Applied Psychology: From Theory to Practice Final Paper

For your Final Paper assignment, you will demonstrate your knowledge of applied behavioral science by utilizing summarizing information you have learned throughout this course.

Prepare: To begin, review Case Study #5, you would explore motivation from the industrial organizational psychology perspective.

See the ABS200 Case Study List to review the case study.

Reflect: Next, research the chosen topic using scholarly resources, and craft a thesis statement regarding your selected topic. For assistance with creating a thesis statement, utilize the Thesis Generator (Links to an external site.)Links to an external site. tool on the Ashford University Writing Center website. Your final paper must contain at least six peer-reviewed journal articles, published within the past 10 years, which are cited according to APA style as outlined in the Ashford Writing Center. Examples of peer reviewed journals include, but are not limited to, the Journal of Applied Behavioral Science, Journal of Applied Behavior Analysis, Journal of Clinical Psychology, Behavioral Interventions, The Behavior Analyst Today, Journal of Speech-Language Pathology & Applied Behavior Analysis,and Journal of Behavioral Education. Additional scholarly sources (e.g., information from government websites and professional association websites) may be included over and above the required six peer-reviewed journal articles. Popular sources (Wikipedia, Newsweek, New York Times, Psychology Today, About.com, PsychCentral.com, etc.) are not considered peer-reviewed sources. For further assistance in determining whether or not a source is a peer-reviewed journal article, be sure to access the Scholarly and Popular Resources (Links to an external site.)Links to an external site. tutorial on the Ashford University Library website.

Write: In a well-developed eight- to ten-page paper address the following criteria for the case study you selected in Week Three. See the ABS200 Case Study List located in your online classroom to review the case studies.

• The paper must begin with a well-written introduction that includes a succinct thesis statement. For assistance with creating a thesis statement, utilize the Thesis Generator (Links to an external site.)Links to an external site. tool on the Ashford University Writing Center website.
• Your introductory paragraph must include a description of the basic characteristics of science and a definition of applied behavioral science and the area of psychology from which the case study is explored.
• Identify and describe the potential source(s) and/or cause(s) of the issue that is/are relevant to the selected case study (e.g., genetic, environmental, social, cultural, organizational).
• Examine the case study by applying one psychological theory of your choice pertinent to applied behavioral science.
• Describe scientific research that is relevant to your selected case study. Include past and current findings and note any key changes.
• Identify and describe any relevant trends in working with your intended population.
• Detail a suggested plan of action, including advantages and disadvantages, for moving forward.
• Specify what you would do to build rapport with the clients in the selected case study.
• State ethical considerations that are relevant to this case.
• You must end your paper with a conclusion that reaffirms your thesis and include an examination of the pros and cons (advantages and disadvantages) of utilizing at least one applied behavioral science intervention method to address the concerns in the scenario you selected.

The Applied Psychology: From Theory to Practice Final Paper

• Must be eight to ten double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)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
• Must begin with an introductory paragraph that has a succinct thesis statement.
• Must address the topic of the paper with critical thought. View the Critical Thinking Community (Links to an external site.)Links to an external site. website for further assistance.
• Must end with a conclusion that reaffirms your thesis and summarizes supporting evidence.
• Must use at least six peer-reviewed journal articles as sources, including a minimum of four from the Ashford University Library.
  • The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
• Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

It is often noted that as we age, we look to a “good death.”  Reflecting on your reading of Chapter 9 – what is a “good death?”  Describe your aging journey including direct and secondary losses and how they impact the dying process.  Is end-of-life care an appropriate personal selection and what is the impact of that choice on you and those you care for?  Tie all concepts together in your narrative being helped by Chapter 9 readings, your life experience, and your research (use 2 outside resources, including the personal communication with an older adult). 

 350-400 words

need it within 6 hrs 

Module 9 Overview: 

As stated in the text, grief is a natural reaction to loss and loss is an inevitable part of being human.  Many older people must deal with the cumulative effect of losses created by lifelong inequities as a result of their age, race, social class, sexual orientation, gender, or ability.  In addition, ageist assumptions may mean that family members and health care providers presume that loss in old age is “not a big deal,” and devalue older adults’ grief. As individuals proceed with their aging journey, they are more likely to experience multiple layers of loss – some from positive life changes and others with negative impacts that the individual has no control over.  Loss and grief faced by older adults can involve the death of partners, family members and friends but the inevitable loss is approaching one’s own death and the dying process.  Understanding resources and choices available can have a definitive impact on this process.

Module 9 Objectives:  At the end of this module, the student will be able to:

1. Differentiate the types of losses that older adults may experience

1b. List common non-death related losses in old age

2. Enumerate how the death of loved ones affects the well-being of older adults

3. Identify different end-of-life care options

3b. Discuss palliative care, hospice, and the “right to die” legislation

Unit 4 DB: Study Strengths and Learning Preference (CTC101)

After reviewing this week’s Readings and Resources, be prepared to discuss the following questions:

• How can the habit Begin With the End in Mind benefit your academic motivation?
• What study strategies will most help you improve?
• How do you take advantage of learning styles in a way that will benefit you in your future career in 
• business?

Unit 4 Discussion (ACC111)

Anne Marie, the owner of Anne’s Beauty Salon, comes to see you again.  She tells you that she has one more question for you.

She told you that her accountant tried to explain to her the closing process in the accounting cycle.  The more he talked, the more confusing it got.  How would you explain the closing process to Anne Marie?

She also asked about dividends.  What are they?  Will they increase expense? 

Unit 4 DB: Finding theme in children’s literature (ENG130)

The definition of Theme is often abridged to “the main idea.” However, Theme is more involved than that. Essentially, a theme is the author’s message–what the author wants to tell his/her readers about people in general. Themes can be supported by many of the story’s components, particularly the characters’ words, actions, and conflicts.Initial response: One of the best ways to analyze theme is to look at it through children’s literature. For this response, think of a children’s story/book and analyze what the theme is. What is the author trying to tell children about life? About people?

• What story are you choosing? If you can find a link to the book or story, please post this.
• Provide a brief summary of the story (be careful about cutting and pasting. Please use your own words)
• What do you feel is the theme of this story and WHY?
• Be sure to include text examples with your response
• End your response by asking a question of your classmates

Unit 4 DB: Expressing the Pro and Con of an Issue (ENG110)

The Unit 4 assignment is going to be focusing on one pro and one con of these issues:

• Climate Change
• Free Health Care
• Employer’s Access to Employee’s Social Media

You are going to use this discussion board to explore these three issues. This exploration will help you with your Unit 4 Assignment.Initial Response:For your initial post, answer the questions below:

• What is one positive aspect (pro) for each of the three issues above?
• And, what is one negative aspect (con) for each of the three issues above?

Part 1. PICOT Question

Using one of the PICOT Questions Templates provided, present the PICOT question. Please use the attached template and then copy and paste it into your response. Do not attach the actual document.

NUR4166 Templates and Definitions for PICOT Questions_KU.docx Part 2. Clinical Significance Statement

Briefly provide Clinical Significance supported by the literature. Clinical significance means that the literature provides evidence to support the practice as important to patient care, patient outcomes, and as such is the best choice for patient care.

Heavey, E. (2015). Differentiating statistical significance and clinical significance. AmericanNurseToday, 10(5), 26-28.

Heavey 2015.pdf Example – please note this is an older previous students work and so some references are older than 5 years. Be sure to provide the PICOT question to begin this post.

PICOT Question:

P=Patient Population

I=Intervention

C=Comparison

O=Outcome

T=Time (duration):

In patients in the hospital, (P)

how does frequently provided patient hand washing (I)

compared with patient initiated hand washing (C)

affect hospital acquired infection (O)

within the hospital stay (T)

Clinical Significance

Hand hygiene is one of the most advocated strategies in the hospital setting to reduce hospital acquired infection (HAI). According to Strigley, Furness, and Gardam (2014), patients were given real time location systems (RTLS) to count the number of times patients accessed a hand hygiene station (p 1336). There are four moments when hand hygiene may be indicated to reduce their risk of acquiring HAI, using the bathroom, before eating, and when entering and leaving their rooms (Strigley, Furness, Gardam, 2014, p 1336). The hospital floor consists of hand a sanitizer dispenser and soap dispensers with transponders that counted how many times the patients used the hand washing station. Organisms such as Clostridium difficile, or Norovirus may be transmitted from their own soiled hands (Strigley, Furness, Gardam, 2014, p 1336). Hand washing can reduce the number of organisms, which in turn can reduce infections. Although it might be hard to measure and gather more data on hand hygiene, the RTLS is one way to measure if hand hygiene is performed. Closely observing patients and reminding them can also increase the number of times patients wash their hands.

Strigley, J., Furness, C., Gardam, M. (2014). Measurement of patient hand hygiene in multiorgan transplant units using a novel technology: An observation study. Infection Control & Hospital Epidemiology, 35 (11), 1336-1341. DOI: http://dx.doi.org/10.1086/678419