Evolution of social Media standards and practices

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Evolution of social Media standards and practices

Deliverable 7 – Social Media Plan

Assignment Content

  1. Competencies
    • Analyze the evolution of social media standards and practices and how it relates to the potential need for regulation of social media, along with ethical concerns.
    • Evaluate psychological theories and their insights into the widely varying opinions and attitudes that are expressed through social media.
    • Compare and contrast new social media marketing trends with more traditional forms of advertising.
    • Assess the development of societal standards in relation to social media and how this can alter social norms in everyday life Evolution of social Media standards and practices.
    • Integrate the positive and negative effects of social media making global communication easily accessible.
    • Design a personal plan to use social media to benefit the student both personally and professionally as well as minimize online mistakes and their impact.
    • Student Success Criteria
      View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the Details & Information pane.

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      *Format in APA and don’t forget to cite your sources.*
      Instructions
      Social media use is critical to a dynamic and competitive brand, whether that brand is something you sell, a group home, a non-profit organization, or your self-image. This project will get you thinking about effective ways to shape your social media tools to make the most of your brand, to keep consumers talking and thinking about your brand, and to get interaction from those you seek to sell to or to help. You will take a look at what you post to social media, possible responses or reactions you will receive, as well as use social media trends and society controls to keep your brand meeting your goals.

      Your final project should include a plan for the following: how you will utilize a minimum of four social media sites; what your target audience will be; your use of contacts, outreach, and advertising best practices; your posting do’s and don’ts; and explanations of your choices using the sources from the course and others you find.

      If you have a real business, brand, or site to work on, you can start by putting the site profiles into the four social media sites you have chosen (e.g. Facebook, Twitter, etc.). Screenshots will work for these that you have really made. If you don’t really have a business or brand, you do not need to create faux profiles. However, you should write the information you would include in your profile for each one.

      In summary, your plan should contain:

    • An introduction to your brand or company
    • Your social media goals and general goals for the brand
    • An analysis of the market comparables — similar businesses/nonprofits/brands, including what has been successful and what hasn’t worked for at least 3 good comparable brands
    • Discussion of societal norms for those comparables. What seem to be the “rules” they follow? Is there open or tacit regulation you’ve noticed? Include how you can expand your influence globally by overcoming potential language and culture barriers Evolution of social Media standards and practices.
    • An analysis of advertising and its necessity along with the type of advertising you would do and why
    • An outline of the audience you intend to reach and how to reach them. Be sure to take into account the factors that are in play when attempting to reach an audience that includes a wide range of ages (consider generational differences)
    • A plan for how to use your contacts and add new ones when publicizing and staying connected
    • A plan for each of four social media sites, including profile information and posting ideas
    • Analysis of any of the theories you would use
    • A conclusion
    • Your project lengths will depend on how much depth you put into your analysis of each section, but to give you a general idea, several paragraphs for most of the bullet points is a good length, and should result in a total of around 10 pages. Be sure to use at least 2 credible sources Evolution of social Media standards and practices

Analysis of Effects of Single Parenting on Children Essay

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Analysis of Effects of Single Parenting on Children Essay

 Single parent families: The rise in divorce has created many more families headed, at least for a while, by a single parent. Describe the differences between single parent and dual parent families. Analyze the effects of single parenting on children, on the experience of the parent or on schools and communities.

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 Single parent families: The rise in divorce has created many more families headed, at least for a while, by a single parent. Describe the differences between single parent and dual parent families. Analyze the effects of single parenting on children, on the experience of the parent or on schools and communities.

Analysis of Effects of Single Parenting on Children Essay

Key Elements of a Theory for Qualitative Research Paper

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Key Elements of a Theory for Qualitative Research Paper

  • Describe the key elements of a theory for qualitative research (one paragraph).
  • Explain how the theory supports the proposed study and/or understanding of the research topic (1–2 paragraphs).
  • Describe how the practical implications resulting from the research could be used by stakeholders of the research (1–2 paragraphs).
  • Support your assignment with appropriate academic sources and include both citations and references in current APA format. Use 5–7 scholarly resources published with the past three years by recognized academic sources.

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  • Describe the key elements of a theory for qualitative research (one paragraph).
  • Explain how the theory supports the proposed study and/or understanding of the research topic (1–2 paragraphs).
  • Describe how the practical implications resulting from the research could be used by stakeholders of the research (1–2 paragraphs).
  • Support your assignment with appropriate academic sources and include both citations and references in current APA format. Use 5–7 scholarly resources published with the past three years by recognized academic sources Key Elements of a Theory for Qualitative Research Paper.

Early Child Education Brochure Essay Paper

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Early Child Education Brochure Essay Paper

Because this is a pamphlet/brochure type assignment, you can choose any font size and type you like. You can submit the assignment as a word, publisher or PDF document. 

  1. You have been asked to develop a pamphlet for expecting mothers. The pamphlet would tell mothers-to-be about: the importance of prenatal care, what factors are conducive to healthy prenatal development and what factors are associated with adverse outcomes for babies, both prenatally and post-natally. Please remember that this will be a generic brochure, so plan what you wish to include in it, accordingly.
  2. The pamphlet should also describe, briefly, the stages of fetal development (from conception to birth) and the birth process (including the different approaches to this process) Early Child Education Brochure Essay Paper.
  3. The pamphlet must be appealing to the eyes, and should not include too much scientific or medical jargon, except when absolutely necessary.

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  4. The information presented in the pamphlet will be worth 10 marks. The remaining 5 marks will be awarded to the appearance and appeal of the pamphlet.
  5. Please remember to reference your sources (according to APA guidelines). If there is no space in the actual brochure/pamphlet, for APA style references, you can just mention the title of the books or websites (that you are using) in the actual brochure, and you can submit your APA references as a separate document. As for in-text citations, there is no need to include them, in this assignment, unless you are using a direct quote. As for pictures, you do need to cite those, unless you are using pictures from Clipart.
  6. Please make sure the brochure looks like modern-day brochures, both in content and in form. This means that it would be a good idea to add links to a few websites that a person can go to, for more information, AND links to one or two videos that one can watch, also for more information. The links to the videos should be clear (e.g. a YouTube link). If the video is part of a website, that is fine, but you will need to make it clear that this particular website includes a video. Failing to do so will result in a lower grade.
  7. If you choose to use Microsoft Publisher, for your brochure, that is fine, but please save and submit it as a PDF file, as Canvas sometimes messes up the layout of publisher documents.

Early Child Education Brochure Essay Paper

Case Studies In Assessments

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Case Studies In Assessments

Prior to beginning work on this discussion, read the assigned chapters from the text. It is highly recommended that you review each of the brief Blumenfeld (2012) video clips demonstrating the administration of a mental status examination. These are listed in the recommended resources and may require that you download Quicktime in order to view them. Although not required, these videos show the administration of a mental status exam and may prove helpful in this discussion.

Access the Barnhill (2014) DSM-5 Clinical Cases e-book in the DSM-5 library, and select one of the case studies. The case study you select must be one in which the client could be assessed using one or more of the assessment instruments discussed in this week’s reading. Case Studies In Assessments

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For this discussion, you will take on the role of a psychology intern at a mental health facility working under the supervision of a licensed psychologist. In this role, you will conduct a psychological evaluation of a client referred to you for a second opinion using valid psychological tests and assessment procedures. The case study you select from the textbook will serve as the information provided to you from the professional who previously evaluated the client (e.g., the psychologist or psychiatrist).

In your initial post, begin with a paragraph briefly summarizing the main information about the case you selected. Evaluate and describe the ethical and professional interpretation of any assessment information presented in the case study. Devise an assessment battery for a psychological evaluation that minimally includes a clinical interview, mental status exam, intellectual assessment, observations of the client, and at least two assessment instruments specific to the diagnostic impressions (e.g., attention deficit/hyperactivity disorder, post-traumatic stress disorder, autism spectrum disorder, etc.). The assessment battery must include at least one approach to assessing your client which is different from the assessments previously administered. The assessment plan must be presented as a list of recommended psychological tests and assessment procedures with a brief sentence explaining the purpose of each test or procedure. Following the list of tests and assessment procedures you recommend for your client, compare the assessment instruments that fall within the same categories (e.g., intellectual or achievement), and debate the pros of cons of the instruments and procedures you selected versus the instruments and procedures reported by the referring professional Case Studies In Assessments.

Discussion Personality and Human Development

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Discussion Personality and Human Development

Investigation Helping Teens Make Decisions (Part 2 of 3)

For this three-part investigation, you’ll apply concepts of brain function and development to the issue of teen decision making.

3 Personality and Human Development / Page 3.18 Investigation: Helping Teens Make Decisions (Part 2 of 3) On this page: 4 of 4 attempted (100%) | 4 of 4 correct (100%) You have 1 reset remaining for the multiple-choice questions on this page. Objective: Determine how the social environment affects teenagers’ decision making.

Peers are important for a teenager’s social development, but they can also affect an individual’s ability to evaluate risky decisions. Discussion Personality and Human Development

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Rob and Julie Campbell

Why Teenagers Make Risky Decisions

In this section, you will learn more about why teens make poor choices and how parents can help them make better ones. Use the three article excerpts to answer the questions.

In this chapter, you’ve read about social-cognitive theory’s concept of reciprocal determinism, which emphasizes that both personal and environmental factors influence

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behavior. So although teenagers’ biology, personality, and goals (all internal factors) affect their behaviors, so does the social situation. In the following article, which is split into three sections, you’ll read about why teens are often around their friends when they make bad decisions. Environmental factors and internal factors help shape teenagers’ risky behavior. More importantly, you will also read about the ways parents can help construct teenagers’ environment.

Psychology Today Why Are Teen Brains Designed for Risk-taking? Here are four ways parents can reduce the danger By Nina S. Mounts, Ph.D. June 9, 2015

Adolescents and young adults take more risks than any other age groups (Steinberg, 2008). This risk-taking includes dangerous driving (e.g. texting), drug use, binge drinking, and risky sexual behavior. Despite educational efforts to provide teens with information about risky behavior, many adolescents continue to engage in risky behavior (Kann, et al., 2014)Discussion Personality and Human Development.

How do we explain the persistence of teens’ risky behavior, despite the large amount of money being spent on prevention programs? What can we do to reduce the danger?

A growing of body of brain research is providing answers to these questions. People often believe that teens engage in risky behavior because they are not very good at evaluating risk. But early research in this area demonstrated that adolescents are just as good as adults at evaluating risk across a broad range of risky behavior (Beyth-Marom, Austin, Fischoff, Pamlgren, & Jacobs-Quadrel, 1993). So, teens know that the behaviors are risky, but they still engage in them. Why?

Research on peer relationships and brain development during the adolescence period may provide an answer.

In recent years, there has been an increase in the availability of magnetic resonance imaging (MRI) and functional magnetic resonance imaging (fMRI). Using these tools, researchers have found several changes in the brain during puberty (Blakemore, Burnett, & Dahl, 2010; see Blakemore, 2012 for review) that are important in explaining risky behavior.

First, during the adolescence period, there is an increased interest in peer relationships (Larson & Richards, 1991), and susceptibility to peer influence increases during the early teen years and peaks at about age 14 (Berndt, 1979). Consistent with these readily observable changes in peer relationships, brain imaging studies have shown that several Discussion Personality and Human Development

 

 

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areas of the brain make adolescents more sensitive to the rewards of peer relationships than adults (Albert, Chein, & Steinberg, 2013). This motivates teens to focus on their peers in decision-making situations that involve risky behavior.

Second, adolescents are more distressed than adults when excluded by peers. A brain region known as the right ventrolateral prefrontal cortex (PFC) might be important in helping people cope with negative evaluation from peers by reducing distress. Research shows that this brain region is used more heavily by adults when being socially excluded than by adolescents (Sebestian, et al., 2011). When teens do use this area of the brain during peer exclusion, they report lower levels of distress (Masten, et al., 2009).

During the adolescent years, however, this brain region is still developing (Blakemore & Mills, 2014), so adolescents may not be as effective at controlling distress during peer social exclusion. This likely contributes to engaging in risky behaviors to prevent being excluded by their peers. Discussion Personality and Human Development

Multiple-Choice Question

The article states that teenagers are more likely to take risks when they are with friends for which of the following reasons?

The teen brain is not developed enough to evaluate the consequences of any behavior, no matter the context. The teen brain is more sensitive to social rewards gained during risky behaviors than the adult brain. The teen brain is more capable of evaluating the consequences of risky behavior when teens are around their friends. The teen brain cannot evaluate risk without the presence of an adult.

Correct. The areas of the brain that respond to social rewards are hypersensitive during adolescence and can cause teens to focus more on the social rewards of engaging in risky behaviors than on the negative consequences.

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Third, another area of the brain, the lateral prefrontal cortex (PFC), is responsible for mature self-regulation and develops gradually over the adolescence period (Albert, et al., 2013). In one study, early adolescents, late adolescents, and adults behaved similarly on a computerized driving task when they were by themselves (Gardner & Steinberg, 2005). However, when they were paired with two same-aged friends, clear

 

 

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differences emerged. Early adolescents were more likely to engage in risky driving when friends were present. Late adolescents were somewhat more risky in their driving when they were with friends. The presence of friends had no impact on adults’ driving.

Using the computerized driving task in conjunction with an fMRI, researchers found that, in contrast to adults, adolescents were more likely to engage in risky driving when they knew that their friends were observing them than when they were alone (Chein, Albert, O’Brien, Uckert, & Steinberg, 2011). The area of the brain that was used by the adults, the PFC, helps with decision-making and self-regulation in tasks such as driving. In contrast, adolescents used areas of the brain that are more closely associated with rewards when completing the driving task.

So we have changes in the brain during early adolescence that make teens more focused on the rewards of peers and being included in peer activities. This increased focus on peers occurs during a time when the PFC is not yet ready to assist in mature self- regulation. These factors provide a “perfect storm” of opportunities for risky behavior. Discussion Personality and Human Development

Multiple-Choice Question

According to the article, which teenager will experience more distress when pressured by friends to engage in risky behavior?

a teenager who has a well-developed limbic system a teenager who has a less-developed right prefrontal cortex a teenager who has a well-developed right prefrontal cortex a teenager who has a less-developed limbic system

Correct. According to the article, this region is important in helping adolescents cope with social exclusion, so a teen with a less-developed right ventrolateral prefrontal cortex would experience more distress when facing peer pressure.

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If talking about the dangers of risky behaviors isn’t as effective in preventing them as parents would like, what can parents do?

There are several approaches that parents can use to more effectively manage teens’ peer relationships (Mounts, 2004; 2008; Steinberg, 2010).

 

 

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1. For younger adolescents, parent(s) might design the environment to provide safe activities that focus on young teens’ need for sensation-seeking (Mounts, 2004; 2008). For example, adult-supervised outdoor activities with peers, such as rock climbing and zip-lining, can provide a great context for providing the excitement and social relationships needed for young teens.

2. Supervising teens’ interactions with peers and providing rules for peer interactions can limit opportunities for risky behavior (Mounts, 2002; 2004; 2008; Steinberg, 2010).

3. Parents also should know and enforce graduated driving laws. Very often these laws limit the number of peers that are allowed in a vehicle when teens are driving.

4. For older adolescents, parents can consult with teens about peers. Consulting can build on teens’ growing ability to self-regulate and encourage them to identify and develop strategies for navigating peer situations where risky activity is likely to occur (Mounts, 2004; 2008)Discussion Personality and Human Development.

From Psychology Today, copyright ©2015. Used here with permission of Dr. Nina Mounts. Multiple-Choice Question

The article recommends that parents consult with teens about situations with their peers, stating that this action helps “build on teens’ growing ability to self-regulate.” What part of the developing teen brain is involved in self-regulation?

motor cortex somatosensory cortex limbic system prefrontal cortex

Correct. The prefrontal cortex is considered the CEO of the brain and is responsible for regulating functions such as organization, planning, and decision making. Discussing complex situations and decisions with teens will help this area of the brain develop and will help teens self-regulate more easily in the future.

Last saved 2 months ago. Multiple-Choice Question

According to the article, why should parents encourage teens to take risks by participating in safe activities, such as supervised rock climbing?

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Teens’ brains are designed to get a lot of emotional and social rewards from taking risks, and they can meet this need through supervised activities. Teens need to engage in risky activities with their parents more than with their peers. Teens who engage in risky activities like rock climbing feel less pressure from their parents to make good decisions. Engaging in sports like rock climbing reduces the activity of the right ventrolateral prefrontal cortex.

Correct. These types of activities can satisfy a natural drive for excitement and strengthen social relationships. Discussion Personality and Human Development

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Career Counseling Across The Lifespan

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Career Counseling Across The Lifespan

For this discussion, synthesize your understanding of career counseling as an integral part of human development. From the perspective of your specialization, how does the developmental lifespan perspective influence career and educational planning, placement, and evaluation? Discuss the influence of career counseling when working with children (elementary school), adolescents (secondary), and older adults. Identify models that would be appropriate for children and adolescents in the school setting, including identity models such as Erik Erickson.

Response Guidelines

Respond to at least two of your peers, commenting on the effectiveness with which your peer addressed each developmental stage, identifying the needs of elementary, secondary, and older adults. The response needs to include at least one reference Career Counseling Across The Lifespan

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First peer posting

Career Counseling as an Integral Part of Human Development

Career development is not a one-time event, rather it is a process that occurs across the lifespan and is an integral part of human development.  Further, the counseling that may be offered to support career development must also be offered from a lifespan perspective, with counselors supporting a client’s unique needs at the various stages of their life and career.  Zunker (2016) also points out that changing cultural and environmental systems can effect human development, and best practice involves case conceptualization from a holistic perspective.  Humans are actively growing and changing throughout their lives, and their vocational interests, goals, and preferences are no exception.  Career counseling is a dynamic and lifelong process that evolves with each client throughout the course of their life.

The Developmental Lifespan Model Influence on Career and Educational Planning, Placement, and Evaluation

From a mental health counseling perspective, the developmental lifespan model of career planning is highly influential.  Mental health counselors will need to be prepared to address all phases of career counseling in all phases or stages of a client’s life.  Career and education planning begin in early childhood and continue throughout the course of life.  Mental health counselors will need to be aware of the foundational career needs of the children they serve, and be prepared to focus on improved social skills, industry, and communication skills.  When working with adolescents, mental health counselors also need to be aware of the importance of developing quality relationships outside of their family, and how these interpersonal skills will benefit them later in the workforce.  Also, mental health counselors will need to understand life stages when selecting assessment tools, conducting evaluations, and placing individuals in jobs.    Career Counseling Across The Lifespan

The Influence of Career Counseling When Working With Children, Adolescents, and Older Adults

Career counseling can easily be integrated into work with children by focusing on the foundational skills necessary for successful education, vocational, and social experiences.  Some of the foundational skills that counselors can focus on with children include prosocial skills, positive work habits, diversity skills, pleasing personality traits, and entrepreneurship (Gysbers, 2013).  Counseling work with adolescents can begin to focus on planning, goal setting, and decision making skills, along with a focus on curricula that supports a possible career direction.  Interestingly, Newman and Newman (2012) highlight the concept of career maturity, which suggests postponing career decisions until an adolescent or young adult matures and gains valuable life experience.  Career counseling with adults in the new workforce places more emphasis on career development than remaining at a particular company (Zunker, 2016).  Retirement counseling should also be highlighted as individuals move to transition from the world of work to increased volunteer and leisure opportunities.  Finally, more retired individuals are going back to work on a part time basis in order to supplement their retirement income, and may require counseling to make this change.  Career Counseling Across The Lifespan

Appropriate Career Counseling Models for Children and Adolescents, Including Erik Erickson’s Model

Stage theorists such as Erik Erickson conceptualize career counseling from the developmental life stage that a particular client is navigating.  Between the ages of 6 to 11, for example, children are actively learning a variety of social, academic, and work related skills that will create a foundation for later more complex career development.  This stage of development is also associated with achievement of self-efficacy and an understanding of the importance of productivity.  Adolescents are actively working on the developmental task of achieving a group and individual identity and avoiding isolation.  Adolescents work hard to expand their social circles and distance themselves from their parents in an effort to achieve independence (Newman & Newman, 2012).  An overarching principal associated with Erickson’s stage model is that children or adolescents who fail to successfully achieve their developmental tasks may require special supports later in life (Zunker, 2016).  Career counseling from this stage model would consider this developmental information as the foundation from which to create a comprehensive career plan.

Other career counseling models appropriate for children and adolescents include Super’s self-concept theory, Krumboltz’s learning theory, and cognitive development theory.  Because elementary school students are busy forming their identity or self-concept through their childhood relationships, Super’s self-concept theory may be applied (Zunker, 2016).  Krumboltz’s learning theory looks at the way that children and adolescents utilize observation in learning new things, and are able to adapt their behavior based on this observational learning (Zunker, 2016).  Piaget’s cognitive development theory is also a stage theory in that it views children’s knowledge acquisition as developing in specific steps or levels through their environmental engagement. Career Counseling Across The Lifespan

References

Gysbers, N. C. (2013). Career-ready students: A goal of comprehensive school counseling programs. Career Development Quarterly, 61(3), 283-288. doi:10.1002/j.2161-0045.2013.00057.x

Newman, B. M., & Newman, P. R. (2012). Development through life: A psychosocial approach. Belmont, CA: Wadsworth Cengage Learning.

Zunker, V. G. (2016). Career counseling: A holistic approach (9th ed.). Boston, MA: Cengage Learning. ISBN 9781305087286. Career Counseling Across The Lifespan

 

Second peer posting

Newman & Newman (2012) stated that career identities are “a well-integrated part of [people’s] personal identities rather than as activities from which they are alienated or by which they are dominated” (p. 412). Career counseling across the lifespan has implications in all fields of counseling practices. As it pertains to mental health counseling, career counseling becomes an integrated conversation about the wants, needs, & desires a person has to have a satisfied existence.

Developmental Lifespan from a MH Perspective

Zunker (2016) stated that early life experiences tend to influence later life decisions. As it applies to career counseling, this is the core and foundation for how young children begin to view the world and all it has to offer. For example, children who have parental figures who exhibit hard work ethic are likely to influence their young children especially if it is reinforced with at-home activities (e.g., chores). These experiences, along with other life experiences, are likely to shape what a child decides to do. From a MH perspective, because the child’s feelings about these practices greatly challenge or confirm their beliefs, it will affect their behaviors.

Erikson’s Psychosocial Developmental Model illustrates the challenges that people face at different stages of their life development. What made Erikson’s model much more appealing (versus Freud’s Psychosexual Theory) is that it included polarities that challenged each individual’s relationship to his/her culture, family, and life environment (Syed and McLean, 2015). So as it is applied to career counseling in the cases of young children and adolescents, Erikson’s developmental model provides a theoretical explanation for the decisions and choices one makes at certain times of his/her life. Career Counseling Across The Lifespan

Branje, Lieshout, & Gerris (2007) studied personality development across adolescence and adulthood to see if the Big Five personality factors (extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience) changed as individuals aged and gained experience. Their research suggested that males have fewer changes than females, but both sexes showed increasing signs of maturity and adaptation as they aged. The importance of their study was that it showed that personality continued to develop during the middle adulthood potentially because of the delegation of new responsibilities (i.e., parenthood). As it is applied to career counseling, the changing course of one’s career can have profound impact on their livelihood and decisions that (in)directly affect how one views his/her future.

Thoughts from the “Other Side”

Based upon Maslow’s (1943) Hierarchy of Needs, there exist several, innate physiological needs during infancy: food, water, shelter, sleep, air (breathing), excretion, and sensory satisfaction (e.g., touch, taste, hear, feel, and smell; Daniels, 1992; Maslow, 1943; and Seeley, 1992). The early, formative years allow the child to experience the world through their parent’s permission. Fast forward to adulthood, and these same basic needs are still required; however, they have evolved into something much more complex. When integrated with the work life, it is not surprising that these same needs are still needed in the workplace environment; however, they are ascribed new titles or new entitlements. For example, infants have the need for food; employees have the need for a clean environment to enjoy said food. Another example: infants have a need for sleep; employees need an hour per day for a break to do with it whatever they would like. These needs have never left; they have just evolved. The career demands that one has available to him/her that are most desirable are the attributes the (s)he will seek. In these instances, it will be necessary to determine if a client is okay with where (s)he is at this junction of his/her life. If they are not, it will be important to determine how career counseling and lifespan developmental theory can be influential in assisting with producing changes.

Wm D. Stinchcomb Career Counseling Across The Lifespan

References

Branje, S.J.T., Van Lieshout, C.F.M., & Gerris, J.R.M. (2007). Big Five Personality Development in Adolescence and Adulthood. European Journal of Personality, 21, 45-67.

Daniels, J. (1992). Empowering homeless children through school counseling. Elementary School Guidance & Counseling, 27(2), 104-113.

Maslow, A.H. (1943). A Theory of Human Motivation. Psychological Review, 50, 370-396.

Newman, B. M., & Newman, P. R. (2012).Development through life: a psychosocial approach (11th ed.). Belmont, CA: Wadsworth Cengage Learning.

Seeley, E. (1992). Human needs and consumer economics: The implications of Maslow’s theory of motivation for consumer expenditure patterns. Journal Of Socio-Economics, 21(4), 303.

Syed, M., & McLean, K. C. (2015). Understanding identity integration: Theoretical, methodological, and applied issues. Journal of Adolescence, 47, 109-118. doi: 10.1016/j.adolescence.2015.09.005

Zunker, V. G. (2016). Career counseling: A holistic approach, 9th Edition. [VitalSource Bookshelf Online]. Retrieved from https://bookshelf.vitalsource.com/#/books/9781305729759/ Career Counseling Across The Lifespan

 

Applied Behavioral Analysis

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Applied Behavioral Analysis

Antecedent control strategies: Misapplications and generalization

Part 1: After reading the chapter on antecedent control procedures, turn to page 351 in the Miltenberger digital text, and select one of the six “misapplications” cases. In your main post, briefly recap the case and discuss the reason the antecedent control procedure is not being used effectively. Provide an alternative plan that includes at least one antecedent control strategy from your reading.

Part 2: Using the alternative plan that you have created, select one of the methods of promoting generalization discussed in Chapter 28 of Cooper, Heron, and Heward, and discuss how you would incorporate this method of generalization into your corrected behavior management plan. Applied Behavioral Analysis

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Socially important behavior can be changed deliberately. The preceding chapters describe basic principles of behavior and how practitioners can use behavior change tactics derived from those principles to increase appropriate behaviors, achieve desired stimulus controls, teach new behaviors, and decrease problem be- haviors. Although achieving initial behavior changes often requires procedures that are intrusive or costly, or for a variety of other reasons cannot or should not be continued indefinitely, it is almost always important that the newly wrought behavior changes continue. Similarly, in many instances the intervention needed to produce new patterns of responding cannot be implemented in all of the envi- ronments in which the new behavior would benefit the learner. Nor is it possible in certain skill areas to teach directly all of the specific forms of the target behav- ior the learner may need. Practitioners face no more challenging or important task than that of designing, implementing, and evaluating interventions that produce behavior changes that continue after the intervention is terminated, appear in rele- vant settings and stimulus situations other than those in which the intervention was conducted, and/or spread to other related behaviors that were not taught di- rectly. Chapter 28 defines the major types of generalized behavior change and de- scribes the strategies and tactics applied behavior analysts use to achieve them. Applied Behavioral Analysis

Generalization and Maintenance of Behavior Change

Key Terms

behavior trap contrived contingency contrived mediating stimulus general case analysis generalization generalization across subjects generalization probe

generalization setting indiscriminable contingency instructional setting lag reinforcement schedule multiple exemplar training naturally existing contingency

programming common stimuli response generalization response maintenance setting/situation generalization teaching sufficient examples teaching loosely

Behavior Analyst Certification Board® BCBA® & BCABA® Behavior Analyst Task List©,Third Edition

Content Area 3: Principles, Processes, and Concepts

3-12 Define and provide examples of generalization and discrimination.

9-28 Use behavior change procedures to promote stimulus and response generalization.

9-29 Use behavior change procedures to promote maintenance.

IS B

N 1-256-93044-X

Applied Behavior Analysis, Second Edition, by John O. Cooper, Timothy E. Heron, and William L. Heward. Published by Merrill Prentice Hall. Copyright © 2007 by Pearson Education, Inc.

Chapter 28 Generalization and Maintenance of Behavior Change 615

Sherry’s teacher implemented an intervention that helped Sherry to complete each part of multiple-part, in- school assignments before submitting them and begin- ning another activity. Now, three weeks after the program ended, most of the work Sherry submits as “finished” is incomplete and her stick-with-a-task-until- it’s-finished behavior is as poor as it was before the in- tervention began.

Ricardo has just begun his first competitive job working as a copy machine operator in a downtown business of- fice. In spite of his long history of distractibility and poor endurance, Ricardo had learned to work indepen- dently for several hours at a time in the copy room at the vocational training center. His employer, however, is complaining that Ricardo frequently stops working after a few minutes to seek attention from others. Ricardo may soon lose his job. Applied Behavioral Analysis

Brian is a 10-year-old boy diagnosed with autism. In an effort to meet an objective on his individualized educa- tion program that targets functional language and com- munication skills, Brian’s teacher taught him to say, “Hello, how are you?” as a greeting. Now, whenever Brian meets anyone, he invariably responds with, “Hello, how are you?” Brian’s parents are concerned that their son’s language seems stilted and parrot-like.

Each of these three situations illustrates a com- mon type of teaching failure insofar as the most socially significant behavior changes are those

that last over time, are used by the learner in all relevant settings and situations, and are accompanied by changes in other relevant responses. The student who learns to count money and make change in the classroom today must be able to count and make change at the conve- nience store tomorrow and at the supermarket next month. The beginning writer who has been taught to write a few good sentences in school must be able to write many more meaningful sentences when writing notes or letters to family or friends. To perform below this stan- dard is more than just regrettable; it is a clear indication that the initial instruction was not entirely successful.

In the first scenario, the mere passage of time re- sulted in Sherry losing her ability to complete assign- ments. A change of scenery threw Ricardo off his game; the excellent work habits he had acquired at the voca- tional training center disappeared completely when he arrived at the community job site. Although Brian used his new greeting skill, its restricted form was not serving him well in the real world. In a very real sense, the in- struction they received failed all three of these people.

Applied behavior analysts face no more challeng- ing or important task than that of designing, imple- menting, and evaluating interventions that produce generalized outcomes. This chapter defines the major

types of generalized behavior change and describes the strategies and tactics researchers and practitioners use most often to promote them Applied Behavioral Analysis

History Of Cognitive Psychology

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History Of Cognitive Psychology

Create a 10- to 15-slide Microsoft® PowerPoint® presentation lecture for your class in which you address the following:

  • Describe the history of cognitive psychology.
  • Explain how and why psychometric studies are used to study cognitive psychology.
  • Discuss the benefits of research in psychometrics.

Include at least two scholarly articles History Of Cognitive Psychology.

Include speaker notes with your presentation.

Format your presentation consistent with APA guidelines.
Clickthe Assignment Files tab to submit your assignment

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Introduction

History of cognitive psychology

Psychometric studies

Benefits of psychometric research

Uric Neisser is known as the father of cognitive psychology as well as an advocate for cognitive research. During his career he published Cognitive Psychology (1967) in which he brought research together pertaining yo perception, pattern recognition, attention, problem solving, and remembering (APS, 2012). Cognitive psychology is the broad name give to the field of psychology that examines attention, consciousness, information processing, and memory. Researchers in cognitive psychology and sensation perception are sometimes call experimental psychologist. This presentation will describe the history of cognitive psychology. It will explain how and why psychometric studies are used to study cognitive psychology. Finally this presentation will discuss the benefits of research in psychometrics. History Of Cognitive Psychology

2

Cognitive Psychology History

Cognitive Psychology makeup

Cognitive psychology focuses on a higher mental processes, including thinking, memory, reasoning, problem solving, judging, decision making and language. It focuses on the study of higher mental processes. Cognitive psychology centers on three major topics: thinking and reasoning, problem solving and creativity, and language. In the 1950s, researchers speculated that some mental operations might be modeled by computers, and they believed that  such modeling might shed light on how the human mind work (Marcus, 2001). Cognitive psychologists often use the computer as an analogy to help explain the relationship between cognition of the brain.  They explain the physical brain as the computer’s hardware, and cognition as its software. The human brain also has an incredible ability to learn new rules, relationships, concepts, and patterns that it can generate to novel situations. The term cognitive psychology became a label for approaches that sought to explain observable behavior by investigating mental processes and structures that we cannot directly observe (Ashcraft & Radvansky, 2009)History Of Cognitive Psychology.

3

Major Topics

Thinking/Reasoning

Problem Solving

Decision Making

The brain’s processing is the silent operation of thinking. Psychologist define thinking as the manipulation of mental representations of information. The representation may take the form of a word, a visual image, a sound or data in any other sensory modality stored in memory. Thinking transform a particular representation of information into new and different forms, allowing one to answer questions, solve problems, or reach goals. Thinking also involves manipulating information mentally by forming concepts, solving problems, making decisions, and reflecting in a critical or creative manner. In the past Philosophers have considered the foundations of reasoning for some time, it is only recently that cognitive psychologist have begin to investigate how people reason and make decisions. There work has contributed to our understanding of formal reasoning processes as well as shortcuts often used. Reasoning is the mental activity of transforming information to reach conclusions. Reasoning is involved in problem solving and decision making. It is also a skill closely related to critical thinking. It can also be inductive or deductive. Inductive reasoning involves reasoning from specific observations to make generalizations (Tenenbaum, Griffiths, & Kemp, 2006). Deductive reasoning is reasoning from a general case that one know to be true to a specific instance (Demeure, Bonnefon, & Raufaste, 2009). Some psychologist have found that problem solving typically involves three steps: preparing to create solutions, producing solutions, and evaluating the solution that have been generated. When approaching a problem most people begin by trying to understand the problem thoroughly. If the problem is a novel one, they may pay closer attention to any restrictions placed on coming up with a solution. If by chance, the problem is a familiar one, they are apt to spend considerably less time in it preparation stage. Problems vary from well defined to ill defined. Despite obstacles to problem solving people are very skilled at discovering creative solutions to the problems. Reasoning is the mental activity of transforming information to reach conclusions. Decision making involves evaluating alternatives and choosing among them. Reasoning uses establishes rules to draw conclusion, decision making these rules are not established, and one may not know the consequences of the decisions History Of Cognitive Psychology.

Human Services Values Resources

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Human Services Values Resources

Resources

  • Discussion Participation Scoring Guide.

Reflect on the human services values described in this unit’s reading in An Introduction to Human Services, addressing the following:

  • Which human services value is the most difficult for you to practice? Include an example of a situation that encompasses that value and why it would be difficult for you to use it.
  • Which human services value is the most important to you and why?
  • How might your understanding of the values that guide practice help you determine your future professional development needs? Human Services Values Resources

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After reading this chapter, you will be able to:

· • Write a description of the five commonly accepted human service values.

· • List four characteristics or qualities of helpers.

· • Distinguish among the three categories of helpers.

· • Identify the other helping professionals with whom a human service professional may interact.

· • List the three areas of job responsibilities for human service professionals.

· • Provide examples of the roles included in each of the three areas of professional responsibilities.

Helping means assisting other people to understand, overcome, or cope with problems. The helper is the person who offers this assistance. This chapter’s discussion of the motivations for choosing a helping profession, the values and philosophies of helpers, and the special characteristics and traits helpers have assists in establishing an identity for the helper. We also define helpers as human service professionals, as well as introduce other professionals with whom they may interact. An important key to understanding human service professionals is an awareness of the many roles they engage in as they work with their clients and with other professionals.

In this chapter you will meet two human service professionals, Beth Bruce and Carmen Rodriguez. Beth is a counselor at a mental health center and has previous experience working with the elderly and adolescents. Carmen is a case manager at a state human service agency. She has varied responsibilities related to preparing clients for and finding gainful employment.

WHO IS THE HELPER?

In human services, the helper is an individual who assists others. This very broad definition includes professional helpers with extensive training, such as  psychiatrists  and psychologists, as well as those who have little or no training, such as volunteers and other  nonprofessional helpers . Regardless of the length or intensity of the helper’s training, his or her basic focus is to assist clients with their problems and help them help themselves (Chang, Scott, & Decker, 2013; Okun & Kantrowitz, 2008)Human Services Values Resources.

The human service professional is a helper who can be described in many different ways. For example, effective helpers are people whose thinking, emotions, and behaviors are integrated (Cochran & Cochran, 2006). Such a helper, believing that each client is a unique individual different from all other clients, will greet each one by name, with a handshake and a smile. Others view a helping person as an individual whose life experiences most closely match those of the person to be helped. The recovering alcoholic working with substance abusers is an example of this perspective. Still another view of the helper, and the one with which you are most familiar from your reading of this text, is the  generalist  human service professional who brings together knowledge and skills from a variety of disciplines to work with the client as a whole person.

Your understanding of the human service professional will become clearer as this section examines the reasons why individuals choose this type of work, the traits and characteristics they share, and the different categories of their actual job functions.

MOTIVATIONS FOR CHOOSING A HELPING PROFESSION

Work is an important part of life in the United States. It is a valued activity that provides many individuals with a sense of identity as well as a livelihood. It is also a means for individuals to experience satisfying relationships with others, under agreeable conditions.

Understanding vocational choice is as complex and difficult a process as actually choosing a vocation. Factors that have been found to influence career choice include individuals’ needs, their aptitudes and interests, and their self-concepts. Special personal or social experiences also influence the choice of a career. There have been attempts to establish a relationship between vocational choice and certain factors such as interests, values, and attitudes, but it is generally agreed that no one factor can explain or predict a person’s vocational choice. Donald Super, a leader in vocational development theory, believes that the vocational development process is one of implementing a self-concept. This occurs through the interaction of social and individual factors, the opportunity to try various roles, and the perceived amount of approval from peers and supervisors for the roles assumed. There are many other views of this process, but most theorists agree that vocational choice is a developmental process. Human Services Values Resources

How do people choose helping professions as careers? Among the factors that influence career choice are direct work experience, college courses and instructors, and the involvement of friends, acquaintances, or relatives in helping professions. Money or salary is a small concern compared with the goals and functions of the work itself. In other words, for individuals who choose helping as their life’s work, the kind of work they will do is more important than the pay they will receive.

There are several reasons why people choose the helping professions. It is important to be aware of these motivations because each may have positive and negative aspects. One primary reason why individuals choose helping professions (and the reason that most will admit) is the desire to help others. To feel worthwhile as a result of contributing to another’s growth is exciting; however, helpers must also ask themselves the following questions: To what extent am I meeting my own needs? Even more important, do my needs to feel worthwhile and to be a caring person take precedence over the client’s needs?

Related to this primary motivation is the desire for self-exploration. The wish to find out more about themselves as thinking, feeling individuals leads some people to major in psychology, sociology, or human services. This is a positive factor, because these people will most likely be concerned with gaining insights into their own behaviors and improving their knowledge and skills. After employment, it may become a negative factor if the helper’s needs for self-exploration or self-development take precedence over the clients’ needs. When this happens, either the helper becomes the client and the client the helper, or there are two clients, neither of whose needs are met. This situation can be avoided when the helper is aware that self-exploration is a personal motivation and can be fulfilled more appropriately outside the helping relationship.

Another strong motivation for pursuing a career in helping is the desire to exert control. For those who admit to this motivation, administrative or managerial positions in helping professions are the goal. This desire may become a problem, however, if helpers seek to control or dominate clients with the intent of making them dependent or having them conform to an external standard.

For many people, the experience of being helped provides a strong demonstration of the value of helping. Such people often wish to be like those who helped them when they were clients. This appears to be especially true for the fields of teaching and medicine. Unfortunately, this noble motivation may create unrealistic expectations of what being a helper will be like. For example, unsuccessful clients do not become helpers; rather, those who have had positive helping experiences are the ones who will choose this type of profession. Because they were cooperative and motivated clients, they may expect all clients to be like they were, and they may also expect all helpers to be as competent and caring as their helpers were. Such expectations of both the helper and the client are unrealistic and may leave the helper frustrated and angry.

When asked about making the choices, many helpers describe the process as a journey. Regardless of their primary or secondary motivation, they see individuals and experiences in their lives leading them to become helpers. For some the journey begins early in their lives while others appear to have discovered the field as adults. Consider your own journey to becoming a helper; think about your motivations and the people and experiences that led to your study of the human services. See  Table 6.1 .

TABLE 6.1: SUMMARY POINTS: WHY INDIVIDUALS CHOOSE TO WORK INHELPING PROFESSIONS

Help others Contribute to another’s growth
Self-exploration Discover more about self
Exert control Good in administration and organization
Positive role models Inspired by help from others
Copyright © Cengage Learning®

VALUES AND HELPING

Values are important to the practice of human services because they are the criteria by which helpers and clients make choices. Every individual has a set of values. Both human service professionals and clients have sets of values. Sometimes they are similar, but often they differ; in some situations, they conflict. Human service professionals should know something about values and how they influence the relationship between the helper and the client.

Where do our values originate? Culture helps establish some values and standards of behavior. As we grow and learn through our different experiences, general guides to behavior emerge. These guides are  values , and they give direction to our behavior. As different experiences lead to different values, individuals do not have the same value systems. Also, as individuals have more life experiences, their values may change. What exactly are values? Values are statements of what is desirable—of the way we would like the world to be. They are not statements of fact. Human Services Values Resources

Values provide a basis for choice. It is important for human service professionals to know what their own values are and how they influence relationships with coworkers and the delivery of services to clients. For example, professionals who value truth will give the client as much feedback as possible from the results of an employment check or a home-visitation report. Because human service delivery is a team effort in many agencies and communities, there have to be some common values that will assist helpers in working together effectively. The following are the most commonly held values in human services: acceptance, tolerance, individuality, self-determination, and confidentiality.

The next paragraph introduces Beth Bruce, a human service professional with a variety of experiences. In this section, her experiences are used to illustrate the values that are important to the human service profession.

Beth Bruce is a human service professional at the Estes Mental Health Center, a comprehensive center serving seven counties. She has been a counselor at Estes for the past eight months and has really enjoyed her first year’s work in mental health. Her first job was as a social service provider in a local nursing home, where she worked for two years. She then worked with adolescents as a teacher and counselor at a local mental health institution before joining the Estes staff.

Let’s see how human service values relate to Beth Bruce’s experience as a human service professional Human Services Values Resources.