Psychology and the Criminal Justice System

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Psychology and the Criminal Justice System

The application of psychological theory, assessment, and clinically informed judgment within the context of the criminal justice system are a few of the duties performed by forensic psychologists. Risk assessment to identify violent offenders and their propensity for future violence is often a critical step in the legal process to inform treatment recommendation and sentencing. Various empirically validated tools are necessary to evaluate and identify the specific traits of offenders prone to recidivism and violence. Despite this, there remains a debate regarding the accuracy of these predictions and their utility. As a result, this is a topic worthy of further examination and discussion.

 

Using the readings for this module, the Argosy University online library resources, and the Internet, respond to the following:

 

  • Based on the information presented and examined in this course, discuss the importance of psychology in the criminal justice system.
  • Examine the traits that distinguish between non-violent and violent offenders.
  • State your opinion on whether recidivism and violent behavior can be accurately predicted.

 

Give reasons and support your statements with scholarly references and appropriate examples.

 

Write your initial response in approximately 300 words. Apply APA standards to citation of sources.

 

By Sunday, September 18, 2016, post your response to the appropriate Discussion Area. Through Wednesday, September 21, 2016, review and comment on at least two peers’ responses. Cover the following:

 

  • Provide contradictions and counter examples supported by class readings.
  • Question, disagree, redirect, or ask your classmate to rethink what they have posted and why.
  • Briefly mention which points of the previous posting you are responding to in your comments.

 

Grading Criteria and Rubric

 

Discussion Grading Criteria

psychyology

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I have some  psychological question I need the fuall answer (perfec) ,but as shor as possible plasee do not make the hand shake before reading all the questions, because I n as soon as possible before the end of the day 

 

What are the four criteria that Western pathology uses to evaluate abnormality?

 

2. What are the six major categories of Mental Disorders according to the DSM system and their identifying symptoms? 

 

3. What are the main criticisms of the DSM system of diagnosis?

 

4. In the video of Eleanor Longden talking about ‘hearing voices’, she discusses the problem with assuming ‘voices’ inside our head are negative and should be gotten rid of. 

a. How does she suggest psychology should understand intrusive voices?

 

b. What should we help people do with their intrusive voices? 

 

 

 

What are the four criteria that Western pathology uses to evaluate abnormality?

 

2. What are the six major categories of Mental Disorders according to the DSM system and their identifying symptoms? 

 

3. What are the main criticisms of the DSM system of diagnosis?

 

4. In the video of Eleanor Longden talking about ‘hearing voices’, she discusses the problem with assuming ‘voices’ inside our head are negative and should be gotten rid of. 

a. How does she suggest psychology should understand intrusive voices?

 

b. What should we help people do with their intrusive voices? 

 

 

Balance

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 Achieving Work–Life Balance

  

Thanks to the ever-increasing wireless connectivity, the boundary between work and personal life is constantly thinning. A new term “weisure” describes the increasing tendency to continue to work during leisure time (Patterson, 2009). Examples include reading work e-mail while spending time with the family and answering work-related cell phone calls during a leisure outing. This trend, according to Patterson, is partly due to the increasing enjoyment of work but also due to the difficulty faced in establishing clear boundaries between work and leisure time. This difficulty is magnified by the increase in the average number of hours in the workweek for many in the workforce and multiple roles. Many are parents, spouses, partners, employees, and caregivers to elderly parents and also engaged in continued education.

Whether you decide to enter the workforce directly upon graduation or attend graduate school, you will be faced with the challenge of juggling multiple roles and maintaining a balance. You will also be attempting to prove yourself as a new employee or as a new graduate student. The temptation to overwork will be great. However, it can have ethical implications, especially if you work in the psychology field. The stress you face may impair your effectiveness, leading to ethical ramifications (Barnett, Baker, Elman, & Schoener, 2007).

Using the Argosy University online library resources, research work–life balance. You may want to use some or all of the following search terms: work–life balance, job satisfaction, burnout, weisure, overworked, and self-care.

  • Select at least one authoritative article from the library and provide a summary. Focus on the effects of work–life imbalance and the benefits of work–life balance.
  • Discuss any ethical ramifications of failure to take proper care of yourself while working in the field of psychology. Identify at least one ethical standard from the American Counseling Association (ACA) Code of Ethics and one standard from the APA Ethical Principles of Psychologists and Code of Conduct that apply, providing the specific standards’ numbers and titles.
  • Be sure to cite your sources

week 3help

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1.     When we do an experiment , we

a.     measure independent variables

b.     produce dependent variables

c.     produce control variables

d.     produce a comparison

e.     hold independent variables constant

2.     The control group in an experiment

a.     fixes the level of a variable across all experimental conditions

b.     is often untreated

c.     receives the same level of the independent variable as the experimental group

d.     refers to the manipulation of the independent variable

3.     In research on the decompression of pregnant rats, the independent variable is __________, a dependent variable is __________, and a control variable is __________.

a.     reduced air pressure; behavioral tests; strain of the rat

b.     body weight; climbing ability; time of day

c.     atmospheric pressure; age of rat; climbing ability

d.     number of decompressions; body weight; home cage

e.     experimental group; control group; test performance

4.     In experiments, independent variables are

a.     the result of careful measurements

b.     extraneous to the experiment and held constant

c.     extraneous to the experiment and allowed to vary randomly

d.     independent of experimenter control

e.     varied by the researcher

5.     Dependent variables are

a.     manipulated by the researcher

b.     potential independent variables that are held constant

c.     measured by the researcher

d.     probable behavioral causes

6.     One reason a valid experiment may produce null results is that

a.     the range of levels in the independent variable was insufficient to show an effect

b.     the dependent variable reflects a broad range of performance

c.     the experiment is conducted in an environment that is too difficult

d.     reactivity occurs in the participants (such as, they adopt the role of “good behavior”)

7.     In experiments, the independent variable should be __________, the dependent variable should be __________, and the control variable should be __________.

a.     controlled; constant; randomized

b.     constant; an effect; causal

c.     free; restricted; elevated

d.     balanced; unconfounded; an effect

e.     manipulated; measured; held constant

8.     An interaction occurs when

a.     an independent variable effects a dependent variable

b.     one independent variable effects a second independent variable

c.     the effect one dependent variable has is not the same at each level of a second dependent variable

d.     the effect one independent variable has is not the same at each level of a second independent variable

9.     The Hawthorne effect is an example of

a.     experimenter bias

b.     reactivity in an experiment

c.     participant observation

d.     unobtrusive outcomes

10.  A variable that inadvertently causes an experimental result is

a.     confounded with the dependent variable

b.     confounded with the independent variable

c.     confounded with the control variables

d.     unlikely to be important in experiments

11.  Construct validity permits one to

a.     generalize

b.     attribute causality

c.     have confidence in constructs

d.     support the hypothesis

12.  A source of construct invalidity is

a.     bias

b.     random error

c.     carry-over effects

d.     counterbalancing

13.  If a study has external validity, one is entitled to

a.     generalize

b.     attribute causality

c.     have confidence in constructs

d.     support the hypothesis

14.  Internal validity allows one to

a.     generalize

b.     attribute causality

c.     have confidence in constructs

d.     support the hypothesis

15.  Which of the following is the most likely to have the greatest internal validity?

a.     Surveys

b.     Case studies

c.     Relational research

d.     Experiments

16.  Test reliability determined by a correlation between scores from the same test taken at two different times is called

a.     test-retest reliability

b.     parallel forms reliability

c.     split-half reliability

d.     predictive reliability

17.  Statistical reliability determines whether results

a.     will occur five percent of the time

b.     occur because of chance

c.     are internally valid

d.     are produced by bias

18.  A major threat to internal validity is

a.     confounding

b.     deviant-case analysis

c.     truncated range

d.     dependent variables

19.  A type of validity that is specifically concerned with being able to make causal statements about relationships between variables is __________ validity.

a.     external

b.     internal

c.     construct

d.     predictive

20.  A replication of research helps to determine __________ validity.

a.     construct

b.     external

c.     internal

d.     predictive

 

 

 

kim

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This personal application assignment is twofold. 

 

1) Give an example of how you have personally experienced sensory adaptation.  First, define sensory adaptation. Next, explain how/why it is useful to human beings. Lastly, provide a personal example, from your own experience, of sensory adaptation (30 points)

 

2) Choose one – operant conditioning or classical conditioning.

Define the concept, identifying all elements of the concept.  Discuss how it is useful to learning. Give an example of how you have personally experienced either classical conditioning or operant conditioning – provide a detailed personal scenario. (30 points)

 

Rubric: 

  • define concept (10 points)
  • explain it’s usefulness (5 points)
  • personal example (10 points)
  • development of the idea and grammar (5 points)

 

Sensory adaptation

Sensory adaptation is the reduction in sensitivity to a stimulus as a result ofcontinuous exposure to it. Our senses keep adjusting to what surrounds us and what we experience on our day to day life (Webster, M. A, 2012). Sensory adaption helps us to reduce our responsiveness to attend to other stimuli in the environment around us. If sensory adaptation was not experienced we would find ourselves overcome by a particular stimulus. Constant exposure to a sensory stimulus decreases our sensitivity to it and this makes it possible for our senses to shift our attention to different things around us instead of focusing on one stimulus. An example of sensory adaptation is the smell adaptation (Webster, M. A,2012). A friend of mine wears a certain fragrance that can be smelled from a distance but he is used to it and the scent does not overwhelm him. It only overwhelms those close to him but after some time one forgets about it.

Classical conditioning

Classical conditioning involves learning a new behavior through the process of association. That is, two stimuli are linked together to produce a new learned response in a person or animal. It’s whereby a conditioned stimulus becomes associated with an unrelated unconditioned stimulus to produce a behavioral response known as a conditioned response (King, L, 2010). The unconditioned stimulus is usually a biologically important stimulus that produces an unconditioned response from the start. The conditioned stimulus is usually neutral and produces no particular response in the beginning but after conditioning it elicits the conditioned response.

Classical conditioning is used to study other complex behaviors and also helps us learn about the world around us. Since classical conditioning happens in our lives, its effects on behaviors have significant insinuations for understanding ordinary and disorderedconduct in humans.An example of classical conditioning from my own experience is the fire alarm (King, L, 2010).  The building we were living in caught fire in one of the houses because of a gas leak. The fire alarm went on and on hearing it those of us in the building ran out of the houses for safety. An emergency such as a fire brings fear and the first response is to get away from the danger. 

References

McSweeney, F. K., & Murphy, E. S. (2009). Sensitization and habituation regulate reinforcer effectiveness. Neurobiology of Learning and Memory, 92(2), 189-198.

King, L. (2010). The science of psychology: An appreciative view. McGraw Hill Professional.

 

Webster, M. A. (2012). Evolving concepts of sensory adaptation.F1000 Biol. Rep, 4(21).

Self-Regulation

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In this unit, you examine the concept of self-regulation as a combination of metacognition and effort. You learn what it takes to be a self-regulated learner.

 

TOGGLE DRAWERHIDE FULL INTRODUCTION

 

Metacognition is often simply defined as “thinking about thinking,” but there is really more to it than that. In reality, metacognition is comprised of two related sets of skills:

 

Understanding what skill a task requires.

Knowing how and when to use those skills.

In this unit, you also discover what it takes to use these higher order thinking skills and how to apply them in the classroom to increase student achievement.

 

OBJECTIVES

 

To successfully complete this learning unit, you will be expected to:

 

Examine the relationships between self-regulation and behaviorism, social cognitive theory, information processing theory, and motivation.

Explain the relationship between self-regulation and metacognition and the role each plays in learning and performance.

Explain the self-regulation processes within behaviorism, social cognitive theory, and information processing theory. Readings

Use your textbook to complete the following:

 

In Learning Theories: An Educational Perspective, read Chapter 9, “Self-Regulation,” pages 401–443. Self-monitoring, self-instruction, and self-reinforcement are the cornerstones of self-regulation—and goal-setting is important as well.

Use your coursepack to complete the following:

 

In Handbook of Self-Regulation, read Zimmerman’s 2000 article, “Attaining Self-Regulation: A Social Cognitive Perspective,” pages 13–39. In this article, Zimmerman extends Bandura’s triadic definition of self-regulation and discusses the structure of self-regulatory systems, social and physical environmental contexts, and how to develop self-regulation.

Use the Capella University Library to complete the following:

 

Read Malpass, O’Neil, and Hocevar’s 1999 article, “Self-Regulation, Goal Orientation, Self-Efficacy, Worry, and High-Stakes Math Achievement for Mathematically Gifted High School Students,” pages 281–288 from Roeper Review, volume 21, issue 4. This article is a publication of Dr. Malpass’s 1994 dissertation. It covers the many constructs listed in the title. The results of this research are recommendations to teachers for increasing student achievement.

Read Kaplan’s 2008 article, “Clarifying Metacognition, Self-regulation, and Self-regulated Learning: What’s the Purpose?” from Educational Psychology Review, volume 20, issue 4, pages 477–484. 

 

The Difference Between Metacognition and Self-Regulation:

Self-regulated learning and metacognition are intertwined constructs; you cannot have one without the other. Self-regulated learning is made up of processes that learners use to focus their thoughts, feelings, and actions to attain their goals. To be a self-regulated learner, metacognition must play a role. Review the article you read in Unit 5 and elaborate on how you believe metacognition and self-regulated learning are related. What inferences can you make on their impact on learning and achievement? What do you think is the relationship between metacognition, self-regulation, and self-regulated learning?

 

Response Guidelines

Respond to the posts of two of your peers by discussing the differences or similarities in your analyses. Provide examples of how you have used self-regulation and metacognitive skills in your own life or education to support your learning. What processes or approaches have worked for you?

Psychology work ; need help ASAP , due tomorrow at 6am

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,

The text should follow a Microsoft Word format, a letter size twelve (12) and a spacing of one and a half (1.5) between sentences (or line spacing in the paragraph options). The extension of the work should not be less than three (3) pages or greater than five (5) pages of content. 

 

 

 

Instructions:

In the third unit we have discussed the controversy around the publication in the 1990s of Charles Murray’s and Richard Hernstein’s The Bell Curve and the various responses from specialists in the field of psychology, mental tests and even evolution that try to prove the problems with how we interpret the correlations between “IQ”, “Intelligence”, “Race” and various other social factors, among them “Social Class (or Social Economical Status)”, “Profession” and “Education (or the very limited concept of “Schooling”). Taking this into consideration discuss why many specialists question these correlations and determinisms, specially how the differences of intelligence and social economic status can be solely explained though the concepts of “IQ” (or the “g” factor) and “Race” (assumed as a biological, pre-determined and culture free construct).

 

 

 

It is advisable that you take into account the following “guidelines” when elaborating your discussion:

1. How Neisser’s task force report (composed of specialists in the field from the APA) or other groups efforts by other psychologists (among them Nisbet, Sternberg or even the paleontologist Stephen Jay Gould), have shown how these correlations are problematic, discussing that in reality we can’t think of biology (or of genes) without taking into consideration the influence of the environment. Give at least two examples from these texts that show that “IQ” and “Race” cannot be assumed as fixed, exhaustive and causal factors that explain the inequalities of education, social-economic status or others social factors.

2. The political effects of The Bell Curve’s thesis and conclusions, that in many ways justify (be it directly or indirectly) racially biased and extremely limited explanations regarding the role and importance of education and any kind of social and environmental reform.

3. Some, like Gould, would argue that these theses and conclusions (from The Bell Curve are a continuation (or a sort of “resurrection”) of old forms of racism. In this sense, the problem is not only the validity of “IQ” as an exhaustive measure of “Intelligence” or of the “g” factor as an inherited and fixed measure of “Intelligence”, but the validity of “Race” as a fixed and biological construct. Various specialist, among them Gould and Sternberg, will argue that, in reality, our uses of the concept of “Race” as a biological construct are problematic and in many way pseudo-scientific.

4. Use at least two (2) of the assigned texts. Limit yourself to said texts and the discussion in class.

Assigned texts (in the order they were assigned).

Neisser, U. et al (1996). Intelligence: Knowns and Unknowns. American Psychologist 51 (2): 77-101.

Nisbet, R. et al (2012). Intelligence: New Findings and Theoretical Developments. American Psychologists 67 (2): 130-159.

Fenwick, L.T. (1995). A History of the Constructs of IQ and Race: Putting “The Bell Curve” in Perspective. Paper Presented at the Annual Book Review (February, 1995): 3-17.

Sternberg, R., Grigorenko, E. & Kidd, K. (2005). Intelligence, Race, and Genetics. American Psychologist 60 (1): 46-59.

Gould, S.J. (1995). Ghost of Bell Curves Past. Natural History 2: 12-19 

 Gould, S.J. (1996). Alfred Binet and the original purposes of the Binet Scale. In Stephen Jay Gould, The Mismeasure of Man (176-188). New York: W.W. Norton

Gould, S.J. (1996). H.H. Goddard and the menace of the feeble-minded. In Stephen Jay Gould, The Mismeasure of Man (188-204). New York: W.W. Norton 

 

Research Method Application DP

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Assignment should be at lease 300 words.Discuss below by answering all questions as outlined below.Include at lease one reference From: Passer, M. (05/2014). Research Methods, 1st Edition. 

 

As one step in the scientific method, after choosing a topic and forming a research question and hypothesis, researchers need to decide what type of research design they want to use.

you have learned during class, there are many different methods that a researcher could use. It can be helpful to think through the different options prior to determining what method to use. It is important to think of what is most needed from your study results when choosing what method to use. For example, is internal validity or external validity more important?

 

As all methodologies have limitations, what are limitations that you can “live with” in regards to studying your research question? A researcher who wants to prioritize results that generalize to real world settings would likely want to prioritize strong external validity and be able to “live with” limitations to internal validity.

 

A researcher who wants to be able to make strong causal inferences from the results would likely want to prioritize strong internal validity and be able to “live with” limitations to external validity.

MAIN ASSIGNMENT:

 

Think of a topic of interest to you that involves comparing two groups of people. Then choose one of the following to answer:

 

A: Discuss how a quasi-experimental design could be used to study your topic.

  • What is your research question, hypothesis, and target population?
  • Why would a quasi-experimental design be better to use than other study methods for this topic?
  • What are strengths and limitations of your study that result from using a quasi-experimental design?

B: Discuss how a single factor experimental design could be used to study your topic.

  • What is your research question, hypothesis, and target population?
  • Why would a single factor experimental design be better to use than other study methods for this topic?
  • What are strengths and limitations of your study that result from using a single factor experimental design?

Identifying Stages of Development

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Identifying Stages of Development

Post your response to the question below with at least 200 words in the Discussion Area by Saturday, October 8, 2016. Cite information from at least one academic source, such as your textbook or an article from the Argosy Online Library, to support your statements. Use current APA standards to properly cite your source(s). Review and respond to your classmates through Wednesday, October 12, 2016, asking for clarification, suggesting a different perspective, remarking on an analysis presented, or suggesting an alternative view. Be sure to formulate a thoughtful and substantive response.

  

 

 

Arrow Use the Respond link to post responses and materials that pertain to this assignment. Use the Respond link beneath any existing postings to respond to them.
 
Assignment 1: Identifying Stages of Development

Both Piaget’s Model of Cognitive Development and Kohlberg’s Model of Moral Development are outlined in stages, with one stage building off of the previous stage. Put yourself in the role of parent, teacher and juvenile justice judge and then in each role identify why it would be necessary to understand the cognitive/moral stage from which a child is operating. What are the most important aspects these development models for a parent, teacher and judge to be aware of? Provide examples and be sure to include specific stage characteristics.

Personality Theories- Environmental Factors

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In this assignment, you will have a chance to discuss a topic that brings personality theory together with social psychology. Dealing with unhealthy groups like gangs or cults is an important issue in social psychology. However, you cannot fully address this issue if you do not first understand personality development and how one’s personality affects the choices that are made. Specifically, you will look at Skinner’s behavioral perspective on personality development and discuss how that theory can play a role in this issue of unhealthy groups.

Bob is an adolescent who grew up in a gang-infested part of a large city. His parents provided little supervision while he was growing up and left Bob mostly on his own. He developed friendships with several kids in his neighborhood who were involved in gangs, and eventually joined a gang himself. Now crime and gang activities are a way of life for Bob. These have become his way to identify with his peer group and to support himself.

It is relatively easy to see that Bob’s environment has played a large role in his current lifestyle. This coincides with Skinner’s concept of environment being the sole determinant of how personality develops. Skinner believed that if you change someone’s environment and the reinforcements in that environment, you can change their behavior.

Use the Internet, Argosy University library resources, and your textbook to research Skinner’s concept of the environment and answer the following questions:

  • If you were to create an environment for Bob to change his behavior from that of a gang member to a respectable and law-abiding citizen, what types of environmental changes and positive reinforcements would you suggest and why?
  • What are some interventions that are used in the field currently? Are there any evidence-based programs that use these environmental and reinforcement interventions?

Write your initial response in 2–3 paragraphs. Apply APA standards to citation of sources.