Characteristics of an Exemplary Paper

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PSY 520 Milestone One Guidelines

Note that you are required to use Southern New Hampshire University students as research participants by using the PSY 510/520 Lounge in SNHUConnect (link is located in the left-hand navigation menu). You are strictly prohibited from using individuals outside of Southern New Hampshire University as research participants.

In PSY 520, you will be collecting and analyzing data in an attempt to answer your research question. Before you do this, however, it is important that you have your research proposal (i.e., your PSY 510 paper) in a very strong shape. Your research proposal will form the building block for the full research paper that you will submit in this course.

As you revise your PSY 510 paper, be sure to take into account the feedback from your instructor from PSY 510. In addition, use the list below as a guide for how to revise your paper into an exemplary research proposal. As you revise your paper, be sure to think about how you will go from a proposal to an actual research project as you will be using your research proposal from PSY 510 to help complete your final project for this course, a research manuscript.

To help see the flow of the PSY 510 and PSY 520 projects, you can review this document.

 

 

 

Paper Element

Characteristics of an Exemplary Paper

 

 The beginning of the paper clearly explains the general purpose of the research, and it relates the research to a real-world issue.

 This section should be interesting to read and entice the reader.

 

Problem Statement

 

 This section should review relevant research on the topic.

 The literature needs to be an integrated discussion of research on the topic, not a one-by-one summary of all the articles you found.

 The literature should build towards your research question and hypothesis. In other words, research that is most relevant to your research question and hypothesis should be discussed. Research only tangentially related to your research question should not be included.

 

Literature Review

 

 This should be clearly stated at the end of your literature review.

 Because the problem statement introduced the general research question and the literature review builds toward the research

question, when you state your specific research question it should not surprise the reader.

 

Research Question

 

 

 

Hypothesis

 Your hypothesis should be clearly stated.

 It should be supported by your literature review, so it should not be a surprise to the reader. In other words, your hypothesis is not just a guess of what you will find; it is an educated guess supported by research.

 

 Your proposed participants, materials, and procedures should be clearly described.

 Keep in mind that you will rewrite this section in Milestone Four once your data collection is complete.

 

Methods

 

Data Analysis Plan

 This section will not be included in your final paper, since you will ultimately explain what you actually did in your Results section.

Anticipated Results

 This section will ultimately be rewritten in Milestone Four once you have analyzed your data.

Overall

 Be sure to follow APA style. Use your style manual!

 The entire paper should flow. Even though it is broken into

sections, each section should flow into the next and the paper

should read as one coherent, integrated paper.

 Be sure to proofread carefully. It is very unlikely that your

instructor corrected every typo and grammatical mistake. One of the best techniques is to read the paper out loud so as to catch awkward phrasing.

Guidelines for Submission: Submit a copy of your PSY 510 research proposal reflecting any new edits to be graded pass/fail.

Running head: FINAL PROPOSAL: MUSIC AND PERSONALITY CONNECTION 1

 

Running head: FINAL PROPOSAL: MUSIC AND PERSONALITY CONNECTION 1

 

 

 

 

 

 

 

Final Proposal: Music and Personality Connection

Sandy Pennington

Southren New Hampshire University

A Story Of Screening And Referral DISCUSSION

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Andy: A Story of Screening and Referral

Resources

Attributes and Evaluation of Discussion Contributions.

Professional Communications and Writing Guide.

List of Tests by Type.

In this unit, you are introduced to the clinical psychology, counseling psychology, and neuropsychology branches of psychology. While these three specialty areas share overlap with goals for clients and the tools they employ in the process of assessment, they each have unique content knowledge and skill they acquired through training and provide differentiated roles and services. Subsequently, the referring concern and the needs of an individual will likely indicate which professional may be best suited to complete the assessment.

In Units 6 through 9, you have studied different applications of tests and measurements in a variety of settings and specialty areas. Regardless of the specialization, it is likely that at some time, a psychologist will have a client with one of the referral concerns including possible neurological problems. In this unit, you read about psychologists using a standard battery to gather information on an individual from a variety of tests and instruments as a means of screening for a neurological deficit. A minimum amount of testing for an adequate neuropsychological screening includes an intelligence test, a personality test, and a perceptual, motor, or memory test.

In this discussion, you will refer to the following case study to answer the questions in Part 1 and Part 2 of this activity.

Andy was referred to you, a psychologist.

Name: Andrew “Andy” Davis.

Age: 6 years, 0 months.

Mother: Emily Davis, single parent.

Sibling: Molly.

Recent changes: Relocation to a smaller house, father abandoned family.

Referral concerns (reported by mother): Frequent intense imaginative play, significantly reduced social interactions, talks to self in his room, destroys toys (for example, rips arms of dolls), falls frequently, and concerns that he fell down stairs (with no open head injury) at the new house (that is, Andy reported falling down and off staircase railing).

Part 1

Based on this referral information, what would be the three tests you would include in a standard battery for screening purposes that include neurological concerns? You may use, as a guide, the same test list that was provided to you in Unit 2. You are allowed to choose tests outside of those on the list. This task will allow you to review tests covered in earlier units of this course, as well as some that are introduced in this unit. However, remember to address a minimum of three recommended areas of assessment for a screening of this type. Be sure to take into consideration age range appropriate for the tests and instruments you select. Then, provide an explanation for using each instrument and how it connects to your working hypothesis on Andy and his mother’s concerns.

Part 2

You complete your evaluation using the three (or more) tests in your standard battery and obtain signs signaling that a more thorough neuropsychological evaluation is recommended. Subsequently, Andy is referred to Dr. Woody Pride, a neuropsychologist. Dr. Pride decides to administer Andy the Brief Neuropsychological Cognitive Examination (BNCE) published by WPS since it can be administered in one sitting and reports that it minimizes reading skills to complete it.

Based on this information from Dr. Pride, and after conducting your own research on this test selection, determine if this is an appropriate test to obtain additional data on Andy regarding neuropsychological concerns. If it is appropriate, then state that and provide your rationale for supporting this as a test selection. If it is not appropriate, then state that and provide your rationale for rejecting this as a test selection. Finally, regardless if you find the BNCE appropriate or not for Andy and the referring concerns, identify a second neuropsychological test that would be highly recommended for its use with Andy (you may select one from the list provided you in Unit 2, or another neuropsychological test battery).

As a test user, identify any AERA standards regarding The Rights and Responsibilities of Test Users, which are implicated in this case study of Andy Davis.

Resources for the Integrative Literature Review

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Week 2 – Assignment

Resources for the Integrative Literature ReviewPrior to beginning work on this written assignment, be sure to carefully review the instructions for the Final Assignment, which is due at the end of Week Six. In preparation for that assignment, you will list the four required content domains you have chosen for the Integrative Literature Review and provide a minimum list of six resources you intend to use for each domain. For assistance with researching your resources, please view the Psychology Subject Guide (Links to an external site.)Links to an external site. in the Ashford University Library. For the group of resources in each domain, evaluate the reliability, validity, and generalizability of the research findings and provide a rationale for including the group within the domain. These rationales should include descriptions of how the research findings will function together in the Integrative Literature Review.Please use the format below for each of the four domains.Name of the Domain: (e.g., Psychopharmacology)
List the complete references for each of the six resources. Format your reference list in alphabetical order according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..Rationale:
One to two paragraphs including the required information noted above. The Resources for the Integrative Literature Review Must include a separate title page with the following: Title of paper Student name Course name and numberInstructor’s name Date submitted Must use at least 24 scholarly sources, including a minimum of 20 from the Ashford University Library. Must document all sources in APA style as outlined in the Ashford Writing Center. Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Week two assignment psy699

Required Resources

Articles

Auxier, A., Farley, T., & Seifert, K. (2011). Establishing an integrated care practice in a community health center. Professional Psychology: Research and Practice, 42(5), 391–397. doi:10.1037/a0024982

· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article describes a working integrated primary care model that encompasses universal screening, consultation, psychotherapy, and psychological testing.

Funderburk, J. S., Fielder, R. L., DE Martini, K. S., & Flynn, C. A. (2012). Integrating behavioral health services into a university health center: Patient and provider satisfaction. Families, Systems, & Health, 30(2), 130–140. doi:10.1037/a0028378

· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article describes a study in which an integrated behavioral health care services program was implemented in a university health center. One of the primary goals was to assess provider and patient acceptability and satisfaction with the program.

Kelly, J. F., & Coons, H. L. (2012). Integrated health care and professional psychology: Is the setting right for you? Professional Psychology: Research and Practice, 43(6), 586–595. Retrieved from https://library.ashford.edu/ezproxy.aspx?url=http%3A//search.ebscohost.com/login.aspx?direct=true%2526AuthType=ip,cpid%2526custid=s8856897%2526db=pdh%2526AN=2012-33696-001%2526site=ehost-live

· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article provides an overview of integrated care to help practicing psychologists develop a better understanding of the advantages and challenges associated with integrated care.

London, L. H., Watson, E. C., & Berger, J. (2013). An integrated primary care approach to help children B-HIP! Clinical Practice in Pediatric Psychology, 1(2), 196–200. doi:10.1037/cpp0000014

· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article outlines a collaborative health care initiative designed to address the previously undiagnosed mental health care needs of pediatric patients in a primary care setting.

Runyan, C. N. (2011). Psychology can be indispensable to health care reform and the patient-centered medical home. Psychological Services, 8(2), 53–68. doi:10.1037/a0023454

· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article argues for the role of psychology in integrated health care and discusses training implications and opportunities for psychologists.

Soklaridis, S., Kelner, M., Love, R., & Cassidy, D.J. (2009). Integrative health care in a hospital setting: Communication patterns between CAM and biomedical practitioners. Journal of Interprofessional Care, 23(6), 655–667. Retrieved from https://library.ashford.edu/ezproxy.aspx?url=http%3A//search.ebscohost.com/login.aspx?direct=true%2526AuthType=ip,cpid%2526custid=s8856897%2526db=a9h%2526AN=44746564%2526site=ehost-live

· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article explores communication and collaboration among key stakeholders, including complementary and alternative medicine (CAM) and biomedical practitioners, at an integrative health clinic

Week two assignment psy699

What do you think needs to change at the cultural level to reduce discrimination?

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Discrimination: Reflection and Interview

Watch the Frontline program online.

Frontline: A Class Divided http://www.pbs.org/wgbh/pages/frontline/shows/divided/

A Class Divided explores the nature of prejudice. Third grade teacher Jane Elliott deliberately created a classroom situation to teach her students how it feels to be on the receiving end of discrimination. This is an encore presentation of the classic documentary on third-grade teacher Jane Elliott’s “blue eyes/brown eyes” exercise, originally conducted in the days following the assassination of Rev. Martin Luther King Jr. in 1968. This classic classroom experiment, conducted in the late 1960s in a small Midwestern town, demonstrates how quickly and easily schoolchildren can internalize prejudice and discriminate. Years later, these children discuss the valuable lessons they learned from this experiment. Elliott employs this same teaching strategy with a group of adults in the workplace, and discusses their reactions.

This assignment is designed to allow you to synthesize what you have been learning about the various dimensions of diversity and the necessity of treating everyone in an inclusive, sensitive and respectful manner.

Discrimination Paper Part I: Interpersonal Reflection

After viewing the video, consider the following questions and write your response. Your response should be 4-5 pages and should address each question thoroughly, reflecting an accurate representation of what you have learned in this course. Demonstrate scholarship by utilizing supporting resources to justify your ideas and responses:

  • What did you learn from the film? What scene or scenes do you think you’ll still remember a month from now and why those scenes?
  • Did any part of the film surprise you? Do you think someone with a disability, of a different sexual orientation, an older American or some of a different religion would also find it surprising? Why or why not?
  • Both Elliott and her former students talk about whether this exercise should be done with all children. What do you think? If the exercise could be harmful to children, as Elliott suggests, what do you think actual discrimination might do? Use an example, different from the example you used to describe labels, from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions.
  • How can negative and positive labels placed on a group become self-fulfilling prophecies? Use an example from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions.
  • Based on what you have learned in this course, discuss an example (either from the video or from your experiences) that illustrates each of the following statements:
    • Dimensions of diversity may be hidden or visible.
    • Dimensions of diversity are in a constant state of flux.
    • Dimensions of diversity are not always clear-cut or easily defined.

Discrimination Paper Part II: Personal Interview

For Part II of this assignment, you will have a conversation with someone who you feel may have faced discrimination. Examples include someone with a disability, an older American, someone who is a sexual minority, or someone who lives in a multicultural family. After choosing an individual to interview, explain to this individual what you have seen in the Class Divided program. Invite them to watch the program, or parts of the program, with you. After watching or discussing the program, pose the following questions to the individual. Be sure to explain the reason for your questions and why you have selected them to participate in the interview:

  • What, if any, discrimination do you experience?
  • How have you coped with this situation?
  • What do you think needs to change at the cultural level to reduce discrimination?

Following your refection (Part I listed above), add 2-3 pages to your paper which addresses the following:

  • A description of the individual you chose to interview and why. Explain how you went about approaching this individual for the interview.
  • What are your observations about the person’s view of discrimination and how it affects his/her daily life?
  • Did the interaction with the person change your view of discrimination? If so, explain how the interaction has affected you either positively or negatively. If it did not change your view of discrimination, explain why.
  • How well do you think you would cope with discrimination from this person’s perspective?
  • Finally, what is the best manner in which to advocate for those facing discrimination? What actions will you change based on what you have learned in this course and how will you serve as an advocate for those individuals who face discrimination?

Your final assignment, consisting of both Part I and II, should be approximately 6 -8 pages. Be sure to address each topic listed above and, as appropriate, cite the online course, the textbook, and other credible sources to substantiate the points you are making. For example, when discussing an example of how diversity may be hidden or invisible cite sources, which you have referenced to substantiate the points you are making.