Outcome Models Recidivism, Relapse Prevention, Harm Reduction

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Post by Day 5 a brief summary of the research article you selected, including an identification of the treatment outcome model used in the study. Then explain how the study might have been affected and how the outcomes might have changed if one of the other treatment outcome models had been used.

This discussion assignment is complex  You need to address ALL components of the question in an effort to earn full credit.  Read the instructions above very carefully.  I suggest setting up an outline, using headers, to make sure you address all required components thoroughly.

You will need to read all of the articles listed above and then:  Conduct an academic search in the Walden Library and select at least one scholarly article from a peer-reviewed journal that uses the treatment outcome model (recidivism, relapse, or harm-reduction) you selected.

• Review the article “Guilt and Shame as Predictors of Recidivism: A Longitudinal Study with Young Prisoners” in this week’s Learning Resources. Focus on using the recidivism model in the treatment of forensic populations.
• Review the article “A Study of Methadone Maintenance for Male Prisoners: 3-Month Postrelease Outcomes” in this week’s Learning Resources. Note the distinctions among the three treatment outcome models in the treatment of forensic populations.

• Review the article “Adult Sex Offenders on Community Supervision: A Review of Recent Assessment Strategies and Treatment” in this week’s Learning Resources. Focus on the distinctions among the three treatment outcome models in the treatment of forensic

Discussion: Policy Proposals

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Discussion: Policy Proposals

  http://mym.cdn.laureate-media.com/2dett4d/Walden/SOCW/MSWP/CH/mm/homepage/index.html

In your reading for this week, you meet Jose and Iris, two individuals who are in situations that require assistance and guidance from a professional social worker and policy advocate.

In this Discussion, create a policy proposal that will impact the situations faced by either Jose or Iris. Describe the trade-offs you used to develop your proposal.

To prepare: In your text, review “Trade-Offs: Systematically Comparing Policy Options in Step 3” in Chapter 8.

Plummer, S.-B, Makris, S., Brocksen S. (Eds.). (2014). Social work case studies: Concentration year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

  • “Working with Clients with Addictions: The Case of Jose” (pp. 65–68)
  • “Working with the Aging: The Case of Iris” (pp. 68–69)

 

Post by Day 3 a brief summary of the policy proposal and its purpose that you created based on either Jose’s or Iris’s situation and the trade-offs you used to develop your proposal.

Be sure to support your post with specific references to this week’s resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

Respond by Day 5 to a colleague who selected a different case from yours with another approach to address the identified problem. What is the responsibility of the social workers working with Jose and/or Iris to advocate for a change in the social policy?

ALL PROMPTS NEEDED TO BE ANSWERED

How important is self-esteem to psychology and to our well-being?

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Exploring PSYCHOLOGY

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INTERNATIONAL EDITION

Special Contributor

C. Nathan DeWall, University of Kentucky

WORTH PUBLISHERS

Hope College Holland, Michigan

David G. Myers

Exploring PSYCHOLOGY

NINTH EDITION

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Senior Vice President, Editorial and Production: Catherine Woods Publisher: Kevin Feyen Executive Marketing Manager: Katherine Nurre Development Editors: Christine Brune, Nancy Fleming Director of Print and Digital Development: Tracey Kuehn Media Editor: Elizabeth Block Supplements Editors: Betty Probert, Nadina Persaud Photo Editor: Bianca Moscatelli Photo Researcher: Donna Ranieri Art Director: Babs Reingold Cover Designers: Lyndall Culbertson and Babs Reingold Interior and Chapter Opener Designer: Charles Yuen Layout Designer: Lee Ann McKevitt Cover Photo Illustrator: Lyndall Culbertson Associate Managing Editor: Lisa Kinne Project Editor: Jeanine Furino Marketing Assistant: Julie Tompkins Illustration Coordinators: Bill Page, Janice Donnola Illustrations: TSI Graphics, Keith Kasnot, Todd Buck Production Manager: Sarah Segal Composition: TSI Graphics Printing and Binding: RR Donnelley

Library of Congress Control Number: 2012948473

Hardcover: ISBN-13: 978-1-4292-6679-6 ISBN-10: 1-4292-6679-1 Paperback: ISBN-13: 978-1-4641-1172-3 ISBN-10: 1-4641-1172-3 Loose-Leaf: ISBN-13: 978-1-4641-0840-2 ISBN-10: 1-4641-0840-4 PI edition: ISBN-13: 978-1-4641-4705-0 ISBN-10: 1-4641-4705-1

© 2014, 2011, 2008, 2005 by Worth Publishers

All rights reserved.

Printed in the United States of America

All royalties from the sale of this book are assigned to the David and Carol Myers Foundation, which exists to receive and distribute funds to other charitable organizations.

Worth Publishers Macmillan Higher Education 41 Madison Avenue Houndmills, Basingstoke New York, NY 10010 RG21 6XS, England www.worthpublishers.com www.macmillanhighered.com/

international

Photo Credits: Cover: Profi le of smiling woman: JGI/Jamie Grill/Getty Images; Man taking a photo: Pedro Vidal/Shutterstock; Mother with baby daughter: Erik Isakson/age fotostock; Circus juggler: RubberBall/SuperStock; Chapter 1: pp. viii, xlii–1, 31, 33: Spiral: Charles Yuen; Water: Photodisc/Getty Images; Rabbit: Mike Kemp/ Getty Images; Magnifying glass: Charles Yuen; MRI: Living Art Enterprises, LLC/Photo Researchers, Inc.; Infant: Lane Oatey/Getty Images; Man holding boxes: Erik Isakson/ age fotostock; Girl studying: OJO Images Ltd/Alamy. Chapter 2: pp. viii, 34–35 and 72, 75: Circuit boards: Charles Yuen; Female kicking: Lev Olkha /Shutterstock; Fox: Eric Isselée/Shutterstock; Brain scan: Zephyr/Photo Researchers, Inc.; Butterfl y: Dim154/ Shutterstock. Chapter 3: pp. ix, 76–77 and 113, 115: Butterfl ies: Svetlana Larina/ istockphoto; Butterfl ies: polarica/istockphoto; Cup of coffee: Vasca/Shutterstock; Sleeping toddler: swissmacky/Shutterstock; Woman meditating: INSADCO Photography/Alamy. Chapter 4: pp. ix, 116–117 and 159, 161: Bucket in sand: René/istockphoto; Beach and palm tree: Charles Yuen; Beach ball: WendellandCarolyn/istockphoto; Mother helping daugh- ter with homework: Indeed/Getty Images; Teens texting: Allan Shoemake/Getty Images; Bride and groom: bluehand/Shutterstock; Mother holding baby: Erik Isakson/age fotostock; Baby being fed with spoon: Asia Images/Getty Images. Chapter 5: pp. ix, 162–163 and 187, 189: Petri dish: Samuel Ashfi eld/Photo Researchers, Inc.; Chromosomes: Pasieka/ Photo Researchers, Inc.; Swans: The Boston Globe/John Tlumacki; Dad and child: MGP/ Getty Images; Teenagers of different heights: Rob Lewine/Getty Images; She-male: vita khorzhevska/Shutterstock; Teenage couple: Petrenko Andriy/Shutterstock. Chapter 6: pp. x, 190–191 and 232, 235: Herbs: Ivonne Wierink/Shutterstock; Herbs: Margrit Hirsch/ Shutterstock; Citrus: Lauren Burke/Jupiterimages; Man with cello: sbarabu/Shutterstock; Child kissing mother’s face: Jose Luis Pelaez, Inc./Blend Images/Corbis; Woman holding fl ower: Asia Images Group/Superstock. Chapter 7: pp. x, 236–237 and 267, 269: Nest with eggs: Duncan Usher/Foto Natura/Getty Images; Trees: Yuriy Kulyk/Shutterstock, Tungphoto/Shutterstock, irin-k/Shutterstock, Perfect Picture Parts/Alamy; Cat: Eric Isselée/Shutterstock; Pigeon: Vitaly Titov & Maria SideInikova/Shutterstock; Kids playing videogames: Stanislav Sointsev/Getty Images; Dog doing stunts: Marina Jay/Shutterstock; Girl on laptop: Lauren Burke/Getty Images; People with books on heads: Image Source/ SuperStock. Chapter 8: pp. xi, 270–271 and 301, 303: Film strips: Charles Yuen; Mouse trap: Darren Matthews/Alamy; Cookie: Jean Sandler/FeaturePics; Girl studying: Sigrid Olsson/PhotoAlto/Corbis; Man taking photo: Pedro Vidal/Shutterstock; Hot air balloon: D. Hurst/Alamy. Chapter 9: pp. xi, 304–305 and 347, 349: Various balls: Charles Yuen; Woman running hurdles: Ocean/Corbis; Man doing crossword: Ann Baldwin/Shutterstock; Puzzle pieces: Alexey Lebedev/Shutterstock; Woman shooting basketball: Blend Images/ Jupiterimages; Man playing saxophone: Masterfi le (Royalty-Free Division); Elephant: Johan Swanepoel/Alamy. Chapter 10: pp. xii, 350–351 and 386: Vietnam landscape: Charles Yuen; Girl using cell phone: Thomas Northcut/Jupiterimages; Woman on treadmill: PhotoObjects.net/Jupiterimages; Teenage boys: Photodisc/Jupiterimages; Woman with arms raised: Mark Andersen/agefotostock. Chapter 11: pp. xii, 389–390 and 419, 421: Fruit and vegetables: Charles Yuen; Two women laughing: Mark Andersen/Getty Images; Man look- ing angry: PhotoSpin, Inc./Alamy; Man kissing dog: Photos.com/Getty Images; Man medi- tating: Dean Mitchell/Shutterstock; Woman touching ground: IMAGEMORE/agefotostock: Nun praying: PhotosIndia.com LLC/Alamy; Tissues, aspirin: D. Hurst/Alamy. Chapter 12: pp. xiii, 422–423 and 453, 455: Masks: Charles Yuen, Bartosz Hadyniak/istockphoto, Perry Correll/Shutterstock, brytta/istockphoto, Hemera Technologies/Jupiterimages; Happy dog: Erik Lam/Shutterstock; Centaur: Liquidlibrary/Jupiterimages; Girl: Timothy Large/Shutterstock; Circus juggler: RubberBall/Superstock. Chapter 13: pp. xiii, 456–457 and 501, 503: Aerial beach scene: Brand X Pictures; Football: Todd Taulman/ Shutterstock; Blog links: Lada Adamic and Natalie Glance; Wrench: Punchstock/Corbis; Gaming console: Microsoft Corporation; Tattooed arm: David Katzenstein/Photolibrary; Dancing couple: Photodisc/Jupiterimages. Chapter 14: pp. xiii, 504–505 and 541: Upset woman: Wavebreakmedia Ltd/Jupiterimages; Eyes: Blend Images/Alamy, Photodisc/ Getty Images; Tarantula: Martin Harvey/Jupiterimages; Snake: Hemera Technologies/ Jupiterimages; Blindfolded woman leading man: Erik Isakson/age footstock; Depressed man: Image Source/Getty Images. Chapter 15: pp. xiv, 544–545 and 578, 580: Crocus fl ow- ers through snow: Myotis/Shutterstock; Couple on bicycle: RubberBall/SuperStock; Healthy woman: RubberBall/Nicole Hill/Jupiterimages; People in rainforest: Randy Faris/Corbis.

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http://www.worthpublishers.com
http://www.macmillanhighered.com/

 

For Sara Neevel with gratitude for your meticulous support, and for your friendship

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vi PREFACE

DAVID MYERS received his psychology Ph.D. from the Univer- sity of Iowa. He has spent his career at Hope College in Michigan, where he has taught dozens of introductory psychology sections. Hope College students have invited him to be their commencement speaker and voted him “outstanding professor.”

His research and writings have been recognized by the Gordon Allport Intergroup Relations Prize, by a 2010 Honored Scientist award from the Federation of Associations in Behavioral & Brain Sciences, by a 2010 Award for Service on Behalf of Personality and Social Psychology, and by three honorary doctorates.

Myers’ scientific articles have, with support from National Science Foun- dation grants, appeared in three dozen scientific periodicals, including Science, American Scientist, Psychological Science, and the American Psycholo- gist. In addition to his scholarly writing and his textbooks for introduc- tory and social psychology, he also digests psychological science for the general public. His writings have appeared in four dozen magazines, from Today’s Education to Scientific American. He also has authored five general audience books, including The Pursuit of Happiness and Intuition: Its Powers and Perils.

David Myers has chaired his city’s Human Relations Commission, helped found a thriving assistance center for families in poverty, and spoken to hundreds of college and community groups. Drawing on his experience, he also has written three dozen articles and a book (A Quiet World) about hearing loss, and he is advocating a transformation in American assis- tive listening technology (see www.hearingloop.org). For his leadership, he received an American Academy of Audiology Presidential Award in 2011, and the Hearing Loss Association of America Walter T. Ridder Award in 2012.

He bikes to work year-round and plays regular pick-up basketball. David and Carol Myers have raised two sons and a daughter, and have one granddaughter.

ABOUT THE AUTHORABOUT THE AUTHOR

vi

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http://www.hearingloop.org

 

PREFACE vii

BRIEF CONTENTS

Preface . . . xv

Time Management: Or, How to Be a Great Student and Still Have a Life . . . xxxiv

CHAPTER 1 Thinking Critically With Psychological Science . . . 1

CHAPTER 2 The Biology of Behavior . . . 35

CHAPTER 3 Consciousness and the Two-Track Mind . . . 77

CHAPTER 4 Developing Through the Life Span . . . 117

CHAPTER 5 Gender and Sexuality . . . 163

CHAPTER 6 Sensation and Perception . . . 191

CHAPTER 7 Learning . . . 237

CHAPTER 8 Memory . . . 271

CHAPTER 9 Thinking, Language, and Intelligence . . . 305

CHAPTER 10 Motivation and Emotion . . . 351

CHAPTER 11 Stress, Health, and Human Flourishing . . . 389

CHAPTER 12 Personality . . . 423

CHAPTER 13 Social Psychology . . . 457

CHAPTER 14 Psychological Disorders . . . 505

CHAPTER 15 Therapy . . . 545

APPENDIX A Statistical Reasoning in Everyday Life . . . A-1

APPENDIX B Psychology at Work . . . B-1

APPENDIX C Subfi elds of Psychology . . . C-1

APPENDIX D Complete Chapter Reviews . . . D-1

APPENDIX E Answers to Experience the Testing Effect Questions . . . E-1

Glossary . . . G-1

References . . . R-1

Name Index . . . NI-1

Subject Index . . . SI-1 vii

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Preface . . . xv

Time Management: Or, How to Be a Great Student and Still Have a Life . . . xxxiv

Thinking Critically With Psychological Science . . . 1

CHAPTER1 What Is Psychology? . . . 2

Psychology’s Roots . . . 2

Contemporary Psychology . . . 5 Psychology’s Biggest Question . . . 5

Psychology’s Three Main Levels of Analysis . . . 6

Psychology’s Subfi elds . . . 8

The Need for Psychological Science . . . 10 What About Intuition and Common Sense? . . . 10

The Scientifi c Attitude: Curious, Skeptical, and Humble . . . 13

Critical Thinking . . . 15

How Do Psychologists Ask and Answer Questions? . . . 15

The Scientifi c Method . . . 15

Description . . . 17

Correlation . . . 20

Experimentation . . . 22

Frequently Asked Questions About Psychology . . . 25

Improve Your Retention—and Your Grades . . . 29

The Biology of Behavior . . . 35

CHAPTER2 Biology and Behavior . . . 36

Neural Communication . . . 36 Neurons . . . 36

The Neural Impulse . . . 37

How Neurons Communicate . . . 38

How Neurotransmitters Infl uence Us . . . 40

The Nervous System . . . 41 The Peripheral Nervous System . . . 42

The Central Nervous System . . . 44

The Endocrine System . . . 45

The Brain . . . 46 Older Brain Structures . . . 47

CLOSE UP: The Tools of Discovery—Having Our Head Examined . . . . 48

The Cerebral Cortex . . . 53

Our Divided Brain . . . 59

Right-Left Differences in the Intact Brain . . . 61

Behavior Genetics: Predicting Individual Differences . . . 62

Genes: Our Codes for Life . . . 62

Twins and Adoption Studies . . . 63

Gene-Environment Interaction . . . 67

Evolutionary Psychology: Understanding Human Nature . . . 68

Natural Selection and Adaptation . . . 69

Evolutionary Success Helps Explain Similarities . . . 70

viii

CONTENTSCONTENTS

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CONTENTS ix

Consciousness and the Two- Track Mind . . . 77

CHAPTER3 The Brain and Consciousness . . . 78

Dual Processing: The Two-Track Mind . . . 79

Selective Attention . . . 80

Sleep and Dreams . . . 83 Biological Rhythms and Sleep . . . 83

Sleep Theories . . . 88

Sleep Deprivation and Sleep Disorders . . . 89

Dreams . . . 93

Hypnosis . . . 97 Frequently Asked Questions About Hypnosis . . . 97

Explaining the Hypnotized State . . . 98

Drugs and Consciousness . . . 100 Tolerance, Dependence, and Addiction . . . 100

THINKING CRITICALLY ABOUT: Addiction . . . 101

Types of Psychoactive Drugs . . . 102

Infl uences on Drug Use . . . 109

Developing Through the Life Span . . . 117

CHAPTER4 Developmental Psychology’s Major Issues . . . 118

Prenatal Development and the Newborn . . . 118 Conception . . . 118

Prenatal Development . . . 119

The Competent Newborn . . . 120

Infancy and Childhood . . . 121 Physical Development . . . 121

Cognitive Development . . . 124

CLOSE UP: Autism and “Mind-Blindness” . . . 130

Social Development . . . 132

Refl ections on Nature and Nurture . . . 139

Adolescence . . . 140 Physical Development . . . 140

Cognitive Development . . . 141

Social Development . . . 143

THINKING CRITICALLY ABOUT: How Much Credit or Blame Do Parents Deserve? . . . 147

Emerging Adulthood . . . 148

Refl ections on Continuity and Stages . . . 149

Adulthood . . . 150 Physical Development . . . 150

Cognitive Development . . . 153

Social Development . . . 154

Refl ections on Stability and Change . . . 158

Gender and Sexuality . . . 163

CHAPTER5 Gender Development . . . 164

Genes: How Are We Alike? How Do We Differ? . . . 164

The Nature of Gender: Our Biology . . . 167

The Nurture of Gender: Our Culture . . . 169

Human Sexuality . . . 171 The Physiology of Sex . . . 171

The Psychology of Sex . . . 175

CLOSE UP: The Sexualization of Girls . . . 177

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x CONTENTS

Sexual Orientation . . . 178 Environment and Sexual Orientation . . . 179

Biology and Sexual Orientation . . . 180

An Evolutionary Explanation of Human Sexuality . . . 183

Gender Differences in Sexuality . . . 183

Natural Selection and Mating Preferences . . . 184

Critiquing the Evolutionary Perspective . . . 185

Refl ections on Gender, Sexuality, and Nature–Nurture Interaction . . . 185

Sensation and Perception . . . 191

CHAPTER6 Basic Principles of Sensation and Perception . . . 192

Transduction . . . 192

Thresholds. . . 193

THINKING CRITICALLY ABOUT: Can Subliminal Messages Control Our Behavior? . . . 195

Sensory Adaptation . . . 196

Demonstrate effective use of the writing process.

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  • ENG122
  • Assignments
  • Week 2 – Assignment

10/22/2019 – AU Undergraduate

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Week 2 – Assignment

Argumentative Essay Outline

[WLOs: 2, 4] [CLOs: 1, 2, 3, 4, 5]

Link to Video TranscriptPreview the documentWeek 2 – Assignment Resources

Click each source below:

  • Model Paper (Links to an external site.)
  • Assignment Template
  • Essay Structure (Links to an external site.)
  • APA Guide (Links to an external site.)
  • Grading Rubric (Links to an external site.)

Type of assignment: Formal Outline. Main mode of discourse: Argumentation. Length requirement: Introduction, Conclusion, and at least five body paragraph/sub-topic sections (I, II, III, IV, V, VI, VII) Plus title page and reference list. Style guide: APA 6th Edition. Source requirement: Five credible sources, at least three must be scholarly. POV/perspective: Third person. Due date: Week 2, Day 7The Week 2 assignment is a formal outline for your academic argument, which requires understanding of weekly instructor guidance and College Writing Handbook chapters 1, 3, and section 2.1. In Week 1, you developed your topic and constructed a research question. In Week 1, you developed your topic and constructed a research question. This week, you’ve researched the topic and can begin to develop your argument. Create your argument based on the information you have gathered through research and tracked in your research notebook.

In this assignment, you will show that you are achieving important learning outcomes:

  1. Interpret information through close and critical reading.
  2. Demonstrate effective use of the writing process.
  3. Employ effective academic tone, style, mechanics, and citation method.
  4. Integrate relevant source material effectively and ethically.
  5. Support a position appropriate to the rhetorical situation.

You will submit a formal, alphanumeric, full-sentence outline formatted in proper APA style. The outline must organize your argument into an introduction, conclusion, and at least five body sections (approximately 550 words or more). The introduction section must include a working thesis statement, which is an arguable response to your research question. Each body section should contain a topic sentence and subordinate claims and evidence from at least five credible and scholarly sources. Paraphrases, summaries, and quotes must be cited accurately and used with integrity. This assignment requires a title page and a reference list.

If you have any questions about the requirements of this assignment, please contact your instructor right away. Your assignment may lose its formatting when it is converted in the Waypoint grading system. To preserve formatting, please submit your assignment as a PDF file

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Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Additional Assignment Information

Click each link below:

  • Introduction to APA (Links to an external site.)
  • Essay Structure (Links to an external site.)
  • Outlining (Links to an external site.)
  • Argumentative Writing (Links to an external site.)
  • Formatting Your References List (Links to an external site.)
  • Citing within you Paper (Links to an external site.)

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Waypoint Assignment Submission

The assignments in this course will be submitted to Waypoint.  Please refer to the instructions below to submit your assignment.

  1. Click on the Assignment Submission button below. The Waypoint “Student Dashboard” will open in a new browser window.
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