...Psychology Position Paper Nagle Catholic College Danni Carroll “Psychology is the scientific study of how we think, feel and act. It aims to answer important questions such as what motivates people to behave the way they do and what factors influence the way they think, feel and behave as they grow up and develop” (Fletcher and Garton, 2007). Psychology is applied to society as a whole; it can help us understand how we as individuals can function as members of society and the values and attitudes to things such as Culture, Social values and practices and Social, Historical and Political Influences. Psychology studies have also taken us into the minds of others and how they react to certain situations; from this psychologists have created the areas of Social Psychology, Relational Influences and Communication that their studies fall under. The study of psychology also lets us find out more about ourselves as individuals such as our Biological Influences, Cognition, Developmental and Personality (Fletcher and Garton 2007). This position paper is aimed at a year 12 Psychology class studying 3AB Psychology: Self, Others and Society. The class consists 17 students with the majority of the students being female and aged 16-17. The purpose of this paper is to provide the students with a clearer understanding of the Psychology areas of Self, Others and Society. Case Study 1 – Personality Personality is defined as the characteristics of a person which remain consistent over...
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...Children and adolescents generally receive the greatest proportion of their treatment through school- based educational programs. The reauthorization of the Elementary and Secondary Education Act of 2001( commonly referred to as No Child left Behind) and the Individuals with Disabilities Education Improvement Act of 2004 have introduced both educators and parents to the term evidence- based practices. The purpose of introducing evidence- based practices emanates from the need for educators to identify treatments that have been clearly defined and tested and that yield clear results about the effectiveness of the treatments. The legislative requirement for evidence has spawned two major responses from researchers in special education. First,...
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...The Regulations for Protecting Research Subjects (the Common Rule) state that when reviewing protocols, IRBs must determine that there are adequate provisions for protecting the privacy of subjects and to maintaining the confidentiality of data. The Common Rule is just one document that directs researchers to consider privacy and confidentiality when conducting research. The guidelines of the American Anthropological Association, the Oral History Association, the American Psychological Association, and the American Sociological Association identify protecting privacy and ensuring confidentiality as key components of respecting the safety and dignity of research subjects. This module will define privacy and confidentiality and discuss their application in various research settings. It will also discuss applicable laws, other than the Common Rule. Learning Objectives By the end of this module, you should be able to: • Distinguish between privacy and confidentiality • Identify privacy risks associated with study designs • Identify a range of procedures for ensuring confidentiality • Identify relevant laws regarding collection of private information • Identify laws that limit the ability to ensure confidentiality Definitions According to the IRB Guidebook, published by the Office for Human Research Protections, privacy can be defined in terms of having control over the extent, timing, and circumstances of sharing oneself (physically, behaviorally, or intellectually) with...
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...The Regulations for Protecting Research Subjects (the Common Rule) state that when reviewing protocols, IRBs must determine that there are adequate provisions for protecting the privacy of subjects and to maintaining the confidentiality of data. The Common Rule is just one document that directs researchers to consider privacy and confidentiality when conducting research. The guidelines of the American Anthropological Association, the Oral History Association, the American Psychological Association, and the American Sociological Association identify protecting privacy and ensuring confidentiality as key components of respecting the safety and dignity of research subjects. This module will define privacy and confidentiality and discuss their application in various research settings. It will also discuss applicable laws, other than the Common Rule. Learning Objectives By the end of this module, you should be able to: * Distinguish between privacy and confidentiality * Identify privacy risks associated with study designs * Identify a range of procedures for ensuring confidentiality * Identify relevant laws regarding collection of private information * Identify laws that limit the ability to ensure confidentiality Definitions According to the IRB Guidebook, published by the Office for Human Research Protections, privacy can be defined in terms of having control over the extent, timing, and circumstances of sharing oneself (physically, behaviorally, or intellectually)...
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...1939) and moved into high gear in 1941 with the publication of the first (Piaget, 1952b) of a long series of full-length books on various cognitive-developmental problems: number, quantity, logic, space, time, and so on. QUANTITY There are several studies which touch on one or another aspect of the child's grasp of quantity notions (Apostel, Morf, Mays, and Piaget, 1957; Fischer, 1955; Inhelder, 1936; Piaget, 1960a; Piaget and Szeminska, 1939; Szeminska, 1935). The earlier papers are primarily of historical interest, since their contents have for the most part been incorporated into the systematic book on the subject by Piaget and Inhelder, Le Developpement des quantites chez I'enfant (1941). This book is divided into four sections, each three chapters long. In addition, there is the customary chapter of summary and conclusions at the end of the book. The first section deals with what is probably the best-known segment of the quantity work: the so-called conservation of matter, weight, and volume of an object in the face of changes of shape. The basic technique is a simple one (ibid., p. 7). The experimenter gives the subject a ball of clay and asks him to make another exactly like it—"just as big and just as heavy." After the child has done this, the experimenter retains one of the balls as a standard of comparison and changes the appearance of the other by stretching it into a sausage,...
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...Spencer/Photodisc/Getty Images Overview Physical development and growth are influenced by both genetic and environmental factors. For example, malnutrition can delay a child’s physical development significantly. On the other hand, according to the University of Minnesota, the role of some environmental factors, such as the amount of exercise the child is getting, has a much smaller effect on physical development than was previously thought. Genetics When a child is born, he has a unique set of genetic instructions that influence his physical growth. According to the University of Minnesota, genetics have a strong effect on rate of growth, the size of body parts and the onset of growth events. In one study, Dr. Stefan A. Czerwinski and colleagues followed their subjects for thirty years. By using such parental measurements as height and weight, these scientists were able to predict quite accurately the approximate height and weight of their subjects at the age of thirty. Other factors found to be closely linked to their parental values were blood pressure and body fat percentage, as well as muscle and total body mass. The study was published in the “American Journal of Human Biology” in September 2007. Environment Genetics alone, however, cannot determine the physical development of the child. The Minnesota Twin Studies have shown, for example, even identical twins who share the same genes can grow up to be of different height if they are raised in different environments. Such...
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...consent in social and behavioral research may be a complex, and often challenging process. For instance, potential subjects may be fluent in a language but not literate. Researchers may need to deceive research subjects in order obtain scientifically valid data. Asking subjects to sign consent forms linking them to a study about illegal activities could put them at risk of harm. The federal regulations provide sufficient flexibility to address some of these concerns, particularly for research posing no more than minimal risk of harm. For example, the regulations allow waivers of and alterations in the requirements for the consent and documentation processes. Learning Objectives By the end of this module you should be able to: • Distinguish between consent as a process and the documentation of consent. • Recognize the elements of consent. • Determine when waivers are appropriate. • Identify methods for ensuring comprehension of consent. Overview of Informed Consent Federal regulations require researchers to obtain legally effective informed consent from the subject or the subject's legally authorized representative (LAR). There are two parts to informed consent. The first is the process of providing information to prospective subjects. The second is documentation that the process took place and is a record of the subjects' agreement to take part in the study. In practice, informed consent forms often are used as a...
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...in the state of Idaho do to combat domestic minor sex-trafficking. The purpose of this research study is to explore the ideology of different research studies that explain and identify effective strategies to prevent domestic minor-sex trafficking in neighborhoods and communities. Sex-trafficking is a social problem because, “the crime of people trafficking is an assault on human rights” (Heredia, 2008, p. 399). The issue of Fighting against sex-trafficking was addressed at the UN convention when a protocol was set to tackle the problems of sex-trafficking. There are strategies and interventions used by international and national human service agencies to assist the sex-trafficking victims. Shared Hope International and partner non-profit organizations stated the importance of protecting the victims, preventing the crime and prosecuting the perpetrators, and also have decided to act upon the problem (Shared Hope International, 2009). Further in the study, the researcher will provide detailed analysis of the strategies used by the human service agencies to aid the victims of trafficking. These strategies will include training law enforcement to investigate human trafficking cases, improving communication between the human service agencies and law enforcement, and enhancing the scope of research. Strategies and Implementation Identifying victims of trafficking Relevant studies have been found to identify both the present and historical problems that surround domestic minor...
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...time the child does what he/she knows best and learns through the act of playing. However, what happens when a child accidentally commits a crime can cause controversy. The purpose of this case study is to determine at what age is a child held criminally responsible. The law states that children under the age of seven are not considered criminally responsible for committing a criminal act. Within this case study, we will explore and support why developmental factors within this age group support the legal system. Criminal Responsibility within Children In Michigan, a child at the age of six stole a weapon from his home and accidentally murdered a fellow student that he had argued in the past. When the child was questioned about the crime, he stated it was an accident and he was only trying to scare her. What role does development play in the decision making process at this age? According to Berger (2011), a child at the age of six lacks the brain maturation and development that would allow to purposefully commit a criminal act. The pre-frontal cortex is responsible for the brain’s decisions. This includes proper planning, selecting, and coordinating. Maturation of the prefrontal cortex plays a major part in the development of children. Older children can think before they act, while children between the ages of two through six may act more on impulsiveness and what they think they are supposed to do. For example, the game, Simon Says, illustrates a child acting solely...
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...Second Language Acquisition and Second Language Learning Stephen D Krashen University of Southern California Copyright © 1981 Stephen Krashen All Rights Reserved. This publication may be downloaded and copied without charge for all reasonable, non-commercial educational purposes, provided no alterations in the text are made. First printed edition 1981 by Pergamon Press Inc. Print Edition ISBN 0-08-025338-5 First internet edition December 2002 i Acknowledgments I would like to thank the following journals and organizations for granting permission to reprint material: Newbury House, the Center for Applied Linguistics, Language Learning, TESOL, the SPEAQ Journal, Academic Press. I have had a great deal of help and feedback from many people in writing this book. Among the many scholars and friends I am indebted to are Marina Burt, Earl Stevick, Heidi Dulay, Robin Scarcella, Rosario Gingras, Nathalie Bailey, Carolyn Madden, Georgette Ioup, Linda Galloway, Herbert Seliger, Noel Houck, Judith Robertson, Steven Sternfeld, Batyia Elbaum, Adrian Palmer, John Oller, John Lamendella, Evelyn Hatch, John Schumann, Eugene Brière, Diane Larsen-Freeman, Larry Hyman, Tina Bennet, Ann Fathman, Janet Kayfetz, Ann Peters, Kenji Hakuta, Elinor Ochs, Elaine Andersen, Peter Shaw, and Larry Selinker. I also would like to express my thanks to those scholars whose work has stimulated my own thinking in the early stages of the research reported on here: John Upshur, Leonard Newmark, and S...
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...discussed are the effects ADHD and ODD can have on teachers who are observing children involved in a scripted act, unknown to the teachers, and how the halo effect might cloud their review of the child being observed and graded on their behavior. Introduction The effects of what is called the “halo effect” and how it relates to grading of student projects and ratings of their disruptive disorders can have dramatic effects on the finding of research project and diagnosis’ of patients. Halo effect is properly defined as: The halo effect is the systematic bias that the rater introduces by carrying over a generalized impression of the subject from one rating to another. An instructor expects the student who does well on the first question of an examination to do well on the second. You conclude a report is good because you like its form, or you believe someone is intelligent because you agree with him or her. Halo is especially difficult to avoid when the property being studied is not clearly defined, is not easily observed, is not frequently discussed, involves reactions with others, or is a trait of high moral importance. (Cooper & Schindler, 2010, p. 298) This literary review discusses the halo effect in the education environment. Twelve articles have been reviewed and discussed on the subjects of 1) teachers rating students, 2) students rating teachers, 3) the perception of Attention Deficit Hyperactive Disorder (ADHD),...
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...be held responsible for their minor children's criminal behavior?" Parents should not be held any more accountable for the crimes of their children than children should be held responsible for the crimes of their parents. It does not make any sense to discipline one for the misconducts of the other. Nurturing is not a strict skill. Youngsters are not made of robots. Therefore, there is no particular method or outline for raising one’s children, who will promise that the child will develop up to be an accomplished resident that is a benefit to the public. For one artless purpose people who also include children have a free will. Children are less likely to participate in criminal crimes. If they have a productive parent at home taking care of him or her. What children need at home is love, affection, comfort, and positive reenactment. Parents can do any and everything correctly but if the child is rebellion it is nothing the parents can do. Parents can seek outside help to help for their rebellious child. Most children act out because of the way they were raise up, or the people they associate with. Most children who associate him or her with rebellious children tend to act out as his or her surroundings do. Children not held accountable for their actions will never learn the consequences for their actions and as long as they go around blaming someone else he or she will not stop those actions, either. If children are not accountable for what they do, they will continue to...
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...consent is the procedure of getting permission to take part in a research study or medical procedure founded on access to all vital and easily understandable information about the consequences of participation in terms of benefits and harms (Dolgoff et al, 2009). A healthcare provider may demand informed consent from a patient before providing care or a researcher may request it from a participant before enrolling the individual into a research trial. Informed consent is based on guidelines provided by research and medical ethics. To give informed consent, the person involved must have sufficient reasoning faculties and have all the relevant facts. However, not all individuals may have capacities for informed consent due to impairments to reasoning and judgment such as mental immaturity, severe intellectual disabilities, mental illnesses, high stress levels, being in a coma, Alzheimer’s disease, and severe sleep deprivation. Medical and research actions may be carried out due to lack of informed consent. When a person is considered unable to give informed consent, another person can be authorized to give consent on behalf of that person (Manson & O'Neill, 2007). For instance, legal guardians or parents may give informed consent for young children and the mentally ill. In case a person is given insufficient information to make a reasoned decision, severe ethical issues may arise. In clinical trials, such cases are anticipated and avoided by Institutional Review Boards or ethics...
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...events, such as in the case of the Nuremberg Code, which was used as a response to experiments conducted on unwilling participants in WWII. Conversely, however, the actual U.S regulatory system recognizes a much larger category of vulnerable persons. “In the U.S. regulatory system, vulnerability has been ascribed primarily to the absence of, or presumed diminished, capacity to consent or to dependence based on incarceration… This opens the category of vulnerability to many more groups.”...
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...Researchers seek to grasp vibrant human issues with scientific procedures. Sociologists do not just sit in their armchairs and spin grand schemes; they go out in the world, observe, talk with people, and systematically analyze existing data to try to understand what is going on and why. We need to differentiate scientific research from everyday knowledge. Our everyday knowledge-gathering strategies can suffer from a number of weaknesses and cannot be called a complete study, analysis, or a scientific fact. It is important that sociologists observe the ethics of their discipline in carrying out research. They have an obligation to protect their research subjects from risk and harm and to protect these subjects’ rights and dignity. They have to consider many things when delving into their research such as -voluntary participation, informed consent, confidentiality, anonymity, right to service, etc. To ensure the safety and rights of participants a panel known as Institutional Review Board (IRB) was established. Ethics these days play a much more important role than it did in the days of Tuskegee experiments. As soon as a question arises in someone’s mind another one must follow that traces ethics and morals. Scientific research involves a systematic process that focuses on being objective and gathering a multitude of information for analysis so that the researcher can come to a conclusion. There are Seven Steps of the Research Process- (1) Defining the research problem; (2)...
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