meet the word requirement and answer the two questions with the cite

Please answer each question in about 275 words.

Use clear headings (1.1, 1.2, 1.3, etc.) and keep answers separate.

Follow my module/lecture materials as the main references (attached).

Questions:

1.1

What is the difference between afferent and efferent neurons? What are interneurons? Come up with your own example going from sensory to cognition to motor, naming the type of neurons along the way.

1.2

Which type of glia cells are found in the peripheral nervous system (PNS)? Which types are found in the central nervous system (CNS)? Which type(s) remove waste? Which type(s) myeline axons? Which type(s) help with structural support? Make your own chart or table organizing these types of cells.

1.3

1.4

What is the difference between the synapse and synaptic cleft? What kind of neurotransmitters bring the neuron closer to firing an action potential?

1.5

What is the difference in the distribution of sodium and potassium ions during the resting potential (i.e. which are more concentrated inside versus out)? How does the sodium-potassium pump maintain this difference?

1.6

State in your own words why sodium immediately rushes in to the cell as soon as the ion channels for sodium are open. Why might potassium and chloride not be as compelled to move into or out of the cell then their ion channels are open?

1.7

Describe the difference between a hyperpolarization and a depolarization. Based on the normal resting potential of -70mV, would a shift to -65 mv be a depolarization or a hyperpolarization? Also based on the normal resting potential of -70mV, would a shift to -75 mv be a depolarization or a hyperpolarization?

1.9

What is the difference between the synapse and synaptic cleft? What is the difference between the pre-synaptic neuron and the post-synaptic neuron?

1.10

What is the role of exocytosis in the pre-synaptic neuron? How does a graded potential differ from an action potential? What ion channel might open for an excitatory NT? What ion channel might open for an inhibitory NT?

1.11

What is the difference between a neurotransmitter and a hormone? If serotonin is metabotropic and Acetylcholine is ionotropic which will take longer to open the ion channel? Which will last longer? Finally, given what you have read which would open CL- and which would open Na+?

1.12

Will a serotonin antagonist produce an inhibitory or an excitatory effect? Why? You may need to refer to the previous lesson to find out if serotonin is excitatory or inhibitory.

Here’s there copy and paste Modules:

Modules

1.1 The Purpose of the Nervous System: To Transmit Information

The nervous system is responsible for conveying all kinds of information. It tells you what is going on outside yourself – i.e. sensory information. Sensory neurons are called afferent neurons and deliver information to the brain.

o For example: Feeling that its getting too hot, or seeing the fog roll in over the mountains.

It allows you to access memories and make decisions by transmitting information about the past and current conditions, i.e. information processing. These neurons are called interneurons.

o For example: Deciding to change the temperature or to stay home because you remember the difficult time you had driving in the last fog.

It passes on information to muscles so that you can move, i.e. motor. Motor neurons are called efferent neurons and deliver information from the brain to the muscles.

o For example: Moving your muscles to walk to thermostat or pulling the blankets back over yourself as you are staying in bed!

And so on from simply breathing to studying something as esoteric as Chaucers influence on Middle English consonant-vowel inflections we can thank the information conveyed by our nervous systems!

1.2 GLIA CELLS: Not all cells convey information

Glia cells are a sub-type of cell within the nervous system. These cells support the nervous system by doing thing like creating structure and transporting nutrients, but they typically do not transmit information. Below is a description of certain types of glia cells.

1.4 Some Important facts about Neurons

o There are over 85 billion neurons in the nervous system.

o Neurons do not touch one another in the nervous system.

o The space in between each neuron is called the Synaptic Cleft.

o The terminal button of Neuron 1, the space, and the receptor of Neuron 2 is called a Synapse.

o There may be over 1,000 trillion synapses.

o When the Neuron fires, it releases Neurotransmitters into the synaptic cleft.

1.5 The Resting Potential of a Neuron

The term “resting” potential is a misnomer in that the neuron isn’t actually resting. That is to say, when I am resting, I am on my sofa watching Netflix with some cookies and tea. In a neuron, it is more like a professional baseball player who is prepared for the pitcher to do his thing.

When we speak of a neuron’s potential, what we mean is the difference in electrical charge between the inside and the outside. The resting potential is this difference in charge when the neuron is not firing an action potential. At the resting potential, the neuron is about 70 millivolts more negative on the inside than the outside (-70 mV). Why? This difference is due to the difference in ions (particles with a postive or negative charge). Look over this graphic:

Here is a guide to the ions:

Abbreviation for Ion

Name of Ion

Charge Valence

Concentration at Resting Potential

A-

Anions / Protein

Negative

More inside Neuron

K+

Potassium

Positive

More inside Neuron

Na+

Sodium

Positive

More outside Neuron

Cl-

Chloride

Negative

More outside Neuron

Ca++ (not shown)

Calcium

Positive

More outside Neuron

Inside the resting neuron, these postive and negative charges add up to make the inside about 70 mV more negative. But everything is about to change because sodium really, really wants to get inside the neuron. Why? Find out in the next lesson!

But first, what keeps the resting potential going? One of the most well-studied ways is the sodium-potassium pump. This is an active transport system (a biological system that requires energy) that transports 2 potassium into the cell while transporting 3 sodium ions out. This system is constantly at work, so it is a mechanism that maintains the resting potential. Here is a video about the Na+ – K+ pump:

The receptors the receiving (postsynaptic) are along the dendrites. The postsynaptic neuron picks up the neurotransmitter, which may be Excitatory or Inhibitory.

Excitatory neurotransmitters bring the neuron closer to conveying an electric charge down the axon called an Action Potential.

Action potentials cause neurotransmitters to be released into the synaptic cleft.

But before that happens, there is the resting potential, which is described next.

1.6 Ions Move Against their Gradients

As I’ve said, Sodium wants to come in … it is poised and ready because of 2 forces moving Neuron away from the Resting Potential and toward an Action Potential: the Electrical Gradient and the Concentration Gradient.

o Electrical Gradient: Difference in the distribution of Charge between inside and outside (ignoring the type of ions producing that charge)

More negative inside than out – usually a difference of 70 millivolts

o Concentration Gradient: The distribution of Ions between inside and outside (ignoring the charge – focusing only on the kinds of ions)

Sodium more concentrated outside (Sodium is more positive than potassium)

Think about it this way: Nature seeks balance. So if there is more outside, it wants to come inside to make it even. In other words, ions move against their gradients as if they are attempting to make the charge and the concentration even across the membrane.

Speaking of the membrane, it is useful to think of it like skin covered in pores. These pores are often called “gates” or “channels” which are open at certain times to selective ions. In other words, the neuron is covered with a semi-permeable membrane. There are different ways to open the gates to open these gates. The two main ways are 1) through voltage or 2) through chemicals that can bind to a receptor (aka ligands). This makes for 2 important ion channels”

1) Voltage-gated ion channels: Open in response to the membrane reaching a certain voltage

2) Ligand-gated ion channels: Open in response to a specific chemical attaching to the neuron.

The two major ion players here are Sodium and Potassium. What happens when the gates for Sodium and Potassium open???

Electrical Gradient

Concentration Gradient

Sodium (Na+) Channels Open

Sodium moves in due to it being more negative inside the cell

Sodium moves in due to there being less Sodium inside the cell

Potassium (K+) Channels Open

Potassium moves in due to it being more negative inside the cell

Potassium moves out due to there being less Potassium outside the cell

So, when the gates open, sodium rushes in because both the electrical and concentration gradients compel it in the same direction. In contrast, potassium gradients compelling it to move in opposite directions. This is why sodium will enter the cell as soon as its ion channels open.

1.7

Action Potentials

An action potential is an electrical impulse that travels down the axon. In an action potential, the polarization is going to reverse and the charge is going to temporarily be more positive inside the neuron. Let’s consider 2 terms:

Hyperpolarization: Increased Polarization, i.e. an increased difference in charge between the inside and outside. For example, when the difference in charge goes to -90 (a 90 mV difference between the inside and the outside – further from 0 compared to the baseline of 70). A hyperpolarization moves the neuron away from reaching an action potential.

Depolarization: Reduction of polarization toward 0: For example, when the difference in charge goes to -50 (a 50 mV difference between the inside and the outside – closer to 0 compared to the baseline of 70). A depolarization moves the neuron toward from reaching an action potential.

For an action potential to take place, the threshold of excitation must be reached. This is the point when the voltage-gated sodium channels snap open. Because sodium rushes into the cell, this produces a sudden and massive depolarization. The depolarization is so big, the inside of the neuron becomes more postive – usually reaching about +30 mV. This begins at the axon hillock, and propagates all the way down the length of the axon. So, more specifically, the action potential then is this postive charge zipping down the length of the axon.

An action potential is interesting because it follows the allor nonelaw: The amplitude, velocity of an Action potential is always the same no matter how intense the initial stimulus was. So, it doesn’t matter if it is a kitten in the gutter or Pennywise the terrifying clown – the action potentials in your heart will not go any faster or slower down the axon! What changes? The frequency of producing action potential can change.

Following an Action Potential, there is a period where the neuron is not likely to produce another one. this is the refractory period. There are two stages to the refractory period: 1) Absolute refractory period: Can not fire an action potential, sodium is closed. Relative refractory period: unlikely to fire an action potential, potassium is open.

1.9

Synapses

There are about neurons. To do their job, each one of these has to be able to send signals to other neurons. This connection between 2 neurons is called a synapse. Each neuron can make connections with thousands of other neurons, making over in the cortex alone!

Understanding these Connections: Terms

Synaptic cleft: Gap between one neuron and the next. Also called the synaptic gap.

Pre-synaptic: 1st (sending) neuron

Post-Synaptic: 2nd (receiving) neuron

Synapse: includes pre-synaptic neuron, synaptic cleft, and post-synaptic neuron

When an action potential occurs in the pre-synaptic neuron, chemicals called neurotransmitters are released into the synaptic cleft to be picked up by the post-synaptic neuron.

1.10

Processes in the Synapse

2

In the Pre-Synaptic Neuron:

Neurotransmitters (NTs) are stored in vesicles: Little sacs or packets full of neurotransmitter!

When the action potential reaches the axon terminal, calcium gates open.

Calcium allows vesicles to bind to the inside of the axon membrane

This binding allows an opening into the synaptic cleft and the NT is excreted into the gap.

This is called exocytosis: releasing the NT into the synaptic cleft.

In the Post-Synaptic Neuron:

The neurotransmitters released by the pre-synaptic neuron are picked up by the dendrites of the post-synaptic neuron. more specifically, the dendrites are lined with receptors, and these receptors are specifically shaped for a particular neurotransmitter. We will review the different kinds of neurotransmitters in the next lesson – but you can understand some important principles here. Each receptor only fits with one kind of neurotransmitter, what is called lock and key. In other words, dopamine receptors won’t accept any neurotransmitter other than dopamine and likewise for glutamate and GABA, etc. It is kind of like these receptors are bouncers at a very exclusive club!

An important thing to remember is that whereas the action potential is an all-or-nothing process along the axon, the activity in the dendrites and soma are far from all-or-nothing. In the dendrites, shifts in the relative positive/negative valence follow what is called graded potentials. This means that there is a big effect at the receptor site that gets smaller and smaller the further away this potential travels from the receptor.

Neurotransmitters may be excitatory or inhibitory. Excitatory NTs open ion channels that depolarize the neuron and bring it closer to firing an action potential. This is called an excitatory post-synaptic potential or EPSP. In contrast, inhibitory NTs open ion channels that hyperpolarize the neuron and bring it further away from firing an action potential. This is called an inhibitory post-synaptic potential or IPSP.

To get the neuron to fire, the polarization has to shift to -55 mV at the axon hillock. Because the potentials in the dendrites are graded potentials, they have to add up in some way to reach this threshold. There are 2 ways these potentials may add up: temporal summation and spatial summation. Temporal summation happens at only one synapse on the post-synaptic cell. Here, EPSPs (or IPSPs) happen so close together on time they add up – cause a larger depolarization to travel further through the cell body. Spatial summation, in contrast, happens along several synapses on the post-synaptic cell. For spatial summation, EPSPs (or IPSPs) happen all along the cell at the same exact time.

Here is a summary of what is going on in the Post-synaptic membrane:

EPSP: Excitatory; causes depolarization and increases probability of action potential

IPSP: Inhibitory causes hyperpolarization and reduces the probability of an action potential

Temporal Summation: Postsynaptic neuron receives messages close together that will add together and have a cumulative effect

Spatial Summation: Postsynaptic neuron receives simultaneous information at many locations which has a cumulative effect.

Interesting fact – some neurons have a Spontaneous Firing Rate or production of action potentials without any synaptic input. They still have IPSPs and EPSPs – it is just that IPSPs decrease rate of firing action potentials and EPSPs increase this rate.

1.11 Neurotransmitters: Chemicals that Excite or Inhibit

The process of neural communication is electrochemical and neurotransmitters represent the chemical side of this (potentials are the electrical).

A neurotransmitter (NT) is a chemical substance released at the axon terminal of the pre-synaptic neuron after an action potential. After diffusing across the synapse cleft these chemicals cause an IPSP or EPSP bringing the synaptic neuron closer to or further away from firing an action potential of its own. NTs differ from hormones which are secreted by a gland (vs. neuron) and conveyed by blood to other organs whose activity it influences. Hormones coordinate long lasting changes in multiple parts of the body, whereas NTs only effect local synapses.

Neurotransmitters open gates for some ions as soon as they bind with receptor. When glutamate binds it opens sodium causing and EPSP, making it an excitatory NT. When GABA it opens chloride and causes an IPSP, making it an inhibitory NT. There are 2 ways NTs ca open ion channels:

Ionotropic Effects: NT Immediately opens gates for some ion polarization is immediately changed. Also, short lived no longer than 30 msecs Usually around 10 msecs. Acetylcholine and Nicotine Smokers know immediate.

o These effects are common in vision and muscle movements.

Metabotropic Effects are slower and longer lived. The effects can last hours but they usually last for minutes. Here is what happens:

o When the NT bind, it bends protein along the membrane

o The protein reacts with other molecules which increases the concentration of another substance (specifically cyclic AMP). This is called a “second messenger”

o This second messenger opens the ions channels

Here are 2 of the major NTs and the ion channels they open:

NTIonEffect

Glutamate

Na+

EPSP

Gamma-aminobutyric acid (GABA)

K+ leaves and Cl- enters

IPSP

And here are the major neurotransmitters we will study in this class:

NTBehavior Associated EPSP or IPSP?

Adrenaline (Epinephrine) *

Fight or Flight

Excitatory

Nordrenaline (Norepinephrine) *

Fight or Flight; Concentration

Mostly Excitatory

Dopamine*

Reward; Movement

Mostly Inhibitory

Serotonin

Mood; Impulse; Sleep

Inhibitory

GABA

Calm; Focus, Sleep

Inhibitory

Acetylcholine

Learning; Attention; Wakefulness

Excitatory

Glutamate

Memory

Excitatory

Endorphins

Euphoria; Pain Reduction

Inhibitory

Catecholamines an important class of neurotransmitters include the following:

Dopamine

Norepinepherine

Epinepherine

Where do Neurotransmitters come from?

Neurotransmitters are derived from food and are synthesized in the neuron itself.

Acetylcholine comes from Choline found in milk and cauliflower

Serotonin comes from Tryptophan which comes from turkey

Dopamine comes from Phenylalanine which comes from chicken or liver

1.12 Drugs and Behavior

There are 2 kinds of drugs: Antagonists and Agonists.

Antagonist: Block effects of NT

Agonist: Increase the effects of NT

Don’t be deceived! it can be confusing sometimes: What is it when a NT is inhibitory and the drug blocks the effect so that the result is excitatory. = Antagonist! In other words, antagonist does not equal inhibitory and vice versa.

How do drugs produce effects on NTs? The drug can:

Disrupt or facilitate synthesis of the NT

Cause the NT to leak from vesicles

Stop the NT’s breakdown into inactive chemicals

Increase the NT release

Block reuptake of the NT so it stays in synapse longer to continue effecting the post-synaptic neuron

Can just pretend it is the… [Content truncated to 3000 words]

Analyze the development of a young child in a case study by applying theories and recommend an evidence-based intervention.

Expand AllIntroduction

Note: The assessments in this course follow the successive stages of lifespan development, so you are strongly encouraged to complete them in sequence.

Early childhood begins at the end of toddlerhood, at approximately age two, and continues until middle childhood begins with formal school entry at age five or six. During this period, there are greater changes in cognitive development than any other period of life. At the same time, family relationships provide individuals with their earliest social experiences. Attachment patterns developed during early childhood influence an individual’s ability to successfully develop and maintain peer and adult relationships throughout the lifespan.

Two major theories describe cognitive development in early childhood: Piaget’s constructivist theory and Vygotsky’s sociocultural theory.

Jean Piaget was one of the first theorists interested in cognitive development. Piaget proposed that cognitive development follows a predetermined sequence of four stages. Interestingly, Piaget conducted a substantial amount of his research observing his own three children. In their studies, Piaget and his wife transcribed detailed records of their children’s behavior (Lefmann & Combs-Orme, 2013).

Lev Vygotsky (1962) emphasized the role of culture or society in the transmission of knowledge and offers a sociocultural perspective of lifespan development, integrating social environment and culture. He is well known for the introduction of the concepts of scaffolding, the zone of proximal development, and the private speech transformation to inner speech.

Two other important major theories are psychosocial development theory and attachment theory. Attachment is an important aspect of human emotional development during early childhood and throughout the lifespan. The family provides individuals with their earliest social experiences. According to Erik Erikson’s (1950) psychosocial theory of development, the key developmental issue in infancy is developing trust. The development of trust is directly related to the quality of attachment patterns. Attachment theory, originated by John Bowlby, emphasizes the importance of the physical and emotional bond that infants develop with their primary caretaker/s. Evidence for it is based on the strange situation, which is a measurement technique developed by Mary Ainsworth and her colleagues (Bretherton, 2013). There are four types of attachment patterns:

• Secure attachment.
• Avoidant attachment.
• Ambivalent attachment.
• Disorganized-disoriented attachment.

Other topics related to attachment include stranger anxiety and separation anxiety, intergenerational attachment patterns, the long-term effects of attachment, and the introduction of the concepts of mutual regulation and social referencing.

At this point, the direct application of attachment theory to the world of work may seem remote to you. However, attachment can affect an individual’s ability to successfully develop and maintain peer and adult relations.

As you continue to learn about each of these theories, consider their application in areas such as family interactions, community relationships, education, the workplace, and more.

References

Bretherton, I. (2013). Revisiting Mary Ainsworth’s conceptualization and assessments of maternal sensitivity-insensitivity. Attachment & Human Development, 15(5/6), 460484.

Erikson, E. H. (1950). Childhood and society (2nd ed.). Norton.

Lefmann, T., & Combs-Orme, T. (2013). Early brain development for social work practice: Integrating neuroscience with Piaget’s theory of cognitive development. Journal of Human Behavior in the Social Environment, 23(5), 640647.

Vygotsky, L. S. (1962). Thought and language. MIT Press.

Overview

As you have been reading, there are multiple aspects of development in the early years, including biological, cognitive, emotional, social, and the development of a sense of self. What are the risk factors in a baby’s life that impede healthy emotional development? How do different parenting styles affect a child’s development of a sense of self? For this assessment, you will analyze a case study that deals with the early childhood stage of development, applying course concepts you have learned.

In the field, professionals work with individuals to understand their development and current progress and concerns. As professionals, understanding development through the framework of theories can help us understand when challenges are present and how to intervene. We look to theory, interventions based in theory, and then research that tests the theories and interventions to guide us in understanding and assisting the people we serve. For this assessment, you consider a case, apply theory, and support a recommended intervention for the person in the case.

Instructions

In this assessment, you’ll choose one case. Please choose only from the cases in the . Do not use other cases or make up your own. In your paper, present the person and the concerns they are facing. Then, apply developmental theories to specifics of their case. You’ll choose and describe a potential intervention for the person and the challenges faced. Finally, you’ll support that recommended intervention with evidence from research studies.

Applying theories helps to structure our understanding of what is happening with a child and their family, and assists in guiding us in designing interventions specific for a child and their family. Examples of relevant theories are Piaget’s cognitive theory, Vygotsky’s sociocultural theory of cognitive development, Bronfenbrenner’s ecological theory, and Erikson’s psychosocial theory.

As you review the case, consider the following:

• The child’s strengths and challenges.
• The medical, family, and social context.
• The developmental challenges that were evident in the behavior of the child.
• Individual and cultural factors that theory and/or research indicate could impact the child’s development.
• Any other factors you deem appropriate based on your understanding of the theory and related research.

To apply theories to the case, explore:

• Theory and research related to early childhood development in the cognitive and psychosocial domains.
• Piaget, Vygotsky, or Eriksons’ age- or stage-related milestones expected at the age of your selected child.
• What the child struggles with not meeting the expected theoretical milestones in the cognitive or psychosocial domains.
• Bronfenbrenner’s ecological theory of the various systems that can influence development. Think about the typical influences in those systems that would likely be most evident for the child in your selected case.
• The environmental context for the child in specific systems in Bronfenbrenner’s theory. Any specific issues that you want to explore through research, such as influences of a specific culture or ethnicity, specific socioeconomic status, family structure, attachment issues, and neighborhood context.
• Literature on cognitive and/or psychosocial development over time, considering that early influences can impact development across the lifespan.

Maintain a resource list of the materials you consulted. Cite and reference any that you use in your paper.

Once you have explore these theories, ideas, and questions, decide on the theories that you want to apply to the case that you selected. In your paper include:

1. Application of Theory.

• A brief summary of the case, highlighting factors relevant in the development of the child in the case.
• Describe and apply two theories to the case. Explain why and how the theories are relevant to specifics in the case.
• Analyze individual, familial, cultural, or contextual factors that you see in the case study and how they may relevant in understanding the development of the person in the case.

1. Application of Research.

• Describe an intervention that you have read about in scholarly research articles and explain how it is relevant to specifics for the child in the case.
• Find a minimum of two scholarly research articles on the intervention and present the findings as support (evidence) for the potential effectiveness of the intervention.

Follow APA guidelines for style and formatting, as well as for citing your resources. Include a reference list of the resources you use. Make sure that your sources are credible, viable, published sources that you have read. No information or sources should be generated from artificial intelligence (AI).

The case study analysis should be a maximum of six pages in length, including the introduction and conclusion, each of which should be approximately one half-page in length. The body of the paper should not exceed five to six pages.

Structure of the Report

Use the and the following format to structure your report:

• Title Page.
• Introduction: Include an overview of the contents, with a brief summary and background information on the case study.
• Case Study Analysis:
• Present the challenge: Explain the presenting challenge or challenges and primary issue or issues for the person in the case study that you selected.
• Apply lifespan theories: Consider lifespan development theories to determine the most appropriate theory or theories and apply them to the case. Note that to achieve a distinguished score, you will need to apply more than one theory.
• Discuss individual and contextual differences: Discuss possible individual, familial, group/cultural, or contextual factors that may impact the individual’s current development and functioning.
• Present an intervention: Search for an intervention that you find appropriate for the individual (or family if applicable) in the case and describe the intervention. Make sure that you find support for the intervention so that you can achieve the next step.
• Provide research support for an intervention: Search the Capella library for studies that test the intervention you select. Present research articles and their findings that show support for the potential effectiveness of the intervention. Note that to reach distinguished, you will need at least two research articles that support the intervention.
• Conclusion: A conclusion that summarizes the case study context, challenges, and interventions.
• References: Cite a minimum of four current peer-reviewed articles, as well as your course text, to support your assertions for a total minimum of five references. You may use additional sources as needed.

Example Assessment: You may use the to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

Additional Requirements

Your paper should meet the following requirements:

• Written communication: Written communication should be free of errors that detract from the overall message.
• APA formatting: References and citations should be formatted according to current APA style and formatting. Use for guidance in citing sources and formatting your paper in proper APA style. See the for more APA resources specific to your degree level.
• Number of references: Your paper should include at least four properly cited peer-reviewed articles in addition to your course text (for a total minimum of five sources). You may use additional credible published sources as needed. Do not draw content from artificial intelligence (AI). It is not a published source.
• Length: 56 double spaced pages of content in addition to the title page and reference page.
• Font and font size: Times New Roman, 12 point.

Refer to the scoring guide to ensure you meet the grading criteria for this assessment.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 1: Apply developmental theories to explain human growth and behavior at different stages of life.
• Apply two or more developmental theories to understand an individual in a case.
• Competency 2: Analyze the influences of individual, familial, and group differences on lifespan development.
• Analyze individual, familial, cultural, or contextual factors in understanding development of an individual in a case.
• Competency 3: Apply research findings as evidence to support recommended interventions for specific developmental concerns.
• Describe a recommended intervention for an individual in a case.
• Apply research findings from two scholarly research articles to support a recommended intervention for an individual in a case.
• Competency 4: Apply professional writing and APA formatting to scholarly writing with few errors.
• Address assessment purpose in a well-organized text with appropriate tone and grammatically sound sentences.
• Apply APA style and formatting to scholarly writing with few errors.

RESOURCES

Use the resources linked below to help complete this assessment.

Expand AllAPA Resources

Format this assessment according to APA guidelines. Use the following resources to guide your work as needed.

• .
• .
• .

Library Research Guide

You will need to find other resources to prepare for this assessment and ensure that they are appropriate, credible, and valid. Use the to help direct your research.

Early-Middle Childhood

Cognitive and emotional development play critical roles in healthy development. Early attachments have implications for the development of a healthy self-concept. Securely attached youngsters begin to see themselves as lovable and worthy. Chapter 4 in the text states that John Bowlby contends that attachment influences a child’s processing of information in social situations. He also claims that a child’s attachment influences the child’s functioning in social contexts, affecting what he or she learns and remembers.

The stage of cognitive development during middle childhood is often misinterpreted. Because of the increase in vocabulary and physical growth, the limitations of the concrete operational stage are not easily recognized. Many times adults view children as miniature adults, yet children in middle childhood are often incapable of thinking in logical and abstract terms, and cannot formulate hypotheses until the formal operation stage. An understanding of cognitive development and what children are capable of during the various stages is essential for educators and psychologists working with children and families.

The middle years of childhood are critical to the development of a person. Biological development continues rapidly during this stage. In addition, significant cognitive development occurs as children spend more time in educational settings. As they are exposed to more outside influences, social development also becomes prominent. Gender differentiation becomes a focus of much attention during this time.

• Broderick, P. C., & Blewitt, P. (2025). The life span: Human development for helping professionals (6th ed.). Pearson Education.
• Chapter 3, Cognitive Development in the Early Years.
• Chapter 3 introduces theorists such as Piaget and Vygotsky and applies their theories to how children learn across contexts.
• Chapter 4, Emotional and Social Development in the Early Years.
• Ways in which nurturing affects emotional development and the presenting theories and processes related to the development of attachment are covered in this reading.
• Chapter 5, The Emerging Self and Socialization in the Early Years.
• This chapter reviews key points related to the development of the self-system with a focus on the impact of parenting practices on self-development.
• reading list.

Middle Childhood to Early Adolescence

The middle years of childhood are a critical period in which biological development continues rapidly. There is significant cognitive development as a child spends more time in educational settings. As the child is exposed to more outside influences, social development also becomes prominent and gender differentiation becomes a focus of much attention.

• Broderick, P. C., & Blewitt, P. (2025). The life span: Human development for helping professionals (6th ed.). Pearson Education.
• Chapter 6, Realms of Cognition in Middle Childhood.
• This chapter presents recent brain-based research and Piaget’s theory of concrete operations as it relates to the development of cognition. These concepts are applied to common middle childhood topics such as technology, eyewitness technology, and immigrant families.
• Chapter 7, Self and Moral Development: Middle Childhood Through Early Adolescence.
• Self and moral development using a cross-cultural approach while considering prosocial and antisocial behavior are discussed in this chapter.
• Chapter 8, Gender and Peer Relationships: Middle Childhood Through Early Adolescence.
• Chapter 8 considers the development of gender and peer relationships, applying these concepts to recent changes in how we conceptualize gender identity and gender differences in STEM fields.
• reading list.

Research Methods Course Project: “Artificial Intelligence in Psychological Research: A Dual Format Investigation of Applications, Ethics, and Impact”ObjectiveThis project investigates the role and impact of Artificial Intelligence (AI) in psychological research through a dual-format submission: a poster presentation and a short essay. Students will explore a specific application of AI, critically evaluate its use as a research tool, analyze benefits and challenges, examine ethical implications, and communicate findings both visually and in writing. Emphasis is placed on understanding how AI affects psychological research methods, scientific rigor, and ethical practice.

Instructions:

1. Topic Selection

Choose one specific application of AI in psychological research. Suggested topics include (but are not limited to):

• AI in diagnosing mental health disorders
• AI in analyzing large-scale psychological data
• Chatbot therapists and AI-driven therapy tools
• Machine learning in psychological experiments
• AI in personality assessment or behavior prediction

Your selected topic should allow you to examine AI not only as a technological innovation but as a methodological tool used by researchers.

2. Research Requirements

Conduct a literature review of at least five peer-reviewed journal articles related to your selected topic.

Your review should address:

• How AI is used in psychological research
• The research methodologies in which AI is applied
• Key outcomes or findings reported in the literature
• Ethical concerns raised by researchers

You will use this research to support both your poster and short essay. Notes should reflect synthesis across studies rather than isolated summaries.

3. Poster Presentation Requirements

Create a single-slide poster (digital or printable) that visually summarizes your research findings. The poster should communicate key ideas clearly and concisely, using visuals to support understanding.

Required Poster Sections:

• Title and Author Name
• Introduction to the selected AI application
• Key Findings from the literature (summarized visually where possible)
• Human-Led vs. AI-Assisted Research Comparison
• What humans traditionally did
• What AI now contributes
• What is gained and what may be lost
• Benefits and Challenges of the AI application
• Ethical Considerations (e.g., privacy, bias, consent, transparency)
• Conclusions and Recommendations for Future Research
• References in APA format (at the bottom or on a separate reference slide/page)

Design Guidelines:

• Use concise bullet points and clear headings
• Include at least one conceptual visual, such as:
• A workflow diagram (human AI outcome)
• A comparison chart (human vs. AI)
• An ethics or bias risk map
• Maintain strong contrast, readable fonts, and logical layout
• Recommended software: PowerPoint, Canva, or Google Slides

4. Short Essay Requirements

Write a 7501,000-word APA-formatted essay that expands on the content presented in your poster. The essay should demonstrate synthesis, critical thinking, and methodological awareness.

Required Essay Sections:

• Title Page (APA format)
• Introduction
• Introduce the selected AI application
• Clearly state your thesis regarding AIs role in psychological research
• Synthesis of Literature
• Integrate findings across studies
• Explain how AI is being used within specific research methodologies
• Analysis of AI as a Research Tool
• Discuss benefits and challenges
• Identify one threat to validity or reliability introduced by AI
• Explain one strategy researchers use to mitigate this threat
• Ethical Position Statement
• Based on the literature, argue whether this AI application should be expanded, restricted, or conditionally regulated in psychological research
• Support your position with scholarly evidence
• Conclusion
• Summarize the significance of your findings
• Propose directions for future research
• References Page (APA 7th edition)

APA Formatting Requirements:

• Times New Roman, 12-point font
• Double-spaced
• 1-inch margins
• Proper in-text citations and references in APA 7th edition format

Evaluation Criteria

Content Quality

Accuracy, relevance, and depth of analysis related to AI applications in psychological research.

Critical Thinking

Insightful evaluation of AIs strengths, limitations, ethical implications, and impact on research validity and reliability.

Poster Design

Clear, professional layout with effective visuals that enhance understanding rather than repeat text.

Writing Mechanics

Clarity, coherence, grammar, and adherence to APA formatting guidelines.

Use of Scholarly Sources

Effective integration of at least five peer-reviewed sources across both the poster and essay.

Structure and Organization

Logical organization of the essay and cohesive, visually intuitive design of the poster.

This weeks discussion will focus on group leadership skills and require you to engage in self-reflection when discussing the below prompts:

1. Discuss three essential points for why self-development is important for psychoeducational group leaders.
2. Discuss and define three group leader characteristics.
3. After reflecting on the leader characteristics, identify one area where you need to improve.
4. Reflect on how these group leader characteristics are consistent (or inconsistent) with the characteristics of Jesus.

• After reviewing the readings and the YouTube documentaries on Reactive Attachment Disorder (RAD), select one of the multimedia documentaries, and complete the following:
• Write a Level One heading:
• Write Five paragraphs, describing the nature of the Reactive Attachment Type, both Inhibited and Disinhibited Types
• Write a sixth paragraph, with the level one heading, Conclusion, and summarize the prior material.

readings:

YouTube documentaries:

• A CLINICAL DISCUSSION OF RAD (REACTIVE ATTACHMENT DISORDER
• REACTIVE ATTACHMENT DISORDER – THE DSM5
• YOUTUBE: CHILD OF RAGE – THE BETH THOMAS STORY
• YOUTUBE: DOCUMENTARY – THE MARY BELL STORY

Myths about our brain abound. Youve probably seen at least a few of them in movies, books, or TV shows. For this assessment, you’ll select one of the following myths to debunk. We only use 10% of our brain. Brain training will make you smart. The brain perceives the world as it is. Right-brained people are more creative. Adults cant grow new brain cells. The brain is a computer. Preparation Select one of the following myths: We only use 10% of our brain. Brain training will make you smart. The brain perceives the world as it is. Right-brained people are more creative. Adults cant grow new brain cells. The brain is a computer. You can learn more about the myth you chose in Jarrett’s 2014 book, Great Myths of the Brain, which is located in your reading list and can be used as a source in your paper. Find one flawed source of information on the Internet. To find a flawed source, look for one with a substantial number of errors. Read what the textbooks say about the myth. Use the myth you chose and use it as your search word or phrase on the Internet. Look for sources that are not accurate based on the information in your textbooks. If you don’t see a flawed source on the first page of results, skip to the third page of results or further. Tips for finding flawed sources: Scroll through your social media feeds. Scroll through your results and look for sources that are NOT: .gov websites. News or press websites. Find and read two peer-reviewed journal articles that summarize a research study on the topic. You will use these articles to help debunk the myth through their research findings. Reviews of literature or meta-analyses are not appropriate for this assessment. For help finding flawed sources and peer-reviewed articles for this assessment, you may want to complete the library instruction activity: Searching Capella Library for Myth Busting Assignment. Consider whether the research is ethical based on one of the APAs Ethical Principles of Psychologists and Code of Conduct. You should cite this resource in your paper. Instructions Write a 35 page paper that includes: A brief summary of the myth and evidence provided by the website (your flawed source). Challenge the myth by providing scientific evidence that disproves the myth. Identify and explain the underlying assumptions that support the myth. Use two peer-reviewed journal articles to support your argument. For each scholarly source: Summarize the methods, participants, and results. Explain the reliability, validity, and generalizability of the findings. Assess, using evidence from the article, the studys adherence to TWO of the APAs five Ethical Principles of Psychologists: Beneficence and Nonmaleficence. Fidelity and Responsibility. Integrity. Justice. Respect for People’s Rights and Dignity. A discussion of how the brain and body work in relation to your myth, using your textbook and other scholarly sources to support your statements. We only use 10% of our brain: Focus on the cerebrum. Brain training will make you smart: Focus on the readings on intelligence. The brain perceives the world as it is: Focus on the readings about our senses. Right-brained people are more creative: Focus on how the hemispheres work. Adults cant grow new brain cells: Focus on readings about brain development. The brain is a computer: Focus on the readings on memory. Your own theory: Based on your research, what do you think is correct? Use headers to organize your paper. You should have at least three headers. Additional Requirements Written communication: Written communication is in professional style with correct grammar, usage, and mechanics. Resources: Use a minimum of five sources: your flawed source, a textbook, the APA Ethical Principles of Psychologists and Code of Conduct, and two peer-reviewed journal articles APA formatting: References and citations are formatted according to APA style and formatting. Use Academic Writer for guidance in citing sources in proper APA style. See the Writing Center for more APA resources specific to your degree level. Length: 35 double-spaced, typed pages. Font and font size: Times New Roman, 12 point. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and rubric criteria: Competency 1: Relate the actions of the mind and body to psychological and physical health. Relate the actions of the mind and body to psychological and physical health. Competency 3: Examine psychological research from the standpoint of adherence to the APA Ethics Code in psychological research involving human or nonhuman research participants. Assess the extent to which research studies align with two of the APAs Ethical Principles of Psychologists and Code of Conduct. Competency 4: Expose flawed sources of information. Choose a flawed source of information related to a myth. Explain peer-reviewed evidence. Competency 5: Write for purpose in a well organized text, incorporating appropriate evidence and tone in grammatically sound sentences. Use APA style formatting for citations and reference list with only minor errors. Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences. Scoring Guide Use the scoring guide to understand how your assessment will be evaluated. Expand All Criterion 1 Criterion 2 Criterion 3 Criterion 4 Criterion 5 Criterion 6 Criterion 7

Biology is intertwined with our mental health. Heredity and environment interact to produce psychological disorders. Treatment options also reflect both environmental and biological interventionsa therapy might address environmental triggers and maladaptive cognitions while a medication might affect your brain’s chemistry. Consider how one’s brain might help or hinder them in a moment of mental crisis. Combating low quality information with scientific evidence is a challenge faced by most human services professionals. Posters can be used to provide easy-to-digest facts in a visually appealing way, as an aid to challenging flawed information. For this assessment, you’ll create a poster based on one of the following false facts: Bad parenting causes psychological disorders. Focus on anxiety disorders or schizophrenia. Depression is caused by personal weakness. Focus on major depressive disorder or bipolar disorders. Electroconvulsive shock therapy (ECT) is cruel or barbaric. Focus on major depressive disorder or bipolar disorders. Another myth of your choice about one of the psychological disorders. Overview Combating low quality information with scientific evidence is a challenge faced by most human services professionals. Posters can be used to provide easy-to-digest facts in a visually appealing way, as an aid to challenging flawed information. The objective of this assessment is to communicate persuasively and succinctly to a general audience. Create a poster debunking a myth about a mental health disorder. Preparation Choose one of the following myths: Bad parenting causes psychological disorders. Focus on anxiety disorders or schizophrenia. Depression is caused by personal weakness. Focus on major depressive disorder or bipolar disorders. Electroconvulsive shock therapy (ECT) is cruel or barbaric. Focus on major depressive disorder or bipolar disorders. Or choose another myth you know about one of the psychological disorders. Find one flawed source of information on the internet. To find a flawed source, look for one with a substantial number of errors. Read what the textbook says about the myth. Use the myth you chose and use it as your search word/phrase. If you don’t see a flawed source on the first page of results, skip to the 3rd page of results or further. Look for sources that are not accurate based on the information in your textbook. Tips for finding flawed sources: Scroll through your social media feeds. Scroll through your results and look for sources that are not: .gov websites. News or press websites. In the Capella library, find one peer-reviewed journal article about the mental health disorder. For help finding flawed sources and peer-reviewed articles for this assessment, you may want to complete the library instruction activity Searching Capella Library for Myth Busting Assignment. Instructions Create a poster using one of the following templates: Poster Template: Portrait [PPTX]. Portrait Template: Landscape [PPTX]. Include the following in your poster: Identify the chosen myth about mental health or a specific disorder. (Can be the title of the poster.) Identify the flawed source of information related to the myth. (Can be a web link or reference in the footer.) Describe the psychological disorder, including the key symptoms. (2040 words, bullet points are recommended.) Relate the actions of the mind and body to psychological health. (2040 words.) Describe the mechanism and/or actions in the brain that lead to the symptoms of the disorder. Explain the research you found regarding the disorder. (2040 words.) Brief mention of findings and the population the results can be generalized to. Explain the actions of a medication used to treat the psychological disorder. Describe the biological details of how it works. Use visual elements that support the main points. Note: Your final poster must be in a PDF format. Convert your poster into a PDF before submission. Submission Requirements Format: Submit your poster as a PDF file. Written communication: Written communication is in professional style with correct grammar, usage, and mechanics. Resources: Use a minimum of three sources: your flawed source, a textbook, and one peer-reviewed journal article APA formatting: References and citations are formatted according to APA style and formatting. Refer to Academic Writer for guidance in using proper APA style. See the Evidence and APA section of the Writing Center for instructions on accessing and using Academic Writer. Length: One page. Font and font size: Times New Roman, 12 point. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and rubric criteria: Competency 1: Relate the actions of the mind and body to psychological and physical health. Describe a psychological disorder and the effects of a medication used to treat the psychological disorder. Relate the actions of the mind and body to psychological health. Competency 4: Expose flawed sources of information. Identify a flawed source of information related to a myth. Explain peer-reviewed evidence. Competency 5: Write for purpose in a well organized text, incorporating appropriate evidence and tone in grammatically sound sentences. Incorporate visuals that support the overall message. Use citations and references. Address assignment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.

Required Readings

Sperry, L., & Sperry, J., (2020). Case conceptualization: Mastering this competency with ease and confidence. (2nd ed.). Routledge. https://search.ebscohost.com/login.aspx?direct=true&;;;AuthType=sso&db=nlebk&AN=2572771&custid=s7439054″ rel=”noopener noreferrer” target=”_blank”>https://search.ebscohost.com/login.aspx?direct=true&;;;AuthType=sso&db=nlebk&AN=2572771&custid=s7439054

Note: PDF Full Text available in the Yorkville Library.

American Psychological Association. (2019). Publication manual of the American Psychological Association (7th ed.). American Psychological Association.

Recommended Reading

Young, M. (2021). Learning the art of helping: Building blocks and techniques (7th ed.). Pearson.

Note: This is the same text required for the PSYC 6246 course, so you shouldnt need to repurchase it.

Reference Content

These are the references of choice for ensuring proper use of psychology terms. Please do not use Oxford, Merriam, or Dictionary.com etc. for psychological terms.

Gladding, S. T. (2018). The Counseling Dictionary: Vol. Fourth edition. American Counseling Association. https://search.ebscohost.com/login.aspx?direct=true&;;;AuthType=sso&db=nlebk&AN=1561316&custid=s7439054&ebv=EB&ppid=pp_C1″ rel=”noopener noreferrer” target=”_blank”>https://search.ebscohost.com/login.aspx?direct=true&;;;AuthType=sso&db=nlebk&AN=1561316&custid=s7439054&ebv=EB&ppid=pp_C1

Neukrug, E., Brace-Thompson, J., Maurer, C., & Harman, C. (2015). The SAGE Encyclopedia of Theory in Counseling and Psychotherapy. SAGE Publications, Inc. https://search.ebscohost.com/login.aspx?direct=true&;;;AuthType=sso&db=nlebk&AN=1061337&custid=s7439054&ebv=EB&ppid=pp_C” rel=”noopener noreferrer” target=”_blank”>https://search.ebscohost.com/login.aspx?direct=true&;;;AuthType=sso&db=nlebk&AN=1061337&custid=s7439054&ebv=EB&ppid=pp_C

-I need you to write two discussion posts that each is around 200 words and each has their own references.

1.What Creative Art Therapy would you like to try and why?

2.If you had to pick a Creative Art Therapy to study and become a counsellor in, which would it be?