Competency 1: Analyze the role of the practitioner-scholar model in guiding professional development.

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BEHAVIORAL ANALYSIS FOCUSED ON AUTISM SPECTRUM. ALL WORK MUST BE ORIGNAL AND PROPERLY CITED MUST FOLLOW ALL REQUIREMTNS

For this assignment, you will write a literature review. Now that you have found resources related to your research question, the next step is to look further into how they relate to each other and shed light on your research question. Not only will you be writing literature reviews in some of your future courses at Capella, but these skills will also help you in your future career in whatever specialization you pursue. For example, as an addictions counselor, you might need to develop a treatment plan that is suited to a particular situation. You will need to turn to the literature to understand what is known and what is not about that situation. Using critical thinking skills, you can find themes and determine what course of action your treatment plan should take. Behavior analysts also rely on the literature to determine evidence-based practices when assessing, setting goals, and developing support plans for clients and students.

Preparation

Complete the following if you have not already:

  • Analyze the sources you found in your preparation activities in previous weeks.
  • Review the Literature Review Template [DOC]. You will need to use this template when writing your paper.
  • Use the Literature Review Worksheet [DOC] worksheet to help you work through the process of identifying themes in your research and synthesizing the articles into your Literature Review.
  • Review the Literature Review Assignment Exemplar [PDF], which provides an example of a literature review.

Instructions

Complete the following in your assignment template:

Introduction

State your research question and explain how it relates to your specialization and professional interests.

Synthesis of Literature Into a Cohesive Review

In the preparation study in Week 5, you identified at least three key themes, or focuses of inquiry, that are relevant to your research question and present in each article. These themes may be based on:

  • Related aspects of research questions.
  • Related or differing conclusions.
  • Other factors or ideas the studies have in common.
  • Other points of contrast between the studies.

Use concise formulations of these themes as headings for the next sections of the paper. In these sections, compare and contrast your resources’ positions relative to each theme, and then synthesize your own position relative to the theme. Support your conclusions by citing your references.

Granello’s 2001 article, “Promoting Cognitive Complexity in Graduate Written Work: Using Bloom’s Taxonomy as a Pedagogical Tool to Improve Literature Reviews,” provides a framework and strategies to help you work through this part of your assignment.

Conclusion

Restate the conclusions you came to regarding the themes you explored with your research. Support your conclusions by citing your references. However, if you find that more research would be needed to decide a question, briefly outline ideas of how you could undertake that research.

Before You Submit

To maximize your scoring potential, be sure that you fully address all assignment requirements and meet the criteria in the scoring guide that will be used to assess your assignment. It is helpful to self-score your paper using the scoring guide before submitting, to be sure that you are meeting criteria for the grade you want to earn.

Smarthinking

It is recommended that you have your assignment reviewed by Smarthinking. Plan 24–48 hours to get results from this service, and additional time to make revisions before you submit the assignment to your instructor for a grade.

SafeAssign

Submit a draft of your assignment to SafeAssign for review of proper citations and references. It is very important that you always submit your work as a draft so you can make revisions before submitting your assignment for grading. Refer to the courseroom SafeAssign resources for guidance in accessing your feedback from SafeAssign, interpreting your report, and improving your writing and citations for your assignment.

Additional Requirements

  • Written communication: Should be free of errors that detract from the overall message.
  • APA formatting: References and citations should be formatted according to current APA style and format. Include a title page, abstract, and reference list.
  • Resources: Minimum of three scholarly resources. All references need to be cited in-text, according to current APA standards. Remember that citations are to support your thoughts, not take the place of them!
  • Length: 4–5 double-spaced pages, not including the title page or reference page.
  • Font and font size: Times New Roman, 12-point.
  • Template: Use the Literature Review Template [DOC] to format your assignment.
  • Submission: Once you are satisfied with your paper and have made all necessary revisions, submit your assignment no later than Sunday at 11:59 p.m. Central time.
SCORING GUIDE

Your work will be evaluated using this criteria.

VIEW SCORING GUIDE

Competencies Measured

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 1: Analyze the role of the practitioner-scholar model in guiding professional development.
    • Explain how a research question relates to a specialization area in psychology and to a career vision.
  • Competency 4: Apply critical thinking and effective decision making.
    • Identify themes that are relevant to a research question and present in each scholarly resource cited.
    • Use critical thinking tools to synthesize a cohesive review of literature concerning a research question in psychology.
  • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
    • Apply the standard writing conventions for the discipline, including structure, voice, person, and tone.
    • Apply APA formatting to in-text citations and reference

CRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHEDExplain how a research question relates to a specialization area in psychology and to a career vision.
20%Does not identify a research question related to a specialization area in psychology and to a career vision.Attempts to explain how a research question relates to a specialization area in psychology and to a career vision, but the explanation is not accurate or is unclear.Explains how a research question relates to a specialization area in psychology and to a career vision.Evaluates the importance of a research question to a specialization area in psychology and to a career vision.Identify themes that are relevant to a research question and present in each scholarly resource cited.
20%Does not identify themes in the research found.Attempts to Identify themes, but the themes are unclear, not relevant to a research question, or not present in each scholarly resource cited.Identifies themes that are relevant to a research question and present in each scholarly resource cited.Identifies themes that are relevant to a research question and present in each scholarly resource cited, and fully explains the connection between the research question and each theme.Use critical thinking tools to synthesize a cohesive review of literature concerning a research question in psychology.
40%Does not survey literature in a review concerning a research question in psychology.Surveys literature concerning a research question in psychology, but the review does not fully synthesize the literature or is disorganized.Uses critical thinking tools to synthesize a cohesive review of literature concerning a research question in psychology.Uses critical thinking tools to cohesively synthesize relevant literature into well supported and original themes (themes not explicitly stated in the articles).Apply the standard writing conventions for the discipline, including structure, voice, person, and tone.
10%Does not apply the standard writing conventions for the discipline.Applies writing conventions that are inconsistent with disciplinary standards or inappropriate for the intended audience.Applies the standard writing conventions for the discipline, including structure, voice, person and tone.Exhibits strict adherence to the standard writing conventions for the discipline. Elements of structure, voice, person, and tone are well matched to the intended audience.Apply APA formatting to in-text citations and references.
10%Does not apply APA formatting to in-text citations and references.Applies APA formatting to in-text citations and references incorrectly or inconsistently, detracting noticeably from good scholarship.Applies APA formatting to in-text citations and references.Exhibits strict and nearly flawless adherence to APA formatting of in-text citations and references.

Introduction to Psychology and Role of Biology

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Topic 1 – Introduction to Psychology and Role of Biology

Mini Brain Project

Directions: Conduct research on a selected brain area or structure. Areas and structures available for research include frontal lobe, parietal lobe, temporal lobe, occipital lobe, medulla, pons, cerebellum, reticular formation, thalamus, hypothalamus, limbic system, cerebrum, hippocampus, amygdala, corpus callosum, Broca’s area, OR Wernicke’s area.

Conduct research using scholarly Internet sources, library sources, and the textbook.

Here’s the link for the textbook : https://www.gcumedia.com/digital-resources/ww-norton/2019/psychology-in-your-life_3e.php

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines which can be found in the APA Style Guide, located in the Student Success Center. Each question should be a minimum of 50 words. 

Part 1: Using your research thoroughly answer the questions below:

Where is the area or structure located?

What are its major functions?

What techniques are used to view or measure it?

What happens when it is damaged?

What other structures is it near?

What other structures help or perform similar functions?

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
PSY-102 PSY-102-O501 Mini Brain Project 110.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (65.00%) Satisfactory (75.00%) Good (85.00%) Excellent (100.00%) Comments Points Earned
Content 85.0%
Conduct scholarly research with solid academic writing for each question 45.0% Project omits or incompletely describes scholarly research with solid academic writing for each question of a minimum of 50 words.Project does not demonstrate understanding of the topic. Project inadequately describes scholarly research with solid academic writing for each question of a minimum of 50 words. Description is vague and missing evidence to support claims. Project demonstrates a poor understanding of the topic. Project adequately describes scholarly research with solid academic writing for each question of a minimum of 50 words, but description is limited and lacks some evidence to support claims. Project demonstrates a basic understanding of the topic. Project clearly describes scholarly research with solid academic writing for each question of a minimum of 50 words, and description has sound analysis with some evidence to support claims. Project demonstrates an understanding that extends beyond the surface of the topic. Project expertly describes scholarly research with solid academic writing for each question of a minimum of 50 words, and description is comprehensive and insightful with relevant evidence to support claims. Project demonstrates an exceptional understanding of the topic.
Creation of activity, including picture of activity with student. 40.0% Project omits or incompletely creates an activity including a picture of the activity with student present.Project does not demonstrate understanding of the topic. Project inadequately creates an activity including a picture of the activity with the student present. Project demonstrates a poor understanding of the topic. Project adequately creates an activity including a picture of the activity with the student present. Project demonstrates a basic understanding of the topic. Project clearly creates an activity including a picture of the activity with the student present. Project demonstrates an understanding that extends beyond the surface of the topic. Project expertly creates an activity including a picture of the activity with the student present. The project is comprehensive, insightful, and relevant. Project demonstrates an exceptional understanding of the topic.
Organization and Effectiveness 5.0%
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%
Paper Format (use of appropriate style for the major and assignment) 1.0% Format is rarely followed correctly. Some format elements are missing or mistaken; lack of control with formatting is apparent. Formatting is correct, although some minor errors may be present. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 9.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

Define the problem emotionally and intellectually

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Prior to beginning work on this discussion, please review the following websites, and read the following required articles:

  • Ethical Decision Making
  • The Difference Between Deductive and Inductive Reasoning
  • ASCA Ethical Standards for School Counselors
  • To Tell or Not to Tell: The Fine Line Between Minors’ Privacy and Others’ Right to Know

Play the expert in the following scenario and apply ethical decision-making to your rationale and actions. Be mindful of section F in the “ASCA Ethical Standards for School Counselors” (p. 8):

When faced with an ethical dilemma, school counselors and school counseling program directors/supervisors use an ethical decision-making model such as Solutions to Ethical Problems in Schools (STEPS) (Stone, 2001):

  • Define the problem emotionally and intellectually
  • Apply the ASCA Ethical Standards for School Counselors and the law
  • Consider the students’ chronological and developmental levels
  • Consider the setting, parental rights and minors’ rights
  • Apply the ethical principles of beneficence, autonomy, nonmaleficence, loyalty and justice
  • Determine potential courses of action and their consequences
  • Evaluate the selected action
  • Consult
  • Implement the course of action

You are a school counselor at a rural high school. You have been counseling a student, and he confided in you that one of his friends has recently engaged in sexual relations with one of the teacher’s daughters. (She is a friend of yours.) He does not divulge the name of the other student and refuses to talk any further about the issue.

Address the following:

  1. What ethical considerations must be considered in this situation?
  2. How does confidentiality affect your considerations and actions?
  3. What options might you have to address the situation?
  4. Ethically, since this is hearsay, are you legally obligated to address?
  5. Using appropriate citations and references, explain how the empirical research, theoretical models, and ethical standards presented in the assigned resources suggest the importance of applying ethical decision-making strategies to scenarios such as these.

REFERENCES

https://serc.carleton.edu/geoethics/Decision-Making

Meiseller, D. (2020). Difference between deductive and inductive reasoning. https://danielmiessler.com/blog/the-difference-between-deductive-and-inductive-reasoning/

ASCA Ethical Standards for School Counselors. (2016). https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

Carlson, N. (2017). To tell or not to tell: The fine line between minors’ privacy and others’ right to know (Links to an external site.). https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=2ahUKEwiwuLC7-73pAhVVj54KHSMQAWcQFjABegQIDBAD&url=https%3A%2F%2Fwww.counseling.org%2Fdocs%2Fdefault-source%2Fethics%2Fethics-columns%2Fethics_october-2017_minor-privacy.pdf%3Fsfvrsn%3Da25522c_6&usg=AOvVaw0kYOxrz1puzlnuMbSY9THu

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Ethical Decision-Making In this module, we provide some guiding principles, and pathways to help guide ethical decision-making. These are a series of basic questions that should be asked when confronted with ethical dilemmas. These are often complex situations with no clear-cut resolution, and without a right or wrong answer. But these decision-making processes will go a long way towards helping all of us make informed decisions that can justify consequent actions.

Ethical Reasoning Can Be Taught: Ethical reasoning is a way of thinking about issues of right and wrong. Processes of reasoning can be taught, and school is an appropriate place to teach them. the reason that, although parents and religious schools may teach ethics, they don ot always teach ethical reasoning. See the article by: Sternberg, Robert J. Teaching for Ethical Reasoning in Liberal Education. Liberal Education 96.3 (2010): 32-37.

And, like learning to play baseball or play the violin, it’s important to practice early and often. So, let’s get started:

Beneficence

Beneficence is the concept that scientific research should have as a goal the welfare of society. It is rooted in medical research, the central tenet is “do no harm” (and corollaries remove harm, prevent harm, optimize benefits, “do good”). For a more expansive introduction to beneficence, see the essay on The Principles of Beneficence in Applied Ethics from the Stanford Encyclopedia of Philosophy. Some simple guiding questions in applying the concept of beneficence to ethical dilemmas include:

Who benefits? Who are the stakeholders? Who are the decision-makers? Who is impacted? What are the risks?

Take a look at the video on Causing Harm–“Causing harm explores the different types of harm that may be caused to people or groups and the potential reasons we may have for justifying these harms.” From “Ethics Unwrapped”, McCombs School of Business, University of Texas-Austin.

A 7-STep Guide to Ethical Decision-Making

The following is a summary of: Seven-step guide to ethical decision-making (Davis, M. (1999) Ethics and the university, New York: Routledge, p. 166-167.

1. State the problem. For example, “there’s something about this decision that makes me uncomfortable” or “do I have a conflict of interest?”.

2. Check the facts. Many problems disappear upon closer examination of the situation, while others change radically. For example, persons involved, laws, professional codes, other practical constraints

3. Identify relevant factors (internal and external). 4. Develop a list of options.

Be imaginative, try to avoid “dilemma”; not “yes” or” no” but whom to go to, what to say. 5. Test the options. Use some of the following tests:

harm test: Does this option do less harm than the alternatives? publicity test: Would I want my choice of this option published in the newspaper? defensibility test: Could I defend my choice of this option before a congressional committee or committee of peers? reversibility test: Would I still think this option was a good choice if I were adversely affected by it? colleague test: What do my colleagues say when I describe my problem and suggest this option as my solution? professional test: What might my profession’s governing body for ethics say about this option? organization test: What does my company’s ethics officer or legal counsel say about this?

6. Make a choice based on steps 1-5. 7. Review steps 1-6. How can you reduce the likelihood that you will need to make a similar decision again?

Are there any cautions you can take as an individual (and announce your policy on question, job change, etc.)? Is there any way to have more support next time? Is there any way to change the organization (for example, suggest policy change at next departmental meeting)?

[Having made a decision based on the process above, are you now prepared to ACT?]

 

 

Ethical Decision-Making Model based on work by Shaun Taylor.

A Seven Step Process for Making Ethical Decisions–An example from the “Orientation to Energy and Sustainability Policy” course at Penn State.

Additional Approaches to Ethical Decision Making

Shaun Taylor’s presentation: Geoethics Forums (PowerPoint 2007 (.pptx) 380kB Jun11 14), given at the 2014 Teaching GeoEthics workshop, provided a simple model to help students engage Ethical Decision-Making that includes a) the context/facts of the situation, b) the stakeholders, c) the decision-makers, d) these inform a number of alternate choices, e) that are mediated through the evaluation of impacts and negotiations among the parties, that lead to f) selection of an optimal choice. Taylor provides guidance for what makes a good ethical dilemma discussion, including:

Trust, respect, disagreement without personal attacks Being judgmental vs. making a judgment Emphasize process vs. conclusion Uncertainty is OK Description then prescription

Teaching Activity: GeoEthics Forums–The Grey Side of Green (a guide for ethics decision making)

Daniel Vallero also addressed ethical decision making in his presentation at the 2014 Teaching GeoEthics workshop, and defines this 6-step approach to ethical decision making:

1. State or define the problem/issue 2. Gather information (“facts”) from all sides 3. Delineate all possible resolutions. 4. Apply different values, rules, principles, regulations to the different options. 5. Resolve conflicts among values, rules, etc. 6. Make a decision and act.

The Markkula Center for Applied Ethics, Santa Clara University provides additional context and advice for ethical decision- making. They have identified five sources of ethical standards (the utilitarian approach, the rights approach, the fairness or justice approach, the common good approach, and the virtue approach.Their framework for Ethical Decision making includes: Recognize the Ethical Issue, Get the Facts, Evaluate Alternative Actions, Make a Decision and Test it, Act and Reflect on the Outcome.

Reviews of the literature on ethical decision-making can be found at:

O’Fallon, M.J., and Butterfield, K.D., 2005, A Review of the Empirical Ethical Decision-Making Literature: 1996-2003, Journal of Business Ethics vol 59 #4, p. 375-413; https://doi.org/10.1007/s10551-005-2929-7 Robert C. Ford and Woodrow D. Richardson (2013) Ethical Decision Making: A Review of the Empirical Literature, In: Michalos A., Poff D. (eds) Citation Classics from the Journal of Business Ethics. Advances in Business Ethics Research (A Journal of Business Ethics Book Series), vol 2. Springer, Dordrecht Cottone, R. R. and Claus, R. E. (2000), Ethical Decisionâ€Making Models: A Review of the Literature. Journal of Counseling & Development, 78: 275-283. doi:10.1002/j.1556-6676.2000.tb01908.x

The American Counseling Association has published their A Practitioner’s Guide to Ethical Decision Making (Acrobat (PDF) 20kB Jun18 18) (1995) authored by Holly Forester-Miller, Ph.D. and Thomas Davis, Ph.D.

Assessment of Ethical Reasoning, Values, Moral Thinking

Assessment–Measuring Students’ Moral Development — from the Illinois Institute of Technology, Center for the Study of Ethics in the Professions (suggestions on types of graded assignments, advice on grading assignments, assessment of program effectiveness, and a bibliography) Assessment and Evaluation — from the National Academy of Engineering, Online Ethics Center for Engineering and Science; — recommended criteria and rubrics for assessing student learning and an annotated bibliography! Ethical Reasoning Value Rubric — from the Association of American Colleges and Universities Ethics Assessment Rubric — from the University of Minnesota-Duluth, School of Business Ethical Reasoning in Action: Validity Evidence for the Ethical Reasoning Identification Test (ERIT)–Smith, K., Fulcher, K. & Sanchez, E.H. J Bus Ethics (2015). doi:10.1007/s10551-015-2841-8

 

 

Carpenter, D. D., Harding, T. S., Finelli, C. J., & Passow, H. J. (2004). Does academic dishonesty relate to unethical behavior in professional practice? An exploratory study. Science and Engineering Ethics, 10(2), 311—324.

Ethics and Environmental Justice resources from across Teach the Earth »

Ethics and Environmental Justice resources from across Teach the Earth »

Language Development Trends

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Developmental Trends Table

 

The table below describes language-related behaviors of children and adolescents in five different age ranges. For each youngster, the table indicates whether the behavior is typical or unusual for the age group, suggests developmentally appropriate responses to the behavior, or both. Apply what you’ve learned about assessing developmental progress in language to fill in the empty cells in the table.

 

 

Assessing Developmental Progress in Language

 

Age A Youngster’s Experience Developmental Concepts

Recognizing Typical and Unusual Behaviors for the Age Group

 Implications

Facilitating Acquisition of Language Skills
Infancy (Birth–2) When a caregiver at a child care center exclaims, “Your daddy’s here!” 10-month-old Midori looks eagerly in the direction of the door. But despite Midori’s apparent understanding of the word Daddy, she does not yet say his name, not even a reasonable approximation such as “Dada.” Sometimes she says “dadadadada,” but with little regard for whether her father is present.   Regularly engage infants in “conversations” in which they can practice vocalizing, taking turns, maintaining eye contact, and using other basic language skills. Simplify your language somewhat (e.g., use infant-directed speech), but use a variety of words in appropriate contexts.
Early Childhood (2–6)

 

 Twenty kindergartners sit quietly and politely as the school principal describes the procedure they should follow during a fire drill. After the principal leaves the room, however, many of them are unable to describe the procedure she has spoken about.

 

 This behavior is typical for the age group. Young children often think that being a “good listener” simply means sitting still and being quiet. They do not necessarily realize that listening also involves understanding and remembering what the speaker says.

 

  
Middle Childhood (6–10)

 

 Seven-year-old Arthur’s sentences are rarely more than two or three words long.

 

 Such speech is unusual for the age group. Children typically begin putting two words together sometime around age 2, and their sentences become increasingly longer after that. By school age, their sentences are adultlike in many respects.