrusive thoughts of crisis event with limited control. Problem-solving and decision-making abilities adversely affected by obsessiveness, self-doubt, confusion. Client’s perception and interpretation of crisis event may differ noticeably from reality of situation. Client plagued by intrusiveness of thoughts regarding crisis event. The appropriateness of client’s problem-solving and decision-making abilities likely adversely affected by obsessiveness, self-doubt, confusion. Client’s perception and interpretation of crisis event may differ substantially from reality of situation. Gross inability to concentrate on anything except crisis event. Client so afflicted by obsessiveness, self-doubt, and confusion that problem-solving and decision-making abilities have “shut down.” Client’s perception and interpretation of crisis event may differ so substantially from reality of situation as to constitute threat to client’s welfare.

Domain Severity Scale Summary

Affective _____ Cognitive _____ Behavioral _____ = Total _____

Psy4

/in /by

Text: Psychology Core Concepts: Zimbardo, Johnson and Hamilton 7TH EDITION (978-0-205183463) I cant found the text online maybe you can

 

Or You can access The Discovering Psychology video series on the internet for free!

 

 

  1. Go to www.learner.org
  2. Click on the blue tab near the top that reads “view programs”
  3. Many film series will be listed. They are in alphabetical order. Scroll down to Discovering Psychology: Updated Edition. Click on it.
  4. All 26 episodes from the series are listed in order. Double click on the box that says “VoD” next to the episode you wish to view. That’s it!

     

    Type 1 page for each ½ hour video unit where you submit bullets outlining the content of each ½ hour lecture (not more than one page in length) AND, SEPARATELY, ANSWER ALL LEARNING OBJECTIVE QUESTIONS FROM THE ATTACHED/ENCLOSED PACKET( state each question before each of your responses. Make sure you cite page references from the text for each of your answers).

     

    ANSWERS TO THESE QUESTIONS CAN BE FOUND IN VIDEO AND TEXT INSIDE FRONT AND BACK COVER OF TEXT WILL TELL YOU WHAT CHAPTERS CORRELATE WITH WHICH VIDEOS).

     

    Week 8 Nov. 4 videos/Obj. units 15,16

    Week 9 Nov.11 videos/Obj. units 17,18

    Week 10 Nov. 18 videos/Obj. units 19,20

    Week 4 Oct. 7 videos/Obj. units 7,8         Week 11 Nov. 25 videos/Obj. units 21/22

    Week 5 Oct. 14 videos/Obj. units 9,10     Week 12 Dec. 2 videos/Obj. units 23/24

    Week 6 Oct. 21 videos/Obj. units 11,12     Week 13 Dec. 09 videos/Obj. units 25/26

     

    Week 7 Oct. 28 videos/Obj. units 13,14

 

Objective 7

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Define and compare sensation and perception.

2. Describe how a visual stimulus gets translated into “sight” in the brain.

3. Describe the field of psychophysics.

4. Be able to distinguish distal and proximal stimuli.

5. Explain why illusions provide clues to perceptual mechanisms.

6. Describe Gestalt psychology.

7. Describe the phenomenon of perceptual constancy.

8. Describe the psychological dimensions of sound and the physiology of hearing.

9. Describe the difference between top-down and bottom up processing.

10. Discuss the senses of smell, taste and touch.

 

 

Objectives 8

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Define learning.

2. Describe the process of classical conditioning and show how it demonstrates learning by association.

3. Cite examples of extinction, spontaneous recovery, generalizations, and discrimination.

4. Describe the process of operant conditioning.

5. Know the distinction between positive and negative punishment and between positive and negative reinforcement.

6. Describe how observational learning occurs.

7. Discuss the varieties of reinforcement schedules, including fixed ratio, variable ratio, fixed interval and variable interval.

8. Describe cognitive influence on learning.

 

9. Describe biological constraints on learning and some possible effects that learning can have on the functioning of the body.

 

Objective 9

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Define memory.

2. Compare implicit and explicit memory.

3. Compare declarative and procedural memory.

4. Describe the processes of encoding, storage, and retrieval.

5. Describe the characteristics of short-term, long-term, and sensory memory.

6. Define Schema.

7. Describe the accuracy of memory as a reconstructive process.

8. Define amnesia.

9. Describe processes of encoding and retrieval in Long Term Memory (LTM).

10. Describe short term memory (STM), note its limited capacity, and discuss two ways to enhance STM.

11. Compare semantic and episodic memory.

12. Discuss proactive and retroactive interference.

13. Describe chemical and anatomical factors involved in memory.

 

 

 

 

 

 

 

Objective 10

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Compare inductive and deductive reasoning.

2. Define the concept, “problem”, in information processing terms and describe some ways to improve problem-solving abilities.

3. Discuss the “historical roots of methods for revealing mental processes.”

4. Describe the study of language production.

5. Explain how ambiguity in language can be resolved.

6. Give several examples of how context influences language and understanding.

7. Explain the role of visual imagery in cognition.

8. Discuss the importance of prototypes and schemas in cognition.

9. Describe what we know about the relation between cognition and brain activity.

 

Objective 11

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Describe contrasting views of why human thinking is irrational and prone to error.

2. Explain the notions of heuristic thinking and analytical thinking.

3. Compare definitions of problem solving and decision making.

4. Describe the anchoring bias, availability heuristic, and representativeness heuristic.

5. Discuss why the way a problem is framed can influence a decision.

6. Define decision aversion.

7. Describe how risk affects decision making.

8. Describe at least one way in which memory and decision making can affect each other.

 

Objective 12

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Compare emotion and motivation and describe their interrelationships.

2. Describe three theories concerning the sources of motivation.

3. Discuss some of the forces that drive the motivation to eat.

4. Describe some of the factors behind the motivation for sex.

5. Define the need for achievement.

6. Outline the attributions for success and failure in terms of a locus of control orientation.

7. Describe the major theories of emotion and the universality of its expression.

8. Describe the relationship between physical states and the experience of emotions.

 

 

 

 

 

 

 

 

 

 

 

Objectives 13

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe the functions of consciousness.

2. Describe the different levels of consciousness and the kinds of processing that occur at each level.

3. Define circadian rhythms and describe their relation to the 24-hour day cycle.

4. Describe the stages of sleep.

5. Identify the major sleep disorders and the effects of sleep deprivation.

6. Discuss the difference between night dreaming and day dreaming, and describe lucid dreaming.

7. Explain Freud’s theory of dreaming and contrast it with the Hobson-McCarley theory and the information-processing theory.

8. Give examples of the difference between a dream’s manifest content and latent content.

9. Describe the issues concerning sleep that will arise as people’s lives become more driven and as world travel becomes easier.

 

 

Objectives 14

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe hypnotic techniques, experiences, and applications.

2. Explain the difference between psychological dependence and physical addiction.

3. Define the major drug categories, and compare the effects of specific drugs, such as stimulants and depressants.

4. List and describe the characteristics of the various extended states of consciousness, such as lucid dreaming, hypnosis, mediation, hallucinations, and drug use.

5. Describe the three levels of consciousness.

6. Explain the phenomenon of “discovered memory.”

 

 

 

Objectives 15

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Define personality.

2. Compare type and traits theories of personality.

3. List and describe “The Big Five” dimensions of personality.

4. Describe Freud’s theory of personality development and the role of the id, ego, and superego in the conscious self.

5. Describe how post-Freudian theories differ from Freudian theories.

6. Describe the major humanistic theories and their contribution.

7. Describe social learning and cognitive theories and their contribution.

8. List the five most important differences in assumptions about personality across theoretical perspectives.

9. Compare the value and accuracy of standardized and projective tests of personality.

 

 

 

 

 

Objectives 16

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Define assessment.

2. Describe several ways to measure the reliability and validity of a psychological test.

3. Identify the contributions of Galton, Binet, Terman and Weschler to the science of measuring intelligence.

4. Explain how IQ is computed.

5. Summarize Howard Gardner’s theory of multiple intelligences.

6. Describe the evidence for the genetic and environmental bases of intelligence.

7. List the four methodological techniques used the gather information on a person.

8. Discuss the links among intelligence, creativity, and madness.

9. Explain the function of vocational interest tests.

10. Discuss the controversies surrounding intelligence assessment.

 

 

 

 

Objectives 17

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Define and compare the difference among these terms: sex, gender, gender identity, and gender role.

2. Explain the role of pheromones in sexual arousal.

3. Describe evolutionary theory as it applies to sexual behavior.

4. Describe the similarities in and differences between males and females in the sexual response cycle and mating.

5. Summarize current research on homosexuality.

 

 

Objectives 18

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe Erikson’s eight psychosocial stages.

2. List the physical changes associated with aging.

3. Summarize the tasks of adolescence.

4. Discuss the central concerns of adulthood.

5. List the strengths and weaknesses of Kohlberg’s cognitive approach to moral development, describe the controversies around the issues of gender and cultural differences in moral judgment, and discuss the distinction between moral behavior and moral judgment.

6. Identify cultural factors that place youth at risk for unhealthy development.

7. Discuss the importance of attachment in social development.

8. List the biological and social factors that can affect health and sexuality in later life.

9. Describe the risk factors for an elderly person in a nursing home.

 

 

 

 

 

Objectives 19

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe Philip Zimbardo’s prison experiment and his conclusions about how people’s behavior is constrained by social situations.

2. Describe Solmon Asch’s experiment and his conclusions on the conditions that promote conformity.

3. Compare the major leadership styles in Lewin’s experiment and describe their effects on each group of boys.

4. Describe Stanley Milgram’s obedience experiments and his conclusions about conditions that promote blind obedience.

5. Describe the phenomenon of bystander intervention and how it reflects another aspect of situational forces.

6. Describe Serge Moscovici’s work on the influence of the minority on the majority.

 

7. Discuss various factors that contribute to aggressive behavior.

8. Explain why experimental research is necessary for understanding social influences on behavior.

 

Objectives 20

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Explain the fundamental attribution error.

2. Describe attribution theory.

3. Explain self-perception theory.

4. Summarize Rosenthal’s experiment that demonstrates the Pygmalion effect and explain its relation to self-fulfilling prophecies.

5. Describe the effect of cognitive dissonance on behavior and attitude change.

6. Describe the techniques used by cults to maintain control over their members.

 

 

 

Objectives 21

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Identify the seven criteria commonly used to determine abnormal behavior.

2. Describe the Diagnostic and Statistical Manual of Mental Disorders and how it is used.

3. Explain how psychological disorders are classified.

4. List and describe the major types of psychological disorders.

5. List the biological and psychological approaches to studying the etiology of psychopathology.

6. Summarize the genetic and psychosocial research related to the origins of schizophrenia, including subtypes and etiology.

7. Identify sources of error in judgments of mental illness.

8. Discuss stigmas against mental illness and how they can be overcome.

 

 

 

 

 

Objectives 22

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe early approaches to identifying and treating mental illness.

2. Identify the major approaches to psychotherapy.

3. Describe how psychiatrists, psychoanalysts, and clinical psychologists differ in their training and therapeutic orientations.

4. Identify the major features of psychoanalysts and explain the purposes of each.

5. Explain the goals of various behavior therapies.

6. Describe how counterconditioning can be used effectively to treat phobias.

7. Summarize the major rationale behind all types of cognitive therapies.

8. Describe the use of psychosurgery and electroconvulsive shock in the treatment of mental illness.

9. Identify the common forms of drug therapy and how they have changed the mental health system.

10. Summarize research on the effectiveness of psychotherapy.

11. Summarize the main features of client-centered therapy and Gestalt therapy and how these reflect the existential-humanistic perspective.

 

 

 

 

 

 

 

 

 

Objectives 23

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Define stress and list the major sources of stress.

2. Describe the role of cognitive appraisal in stress.

3. Describe the major physiological stress reactions, including the general adaptation syndrome.

4. Explain the relationship between stress and illness.

5. Describe various kinds of events that can lead to psychological stress.

6. Describe the types of coping strategies in coping with stress.

7. Explain the mind-body relationship in terms of the biopsychosocial model of health and illness.

8. Describe the effects of self-disclosure on health.

9. Describe biofeedback, how it works, and its role in behavioral medicine.

10. Discuss how personality types relate to different health outcomes.

11. List some things you can do to reduce your stress level, promote your health, and protect yourself from job burnout.

 

 

 

 

 

 

 

 

 

Objectives 24

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe how psychologists try to improve the human condition through the application of social psychological principles to social problems.

2. Identify at least three important stress factors for space travelers, and discuss how studying those problems can help people on Earth.

3. Define peace psychology and conflict negotiation.

4. Describe the problems faces by legal professionals when children serve as eyewitnesses.

5. Identify several signs that people are not getting enough sleep and identify the risks associated with sleep deprivation.

 

 

 

Objectives 25

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe some of the differences between EEG, ERP, CAT, MRI, PET, and fMRI techniques.

2. Describe how fMRI can be used to study visual pathways.

3. Describe some of the brain structures that underlie face recognition.

4. Support the similarity of imagery and perception by discussing the brain activity they have in common.

5. Explain how brain research can be used to help dyslexics learn to process language stimuli more effectively.

6. Describe how studies of the brain can reveal unconscious stereotypes.

 

 

 

Objectives 26

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe the differences between Eastern and Western cultures in terms of the weight given to individual and group factors to explain behavior.

2. Cite examples of how the Western value on individualism manifests itself.

3. Describe the African cultural values that have benefited African Americans in their struggle against bigotry.

4. List several factors that put Latino immigrants at risk for depression and alienation.

5. Cite evidence that psychology can help solve some of society’s most perplexing problems and cite evidence to the contrary.

Text: Psychology Core Concepts: Zimbardo, Johnson and Hamilton 7TH EDITION (978-0-205183463) I cant found the text online maybe you can

 

Or You can access The Discovering Psychology video series on the internet for free!

 

 

  1. Go to www.learner.org
  2. Click on the blue tab near the top that reads “view programs”
  3. Many film series will be listed. They are in alphabetical order. Scroll down to Discovering Psychology: Updated Edition. Click on it.
  4. All 26 episodes from the series are listed in order. Double click on the box that says “VoD” next to the episode you wish to view. That’s it!

     

    Type 1 page for each ½ hour video unit where you submit bullets outlining the content of each ½ hour lecture (not more than one page in length) AND, SEPARATELY, ANSWER ALL LEARNING OBJECTIVE QUESTIONS FROM THE ATTACHED/ENCLOSED PACKET( state each question before each of your responses. Make sure you cite page references from the text for each of your answers).

     

    ANSWERS TO THESE QUESTIONS CAN BE FOUND IN VIDEO AND TEXT INSIDE FRONT AND BACK COVER OF TEXT WILL TELL YOU WHAT CHAPTERS CORRELATE WITH WHICH VIDEOS).

     

    Week 8 Nov. 4 videos/Obj. units 15,16

    Week 9 Nov.11 videos/Obj. units 17,18

    Week 10 Nov. 18 videos/Obj. units 19,20

    Week 4 Oct. 7 videos/Obj. units 7,8         Week 11 Nov. 25 videos/Obj. units 21/22

    Week 5 Oct. 14 videos/Obj. units 9,10     Week 12 Dec. 2 videos/Obj. units 23/24

    Week 6 Oct. 21 videos/Obj. units 11,12     Week 13 Dec. 09 videos/Obj. units 25/26

     

    Week 7 Oct. 28 videos/Obj. units 13,14

 

Objective 7

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Define and compare sensation and perception.

2. Describe how a visual stimulus gets translated into “sight” in the brain.

3. Describe the field of psychophysics.

4. Be able to distinguish distal and proximal stimuli.

5. Explain why illusions provide clues to perceptual mechanisms.

6. Describe Gestalt psychology.

7. Describe the phenomenon of perceptual constancy.

8. Describe the psychological dimensions of sound and the physiology of hearing.

9. Describe the difference between top-down and bottom up processing.

10. Discuss the senses of smell, taste and touch.

 

 

Objectives 8

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Define learning.

2. Describe the process of classical conditioning and show how it demonstrates learning by association.

3. Cite examples of extinction, spontaneous recovery, generalizations, and discrimination.

4. Describe the process of operant conditioning.

5. Know the distinction between positive and negative punishment and between positive and negative reinforcement.

6. Describe how observational learning occurs.

7. Discuss the varieties of reinforcement schedules, including fixed ratio, variable ratio, fixed interval and variable interval.

8. Describe cognitive influence on learning.

 

9. Describe biological constraints on learning and some possible effects that learning can have on the functioning of the body.

 

Objective 9

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Define memory.

2. Compare implicit and explicit memory.

3. Compare declarative and procedural memory.

4. Describe the processes of encoding, storage, and retrieval.

5. Describe the characteristics of short-term, long-term, and sensory memory.

6. Define Schema.

7. Describe the accuracy of memory as a reconstructive process.

8. Define amnesia.

9. Describe processes of encoding and retrieval in Long Term Memory (LTM).

10. Describe short term memory (STM), note its limited capacity, and discuss two ways to enhance STM.

11. Compare semantic and episodic memory.

12. Discuss proactive and retroactive interference.

13. Describe chemical and anatomical factors involved in memory.

 

 

 

 

 

 

 

Objective 10

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Compare inductive and deductive reasoning.

2. Define the concept, “problem”, in information processing terms and describe some ways to improve problem-solving abilities.

3. Discuss the “historical roots of methods for revealing mental processes.”

4. Describe the study of language production.

5. Explain how ambiguity in language can be resolved.

6. Give several examples of how context influences language and understanding.

7. Explain the role of visual imagery in cognition.

8. Discuss the importance of prototypes and schemas in cognition.

9. Describe what we know about the relation between cognition and brain activity.

 

Objective 11

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Describe contrasting views of why human thinking is irrational and prone to error.

2. Explain the notions of heuristic thinking and analytical thinking.

3. Compare definitions of problem solving and decision making.

4. Describe the anchoring bias, availability heuristic, and representativeness heuristic.

5. Discuss why the way a problem is framed can influence a decision.

6. Define decision aversion.

7. Describe how risk affects decision making.

8. Describe at least one way in which memory and decision making can affect each other.

 

Objective 12

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Compare emotion and motivation and describe their interrelationships.

2. Describe three theories concerning the sources of motivation.

3. Discuss some of the forces that drive the motivation to eat.

4. Describe some of the factors behind the motivation for sex.

5. Define the need for achievement.

6. Outline the attributions for success and failure in terms of a locus of control orientation.

7. Describe the major theories of emotion and the universality of its expression.

8. Describe the relationship between physical states and the experience of emotions.

 

 

 

 

 

 

 

 

 

 

 

Objectives 13

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe the functions of consciousness.

2. Describe the different levels of consciousness and the kinds of processing that occur at each level.

3. Define circadian rhythms and describe their relation to the 24-hour day cycle.

4. Describe the stages of sleep.

5. Identify the major sleep disorders and the effects of sleep deprivation.

6. Discuss the difference between night dreaming and day dreaming, and describe lucid dreaming.

7. Explain Freud’s theory of dreaming and contrast it with the Hobson-McCarley theory and the information-processing theory.

8. Give examples of the difference between a dream’s manifest content and latent content.

9. Describe the issues concerning sleep that will arise as people’s lives become more driven and as world travel becomes easier.

 

 

Objectives 14

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe hypnotic techniques, experiences, and applications.

2. Explain the difference between psychological dependence and physical addiction.

3. Define the major drug categories, and compare the effects of specific drugs, such as stimulants and depressants.

4. List and describe the characteristics of the various extended states of consciousness, such as lucid dreaming, hypnosis, mediation, hallucinations, and drug use.

5. Describe the three levels of consciousness.

6. Explain the phenomenon of “discovered memory.”

 

 

 

Objectives 15

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Define personality.

2. Compare type and traits theories of personality.

3. List and describe “The Big Five” dimensions of personality.

4. Describe Freud’s theory of personality development and the role of the id, ego, and superego in the conscious self.

5. Describe how post-Freudian theories differ from Freudian theories.

6. Describe the major humanistic theories and their contribution.

7. Describe social learning and cognitive theories and their contribution.

8. List the five most important differences in assumptions about personality across theoretical perspectives.

9. Compare the value and accuracy of standardized and projective tests of personality.

 

 

 

 

 

Objectives 16

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Define assessment.

2. Describe several ways to measure the reliability and validity of a psychological test.

3. Identify the contributions of Galton, Binet, Terman and Weschler to the science of measuring intelligence.

4. Explain how IQ is computed.

5. Summarize Howard Gardner’s theory of multiple intelligences.

6. Describe the evidence for the genetic and environmental bases of intelligence.

7. List the four methodological techniques used the gather information on a person.

8. Discuss the links among intelligence, creativity, and madness.

9. Explain the function of vocational interest tests.

10. Discuss the controversies surrounding intelligence assessment.

 

 

 

 

Objectives 17

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Define and compare the difference among these terms: sex, gender, gender identity, and gender role.

2. Explain the role of pheromones in sexual arousal.

3. Describe evolutionary theory as it applies to sexual behavior.

4. Describe the similarities in and differences between males and females in the sexual response cycle and mating.

5. Summarize current research on homosexuality.

 

 

Objectives 18

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe Erikson’s eight psychosocial stages.

2. List the physical changes associated with aging.

3. Summarize the tasks of adolescence.

4. Discuss the central concerns of adulthood.

5. List the strengths and weaknesses of Kohlberg’s cognitive approach to moral development, describe the controversies around the issues of gender and cultural differences in moral judgment, and discuss the distinction between moral behavior and moral judgment.

6. Identify cultural factors that place youth at risk for unhealthy development.

7. Discuss the importance of attachment in social development.

8. List the biological and social factors that can affect health and sexuality in later life.

9. Describe the risk factors for an elderly person in a nursing home.

 

 

 

 

 

Objectives 19

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe Philip Zimbardo’s prison experiment and his conclusions about how people’s behavior is constrained by social situations.

2. Describe Solmon Asch’s experiment and his conclusions on the conditions that promote conformity.

3. Compare the major leadership styles in Lewin’s experiment and describe their effects on each group of boys.

4. Describe Stanley Milgram’s obedience experiments and his conclusions about conditions that promote blind obedience.

5. Describe the phenomenon of bystander intervention and how it reflects another aspect of situational forces.

6. Describe Serge Moscovici’s work on the influence of the minority on the majority.

 

7. Discuss various factors that contribute to aggressive behavior.

8. Explain why experimental research is necessary for understanding social influences on behavior.

 

Objectives 20

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Explain the fundamental attribution error.

2. Describe attribution theory.

3. Explain self-perception theory.

4. Summarize Rosenthal’s experiment that demonstrates the Pygmalion effect and explain its relation to self-fulfilling prophecies.

5. Describe the effect of cognitive dissonance on behavior and attitude change.

6. Describe the techniques used by cults to maintain control over their members.

 

 

 

Objectives 21

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Identify the seven criteria commonly used to determine abnormal behavior.

2. Describe the Diagnostic and Statistical Manual of Mental Disorders and how it is used.

3. Explain how psychological disorders are classified.

4. List and describe the major types of psychological disorders.

5. List the biological and psychological approaches to studying the etiology of psychopathology.

6. Summarize the genetic and psychosocial research related to the origins of schizophrenia, including subtypes and etiology.

7. Identify sources of error in judgments of mental illness.

8. Discuss stigmas against mental illness and how they can be overcome.

 

 

 

 

 

Objectives 22

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe early approaches to identifying and treating mental illness.

2. Identify the major approaches to psychotherapy.

3. Describe how psychiatrists, psychoanalysts, and clinical psychologists differ in their training and therapeutic orientations.

4. Identify the major features of psychoanalysts and explain the purposes of each.

5. Explain the goals of various behavior therapies.

6. Describe how counterconditioning can be used effectively to treat phobias.

7. Summarize the major rationale behind all types of cognitive therapies.

8. Describe the use of psychosurgery and electroconvulsive shock in the treatment of mental illness.

9. Identify the common forms of drug therapy and how they have changed the mental health system.

10. Summarize research on the effectiveness of psychotherapy.

11. Summarize the main features of client-centered therapy and Gestalt therapy and how these reflect the existential-humanistic perspective.

 

 

 

 

 

 

 

 

 

Objectives 23

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Define stress and list the major sources of stress.

2. Describe the role of cognitive appraisal in stress.

3. Describe the major physiological stress reactions, including the general adaptation syndrome.

4. Explain the relationship between stress and illness.

5. Describe various kinds of events that can lead to psychological stress.

6. Describe the types of coping strategies in coping with stress.

7. Explain the mind-body relationship in terms of the biopsychosocial model of health and illness.

8. Describe the effects of self-disclosure on health.

9. Describe biofeedback, how it works, and its role in behavioral medicine.

10. Discuss how personality types relate to different health outcomes.

11. List some things you can do to reduce your stress level, promote your health, and protect yourself from job burnout.

 

 

 

 

 

 

 

 

 

Objectives 24

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe how psychologists try to improve the human condition through the application of social psychological principles to social problems.

2. Identify at least three important stress factors for space travelers, and discuss how studying those problems can help people on Earth.

3. Define peace psychology and conflict negotiation.

4. Describe the problems faces by legal professionals when children serve as eyewitnesses.

5. Identify several signs that people are not getting enough sleep and identify the risks associated with sleep deprivation.

 

 

 

Objectives 25

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe some of the differences between EEG, ERP, CAT, MRI, PET, and fMRI techniques.

2. Describe how fMRI can be used to study visual pathways.

3. Describe some of the brain structures that underlie face recognition.

4. Support the similarity of imagery and perception by discussing the brain activity they have in common.

5. Explain how brain research can be used to help dyslexics learn to process language stimuli more effectively.

6. Describe how studies of the brain can reveal unconscious stereotypes.

 

 

 

Objectives 26

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe the differences between Eastern and Western cultures in terms of the weight given to individual and group factors to explain behavior.

2. Cite examples of how the Western value on individualism manifests itself.

3. Describe the African cultural values that have benefited African Americans in their struggle against bigotry.

4. List several factors that put Latino immigrants at risk for depression and alienation.

5. Cite evidence that psychology can help solve some of society’s most perplexing problems and cite evidence to the contrary.

 

Psychology Core Concepts

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Due Oct 1

 

Text: Psychology Core Concepts: Zimbardo, Johnson and Hamilton 7TH EDITION (978-0-205183463) I cant found the text online maybe you can

 

Or You can access The Discovering Psychology video series on the internet for free!

 

 

  1. Go to www.learner.org
  2. Click on the blue tab near the top that reads “view programs”
  3. Many film series will be listed. They are in alphabetical order. Scroll down to Discovering Psychology: Updated Edition. Click on it.
  4. All 26 episodes from the series are listed in order. Double click on the box that says “VoD” next to the episode you wish to view. That’s it!

     

    Type 1 page for each ½ hour video unit where you submit bullets outlining the content of each ½ hour lecture (not more than one page in length) AND, SEPARATELY, ANSWER ALL LEARNING OBJECTIVE QUESTIONS FROM THE ATTACHED/ENCLOSED PACKET( state each question before each of your responses. Make sure you cite page references from the text for each of your answers).

     

    ANSWERS TO THESE QUESTIONS CAN BE FOUND IN VIDEO AND TEXT INSIDE FRONT AND BACK COVER OF TEXT WILL TELL YOU WHAT CHAPTERS CORRELATE WITH WHICH VIDEOS).

 

Objectives 5

After viewing the television program and completing the assigned readings, you should be able to:

 

1. State the primary interest of developmental psychologists.

2. Describe the various ways that development is documented, including longitudinal, cross sectional and sequential.

3. Describe cognitive development across the lifespan.

4. Identify Piaget’s stages of cognitive development.

5. Describe some contemporary perspectives on early cognitive development.

6. Describe physical development across the lifespan.

7. Describe how habituation studies can be used on infants to determine what they can understand.

8. Describe several ways that we know infants are not born as blank slates, but instead, come equipped with temperaments, preferences, and biases.

9. Describe several ways that the environment is known to affect skills and behaviors.

 

Objectives 6

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Describe the structure of language, including syntax, grammar, and semantics.

2. Define a child’s “language making capacity.”

3. Provide evidence of the universality of language acquisition and the way it progresses.

4. Explain Chomsky’s hypothesis that humans are born with an innate biological capacity for language acquisition.

5. Explain how “motherese” (or “parentese”) helps babies learn to communicate.

6. Describe the use of intonation by both young children and adults in their communication with each other.

 

 

FINAL PROJECT – Investigative Conclusion And Testimony

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FINAL PROJECT – Investigative Conclusion and Testimony

  • No directly quoted material may be used in this project paper.
  • Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.

***Read the parts of each section of this project carefully as you are being asked to answer questions assuming different roles for different questions.

SECTION I

In the course of this investigation you, as the Information Security Analyst for Provincial Worldwide, have or will need to interview (or perhaps “interrogate”) several people to provide context for the evidence you have collected as well as the rational for your searches. Ms. McPherson and Provincial Worldwide management are asking for everything to be documented and would like you to provide them responses to the following pieces of information:

  1. Provide a list of people you believe should be interviewed for this investigation and how they relate to the investigation.  What information could they possibly supply?
  2. Provide a narrative description of the interview setting and the intended process, before, during, and following the interview (remember that depending on the type of interview, the setting may be different).
  3. Explain to the management why these stages are important to a successful interview and investigation.

SECTION II

For the purpose of the first part of this Section, you are still the Information Security Analyst for the company. Consider this project a continuation of the work you performed in Projects #1 and #2.

After seeing you search Mr. Belcamp’s work area and take several pieces of evidence, Ms. Victoria Evans who works in the office across the hall, comes forward with an odd story. Ms. Evans states that she is Mr. Belcamp’s girlfriend, but lately things in their relationship had begun to sour. She produces a thumb drive she says Mr. Belcamp gave her earlier that day. She tells you Mr. Belcamp told her to “keep it safe” and asked her to take it home with her at the end of the day. Ms. Evans tells you she really likes her job at Provincial Worldwide and has no interest in being wrapped up in whatever Mr. Belcamp has done to invite negative attention.

1. The laboratory has asked you to write a short summary of what information you want them to look for on the submitted thumb drive. Identify, for the lab, what digital or non-digital evidence you would like them to look for and explain why that evidence would be important to the case.

2. Because you are the most familiar with the investigation, Ms. McPherson is asking you to brain storm all the locations outside of Mr. Belcamp’s immediate work space where pertinent digital evidence might be found to help with your case. Identify all of these locations, including places where police would have to be involved to search. Identify what places are legal for the company to search, and which ones would require police involvement. Support your inclusion of each location with a short description of what type of evidence might be found there.

Now, please assume a different character for the purpose of this next segment of the assessment… You are a forensic examiner at the above mentioned Provincial Worldwide lab. Mr. Stephen Bishop, a newly promoted Regional Security Operations Manager, sent an email to Ms. McPherson who has forwarded it to respond.

3. Write a response to the following email that you have received:

To: You, Provincial Worldwide, Digital Forensics Examiner

From: Ms. Carol McPherson

This case has made Provincial Worldwide upper management recognize the importance of forensic readiness. They have asked that you nominate three (3) forensic examination/analysis (software) tools for them to keep in their budget for the following year. They also state that they want to make sure that the tools nominated are ones that would meet criminal justice-level standards and evidentiary requirements under the Daubert Standard. Please construct a table (chart) that identifies the tool name and their manufacturer, and the capabilities of the tools.  Since these tools must meet the Daubert standard, please provide an explanation of how the three tools meet the standards of Daubert. (Management specifically wants tools that can examine/analyze the digital data inside the devices and is not interested in your input on additional tools that write protect or image devices at this time.)

After receiving the package from the Data Security Analyst in the field, you sign the chain of custody form and get set to begin your examination.

4. After taking the thumb drive out of storage, you, as the digital forensics analyst, sit down to examine the data. (Presume all personal protective equipment discussed in the course readings is already in place.) Prior to looking through the data contained on the device, you have to make a forensic image. Document what step you take prior to making the image and why this step is important to your overall case. Explain your actions and reasoning thoroughly.

Fortunately, the Information Security Analyst was on his/her game, and ALSO sent you copies of several files, reported to be the source code of “Product X”.

5. You, as the digital forensics examiner, used hash values to help locate the source code on the thumb drive. Using verbiage that would be appropriate to communicate to a judge and jury that may not understand computer technology at all, detail and explain the following:

• What is a hash value, and how did you use it to identify the source code was present?

• Explain an additional use of hash values in the context of digital forensics.

You complete your laboratory examination and return the evidence, with your report, back to the Information Security Analyst at the field office.

Now, reverting back to your role as the Information Security Analyst back at the field office (a.k.a., you), you receive the report from the Lab which shows that the complete “Product X” source code was found on Mr. Belcamp’s thumb drive. In addition, while the evidence was at the lab for examination, you determined it is also likely that Mr. Belcamp emailed copies of the source code to his personal email address.

6. Do you recommend reporting the crime to law enforcement? Why or why not? Are private companies required to report crimes to law enforcement?

7.  Explain what additional steps you could take to prove that the source code had been sent to his personal email address.

The decision is ultimately made to report the theft to law enforcement and, using primarily the evidence that you developed during your investigation, Mr. Belcamp is brought to trial for the crime. You (now as the forensic examiner from the Lab) are qualified as an expert witness at the trial and called to testify.

8. What is the significance of you being qualified as an expert witness? How is it different from being a simple fact witness? Explain thoroughly.

9. Mr. Belcamp’s attorney in this case calls you to the stand and brings up the fact that you write a personal blog about digital forensics in your off-time, from which it appears you are a staunch supporter of law enforcement.  She believes you are biased in support of law enforcement and that you only had your company’s bottom line in mind. The company’s attorney however, prepared you for these types of questions and had you prepare for trial by practicing answering the following questions – respond to Mr. Belcamp’s attorney by typing up a transcript for your response (You may use first-person grammar, I, me, my, etc., in your response for this question).

“How do we know you are not biased in this case, choosing to report only what would help law enforcement and your company’s bottom-line? How can we know from your work that your analysis should be accepted by the court?”

Project Requirements:

• Each question should be answered thoroughly looking at all the issues presented, so do your research, be specific, be detailed, and demonstrate your knowledge; submitting your project through the appropriate assignment folder.

• This project should be submitted in a single Microsoft Word document (.DOC/.DOCX), with answers separated and/or numbered in respect to the question, so as to make it clear which question is being answered. It may be in a question and answer format, or as described with answers to the associated question numbers;

• The paper should be written in third-person grammar, not first person (which means – I, me, myself, etc.); except for question nine (9).

• The submission is to have a cover page that includes course number, course title, title of paper, student’s name, and the date of submission per APA writing format;

• Format: 12-point font, double-space, one-inch margins;

• It is mandatory that you do some research, and utilize outside resources! You must have a reference page at the end of your project that is consistent with APA citation style and format (see https://owl.english.purdue.edu/owl/resource/560/01/ for help).  You should have a minimum of (5) five references for this paper, and properly cited in the body of the paper per APA guidelines.

Project #2- Investigative Collection of Evidence

 

 

 

 

 

 

 

 

CCJS 321 Digital Forensics in the Criminal Justice System

Project #2 – Investigative Collection of Evidence

UMUC

By: Shreeji Patel

September 17, 2019

 

 

 

 

 

 

 

 

1. Summary of the incident

Mr. Newman, the Human Resources Director, made notifications that the company’s executive team had earlier on dismissed Mr. John Belcamp from employment as the company’s engineer in New Product’s Division due to constant lateness and absenteeism. Mr. Newman reported that the former engineer had made questionable statements about a highly profitable long term project that the company is currently working on. He feared that Mr. John Belcamp might have carried the company’s intellectual property with him for use in his new employment in the company rival’s premises. Mr. Newman feared that Mr. John Belcamp might have carried the product’s source code. He gave me a copy of the source code to aid my investigations as the company’s Information Security Analyst.

As the Information Security Analyst, the US legal authority as stated in the Fourth Amendment of the Constitution to search and seize any document that would prove to have been used for digital crime since there is a probable cause of occurrence of crime and the place of search is well defined and described. Chang (2018). By the power of the above legal authority, I can search Mr. Belcamp’s office space and desk for any allegedly suspicious electronic and paperwork material which contains the product’s source code content or such relatable content.

Part II: Physical Evidence Acquisition

2. According to Mr. Belcamp’s office workspace as indicated on the photo, the items that would most likely hold digital evidence include a digital hard drive, a USB drive, a small silver voice recorder, and a Dell model laptop.

The digital hard drive has an irregular rectangular shape, is silver and black and has a green label. The hard drive, from the manufacturer’s information, can hold up to 1 TB of information, is easily portable and has extra storage for large files, videos, and photos. The drive might have stored information about the company’s new product and search code which makes it very useful in the investigation and as digital evidence during prosecution.

The USB flash has both metallic and plastic components, has black and grey colors on both ends and has a minute hole on one side. The accused might have used it to store data transferred from computers and laptops in the form of document files, videos, and photos which might be necessary during the investigation. It would also provide digital and physical evidence during prosecution. The voice recorder is small and silver, it might contain audio recordings of the suspect’s conversations with other parties or recordings of his voice as well. It would provide digital and physical evidence during prosecution.

Finally, the laptop is a Dell model, black and about thirty centimeters in length. It might have store audio, video, word documents, and powerpoint presentations of the new product’s processing. It would provide digital and physical evidence and additional information which might not be present in the hard drive and the USB flash drive.

Steps to the careful handling of items to avoid contamination of evidence

For the Western Digital Hard drive, digital photos should be taken before it is picked from its original place. The evidence custodian should then pick it in latex or chloroprene gloved hand using a pair of tongs and place it in an airtight antistatic bag that has a zip. Goodison, Davis, & Jackson (2015). The bag should then be correctly labeled and put in the evidence container. The handling measures would prevent contamination of the already present fingerprints.

The laptop should be handled similarly. The evidence custodian in chloroprene gloved hands should disconnect it from any external power source, close it, and put it in a sizeable antistatic container, label it correctly and carefully place it in the evidence container. It should also be recorded in the evidence book.

3.Items of non-digital evidence

The square, yellow sticky notes stuck on the desktop computer and the shelf might contain handwritten reminders of meetings or events related to the company’s new product and search code that the suspect might have recorded. They would provide real evidence during prosecution. The papers placed on the shelf might be typed, or handwritten documents containing information, sketches, and frameworks of the company’s new product and search code written by the suspect. They would be used as real evidence during prosecution as well.

There is also a notebook on the office work table. It is white and has a blue logo on the left-hand side of the page. As is the case with the other paper works, this too might contain written notes about the new product and the search code which can be used as real evidence during prosecution. Finally, there is a white stapler with a stainless steel ream on the desk. It might contain forensic evidence such as fingerprints which can be used as supplementary evidence to back up the allegations against the suspect.

Steps of collecting the items to mitigate the loss of evidence

First, the evidence custodian should take photographs of the sticky notes and the paper documents on the shelves before handling them physically. Second, they should pick the documents in latex-gloved hands and put them in security bags that have a zipper, each item in its bag, for forensic search and descriptions. Third, the items should be put in evidence containers ready for transport to the forensic science laboratories. Lillis, Becker, O’Sullivan & Scanlon (2016).

4. Security procedures and environmental considerations for the storage of evidence

(i) The evidence both digital and non-digital should be stored in paper, envelope and antistatic containers, in case of the laptop, and not plastic containers. Plastic produces static electricity and allows humidity and condensation thus interfering with the evidence. The digital evidence should be stored in an area that has no extreme temperature, pressure, and humidity. Li, Bajramovic, Gao, & Parekh (2016).

(ii) The digital evidence should be stored away from magnetic fields caused by speakers, for example, vibrations and moisture to mitigate alteration of evidence.

(iii)The digital evidence should be packaged in a way that will prevent deformation. The packaging and storage container can be a thick-walled antistatic container for safety.

(iv) For security purposes, all the evidence should be labeled; the time of collection, the location, and its name. Each item should then be recorded in a book for future reference and to the checklist if all items are available.

(v) All the evidence should be recorded in the inventory according to the agency’s policies and a chain of custody maintained for any item removed from the storage area. Prayudi, & Sn (2015).

5. Brian Duggers, made a commendable trial in describing the digital materials collected for evidence in the evidence document. His description incorporates most of the items’ specific features. The voice recorder, however, is scantly described. He should have included its measurement approximations to expound on how “small” it is. It also has black coloring on the front part. Brian did not include the black colour in his statement, which might cause ambiguity in case a similar voice recorder is found elsewhere in the room. He should also have included the initial location of the item identified to avoid confusion in case a similar item is found.

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Chang, C. H. (2018). New Development Regarding Search Warrants under the Fourth Amendment of the US Constitution–Jones, Jardines & Grady. EurAmerica, 48(2), 267-333.

Goodison, S. E., Davis, R. C., & Jackson, B. A. (2015). Digital evidence and the US Criminal Justice System. Identifying technology and other needs to more effectively acquire and utilize digital evidence.

Lillis, D., Becker, B., O’Sullivan, T., & Scanlon, M. (2016). Current challenges and future research areas for digital forensic investigation. arXiv preprint arXiv:1604.03850.

Li, J., Bajramovic, E., Gao, Y., & Parekh, M. (2016). Graded security forensics readiness of SCADA systems. Informatik 2016.

Prayudi, Y., & Sn, A. (2015). Digital chain of custody: State of the art. International Journal of Computer Applications, 114(5).