Showing 17–32 of 456 results

• BUY AND DOWNLOAD THE SOLUTION

  Presentation on a Scale Construction

  $30.00

  Week 7 Assignment: Develop a PowerPoint Presentation on a Scale Construction

  Activity Description

  For this task, imagine that you were asked to give a scale construction proposal to a group of hypothetical PhD students. The PowerPoint presentation should include the definition of the construct that you intend to make a scale on, the existing tools measuring it, and other related studies. Also include your justification and rationale for your construction. More importantly, discuss how you will construct the items and the item response scales, how you will analyze the items’ reliabilities, and establish the scale’s validity.

  Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

  Support your presentation with at least five scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.

  Length: 12 slides (with a separate reference slide)
  Notes Length: 200-350 words for each slide

  Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate. Save the file as PPT with the correct course code information.

  Learning Outcomes

  1.0   Critique the meaning and implications of measuring psychological constructs.

  2.0   Analyze the literature on a particular construct and the current tools that have been designed to measure it.

  3.0   Select methods used in the creation of items that measure psychological constructs.

  4.0   Appraise different approaches to establishing item and instrument reliability.

  5.0   Evaluate the different approaches to instrument validation.

  6.0   Discriminate methods of establishing criterion or predictive validity.

  This week, you will prepare an outline for the Signature Assignment that is due on Week 8. You will create the bullet-point outline for this proposal and it should include the construct of interest the topics that will serve as the titles and subtitles of your Signature Assignment. However, provide a very brief description of what the content under each section will be like. For example, under Introduction, you can write “Here I will provide a conceptual definition of the construct;” or, under Method, you can write “I will discuss that the item-total reliability will be performed in this section.”

  Be sure to review this week’s resources carefully. You are expected to apply the information from these resources when you prepare your assignments.

  Complete the following Spotlight on Skills if you need assistance with the tools used to complete your assignments.
• BUY AND DOWNLOAD THE SOLUTION

  Reliability Chart Activity

  $15.00

  Week 5 Assignment: Prepare a Reliability Chart

  Activity Description

  For this task, you will create a chart describing the different methods of establishing the reliability of a psychological instrument. In one column write the method (e.g., test-retest method) and on another column, write a brief description for each of the methods.

  Length: 2 page

  Learning Outcomes

  4.0   Appraise different approaches to establishing item and instrument reliability.

  Week: 5  Reliability

  Introduction: 

  Measuring instruments have to yield consistent results. It would be a distressing experience if your bathroom scale tells you that you are 65 kilograms one moment and 70 kilograms a minute later. That would be unreliable or inconsistent results because we do not usually expect a weight increase of that magnitude to happen in 60 seconds. Consistency or repeatability is an indispensable characteristic of measuring tools within the physical or psychological sciences. Psychological scales have to ensure that the scores individuals are measured on yield more or less the same figures for the same individuals at different times. Some test-makers re-administer the same scales after a period, and then analyze whether the results are stable. Other test-makers construct two sets of scales measuring the same construct or split the items into two halves, with the first half measuring the same construct as the second half. These two sets or halves are then compared and analyzed for reliability.

  Be sure to review this week’s resources carefully. You are expected to apply the information from these resources when you prepare your assignments.
• BUY AND DOWNLOAD THE SOLUTION

  Research on Emotional Intelligence Evaluation

  $10.00

  Research on Emotional Intelligence Evaluation

  Social and Developmental Aspects of Emotion, Cognition, and Motivation

  Evaluate the Research on Emotional Intelligence 

  Your task this week is to provide a critical evaluation of the concept of emotional intelligence.

  After completing your readings for the week, prepare a paper that addresses the following questions:

  • Can emotional intelligence be taught or is this an innate ability?
  • Conclude with your assessment if evidence exists for separate, but related, constructs such as social intelligence and ecological intelligence? Explain your answer.

  Support your analysis with at least two references from scholarly sources.

  Length: 2 pages

  Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

  Learning Outcomes

  1.0   Assess the concepts and theoretical framework of emotion, motivation, and cognition.

  2.0   Interpret the critical research findings related to emotion, motivation and cognition.

  3.0   Assess cultural and social influences on emotions, motivation, and cognition.

  6.0   Synthesize concepts of emotions, motivation and cognition using a variety of communication tools.

   

  This week, you will read about several theories of emotional intelligence (EI) and some of the research on this topic. Although definitions and theories of EI vary, Mayer and Salovey (1997) described EI as consisting of four “branches” consisting of perceiving emotions, facilitating thoughts about emotions, understanding emotions, and managing emotions. Similar abilities were described by Danial Goleman in 1995. Other theories of EI are described in Cherniss (2010). Tests developed by Mayer and colleagues along with other researchers can be used to assess levels of EI in people.

  Some research suggests that individuals with higher levels of EI have better social relationships and better psychological health whereas those people with lower levels of EI are associated with greater stress and other negative outcomes such as drug and alcohol abuse.

  Austin, Farrelly, Black, and Moore (2007) suggest that there is also a “dark” side to high levels of EI. Their research suggests that being skilled in the perception and understanding of the emotions of others can serve as a mechanism to manipulate people and situations.

  Goleman, Barlow, and Bennett (2010) discuss how the early ideas about EI have been expanded into a new area called “Ecological Intelligence.” Ecological intelligence involves an awareness and understanding of how human actions impact the environment.

  You should also consider as you are reading these articles whether EI is an innate ability or something that can be improved with training.

  This week, you will provide a critical evaluation of the construct of EI by answering the questions in the description of the assignment.

  Be sure to review this week’s resources carefully. You are expected to apply the information from these resources when you prepare your assignments.
• BUY AND DOWNLOAD THE SOLUTION

  Table to Group Items Representing a Common Concept

  $10.00

  Table to Group Items Representing a Common Concept

  Below are statements coming from different psychological scales constructed by different authors; what the scales are measuring nor the number of scales that are represented by these items are identified. Since the psychological variables measured by the items are fairly easily identifiable, create a table in which you will group those items that represent a common concept. Then, invent a construct or variable name for these items. This is an exercise that tests your intuitive abilities to spot the supposedly hidden constructs represented by these items. Consider this assignment as an “armchair” factor analysis.

  Items:

  1. I feel irritable, easily agitated, and am impatient a few days before my period.
  2. I feel anxious watching a teacher work on an algebraic equation on the whiteboard.
  3. This is the dreariest time of my life.
  4. I am just as happy as when I was younger.
  5. My life could be happier than it is now.
  6. I have cramps that begin on the first day of my period.
  7. I don’t feel good being required to enroll in statistics.
  8. I expect some interesting and pleasant things to happen to me in the future.
  9. My breasts feel tender and sore a few days before my period.
  10. I feel old and somewhat tired.
  11. As I look back on my life, I am fairly well satisfied.
  12. I hate buying a math textbook.
  13. I feel depressed for several days before my period.
  14. I have backaches which begin the same day as my period.
  15. I don’t like reading and interpreting graphs or charts.
  16. I take prescription drug for the pain during my period.
  17. I’ve gotten pretty much what I expected out of life.
  18. Compared to other people, I get more the share of bad luck.
  19. I don’t like being told how to interpret probability statements.
  20. For several days before my period I feel exhausted, lethargic or tired.
  21. Most of the things I do are boring or monotonous.
  22. I’m feel my chest pound when I walk into a math class.
  23. I have abdominal pain or discomfort which begins one day before my period.
  24. I would not change my life even if I could.
  25. I’m anxious when I am waiting to get a math test returned even when I expect to have done well.
  26. The pain I have with my period is not intense but a continuous dull aching.
  27. I feel weak and dizzy during my period.
  28. I feel restless listening to somebody explaining a math formula.
  29. As I grow older, things seem better than I thought they would be.
  30. I have gotten more of the breaks in life than most of the people I know.

  Psychological Constructs, Concepts, and the Nature of Measurement > Week 2

  Week: 2

  The Construct Under Investigation and Conceptualizing a Tool to Measure it

  One of the indispensable parts in scale construction is to first get a good grasp of the ‘concept’ under investigation. Then, review the information written on the concept of interest. Only then can you decide whether there are subcomponents or dimensions under that concept. Be sure to provide a working definition of this concept, which may be based on a theory. Providing a definition for the concept and setting certain parameters based on a theory transforms the concept into a construct. Once this is clear in your mind, then you can start composing items that represent the construct.

  Although many authors use the terms concept and construct interchangeably, a concept refers to observed instances in the empirical world that are argued to be related enough and are imported at an abstract level. Once this concept is narrowed for the purposes of setting parameters within a research context, it becomes a construct. Pushing the envelope further, once the definitions are concretized and rules are set (for instance in an experiment) on how to measure or produce the constructs—they become variables.

  But first, it is important to have a very clear understanding of the concept or construct of choice.

  Be sure to review this week’s resources carefully. You are expected to apply the information from these resources when you prepare your assignments.
• BUY AND DOWNLOAD THE SOLUTION

  Psychological Constructs and Tests Solutions

  $25.00

  Psychological Constructs and Tests Solutions

   Psychological Constructs, Concepts, and the Nature of Measurement > Week 1

  Describe Psychological Constructs and Tests

  Week: 1

  Psychological Tests

  Activity Description

  For this task, write a paper in which you answer the following questions and complete the following:

  1. What is a psychological construct? How are concepts and constructs typically measured in the field of psychology? Use the readings and outside sources (if you like) to defend your answer.
  2. What is a psychological test? What is the unique value of a test as compared to some other means of getting information about people? Use the readings and outside sources (if you like) to defend your answer.
  3. Answer Kline (Chapter 1, questions 1, 2, 5, and 6)

  1. Choose one construct of interest that you intend to make a scale on. Provide a conceptual definition of such construct based on existing literature. Provide a brief description of individuals who “possess” the construct or those who may score high on a scale measuring the construct and a person who might score low on the same construct.

  Length: 5 pages, not including title and reference pages.

  Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

  Learning Outcomes

  1.0   Critique the meaning and implications of measuring psychological constructs.

  2.0   Analyze the literature on a particular construct and the current tools that have been designed to measure it.

  Introduction: 

  Psychological tests are used to measure psychological constructs. The development of a scale, then, must start with gaining clarity on the meaning of the general concept as it narrows down and becomes a specific construct the tool will measure. This week you will explore what a construct is and the relationships of constructs to scales

  Be sure to review this week’s resources carefully. These include an introduction and a refresher on descriptive statistics and standard scores that are typically used in psychometrics. You are expected to apply the information from these resources when you prepare your assignments.
• BUY AND DOWNLOAD THE SOLUTION

  Emotions and Motivation Interview

  $20.00

  Week 6 Assignment: Prepare an Interview on Emotions and Motivation

  Activity Description

  For this task, imagine that you are a psychologist that is being interviewed for a 10-minute radio broadcast. You are being interviewed about how motivation and emotion influence academic achievement, and how negative motions (such as shame and guilt) motivate behavior change. Write 10-15 questions that the interviewer would ask you, and then write your response. Develop your paper as a transcript for a question and answer format.

  Length: 3 pages

  Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

  Why do we do what we do? Theories of motivation attempt to explain this with some theories that focus on biological needs such as hunger or thirst, whereas other theories focus on “higher-order” needs such as the need for achievement, love, and affiliation with others. Cognitive-dissonance theories can also explain an aspect of the motivational process.

  You may remember learning about theories of cognitive dissonance in your other psychology classes. Researchers explain that cognitive dissonance is an uncomfortable cognitive state produced when people hold conflicting views. People are motivated to reduce this uncomfortable dissonance state by changing the conflicting cognition. For example, consider the case of someone who smokes cigarettes but also knows that this behavior is unhealthy. The dissonance could be reduced by quitting smoking but most likely, the person will change the cognition; for instance, the individual may downplay the health risks because he or she exercises and eats healthy foods. The research you will read this week focuses on the role of emotions in motivating behavior.

  This week, you will prepare a paper that discusses how motivation and emotions influence academic behavior and how negative emotions can motivate behavior change.

  Be sure to review this week’s resources carefully. You are expected to apply the information from these resources when you prepare your assignments.
• BUY AND DOWNLOAD THE SOLUTION

  Influence of emotions on memory, attention, and decision-making

  $25.00

  Influence of emotions on memory, attention, and decision-making

  Week 4 Assignment: Research Memory, Attention, and Decision-Making

  Activity Description

  For this task, you will write a cohesive paper addressing how emotions influence memory, attention, and decision-making. Your paper should include an overview of the research on false memory, flashbulb memories, recovered memories, selective attention, and decision-making. Please include at least 5 recent peer-reviewed articles to support your work.

  Length: 5 pages

  Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

  Last week, you examined the interdependence between emotion and cognition. This week, you continue your exploration of this concept.

  Making an appraisal or a decision can influence how emotions are experienced, but emotional states can also influence cognitive processes. For instance, are memories for emotional events accurate? If someone is an eyewitness to a crime, this is certainly an emotional event! Is the eyewitness testimony for this event accurate and should it be used to convict someone of a crime?

  As you may be aware, memory is not a unitary construct. Most researchers agree that memory can be divided into sensory memory, working memory, and long-term memory. Long-term memory can be further subdivided into implicit and explicit memory. Implicit memory and explicit memory can also be further divided (see below).
• BUY AND DOWNLOAD THE SOLUTION

  Critical Analysis Worksheet

  $5.00

  Critical Analysis Worksheet PHL/320 Version 2

  University of Phoenix Material

  Critical Analysis Worksheet

  Read “Common Core” and “The Battle Against Common Core Standards.”

  Perform a critical analysis of each reading using critical thinking techniques from this week’s readings.

  Respond to the following based on your critical thinking analysis of the “Common Core” and “The Battle Against Common Core Standards” readings.

  • Define the term conclusion.
  • What is the conclusion of each article?
  • Define the term premises.
  • What premises support the conclusions in each article?
  • How convincing is the conclusion of each article? Explain your answer.
  • Define the term biases.

   

  • What biases did you observe in each article? Why do you think they are biases?

   

  • What might be the sources of the biases in each article?

   
• BUY AND DOWNLOAD THE SOLUTION

  Rhetorical Strategies and Fallacies Worksheet

  $5.00

  Rhetorical Strategies and Fallacies Worksheet PHL/320 Version 1

  University of Phoenix Material

  Rhetorical Strategies and Fallacies Worksheet

  The following are some common rhetorical strategies:

  • Innuendo: a leading suggestion
  • Stereotype: generalized statements relating to a group of people
  • Loaded questions: questions based on unjustified assumptions
  • Hyperbole: an extreme exaggeration

  Identify the rhetorical strategy in each of the following statements.

  1. I did not say the meat was tough. I said I did not see the horse that is usually outside (W. C. Fields). 
  2. Have you stopped beating your wife?
  3. The Maserati is the best car in the world!
  4. All men love football; all women love the ballet.

  The following are some common rhetorical fallacies:

  • Slippery slope: If A happens, then B–Z will follow. Therefore, to prevent B–Z from happening, do not allow A to occur.
  • Hasty generalization: rushing to form a conclusion based on assumptions; not based on clear evidence
  • Post hoc ergo propter hoc: If A occurs after B, then B caused A.
  • Either/or: looking at a situation from only two sides, or oversimplifying the situation
  • Ad hominem: attacking the person rather than attacking the argument
  • Red herring or smoke screen: introducing an unrelated topic as a diversionary tactic

  Identify the rhetorical fallacy in each of the following statements.

  1. We can either stop using plastic, or destroy the Earth
  2. I ate tuna for lunch and now I do not feel well, so the tuna made me ill.
  3. If you enjoy a social drink, it could lead to you becoming an alcoholic, so you probably should never drink.
  4. Even though this is the first week of class, I can tell this is going to be a very easy course.
  5. We know that smoking can affect your health, but how else will tobacco farmers earn a living? _
  6. As the candidate for mayor, he has some good ideas, but we know that all politicians are dishonest.
• BUY AND DOWNLOAD THE SOLUTION

  Critical Thinking Discussion and Summary

  $3.00

  PHL/320 Week 1 Critical Thinking Discussion and Summary, assignment

  Question description

  Participate in a class discussion by responding to the following questions:

  • How would you define critical thinking? What makes a person a critical thinker?
  • Why is critical thinking important? Provide an example of how critical thinking has helped you in your life.
  • What do you expect to learn from this course?

  Write a paragraph summarizing the discussion.

  Click the Assignment Files tab to submit your assignment
• BUY AND DOWNLOAD THE SOLUTION

  THEORETICAL PERSPECTIVES ON EMOTION

  $15.00

  As you have read, there are many theories of emotion. For this task you will select four of the theories described. One of the theories you select should be a biological theory. After selecting the four theories you will construct a table describing the main characteristics of each theory along with its strengths and weaknesses.

  Length: 2-3 pages table
• BUY AND DOWNLOAD THE SOLUTION

  Questions to What is academic language

  $20.00

  Answer each question :

  • What is academic language?
  • How can we help K-12 students to build the academic language that they need to succeed in school?
  • What does edTPA ask for regarding Academic Language?
  • How can the university support teacher education candidates (you) in embedding academic language into classroom practice?
  • How would you explain the importance of academic language in non-technical terms (to a parent, for example)?
  • Explain what the author of the slide show means when he uses the analogy on slide number 9.
  • Slide 12 instructs us that teachers need to helps students practice language function. Briefly describe two ways you could do this in your class (give the grade level).
  • What are the three steps to teaching academic language?
  • Explain the difference between the bricks and mortar words on slide number 18.
  • Slide 22 provides steps for teaching academic language. However, they sound a little complicated.  Simplify the steps.  Restate them in your own words so they are easier to understand.
  • Review slide number 26. What is your opinion about these steps?  Do you think they are necessary? Do you see yourself following them in your lessons?  Why or why not?
  • Review slides 28, 29, and 30.
    • What do they have in common with Syntax?
    • Provide a brief example of a way you have or might use sentence frames.
  • Justify the importance of backwards mapping.
  • What does the quote on slide 75 mean to you?
  • Considering the content of this course,
    • What are some big ideas you took away from this course?
    • What are some questions you still have after hearing/reading/practicing the content of the course?
• BUY AND DOWNLOAD THE SOLUTION

  Intentional plan to move First Grade Students in Math to Higher Levels of Cognitive Complexity

  $5.00

  Write a description (approximately 3 paragraphs) stating how you will intentionally plan on moving your first grade students in math to higher levels of cognitive complexity, please be specific
• BUY AND DOWNLOAD THE SOLUTION

  Kohlberg’s theory of moral development Assignment (PPT and discussion)

  $37.50

  Instructions : Read pages 274-276 of your text explaining Kohlberg’s theory of moral development. Do research in other sources to provide you with a more in-depth look at the stages that are discussed. Make a power point presentation consisting of at least 15 slides explaining these stages and how your own style of moral reasoning relates to Kohlberg’s stages.

  You will have at least one slide explaining each stage and at least one slide giving an example of each stage.

  You will answer the following questions about your own moral decision making in your discussion paper (using at least 500 words), after you have made your slide presentation on Kohlberg’s stages.

  (1.) Discuss your own moral decision making and how it relates to these stages.

  (2.) Do you make moral decisions at a different stage now than you did at an earlier point in your life? Explain and provide an example of a moral decision you made at an earlier point in your life.

  (3.) Discuss a recent moral decision that you made and explain how your style of moral reasoning relates to Kohlberg’s stage theory of moral development.
• BUY AND DOWNLOAD THE SOLUTION

  Child Abuse: Intervention & Prevention Weekly Reading Reflections and Summaries

  $55.00

  Child Abuse: Intervention & Prevention

  Weekly Reading Reflections and Summaries

  Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

  Chapter 1 & 2

  Promoting Family Wellness and Preventing Child Maltreatment; Isaac Prilleltensky, Geofrey Nelson, & Leslea Peirson

  Chapter 1

  Question: Implementing school-based programs to educate young children about violence and abuse can be a strategy to raise awareness about child maltreatment. Every child in school comes from a different family, unique background, financial status, etc. who may share their own beliefs on educating their children about abuse. Is there a specific age/grade that you believe is the appropriate time in a child’s life to discuss the harsh reality of the issue? If so, when and why?

   

  Promoting Family Wellness and Preventing Child Maltreatment; Isaac Prilleltensky, Geofrey Nelson, & Leslea Peirson

  Chapter 2, 3 & 8

  Question:

  Prilletensky (2001) spoke with one of the advisers from a qualitative study who said that “an important protective factor for high-risk children and youth is having a sense that there was something…something as nebulous as hope that things could be better in the future, a belief that they could do something that would make things better for themselves.” Do you believe that resilience is an innate characteristic, or rather something that children learn throughout the early years of development?

   

  Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

  Chapter 3

  Question:

  Miller (1962) explains that “abusive parents report more conflict in their families of origin (e.g., their own childhood abuse) than do non-abuse parents, suggesting that intergenerational transmission may occur in these families.” Do you believe and support this theory which hypothesizes that there is a relationship between being abused as a child and being abusive to one’s own children? Why or why not? Please explain.

   

  Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

  Chapter 4: Sexual Abuse

  Question: Prevention roles can be effectively extended to other adults (other than parents) in a child’s environment, such as teachers. As Miller discussed, “only a few research studies have examined the effectiveness of Child Sexual Abuse prevention programs specifically targeting teachers” (Miller, 2013). Creating a safe and comfortable school environment is crucial to a student’s emotional well-being and academic achievement. What can principles, teachers, and school community members do to implement programs educating students on the severity of child sexual abuse programs? What strategies can be put in play to ensure school is a supportive and trusting environment?

  Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

  Chapter 5: Child Neglect

  Question:

  The possible negative effects associated with the most frequent form of child abuse, child neglect, are social and emotional difficulties, cognitive and academic deficits, physical consequences, and emotional & behavioural problems (Miller, 2013). The child suffers both short-term and long-term effects, influencing their life as an adolescent, continuing into their years of adulthood. With the resources and support available, do you think the victim can effectively deal with the consequences of being neglected? If so, how? If not, what do you suggest professionals implement and provide as a means to cope? Furthermore, neglected children also have been found to have difficulty in recognizing and discriminating their emotions (Miller, 2013). Do you feel that cognitive behavioural therapy can help the neglected child in developing ac self of identify and self-efficacy?

  Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

  Chapter 6: Child Psychological Maltreatment & 7: Additional Forms of Child Maltreatment

  Question:

  The human trafficking of children is a complex social problem affecting individuals domestically as well as internationally. “Despite international recognition of the problem and an increasing understanding of the negative impact of child trafficking on children’s development, the attention of psychologists, social workers, and other mental health & legal professionals toward child trafficking has been relatively limited to date. In addition, human trafficking has not been generally recognized or discussed as a form of child maltreatment” (Miller et. al, 2013). Research demonstrates that victims of human trafficking suffer significant mental and physical health consequences. Do you think that child human trafficking should be identified as a form of child maltreatment? Why or why not? Please explain.

   

  Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

  Chapter 8: Key Issues in Responding to Child Maltreatment, Chapter 9: Controversial Issues in the Study of Child Maltreatment

  Question:

  Along with being majorly underpaid, child welfare workers are also putting their lives, relationships, and careers at risk by working with children who are sufferers and victims of child abuse. “Working under emotionally stressful circumstances, the average annual income for Child Protective Services workers is $35,553 which is $10,570 less than that of a teacher” (Miller et. al, 2013). Teachers and CPS workers dedicate a significant amount of their time and effort, as well as invest their emotions every single day. Do you think the annual incomes of these two fundamental roles are a reflection of being unappreciated and undervalued? Why or why not?

   

  Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin – Chapter 10: What You Can Do to Help

  Question:

  Questioning culturally accepted violence within families continues to be a debatable topic for social scientists, doctors, and several governments. Surveys of parental behavior indicate that almost all (mid-90% range) report using some form of corporal punishment at some point in their child’s life (MacKenzie, Nicklas, Brooks-Gunns, & Waldfogel, 2011). The correlations between corporal punishment and a variety of behavioural and psychological problems continue to be difficult to explain, similarly as are the correlations between corporal punishment and abuse. “Corporal punishment is inconsistent with the goal of a violence-free society” (Miller et. al, 2013). Do you think there are implications and concerns for children who come from homes who believe in corporal punishment on their behavior at school? Furthermore, what specific issues or negative affects can a child experience on an emotional, physical, and cognitive level who comes from a family who supports corporal punishment at home?

   

  Promoting Family Wellness and Preventing Child Maltreatment; Isaac Prilleltensky, Geofrey Nelson, & Leslea Peirson

  Chapters 4: Social Policies for Promoting the Well-Being of Canadian Children and Families & Chapter 5: Programs for Preschool and Elementary-School Children

  Question: Prilleltensky et al. (2001) emphasized the significance of how parent education and training programs need to look at the importance of gender roles in families and how power is distributed among family members. “There is an important need in such programs to engage fathers more actively in their families and in the interventions that are designed to promote family wellness” (Westney, Cole & Mumford, 1988). What changes and adaptations do you think these programs can make to engage fathers more actively? Furthermore, what kind of benefits do you think the engagement of a father figure can potentially have on the well-being of the child and his or her family structure?

  Promoting Family Wellness and Preventing Child Maltreatment; Isaac Prilleltensky, Geofrey Nelson, & Leslea Peirson

  Chapter 9: Beyond the Boundaries: Themes for Thinking and Action in the Promotion of Family Wellness and the Prevention of Child Maltreatment

  Question: “It is important to hear the children’s hopes, dreams, and aspirations about what life could be and should be” (Prilleltensky, 2001). The closing chapter of Prilleltensky et al.’s text ends on heartfelt and powerful note. One child said, “I think prevention shouldn’t just be preventing the bad things. It should be prevention with the point of view of having people be healthy and happy, and not so much that they just squeak by, but for them to have the best life they can have.” In hopes of turning this dream into a reality, what can teachers, parents, school psychologists, guidance counselors, and other mental health professionals to in supporting children to live a happy and healthy life? How can we ensure that children and youth, our future generation, are given equal opportunities to achieve and reach their utmost potential throughout their lives? How can we best support children in achieving their dreams and being resilient?
• BUY AND DOWNLOAD THE SOLUTION

  Aristotle warned against the risks of a democratic regime

  $5.00

  Aristotle warned against the risks of a democratic regime. Reconstruct the arguments he gave in support of his view and determine if this negative view is applicable to today’s Western societies.

  5 pages