Locate three peer-reviewed articles on Prochaska and DiClemente’s Stages of Change (part of the Transtheoretical Model). Ensure your research on this model includes other cultures, ethnicities, or countries than your own.

Post potential implications of using this model with a “client” from a different culture, ethnicity, or country. Discuss the considerations that might need to be made. Finally, discuss whether this model applies in all settings or is limited only to some cultures, ethicalities, and/or countries.

Please be specific and support your conclusions by citing the course resources AND at least ONE peer-reviewed resource (i.e., journal article, professional organization website, etc.).

 

For the course project, you will develop a plan to undertake a complex negotiation. You will select a negotiation scenario and have it approved by your course instructor. The negotiation may be one of the following:

· A negotiation event that you either anticipate occurring or have previously experienced (e.g., a home sale or purchase or a business partnership)

· A role (an agent or a representative) you might imagine playing in a complex negotiation being reported in the news (e.g., a hostage situation, an Internet sales tax controversy, a merger between two companies, a rezoning dispute, or a change in the favored-nation status)

Your deliverable for Week 1 of the course project constitutes a negotiation plan overview and an initial analysis of key topics in the negotiation.

Identifying Your Case Study

Tasks:

Describing the Negotiation Scenario

· Describe the negotiation scenario. For example, if the negotiation is about a house, provide brief details about the home or the other primary resources over which the parties are negotiating.

· Include a statement of purpose for the negotiation and its expected outcome.

· Explain why this negotiation is important for you and what you hope the outcome to be.

Identifying Participants and Stakeholders

Identify all the participants and key stakeholders in the negotiation.

· Who will be directly involved in the discussions?

· Who might not be directly involved in the discussions but will have a stake in or influence on the proceedings?

Preparing for the Negotiation

Evaluate the important topics and sources needed to adequately prepare for and conduct the negotiation. For example, if you are negotiating a car purchase, a home purchase, or a merger:

· What is the important information you need to know?

· What resources will you use to gain that knowledge?

Generally, evaluation of topics and sources should include four or five resources and one or two pages of analysis.

Submission Details:

· Submit your plan in a 3 page Microsoft Word document.

The goal of this unit is to focus on and refine your research question and design a study that will fit your research question. [Chapter 2: Planning a Study].   Then write a 4 section essay using APA format on the following: Present your refined topic and research question/ hypothesis. Bring in reference to one of the articles from your Unit 2 Discussion and describe how this article fits with your topic. [ Describe any changes to your hypothesis brought on by the article, if applicable]. Present responses to all of the Making It Practical: Practical Limitations on Study Design bullet-pointed questions. How much time can I devote to the study? What is the cost of conducting the study? Can I access resources, sample, and locations? Do I have approvals for this? Do I have the needed skills, expertise, and knowledge?

Present these in your own words and be written in an essay format (i.e., you may not use bullet points)

Impact on Research:(this criterion should take approximately 1-2 paragraphs to address)

How might multiple cultural memberships for individuals impact research examining people within a specific culture?

Here students should consider the discussion on representativeness heuristic and representativeness bias in Chapter 2 and explore the discussion of representative samples and other research methods provided in chapter

The purpose of this assignment is for you to continue working on elements that will become part of your Community Center Proposal Final Project. This week you will be creating three activities that address cognitive development in the age groups assigned. These will become part of the infant room, early childhood room, and adolescent room of your center.

Using Piaget’s, Vygotsy’s, and/or Information processing theories of cognitive development, you will continue to build your Community Center Proposal by identifying activities for the assigned rooms that promotes cognitive development for children and adolescents. The activity must be focused on the cognitive milestones of the age group and must be clearly tied to specific theory. You must use at least one credible source.  Your activities might be focused on object permanence for infants, conservation, egocentrism, or conservation for early childhood, or deductive reasoning for adolescence. Table 7.1 in your textbook will be useful in completing this activity.

Focus on the primary developmental tasks of each age period. For each of the three activities, write a paragraph that addresses the following: Describe the activity in some detail (provide more than just the name of the activity). Identify the specific concept from cognitive development theory that supports the use of this activity. Identify how the activity enhances cognitive development in the specific age group.

Here are two examples providing you a model of how to approach this assignment and how to build the elements of the rooms in your community center.

Examples of Activities:

Example 1: Cognitive Development Activity for Infant Room: Peekaboo.

One of the activities we will incorporate into the infant room is peekaboo. This is a game where the caregiver hides himself from the child (covering the child’s eyes or hiding behind a chair, etc.) and then appears again by uncovering the child’s eyes or coming out from behind the chair. Another variation of this would be hiding a treasured object under a scarf and then revealing it again. One of the milestones of the first year of life is the development of object permanence. Object permanence occurs when an infant grasps that something (an object, a person) still exists even when the infant cannot see it. This is a concept from Piaget’s theory of cognitive development and is one of the developmental tasks of the sensorimotor stage. Newborns do not have a sense of permanence. When they cannot see you, you do not exist for them. During the first year of life, they slowing learn that objects and people continue to exist even with they cannot be seen (Mossler, 2014). Playing peekaboo is one way to foster the development of object permanence. Infants usually delight in seeing someone appear and then hide, only to reappear. This activity will support the cognitive development domain and also the psychosocial domain because of its interactive nature.

Mossler, R. A. (2014). Child and adolescent development (2nd ed.). Retrieved from https://content.ashford.edu/

Example 2: Cognitive Development Activity for Adolescent Room: Board Games Involving Strategy and Problem Solving.

In the adolescent room, we propose having a collection of board games that require logical thinking and problem-solving. Adolescence is the beginning of more sophisticated thinking. Children in this age group move from concrete operations to what Piaget calls formal operations. They are becoming capable of deductive and hypothetical reasoning (Mossler, 2014). Games like chess, Battleship, and checkers all require players to engage in this kind of thinking. Another game that can be used is the game of Clue. This game supports the development of prepositional logic and requires players to think hypothetically (Neller, Markov, and Russell, 2006). These games will not only promote cognitive development but will further support psychosocial development because of the required interactions.

Mossler, R. A. (2014). Child and adolescent development (2nd ed.). Retrieved from https://content.ashford.edu/

Neller, T. W., Markov, Z., & Russell, I. (2006). Clue deduction: Professor Plum teaches logic. Retrieved from http://cs.gettysburg.edu/~tneller/papers/flairs06.pdf

The Cognitive Development Activities paper Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.) Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.). Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance. Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources. Must use at least one credible source in addition to the course text.