• Social change 3209

  Respond:

  • Think about your colleagues identified community target problem in your own community. If this is a problem in your community, reply by stating additional risk and/or protective factors you think exist in your community regarding this problem.
  • The five levels of influence of the social-ecological model (i.e., individual, family, peer, school, and community/cultural) often interact and influence each other.
  • Reply to your colleague(s) post by stating how you think two of these levels might influence one another regarding the identified problem

  Katrina:

  The community target problem identified in this paper is the paradise paradox of Colorado citizens, as Colorado provides near-immediate year-round access to nature, yet simultaneously is ranked the worst state for mental health in the United States (Madsen et al., 2026; Where does, 2025). Colorado is well-known as the sunshine state, as it is sunny almost every day of the year, making its citizens well-known for their engagement in year-round outdoor activities. However, data from Axis Integrated Mental Health (2025) shows that perhaps this statement of Colorado citizens engagement with nature is an overgeneralization due to the high numbers of prevalent mental health issues. Therefore, the goal of this paper is to identify ways to connect Colorado citizens with the resources readily available to them, supporting them at the individual, relational, community, and societal levels.

  Utilizing Bronfenbrenner’s ecological systems theory, which outlines the five specific systems that influence individual development (Guy-Evans, 2020). The first system is the microsystem, which impacts immediate environments and relationships, the second system is the mesosystem which connects the mircosystems together to discuss the individual, without the individual, the third is the exosystem which outlines indirect influences that the individual doesnt experience, but they do experience their microsystems reactions to it, the fouth system is the macrosystem which is a broader cultural umbrella of influences, and the fifth system is the chronosystem which outlines the impact of time, including lifespan, societal changes, and space in the space-time continuum (Guy-Evans, 2020).

  Therefore, Bronfenbrenner’s ecological systems theory can be utilized to identify protective and risk factors at the individual, relationship, community, and societal levels. At the individual level, the protective factors of this intervention include increased health and well-being from direct connection with nature (Compton et al., 2026). The risk factors include limited accessibility options for disabled populations, potential withdrawal symptoms from screens, or low self-esteem due to physical health status. At the relationship level, the protective factors include community building, social engagement, and access to low-stimulating environments to calm the nervous system (Compton et al., 2026). The risk factors include increased anxiety from social pressure, time commitment, and/or a commute to attend the intervention, and access to safe spaces within commutable distances (Compton et al., 2026). At the community level, protective factors include increased community pride, the potential for increased volunteer support in trail maintenance, and greater community safety as more individuals are out and about. The risk factors include overcrowding in parks, increased traffic in rural areas, and a negative impact on trail maintenance if individuals walk off designated trails. At a societal level, the protective factors include a shift in the mindset to be that interacting with nature and going outside is in or mainstream or popular. The risk factors include stigmas or stereotypes of mental health being associated with individuals who engage in nature.

  References

  Compton, S. M. B., Morton, K., Savage, L., Fredheim, H., Armitt, H., Tracey, L., & Blower, S. L. (2026). Nurturing in nature: an evaluation of a nature-based group for parents and caregivers of babies and young children a thematic analysis and logic model. Wellbeing, Space and Society, 10. .

  Guy-Evans, O. (2020). Bronfenbrenner’s ecological systems theory. Simply Psychology. http://www.simplypsychology.org/Bronfenbrenner.html.

  
  

  March 16, 2026

• Clinical Group Proposal

  Topic: Our group proposal focuses on adolescents ages 1218 who are involved in the foster care or child welfare system and have been impacted by parental substance abuse.

  
  

  3. Group Composition and Diversity- Miltilla Hall

  Who are the prospective group members?

  What is your rationale for selecting this target population?

  How will members be attracted, recruited, or selected?

  Will you conduct screening, and if so, how? Identify criteria to distinguish appropriate from inappropriate candidates for the group.

  How will specific diversity and social location issues be considered (e.g., if you are developing a group for Haitian American clients, how will the facilitators take their culture into account; how will you address any concerns about discrimination, equity, or stereotypes)?

  4. Group Timeframe and Location- Miltilla Hall

  When, how long, and for how many sessions will your group meet?

  Where will the group be held? Provide your rationale for these decisions.

  5. Group Structure/Type- Miltilla Hall

  What is the proposed the structure and type of group?

  What group norms will you try to foster?

  How will you be using technology, if any, to facilitate or supplement group processes (e.g., videoconferencing, online discussions, online social networking, electronic record keeping, apps, avatars)? Provide your rationale for these decisions.

  6. Group Leadership [or Facilitation]- Miltilla Hall

  Do you plan to lead or facilitate this group alone or with someone else? Discuss what you believe your primary functions, tasks, and roles should be. What theories will guide how you facilitate the group? (e.g., behavioral, cognitive, developmental, analytic, narrative, structural, ecological, or existential theories). How does your theoretical orientation fit with the purposes of the group? If there will be a co-facilitator, analyze issues associated with this.

  March 16, 2026

• Create a pamphlet of systemic treatment of child abuse and n…

  Suppose you work for an agency that primarily works with children and families involved in the child welfare system. You have been tasked with creating a pamphlet designed for families referred to the agency to inform them on what to expect when they start services. Be sure your pamphlet addresses the following:

  • Explain common components of systemic treatment when there is a history of child abuse and neglect.
  • Discuss the components of collaboration with caseworkers, attorneys, and other therapists who may be involved in their case.
  • Highlight how services are trauma-sensitive.

  Be sure to consider your audience when writing this assignment by using non-clinical jargon that most people can easily understand.

  Length: 2-3 pages

  References: Include a minimum of 3 scholarly resources.

  The completed assignment should address all of the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations and current APA standards, and adhere to Northcentral University’s Academic Integrity Policy.

  March 16, 2026

• Devotionals

  Evaluation of this devotional is graded on a participation-only basis. To receive points for the unit devotional, you must write one original post in response to your instructors prompt. The post really only needs to be a paragraph per devotional.

  March 16, 2026

• Psychology Question

  Part I: Locate a scholarly journal article focused on a psychology topic of interest from the last 2 years that includes some measure of variability. Explain how it helps describe the data set.

  *The key element here is that the chosen article should include some measure of variability. Measures of variability are statistical tools that tell us how spread out a set of data are. Examples of measures of are:

  1. Range: This is the difference between the highest and the lowest values in a dataset.
  3. Standard Deviation: This is the square root of the variance and provides a measure of spread in the units of the data.
  5. Interquartile Range (IQR): This is the range within which the central 50% of the values fall.

  Part II. Why do researchers use charts and figures to illustrate data? What types of data are displayed in different charts? (That is, why might some want to use a bar, line, or pie chart?)

  Part 2

  This assignment will utilize the Survey dataset. Open the database based on the statistical program you are using.

  • SPSS:
  • Jamovi:

  survey_codebook.pdf

  The dataset will open directly in SPSS. If you are using Jamovi cloud, save the dataset and after you open Jamovi, select “open” from the upper left side of screen (3 horizontal lines) and then select the .sav file to open within Jamovi.

  Open the dataset to answer the following prompts. Be sure to complete each portion of the prompts and be thorough in your descriptions. Organize your assignment so it is easy to follow and write in complete sentences; use APA style where directed.

  Using the Survey dataset:

  1. Obtain the mean, median, mode, standard deviation, interquartile range, and range for the following variables: smokenum (number of cigarettes smoked per week), marital (marital status), and tpstress (total perceived stress).
  2. Create a histogram for each variable listed in insturction #1 so you can visualize the distribution shape.
  3. In APA format, report the mean, median, mode, standard deviation, interquartile range, and range of each variable above.
  4. Write a description of the appropriate measure of central tendency; include a justification of why you chose that measure over the others for each variable.
  5. APA format example: Results showed that the median petal length was 4.35in and the distribution was negatively skewed (Median = 4.35, SD = 1.77). Median is the best measure of central tendency as the distribution is negatively skewed.
  6. Copy the histograms below your description statements and add figure numbers and titles in APA format.

  March 16, 2026

• Psychology Question

  I need help with the listed assignment

  6-2 SPSS Assignment 2: Exploring Data

  March 15, 2026

• Psychology Question

  Instructions:

  This assignment is designed as a Time Management Challenge, where you will tackle real-world scenarios, reflect on your time management practices, and implement strategies that align with your ABA responsibilities. The assignment includes four parts:

  ---

  Part 1: Prioritizing Tasks

  Goal: Use the Eisenhower Matrix to prioritize tasks based on urgency and importance.

  • Task: Think about the tasks that you, as a practitioner/student must complete. List 6-8 tasks you typically face (e.g., client sessions, writing progress notes, meetings with supervisors, professional development, studying, etc.).
  • Activity: Sort these tasks into the Eisenhower Matrix, which divides tasks into four categories:
    1. Urgent and Important (Do these now)
    2. Important, but Not Urgent (Schedule for later)
    3. Urgent, but Not Important (Delegate if possible)
    4. Neither Urgent Nor Important (Consider eliminating or minimizing)
  • Submission: Submit a filled-out Eisenhower Matrix with your tasks sorted in each category. Provide brief explanations for why each task falls into its respective category.

  ---

  Part 2: Time Management Plan

  Goal: Develop a structured time management plan for a week in your ABA practice.

  • Task: Create a detailed time management plan for your upcoming week. This should include:
    • Daily and weekly goals.
    • A schedule that allocates time blocks for client sessions, documentation, meetings, and any other responsibilities.
    • Identify the most important tasks each day (from Part 1) and make sure they are prioritized.
  • Tools: You can use a calendar app, a physical planner, or a time-blocking tool like Google Calendar or Trello.
  • Submission: Submit a weekly schedule with time blocks, including a description of your goals for the week and how you will manage your time effectively.

  ---

  Part 3: Utilizing Time Management Tools

  Goal: Demonstrate proficiency in using time management tools and technologies.

  • Task: Select one time management tool or app (e.g., Google Calendar, Trello, Todoist, RescueTime) to help organize your work. You should use this tool for at least 3 days to track your tasks and time spent.
  • Activity:
    • Set up reminders and create task lists or time blocks for your daily activities.
    • Track your time (either manually or using time-tracking features of the tool).
    • Reflect on how this tool helped you stay organized and manage your tasks.
  • Submission: Submit a screenshot or export from the time management tool you used (e.g., calendar view, task list, time log).

  ---

  Part 4: Evaluate and Adjust Time Management Strategies

  Goal: Reflect on your time management practices and make adjustments for improvement.

  • Task: After using your time management plan and tools for a week, evaluate how well you managed your time. Answer the following questions:
    1. Did you meet your goals? If not, why?
    2. Were there any unexpected challenges that affected your schedule? How did you handle them?
    3. What could you adjust in your plan or tools to improve your efficiency next week?
  • Submission: Submit a reflection on your time management practices, followed by a revised time management plan to adjust for the changes you make.

  ---

  Submission Requirements:

  • Part 1: Eisenhower Matrix with task prioritization.
  • Part 2: A weekly time management schedule with time blocks and goals.
  • Part 3: Screenshot or export from the time management tool.
  • Part 4: Reflection on time management practices and an updated plan for the following week.

  ---

  Evaluation Criteria:

  • Prioritization and Organization: How well you identified and prioritized tasks using the Eisenhower Matrix and time management tools.
  • Planning: The clarity and structure of your time management plan, including realistic goals and time allocations.
  • Tool Utilization: Demonstrated proficiency in using a time management tool and a clear reflection on its effectiveness.
  • Reflection and Adjustment: Your ability to evaluate your time management practices, make adjustments, and show improvement.

  March 15, 2026

• PSY-260-Introduction to Psychological Research and Ethics

  This assignment addresses the most fundamental goal of this classbecoming a better consumer of information.

  You will locate media coverage of a psychological research topic and determine how well it represents the empirical study it describes.

  The popular source you choose must include a psychological claim that you can discuss in some detail. You will find examples of psychological claims in advertising, magazines, the newspaper, or the Internet (Buzzfeed, Forbes, SimplyPsychology).

  Write an APA paper with the following sections. Each section should be four to eight sentences:

  Section 1: Write a brief introduction of the chosen psychological research topic and describe the importance of critiquing popular media coverage of research studies.

  Section 2: Summarize the media article. Include the claim being made by the author(s) of the media (e.g., “There is a relationship between social media use and body image”; “Individuals who own pets are happier.”)

  Section 3: Summarize the empirical article. Include the claim being made by the author(s) of the empirical study. This may or may not be the same as the claim in the media article.

  Section 4: Analyze how well the media article represents the research study and choose at least two of the following topics to analyze:

  • Variables focused on by the researcher (i.e., were they the same as those described in the media article?)
  • The main claims of the researcher (What are they? Are they the same as what is described in the media article?)
  • Type of claims made by the researcher (frequency, association, causal)
  • Results of the research study (Did the media article accurately represent the results of the study?)
  • Sample/Population (Are the people they used in the experiment different than the people the media claim is describing?)

  March 15, 2026

• PS 60 unit 5 ASSIGMENT

  Part 1: Supporting Areas of ABA Practice

  Using Figure 1.3 (“Improving People’s Quality of Life from A to Z”) in Chapter 1 of Cooper et al. (2020), select three different areas of practice where Applied Behavior Analysis (ABA) can be effectively used to enhance the quality of life in real-world settings. You will use , formatted like an Annotated Bibliography, to organize your information. For each area selected, locate and summarize a recent peer-reviewed journal article (not included in the course readings) that illustrates how an ABA-based intervention improved an individual’s quality of life.

  Under each article summary, refer to your course readings to briefly discuss at least three specific key points that support how the intervention’s procedures and results reflect the application of fundamental ABA principles in producing behavior change.

  Part 2: Respondent/Operant Conditioning Analysis

  You will create a 6-8 slide PowerPoint presentation to guide your discussion of each of the outlined sections. Your presentation will be a narrated screen recording using Kaltura, which will be uploaded into the Unit 5 Assignment Dropbox, along with a copy of your PPT slide deck. Your PPT presentation should include a Title Slide and end with a reference slide formatted in APA.

  Using the scenario of you will analyze the respondent and operant conditioning relationships in the scenario and discuss their implications using behavior-analytic terms. Then, you will establish a simple plan that considers schedules of reinforcement and the use of various possible differential reinforcement procedures to support a change in Cindys behavior.

  Instructions:

  • Identify the respondent conditioning relationships in the scenario (i.e., stimulus-response pairs) using behavior-analytic vocabulary.
  • Discuss the elements of time and environment that influence Cindys respondent behavior.
  • Explain how the reflexive stimulus-response relationship could be reversed, providing examples of extinction or counterconditioning.
  • Create a diagram that visually represents the respondent conditioning relationships in the scenario.
  • Identify the operant conditioning relationships in the scenario (i.e., stimulus – response stimulus relations) using behavior analytic vocabulary.
  • Discuss the process of operant learning that occurred that maintained Cindys behaviors.
  • Establish a simple plan, providing examples of how different schedules of reinforcement (including the matching law) and a variety of differential reinforcement methods could be used to change Cindys behaviors. Also, discuss which methods would not be suggested and why.
  • If punishment were an option, describe, with a rationale, how you might implement a punishment procedure, identifying the anticipated outcome.

  Submit a 45-minute narrated Kaltura video of yourself, your slides, and any diagrams to discuss key concepts.

  Please review and follow the assignment requirements in the next tab titled Assignment Details.

  You will submit each of the following into the Unit 5 Assignment Dropbox:

  resource for tips and suggestions. Submissions must be in .pptx format and no larger than 40 MB.

• Note: Visual effects and some dark-colored themes, such as Slate, may prevent Turnitin from fully processing a PowerPoint file and, consequently, from generating a Similarity Report. Review the to ensure a report will be generated.

• Use Arial or Times New Roman 24-point font.
• Use current APA formatting and citation style.
  • Please use this helpful video resource,, to format a PowerPoint by applying current APA style to a title slide; body slides using bullet points, figures, tables, and copyright statements; and a reference list with hanging indentations.

Your Video Recording

The video recording should be in Standard English and communicate clear and logical information to the audience. Please aim to keep your video file between 4-5 minutes. You may use the Kaltura tool to create your video presentation, recording yourself and your content simultaneously. Please follow the Kaltura Capture instructions below.

• Your video recording should consist of you narrating and sharing your screen of your presentation. Your narration should share key ideas expanding on the bullet points located in your presentation.
• Draw from the course material and briefly elaborate on the concepts covered.
• Be sure to convey an academic tone throughout that can easily be understood by speaking slowly, clearly, and confidently.
• Speaks loudly enough to be heard and clearly enough that the message is conveyed.
• Use clear enunciations and minimize any background noises or interference.
• Your video should also include professional insights, displaying proper word choice, exceptional content, organization, and style, leading your audience to a dynamic and supported conclusion.
• The communication of your thoughts must be highly ordered, logical, and unified.
• The recording should not be read, though you can write it down and practice it and/or use key information from the summary file to guide your recording. Additionally, please use the and the resources to help with preparing for your presentation.

NOTE: Record your video following the directions given for Kaltura Capture.

• Please refer to the Kaltura Help Resources for Students section found under the Help menu in the top navigation of your course. This section provides helpful guides and videos to prepare you for using the tool. Refer to the videos for help with recording and uploading your assignment.
  • In the Kaltura Video section, watch the video titled Kaltura Capture to get started.
  • Then, watch the video titled Uploading video or audio to Kaltura for assignment submissions.

Submitting your Video and PowerPoint Presentation

• Save your files in a location and with a name that you will remember.
• By the end of the unit, submit the PowerPoint to the Unit 5 Assignment Dropbox via the Add a File button.
• Submit your Kaltura video via the textbox by selecting Insert Stuff and then choosing Insert Kaltura.