Explain how each theory supports or conflicts with your personal view of human nature.

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Use your “Theory Review Chart” to complete the following essay.

Write a 1,000-1,250-word essay in which you explain the need for various psychodynamic approaches. You will also compare and contrast the three psychodynamic approaches discussed throughout the topic. Your essay must include the following:

  1. A discussion of why it is important to understand and utilize a variety of psychodynamic approaches.
  2. An overview of each of the following approaches: psychoanalysis, analytical, and individual.
  3. Compare and contrast the key differences and similarities between views of human nature and therapeutic techniques for each approach.
  4. Explain how each theory supports or conflicts with your personal view of human nature.

You must include a minimum of three academic references beyond the textbook to support your essay.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please 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 Turnitin. Please refer to the directions in the Student Success Center.

Discussion: Integrating The Research Process

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About 15 years ago, before evidence-based practice became a standard to which to aspire, a professor found an article describing a treatment program for substance-abusing African-American women that incorporated their children and aimed to preserve their families. The program was built around principles of African-centered theory. The professor thought the program appeared well designed and heartily urged students to study the article and possibly find ways to imitate the program ideas, if not the program itself. A few years later, the professor, having continued her education, especially in the area of research, searched for a follow-up on the program, perhaps reporting outcomes and evidence of effectiveness. No research evidence on the program appears in the scholarly journals. In fact, no evidence that the program continues to exist at this time has been found. The fact that what appeared to be a promising practice approach did not endure or have the opportunity to benefit from evaluation is unfortunate.

Note: This week you will work as a class to create a plan for evaluating the rite of passage program described in the assigned article. Each member of the class will be assigned one step of the research process:

1.Research problems and questions
2.Finding and using existing knowledge
3.Focused research questions and research hypothesis
4.Research methods
5.Sampling issues and options
6.Measurement
7.Data acquisition
8.Data collection instruments
9.Analyzing data
10.Disseminating research findings

To prepare for this Discussion, read the Poitier et al. study and then revisit what you have learned about your assigned step of the research process. Consider what would be the most important information to share with your colleagues about that step. Together the class will create a research plan for evaluating the rite of passage program described in the assigned article.

Required Readings

Poitier, V. L., Niliwaambieni, M., & Rowe, C. L. (1997). A rite of passage approach designed to preserve the families of substance-abusing African American women. Child Welfare, 76(1), 173–195.
Retrieved from Walden Library databases.

Discuss the major principles of the biosocial theories of criminal causation

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Assignment 04

T05 Criminal Behavior

Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the “Assignment Format” page for specific format requirements.

 

Discuss the major principles of the biosocial theories of criminal causation. Then explain the Human Genome Project (HGP). Finally, discuss criticisms that have been waged against the biosocial theories of criminal causation.

Grading Rubric

 

Please refer to the rubric below for the grading criteria for this assignment.

 

CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable

25 points 20 points 15 points 8 points

Student provides a clear,

logical description of the 8

major principles of the

biosocial theories of criminal

causation.

Student provides a mostly

clear, logical description of

the major principles of the

biosocial theories of criminal

causation, mentioning 6-8.

Student provides a weak or

unclear description,

mentioning only 3-4

principles of the biosocial

theories of criminal

causation.

Student provides a poor

description, mentioning only

1-2 principles of the biosocial

theories of criminal

causation.

25 points 20 points 15 points 8 points

Student provides a clear,

logical explanation of the

HGP.

Student provides a mostly

clear, logical explanation of

the HGP.

Student provides a weak or

unclear explanation of the

HGP.

Student provides a poor

explanation of the HGP.

25 points 20 points 15 points 8 points

Student provides a clear,

logical summary of the 6

major criticisms waged

against the biosocial

theories.

Student provides a mostly

clear, logical summary,

mentioning 5-6 of the major

criticisms waged against the

biosocial theories.

Student provides a weak or

unclear summary,

mentioning 3-4 of the major

criticisms waged against the

biosocial theories.

Student provides a poor

summary, mentioning 1-2 of

the major criticisms waged

against the biosocial

theories.

10 points 8 points 5 points 2 points

Student does not make any

errors in grammar or spelling,

especially those that distract

the reader from the content.

Student makes 1-2 errors in

grammar or spelling that

distract the reader from the

content.

Student makes 3-4 errors in

grammar or spelling that

distract the reader from the

content.

Student makes more than 4

errors in grammar or spelling

that distract the reader from

the content.

15 points 12 points 8 points 5 points

The paper is written in

proper APA and

organizational format. All

sources used for quotes and

facts are credible and cited

correctly. Excellent

organization, including a

variety of thoughtful

transitions.

The paper is written in

proper format with only 1-2

errors. All sources used for

quotes and facts are credible,

and most are cited correctly.

Adequate organization

includes a variety of

appropriate transitions.

The paper is written in

proper format with only 3-5

errors. Most sources used for

quotes and facts are credible

and cited correctly. Essay is

poorly organized, but may

include a few effective

transitions.

The paper is not written in

proper format. Many sources

used for quotes and facts are

less than credible (suspect)

and/or are not cited

correctly. Essay is

disorganized and does not

include effective transitions.

Format – APA Format,

Citations,

Organization,

Transitions (15 Points)

Major Principles of

the Biosocial Theories

of Criminal Causation

(25 Points)

Mechanics (10 Points)

Explanation of Human

Genome Project

(HGP) (25 Points)

Criticisms of the

Biosocial Theories of

Criminal Causation

(25 Points)

Identify the major categories of psychological assessment.

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DUE TOMORROW NO LATER…. 9/10/2018     NO PLAGIARISM.. EXAMPLE OF PAPER ATTACHED.

Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.

There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.

Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.

The Assessment Guide must include the following sections:

Table of Contents (Portrait orientation must be used for the page layout of this section.)
In this one-page section, students must list the following subsections and categories of assessments.

  • Introduction and Overview
  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (student’s choice)
  • References

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)
Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

  • Definition of a Test (e.g., What is a Test?)
  • Briefly define psychological assessment.
  • Types of Tests
  • Identify the major categories of psychological assessment.
  • Reliability and Validity
  • Briefly define the concepts of reliability and validity as they apply to psychological assessment.
  • Role of testing and assessment in the diagnostic process
  • Briefly explain role of assessment in diagnosis.
  • Professionals Who Administer Tests
  • Briefly describe the types of professionals involved in various assessment processes.
  • Culture and Testing
  • Briefly describe issues of cultural diversity as it applies to psychological assessment.

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)
For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets (Links to an external site.)Links to an external site.. Be sure to reference the content requirements (Links to an external site.)Links to an external site. prior to completing each of the information sheets on the following categories of assessment.

  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)

Special Topics (Student’s Choice)
In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

  • Testing Preschool-Aged Children
  • Testing Elementary School-Aged Children
  • Testing Adolescents
  • Testing Geriatric Patients
  • Testing First Generation Immigrants
  • Testing in Rural Communities
  • Testing English Language Learners
  • Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)
  • Testing Individuals Who Are Incarcerated
  • Testing for Competency to Stand Trial
  • Testing in Child Custody Cases

References (Portrait orientation must be used for the page layout of this section.)
Include a separate reference section that is formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the Ashford University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to Pathbrite  (Links to an external site.)Links to an external site.and upload the revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.)Links to an external site. to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.)Links to an external site. website for information and further instructions on using this portfolio tool.

The Assessment Guide

  • Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of guide
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the Ashford University Library.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
  • Must incorporate at least three different methods of presenting information (e.g., text, graphics, images, original cartoons).
  •                              NO PLAGIARISM    DUE TOMORROW NO LATER