Describe your vision for your career as a practitioner-scholar.

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This final assignment provides you an opportunity to transform your vision into reality by translating your exploration and brainstorming activities into a plan to actualize your vision and achieve your goals. By now, you are a practitioner-scholar with a lot of knowledge and insight about your interests in psychology and your career trajectory.

Preparation

Throughout this course, you had opportunities to clarify your passions and interests in psychology practice and scholarship, to create goals to help you achieve your vision, and to explore the competencies and requirements for pursuing a career in your specialized field of psychology. To begin this assignment:

  • Take some time to reflect on all you have learned about the field and ways you can contribute to psychology, especially within your specialization.
  • Review work you have done in previous weeks that you could revise and incorporate into this final assignment.
  • Review the Your Career in Psychology Template [DOC]. You will need to use this template when writing your paper.
  • Use the Your Career in Psychology Worksheet [DOC] to organize your ideas.
  • Read the Your Career in Psychology Assignment Exemplar [PDF] for an example of a completed assignment.

Instructions

Complete the following in the Your Career in Psychology Template:

1. APPLICATION AND RESEARCH VISION

  • Describe your vision for your career as a practitioner-scholar.
  • Discuss how you would apply the findings from your literature review to your future professional practice in psychology.
    • What aspects of your research affected your vision or goals?
    • Given this, what topics do you think you would be interested in researching in the future?
  • Analyze how your work this quarter will help you accomplish the functions, responsibilities, and ethics required of a professional in your specialization. Remember to critically evaluate all information you use.
  • Describe how your vision was affected by the information in your readings from your Career Paths in Psychology text and in your exploration of the Career Center and other resources.

2. PROFESSIONAL COMPETENCIES AND REQUIREMENTS

Understanding the competencies and responsibilities involved in your future career in psychology is essential for growing as a practitioner-scholar in your field. It is also necessary to understand any requirements needed for your specialized practice and scholarship.

For this step in the assignment, describe the competencies, responsibilities, ethical considerations, and other requirements needed for achieving your vision and goals as a professional in psychology. These include:

  • Capella program and specialization requirements.
  • Credentialing, certification, licensure, and accreditation practices and standards.
  • Analyze the role of the practitioner-scholar model in guiding professional development.
    • Skills, abilities, and attitudes critical to success in the field of psychology, such as those related to critical thinking, decision making, problem solving, evidence-based practices, ethical integrity, cultural competence, and conflict resolution.
      • Make note of skills, abilities, and attitudes related to the practitioner-scholar model and the experience you had in researching scholarly sources in your literature review.
    • Ethical codes, principles, laws, and policies applicable to your chosen career path.

3. ACTION PLAN

With all this knowledge of your vision and goals, and the competencies and requirements for the field in hand, you are ready to plot your course to making these aspirations a reality. The final step in this assignment is to create an action plan to achieve your goals. This means translating the requirements for your profession and the development areas you identified into specific, measurable, achievable, realistic, and timed (SMART) steps to achieve your vision.

Include these elements in your action plan:

  • Plan for completing your Capella program.
  • Possible opportunities for additional training or volunteer work to address gaps in your knowledge or skills.
  • Possible opportunities in your current position to develop additional skills.
  • Capella community groups and professional organizations that you could join for networking with others and completing additional informational interviews.
  • How you will stay current with the research, literature, and ethics in the field.
  • Steps you can take to become more inclusive in your professional life.
  • How you can apply what you have learned in this course about researching psychological literature and evaluating it in terms of reliability, credibility, ethics, and value.
  • How you will apply critical thinking and effective decision making in your specialization.
  • How you will use Capella’s support resources to develop the skills required to improve your writing and other competencies essential to the profession and to your role as a graduate learner.

Review the SMART Goals presentation, Career Center resources, and search the Capella University Library for additional reflective exercises and inspiring ideas about transforming your vision into an action plan.

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.
  • Writing style: APA expectations for scholarly writing include the use of third-person narrative, unless it is awkward to do so. However, because you are talking about yourself in this paper, you may write in the first person.
  • APA formatting: References and citations should be formatted according to current APA style and format. Include a title page, abstract, and references list.
  • Resources: Minimum of five resources with at least three of them from course readings. Your references may include both scholarly literature and practitioner sources. 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: 5–7 double-spaced pages, not including the title page or references page.
  • Font and font size: Times New Roman, 12-point.
  • Template: Use the Your Career in Psychology Template [DOC] to format your assignment. Also see the Week 9 Assignment Exemplar for an example of a completed 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.
    • Describe a vision for your career, including three specific goals.
    • Explain how your literature review and research on career information affected your vision.
  • Competency 2: Evaluate psychological literature in terms of reliability, credibility, ethics, and value.
    • Discuss how to evaluate psychological literature in terms of reliability, credibility, ethics, and value.
  • Competency 3: Analyze the functions, responsibilities, and ethics required of a psychology professional.
    • Analyze the functions, responsibilities, and ethics required of a psychology professional.
    • Create an action plan to achieve your goals that includes most of the required elements.
  • Competency 4: Apply critical thinking and effective decision making.
    • Discuss how to apply critical thinking and effective decision making as a psychologist.
  • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
    • Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

Discussion 1: Attitude Formation

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Advertisers successfully use classical conditioning strategies to persuade consumers. Imagine that you are an advertising manager. For this Discussion, imagine the following scenario:

You are the advertising manager at an agency that has been hired by a corporation preparing to launch a new product. Your assignment is to design an advertisement that promises to popularize the new product and ultimately boost the corporation’s profit margin. A national ad launch guarantees the new product will have wide visibility, putting pressure on you to deliver a message that will encourage consumers to purchase the product.

For this Discussion, you will apply classical conditioning strategies to an ad campaign and analyze the formation of attitudes by classical conditioning.

 

To Prepare

  • Review the Learning Resources for this week and consider classical conditioning strategies employed to create positive attitudes.
  • Also, consider how advertisers employ classical conditioning strategies to increase the desirability of their products.
  • Create a fictional product not yet on the market and design an advertisement (i.e., print, radio, television, or some other type of media ad) that uses classical conditioning strategies. Search the Internet for ideas to guide you as you design an advertisement.

Post a description of your fictional product and your advertisement. Describe the process by which classical conditioning creates favorable attitudes sufficient to encourage consumers to buy the product.

Required Readings (All attached)

Aronson, E., Wilson, T. D., Akert, R. M., & Sommers, S. R. (Eds.). (2019). Social psychology (10th ed.). Boston, MA: Pearson.

  • Chapter 7, “Attitudes and Attitude Change: Influencing Thoughts and Feelings”

Staats, A. W., & Staats, C. K. (1958). Attitudes established by classical conditioning. The Journal of Abnormal and Social Psychology, 57(1), 37–40. https://doiorg.ezp.waldenulibrary.org/10.1037/h0042782

Levy, N., Harmon-Jones, C., & Harmon-Jones, E. (2018). Dissonance and discomfort: Does a simple cognitive inconsistency evoke a negative affective state? Motivation Science, 4(2), 95–108. https://doi-org.ezp.waldenulibrary.org/10.1037/mot0000079

TTITUDES ESTABLISHED BY CLASSICAL CONDITIONING1

ARTHUR W. STAATS AND CAROLYN K. STAATS

Arizona State College at Tempe

O SGOOD and Tannenbaum have stated, “… The meaning of a concept is its location in a space denned by some

number of factors or dimensions, and attitude toward a concept is its projection onto one of these dimensions defined as ‘evaluative’ ” (9, p. 42). Thus, attitudes evoked by concepts are considered part of the total meaning of the concepts.

A number of psychologists, such as Cofer and Foley (1), Mowrer (5), and Osgood (6, 7), to mention a few, view meaning as a response—an implicit response with cue functions which may mediate other responses. A very similar analysis has been made of the concept of attitudes by Doob, who states, ” ‘An attitude is an implicit response . . . which is considered socially significant in the individual’s society’ ” (2, p. 144). Doob further emphasizes the learned character of attitudes and states, “The learning process, therefore, is crucial to an understanding of the behavior of attitudes” (2, p. 138). If attitudes are to be considered responses, then the learning process should be the same as for other responses. As an example, the principles of classical conditioning should apply to attitudes.

The present authors (12), in three experi- ments, recently conditioned the evaluative, potency, and activity components of word meaning found by Osgood and Suci (8) to contiguously presented nonsense syllables. The results supported the conception that meaning is a response and, further, indicated that word meaning is composed of components which can be separately conditioned.

The present study extends the original experiments by studying the formation of attitudes (evaluative meaning) to socially significant verbal stimuli through classical con- ditioning. The socially significant verbal stimuli were national names and familiar masculine names. Both of these types of

1 This study is part of a series of studies of verbal behavior being conducted by the authors at Arizona State College at Tempe, The project is sponsored by the Office of Naval Research (Contract Number NONR- 2305 (00)), Arthur W. Staats, principal investigator.

stimuli, unlike nonsense syllables, would be expected to evoke attitudinal responses on the basis of the pre-experimental experience of the 5s. Thus, the purpose of the present study is to test the hypothesis that attitudes already elicited by socially significant verbal stimuli can be changed through classical conditioning, using other words as unconditioned stimuli.

METHOD

Subjects Ninety-three students in elementary psychology

participated in the experiments as 5s to fulfill a course requirement.

Procedure The general procedure employed was the same as in

the previous study of the authors (12). Experiment I,—The procedures were administered

to the 5s in groups. There were two groups with one half of the 5s in each group. Two types of stimuli were used: national names which were presented by slide pro- jection on a screen (CS words) and words which were presented orally by the E (US words), with 5s required to repeat the word aloud immediately after E had pronounced it. Ostensibly, 5s’ task was to separately learn the verbal stimuli simultaneously presented in the two different ways.

Two tasks were first presented to train the 5s in the procedure and to orient them properly for the phase of the experiment where the hypotheses were tested. The first task was to learn five visually presented national names, each shown four times, in random order. 5s’ learning was tested by recall. The second task was to learn 33 auditorily presented words. 5s repeated each word aloud after E. 5s were tested by presenting 12 pairs of words. One of each pair was a word that had just been presented, and 5s were to recognize which one.

The 5s were then told that the primary purpose of the experiment was to study “how both of these types of learning take place together—the effect that one has upon the other, and so on.” Six new national names were used for visual presentation: German, Swedish, Italian, French, Dutch, and Greek served as the C5s.

These names were presented in random order, with exposures of five sec. Approximately one sec. after the CS name appeared on the screen, E pronounced the US word with which it was paired. The intervals between exposures were less than one sec. 5s were told they could learn the visually presented names by just looking at them but that they should simultaneously concentrate on pronouncing the auditorily presented words aloud and to themselves, since there would be many of these words, each presented only once.

37

 

 

38 ARTHUR W. STAATS AND CAROLYN K. STAATS

The names were each visually presented 18 times in random order, though never more than twice in succession, so that no systematic associations were formed between them. On each presentation, the CS name was paired with a different auditorily presented word, i.e., there were 18 conditioning trials. CS names were never paired with US words more than once so that stable associations were not formed between them. Thus, 108 different US words were used. The CS names, Swedish and Dutch, were always paired with US words with evaluative meaning. The other four CS names were paired with words which had no systematic meaning, e.g., chair, with, twelve. For Group 1, Dutch was paired with different words which had positive evaluative meaning, e.g., gift, sacred, happy; and Swedish was paired with words which had negative evaluative meaning, e.g., bitter, ugly, failure,2 For Group 2, the order of Dutch and Swedish was reversed so that Dutch was paired with words with negative evaluative meaning and Swedish with positive meaning words.

When the conditioning phase was completed, 5s were told that E first wished to find out how many of the visually presented words they remembered. At the same time, they were told, it would be necessary to find out how they/eW about the words since that might have affected how the words were learned. Each S was given a small booklet in which there were six pages. On each page was printed one of the six names and a semantic differential scale. The scale was the seven- point scale of Osgood and Suci (8), with the con- tinuum from pleasant to unpleasant. An example is as follows:

German pleasant: : : : : : : .’unpleasant

The 5s were told how to mark the scale and to indicate at the bottom of the page whether or not the word was one that had been presented.

The 5s were then tested on the auditorily presented words. Finally, they were asked to write down anytlu’ng they had thought about the experiment, especially the purpose of it, and so on, or anything they had thought of during the experiment. It was explained that this might have affected the way they had learned.

Experiment //.—The procedure was exactly re- peated with another group of 5s except for the CS names. The names used were Harry, Tom, Jim, Ralph, Bill, and Bob. Again, half of the 5s were in Group 1 and half in Group 2. For Group 1, Tom was paired with positive evaluative words and Bill with negative words. For Group 2 this was reversed. The semantic differential booklet was also the same except for the C5 names.

Design The data for the two experiments were treated in the

same manner. Three variables were involved in the 2 The complete list of CS-US word pairs is not pre-

sented here, but it has been deposited with the American Documentation Institute. Order Document No. 5463 from ADI Auxiliary Publications Project, Photo- duplication Service, Library of Congress, Washington 25, D. C., remitting in advance §1.25 for microfilm or SI.25 for photocopies. Make checks payable to Chief, Photoduphcation Service, Library of Congress.

design: conditioned meaning (pleasant and unpleasant); C5 names (Dutch and Swedish, or Tom and Bill); and groups (1 and 2). The scores on the semantic differential given to each of the two CS words were analyzed in a 2 x 2 latin square as described by Lindquist (4, p. 278) for his Type II design.

RESULTS

The 17 5s who indicated they were aware of either of the systematic name-word relation- ships were excluded from the analysis. This was done to prevent the interpretation that the conditioning of attitudes depended upon awareness. In order to maintain a counter- balanced design when these 5s were excluded, four 5s were randomly eliminated from the analysis. The resulting Ns were as follows: 24 in Experiment I and 48 in Experiment II.

Table 1 presents the means and SDs of the meaning scores for Experiments I and II. The table itself is a representation of the 2 X 2 design for each experiment. The pleasant

TABLE 1

MEANS AND SDs OF CONDITIONED ATTITUDE SCORES

Names

Dutchum^u Swedish Expen- ment Group Mean SD Mean SD

I 1 2

2.67 2.67

.94 1.31

3.42 1.83

1.50 .90

Tom Bill

ment II

Group 1 2

Mean

Human Behavior And The Social Environment II

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Discussion 1

Discussion that includes the following:

An explanation of how social and emotional intelligence are related to cultural factors

An explanation about how you, as a social worker, might apply the concepts of emotional and/or social intelligence to the case of Andres

An explanation of how social workers, in general, might apply social and emotional intelligence to social work practice. (Include a specific example in the explanation.

 

To prepare for this Discussion, read “Working with People with Disabilities: The Case of Andres” on pages 28–31 in Social Work Case Studies: Foundation Year. Consider what you have learned about social and emotional intelligence in this week’s resources as well as what you learn about the person and environment as it relates to young and middle adulthood

 

References:

 

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

“Working With People With Disabilities: The Case of Andres” (pp. 28-31)

 

Zastrow, C. H., Kirst-Ashman, K. K. & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Boston, MA: Cengage Learning.

Chapter 11, “Psychological Aspects of Young and Middle Adulthood” (pp. 485-535

 

Orth, U., Trzesniewski, K. H., & Robins, R. W. (2010). Self-esteem development from young adulthood to old age: A cohort-sequential longitudinal study. Journal of Personality and Social Psychology, 98(4), 645–658.

 

 

 

Discussion 2

 

Poverty in Young and Middle Adulthood

 

Discussion that includes the following:

 

An explanation of how poverty impacts the experience of individuals in young and middle adulthood

A statement as to whether you think poverty is the result of cultural or individual. characteristics; provide support for your position

An answer to the following questions about the theory of poverty you selected:

What aspects of this theory would be most suitable for your practice? Why?

What aspects of this theory do you find problematic in terms of your knowledge of social work practice? Explain.

 

References:

 

Zastrow, C. H., Kirst-Ashman, K. K. & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Boston, MA: Cengage Learning.

Chapter 12, “Sociological Aspects of Young and Middle Adulthood” (pp. 536-603)

 

 

Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

“The Hernandez Family” (pp. 3–5)

 

Park, K., & Yang, T. (2017). The long-term effects of self-esteem on depression: The role of alcohol and substance use during young adulthood. The Sociological Quarterly, 58(3), 429–446.

 

 

 

 

 

 

Assignment: Genogram: Hernandez Family

 

Assignment 3

 

2-pages

 

A genogram of the Hernandez family

An analysis of the Hernandez family’s case based on the genogram including the following information.

Identify an element of the Hernandez family’s case that may influence the way Juan and Elena Hernandez address their issue with the social worker.

Explain how the genogram you created might help you address the needs of the Hernandez family.

 

 

 

 

 

 

Transcript to Hernandez case:

 

Hernandez Family Episode 6 Program Transcript FEMALE SPEAKER: So last week I showed you how to make a genogram, like this one. Now, the idea behind making a genogram is to help you draw a picture of your family history. And then we use that to discuss the relationships and connections among your relatives. OK? So Juan, why don’t you start off and talk about what you came up with. JUAN HERNANDEZ: So we’re starting with my family. My father, Hector, he’s still alive. And he married my mother, Freda. And she passed away two years ago. And then there’s their children, myself– I’m the oldest– and then there’s my three sisters, Marie, Senta, and Rose. FEMALE SPEAKER: Good. And Elena, what about your family? ELENA HERNANDEZ: Well, here’s my father, Anthony. He met and married my mother, Sofia. They are both still alive. They had five children. Firstborn was my brother Daniel, then my brother Tomas, then my sisters Martina and Camila, and there’s me, the baby. And then I met Juan, and we started our own family. And we have two beautiful sons that you met, one, Junior, who is eight, and Alberto, who is six. FEMALE SPEAKER: Good. So for the last several weeks we’ve been talking a lot about how you discipline your sons at home. And both of you mentioned how your parents used to punish you when you were growing up. Juan, why don’t you talk about that and point to anybody on the genogram as you mention them? JUAN HERNANDEZ: Sure. So my dad, when he was mad at me he would send me to get books from the encyclopedia. And he’d make me hold them out, straight out like this, until he told me to stop. It caused so much pain in my arms, I mean, my arms felt like they would break off. And my mom, she did basically the same thing. Except when she was really mad, when would make me get more books than my dad. I hated those books so much. I never went near them on my own. To me, they only meant one thing, misery. And now, I guess I inherited that from them. FEMALE SPEAKER: Elena, how about you? ELENA HERNANDEZ: Yes, misery. That’s what it was like for me, too

Benchmark – Research Proposal

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Write a Research Proposal (2,000-2,500 words) on racial profiling.

Research proposal: IS RACIAL PROFILING SIMPLY A BLACK AND WHITE ISSUE WITHIN THE POLICE FORCE?

To complete the Research Proposal, do the following:

Review the attached document “Research Proposal Guidelines” (ATTACHED IN THE ATTACHMENT SECTION) as well as Topic 7 lecture section (ATTACHED IN THE ATTACHMENT SECTION) on The Results and Discussion Sections in the Research Proposal for a brief overview pertaining to “how to” complete the assignment.

  1. Introductory section: Include hypothesis and a review of the literature.
  2. Method section: Include subsections on Participants, Apparatus/Materials/Instruments, Procedure, and Design.
  3. Results section: Include statistic, critical values, degrees of freedom, and alpha level.
  4. Discussion section: Include interpretation of results, ethical concerns, limitations of study, and suggestions for future research.
  5. Figures and Tables section: Include a minimum of two (either two figures, two tables, or a figure and a table).

Include at least 8-10 scholarly references.

Prepare this assignment according to the guidelines found in the APA Style Guide.

PLEASE READ THE ATTACHMENTS AND MAKE SURE EVERYTHING IS DONE ACCORDING TO THE RESEARCH GUIDELINES.

PSY 550 – Research Methods

Topic 7 Research Proposal Guidelines

 

Here are the requirements for the Research Proposal:

 

· Include a Title Page, Abstract page, and References page in APA format, 6th edition.

· Introduction: This is the longest section of your paper. Begin with an introductory paragraph that states the purpose of the paper. Then, go into detail on your literature review. Begin with a general review of your topic and move to specific studies that are similar to your proposal. Show how your proposal is different from what has been done before. Build to a paragraph that includes your hypothesis (-ses).

· Method: This part has four sections (each of which is a subheading):

· Participants: Describe who they will be, how many, how would they be recruited, what characteristics they would have, etc.

· Apparatus/ Materials and/ or Instruments: What ingredients will you need to run your study (tests, gadgets, paper/ pencils, etc.)?

· Procedure: Outline the steps of your study in chronological order. Write in the conditional tense if the study is not going to be carried out.

· Design: Include what type of design you’re using (e.g., correlational nonexperimental design, between-subjects, within-subjects, or mixed experimental design).

· Results: This section may be combined with the Discussion section. Include a paragraph describing what statistic was used (e.g., t-test, ANOVA, correlation, chi-square), how many degrees of freedom, alpha level (choose .05), and critical value.

· Discussion (20%): Include at least four paragraphs.

· Describe what it would mean if you obtained significant results. Then describe what it would mean to obtain nonsignificant results.

· Discuss how your study followed APA ethical guidelines, by discussing the use of an informed consent form, debriefing statement, deception, and obtaining IRB permission.

· Discuss any limitations in your study (e.g., possible confounding, lack of random assignment, or random sampling).

· Conclude with a discussion of future studies that could arise from your study.

· Include two figures, OR two tables, OR a table and a figure (10%). A table is columns of numbers, and a figure is anything else (chart, map, graph, etc.). You can include your Informed Consent form and your Debriefing form as two figures.