Category: Psychology

MAKE SURE THEY ARE. DOCTORAL DEGREE JOBS
Part 1: Research on 3 jobs that you could obtain with a doctoral degree in psychology.
Search for the information that you find relevant about the job, but be sure to include a description of what someone with that job does and the entry level and median salary for the job.
Write one paragraph (minimum of 5 sentences) on each of these jobs.
You will have a total of 3 paragraphs (1 paragraph per job)
Part 2: choose one of the jobs you discussed in Part 1
Search for current job opportunities in the Chicagoland area. You can use one of the following sites (or another site you know of) to search for current jobs: indeed.com, ziprecruiter.com, or simplyhired.com.
Find 3 companies hiring the position you are searching for and screen shot these into your document.

Students will submit a research paper 5-8 pages in length on a topic of their choice. The topic must make a connection between biological factors and behavior and include an element of faith integration. A minimum of 10 peer-reviewed or academic sources is required.

This week you synthesize your review of scholarly literature and address the theoretical foundation or practice orientation for your study. Let’s discuss how your proposed study benefits the field. For this week’s discussion, choose one of the following for your post:
Discuss how your study is grounded in your field and the problem it addresses. Which new or different aspect of the problem does your proposed study address? How does this motivate you to continue your work?
Share how your study results may address the problem. Are you finding anything in your work that particularly surprises you? What will practitioners do better once they have the insights from your project?
As we wrap up this week, share resources from the course, the library, or your peers that were most relevant and immediately useful to your project.

Assignment Overview
You will write a 1-2 page assignment that will identify consciousness-altered state terms by describing the neurobiology of altered states based on the interactive activity https://youtu.be/prcxcdfGxgA?si=QWJPQ_2Uz2-T-VxE
Directions
First, work through the mice in https://youtu.be/prcxcdfGxgA?si=QWJPQ_2Uz2-T-VxE
observing their responses to the various drugs utilized.
Answer the following questions in your assignment submission. Remember, all assignments need proper in-text (in a paragraph) citations and references (at the bottom). You can cite course material by the page name; if you are using a direct quote, it must have the specific paragraph number or page number if using the PowerPoints.
Define psychoactive drugs.
Explain what leads a person to move from the casual or recreational use of a drug to a state of addiction – what happens in the brain and the body?
What type of injection would you predict to be more pleasurable for the rat? Would the location of the injection make a difference?
Why can some people use a drug moderately for years while others move quickly from casual use to a full-blown addiction?
Guidelines
Follow standard academic formatting: 12pt font, double-spaced, 1″ margins.
Your TurnItIn score should be below 30%.
Each paragraph should have a minimum of one citation, and all sources must be appropriately listed in your reference page.
Citation Examples: (OpenStax 9.2, para. 4, 2020) and (University of Utah, n.d.)
Reference Examples: OpenStax College (2020). Psychology 2e. Rice University.
Course Outcomes in this Assignment
MO 5.1: Analyze the concept of consciousness and distinguish between various altered states of consciousness by summarizing their characteristics and implications (CO 7.A, 7.B, 7.C).
MO 5.2: Evaluate the effects of different psychoactive drugs on brain function and behavior, illustrating the neurobiological mechanisms underlying addiction and drug action (CO 5.A, 5.B, 5.C, 5.D).

You could start off with a brief summary, but from there, pull something out of the assigned article that interests you, and talk about that. Connect your interest, and the article, to the class and things we’ve talked about recently. Source another article that adds something to that conversation.
Submissions should be at least two pages (more is fine), double spaced, Times New Roman font, 1-inch margins, only your name and section in the top left corner, page numbers in the upper right.
Check the homepage for an APA formatting link.
Each article paper should include APA in-text citations and a reference page (include both the assigned article, and the article that you source yourself).
Because of the subject matter (history), up to one (short) direct quote is okay. More than that won’t work- I need to evaluate your writing, not theirs!

Please do not write out the names of articles. Use APA in-text citations with name(s) and date, only.
Less than two pages will be graded as the percentage of two pages received (e.g., a single page page could receive up to 15 of 30 points). I’m not trying to be overly punitive, just fair to everyone. All else equal, a page and a half of well-written and reasoned text is not equal to two pages.
If the similarity score is over 15% (not including references and in-text citations), please rewrite and submit again. The best way to avoid high similarity rates is to read the material, then put it away altogether as you write! I know it’s anxiety-inducing in some ways, but I also know you can do it.
Source at least one additional article to add depth and relevance to the topic of the first. This could look many ways, including (but not limited to) an article or book chapter from a similar time period that is in agreement or disagreement, a contemporary article with new findings, etc. Linking the content to personal experience/opinion, class topics, and the relevant timeline is also important.

If it helps, here is what I would do: read the assigned article -> think about what it means and where it connects -> find another article based on the above criteria and read it -> make an outline (e.g., talk about assigned article content, then what it means to me personally and society in general, bring in my other article and how it connects to the first, personal/societal reflection, wrap up) -> put them both away -> write -> read over and edit as needed -> submit in time to check turn-it-in similarity and rewrite parts of it, if needed. This may not be your process, and that’s fine! If you’re stuck though, it could work until you find your own balance.
These may be turned in up to 2 days late for up to full credit, then close.

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In psychology, the relationship between happiness and unhappiness is an important area of study. Some theorists believe that we can’t truly understand happiness without also experiencing unhappiness. They argue that these two emotions are closely connected.
For this discussion:
Do you agree or disagree with the idea that experiencing unhappiness is necessary to fully understand happiness? Explain your position.
To support your viewpoint:
Share one personal example from your life that relates to this idea.
Include two psychological concepts that help explain your perspective.
Reference one psychological theory that explores the connection between positive and negative emotions.
Include two scholarly references (e.g., your textbook, academic articles, or credible psychological sources) to support your argument. Must not be the same scholarly reference.
Formatting Requirements:
Use APA format for both in-text citations and your reference list. For example:
In-text citation: (Author, Year).
Reference list: Author, A. A. (Year). Title of the article/book. Journal Name/Publisher, volume(issue), page range. DOI or URL if applicable.
Remember to:
Make sure your post is clear and well-organized.
Reply to two classmates. Your responses should offer thoughtful insights to further the conversation about how happiness and unhappiness shape our emotional experiences.

create a task analysis (TA) for the skill. Explain how you would validate the task analysis you created (e.g., how you would determine what steps need to be completed for the skill). Remember to individualize your TA according to the age, skill level, and prior experience of the individual client.
25-year-old college graduate who must learn how to create a resume
Unit 6:
Given the following two potential target behaviors, choose one for intervention using either differential reinforcement of other behavior (DRO), or differential reinforcement of alternative behavior (DRA). Make sure you explain what your goal for the behavior is and how either DRO or DRA will best help you accomplish your goal. Identify the target behavior’s likely function and discuss how your intervention strategy (either DRO or DRA) is matched to the behavior’s function, as well as how you determined the schedule for reinforcement. Describe your intervention procedures technologically (i.e., in enough detail so that someone could implement your intervention). Finally, make sure that you weave relevant ethical and social validity concerns regarding your behavior-change intervention throughout your post. As you discuss relevant ethical concerns, cite specific codes from the BACB’s Ethics Code for Behavior Analysts.
Potential Target Behaviors (choose one):
A school-aged child engages in disruption in his classroom (e.g., throwing his writing utensils at his teacher and peers) during independent reading time, which results in him being sent to the principal’s office.
An adolescent engages in nail biting to the point of injury (i.e., bleeding nail beds) when bored or by himself.

Review the relevant sections of Chapter 1 of your Applied Behavior Analysis textbook.
Instructions
Use the Description, Prediction, and Control Template [DOCX] Download Description, Prediction, and Control Template [DOCX]to complete the following:
Step 1
For each of the three goals of scientific inquiry, explain in common language why each goal is important and how it can contribute to our base of knowledge. With a scholarly tone, use your own words for your explanation, do not use direct quotes from the textbook. To learn more about the requirements of a scholarly tone, refer to the ToneLinks to an external site. section of the Writing Center.
Step 2
Describe two examples of each goal.
Note: Since you are using your Applied Behavior Analysis textbook as a reference, be sure to include a reference to the textbook. There is an example APA-formatted reference provided in the template for you to follow. It is important for you to know how to format references using the current version of APA. We will build your skills bit by bit throughout your program.
Refer to the Description, Prediction, and Control rubric to ensure you understand the grading criteria for this assignment.
Additional Requirements
Your assignment should also meet the following requirements:
Written communication: Should be free of errors that detract from the overall message.
Resources: You are not expected to include references other than your textbook.
Length: 1–2 pages.
Competencies Measured
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Explain the philosophical assumptions in behavior analysis.Explain why each scientific goal is important and contributes to our base of knowledge.
Describe two examples of each goal.
Competency 4: Communicate in a manner that is scholarly and consistent with expectations for professionals in the field of psychology.Adhere to the rules of grammar, usage, and mechanics.
Create a book reference using current APA standards with few errors.
View Rubric
Week 2 Assignment: Description, Prediction, and Control
Week 2 Assignment: Description, Prediction, and Control
CriteriaRatingsPts
Explain why each scientific goal is important and contributes to our base of knowledge.60 to >51 pts
DISTINGUISHED
Explains why each scientific goal is important and contributes to our base of knowledge using common language and a scholarly tone.51 to >42 pts
PROFICIENT
Explains why each scientific goal is important and contributes to our base of knowledge.42 to >0 pts
BASIC
Attempts to explain why each scientific goal is important and contributes to our base of knowledge, but the explanation is incomplete or unclear.0 pts
NON_PERFORMANCE
Does not explain why each scientific goal is important and contributes to our base of knowledge./ 60 pts
Describe two examples of each goal.
60 to >51 pts
DISTINGUISHED
Describes two examples of each goal in a concise manner, including all relevant details.51 to >42 pts
PROFICIENT
Describes two examples of each goal.42 to >0 pts
BASIC
Attempts to describe two examples of each goal, but information is missing or the examples are unclear.0 pts
NON_PERFORMANCE
Does not describe two examples of each goal./ 60 pts
Adhere to the rules of grammar, usage, and mechanics.
15 to >12.75 pts
DISTINGUISHED
Exhibits strict and nearly flawless adherence to the rules of grammar, usage, and mechanics.12.75 to >10.5 pts
PROFICIENT
Adheres to the rules of grammar, usage, and mechanics.10.5 to >0 pts
BASIC
Errors in grammar, usage, and mechanics inhibit readability and comprehension and detract from good scholarship.0 pts
NON_PERFORMANCE
Does not adhere to the rules of grammar, usage, and mechanics./ 15 pts
Create a book reference using current APA standards with few errors.
15 to >12.75 pts
DISTINGUISHED
Creates a book reference using current APA standards with no errors.12.75 to >10.5 pts
PROFICIENT
Creates a book reference using current APA standards with few errors.10.5 to >0 pts
BASIC
Creates a book reference using current APA standards with many errors.0 pts
NON_PERFORMANCE
Does not create a book reference./ 15 pts
Total Points: 0

We learned last week about social awareness, which Bradberry and Greaves define as the “ability to accurately pick up on emotions in other people and understand what is really going on with them” (2019, p. 38). The key to social awareness is empathy. This week, we will focus on a method to develop and practice empathy.
Remember, developing any skill requires time, practice, and commitment. The more you practice, the more successful you will be.
Remember to practice the skills and strategies you learned about in previous weeks as the term continues.
Reference:
Bradberry, T., & Greaves, J. (2019). Emotional intelligence 2.0. TalentSmart.
Weekly Objectives
By the end of this week, you should be able to:
Use the pillow method to explore multiple perspectives and cultivate empathy.
Reflect meaningfully on empathy-building.
This Week’s Deliverables
Here are the things you must complete for Week 9:
Complete the Pillow Method exercise by 11:59 pm CT Sunday (15 points).
Assignment Content
Question
Complete the attached worksheet and submit it by 11:59 pm CT Sunday (15 points).
The Pillow Method is discussed by writer Paul Reps in his 1967 book Square Sun, Square Moon. The method reminds us that, like a pillow, an issue in a relationship involves four sides and a middle.
Systematically inquiring into the various “sides” exercises our empathy muscles by prodding us to consider viewpoints other than our own. This week, you will be asked to use the Pillow Method to explore an issue you are currently experiencing in a close relationship. Continue to experiment with the method after this week and you will soon train yourself to consider multiple perspectives in many situations.
Your task in this exercise is to fill out the Pillow Method Worksheet. Complete the following steps:
Click on the following hyperlink to download the provided worksheet: Pillow Method Worksheet
Use the Pillow Method Resources provided to complete the worksheet.
Important: THIS IS A PASS/NO PASS ASSIGNMENT. A pass (15 points) means the assignment was thoroughly completed and submitted on deadline. A no-pass (0) points means the assignment was not thoroughly completed or was not submitted on deadline.
Link: https://content.bellevue.edu/cas/ca/110/LOs/ThePillowMethod-v2/Index.html
Position 1: I’m Right, You’re Wrong is the position we typically default to, so most of us are quite familiar with the perspective! We tend to see what is “right” about our position and what is “wrong” with the other individual’s position.
Position 2: You’re Right, I’m Wrong is a position that requires a huge shift in thinking for most of us. It requires that we think about the flaws in our perspective and the strengths in the other person’s perspective. This can take a good deal of effort, but it usually results in the understanding that there is merit in the other person’s position.
Position 3: Both Right, Both Wrong is a position that asks us to acknowledge both the strengths and limitations of each individual’s positions. From this position, we may be able to see the common ground between our perspective and the others.
Position 4: The issue isn’t as important as it seems. This position helps us realize that issues may not be as serious as we initially believe, and the significance of most issues fades over time.
Position 5: There is truth in all perspectives. Chances are, working through the four positions on the metaphorical pillow will provide fresh insights into the issue. As Adler and Proctor (2010, p. 116) explain, “After you have looked at an issue from these five perspectives, it is almost certain you will gain new insights. These insights may not cause you to change your mind or even solve the problem at hand. Nonetheless, they can increase your tolerance for the other person’s position and thus improve the communication climate.”
References:
Adler, R. B., & Proctor, R. F. (2010). Looking out/looking in. Cengage.
Bradberry, T. & Greaves, J. (2009). Emotional intelligence 2.0. TalentSmart.

What role does the Institutional Review Board (IRB) play in research and why is it important?

Watch this video on Watson and Rayner’s “Little Albert” experiment. What ethical issues does this raise?
What might have been the response of the IRB if Watson and Rayner had submitted this research for review?
What role does an IRB have when it comes to research fraud? Why should we be concerned with research fraud? Refer to these two famous examples of research fraud in your response.
You can read about them here:
• MMR vaccine and autism: Sensation, refutation, retraction, and fraud