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  • [Solved] psychology

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    – ## ABehaviorModificationProjectBaselinePhaseReportAssignmentInstructions1.docx – ## ABehaviorModificationProjectBaselinePhaseReportExample1.docx **## ABehaviorModificationProjectBaselinePhaseReportAssignmentInstructions1.docx** PSYC 320 **Behavior Modification Project: Baseline Phase Report Assign…

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    – ## ABehaviorModificationProjectBaselinePhaseReportAssignmentInstructions1.docx

    – ## ABehaviorModificationProjectBaselinePhaseReportExample1.docx

    **## ABehaviorModificationProjectBaselinePhaseReportAssignmentInstructions1.docx**

    PSYC 320

    **Behavior Modification Project: Baseline Phase Report Assignment Instructions**

    **Overview**

    To assess your baseline as you begin the experiment, you need to observe your target behavior before you ever treat it or try to modify it – in other words do not change anything you do. Thus, you will conduct a functional analysis of your target behavior as it naturally occurs. The baseline observation of your target behavior should be done for at least one week.

    **Instructions**

    You will submit the 1–3-page
    **Behavior Modification Project: Baseline Phase Report Assignment**, which will consist of a description of the following parts with Level One headings, and a graph appropriately labeled (see chapter 3 of your textbook). This writing of the reports for Behavior Modification should be clear, measurable, and concise. Write in complete sentences, but do not use “fluff”.

    1.
    **Target Behavior**: A clear and measurable behavioral definition of your target behavior (use examples if needed to clarify) should be stated with research support for an operational definition of the behavior. Someone should be able to know exactly what is being observed and measured from this description.

    2.
    **Observation Period & Dimensions**: Show the dates (and times if relevant) of your baseline phase. Discuss what dimension(s) were used to measure the behavior (Frequency, Intensity, Duration, Latency). Be sure to explain how the dimensions were measured. Clarify the logistics, setting, and process of your experiment’s baseline observation phase (natural or analogue setting, structured or unstructured observation, recording method and instrument, etc.).

    3.
    **Results**: Discuss the actual results of the data. This section provides the specifics of the data. Include a graph of the data. Normally the date is the x axis and the dimensions is the y axis. The graph should be embedded into the paper in APA formatting.

    4.
    **Baseline Observations**: Clearly and completely, but concisely, summarize your observations of the target behavior during the baseline phase. Descriptions should be made of triggers (settings/stress/work/conflict) that bring on the target behavior, and stimuli that help it. Consider possible environmental aspects that may contribute to the data. Critically analyze the different data points for potential interpretations.

    Note: This assignment will be checked for originality via the Turnitin plagiarism tool.

    **## ABehaviorModificationProjectBaselinePhaseReportExample1.docx**

    1

    3

    APA Formatted Title Page Comment by Conner, Kevin Wayne (Psychology): Please review the APA manual for formatting for the title page.

    **Proper Sleep as a Behavior Modification: Baseline Phase** Comment by Conner, Kevin Wayne (Psychology): Center and Bold

    **Target Behavior**

    The behavior being observed is sleep time. This is defined by being in bed with the light out and with the intention of commencing sleep. Only the time will be recorded of when the intention to sleep starts and when wake time takes place. Quality sleep is defined as the restful sleep time that is not impacted by constant getting out of bed (Sandman et al., 2021). This will be noted, however, the focus is on a consistent sleep and wake time.

    **Observation Period & Dimensions**

    This experiment’s unstructured observation was regularly recorded (on a nightly basis) in a natural setting. Measurements were recorded on paper each night, noting the time just before turning off the light and the wake time. Once the observation period was complete, the data was translated into graph showing the duration of sleep each night (figure 1). The observation period during which the sleep schedule was measured daily for seven days occurred from November 12 to November 19, 202.

    **Results**

    With a consistent waking time of 7 am, and a goal of at least eight hours of sleep per night, the target time to go to bed is 11 pm. Duration was measured from the time of being in bed with the light out at night, to awakening by alarm at 7 am each morning. Disturbances in sleep were noted. The data indicated that only two days indicated eight hours of sleep. Five days indicated a range of five to seven hours of sleep.

    Figure 1 Duration of nightly sleep during baseline phase of behavior modification project. Comment by Conner, Kevin Wayne (Psychology): Label the graph appropriately with APA formatting.

    **Baseline Observations**

    With a waking time of 7 am each morning, the bedtimes recorded ranged from 12:30 am to 4 am during the baseline phase. There were no instances of achieving the target of going to bed by 11 pm and consistently getting eight hours of sleep, demonstrating an obvious behavioral (and sleep) deficit. On four of the seven days it was noted that the participant watched preferred shows and social media prior to going to sleep. One day the participant was answering emails prior to trying to sleep. It is possible the screen use prior to sleeping made it difficult to sleep. Two of the days the participant slept later in the day because there was not a need to wake for work. While health is less controllable, before bed habits must be modified to reach sleep targets during the modification phase.

    **Reference** Comment by Conner, Kevin Wayne (Psychology): Provide APA formatted Reference page.

    Sandman, R. J., Baker, F. C., & Jackman, G. (2021). Counting sheep: Factors influencing sleep quality.
    _Journal of Sleep and Rest_,
    _19_(5), 1-10.

    Amount of Sleep During Basline

    Hours 44877 44878 44879 44880 44881 44882 44883 6 7 5 5 6 8 9

    Date

    Hours of Sleep

    **## ABehaviorModificationProjectBaselinePhaseReportExample1.docx**

    1

    3

    APA Formatted Title Page Comment by Conner, Kevin Wayne (Psychology): Please review the APA manual for formatting for the title page.

    **Proper Sleep as a Behavior Modification: Baseline Phase** Comment by Conner, Kevin Wayne (Psychology): Center and Bold

    **Target Behavior**

    The behavior being observed is sleep time. This is defined by being in bed with the light out and with the intention of commencing sleep. Only the time will be recorded of when the intention to sleep starts and when wake time takes place. Quality sleep is defined as the restful sleep time that is not impacted by constant getting out of bed (Sandman et al., 2021). This will be noted, however, the focus is on a consistent sleep and wake time.

    **Observation Period & Dimensions**

    This experiment’s unstructured observation was regularly recorded (on a nightly basis) in a natural setting. Measurements were recorded on paper each night, noting the time just before turning off the light and the wake time. Once the observation period was complete, the data was translated into graph showing the duration of sleep each night (figure 1). The observation period during which the sleep schedule was measured daily for seven days occurred from November 12 to November 19, 202.

    **Results**

    With a consistent waking time of 7 am, and a goal of at least eight hours of sleep per night, the target time to go to bed is 11 pm. Duration was measured from the time of being in bed with the light out at night, to awakening by alarm at 7 am each morning. Disturbances in sleep were noted. The data indicated that only two days indicated eight hours of sleep. Five days indicated a range of five to seven hours of sleep.

    Figure 1 Duration of nightly sleep during baseline phase of behavior modification project. Comment by Conner, Kevin Wayne (Psychology): Label the graph appropriately with APA formatting.

    **Baseline Observations**

    With a waking time of 7 am each morning, the bedtimes recorded ranged from 12:30 am to 4 am during the baseline phase. There were no instances of achieving the target of going to bed by 11 pm and consistently getting eight hours of sleep, demonstrating an obvious behavioral (and sleep) deficit. On four of the seven days it was noted that the participant watched preferred shows and social media prior to going to sleep. One day the participant was answering emails prior to trying to sleep. It is possible the screen use prior to sleeping made it difficult to sleep. Two of the days the participant slept later in the day because there was not a need to wake for work. While health is less controllable, before bed habits must be modified to reach sleep targets during the modification phase.

    **Reference** Comment by Conner, Kevin Wayne (Psychology): Provide APA formatted Reference page.

    Sandman, R. J., Baker, F. C., & Jackman, G. (2021). Counting sheep: Factors influencing sleep quality.
    _Journal of Sleep and Rest_,
    _19_(5), 1-10.

    Amount of Sleep During Basline

    Hours 44877 44878 44879 44880 44881 44882 44883 6 7 5 5 6 8 9

    Date

    Hours of Sleep

    **## ABehaviorModificationProjectBaselinePhaseReportAssignmentInstructions1.docx**

    PSYC 320

    **Behavior Modification Project: Baseline Phase Report Assignment Instructions**

    **Overview**

    To assess your baseline as you begin the experiment, you need to observe your target behavior before you ever treat it or try to modify it – in other words do not change anything you do. Thus, you will conduct a functional analysis of your target behavior as it naturally occurs. The baseline observation of your target behavior should be done for at least one week.

    **Instructions**

    You will submit the 1–3-page
    **Behavior Modification Project: Baseline Phase Report Assignment**, which will consist of a description of the following parts with Level One headings, and a graph appropriately labeled (see chapter 3 of your textbook). This writing of the reports for Behavior Modification should be clear, measurable, and concise. Write in complete sentences, but do not use “fluff”.

    1.
    **Target Behavior**: A clear and measurable behavioral definition of your target behavior (use examples if needed to clarify) should be stated with research support for an operational definition of the behavior. Someone should be able to know exactly what is being observed and measured from this description.

    2.
    **Observation Period & Dimensions**: Show the dates (and times if relevant) of your baseline phase. Discuss what dimension(s) were used to measure the behavior (Frequency, Intensity, Duration, Latency). Be sure to explain how the dimensions were measured. Clarify the logistics, setting, and process of your experiment’s baseline observation phase (natural or analogue setting, structured or unstructured observation, recording method and instrument, etc.).

    3.
    **Results**: Discuss the actual results of the data. This section provides the specifics of the data. Include a graph of the data. Normally the date is the x axis and the dimensions is the y axis. The graph should be embedded into the paper in APA formatting.

    4.
    **Baseline Observations**: Clearly and completely, but concisely, summarize your observations of the target behavior during the baseline phase. Descriptions should be made of triggers (settings/stress/work/conflict) that bring on the target behavior, and stimuli that help it. Consider possible environmental aspects that may contribute to the data. Critically analyze the different data points for potential interpretations.

    Note: This assignment will be checked for originality via the Turnitin plagiarism tool.

    **## ABehaviorModificationProjectBaselinePhaseReportExample1.docx**

    1

    3

    APA Formatted Title Page Comment by Conner, Kevin Wayne (Psychology): Please review the APA manual for formatting for the title page.

    **Proper Sleep as a Behavior Modification: Baseline Phase** Comment by Conner, Kevin Wayne (Psychology): Center and Bold

    **Target Behavior**

    The behavior being observed is sleep time. This is defined by being in bed with the light out and with the intention of commencing sleep. Only the time will be recorded of when the intention to sleep starts and when wake time takes place. Quality sleep is defined as the restful sleep time that is not impacted by constant getting out of bed (Sandman et al., 2021). This will be noted, however, the focus is on a consistent sleep and wake time.

    **Observation Period & Dimensions**

    This experiment’s unstructured observation was regularly recorded (on a nightly basis) in a natural setting. Measurements were recorded on paper each night, noting the time just before turning off the light and the wake time. Once the observation period was complete, the data was translated into graph showing the duration of sleep each night (figure 1). The observation period during which the sleep schedule was measured daily for seven days occurred from November 12 to November 19, 202.

    **Results**

    With a consistent waking time of 7 am, and a goal of at least eight hours of sleep per night, the target time to go to bed is 11 pm. Duration was measured from the time of being in bed with the light out at night, to awakening by alarm at 7 am each morning. Disturbances in sleep were noted. The data indicated that only two days indicated eight hours of sleep. Five days indicated a range of five to seven hours of sleep.

    Figure 1 Duration of nightly sleep during baseline phase of behavior modification project. Comment by Conner, Kevin Wayne (Psychology): Label the graph appropriately with APA formatting.

    **Baseline Observations**

    With a waking time of 7 am each morning, the bedtimes recorded ranged from 12:30 am to 4 am during the baseline phase. There were no instances of achieving the target of going to bed by 11 pm and consistently getting eight hours of sleep, demonstrating an obvious behavioral (and sleep) deficit. On four of the seven days it was noted that the participant watched preferred shows and social media prior to going to sleep. One day the participant was answering emails prior to trying to sleep. It is possible the screen use prior to sleeping made it difficult to sleep. Two of the days the participant slept later in the day because there was not a need to wake for work. While health is less controllable, before bed habits must be modified to reach sleep targets during the modification phase.

    **Reference** Comment by Conner, Kevin Wayne (Psychology): Provide APA formatted Reference page.

    Sandman, R. J., Baker, F. C., & Jackman, G. (2021). Counting sheep: Factors influencing sleep quality.
    _Journal of Sleep and Rest_,
    _19_(5), 1-10.

    Amount of Sleep During Basline

    Hours 44877 44878 44879 44880 44881 44882 44883 6 7 5 5 6 8 9

    Date

    Hours of Sleep

    **## ABehaviorModificationProjectBaselinePhaseReportAssignmentInstructions1.docx**

    PSYC 320

    **Behavior Modification Project: Baseline Phase Report Assignment Instructions**

    **Overview**

    To assess your baseline as you begin the experiment, you need to observe your target behavior before you ever treat it or try to modify it – in other words do not change anything you do. Thus, you will conduct a functional analysis of your target behavior as it naturally occurs. The baseline observation of your target behavior should be done for at least one week.

    **Instructions**

    You will submit the 1–3-page
    **Behavior Modification Project: Baseline Phase Report Assignment**, which will consist of a description of the following parts with Level One headings, and a graph appropriately labeled (see chapter 3 of your textbook). This writing of the reports for Behavior Modification should be clear, measurable, and concise. Write in complete sentences, but do not use “fluff”.

    1.
    **Target Behavior**: A clear and measurable behavioral definition of your target behavior (use examples if needed to clarify) should be stated with research support for an operational definition of the behavior. Someone should be able to know exactly what is being observed and measured from this description.

    2.
    **Observation Period & Dimensions**: Show the dates (and times if relevant) of your baseline phase. Discuss what dimension(s) were used to measure the behavior (Frequency, Intensity, Duration, Latency). Be sure to explain how the dimensions were measured. Clarify the logistics, setting, and process of your experiment’s baseline observation phase (natural or analogue setting, structured or unstructured observation, recording method and instrument, etc.).

    3.
    **Results**: Discuss the actual results of the data. This section provides the specifics of the data. Include a graph of the data. Normally the date is the x axis and the dimensions is the y axis. The graph should be embedded into the paper in APA formatting.

    4.
    **Baseline Observations**: Clearly and completely, but concisely, summarize your observations of the target behavior during the baseline phase. Descriptions should be made of triggers (settings/stress/work/conflict) that bring on the target behavior, and stimuli that help it. Consider possible environmental aspects that may contribute to the data. Critically analyze the different data points for potential interpretations.

    Note: This assignment will be checked for originality via the Turnitin plagiarism tool.

    **## ABehaviorModificationProjectBaselinePhaseReportExample1.docx**

    1

    3

    APA Formatted Title Page Comment by Conner, Kevin Wayne (Psychology): Please review the APA manual for formatting for the title page.

    **Proper Sleep as a Behavior Modification: Baseline Phase** Comment by Conner, Kevin Wayne (Psychology): Center and Bold

    **Target Behavior**

    The behavior being observed is sleep time. This is defined by being in bed with the light out and with the intention of commencing sleep. Only the time will be recorded of when the intention to sleep starts and when wake time takes place. Quality sleep is defined as the restful sleep time that is not impacted by constant getting out of bed (Sandman et al., 2021). This will be noted, however, the focus is on a consistent sleep and wake time.

    **Observation Period & Dimensions**

    This experiment’s unstructured observation was regularly recorded (on a nightly basis) in a natural setting. Measurements were recorded on paper each night, noting the time just before turning off the light and the wake time. Once the observation period was complete, the data was translated into graph showing the duration of sleep each night (figure 1). The observation period during which the sleep schedule was measured daily for seven days occurred from November 12 to November 19, 202.

    **Results**

    With a consistent waking time of 7 am, and a goal of at least eight hours of sleep per night, the target time to go to bed is 11 pm. Duration was measured from the time of being in bed with the light out at night, to awakening by alarm at 7 am each morning. Disturbances in sleep were noted. The data indicated that only two days indicated eight hours of sleep. Five days indicated a range of five to seven hours of sleep.

    Figure 1 Duration of nightly sleep during baseline phase of behavior modification project. Comment by Conner, Kevin Wayne (Psychology): Label the graph appropriately with APA formatting.

    **Baseline Observations**

    With a waking time of 7 am each morning, the bedtimes recorded ranged from 12:30 am to 4 am during the baseline phase. There were no instances of achieving the target of going to bed by 11 pm and consistently getting eight hours of sleep, demonstrating an obvious behavioral (and sleep) deficit. On four of the seven days it was noted that the participant watched preferred shows and social media prior to going to sleep. One day the participant was answering emails prior to trying to sleep. It is possible the screen use prior to sleeping made it difficult to sleep. Two of the days the participant slept later in the day because there was not a need to wake for work. While health is less controllable, before bed habits must be modified to reach sleep targets during the modification phase.

    **Reference** Comment by Conner, Kevin Wayne (Psychology): Provide APA formatted Reference page.

    Sandman, R. J., Baker, F. C., & Jackman, G. (2021). Counting sheep: Factors influencing sleep quality.
    _Journal of Sleep and Rest_,
    _19_(5), 1-10.

    Amount of Sleep During Basline

    Hours 44877 44878 44879 44880 44881 44882 44883 6 7 5 5 6 8 9

    Date

    Hours of Sleep

    – 1
    – 2

  • [Solved] Assessing Personality

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    **Instructions:** 1. **Compare and Contrast:** Complete two different personality assessments of your choice. Afterward, compare and contrast the results of both assessments. 2. **Discuss Your Results:** Talk about your outcomes with at least one other person who knows you well. Reflect together on …

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    Assignment Prompt & Instructions

    **Instructions:**
    1. **Compare and Contrast:**
    Complete two different personality assessments of your choice. Afterward, compare and contrast the results of both assessments.
    2. **Discuss Your Results:**
    Talk about your outcomes with at least one other person who knows you well. Reflect together on whether the results accurately represent your personality and behaviors.
    3. **Write and Reflect:**
    Develop a **3–5 page reflection** summarizing the results of both assessments and your thoughts about their accuracy. Be sure to include the following components:
    – The **two assessments** you completed and your reasons for selecting them.
    – A clear description of the **results** from each assessment.
    – Your **analysis** of whether the results seem accurate and whether you find personality assessments reliable overall.
    – The **connection** between your results and relevant **personality theories** discussed in your course materials.
    – The **advantages and disadvantages** of personality assessments and your conclusion on whether they are beneficial overall.
    Your submission should follow **APA 7th edition guidelines**, include proper **citations and references**, and be formatted in **Microsoft Word (.doc or .docx)**.
    will include results once accepted

  • [Solved] psych wk 2 less

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    – ## psychwk2leslie.docx **## psychwk2leslie.docx** **Main post (due Friday, November 7, by 11:59 PM): leslie** Please read the following information related to concussions and then answer the questions below: _The brain sits in the cranium, surrounded by cerebral fluid. When a severe blow to the he…

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    Assignment Prompt & Instructions

    – ## psychwk2leslie.docx

    **## psychwk2leslie.docx**

    **Main post (due Friday, November 7, by 11:59 PM):  leslie**

    Please read the following information related to concussions and then answer the questions below:

    _The brain sits in the cranium, surrounded by cerebral fluid. When a severe blow to the head occurs, the brain may collide with the cranium, then “bounce back” and collide with the opposite side of the cranium. At the neuronal level, a concussive blow to the head results in a twisting or stretching of the axons, creating swelling. Eventually, the swelling may subside, and neurons may return to normal functioning. However, if the swelling of axons is severe enough, these axons may disintegrate and even cause permanent damage. Many athletes will experience multiple concussions throughout their careers. Recently, in the U.S., the NFL has stated that it expects 1 in 3 former players to develop long-term cognitive issues._

    1. What is a sport in
    **your assigned country** where concussions can and commonly occur?

    2. What are at least two specific brain structures at risk of being affected by a concussion in this sport? What are the functions of these brain structures?

    3. Based on the functions of the specific brain structures you chose, what are some temporary symptoms an individual may experience from trauma to those areas? What long-term issues can be seen from permanent damage to those areas in the brain?
    _(Note – all_ these symptoms should be linked to the functions of the structures you discuss
    _in question 2!)_

    4. Find one example of a player who experienced issues following a concussion from the sport in your assigned country you listed above in question 1. Explain what happened to this individual and how it affected their life.

    5. Are there any regulations for this sport in that country? What are those regulations, and do you believe they are sufficient (why or why not)?

    **## psychwk2leslie.docx**

    **Main post (due Friday, November 7, by 11:59 PM):  leslie**

    Please read the following information related to concussions and then answer the questions below:

    _The brain sits in the cranium, surrounded by cerebral fluid. When a severe blow to the head occurs, the brain may collide with the cranium, then “bounce back” and collide with the opposite side of the cranium. At the neuronal level, a concussive blow to the head results in a twisting or stretching of the axons, creating swelling. Eventually, the swelling may subside, and neurons may return to normal functioning. However, if the swelling of axons is severe enough, these axons may disintegrate and even cause permanent damage. Many athletes will experience multiple concussions throughout their careers. Recently, in the U.S., the NFL has stated that it expects 1 in 3 former players to develop long-term cognitive issues._

    1. What is a sport in
    **your assigned country** where concussions can and commonly occur?

    2. What are at least two specific brain structures at risk of being affected by a concussion in this sport? What are the functions of these brain structures?

    3. Based on the functions of the specific brain structures you chose, what are some temporary symptoms an individual may experience from trauma to those areas? What long-term issues can be seen from permanent damage to those areas in the brain?
    _(Note – all_ these symptoms should be linked to the functions of the structures you discuss
    _in question 2!)_

    4. Find one example of a player who experienced issues following a concussion from the sport in your assigned country you listed above in question 1. Explain what happened to this individual and how it affected their life.

    5. Are there any regulations for this sport in that country? What are those regulations, and do you believe they are sufficient (why or why not)?

  • [Solved] Feedback keiland

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    If the CHANCE program were highly successful, success would mean that adolescents who are survivors of human trafficking experience lasting emotional healing, safety, and self-sufficiency. Youth would show stronger self-worth, consistent school or job engagement, and the ability to form trusting rel…

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    Assignment Prompt & Instructions

    If the CHANCE program were highly successful, success would mean that adolescents who are survivors of human trafficking experience lasting emotional healing, safety, and self-sufficiency. Youth would show stronger self-worth, consistent school or job engagement, and the ability to form trusting relationships with supportive adults. Families and foster caregivers would also demonstrate improved understanding of trauma and provide stable, nurturing environments. Ultimately, success would be reflected in youth achieving long-term independence free from re-exploitation and building hopeful, empowered futures.
    **Desired Outcomes**
          If resources and time were unlimited, two ideal outcomes to measure would be reduction in trauma-related symptoms (such as anxiety, depression, and post-traumatic stress) and improvement in long-term life stability (education, employment, or independent living). These outcomes are essential indicators of program effectiveness because they reflect both emotional recovery and practical reintegration into society. Demonstrating progress in these areas would show that the CHANCE program not only provides short-term safety but also supports long-term resilience and success for youth who have experienced severe trauma.
    **Measurement Ideas**
          To capture these outcomes, a combination of quantitative and qualitative tools could be used. Standardized assessments such as the Child and Adolescent Needs and Strengths (CANS) tool or PTSD Checklist (PCL) could measure emotional recovery, while follow-up surveys and case reviews could track education or employment milestones. Qualitative interviews or focus groups with youth and caregivers could provide deeper insight into feelings of safety, belonging, and empowerment. Observational notes from therapists or case managers could also offer valuable behavioral data on trust-building and coping progress.
    **Ethical and Practical Considerations**
          Collecting data from this population presents important ethical and practical challenges. Protecting youth privacy is critical, especially since participants are survivors of trafficking and may fear judgment or retraumatization. Participation in surveys or interviews must be entirely voluntary, with clear consent and confidentiality safeguards. Emotional distress could arise during discussions of past trauma, requiring trauma-informed evaluation methods and access to therapeutic support. Practically, maintaining follow-up with youth after they leave the program may be difficult, which could lead to missing data or incomplete long-term outcomes. Balancing the need for useful data with respect for participant well-being is essential.
    **References**
    Fink, A. (2015). Evaluation fundamentals: Insights into program effectiveness, quality, and value (3rd ed.). Sage.
    National Youth Advocate Program. (n.d.). CHANCE (Florida): Citrus Helping Adolescents Negatively Impacted by Commercial Exploitation (CHANCE). [https://www.nyap.org/florida/chance](https://www.nyap.org/florida/chance)

  • [Solved] Psychology week two assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Nice start with clear outcomes. As you draft Section 1 of your assignment, just remember to include some credible statistics describing the scope of the problem This week, you will write the first portion of your Program Evaluation Report, which includes the Introduction section. It will be helpful …

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    Assignment Prompt & Instructions

    Nice start with clear outcomes. As you draft Section 1 of your assignment, just remember to include some credible statistics describing the scope of the problem
    This week, you will write the first portion of your Program Evaluation Report, which includes the Introduction section. It will be helpful to review Chapter 9 (starting on page 220) of your textbook before beginning. Your introduction will have three parts:
    1. **The Problem**: Describe the issue or need the program is designed to address.
    2. **The Program**: Provide an overview of the agency and the program you are evaluating.
    3. **The Evaluation**: Explain what the evaluation will examine, including your program’s goals, outcomes, and specific evaluation questions.
    **Be sure to include the following components:**
    **Section 1: The Problem**
    – Identify the social, behavioral, or community problem your agency’s program seeks to address.
    – Include:
    – Support your description with relevant statistics or research on the issue’s prevalence (use credible sources such as CDC, NIH, SAMHSA, NIMH, etc.)
    – Who is affected and why it matters
    – What happens if the issue is not addressed (risks, costs, community, impact)
    **Section 2: The Program**
    Describe the _one specific program_ you chose (not the entire agency).
    Include:
    •What the program does (services, structure, setting, population served)
    •The treatment or intervention approach
    •A statement of how or why this approach is considered evidence-based or appropriate for the population (Cite supporting research or practice literature briefly.)
    _If the website is unclear, you may make reasonable assumptions, but label them (e.g., “Assumption: clients receive weekly individual therapy unless otherwise specified.”)._
    **Section 3: The Evaluation (one sentence)**
    – State what the evaluation will assess. That is, incorporate goals and objectives discussed in the week 2 discussion but only discuss ONE primary outcome.
    Use this template:
    This program evaluation will assess the effectiveness of _[Program Name]_ by determining whether there is a significant _increase/decrease_ in _[target outcome]_ between _[time points]_.
    Example:
    – _This program evaluation will assess the effectiveness of the Youth Resilience Group by determining whether there is a significant reduction in anxiety symptoms between intake and discharge._
    – _This program evaluation will evaluate the Parenting Support Program by determining whether positive parent-child interaction scores increase over the 10-week course._
    **Important:**
    ✅ _Do NOT name or describe measurement tools yet._
    Write a 1.5 to 2-page paper (not including Title Page or References). Be sure to use the 3 section headings outlined above. Minimum of 2 peer-reviewed references.
    **The assignment is due by end of the day on Sunday.**
    \
    MaclureWEEKTWODISCUSSIONPROGRAMEVALUATION.docx](https://www.sweetstudy.com/files/maclureweektwodiscussionprogramevaluation-docx "MaclureWEEKTWODISCUSSIONPROGRAMEVALUATION.docx")
    \
    en-Week2.mp4.txt](https://www.sweetstudy.com/files/en-week2-mp4-txt "en-Week2.mp4.txt")
    \
    BPHIProgramEvaluation_ADA1.pptx](https://www.sweetstudy.com/files/bphiprogramevaluation-ada1-pptx-10446647 "BPHIProgramEvaluation_ADA1.pptx")

  • [Solved] week4 Journal

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    Reflecting on the week's readings, what do you find to be the most relevant takeaways from the week's lessons? What did you discover? How can you apply what you have learned or share it with others? Weeks material This week’s readings explore family stress. It is important to note that many types of…

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    Assignment Prompt & Instructions

    Reflecting on the week's readings, what do you find to be the most relevant takeaways from the week's lessons? What did you discover?  How can you apply what you have learned or share it with others?
    Weeks material
    This week’s readings explore family stress. It is important to note that many types of families exist including chosen families and partners without children. Thus, this week’s readings encompass a snapshot of a few familial stress concerns inclusive of a review of past and current theories in the literature.
    Topics. 1. **Single-Parent Families. Dual- 2. Earner Families 3.** **Reconstituted and Surrogate Families**
    **Below I have links for this week reading for these 3 topics**
    **Single-Parent Families: Risks, Resilience, and Change**
    – **Edited      by:**
    **Marilyn Coleman**
    **,**
    **Lawrence H. Ganong**
    **Michele T. Martin, Robert E. Emery & Tara S. Peris**
    – **In:** [**Handbook      of Contemporary Families: Considering the Past, Contemplating the Future**](https://sk-sagepub-com.ezproxy.umgc.edu/hnbk/edvol/hdbk_contempfamilies/chpt/singleparent-families-risks-resilience-change)
    – **Chapter      DOI:https://doi.org/10.4135/9781412976022.n16**
    – **Subject:** [**Family      Studies (general)**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?subjects=%5b1838%5d&sortBy=title) **,** [**Social      Work – Families**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?subjects=%5b1342%5d&sortBy=title) **,** [**Family      Diversity**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?subjects=%5b1846%5d&sortBy=title)
    – **Keywords:** [**children**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22children%22%7d%5d&sortBy=title) **;** [**children,      families, and parenting**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22children,%20families,%20and%20parenting%22%7d%5d&sortBy=title) **;** [**divorce**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22divorce%22%7d%5d&sortBy=title) **;** [**family      and parenting**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22family%20and%20parenting%22%7d%5d&sortBy=title) **;** [**single      mothers**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22single%20mothers%22%7d%5d&sortBy=title) **;** [**single      parents**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22single%20parents%22%7d%5d&sortBy=title) **;** [**single-parent      families**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22single-parent%20families%22%7d%5d&sortBy=title)
    **Dual- Earner Families**
    **Jobs, Marriage, and Parenting: Working It Out in Dual-Earner Families**
    – **Edited      by:**
    **Marilyn Coleman**
    **,**
    **Lawrence H. Ganong**
    **Maureen Perry-Jenkins & Elizabeth Turner**
    – **In:** [**Handbook      of Contemporary Families: Considering the Past, Contemplating the Future**](https://sk-sagepub-com.ezproxy.umgc.edu/hnbk/edvol/hdbk_contempfamilies/chpt/jobs-marriage-parenting-working-it-out-dualearner)
    – **Chapter      DOI:https://doi.org/10.4135/9781412976022.n9**
    – **Subject:** [**Family      Studies (general)**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?subjects=%5b1838%5d&sortBy=title) **,** [**Social      Work – Families**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?subjects=%5b1342%5d&sortBy=title) **,** [**Family      Diversity**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?subjects=%5b1846%5d&sortBy=title)
    – **Keywords:** [**children**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22children%22%7d%5d&sortBy=title) **;** [**dual-earner      couples**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22dual-earner%20couples%22%7d%5d&sortBy=title) **;** [**dual-earner      households**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22dual-earner%20households%22%7d%5d&sortBy=title) **;** [**family      life**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22family%20life%22%7d%5d&sortBy=title) **;** [**mental      health and relationships**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22mental%20health%20and%20relationships%22%7d%5d&sortBy=title) **;** [**work      and family**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22work%20and%20family%22%7d%5d&sortBy=title) **;** [**work      and family life**](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22work%20and%20family%20life%22%7d%5d&sortBy=title)
    · **Reconstituted and Surrogate Families**
    Parenting in Reconstituted and Surrogate Families
    – **Edited      by:**
    Masud Hoghughi
    ,
    Nicholas Long
    Jan Pryor
    – **In:** [Handbook      of Parenting: Theory and Research for Practice](https://sk-sagepub-com.ezproxy.umgc.edu/hnbk/edvol/hdbk_parenting/chpt/parenting-reconstituted-surrogate-families)
    – **Chapter      DOI:** https://doi.org/10.4135/9781848608160.n8
    – **Subject:** [Child      Development](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?subjects=%5b1746%5d&sortBy=title)
    – **Keywords:** [children](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22children%22%7d%5d&sortBy=title); [lone      parents](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22lone%20parents%22%7d%5d&sortBy=title); [parenting](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22parenting%22%7d%5d&sortBy=title); [parents](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22parents%22%7d%5d&sortBy=title); [stepfamilies](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22stepfamilies%22%7d%5d&sortBy=title); [stepfamily](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22stepfamily%22%7d%5d&sortBy=title); [stepmothers](https://sk-sagepub-com.ezproxy.umgc.edu/Search/Results?keywords=%5b%7b%22field%22:%22fulltext%22,%22text%22:%22stepmothers%22%7d%5d&sortBy=title)

  • [Solved] Prof Double R

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    Executive Solution Overview

    Remember to respond to two peers while being respectful of and sensitive to their viewpoints. Consider advancing the discussion in the following ways: – Post an article, video, or visual related to the development of the social self to reinforce a peer's idea or challenge them to see their point fro…

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    Assignment Prompt & Instructions

    Remember to respond to two peers while being respectful of and sensitive to their viewpoints. Consider advancing the discussion in the following ways:
    – Post an article, video, or visual related to the development of the social self to reinforce a peer's idea or challenge them to see their point from a different perspective.
    – Paraphrase something from the original post. Then consider asking a question or sharing your personal experience.
    Shayna Post
    The “A Class Divided” video really shows that kids aren’t immune to the attitudes of those around them. They quickly picked up on the teacher’s cues and started acting superior or inferior based on eye color, proving how easily children absorb social biases. This connects to the idea from Crash Course Sociology that social development is shaped by socialization, the process of learning norms and values from others.
    Important milestones like forming friendships and developing empathy influence how kids understand fairness and inclusion. When those stages are disrupted it can lead to poor social skills later on. I don’t think antisocial behavior in adults is only caused by bad childhood socialization since things like trauma, mental health, and environment matter too. Still, early interventions that teach empathy and perspective-taking could make a big difference.
    Even if kids have already learned intolerance, I think it’s possible to reteach inclusiveness through consistent modeling and open discussion. Without that follow-up in “A Class Divided,” those kids might have grown up believing the eye-color bias was real. The lesson ties closely to emotional intelligence because understanding others’ feelings and experiences is key to building tolerance and ethical behavior.
    Alexis Post
    In a Class Divided, Jane Elliot proved that children aren’t somehow proof against group thinking. When children were led to believe that one group of children was superior because of eye color, they immediately responded as though it were true. During childhood, skills like acquiring empathy and understanding others’ points of view, as proposed by Piaget’s and Mead’s work, are crucial in developing social skills in children. This is also an important part in understanding right or wrong.
    While its existence in children cannot be attributed as a sole reason, it also has a part as a growing influence in a child’s early stages through positive mentors and therapy. Kids can learn tolerance regardless of exposure to biases. Elliott’s talk in class gave them an opportunity to reflect upon issues of fairness. This is because, without that talk, they could have continued possessing those biases.
    This is related to emotional intelligence and social justice because learning empathy and fairness will lead one to build an understanding and just society.

  • [Solved] Prof Double R

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    By now, you are beginning to learn more about biases and stereotypes. In many cases, these overgeneralized beliefs are not part of our conscious awareness. In fact, most of the implicit biases that we acquire are by-products of our environmental context and lived experience. For this discussion, you…

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    Assignment Prompt & Instructions

    By now, you are beginning to learn more about biases and stereotypes. In many cases, these overgeneralized beliefs are not part of our conscious awareness. In fact, most of the implicit biases that we acquire are by-products of our environmental context and lived experience. For this discussion, you will explore the role of human nature in the formation of bias and the ways in which bias can impact group relations.
    First, title your post "Judging Ourselves, Judging Others."
    For your initial post, review the video [We All Have Implicit Biases](https://www.youtube.com/watch?v=kKHSJHkPeLY) and respond to the following:
    – In your own words, how would you define implicit bias?
    – It seems that everyone is biased in one way or another. Is bias a product of human nature? Why or why not?
    – What is the role of positive and negative stereotypes in group relations?
    – Identify a population for which you have a positive stereotype and describe the stereotype (e.g., all Canadians are nice and polite). How could having a positive stereotype generate a negative reaction from a person of that in-group?
    – How does the concept of stereotypes apply to any of the following programmatic course themes:
    – Self-care
    – Social justice
    – Emotional intelligence
    – Career connections
    – Ethics

  • [Solved] Prof Double R

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    COMPLETE THE TEMPLATE THAT IS UPLOADED BELOW – ## PSY355ModuleThreeActivityTemplate.docx **## PSY355ModuleThreeActivityTemplate.docx** ![SNHU logo](https://www.sweetstudy.com/questions/prof-double-r-20948609) ## PSY 355 Module Three Activity Template Complete this template by replacing the bracketed…

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    COMPLETE THE TEMPLATE THAT IS UPLOADED BELOW

    – ## PSY355ModuleThreeActivityTemplate.docx

    **## PSY355ModuleThreeActivityTemplate.docx**

    ![SNHU logo](https://www.sweetstudy.com/questions/prof-double-r-20948609)

    ## PSY 355 Module Three Activity Template

    Complete this template by replacing the bracketed text with the relevant information.

    Respond to the following rubric criteria in 3 to 5 sentences each.

    · Describe this experience and the ways in which it relates to
    **in-group favoritism**.

    [Insert text]

    · Describe how
    **acceptance** as a group member impacted your sense of self and identity.

    [Insert text]

    · Describe the ways in which this experience influenced you to
    **conform** to group norms.

    [Insert text]

    · Describe how this experience may have inadvertently promoted
    **prejudice** toward others.

    [Insert text]

    · Describe how this experience demonstrates the costs and benefits of
    **social categorization**.

    [Insert text]

    · Describe the ways in which
    **stereotypical assumptions** about a person’s race, ethnicity, or culture, even if not blatantly prejudiced, influences our worldview.

    [Insert text]

    · Describe the strengths and limitations of social identity theory as it applies to the promotion of
    **diversity, equity, and inclusivity**.

    [Insert text]

    1

    **image1.png**

    **image2.svg**

    **## PSY355ModuleThreeActivityTemplate.docx**

    ![SNHU logo](https://www.sweetstudy.com/questions/prof-double-r-20948609)

    ## PSY 355 Module Three Activity Template

    Complete this template by replacing the bracketed text with the relevant information.

    Respond to the following rubric criteria in 3 to 5 sentences each.

    · Describe this experience and the ways in which it relates to
    **in-group favoritism**.

    [Insert text]

    · Describe how
    **acceptance** as a group member impacted your sense of self and identity.

    [Insert text]

    · Describe the ways in which this experience influenced you to
    **conform** to group norms.

    [Insert text]

    · Describe how this experience may have inadvertently promoted
    **prejudice** toward others.

    [Insert text]

    · Describe how this experience demonstrates the costs and benefits of
    **social categorization**.

    [Insert text]

    · Describe the ways in which
    **stereotypical assumptions** about a person’s race, ethnicity, or culture, even if not blatantly prejudiced, influences our worldview.

    [Insert text]

    · Describe the strengths and limitations of social identity theory as it applies to the promotion of
    **diversity, equity, and inclusivity**.

    [Insert text]

    1

    **image1.png**

    **image2.svg**

  • [Solved] Discussion 4

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    Begin by describing the three-term contingency, and explain why it is described as the basic unit of analysis for operant behavior. In reviewing the contingencies of reinforcement and punishment, discuss how each set of contingencies has an effect on an individual's behavior. Choose a behavior from …

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    Assignment Prompt & Instructions

    Begin by describing the three-term contingency, and explain why it is described as the basic unit of analysis for operant behavior. In reviewing the contingencies of reinforcement and punishment, discuss how each set of contingencies has an effect on an individual's behavior.
    Choose a behavior from your own experience that has been reinforced, and identify whether that behavior was positively or negatively reinforced, outlining the specific three term contingency of that operant behavior. Next, choose a behavior from your own experience that has been punished and identify whether that behavior was positively or negatively punished; outline the specific three term contingency of that operant behavior. Finally, in either of those behaviors, discuss how matching law or schedules of reinforcement may contribute to the maintenance of the behavior under certain circumstances.
    \
    PS560_References1.docx](https://www.sweetstudy.com/files/ps560-references1-docx-10445115 "PS560_References1.docx")
    \
    EBSCO-FullText-11_06_20251.pdf](https://www.sweetstudy.com/files/ebsco-fulltext-11-06-20251-pdf "EBSCO-FullText-11_06_20251.pdf")
    \
    EBSCO-FullText-11_06_2025.pdf](https://www.sweetstudy.com/files/ebsco-fulltext-11-06-2025-pdf "EBSCO-FullText-11_06_2025.pdf")