What process and strategies do you typically use when you have to write something?



  • Attributes and Evaluation of Discussion Contributions.
  • Professional Communications and Writing Guide.
  • Graduate Psychology Discussion Rubric.

As mentioned in the unit introduction, writing is a core competency in psychology and an excellent medium for contributing to the field of psychology and continuing to advance within your future career path. In this course, you will focus on practicing these skills in writing to help you develop this proficiency for your profession and your role as a graduate learner. For this discussion, share your findings from your exploration of APA style, writing models, and your own writing growth areas. Be sure to discuss the main lessons you gained from Chapter 1, “Writing for the Behavioral and Social Sciences,” from the APA Manual in this post. In addition, respond to the following questions:

  • What process and strategies do you typically use when you have to write something? For instance, do you start with an outline or jump right to drafting?
  • What helped you the most if you used Smarthinking? What were your strengths and weaknesses?
  • What strategies, resources, and support will you use to develop your competence in communicating in a manner that is scholarly, professional, and consistent with the expectations for members of the profession of psychology?
  • What support do you think you will need?
  • How do you envision using writing to further your future career path and contribute to the field?

If you have any trouble using Smarthinking, finding a writing model, or locating writing resources to support your development needs, use this discussion to receive support from your peers and instructor to work through your challenges.

Response Guidelines

Read the posts of your peers and respond to at least two. Try to choose posts that have had the fewest responses thus far.

  • Does your peers’ selected model help your them apply the expectations set for writing in the field of psychology?
  • What did you learn from your Smarthinking experience that could help your peers further develop their writing proficiency?
  • What strategies might help your peers connect writing to their vision and goals for a future career?
  • What strategies or resources have you discovered in your own exploration that would help your peers reach their writing goals?

Be sure to provide substantive responses to help your peers build on their learning and reference any relevant assigned readings, additional resources, or professional literature to support your response

What are the limitations of confidentiality?

4–5 Pages total LESS THAN 20% OV SCORE


Part 1 

The local domestic violence shelter has noticed an increase in the number of families affected by substance abuse. They have contacted your agency about providing information on how to serve the needs of this growing population. In your communication, you are to discuss the following:

  • Discuss interventions for substance abuse situations.
  • Describe how to help system (family) members to identify and interrupt harmful interaction patterns and practice healthy interaction patterns.

Part 2

Privacy, confidentiality, and privileged communication are often used interchangeably.

  • Explain the differences between each of them.
  • What are the limitations of confidentiality?
  • When is there a duty to warn?

What can you say about gender and its effect on overall performance?


Unit 6 Project: Descriptive Statistics

This is a course level assessment assignment. MM570-2: Compare group means with a single or multiple independent variables using the appropriate statistical test.

Rubric for Unit 6 Assignment

  MM570 Unit 6 Assignment Grading Rubric
Point Possible Grading Criteria
A: 153 – 170 points Student work demonstrates mastery of the objectives assessed by the Assignment. This is evidenced by at least the following:


·         The selection of the statistical procedure(s) is/are the most appropriate ones for answering the questions; specifically, the correct t-test is selected for each question.

·         The statistical procedure was calculated correctly using SPSS.

·         The interpretation of the SPSS output is correct and complete, including applying the Sig. (2-tailed) p-value to determine null hypothesis rejection.

·         The results of the statistical analyses are presented in easy to understand, non-statistical language that addresses the research question.

·         SPSS output that is not needed in the solution is not included. Only appropriate SPSS output are included.

·         Each step of the hypothesis testing procedure is included, including the statement of the hypothesis, inclusion of the null and alternative hypothesis Ho and Ha, results from the hypothesis t-test, and complete clearly written conclusions.


Your Name:





For this Project, you will use the “Statistics Class” dataset called Stat_Grades.sav, which can be found in the Doc Sharing area under the Graded Projects category. This same “Statistics Class” dataset is used for all the class projects. The Stat_Grades.sav dataset contains data collected about students in three sections of a statistics class taught by an instructor. You will also use SPSS for this project.



Note: When asked to include the interpretation of the results and final conclusions, be sure to include all results, an interpretation of the meaning of the results, and final conclusions that a common person can understand. Make sure you use complete sentences, paragraph form (single spacing), proper grammar, and correct spelling. Minimal or incomplete responses can lose points. Include any SPSS results that you use, but do not include SPSS results that are not part of your solution.


Hint: You are asked to determine “appropriate” tests and methods, and to make calculations. This means that you will have to determine which tests or methods are best and why.


Rememberto always show all of your work and each of your steps.

For each hypothesis testing question, follow the appropriate steps.

1) Write the hypothesis

2) Construct the Ho and Ha clearly and appropriately. Note the means you are comparing.

3) Run the appropriate SPSS test and include the appropriate results

4) Explain and evaluate the SPSS results

5) Write a complete and paragraph form conclusion that can be understood by a normal non-statistical person.


Use the Live Binder for further assistance. There is a link to the Live Binder under every Unit.


Place all answers, work, and graphs in this document.

Use alpha = .05 for all hypothesis testing questions.

** Please use non-directional two-tailed tests for these questions (not one-tailed tests).


1. Recall that the dataset, Stat_grades.sav, contains data for a sample of 105 statistics students. One of the variables in this dataset is called, gender. This variable is either “1” for “Female”, or “2” for “Male”. The Instructor is wondering if gender affects student performance as measured using Final Course Percentage (called Percent) . Using the appropriate statistical test, methods, and evaluations, determine if Gender made a significant difference in Final Exam Points. Be sure to include each step of the process, any SPSS results used, an interpretation of the results, and the final conclusions.


(a) What is the hypothesis being tested here?




(b) What are Ho and Ha?




(c) What is the name of the test you will run? Run the appropriate SPSS test and include the SPSS output here.





(d) What are the results of the test? What is the p-value and is it larger or smaller than the alpha value – show your work and explain the result.





(e) Write a conclusion for the above in plain English so that any person could understand. What can you say about gender and its effect on overall performance?








2. Based on many years of past classes and experience, the Instructor for the students in the Stat_Grades.sav dataset has determined that a successfulmean value for the Quiz 5 is 8.5 points. Does the Quiz 5 for the students in Stat_Grades.sav differ significantly from the known success value of 8.5 points? Use and include the appropriate statistical test, methods, and evaluations. Be sure to include each step of the process, any SPSS results used, an interpretation of the results, and final conclusions.




(a) What is the hypothesis being tested here?




(b) What are Ho and Ha?




(c) What is the name of the test you will run? Run the appropriate SPSS test and include the SPSS output here.




(d) What are the results of the test? What is the p-value? Compare the p value to alpha and note the result.




(e) Explain the conclusion in plain English so that any person could understand. Did the students in Stat_Grades.sav do significantly differently than the given population mean? How did they do and what did you find. Explain.






3. Using the Stat_Grades.sav dataset, compare Quiz 4 and Quiz 5 and determine if there is a statistically significant difference in the average student performance between these two quizzes. Use and include the appropriate statistical test, methods, and evaluations. Be sure to include each step of the process, any SPSS results used, an interpretation of the results, and final conclusions.


(a) What is the hypothesis being tested here?



(b) What are Ho and Ha?



(c) What is the name of the test you will run? Run the appropriate SPSS test and include the SPSS output here.



(d) What are the results of the test? What is the p-value? Compare the p value to alpha and note the result.



(e) Explain the result and conclusion of the test in plain English so that any person could understand.








4. Use the following SPSS output to answer these questions. The hypothesis here is: “Is there a significant difference in Total Points between the two gender groups?”




(a) What is Ho and Ha?



(b) What t-test is being used?



(c) What is the p value? (Assume equal variances)



(d) Using alpha at .05, what is the result of this test?



(e) Write the full conclusion for this test in plain English for normal people.



(f) How many males are in this sample of data? Is the mean points for males different than for females? Is it significantly different? What does it mean to be significantly different (versus just different)?










Submitting your Project


Make sure your name is on your Project and saved to your computer.  When you are ready to submit your completed Project, click on the Dropbox and complete the steps below:


• Click the link that says “Submit an Assignment.”

• In the “Submit to Basket” menu, select Unit 6: Project.

• In the “Comments” field, include your name and Unit 6 Project.

• Click the “Add Attachments” button.

• Follow the steps listed to attach your Word document.

• You should revisit the Dropbox to view any helpful feedback your instructor has left for you.


• Make sure that you save a copy of your submitted and returned assignment.

Which symptoms are suggestive of a mental health disorder? 

answers must be your own wordsWhen I ask for examples, you must create your own examples. Examples from the internet, textbook, class activities, study guides, other students, etc. are not acceptable. Do not use direct quotes in any of your answers. Please make sure to fully answer each question to receive full points. As a guideline, I expect 10 point questions to take at least 1 paragraph (8-10 sentences) to answer the question fully. I want you to answer the question concisely, focusing only on relevant information. Be clear, precise, and thorough in your answers. Do NOT search the internet for answers!!! The point of this exam is to demonstrate your own thinking about the topics you have learned thus far in the course. How well you do on this exam is based on the level of thought and detail evident in your responses.



Read the following transcript of an interview with an actual client, Samantha. Then answer the questions that follow (questions 4a-4g).



Assessment Clinician: What types of things do you worry about?


Samantha: I worry about tons of things. Um, well, I mean I worry about the general things that I think people worry about… like… you know… like… well, maybe that’s not true. Um, I guess the future… I’m big in the future – I’m not a really “present” person much… something I try to work on. Um, I always worry about the future – how I’m doing, how far I’m getting in life – if I’m succeeding.


Um, and then there’s worrying about… well not worry, but I have a lot of work, or am I going to get my school work done on time, or maybe financially like am I okay financially, like those kinds of thing.


Assessment Clinician: What does it feel like when your anxiety takes over?


Samantha: Sometimes I just feel like I get foggy… like really foggy. Uh, like today I was working at the clinic, shadowing for the first time, and I hit a point when I was like… you know, for me, I like to think biologically, like, maybe I’m low blood sugar. I didn’t feel like eating this morning, probably because I was nervous, you know, so maybe my not eating was kicking in. But then, um, then I couldn’t concentrate.


And then, I kind of freeze for a second, and I’m thinking “If I have to fill out this form – and there’s like, so many forms – I don’t know if I can fill it out.” And then all of a sudden… it’s like I can’t see as well. I’m going to zone out. At the wall! I’m going to not look into space per se, but it’s like I literally can’t even focus in with my eyes. My vision is fine – I mean I wear contacts, but it’s not an actual vision problem. And then, to follow it, I get a tiredness… you know? Like… yeah, tired? But then, trying to figure out how to rev it up, try to clear up. It’s like if you were waking up from anesthesia I guess or something… like you’ve been drugged I guess! I guess! I don’t know! And then I can’t … I want to be clear – I want to be clear minded, but I can’t. I mean I guess I… um… feel confused, lost, and scared. And then… like I don’t know why I feel this way.


And there’s times when I’m, like foggy, or I’m tired or whatever, where… I could just drink coffee. I could just drink shots of espresso and I wouldn’t wake up, it just wouldn’t happen. And maybe my body would start pounding and my heart would start racing, but my brain, like, won’t go… I can’t rev it up but like… my body is really revved up. Um, and like… I have these thoughts running through my head, um… like… I want to get out of my skin, but I can’t, um… like I’m stuck. Yeah, and… like I was so revved up in my body that I couldn’t sleep for three days straight and, um,…wasn’t eating and like couldn’t really focusing on anything.


Assessment Clinician: When did these issues begin with you?


Samantha: My parents said I was always worried and nervous– since birth! So, I always … I was … always curious about what was going on near me. I had a real desire to learn how to read because I wanted to be able to read notes that people wrote people. And I wanted to know what was going on. I was really afraid to not know what was going on. And that was around the time when my parents got divorced, so I had a lot of anxiety then and I tried … you know, I’m the oldest, so I tried to … watch out for my brothers. My dad was really depressed about it and I had to see him go through that and so, I was constantly trying to keep tabs on everything, you know? Make sure everyone was feeling fine all the time. That kind of thing.


Assessment Clinician: When did you first know that your worry and anxiety were a problem?


Samantha: Well when, puberty hit, you know. And I think that’s when anxiety came on even stronger. Um, I would say like, up until 6th grade, I think I worried a lot more than most kids, but I wouldn’t say that I felt that first true impact of an anxiety attack. Um, and I would think that first attack came right when puberty really hit. And… I think that’s when I started to feel like this kind of fear. Also guilt, guilt comes up in it a lot … which is weird… you know, I don’t really know what I’m feeling guilty about… but it’s like guilt mixed with fear.



Many of the mental disorders you have learned about so far in class share similar features and symptoms or are different variations of the same symptoms. This creates one of the most common, yet difficult, challenges in clinical psychology—differential diagnosis. Differential diagnosis requires doctors to determine from which disorder the patient is suffering by considering and ruling out other disorders that have similar features and symptoms. This requires understanding the many subtle similarities and differences among disorders.


Engage in differential diagnosis for the patient, Samantha, based on the brief interview transcript presented above. Answer the following questions in the process of your differential diagnosis. The following 7 questions are worth a total of 20 points. See individual point values for each question below.


Question 4a (worth 3 points):

Which symptoms are suggestive of a mental health disorder?


Question 4b (worth 1 point):

What disorders are you considering as possible explanations for her symptoms?


Question 4c (worth 7 points):

Compare and contrast the symptoms and risk factors of at least three disorders/conditions that might explain Samantha’s symptoms.


Question 4d (worth 1 point):

What is your provisional diagnosis for Samantha?


Question 4e (worth 2 points):

How did you rule out other diagnoses you were considering?


Question 4f (worth 1 point):

What treatment would you provide Samantha based on her diagnosis?


Question 4g (worth 5 points):

Why did you choose that specific type of treatment? Be sure to link the type of treatment you chose to the specific information you have about Samantha and her symptoms.




Did you or someone you know experience anything that supports your conclusions about the effects of problem solving skills on behaviors and knowledge development?

Due in 3 hours! No plagarism please.  



Part 1: As you were reading this week, what vocabulary was used that was unfamiliar to you or might be unfamiliar to your peers? Identify three from this week’s content and research each word in the context of learning and cognition. Explain, in your own words, what each word means and how it is used in the context of learning and cognition. Words: Neuroscience, Contemporary cognitive science,  flashbulb memories


Part 2:  research one scholarly article pertaining to problem solving that was published within the last 10 years. Provide a summary explanation of the findings on problem solving in the context of your article. What implications should scholars consider based on this information? Support your explanation utilizing your course sources and your researched article.

Part 3: Consider the events from the past week of your life. Did you or someone you know experience anything that supports your conclusions about the effects of problem solving skills on behaviors and knowledge development? Describe one personal real-life example of an occurrence that supports the implications of under-developed problem-solving skills and rigidity (Mayer, 2010) on our behaviors and actions. As you share this information, consider and apply the professional standards found in “12.06 Anonymity of Sources”found in the AERA Code of Ethics (Links to an external site.)Links to an external site. to your description.

Part 4: Review “6. Nondiscrimination” in the AERA Code of Ethics (Links to an external site.)Links to an external site.. What implications should be considered in your scholarly writing and observations? What can you do each week to assure you are conducting yourself ethically based on this section of the AERA Code of Ethics?

Each journal entry should be 500 words in length and should establish your understanding of the content, apply appropriate methods of ethical practices, and exhibit appropriate scaffolding of personal experience to the week’s content.

What high-risk behaviors or irrational thoughts could lead to relapse?


Week 8 | Inpatient and Outpatient Treatment Plann…


Save Link

Assignment Relapse Prevention Plan

Max Points: 110

Read the “Jed Assessment Case Study” and imagine that Jeb is your client. Develop a relapse prevention plan based upon the “Jed Relapse Prevention Plan” provided. The plan should be in a format that might be given to the client to use as a guide. Use third person (i.e., Jed will or the client will) and assume that the two of you have formulated the plan together. The plan must address the following:

  1. Client name and age
  2. Client’s family situation
  3. What is the client’s agreement to stop using drugs/alcohol? Be specific. For example, does the client commit to attending AA meetings? If so, how many?
  4. If the client relapses, what is the client’s plan to get help?
  5. What high-risk situations could trigger a relapse for the client?
  6. What high-risk behaviors or irrational thoughts could lead to relapse?
  7. What coping skills may help the client remain sober?
  8. What new activities could the client participate in to help replace old behaviors such as going out with his friends, for a drink, etc. after work? How many? How often?
  9. How would Jed’s family be involved in his relapse prevention plan?
  10. How would Jed’s family and ethnic culture impact his relapse prevention plan?
  11. What resources are available in the community to help Jed prevent relapse? Use resources that are available in your community/area.
  12. Develop a sobriety card that contains people and resources the client (Jed) could call if he felt he was were at risk to relapse (e.g., sponsor, family members, crisis hotline). Include why that person/resource should be included.

APA style is not required but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

This assignment meets the following CACREP Standard: 5.C.2.c: Mental health service delivery modalities within the continuum of care, such as inpatient, outpatient, partial treatment and aftercare, and the mental health counseling services networks.


Please review the attachment . The case presenration.

Jed is a 38-year-old welder who came into the treatment center after being arrested for drinking and driving (DUI/DWI). His attorney has suggested that he quit drinking and enter treatment, at least until his trial, which is scheduled to occur in two months. Jed does not anticipate serving jail time, but he believes that treatment could strengthen his legal case. After his first arrest for DUI two years ago, he simply paid a fine and attended a special driver’s education program for six weeks. Jed found the program to be a “waste of time.”

Jed has been married for 8 years and has two daughters, aged 8and 6. He has had numerous arguments with his wife, Emily, concerning his drinking. He gets very angry and defensive when she confronts him about his heavy drinking and he asserts that he is not an alcoholic. He knows this is true because his father was an alcoholic and Jed says that he is not like his father. His father died as the result of a fight that occurred in traffic when he was drunk. Jed says that his father used to “beat the tar” out of him and his brother when he was drunk and that his father always belittled, taunted, and threatened their mother, whether he was drunk or sober. Jed references that his family is Irish and that it was cultural normal to drink and enjoy alcohol and that all of his family and relatives drink in excess.

Jed’s work history is very good; he misses less than one day per year. He works the day shift on weekdays, putting in time-and-a-half on most Saturdays. He is well regarded by his supervisors and peers at work. He is fearful that his employer will find out about his treatment (it is being covered by his HMO), and that people at work will learn about the second DUI arrest.

Jed drinks with his buddies from the plant, and does not think that his drinking is any more than what they do. He was just “unlucky” and was caught doing what everyone else seems to get away with. Jed’s drinking is very predictable: he drinks 8-9beers on a weeknight. Several of these are consumed at the bar with friends, the remainder at home over the course of the evening. He usually falls asleep in front of the television. When he is not working on Saturdays, he often drinks several 12-packs between Friday and Sunday. A typical Saturday involves getting up at 10:00 a.m., playing soccer with friends, and going to the bar for the rest of the day and night. This pattern leads to arguments with Emily, who calls him a “lousy father.” At times, Jed has had unsettling episodes of being unable to recall what happened while drinking. He has commented to friends that “maybe I overdo it a bit.” Several times, he has attempted to cut down on his drinking, especially after the last DUI. He once attended a few AA meetings, but did not feel that AA was helpful: “It was listening to a lot of guys whining…” and he especially did not care for the prayers.

Despite these attempts, Jed has experienced increased consumption levels over the past 2 years. He admits that, as a result of the drinking, he has become increasingly estranged from his wife and daughters. Jed feels that his marriage has been basically good, but that he would not blame


When faced with a problem, what do you do to solve it?

When faced with a problem, what do you do to solve it? This assignment asks you to apply a six-step to problem solving process to a specific problem scenario. You will write a paper that presents a synthesis of your ideas about solving the problem using this systematic approach. As Voltaire said, “No problem can withstand the assault of sustained thinking.”

Choose one (1) of the problem scenarios as a topic choice for your paper (Note: Your professor must approve your topic choice before you begin work on the assignment.)

Scenario 1: You have worked at your company for eleven (11) years. You have returned to college to earn a Bachelor’s degree in order to increase your chances for a promotion. You are nearly finished with your degree, when a supervisor’s position in a competing company becomes available in another state. The start date is in two (2) weeks, during your final exam period for your courses. The position offers a $15,000 per year salary increase, a car allowance, and relocation expenses. Your former supervisor works for the company and is recommending you for the position based on your outstanding job performance; if you want the job, it’s yours. All of the other supervisors at this level in the company have Master’s degrees, so you know that you would be expected to earn your Bachelor’s degree and continue on to a Master’s degree. Your present company offers tuition reimbursement, but the new company does not.

Scenario 2: Your child comes home from school with an assignment sheet for a school project. He / she is very excited about the project and begins work immediately, doing research on the Internet and gathering materials. You read over the assignment sheet and notice that your child is not including all of the required items in the project, and you have some ideas for how to improve the quality of the presentation. You recently read an article in a parenting magazine about the importance of a child developing responsibility for his/ her own learning. You recall the many ways in which your parents took over your school projects. You, on the other hand, want to encourage your child’s confidence in his / her ability to complete a project independently. The next day, you are at the grocery store when you see a parent of a student in your child’s class. That parent has spent over $30 in supplies for the science project and is taking a day off of work to put the pieces of the project together.

Scenario 3: You have two jobs—one during the week from 9:00 am to 6:00 pm, and one on Saturday from 3:00 pm to 11:00 pm. You are taking two classes—one that meets from 6:00 to 10:00 pm, and one class online. You have two kids—one who plays soccer, and one who is in band. You have two elderly parents who no longer drive. You have two siblings—one who lives two (2) miles away, and one who lives in another state. You have two (2) papers due in your classes the same week that one (1) of your children has a soccer tournament, and the other child has a band concert. You are coaching the soccer team, and you are in charge of fundraising for the band. You have a goal to complete your degree in two (2) years. Your doctor tells you that your blood pressure, your cholesterol, and your weight are too high and recommends several medications that cost you nearly $200 per month after your insurance co-pay.

Scenario 4: You are a sales representative for a company that encourages staff to log time in the field and away from the office. You are expected to begin and end your day at the office. You notice that each day when you arrive and return another co-worker is already there, and you wonder whether this person spends most of his / her time at the office. At your weekly sales meeting, you are informed of your co-workers’ outstanding sales performance. You suspect that this co-worker is spending more time flattering the boss instead of working leads in the field, and as a result is getting the best client referrals. Your own sales numbers have steadily decreased since this other sales representative was hired.

Scenario 5: Professor’s Choice – problem scenario presented by your professor.

Scenario 6: Student’s Choice – Problem scenario presented by you.

Review the six-step problem solving process outlined in the webtext, based on the article “The Problem Solving Process” located at http://www.gdrc.org/decision/problem-solve.html:

·         Step One: Define the problem

·         Step Two: Analyze the problem

·         Step Three: Generate options

·         Step Four: Evaluate options

·         Step Five: Make your decision

·         Step Six: Implement and reflect

Write a four (4-5) page paper in which you:

1. Define the problem in the scenario that you have chosen.

2. Analyze the problem in the scenario.

3. Generate options for solving the problem in the scenario.

4. Evaluate the options for solving the problem.

5. Decide on the best option for solving the problem.

6. Explain how you will implement the decision made and reflect on whether this option was the most effective.

The paper should follow guidelines for clear and organized writing:

·         Include an introductory paragraph and concluding paragraph.

·         Address main ideas in body paragraphs with a topic sentence and supporting sentences.

·         Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

·         Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions.

·         Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.


To what extent is your perspective consistent with holistic transformative ecological interventions?

Issue Post:
The discussion topic this week focuses on the application of community psychology tools at an ecological or systems level. Consider and respond to the following. Be sure to draw from and cite required readings as well as your own personal and professional experiences and other sources of knowledge.

  1. Discuss the advantages and disadvantages of amelioration through individual interventions vs. transformation through ecological interventions. Be sure to address the importance of the reciprocal relationship between individual and ecology.
  2. Reflect on your perspective (theoretical model) regarding psychological interventions. To what extent is your perspective consistent with holistic transformative ecological interventions? How has your thinking changed through the course of this term? What challenges do you anticipate in adhering to a holistic transformative model?

What were some of your human’s the biggest challenges in transitioning to elementary school?

Online assignment:

Write another 3-4 pages documenting your human’s physical, cognitive, and psychosocial development during middle childhood: the early elementary years. Be sure to refer to and cite a variety of theoretical perspectives that we are studying this week in our readings. How does your human’s development reflect what Piaget says about this stage of childhood development? Which of Erikson’s crises has your human encountered so far, and how has he or she resolved them?

Summarize what went well and what difficulties your human experienced during this period? Consider how race/ethnicity, class, and gender may have influenced these experiences, and remember to carry the events of your human’s previous developmental stages through into what you write this week.

Some ideas might include, but are not limited to the following:

  • What were some of your human’s the biggest challenges in transitioning to elementary school?
  • Does your human have any social, intellectual, behavioral, or physical challenges?
  • Did your human make friends? What does he or she like to do for fun, either with friends or alone?
  • Does your human participate in any extracurricular activities such as sports, clubs, or arts-based activities? Do his or her parents encourage this?
  • Does your human seem different from other kids his or her own age in ways that might be concerning?
  • What kinds of feedback have your human’s teachers given on report cards or at parent/teacher conferences?
  • Attached are the rest of the assignments