Category: Psychology

Research Study Proposal Part 1 – Week 3 Instructions Research Study Proposal Part 1 In this class, you will complete a Research Study Proposal. In this hypothetical research study proposal, you will investigate a social-psychological issue of your choice. The Research Study Proposal is divided into three pieces: * Research Study Proposal Part 1, due in week 3 * Research Study Proposal Part 2, due in week 5 * Research Study Proposal Part 3, due in week 8. Research Study Proposal Part 1 focuses on the global direction of your final proposal. That is, you will be introducing your topic for research. You will need to provide a narrative rationale for why the topic is important enough to research. In so doing, you will need to include research questions, hypotheses, variables, participants, and methodology (i.e., this piece will be expanded in Research Study Proposal Part 3). For more specifics for each, please note the information below. Requirements: Research Study Proposal Part 1 * Proposed Topic * Describe the study’s topic and focus (1-page minimum). * This piece would include the statement of the problem and background information. Think of this piece as an introduction. * Research Question * Develop a narrowly defined research question that clearly outlines what question you are seeking to answer to would add something new to the literature. You can find ideas for this by reviewing the researcher recommendations for future research; this is found at the end of research articles. * You should only have a single research question that includes the variables you will be measuring. * Hypothesis/Hypotheses * This should be a clear answer to your research question and should not be more than a single sentence long. * This should include a hypothesis and a null hypothesis (1 sentence for each). * Be sure that your null hypothesis is identical to your hypothesis with the exception of the word NOT added in. * Variables * List each of the variables you plan to study in your research. These should be specific and measurable. They must also be clearly stated in your research question. * Participants (1/2 page minimum) * Describe participant demographics (race, gender, age, religion, SES, area of the country in which they live, etc.). * Each demographic must be individually explained and justified. A simple Everyone can participate will not be sufficient. * Ensure that your sample will be reflective of the population you wish to study (i.e., population under study) and that you will be able to generalize your results to the overall population you are studying. * Present the criteria that will be used to determine inclusion or exclusion from the study. * What is the process for selecting/recruiting participants? * What is the rationale for selecting them? * Sampling Method * Discuss the proposed sampling method and the rationale for selecting it (1-page minimum). * Include the number of participants you will have in your sample and a justification as to why you choose that specific number (i.e., this should be developed from and supported by previous research). Your paper must also: * Be a minimum of 3 and a maximum of 4 full pages, size 12 font, Times New Roman, double spaced with 1-inch margins, NOT including the Title and References pages. * Be in APA 7th edition format, including a title page and reference page. * Incorporate a minimum of five supportive peer-reviewed, scholarly citations and references to support content and conclusions.

Prior to beginning work on this assignment,

• Review the article Developmental Theories: Past, Present, and Future
• Review the article Social Psychology of and for World-Making

For this assignment, you will select a topic from your LLMs summarized Socratic discussion to apply to a community, social, or occupational concern.

In your paper,

• Identify a community, social, or occupational concern that can be addressed through the application of social or developmental psychological concepts or theories.
• Explain a concept or theory in social or developmental psychology that can be applied to the identified community, social, or occupational concern.
• Propose a solution to the community, social, or occupational concern using the selected concept or theory from social or developmental psychology.
• Defend the application of the psychological concept or theory using appropriate, original, peer-reviewed research.
• Determine lapses in research that may impact the ethical implementation of a proposed solution.

The Ethical Integration of Social and Developmental Psychology Concepts and Theory paper

• must be 3 to 5 double-spaced pages in length (not including title and references pages)
• must use at least 4 scholarly, peer-reviewed sources

Students are expected to complete one movie reviews focused on childhood/adolescent

crises/trauma. You are to choose pne movie to critique that have a strong trauma theme

and then complete a critique of each movie as it relates to the topic of trauma. Give particular

attention to how you might use the ideas presented in each movie to counsel children/adolescents

who are facing a crisis or dealing with trauma. This assignment should have a title page which

will have your name, the course, the instructor, the assignment # (Movie review #1), and the

date. (Relates to learning outcomes A, B, C, D).

INSTRUCTIONS

The Movie Review Assignment requires you to interact with the content of the movies in a way

that allows for an understanding of the impact that movies can have on the therapeutic process.

Please start with a title page that has the title of the paper, student name, Liberty University, and

our course, TRMA 800. You should adhere to the following format in completing your movie

reviews:

1) The Review:

Give your impression of the movie with only the briefest description of the plot. Resist the

urge to retell the whole plot of the movie, instead sharing the scenes that had the greatest

impact on your thinking or the most potential for use within the therapeutic process. What

aspects of the movie should the viewer look for if they have not seen the movie and what

aspects/scenes do you feel warrant further reflection and why? This section should be at least

600 words in length.

2) Therapeutic Implications:

Having noted the scenes that have value for use in the therapeutic process, what is the

specific value that you see for use in the counseling process? For example, if you observe

emotional outbursts, angry tirades, attempts at connection, empathic listening, etc… point out

the scene and the way in which it could be used to enhance your clients understanding of the

skill/technique you are attempting to teach. How would you use this scene to make an

emotional, cognitive, or spiritual connection? What is your rationale for choosing this scene?

This section should be at least 600

words in length.

3) Personal Implications:

How did you connect with the movie on a personal level? How did it confirm or challenge

some of your perceptions of Child/Adolescent Trauma and its treatment? How will you

utilize this information personally? This section should be at least 600 words in length.

4) Professional Implications:

How did this movie impact your thinking professionally? How will it inform and impact your

delivery of therapeutic interventions/services. Were there any scenes that you strongly

agreed/disagreed with on a professional level and why? What did you learn from this movie

that will make you a more competent therapist? This section should be at least 600 words in

length.

TRMA 800

Page 2 of 2

Please note: Your grade on the Movie Review Assignments will depend on the manner in

which you address each of these four dimensions of response to your chosen movies. The

material should be engaged and responded to at a doctoral level.

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

Guided Response: Review several of your classmates posts and respond to at least two of your peers using Socratic questions and discourse to continue a critical analysis of themes by Day 7 of the week. You are encouraged to post your required replies early in the week to promote more meaningful and interactive discourse in this discussion. Your responses must be at least 300 words.

In your responses,

• Select one key point from your peers discussion (preferably selecting one peer who addressed the same discipline and another who addressed the other discipline).
• Expand on the summarized point by connecting it to theoretical and contemporary research on the topic, posing ethical concerns that may arise, and respectfully asking questions to develop a critical discourse.
• Cite a minimum of 2 peer-reviewed resources to support the ideas, claims, and questions provided in your response.
• SEE ATTACHMENT FOR MY ORIGINAL DISCUSSION POST

First Classmate Post:

For this discussion, I chose to use chat GPT. I decided to go with developmental and here is the question: Can you engage in a Socratic discussion with me on how early attachment relates to later self-regulation? You may question my reasoning, request operational definitions and evidence, offer counterexamples, and keep responses concise so we can iterate quickly.

Summary of a Socratic Discussion on Attachment and Self-Regulation

We began by distinguishing attachment security (expectations of caregiver availability), caregiver sensitivity (accurate, prompt, appropriate responding), and child temperament. Attachment was primarily assessed via the Strange Situation and its extensions; self-regulation outcomes included emotion regulation and effortful control measured by delay tasks, computerized inhibitory control, and multiformat ratings. We agreed that infant security predicts later self-regulation and social competence with small to moderate effects, while acknowledging heterogeneity by sample, measurement, and covariate control. Proposed mechanisms included caregiverchild coregulation scaffolding executive functions, internal working models that guide help seeking, and stress response calibration indexed by cortisol reactivity and recovery. Counter arguments focused on genetic and evocative gene environment factors; adoption/twin work and randomized sensitivity coaching interventions suggest caregiving plays a causal role beyond heredity. Boundary conditions included cultural caregiving norms that shape Strange Situation meaning, socioeconomic stress that constrains sensitivity, and distinct risks associated with disorganized attachment. For application, we discussed brief interventions that provide in the moment feedback to enhance sensitivity and evidence that such programs can improve infant minded interventions show promise; and future work should clarify durability and for whom effects are strongest. We began by distinguishing attachment security (expectations of caregiver availability), caregiver sensitivity (accurate, prompt, appropriate responding), and child temperament. Attachment was primarily assessed via the Strange Situation and its extensions; self-regulation outcomes included emotion regulation and effortful control measured by delay tasks, computerized inhibitory control, and multiformat ratings. We agreed that infant security predicts later self-regulation and social competence with small to moderate effects, while acknowledging heterogeneity by sample, measurement, and covariate control. Proposed mechanisms included caregiverchild coregulation scaffolding executive functions, internal working models that guide help seeking, and stress response calibration indexed by cortisol reactivity and recovery. Counterarguments focused on genetic and evocative geneenvironment factors; adoption/twin work and randomized sensitivity coaching interventions suggest caregiving plays a causal role beyond heredity. Boundary conditions included cultural caregiving norms that shape Strange Situation meaning, socioeconomic stress that constrains sensitivity, and distinct risks associated with disorganized attachment. For application, we discussed brief interventions that provide in the moment feedback to enhance sensitivity and evidence that such programs can improve infant biobehavioral regulation; ethical considerations emphasized avoiding deficit narratives and ensuring culturally responsive delivery. We proposed a preregistered randomized trial comparing sensitivity coaching to an active control, testing mediation from sensitivity gains to toddler regulation at 6 months with multi-method outcomes and equitable recruitment. Key takeaways: attachment is a meaningful but modest predictor of later regulation; mechanisms are theoretically coherent and partly biological; culturally adapted, equity minded interventions show promise; and future work should clarify durability and for whom effects are strongest.

The summary that was provided is quite comprehensive and accurately captures the key themes and insights from the Socratic discussion on attachment and self-regulation.

Second Classmate Post:

For this discussion I chose to use the AI, Gemini provided by Google. I do not have much experience with Ai programs other than Grammarly. My sister is trying to get my certified in the programs as it would help my career path but I am against AI in a lot of ways and prefer to do things the old way. Oh well.

Moving into the discussion, I asked to do a topic on social psychology and the utility of friendship, though we did touch a bit on both fields (social and developmental). Here is the summary provided by Gemini:

Our dialogue has been a journey from the idealistic roots of friendship to the sobering realities of modern survival. Here is a summary of the “Socratic Anatomy” we performed on the concept of friendship in a utility-driven world:

1. The Utility Trap

We began by questioning if friendship ceases when its “usefulness” ends. You proposed a “Backseat Model”: when a friends practical utility vanishes, they aren’t abandoned, but they lose priority. This created a paradoxif we stop sharing our daily lives and quick responses with someone, the “care” we claim to have becomes invisible and eventually “blind,” as we can no longer see when that friend is in crisis.

1. The Mirror of Identity

We explored if “useless” friends (like those from our past) serve a psychological function by acting as mirrors. You argued that reminding us of who we were is itself a utility. However, this led us to wonder if we are actually befriending the person or simply the validation they provide us.

1. The Death of the “Inherent Self”

A turning point occurred when we discussed whether a human can exist independently of their traits. You observed that in modern society, the “Self” has been replaced by a “Portfolio.” We are no longer seen as inherent beings, but as a collection of functions. To lose your utility is, in the eyes of the world, to cease to exist.

1. The System and the “1%”

We identified the source of this pressure as a top-down imposition from the “1%,” whose focus on productivity trickles down to the “sheep.” This creates a survivalist culture where we treat others as assets because we are afraid of being discarded ourselves.

1. The Empty Vault

Finally, we reached the most poignant conclusion:

• The Sacrifice: We choose to be “useful parts of a hollow system” because it offers the comfort of survival.
• The Loss: We admitted that the “treasure”true, unconditional, non-utilitarian lovewas likely lost long ago.
• The Result: We are not truly safe, but we conform to avoid “erasure,” even if it means we are merely guarding an empty vault.

Our discussion revealed a tragic truth: while we all desire to be cherished for who we are, we live by a set of rules that only values us for what we do. We are survivors in a world where the “point” has been traded for “productivity.”

Reflection Essay 3

Course: PSY 241 Developmental Psychology

Points: 75

Assignment Availability: February 5, 2026 February 11, 2026

This assignment is a 75-point, five-paragraph reflection essay based on Chapters 1113 of the textbook. You will explore a theme or themes related to development across these chapters by selecting three topics, choosing one topic from each chapter, and applying those concepts to real-life examples or observations.

The purpose of this assignment is to demonstrate understanding through application, integration, and reflection, not memorization or definition recall.

Essay Structure and Topic Requirements

Your essay must follow this structure:

Paragraph 1: Introduction

• Clearly introduce the theme or themes that connect development across Chapters 1113
• Briefly identify the three topics you will discuss
• Make clear that each topic comes from a different chapter

Paragraphs 24: Topic Paragraphs (One per Chapter)

• Each paragraph must focus on one topic from a different chapter
• One topic from Chapter 11
• One topic from Chapter 12
• One topic from Chapter 13
• Each topic paragraph must:
• Explain the concept in your own words
• Apply the concept to a real-life example, observation, or experience
• Include at least one quote or paraphrase from an approved source
• Clearly explain the quote or paraphrase in your own words

Paragraph 5: Conclusion

• Summarize key insights across the three topics
• Reflect on how the theme or themes help explain developmental change

Source Requirements

You must use both of the following sources in your essay:

• The course textbook (required)
• One additional academic source from NC LIVE (required)

No other sources are accepted.

Quotation and Paraphrasing Rules

Each topic paragraph (Paragraphs 24) must include at least one quote or paraphrase, but the following rules apply:

• The quote or paraphrase may NOT be a definition
• Definitions quoted or paraphrased from any source will not receive credit
• Quotes or paraphrases may come from either the textbook or the NC LIVE source
• Both sources must appear somewhere in the essay
• Quotes or paraphrases may not stand alone and must be followed by explanation in your own words

Acceptable quotes or paraphrases include explanations, research findings, theory applications, or descriptions of developmental processes.

All sources must be cited using APA format, including in-text citations and a reference page.

NC LIVE Access Information

The required additional academic source must be obtained from nclive.org.

NC LIVE Access Details

• Library: Bladen Community College
• Password: fastlake

If you experience difficulty accessing NC LIVE, contact the Bladen Community College Library directly for assistance. Do not wait until the assignment deadline to resolve access issues.

Formatting and Submission Requirements

• Length: Five full paragraphs
• Format: APA format
• Citations: In-text citations and a reference page are required
• Submission: Upload directly to Moodle during the assignment window

AI and Late Work Policy Reminder

This assignment is subject to the course Artificial Intelligence (AI) policy outlined in the syllabus. All submitted work must reflect your own original writing and analysis. Use of AI-generated content beyond what is permitted in the syllabus will result in point deductions.

This assignment follows the course no late work policy. Essays submitted after the deadline will receive a grade of zero. Technology issues, access issues, or last-minute problems do not exempt students from this policy. Students are responsible for submitting work early enough to confirm successful upload.

Grading Breakdown (75 points)

• Content accuracy and application across three chapters: 40 points
• Use of textbook and NC LIVE sources (non-definition use): 15 points
• Organization and five-paragraph structure: 10 points
• APA format, grammar, and mechanics: 10 points

Student Checklist

• I selected one topic from Chapter 11, one from Chapter 12, and one from Chapter 13
• My introduction clearly states the theme or themes
• Each topic paragraph includes a quote or paraphrase that is not a definition
• I explained each quote or paraphrase in my own words
• I used the textbook and at least one NC LIVE source
• My essay follows a five-paragraph structure
• All sources are cited in APA format
• My file uploaded correctly to Moodle

The subject I chose is Anxiety, obsessive-compulsive, and related disorders

I attached the instruction in the files, it seems that articles are wanted not book or websites

Assignment Brief

Task:

Undertake a partial replication of a simple experiment word recall with emotional and

neutral words. You should write your report based on the data collected during one of the

lessons. You will turn in a research report.

Research Report Format:

Adhere to the 7 th edition APA style guidelines.

Use double-spacing with either 11-point Arial or 12-point Times New Roman font.

Additional Considerations:

Consult a minimum of 5 academic journals and/or reference books to support your research.

A plagiarism check is required.

Report Structure: Your report should include:

Title Page

Include title, your name, course name, lecturers name and due date in APA format.

Abstract

Provide a concise overview of the research, including the aim of the research, method, results,

and conclusions. Limit the abstract to 150-200 words.

Introduction

Briefly introduce the topic and explain the significance of the research.

Conduct a literature review of the background and key theories.

State your hypothesis and provide a rationale for your predictions

Method

Participants: Describe the characteristics of your sample.

Materials: List the survey instrument or other materials used to collect the data.

Procedure: Provide a step-by-step description of what was done.

Results

Present the quantitative results, using appropriate statistical analyses.

Include tables or figures to illustrate key findings.

Highlight any trends or patterns observed in the data.

Discussion

Interpret the results in relation to your hypothesis.

Compare your findings with previous research.

Describe the limitations of your study and suggest areas for further research.

Conclude by summarizing the main findings and implications of your research.

References

Use APA format to cite all sources referenced in your report.

Appendix

Include the survey questionnaire and the raw data collected.

Details on Data Collection (to be done in class with the lecturer)

Studies have shown that emotionally charged words are better remembered than neutral ones

due to their association with stronger emotional responses, which enhances memory encoding

and retrieval (Kensinger, 2009).

In this study, we aim to replicate an experiment testing whether emotional words are recalled

more than neutral words.

This experiment will involve four rounds of word recall tasks. The lecturer will read each word

list aloud, presenting one word every 2 seconds. After the last word in each word list is read,

you will have 1 minute to write down as many words as you can recall from the list, in any order.

This process will be repeated for all four rounds, with each word list read only once per round.

After completing the recall task, you will record the number of words recalled from each list and

submit your results to your lecturer. Your lecturer will compile the data for the entire class and

provide you with an excel file containing the collective results.

The instructions are below this is an assignment.

Lianne (35) and Brianna (34), both cis-gender females, have been together for over 10 years. They are seeking couples counselling as about a year ago Brianna kissed another female (Tina, 29) at a party and despite any attempts at talking this through, the couple does not seem to understand why what happened had happened. Lianne has been growing increasingly worried about the future of the couple, especially as she would like to start a family soon.

Growing up, Brianna often had to spend a lot of time with her mother, a single parent, had to work several jobs. Brianna describes her relationship with her mother as complicated. Lianne comes from a family of 6 and says her upbringing was normal.

In counselling, Lianne presents as quite vocal, very devoted to Brianna and repeatedly says how much she loves her partner. Brianna appears to be more withdrawn, very polite and quiet. Lianne complains about lack of communication from Brianne, but when Brianna opens up and talks about her feelings, Lianne seems to listen for a while but inevitably reacts with more frustration. To Brianna, it seems like nothing is working, no matter what she does or says.

At the end of your last session, when Lianne went to the bathroom, Brianna asked to speak with your privately. As you were running out of time before the next client arrives, you replied to Brianne that you would get back to her.

As their counsellor:

1. What is your case formulation of what is going on between Brianna and Lianne.
2. What are some of the underpinning theories that will influence your practice?
3. How would you approach counselling this couple.
4. Please discuss any possible areas of special consideration or concern arising from the described situation.

please check attached document for instructions