Approach to Care

1) Write a paper (1,250-1,750 words) describing the approach to care of cancer. In addition, include the following in your paper:

a) Describe the diagnosis and staging of cancer.

b) Describe at least three complications of cancer, the side effects of treatment, and methods to lessen physical and psychological effects.

2) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

3) Refer to "Approach to Care" grading criteria, located in the Additional Resource folder in Canyon Connect.
The grading criteria is attached. PLEASE FOLLOW the instructions well.
Thank you,
Lucy Amenyo.

Psychology of Terrorism

For an effective counterterrorism program, it is important to understand the underlying motivations and cognitive perspectives of terrorists. Answer the following ques...tions:

1. The background reading describes attributes that are part of a psychological profile of a terrorist. Find a current terrorist (national or international) and submit his (or her) psychological attributes. Also, would the ?Fort Hood shooter? fit the psychological profile of a terrorist?

2. Describe historical and sociocultural antecedents to September 11. For this question, focus on the historical and cultural factors (e.g., attitudes about value of life, political viewpoints, religion, etc.) that contributed to how and why the attack happened.

3. The results of studies have been inconsistent regarding whether terrorists are mentally ill. What are reasons for the differences in study results? Provide support for your perspective on why people become terrorists.

Use of template recommended.

Case Assignment Expectations

Length: Case Assignments should be at least three pages (750 words) in length.

References: At least two references should be included from academic sources (e.g., peer-reviewed journal articles). Required readings are included. Quoted material should not exceed 10% of the total paper (since the focus of these assignments is critical thinking). Use your own words and build on the ideas of others. When material is copied verbatim from external sources, it must be enclosed in quotes. The references should be cited within the text and also listed at the end of the assignment in the References section (preferably in APA format).

Organization: Subheadings should be used to organize your paper according to the questions.

Format: See Syllabus page for more information on recommended APA format.

Grammar and Spelling: While no points are deducted for minor errors, assignments are expected to adhere to standard guidelines of grammar, spelling, punctuation, and sentence syntax. Points may be deducted if grammar and spelling impact clarity.

The following items will be assessed in particular:
?Achievement of learning outcomes for the Case Assignment.
?Relevance - All content is connected to the question.
?Precision - Specific question is addressed. Statements, facts, and statistics are specific and accurate.
?Depth of discussion - Points that lead to deeper issues are presented and integrated.
?Breadth - Multiple perspectives and references, multiple issues/factors considered.
?Evidence - Points are well-supported with facts, statistics, and references.
?Logic - Presented discussion makes sense; conclusions are logically supported by premises, statements, or factual information.
?Clarity - Writing is concise, understandable, and contains sufficient detail or examples.
?Objectivity - Paper avoids use of first person and subjective bias.  more

Please no plagiarism

Written in 3rd person

Title of paper ------- "Obstacles", the economic setbacks facing a single mother with children

APA level one headings:

Physical/ psychological effects on the mother and children

Emotional effects

Spiritual (how does these obstacles effect the belief's or believing in God)


A minimum of 8 cited sources. The paper, including citations, must follow APA guidelines.

Title page, abstract, and reference page are required, all adhering to APA format.

References should be properly cited in the body of the paper as well as on the reference page using current APA format.

Supported by published scholarly literature (journal articles, books).

Written in 3rd person

Research the potentially adverse effects of posttraumatic stress in regards to children's physical, cognitive, emotional, and social development. Make the connection how children from low-income/poverty populations have a greater risk of experiencing trauma.

Use Level 1 headings.

Scholarly articles.Use at least four databases if possible. Identify the database used on the reference page as well as the accession number (if provided)
Legitimate websites such as The National Child Traumatic Stress Network (NCTSN) can be used as a reference, however articles need to be the main source of information.

Reference all material with in-text citations in APA as well as the reference page.

Summarize 6 relevant empirical, quanitative research-based, peer-reviewed articles for a cohesive literature review that draws conclusions about educational outcomes for youth in foster care.

... In one paragraph, clearly state the behavioral, social, or psychological phenomenon of interest and why it is relevant to social work. Provide data that justify the importance of the topic for the social work profession. This section should be between to 1 page in length.
Address the prevalence of the problem.
Discuss how the problem manifests across an individuals life course [state outcomes].
The 6 articles should
Be empirical articles from peer-reviewed journals not review articles or opinion pieces.
Focused on explanations and etiologies of social, behavioral, and psychological phenomena and not on treatment, focus on basic research studies NOT treatment/intervention studies.
Quantitative and qualitative studies. However, only 2 may be qualitative.

Summarize articles
For each article summarize the following in one page or less:
1. Why is topic important and what is known about topic?
2. What are the research questions, goals/aims, and hypotheses?
3. What are theoretical frameworks or models that influence study?
4. Methodology [sample, location, measures, design].
5. Results/discussion.
6. Limitations/implications.

Provide a reference at the top of each Summary Handout following APA format as you would for a reference page. You do not need to provide a subsequent reference page.
You do not need to include all information from the articles. Include information that will assist you in determining the quality of the study and information that will be pertinent to drawing conclusions about an individuals life course trajectory [i.e. If the study has several hypotheses and aims but you are primarily interested in one or two, focus on those most pertinent to your interests].  more

Only pay attention to PART 1 for this section of the paper...this part should be about 6 pages. The first part submission is below. I have chosen to write about

This course provides a solid g...rounding in practice theory, and the purpose of the course project is to further explore and understand the many connections a theory has to your field on a practical level. For the course project, you will write a 15 (or more) page paper analyzing a chosen practice theory and its relations to your professional field.

There are two parts to this paper: Part 1 consists of a description of the theory, its historical evolution, its tenets, its scope, and the main interventions that stem from this theory. This first part of the paper should be 6??"7 pages (no more than 7 pages), double-spaced.

Part 2 of this paper is the analysis of the theory. This is where you have the opportunity to tease apart the theory and analyze its epistemological underpinnings, the research studies used to test theory, the methods used to test the theory, and the accuracy of the theory. This second part of the paper should be 7??"8 pages (no more than 8 pages), double-spaced. (This does not include the title page, abstract, and references.)



Part 1
Describe the historical development of the chosen practice theory. Evaluate the intellectual and historical evolution of this theory and discuss how your discipline adopted and incorporated this theory. You may need to discuss the historical evolution of your discipline and how this theory fits in.
What are the major assumptions posited by the practice theory?
What is the scope and what are the problem areas addressed by this theory? How has your field of practice adopted this theory, and how has it influenced the problem areas it addresses?
What are the main intervention strategies this practice theory advocates? How do we know these intervention strategies are effective?

Initial submission for peers...about my selected topic..THIS IS BACKGROUND INFORMATION FROM INITIAL SUBMISSION FOR PAPER. PLEASE BE ATTENTIVE TO PART 1 listed above....

Daniel Levinsons (1978) theory on life development was derived from that of Erickson who had developed his theory thirty years earlier. Ericksons contribution was on the theory of stages in ego development, namely that each age level is characterized by particular challenges or manifestations that the individual has to successfully navigate in order to transition to the next stage. Ericksons first consideration ??" and this is what Levinson had in common ??" was to the life course per individual rather than to the life course as group or as world/ history (Levinson, 1978).
Piaget and Freud postulated that development was largely completed at the end of adolescence. The trend of the 1950s focused on geriatrics and gerontology. Levinson (as did Erickson) maintained that life development was an ongoing odyssey. Therefore, his aim was to present a development life course that would focus around the adult (Levinson, 1978).
Levinson (1986) proposed that adults move through particular seasons which include: (1) Early Adult transition 1-22 (2) Entering the adult world 22-28 (3) Age 30 transition 28-33 (4) Culmination of early adulthood: settling down 33-40 (5) Midlife transition 40-45 (6) Entering middle adulthood 45-50 (7) Age 50 transition (8) Culmination of middle adulthood 55-60 (9) Late-adult transition 60-65, and, (10) Late adulthood 65+.
The Stages Preadulthood or Early Adult transition (Ages conception-22) ??" The individual grows from dependence to independence recognizing himself as a separate entity distinct from the mother and from other humans around him.
Early Adult Transition (17-22): The adult starts to formulate and implement relationships in his external world. These are his initial attempts to a relationship with the world around him, and to his relationship with that world.
Early adulthood (17-45): This is the era of drive, ambition, obligations, and attempts to succeed in all areas of life. This period can provide enormous amounts of stress.
Midlife Transition (40-45): Levinson sees this era as a sharp contrast between early adulthood and middle adulthood. This period is manifested by greater focus on others as opposed to self, and by a more humane and reflective temperament and perspective.
Middle adulthood (40-65): Our biological capacities are somewhat weakened. Our focus transfers from ourselves to others, and we feel a responsibility for the future generation.
Late Adult transition (60 +) is a synthesis and linkage of both middle and late adulthood Levinson (1986) defines life structure as an individuals relationship to significant others and / or to significant creatures or objects in his life (some, for instance, might develop their attention around animals, scenery or art preferring those to people). Additionally, Levinson observed a progression consistent with lifes stages. This sequence consists of alternating structure building with structure-changing (transitional) periods (Levinson, 1986). A structure-building period ordinarily lasts 5 to 7 years. The transitional period ends the existing life structure, and creates an opportunity for a new life structure (Levinson, 1986). Crucial choices and commitments then determine the next step. Levinsons theory is similar to that of Ericksons as Erickson, too, promotes the mastery of stage level before successfully transitioning to next.
Finally, Levinson suggests that it is imperative to make key choices, form a structure around these choices, and to pursue values and goals. Ones key choices are imperative to forming ones destiny.

Just for reference....NOT A PART OF THIS PAPER...................................AGAIN...this is not for this PAPER...THis is for INFORMATION ONLY
Part 2
To begin your work on Part 2 of the paper, a worksheet is due in Unit 8 that guides you through the following questions and helps ensure that you are on the right track. (You will submit your final analysis paper, which includes Parts 1 and 2, in Unit 10.)

What is the underlying philosophical paradigm of the practice theory? Why do you think this is the philosophical paradigm underlying this theory? Link the major assumptions of the theory to the ontological, axiological, and methodological assumptions of the epistemological paradigm.
Identify and describe what research studies have been used to test this theory. In other words, what research studies have been conducted using this theory?
What research methods did these research studies use to test the theory. (Hint: The epistemological paradigm that guides the theory should be aligned with the methodological assumption of the epistemological paradigm.)
Discuss the scope of practice theory and its appropriateness for theory building and validation. How accurate is the theory in explaining the phenomenon?
Project Objectives
To successfully complete this project, you will be expected to:

Analyze a practice theory, including its assumptions, scope, and main intervention strategies.
Evaluate the processes of how a theory is generated, validated, and incorporated into a discipline.
Compare the assumptions of a practice theory with those of its underlying philosophical paradigm.
Identify empirical research studies that have been conducted to test the theory.  more

i need the paper to state the purpose of the study and show the different ways that children from poverty excel and are resilient in life cognitive development and academics despite their socioeconomic status. i need it to use direct quotes and talk about different experiments that support that thesis. i need in source citations but they have to be paraphrased rather then direct. I need it to state the importance of the different studies it has to be a literature review with an introduction thesis and conclusions written in A.P.A format.terms clearly defined or operationalized.develop each sub-topic fully before moving to the next,i need a main thesis and a title for the paper.title page in correct APA format. Include Header.pages numbered and with page headings in the correct place. no footnotes.

First, write an introductory paragraph identifying your three theories and a brief overview of your findings.


1. Three key concepts of each of the theories.


2. Three major points of similarity.


3. Three major points of difference.

4. Discuss the interaction of cognitive, physical and emotional development on the overall development of the child.

5. Explain why the understanding of normal child and adolescent development is important in assisting each child to reach their potential.

Lastly, write a paragraph summarizing your paper.

The History and Current Applications of Behaviorism
Submit a 3 page paper (excluding the title page and reference section) in which you discuss the evolution of behaviorism from its origins with W...atson, Pavlov, and Skinner to the contemporary theories of behaviorism and cognitive-behavior theory. What has changed? What has remained the same? How are these theories used today? The paper should include a minimum of three references in addition to the required textbook and articles.

Content Criteria

The theories of Watson, Pavlov, and Skinner and are explained and analyzed.
The changes to behaviorism, including the integration of cognitive theory is explained.
The current applications of behaviorism and cognitive-behavior theory are explained.

Writing and Organization Criteria

The central theme/purpose of the paper is clear.
The structure is clear, logical, and easy to follow.
The tone is appropriate to the content and assignment.
The thoughts are clear and include appropriate beginning, development, and conclusion.
Paragraph transitions are present, logical, and maintain the flow throughout the paper.

Research Criteria

The paper includes a summary and analysis of research materials that are relevant to the assignment, e.g. scholarly journals, professional articles, legal documents, government documents, legal decisions, media clips, software, measurement instruments websites, personal communication, etc.
Professional/scholarly journals are peer reviewed and focus on the profession/application of psychology (located on Proquest, EBSCOHost, PsycNET, etc.). Non-scholarly articles include newspapers, periodicals, secular magazines, etc, and are not peer reviewed. Websites not approved include wilkipedia.com and about.com.
Research focuses on the most current information (past five to ten years) except when citing seminal works (e.g. Freud, Erickson, etc.).  more

writer: andreeannd

Psychological Measure Paper

? Select in preparation for this assignment a psychological measure of depression,
I chose: Children?s Depression Inventory.

? Write a 600-word paper in which you analyze your selected psychological measure. As a part of your analysis, address the following items:

my part is this: Using the University Library, the Internet, or other sources, select at least two articles that discuss the use of your selected psychological measure. Briefly summarize your selected articles, and compare and contrast their findings.

please include a MINI intro and conclusion

Assignment Below
1) Scenario: You are working for a community mental health agency that serves male adolescents aged 14-16 who have received a diagnosis of conduct disorder. You have been asked by... your director of clinical training to answer the following questions (choose only one):
a) What individual treatment modes have been found to be effective (best practices, evidence-based) for treating this population?
b) What group treatment modes have been found to be effective (best practices, evidence-based) for treating this population?
c) What family treatment modes have been found to be effective (best practices, evidence-based) for treating this population?
2) Using database searches (e.g., EBSCO), locate at least three resources that provide information to answer your question. Some keywords to try for the search are highlighted in the question (best practices, evidence-based).
3) Your assignment response will consist of two sections:
a) Submit an annotated bibliography with an entry for each of your resources. Include the references in proper APA format. Write a brief summary highlighting the theory, treatment, intervention, and research methodology discussed in each resource. Use the additional materials for this module to help you in creating your annotated bibliography. There is no minimum required word count or length for your bibliography; however, you should conduct enough research to write the assigned paper for Module 1 (see below), and even more importantly, to write your final research proposal.
b) Based on your readings, write a paper (750-1,000 words) in which you prepare an answer to your question, citing the resource(s) you used for your answer. Note any gaps in information, special considerations, etc., that you found limited your ability to answer your question. Use standard essay format in APA style, including an introduction, conclusion, and title page. An abstract is not required.

REFERENCES BELOW and Lecture NOTES
http://gcumedia.com/digital-resources/mcgraw-hill/2011/research-design-and-methods_a-process-approach_ebook_8e.php
http://www.library.cornell.edu/olinuris/ref/research/skill28.htm
http://owl.english.purdue.edu/owl/resource/614/01/

Lecture 1
Introduction
Profession: "A calling requiring specialized knowledge and often long and intensive preparation, including instruction in skills and methods as well as in the scientific, historical, or scholarly principles underlying such skills and methods..." (Webster, 1968, p. 1811). In addition to skills, competencies, and professional standards, professions are typically characterized by a set of basic theories, foundation knowledge, and processes for ongoing collection and assessment of knowledge. Research methods provide basic philosophies and tools for continuing acquisition and critique of such knowledge.
The Role of Research in Professional Counseling
In a time of emphasis on evidence-based practice(King & Heyne, 2000), it is even more important for mental health professionals to be able to locate and critically review the professional literature that presents evaluation of both theory and clinical practice. In addition, practitioners should be able to evaluate their own clinical practice to ensure that their methods are appropriate and effective. In fact, the Council for Accreditation of Counseling and Related Educational Programs (n.d.)?the training accreditation arm of the American Counseling Association?has identified the following as knowledge that should be developed in the course of training in the profession:
The importance of conducting research
Various types of research methods
The use of technology and statistical methods
The roles of research in program evaluation and modification
Using research to improve counseling effectiveness
Ethical and legal issues in conducting research
What Is Evidence-Based Practice?
Evidence-based practice generally refers to clinical activities and treatment protocols that are supported by systematic evaluation?in other words, research. Excellent resources on evidence-based practices for mental health professionals include edited collections by Stout and Hayes (2004), Roberts and Yeager (2004), and The Center for School Counseling Outcome Research (Carey & Dimmit, 2006). Professional journals and books are filled with reports of such research and preferred research designs to establish the level of evidence that have been identified (e.g., Chambless & Ollendick, 2001).
In practice, mental health professionals should be able to review the literature to seek information about the efficacy of various treatment options for specific disorders and client populations, apply this information in their own choices of service, and evaluate the progress and outcomes of their own treatment activities through single case designs and more structured experimental designs.
The Goals of Research
In general, any given research project will seek to fulfill one or more of the following goals:
Describing a phenomenon
Explaininga phenomenon (theory building, modeling)
Predicting events related to phenomenon (predictions generated from theories, models)
Controlling variables to affect a phenomenon
Describe
One goal of research is accurate portrayal of a phenomenon. Observation with description is often a first step in gathering better information about an incident, process, individual, etc. The information can become the basis for theory building. Various observational techniques might be used here, from naturalistic observation to more structured ways of collecting, coding, and counting information.
Qualitative research is frequently useful in gathering details about processes, such as how people are experiencing a phenomenon. Qualitative refers to focusing on features that are less understood in numbers. For example, while one may be able to count the exact wavelength of red light or count the number of red balls in a basket, this is not the same as studying the qualitative experience of seeing redness. Redness would be the quality of the experience. Diaries, folk stories, photo albums, newspaper reports, contents of speeches, open-ended responses in interviews and focus groups, and therapy session notes are but a few of the sources of information for qualitative research. Content analyses of the materials seek to identify common themes and relationships.
Quantitative research is also a tool for observing and describing a phenomenon. Quantitative refers to measuring and counting. Most phenomena can be counted in some way. Even the example from above regarding the experience of perceiving redness can be quantified. Early researchers of sensation and perception asked individuals to report when they first saw or experienced events such as color, and were able to devise measurement scales for these perceptual phenomena. They realized that experiences such as seeing a color are the result of much more than the simple wavelength of light?in fact, that they are very individualized processes.
Mixed-methods approaches might use a combination of qualitative and quantitative methods to gather basic information about a phenomenon. Examples are interviews, which allow respondents to describe their thoughts, needs, feelings, and behaviors in their own words, and a survey, which asks questions about these areas but in a structured question-and-answer format (e.g., "Use a scale from 1-5 to indicate the level of agreement with the following statement.") related to thoughts, needs, feelings, and/or behaviors. For example, a researcher might collect information in a clinical interview about new widow's experiences with depression and administer a quantitative measure, such as the Beck Depression Inventory.
Explain
Gathering and describing observations can give researchers pieces of a puzzle. The next step is to build on these pieces through inductive reasoning in order to develop an explanation for these observations. This is theory or model building. For example, Freud's psychosexual theory of personality development was built on the observations he collected from his patients, while Piaget's theory of cognitive development was based on his observations of his own young children. In addition, trait theories of personality are based on factor analyses of numerous types of measures of attitudes, aptitudes, and behaviors (Schultz & Schultz, 2008).
Co-relational methods allow researchers to study quantitative relationships between phenomena (e.g., the correlation between level of poverty and alcohol abuse rates) and these correlations can then be used to create explanatory models via statistical methods such as path analyses, factor analyses, discriminant analyses, and regression analyses. Literature reviews and meta-analyses also allow researchers to integrate existing thoughts and research findings on a particular topic. For example, Avants and colleagues have used path analysis (Avants, Margolin, & McKee, 2000) and regression analysis (Avants, Margolin, Warburton, Hawkins, & Shi, 2001) to try to explain treatment adherence patterns among individuals in methadone maintenance programs. Prendergast, Podus, Finney, Greenwell, and Roll (2006) conducted a meta-analysis to integrate findings about the usefulness of contingency management in the treatment of substance use disorders.
Good theories offer general principles to explain already observed events and relationships, but also generate testable predictions (hypotheses) about future events. Good theories are also economical or parsimonious, meaning they are explained in the most forthright manner and without unnecessary complexity. Theories ultimately rise or fall on their ability to be tested and to predict from their explanations.
Predict
It is important to test whether and how explanatory theories and models hold up in actual practice. This level of experimental research identifies predictions?that is, hypotheses?that would be made from a given line of explanation, and then devises designs that adequately test these hypotheses. The validity of these tests of hypotheses depends heavily on the quality of the research design. Previous co-relational research might suggest that there is a relationship between two variables, but it does not demonstrate cause and effect. For example, it might be observed that people who are depressed also express negative thinking; that is, the more depressed a person is, the more negative the beliefs, expectations, and interpretations he or she expresses. However, while there is a strong correlation here, it is difficult to know which factor is the cause and which is the effect. In other words, is negative thinking caused by depression, or is depression caused by negative thinking?
Abela, Brozine, and Seligman (2004) designed a study to test whether there was a cause-effect relationship between attribution style and later experiences of hopelessness depression in reaction to life stressors. Although they did not manipulate the person's attribution style (the independent variable, which is a subject variable that the person brought with him or her), the researchers measured it in advance as a predictor of later behavior. This type of directional prediction strengthens the argument that A must cause B. However, the problem is that investigators may not be able to rule out other confounding variables that might be equally as important or more important in causing B. For example, perhaps individuals who think negatively do so as an outcome of earlier depression, which could mean that depression predicts depression and that the thinking style is just an aftereffect of earlier depression. Perhaps these individuals are more likely to behave in ways that cause more negative stressors in their lives and feel more hopeless about their chances of not having negative outcomes in their lives. By contrast, those who do not think in a generally hopeless way may be able to see that bad things in their lives come along, but not as a consequence of their own choices. This would support greater hope that things could change in the future.
The true experiment involves the manipulation of the independent variable, which the researcher hypothesizes to be the cause, so he or she can observe what happens to the dependent variable, which the researcher hypothesizes to be the effect. In a simple experiment, Croft and Walker (2001) manipulated people's beliefs about Monday work days, and then observed their moods on subsequent work days. One group (A) was given information that supported the belief that people are more blue on Mondays, while the other group (B) was given information that this is not true. The hypothesis was that the more a person believe he/she will have the blues (negative affect) on Monday, the more likely he/she will be blue on that day (and more so than on other days of the week). That is, group A should then report more negative affect on Mondays than those in group B. In reality, the researchers found that both groups still reported more negative affect on Mondays, but that those in group A reported less positive affect on Mondays. Here, negative beliefs had more to do with decreasing the positive than increasing the negative. This kind of information may then be used to adjust the underlying theory about the relationship between beliefs and moods.
Control
Finally, once people believe there is a demonstrated relationship between an independent variable (cause) and dependent variable (effect), they may wish to manipulate the independent variable in order to control outcomes (dependent variable). An example of this might be the use of certain types of treatment to control symptoms. Background research demonstrates the effectiveness of a treatment mode for a particular client group. Researchers build on this by then using the treatment to affect outcomes.
Beginning a research process
Ideas for research projects may come from any number of sources. For example, one may simply be curious about something and want to know more using a systematic method. Alternatively, one may wish to gather data to assess a need, or to evaluate a program or intervention, in order to provide recommendations for treatment, program, or policy decisions. One might seek to identify risk factors for certain behaviors. One might wish to compare one form of intervention with another, or to compare the effectiveness of one type of treatment for different types of clients. Sometimes ideas for research projects are self-generated, while at other times they are requested or required by others (e.g., a class assignment).
Whenever someone begins a research project, it is important to collect information that is already known about the problem or target phenomenon. Information may exist on any or all of the four stages of the scientific method: observation, explanation (i.e., theories, models), prediction, and control. It is the researcher's responsibility to build upon previous work, not to start from scratch.
Step 1: Review of the Scientific Literature
Sources usually include scholarly books, articles in professional journals, and possibly unpublished manuscripts, such as papers delivered at professional conferences or dissertations. Sometimes something published in a less scholarly source can be of use. For example, a newspaper or magazine might contain an article on a topic and provide the names of researchers or theorists. One could then go to professional resources to track down the works by these researchers or theorists.
Whenever possible, primary sources?that is, those written by the original authors?are preferred over secondary sources, which contain secondhand reports and interpretations of the original work. Textbooks are a type of secondary source that should guide one toward finding the primary sources. Electronic databases such as PsycInfo and PsycArticlesprovide useful tools for searching a very large collection of publications (and some unpublished works) to find resources that pertain to a topic. In addition, e-mail addresses of authors are often provided in articles (or through Internet searches) and may be used to contact the authors directly to gather information. Reference lists within articles or books may also be used to gather references for more background information.
Creating an annotated bibliography is a good strategy while collecting and reviewing information. An annotated bibliography is an ongoing series of notes about all the materials that are read and reviewed in the process of researching the topic. Not all of the resources will be used in the final research proposal or report. However, they can serve as the source of background information.
It is important to write the reference for each item in correct APA format, with all of the necessary information recorded in order to access the source quickly when transferring the reference to the research proposal or report. Also, it is useful for researchers to use keywords that may help them organize the various items as they go.
Some create annotated bibliographies using Excel spreadsheets or other software to allow organization of and searching within the information that is collected. An example of an annotated bibliography and resources on annotated bibliographies can be found in the Overview section of this module.
Note that this step may lead to a dead end. Sometimes the review of the literature may convince a researcher that it is not a useful path to follow for a project. Perhaps there is too little known to build on, or, at the other extreme, it is a huge area that would be difficult to boil down to one project. If this is the case, repeat Step 1 with a new idea for review.
Step 2: Writing Introduction and Literature Review for Research Proposal
Research should be purposeful. Before collecting any data, it is important to state clearly the question or problem to be addressed. For example, the question might be, "How do military spouses who are recently widowed cope with grief?" Another question might ask whether a grief group for spouses who are recently widowed could be a viable new service to offer at an outpatient center. If such a group already exists, the question might be whether it has had any positive effects. Another question might be whether a peer support group for these recently widowed spouses is as effective as, more effective than, or less effective than a professionally facilitated grief group or individual treatment.
After stating the question or problem of interest, the next step is to present a review of relevant literature that can provide background knowledge on the question. Here, theories and prior research can be summarized. Key terms should be defined for the reader. Attention can also be given to operational definitions, measurement techniques, and research designs previously used to gather information. Limitations and gaps in information can be pointed out.
The review should be logical and not scattered. It should guide the reader toward expecting what the particulars of this new research project will be, such as the hypotheses.
Conclusion
Research plays an integral role in the development and maintenance of a profession. Members of the profession, including professional counseling, are expected to have a basic understanding of the research that supports theory and practice, to apply evidence-based practice as appropriate, and to be able to systematically gather information and evaluate services they provide.
Research activities help us to describe, explain, predict, and control phenomena, including those relevant in clinical practice. The ability to conduct a good review of the professional literature is a key skill underlying any research project.
References
Abela, J.R.Z., Brozina, K., & Seligman, M.E.P. (2004). A test of integration of the activation hypothesis and the diathesis-stress component of the hopelessness theory of depression. British Journal of Clinical Psychology, 43(2), 111-128
Avants, S. K., Margolin, A., & McKee, S. (2000). A path analysis of cognitive, affective, and behavioral predictors of treatment response in a methadone maintenance program. Journal of Substance Abuse, 11(3), 215-230.
Avants, S. K., Margolin, A., Warburton, L. A., Hawkins, K. A., & Shi, J. (2001). Predictors of nondherence to HIV-related medication regimens during methadone stabilization. American Journal of Addictions, 10(1), 69-78.
CACREP. 2001 Standards. Retrieved November 10, 2008, from http://www.cacrep.org/2001Standards.html.
Carey, J.C., & Dimmitt, C. (2006). Resources for school counselors and counselor
educators: The Center for School Counseling Outcome Research. Professional School Counseling, 9(5), 416-420.
Chambless, D.L., & Ollendick, T.H. (2001). Empirically supported psychological interventions: Controversies and evidence. Annual Review of Psychology, 52, 685-716.
Croft, G.P., & Walker, A.E. (2001). Are the Monday blues all in the mind? The role of expectance in subjective experience of mood. Journal of Applied Social Psychology, 31(6), 1133-1145
King, N.J., & Heyne, D. (2000). Promotion of empirically validated psychotherapies in counselling psychology. Counselling Psychology Quarterly, 13(1), 1-12.
Prendergast, M., Podus, D., Finney, J., Greenwell, L., & Roll, J. (2006). Contingency management for treatment of substance use disorders: A meta-analysis. Addiction, 101(11), 1546-1560.
Schultz, D. P., & Schultz, S. E. (2008). Theories of personality. New York: Cengage.
Webster, N. (1968). Webster's third new international dictionary (Unabridged). Springfield, MA: Merriam-Webster.
copyright 2009. Grand Canyon University. All Rights Reserved.  more

You are required to research and discuss crowd violence, theories behind the psychological, biological, and sociological correlates of this phenomena. Discuss what you believe is the salient driving force behind violent crowds and why. Consider different venues and variables in your analysis. For example; take into account closed spaces verses open spaces, gender and age composition, race, culture, etc.. Your essay should be no less than 2000 words, not including citations, and it should be in accordance with established guidelines in the Chicago Manual of Styles.

1. Need to talk about the psychological, economic, poitical importance of historically black colleges.

2. need to talk about the tuskegee university an its history
and what makes this university inportant.

Ideally, I would like something relating to pitch-recognition and music and/or music education. I'll be e-mailing research articles (approx. 8 sources) I've compiled. I recognize that this topic may b...e too narrow for 150 pages. If so, I'm flexible on expansion of the topic, or another topic altogether, such as "Cross-Platform Techniques in Software Development". I would also like the Table of Contents, Chapters 1-3 and the Bibliography as soon as they are available (even if they aren't complete).

Feature requirements:
Title Page
Abstract
Table of Contents
List of Figures/Tables (if applicable)
Chapter 1 - Introduction
Chapter 2 - Review of Related Literature
Chapter 3 - Methodolgy
Chapter 4 - Data Analysis
Chapter 5 - Summary, Conclusions and Recommendations
Bibliography
Appendices (if applicable)

General Style Requirements
-Arial font, Size 12
-Double-spaced throughout
-1.5? margins on all four sides of each page (left, right, top and bottom).
-All required chapter headings and subheadings defined in these Guidelines must be included in the Table of Contents and Body of the Proposal and Final Project.
-Only the text between Chapters 1-5 contributes to the page length requirements; front/end matter, tables, charts, figures, or graphs, etc. do not apply. Therefore, the first page of Chapter one should be labeled as page number 1. The front material such as the Title Page, Abstract, Acknowledgements (if any), Table of Contents, List of Figures, etc. can be either left blank or numbered with lower case Roman numerals (i, ii, iii).
-Bibliography and in-text referencing are to be formatted according to the American Psychological Association (APA) parenthetical style, e.g. (Jones, 2003). Footnotes and Endnotes are not acceptable. The Proposal submission requires a minimum of 8 properly documented sources in the Bibliography section.
-Papers must be written in present tense and utilize third person composition (no use of terms such as ?I?, ?Me?, ?My?, ?We?, ?Our?).
-Presentation should be neat and professional with consistency in spacing, paragraph formatting, representational graphs and charts, chapter headings and subheadings, etc.
-The page length requirements for Final Projects are 150 pages minimum to 200 pages maximum
-Page length minimums are not negotiable. Page length maximums can be exceeded only if approved by faculty.

Chapter 1:

To be properly formatted and meet existing requirements Chapter 1 must include the following:

Heading:
Chapter 1: Introduction

Subheadings:
Problem Statement
Purpose of the Study
Importance of the Study
Scope of the Study
Rationale of the Study
Definition of Terms
Overview of the Study

The final paper introduction should include a statement of the problem, an overview of the study, the significance of the study, and how and why the study is important. The student should also use this section to define any terms that may be unfamiliar to the audience. In Chapter 1 students should describe in detail what they wish to prove or demonstrate. A general null hypothesis should be presented in this section. Sub-hypotheses, if there are any, should then be presented in null form as well. They should be carefully formulated so they can later be accepted or rejected based on the statistical outcome(s) of the research. It is helpful to number or otherwise identify hypotheses for ease of reference in future chapters of the paper.

Chapter 2:
To be properly formatted and meet existing requirements Chapter 2 must include the following:

Heading:
Chapter 2: Review of Related Literature

The literature chapter (Chapter 2) of the final paper provides definition, support and elaboration for the paper's viewpoints. This chapter provides a connection with reputable research in the topic area of the student?s dissertation. It is not a string of reviews of articles or other references, but rather a framework that supports the study from a conceptual approach. It should be designed and outlined to address all of the major content topics and sub-topics associated with the research study. Approaches to Chapter 2 may be widely varied, depending on the topic and scope of the research. Be sure to consider the kinds of questions a reader might have in any serious inquiry into the topic, and try to substantiate every important concept involved in the study. The topic selected may have never been studied. This might necessitate making connections among similar concepts, drawing conclusions or creating analogies as appropriate to support the study.

Chapter 3:
To be properly formatted and meet existing requirements, Chapter 3 must include the following:

Heading:
Chapter 3: Methodology

Subheadings:
Approach
Data Gathering Method
Database of the Study
Validity of Data
Originality & Limitations of Data
Summary of Chapter 3

In Chapter 3 of the final paper, the research design, any special tools, surveys, statistical procedures, tests, comparisons, questionnaires or interviewing techniques used should be explained and described in detail (Approach). This chapter should reference technical aspects of the research methodology and any technique(s) utilized to obtain data (Data Gathering Method). It must also explain what data sources will be utilized such as academic media, personal interviews, observation, etc. and why they believe the data is legitimate. They should also explain what is unique and innovative about the data; in other words, what was contributed that is different. The restrictions on the collection, availability and presentation (e.g. ? researcher?s bias/background) of the data must also be provided. Every project has limitations, when these are explained the reader has more, not less confidence in the findings because understanding of the research process is being demonstrated.

Chapter 4:
To be properly formatted and meet existing requirements Chapter 4 must include the following:

Heading:
Chapter 4: Data Analysis

Chapter 4 will need to present an overview of the analysis including such items as factors that can limit the data, where possible omissions/errors could occur and the reliability of the data. In addition, any significant findings should be presented without discussion of the conclusions drawn. Chapter 4 must be written in such a way that there is no use of first person, the findings are completely objective (focused on fact and devoid of subjectivity) and the findings presented must be accurate, unbiased and exclusive of trivia. This chapter should be viewed as a specific analysis of all data required for the summary and conclusion in Chapter 5. This chapter must also include summary details of the demographic characteristics of research subjects in Chapter 4. This applies especially when demographic information can be considered pertinent to the outcome(s) of the study (e.g., where certain independent variables might influence other dependent variables). This data-centered chapter may appear to be just factual and numbers-based because it is essentially that. It should provide statistical outcomes and results, and may contain descriptive passages as well as graphic organizers. It is not, however, the place to expound on the meaning of the statistics or outcomes; such descriptions and interpretations are more appropriate to Chapter 5.
Chapter 4 should reflect the same general pattern or outline as the research design described in Chapter 3. However, it should be substantial enough that the procedures and results being reported can be determined.

Chapter 5:
To be properly formatted and meet existing requirements Chapter 5 must include the following:

Heading:
Chapter 5: Summary, Conclusions and Recommendations

Chapter 5 of the final paper will consist of summaries and conclusions as well as the proposed recommendations for resolution. The results should not be generalized or interpreted beyond that which the data supports. Students should view Chapter 5 as the answer to the problem statement set forth in Chapter 1.

Students need to seriously consider and answer all of the following questions in Chapter 5.

Does the study support or reject the hypothesis?
Does the study support or contradict previous research?
Is the study conclusive or is further research needed?
What are the implications of this research to the discipline?
Should relative practices be redefined?
Do the findings support or reject the hypothesis?
Chapter 5 provides the opportunity to report conclusions drawn from analysis of the data, based on the research design. Using statistical data students should accept or reject the hypotheses stated originally in Chapter 1. It is critical that the researcher interprets and report results accurately. Students must be very careful to maintain objectivity and to report only what the statistical data analysis can support. The possibility exists that outcomes might be different from what was anticipated. In this case, it is incumbent upon the student to report results honestly, without apology, and to consider reasonable explanations for the outcome(s). In some instances, such results provide excellent springboards for recommendations for future research.

Bibliography:
This should use the American Psychological Association (APA) style for the Bibliography and in-text citations. The Bibliography should be Arial font, size 12 and double-spaced.

Abstract:
An abstract must be a 1-2 page summary of the project. The abstract should be placed at the beginning of the paper between the Title Page and the Table of Contents. It should include a statement of the problem or issue, a brief description of the research method and design, major findings and their significance, and the conclusion. An outside reader should be able to decide from the abstract whether or not the paper is beneficial to their study. Due to the fact that the abstract is not part of the Final Project body (Chapters 1-5) it does not contribute to the page length requirement.  more

I want to order a capstone project, I order a proposal from Infoceo and I want him to write the whole project for me. I will send a list of resource to the writer to let him use in writing. my major is public administration MPA. Please just focus in public sector only and never mention private sector in the entire project.

specific topic:Organizational Change and Development in the Public Sector

Type of project: Capstone Project

Academic level of our writing: Master

The general subject: M. Public Administration

Bibliography format citation style: APA

Week 15: Psychological Testing and Your Interests
Assignment:
AssignmentPaper # 6 (due 12/07)
Suzuki---chapter 4, chapter 9 and chapter 10
Based on your professional interests and goals, select two chapters from the Handbook of Multicultural Assessment that have not been assigned in the course and write a reflection paper on the topics and assessments covered in these two chapters.


There are faxes for this order.

Customer is requesting that (Dmusings) completes this order.

Please let me know any question you might have.

Instructions start

I need a one sided debate on the attached Research Paper.

It needs to have a thesis, supporting points, an...d a conclusion. Use the research journal articles(at the end of this text) to provide support for the controversial issue.

These are not moral absolute topics, with one right answer; you should be able to present arguments on either side of the issue, regardless of your personal opinion, because you are a Formal Operational thinker. It is often wise to debate the opposing side, just to test or to strengthen your opinion.

The Debate assignment should be different from the Research Paper, although it covers some of the same information and uses the same research sources. The Debate still uses formal language, but is more personal or persuasive since it is intended for an audience of your classmates. It also has some graded categories that are not necessary for the Research Paper. Write the Debate as if you were orally presenting it to an audience. Your classmates will watch your Power Point presentation and read your Debate as if they were watching and listening to you.

Instructions end

Research Paper...

Introduction
There is perhaps no more inflammatory a topic within the subject of childrearing than the topic of corporal punishment. This is an issue that people tend to feel very strongly about one way or the other ? strength of feeling that is most usually based in moral and ethical beliefs rather than purely empirical ones. This paper attempts to examine the issue from a more empirical perspective, considering the nature of the research on this issue more than simple emotional responses to the topic. Nevertheless, this paper does take as an initial hypothesis the assumption that corporal punishment is a not an appropriate method by which to discipline a child. This position is actually twofold: This paper seeks to prove whether or not it is true that corporal punishment is harmful to children not only from a moral or ethical point of view but also from a purely pragmatic one.
A question of definition should be addressed first. The range of behavior that is included here under ?corporal punishment? includes spanking and slapping. It does not include more severe forms of physical punishment (from punching to beating with any sort of implement.) This latter range of behaviors are considered under law to be child abuse, and we shall for the purpose of this paper set those aside.
Many people ? those who are opponents of all forms of corporal punishment ? believe that even such relatively mild forms of physical punishment as spanking are in fact forms of child abuse. The strongest opponents of corporal punishment consider the use of physical force to be not only morally wrong but also counterproductive. Opponents of corporal punishment tend to believe that spanking and other forms of physical punishment make children more aggressive as well as less well adjusted socially ? conditions that tend to exacerbate whatever behavior it was that prompted the spanking or slapping to begin with. This means that this unwanted behavior is likely to reoccur in an even more exaggerated form and be even harder to stop.

Classical Learning Theories and the Pragmatics of Corporal Punishment
There is, in fact, not a small amount of psychological research to support at least the pragmatic arguments against corporal punishment ? setting the moral ones aside for a moment. The reasons for the limited usefulness of corporal punishment lie in the way in which humans learn. To understand this, we will turn briefly to two classical psychological models of human behavior.
Pavlovian conditioning is in fact a type of learning. Indeed, it is perhaps the most famously documented type of learning that there is. It is difficult indeed to imagine that there exists a college student anywhere in the Western Hemisphere who has not heard the story of how Ivan Pavlov came up with the idea of teaching his dog to associate the sound of a ringing bell with the introduction of food. (We all know the ending of this story: Pavlov was able to make his dog salivate in anticipation of being fed whenever he heard the meal-time bell ? and even after Pavlov no longer followed up the bell with food the dog continued to salivate for a number of repetitions of the experiment.)
Pavlovian Learning makes use of various types of stimuli and responses to those stimuli. A conditioned stimulus is one that initially has no connection to the response to be learned (a ringing bell means food is on its way = a conditioned response). An unconditioned stimuli is a stimulus that produces the response you want without the animal having to learn it (moving your hand away from fire = an unconditioned response).

Although Pavlovian conditioning as a form of learning is usually contrasted with operant conditioning as a form of learning, for the purposes of this paper (and the experiment that it describes) I shall argue that operant conditioning as a way of learning is in fact closely related to Pavlovian conditioning.
It is true that there are differences between Pavlovian and operant conditioning, primarily the fact that in the latter a response is not connected to a stimulus but rather to a a reward or a punishment. However, I would argue that while it is true that the rewards and punishment that are usually used in experiments involving operant learning are more abstract than the stimuli that are generally associated with Pavlovian learning, this greater degree of abstraction does not mean that the two forms of learning are not in fact fundamentally the same.
Operant conditioning is a model in which a subject learns to increase the frequency of a behavior because that behavior is followed by a reward or ? the converse ? a subject learns to decrease the frequency of a behavior because he or she has learned to associate the activity with a punishment. It seems clear to me that there is a fundamental epistemological similarity between a subject?s learning to do something because he or she hears a bell ringing and a subject?s learning to do something (or learning not to do something) because he or she will be given a toffee sundae for complying.
An essential point about experiments involving both operant and Pavlovian conditioning is that psychologists have consistently found through positive reinforcements (what we might in lay language call rewards) tend to be highly effective, negative reinforcements (what we usually call punishments) are in fact unlikely to produce substantial behavioral changes.
Those parents ? and teachers ? who believe that corporal punishment is not only effective but also necessary in general argue that physical discipline is in fact the only kind of response that children truly understand. They argue that the less well-developed cognitive skills of children make it impossible to reason with them in the same way that those parents or teachers could reason with other adults.
Physical punishment, proponents of it conclude, is the only way to ensure not only will the children be well behaved but that they will grow up to be disciplined and productive teenagers and adults. They argue against the psychological research by pointing to their own experiences both as children and as adults.

Intercultural and Intracultural Variation
It should noted that ideas about the appropriateness and effectiveness of corporal punishment vary widely from one cultural group to the next as well as from individual to individual within each group. Many European nations now have laws forbidding the use of any corporal punishment, which children (and their attorneys) have successfully argued violates the European convention on human rights.

There is a high degree of variation amongst American populations as to the efficiency and value of corporal punishment. Poorer parents (who are more likely to be minorities) tend to be more inclined to approve of corporal punishment ? in large measure because they feel that it is their responsibility in a world in which they have power over little else.

Literature Review
One of the reasons that Americans at least ? if not Europeans ? have such mixed ideas about the appropriateness and effectiveness of corporal punishment is that many of the experts for whom they rely on for advice about childrearing are themselves rather conflicted over the issue.
For example, if we look at a survey conducted in 1998, we find that pediatricians reflect the range of opinions held by Americans in general about corporal punishment. This survey, which asked opinions of members of the American Academy of Pediatrics, defined corporal punishment to be ?the use of spanking as a form of discipline ? not include hitting, beating or other actions that might be considered child abuse.?
While pediatricians always recommended against the use of spanking as the initial form of punishment to be used, some did believe that it was appropriate some of the time.
Pediatricians' Opinions on Use of Corporal Punishment
(percent of pediatricians reporting)

Generally oppose the use of corporal punishment by parents,
but an occasional spanking under certain circumstances can
be an effective form of discipline
Completely oppose the use of corporal punishment by parents
under any circumstances
Support, in principle, the limited use of corporal punishment
by parents
Unsure of opinion on the use of corporal punishment by parents 53.4%


31.4%

13.6%

1.5%

Source: AAP Periodic Survey #38, Division of Child Health Research

However, just four years later, this past month the American Academy of Pediatrics ? in association with the National Education Association ? came out with a much stronger statement against corporal punishment.

All children need discipline on hundreds of occasions but there are alternatives to spanking, such as redirecting (distracting) the child, taking away a privilege, or sending a child to his or her room. We can raise children to be agreeable, disciplined, responsible, productive adults without ever spanking them.
There are several good arguments for not using corporal punishment at all. Spanking carries the risk of triggering the unrelated pent-up anger that many adults carry inside them. This anger could escalate a well-intentioned spanking and result in child abuse. Parents who turn to spanking as a last resort for ?breaking their child?s will? may find that they have underestimated their child's determination. In addition, physical punishment worsens aggressive behavior because it teaches a child to lash out when he or she is angry. Other forms of discipline can be more constructive, leaving a child with some sense of guilt and contributing to the formation of a conscience.

The range of beliefs and practices concerning corporal punishment are as much due to personal ? and personality ? differences as to such structural differences as class and ethnicity. This article in the American Psychological Association's Journal of Family Psychology argued that class is often the best predictor of how adults are likely to feel about the efficacy and ethics of using corporal punishment.
Low-income parents tend to endorse much harsher discipline, according to a new study, in part because they hold stronger beliefs about the value of spanking and experience higher levels of stress. And even though a parent's ethnicity didn't have a direct affect on discipline responses, African American parents did report higher levels of stress and used harsher discipline when their children misbehaved.

Adult attitudes about corporal punishment are important for two distinct reasons. The first of these is the more obvious: Adults are the ones who administer corporal punishment, and so if they do not believe in it they will not administer it. But adult attitudes are also important because they create a psychological context within which children (both those who are hit and those who are not) understand the nature of their punishment.
Children growing up in communities in which corporal punishment is commonplace tend to be less psychologically damaged by being spanked or hit than those children who grow up with friends who are not subjected to corporal punishment.
Marjorie Gunnoe, a psychologist, verified this rather commonsense finding. In a study that she performed with 1,110 children (who ranged in age from 4 to 11) found first of all that overall the children in her study who were spanked or slapped by their parents did in fact became more antisocial.
However, she also found a statistically significant association between spanking and increased aggression (which she operationalized in terms of the number of fights that the boys got into at school) only among one group ? white boys aged 8 to 11 years old living in single-parent households.
Even more surprising than this, Gunnoe found that there was a statistically significant association between spanking and less aggression among all black children (boys and girls of all ages and in a variety of household structures) as well as among all of the four- to seven-year-olds ? regardless of gender, race, or family structure.
She argues that these statistically significant findings can be best explained in terms of the differential ways in which groups of children understand the meaning of being spanked or slapped.
Her theory is that children under 8 tend to regard spanking as a parent's rightful exercise of authority, while older children are more likely to see it as aggressive because they are less willing to accept parental authority.
In addition, Dr. Gunnoe proposes that black children are more inclined than white children to think spanking is acceptable because it is favored in the black community. "In therapy, some black mothers say, 'Timeouts are for white people,' " Dr. Gunnoe said, referring to a method advocated in many child-care books of isolating a child briefly as punishment for misbehavior.

When parents use corporal punishment to reduce ASB, the long-term effect tends to be the opposite. The findings suggest that if parents replace corporal punishment by nonviolent modes of discipline, it could reduce the risk of ASB among children and reduce the level of violence in American society.

This study, by Mary Spurgeon, did find effects of corporal punishment to be differentiated by group of children, but found an overall increase in aggression in all children who were hit.

Conclusion
It should be noted in concluding this paper that the issue of aggression and anti-social behavior is a highly complex one, in no small part because the range of aggressive behavior that exists in humans cannot be entirely explained by references to any single aspect of their lives, and certainly not to the use of corporal punishment alone. Certainly it has often been confirmed that those who are violent as teens or adults are more likely to have been hit when they were children.
However ? and this is one of the reasons that corporal punishment remains such a difficult issue for so many people ? this fact does not mean that it was the corporal punishment that caused them to be violent when they grew up. It is entirely possible that children who are more aggressive when young are spanked more precisely because they were already more aggressive. There is also the real possibility that that parents who spank or hit their children may be more aggressive on average than other parents ? perhaps because of their own genetic make-up, which they will have passed on to their children.
References
http://faculty.plts.edu/gpence/html/spank2.htm
http://people.biola.edu/faculty/paulp/sweden.html
http://www.apa.org/releases/familystress.html
http://www.aap.org/research/ps38a.htm
http://www.has.vcu.edu/psy/iam/ujima/talley.htm
http://www.medformation.com/mf/crspa.nsf/hhg/bdiscphy.htm
http://www.mwsc.edu/psychology/research/psy302/spring97/mary_spurgeon.html
http://www.neverhitachild.org/nospbans.html
http://www.macalester.edu/~psych/whathap/diaries/diariesf96/kai/diary5.html
http://www.unh.edu/frl/cp24art.htm
Lessin, R. (1979). Spanking: Why, when, how. Dallas: Bethany House.
Surratt, C. (1999). Netaholics? : The creation of a pathology. Boston: Nova.  more

I need an 8 page paper on Rwanda and child soldering. Below are some ideas that should be put in the paper. Big time tip if you do everything like I asked! Don't forget outline as one page :) then 8 for actual research. Sources below to help.

One page needs to be the research paper outline like this http://www.professays.com/wp-content/uploads/2010/04/Researh-paper-outline-sample.jpg

Bring attention into human trafficking issues in Rwanda
Include a hypothesis that can support relevant research

1. Why are children used in conflicts in Rwanda?
2. What's the process of recruitment in Rwanda?
2. Affects/Consequences it has on children and the country of Rwanda?
3. What's being down to stop it in Rwanda?
4. What organizations/countries are trying to stop this in Rwanda?
5. What conflict(s) where the children used for in Rwanda?
6. Rwanda child soldiers statistics.


http://scholar.google.com/scholar?q=child+soldiering+in+rwanda&hl=en&as_sdt=0&as_vis=1&oi=scholart&sa=X&ei=PeTiUp7qKYjGqwG2hoGgAQ&ved=0CCMQgQMwAA

http://uk.reuters.com/article/2013/12/17/uk-congo-demomcratic-un-idUKBRE9BF1GQ20131217

http://www.theguardian.com/global-development/2013/oct/04/us-military-aid-rwanda-m23-child-soldiers

http://www.quillandquire.com/reviews/review.cfm?review_id=7089

Analysis and Application of OD Interventions ? Case Study

The purpose of this section is to develop analytical skills and apply OD intervention concepts to contemporary issues in organization...s.

Organization structural design deals with the ways in which the overall work is organized and divided into subunits and distributed for task completion. Organizational strategy deals with the analysis of the organization?s current state and involves fundamental decisions and actions that determine how an organization will achieve its goals. Organizational Development looks at the entire organizational systems and the people within them and seeks to devise ways in which systems and people can achieve greater effectiveness. Organizational interventions aimed at effecting change involve determining the appropriate methods to be employed, as well as the organizational level(s) in which to apply them.

Instructions for the Assignment:

1. Select a case study from this week?s assigned articles; write a 5 page paper using a minimum of two additional references to support your position.

A. Describe the problem or reason for the initial study.

B. Provide a clear and concise description of the study: Please include the researcher?s methods of study, the population of the organization(s), and the industry in
which the organization operates

C. Describe the results. If applicable, report the results given in the article.

2. Once the results have been discussed, imagine that you are a consultant who has been hired to design an intervention for an organization with the presenting problem
discussed in the case study.

A. The results of the case study can be considered as the diagnostic phase ? with this information consider how you would proceed in resolving or preventing further
occurrences of this problematic situation. Include your opinion of the results and include any downfalls or limitations of the study.

B. In designing your intervention, write a brief outline of the steps you would take using the concepts discussed in this week?s session. Develop ideas to establish an
appropriate intervention and discuss your implementation strategies.

Helpful Tools and Hints for the Assignment:

Although OD is designed to look at organizations in their entity, it is necessary to be keenly aware of the levels of interaction within an organization. In designing interventions, OD professionals examine all levels of an organization which include the individual, group (team or department), organization and the environment. Interventions can be designed to address issues at any and all of these levels.

The following is a list of categories which provides a brief description of the names and specific types of OD interventions.

Human Process Interventions involve interpersonal and group approaches which may address issues such as how to communicate, solve problems, make decisions, and how to lead.

Team Interventions: Teams and Work Groups: Strategic Units of Organizations Team Building Interventions, Group Diagnostic Meetings, Team Building Meetings, Role Analysis Technique Intervention, Role Negotiation Techniques, Responsibility Charting, Force Field Analysis Technique, Gestalt Orientation to Team Building.

Intergroup Interventions and Third Party Peacemaking Interventions: Inter-group Team Building Interventions, Third Party Peacemaking Interventions Organization, Mirror Interventions, and Partnering.

Personal, Interpersonal and Group Process Interventions: Employee Empowerment, Sensitivity Training Laboratories, The Johari Window Model, Transactional Analysis, Behavior Modeling , Life and Career Planning Interventions, and Stress Management Interventions.

Human Resource Management Interventions can involve performance management issues including how to develop management and line staff, how to attract competent people, assess goals and rewards, plan and develop careers.

Comprehensive Interventions: Strategic Management Activities, Survey Feedback. Rensis Likert?s System & Management, Grid Organization Development, and the Contingency Theory of Lawrence and Lorsch.

Technological Interventions: May include restructuring organizations, employee involvement and work design, how to divide labor, how to coordinate departments, produce products or services and to design work.

Structural Interventions and OD: Suggested Criteria for Congruency/In congruency with OD Job Design, Quality Circles MBO and Appraisal, Socio technical Systems and Work, Restructuring Quality of Work Life Projects.
Readings
Textbooks: https://secure.coursesmart.com/login
User:: lynneboisrond (at) yahoo.com
Pass: Rigelq93
Readings
1. Textbook:
Koppes, L. (Ed) (2007). Historical perspectives in industrial and organizational psychology. Mahwah, NJ: Erlbaum.
Chapter 6: The Influence of the Formal and Informal Organizations on the Development of I-O
Chapter 14: Applications of Organizational Psychology: Learning Through Failure or Failure to Learn?

2. Articles:
Sminia, H. & Van Nistelrooij, A. (2006). Strategic management and organization development: Planned change in a public sector organization. Journal of Change
Management, 6(1), 99-113. (EBSCOhost Accession Number: AN 2006-05852-008).

CASE STUDIES: please choose one

Allen, S. (2009). An exploration of theories of action in leadership development: A case study. Organization Development Journal, 27(2), 39-51. (EBSCOhost
Accession Number: AN 43798690).

Burns, S. (2005). The so what test: A case study of strategic educational change. Organization Development Journal, 23(4), 92-95. (EBSCOhost Accession Number:
AN 19282785).

Cangemi, J. (2009). Analysis of an adversarial labor/management situation in a Latin American industrial setting: A case study using Maslow's Hierarchy of Needs.
Organization Development Journal, 27(1), 37-47. (EBSCOhost Accession Number: AN 38797440).

deKlerk, M. (2007). Healing emotional trauma in organizations: An O.D. framework and case study. Organization Development Journal, 25(2), 49-P55. (EBSCOhost
Accession Number: AN 26232912).

Landau, D. (2005). Transformational change: The case of Nationalab. Organization Development Journal, 23(4), 61-76. (EBSCOhost Accession Number: AN
19282782).

Recommended Readings

1. Article:
Cronshaw, S. & McCulloch, A. (2008). Reinstating the Lewinian vision: From force field analysis to organization field assessment. Organization Development Journal,
26(4), 89-103. (EBSCOhost Accession Number: AN 38797435).

Recommended Websites

Academy of Management: www.aomonline.org

The Academy of Management (the Academy; AOM) is a leading professional association for scholars dedicated to creating and disseminating knowledge about
management and organizations.

American Management Association: www.amanet.org

American Management Association (AMA), and its international affiliates, is an organization that provides training solutions for individuals, teams, organizations and
government agencies. This website offers seminars, webcasts, podcasts, articles and white papers, live and online training sessions. Visit this website for a review of
their comprehensive portfolio of twenty-one training subject areas.

American Psychological Association: www.apa.org

The American Psychological Association (APA) is a scientific and professional organization that represents psychology in the United States. With 150,000 members,
APA is the largest association of psychologists worldwide. Visit this website to explore issues relating psychological topics, publications, the psychology help center,
news and events, research, education, careers and membership.

Organization Development Network: www.odnetwork.org

The Organization Development Network is an international professional association of organization development practitioners. Our members come from all 50 states of
the USA, Canada, Mexico, Puerto Rico, and around the world. Some are external consultants; others work within their organizations to promote healthy change. They
may specialize in such areas as human resources, training, leadership or talent development, change management, strategic planning, and a broad range of initiatives
designed to make organizations more effective.

Society of Industrial and Organizational Psychology: www.SIOP.org.

Society of Industrial and Organizational Psychology (SIOP), a division of APA, is a membership organization that provides invaluable and reliable resources for
professionals, students and educators. Visit this website for information about membership, meetings and conferences, services, publications, jobs, and learning
resources.  more

Training and Development: Evolution of the Design

Training and Development involves the systematic process of designing, delivering and evaluating materials to improve individual team and org...anizational effectiveness. Training and Development encompasses many methods, theories and models, all of which will generally fall under three main categories. 1) needs assessment and the learning environment (individual, group and organizational), 2) evaluation methods, and 3) instructional approaches.

A more specific overview of the subcategories of training design include: Understanding the training context, the systematic approach to training ? aligning training with strategy, conducting a Training Needs Analysis (TNA); evaluating the learning environment ? considering instructional approaches, learning outcomes, motivational, learning and performance theories; understanding training design ?developing objectives, understanding design theory, facilitating learning ? training skills; utilizing appropriate training methods ? lectures, games and simulations, on-the-job training (OJT), computer-based training methods; developing and implementing training ? addressing the transfer of training; evaluating training ? understanding procedures, use of experimental designs, internal and external validity of training.

The general purpose of this discussion is to provide you with a useful framework to examine the evolution of training and development, consider the changes in the variance of the training population, as well as changes in the training topics, theories and methods of addressing training needs.

In your discussion, address the following subjects:
Complete a comparison and contrast of training and development across two eras. What are the differences between eras? How has the subject or areas of training evolved over the years? Do you see any trends in training, either in topics or methods or ways of evaluation of success? Please provide specific examples that provide a clear explanation or demonstration of the concepts discussed. Write your discussion in at least 300 words with a minimum of two research articles.
Readings
Textbooks: https://secure.coursesmart.com/login
User:: lynneboisrond (at) yahoo.com
Pass: Rigelq93
1. Textbook:
Koppes, L. (Ed) (2007). Historical perspectives in industrial and organizational psychology. Mahwah, NJ: Erlbaum.
Chapter 8: A History of Psychology Applied to Employee Selection
Chapter 9: A History of Job Analysis
Chapter 10: A Historical View of Human Factors in the United States
Chapter 12: The Expanding Role of Workplace Training: Themes and Trends Influencing Training Research and Practice

2. Articles:
Ruona, W. & Gibson, S. (2004). The making of twenty-first-century HR: An analysis of the convergence of HRM, HRD, and OD. Human resource Management, 43(1),
49-66. (EBSCOhost Accession Number: AN 2004-13928-011).

Salas, E. & Cannon-Bowers, J. (2001). The science of training: A decade of progress. Annual Review of Psychology, 52(1), 471. (EBSCOhost Accession Number: AN
4445612).

Recommended Readings

1. Articles:
Brown, J. (2002). Training needs assessment: A must for developing an effective training program. Public Personnel Management, 31(4), 569. (EBSCOhost Accession
Number: AN 9004432).

Cascio, W. (1995). Whither industrial and organizational psychology in a changing world of work? American Psychologist, 50(11), 928-939. (EBSCOhost Accession
Number: AN amp-50-11-928).

Cascio, W. & Aguinis, H. (2008). Research in industrial and organizational psychology from 1963 to 2007: Changes, choices, and trends. Journal of Applied
Psychology, 93(5), 1062-1081. (EBSCOhost Accession Number: AN apl-93-5-1062).

Dipboye, R., Gaugler, B., Hayes, T., & Parker, D. (2001). The validity of unstructured panel interviews: More than meets the eye? Journal of Business & Psychology,
16(1), 35-50. (EBSCOhost Accession Number: AN 12495421).

Furnham, A., Dissou, G., Sloan, P., & Chamorro-Premuzic, T. (2007). Personality and intelligence in business people: A study of two personality and two intelligence
measures. Journal of Business & Psychology, 22(1), 99-109. (EBSCOhost Accession Number: AN 26290227).

Harris, E. & Fleming, D. (2007). Examining employee--service personality congruence: The role of the five-factor model and influences on job outcomes. Services
Marketing (EBSCOhost Accession Number: AN 24824160).

Moskowitz, M. (1977). Hugo M?nsterberg: A study in the history of applied psychology. American Psychologist, 32(10), 824-842. (EBSCOhost Accession Number:
AN amp-32-10-824).

Newman, D. & Lyon, J. (2009). Recruitment efforts to reduce adverse impact: Targeted recruiting for personality, cognitive ability, and diversity. Journal of Applied
Psychology, 94(2), 298-317. (EBSCOhost Accession Number: AN apl-94-2-298).

Recommended Websites

Academy of Management: www.aomonline.org

The Academy of Management (the Academy; AOM) is a leading professional association for scholars dedicated to creating and disseminating knowledge about
management and organizations.

American Management Association: www.amanet.org

American Management Association (AMA), and its international affiliates, is an organization that provides training solutions for individuals, teams, organizations and
government agencies. This website offers seminars, webcasts, podcasts, articles and white papers, live and online training sessions. Visit this website for a review of
their comprehensive portfolio of twenty-one training subject areas.

American Psychological Association: www.apa.org

The American Psychological Association (APA) is a scientific and professional organization that represents psychology in the United States. With 150,000 members,
APA is the largest association of psychologists worldwide. Visit this website to explore issues relating psychological topics, publications, the psychology help center,
news and events, research, education, careers and membership.

American Society of Training and Development: www.astd.org

American Society of Training and Development (ASTD). ASTD is the world?s largest professional association dedicated to the Training and Development field. Visit this
website for ASTD conference and events, social networking, certifications, career management, research and publications, learning circuits and education programs.

Bureau of Labor Statistics: Occupational Employment Statistics: http://www.bls.gov/OES/

The Occupational Employment Statistics (OES) program produces employment and wage estimates for over 800 occupations. These are estimates of the number of
people employed in certain occupations, and estimates of the wages paid to them. Self-employed persons are not included in the estimates. These estimates are
available for the nation as a whole, for individual States, and for metropolitan and non-metropolitan areas; national occupational estimates for specific industries are
also available.

Organization Development Network: www.odnetwork.org

The Organization Development Network is an international professional association of organization development practitioners. Our members come from all 50 states of
the USA, Canada, Mexico, Puerto Rico, and around the world. Some are external consultants; others work within their organizations to promote healthy change. They
may specialize in such areas as human resources, training, leadership or talent development, change management, strategic planning, and a broad range of initiatives
designed to make organizations more effective.

Society of Industrial and Organizational Psychology: www.SIOP.org.

Society of Industrial and Organizational Psychology (SIOP), a division of APA, is a membership organization that provides invaluable and reliable resources for
professionals, students and educators. Visit this website for information about membership, meetings and conferences, services, publications, jobs, and learning
resources.

Society for Human Resource Management: www.shrm.org

Society for Human Resource Management (SHRM) is an organization geared to assist individuals in the Human Resource profession. Visit this website for information
on HR disciplines, certificates and certifications, awards and scholarships, HR jobs, legal issues, templates and tools, publications, research, education, conferences,
communities and advocacy.  more

Instructions for Assignment # 2: Social Problem Essay ( Due April 7)
Minimum 10 pages/maximum 12 pages, excluding the bibliography

Select, research, and describe a current social problem,... and it using the questions below as headings for each section of your paper. Your paper should include a bibliography and citations using APA style (see bSpace under Writing Aids for tips):

(1) What is the social problem?

Alternative view of the social problem:
This section should include at one alternate view of the social problem selected.

Selection of the social problem:
Students sometimes select topics that are NOT social problems. Consequently, their papers will not meet the intention of the assignment.

In order to decide whether your selected topic is in fact a social problem, you
should be able to answer yes to BOTH of the following questions:

(a) Does this topic identify a particular PROBLEM?
(b) Does this PROBLEM affect the welfare or SOCIAL functioning of an
identifiable group of people and/or society at large?

EXAMPLES:
Possible topic Does this topic identify a particular PROBLEM?

Does this PROBLEM affect the welfare or SOCIAL functioning of an identifiable group of people and/or society at large?
Schizophrenia
NO: schizophrenia is a mental illness diagnosis; its not a social problem
Homelessness due to schizophrenia YES: homelessness is a problem YES:
the groups affected by homeless schizoprenics are the homeless schizophrenics themselves and the people living in communities where they live
Birth control NO: birth control is not a problem
Lack of access to birth control by teens YES: lack of access to birth control is a problem YES: lack of access to birth control and unwanted pregnancy affects teens, their families, and society in general
Gangs NO: gangs are not necessarily a problem
Gang violence YES: violence is a problem YES: gang violence affects the welfare and safety of its members as well as of communities


(2) How and when did this social problem develop?
What are the roots causes of the problem? (include at last one alternate view of
the root causes of this social problem)

(3) What is the scope of the problem?
( Who is affected by this problem, and how? How many people are affected ?)

(4) What are some ways that our society has attempted to address this social
problem? (Examples might include laws, customs, development of certain
programs and services, etc.)

(5) How does the social work profession contribute to addressing this problem?
(as individual social workers, as a professional group or organization, etc.)

(6) In a concluding paragraph, briefly discuss the following:
any gaps you identified regarding recent research or problems with data/statistics related to this social problem
any unresolved issues related to this social problem
ideas for future research questions related to this social problem

Citations and Bibliography
(Note: Both citations and the bibliography should be in correct APA style.)

Citations should be used throughout the body of your paper. Their purpose is to let the reader know the source of a particular fact or idea. Otherwise, you may be unintentionally plagiarizing material, and this may result in a failing grade.

Your bibliography should list all of your source materials. You should use a variety of source materials such as journal articles, reports, and books. The internet is generally not an original source of materialsit publishes materials from somewhere else like an organization or a government department. Consequently, you should list the original source of the material in your bibliography and your citations.  more

Here is my reference list and I will be including additional information through attachments. The attachment will serve as a general outline to assist you. Please note, the powerpoint I will attach s...pecifies certain page lenghths but do NOT worry about the introduction nor the conclusion. The critical analysis only needs to be 3 pages, the literature review only needs to be 2 pages and the problem statement should be one page. Again the powerpoint serves as an outline of how the paper should be carried out. You only need to quote from no more than 10 sources.

Reference:

Amato, P. (2000). The Consequences of Divorce for Adults and Children. Journal of
Marriage and the Family, 62, 11-26.
Amato, P. (2001). The legacy of parents marital discord: Consequences of childrens
marital quality. Journal of Personality and Social Psychology, 81.

Amato, P. & Cheadle, J.(2008). Parental divorce, marital conflict and children's behavior
problems: A comparison of adopted and biological children. Social Forces, 83
(3), 1139-1161.

Baker, A. (2005). The Long-term effects of parental alienation on adult children:
A qualitative research study. American Journal of Family Therapy, 33(4), 289-302. doi: 10.1080/01926180590962129

Barnes, A. & Burt, A. (2008). Parental divorce and adolescent delinquency: Ruling out
the impact of common genes. Developmental Psychology. 44(6), 1668-1677

Clarke-Stewart, A., & Brentano, C. (2006). Divorce: Causes and consequences. New
Haven: Yale University Press.

Corliss, R. (2002). Does divorce hurt kids? Times Europe, 159(4), 44.

Hetherington, E. (1989). Marital transitions: A childs perspective. American
Psychological Association, 44(2) 303-312

Konstam, V. (2010). Emerging adults and parental divorce: Coming to terms with what
might have been. Journal of Systemic Therapies, 28 (4), 26-40.

Marquardt, E. (2006). No Good Divorce. Christian Century, 123(3).

Mischel, S., & Smith, R. (2004). Introduction to personality: Towards an integration (7th
ed.). New York: John Wiley and Sons.

National Center for Health Statistics. (2008). Marriage and divorce. Retrieved April 11,
2010, from http://www.cdc.gov/nchs/fastats/divorce.htm

Wallerstein, J. (2004). The unexpected legacy of divorce: Report of a 25 year study.
Psychoanalytic Psychology 21(3), 353-370.

Wallerstein, J. (2005). Growing up in the divorced family. Clinical Social Work Journal,
33(4). 401-418. doi: 10.1007/s10615-005-7034

Zimmerman, J. (2009) Ethical and professional considerations in divorce and child
custody cases. Professional Psychology, 40(6), 539-549. doi: 10.1037/a0017853;
(AN 47145163)




There are faxes for this order.  more

Describe Norman Bates from the movie Psycho from the perspective of two of the theories studied in class. One of these perspectives MUST be Freud's psychoanalytical theory. You are expected to identif...y and reference one additional resource aside from your text regarding the theories you discuss in your paper.

Space limitations will require you to be selective; it is not expected that you reference theories comprehensively. You are to analyze the person (i.e. explaining the person's behavior and why he is like this)in terms of the theory under consideration, using appropriate terminology and demonstrating conceptual understanding of key points of the theories and how such play out in real development of individual characteristics. Try to touch on the more salient aspects of the individual's personality according to how he reacts in certain situations. This part of your paper is descriptive in describing what the person does, says, or feels.

You will then characterize your theory-informed impressions of this person's personality in a more "clinical" sense (i.e. your take on the healthy vs. unhealthy aspects, areas possibly needing attention, strenghts, what works or not, what might need adjustment, etc. Focus more on the development of personality...those things that contributed along the way to lead to the present personality structure.  more

This paper should be an extension of the paper below and it should also describe LONG TERM INPLICATIONS OF CURRENT CONDITIONS- REVIEW THE SCIENTIFIC AND SOCIAL SCIENTIFIC RESEARCH ON THE SHORT AND LON...G-TERM IMPLICATIONS OF RISKS CONFRONTING YOUNG CHILDREN IN OUR COMMUNITY (E.G.: CRITICAL DEMENSIONS MIGHT INCLUDE SCHOOL READINESS, ACADEMIC ACHIEVEMENT, GRADUATION AND HIGHER EDUCATION RATES, EMPLOYMENT PATTERNS, FAMILY FORMATION PATTERNS,INVOLVEMENT IN CRIMINAL BEHAVIOR,LEVELS OF SATISFACTION IN LIFE...):



FACTORS THAT PROTECT AT RISK CHILDREN FROM NEGATIVE OUTCOMES

One of the unfortunate consequences of the human condition is that some children will
not enjoy the same level of support and resources as their peers because of various
socioeconomic and family situational factors. Nevertheless, history has demonstrated time and
again that some children are able to overcome whatever adversities life throws at them to emerge
as well adjusted and intelligent members of society who go on to achieve their personal and
professional goals irrespective of these challenges and obstacles. These children, though, appear
to be the exception rather than the rule and it is reasonable to suggest that children who are at
risk will suffer from these experiences rather than benefit from them no matter how resilient they
may be. To determine those factors that can serve to protect at-risk children from negative
outcomes, this paper reviews the relevant peer-reviewed and scholarly literature to collect and
evaluate the strongest available evidence concerning those protective factors that support optimal
early childhood development. An analysis of how these factors protect against the effects of an
unequal start in life and their implications for later life outcomes is followed by a summary of
the research and important findings.
In their timely report, The Long Term Effects of Recession-Induced Child Poverty,
First Focus (2009) emphasizes that children who experience the effects of poverty are at
particularly high risk for experiencing a number of adverse academic and health-related
outcomes during their childhood as well as poorer health and diminished earning potential later
in life. These are particularly salient issues as the global economic recession continues to
adversely affect the ability of parents and the government to provide desperately needed early
childhood development interventions. According to Yarrow (2009), The economic crisis that
Student Network Resources Inc. 2003-2009
began in 2008 and the 2009 federal stimulus package posed roadblocks and opportunities for an
ambitious child-policy agenda, given both fiscal constraints and calls for investment in school
buildings, teachers, and childrens education and health (p. 27). Unfortunately, the longer young
children spend in impoverished conditions, the more serious the consequences are across the
broad range of measures, including higher rates of dropping out of school, and an inability to
gain meaningful employment later in life (Brooks-Gunn & Duncan, 1997).
Because resources are by definition scarce, then, it is important to spend whatever money
is available where it will do the most good for these at-risk children. While it is reasonable to
posit that all impoverished families could benefit from increased income levels, a realistic
approach demands that whatever money is available be spent on those interventions with proven
efficacy. In this regard, according to Pati, Hashim, Brown and Forrest (2009), the resources that
are spent on early childhood development initiatives represent some of the most important
interventions available to help at-risk children avoid the negative outcomes that are generally
associated with their status. These authors emphasize that, From a life course perspective,
investing in improving early school success by nurturing childrens adaptability -- promoting
resilience factors while reducing risks -- is both worthwhile and cost-effective (Pati et al., 2009,
p. 5).
Indeed, early childhood development interventions can help young children overcome the
risk factors they may be forced to deal with on a day-to-day basis, but studies have shown that
such interventions carry important implications throughout the life span (Pati et al., 2009). In
order to formulate effective early childhood development interventions, though, it is important to
determine what risk factors are involved and what coping skills young children possess. In this
regard, Pati and her associates add that, Identifying critical risk and resilience factors is the first
Student Network Resources Inc. 2003-2009
step in developing interventions to promote early school success (p. 5). These
recommendations, though, will not magically produce the resources needed to eradicate poverty,
but they do emphasize the need to determine what specific factors must be addressed in order to
develop effective interventions to address them. These recommendations also make it clear that
all children and their families are unique and some may require more assistance than others in
certain areas. This recommendation is congruent with Pati et al.s observations that, From a
treatment perspective, separating patients into different service intensity levels is also
commonplace in clinical practice (p. 13).
No matter what other risk factors might be involved, Pati et al. also point to the need to
ensure that young children are provided with the services they need to remain healthy during
early childhood development initiatives. For example, Pati and her colleagues emphasize that,
Health supervision is the bedrock of early childhood preventive care (p. 5). Such health
supervision consists of counseling concerning health and normative developmental changes that
is age appropriate, ensuring that young people receive the recommended regimen of
vaccinations, the provision of support and counseling services to families concerning the rigors
of raising a child in a challenging environment, and teaching both children and their families
how to make informed healthy choices (Pati et al., 2009). In addition, Pati and her associates cite
the need to promote literacy initiatives for the parents of at-risk children, the use of
developmental screenings with standardized instruments to identify at-risk children that can
provide the opportunity to implement intervention services in a more timely fashion, referral of
family members to the resources that are available in their communities, and an increased
frequency of health monitoring services in the home as well as at school.
Student Network Resources Inc. 2003-2009
References
Brooks-Gunn, J. & Duncan, G. J. (1997). The effects of poverty on children. The Future of
Children, 7(2), 55-71. [Online]. Available: http://www.jstor.org.ezproxy.memphis.edu/
stable/1602387?cookieSet=1.
Pati, S., Hashim, K., Brown, B. & Forrest, C. B. (2009, May). Early childhood predictors of
early school success: A selective review of the literature. Child Trends. [Online].
Available: http://www.childtrends.org/Files//Child_Trends-2009_05_26_FR_
EarlySchoolSuccess.pdf.
Turning point: The long term effects of recession-induced child poverty. (2009). First Focus.
[Online]. Available: http://www.firstfocus.net/Download/TurningPoint.pdf/.
Yarrow, A. L. (2009, April). History of U.S. childrens policy: 1900-present. First Focus.
[Online].Available: http://www.firstfocus.net/Download/HistoryUSChild
Policy_Yarrow.pdf.  more

Discuss the most current research regarding ADD/ADHD. Please include characteristics, prevalence, and treatment. Include any controversies presently argued in this field of study.

You must cite where you got your information. Please use at least three scholarly references and cite them in the paper as well as on a reference page. The Professor strongly recommends that when preparing the essay, that statements relate to the textbook, psychological principles or other outside sources. The textbook is Lifespan Development 5th edition by Boyd and Bee from Pearson Education.

5-6 pages double spaced lines/ no larger than 12 point font.
Please contact me with any questions. I can fax ...the book if that is your preference.