• Having delved into the realm of personality assessments, which aspects of these tools do you find most intriguing or challenging? How do you believe understanding personality traits contributes to more effective counseling practices?

APA FORMAT

• Over time, clients may need different levels of care (for example, inpatient, outpatient, partial treatment, and recovery options). What advocacy strategies can be employed to transition clients within the continuum of care?

CSL: Reflection Instructions

Weight: 10% | Format: Essay | Length: ~500-600 words

Purpose: Reflections are a core part of your CSL experience. They ask you to slow down, observe closely, and think critically about what you are seeing and experiencing in your placement. Rather than simply describing what happened, reflections push you to connect your lived experience in the community to the psychological concepts and diversity science frameworks you are encountering in class. Over time, your reflections will become a record of your intellectual and personal growth throughout the placement.

Learning Objectives:

• Deepen your understanding of course concepts (textbook, journal articles, books, etc.) by applying them to real-world community contexts
• Develop critical thinking skills by analyzing your placement experiences through a diversity science lens
• Practice self-reflection by examining how your positionality and assumptions shape what you notice and how you interpret it
• Build the habit of connecting theory to practice in community-engaged settings

Requirements:

1. Double-spaced, ~500-600 words with 12 pt font and 1 inch margins with date
2. Link a course concept (textbook, journal articles, books, etc.) with your experiences in the placement. To do this:

1. You must underline and/or bold your course concept (textbook, journal articles, books, etc.).
2. Define and explain the concept in your own words.
3. Link the concept to something that you observed or experienced in your placement. Describe a specific moment, interaction, or observation from your placement and reflect on what it revealed to you.

For example: What did this experience teach you that you could not have learned in a classroom? How does it deepen, complicate, or challenge your understanding of the communities your organization serves? Consider how your own positionality (your identities, assumptions, and prior experiences) may shape how you are interpreting the concept or the experience.

1. Apply the experience to psychological science: Choose one of the following prompts to respond to:

• Critique the research: How does your experience support, complicate, or challenge existing psychological research or theories? Does what you observed align with what the literature says about this population or issue?
• Identify the gaps: Does your placement experience reveal something that psychological science has overlooked, misrepresented, or failed to address about this community?
• Implications for practice: Based on what you experienced, what would more community-relevant, ethical, or inclusive psychological research or practice look like?

Submission:

You will complete 5 reflections across your placement period.

Critical Analysis Papers

Weight: 10% | Due: Week 2, 3, 4, 5 | Format: Essay

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Overview

Building on the critical reading and analysis skills you’ve developed through your seminar assignments, you will now write three focused critical analysis papers that examine psychological research through a diversity science lens. These papers allow you to expand and deepen the insights you’ve begun developing in your weekly seminar work.

Learning Objectives

By completing these assignments, you will:

• Develop critical reading skills focused on diversity and inclusion

• Apply diversity science frameworks to analyze existing research

• Identify patterns of bias and exclusion in psychological research

• Generate thoughtful discussion that advances the class’s understanding

• Prepare for seminar with substantive analysis rather than surface-level reading

Submission Requirements

• You will have the opportunity to submit four critical analysis papers over the semester, but only three are required for your final grade. This means you can miss one paper, for whatever reason, without it affecting your grade. It also means that if one paper doesn’t go as well as you’d hoped, completing the remaining assignments gives you the chance to have that grade replaced by a stronger one.

• 650 words (100 words) per assignment.

• Choose readings from the current week.

• Citations/reference pace.

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Paper Structure

Part 1: Initial Analysis (~250 words)

• Pick a theme

• Summarize the key idea of the readings

• Provide brief description of main arguments supporting the key ideas

• Include introduction, methods, results, discussion (IMRD) for journal articles

• Identify the populations, perspectives, or contexts included/excluded in this research

Part 2: Critical Response (~250 words)

Choose at least two prompts to address thoroughly, framing your responses specifically through a diversity and inclusion perspective:

Bias and Exclusion Analysis

• What biases or exclusions do you identify in the methodology, sample, or interpretation?

• How might the researchers’ positionality have influenced their approach or conclusions?

Framework Application

• How do course readings on diversity science help you understand limitations in psychology and beyond?

• What diversity science concepts (intersectionality, cultural validity, etc.) apply to critiquing this work?

Alternative Approaches

• How could this research be conducted more inclusively?

• What different questions or methods might a diversity lens reveal?

Broader Implications

• How does this research reflect larger patterns of inclusion/exclusion in psychology?

• What are the real-world consequences of these limitations for different communities?

Connection to Class

• How does this reading’s approach to diversity compare with other course materials?

• What connections do you see between this work and our class discussions about inclusive research?

Part 3: Synthesis (~100 words)

• Connect your analysis to broader patterns in psychological research

• Reflect on how this reading changes or reinforces your understanding of diversity issues in psychology

• Consider implications for future research or practice

• Propose concrete suggestions for more inclusive research
• Discuss what different findings or interpretations might emerge
• Connect to broader implications for the field

Assessment Criteria

Criterion	Developing	Proficient	Exemplary
Part 1 Summary & initial analysis	A theme is identified and the reading is summarized, but the summary is general or incomplete. The diversity lens is present but underdeveloped, populations or perspectives included/excluded are mentioned without explanation.	A clear theme is identified and the reading is accurately summarized, covering key arguments and (for empirical articles) the core IMRD sections. Identifies which populations or perspectives are centered or excluded, with some explanation of why this matters.	Theme is explicitly tied to a named diversity science concept from course readings. Summary accurately covers all IMRD elements with specific detail. Identifies at least two populations centered or excluded and explains the mechanism or consequence of each.
Part 2 Critical response	Addresses at least one to two prompts but engages with them at a surface level. Diversity and inclusion framing is present but relies on general observations rather than course concepts or specific evidence from the reading.	Addresses at least two prompts with clear diversity and inclusion framing. Applies course concepts (e.g. intersectionality, cultural validity, positionality) accurately to analyze bias, limitations, or alternative approaches in the reading.	Names and correctly applies at least two diversity science frameworks (e.g., intersectionality, positionality, cultural validity) with direct evidence from the reading. Extends analysis to at least one implication not explicitly stated in the reading itself.
Part 3 Synthesis	No course concepts are referenced. Suggestions for inclusive research are absent or generic (e.g., ‘use more diverse samples’ without specifying who, how, or why).	Names at least one broader pattern in psychological research and links it to a specific element of this reading. Any suggestion specifies populations, methods, or questionsnot just ‘more diversity.	Supports a broader pattern with reference to at least one other course reading or concept. Proposes at least two concrete suggestions naming specific populations, methods, or questions. Considers real-world consequences for at least one community.
Citations & APA Format	In-text citations are present but inconsistent or incorrectly formatted. The reference list is incomplete or contains notable APA errors (e.g., missing authors, incorrect capitalization, inconsistent formatting).	In-text citations are used consistently and follow APA format with minor errors. The reference list is complete and mostly correctly formatted, with only small deviations from APA style.	In-text citations and the reference list are complete, accurate, and consistently formatted according to APA style with no or negligible errors. Sources are integrated smoothly and appropriately support claims throughout the paper.

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Additional Resources:

For your summaries please see the how to read a journal article (Getting the Most from Reading an Empirical Research Article) document in our shared folder. These will be similar to the presentations in that they should cover the Introduction, Methods, Results, and Discussion sections of the journal article.

A: Critical Reading Practices

• To read critically is to make judgments about how a text is argued. It often occurs best after some preliminary process of reading (a quick read or a strategic glance at the beginnings and ends of chapters/sections/paragraphs). The key is: dont read only for information, do read looking for ways of thinking about the subject matter. Ask How does this text work? How is it argued? How is the evidence (the facts, examples, etc.) used and interpreted? How does the text reach its conclusions?

– adapted from Critical Reading Toward Critical Writing, University of Toronto

A strong critical reading practice will help you prepare for this assignment and for seminar. Here are some things you might do while reading to support your understanding and engagement:

• Notice what reading conditions help you to focus and process information.
  • Does reading paper copies or PDFs function better for you?
  • Do you prefer quiet or music/background noise?
  • Do you prefer to sit at a desk/table or get comfy on a couch?
  • Does it work better to read in the morning, afternoon, or evening?
  • How long can you read before you need a break? What kinds of breaks help you get back into it?

• Start by looking at the whole text and gathering your knowledge about the context.
  • How long is the article/chapter? Do the section headings or other formatting tell you how it is structured?
  • What journal or book is the text from? When was it published?
  • Who is the author and what do you know about them?
  • Can you glean anything initially about the discipline or methodologies the author draws upon? What types of arguments and evidence do you expect to see?
  • What can you guess about the primary intended audience?

• Use notes and annotations to enhance your comprehension and retention of the content.
  • Get a pen/pencil and/or highlighter ready (some people use sticky notes or page flags). If youre reading a PDF, use an application with annotation features and familiarize yourself with them.
  • Look for key steps in the authors argument to mark: those places in a text where they explain their analytical moves, concepts they use, how they use them, how they arrive at conclusions.
  • Minimize marking of parts that serve as supporting evidence or examples.
  • You might also mark: key terms and ideas, dates/names/places, passages that confused you or excited you.
  • In the margins, on stickies, or in a notebook, you can write down: quick summaries of main ideas (even a word or two); notes on structure/patterns in the text; connections to other program materials/concepts and/or your own experiences; your reactions, opinions, questions.

• Scholarly readings may be dense and contain unfamiliar language. You should expect to find some of the texts challenging to read! Here are ideas for problem solving when you encounter difficulties.
  • Use an online dictionary or Wikipedia if you see words or terms you dont recognize.
  • Slow down and work through a difficult passage sentence by sentence or even word by word (especially if it seems central to the overall argument).
  • Alternately, speed up: if a passage is giving you a lot of trouble, you can move on rather than getting stuck there.
  • Get a sense of the whole article/chapter by reading the introduction and conclusion and/or the first sentence of each paragraph. Alternately, you can start out with a quick read or skim before going back to read more deeply.
  • Look for clues that might help you get oriented: if there are other authors cited, look them up; find more information on the journal or book that published the text; look over the endnotes and bibliography; try to categorize the methodology (theoretical approaches and types of evidence) the author is working with.

B: Identifying Key Concepts

If you read carefully and systematically, you may be able to identify a key concept thats significant to you as you go along. When you finish an article/chapter, take a moment to write down an idea that you could use for this assignment. If youre not there yet, set it aside; go back later and reread/review your markings, annotations or notes: what stands out to you now?

When synthesizing a reading and zeroing in on a brief summary of a key idea, here are some prompt questions that could help guide your thinking:

• What is the authors main argument in the article/chapter? (You can certainly make this the concept you summarize.)
• What question is the author trying to answer? Why is that question important?
• What did you learn that deepened your critical understanding of our program themes and questions?

What concepts resonated with other material and conversations in the program?

C: How to write a Seminar Question

Try to develop discussion questions that are not easily answered by looking up a fact or with a yes/no. A discussion question is usually a genuine question to which you do not have an answer and will prompt discussion of the powerful text (a text can be a film, work of art, article, book, etc.). While factual questions may be included, the bulk of seminars revolve around interpretive and evaluative questions that you are genuinely curious about.

Literal/factual questions: Questions that ask us to find and articulate a text’s statements- propositions, lines of argument, conclusions. There is only one correct answer to a question of fact. (e.g. When was Emergent Strategy written?)

Interpretive questions: Questions that allow for multiple explanations of the texts meaning. Often referred to as head scratching questions, responses to interpretive questions are multiple, but all should be supported by evidence in the text itself. (In what ways does how we recover from life’s events impact our learning? pg. 123, Emergent Strategy)

Evaluative questions: Questions that ask us to think about something in the work, considering prior knowledge or personal values or experiences. Often these questions can be connected with prior experience or connections with other materials. (Does it make sense to start by trusting people if we don’t even know them yet? pg. 42, E.S.)

– adapted from An Introduction to Shared Inquiry, Great Books Foundation (1992) & by Cynthia Kennedy, TESC faculty.

Overview

In Week 5, you conducted a PDC-HS and developed a measurement system to evaluate the performance of an employee. This weeks assignment will focus on translating those findings into an intervention technology that incorporates recommendations from the PDC-HS as well as the current empirical PM literature to improve their performance. You will need to include a summarization of the performance deficits, the PDC-HS findings, and how you plan to measure the behaviors of interest. You will also discuss the interventions chosen, citing the literature and discussing how you plan to implement these protocols with your employee.

Preparation

To prepare for this assignment, complete the following:

• Review the feedback delivered by your instructor and make any required changes from the previous assignment.
• If you haven’t already, view the , which will help clarify your understanding of the assignment.
• Week 7 AssignmentPreparation [Video], transcript
• In completing thefinal assignment of this course, you’llfocus on translating your findings from theprevious assignment into an interventionthat incorporates recommendationsfrom the PDCHS and current performancemanagement literature. Before you getstarted, review each category of theassignment scoring rubric and the assignmentinstructions in the course room toensure you’re fully aware of the assignmentexpectations. You should alsoview instructor feedback that wasprovided for your previous assignmentsubmission. This assignmentwill be submitted as an APA style andformatted paper that is two to threedouble-spaced pages. You should usea minimum of two scholarly orprofessional resources. You may use theCapella Library to locate yourreferences. To be successfulwith this assignment, you will followall instructions. Setting. In at least oneparagraph, describe the workplace where youconducted the PDCHS. Include all relevantdetails such as the populationof interest, the organization,structure and general implementationmodel, including any feedback from yourprevious assignment. Pinpointing. In at least oneparagraph, describe pinpointing as abehavior-analytic way of definingperformance behavior and discuss how thisis different from standard operationaldefinitions. Assessment. In five to sixparagraphs, discuss the pinpointsyou created as a component of yourassessment and the overall findingsof the PDCHS. Discuss how you plan to measure thesebehaviors. Be sure to revisethese sections based on thefeedback. feedback received in yourprevious assignment. Strategies. In two to threeparagraphs, choose an intervention strategy orcollection of strategies that would remediatethe performance deficit or deficitsthat you identified. Cite at least onearticle that uses this intervention strategyor strategies. If you’re havingdifficulty finding an article, rememberthat the PDCHS provides recommendationsthat correspond to each potential areafor improvement. Implementation. In three to fourparagraphs, develop a plan of actionby outlining how you would planto implement the procedure in a step-by-step fashion. This should be writtenso that any person with training andperformance management can be implementedwith fidelity. Compassion. In one paragraph,explain how you will incorporatecompassion into your performanceimprovement plan. For example, howwill you involve the performer andgoal selection? Reliability. In one paragraph,discuss how you plan to measure the reliabilityof this system. Conclusion, inone paragraph, conclude yourdiscussion with a brief summarization of theinformation you presented. Finally, double check.to make sure your paper meets allrequirements and that your written communicationis free of errors. If you have additionalquestions, please reach out to yourcourse instructor.

Instructions

Write a performance improvement plan that includes the following:

• Setting: Describe the workplace where you conducted the PDC-HS. Include all relevant details such as the population of interest, the organizational structure, and general implementation model including any feedback from your previous assignment (one paragraph).
• Pinpointing: Describe pinpointing as a behavior analytic way of defining performance behavior and how it differs from standard operational definitions (one paragraph).
• Assessment: Discuss the pinpoints you created as a component of your assessment and the overall findings of the PDC-HS. Discuss how you plan to measure these behaviors. Be sure to revise these sections based on the feedback received in your Week 5 assignment (56 paragraphs).
• Strategies: Choose an intervention strategy or collection of strategies that would remediate the performance deficits. Cite at least one article that uses this intervention strategy/strategies. If you are having difficulty finding an article, remember that the PDC-HS provides recommendations that correspond to each potential area for improvement (23 paragraphs).
• Implementation: Develop a plan of action by outlining how you would plan to implement the procedure in a step-by-step fashion. This should be written so that any person with training in PM can be implemented with fidelity (34 paragraphs).
• Compassion: Explain how you will incorporate compassion into your performance improvement plan. For example, how will you involve the performer in goal selection? (one paragraph).
• Reliability: Discuss how you plan to measure the reliability of this system (one paragraph).
• Conclusion: Conclude your discussion with a brief summarization of the information you presented (one paragraph).

Additional Requirements

Your assignment should also meet the following requirements:

• Written communication: Should be free of errors that detract from the overall message.
• APA formatting: Use current APA style and formatting, paying particular attention to citations and references. See the
• for more APA resources specific to your degree level.
• Length: 23 double-spaced pages, not including the title page or reference page.
• References: A minimum of two scholarly or professional resources. Refer to the for help finding resources.
• Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

• Competency 2: Apply performance monitoring systems to oversee behavior change programs.
  • Discuss the pinpoints created as a component of your assessment and the overall findings of the PDC-HS.
  • Describe the measurement system and how you plan to collect, aggregate, and visually inspect the data.
  • Select an intervention strategy or collection of strategies that would remediate the performance deficits and supports that selection with a professional or scholarly resource.
  • Explain how to implement the procedure.
  • Explain how the reliability of this system will be measured.
• Competency 3: Apply compassionate approaches to supervisory practices.
  • Explain how compassionate care will be incorporated into your performance improvement plan.
• Competency 4: Communicate in a manner that is scholarly and consistent with expectations for professionals in the field of psychology.
  • Demonstrate an academic writing style through well-organized prose that follows assignment guidelines.
  • Demonstrate compliance with current APA style, citation, and referencing guidelines.

Week 7 Assignment: Intervention Protocols

Week 7 Assignment: Intervention Protocols
Criteria	Ratings	Pts
Discuss the pinpoints created as a component of your assessment and the overall findings of the PDC-HS.	18.4 to >15.64 pts DISTINGUISHED Discusses the pinpoints created as a component of your assessment and the overall findings of the PDC-HS and includes the completed PDC-HS. Pinpoints are focused on observable behavior and follow all components of the pinpointing formula. 15.64 to >12.88 pts PROFICIENT Discusses the pinpoints created as a component of your assessment and the overall findings of the PDC-HS. 12.88 to >0 pts BASIC Discusses the pinpoints you created as a component of your assessment and the overall findings of the PDC-HS, but the discussion is incomplete or unclear. 0 pts NON_PERFORMANCE Does not discuss the pinpoints created as a component of your assessment and the overall findings of the PDC-HS.	/ 18.4 pts
Describe the measurement system and how you plan to collect, aggregate, and visually inspect the data.	18.4 to >15.64 pts DISTINGUISHED Fully describes the measurement system and how you plan to collect, aggregate, and visually inspect the data. Includes a preliminary observation schedule. 15.64 to >12.88 pts PROFICIENT Describes the measurement system and how you plan to collect, aggregate, and visually inspect the data. 12.88 to >0 pts BASIC Describes the measurement system and how you plan to collect, aggregate, and visually inspect the data but the description is missing key elements or is unclear. 0 pts NON_PERFORMANCE Describes the measurement system and how you plan to collect, aggregate, and visually inspect the data.	/ 18.4 pts
Select an intervention strategy or collection of strategies that would remediate the performance deficits and supports that selection with a professional or scholarly resource.	36.8 to >31.28 pts DISTINGUISHED Selects an intervention strategy or collection of strategies that would remediate the performance deficits and supports that selection with multiple professional or scholarly resource. Explains the limitations of the strategy chosen. 31.28 to >25.76 pts PROFICIENT Selects an intervention strategy or collection of strategies that would remediate the performance deficits and supports that selection with a professional or scholarly resource. 25.76 to >0 pts BASIC Selects an intervention strategy or collection of strategies that would remediate the performance deficits, but the selection is not supported by a professional or scholarly resource or is not appropriate to the situation. 0 pts NON_PERFORMANCE Does not select an intervention strategy or collection of strategies that would remediate the performance deficits.	/ 36.8 pts
Explain how to implement the procedure.	36.8 to >31.28 pts DISTINGUISHED Explains how to implement the procedure in a clear and easy-to-understand manner so that others can implement the procedure with fidelity. 31.28 to >25.76 pts PROFICIENT Explains how to implement the procedure. 25.76 to >0 pts BASIC Attempts to explain how to implement the procedure, but the explanation is unclear or incomplete. 0 pts NON_PERFORMANCE Does not explain how to implement the procedure.	/ 36.8 pts
Explain how compassionate care will be incorporated into your performance improvement plan.	36.8 to >31.28 pts DISTINGUISHED Explains in multiple ways how compassionate care will be incorporated into your performance improvement plan. Includes concepts regarding motivational interviewing skills. 31.28 to >25.76 pts PROFICIENT Explains how compassionate care will be incorporated into your performance improvement plan. 25.76 to >0 pts BASIC Attempts to explain how compassionate care will be incorporated into your performance improvement plan, but the explanation is unclear or incomplete. 0 pts NON_PERFORMANCE Does not explain how compassionate care will be incorporated into your performance improvement plan.	/ 36.8 pts
Explain how the reliability of this system will be measured.	36.8 to >31.28 pts DISTINGUISHED Explains in detail how the reliability of this system will be measured. Includes an explanation of how interobserver agreement will be measured. 31.28 to >25.76 pts PROFICIENT Explains how the reliability of this system will be measured. 25.76 to >0 pts BASIC Attempts to explain how the reliability of this system will be measured, but the explanation is unclear or incomplete. 0 pts NON_PERFORMANCE Do not explain how the reliability of this system will be measured.	/ 36.8 pts
Demonstrate an academic writing style through well-organized prose that follows assignment guidelines.	23 to >19.55 pts DISTINGUISHED Demonstrates an academic writing style through well-organized prose that contains no significant grammatical or mechanical errors and follows assignment guidelines. 19.55 to >16.1 pts PROFICIENT Demonstrates an academic writing style through well-organized prose that follows assignment guidelines. 16.1 to >0 pts BASIC Demonstrates minimally acceptable writing style, but still has instances of disorganization, grammatical or mechanical errors, or does not follow all assignment guidelines. 0 pts NON_PERFORMANCE Does not demonstrate an academic writing style.	/ 23 pts
Demonstrate compliance with current APA style, citation, and referencing guidelines.	23 to >19.55 pts DISTINGUISHED Develops a paper that is fully compliant with current APA style, citation, and referencing guidelines. 19.55 to >16.1 pts PROFICIENT Demonstrates compliance with current APA style, citation, and referencing guidelines. 16.1 to >0 pts BASIC Demonstrates minimally acceptable compliance with current APA style, citation, and referencing guidelines. 0 pts NON_PERFORMANCE Does not demonstrate compliance with current APA style, citation, and referencing guidelines.	/ 23 pts
Total Points: 0 WEEK5 COMMETS 39.1 to >32.2 pts PROFICIENT Describes the measurement system and how you plan to collect, aggregate, and visually inspect the data. 32.2 to >0 pts BASICDiscusses the pinpoints you created as a component of your assessment and the overall findings of the PDC-HS, but the discussion is incomplete or unclear or the completed PDC-HS was not included. 39.1 to >32.2 pts PROFICIENT Describes pinpointing as a behavior analytic way of defining performance behavior.

Imagine you have recently graduated with your masters degree in school counseling from Capella University, and you have been hired as the school counselor at Madison Middle School. Review the multimedia activity to gain an understanding of how the stakeholders currently view the services provided by the counseling department.

The principal is very excited to bring you aboard because of your knowledge of comprehensive school counseling, and she wants to ensure the faculty members have a thorough understanding of the school counselor’s roles and services.

To prepare for the upcoming school year and your new role, the principal has asked you to put together a presentation for an upcoming faculty meeting before the start of the year.

Assignment Instructions

Use PowerPoint to create a slide deck, then record yourself giving this presentation to the faculty about the different roles and services of a school counselor using Kaltura, Zoom, or similar software.

Be certain to include the following:

• General Overview: Provide your audience with a brief overview of school counseling.
  • What is school counseling?
  • Who is a school counselor? Describe your education, training, and credentials.
  • What are your ethical and legal mandates as a school counselor?
• Roles and Services: What roles and services does the school counselor provide? To whom? In what ways will you engage with stakeholders? Use the following as a starting point:
  • Direct services to students (for example, individual counseling, group counseling, school counseling core curriculum, individual student planning; identify and describe the domains in which a school counselor practices).
  • Indirect services (for example, consultation and collaboration with teachers/staff, parents, post-secondary school personnel, and community agencies).
  • Describe to the faculty what they can expect from you in the context of your role in school leadership and advocacy at multiple levels (that is, advocacy for the individual student; advocacy within the entire school context; and advocacy at the state and federal levels related to legislation and government policy).
• Program Organization:
  • What is the ASCA National Model? (Describe in terms that non-school counselors will understand.)
  • How will you determine needs for program services?
  • How will you measure effectiveness of the program and specific services?
  • How will you communicate effectiveness and gather feedback from stakeholders for continuous program improvement?

Assignment Requirements

Your assignment should meet the following requirements :

• Communication: Communicate in a manner that is scholarly, professional, respectful, and consistent with expectations for professional practice in education. Original work and critical thinking are required regarding your assessment and scholarly writing. Your writing must be free of errors that detract from the overall message.
• Media presentation: 812 slides, with notes or a transcript to ensure accessibility to everyone. Upload the presentation.
• Resources: At least five current, peer-reviewed, scholarly resources other than the course text or assigned journal articles. Include citations at the end of the presentation.
• APA guidelines: Resources and citations are formatted according to current APA style and format. When appropriate, use APA-formatted headings.
• Font and font size: Times New Roman, 2428 points for headings and no smaller than 18 points for bullet-point text.

Instructions

Over the next two weeks, you will create an intervention guide for the entire nine steps of EFT. This guide will help you to gain a stronger sense of the organization of the model, as well as serve as a quick reference guide when you are working with clients. You will submit part one this week and part two next week. For part one of the guide, create an outline of steps 1-4. Using the template in this weeks resources, provide a brief description of the step including goals, tasks, and interventions. For each step, be sure to describe how each goal, task, and intervention is unique to that stage. For example, it should be clear how heightening is slightly different in each step. Length: 3-4 pages, not including title and reference pages Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA Please apply to the EFT template!!

Purpose: This assignment is designed to deepen your understanding of Sternbergs

theory of intelligence by explaining its three components, analytical, creative, and

practical intelligence, and how each type can be measured. Sternberg challenged the

traditional idea of intelligence by proposing multiple intelligences and criticizing

conventional IQ tests. This theory helps us appreciate that intelligence is not

one-dimensional and influences how we perceive different ways of being smart.

Instructions: Create a 4 to 6-minute screencast presentation, with a minimum of 4

slides, that

1. Explains Sternbergs Triarchic Theory: briefly describe the three types of

intelligence:

Analytical Intelligence (problem-solving and reasoning: The brainy

problem solver (think Sherlock Holmes or that friend who aces

puzzles)

Creative Intelligence (ability to deal with new situations and

generate novel ideas: The out-of-the-box thinker who invents new

ideas and solves complex problems)

Practical Intelligence (everyday street smarts or applying

knowledge in real-world contexts: The real-world superhero who

knows how to get things done, no matter what)

2. 2. Bring each type to life with a real-life example: It can be from your own life,

a movie, a TV show, or even a famous person. Make it relatable and fun!

3. How do we measure these intelligences? Describes how each type of

intelligence is measured or assessed, including challenges or limitations in

measurement. Specifically, how researchers or psychologists might figure out

if someones analytical, creative, or practical smart.

Submission Requirements:

Write a script for your presentation before recording. This helps you stay

organized and keep your presentation within the time limit.

Create a visual presentation (PowerPoint, Google Slides, or similar) that

supports your script with relevant images, key terms, and concise

explanations. Minimum of 4 slides, not including title and reference page.

Reference a minimum of 1 reference, refer to the APA Formatting

Expectations

Use a screencasting tool to record yourself narrating your slides.

Be sure to practice your presentation before hand! Often writing

out a script will help keep you on track and ensure you stay within

the time limits.

Creating a Screencast Instructions

Be sure to review the rubric to understand how your instructor will grade this

submission.

Submit your assignment to Canva

DISCUSSION REPLY ASSIGNMENT INSTRUCTIONS

The student must then post 1 reply of at least 200 words. Students must support their assertions with citations from at least 2 scholarly sources in current APA format. Each reply must incorporate citations from at least 2 scholarly sources in current APA format. Any sources cited must have been published within the last five years. Acceptable sources include peer-reviewed journals and the textbook. The student should consider the discussion topic from a Christian/Biblical worldview and integrate his or her thoughts from this perspective along with any applicable Biblical references.

***Student’s Post to respond to: Positive Thinking Psychoeducational Group

A psychoeducational group is a structured group experience that uses education and counseling practices to help participants learn new things, develop coping skills, and improve their personal functioning (Gladding, 2020). The psychoeducational group on positive thinking will be of help to students, teens and adults who have problems with negative self-talk, low self-esteem, stress, anxiety or pessimistic thinking patterns. Participants will learn the relationship between thoughts, feelings and actions and how to change thought patterns to improve overall wellbeing. This group will focus on assisting members in recognizing negative thought patterns, instructing on cognitive reframing, enhancing self-esteem, and fostering resilience. Activities may encompass gratitude journals, thought-record worksheets, positive affirmations, and small-group discussions that interrogate illogical ideas and foster strengths-based thinking. Such activities enhance self-awareness and provide opportunity to cultivate healthier cognitive habits. What makes this topic so interesting is how powerful thinking can be in shaping our feelings and actions. Positive psychology treatments have been proven to enhance wellbeing, lessen anxiety and depressive symptoms, and increase optimism and resilience (Carr et al., 2021). As a component of psychoeducational therapy, cognitive restructuring strategies can improve coping mechanisms and psychological functioning (Marrero et al., 2022). From a Christian perspective, positive thinking has two sides. One is optimism, but the other is to believe in Gods plan and Gods promises. Allender (2005) explains that people can see their lives as meaningful stories that God is still working on. Philippians 4:8 (New International Version 2011) encourages believers to think about what is true, noble, right, pure, lovely, and admirable. This fosters positive thought patterning that facilitates spiritual and emotional growth.

References

Allender, D. (2005). To be told: God invites you to coauthor your future. WaterBrook Press.

Carr, A., Cullen, K., Keeney, C., Canning, C., Mooney, O., Chinseallaigh, E., & ODowd, A. (2021). Effectiveness of positive psychology interventions: A systematic review and meta-analysis. The Journal of Positive Psychology, 16(6), 749769. https://doi.org/10.1080/17439760.2020.1818807Links to an external site.

Gladding, S. T. (2020). Groups: A counseling specialty (8th ed.). Pearson.

Marrero, R. J., Martnez-Correa, D., & Carballeira-Abella, M. (2022). Positive psychology interventions and psychological well-being: A systematic review of recent evidence. International Journal of Environmental Research and Public Health, 19(23), 16071. https://doi.org/10.3390/ijerph192316071Links to an external site.

New International Version Bible. (2011). Biblica. (Original work published 1978)

ASSIGNMENT 1.

PSY 520 Short Paper Two Guidelines and Rubric

Describe a potential mediator and moderator that could apply to each research finding below.

Before you describe a potential mediator and moderator in each research situation, you should clearly explain the concept of mediators and moderators. Defining mediators and moderators is a separate grading criterion on the grading rubric.

In each research scenario here, define the mediator and moderator. Supply evidence in your narrative to support your definitions of the mediator and moderator for each research situation.

1. High satisfaction with ones direct supervisor leads to lower levels of employee turnover. In other words, employees who are highly satisfied with their direct supervisor are less likely to leave an organization than employees who are dissatisfied with their direct supervisor (DeConinck, 2009).
2. High levels of parental reading are associated with faster cognitive development in young children. In other words, children whose parents read to them more show faster cognitive development than children whose parents read to them less often (National Scientific Council on the Developing Child, 2007).
3. The experience of being socially excluded leads to increases in aggressive behavior. Research has found that when people are excluded by others, they are more likely to behave aggressively, even to people who did not initially exclude them (Twenge et al., 2001).
4. Defendants who wear glasses are less likely to be convicted by juries as being guilty of committing violent crimes (Brown et al., 2008).

Specifically, be sure to address the following critical elements:

• Provide an explanation of mediators.
• Provide an explanation of moderators.
• Include an accurate application of mediators to research situations. Identify potential mediators and correctly explain why they are applicable.
• Include an accurate application of moderators to research situations. Identify potential moderators and correctly explain why they are applicable.

What to Submit

Submit a 2- to 3-page document with double spacing, 12-point font, and one-inch margins, using APA format for any sources cited.

ASSIGNMENT 2

Find a peer-reviewed article that discusses a mediator or a moderator. You are encouraged to find an article related to your final project topic, but you may also use one of the articles listed here:

Describe the nature of the relationship the mediator or moderator has to the independent and dependent variable.

Does the general way that the author describes the mediator or moderator seem to fit with the process outlined by Baron and Kenny (1986) in ? Try not to get too bogged down with the statistics of the mediator and moderator tests. Focus on the general principles.

When responding to your classmates, provide a scholarly perspective on whether the mediator or moderator is being interpreted and explained correctly.

ASSIGNMENT 3

PSY 520 Journal One Guidelines and Rubric

The Data Analysis Plan journal assignment will prepare you to analyze your data in Module Six when you complete the Milestone Four assignment. This journal is a chance for feedback on appropriate and inappropriate statistical tests. This data analysis plan is new. Do not submit the data analysis plan from PSY 510.

The journal assignment is designed to develop a data analysis plan that is workable next week. It is challenging to enter Module Six without a solid analysis plan. Now is the time to think about how you will analyze your data. Provide substantial information for your instructor to give you feedback.

In the Milestone Four assignment you complete later, you will report the data that you analyzed with your data analysis plan. The Descriptive Statistics and Findings are the results of the analysis with APA descriptive statistics tables, p values, tests of significance, etc. Check the Milestone Four rubric for more information.

In this journal assignment, briefly describe the level of data collected in your survey. Then describe how you plan to analyze the data you collect. Specifically, which statistical test(s) will you use, and why? What variables might you examine with a specific test?

Which tests will you not use, and why? Remember:

• PSY 510 introduced you to:
  • Measures of central tendency
  • Measures of variability
  • Correlation
  • Comparing means (t-tests)
• PSY 520 covers:
  • Multiple regression (in Module Four)
  • Factorial ANOVA (in Module Six)
  • Repeated measures (in Module Seven)
  • Chi-square (in Module Eight)

Remember that you are not simply planning to analyze data. You will actively analyze your data later in this course! This journal assignment is a chance to have your instructor provide feedback on your data analysis plan to ensure that you are on the right track. The journal positions you for successful analysis in Milestone Four. It is challenging to analyze and report your findings, so it is helpful to start carefully thinking about it now.

Although you will lack enough survey responses to use many statistical tests (such as t-tests, ANOVA, regression, etc.), you may use them for educational purposes in this assignment.

Prompt

1. Provide a description of data collected in the survey. What level of data did your survey collect (e.g., nominal, ordinal, interval, ratio)? A survey might have nominal data in the demographic items and interval/ratio with a Likert scale. The level of data allows you to decide the appropriate statistical test to use. Showing the levels of data allows your instructor to supply valuable feedback about statistical tests.
2. Name the survey items used to collect descriptive data and explain the descriptive statistics tests you will conduct on your data. Descriptive statistics often describe participants demographics items. Items in the demographic information often are nominal or categorical data. Measures of central tendencies are the correct statistical tests to use and report.
3. Describe the statistical tests you plan to use and why you chose them.
4. Discuss statistical tests that would be inappropriate to use and what makes them inappropriate.
5. Define the variables you plan to use with each statistical test you conduct. For example, you might use an independent t-test to compare dog owner and non-dog owner scores on an anxiety scale. You would use an independent t-test for two groups (dog owner/non-dog owner), each measured once.

What to Submit

Submit your 2- to 3-page document with double spacing, 12-point font, and one-inch margins, with any sources referenced cited in APA format.