What can you do, as a learning and development professional, to help employees gain creative and critical thinking skills?

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Th e Ca n a d i a n Le a r n i n g Jo u r n a L Sp r i n g 2012 23

When employees in your organization face unfamiliar challenges or opportunities, are they equipped to dive right in? New situations or new roles may require additional skills.

Phil Jarvis, Director of Global Partnerships at Career Cruising, writes: “Accelerating technological advances have rendered many jobs obsolete, raised the skills requirements of the remaining jobs in all sectors, and are producing new types of jobs at an unimagined rate. More formal education, technical training, and soft skills are now demanded of workers in all job sectors, but especially in new and emerging career fields. Employers need people who can problem-solve and innovate, collaborate effectively with others of diverse backgrounds, have a thirst for learning, are responsible and dependable, and are fully committed to their employer’s success.”

What can you do, as a learning and development professional, to help employees gain creative and critical thinking skills?

When you’re asked to consult with a

manager in your organization about employee development needs, you use critical thinking skills to assess the problem and recommend solutions. You observe the context, gather information from a variety of sources, interpret and analyze data, recognize unstated assumptions and values, and hypothesize solutions. These are skills that employees in other areas of your organization need, too.

You may work with teams using brainstorming or other techniques to entertain a whole range of ideas when there is no fixed solution to a problem. This is one aspect of creative thinking — generating ideas by exploring many possible solutions, often in a spontaneous free-flowing manner. Creative thinking also includes making connections between seemingly disparate things to come up with new perceptions and hypotheses.

Harold Jarche’s words echo Phil Jarvis’: “Many jobs are now automated or outsourced. The jobs that are left are complex and always changing and require creative thinking skills. Innovation is

created through diversity of opinion and experience, openness to new ideas, and transparency about what you’re learning.”

More and more, employees are being asked to demonstrate their commitment to their organization not by rote attendance, but by thinking about and finding new ways to solve company problems. What can be done to prepare them to take on this role?

The what Jarche insists critical thinking must include a questioning of assumptions, including our own assumptions. Our thinking may be unclear, inaccurate, imprecise, irrelevant, narrow, shallow, illogical, or trivial, due to ignorance or misapplication of the appropriate learned skills of thinking. According to him, learning and development professionals should model a willingness to question all assumptions. He also maintains that the core skill needed for creative and critical thinking is attitude— an attitude that is always open to learning, curious about the world—or, what he calls

Facing the Future:

What skills will your employees need?

by: lee Weisser, med, ACC

Harold Jarche, Harold Stolovitch, and Ruth Clark, keynote speakers at CSTD’s two symposia this spring (in Montreal and Edmonton), remark on how learning and development professionals can help employees acquire skills to solve problems and find creative solutions to workplace challenges.

24 Th e Ca n a d i a n Le a r n i n g Jo u r n a L Sp r i n g 2012

“life in perpetual Beta.” Ruth Clark has written extensively

about guided discovery as a way to build these skills. She asserts that critical thinking skills can be developed through problem- based learning: • Learning in the context of solving a real-

world problem; • Learning through an inductive approach

that builds through experience; • Learning by taking action or making

decisions, and experiencing the consequences of those activities;

• Reflecting on what decisions were made, what worked, and what might be done more effectively.

Clark says, “There has been a large body of research on expertise in cognitive and physical domains demonstrating that expertise is primarily based on experience. But when real world opportunities to build expertise are infrequent, unsafe, lengthy, or too costly, guided discovery simulations can accelerate the speed of gaining the required expertise.”

Harold Stolovitch contends we move too quickly to creative problem solving. “First, we need to build foundational skills through clear expectations, a solid set of tools, guidelines for practice, and lots of feedback.”

Stolovitch says, “Most jobs don’t require excessive creative thinking. Most of our real life skills are automated—they require flexible application. Look at the processes we use to solve problems: we gather data and analyze the issues using strongly built- up diagnostic thinking patterns. We then hypothesize different types of solutions or variations of these derived from a solution repertoire also acquired over time. We need to access our expertise to address work requirements and challenges. In reality, we require more practice and feedback in building our skill sets by learning principles and procedures and applying these to increasingly more complex and unique instances.”

He is referring not to mechanical practice, but organized, deliberate practice where we build experience and gradually learn new things. Think of pianists who must run through scales every time they practice, before they start playing pieces. Then they play and practice ever more demanding pieces in accordance with increasingly tougher standards.

Stolovitch insists we need more

emphasis on building capability in employees in systematic ways based on what learning and human performance research evidence tells us actually works. Evidence- based management is derived from the practice of evidence-based medicine— evaluating research, and rejecting conventional wisdom and casual

benchmarking. Jarche agrees that critical thinking goes

hand in hand with evidence-based practice. One way of sharing good practice is to help employees connect with each other, since so much of learning is informal. Jarche suggests introducing tools such as video cameras and video conferencing to help people share their work.

The how Clark states that whether using a guided discovery or more traditional instructional design process, there are some techniques trainers can use to build critical and creative thinking skills.

Step 1: Identify tacit knowledge and skills linked to problem solving

First, perform a job analysis to identify the skills. We know that expertise is domain specific, so study experts solve problems in a specific domain. Often experts can’t articulate their reasoning, so you need to use more inductive methods to elicit their unspoken knowledge. For example, you can ask experts to write out three situations in which they resolve a specific class of problem. Ask each expert to work alone and write a situation that was easy, moderately difficult, and very challenging. Then bring the experts together and use their stories as a basis to identify the criteria for easier and more challenging scenarios as well as to identify the principles and knowledge behind critical decisions made or actions taken. Step 2: Create examples of expert performers that include both action steps and rationale

You probably routinely use examples or demonstrations in your skill training lessons. Critical thinking skill courses also require examples. Research has shown the learning benefits of providing demonstrations in place of some practice exercises. In a cognitive modeling demo, the learner can see and hear what the on-screen expert is doing and at the same time “see” the rationale or thinking process through, for example, an on-screen thought bubble. Step 3: Provide opportunities to practice, get feedback, and reflect on problem solving

As with any form of skill training, offer practice opportunities in which learners

Speaker Presentations at Spring Symposia:

Harold Stolovitch, PhD, It Ain’t Necessarily So: Science versus Lore in Learning & Performance, April 12 in Montreal

Harold Jarche, MEd, The Future of the Training Department, April 13 in Montreal

Dr. Ruth Clark, Scenario-based Multimedia Learning to Accelerate Expertise, May 31 in Edmonton; Evidence-based Training, June 1 in Edmonton

“Employers need people who can problem-solve and innovate.” – Phil Jarvis

resolve realistic job problems.

Learning from each other Clark points out that learning through informal channels has received a big boost from social media tools. Knowledge management is not a new idea, but the evolution of social media has made it more practical to implement. For example, in Boots On The Ground: Introducing A Community of Practice at Bechtel, Paul Drexler and Ani Mukerjee write of a recent initiative at this engineering consulting firm in which a YouTube-type application allowed engineers and field specialists to enter text, photos, and video summaries of lessons learned from projects. The summaries are searchable and provide a growing repository of stories and checklists, providing an opportunity to learn through the experience of others. Clark says, “Once restricted to a chance meeting, peer learning through social media offers the opportunity to capture and house context- specific experience.”

Learning by failing We know that we learn the most through our mistakes. But why do we resist failure so much? Harold Jarche states ”We need to fail about 50% of the time in order to learn. But we are our own worst enemies because we can’t face this.” And it’s true that in most organizations success—not failure—is valued and rewarded.

A girls’ high school in London, England recently ran a “Failure Week.”

The purpose was to raise awareness for students and parents that it is acceptable and completely normal to not succeed all the time. Parents were encouraged to discuss any failures they had in the past and what they learned from them. The Headmistress of the school, Heather

Hanbury, said: “Successful people learn from failure, pick themselves up, and move on. Something going wrong may even have been the best thing that could have happened to them in the long run —in sparking creativity, for instance—even if it felt like a disaster at the time.” Experience tells us that creativity flourishes when we take risks and openly learn from our failures.

In a recently published ebook, The Flinch, about pushing your own barriers and doing things that scare you, author Julien Smith writes, “The lessons you learn best are those you get burned by.” There’s just something about putting your hand on a hot stove that really teaches a lesson.

And Paul J. H. Schoemaker recently published Brilliant Mistakes: Finding Success at the Far Side of Failure (Wharton Digital Press). “If you want to innovate, you have to be willing to make mistakes. I take that as a given. In my book I chronicled scores of missteps and supposedly doomed experiments—all of which led to great breakthroughs.”

Conclusion Open to failure, open to not knowing the answer, open to different ways of thinking, and open to being observed while we’re learning—are these things we can teach if we don’t practice them ourselves? Hardly.

Perhaps the best description of what we want to model is given by Roger Martin and Hilary Austen in The Art of Integrative Thinking. Their concept of integrative thinking “places a central value on learning. It welcomes rather than fears surprise, keeping an eye keenly attuned to disconfirming data and using surprise to innovate. It embodies tolerance for the temporary incompetence that comes with the development of new skills. Integrative thinkers … learn to hold tension and fear long enough to continue to search for the creative solution. This requires a high tolerance for ambiguity and uncertainty, and an attitude of openness to continuous optimization, rather than a push toward closure.” – Rotman Management (Fall 1999).

“The lessons you learn best are those you get burned by.” – Julien Smith

A career of learning Continued from page 22

but suits in the C-suite. I know your technologies may be more diverse, complex, and confusing; your audience more varied and global and your budgets more strained. But, I can see common threads linking what was happening back then with what’s going on here tonight.

Sesame Street attests to the fact that learning initiatives—when well done, nurtured, and promoted, can have an immense, powerful, and long-lasting impact.

And, when I look over the awards tonight, it’s clear to me that many of the same basic themes that marked Sesame

Street’s success are alive and well in our community: creative thinking, skilful and insightful design, and application of evidence-based practice.

In 1975, there was just a small group of us who shared this passionate pursuit of excellence. Happily now you fill this huge ballroom. I think we have CSTD to thank for this.

CSTD has given the very important work we do in learning and development an identity. It has defined the competencies, set the standards, and raised the profile of our profession.

Perhaps most importantly, it has

nurtured and promoted excellence and innovation as we can see here tonight.

Back in the day, I was excited to be a part of the pioneering story of early educational television.

Tonight, I am equally excited to be a part of this unfolding success story. I’m proud to be part of this energized and creative community as it pioneers its own frontiers—this is something we should all be proud of. This is our story. Our lasting legacy of learning excellence.

I am honoured and humbled to become a Fellow of the CSTD.

Th e Ca n a d i a n Le a r n i n g Jo u r n a L Sp r i n g 2012 25

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What did you used to think about personality development according to Freud?

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1. According to Sigmund Freud’s notion of personality we all have an ID, EGO, and SUPEREGO. Describe each of these aspects of our personality.

2. What principles are all three based on and how do they all correlate with each other?

3. Describe a time where you might have struggled with your ID and SUPEREGO regarding a decision. What was the result, did you follow your ID or SUPEREGO?

4. What did you used to think about personality development according to Freud? and Now having learned about the concepts, what do you think now?

5. List and describe the 3 attachment styles found in research? Complete the exercise on page: 321 in Chapter 10 regarding Adult Attachment Styles.

6. What is your attachment style? Does this correlate with your upbringing? Do you find this to be accurate of your relationship style, why or why not?

7. According to Maslow individuals are trying to reach their ultimate need: self-actualization. Define Self-Actualization in your OWN WORDS. Refer to page: 352 in Chapter 11, Table 11.3: Characteristics of Self- Actualizers From Maslow’s Case Studies and list how many of these 15 characteristics you exhibit. Which ones would you prefer to work on and try to strive to be better?

PLEASE USE THE TABLE ON THE NEXT PAGE TO ANSWER QUESTION 7

TABLE 11.3

T

Are violent video games harmful to children and adolescents?

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This week’s Forum focuses on the question, “Are Violent Video Games Harmful to Children and Adolescents?” debated in our course textbook, Taking Sides: Clashing Views on Psychological Issues (Gantt & Slife, 2015).

I had the YES perspective and I have to respond to the 3 perspectives below.  250 word minimum.

Perspective 1:  Are Violent Video Games Harmful to Children and Adolescents? This week I was tasked with providing evidence which validates the premise.  From the Columbine devastation to the Aurora tragedy, the headlines have been rife with accounts of shooting sprees by young adults known to be heavy video gamers.  In 2005 the APA issued a Resolution on Violence in Video Games and Interactive Media indicating the possible role video game violence played in youths displaying aggressive behavior.  A task force was set up in 2013 which analyzed data regarding a link between violent game exposure and aggression conducted over twenty years utilizing several different quantitative methodologies. The resolution was subsequently revised in 2015 when the APA confirmed there was a definite link between the two (Copenhaver and Ferguson, 2018). Between the ages of 7-16, adolescent neocortical synapses are lost and current theories hold this is the reason cognitive functioning becomes more efficient and improves in later years (Kirsh, 2002). This is further substantiated by the pronounced limbic system involvement in early adolescence. The limbic system, the emotion center of the brain, plays a prominent role at this age and accounts for the increased aggression evidenced (Kirsh, 2002).   Adolescents are particularly vulnerable to the effects of video game violence and studies over the last two decades have found a correlation between violent video gaming and aggression as reported by teachers and the adolescents themselves (Kirsh, 2002). Studies have found the highest rate of game playtime in the younger age groups (8-13); this rate however, decreased with age. Gender was not an issue in the studies; both boys and girls preferred games with a violent component. Not surprisingly, violence was evident in 80% of the most popular video games at the time of the studies (Kirsh, 2002). One of the most popular games, America’s Army, was released in 2002 by the U.S. Army. Based on the first-person shooter (where the player experiences the action through the eyes of the character they are playing), the game targets young adolescents with its “T” for teen rating (suitable for ages 13 and up). It has been utilized as a recruiting tool by the Army for teens by communicating messages regarding warcraft and desensitization to violent wartime scenarios (Susca, 2012). Games such as this should carry disclaimers and be regulated. The government’s role in this deception is particularly disconcerting as they could have changed the rating to “M” for mature but chose not to as younger teens are the target audience. More research is needed on the correlation and/or causality of violent video games and aggression and its impact on our youth.

Perspective 2:  Are violent video games harmful to children and adolescents? No, they are not. While, intuitively, it may seem to make sense, this is likely due to bias, heuristics, and mental shortcuts that activate when we think about kids engaging in violent activities along with what we think might cause children or adolescents to act violently. Although there are many studies that have found a loose correlation between violent video games and aggression, we have to keep in mind that correlation and causation are not the same. For example, while there is a correlation between warm weather and drowning, drowning is not caused by warm weather. Additionally, there seems to be a broad definition of harm in many of these studies. We can define harm from the perspectives of physical, psychological, legal, economic, or social. Accordingly, we should consider our initial reactions, associations, and biases when we contemplate what harm we initially thought video games might cause when we first read the question. My initial impression from the question was that violent video games make children and adolescents more violent. With that in mind, we should consider the two aspects separately, violent games and increased violence from children.  Since 2010, sales of video games have increased by about two-thirds, from $17.5 billion to $29.1 billion in 2017 (Entertainment Software Association, 2017). Violent crime, however, is down in general, and juvenile violent crime is down significantly, nearly two-thirds fewer arrests since 1996 (Department of Justice, 2017). On its face, there seems to be an inverse relationship between juvenile crime and video game use since as sales increase violence decreases by almost the same amount. According to Ferguson and Rueda (2010), “long-term exposure to violent video games was associated with reduced hostile feelings and depression,” potentially because playing violent video games allows adolescents to express their feelings in a way that is not harmful to others but still relieves stress (p. 105). Moreover, an empirical analysis of U.S. arrest data of child murderers by Sellers and Heide (2012), suggested that violence in the home was a far better predictor to violent behavior in children. As I studied the question, I found it to be more of a political football than a pressing psychological question. There was little information on how youth involvement in aggressive contact sports, like football, or game hunting, which is not simulated killing but actually killing a living thing, affects children and adolescents. In fact, a quick Google search provides a wide body of suggestions on how to make children more aggressive when playing sports. Thus, it seems inconsistent to suggest that a loose correlation to violent video games and aggression in children is bad, when sports coaches and parents are intentionally attempting to make children more aggressive to play better football.

Perspective 3:  Violent Video Games, the idea it could potentially manipulates youth in become aggressive is both fascinating and absurd. This week the question is “Are violent video games harmful to our youth?”, well my position is no. When you think of violent video games you automatically think death, practice shooting, not having the reality of perception of death or maybe you just think of no control over your mind, right? Wrong, a video game does not have the power to manipulate one’s mind into reflecting violent behavior. What influences the youth, child and adolescents, into completing violent action is the physical abuse, the interaction with physical abuse which is reality not fantasy. The reading indicated something quite interesting, it mentions that there is no actual physical evidence or research that will have a slight indication there would be a negative effect towards children or adolescents (Gantt, 2016).  If there was no studies that actually show the intensity of what violent video games can do to children while playing video games then the question becomes how much time could it take to actually affect the child? Which boils down to the main issue to how much time does it affect + parent interactions = aggressive behavior or positive/neutral behavior. It is not about what the game does to the child that promotes the violent behavior it is about the household behavior, the environment of the child. If the environment of the household includes a positive, loving with emotional support than the fantasy of aggressive video games will not affect the child. What will affect the child if there is physical abuse at home, let’s say the father is abusive to the mother or reverse physical abuse. What if the child is receiving this physical abuse from the parents, this is a learned behavior that I believe Albert Bandura (1977) said it best on behaviorism. Albert Bandura had a theory in which behavior is learned though observational learning in the environment (Mcleod, 2014). Many children tend to look towards others as role models and are easily influenced.  For example, in my house I have a beautiful four-year-old that I constantly remind him that I did not give birth to a parrot. Everything I do, he copies, it is a learned behavior. Thus, I have to be careful of the actions of emotions and aggression I do (fighting with spouse in front of him, yelling on the phone, or frustration), because everything I do, I know he will copy.  This would make behavior in kids learned by a social environment versus an environment that is initially controlled but fantasy. Violence is an act that one takes when they have no knowledge of morals or an environment full of violence in society.

What is the relationship between critical thinking and decision making?

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Each response must follow APA guidelines and must be between 200-300 words per response.

 

1. What is the relationship between critical thinking and decision making? How would an effective critical thinker evaluate evidence when making a business

2. How do communication skills and critical thinking skills contribute to effectively working with a diverse group of people? How do you effectively use critical and creative thinking to recognize and adapt to cultural values?

 Is there anything that puts this child/adolescent at a particular risk?

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[Case Study (115 Points)

For your Case Study, you will produce and present your own case study. Your case studies should be about a child or adolescent who is struggling with one or more of the disorders/problems that we have or will talk about in this class. It should also focus on putting this child in a context, including how the settings the child exists in influence the child. For this assignment, it is expected that you will not only use the class textbook but also seek and cite other outside information.

Successfully completing this assignment will require you to do two essential things: 1) Produce a written case study to be handed in and 2) Present you case study as a 10-15 minute lecture/learning opportunity to the class.

The Case Study is worth a total of 115 points of your final grade for the course. The written case study will be worth 75 points and the lecture/learning opportunity will be worth 40 points.

1) Written Case Study (75 Points Total)

Your case study should be 6-8 pages in length not including references. Your case study should utilize at least 3 scientific references(e.g., peer reviewed articles, books, therapy manuals but not websites, magazine articles, etc.) other than our textbook. If you do choose to use a website, magazine article, etc, they can be used as secondary sources (e.g., NOT one of the 5) with prior approval.

All case studies will be due by June 26, 2018. A hard copy of your case study will be due at the beginning of class that day. A digital copy must also be submitted to SafeAssign by the beginning of class that day.

Case studies must be written double-spaced, Times New Roman 12-point font with standard (1 inch) margins on all sides. No title pages please. In addition to content, your case study will be graded for structure, clarity of thought, grammar, spelling, presentation of ideas, and proper referencing (APA style).

Case studies under the specified page limit, that do not utilize the minimum amount of outside references or that do not meet any other of the specified criteria will not be accepted and you will receive a zero for the case study component.

There are several ways that case studies can be written. Our textbook includes many brief examples of case studies and I will also provide several other examples. However, your written case study for this assignment should follow this format and contain these elements:

a) Background (15 points): What do we need to know about this child/adolescent? What is or has happened in the family?

b) Symptoms (15 points): What symptoms is the child/adolescent displaying? Where? When? Be specific- this section should lead to the eventual diagnosis/diagnoses.

c) Assessment (5 points): Brief description of how you would assess this child/adolescent. Specific assessment tests can be names if known; if not, give general plan.

d) Diagnosis (10 points): What disorder(s) would you diagnosis this child/adolescent with? Why? Be specific- make sure this ties into the symptoms presented & to use the correct DSM-5 names for the diagnosis/diagnoses.

e) Risk Factors (5 points): Is there anything that puts this child/adolescent at a particular risk? What is going on around the child that may be serving to maintain problems?

f) Etiology (Cause) (5 points): What possible cause(s) is there for the child/adolescent’s disorder? (Hint: think about the biopsychosocial model)

g) Treatment (15 points): What treatments would be recommended for use with this child/adolescent? Why?

h) Writing Skills (5 points): grammar, formatting, punctuation, clarity of thoughts, etc.

2) Lecture/Learning Opportunity (40 Points Total)

You will also present your case study as a 10-15 minute lecture/learning opportunity to the class. There are 2 possible days in our syllabus that are available for you to present. You will be assigned a day to present either by volunteering to go on a certain day or by random assignment by the instructor.

The purpose of your lecture/learning opportunity will be to inform the class as to what your case study was about- more specifically all the elements that were described above. You will also be tasked with preparing a learning opportunity that highlights a key issue or issues from your group’s case study- ex. what it’s like to have the diagnosis your case study described, what the type of treatment you talked about entails, etc.- and engaging the class in participating in that activity.

The specifics of how you present the information from your case study and what kind of learning opportunity you present are flexible; the lecture/learning opportunity is a chance for you to be creative but informative in conveying the information from your case study.

Your lecture/learning opportunity must contain the following elements:

a) Presentation of Case Study (25 points): Present your case study. Include enough details so that the class knows all the elements described above of the case study.

b) Learning Opportunity (15 points): Creative activity or questions for class that highlights a case study issue(s). This is an opportunity for you to be creative- it could be specifically about your person or the person’s disorder in general but it should be interactive & engaging for your classmates.

How would creating a data collection sheet helped you organize your data for analysis?

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This lab is designed to critically examine the data you collected for the research project.

Complete each of the items below:

  1. · Once you have collected the data for your project, complete the appropriate data analysis on it in SPSS and submit a copy of your SPSS output (along with an explanation of what you found and the answers to the questions below).
  2. · How comfortable do you feel about your data and how it was gathered?
  3. · What are some of the things you would do differently if you were gathering the data again?
  4. · How have your views of these two items changed as you progressed through your project?
  5. · How would creating a data collection sheet helped you organize your data for analysis?
  6. · What type of analyses did you perform on your data and did the analyses help you adequately answer your research question?

Explain what early thoughts and beliefs existed about what caused mental illness.

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To prepare for this week’s Assignment, review the following videos in addition to this week’s assigned Reading:

  1. Duran, V. M. (2013). Supernatural views- Historic. Retrieved from http://www.cengage.com/custom/ems/psych/shared/video/player.html?video=suprnatral_vws_hstrc_16360.
  2. Duran, V. M. (2013). Hippocrates. Retrieved from http://www.cengage.com/custom/ems/psych/shared/video/player.html?video=hippocrates_16362.
  3. Duran, V. M. (2013). Concept Check: Integrative Approach. Retrieved from http://www.cengage.com/custom/ems/psych/shared/video/player.html?video=cncpt_chck_intgratve_apprch_16363.

In the past, a one-cause approach was more accepted to understanding psychopathological behavior. Today, it is more accepted that there are multiple causes that can explain the development of mental illness.

For this Assignment, you will compare and contrast the early ways of thinking about psychological disorders to today’s current view and explain the multi-dimensional model and the major approaches (theorized causes) of mental illness.

  1. Explain what early thoughts and beliefs existed about what caused mental illness.
  2. Describe one of the psychological traditions and how it furthered the beliefs about what causes mental illness from that of the early beliefs by the Greeks and from Religions. Select from: Freud’s theory of the unconscious, humanism, or behaviorism.
  3. Explain the idea of a multi-dimensional approach and how it differs from a single approach to understanding the major causes of mental illness.
  4. Last, referring directly to the textbook, provide an overview of the major approaches of a multi-dimensional integrated model listed in the textbook. For each major approach, include its central tenant(s) as it relates to the explanation (or cause) of mental illness. The major approaches that provide an explanation or cause for the development of mental illness are biological approach (genetics and neurological factors), psychological approach (cognitive and behavioral factors, including the unconscious), emotions approach, social and cultural approach, and the developmental approach. For example, from the biological approach, an imbalance of neurochemicals is believed to influence (or cause) behavioral changes as well as heritability.

Submitting Your Learning Activity

Using your textbook, complete the Unit 3 Assignment Template. No more than 10% of the work should be direct quotations Complete the document in 2–3 pages, using APA writing style, and save it in a location with your first and last name in the title. When you are ready to submit it, go to the Dropbox.

what characteristics should the prosecuting attorney look for when selecting a jury?

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Assignment 2: Research the 1976 Trial of Patricia Hearst

You are an employee of the Jury Consultation Corporation. Imagine it is 1976, and Patricia Hearst has just been charged with armed robbery. You have been hired by the defense to assist in developing a strategy to help to acquit her.

Find answers to the following questions:

  • Research the 1976 trial of Patricia Hearst and briefly summarize the case against her.
  • What characteristics does Patricia Hearst possess that could possibly sway a jury in her favor? As a result, what characteristics should her defense attorney look for when selecting a jury?
  • What characteristics does Patricia Hearst possess that could sway a jury against her? As a result, what characteristics should the prosecuting attorney look for when selecting a jury?
  • What type of psychological expert should the defense hire? In other words, what area of psychology should the expert specialize in? Be specific and support your answer.

Prepare a PowerPoint presentation, to the client’s attorney explaining your answers to the above questions. Make sure that your report is something that an attorney could use to assist them in developing and trying a case.

Use headings, the bold style, and bulleted lists to effectively communicate your findings. You should include detailed speaker notes to assist in your presentation. Please make sure to have at least 10 slides for review. All citations in the report should be in APA 6th edition format.v

Explain how your services might be utilized during a natural  disaster

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This assignment focuses on how you might be asked to  respond in the wake of a natural disaster as a mental health  professional working with law enforcement.

Task:

In a minimum of 300 words, respond to the following:

  • Explain how your services might be utilized during a natural  disaster. Use the perspective of a mental health professional and  personalize your position to fit the needs of your geographical  location.

Apply APA standards to citation of sources.