Category: Psychology

Cites and references ( separate for each answer)

Each answer for at least 2 1/2 pages

1. Explain why the authors claim that attachment theory is culturally biased (ethnocentric).

2. Explain what the authors mean by monotropy in attachment theory.

3. What conditions must be met, according to them, for monotropic attachment to development? Why is that model typical of WEIRD countries?

4. What are the consequences of applying attachment theory to different cultural settings?

5. Explain the authors argument that, from an evolutionary perspective, alloparenting is typical of the human condition. Why do they say that, [i]f the task of raising children would have been the sole responsibility of the biological mother, humankind would not have survived.

6. Why do the authors claim that Bowlbys monotropic conception of attachment, based on rhesus monkeys, misrepresents primate parenting behavior?

7. Explain why for most women who are not in an affluent situation child care is organized as a co-occurring activity.

8. What are the benefits of alloparenting for the mother, the infant, and for alloparents?

9. Describe the conditions that make multiple caregiving beneficial versus the conditions where it becomes social neglect.

10. Provide examples of different cultural arrangements of multiple caregiving, such as, the varying roles of multiple caretakers, when the biological mother is not the primary attachment figure, alloparenting based on fictive kinship, grandparents, siblings, and fathersyou will be asked to describe a couple of those situations and the role of alloparents in attachment.

11. Explain how the cradles of care (2×2) model accounts for diverse of child care conditions. Describe each of the four possibilities and the populations in which they were observed.

12. Explain how the cradles of care model allow researchers to disentangle these two dimension of child care, the attention the child receives and the attention (focus) given by a caregiver.

13. Explain why the Western conception of attachment is based on the notion of mind-mindednes, as opposed to the opacity doctrine found in non-western cultures.

14. Explain the difference between defining security and trust based on an exclusive dyadic relationship or embodied in a social network. Explain the authors claim that the socialization agenda depends on the model of personhood of a cultural community and describe the different models of personhood in western and non-western cultures.

15. Explain what the authors mean by saying that universality and cultural specificity are profoundly intertwined and discuss how that is so across the five core assumptions of attachment theory (universality, normativity, sensitivity, child-rearing patterns, and competency).

What to Do

Write a 1-2 page results section where you formally present the findings of your study. You should include at least one figure (e.g., column chart or scatterplot) or table to convey your results. You will also need to write a 1-3 page discussion section where you interpret what these results mean and relate your findings back to previous research. Your discussion should indicate if your results confirm your hypotheses and if they are consistent with what other researchers have found. You should also discuss any limitations of your study in this section and make suggestions about future research. Note that while results will be similar for people working in groups – each group member must write their own Results and Discussion Sections.

Writing a Results Section

There are several sources of information on writing your results section. These include 1) the textbook, 2) the PowerPoints, and 3) your own reference articles. Here are a few important guidelines:

1. If you decide to exclude any data (e.g., because participants did not follow instructions), then you should report how much data was excluded and what criteria you used for making these decisions.
2. Describe any procedure you used to reduce your data. This includes how you scored questionnaires or otherwise aggregated multiple responses into a single dependent variable. For example, you might explain that you began by computing the mean for your 10-item self-esteem measure.
3. Report measures of central tendency and variability for your dependent variable, separately for each condition. This usually means reporting the mean and standard deviation for each condition.
4. Include at least one column chart, line graph, or scatterplot. If necessary, you can include the figure at the very end of the document (if you are having trouble getting it to stay within the text) but you must refer to it explicitly in the text (e.g., As Figure 1 shows, ….). Create the figure using Excel (or table using Word) according to the guidelines provided in class.
5. Report the relevant inferential statistics used. This means reporting the test statistic, the degrees of freedom, and whether or not the p value was less than .05. Be clear about whether or not you rejected the null hypothesis.
6. In general, you should address each of your hypotheses one at a time. Discuss your primary hypothesis first, and then discuss any of your secondary hypotheses in turn.

Writing a Discussion Section

Unfortunately, there is no one exact way to write a discussion section. These tend to vary depending on the argument the authors are attempting to make. For some examples, look at the articles cited in your paper and the student sample paper. Here are a few important guidelines:

1. Report what you found and if it conformed to your hypotheses. This could be a paragraph or two but remember not to report the actual statistics in detail. Just summarize the results in words and whether they support the hypotheses.
2. Identify and discuss some explanations as to why the results turned out the way they did. This will likely be around 1-1.5 pages long but depends on what you find. This explanation is considered one of the most important parts of the paper and needs to be thought about and addressed adequately. If the hypotheses were supported, why might that be? A great idea is to look to other research on the topic and address their theories in relation to yours. If your results go along with the findings of others, then their theories might be relevant to your findings. If your results do not go along with previous findings, what might that mean? It is okay to speculate a little here, just do not assume the statements reflect a certainty when there is not one. For example, The results of the current study conflict with the findings of Ma-Kellams and Blascovish (2013), and this could show that the explanations they offered on science and morality may not be accurate.
3. Keep in mind that science is iterative (i.e., constantly changing and updating) and therefore your study contributes to this process but does not render it definitive. Thus, avoid saying things like, The findings of the current study prove Ma-Kellams and Blascovish were wrong Or that The results prove that science does not influence moral judgment. Instead, your study is just one that may provide evidence for or against a position, but it is not the final say.
4. Report any limitations of your study. That is, what went wrong? How could these problems have influenced your results? Limitations can include confounding variables, small sample size, the possibility that the manipulation did not work, and many others. Keep in mind that no study is perfect and therefore every published study includes a limitations subsection. Note that it is common for new students to focus too much of the discussion section on the limitations, but it is just one part.
5. Future research and applied uses should be ideas that are relevant to the results and/or research question, not just random alternative variables that could be tested. For example, if I found a relationship between beliefs in science and moral judgments, I might suggest future research could further explore the extent of how this relationship might be influenced by the history of scientific training and coursework. I could also suggest that this could have bearings on situations that call on people to make moral judgments (future research studies could take this into account as could legal situations).

In-Class Quiz: Explain how children develop the ability to think logically (i.e., the development of logico-mathematical reasoning) according to Piaget’s theory and relate it to the example of the child counting pebbles. What does the child discover in that activity and how does that advance the child’s cognitive development?

Homework:

2. Explain Piaget’s concept of cognitive structures (i.e., schemas and operations) as systems for thinking and reasoning, including the process of construction of schemas as a two-sided concept of adaptation, and provide one example of assimilation and accommodation.

3. Describe Piaget’s concept of operations as the basis for logical thought and explain the main differences in logical thinking among children at the preoperational and concrete operational stages. Discuss the importance of attaining reversibility (i.e., reversible operations) as children reach concrete operational thinking. Give an example of the tasks Piaget and colleagues developed to test whether or not children had reached the concrete operational stage.

4. Briefly discuss the four factors that drive cognitive development and explain why Piaget thought equilibration (as opposed to maturation, experience, and social transmission) is the most important one

Reading Sources:

1. Crains’ Chapter
2. Learning and Development.

4. According to Piaget, learning is an active process. This means that teaching can only take place indirectly. Explain how teaching should be organized according to Piagetian constructivist theory. Discuss the implications for education of 3 Piagetian theoretical principles. Be specific about how these principles render constructivist instruction different from traditional instruction (i.e., transmission model)

Reading Source: Pedagogical Principles from Piagets Theory

prepare an abstract of no more than 255 words under the following headings: Objective, Method, Results, and Conclusions. Headings should not appear in the abstract text; each section must be entered into its corresponding text field. Abstracts without data or in which ‘data is to be collected’ or ‘results are expected to show’ cannot be accepted. The first time an abbreviation and/or acronym appears in the abstract, it must be written out in full. 1. Objective: The abstract should begin with a clear statement of the precise objective or question addressed in the report. If more than one objective is addressed, the main objective should be indicated and only key secondary objectives stated. If an a priori hypothesis was tested, it should be stated. 2. Method: The basic design of the study should be described, including participants/setting and variables/measures. Participants/Setting. The number of participants and how they were selected should be provided. The clinical disorders and key socio-demographic features of participants should be stated. Selection procedures, entry criteria, and the number of participants entering and finishing the study may also be included. To assist readers in determining the applicability of the report to their own clinical circumstances, the study setting(s) may be described. Consider whether the setting is the general community, a primary care or referral center, private or institutional practice, ambulatory or hospitalized care. Variables/Measure(s). Describe the design of the study. The primary study variables and instruments should be clearly explained. 3. Results: The main results of the study should be given. When possible, the results should be accompanied by confidence intervals (for example, 95%) and the level of statistical significance. Abstracts without data or for which “data is to be collected” or “results are expected to show” cannot be accepted. 4. Conclusion(s): Only those conclusions of the study that are directly supported by the evidence reported should be given. Equal emphasis should be given to positive and negative findings of equal scientific merit. If clinical applications are described, avoid speculation and over-generalization and indicate whether additional study is required before the information should be used in usual clinical settings. clean up the abstract i uploaded by rewording it completely and sight the references and then create a summary of the sections of the overall paper in bullet point form please pulling the most important point.

Discussion 1: Identifying different types of groups in counseling

Due no later than Thursday 11:59 am (PST)

1a After reviewing the background materials and your own research, compare and contrast the different types of counseling groups. How do you think the settings (i.e. school, outpatient rehabilitation center, prison setting) would impact the types of counseling groups that are formed? Elaborate on your answer.

1b. Elaborate on the considerations by a group counseling leader (or group counseling facilitator) when selecting group members along with leading/facilitating the different types of groups.

Cite your source(s)

Hey baby here is the instructions and an attachment for the table. Here is some clarity for Week Sixs assignment. Review Table 2.1 in your textbook (Page 26) (a snapshot of the table is attached). You must choose one crime from Part 1 and one from Part 2 of the table. Be sure one is a property crime and one a violent crime. Review your state statutes to evaluate the severity and differences between the violent and property crimes you select. Examine the punishment and sentencing standards for the two crimes in your state and assess whether the differences in punishment and sentencing are justified. Please use two (2) to three (3) peer-reviewed current scholarly resources to endorse your statements. Utilize the resources at GCUs Library to obtain academic research on the topic. As always, review the rubric before you write your paper to familiarize yourself with the expectations of the assignment. The word count for this assignment is 500-750 words. The purpose of this assignment is to understand the differences between property crimes and violent crimes, including the severity, patterns, and punishment or sentencing standards. View Table 2.1 in your textbook. From the list, choose one Part 1 Offense and one Part 2 Offense. Make sure one is a property crime and one is a violent crime. After making your selection, look up the statutes for those two crimes in your state. Using two to three scholarly sources, write a 500-750-word essay that address the following: Discuss the severity of the violent crime and how it differs from the property crime you selected. Discuss how punishment and sentencing standards for the two crimes are different. Are the differences justified? Explain why or why not.

Review the rubric for the demonstration of skills. There are three main components: 1) Use of basic counselling skills, 2) Providing clear and concise psycho-education, and 3) Effective use of CBT skill.

Reflect on your practice counselling today and evaluate yourself on these three components. Where did you excel? Where do you think more attention and practice is warranted?

note: I did attended class but I left due to my iPad dying and I was at my appointment or u could just say I did attended class class for a bit no need to tell reason