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Please through this and get the instructions right. Please no AI or Chatgpts **files (2)** – ## Week4_AtaGlance_IntrotoForensicPsych-Spring2026.pdf – ## Week4_AtaGlance_IntrotoForensicPsych-Spring20261.pdf **## Week4_AtaGlance_IntrotoForensicPsych-Spring2026.pdf** WEEK 4: AT A GLANCE JUVENILES…

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Assignment Prompt & Instructions

Please through this and get the instructions right. Please no AI or Chatgpts

**files (2)**

– ## Week4_AtaGlance_IntrotoForensicPsych-Spring2026.pdf

– ## Week4_AtaGlance_IntrotoForensicPsych-Spring20261.pdf

**## Week4_AtaGlance_IntrotoForensicPsych-Spring2026.pdf**

WEEK 4: AT A GLANCE
JUVENILES AS VICTIMS AND OFFENDERS

INTRODUCTION

According to NoBullying.com, nearly one in three students report that they have been bullied
between the grades of six through 10. Bullying is any behavior that involves the use of force,
threats, or coercion to aggressively dominate, abuse, or intimidate another person. Since the rise
of social media sites like Instagram, Facebook, X (formerly Twitter) and Snapchat, incidents of
cyberbullying have increased. Cyberbullying does not involve in-person contact, can be
conducted over long distances, and can involve several people (chat rooms, etc.). Victims of any
type of bullying often keep the victimization to themselves and internalize the negative emotions
associated with it. Internalizing these feelings can lead to depression, mood disorders, anxiety,
and in some extreme circumstances, suicide.

Typically, bullying is handled at the school level, with most cases never prosecuted in court. This
leaves little to no mandated treatment for the victims and, oftentimes, no court-ordered therapy
for the offender. This is where forensic psychology plays a role. Forensic psychologists can
impact social change by working with schools and the courts to develop prevention and
intervention programs at the academic and legal levels.

A current issue in juvenile crime is school shootings. Since 2013, according to
everytownresearch.org, there have been nearly 300 school shootings in America. In the first 2

DISCUSSION 1

(https://w

DISCUSSION 2

(https://w

QUIZ

(https://w

RESOURCES

(https://w

(https://waldenu.instructure.com/courses/220454/fi
les/18625179/preview)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

months of 2018 alone, there were 18 instances of guns being discharged on a school campus.
Can these offenders be identified before violence occurs? What are the characteristics of these
offenders? Should a juvenile accused of a violent crime, such as a school shooting, be
transferred to adult court and tried as an adult? And what is psychology’s role in identifying,
assessing and treating juvenile offenders?

This week, you examine prevalence rates of cyberbullying, as well as the motivations for the
behavior, characteristics of victims, and the psychological effects for everyone involved. You will
also evaluate whether or not a juvenile accused of a violent crime should be tried as an adult.

NOBullying.com. (https://nobullying.com/) (2018). Retrieved from
https://nobullying.com/

EVERYTOWN (https://everytownresearch.org/maps/gunfire-on-school-grounds/) .
(2023). Gunfire on school grounds in the United States. Retrieved from
https://everytownresearch.org/school-shootings/

LEARNING OBJECTIVES
Students will:

Analyze circumstances under which bullying might occur (D1)
Examine the psychological effects of crime for both juvenile victims and offenders (D2)
Evaluate scenarios to determine whether juveniles should be tried as adults in court (D2)
Demonstrate understanding of concepts related to forensic psychology and the course
system, and juvenile criminal
behavior and victimization (Q)

[https://nobullying.com/](https://nobullying.com/)

[https://nobullying.com/](https://nobullying.com/)

[https://nobullying.com/](https://nobullying.com/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

**## Week4_AtaGlance_IntrotoForensicPsych-Spring20261.pdf**

WEEK 4: AT A GLANCE
JUVENILES AS VICTIMS AND OFFENDERS

INTRODUCTION

According to NoBullying.com, nearly one in three students report that they have been bullied
between the grades of six through 10. Bullying is any behavior that involves the use of force,
threats, or coercion to aggressively dominate, abuse, or intimidate another person. Since the rise
of social media sites like Instagram, Facebook, X (formerly Twitter) and Snapchat, incidents of
cyberbullying have increased. Cyberbullying does not involve in-person contact, can be
conducted over long distances, and can involve several people (chat rooms, etc.). Victims of any
type of bullying often keep the victimization to themselves and internalize the negative emotions
associated with it. Internalizing these feelings can lead to depression, mood disorders, anxiety,
and in some extreme circumstances, suicide.

Typically, bullying is handled at the school level, with most cases never prosecuted in court. This
leaves little to no mandated treatment for the victims and, oftentimes, no court-ordered therapy
for the offender. This is where forensic psychology plays a role. Forensic psychologists can
impact social change by working with schools and the courts to develop prevention and
intervention programs at the academic and legal levels.

A current issue in juvenile crime is school shootings. Since 2013, according to
everytownresearch.org, there have been nearly 300 school shootings in America. In the first 2

DISCUSSION 1

(https://w

DISCUSSION 2

(https://w

QUIZ

(https://w

RESOURCES

(https://w

(https://waldenu.instructure.com/courses/220454/fi
les/18625179/preview)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

months of 2018 alone, there were 18 instances of guns being discharged on a school campus.
Can these offenders be identified before violence occurs? What are the characteristics of these
offenders? Should a juvenile accused of a violent crime, such as a school shooting, be
transferred to adult court and tried as an adult? And what is psychology’s role in identifying,
assessing and treating juvenile offenders?

This week, you examine prevalence rates of cyberbullying, as well as the motivations for the
behavior, characteristics of victims, and the psychological effects for everyone involved. You will
also evaluate whether or not a juvenile accused of a violent crime should be tried as an adult.

NOBullying.com. (https://nobullying.com/) (2018). Retrieved from
https://nobullying.com/

EVERYTOWN (https://everytownresearch.org/maps/gunfire-on-school-grounds/) .
(2023). Gunfire on school grounds in the United States. Retrieved from
https://everytownresearch.org/school-shootings/

LEARNING OBJECTIVES
Students will:

Analyze circumstances under which bullying might occur (D1)
Examine the psychological effects of crime for both juvenile victims and offenders (D2)
Evaluate scenarios to determine whether juveniles should be tried as adults in court (D2)
Demonstrate understanding of concepts related to forensic psychology and the course
system, and juvenile criminal
behavior and victimization (Q)

[https://nobullying.com/](https://nobullying.com/)

[https://nobullying.com/](https://nobullying.com/)

[https://nobullying.com/](https://nobullying.com/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

**## Week4_AtaGlance_IntrotoForensicPsych-Spring20261.pdf**

WEEK 4: AT A GLANCE
JUVENILES AS VICTIMS AND OFFENDERS

INTRODUCTION

According to NoBullying.com, nearly one in three students report that they have been bullied
between the grades of six through 10. Bullying is any behavior that involves the use of force,
threats, or coercion to aggressively dominate, abuse, or intimidate another person. Since the rise
of social media sites like Instagram, Facebook, X (formerly Twitter) and Snapchat, incidents of
cyberbullying have increased. Cyberbullying does not involve in-person contact, can be
conducted over long distances, and can involve several people (chat rooms, etc.). Victims of any
type of bullying often keep the victimization to themselves and internalize the negative emotions
associated with it. Internalizing these feelings can lead to depression, mood disorders, anxiety,
and in some extreme circumstances, suicide.

Typically, bullying is handled at the school level, with most cases never prosecuted in court. This
leaves little to no mandated treatment for the victims and, oftentimes, no court-ordered therapy
for the offender. This is where forensic psychology plays a role. Forensic psychologists can
impact social change by working with schools and the courts to develop prevention and
intervention programs at the academic and legal levels.

A current issue in juvenile crime is school shootings. Since 2013, according to
everytownresearch.org, there have been nearly 300 school shootings in America. In the first 2

DISCUSSION 1

(https://w

DISCUSSION 2

(https://w

QUIZ

(https://w

RESOURCES

(https://w

(https://waldenu.instructure.com/courses/220454/fi
les/18625179/preview)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

months of 2018 alone, there were 18 instances of guns being discharged on a school campus.
Can these offenders be identified before violence occurs? What are the characteristics of these
offenders? Should a juvenile accused of a violent crime, such as a school shooting, be
transferred to adult court and tried as an adult? And what is psychology’s role in identifying,
assessing and treating juvenile offenders?

This week, you examine prevalence rates of cyberbullying, as well as the motivations for the
behavior, characteristics of victims, and the psychological effects for everyone involved. You will
also evaluate whether or not a juvenile accused of a violent crime should be tried as an adult.

NOBullying.com. (https://nobullying.com/) (2018). Retrieved from
https://nobullying.com/

EVERYTOWN (https://everytownresearch.org/maps/gunfire-on-school-grounds/) .
(2023). Gunfire on school grounds in the United States. Retrieved from
https://everytownresearch.org/school-shootings/

LEARNING OBJECTIVES
Students will:

Analyze circumstances under which bullying might occur (D1)
Examine the psychological effects of crime for both juvenile victims and offenders (D2)
Evaluate scenarios to determine whether juveniles should be tried as adults in court (D2)
Demonstrate understanding of concepts related to forensic psychology and the course
system, and juvenile criminal
behavior and victimization (Q)

[https://nobullying.com/](https://nobullying.com/)

[https://nobullying.com/](https://nobullying.com/)

[https://nobullying.com/](https://nobullying.com/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

**## Week4_AtaGlance_IntrotoForensicPsych-Spring2026.pdf**

WEEK 4: AT A GLANCE
JUVENILES AS VICTIMS AND OFFENDERS

INTRODUCTION

According to NoBullying.com, nearly one in three students report that they have been bullied
between the grades of six through 10. Bullying is any behavior that involves the use of force,
threats, or coercion to aggressively dominate, abuse, or intimidate another person. Since the rise
of social media sites like Instagram, Facebook, X (formerly Twitter) and Snapchat, incidents of
cyberbullying have increased. Cyberbullying does not involve in-person contact, can be
conducted over long distances, and can involve several people (chat rooms, etc.). Victims of any
type of bullying often keep the victimization to themselves and internalize the negative emotions
associated with it. Internalizing these feelings can lead to depression, mood disorders, anxiety,
and in some extreme circumstances, suicide.

Typically, bullying is handled at the school level, with most cases never prosecuted in court. This
leaves little to no mandated treatment for the victims and, oftentimes, no court-ordered therapy
for the offender. This is where forensic psychology plays a role. Forensic psychologists can
impact social change by working with schools and the courts to develop prevention and
intervention programs at the academic and legal levels.

A current issue in juvenile crime is school shootings. Since 2013, according to
everytownresearch.org, there have been nearly 300 school shootings in America. In the first 2

DISCUSSION 1

(https://w

DISCUSSION 2

(https://w

QUIZ

(https://w

RESOURCES

(https://w

(https://waldenu.instructure.com/courses/220454/fi
les/18625179/preview)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

months of 2018 alone, there were 18 instances of guns being discharged on a school campus.
Can these offenders be identified before violence occurs? What are the characteristics of these
offenders? Should a juvenile accused of a violent crime, such as a school shooting, be
transferred to adult court and tried as an adult? And what is psychology’s role in identifying,
assessing and treating juvenile offenders?

This week, you examine prevalence rates of cyberbullying, as well as the motivations for the
behavior, characteristics of victims, and the psychological effects for everyone involved. You will
also evaluate whether or not a juvenile accused of a violent crime should be tried as an adult.

NOBullying.com. (https://nobullying.com/) (2018). Retrieved from
https://nobullying.com/

EVERYTOWN (https://everytownresearch.org/maps/gunfire-on-school-grounds/) .
(2023). Gunfire on school grounds in the United States. Retrieved from
https://everytownresearch.org/school-shootings/

LEARNING OBJECTIVES
Students will:

Analyze circumstances under which bullying might occur (D1)
Examine the psychological effects of crime for both juvenile victims and offenders (D2)
Evaluate scenarios to determine whether juveniles should be tried as adults in court (D2)
Demonstrate understanding of concepts related to forensic psychology and the course
system, and juvenile criminal
behavior and victimization (Q)

[https://nobullying.com/](https://nobullying.com/)

[https://nobullying.com/](https://nobullying.com/)

[https://nobullying.com/](https://nobullying.com/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

**## Week4_AtaGlance_IntrotoForensicPsych-Spring20261.pdf**

WEEK 4: AT A GLANCE
JUVENILES AS VICTIMS AND OFFENDERS

INTRODUCTION

According to NoBullying.com, nearly one in three students report that they have been bullied
between the grades of six through 10. Bullying is any behavior that involves the use of force,
threats, or coercion to aggressively dominate, abuse, or intimidate another person. Since the rise
of social media sites like Instagram, Facebook, X (formerly Twitter) and Snapchat, incidents of
cyberbullying have increased. Cyberbullying does not involve in-person contact, can be
conducted over long distances, and can involve several people (chat rooms, etc.). Victims of any
type of bullying often keep the victimization to themselves and internalize the negative emotions
associated with it. Internalizing these feelings can lead to depression, mood disorders, anxiety,
and in some extreme circumstances, suicide.

Typically, bullying is handled at the school level, with most cases never prosecuted in court. This
leaves little to no mandated treatment for the victims and, oftentimes, no court-ordered therapy
for the offender. This is where forensic psychology plays a role. Forensic psychologists can
impact social change by working with schools and the courts to develop prevention and
intervention programs at the academic and legal levels.

A current issue in juvenile crime is school shootings. Since 2013, according to
everytownresearch.org, there have been nearly 300 school shootings in America. In the first 2

DISCUSSION 1

(https://w

DISCUSSION 2

(https://w

QUIZ

(https://w

RESOURCES

(https://w

(https://waldenu.instructure.com/courses/220454/fi
les/18625179/preview)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

months of 2018 alone, there were 18 instances of guns being discharged on a school campus.
Can these offenders be identified before violence occurs? What are the characteristics of these
offenders? Should a juvenile accused of a violent crime, such as a school shooting, be
transferred to adult court and tried as an adult? And what is psychology’s role in identifying,
assessing and treating juvenile offenders?

This week, you examine prevalence rates of cyberbullying, as well as the motivations for the
behavior, characteristics of victims, and the psychological effects for everyone involved. You will
also evaluate whether or not a juvenile accused of a violent crime should be tried as an adult.

NOBullying.com. (https://nobullying.com/) (2018). Retrieved from
https://nobullying.com/

EVERYTOWN (https://everytownresearch.org/maps/gunfire-on-school-grounds/) .
(2023). Gunfire on school grounds in the United States. Retrieved from
https://everytownresearch.org/school-shootings/

LEARNING OBJECTIVES
Students will:

Analyze circumstances under which bullying might occur (D1)
Examine the psychological effects of crime for both juvenile victims and offenders (D2)
Evaluate scenarios to determine whether juveniles should be tried as adults in court (D2)
Demonstrate understanding of concepts related to forensic psychology and the course
system, and juvenile criminal
behavior and victimization (Q)

[https://nobullying.com/](https://nobullying.com/)

[https://nobullying.com/](https://nobullying.com/)

[https://nobullying.com/](https://nobullying.com/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

**## Week4_AtaGlance_IntrotoForensicPsych-Spring2026.pdf**

WEEK 4: AT A GLANCE
JUVENILES AS VICTIMS AND OFFENDERS

INTRODUCTION

According to NoBullying.com, nearly one in three students report that they have been bullied
between the grades of six through 10. Bullying is any behavior that involves the use of force,
threats, or coercion to aggressively dominate, abuse, or intimidate another person. Since the rise
of social media sites like Instagram, Facebook, X (formerly Twitter) and Snapchat, incidents of
cyberbullying have increased. Cyberbullying does not involve in-person contact, can be
conducted over long distances, and can involve several people (chat rooms, etc.). Victims of any
type of bullying often keep the victimization to themselves and internalize the negative emotions
associated with it. Internalizing these feelings can lead to depression, mood disorders, anxiety,
and in some extreme circumstances, suicide.

Typically, bullying is handled at the school level, with most cases never prosecuted in court. This
leaves little to no mandated treatment for the victims and, oftentimes, no court-ordered therapy
for the offender. This is where forensic psychology plays a role. Forensic psychologists can
impact social change by working with schools and the courts to develop prevention and
intervention programs at the academic and legal levels.

A current issue in juvenile crime is school shootings. Since 2013, according to
everytownresearch.org, there have been nearly 300 school shootings in America. In the first 2

DISCUSSION 1

(https://w

DISCUSSION 2

(https://w

QUIZ

(https://w

RESOURCES

(https://w

(https://waldenu.instructure.com/courses/220454/fi
les/18625179/preview)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

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[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

months of 2018 alone, there were 18 instances of guns being discharged on a school campus.
Can these offenders be identified before violence occurs? What are the characteristics of these
offenders? Should a juvenile accused of a violent crime, such as a school shooting, be
transferred to adult court and tried as an adult? And what is psychology’s role in identifying,
assessing and treating juvenile offenders?

This week, you examine prevalence rates of cyberbullying, as well as the motivations for the
behavior, characteristics of victims, and the psychological effects for everyone involved. You will
also evaluate whether or not a juvenile accused of a violent crime should be tried as an adult.

NOBullying.com. (https://nobullying.com/) (2018). Retrieved from
https://nobullying.com/

EVERYTOWN (https://everytownresearch.org/maps/gunfire-on-school-grounds/) .
(2023). Gunfire on school grounds in the United States. Retrieved from
https://everytownresearch.org/school-shootings/

LEARNING OBJECTIVES
Students will:

Analyze circumstances under which bullying might occur (D1)
Examine the psychological effects of crime for both juvenile victims and offenders (D2)
Evaluate scenarios to determine whether juveniles should be tried as adults in court (D2)
Demonstrate understanding of concepts related to forensic psychology and the course
system, and juvenile criminal
behavior and victimization (Q)

[https://nobullying.com/](https://nobullying.com/)

[https://nobullying.com/](https://nobullying.com/)

[https://nobullying.com/](https://nobullying.com/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

**## Week4_AtaGlance_IntrotoForensicPsych-Spring20261.pdf**

WEEK 4: AT A GLANCE
JUVENILES AS VICTIMS AND OFFENDERS

INTRODUCTION

According to NoBullying.com, nearly one in three students report that they have been bullied
between the grades of six through 10. Bullying is any behavior that involves the use of force,
threats, or coercion to aggressively dominate, abuse, or intimidate another person. Since the rise
of social media sites like Instagram, Facebook, X (formerly Twitter) and Snapchat, incidents of
cyberbullying have increased. Cyberbullying does not involve in-person contact, can be
conducted over long distances, and can involve several people (chat rooms, etc.). Victims of any
type of bullying often keep the victimization to themselves and internalize the negative emotions
associated with it. Internalizing these feelings can lead to depression, mood disorders, anxiety,
and in some extreme circumstances, suicide.

Typically, bullying is handled at the school level, with most cases never prosecuted in court. This
leaves little to no mandated treatment for the victims and, oftentimes, no court-ordered therapy
for the offender. This is where forensic psychology plays a role. Forensic psychologists can
impact social change by working with schools and the courts to develop prevention and
intervention programs at the academic and legal levels.

A current issue in juvenile crime is school shootings. Since 2013, according to
everytownresearch.org, there have been nearly 300 school shootings in America. In the first 2

DISCUSSION 1

(https://w

DISCUSSION 2

(https://w

QUIZ

(https://w

RESOURCES

(https://w

(https://waldenu.instructure.com/courses/220454/fi
les/18625179/preview)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407858](https://waldenu.instructure.com/courses/220454/modules/items/9407858)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

[https://waldenu.instructure.com/courses/220454/modules/items/9407864](https://waldenu.instructure.com/courses/220454/modules/items/9407864)

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[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

[https://waldenu.instructure.com/courses/220454/modules/items/9407869](https://waldenu.instructure.com/courses/220454/modules/items/9407869)

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[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

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[https://waldenu.instructure.com/courses/220454/modules/items/9407873](https://waldenu.instructure.com/courses/220454/modules/items/9407873)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

[https://waldenu.instructure.com/courses/220454/files/18625179/preview](https://waldenu.instructure.com/courses/220454/files/18625179/preview)

months of 2018 alone, there were 18 instances of guns being discharged on a school campus.
Can these offenders be identified before violence occurs? What are the characteristics of these
offenders? Should a juvenile accused of a violent crime, such as a school shooting, be
transferred to adult court and tried as an adult? And what is psychology’s role in identifying,
assessing and treating juvenile offenders?

This week, you examine prevalence rates of cyberbullying, as well as the motivations for the
behavior, characteristics of victims, and the psychological effects for everyone involved. You will
also evaluate whether or not a juvenile accused of a violent crime should be tried as an adult.

NOBullying.com. (https://nobullying.com/) (2018). Retrieved from
https://nobullying.com/

EVERYTOWN (https://everytownresearch.org/maps/gunfire-on-school-grounds/) .
(2023). Gunfire on school grounds in the United States. Retrieved from
https://everytownresearch.org/school-shootings/

LEARNING OBJECTIVES
Students will:

Analyze circumstances under which bullying might occur (D1)
Examine the psychological effects of crime for both juvenile victims and offenders (D2)
Evaluate scenarios to determine whether juveniles should be tried as adults in court (D2)
Demonstrate understanding of concepts related to forensic psychology and the course
system, and juvenile criminal
behavior and victimization (Q)

[https://nobullying.com/](https://nobullying.com/)

[https://nobullying.com/](https://nobullying.com/)

[https://nobullying.com/](https://nobullying.com/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

[https://everytownresearch.org/maps/gunfire-on-school-grounds/](https://everytownresearch.org/maps/gunfire-on-school-grounds/)

November 6, 2026
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**files (1)** – ## makeup.docx **## makeup.docx** ### Part 1: Discussion post (150-215 words) (No reference) Read the following case study and answer one of the questions below. Keep up the good work! **_Janis: A Mother Whose Teenage Son's Behavior Suggests a Struggle with Substance Abuse and Major …

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**files (1)**

– ## makeup.docx

**## makeup.docx**

### Part 1: Discussion post (150-215 words) (No reference)

Read the following case study and answer one of the questions below. Keep up the good work!

**_Janis: A Mother Whose Teenage Son's Behavior Suggests a Struggle with Substance Abuse and Major Depression_**

You work for a private adolescent mental health treatment facility intake office. You get a call from a mother, Janis, who is very concerned about her fifteen-year-old son’s behavior at home. Janis says that Sam has been extremely paranoid, irritable, and irrationally angry. She says that he has recently quit the soccer team, which “used to be his whole world,” and will not give her any explanation.

You ask if he has symptoms or a history of depression. Janis says he does not appear depressed, but when you ask about his eating and sleeping patterns, she notes that he has “no appetite” and that he is intermittently unable to sleep. However, she also comments that he sleeps for “days on end.” You question Janis about substance use or abuse and she says that she knows Sam smokes pot and drinks at parties, but she is not sure if he uses anything else. You inquire about any alcoholism or compulsive illness in the family and she notes that several of her uncles are alcohol dependent, but adds that she has never seen Sam drunk.

Janis is full of fear and bursts into hysterical tears, unable to catch her breath. She is afraid she is making a mistake by involving a therapist. You reassure her that she is doing the right thing in talking with you about this situation and she notes that she feels extremely guilty because she has been “overlooking so many signs.” You ask her what she means and she hesitantly admits that he tends to check under beds and in closets in the house before bed, has taped his windows with masking tape so no one can see in, and he has even been “tattooing himself” with a straight razor. Janis is dismayed and tells you that he used to be “such a normal kid – almost preppy. He was concerned about his school work, neat and clean, pleasant and positive and polite.” Now she describes him as a “rebel” and states that he doesn’t care anymore about what people think of what he says or does. You encourage her to come in to meet and to bring Sam. She notes that she is not sure she can get him to come in and you suggest she do whatever she can to bring him in.

They arrive several hours later and Sam insists on waiting in the car. Janis comes in and appears exhausted, with red, sunken eyes. She looks disheveled. She says that she cannot stay long because Sam is furious at her for bringing him here and you

assure her that the intake will not take very long. When she says Sam refuses to come inside, you ask if he might come out of the car if you got him a soda and sat with him at one of the picnic tables outside. She agrees and you go outside. Sam has fallen asleep in the car and is very groggy when Janis wakes him up. He looks at you blankly and when you greet him, he is affectless and indifferent. Sam has dyed dark black hair, is dressed in camouflage shirt and pants, and has several spike-shaped piercings in his face.

You ask his mom discreetly if he has always presented so boldly and she noted that this “Goth” look is very recent – about the same time he quit the soccer team. You offer to get Sam a coke and he says, “Sure.” You ask Janis if you can meet with Sam alone and she agrees. You ask Sam what he thinks he is doing here and he answers, “My mom is a freak. She always thinks something’s wrong with me, or that I’m a drug addict or suicidal or something. She is so clueless. I wish she’d just get the heck off my case!” You cleverly tell Sam, “Hey, if you’re willing to answer some questions and it appears that you have no mental health issues that alarm me, I bet meeting with me would alleviate her anxiety. Perhaps she’d back off some.” Sam says, “Cool.” You get him a soda and start your psychosocial assessment, peppering in questions from two short substance screening instruments and a depression inventory. While he has a great deal of denial about the role substances play in his present life, he does acknowledge drinking several times a week (which you suspect is a minimization) and even drinking alone because “people piss me off a lot.

He states that he has tried to quit smoking pot once or twice because he knows that his parents “aren’t cool with it” and he doesn’t want to get in trouble with the law. Finally,
he states, “My mom is driving me crazy and I don’t think I can stand it anymore. I’ll work with you if you think you can get her to back off. Otherwise, I may just have to get lost.”

You ask him what he means by getting lost, and he notes that he has some money saved up and he can leave anytime he likes. He is not willing to tell you any details about his plans, but he sounds fairly serious about running away. You contract with him to come for weekly sessions for four weeks. At that point you could reevaluate the situation. He agrees to the plan and states, “Man, if you can help me, that’d be so great. I’d rather buy the Harley I’ve been looking at than spend my money hitching across the country.” He seems a bit enamored by his drama and you affirm that he seems to have a lot of choices.

Choose one of the following questions to answer…

1. What are the warning signs for possible drug abuse? Depression? Which could be indicative of both disorders?

2. What evidence-based screening assessments might be used in this instance?

3. What referral sources should you consider for Sam and his mother?

4. Many addicts and alcoholics have concurrent personality disorder diagnoses. How does the DSM define personality disorder? Which do you think might be reflected in Sam’s presentation and symptoms?

**Your responses should be well thought out and comprehensive and will be assessed based on your evidence of content knowledge and critical thought.**

*FOR SWEET STUDY*

**Use AMERICAN VERSION OF WORDS**

### Assignment 2: Application 12.4 (1 PAGE, NO references) **View 12.4 in the mylab. You will choose one of those and write a 1 page reflection based on the question provided. Please clearly identify which section you will be reviewing as well as the question. It is recommended that you respond to the question in a word document and upload it here to canvas. You will not need to use the mylab component to input this information. These responses are expected to be specific, comprehensive, and evidence of critical thinking, as it relates to course content and clinical objectives, must be demonstrated. (expected length= 1 page)**

### **12.4 Assessing and Addressing Bipolar Disorder in Youth** **Using what you know about diagnosis in counseling, explain methods for assessing and addressing bipolar disorder in youth.** **Question** 1: What is bipolar disorder? **Hint: Consult your text or other trusted resources, especially the fifth edition of the** **_Diagnostic and Statistical Manual of Mental Disorders._** **Question 2:** What is the difference between bipolar I and bipolar II? **Hint:** Consult your text or other trusted resources, especially the fifth edition of the _Diagnostic and Statistical Manual of Mental Disorders._ **Question 3:** What theoretical techniques can be used to address bipolar disorder? **Hint:** Consult your text or other trusted resources *FOR SWEET STUDY* **Use AMERICAN VERSION OF WORDS **NO NEED TO LIST REFRANCES **PLEASE ANSWER ALL 3 QUESTIONS (1 PAGE LEGNTH)

**## makeup.docx**

### Part 1: Discussion post (150-215 words) (No reference)

Read the following case study and answer one of the questions below. Keep up the good work!

**_Janis: A Mother Whose Teenage Son's Behavior Suggests a Struggle with Substance Abuse and Major Depression_**

You work for a private adolescent mental health treatment facility intake office. You get a call from a mother, Janis, who is very concerned about her fifteen-year-old son’s behavior at home. Janis says that Sam has been extremely paranoid, irritable, and irrationally angry. She says that he has recently quit the soccer team, which “used to be his whole world,” and will not give her any explanation.

You ask if he has symptoms or a history of depression. Janis says he does not appear depressed, but when you ask about his eating and sleeping patterns, she notes that he has “no appetite” and that he is intermittently unable to sleep. However, she also comments that he sleeps for “days on end.” You question Janis about substance use or abuse and she says that she knows Sam smokes pot and drinks at parties, but she is not sure if he uses anything else. You inquire about any alcoholism or compulsive illness in the family and she notes that several of her uncles are alcohol dependent, but adds that she has never seen Sam drunk.

Janis is full of fear and bursts into hysterical tears, unable to catch her breath. She is afraid she is making a mistake by involving a therapist. You reassure her that she is doing the right thing in talking with you about this situation and she notes that she feels extremely guilty because she has been “overlooking so many signs.” You ask her what she means and she hesitantly admits that he tends to check under beds and in closets in the house before bed, has taped his windows with masking tape so no one can see in, and he has even been “tattooing himself” with a straight razor. Janis is dismayed and tells you that he used to be “such a normal kid – almost preppy. He was concerned about his school work, neat and clean, pleasant and positive and polite.” Now she describes him as a “rebel” and states that he doesn’t care anymore about what people think of what he says or does. You encourage her to come in to meet and to bring Sam. She notes that she is not sure she can get him to come in and you suggest she do whatever she can to bring him in.

They arrive several hours later and Sam insists on waiting in the car. Janis comes in and appears exhausted, with red, sunken eyes. She looks disheveled. She says that she cannot stay long because Sam is furious at her for bringing him here and you

assure her that the intake will not take very long. When she says Sam refuses to come inside, you ask if he might come out of the car if you got him a soda and sat with him at one of the picnic tables outside. She agrees and you go outside. Sam has fallen asleep in the car and is very groggy when Janis wakes him up. He looks at you blankly and when you greet him, he is affectless and indifferent. Sam has dyed dark black hair, is dressed in camouflage shirt and pants, and has several spike-shaped piercings in his face.

You ask his mom discreetly if he has always presented so boldly and she noted that this “Goth” look is very recent – about the same time he quit the soccer team. You offer to get Sam a coke and he says, “Sure.” You ask Janis if you can meet with Sam alone and she agrees. You ask Sam what he thinks he is doing here and he answers, “My mom is a freak. She always thinks something’s wrong with me, or that I’m a drug addict or suicidal or something. She is so clueless. I wish she’d just get the heck off my case!” You cleverly tell Sam, “Hey, if you’re willing to answer some questions and it appears that you have no mental health issues that alarm me, I bet meeting with me would alleviate her anxiety. Perhaps she’d back off some.” Sam says, “Cool.” You get him a soda and start your psychosocial assessment, peppering in questions from two short substance screening instruments and a depression inventory. While he has a great deal of denial about the role substances play in his present life, he does acknowledge drinking several times a week (which you suspect is a minimization) and even drinking alone because “people piss me off a lot.

He states that he has tried to quit smoking pot once or twice because he knows that his parents “aren’t cool with it” and he doesn’t want to get in trouble with the law. Finally,
he states, “My mom is driving me crazy and I don’t think I can stand it anymore. I’ll work with you if you think you can get her to back off. Otherwise, I may just have to get lost.”

You ask him what he means by getting lost, and he notes that he has some money saved up and he can leave anytime he likes. He is not willing to tell you any details about his plans, but he sounds fairly serious about running away. You contract with him to come for weekly sessions for four weeks. At that point you could reevaluate the situation. He agrees to the plan and states, “Man, if you can help me, that’d be so great. I’d rather buy the Harley I’ve been looking at than spend my money hitching across the country.” He seems a bit enamored by his drama and you affirm that he seems to have a lot of choices.

Choose one of the following questions to answer…

1. What are the warning signs for possible drug abuse? Depression? Which could be indicative of both disorders?

2. What evidence-based screening assessments might be used in this instance?

3. What referral sources should you consider for Sam and his mother?

4. Many addicts and alcoholics have concurrent personality disorder diagnoses. How does the DSM define personality disorder? Which do you think might be reflected in Sam’s presentation and symptoms?

**Your responses should be well thought out and comprehensive and will be assessed based on your evidence of content knowledge and critical thought.**

*FOR SWEET STUDY*

**Use AMERICAN VERSION OF WORDS**

### Assignment 2: Application 12.4 (1 PAGE, NO references) **View 12.4 in the mylab. You will choose one of those and write a 1 page reflection based on the question provided. Please clearly identify which section you will be reviewing as well as the question. It is recommended that you respond to the question in a word document and upload it here to canvas. You will not need to use the mylab component to input this information. These responses are expected to be specific, comprehensive, and evidence of critical thinking, as it relates to course content and clinical objectives, must be demonstrated. (expected length= 1 page)**

### **12.4 Assessing and Addressing Bipolar Disorder in Youth** **Using what you know about diagnosis in counseling, explain methods for assessing and addressing bipolar disorder in youth.** **Question** 1: What is bipolar disorder? **Hint: Consult your text or other trusted resources, especially the fifth edition of the** **_Diagnostic and Statistical Manual of Mental Disorders._** **Question 2:** What is the difference between bipolar I and bipolar II? **Hint:** Consult your text or other trusted resources, especially the fifth edition of the _Diagnostic and Statistical Manual of Mental Disorders._ **Question 3:** What theoretical techniques can be used to address bipolar disorder? **Hint:** Consult your text or other trusted resources *FOR SWEET STUDY* **Use AMERICAN VERSION OF WORDS **NO NEED TO LIST REFRANCES **PLEASE ANSWER ALL 3 QUESTIONS (1 PAGE LEGNTH)

November 6, 2026
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Freudian Psychoanalytic Theory and Personality Development

Student Name

Course Name

Instructor Name

Date

**Introduction**

Behavior develops through patterns shaped by experience, repetition, and environment. These patterns influence how individuals respond to pressure, make decisions, and interact with others. Personality theory provides a framework for understanding those patterns by examining underlying influences rather than only surface-level actions.

Behavior develops through patterns shaped by experience, repetition, and environment. These patterns influence how individuals respond to pressure, make decisions, and interact with others. Personality theory provides a framework for understanding those patterns by examining underlying influences rather than only surface-level actions.

Behavior develops through patterns shaped by experience, repetition, and environment. These patterns influence how individuals respond to pressure, make decisions, and interact with others. Personality theory provides a framework for understanding those patterns by examining underlying influences rather than only surface-level actions.

Behavior develops through patterns shaped by experience, repetition, and environment. These patterns influence how individuals respond to pressure, make decisions, and interact with others. Personality theory provides a framework for understanding those patterns by examining underlying influences rather than only surface-level actions.

Behavior develops through patterns shaped by experience, repetition, and environment. These patterns influence how individuals respond to pressure, make decisions, and interact with others. Personality theory provides a framework for understanding those patterns by examining underlying influences rather than only surface-level actions.

Behavior develops through patterns shaped by experience, repetition, and environment. These patterns influence how individuals respond to pressure, make decisions, and interact with others. Personality theory provides a framework for understanding those patterns by examining underlying influences rather than only surface-level actions.

**I. Description of Freud’s Psychoanalytic Theory**

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

**II. Application to My Personality and Life**

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

**III. Limitations of Freud’s Theory**

Freud’s theory has limitations, including its strong focus on early development and the difficulty of measuring unconscious processes. While it provides useful insight into behavior, it does not fully account for growth through discipline, training, and real-world experience.

Freud’s theory has limitations, including its strong focus on early development and the difficulty of measuring unconscious processes. While it provides useful insight into behavior, it does not fully account for growth through discipline, training, and real-world experience.

Freud’s theory has limitations, including its strong focus on early development and the difficulty of measuring unconscious processes. While it provides useful insight into behavior, it does not fully account for growth through discipline, training, and real-world experience.

Freud’s theory has limitations, including its strong focus on early development and the difficulty of measuring unconscious processes. While it provides useful insight into behavior, it does not fully account for growth through discipline, training, and real-world experience.

Freud’s theory has limitations, including its strong focus on early development and the difficulty of measuring unconscious processes. While it provides useful insight into behavior, it does not fully account for growth through discipline, training, and real-world experience.

Freud’s theory has limitations, including its strong focus on early development and the difficulty of measuring unconscious processes. While it provides useful insight into behavior, it does not fully account for growth through discipline, training, and real-world experience.

Freud’s theory has limitations, including its strong focus on early development and the difficulty of measuring unconscious processes. While it provides useful insight into behavior, it does not fully account for growth through discipline, training, and real-world experience.

Freud’s theory has limitations, including its strong focus on early development and the difficulty of measuring unconscious processes. While it provides useful insight into behavior, it does not fully account for growth through discipline, training, and real-world experience.

**Conclusion**

Freud’s psychoanalytic theory offers a foundation for understanding behavior by focusing on internal influences. Applying these ideas to leadership and training highlights how discipline and experience shape personality over time.

Freud’s psychoanalytic theory offers a foundation for understanding behavior by focusing on internal influences. Applying these ideas to leadership and training highlights how discipline and experience shape personality over time.

Freud’s psychoanalytic theory offers a foundation for understanding behavior by focusing on internal influences. Applying these ideas to leadership and training highlights how discipline and experience shape personality over time.

Freud’s psychoanalytic theory offers a foundation for understanding behavior by focusing on internal influences. Applying these ideas to leadership and training highlights how discipline and experience shape personality over time.

Freud’s psychoanalytic theory offers a foundation for understanding behavior by focusing on internal influences. Applying these ideas to leadership and training highlights how discipline and experience shape personality over time.

Freud’s psychoanalytic theory offers a foundation for understanding behavior by focusing on internal influences. Applying these ideas to leadership and training highlights how discipline and experience shape personality over time.

**References**

Feist, J., Feist, G. J., & Roberts, T. (2018). Theories of personality (9th ed.). McGraw-Hill.

Freud, S. (1923). The ego and the id.

**## FINAL_9PAGE_NO_NAMES.docx**

Freudian Psychoanalytic Theory and Personality Development

Student Name

Course Name

Instructor Name

Date

**Introduction**

Behavior develops through patterns shaped by experience, repetition, and environment. These patterns influence how individuals respond to pressure, make decisions, and interact with others. Personality theory provides a framework for understanding those patterns by examining underlying influences rather than only surface-level actions.

Behavior develops through patterns shaped by experience, repetition, and environment. These patterns influence how individuals respond to pressure, make decisions, and interact with others. Personality theory provides a framework for understanding those patterns by examining underlying influences rather than only surface-level actions.

Behavior develops through patterns shaped by experience, repetition, and environment. These patterns influence how individuals respond to pressure, make decisions, and interact with others. Personality theory provides a framework for understanding those patterns by examining underlying influences rather than only surface-level actions.

Behavior develops through patterns shaped by experience, repetition, and environment. These patterns influence how individuals respond to pressure, make decisions, and interact with others. Personality theory provides a framework for understanding those patterns by examining underlying influences rather than only surface-level actions.

Behavior develops through patterns shaped by experience, repetition, and environment. These patterns influence how individuals respond to pressure, make decisions, and interact with others. Personality theory provides a framework for understanding those patterns by examining underlying influences rather than only surface-level actions.

Behavior develops through patterns shaped by experience, repetition, and environment. These patterns influence how individuals respond to pressure, make decisions, and interact with others. Personality theory provides a framework for understanding those patterns by examining underlying influences rather than only surface-level actions.

**I. Description of Freud’s Psychoanalytic Theory**

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

Freud’s theory explains personality through the interaction of the id, ego, and superego. The id represents instinctive drives, the ego manages realistic decisions, and the superego reflects moral expectations. These elements interact continuously, influencing behavior in different situations. The unconscious mind also plays a significant role, as hidden thoughts and past experiences continue to shape reactions over time.

**II. Application to My Personality and Life**

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

Experiences in structured environments such as military leadership and martial arts training demonstrate how behavior develops over time. Leadership requires understanding individuals, recognizing what motivates them, and adapting communication based on their responses. Teaching judo and jiu-jitsu reinforces these same principles, as different individuals learn in different ways and require different approaches to improve performance.

**III. Limitations of Freud’s Theory**

Freud’s theory has limitations, including its strong focus on early development and the difficulty of measuring unconscious processes. While it provides useful insight into behavior, it does not fully account for growth through discipline, training, and real-world experience.

Freud’s theory has limitations, including its strong focus on early development and the difficulty of measuring unconscious processes. While it provides useful insight into behavior, it does not fully account for growth through discipline, training, and real-world experience.

Freud’s theory has limitations, including its strong focus on early development and the difficulty of measuring unconscious processes. While it provides useful insight into behavior, it does not fully account for growth through discipline, training, and real-world experience.

Freud’s theory has limitations, including its strong focus on early development and the difficulty of measuring unconscious processes. While it provides useful insight into behavior, it does not fully account for growth through discipline, training, and real-world experience.

Freud’s theory has limitations, including its strong focus on early development and the difficulty of measuring unconscious processes. While it provides useful insight into behavior, it does not fully account for growth through discipline, training, and real-world experience.

Freud’s theory has limitations, including its strong focus on early development and the difficulty of measuring unconscious processes. While it provides useful insight into behavior, it does not fully account for growth through discipline, training, and real-world experience.

Freud’s theory has limitations, including its strong focus on early development and the difficulty of measuring unconscious processes. While it provides useful insight into behavior, it does not fully account for growth through discipline, training, and real-world experience.

Freud’s theory has limitations, including its strong focus on early development and the difficulty of measuring unconscious processes. While it provides useful insight into behavior, it does not fully account for growth through discipline, training, and real-world experience.

**Conclusion**

Freud’s psychoanalytic theory offers a foundation for understanding behavior by focusing on internal influences. Applying these ideas to leadership and training highlights how discipline and experience shape personality over time.

Freud’s psychoanalytic theory offers a foundation for understanding behavior by focusing on internal influences. Applying these ideas to leadership and training highlights how discipline and experience shape personality over time.

Freud’s psychoanalytic theory offers a foundation for understanding behavior by focusing on internal influences. Applying these ideas to leadership and training highlights how discipline and experience shape personality over time.

Freud’s psychoanalytic theory offers a foundation for understanding behavior by focusing on internal influences. Applying these ideas to leadership and training highlights how discipline and experience shape personality over time.

Freud’s psychoanalytic theory offers a foundation for understanding behavior by focusing on internal influences. Applying these ideas to leadership and training highlights how discipline and experience shape personality over time.

Freud’s psychoanalytic theory offers a foundation for understanding behavior by focusing on internal influences. Applying these ideas to leadership and training highlights how discipline and experience shape personality over time.

**References**

Feist, J., Feist, G. J., & Roberts, T. (2018). Theories of personality (9th ed.). McGraw-Hill.

Freud, S. (1923). The ego and the id.

November 6, 2026
[Solved] Assigment .Apa seven . All instructions attached.

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**files (1)** – ## modulo8.docx **## modulo8.docx** [Back to Week at a Glance](https://waldenu.instructure.com/courses/211685/modules/items/8978999) Task Analysis If you search the term “task analysis” on the internet, you will get more than 800,000 results giving directions on how to conduct a task…

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Task Analysis

If you search the term “task analysis” on the internet, you will get more than 800,000 results giving directions on how to conduct a task analysis as well as examples with a multitude of both physical and cognitive behaviors. Task analysis involves taking a complex skill and breaking it down into its basic components, so you end up with a sequentially ordered list of steps or tasks that make up the complex skill.

With this in mind, for this Assignment, you will conduct a task analysis on conducting a task analysis. You might wonder why this Assignment was designed this way. The answer is because task analysis has been demonstrated to be an effective way to teach complex skills. There are literally thousands of unique skills on which you could conduct a task analysis. However, whether you are doing a task analysis for this Assignment or tying a shoe with a child with an intellectual disability, it always needs to be personalized for the individual.

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/211685/modules/items/8979018)

To Prepare

· Review the readings and media found in this week’s Learning Resources to gain an understanding of conducting a task analysis.

· Search the internet and/or the Walden library and find examples of task analyses upon which you can model your Assignment.

· Consider the steps for conducting a task analysis based on your Learning Resources and the examples you found in your internet and/or Walden library search.

**Assignment**(1–2 pages)

· Develop a task analysis with a minimum of 10 steps on how to conduct a task analysis. Use your Learning Resources and the examples you found in your internet and/or Walden Library search.

_Be sure to support your Assignment with specific references to behavior-analytic theory and research. In addition to the Learning Resources, search the Walden Library and/or the internet for peer-reviewed articles to support your Assignment. Use proper APA format and citations, including those in the Learning Resources._

By Day 7 of Week 8

**Submit** your Week 8 Assignment.

Submission Information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
**Turnitin Drafts** from the
**Start Here** area.

1.
**To submit** your completed assignment, save your Assignment as
**WK8Assgn_LastName_Firstinitial**

2. Then, click on
**Start Assignment** near the top of the page.

3. Next, click on
**Upload File** and select
**Submit Assignment** for review.

·
[File Upload](https://waldenu.instructure.com/courses/211685/assignments/2979723)

·
[Text Entry](https://waldenu.instructure.com/courses/211685/assignments/2979723)

Top of Form

| | |
| — | — |
| Upload a file, or choose a file you've already uploaded. |
| Drag a file here, or<br>Choose a file to upload |
| | |
| |
| <="" div="" style="text-size-adjust: auto; margin: 10px 0px;"><br>I agree to the tool's <br>[End-User License Agreement](https://api.turnitin.com/api/lti/1p0/user/static_eula)<br>This assignment submission is my own, original work<br>* | |
| |

Bottom of Form

Rubric

**PSYC_6731_Week8_Assignment_Rubric**

| | | |
| — | — | — |
| PSYC_6731_Week8_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeContent | **12 to >10.25 ptsExcellent** Assignment demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Assignment provides significant detail, including multiple relevant examples, discerning ideas, and evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**10.25 to >8.25 ptsGood** Assignment demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Assignment includes moderate detail, discerning ideas, and sufficient evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**8.25 to >4.5 ptsFair** Assignment demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Assignment may be lacking in detail and specificity and/or may not include sufficient pertinent examples, discerning ideas, evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**4.5 to >0 ptsPoor** Assignment demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Assignment is missing detail and specificity and/or does not include any pertinent examples discerning ideas, or sufficient evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet). | 12 pts |
| This criterion is linked to a Learning OutcomeWriting | **3 to >2.0 ptsExcellent** Assignment is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style. Assignment contains multiple appropriate and exemplary sources expected/required for the assignment (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**2 to >1.0 ptsGood** Assignment is mostly consistent with graduate-level writing style. Assignment may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources (i.e., scholarly sources from the Learning Resources, Walden Library, and/or the internet).<br> <br>**1 to >0.0 ptsFair** Assignment is somewhat below graduate-level writing style, with multiple smaller or a few major problems. Assignment may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting versus original writing and paraphrasing. Assignment may contain inferior sources (number or quality of scholarly sources from the Learning Resources, Walden Library, and/or the internet).<br> <br>**0 ptsPoor** Assignment is well below graduate-level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Assignment may contain few or no quality sources (i.e., scholarly sources from the Learning Resources, Walden Library, and/or the internet). | 3 pts |

Total Points: 15

**## modulo8.docx**

[Back to Week at a Glance](https://waldenu.instructure.com/courses/211685/modules/items/8978999)

Task Analysis

If you search the term “task analysis” on the internet, you will get more than 800,000 results giving directions on how to conduct a task analysis as well as examples with a multitude of both physical and cognitive behaviors. Task analysis involves taking a complex skill and breaking it down into its basic components, so you end up with a sequentially ordered list of steps or tasks that make up the complex skill.

With this in mind, for this Assignment, you will conduct a task analysis on conducting a task analysis. You might wonder why this Assignment was designed this way. The answer is because task analysis has been demonstrated to be an effective way to teach complex skills. There are literally thousands of unique skills on which you could conduct a task analysis. However, whether you are doing a task analysis for this Assignment or tying a shoe with a child with an intellectual disability, it always needs to be personalized for the individual.

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/211685/modules/items/8979018)

To Prepare

· Review the readings and media found in this week’s Learning Resources to gain an understanding of conducting a task analysis.

· Search the internet and/or the Walden library and find examples of task analyses upon which you can model your Assignment.

· Consider the steps for conducting a task analysis based on your Learning Resources and the examples you found in your internet and/or Walden library search.

**Assignment**(1–2 pages)

· Develop a task analysis with a minimum of 10 steps on how to conduct a task analysis. Use your Learning Resources and the examples you found in your internet and/or Walden Library search.

_Be sure to support your Assignment with specific references to behavior-analytic theory and research. In addition to the Learning Resources, search the Walden Library and/or the internet for peer-reviewed articles to support your Assignment. Use proper APA format and citations, including those in the Learning Resources._

By Day 7 of Week 8

**Submit** your Week 8 Assignment.

Submission Information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
**Turnitin Drafts** from the
**Start Here** area.

1.
**To submit** your completed assignment, save your Assignment as
**WK8Assgn_LastName_Firstinitial**

2. Then, click on
**Start Assignment** near the top of the page.

3. Next, click on
**Upload File** and select
**Submit Assignment** for review.

·
[File Upload](https://waldenu.instructure.com/courses/211685/assignments/2979723)

·
[Text Entry](https://waldenu.instructure.com/courses/211685/assignments/2979723)

Top of Form

| | |
| — | — |
| Upload a file, or choose a file you've already uploaded. |
| Drag a file here, or<br>Choose a file to upload |
| | |
| |
| <="" div="" style="text-size-adjust: auto; margin: 10px 0px;"><br>I agree to the tool's <br>[End-User License Agreement](https://api.turnitin.com/api/lti/1p0/user/static_eula)<br>This assignment submission is my own, original work<br>* | |
| |

Bottom of Form

Rubric

**PSYC_6731_Week8_Assignment_Rubric**

| | | |
| — | — | — |
| PSYC_6731_Week8_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeContent | **12 to >10.25 ptsExcellent** Assignment demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Assignment provides significant detail, including multiple relevant examples, discerning ideas, and evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**10.25 to >8.25 ptsGood** Assignment demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Assignment includes moderate detail, discerning ideas, and sufficient evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**8.25 to >4.5 ptsFair** Assignment demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Assignment may be lacking in detail and specificity and/or may not include sufficient pertinent examples, discerning ideas, evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**4.5 to >0 ptsPoor** Assignment demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Assignment is missing detail and specificity and/or does not include any pertinent examples discerning ideas, or sufficient evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet). | 12 pts |
| This criterion is linked to a Learning OutcomeWriting | **3 to >2.0 ptsExcellent** Assignment is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style. Assignment contains multiple appropriate and exemplary sources expected/required for the assignment (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**2 to >1.0 ptsGood** Assignment is mostly consistent with graduate-level writing style. Assignment may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources (i.e., scholarly sources from the Learning Resources, Walden Library, and/or the internet).<br> <br>**1 to >0.0 ptsFair** Assignment is somewhat below graduate-level writing style, with multiple smaller or a few major problems. Assignment may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting versus original writing and paraphrasing. Assignment may contain inferior sources (number or quality of scholarly sources from the Learning Resources, Walden Library, and/or the internet).<br> <br>**0 ptsPoor** Assignment is well below graduate-level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Assignment may contain few or no quality sources (i.e., scholarly sources from the Learning Resources, Walden Library, and/or the internet). | 3 pts |

Total Points: 15

November 6, 2026
[Solved] Psychology Discussion/Assignment/Project

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Please go through this and let me know if you have any questions. Please no AI or ChatGPT. Need a good grade **files (2)** – ## Topic_Week5_Discussion7.pdf – ## Week5_Assignment7.pdf **## Topic_Week5_Discussion7.pdf**   To prepare for this Discussion: Review Chapter 12 in your course text, Fo…

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**files (2)**

– ## Topic_Week5_Discussion7.pdf

– ## Week5_Assignment7.pdf

**## Topic_Week5_Discussion7.pdf**





To prepare for this Discussion:

Review Chapter 12 in your course text, Forensic and Legal Psychology , and focus on the Trayvon
Martin case on pages 295–297.
Review the article by Clark et al. (2007), “Five Factor Model Personality Traits, Jury Selection,
and Case Outcomes in Criminal and Civil Cases.” Consider criteria typically used in selecting
juries.
Take the perspective of a jury consultant for the Trayvon Martin case.
Select one of the three roles (judge, defense attorney, or prosecuting attorney), and consider
the characteristics that you might look for in potential jurors.

With these thoughts in mind:

Post the person whose interests you represent as jury consultant (prosecution, defendant, or
judge). Then, describe two demographic and/or personality factors that you consider important
during jury selection. Finally, explain why those are factors that might be grounds for eliminating a
potential juror from the jury.

Support your post(s) with evidence from at least one Learning Resource. Be sure to identify what
source(s) you used, both in the body of your post(s) and with a reference at the end of your post(s).

Read a selection of your colleagues' postings.

Respond in one or more of the following ways:

Ask a probing question and provide insight into how you would answer your question, and
why.
Ask a probing question and provide the foundation, or rationale, for the question.
Expand on your colleague’s posting by offering a new perspective or insight.
Agree with a colleague and offer additional (new) supporting information for consideration.
Disagree with a colleague by respectfully discussing and supporting a different perspective.

Support your post(s) with evidence from at least one Learning Resource. Be sure to identify what
source(s) you used, both in the body of your post(s) and with a reference at the end of your post(s).

WEEKLY RESOURCES

(https://waldenu.instructure.com/courses/220454/modules/items/9407891)

BY DAY 3

BY DAY 5

[https://waldenu.instructure.com/courses/220454/modules/items/9407891](https://waldenu.instructure.com/courses/220454/modules/items/9407891)

[https://waldenu.instructure.com/courses/220454/modules/items/9407891](https://waldenu.instructure.com/courses/220454/modules/items/9407891)

**## Week5_Assignment7.pdf**

Due May 10 by 10:59pm
Points 120
Submitting a text entry box or a file upload
Attempts 0
Allowed Attempts 2

Start Assignment

 Back to Week at a Glance
(https://waldenu.instructure.com/courses/220454/modules/items/9407878)

SYSTEM VARIABLES IN THE RONALD COTTON
CASE

This week, you will continue your exploration of estimator variables that might influence the reliability of eyewitness
testimony. There are also system variables that can influence the reliability of eyewitness testimony. System variables
include all eyewitness procedures and processes under the control of the criminal justice system, including jury
instructions and police lineups. Police have significant power to engage in practices that improve accuracy.

This Application Assignment is due by Day 7 of Week 5.

To prepare for this Assignment:

Review Chapter 6 in your course text, Forensic and Legal Psychology . Focus on examples of system variables.
Consider how they might influence reliability of eyewitness identification.
Review the Wells and Olson article, “Eyewitness Testimony.” Focus on current findings in the literature regarding
system variables and their influence on eyewitness testimony.
Review the section on Ronald Cotton, pages 140–142 in Chapter 7 in your course text, Forensic and Legal
Psychology . Also, review the Ronald Cotton case study summary below. Based on these readings, identify
system variables that may have had an impact on the case.
Find and read a peer-reviewed article in the Walden Library about one of the system variables you have decided
to analyze. Consider the significance of the system variable you selected and its relevance to the case.

Case Study: Eyewitness Identification

Jennifer Thompson, a white female college student living in southeastern United States, was sexually
assaulted at knifepoint in her home in the middle of the night. During the attack, the lights remained off.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES (https://waldenu.instructure.com/courses/220454/modules/items/9407891)

[https://waldenu.instructure.com/courses/220454/modules/items/9407878](https://waldenu.instructure.com/courses/220454/modules/items/9407878)

[https://waldenu.instructure.com/courses/220454/modules/items/9407878](https://waldenu.instructure.com/courses/220454/modules/items/9407878)

[https://waldenu.instructure.com/courses/220454/modules/items/9407891](https://waldenu.instructure.com/courses/220454/modules/items/9407891)

PSYC_2101_Week_5_Assignment_Rubric

Case Study: Eyewitness Identification

Despite the darkness, Jennifer claimed to have studied the attacker’s face during the assault. Consequently,
she felt she was able to identify her assailant to authorities.

Shortly after the attack, Jennifer contacted police. Within hours, she helped law enforcement officials create
a composite sketch of her attacker. Within a week—after examining mug shots—she identified Ronald
Cotton, an African-American male, as the rapist. About 2 weeks later, the police arrested Mr. Cotton. Two
weeks later, at the police station, she identified Ronald Cotton in a live simultaneous lineup. She told
detectives she was 100% certain he was the assailant. During the trial, she clearly demonstrated her
confidence that it was Ronald Cotton, the defendant, who had sexually assaulted her.

The Assignment (3 pages minimum):

Provide an analysis of the Ronald Cotton case, and include the following:

Describe two system variables in the Ronald Cotton case.
Explain the significance of each system variable as it relates to the case.
Provide two recommendations to improve actions taken by the police related to eyewitness identification in the
Ronald Cotton case.

Explain the relevance of the peer-reviewed article you selected for your analysis of the Ronald Cotton case.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to
provide a reference list for all resources, including those in the Learning Resources for this course.

Before submitting your final assignment, you can check your draft for authenticity. To check your draft,
access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as WK5Assgn_LastName_Firstinitial
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

SUBMISSION INFORMATION

Criteria Ratings Pts

Demonstration of Knowledge.
Did the student fully respond
to each Assignment prompt?
Do the responses
demonstrate that the student
applied and learned the
information or skills? Is the
answer accurate?…Describe
two system variables in the
Ronald Cotton case…. (25
points)

25 pts

Demonstration of Knowledge.
Did the student fully respond
to each Assignment prompt?
Do the responses
demonstrate that the student
applied and learned the
information or skills? Is the
answer accurate?…Explain
the significance of each
system variable as it relates to
the case…. (25 points)

25 pts

Demonstration of Knowledge.
Did the student fully respond
to each Assignment prompt?

25 pts

25 pts
A

Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

21 pts
B

Response is
complete and
mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17.5 pts
C

Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
D

Response is
incomplete or
is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F

Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

25 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

21 pts
B
Response is
complete and
mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17.5 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

25 pts
A
Response is
complete and

21 pts
B
Response is
complete and

17.5 pts
C
Response is
somewhat

15 pts
D
Response is
incomplete or

0 pts
F
Response is
incomplete;

Criteria Ratings Pts

Do the responses
demonstrate that the student
applied and learned the
information or skills? Is the
answer
accurate?…Recommendations
to police in the Ronald Cotton
case….(25 points)

Demonstration of Knowledge.
Did the student fully respond
to each Assignment prompt?
Do the responses
demonstrate that the student
applied and learned the
information or skills? Is the
answer accurate?…Apply
peer-reviewed article to the
Ronald Cotton case….(25
points)

25 pts

Quality of Writing …(15 points) 15 pts

accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources
when
necessary.

is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

25 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

21 pts
B
Response is
complete and
mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17.5 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
A

Writing is clear
and organized
with few or no
errors in
mechanics,
usage,
grammar, or

12 pts
B

Writing is
mostly clear
and organized
with few
MUGS errors.
Writing is
original (i.e.,

10.5 pts
C

Writing is
somewhat
clear and
organized with
some MUGS
errors. Most
writing is

9 pts
D

Writing is
somewhat
unclear and
disorganized
and/or
contains
many MUGS

0 pts
F

Writing is
unclear
and/or
disorganized
and/or
contains
many

Criteria Ratings Pts

Information documentation …
(5 points)

5 pts

Total Points: 120

spelling
(MUGS).
There is a
preponderance
of original
writing (i.e.,
use of own
words and
proper
paraphrasing).

use of own
words and
proper
paraphrasing).

original (i.e.,
use of own
words and
proper
paraphrasing).

errors. There
is an overuse
of direct
quotations
and/or
ineffective
paraphrasing.

MUGS
errors.
There is an
underuse of
original
writing and
an overuse
of directly
quoted
content.

5 pts
A

Information
from the
Learning
Resources is
properly
documented
with
citation(s) and
reference(s).

3.5 pts
B

Information
from the
Learning
Resources is
partially
documented
with
citation(s)
and/or
reference(s).

0 pts
C

0 pts
D

Information
from the
Learning
Resources is
not cited or
referenced in
any way.

0 pts
F

**## Week5_Assignment7.pdf**

Due May 10 by 10:59pm
Points 120
Submitting a text entry box or a file upload
Attempts 0
Allowed Attempts 2

Start Assignment

 Back to Week at a Glance
(https://waldenu.instructure.com/courses/220454/modules/items/9407878)

SYSTEM VARIABLES IN THE RONALD COTTON
CASE

This week, you will continue your exploration of estimator variables that might influence the reliability of eyewitness
testimony. There are also system variables that can influence the reliability of eyewitness testimony. System variables
include all eyewitness procedures and processes under the control of the criminal justice system, including jury
instructions and police lineups. Police have significant power to engage in practices that improve accuracy.

This Application Assignment is due by Day 7 of Week 5.

To prepare for this Assignment:

Review Chapter 6 in your course text, Forensic and Legal Psychology . Focus on examples of system variables.
Consider how they might influence reliability of eyewitness identification.
Review the Wells and Olson article, “Eyewitness Testimony.” Focus on current findings in the literature regarding
system variables and their influence on eyewitness testimony.
Review the section on Ronald Cotton, pages 140–142 in Chapter 7 in your course text, Forensic and Legal
Psychology . Also, review the Ronald Cotton case study summary below. Based on these readings, identify
system variables that may have had an impact on the case.
Find and read a peer-reviewed article in the Walden Library about one of the system variables you have decided
to analyze. Consider the significance of the system variable you selected and its relevance to the case.

Case Study: Eyewitness Identification

Jennifer Thompson, a white female college student living in southeastern United States, was sexually
assaulted at knifepoint in her home in the middle of the night. During the attack, the lights remained off.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES (https://waldenu.instructure.com/courses/220454/modules/items/9407891)

[https://waldenu.instructure.com/courses/220454/modules/items/9407878](https://waldenu.instructure.com/courses/220454/modules/items/9407878)

[https://waldenu.instructure.com/courses/220454/modules/items/9407878](https://waldenu.instructure.com/courses/220454/modules/items/9407878)

[https://waldenu.instructure.com/courses/220454/modules/items/9407891](https://waldenu.instructure.com/courses/220454/modules/items/9407891)

PSYC_2101_Week_5_Assignment_Rubric

Case Study: Eyewitness Identification

Despite the darkness, Jennifer claimed to have studied the attacker’s face during the assault. Consequently,
she felt she was able to identify her assailant to authorities.

Shortly after the attack, Jennifer contacted police. Within hours, she helped law enforcement officials create
a composite sketch of her attacker. Within a week—after examining mug shots—she identified Ronald
Cotton, an African-American male, as the rapist. About 2 weeks later, the police arrested Mr. Cotton. Two
weeks later, at the police station, she identified Ronald Cotton in a live simultaneous lineup. She told
detectives she was 100% certain he was the assailant. During the trial, she clearly demonstrated her
confidence that it was Ronald Cotton, the defendant, who had sexually assaulted her.

The Assignment (3 pages minimum):

Provide an analysis of the Ronald Cotton case, and include the following:

Describe two system variables in the Ronald Cotton case.
Explain the significance of each system variable as it relates to the case.
Provide two recommendations to improve actions taken by the police related to eyewitness identification in the
Ronald Cotton case.

Explain the relevance of the peer-reviewed article you selected for your analysis of the Ronald Cotton case.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to
provide a reference list for all resources, including those in the Learning Resources for this course.

Before submitting your final assignment, you can check your draft for authenticity. To check your draft,
access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as WK5Assgn_LastName_Firstinitial
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

SUBMISSION INFORMATION

Criteria Ratings Pts

Demonstration of Knowledge.
Did the student fully respond
to each Assignment prompt?
Do the responses
demonstrate that the student
applied and learned the
information or skills? Is the
answer accurate?…Describe
two system variables in the
Ronald Cotton case…. (25
points)

25 pts

Demonstration of Knowledge.
Did the student fully respond
to each Assignment prompt?
Do the responses
demonstrate that the student
applied and learned the
information or skills? Is the
answer accurate?…Explain
the significance of each
system variable as it relates to
the case…. (25 points)

25 pts

Demonstration of Knowledge.
Did the student fully respond
to each Assignment prompt?

25 pts

25 pts
A

Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

21 pts
B

Response is
complete and
mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17.5 pts
C

Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
D

Response is
incomplete or
is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F

Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

25 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

21 pts
B
Response is
complete and
mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17.5 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

25 pts
A
Response is
complete and

21 pts
B
Response is
complete and

17.5 pts
C
Response is
somewhat

15 pts
D
Response is
incomplete or

0 pts
F
Response is
incomplete;

Criteria Ratings Pts

Do the responses
demonstrate that the student
applied and learned the
information or skills? Is the
answer
accurate?…Recommendations
to police in the Ronald Cotton
case….(25 points)

Demonstration of Knowledge.
Did the student fully respond
to each Assignment prompt?
Do the responses
demonstrate that the student
applied and learned the
information or skills? Is the
answer accurate?…Apply
peer-reviewed article to the
Ronald Cotton case….(25
points)

25 pts

Quality of Writing …(15 points) 15 pts

accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources
when
necessary.

is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

25 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

21 pts
B
Response is
complete and
mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17.5 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
A

Writing is clear
and organized
with few or no
errors in
mechanics,
usage,
grammar, or

12 pts
B

Writing is
mostly clear
and organized
with few
MUGS errors.
Writing is
original (i.e.,

10.5 pts
C

Writing is
somewhat
clear and
organized with
some MUGS
errors. Most
writing is

9 pts
D

Writing is
somewhat
unclear and
disorganized
and/or
contains
many MUGS

0 pts
F

Writing is
unclear
and/or
disorganized
and/or
contains
many

Criteria Ratings Pts

Information documentation …
(5 points)

5 pts

Total Points: 120

spelling
(MUGS).
There is a
preponderance
of original
writing (i.e.,
use of own
words and
proper
paraphrasing).

use of own
words and
proper
paraphrasing).

original (i.e.,
use of own
words and
proper
paraphrasing).

errors. There
is an overuse
of direct
quotations
and/or
ineffective
paraphrasing.

MUGS
errors.
There is an
underuse of
original
writing and
an overuse
of directly
quoted
content.

5 pts
A

Information
from the
Learning
Resources is
properly
documented
with
citation(s) and
reference(s).

3.5 pts
B

Information
from the
Learning
Resources is
partially
documented
with
citation(s)
and/or
reference(s).

0 pts
C

0 pts
D

Information
from the
Learning
Resources is
not cited or
referenced in
any way.

0 pts
F

**## Topic_Week5_Discussion7.pdf**





To prepare for this Discussion:

Review Chapter 12 in your course text, Forensic and Legal Psychology , and focus on the Trayvon
Martin case on pages 295–297.
Review the article by Clark et al. (2007), “Five Factor Model Personality Traits, Jury Selection,
and Case Outcomes in Criminal and Civil Cases.” Consider criteria typically used in selecting
juries.
Take the perspective of a jury consultant for the Trayvon Martin case.
Select one of the three roles (judge, defense attorney, or prosecuting attorney), and consider
the characteristics that you might look for in potential jurors.

With these thoughts in mind:

Post the person whose interests you represent as jury consultant (prosecution, defendant, or
judge). Then, describe two demographic and/or personality factors that you consider important
during jury selection. Finally, explain why those are factors that might be grounds for eliminating a
potential juror from the jury.

Support your post(s) with evidence from at least one Learning Resource. Be sure to identify what
source(s) you used, both in the body of your post(s) and with a reference at the end of your post(s).

Read a selection of your colleagues' postings.

Respond in one or more of the following ways:

Ask a probing question and provide insight into how you would answer your question, and
why.
Ask a probing question and provide the foundation, or rationale, for the question.
Expand on your colleague’s posting by offering a new perspective or insight.
Agree with a colleague and offer additional (new) supporting information for consideration.
Disagree with a colleague by respectfully discussing and supporting a different perspective.

Support your post(s) with evidence from at least one Learning Resource. Be sure to identify what
source(s) you used, both in the body of your post(s) and with a reference at the end of your post(s).

WEEKLY RESOURCES

(https://waldenu.instructure.com/courses/220454/modules/items/9407891)

BY DAY 3

BY DAY 5

[https://waldenu.instructure.com/courses/220454/modules/items/9407891](https://waldenu.instructure.com/courses/220454/modules/items/9407891)

[https://waldenu.instructure.com/courses/220454/modules/items/9407891](https://waldenu.instructure.com/courses/220454/modules/items/9407891)

**## Week5_Assignment7.pdf**

Due May 10 by 10:59pm
Points 120
Submitting a text entry box or a file upload
Attempts 0
Allowed Attempts 2

Start Assignment

 Back to Week at a Glance
(https://waldenu.instructure.com/courses/220454/modules/items/9407878)

SYSTEM VARIABLES IN THE RONALD COTTON
CASE

This week, you will continue your exploration of estimator variables that might influence the reliability of eyewitness
testimony. There are also system variables that can influence the reliability of eyewitness testimony. System variables
include all eyewitness procedures and processes under the control of the criminal justice system, including jury
instructions and police lineups. Police have significant power to engage in practices that improve accuracy.

This Application Assignment is due by Day 7 of Week 5.

To prepare for this Assignment:

Review Chapter 6 in your course text, Forensic and Legal Psychology . Focus on examples of system variables.
Consider how they might influence reliability of eyewitness identification.
Review the Wells and Olson article, “Eyewitness Testimony.” Focus on current findings in the literature regarding
system variables and their influence on eyewitness testimony.
Review the section on Ronald Cotton, pages 140–142 in Chapter 7 in your course text, Forensic and Legal
Psychology . Also, review the Ronald Cotton case study summary below. Based on these readings, identify
system variables that may have had an impact on the case.
Find and read a peer-reviewed article in the Walden Library about one of the system variables you have decided
to analyze. Consider the significance of the system variable you selected and its relevance to the case.

Case Study: Eyewitness Identification

Jennifer Thompson, a white female college student living in southeastern United States, was sexually
assaulted at knifepoint in her home in the middle of the night. During the attack, the lights remained off.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES (https://waldenu.instructure.com/courses/220454/modules/items/9407891)

[https://waldenu.instructure.com/courses/220454/modules/items/9407878](https://waldenu.instructure.com/courses/220454/modules/items/9407878)

[https://waldenu.instructure.com/courses/220454/modules/items/9407878](https://waldenu.instructure.com/courses/220454/modules/items/9407878)

[https://waldenu.instructure.com/courses/220454/modules/items/9407891](https://waldenu.instructure.com/courses/220454/modules/items/9407891)

PSYC_2101_Week_5_Assignment_Rubric

Case Study: Eyewitness Identification

Despite the darkness, Jennifer claimed to have studied the attacker’s face during the assault. Consequently,
she felt she was able to identify her assailant to authorities.

Shortly after the attack, Jennifer contacted police. Within hours, she helped law enforcement officials create
a composite sketch of her attacker. Within a week—after examining mug shots—she identified Ronald
Cotton, an African-American male, as the rapist. About 2 weeks later, the police arrested Mr. Cotton. Two
weeks later, at the police station, she identified Ronald Cotton in a live simultaneous lineup. She told
detectives she was 100% certain he was the assailant. During the trial, she clearly demonstrated her
confidence that it was Ronald Cotton, the defendant, who had sexually assaulted her.

The Assignment (3 pages minimum):

Provide an analysis of the Ronald Cotton case, and include the following:

Describe two system variables in the Ronald Cotton case.
Explain the significance of each system variable as it relates to the case.
Provide two recommendations to improve actions taken by the police related to eyewitness identification in the
Ronald Cotton case.

Explain the relevance of the peer-reviewed article you selected for your analysis of the Ronald Cotton case.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to
provide a reference list for all resources, including those in the Learning Resources for this course.

Before submitting your final assignment, you can check your draft for authenticity. To check your draft,
access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as WK5Assgn_LastName_Firstinitial
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

SUBMISSION INFORMATION

Criteria Ratings Pts

Demonstration of Knowledge.
Did the student fully respond
to each Assignment prompt?
Do the responses
demonstrate that the student
applied and learned the
information or skills? Is the
answer accurate?…Describe
two system variables in the
Ronald Cotton case…. (25
points)

25 pts

Demonstration of Knowledge.
Did the student fully respond
to each Assignment prompt?
Do the responses
demonstrate that the student
applied and learned the
information or skills? Is the
answer accurate?…Explain
the significance of each
system variable as it relates to
the case…. (25 points)

25 pts

Demonstration of Knowledge.
Did the student fully respond
to each Assignment prompt?

25 pts

25 pts
A

Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

21 pts
B

Response is
complete and
mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17.5 pts
C

Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
D

Response is
incomplete or
is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F

Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

25 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

21 pts
B
Response is
complete and
mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17.5 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

25 pts
A
Response is
complete and

21 pts
B
Response is
complete and

17.5 pts
C
Response is
somewhat

15 pts
D
Response is
incomplete or

0 pts
F
Response is
incomplete;

Criteria Ratings Pts

Do the responses
demonstrate that the student
applied and learned the
information or skills? Is the
answer
accurate?…Recommendations
to police in the Ronald Cotton
case….(25 points)

Demonstration of Knowledge.
Did the student fully respond
to each Assignment prompt?
Do the responses
demonstrate that the student
applied and learned the
information or skills? Is the
answer accurate?…Apply
peer-reviewed article to the
Ronald Cotton case….(25
points)

25 pts

Quality of Writing …(15 points) 15 pts

accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources
when
necessary.

is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

25 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

21 pts
B
Response is
complete and
mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17.5 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
A

Writing is clear
and organized
with few or no
errors in
mechanics,
usage,
grammar, or

12 pts
B

Writing is
mostly clear
and organized
with few
MUGS errors.
Writing is
original (i.e.,

10.5 pts
C

Writing is
somewhat
clear and
organized with
some MUGS
errors. Most
writing is

9 pts
D

Writing is
somewhat
unclear and
disorganized
and/or
contains
many MUGS

0 pts
F

Writing is
unclear
and/or
disorganized
and/or
contains
many

Criteria Ratings Pts

Information documentation …
(5 points)

5 pts

Total Points: 120

spelling
(MUGS).
There is a
preponderance
of original
writing (i.e.,
use of own
words and
proper
paraphrasing).

use of own
words and
proper
paraphrasing).

original (i.e.,
use of own
words and
proper
paraphrasing).

errors. There
is an overuse
of direct
quotations
and/or
ineffective
paraphrasing.

MUGS
errors.
There is an
underuse of
original
writing and
an overuse
of directly
quoted
content.

5 pts
A

Information
from the
Learning
Resources is
properly
documented
with
citation(s) and
reference(s).

3.5 pts
B

Information
from the
Learning
Resources is
partially
documented
with
citation(s)
and/or
reference(s).

0 pts
C

0 pts
D

Information
from the
Learning
Resources is
not cited or
referenced in
any way.

0 pts
F

**## Topic_Week5_Discussion7.pdf**





To prepare for this Discussion:

Review Chapter 12 in your course text, Forensic and Legal Psychology , and focus on the Trayvon
Martin case on pages 295–297.
Review the article by Clark et al. (2007), “Five Factor Model Personality Traits, Jury Selection,
and Case Outcomes in Criminal and Civil Cases.” Consider criteria typically used in selecting
juries.
Take the perspective of a jury consultant for the Trayvon Martin case.
Select one of the three roles (judge, defense attorney, or prosecuting attorney), and consider
the characteristics that you might look for in potential jurors.

With these thoughts in mind:

Post the person whose interests you represent as jury consultant (prosecution, defendant, or
judge). Then, describe two demographic and/or personality factors that you consider important
during jury selection. Finally, explain why those are factors that might be grounds for eliminating a
potential juror from the jury.

Support your post(s) with evidence from at least one Learning Resource. Be sure to identify what
source(s) you used, both in the body of your post(s) and with a reference at the end of your post(s).

Read a selection of your colleagues' postings.

Respond in one or more of the following ways:

Ask a probing question and provide insight into how you would answer your question, and
why.
Ask a probing question and provide the foundation, or rationale, for the question.
Expand on your colleague’s posting by offering a new perspective or insight.
Agree with a colleague and offer additional (new) supporting information for consideration.
Disagree with a colleague by respectfully discussing and supporting a different perspective.

Support your post(s) with evidence from at least one Learning Resource. Be sure to identify what
source(s) you used, both in the body of your post(s) and with a reference at the end of your post(s).

WEEKLY RESOURCES

(https://waldenu.instructure.com/courses/220454/modules/items/9407891)

BY DAY 3

BY DAY 5

[https://waldenu.instructure.com/courses/220454/modules/items/9407891](https://waldenu.instructure.com/courses/220454/modules/items/9407891)

[https://waldenu.instructure.com/courses/220454/modules/items/9407891](https://waldenu.instructure.com/courses/220454/modules/items/9407891)

**## Week5_Assignment7.pdf**

Due May 10 by 10:59pm
Points 120
Submitting a text entry box or a file upload
Attempts 0
Allowed Attempts 2

Start Assignment

 Back to Week at a Glance
(https://waldenu.instructure.com/courses/220454/modules/items/9407878)

SYSTEM VARIABLES IN THE RONALD COTTON
CASE

This week, you will continue your exploration of estimator variables that might influence the reliability of eyewitness
testimony. There are also system variables that can influence the reliability of eyewitness testimony. System variables
include all eyewitness procedures and processes under the control of the criminal justice system, including jury
instructions and police lineups. Police have significant power to engage in practices that improve accuracy.

This Application Assignment is due by Day 7 of Week 5.

To prepare for this Assignment:

Review Chapter 6 in your course text, Forensic and Legal Psychology . Focus on examples of system variables.
Consider how they might influence reliability of eyewitness identification.
Review the Wells and Olson article, “Eyewitness Testimony.” Focus on current findings in the literature regarding
system variables and their influence on eyewitness testimony.
Review the section on Ronald Cotton, pages 140–142 in Chapter 7 in your course text, Forensic and Legal
Psychology . Also, review the Ronald Cotton case study summary below. Based on these readings, identify
system variables that may have had an impact on the case.
Find and read a peer-reviewed article in the Walden Library about one of the system variables you have decided
to analyze. Consider the significance of the system variable you selected and its relevance to the case.

Case Study: Eyewitness Identification

Jennifer Thompson, a white female college student living in southeastern United States, was sexually
assaulted at knifepoint in her home in the middle of the night. During the attack, the lights remained off.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES (https://waldenu.instructure.com/courses/220454/modules/items/9407891)

[https://waldenu.instructure.com/courses/220454/modules/items/9407878](https://waldenu.instructure.com/courses/220454/modules/items/9407878)

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PSYC_2101_Week_5_Assignment_Rubric

Case Study: Eyewitness Identification

Despite the darkness, Jennifer claimed to have studied the attacker’s face during the assault. Consequently,
she felt she was able to identify her assailant to authorities.

Shortly after the attack, Jennifer contacted police. Within hours, she helped law enforcement officials create
a composite sketch of her attacker. Within a week—after examining mug shots—she identified Ronald
Cotton, an African-American male, as the rapist. About 2 weeks later, the police arrested Mr. Cotton. Two
weeks later, at the police station, she identified Ronald Cotton in a live simultaneous lineup. She told
detectives she was 100% certain he was the assailant. During the trial, she clearly demonstrated her
confidence that it was Ronald Cotton, the defendant, who had sexually assaulted her.

The Assignment (3 pages minimum):

Provide an analysis of the Ronald Cotton case, and include the following:

Describe two system variables in the Ronald Cotton case.
Explain the significance of each system variable as it relates to the case.
Provide two recommendations to improve actions taken by the police related to eyewitness identification in the
Ronald Cotton case.

Explain the relevance of the peer-reviewed article you selected for your analysis of the Ronald Cotton case.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to
provide a reference list for all resources, including those in the Learning Resources for this course.

Before submitting your final assignment, you can check your draft for authenticity. To check your draft,
access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as WK5Assgn_LastName_Firstinitial
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

SUBMISSION INFORMATION

Criteria Ratings Pts

Demonstration of Knowledge.
Did the student fully respond
to each Assignment prompt?
Do the responses
demonstrate that the student
applied and learned the
information or skills? Is the
answer accurate?…Describe
two system variables in the
Ronald Cotton case…. (25
points)

25 pts

Demonstration of Knowledge.
Did the student fully respond
to each Assignment prompt?
Do the responses
demonstrate that the student
applied and learned the
information or skills? Is the
answer accurate?…Explain
the significance of each
system variable as it relates to
the case…. (25 points)

25 pts

Demonstration of Knowledge.
Did the student fully respond
to each Assignment prompt?

25 pts

25 pts
A

Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

21 pts
B

Response is
complete and
mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17.5 pts
C

Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
D

Response is
incomplete or
is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F

Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

25 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

21 pts
B
Response is
complete and
mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17.5 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

25 pts
A
Response is
complete and

21 pts
B
Response is
complete and

17.5 pts
C
Response is
somewhat

15 pts
D
Response is
incomplete or

0 pts
F
Response is
incomplete;

Criteria Ratings Pts

Do the responses
demonstrate that the student
applied and learned the
information or skills? Is the
answer
accurate?…Recommendations
to police in the Ronald Cotton
case….(25 points)

Demonstration of Knowledge.
Did the student fully respond
to each Assignment prompt?
Do the responses
demonstrate that the student
applied and learned the
information or skills? Is the
answer accurate?…Apply
peer-reviewed article to the
Ronald Cotton case….(25
points)

25 pts

Quality of Writing …(15 points) 15 pts

accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources
when
necessary.

is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

25 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

21 pts
B
Response is
complete and
mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

17.5 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

15 pts
A

Writing is clear
and organized
with few or no
errors in
mechanics,
usage,
grammar, or

12 pts
B

Writing is
mostly clear
and organized
with few
MUGS errors.
Writing is
original (i.e.,

10.5 pts
C

Writing is
somewhat
clear and
organized with
some MUGS
errors. Most
writing is

9 pts
D

Writing is
somewhat
unclear and
disorganized
and/or
contains
many MUGS

0 pts
F

Writing is
unclear
and/or
disorganized
and/or
contains
many

Criteria Ratings Pts

Information documentation …
(5 points)

5 pts

Total Points: 120

spelling
(MUGS).
There is a
preponderance
of original
writing (i.e.,
use of own
words and
proper
paraphrasing).

use of own
words and
proper
paraphrasing).

original (i.e.,
use of own
words and
proper
paraphrasing).

errors. There
is an overuse
of direct
quotations
and/or
ineffective
paraphrasing.

MUGS
errors.
There is an
underuse of
original
writing and
an overuse
of directly
quoted
content.

5 pts
A

Information
from the
Learning
Resources is
properly
documented
with
citation(s) and
reference(s).

3.5 pts
B

Information
from the
Learning
Resources is
partially
documented
with
citation(s)
and/or
reference(s).

0 pts
C

0 pts
D

Information
from the
Learning
Resources is
not cited or
referenced in
any way.

0 pts
F

November 6, 2026
[Solved] Personality theory

✓ Verified Academic Solution Available

Executive Solution Overview

7page **files (1)** – ## FINAL_TRUE_7PAGES.docx **## FINAL_TRUE_7PAGES.docx** Freudian Psychoanalytic Theory and Personality Development Bademba Diallo American Military University PSYC221: Personality Theory Professor Shawn Haake Date Introduction **Introduction** Behavior does not just appear …

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Assignment Prompt & Instructions

7page

**files (1)**

– ## FINAL_TRUE_7PAGES.docx

**## FINAL_TRUE_7PAGES.docx**

Freudian Psychoanalytic Theory and Personality Development

Bademba Diallo

American Military University

PSYC221: Personality Theory

Professor Shawn Haake

Date

Introduction
**Introduction**

Behavior does not just appear out of nowhere. The way someone reacts in a stressful moment, handles responsibility, or approaches a challenge usually connects to patterns that developed over time. Some of those patterns are obvious, but others are not as easy to recognize. That is where personality theory becomes useful, because it provides a way to examine those deeper influences.

One of the more influential approaches to understanding personality comes from Sigmund Freud. His psychoanalytic theory focuses on internal processes that are not always visible. Instead of assuming that people fully understand their own behavior, this perspective suggests that unconscious factors play a major role in shaping decisions and reactions.

This idea becomes more relevant in environments where control and discipline are required. Situations that involve pressure, responsibility, or competition often reveal how individuals truly respond. Looking at these reactions through the lens of Freud’s theory makes it easier to understand why certain patterns appear consistently.

Connecting theoretical ideas to real experiences provides a clearer understanding of personality. By examining leadership responsibilities and training in martial arts, it becomes possible to see how internal processes influence behavior over time.

This discussion explains the main concepts of Freud’s theory, applies those concepts to real-life experiences, and evaluates the strengths and limitations of this approach.

I. Description of Freud’s Psychoanalytic Theory
**I. Description of Freud’s Psychoanalytic Theory**

Freud’s psychoanalytic theory presents personality as a system made up of different interacting components. These components are known as the id, ego, and superego. Each part serves a specific role and contributes to how decisions are made and how behavior is expressed.

The id represents basic drives and instinctive desires. It operates without concern for consequences and seeks immediate satisfaction. This part of the mind is present from birth and continues to influence behavior throughout life.

In contrast, the ego works with an awareness of reality. It considers consequences and helps individuals make decisions that are practical and appropriate for the situation. The ego does not eliminate impulses, but it manages them in a controlled way.

The superego reflects internalized values and expectations. These standards develop over time through experiences, culture, and authority figures. The superego acts as a guide for behavior by influencing what is considered acceptable or unacceptable.

Behavior is often the result of interaction between these three components. When impulses, expectations, and reality do not align, internal tension can occur. This tension plays a role in shaping decisions and responses.

Another important aspect of Freud’s theory is the unconscious mind. This includes thoughts, memories, and experiences that are not immediately accessible but still influence behavior. These elements can affect how someone reacts without them realizing why.

Defense mechanisms are another key part of this framework. These are automatic processes that help individuals deal with stress or discomfort. Examples include repression, where thoughts are pushed out of awareness, and projection, where feelings are attributed to others.

Sublimation is a defense mechanism that redirects energy into productive activity. Instead of allowing frustration to cause negative behavior, it can be channeled into something beneficial, such as training or work.

Freud also emphasized the importance of early experiences in shaping personality. Events during early development can influence patterns that continue later in life. Even when those experiences are not clearly remembered, they can still affect behavior.

Although some aspects of Freud’s ideas are debated, the overall concept of underlying influences remains relevant. The theory encourages looking beyond surface-level behavior to understand deeper motivations.

II. Application to My Personality and Life
**II. Application to My Personality and Life**

Experiences in structured environments provide clear examples of how behavior develops over time. The military requires consistency, discipline, and control, especially when decisions must be made under pressure.

As a staff sergeant, responsibility extends beyond personal actions. Leadership involves guiding others and maintaining standards, even in difficult situations. This creates a need to manage internal reactions carefully.

Situations that involve stress often require focusing on tasks rather than emotions. This does not eliminate those emotions, but it does require controlling how they are expressed. Over time, this becomes a learned pattern.

Training in jiu-jitsu and judo reinforces similar principles. Success in these disciplines depends on maintaining composure and making calculated decisions. Acting on impulse usually leads to mistakes.

Repetition plays a major role in developing skill. Movements and responses become automatic through consistent practice. Eventually, reactions occur without needing to consciously think through each step.

This reflects how behavior can operate at a level that is not fully conscious. What begins as deliberate practice can turn into instinctive action over time.

Physical training also provides a way to manage stress. Instead of allowing frustration to build, it can be redirected into effort and improvement. This aligns with the idea of channeling energy into productive activity.

Observing others in similar environments highlights differences in how individuals respond. Some remain composed, while others struggle to adapt. These differences suggest that underlying patterns influence behavior.

Leadership responsibilities require recognizing these differences. Understanding how individuals respond helps in guiding them effectively and maintaining stability within a group.

Over time, expectations and discipline become internalized. What begins as external rules eventually becomes part of how decisions are made. This demonstrates how environment and experience shape personality.

Balancing personal reactions with responsibility is a constant process. It requires awareness, control, and consistency in behavior.

Applying Freud’s ideas to these experiences provides a framework for understanding how these patterns develop and why they continue over time.

III. Limitations of Freud’s Theory
**III. Limitations of Freud’s Theory**

While Freud’s theory offers useful insights, it does not explain all aspects of personality. One limitation is its emphasis on early development.

Experiences later in life clearly influence behavior as well. Training, leadership, and exposure to different environments contribute to growth and change.

Another concern involves the difficulty of testing certain concepts. The unconscious mind cannot be observed directly, which makes it challenging to measure scientifically.

Some critics argue that the theory focuses too much on internal conflict. While this explains certain behaviors, it does not fully address how individuals actively improve through effort and discipline.

Cultural and environmental factors also play a significant role in shaping behavior. Structured systems, such as military training, create patterns that go beyond early experiences.

The theory may not fully account for how individuals adapt over time. Growth often occurs through learning, practice, and exposure to new situations.

Despite these limitations, the theory remains valuable as a starting point for understanding personality. It encourages deeper analysis of behavior rather than relying only on surface observations.

Combining Freud’s ideas with other perspectives provides a more complete understanding of how personality develops.

Conclusion
**Conclusion**

Freud’s psychoanalytic theory provides a way to examine behavior by focusing on underlying influences. It highlights the role of unconscious processes and internal interaction between different parts of the mind.

Applying these ideas to real experiences demonstrates how discipline, repetition, and responsibility shape behavior. Patterns developed through training and leadership reflect both internal processes and external expectations.

Although the theory has limitations, it remains useful for understanding why individuals respond differently in similar situations.

Recognizing these patterns allows for greater awareness of behavior and decision-making. This awareness can lead to better control and more effective responses over time.

Overall, examining personality through this perspective provides insight into how experiences and internal processes work together to shape behavior.

References
**References**

Feist, J., Feist, G. J., & Roberts, T. (2018). Theories of personality (9th ed.). McGraw-Hill.

Freud, S. (1923). The ego and the id.

**## FINAL_TRUE_7PAGES.docx**

Freudian Psychoanalytic Theory and Personality Development

Bademba Diallo

American Military University

PSYC221: Personality Theory

Professor Shawn Haake

Date

Introduction
**Introduction**

Behavior does not just appear out of nowhere. The way someone reacts in a stressful moment, handles responsibility, or approaches a challenge usually connects to patterns that developed over time. Some of those patterns are obvious, but others are not as easy to recognize. That is where personality theory becomes useful, because it provides a way to examine those deeper influences.

One of the more influential approaches to understanding personality comes from Sigmund Freud. His psychoanalytic theory focuses on internal processes that are not always visible. Instead of assuming that people fully understand their own behavior, this perspective suggests that unconscious factors play a major role in shaping decisions and reactions.

This idea becomes more relevant in environments where control and discipline are required. Situations that involve pressure, responsibility, or competition often reveal how individuals truly respond. Looking at these reactions through the lens of Freud’s theory makes it easier to understand why certain patterns appear consistently.

Connecting theoretical ideas to real experiences provides a clearer understanding of personality. By examining leadership responsibilities and training in martial arts, it becomes possible to see how internal processes influence behavior over time.

This discussion explains the main concepts of Freud’s theory, applies those concepts to real-life experiences, and evaluates the strengths and limitations of this approach.

I. Description of Freud’s Psychoanalytic Theory
**I. Description of Freud’s Psychoanalytic Theory**

Freud’s psychoanalytic theory presents personality as a system made up of different interacting components. These components are known as the id, ego, and superego. Each part serves a specific role and contributes to how decisions are made and how behavior is expressed.

The id represents basic drives and instinctive desires. It operates without concern for consequences and seeks immediate satisfaction. This part of the mind is present from birth and continues to influence behavior throughout life.

In contrast, the ego works with an awareness of reality. It considers consequences and helps individuals make decisions that are practical and appropriate for the situation. The ego does not eliminate impulses, but it manages them in a controlled way.

The superego reflects internalized values and expectations. These standards develop over time through experiences, culture, and authority figures. The superego acts as a guide for behavior by influencing what is considered acceptable or unacceptable.

Behavior is often the result of interaction between these three components. When impulses, expectations, and reality do not align, internal tension can occur. This tension plays a role in shaping decisions and responses.

Another important aspect of Freud’s theory is the unconscious mind. This includes thoughts, memories, and experiences that are not immediately accessible but still influence behavior. These elements can affect how someone reacts without them realizing why.

Defense mechanisms are another key part of this framework. These are automatic processes that help individuals deal with stress or discomfort. Examples include repression, where thoughts are pushed out of awareness, and projection, where feelings are attributed to others.

Sublimation is a defense mechanism that redirects energy into productive activity. Instead of allowing frustration to cause negative behavior, it can be channeled into something beneficial, such as training or work.

Freud also emphasized the importance of early experiences in shaping personality. Events during early development can influence patterns that continue later in life. Even when those experiences are not clearly remembered, they can still affect behavior.

Although some aspects of Freud’s ideas are debated, the overall concept of underlying influences remains relevant. The theory encourages looking beyond surface-level behavior to understand deeper motivations.

II. Application to My Personality and Life
**II. Application to My Personality and Life**

Experiences in structured environments provide clear examples of how behavior develops over time. The military requires consistency, discipline, and control, especially when decisions must be made under pressure.

As a staff sergeant, responsibility extends beyond personal actions. Leadership involves guiding others and maintaining standards, even in difficult situations. This creates a need to manage internal reactions carefully.

Situations that involve stress often require focusing on tasks rather than emotions. This does not eliminate those emotions, but it does require controlling how they are expressed. Over time, this becomes a learned pattern.

Training in jiu-jitsu and judo reinforces similar principles. Success in these disciplines depends on maintaining composure and making calculated decisions. Acting on impulse usually leads to mistakes.

Repetition plays a major role in developing skill. Movements and responses become automatic through consistent practice. Eventually, reactions occur without needing to consciously think through each step.

This reflects how behavior can operate at a level that is not fully conscious. What begins as deliberate practice can turn into instinctive action over time.

Physical training also provides a way to manage stress. Instead of allowing frustration to build, it can be redirected into effort and improvement. This aligns with the idea of channeling energy into productive activity.

Observing others in similar environments highlights differences in how individuals respond. Some remain composed, while others struggle to adapt. These differences suggest that underlying patterns influence behavior.

Leadership responsibilities require recognizing these differences. Understanding how individuals respond helps in guiding them effectively and maintaining stability within a group.

Over time, expectations and discipline become internalized. What begins as external rules eventually becomes part of how decisions are made. This demonstrates how environment and experience shape personality.

Balancing personal reactions with responsibility is a constant process. It requires awareness, control, and consistency in behavior.

Applying Freud’s ideas to these experiences provides a framework for understanding how these patterns develop and why they continue over time.

III. Limitations of Freud’s Theory
**III. Limitations of Freud’s Theory**

While Freud’s theory offers useful insights, it does not explain all aspects of personality. One limitation is its emphasis on early development.

Experiences later in life clearly influence behavior as well. Training, leadership, and exposure to different environments contribute to growth and change.

Another concern involves the difficulty of testing certain concepts. The unconscious mind cannot be observed directly, which makes it challenging to measure scientifically.

Some critics argue that the theory focuses too much on internal conflict. While this explains certain behaviors, it does not fully address how individuals actively improve through effort and discipline.

Cultural and environmental factors also play a significant role in shaping behavior. Structured systems, such as military training, create patterns that go beyond early experiences.

The theory may not fully account for how individuals adapt over time. Growth often occurs through learning, practice, and exposure to new situations.

Despite these limitations, the theory remains valuable as a starting point for understanding personality. It encourages deeper analysis of behavior rather than relying only on surface observations.

Combining Freud’s ideas with other perspectives provides a more complete understanding of how personality develops.

Conclusion
**Conclusion**

Freud’s psychoanalytic theory provides a way to examine behavior by focusing on underlying influences. It highlights the role of unconscious processes and internal interaction between different parts of the mind.

Applying these ideas to real experiences demonstrates how discipline, repetition, and responsibility shape behavior. Patterns developed through training and leadership reflect both internal processes and external expectations.

Although the theory has limitations, it remains useful for understanding why individuals respond differently in similar situations.

Recognizing these patterns allows for greater awareness of behavior and decision-making. This awareness can lead to better control and more effective responses over time.

Overall, examining personality through this perspective provides insight into how experiences and internal processes work together to shape behavior.

References
**References**

Feist, J., Feist, G. J., & Roberts, T. (2018). Theories of personality (9th ed.). McGraw-Hill.

Freud, S. (1923). The ego and the id.

November 6, 2026
[Solved] topic 5 dq 1 peer

✓ Verified Academic Solution Available

Executive Solution Overview

apa style 300 words **files (1)** – ## Topic5ResptoJacquelineWindhamInst.docx **## Topic5ResptoJacquelineWindhamInst.docx** Jacqueline Windham Cognitive Behavioral Therapy (CBT) and behavioral therapy are closely related approaches, but CBT expands the focus in a way that often makes it more effecti…

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apa style

300 words

**files (1)**

– ## Topic5ResptoJacquelineWindhamInst.docx

**## Topic5ResptoJacquelineWindhamInst.docx**

Jacqueline Windham

Cognitive Behavioral Therapy (CBT) and behavioral therapy are closely related approaches, but CBT expands the focus in a way that often makes it more effective for complex client concerns. Behavioral therapy primarily targets observable behaviors and the environmental conditions that reinforce those behaviors. It can be very effective in shaping behavior change through reinforcement, exposure, and skills practice, but it does not directly address the thoughts that may be driving the behavior.

A major benefit of CBT is that it includes the cognitive component, meaning it works with the client’s thoughts, beliefs, and interpretations in addition to behavior. Many emotional and behavioral difficulties are influenced by automatic thoughts that happen quickly and are not always accurate. For example, in gambling behavior, a client may continue gambling due to distorted beliefs such as expecting a “big win” to fix financial problems or believing they can regain control after losses. CBT targets these thinking patterns through cognitive restructuring while also using behavioral strategies like self-monitoring and homework assignments to track triggers and actions (Murdock, 2025). Because both cognition and behavior are addressed together, clients are not only working on changing what they do but also on understanding why those behaviors keep occurring, which strengthens the impact of treatment.

CBT also supports long-term change by teaching clients how to recognize and challenge unhelpful thoughts independently, which helps them apply skills outside of therapy sessions and in real-life situations. This is important because behavioral therapy alone can successfully modify specific behaviors, but without addressing cognition, some clients may return to old patterns when facing similar stressors. The combination of cognitive and behavioral strategies allows CBT to be more adaptable across a wide range of mental health concerns, especially when problems involve both thinking patterns and learned behaviors.

Reference
Murdock, N. L. (2025). Theories of counseling and psychotherapy: A case approach (5th ed.). Pearson.

**## Topic5ResptoJacquelineWindhamInst.docx**

Jacqueline Windham

Cognitive Behavioral Therapy (CBT) and behavioral therapy are closely related approaches, but CBT expands the focus in a way that often makes it more effective for complex client concerns. Behavioral therapy primarily targets observable behaviors and the environmental conditions that reinforce those behaviors. It can be very effective in shaping behavior change through reinforcement, exposure, and skills practice, but it does not directly address the thoughts that may be driving the behavior.

A major benefit of CBT is that it includes the cognitive component, meaning it works with the client’s thoughts, beliefs, and interpretations in addition to behavior. Many emotional and behavioral difficulties are influenced by automatic thoughts that happen quickly and are not always accurate. For example, in gambling behavior, a client may continue gambling due to distorted beliefs such as expecting a “big win” to fix financial problems or believing they can regain control after losses. CBT targets these thinking patterns through cognitive restructuring while also using behavioral strategies like self-monitoring and homework assignments to track triggers and actions (Murdock, 2025). Because both cognition and behavior are addressed together, clients are not only working on changing what they do but also on understanding why those behaviors keep occurring, which strengthens the impact of treatment.

CBT also supports long-term change by teaching clients how to recognize and challenge unhelpful thoughts independently, which helps them apply skills outside of therapy sessions and in real-life situations. This is important because behavioral therapy alone can successfully modify specific behaviors, but without addressing cognition, some clients may return to old patterns when facing similar stressors. The combination of cognitive and behavioral strategies allows CBT to be more adaptable across a wide range of mental health concerns, especially when problems involve both thinking patterns and learned behaviors.

Reference
Murdock, N. L. (2025). Theories of counseling and psychotherapy: A case approach (5th ed.). Pearson.

November 6, 2026
[Solved] Bethuel Best

✓ Verified Academic Solution Available

Executive Solution Overview

Respond to Shayla and Jasmine while being respectful of and sensitive to their viewpoints. Consider advancing the discussion in the following ways: – Post an article, video, or visual to reinforce a peer's idea or challenge them to see their point from a different perspective. – Engage in conversati…

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Assignment Prompt & Instructions

Respond to Shayla and Jasmine while being respectful of and sensitive to their viewpoints. Consider advancing the discussion in the following ways:

– Post an article, video, or visual to reinforce a peer's idea or challenge them to see their point from a different perspective.
– Engage in conversation with your peers around the ethics of testing on vulnerable populations. Consider asking a question or sharing your personal experience.

Shayla post

In cognitive psychology, vulnerable populations include children, individuals with cognitive disabilities, elderly individuals, and people with conditions such as amnesia or Alzheimer’s disease. These groups are considered vulnerable because they may not fully understand what is happening during research, may have difficulty communicating, or may not be able to give informed consent on their own. Because of this, they often rely on caregivers or others to make decisions in their best interest (APA 2017).

One important precaution researchers can take is ensuring proper consent. If individuals are not able to give informed consent themselves, researchers must obtain consent from a caregiver or legal guardian. In addition, researchers should closely monitor participants, be aware of their support needs or triggers, and be prepared to stop the study if it causes distress or harm. These precautions help protect participants while still allowing research to move forward.

When considering the balance between helping people and collecting reliable data, the line should always prioritize safety. While research is important, it is not more important than the well-being of the individual. Taking the time to ensure that interventions are safe and appropriate is necessary, even if it slows down progress.

There are also dangers when researchers or the media make unsupported claims about products that claim to improve memory or attention. People may believe these claims and develop unrealistic expectations, which can lead to disappointment or even prevent them from using more effective coping strategies. This highlights the importance of ethical responsibility in both research and communication.

Overall, this topic connects directly to ethics, as researchers have a responsibility to protect vulnerable populations while conducting studies. Ethical practices ensure that individuals are treated with respect, care, and dignity throughout the research process.

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In cognitive psychology, vulnerable populations can be people with illnesses that cause cognitive impairment such as Alzheimer’s, people with psychiatric disorders or development disorders that cause significant cognitive diminishment, and children. People with illnesses such as Alzheimer’s are vulnerable due to their cognitive abilities being affected by the disease (Oruche, 2009). They may not fully understand informed consent or the risks and benefits of research which leaves them at risk of being exploited (Oruche, 2009). People with disorders that have significant cognitive diminishment may also not be able to make decisions based on their best interest and be at risk for exploitation or coercion (Oruche, 2009). Children do not yet have the life experience or capacity to understand informed consent or the risk and benefits of research in order to give consent either.

A precaution that psychological scientists can use when testing or applying a new protocol or technology that might help a vulnerable population would be to gain consent from a legally authorized representative or ascertain if there was advance informed consent given (Oruche, 2009). Advance informed consent would show that the patient gave consent before receiving a diagnosis, as in a case where they had a genetic marker for Alzheimer’s for example, or if they appointed a person to serve as their proxy during the study (Oruche, 2009).

Between the need to help people with cognitive impairments and the need to patiently accumulate reliable data, the line should be drawn when the principle of beneficence and non-maleficence can’t be upheld (Dunn et al., 2015). It should be noted that often the hope of accumulating reliable data is to use that data to help people with cognitive impairments. Studies and trials need to be conducted to find new treatments and cures. At the same time, patients now need to be treated well too. If the scientists can’t conduct the study without minimizing harm (minor side effects are different from major risks), then the line needs to be drawn.

The dangers of unsupported claims lie in how loyally they’re followed above proven treatments. Using a product that makes an unsupported versus a proven treatment can delay progress, increase symptoms, lead to complications, and in some cases, result in more problems. It’s not just wasting time but it’s also wasting the opportunity that could be spent actually investing in something that works. Taking a vitamin that claims it helps with weight loss may not seem too serious, but if it costs $50 a month, that money could be spent on a gym membership or more nutritious food. Or what if that vitamin has problematic ingredients?

Testing on vulnerable populations definitely connects to ethics. It’s clear that it is not ethical to test on populations that can’t give informed consent or can’t fully understand the risks and benefits of participating in the research. Testing on vulnerable populations requires extra steps and safeguards in order to ensure that it is ethical and safe for the population.

November 6, 2026
[Solved] Religous Counselling

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November 6, 2026
[Solved] HISTORY

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_PROMPT: A “mixed economy” describes a national economy that combines free-market capitalism with government intervention, such as regulations and subsidies. Citing at least three specific policies, explain whether this term is an apt one for the economy under Roosevelt during the New Deal_. INSTRUC…

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_PROMPT: A “mixed economy” describes a national economy that combines free-market capitalism with government intervention, such as regulations and subsidies. Citing at least three specific policies, explain whether this term is an apt one for the economy under Roosevelt during the New Deal_.

INSTRUCTIONS:

mini written 350 word response needed on this topic.

– Primary Source Citation: …end of sentence (Abraham Lincoln, "Second Inaugural Address").
– Textbook Citation: …end of sentence (16.1).

Prompt: _A “mixed economy” describes a national economy that combines free-market capitalism with government intervention, such as regulations and subsidies. Citing at least three specific policies, explain whether this term is an apt one for the economy under Roosevelt during the New Deal_.

BOOK WEBSITE: https://openstax.org/books/us-history/pages/preface

November 6, 2026