Psychologists and Jury Selection
Jury selection is basically a process that involves three stages which include voir dire, developing a list of eligible citizens and choosing those to call in a specific case. Voir dire is an Anglo-Norman phrase that means to speak the truth and is used for prospective jurors who are assessed under oath. In most cases, jury selection starts with venire i.e. The selection of a panel of prospective jurors. Once the panel of potential jurors is chosen from eligible citizens or other sources based on whether it's a federal or state court, another panel of 6-12 jurors is chosen for a particular case. This second selection process is basically conducted for the purpose of choosing a balanced and representative panel. During this process of examination by the judge and attorneys, the partial or prejudiced jurors are eliminated (Flowe, n.d.).

In addition to eliminating jurors related to the case,…...

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References:

Bayliss, P. (2010, December 7). The Role of a Forensic Psychologist. Retrieved July 29, 2011,

from http://www.ehow.com/facts_7614971_role-forensic-psychologist.html

Cleary, A. (2005). Scientific Jury Selection: History, Practice, and Controversy. Retrieved from Villanova University website:  http://www.publications.villanova.edu/Concept/2005/jury_selection.pdf 

Decaire, M.W. (n.d.). The Faltering Common Law Jury System: A Psychological Perspective.

Psychologists
Conventional wisdom holds that a hostage negotiation team should include a police psychologist but that the psychologist should not actually be the team member who conducts negotiations with the alleged hostage-taker. Two articles take opposing sides on this issue. Hatcher et al. (1998) upholds this conventional wisdom, and argues for the value of a psychologist on the negotiation team, provided the psychologist does not serve as the one who conducts the negotiation. Ebert (1986) takes the opposing view, and argues against the conventional wisdom that the psychologist should not conduct the negotations. On consideration of the arguments presented, it is fairly easy to see why the conventional wisdom was established, and to see that Ebert's case for an expanded role is relatively specious.

Ebert claims that "most arguments against using psychologists as negotiators appear absurd when the characteristics of good negotiators as outlined by experts are examined" claiming that "the desirable…...

Psychologists Use Scientific Methods to Study
behavior and mental processes.

behavioral disorders.

unconscious mental processes.

the meaning of dreams.

Cognitive psychology can best be described as

the study of higher mental processes.

the therapeutic applications of critical thinking.

the area of psychology which attempts to reduce judgmental thinking.

a subspecialty of psychology based exclusively on observation rather than experimentation.

Who was a leading proponent of behaviorism in the United States until his/her death in 1990?

Carl Rogers

Skinner

Ivan Pavlov

Albert Bandura

Charles Darwin argued that ____ determines physical traits of survival.

A. cognition

B. genetics

C. environment

D. nurture

5. With what psychological approach is Sigmund Freud associated?

A. psychodynamic

B. humanistic

C. cognitive

D. sociocultural

6. Which of the following best describes a correlational study?

A. research that studies the naturally occurring relationship between two or more variables

B. research that explains the effects of one variable on another

C. research in which people are observed in their natural environment

D. research in which a carefully selected group of people is asked a predetermined group of questions

7.…...

The next day he got an a on the test. Can he conclude that eating lots of popcorn is a necessary condition for memorizing psychology information? Why or why not?
No, Todd cannot draw that conclusion from the limited experiment he conducted. First of all, Todd does not know how he would have performed on the test if he hadn't eaten the popcorn, and he hasn't considered all the other conditions that occurred and may be the necessary condition for getting an a on the test, such as: amount of studying, amount of sleep, type of food eaten, memory ability, learning ability, etc.

* Depict a scenario describing each of the three relationships with their required conditions as discussed earlier in the Analyzing Data section of this Journal Activity.

Necessary condition: If the child hears the English language spoken, the child may or may not learn to speak English.

Sufficient condition: If one…...

psychologist, is to help people with developmental disabilities. Such as sex offenders, drug abuse, bipolar, depression. I feel that I have a compassion and a journey to help this population of people becuse I have been in the health care profession for several years. I have seen the this poulation get pushed through the judicial system and put in jail, because of not proper couseling. Once in jail, they hardly receive proper counseling there too, and it is therefore no wonder that the rate of recidivism in America is increasing with a Bureau of Justice Statistics study, for instance, finding that 67.5% of prisoners released in 1994 were rearrested within 3 years (http://bjs.ojp.usdoj.gov/content/reentry/recidivism.cfm)).
My desire, therefore, is to help the developmentally challenged before they actually become worse in their behavior, drop out, and end off in jail when it may be too late and far more challenging to help them…...

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References

American Psychological Association (APA) (2010) Ethical Principles of Psychologists and Code of Conduct. http://www.apa.org/ethics/code/index.aspx

Butcher, J.N., Mineka, S., & Hooley (2009). Abnormal psychology (14th ed.) Boston: Allyn & Bacon

psychologists to study behaviors, are unique in that the studies use small groups of individuals, rather than large samples. Through the use of an in-depth, longitudinal examination of a single instance or event, this method can lead to a deep understanding of why a certain event occurred. Further, the researcher can examine what possible issues he or she may need to examine extensively in future, larger studies (Miles, et al. 1984).
For example, a researcher could use case study examinations to determine possible reasons for increased anger behavior in elderly women recently admitted to hospitals. The process would begin with a careful selection of a small group of individuals who fit the above criteria. Generally, there small groups would include ten or less subjects (Miles, et al., 1984).

The researcher would then fully review the patients' histories. This would include conversations with hospital staff, interviews with family, written history from previous…...

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References

Glass, G.V. (1976). Primary, secondary and meta-analysis of research. Educational Researcher, 5(10), pp 3-8.

Light, R.J. & Pillemer, D.B. (1984). Summing Up: The Science of Review in Research. London: Harvard University Press.

Miles, M. & Huberman, A.M. (1984). Qualitative Data Analysis: A Sourcebook of New Methods. Beverly Hills, CA: Sage.

Staunton, N. (2003). Thesis defense: a meta-analysis of adventure therapy program outcomes. Retrieved July 14, 2005 from Wilderdom. Website: http://www.wilderdom.com/adventuretherapy/Staunton2003ATMeta-analysis_files/frame.htm#slide0001.htm.

psychology case presented.
Q1) What are Some Prominent Ethical Issues to Consider in the Evaluation of this Individual?

Ethics require that only the skills that one is competent in should be provided by psychologists, without crossing over to areas in which they lack expertise. Thus, lacking the skills of a neuropsychologist, the psychologist cannot perform his role. Competence in this context requires that the psychologist be up-to-date on new information that comes up in his/her field and in the techniques that are applied in the practice. Binder and Thomson (1995) reiterate this, stating that through the acquisition of new information and skills, the expert is able to hone his/her skills and knowledge, remaining relevant to the practice.

When procedures are performed by those who are not skilled in them, misdiagnosis may result. As Nagy (2011) puts it, passing over duties, such as administering tests and designating scores to the untrained, unqualified and…...

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References

(n.d.). American Psychological Association (APA). Ethical Principles of Psychologists and Code of Conduct. Retrieved November 8, 2015, from http://www.apa.org/ethics/code/index.aspx

Binder, L., & Thompson, L. (1995). The ethics code and neuropsychological assessment practices. Archives of Clinical Neuropsychology,10(1), 27-46. Retrieved, from  http://www.sciencedirect.com/science/article/pii/0887617793E0004U 

Nagy. (2011). Ethics in Psychological Assessment. Essential ethics for psychologists: A primer for understanding and mastering core issues. Washington, DC.

There were many rumors of an affair with Fromm during the period she was developing her theories on neurosis. "Horney is best known for her theory of neurosis, which she saw as much more continuous with normal life than previous theorists. Specifically, she saw neurosis as an attempt to make life bearable, as a way of "interpersonal control and coping." It might be argued that this is what we all try to do on a continuous basis, though only some of us are successful, whereas the neurotic are not." (Quinn, 2005)
She created the patterns of Neurotic Needs becauee she had a "... another way of looking at neurosis -- in terms of self-image. For Horney, the self is the core of your being, your potential. If you were healthy, you would have an accurate conception of who you are, and you would then be free to realize that potential…...

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References

Bumb, Jenn. (n.d.). Dorothea Dix. Retrieved on May 6, 2005, at  http://www.webster.edu/~woolflm/dorotheadix.html 

DITTMANN, M. (2002). 99 of the 100 most eminent psycholgists of the 20th century. Review of General Psychology, Vol. 6, No. 2,. Retrieved May 6, 2005, from MOnitor on Pschology Web Site: http://www.apa.org/monitor/julaug02/studyranks.html

Hall, Kathy Jo. (1997 May). Carl Rogers. Retrieved on May 6, 2005, at  http://www.muskingum.edu/~psych/psycweb/history/rogers.htm 

Quinn, Susan. (n.d.). A Mind of Her Own: Karen Horney Lecture Notes. Retrieved on May 6, 2005, at  http://www.sonoma.edu/users/d/daniels/Horneylect.html

The following abstract demonstrates the different aspects of the scientific method:

POBLEM STATEMENT: Study of relationship between folates-B-vitamins and Alzheimer's disease.

Adults who eat the daily recommended allowance of folates-B-vitamin nutrients found in oranges, legumes, leafy green vegetables and folic acid supplements significantly reduce their risk of developing Alzheimer's disease, according to results from a long-term study of diet and brain aging (SUPPOTED HYPOTHESIS EPOTED FINDINGS).

The study also found that folates appear to have more impact on reducing Alzheimer's risk than vitamin E, a noted antioxidant, and other nutrients considered for their effect as a brain-aging deterrent (SUPPOTED HYPOTHESIS EPOTED FINDINGS).

Maria Corrada and Dr. Claudia Kawas of University of California, Irvine led the effort, which analyzed the diets of non-demented men and women age 60 and older (DESIGN METHODOLOGY). They compared the food nutrient and supplement intake of those who later developed Alzheimer's disease to the intake of those who did not…...

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References

Descartes, R. 1970. "Rules for the direction of the mind." Eds. E. Haldane & G. Ross.

Philosophical works of Descartes. New York: Cambridge.

Franklin, R., D., Allison, and B. Gorman. 1997. Design and analysis of single-case research. Mahwah, NJ: Lawrence Erlbaum.

Mason, E., and W. Bramble. 1978. Understanding and conducting research. NewYork: McGraw Hill.

Testing
Interview validity can be compromised by ignorance of potential ethnic, cultural, or class-based factors. For example, the interviewer may become blinded by self-fulfilling prophesies, and the interview questions themselves may be biased toward certain ethnic, cultural, or socio-economic groups. For example, if an interviewer holds deeply-rooted prejudice against African-Americans, he or she may prejudge the respondent's answers or filter the answers through a biased perspective. Furthermore, questions that are posed to the subject may not take into account the unique experiences and worldviews of the interview subject. For instance, some interview questions pose moral or ethical dilemmas that different cultural groups handle differently. Similarly, some interview questions assume that the respondent comes from a highly educated white upper-class background. Furthermore, interview techniques themselves: body language; role playing; and the overall attitude of the interviewer may be culturally, ethnically, or class-biased. Some respondents perform better when the interviewer takes on…...

.....psychologists working in prisons in the United States, Boothby & Clements (2000) found some disturbing trends in corrections. Although the number of prison psychologists has doubled in the past twenty years, the vast majority of prison psychologists remain Caucasian males who may be unable to address the diverse needs of the incarcerated community. Biases and assumptions about inmates may also hinder the ability of inmates to seek and receive psychological treatment. Moreover, a full third of prison psychologist work time is spent on administrative duties -- more than the time spent on direct treatment. Only 26% of their work time is devoted to directly treating the inmates, meaning that structural and institutional variables are impeding the delivery of quality mental health care to the prison community.
Interestingly, the profession of clinical psychology was practically born in the prison context. As Magaletta, et al. (2016) point out, prison wardens partnered with psychologists…...

oles of a Police Psychologist in an Investigation
The following paper describes the roles played by a police psychologist in an investigation of a situation in which a former police officer has been killed. The police force constantly takes risks to save the lives and belongings of the people they serve. This force is known for its bravery and courage but when a situation involves the homicide of a former member of their own group, they are faced with extra trouble as their own safety becomes a concern for them. In addition to that, the pressure from media exacerbates the problem for the police force. In this case, the police force needs psychological support which is given to them by a police psychologist.

Introduction

Police offers face severe stress in their day-to-day routine. They risk their lives and their families in order to fulfill the duty assigned to them. Their bravery is tested…...

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References

CR, V. (2010). Psychological Autopsy -- A Review. Journal of Punjab Academy of Forensic Medicine & Toxicology, 10 (2), 101 -- 103.

Mayhew, C. (2001). Occupational Health and Safety Risks Faced by Police Officers. Canberra: Australian Institute of Criminology. pp. 1-2.   [Accessed: 24 Dec 2013].http://aic.gov.au/documents/E/D/9/%7BED946A67-E4C8-4C46-A294-9B982325EF4D%7Dti196.pdf 

Mitchell, J. (n.d.). Critical Incident Stress Debriefing. College Park: University of Maryland. pp. 1-3. www.info-trauma.org/flash/media-e/mitchellCriticalIncidentStressDebriefing.pdf [Accessed: 24 Dec 2013].

Scrivner, E. (1994). Controlling Police Use of Excessive Force: The Role of the Police Psychologist. Washington, D.C.: National Institute of Justice. pp. 1-10.   [Accessed: 24 Dec 2013].https://www.ncjrs.gov/pdffiles1/Digitization/150063NCJRS.pdf 

The field is social psychology, and the selected title is bullying. The articles selected as follows:
Mundbjerg Eriksen, T. L., Hogh, A., & Hansen, A. M. (2016). Long-Term Consequences of Workplace Bullying On Sickness Absence. Labor Economics, 43: 129-150. doi:10.1016/j.labeco.2016.06.008

This peer-reviewed article explores the effects of bullying at the place of work. The study done in the article indicates that sickness, boredom, and poor productivity are some of the results of bullying from among employees. The article is significant in that it helps to understand the effects of bullying at the workplace and hence aids in deriving ways to reduce its occurrence. The social setting at workplace relates to the social psychology effects as seen with the occurrence of bullying (Mundbjerg Eriksen et al., 2016).

Priest, N., King, T., Becares, L., & Kavanagh, A. M. (2016). Bullying Victimization and Racial Discrimination among Australian Children. American Journal of Public Health, 106(10), 1882-1884. doi:10.2105/AJPH.2016.303328

This…...

In Poland, a ritual exists by which a znajomy becomes a kolega: When the two parties-- regardless of gender -- give mutual permission to allow each other to drop the "Mr." And "Miss" and call each other by their first names. A celebration involving drinking frequently follows, frequently with the two drinking shots of alcohol with arms linked. The English terms closest to kolega are "buddy," "pal," and "companion."
The authors (McAndrew & ybak, 2006) hypothocized that since the Poles had more formalized and precise friendship words, they would differentiate more readily and consistently between different types of friends than Americans. They also looked at sex differences in judgments made about friendship, expecting that women in both America and Poland would probably make more discriminating judgments about relationships than would men.

Participants were either college students from the U.S. Or Poland. There were 56 Polish and 57 American participants. All participants…...

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References

Bell, S., & Coleman, S. (Eds.). (1999). The anthropology of friendship. Oxford: Berg.

Bond, M.H. (1988). Finding universal dimensions of individual variation in multicultural studies of values: The Rokeach and Chinese value surveys. Journal of Personality and Social Psychology, 55, 1009-1015.

Erikson, E.H. (1968). Identity: Youth and Crisis. New York: Norton.

Greenberger, E., & Chen, C. (1996). Perceived family relationships and depressed mood in early and late adolescence:a comparison of European and Asian-Americans. Developmental Psychology, 32, 707-716.

PRE-REFERRAL SCREENING School Psychologist Special Education Assessment Pre-Referral Screening/RTI ProcessAbstractChildren with special needs require specialized interventions that help them attain the desired educational and behavioral goals the same as other students. These desires attract different forms of interventions, most of which focus on the steps that should be followed to enroll students in special programs. The procedures constitute pre-screening and pre-referral. The two serve as the assessment tools to determine if children are absorbed in special education programs. School psychologists, parents, and other experts desire to adopt other mechanisms that enable students to achieve similar goals. However, special children fail the test in many cases, making them potential candidates for the program. The bottom line in these procedures is enrolling only those eligible and those whom other interventions fail to work. This paper concentrates on school psychologists\\\' different special education roles and the various interventions used in supporting needy students.Table…...

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BibliographyBatsche, G. M., Eliott, J., Graden, J. L., Grimes, J. Kovaleski, J. F., Prasse, D., & Tilly, W. D. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc. The study\\\\\\\\\\\\\\\'s goal is to assess the level of intervention programs that target preschool children, especially in regions with poor education standards. In this research, a sample of 129 children was chosen for those aged between three and six years and who resided in a Brazilian state. The chosen state is ranked second-lowest in terms of its human development index. These children were clustered into a control group and the experimental intervention group. Here, items like intelligence, phonological awareness, vocabulary, naming, and memory were assessed pre and post the intervention. The recorded finding indicated improvements in rapid automatized naming and vocabulary for the experimental group for post-intervention tests. Before the intervention, intelligence levels, vocabulary results were 25%. Phonological awareness was at about 26% for the experimental group.Burns, M. Appleton, J. J., & Stehouwer, J. D. (2005) Meta-analytic review of responsiveness-to intervention research. Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23(4), 381-394.In this research, a meta-analytic assessment was done on 4 RTI models that were large scale and complemented by other models. Here, unbiased estimates of effect (UEE) for 24 identities were computed. According to the results, there was a high value of UEE in the RTI models that existed earlier than the university faculty results. However, both cases showed a strong impact. The values for UEE on the systemic results and student achievement was beyond 1.0. However, the UEE student value was nearly half the value of systematic outcomes for the RTI models. The models\\\\\\\\\\\\\\\' results also recorded a UEE value of 0.47 in systemic tests and 1.14 in the case of outcomes. In this research, the non-responders accounted for 19.8%, with an SD of 12.5. The average was 1.68% representing an SD of 1.45 of the entire student population under special education. The article also shares details about future research and possible implications.Burns, M.K. Griffiths, A., Parson, L.B., Tilly, W.D., & VanDerHeyden, A. (2007) Response to intervention: Research to practice. Alexandria, VA: National Association of State Directors of Special Education. This publication is a compilation of research regarding traditional LD diagnostic practices and RtI. The authors sought to identify the most important 25 articles for each topic and provide specific references. The most seminal five articles for each topic are annotated to summarize findings in an easily accessible manner. Although the authors attempt to provide a comprehensive resource for both traditional and RtI, the primary objective is to respond to concerns about a lack of a research base for RtI.Castillo, J. M., Hines, C. M. Batsche, G. M. & Curtis, M. J. (2011) Problem solving and response to intervention Project 3 evaluation. Educational and Psychological Studies Faculty Publications, 51. Retrieved from   this report, the researchers examine the implementation outcomes for three years. That is 2007-2010 for a Florida Problem Solving project (PS/RtI). There was a collaboration between the University of South Florida and FDOE on training and technical help supporting the PS/RtI structure in the project. Second, the research covered the effects of implementing PS/RtI in different regions that would act as a demonstration point. According to the report, there was notable professional development for the three years in the pilot programs\\\\\\\\\\\\\\\' schools. To enhance the implementation of PS/RtI and to be certain that the project was implemented faithfully, the staff used a model that included three stages. In this model, there was engagement among stakeholders who were primarily in the implementation of PS/RtI, those who aided in developing the infrastructure, and those in the delivery tier. Findings were based on the adopted model.Elliot, J., & Morrison, D. (2008). Response to intervention blueprint: District-level edition. Alexandria, Va National Association of State Directors of SPED education.The article discusses Response to Intervention (RtI), which is defined as offering advanced interventions tailored to meet the students\\\\\\\\\\\\\\\' needs, enable monitoring of the advancement, and promote the decision-making process by utilizing the available data. Information from RtI is employed in remedial, special education, and general decision-making procedures to help create an integrated system whose merit is based on gathered data. \\\\\\\\\\\\\\\"Blueprint documents\\\\\\\\\\\\\\\" aid in the development of a platform that is is usable in RtI construction. These \\\\\\\\\\\\\\\"Blueprints\\\\\\\\\\\\\\\" are also built on publications done by NASDSE. There are three \\\\\\\\\\\\\\\"Blueprints\\\\\\\\\\\\\\\" in this series: one at the state, district, and building level to guide implementation. These documents are created to provide concrete guidance to implementation sites. This \\\\\\\\\\\\\\\"District Level Blueprint\\\\\\\\\\\\\\\" outlines a district-level strategy\\\\\\\\\\\\\\\'s components to help realize RtI throughout the district and support the individual projects. In this case, districts must assess these features in terms of their relationships and structuring for state and individual school agencies. Kratochwill, T.R., & Shernoff (2004) Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Review, 33(1), 34-48. The authors present an overview of evidence-based practice issues and school psychologists\\\\\\\\\\\\\\\' duty in developing and sharing EBIs. They advance the argument that an intervention should carry the evidence-based designation when information on context-based usage in a practical setting is where it has demonstrated efficacy under the conditions of implementation and evaluation in practice. Such a plan is called EBI reciprocal effect and forms a fundamental aspect of EBIs. This framework extends the developmental agenda of designating an EBI intervention from its experimental research foundations to its application in practice settings. Providing professional development to practitioners, researchers, and trainers in identifying, reviewing, and disseminating EBIs is a key part of the Task Force plan. Graduate programs may use competency-based training that would require students to master specific EBIs. A second model for integrating content on EBIs into graduate training would be for universities to encourage cross-disciplinary courses (e.g., offered jointly by departments of the school, counseling, and clinical psychology) or interdisciplinary concentration courses on EBIs. Sugai, G., & Horner, R.H. (2009) Responsiveness-to-interventions and school-wide positive behavior supports: Integration of multi-tiered approaches. Exceptionality, 17, 223-237. The No Child Left Behind and the Individuals with Disabilities Education Act recommend scientifically based research to improve students\\\\\\\\\\\\\\\' outcomes. From this emphasis, response-to-intervention has evolved. The researchers in this article present one perspective on the defining features of response-to-intervention and applying such tools in school-wide positive behavior supports (SWPBS). According to the research, the original objective of interventions has grown from the outcome and screening-based approach to interventions that target students\\\\\\\\\\\\\\\' decision-making. These interventions give details about SWPBS evolution that include behavioral support and creation of social culture in schools. They conclude by suggesting that the response-to-intervention approach offers an excellent umbrella of guiding principles for improved assessment and intervention decision-making. SWPBS is an example of applying fundamental tools to challenge formal methods that target behavioral change in a classroom setup. In efforts to support SWPBS realization, the researchers offer a self-assessment protocol for school and leading spearheading teams to improve the creation of an integrated set of interventions that ensure the process is relevant, durable, and affective aspects.ReferencesAspiranti, K., Hilton-Prillhart, A., Bebech, A., & Dula, M. E. (2019). Response to Intervention (RtI) and the Impact on School Psychologist Roles: Perceptions and Acceptance of Systems Change. Contemporary School Psychology, 23(3), 327-337.Barker, N. (2011). Systems Change: A study of response to intervention model implementation at two elementary schools in southern California. (Doctoral dissertation). Pepperdine University. Malibu, CA.Barrio, B. L., & Combes, B. H. (2015). General education pre-service teachers\\\\\\\\\\\\\\\' levels of concern on response to intervention (RTI) implementation. Teacher Education and Special Education, 38(2), 121-137.Batsche, G. M., Kavale, K. A. & Kovaleski, J. F. (2006). Competing views: A dialogue on response to intervention. Assessment for Effective Intervention, 32, 6-20.Berliner, D.C. (1993). 100-year journey of educational psychology: From interest to disdain to respect for practice. In T.K. Fagan & G. R. VanderBos (Eds.), Exploring applied psychology: Origins and critical analyses (pp. 37-78). Washington, DC: American Psychological AssociationBurns, M. K., Appleton, J. J., & Stehouwer, J. D. (2005). Meta-analytic review of responsiveness-to-intervention research: Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23(4), 381-394.Burns, M.K., Preast, J.L., Kilpatrick, K.D., Taylor, C.N., Youing, H., Aguilar, L., Allen, A., Copeland, C., Haider, A. & Henry, L. (2017). Leadership theory for school psychologists: Leading for systems change. Communique Professional Practice, 46(2), 1-30. Canter, A. (2006). School psychology. (COPSSE Document Number IB-4). Gainesville, FL: the University of Florida, Center on Personnel Studies in Special Education.Curtis, M. J. & Batsche, G. M. (1991). Meeting the needs of children and families: Opportunities and challenges for school psychology training programs. School Psychology Review, 20(4), 565-577.Eisner, P. E. (1963). The School Psychologist. Washington DC: Center for Applied Research in Education.Fagan, T. K. (1992). Compulsory schooling, child study, clinical psychology, and special education. American Psychologist, 47(2), 236.Fagan, T. & Wise, P.S. (2007). School psychology: Past, present, and future (3rd ed.). National Association of School Psychologists. Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness?to?intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157-171.Fuchs, L. S., Fuchs, D., & Zumeta, R. O. (2008). Response to intervention. Educating Individuals with Disabilities: IDEIA 2004 and Beyond, 115.Gravois, T. A., & Rosenfield, S. A. (2006). Impact of instructional consultation teams on the disproportionate referral and placement of minority students in special education. Remedial and special education, 27(1), 42-52.Hawkins, R., Kroegar, S.D., Musti-Rao, S., Barnette, D. W., & Ward, J.E. (2008). Pre-service training in response to intervention: Learning by doing and interdisciplinary field experience. Psychology in the Schools, 45(8), 745-762.Herron, W.G., Green, M., Guild, M., Smith, A., & Kantor, R.E. (1970). Contemporary school psychology. Scranton, NJ: Intext Educational Publishers.Hosp, J.L., & Reschly, D. J. (2002). Regional differences in school psychology practice. School Psychology Review, 31(1), 11.Kirk, S.A., Galllagher, J.A., & Anastasiow, N. J. (1993). Educating exceptional children. Dallas, TX: Houghton-Mifflin.Kratochwill, T. R., & Shernoff, E. S. (2004). Evidence-based practice: Promoting evidence-based interventions in school psychology. School psychology review, 33(1), 34-48.Little, S. (2013). School psychologists\\\\\\\\\\\\\\\' perceptions of stakeholder engagement in response to intervention. Contemporary Issues in Education Research, 6(4), 399-408. Little, T. D., & Rhemtulla, M. (2013). Planned missing data designs for developmental researchers. Child Development Perspectives, 7(4), 199-204.M. K. Lose (2008). Principal Magazine, 87(3), 20–23McIntosh, K., Goodman, S., & Bohanon, H. (2010). Toward True Integration of Academic and Behavior Response to Intervention Systems: Part One--Tier 1 Support. Communiqué, 39(2), 1-14.Merrell, K.W., Ervin, R. A., & Gimpel, G.A. (2006). School Psychology for the 21st century. New York: Gilford Press.Merrell, K.W., Ervin, R. A., & Gimpel, G.A. (2006). School Psychology for the 21st century. New York: Gilford Press.Powers, K., Hagans, K., & Busse, R. T. (2008). School psychologists as instructional consultants in a response-to-intervention model. The California School Psychologist, 13(1), 41-53.Rafoth, M. A., & Foriska, T. (2006). Administrator participation in promoting effective problem-solving teams. Remedial and Special Education, 27(3), 130-135.Reschly, D., & Wilson, M.S. (1996). Assessment in school psychology training and practice. School Psychology Review, 25(1), 9-23.Reschly, D., & Wilson, M.S. (1996). Assessment in school psychology training and practice. School Psychology Review, 25(1), 9-23.Shernoff, E.S., Bearman, S.K. & Kratochwill, T.R. (2017). Training the next generation of school psychologists to deliver evidence-based mental health practices: Current challenges and future directions. School Psychology Review, 46(2), 219-232. DOI: 10.17105/SPR-2015-0118.V46.2Smith, T. E. (2005). IDEA 2004: Another round in the re-authorization process. Remedial and Special Education, 26(6), 314-319.Splett, J.W., Fowler, J., Weist, M.D., McDaniel, H. & Dvorsky, M. (2019). The critical role of school psychology in the school mental health movement. Psychology in the Schools, 50(3), 245-258. DOI: 10.1002/pits.21677Villegas-Gutierrez, M. (2015). Special education assessment process for culturally and linguistically diverse (CLD) students. Oregon Department of Education. Retrieved from https://www.oregon.gov/ode/schools-and-districts/grants/ESEA/EL/Documents/SPED-Assmnt-Proc-for-Culturally-Linguistically-Diverse-Students-2015.pdfYsseldyke, J. E. (1982). Spring hill symposium on the future of psychology in the schools. American Psychologist, 37, 547-552.http://scholarcommons.usf.edu/esf_facpub/51 In

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We can explain the concept of what punishment is and how it could be tied to not drinking water, as well as explain how you could chart or graph results with a study group that was not drinking water and a control group that was consuming the recommended amount of water.   Unfortunately, you omitted some of the information we would need to write an answer specifically addressing the experiment you appear to be referencing.  

Forensic psychology refers to applying psychology to legal issues.  Forensic psychology can be applied to civil and criminal legal cases but is most commonly associated with criminal cases.

Ten possible essay topics / titles for forensic psychology are:

1. Future Dangerousness: Can Forensic Psychologists Assess Future Risk
2. Beyond Criminal Profiling: How Forensic Psychologists Help Law Enforcement
3. Legally Crazy Versus Mentally Ill
4. Victim Profiling: What Makes Some People Targets
5. The Psychology of Policing
6. Best Interests of the Child: How Forensic Psychologists Can Help in Child Custody Cases
7. Inherently Unreliable: The Problem with Eyewitness Testimony
8. Undeveloped Brains: Why Juveniles Should Not Be in the....

Writing a persuasive essay is different from other types of academic writing.  Rather than simply presenting facts, you are trying to convince the reader to agree with your opinion or position on a topic.  The topic of psychology is extremely broad.  There are several different types of psychological theories, and each of these theories have several subtypes.  They also have different degrees of support among psychologists, so you could pick one of those theories or sub-theories and use it as the basis for a persuasive essay. 

To help you with writing your persuasive....