Compare and contrast utilization review and utilization management in health care. What are the similarities and the differences between each type of assessment? (Hint: One is generally a prospective process, and the other is generally a retrospective process).

/in /by

Using the information in the required readings as well as some additional research in peer
reviewed sources, complete your Case Assignment by answering the following:

  1. Compare and contrast utilization review and utilization management in health care. What are the similarities and the differences between each type of assessment? (Hint: One is generally a prospective process, and the other is generally a retrospective process).
  2. Explain the specific role of each method in providing value-based health care. Who benefits from the method—the health care system, the insurance company, and/or the patient?
  3. Articulate how individual case management is critical to a hospital’s long-term survival. In what way does this practice protect your patients while keeping your doors open for business?
  4. What are the ethical pitfalls to be aware of in performing these types of quality reviews? What must health care managers be aware of in terms of ethical pitfalls and also potential unintended negative consequences?

5 pages required 

SOURCES:

Baker, J. (2018). Improving quality of care through utilization management [Video file]. Retrieved from https://youtu.be/g-T-YeP53nY

Carasso, S. (2017). Is that test necessary? The key to laboratory utilization management.
The Journal of Medical Practice Management: MPM, 33(3), 160-164. Retrieved from the
Trident Online Library.

Desai, S., Gruber, P. F., Eiting, E., Seabury, S. A., Mack, W. J., Voyageur, C., . . . Terp, S. (2017). The effect of utilization review on emergency department operations. Annals of Emergency Medicine, 70(5), 623-631.e1. Retrieved from the Trident Online Library.

El-Othmani, M. M., Sayeed, Z., Ramsey, J. A., Abaab, L., Little, B. E., & Saleh, K. J. (2019).
The joint utilization management program: Implementation of a bundle payment model and
comparison between year 1 and 2 results. The Journal of Arthroplasty, 34(11), 2532-2537.
Retrieved from the Trident Online Library.

Parast, M. M., & Golmohammadi, D. (2019). Quality management in healthcare
organizations: Empirical evidence from the Baldrige data. International Journal of Production
Economics, 216, 133-144. Retrieved from the Trident Online Library.

Suklar, S. (2018). Quality assurance system at primary level of healthcare. Izzivi Prihodnosti, 3(1), 21-53. Retrieved from the Trident Online Library.

Wakefield, E., Keller, H., Mianzo, H., Nagaraj, C. B., Tawde, S., & Ulm, E. (2018). Reduction
of health care costs and improved appropriateness of incoming test orders: The impact of
genetic counselor review in an academic genetic testing laboratory. Journal of Genetic
Counseling, 27(5), 1067-1073. Retrieved from the Trident Online Library.

Write a paper (1,250-1,500 words) in which you discuss the influence of the selected issue. Include the following in your paper: 1. A detailed explanation of the issue.

/in /by

This assignment needs to be resubmitted. Please find attached the Professor’s comments

 

Topic: Ethical Influences and Influencers

The legal landscape is perpetually changing. Psychologists must remain abreast of these changes to avoid potentially damaging issues to individuals and careers. In this assignment, you will consider the current federal and state legal issues discussed in the last two modules and their influence on psychology ethics.

General Requirements:

Use the following information to ensure successful completion of the assignment:

· Doctoral learners are required to use APA style for their writing assignments.

· This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.

· You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.

Directions:

Choose either a current federal or a current state issue which is influenced by and/or is influencing psychology ethics.

Write a paper (1,250-1,500 words) in which you discuss the influence of the selected issue. Include the following in your paper:

1. A detailed explanation of the issue.

2. A discussion of how the issue influences psychology ethics from an objective (scholarly) perspective.

3. A discussion of how the issue influences psychology ethics from a subjective (personal) perspective.

4. A discussion of how, if at all, the issue is influenced by current psychology ethics.

Study Materials

1. Decoding the Ethics Code: A Practical Guide for Psychologists: Chapters 1 and 4.

a. URL: http://gcumedia.com/digital-resources/sage/2016/decoding-the-ethics-code_a-practical-guide-for-psychologists_ebook_4e.php

2. Advocacy & Government Affairs:

a. Arizona Psychological Association. (2016). Advocacy & government affairs.

b. URL: http://www.azpa.org/?page=A3

Compare and contrast an independent view of self versus an independent view of self according to Markus and Kitayama in relation to main points about self-identities and in-group/out-group relationships.

/in /by

Please select & respond to 2 of the prompts below in paragraph form. 2 POSTS = 500 WORDS IN TOTAL. Your choice of which 2 prompts.

1.  Compare and contrast an independent view of self versus an independent view of self according to Markus and Kitayama in relation to main points about self-identities and in-group/out-group relationships.

2.  Jack and Jill are best friends, but they are very different from each other. Jack thinks of himself as very interdependent. His in-group includes his mother, his best friend (Jill), and his baby brother, while his out-group includes his doctor. Jill thinks of herself as a very independent person. Her in-group includes her brother, her best friend (Jack), and her husband, while her out-group includes her coworker. Based on Markus and Kitayama’s model, draw a diagram for Jack and Jill, separately, that depicts their relationships with other people.

3.  In establishing a new tyrannical society, your tyrant, Teresa, is going to decide how people will go about performing their tasks. Teresa appears to have strong opinions about everything—except for agriculture. She does not care whether it is done in a method that requires immense strength and working with dangerous animals or one that is more laidback and only requires simple tools. She believes that this is especially irrelevant for gender relations in the future. According to Boserup’s hypothesis that gender norms tend to be preserved when societies shift from agricultural to industrial, do you agree or disagree with Teresa’s perspective—and why?

4. You are in a store with your friend Sarah, and you want to figure out whether she is motivated to strive for consistency within herself, or with others, by asking her how much she likes a stuffed animal in the store. Design a study, with her appraisal of the stuffed animal being the dependent variable. Then, graph the different patterns of results associated with whether Sarah strives for consistency within herself or with others.

5.  As a graduate student in the Department of Music, your thesis seeks to answer the question of whether a singer’s anxiety level during performance is associated with different forms of self-awareness. Design a study that would allow you to examine this question. In your response, make sure to use the appropriate terms for the different forms of self-awareness.

provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

/in /by

Week 6 – Learning and Cognition Handbook

Learning and Cognition Handbook

Video TranscriptPreview the documentView in a new window

The primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals. Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project. Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.

To complete this assignment, students may utilize the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use the Where to Get Free Images guide (Links to an external site.)Links to an external site. for assistance with accessing freely available public domain and/or Creative Commons licensed images.

The following constructs will be the subject content options for this handbook and will be chosen based on an evaluative literature review in Week Two and students’ future career goals:

  • The Neurosciences:  A Look at Our Brains
  • Socio-Cognition: Social Interactions in Learning
  • Learning and Literacy: Reading, Writing, and Language Development
  • Diversity and Culture: The Effects to Learning
  • Connectionism and Learning: A Web of Development

The sections listed below must be used within the paper to delineate the sections of content.

Table of Contents
In this section, students will list all sections and subsections included in the handbook with the applicable page numbers.

Preface
In this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience.

Introduction to Chosen Construct
In this section, students will provide a 200- to 300-word introductory summary of the chosen construct and discuss any careers in psychology specifically related to this construct. Beginning with the work completed in Week One, students will include the language from their personal epistemology (revised based on instructor feedback and the further development of their ideas and beliefs throughout the course and the program thus far).

Chosen Construct
In this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing the learning principles and/or theories. For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.

Sub-Constructs
Information for each sub-construct will be presented in 500 to 700 words.

  • Comprehension
  • Problem Solving
  • Memory Development/Retention
  • Lifelong Learning
  • Domains and Domain Learning
  • Affective Outcomes of Emotion
  • Effects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)

Conclusion
In this section, students will provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

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 Learning and Cognition Handbook, 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 Learning and Cognition Handbook 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 website for information and further instructions on using this portfolio tool.

The Learning and Cognition Handbook

  • Must be 4000 to 7000 words (see instructions and rubric for each section and sub-construct) following the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. as a guide. Although a handbook differs from a written paper, all citations and references must be 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 title page with the required information from the handbook template:
    • Title of handbook
    • Student’s name
    • Institution’s name
    • Student’s contact information (address and email)
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must include the sections and subsections required as indicated in the handbook template.
  • Must address the construct and sub-constructs with critical thought and substantiated assertions.
  • 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 at the end of the handbook and precedes any optional appendices if applicable to the project.Week 6 – Learning and Cognition Handbook

Learning and Cognition Handbook

Video TranscriptPreview the documentView in a new window

The primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals. Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project. Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.

To complete this assignment, students may utilize the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use the Where to Get Free Images guide (Links to an external site.)Links to an external site. for assistance with accessing freely available public domain and/or Creative Commons licensed images.

The following constructs will be the subject content options for this handbook and will be chosen based on an evaluative literature review in Week Two and students’ future career goals:

  • The Neurosciences:  A Look at Our Brains
  • Socio-Cognition: Social Interactions in Learning
  • Learning and Literacy: Reading, Writing, and Language Development
  • Diversity and Culture: The Effects to Learning
  • Connectionism and Learning: A Web of Development

The sections listed below must be used within the paper to delineate the sections of content.

Table of Contents
In this section, students will list all sections and subsections included in the handbook with the applicable page numbers.

Preface
In this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience.

Introduction to Chosen Construct
In this section, students will provide a 200- to 300-word introductory summary of the chosen construct and discuss any careers in psychology specifically related to this construct. Beginning with the work completed in Week One, students will include the language from their personal epistemology (revised based on instructor feedback and the further development of their ideas and beliefs throughout the course and the program thus far).

Chosen Construct
In this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing the learning principles and/or theories. For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.

Sub-Constructs
Information for each sub-construct will be presented in 500 to 700 words.

  • Comprehension
  • Problem Solving
  • Memory Development/Retention
  • Lifelong Learning
  • Domains and Domain Learning
  • Affective Outcomes of Emotion
  • Effects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)

Conclusion
In this section, students will provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

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 Learning and Cognition Handbook, 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 Learning and Cognition Handbook 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 website for information and further instructions on using this portfolio tool.

The Learning and Cognition Handbook

  • Must be 4000 to 7000 words (see instructions and rubric for each section and sub-construct) following the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. as a guide. Although a handbook differs from a written paper, all citations and references must be 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 title page with the required information from the handbook template:
    • Title of handbook
    • Student’s name
    • Institution’s name
    • Student’s contact information (address and email)
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must include the sections and subsections required as indicated in the handbook template.
  • Must address the construct and sub-constructs with critical thought and substantiated assertions.
  • 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 at the end of the handbook and precedes any optional appendices if applicable to the project.

Week 6 – Learning and Cognition Handbook

Learning and Cognition Handbook

Video TranscriptPreview the documentView in a new window

The primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals. Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project. Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.

To complete this assignment, students may utilize the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use the Where to Get Free Images guide (Links to an external site.)Links to an external site. for assistance with accessing freely available public domain and/or Creative Commons licensed images.

The following constructs will be the subject content options for this handbook and will be chosen based on an evaluative literature review in Week Two and students’ future career goals:

  • The Neurosciences:  A Look at Our Brains
  • Socio-Cognition: Social Interactions in Learning
  • Learning and Literacy: Reading, Writing, and Language Development
  • Diversity and Culture: The Effects to Learning
  • Connectionism and Learning: A Web of Development

The sections listed below must be used within the paper to delineate the sections of content.

Table of Contents
In this section, students will list all sections and subsections included in the handbook with the applicable page numbers.

Preface
In this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience.

Introduction to Chosen Construct
In this section, students will provide a 200- to 300-word introductory summary of the chosen construct and discuss any careers in psychology specifically related to this construct. Beginning with the work completed in Week One, students will include the language from their personal epistemology (revised based on instructor feedback and the further development of their ideas and beliefs throughout the course and the program thus far).

Chosen Construct
In this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing the learning principles and/or theories. For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.

Sub-Constructs
Information for each sub-construct will be presented in 500 to 700 words.

  • Comprehension
  • Problem Solving
  • Memory Development/Retention
  • Lifelong Learning
  • Domains and Domain Learning
  • Affective Outcomes of Emotion
  • Effects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)

Conclusion
In this section, students will provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

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 Learning and Cognition Handbook, 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 Learning and Cognition Handbook 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 website for information and further instructions on using this portfolio tool.

The Learning and Cognition Handbook

  • Must be 4000 to 7000 words (see instructions and rubric for each section and sub-construct) following the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. as a guide. Although a handbook differs from a written paper, all citations and references must be 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 title page with the required information from the handbook template:
    • Title of handbook
    • Student’s name
    • Institution’s name
    • Student’s contact information (address and email)
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must include the sections and subsections required as indicated in the handbook template.
  • Must address the construct and sub-constructs with critical thought and substantiated assertions.
  • 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 at the end of the handbook and precedes any optional appendices if applicable to the project.Week 6 – Learning and Cognition Handbook

Learning and Cognition Handbook

Video TranscriptPreview the documentView in a new window

The primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals. Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project. Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.

To complete this assignment, students may utilize the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use the Where to Get Free Images guide (Links to an external site.)Links to an external site. for assistance with accessing freely available public domain and/or Creative Commons licensed images.

The following constructs will be the subject content options for this handbook and will be chosen based on an evaluative literature review in Week Two and students’ future career goals:

  • The Neurosciences:  A Look at Our Brains
  • Socio-Cognition: Social Interactions in Learning
  • Learning and Literacy: Reading, Writing, and Language Development
  • Diversity and Culture: The Effects to Learning
  • Connectionism and Learning: A Web of Development

The sections listed below must be used within the paper to delineate the sections of content.

Table of Contents
In this section, students will list all sections and subsections included in the handbook with the applicable page numbers.

Preface
In this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience.

Introduction to Chosen Construct
In this section, students will provide a 200- to 300-word introductory summary of the chosen construct and discuss any careers in psychology specifically related to this construct. Beginning with the work completed in Week One, students will include the language from their personal epistemology (revised based on instructor feedback and the further development of their ideas and beliefs throughout the course and the program thus far).

Chosen Construct
In this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing the learning principles and/or theories. For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.

Sub-Constructs
Information for each sub-construct will be presented in 500 to 700 words.

  • Comprehension
  • Problem Solving
  • Memory Development/Retention
  • Lifelong Learning
  • Domains and Domain Learning
  • Affective Outcomes of Emotion
  • Effects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)

Conclusion
In this section, students will provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

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 Learning and Cognition Handbook, 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 Learning and Cognition Handbook 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 website for information and further instructions on using this portfolio tool.

The Learning and Cognition Handbook

  • Must be 4000 to 7000 words (see instructions and rubric for each section and sub-construct) following the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. as a guide. Although a handbook differs from a written paper, all citations and references must be 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 title page with the required information from the handbook template:
    • Title of handbook
    • Student’s name
    • Institution’s name
    • Student’s contact information (address and email)
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must include the sections and subsections required as indicated in the handbook template.
  • Must address the construct and sub-constructs with critical thought and substantiated assertions.
  • 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 at the end of the handbook and precedes any optional appendices if applicable to the project.