Psychology

Genogram development (with accompanying essay) should account for at least three generations of the student’s own family of origin. One generation must include the student as the “identified person”, and the second generation must include his/her parents. The third generation may either be the student’s children (if applicable) or his/her grandparents. The inclusion of additional generations such as the student’s own grandchildren (if applicable) or great-grandparents is encouraged but not required. Information regarding Genogram construction can be found in the Course Materials section of Blackboard. Students should also note generational trends and issues or problems (can be both positive and/or negative) and can relate to a number of areas (education, medical or mental health issues, career choices, divorces/remarriages, spiritual heritage, etc.). It is recommended that a color code system and an explanation key be used to provide clarity. Finally, students will submit, along with their Genogram, a 4-¬5 page (double-spaced) summary and analysis of their family history. The student may select an alternative assignment of conducting a genogram on a family other than one’s family of origin. The student need not ask for special permission and the alternative valued with equal weight as the initial assignment.

Disorder At-a-Glance STEP 1: Pick one of the disorders you read about in this module and learn more about it in order to make a “At-a-Glance” page with details about the disorder. Visit the National Institute of Mental Health and search for the disorder, read through the information, then scroll to the section on “Research and Statistics” or “Journal Articles or Reports” to find helpful links to outside information. Look elsewhere as well for details about the prevalence, signs, symptoms, details, and research related to the disorder. Keep track of all of your sources as you investigate. STEP 2: In a format of your choosing (Microsoft Word, PowerPoint, etc.), create a 1 page visual that includes the following information about the disorder: Description Prevalence Causes and Risk Factors Recent Research (referencing at least 2 research articles) Either as a footnote on the same page, or on a separate page, include the citations in APA format

One paragraph stating the topic clearly,Paper is well written, using college-level writing skills. Rules of grammar, usage, and punctuation are followed. Spelling is correct. Follows APA formatSentences are complete, clear, and concise. Sentence transitions are present and maintain the flow of thought.

Write an essay summarizing how the definition of Psychology has changed from the 1920s to today. Include in your answer: the timeline in which this change has taken place the people who influenced the changes along the way Your own thoughts about the changes that have taken place. Your response should be 800 words and include APA style reference to the book or other material. Rubric Week 1 Essay (1) Week 1 Essay (1) Criteria Ratings Pts This criterion is linked to a Learning OutcomeQuality of Response Essay response addresses all key areas of the instructions. 15.0 pts Full Marks All questions (and all parts of questions) are fully and thoroughly addressed. 8.0 pts No Description Adequate response to questions posted in the instructions. 4.0 pts No Description Minimal response to the questions posted in the instructions. Some aspects are missing or underdeveloped. 0.0 pts No Marks Questions not addressed. Response(s) inadequate to demonstrate understanding of the topic. 15.0 pts This criterion is linked to a Learning OutcomeCritical Thinking Essay demonstrates critical thinking with evidence based from research and/or experience. Sources are included and are cited correctly. 15.0 pts Full Marks Critical thinking is evident in the essay, as the student utilizes evidence based from research and/or experience to discuss the concept. Sources are included and cited correctly. 8.0 pts No Description Adequate evidence of critical thinking. At least one source is cited correctly. 4.0 pts No Description Minimal evidence of critical thinking. Errors in citing sources. 0.0 pts No Marks No evidence of critical thinking. No sources cited. 15.0 pts This criterion is linked to a Learning OutcomeMechanics Paper is written in paragraph form with an introduction, body and conclusion. Proper grammar, spelling and punctuation are used. 10.0 pts Full Marks No grammatical errors in essay. Essay is cohesive, understandable and in APA style format. 5.0 pts No Description Essay has 5 grammatical errors but it is otherwise cohesive, understandable, and in APA style format. 0.0 pts No Marks Essay has 10 or more grammatical errors and is difficult to follow. It is not written in APA style format. 10.0 pts Total Poin

Your Curriculum Philosophy: Building a FoundationIn order to effectively choose a curriculum approach, you must have the knowledge base regarding curricular approaches, an understanding of your own core beliefs about children, and your image of yourself as a professional. Much of how you approach choices related to curriculum relates to the assumptions and internalized values you bring to your particular school or center (Jaruszewicz, 2013, section 2.4). An important step in this process is connecting what you know about curriculum approaches and how this information fits into your core beliefs. As Jaruszewicz (2013) posits, excellent teachers and caregivers are “reflective” and purposefully think about the curriculum decisions they make and their teaching practices (section 1.5). This journal is a start in that reflective process.To prepare for this journal:Please refer to the Week One Guidance for further tips and examples that will support your success on this journal.In your journal,Describe the major differences between an approach and a model.Compare and contrast the effectiveness of multiple early childhood curricular approaches to your own beliefs by completing the Matrix for Reflection and Decision Making and Interactivity.Explain how making these comparisons supports your ability to make appropriate curricular decisions (i.e., respond to the unique needs of children based on culture and experiences, consider developmentally appropriate practice, etc.).Suggested Journal Length:One to two double-spaced pages (not including title and reference pages).Research and Resource Expectations:Sources are not required for your journal assignments. However, if you need to cite information, you must cite in APA format and include a reference page.Writing and Formatting Expectations:First person: You may write in first person within a journal assignment.Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.Before you submit your written assignment, you are encouraged to review the The Grammarly Guide: How to Set Up & Use Grammarly tutorial, set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.

This project is on mental retardation and autism. You are required to write this paper using the guidelines in the syllabus. Project on mental retardation and autism (5% of total grade): Students will carry out researchon mental retardation and autism and write, at least, a 10 page, double-spaced typed paper. You willbe expected to reference, at least, three journal articles. Secondly, you will prepare PowerPointpresentations to demonstrate how you will teach mental retardation and autism to prospectivestudents in Introduction to Developmental Disabilities. Late papers will be penalized 5 points forevery day it is turned in past the due date.

Assignment 2: Weekly Journal Entry The objective of this Assignment is to provide you with a private place to think on the page; “thinking on the page” is a phrase used to describe writing as a form of thinking. Some of us process our thoughts out loud as we describe them to others. In an academic environment, you will be asked to record your ideas in writing or “thinking on the page” to show the new knowledge that you’ve acquired through reading and listening to the resources and completing the assignments. The journal is not a formal type of writing and only you and your Instructor will see the journal entry. The weekly journals will be used to develop a personalized academic writing plan that will fit into the Week 6 Personal Success Plan Assignment. Each journal must be at least three paragraphs long, but you are allowed to write as much as you would like. These entries are meant to be free writing, but you should revise before submitting. Your journal entries will be graded on participation and do not have rubrics. To prepare for writing your Journal entry: Review the Montante article in the Week 3 Learning Resources. Review the Academic Writing Expectations Checklist to guide your writing. Review sample journal entries posted in an Announcement. To prepare for writing your Journal entry: Review the Montante article in the Week 3 Learning Resources. Review the Academic Writing Expectations Checklist to guide your writing. Review sample journal entries posted in an Announcement. Assignment Instructions: Think about the material you encountered in the course this week, and describe one aspect of the classroom resources (Assignments, Discussions, or assigned readings) that surprised you. Make sure to describe why the material interested you as a thinker. Set a timer (on the stove, a clock or on your phone) and write for ten minutes without stopping. The prompts will remain the same each week, but you will reflect about a different aspect of each week’s resources. Assignment Instructions: Think about the material you encountered in the course this week, and describe one aspect of the classroom resources (Assignments, Discussions, or assigned readings) that surprised you. Make sure to describe why the material interested you as a thinker. Set a timer (on the stove, a clock or on your phone) and write for ten minutes without stopping. The prompts will remain the same each week, but you will reflect about a different aspect of each week’s resources. By Day 7 Post an entry that addresses each of the following: Observe. Describe the week’s content and resources to a person who has not seen/heard or observed it. Process. Answer the question: “What does this content/topic mean?” Reflect. Answer the question: “What is the value in understanding this?”

Attached to this will be my two previous Article Reviews that are 2 pages each and contain several sources. The paper has to be 8 pages total, but you are able to use my existing 4 pages to edit, expand on, use topics for, and use the sources.In this assignment, you will build upon your Journal Article Reviews. In other words, as noted in the constraints above, you will have some limited flexibility in choosing your topic. The Research Paper must be a minimum of 8–10 pages. The project must use current APA style, and the page count does not include the title page, abstract, reference section, or any extra material. You must incorporate a Christian worldview throughout your paper or have a specific section of your paper dedicated to Christian Worldview. You must use a 10–15 recent, relevant, and academic (peer-reviewed journals preferred and professional journals allowed if used judiciously) sources with at least 1 source being the Holy Bible and no more than 2 sources being books. This paper must reflect graduate level research and writing style. Reference the Research Paper Grading Rubric when creating your Research Paper. Microsoft Word is the only acceptable format for submission.

Assignment: Career Lesson Plans/Learning Activities – 20 Pts. (Create a Word document for this Assignment; Submission Directions Below) Step One (1): Describe and Discuss Your Target Group (1-2 pages). You will use this same group for each of your lesson/activity plans: Describe and discuss your target group (i.e. a specific group of students/adults/special needs individuals; elementary, middle, high school students, students or adults with special needs; working adults seeking a different employment, unemployed persons, etc.), and why you chose to work with this group. Look for some outside library resources or information (2 sources) related to career development, life planning, or the “world of work” that support your decision to work with this group. How do you think your students/clients might benefit from a series of lesson/activities related to career development? Briefly cite your sources. The idea is that you could use these plans this coming fall as you resume your practicum/internship hours. Step Two (2): Develop Your Three (3) Lesson/Activity Plans: Use the following template categories to develop each of your three (3) lesson plans/learning activities. You can modify based on your particular approach and your student/client group. The lesson plans can follow a single theme, or each lesson can be on a different topic. Think: how will this activity help my students/clients be successful in the “world of work”? • Your Name: • Target Group: • Name of Lesson/Activity: • Objective or Career Preparation “Target”: • Skills Utilized by Participants: • Necessary Supplies: • Time Required: • Lesson Procedure/Steps: • Assignment: • Suggested Follow-Up:

One paragraph stating the topic clearly, and the reason why the topic was Paper is well written, using college-level writing skills. Rules of grammar, usage, and punctuation are followed. Spelling is correct. Follows APA format. Sentences are complete, clear, and concise. Sentence transitions are present and maintain the flow of thought.