1. Review the term “lateralization.” Compare lateralization in infancy and early childhood with that of late adults. Hint: go to cognitive development in late adulthood.
2. The brain is often described as plastic. Why?
3. According to Dynamic Systems Theory, perception and action are linked. What does this mean? Provide an example.
4. A researcher is interested in an infant’s understanding of numbers. She places two dancing balls within the infant’s line of sight, covers them, and then removes the cover to expose the two dancing balls again. After this procedure is repeated several times the infant loses interest and looks away. The researcher has timed the “looking” behavior. The researcher then removes the cover and there appear three dancing balls or one instead of two. The infant suddenly becomes interested again and looks longer. The process of more or less looking time is called ____________ and ___________ respectively.

This signature assignment is designed to align with specific program student learning outcome(s) in your program. Program Student Learning Outcomes are broad statements that describe what students should know and be able to do upon completion of their degree. The signature assignments may be graded with an automated rubric that allows the university to collect data that can be aggregated across a location or college/school and used for program improvements.  The purpose of this assignment is to prepare you for the process of case conceptualization and treatment planning. In order to be an effective professional counselor, you will need the skills to review and organize a broad array of information as it relates to an overarching clinical picture of your client’s presenting problem. Through the review, organization, and determination of relevant information, you will be able to formulate appropriate treatment plans. To prepare for this assignment, review the directions and then complete the following steps:  Review the Clinical Case Studies journal, located in the SAGE Journals resource in this week’s Electronic Reserve Readings.  Select a case study of a disorder that was presented in this course that interests you.  Complete the Biopsychosocial Assessment form, located on the College of Social Sciences Resources page under the Program Forms heading, based on your chosen case. Include the following in your Biopsychosocial Assessment form: •A description of what you observe about the client ◦A description of the presenting problem ◦History of the problem ◦A mental status examination ◦A description of the client’s social history ◦A description of the client’s health and wellness history ◦A description of the client’s therapeutic/psychiatric services history ◦A description of the client’s family relationship history ◦The client’s strengths ◦The client’s challenges ◦A theoretical case conceptualization in the Discussion/Clinical Formulation section ◦A DSM-5 diagnosis, including a discussion of the DSM-5 symptom checklist used ◦Your form should total a minimum of 700 words.   Research common treatment goals and strategies for the diagnosed disorder that align with the theory used in your case conceptualization.    Complete the Treatment Plan form, located on the College of Social Sciences Resources page under the Program Forms heading, based on the research you have completed. Include the following in your Treatment Plan form: •A minimum of two target problems •Specific, short-term goals for each target problem •Objectives for each target problem •Strategies/interventions to achieve goals for each target problem •A minimum of two academic, peer-reviewed sources to support the goals, objectives, and interventions for each target problem •Your form should total a minimum of 350 words.  Format any citations within your Biopsychosocial Assessment and Treatment Plan forms according to appropriate course-level APA guidelines.

(UOP log in: I will inbox you info for my user and password You will need this for the SAGE part of this homework)

As you have read this week, cognitivism is a theory that addresses the mind’s contribution to how we learn. The cognitive revolution (although considered by some as an overly stated fact) is suggested to have been a response to the behaviorist movement that rejected introspection (anti-mentalism), and controversially lead to, what some consider, a dissolvement of the behaviorist movement. Consider the following questions about cognitivism and discuss each, basing your posture on this week’s readings, your past experiences, and your past knowledge. • Why is it suggested that cognitivists disagree with the behaviorist view that learning only occurs if there is an outward manifestation? What other notable differences do these two theories suggest? • Do you agree with the cognitivist view that learning is a change in one’s schemata? (Support with citations.) • How have your personal schemata changed throughout your life? (Could be about learning, but also about other domains such as love, honesty, hard work, loyalty, etc.) • List an example of a schema that has changed, in your own knowledge development. involving the field of psychology. • Based on cognitivism, what implications does it suggest is a potential concern for effectively processing information when cognitive load is not effectually considered?  o Do you recall a time where learning was difficult because there were too many components all at once? What strategy(ies) did you use to work through this situation?

Select a special population for the focus of this assignment. Write a 750-1,000-word essay in which you describe how two or more individuals from the same special population may be culturally diverse from one another. For instance, two cancer survivors can be considered in the same special population because they are cancer survivors, though each individual may have different cultural identities.

Include the following in your essay:

1. Explain how the diversity is relevant to how those individuals seek out and interact with behavioral health services.
2. How does social justice influence where and when these individuals receive behavioral health services?
3. Describe your own memberships to special populations. Include any biases you might have about other special populations. How might those biases influence you as a behavioral health paraprofessional?
4. How might awareness of your own or others’ biases help you better assist behavioral health clients?

Paper must include a minimum of two credible sources.

Psychological assessment guides are created by psychology  professionals to provide the public with accurate and authoritative  information appropriate for their current needs. Information available  to the public about psychological testing and assessment varies widely  depending on the professional creating it, the purpose of the  assessment, and the intended audience. When professionals effectively  educate the public on the how, what, and why  behind assessments and the strengths and limitations of commonly used  instruments, potential clients are in a better position to be informed  users of assessment products and services. The Assessment Guides  developed in this course will be designed to provide the lay public with  accurate and culturally relevant information to aid them in making  informed decisions about psychological testing. Students will develop  their Guides with the goal of educating readers to be informed  participants in the assessment process.

There is no required template for the development of the Assessment  Guide. Students are encouraged to be creative while maintaining the  professional appearance of their work. The Guide must be reader-friendly  (sixth- to ninth-grade reading level) and easy to navigate, and it must  include a combination of text, images, and graphics to engage readers  in the information provided. Throughout their Guides, students will  provide useful examples and definitions as well as questions readers  should ask their practitioners. To ensure accuracy, students are  expected to use only scholarly and peer-reviewed sources for the  information in the development of their Guides.

Students will begin their Guides with a general overview of  assessment, reasons for assessment referrals, and the importance of the  role of each individual in the process. Within each of the remaining  sections, students will describe the types of assessments that their  readers may encounter, the purposes of each type of assessment, the  different skills and abilities the instruments measure, the most valid  and reliable uses of the measures, and limitations of the measures. A  brief section will be included to describe the assessment process, the  types of professionals who conduct the assessments, and what to expect  during the assessment meetings.

The Assessment Guide must include the following sections:

Table of Contents (Portrait orientation must be used for the page layout of this section.)
In this one-page section, students must list the following subsections and categories of assessments.

• Introduction and Overview
• Tests of Intelligence
• Tests of Achievement
• Tests of Ability
• Neuropsychological Testing
• Personality Testing
• Industrial, Occupational, and Career Assessment
• Forensic Assessment
• Special Topics (student’s choice)
• References

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)
Students will begin their Guides with a general overview of assessment.  In this two-page section, students will briefly address the major  aspects of the assessment process. Students are encouraged to develop  creative titles for these topics that effectively communicate the  meanings to the intended audience.

• Definition of a Test (e.g., What is a Test?)
• Briefly define psychological assessment.
• Types of Tests
• Identify the major categories of psychological assessment.
• Reliability and Validity
• Briefly define the concepts of reliability and validity as they apply to psychological assessment.
• Role of testing and assessment in the diagnostic process
• Briefly explain role of assessment in diagnosis.
• Professionals Who Administer Tests
• Briefly describe the types of professionals involved in various assessment processes.
• Culture and Testing
• Briefly describe issues of cultural diversity as it applies to psychological assessment.

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)
For each of the following, students will create a two-page information  sheet or pamphlet to be included in the Assessment Guide. For each  category of assessment, students will include the required content  listed in the PSY640 Content for Testing Pamphlets and Information Sheets (Links to an external site.)Links to an external site.. Be sure to reference the content requirements (Links to an external site.)Links to an external site. prior to completing each of the information sheets on the following categories of assessment.

• Tests of Intelligence
• Tests of Achievement
• Tests of Ability
• Neuropsychological Testing
• Personality Testing
• Industrial, Occupational, and Career Assessment
• Forensic Assessment
• Special Topics (Students will specify which topic they selected for  this pamphlet or information sheet. Additional instructions are noted  below.)

Special Topics (Student’s Choice)
In addition to the required  seven categories of assessment listed above, students will develop an  eighth information sheet or pamphlet that includes information targeted  either at a specific population or about a specific issue related to  psychological assessment not covered in one of the previous sections.  Students may choose from one of the following categories:

• Testing Preschool-Aged Children
• Testing Elementary School-Aged Children
• Testing Adolescents
• Testing Geriatric Patients
• Testing First Generation Immigrants
• Testing in Rural Communities
• Testing English Language Learners
• Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)
• Testing Individuals Who Are Incarcerated
• Testing for Competency to Stand Trial
• Testing in Child Custody Cases

References (Portrait orientation must be used for the page layout of this section.)
Include a separate reference section that is formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. The  reference list must consist entirely of scholarly sources. For the  purposes of this assignment, assessment manuals, the course textbook,  chapters from graduate-level textbooks, chapters from professional  books, and peer-reviewed journal articles may be used as resource  material. A minimum of 16 unique scholarly sources including a minimum  of 12 peer-reviewed articles published within the last 10 years from the  Ashford University Library must be used within the Assessment Guide.  The bulleted list of credible professional and/or educational online  resources required for each assessment area will not count toward these  totals.

Attention Students: The Masters of Arts in  Psychology program is utilizing the Pathbrite portfolio tool as a  repository for student scholarly work in the form of signature  assignments completed within the program. After receiving feedback for  this Assessment Guide, please implement any changes recommended by the  instructor, go to Pathbrite  (Links to an external site.)Links to an external site.and upload the revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.)Links to an external site.  to create an account if you do not already have one.) The upload of  signature assignments will take place after completing each course. Be  certain to upload revised signature assignments throughout the program  as the portfolio and its contents will be used in other courses and may  be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.)Links to an external site. website for information and further instructions on using this portfolio tool.

The Assessment Guide

• Must be 18 pages in length (not including title and reference 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 guide
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the Ashford University Library.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
• Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
• Must incorporate at least three different methods of presenting information (e.g., text, graphics, images, original cartoons).

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.