Are adolescents more likely to engage in risk-taking behavior than older adults?

Topic: Are adolescents more likely to engage in risk-taking behavior than older adults?

Once you have chosen your topic, examine the various theories of human development learned in the course and choose one or two that best assist you in understanding the issues involved in your topic. In your assignment address the following: Identify some of the major domains of human development and how they are impacted. Examine the physical, biological, emotional, cognitive, and/or social factors that are affected. Identify the stages of development that are affected and describe the cultural and historical perspectives of partitioning the lifespan that influence the interpretations of the available data on the topic. Describe the influences of family, culture, and environment and the roles they play.

Writing the Final Paper

The Final Paper: Must be eight to ten double-spaced pages in length (excluding title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center. Must include a title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must begin with an introductory paragraph that has a succinct thesis statement. You may use the introduction you developed during the Week Four assignment or a revised version if changes are deemed necessary. Must address the topic of the paper with critical thought. Must end with a conclusion that reaffirms your thesis. Conclude with an answer to the selected question. Did the evidence you surveyed answer the question satisfactorily? Include an analysis of the strengths and weaknesses of the available evidence. Illustrate how each source fits specific sections of your Final Paper. The goal is to demonstrate that supporting evidence exists for statements that are made in the paper.   If possible, suggest the course that future research should take if answers to the selected question are deemed less than conclusive. Must use at least five scholarly sources, all of which must come from the Ashford University Library or Google Scholar. Must include an annotated bibliography which briefly summarizes each article including the purpose of the investigation, its methodology, and results.
Rely on the brief summaries of the articles (including the purpose of each investigation, its methodology and results) that you developed during Week Four to construct an organized summary of the scientific evidence that answers the question you selected.   If possible, select peer-reviewed articles that summarize the evidence available in a given field of study (e.g., meta-analysis combines the findings of different studies to uncover trends, commonalities and differences). Order the articles in the way you think you will discuss them in your paper. Then develop a summary of the scientific evidence that answers the question you selected. You may reference your textbook and other required materials from the course; however, these will not fulfill the resource requirement. Must document all sources in APA style, as outlined in the Ashford Writing Center. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center. You may use the reference section you developed in the Week Four assignment as the final page of the paper.

Adjustment Disorders

 

What types of stressors increase the likelihood of adjustment disorders? What factors increase the risk of developing an adjustment disorder? How are adjustment disorders different from more chronic conditions?

 

ADHD Diagnosis

 Review how ADHD is defined and the changes to ADHD in the DSM 5. Discuss when child behavior is abnormally active and warrants a diagnosis of ADHD and when the situation or environment creates the child’s overactivity. Support your answer with peer-reviewed articles. 

lit review

write a literature review of a research topic. The paper should include a review of research located from electronic database searches, a critical review of relevant literature, and a summary of the findings written in APA style.

the topic I have chosen is Seasonal affective disorder. 

women 8a

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8b women

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week 10 project

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Conflicting Viewpoints Essay

  

identify three (3) premises (reasons) listed under either the Pro or Con section – whichever section opposes your position.

. For each of the three (3) premises (reasons) that oppose your position on the issue, answer these “believing” questions suggested by Elbow: What’s interesting or helpful about this view? What would I notice if I believed this view? In what sense or under what conditions might this idea      be true?”

The paper should follow guidelines for clear and organized writing: Include an introductory paragraph and concluding      paragraph. Address main ideas in body paragraphs with a topic      sentence and supporting sentences. Adhere to standard rules of English grammar,      punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

The specific course learning outcomes associated with this assignment are: Identify the informal fallacies, assumptions, and      biases involved in manipulative appeals and abuses of language. Create written work utilizing the concepts of critical      thinking. Use technology and information resources to research      issues in critical thinking skills and informal logic.

Are Felon Disenfranchisement Laws a Form of Racial Discrimination?

Cons: (1)

Jason L. Riley, Editorial board member of the Wall Street Journal, stated the following in his Feb. 12, 2014 article “Holder (Hearts) Felons,” published in the Wall Street Journal:

“Blacks are disproportionately affected by felon disenfranchisement laws because a disproportionate number of blacks are felons. The problem is black criminality, not racist laws. White felons face the same voting restrictions, which date not to America’s post-Civil War period, as Mr. Holder suggested in his remarks, but to medieval Europe by way of ancient Greece and Rome. Indeed, many of the voter-disenfranchisement laws in this country were passed long before blacks could even vote…
 

The Obama administration would rather focus on white racism instead of black behavior. But before Republicans follow along, they might consider how these liberal policies impact the law-abiding members of the black community so often ignored by the left. Eliminating mandatory minimum sentences for drug dealers means that these thugs return to the ghetto sooner rather than later to raise hell. Similarly, re-enfranchising black felons gives people who broke the law the ability to dilute the votes of black people who followed it—the very same law-abiding blacks who in the vast majority of cases were the felons’ victims.”

Cons: (2)

Sam Reed, MA, Washington Secretary of State, stated the following in an Oct. 7, 2010 press release “Ninth Circuit Upholds Washington’s Felon Voting Ban,” available at the Washington State Office of the Attorney General website:

“We absolutely believe in civil rights and will continue to work toward equality in the criminal justice system, but at the same time, we firmly believe that it is appropriate and reasonable for society to deny voting rights to people who commit serious crimes… This has been the law in our state since 1866 and nearly every state in America has this sensible policy. There is clearly no [racially] discriminatory intent. It is about a reasonable sanction we impose based on the person’s decision to commit a crime.”

 Oct. 7, 2010 – Sam Reed, MA 

Cons: (3)

Edward Feser, PhD, Instructor of Philosophy at Pasadena City College, stated in his Spring 2005 article “Should Felons Vote?,” published in City Journal:

“The frequently heard charge is that disenfranchising felons is racist because the felon population is disproportionately black. But the mere fact that blacks make up a lopsided percentage of the nation’s prison population doesn’t prove that racism is to blame.
 

Is the mostly male population of the prisons evidence of reverse sexism? Of course not: men commit the vast majority of serious crimes – a fact no one would dispute – and that’s why there are lots more of them than women behind bars.
 

Regrettably, blacks also commit a disproportionate number of felonies, as victim surveys show. In any case, a felon either deserves his punishment or not, whatever his race. If he does, it may also be that he deserves disenfranchisement. His race, in both cases, is irrelevant.”

 Spring 2005 – Edward Feser, PhD 

Week 7 Assignment

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from James, R. K., & Gilliland, B. E. (2017). I have attached the document that you will need to complete this assignment. Part 3: Suicide. Find resources in Texas. Please follow the instructions to get full credit for the discussion. I need this completed by 10/15/18 at 8pm. 

Crisis Response Portfolio Part 3: Suicide

As you continue to build your Crisis Response Portfolio, remember that interventions, treatment, and support can prevent suicides and suicide attempts.

For Part 3 of your Crisis Response Portfolio, you will create a section for suicide prevention. This section will contain risk factors, suicide assessment questions, safety plans for clients, and state regulations for commitment procedures as they relate to victims of crisis.

To Prepare: Create a      section in your Crisis Response Portfolio called “Suicide”. Review the      Learning Resources and consider risk factors for suicidal clients. Review the      Learning Resources and consider questions to guide a suicide assessment. Review the      media programs Facilitative Response Activity and How to Accurately Assess      and Help a Client and consider how you might create a safety plan for a      client. Review your      State commitment laws and procedures and consider the information you      might need to include in your portfolio for victims of a crisis (See the      example State of Virginia example provided in the Learning Resources)

Assignment: Part 3:

In your section called “Suicide” of your Crisis Response Portfolio, include The risk      factors as they relate to victims of a crisis Suicide      assessment questions related to victims of a crisis A Safety      plan related to victims of a crisis Your state      commitment procedures as they relate to victims of a crisis Local and      national resources for suicidal clients

Required Resources

Readings

James, R. K., & Gilliland, B. E. (2017). Crisis intervention strategies (8th ed.). Boston, MA: Cengage Learning. Chapter 8, “Crisis of Lethality”

Psychological Trauma: Theory, Research, Practice, and Policy. (Nov 2016). Outcomes from eye movement desensitization and reprocessing in active-duty service members with posttraumatic stress disorder, Vol 8(6).

Note: You will access this article from the Walden Library databases.

Virginia Department of Behavioral Health & Developmental Services. (2018). Retrieved from http://www.dbhds.virginia.gov/

Document: Facility Response Activity Transcript (PDF)

Required Media

Laureate Education (Producer). (2018a). Facilitative response activity [Video file]. Baltimore, MD: Author.

Note: This media is a self-paced interactive piece.

Click here to download the transcript.

Laureate Education (Producer). (2018b). How to accurately assess and help a client [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 37 minutes.

Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript 

Laureate Education (Producer). (2018c). Suicide assessment and safety planning [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 16 minutes.

Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript 

Optional Resources

American Association of Suicidology. (2018). Retrieved from www.suicidology.org

American Foundation for Suicide Prevention. Retrieved from https://afsp.org/

May, A. M., & Klonsky, E. D. (2016). What distinguishes suicide attempters from suicide ideators? A meta-analysis of potential factors. Clinical Psychology: Science and Practice, 23(1), 5–20. doi:10.1111/cpsp.12136

Shallcross, L. (2010). Confronting the threat of suicide. Counseling Today. Retrieved from http://ct.counseling.org/2010/07/confronting-the-threat-of-suicide

Sommers-Flanagan, J., & Shaw, S. L. (2017). Suicide risk assessment: What psychologists should know. Professional Psychology: Research and Practice, 48(2), 98–106. doi:10.1037/pro0000106

mental 8 journal

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