Tag: DSM-5 Diagnostic Criteria & Case Formulations

[Solved] WK 6 Discussion_ Selective Adaption

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Discuss how the psychophysical procedure of selective adaptation has been used to demonstrate the link between feature detectors and (a) the perception of orientation, and (b) the perception of size. Be sure to include a discussion of your understanding of the rationale behind selective adaptation e…

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Assignment Prompt & Instructions

Discuss how the psychophysical procedure of selective adaptation has been used to demonstrate the link between feature detectors and (a) the perception of orientation, and (b) the perception of size. Be sure to include a discussion of your understanding of the rationale behind selective adaptation experiments and how we can draw conclusions about physiology from the results of such a psychophysical procedure. Provide two examples for the class that support your conclusions.

For this discussion, please will [use this reading](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4742349/) link below and one outside scholarly web sources to answer this question completely

[https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4742349/](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4742349/)

November 6, 2026
[Solved] Systems of Psychotherapy

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Executive Solution Overview

I need help **files (1)** – ## SystemsofPsychotherapyPY570Essay.docx **## SystemsofPsychotherapyPY570Essay.docx** **PY 570 Weekly Paper Assignment** **1. Week 1 – Ethics Paper** a. What are some of the ethical tasks necessary with establishing a new therapeutic relationship? b. What information goe…

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Assignment Prompt & Instructions

I need help

**files (1)**

– ## SystemsofPsychotherapyPY570Essay.docx

**## SystemsofPsychotherapyPY570Essay.docx**

**PY 570 Weekly Paper Assignment**

**1. Week 1 – Ethics Paper**

a. What are some of the ethical tasks necessary with establishing a new therapeutic

relationship?

b. What information goes into an informed consent? What are the limitations of

confidentiality?

c. Define a dual relationship. How might a dual relationship cause damage?

**Preparation Instructions :**

1. Compose papers using Microsoft Word.

2. The paper should be formatted and typed using
**Times New Roman, 12-point font,**

**double-spaced, and one-inch margins (no exceptions).**

3. Papers must be
**2-3 pages** in length and MUST follow APA format. (Points will be

deducted for failure to adhere to APA guidelines.)

4. Each paper must reference a minimum of 1 source (published books, textbook, or peer

reviewed journal articles).

5. You will be allowed to reference a credible website.

**## SystemsofPsychotherapyPY570Essay.docx**

**PY 570 Weekly Paper Assignment**

**1. Week 1 – Ethics Paper**

a. What are some of the ethical tasks necessary with establishing a new therapeutic

relationship?

b. What information goes into an informed consent? What are the limitations of

confidentiality?

c. Define a dual relationship. How might a dual relationship cause damage?

**Preparation Instructions :**

1. Compose papers using Microsoft Word.

2. The paper should be formatted and typed using
**Times New Roman, 12-point font,**

**double-spaced, and one-inch margins (no exceptions).**

3. Papers must be
**2-3 pages** in length and MUST follow APA format. (Points will be

deducted for failure to adhere to APA guidelines.)

4. Each paper must reference a minimum of 1 source (published books, textbook, or peer

reviewed journal articles).

5. You will be allowed to reference a credible website.

November 6, 2026
[Solved] Assig-Reading Summary

✓ Verified Academic Solution Available

Executive Solution Overview

FOLLOW ALL UPLOADED for Instruction **files (6)** – ## APALogin.docx – ## VIDEOS.docx – ## ReadingSummaryAssignmentInstructions.docx – ## ReadingSummaryTemplate.docx – ## ReadingSummaryGradingRubric.pdf – Read-CreswellPothChapters12.pdf **## APALogin.docx** American Psychological Association. _Publi…

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Assignment Prompt & Instructions

FOLLOW ALL UPLOADED for Instruction

**files (6)**

– ## APALogin.docx

– ## VIDEOS.docx

– ## ReadingSummaryAssignmentInstructions.docx

– ## ReadingSummaryTemplate.docx

– ## ReadingSummaryGradingRubric.pdf

– Read-CreswellPothChapters12.pdf

**## APALogin.docx**

American Psychological Association.
_Publication manual of the American Psychological Association_ (Current ed.). To access this resource, visit the
[APA Style Manual](https://go.openathens.net/redirector/liberty.edu?url=https%3A%2F%2Fstylemanual.apa.org%2Fmanual%2F0).
**This book is provided in the course as an e-book.**

Login: abrahamdelacruz4480 @gmail.com Password: Ab#3114204480

**## VIDEOS.docx**

**VIDEOS**

[https://canvas.liberty.edu/courses/1035064/pages/watch-introduction-and-welcome-to-qualitative-methods-of-research?module_item_id=103967069](https://canvas.liberty.edu/courses/1035064/pages/watch-introduction-and-welcome-to-qualitative-methods-of-research?module_item_id=103967069)

["An Introduction to Qualitative Research Design" by Frederick Milacci and Gary Sibcy](https://digitalcommons.liberty.edu/gcre_podcasts/1/)

**## ReadingSummaryAssignmentInstructions.docx**

EDCO 747

**Reading Summary Assignment Instructions**

**Overview**

In Module 1, you have the opportunity to practice your APA writing and formatting skills through composing clear and concise chapter summaries for Chapters 1–2 of your Creswell & Poth text, and Chapter 4 of your APA text.

**Instructions**

Please follow the
**Reading Summary Template** to complete the summaries (making sure your summaries include the “
**Personal Connections” as per the Reading Summary Rubric**) based on the readings listed above.

· Be sure to utilize APA Professional standard

· This includes formatting for references and citations.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## ReadingSummaryTemplate.docx**

EDCO 747

**Reading Summary Template**

As you complete each summary, follow these steps:

Step 1: Read, highlight, and annotate the chapter.

Step 2: Write the rough draft of the summary by compiling all of your thoughts and important details from the reading.

Step 3: Walk away from your rough draft, then come back, read your summary aloud and edit.

Step 4: Compose your final draft, implementing your edits.

Step 5: Prepare summaries for submission by formatting them into 1 Word document.

Format your word document for submission as follows:

Title page (Name, Date, Assignment Title, Professor Name)

Creswell & Poth Chapter 1 Summary Heading

Written summary goes here.

Creswell & Poth Chapter 2 Summary Heading

Written summary goes here.

APA Chapter 4 Summary Heading

Written summary goes here.

Reference Page (on a new page)

Using current APA format, include all reading citations here.

**## ReadingSummaryGradingRubric.pdf**

Criteria Ratings Points

Topic
Sentences

10 to >9 pts

Advanced

Well-constructed,
clear, and concise
topic sentences are
present for each of
the three assigned
chapters.

9 to >8 pts

Proficient

Clear topic
sentences are
present for each of
the three assigned
chapters.

8 to >7 pts

Developing

Topic sentences
are not well
introduced or
stated for some or
all three of the
assigned chapters.

7 to >0 pts

Below Expectations

Topic sentences
are poorly
introduced and
vaguely stated for
some or all three of
the assigned
chapters.

0 pts

Not
Present

10 pts

Support 15 to >13 pts

Advanced

Thoroughly
supports reading
and summary
points of all three
chapters through
careful writing and
doctoral level
citation.

13 to >12 pts

Proficient

Adequately
supports reading
and summary
points of all three
chapters through
careful writing and
doctoral level
citation.

12 to >11 pts

Developing

Vaguely supports
reading and
summary points of
all three chapters
through careful
writing and doctoral
level citation.

11 to >0 pts

Below Expectations

Fails to support
reading and
summary points of
all three chapters
through careful
writing and doctoral
level citation.

0 pts

Not
Present

15 pts

Personal
Connections

10 to >9 pts

Advanced

Thoroughly
supports reading
and summary
points of all three
chapters with
personal
connections.

9 to >8 pts

Proficient

Adequately
supports reading
and summary
points of all three
chapters with
personal
connections.

8 to >7 pts

Developing

Vaguely supports
reading and
summary points of
all three chapters
with personal
connections.

7 to >0 pts

Below Expectations

Fails to support
reading and
summary points of
all three chapters
with personal
connections.

0 pts

Not
Present

10 pts

Reading Summary Grading Rubric | EDCO747_B01_202630

Criteria Ratings Points

Mechanics
&
Composition

5 to >4 pts

Advanced

Paper is free of
errors in spelling,
grammar, or
punctuation.
Doctoral-level
writing style of
coherent, cohesive,
effective sentence/
paragraph
structures, logical
progression, and
transitions present.

4 to >3 pts

Proficient

Few errors in
spelling, grammar,
or punctuation.
Doctoral-level
writing style
displaying basic
composition with
most of the
following elements:
coherent, cohesive,
effective sentence/
paragraph
structures, logical
progression, and
transitions present.

3 to >2 pts

Developing

A fair amount of
errors in spelling,
grammar, or
punctuation.
Writing includes
several errors in
multiple categories:
coherent, cohesive,
effective sentence/
paragraph
structures, logical
progression, and
transitions.

2 to >0 pts

Below Expectations

Pervasive errors in
spelling, grammar,
or punctuation.
Writing includes
pervasive errors in
multiple categories:
coherent, cohesive,
effective sentence/
paragraph
structures, logical
progression, and
transitions.

0 pts

Not
Present

5 pts

APA 10 to >9 pts

Advanced

Citations are
appropriately
implemented and
are formatted per
current APA.
Overall paper is
formatted per
current APA:
running head, page
numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

9 to >8 pts

Proficient

Minor errors
regarding
appropriate
implementation
and/or current APA
formatting of
citations. Few
errors in paper
format per current
APA: running head,
page numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

8 to >7 pts

Developing

A fair amount of
errors regarding
appropriate
implementation
and/or APA
formatting of
citations. Several
errors in paper
format per APA:
running head, page
numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

7 to >0 pts

Below Expectations

Pervasive errors
regarding
appropriate
implementation
and/or APA
formatting of
citations. Multiple
errors in paper
format per APA:
running head, page
numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

0 pts

Not
Present

10 pts

Total Points: 50

Reading Summary Grading Rubric | EDCO747_B01_202630

**Read-CreswellPothChapters12.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters12-pdf-10549563)

**Read-CreswellPothChapters12.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters12-pdf-10549563)

**## APALogin.docx**

American Psychological Association.
_Publication manual of the American Psychological Association_ (Current ed.). To access this resource, visit the
[APA Style Manual](https://go.openathens.net/redirector/liberty.edu?url=https%3A%2F%2Fstylemanual.apa.org%2Fmanual%2F0).
**This book is provided in the course as an e-book.**

Login: abrahamdelacruz4480 @gmail.com Password: Ab#3114204480

**## VIDEOS.docx**

**VIDEOS**

[https://canvas.liberty.edu/courses/1035064/pages/watch-introduction-and-welcome-to-qualitative-methods-of-research?module_item_id=103967069](https://canvas.liberty.edu/courses/1035064/pages/watch-introduction-and-welcome-to-qualitative-methods-of-research?module_item_id=103967069)

["An Introduction to Qualitative Research Design" by Frederick Milacci and Gary Sibcy](https://digitalcommons.liberty.edu/gcre_podcasts/1/)

**## ReadingSummaryAssignmentInstructions.docx**

EDCO 747

**Reading Summary Assignment Instructions**

**Overview**

In Module 1, you have the opportunity to practice your APA writing and formatting skills through composing clear and concise chapter summaries for Chapters 1–2 of your Creswell & Poth text, and Chapter 4 of your APA text.

**Instructions**

Please follow the
**Reading Summary Template** to complete the summaries (making sure your summaries include the “
**Personal Connections” as per the Reading Summary Rubric**) based on the readings listed above.

· Be sure to utilize APA Professional standard

· This includes formatting for references and citations.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## ReadingSummaryTemplate.docx**

EDCO 747

**Reading Summary Template**

As you complete each summary, follow these steps:

Step 1: Read, highlight, and annotate the chapter.

Step 2: Write the rough draft of the summary by compiling all of your thoughts and important details from the reading.

Step 3: Walk away from your rough draft, then come back, read your summary aloud and edit.

Step 4: Compose your final draft, implementing your edits.

Step 5: Prepare summaries for submission by formatting them into 1 Word document.

Format your word document for submission as follows:

Title page (Name, Date, Assignment Title, Professor Name)

Creswell & Poth Chapter 1 Summary Heading

Written summary goes here.

Creswell & Poth Chapter 2 Summary Heading

Written summary goes here.

APA Chapter 4 Summary Heading

Written summary goes here.

Reference Page (on a new page)

Using current APA format, include all reading citations here.

**## ReadingSummaryGradingRubric.pdf**

Criteria Ratings Points

Topic
Sentences

10 to >9 pts

Advanced

Well-constructed,
clear, and concise
topic sentences are
present for each of
the three assigned
chapters.

9 to >8 pts

Proficient

Clear topic
sentences are
present for each of
the three assigned
chapters.

8 to >7 pts

Developing

Topic sentences
are not well
introduced or
stated for some or
all three of the
assigned chapters.

7 to >0 pts

Below Expectations

Topic sentences
are poorly
introduced and
vaguely stated for
some or all three of
the assigned
chapters.

0 pts

Not
Present

10 pts

Support 15 to >13 pts

Advanced

Thoroughly
supports reading
and summary
points of all three
chapters through
careful writing and
doctoral level
citation.

13 to >12 pts

Proficient

Adequately
supports reading
and summary
points of all three
chapters through
careful writing and
doctoral level
citation.

12 to >11 pts

Developing

Vaguely supports
reading and
summary points of
all three chapters
through careful
writing and doctoral
level citation.

11 to >0 pts

Below Expectations

Fails to support
reading and
summary points of
all three chapters
through careful
writing and doctoral
level citation.

0 pts

Not
Present

15 pts

Personal
Connections

10 to >9 pts

Advanced

Thoroughly
supports reading
and summary
points of all three
chapters with
personal
connections.

9 to >8 pts

Proficient

Adequately
supports reading
and summary
points of all three
chapters with
personal
connections.

8 to >7 pts

Developing

Vaguely supports
reading and
summary points of
all three chapters
with personal
connections.

7 to >0 pts

Below Expectations

Fails to support
reading and
summary points of
all three chapters
with personal
connections.

0 pts

Not
Present

10 pts

Reading Summary Grading Rubric | EDCO747_B01_202630

Criteria Ratings Points

Mechanics
&
Composition

5 to >4 pts

Advanced

Paper is free of
errors in spelling,
grammar, or
punctuation.
Doctoral-level
writing style of
coherent, cohesive,
effective sentence/
paragraph
structures, logical
progression, and
transitions present.

4 to >3 pts

Proficient

Few errors in
spelling, grammar,
or punctuation.
Doctoral-level
writing style
displaying basic
composition with
most of the
following elements:
coherent, cohesive,
effective sentence/
paragraph
structures, logical
progression, and
transitions present.

3 to >2 pts

Developing

A fair amount of
errors in spelling,
grammar, or
punctuation.
Writing includes
several errors in
multiple categories:
coherent, cohesive,
effective sentence/
paragraph
structures, logical
progression, and
transitions.

2 to >0 pts

Below Expectations

Pervasive errors in
spelling, grammar,
or punctuation.
Writing includes
pervasive errors in
multiple categories:
coherent, cohesive,
effective sentence/
paragraph
structures, logical
progression, and
transitions.

0 pts

Not
Present

5 pts

APA 10 to >9 pts

Advanced

Citations are
appropriately
implemented and
are formatted per
current APA.
Overall paper is
formatted per
current APA:
running head, page
numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

9 to >8 pts

Proficient

Minor errors
regarding
appropriate
implementation
and/or current APA
formatting of
citations. Few
errors in paper
format per current
APA: running head,
page numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

8 to >7 pts

Developing

A fair amount of
errors regarding
appropriate
implementation
and/or APA
formatting of
citations. Several
errors in paper
format per APA:
running head, page
numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

7 to >0 pts

Below Expectations

Pervasive errors
regarding
appropriate
implementation
and/or APA
formatting of
citations. Multiple
errors in paper
format per APA:
running head, page
numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

0 pts

Not
Present

10 pts

Total Points: 50

Reading Summary Grading Rubric | EDCO747_B01_202630

**Read-CreswellPothChapters12.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters12-pdf-10549563)

**## APALogin.docx**

American Psychological Association.
_Publication manual of the American Psychological Association_ (Current ed.). To access this resource, visit the
[APA Style Manual](https://go.openathens.net/redirector/liberty.edu?url=https%3A%2F%2Fstylemanual.apa.org%2Fmanual%2F0).
**This book is provided in the course as an e-book.**

Login: abrahamdelacruz4480 @gmail.com Password: Ab#3114204480

**## VIDEOS.docx**

**VIDEOS**

[https://canvas.liberty.edu/courses/1035064/pages/watch-introduction-and-welcome-to-qualitative-methods-of-research?module_item_id=103967069](https://canvas.liberty.edu/courses/1035064/pages/watch-introduction-and-welcome-to-qualitative-methods-of-research?module_item_id=103967069)

["An Introduction to Qualitative Research Design" by Frederick Milacci and Gary Sibcy](https://digitalcommons.liberty.edu/gcre_podcasts/1/)

**## ReadingSummaryAssignmentInstructions.docx**

EDCO 747

**Reading Summary Assignment Instructions**

**Overview**

In Module 1, you have the opportunity to practice your APA writing and formatting skills through composing clear and concise chapter summaries for Chapters 1–2 of your Creswell & Poth text, and Chapter 4 of your APA text.

**Instructions**

Please follow the
**Reading Summary Template** to complete the summaries (making sure your summaries include the “
**Personal Connections” as per the Reading Summary Rubric**) based on the readings listed above.

· Be sure to utilize APA Professional standard

· This includes formatting for references and citations.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## ReadingSummaryTemplate.docx**

EDCO 747

**Reading Summary Template**

As you complete each summary, follow these steps:

Step 1: Read, highlight, and annotate the chapter.

Step 2: Write the rough draft of the summary by compiling all of your thoughts and important details from the reading.

Step 3: Walk away from your rough draft, then come back, read your summary aloud and edit.

Step 4: Compose your final draft, implementing your edits.

Step 5: Prepare summaries for submission by formatting them into 1 Word document.

Format your word document for submission as follows:

Title page (Name, Date, Assignment Title, Professor Name)

Creswell & Poth Chapter 1 Summary Heading

Written summary goes here.

Creswell & Poth Chapter 2 Summary Heading

Written summary goes here.

APA Chapter 4 Summary Heading

Written summary goes here.

Reference Page (on a new page)

Using current APA format, include all reading citations here.

**## ReadingSummaryGradingRubric.pdf**

Criteria Ratings Points

Topic
Sentences

10 to >9 pts

Advanced

Well-constructed,
clear, and concise
topic sentences are
present for each of
the three assigned
chapters.

9 to >8 pts

Proficient

Clear topic
sentences are
present for each of
the three assigned
chapters.

8 to >7 pts

Developing

Topic sentences
are not well
introduced or
stated for some or
all three of the
assigned chapters.

7 to >0 pts

Below Expectations

Topic sentences
are poorly
introduced and
vaguely stated for
some or all three of
the assigned
chapters.

0 pts

Not
Present

10 pts

Support 15 to >13 pts

Advanced

Thoroughly
supports reading
and summary
points of all three
chapters through
careful writing and
doctoral level
citation.

13 to >12 pts

Proficient

Adequately
supports reading
and summary
points of all three
chapters through
careful writing and
doctoral level
citation.

12 to >11 pts

Developing

Vaguely supports
reading and
summary points of
all three chapters
through careful
writing and doctoral
level citation.

11 to >0 pts

Below Expectations

Fails to support
reading and
summary points of
all three chapters
through careful
writing and doctoral
level citation.

0 pts

Not
Present

15 pts

Personal
Connections

10 to >9 pts

Advanced

Thoroughly
supports reading
and summary
points of all three
chapters with
personal
connections.

9 to >8 pts

Proficient

Adequately
supports reading
and summary
points of all three
chapters with
personal
connections.

8 to >7 pts

Developing

Vaguely supports
reading and
summary points of
all three chapters
with personal
connections.

7 to >0 pts

Below Expectations

Fails to support
reading and
summary points of
all three chapters
with personal
connections.

0 pts

Not
Present

10 pts

Reading Summary Grading Rubric | EDCO747_B01_202630

Criteria Ratings Points

Mechanics
&
Composition

5 to >4 pts

Advanced

Paper is free of
errors in spelling,
grammar, or
punctuation.
Doctoral-level
writing style of
coherent, cohesive,
effective sentence/
paragraph
structures, logical
progression, and
transitions present.

4 to >3 pts

Proficient

Few errors in
spelling, grammar,
or punctuation.
Doctoral-level
writing style
displaying basic
composition with
most of the
following elements:
coherent, cohesive,
effective sentence/
paragraph
structures, logical
progression, and
transitions present.

3 to >2 pts

Developing

A fair amount of
errors in spelling,
grammar, or
punctuation.
Writing includes
several errors in
multiple categories:
coherent, cohesive,
effective sentence/
paragraph
structures, logical
progression, and
transitions.

2 to >0 pts

Below Expectations

Pervasive errors in
spelling, grammar,
or punctuation.
Writing includes
pervasive errors in
multiple categories:
coherent, cohesive,
effective sentence/
paragraph
structures, logical
progression, and
transitions.

0 pts

Not
Present

5 pts

APA 10 to >9 pts

Advanced

Citations are
appropriately
implemented and
are formatted per
current APA.
Overall paper is
formatted per
current APA:
running head, page
numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

9 to >8 pts

Proficient

Minor errors
regarding
appropriate
implementation
and/or current APA
formatting of
citations. Few
errors in paper
format per current
APA: running head,
page numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

8 to >7 pts

Developing

A fair amount of
errors regarding
appropriate
implementation
and/or APA
formatting of
citations. Several
errors in paper
format per APA:
running head, page
numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

7 to >0 pts

Below Expectations

Pervasive errors
regarding
appropriate
implementation
and/or APA
formatting of
citations. Multiple
errors in paper
format per APA:
running head, page
numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

0 pts

Not
Present

10 pts

Total Points: 50

Reading Summary Grading Rubric | EDCO747_B01_202630

**Read-CreswellPothChapters12.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters12-pdf-10549563)

November 6, 2026
[Solved] Week One

✓ Verified Academic Solution Available

Executive Solution Overview

See instructions **files (1)** – ## WeekOne.docx **## WeekOne.docx** Health Psychology is one of the fastest growing fields in the disciplines of psychology and counseling. It is a unique blend of medical and psychological principles with the common goal of helping the individual reach their greates…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

See instructions

**files (1)**

– ## WeekOne.docx

**## WeekOne.docx**

Health Psychology is one of the fastest growing fields in the disciplines of psychology and counseling. It is a unique blend of medical and psychological principles with the common goal of helping the individual reach their greatest perception of health and wellness. Common career paths for the health psychologist include clinical practice, research, and pioneering public policy.

This week you should research the topic
**Challenges to Health and Wellness**.

Combine your research from the textbook listed below and at least 2 scholarly sources into a single, cohesive research paper.

Remember that papers should follow the guidelines established by the
**APA** Publication Manuel, 7th Edition.

Paper should be 3 pages long

12 font

Times New Roman

Stanton, A. L. (2020).
_Health Psychology: 2025 Release_. McGraw-Hill Higher Education (US).
[https://reader.yuzu.com/books/9781260834338](https://reader.yuzu.com/books/9781260834338)

**## WeekOne.docx**

Health Psychology is one of the fastest growing fields in the disciplines of psychology and counseling. It is a unique blend of medical and psychological principles with the common goal of helping the individual reach their greatest perception of health and wellness. Common career paths for the health psychologist include clinical practice, research, and pioneering public policy.

This week you should research the topic
**Challenges to Health and Wellness**.

Combine your research from the textbook listed below and at least 2 scholarly sources into a single, cohesive research paper.

Remember that papers should follow the guidelines established by the
**APA** Publication Manuel, 7th Edition.

Paper should be 3 pages long

12 font

Times New Roman

Stanton, A. L. (2020).
_Health Psychology: 2025 Release_. McGraw-Hill Higher Education (US).
[https://reader.yuzu.com/books/9781260834338](https://reader.yuzu.com/books/9781260834338)

November 6, 2026
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attached **files (6)** – ## DOC.docx – ## Reflexionpaper1.docx – ## rubric.docx – ## APA.docx – ## SAMPLEREFLECTIONPAPER.pdf – Ethics-Code-for-Behavior-Analysts-240830-a1.pdf **## DOC.docx** [https://www.bacb.com/supervision-and-training/](https://www.bacb.com/supervision-and-training/) [https://www…

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Assignment Prompt & Instructions

attached

**files (6)**

– ## DOC.docx

– ## Reflexionpaper1.docx

– ## rubric.docx

– ## APA.docx

– ## SAMPLEREFLECTIONPAPER.pdf

– Ethics-Code-for-Behavior-Analysts-240830-a1.pdf

**## DOC.docx**

[https://www.bacb.com/supervision-and-training/](https://www.bacb.com/supervision-and-training/)

[https://www.bacb.com/upcoming-changes/](https://www.bacb.com/upcoming-changes/)

**## Reflexionpaper1.docx**

Imagine you have just received your certification and are taking on your first trainee within your organization who is working towards certification. Based on the BACB® guidelines and the Ethics code, and this week's lecture, create a task analysis that you will follow to set up the supervisory relationship prior to your first supervision meeting with this trainee. What things must be in place before you begin? Are there any conditions under which will you not proceed with the supervisory relationship?

_Remember to review the Reflection Paper rubric and instructions for reviewing a peer's submission in the Important Course Information module._

_Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions._

**## rubric.docx**

Reflection Paper Rubric

**Final Reflection Paper Rubric (30 points)**

Reflection papers consist of brief responses to a prompt related to the information shared in each week’s module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:

| | | | |
| — | — | — | — |
| Scoring Domains |
| **Category** | **5 points** | **3 points** | **0 points** |
| **Reflection Length* *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. | Reflection paper content was between 100-149 words. | Reflection paper content was less than 99 words. |
| **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. | Reflection paper contained 3-4 grammar, usage, or spelling errors. | Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. |
| **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. | The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference. | The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. |
| **Addressing the Prompt** | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. |
| **Application** | The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic. | The author’s post refers to the assigned topic/reading tangentially but does not demonstrate application. | The author’s post does not demonstrate application of the week’s assigned topic/reading. |
| **Originality** | The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence. | The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected. | The author’s response is heavily verbatim or typical output of artificial intelligence. |

Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.

**## APA.docx**

APA resources

Please use these resources to support your use of APA formatting in your reflection papers:

**Example Student Paper in APA7**

[APA7 Sample Student Paper.pdf](https://uwf.instructure.com/courses/69449/files/17143400?wrap=1) [Download APA7 Sample Student Paper.pdf](https://uwf.instructure.com/courses/69449/files/17143400/download?download_frd=1)

**Basic information on APA 7th edition**

[https://apastyle.apa.org/Links to an external site.](https://apastyle.apa.org/)

**Font and Size**

[https://apastyle.apa.org/style-grammar-guidelines/paper-format/fontLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/paper-format/font)

**Title page set up**

[https://apastyle.apa.org/style-grammar-guidelines/paper-format/title-pageLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/paper-format/title-page)

**In-text citation**

[https://apastyle.apa.org/style-grammar-guidelines/citationsLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations)

· Author-date citations

[https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/author-dateLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/author-date)

· Parenthetical v. narrative in-text citation

[https://apastyle.apa.org/style-grammar-guidelines/citationsLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations)

· Citing multiple works

[https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/multiple-worksLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/multiple-works)

· Using et al.

[https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/same-year-first-authorLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/same-year-first-author)

· Citing same author name and date

[https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/same-year-authorLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/same-year-author)

**Reference page set up**

[https://apastyle.apa.org/style-grammar-guidelines/paper-format/reference-listLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/paper-format/reference-list)

· Book reference

[https://apastyle.apa.org/style-grammar-guidelines/references/examples/book-referencesLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/references/examples/book-references)

· Journal reference

[https://apastyle.apa.org/style-grammar-guidelines/references/examples/journal-article-referencesLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/references/examples/journal-article-references)

· Webpage reference

[https://apastyle.apa.org/style-grammar-guidelines/references/examples/webpage-website-referencesLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/references/examples/webpage-website-references)

· Personal communication

[https://apastyle.apa.org/style-grammar-guidelines/citations/personal-communicationsLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations/personal-communications)

**Leveled headings**

[https://apastyle.apa.org/style-grammar-guidelines/paper-format/headingsLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/paper-format/headings)

**Figure set up**

[https://apastyle.apa.org/style-grammar-guidelines/tables-figures/figuresLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/tables-figures/figures)

**Table set up**

[https://apastyle.apa.org/style-grammar-guidelines/tables-figures/tablesLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/tables-figures/tables)

**Appendices set up**

[https://apastyle.apa.org/style-grammar-guidelines/paper-format/appendicesLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/paper-format/appendices)

**Paper version of APA (7th) manual**

American Psychological Association (2020).
_Publication manual of the American Psychological                 Association_(7th ed.). American Psychological Association

**## SAMPLEREFLECTIONPAPER.pdf**

This is a generic example of the weekly reflection papers to provide a sample of format, APA
citation, and synthesis of rubric requirements with the weekly prompt.

In this example, the class reading was our text (Reid et al., 2025).

The outside scholarly source provided was Fraidlin et al. (2023).

The prompt was: Reflect on your journey with supervision and share key experiences that
have shaped your perspective on the importance of effective supervisory practices.

Week 12 Discussion Paper (Example)

Michelle L. Klosinski

Center for Behavior Analysis, University of West Florida

EDF 6224: Supervision and Management Fluency

Dr. Ammon

2/9/26

Week 12 Discussion Paper (Example)

The number of certified professionals in the field of Applied Behavior Analysis (ABA)

is growing at proliferating rates (BACB, n.d.). While this suggests more people in need can

receive ABA services, I believe an emphasis should be placed on ensuring quality of care

remains intact during this seemingly steady period of growth. As mentioned by LeBlanc and

Luiselli (2016) this can start with effective supervisory practices.

As I reflect on my professional career, I can’t help but wonder how my supervision

has impacted quality outcomes. When I first became a Board Certified Behavior Analyst®

(BCBA®) I felt pressured to supervise others immediately upon certification, despite the

fact I was still relatively new to the field myself. I often found myself ruminating on

decisions made and questioning the impact my choices had on those being served. Shortly

after taking on supervisory responsibilities, I decided to temporarily step away from the

supervisor role and further refine my supervisory skill sets.

Although the requirements for consulting supervisors (BACB, 2018) were not in

place at that time, I was fortunate enough to find a strong mentor. This was not the case for

several of my colleagues; nor was the abundance of information on evidence-based

supervision, such as the protocol offered by Reid et al. (2020). Now, a simple online search

will yield several articles for effective supervisory practices, including those focused on the

newly certified BCBA® (e.g., Fraidlin et al., 2022).

My early experiences with supervision were challenging; however, I believe this is

what sparked my passion for it today. While I remain skeptical that our field can keep up

with the demand for service without jeopardizing quality of care, it is exciting for me to see

that not only is there an increase in ABA professionals, but also an increase in support for

supervisors. It gives me hope and motivates me to continue advocating for effective

supervision in ABA.

References

Behavior Analyst Certification Board. (n.d). BACB certificant data. Retrieved from

https://www.bacb.com/BACB-certificant-data.

Behavior Analyst Certification Board. (2018). Consultation requirements and documentation.

Retrieved from https://www.bacb.com/wp-content/uploads/2020/11/Consultation

Supervisor-Requirements-and-Documentation_240208-a.pdf

Fraidlin, A., McElroy, A., Moses, K. A., Jenssen, K., & Van Stratton, J. E. (2023). Designing a

successful supervision journey: Recommendations and resources for new BCBA

supervisors. Behavior Analysis in Practice, 16(2), 374-387.

https://doi.org/10.1007/s40617-022-00728-2

LeBlanc, L. A., & Luiselli, J. K. (2016). Refining supervisory practices in the field of behavior

analysis: Introduction to the special section on supervision. Behavior Analysis in

Practice, 9(4), 271-273. https://doi.org/10.1007/s40617-016-0156-6

Reid, D.H., Parsons, M.B., & Green, C.W., (2025). The supervisor’s guidebook: Evidence-based

strategies for promoting work quality and enjoyment among human service staff (3rd ed).

Charles C. Thomas Pub Ltd.

[https://www.bacb.com/BACB-certificant-data](https://www.bacb.com/BACB-certificant-data)

[https://www.bacb.com/wp-content/uploads/2020/11/Consultation%09Supervisor-Requirements-and-Documentation_240208-a.pdf](https://www.bacb.com/wp-content/uploads/2020/11/Consultation%09Supervisor-Requirements-and-Documentation_240208-a.pdf)

[https://www.bacb.com/wp-content/uploads/2020/11/Consultation%09Supervisor-Requirements-and-Documentation_240208-a.pdf](https://www.bacb.com/wp-content/uploads/2020/11/Consultation%09Supervisor-Requirements-and-Documentation_240208-a.pdf)

[https://doi.org/10.1007/s40617-022-00728-2](https://doi.org/10.1007/s40617-022-00728-2)

[https://doi.org/10.1007/s40617-016-0156-6](https://doi.org/10.1007/s40617-016-0156-6)

**Ethics-Code-for-Behavior-Analysts-240830-a1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethics-code-for-behavior-analysts-240830-a1-pdf-10549689)

**Ethics-Code-for-Behavior-Analysts-240830-a1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethics-code-for-behavior-analysts-240830-a1-pdf-10549689)

**## DOC.docx**

[https://www.bacb.com/supervision-and-training/](https://www.bacb.com/supervision-and-training/)

[https://www.bacb.com/upcoming-changes/](https://www.bacb.com/upcoming-changes/)

**## Reflexionpaper1.docx**

Imagine you have just received your certification and are taking on your first trainee within your organization who is working towards certification. Based on the BACB® guidelines and the Ethics code, and this week's lecture, create a task analysis that you will follow to set up the supervisory relationship prior to your first supervision meeting with this trainee. What things must be in place before you begin? Are there any conditions under which will you not proceed with the supervisory relationship?

_Remember to review the Reflection Paper rubric and instructions for reviewing a peer's submission in the Important Course Information module._

_Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions._

**## rubric.docx**

Reflection Paper Rubric

**Final Reflection Paper Rubric (30 points)**

Reflection papers consist of brief responses to a prompt related to the information shared in each week’s module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:

| | | | |
| — | — | — | — |
| Scoring Domains |
| **Category** | **5 points** | **3 points** | **0 points** |
| **Reflection Length* *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. | Reflection paper content was between 100-149 words. | Reflection paper content was less than 99 words. |
| **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. | Reflection paper contained 3-4 grammar, usage, or spelling errors. | Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. |
| **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. | The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference. | The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. |
| **Addressing the Prompt** | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. |
| **Application** | The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic. | The author’s post refers to the assigned topic/reading tangentially but does not demonstrate application. | The author’s post does not demonstrate application of the week’s assigned topic/reading. |
| **Originality** | The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence. | The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected. | The author’s response is heavily verbatim or typical output of artificial intelligence. |

Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.

**## APA.docx**

APA resources

Please use these resources to support your use of APA formatting in your reflection papers:

**Example Student Paper in APA7**

[APA7 Sample Student Paper.pdf](https://uwf.instructure.com/courses/69449/files/17143400?wrap=1) [Download APA7 Sample Student Paper.pdf](https://uwf.instructure.com/courses/69449/files/17143400/download?download_frd=1)

**Basic information on APA 7th edition**

[https://apastyle.apa.org/Links to an external site.](https://apastyle.apa.org/)

**Font and Size**

[https://apastyle.apa.org/style-grammar-guidelines/paper-format/fontLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/paper-format/font)

**Title page set up**

[https://apastyle.apa.org/style-grammar-guidelines/paper-format/title-pageLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/paper-format/title-page)

**In-text citation**

[https://apastyle.apa.org/style-grammar-guidelines/citationsLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations)

· Author-date citations

[https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/author-dateLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/author-date)

· Parenthetical v. narrative in-text citation

[https://apastyle.apa.org/style-grammar-guidelines/citationsLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations)

· Citing multiple works

[https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/multiple-worksLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/multiple-works)

· Using et al.

[https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/same-year-first-authorLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/same-year-first-author)

· Citing same author name and date

[https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/same-year-authorLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/same-year-author)

**Reference page set up**

[https://apastyle.apa.org/style-grammar-guidelines/paper-format/reference-listLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/paper-format/reference-list)

· Book reference

[https://apastyle.apa.org/style-grammar-guidelines/references/examples/book-referencesLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/references/examples/book-references)

· Journal reference

[https://apastyle.apa.org/style-grammar-guidelines/references/examples/journal-article-referencesLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/references/examples/journal-article-references)

· Webpage reference

[https://apastyle.apa.org/style-grammar-guidelines/references/examples/webpage-website-referencesLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/references/examples/webpage-website-references)

· Personal communication

[https://apastyle.apa.org/style-grammar-guidelines/citations/personal-communicationsLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations/personal-communications)

**Leveled headings**

[https://apastyle.apa.org/style-grammar-guidelines/paper-format/headingsLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/paper-format/headings)

**Figure set up**

[https://apastyle.apa.org/style-grammar-guidelines/tables-figures/figuresLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/tables-figures/figures)

**Table set up**

[https://apastyle.apa.org/style-grammar-guidelines/tables-figures/tablesLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/tables-figures/tables)

**Appendices set up**

[https://apastyle.apa.org/style-grammar-guidelines/paper-format/appendicesLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/paper-format/appendices)

**Paper version of APA (7th) manual**

American Psychological Association (2020).
_Publication manual of the American Psychological                 Association_(7th ed.). American Psychological Association

**## SAMPLEREFLECTIONPAPER.pdf**

This is a generic example of the weekly reflection papers to provide a sample of format, APA
citation, and synthesis of rubric requirements with the weekly prompt.

In this example, the class reading was our text (Reid et al., 2025).

The outside scholarly source provided was Fraidlin et al. (2023).

The prompt was: Reflect on your journey with supervision and share key experiences that
have shaped your perspective on the importance of effective supervisory practices.

Week 12 Discussion Paper (Example)

Michelle L. Klosinski

Center for Behavior Analysis, University of West Florida

EDF 6224: Supervision and Management Fluency

Dr. Ammon

2/9/26

Week 12 Discussion Paper (Example)

The number of certified professionals in the field of Applied Behavior Analysis (ABA)

is growing at proliferating rates (BACB, n.d.). While this suggests more people in need can

receive ABA services, I believe an emphasis should be placed on ensuring quality of care

remains intact during this seemingly steady period of growth. As mentioned by LeBlanc and

Luiselli (2016) this can start with effective supervisory practices.

As I reflect on my professional career, I can’t help but wonder how my supervision

has impacted quality outcomes. When I first became a Board Certified Behavior Analyst®

(BCBA®) I felt pressured to supervise others immediately upon certification, despite the

fact I was still relatively new to the field myself. I often found myself ruminating on

decisions made and questioning the impact my choices had on those being served. Shortly

after taking on supervisory responsibilities, I decided to temporarily step away from the

supervisor role and further refine my supervisory skill sets.

Although the requirements for consulting supervisors (BACB, 2018) were not in

place at that time, I was fortunate enough to find a strong mentor. This was not the case for

several of my colleagues; nor was the abundance of information on evidence-based

supervision, such as the protocol offered by Reid et al. (2020). Now, a simple online search

will yield several articles for effective supervisory practices, including those focused on the

newly certified BCBA® (e.g., Fraidlin et al., 2022).

My early experiences with supervision were challenging; however, I believe this is

what sparked my passion for it today. While I remain skeptical that our field can keep up

with the demand for service without jeopardizing quality of care, it is exciting for me to see

that not only is there an increase in ABA professionals, but also an increase in support for

supervisors. It gives me hope and motivates me to continue advocating for effective

supervision in ABA.

References

Behavior Analyst Certification Board. (n.d). BACB certificant data. Retrieved from

https://www.bacb.com/BACB-certificant-data.

Behavior Analyst Certification Board. (2018). Consultation requirements and documentation.

Retrieved from https://www.bacb.com/wp-content/uploads/2020/11/Consultation

Supervisor-Requirements-and-Documentation_240208-a.pdf

Fraidlin, A., McElroy, A., Moses, K. A., Jenssen, K., & Van Stratton, J. E. (2023). Designing a

successful supervision journey: Recommendations and resources for new BCBA

supervisors. Behavior Analysis in Practice, 16(2), 374-387.

https://doi.org/10.1007/s40617-022-00728-2

LeBlanc, L. A., & Luiselli, J. K. (2016). Refining supervisory practices in the field of behavior

analysis: Introduction to the special section on supervision. Behavior Analysis in

Practice, 9(4), 271-273. https://doi.org/10.1007/s40617-016-0156-6

Reid, D.H., Parsons, M.B., & Green, C.W., (2025). The supervisor’s guidebook: Evidence-based

strategies for promoting work quality and enjoyment among human service staff (3rd ed).

Charles C. Thomas Pub Ltd.

[https://www.bacb.com/BACB-certificant-data](https://www.bacb.com/BACB-certificant-data)

[https://www.bacb.com/wp-content/uploads/2020/11/Consultation%09Supervisor-Requirements-and-Documentation_240208-a.pdf](https://www.bacb.com/wp-content/uploads/2020/11/Consultation%09Supervisor-Requirements-and-Documentation_240208-a.pdf)

[https://www.bacb.com/wp-content/uploads/2020/11/Consultation%09Supervisor-Requirements-and-Documentation_240208-a.pdf](https://www.bacb.com/wp-content/uploads/2020/11/Consultation%09Supervisor-Requirements-and-Documentation_240208-a.pdf)

[https://doi.org/10.1007/s40617-022-00728-2](https://doi.org/10.1007/s40617-022-00728-2)

[https://doi.org/10.1007/s40617-016-0156-6](https://doi.org/10.1007/s40617-016-0156-6)

**Ethics-Code-for-Behavior-Analysts-240830-a1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethics-code-for-behavior-analysts-240830-a1-pdf-10549689)

**## DOC.docx**

[https://www.bacb.com/supervision-and-training/](https://www.bacb.com/supervision-and-training/)

[https://www.bacb.com/upcoming-changes/](https://www.bacb.com/upcoming-changes/)

**## Reflexionpaper1.docx**

Imagine you have just received your certification and are taking on your first trainee within your organization who is working towards certification. Based on the BACB® guidelines and the Ethics code, and this week's lecture, create a task analysis that you will follow to set up the supervisory relationship prior to your first supervision meeting with this trainee. What things must be in place before you begin? Are there any conditions under which will you not proceed with the supervisory relationship?

_Remember to review the Reflection Paper rubric and instructions for reviewing a peer's submission in the Important Course Information module._

_Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions._

**## rubric.docx**

Reflection Paper Rubric

**Final Reflection Paper Rubric (30 points)**

Reflection papers consist of brief responses to a prompt related to the information shared in each week’s module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:

| | | | |
| — | — | — | — |
| Scoring Domains |
| **Category** | **5 points** | **3 points** | **0 points** |
| **Reflection Length* *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. | Reflection paper content was between 100-149 words. | Reflection paper content was less than 99 words. |
| **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. | Reflection paper contained 3-4 grammar, usage, or spelling errors. | Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. |
| **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. | The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference. | The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. |
| **Addressing the Prompt** | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. |
| **Application** | The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic. | The author’s post refers to the assigned topic/reading tangentially but does not demonstrate application. | The author’s post does not demonstrate application of the week’s assigned topic/reading. |
| **Originality** | The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence. | The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected. | The author’s response is heavily verbatim or typical output of artificial intelligence. |

Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.

**## APA.docx**

APA resources

Please use these resources to support your use of APA formatting in your reflection papers:

**Example Student Paper in APA7**

[APA7 Sample Student Paper.pdf](https://uwf.instructure.com/courses/69449/files/17143400?wrap=1) [Download APA7 Sample Student Paper.pdf](https://uwf.instructure.com/courses/69449/files/17143400/download?download_frd=1)

**Basic information on APA 7th edition**

[https://apastyle.apa.org/Links to an external site.](https://apastyle.apa.org/)

**Font and Size**

[https://apastyle.apa.org/style-grammar-guidelines/paper-format/fontLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/paper-format/font)

**Title page set up**

[https://apastyle.apa.org/style-grammar-guidelines/paper-format/title-pageLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/paper-format/title-page)

**In-text citation**

[https://apastyle.apa.org/style-grammar-guidelines/citationsLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations)

· Author-date citations

[https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/author-dateLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/author-date)

· Parenthetical v. narrative in-text citation

[https://apastyle.apa.org/style-grammar-guidelines/citationsLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations)

· Citing multiple works

[https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/multiple-worksLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/multiple-works)

· Using et al.

[https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/same-year-first-authorLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/same-year-first-author)

· Citing same author name and date

[https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/same-year-authorLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles/same-year-author)

**Reference page set up**

[https://apastyle.apa.org/style-grammar-guidelines/paper-format/reference-listLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/paper-format/reference-list)

· Book reference

[https://apastyle.apa.org/style-grammar-guidelines/references/examples/book-referencesLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/references/examples/book-references)

· Journal reference

[https://apastyle.apa.org/style-grammar-guidelines/references/examples/journal-article-referencesLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/references/examples/journal-article-references)

· Webpage reference

[https://apastyle.apa.org/style-grammar-guidelines/references/examples/webpage-website-referencesLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/references/examples/webpage-website-references)

· Personal communication

[https://apastyle.apa.org/style-grammar-guidelines/citations/personal-communicationsLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/citations/personal-communications)

**Leveled headings**

[https://apastyle.apa.org/style-grammar-guidelines/paper-format/headingsLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/paper-format/headings)

**Figure set up**

[https://apastyle.apa.org/style-grammar-guidelines/tables-figures/figuresLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/tables-figures/figures)

**Table set up**

[https://apastyle.apa.org/style-grammar-guidelines/tables-figures/tablesLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/tables-figures/tables)

**Appendices set up**

[https://apastyle.apa.org/style-grammar-guidelines/paper-format/appendicesLinks to an external site.](https://apastyle.apa.org/style-grammar-guidelines/paper-format/appendices)

**Paper version of APA (7th) manual**

American Psychological Association (2020).
_Publication manual of the American Psychological                 Association_(7th ed.). American Psychological Association

**## SAMPLEREFLECTIONPAPER.pdf**

This is a generic example of the weekly reflection papers to provide a sample of format, APA
citation, and synthesis of rubric requirements with the weekly prompt.

In this example, the class reading was our text (Reid et al., 2025).

The outside scholarly source provided was Fraidlin et al. (2023).

The prompt was: Reflect on your journey with supervision and share key experiences that
have shaped your perspective on the importance of effective supervisory practices.

Week 12 Discussion Paper (Example)

Michelle L. Klosinski

Center for Behavior Analysis, University of West Florida

EDF 6224: Supervision and Management Fluency

Dr. Ammon

2/9/26

Week 12 Discussion Paper (Example)

The number of certified professionals in the field of Applied Behavior Analysis (ABA)

is growing at proliferating rates (BACB, n.d.). While this suggests more people in need can

receive ABA services, I believe an emphasis should be placed on ensuring quality of care

remains intact during this seemingly steady period of growth. As mentioned by LeBlanc and

Luiselli (2016) this can start with effective supervisory practices.

As I reflect on my professional career, I can’t help but wonder how my supervision

has impacted quality outcomes. When I first became a Board Certified Behavior Analyst®

(BCBA®) I felt pressured to supervise others immediately upon certification, despite the

fact I was still relatively new to the field myself. I often found myself ruminating on

decisions made and questioning the impact my choices had on those being served. Shortly

after taking on supervisory responsibilities, I decided to temporarily step away from the

supervisor role and further refine my supervisory skill sets.

Although the requirements for consulting supervisors (BACB, 2018) were not in

place at that time, I was fortunate enough to find a strong mentor. This was not the case for

several of my colleagues; nor was the abundance of information on evidence-based

supervision, such as the protocol offered by Reid et al. (2020). Now, a simple online search

will yield several articles for effective supervisory practices, including those focused on the

newly certified BCBA® (e.g., Fraidlin et al., 2022).

My early experiences with supervision were challenging; however, I believe this is

what sparked my passion for it today. While I remain skeptical that our field can keep up

with the demand for service without jeopardizing quality of care, it is exciting for me to see

that not only is there an increase in ABA professionals, but also an increase in support for

supervisors. It gives me hope and motivates me to continue advocating for effective

supervision in ABA.

References

Behavior Analyst Certification Board. (n.d). BACB certificant data. Retrieved from

https://www.bacb.com/BACB-certificant-data.

Behavior Analyst Certification Board. (2018). Consultation requirements and documentation.

Retrieved from https://www.bacb.com/wp-content/uploads/2020/11/Consultation

Supervisor-Requirements-and-Documentation_240208-a.pdf

Fraidlin, A., McElroy, A., Moses, K. A., Jenssen, K., & Van Stratton, J. E. (2023). Designing a

successful supervision journey: Recommendations and resources for new BCBA

supervisors. Behavior Analysis in Practice, 16(2), 374-387.

https://doi.org/10.1007/s40617-022-00728-2

LeBlanc, L. A., & Luiselli, J. K. (2016). Refining supervisory practices in the field of behavior

analysis: Introduction to the special section on supervision. Behavior Analysis in

Practice, 9(4), 271-273. https://doi.org/10.1007/s40617-016-0156-6

Reid, D.H., Parsons, M.B., & Green, C.W., (2025). The supervisor’s guidebook: Evidence-based

strategies for promoting work quality and enjoyment among human service staff (3rd ed).

Charles C. Thomas Pub Ltd.

[https://www.bacb.com/BACB-certificant-data](https://www.bacb.com/BACB-certificant-data)

[https://www.bacb.com/wp-content/uploads/2020/11/Consultation%09Supervisor-Requirements-and-Documentation_240208-a.pdf](https://www.bacb.com/wp-content/uploads/2020/11/Consultation%09Supervisor-Requirements-and-Documentation_240208-a.pdf)

[https://www.bacb.com/wp-content/uploads/2020/11/Consultation%09Supervisor-Requirements-and-Documentation_240208-a.pdf](https://www.bacb.com/wp-content/uploads/2020/11/Consultation%09Supervisor-Requirements-and-Documentation_240208-a.pdf)

[https://doi.org/10.1007/s40617-022-00728-2](https://doi.org/10.1007/s40617-022-00728-2)

[https://doi.org/10.1007/s40617-016-0156-6](https://doi.org/10.1007/s40617-016-0156-6)

**Ethics-Code-for-Behavior-Analysts-240830-a1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethics-code-for-behavior-analysts-240830-a1-pdf-10549689)

November 6, 2026
[Solved] Depressive Disorders

✓ Verified Academic Solution Available

Executive Solution Overview

Please Read Attachment!!! No Plagiarism. Identify the diagnosing criteria for Major Depressive Disorder (MDD). • Identify the diagnosing criteria for Persistent Depressive Disorder (PDD). • Discuss the primary differences between MDD and PDD • Identify and discuss at least one evidenced-based interv…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Assignment Prompt & Instructions

Please Read Attachment!!! No Plagiarism. Identify the diagnosing criteria for Major Depressive Disorder (MDD).

• Identify the diagnosing criteria for Persistent Depressive Disorder (PDD).

• Discuss the primary differences between MDD and PDD

• Identify and discuss at least one evidenced-based intervention used in therapy to treat depressive disorder AND provide scholarly support for the intervention.

o Does the treatment for MDD differ from the treatment for PDD in therapy?

• For each disorder, identify one well known TV character that might be diagnosed with MDD and one character that might be diagnosed with PDD. Explain your rationale for picking each character. (Tip- an old cartoon that was released in the 1920's but was popular in the late 1980's has a character that is an animal and reflects PDD. This cartoon was recently made into a movie and was recently in theatres.)

– [\
\
CO520DepressiveDisordersAssignment.pdf](https://www.sweetstudy.com/files/co520depressivedisordersassignment-pdf "CO520DepressiveDisordersAssignment.pdf")

November 6, 2026
[Solved] LP737 WEEK 2

✓ Verified Academic Solution Available

Executive Solution Overview

**files (4)** – ## AIReadingsVisualization_LP737-L1_AdultDevelopmentalPsychology.pdf – ## Topic_Week2DiscussionBoard_PG2LiveQuadDiscussions_.pdf – ## Topic_Week2DiscussionBoard_LiveQuadDiscussions_.pdf – ## LP737Week2_FoundationsofAdultDevelopmentPsychology_LP737-L1_AdultDevelopmentalPsyc…

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Assignment Prompt & Instructions

**files (4)**

– ## AIReadingsVisualization_LP737-L1_AdultDevelopmentalPsychology.pdf

– ## Topic_Week2DiscussionBoard_PG2LiveQuadDiscussions_.pdf

– ## Topic_Week2DiscussionBoard_LiveQuadDiscussions_.pdf

– ## LP737Week2_FoundationsofAdultDevelopmentPsychology_LP737-L1_AdultDevelopmentalPsychology.pdf

**## AIReadingsVisualization_LP737-L1_AdultDevelopmentalPsychology.pdf**

AI Readings Visualization
Teaching Team member Anthony Meek is helping us use AI to add some context, perspective, visualization to the readings, in hopes it helps you
make sense of the ideas there.

Give us any feedback you have on this and we'll integrate it into follow weeks: was this helpful? Can we try something different? Etc.

The product for Week 2:

**## Topic_Week2DiscussionBoard_PG2LiveQuadDiscussions_.pdf**

Choose Erikson, Levinson, or Gilligan. Ensure all group members have a shared understanding of
the theorist’s core concepts before moving forward.

2. Compare Two Stages of Development:

As a group, select two post-adolescence stages or phases from your chosen theorist.

In your discussion:

Describe each stage in your own words
Identify what defines each stage
Discuss key differences between the two stages

3. Discuss how these stages show up in real life:

How have the group members experienced these stages?
Do you observe them in peers, family members, or others?
Share brief, specific examples to illustrate your experience.

Group Recording (15 minutes)

After your discussion, record a 15-minute summary that includes:
A brief overview of the selected theorist, with a comparison of the two stages
Any patterns, varying perspectives, and notable takeaways from the discussion
Key insights or themes from your group’s real-life connections(Note: The bulk of the summary
should focus on the last 3 bullets)
See if you can get all your group members involved in the summary!

What we are looking for: The recording should reflect collective thinking, not individual
responses presented sequentially. Synthesize the discussion.

Only one student needs to upload the recording to the Discussion Board. Please type the names
of the students in your Quad in the DB post.

If you fulfill the Quad discussion and post, no other replies in the DB are required (if you want to
see what other folks are saying, of course you can, and you can certainly give feedback, but it's
not required!).

If you are unable to join your Quad Discussion, you will write your discussion board in the
normal format as well as watch at least 2 summary videos and comment.

Reply

**## Topic_Week2DiscussionBoard_LiveQuadDiscussions_.pdf**

This week, we look at a few of the founding theories of adult development, which come in many
forms.

We’re exploring key theories from Erikson, Levinson, and Gilligan—each offers a unique
perspective on how adults grow and change over time.

Group Discussion Board (Quads) Click here to see your Quad
(https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-
vnHrNLh_7s/edit?usp=sharing)

This week, you will work in groups of four (Quads) to engage in a structured discussion. Your
group will engage in a 30–45-minute virtual session to collaboratively explore the prompts below,
followed by a 15-minute recorded summary of your discussion.

DB Instructions

1. Select One Theorist (as a group):

Choose Erikson, Levinson, or Gilligan. Ensure all group members have a shared understanding of
the theorist’s core concepts before moving forward.

2. Compare Two Stages of Development:

As a group, select two post-adolescence stages or phases from your chosen theorist.

In your discussion:

Describe each stage in your own words
Identify what defines each stage
Discuss key differences between the two stages

3. Discuss how these stages show up in real life:

How have the group members experienced these stages?
Do you observe them in peers, family members, or others?
Share brief specific examples to illustrate your experience

[https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

[https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

[https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

[https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

[https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

**## LP737Week2_FoundationsofAdultDevelopmentPsychology_LP737-L1_AdultDevelopmentalPsychology.pdf**

LP737 Week 2: Foundations of Adult Development
Psychology

Sigmund Freud, Carl Jung, Jean Piaget, and Erik Erikson.

Overview
The modern psychological study of adult development in the West really began with Freud, Jung, and Piaget. This week we explore the
foundational theorists, early concepts in developmental psychology, and the perspectives of gender on development.

There's a lot of reading this week! Take a look at all the theorists that are mentioned in the required readings, but try to get a good sense of these
three in particular: Erickson, Levinson, and Gilligan.

Readings
The readings below are available in a Google Folder here (https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?
usp=sharing) .

Required

1. Carlusso & Nemiroff (1981) Adult Development, Chap. 2 The Pioneer Developmentalists. (Skim Van Gennep, Freud, Jung; focus on Erikson)
2. Gilligan, C. (1982), In a Different Voice, Chap. 6, “Visions of Maturity,” pp. 151-174.
3. Helson, R. M., & Mitchell, V. (2020). Women on the river of life: A fifty-year study of adult development. University of California Press, Chapter

7, “Illustrating Two Developmental Theories.” (Levinson and Gilligan applied)

Optional Readings

1. Levinson, D. (1978) Seasons of a Man’s Life, Chap. 2 & Chap. 3, pp. 18-63.
2. Jung, “The Stages of Life,” in Campbell (1971) The Portable Jung, Chap. 1, pp. 3-23
3. Levine, S. (1989) Promoting Adult Growth in Schools, Chap. 3, “Phases of Adult Development,” pp. 57-84.
4. Carlusso & Nemiroff (1981) Chap. 3, Contemporary Adult Developmentalists, pp. 15-56 (Focus on Levinson, skim Vaillant, Gould, Neugarten,

Pollock)

Lectures and Videos
Adult Development Foundations – L2 (linked below)

LP737 – L2 – Foundational Theorists .v2.pptx (https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1)
(https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1)
(https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1)

(https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view)

[https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing](https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing)

[https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing](https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing)

[https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing](https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing)

[https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing](https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing)

[https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1)

[https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1)

[https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view](https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view)

[https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view](https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view)

[https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view](https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view)

Phasic and Gendered Theories – L3 (linked below)

LP737 – L3 – Phasic and Gendered Theories .v2.pptx (https://canvas.williamjames.edu/courses/10838/files/1004780?wrap=1)
(https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004780?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004780?wrap=1)

[https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1)

**## LP737Week2_FoundationsofAdultDevelopmentPsychology_LP737-L1_AdultDevelopmentalPsychology.pdf**

LP737 Week 2: Foundations of Adult Development
Psychology

Sigmund Freud, Carl Jung, Jean Piaget, and Erik Erikson.

Overview
The modern psychological study of adult development in the West really began with Freud, Jung, and Piaget. This week we explore the
foundational theorists, early concepts in developmental psychology, and the perspectives of gender on development.

There's a lot of reading this week! Take a look at all the theorists that are mentioned in the required readings, but try to get a good sense of these
three in particular: Erickson, Levinson, and Gilligan.

Readings
The readings below are available in a Google Folder here (https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?
usp=sharing) .

Required

1. Carlusso & Nemiroff (1981) Adult Development, Chap. 2 The Pioneer Developmentalists. (Skim Van Gennep, Freud, Jung; focus on Erikson)
2. Gilligan, C. (1982), In a Different Voice, Chap. 6, “Visions of Maturity,” pp. 151-174.
3. Helson, R. M., & Mitchell, V. (2020). Women on the river of life: A fifty-year study of adult development. University of California Press, Chapter

7, “Illustrating Two Developmental Theories.” (Levinson and Gilligan applied)

Optional Readings

1. Levinson, D. (1978) Seasons of a Man’s Life, Chap. 2 & Chap. 3, pp. 18-63.
2. Jung, “The Stages of Life,” in Campbell (1971) The Portable Jung, Chap. 1, pp. 3-23
3. Levine, S. (1989) Promoting Adult Growth in Schools, Chap. 3, “Phases of Adult Development,” pp. 57-84.
4. Carlusso & Nemiroff (1981) Chap. 3, Contemporary Adult Developmentalists, pp. 15-56 (Focus on Levinson, skim Vaillant, Gould, Neugarten,

Pollock)

Lectures and Videos
Adult Development Foundations – L2 (linked below)

LP737 – L2 – Foundational Theorists .v2.pptx (https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1)
(https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1)
(https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1)

(https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view)

[https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing](https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing)

[https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing](https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing)

[https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing](https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing)

[https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing](https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing)

[https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1)

[https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1)

[https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view](https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view)

[https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view](https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view)

[https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view](https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view)

Phasic and Gendered Theories – L3 (linked below)

LP737 – L3 – Phasic and Gendered Theories .v2.pptx (https://canvas.williamjames.edu/courses/10838/files/1004780?wrap=1)
(https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004780?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004780?wrap=1)

[https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1)

**## AIReadingsVisualization_LP737-L1_AdultDevelopmentalPsychology.pdf**

AI Readings Visualization
Teaching Team member Anthony Meek is helping us use AI to add some context, perspective, visualization to the readings, in hopes it helps you
make sense of the ideas there.

Give us any feedback you have on this and we'll integrate it into follow weeks: was this helpful? Can we try something different? Etc.

The product for Week 2:

**## Topic_Week2DiscussionBoard_PG2LiveQuadDiscussions_.pdf**

Choose Erikson, Levinson, or Gilligan. Ensure all group members have a shared understanding of
the theorist’s core concepts before moving forward.

2. Compare Two Stages of Development:

As a group, select two post-adolescence stages or phases from your chosen theorist.

In your discussion:

Describe each stage in your own words
Identify what defines each stage
Discuss key differences between the two stages

3. Discuss how these stages show up in real life:

How have the group members experienced these stages?
Do you observe them in peers, family members, or others?
Share brief, specific examples to illustrate your experience.

Group Recording (15 minutes)

After your discussion, record a 15-minute summary that includes:
A brief overview of the selected theorist, with a comparison of the two stages
Any patterns, varying perspectives, and notable takeaways from the discussion
Key insights or themes from your group’s real-life connections(Note: The bulk of the summary
should focus on the last 3 bullets)
See if you can get all your group members involved in the summary!

What we are looking for: The recording should reflect collective thinking, not individual
responses presented sequentially. Synthesize the discussion.

Only one student needs to upload the recording to the Discussion Board. Please type the names
of the students in your Quad in the DB post.

If you fulfill the Quad discussion and post, no other replies in the DB are required (if you want to
see what other folks are saying, of course you can, and you can certainly give feedback, but it's
not required!).

If you are unable to join your Quad Discussion, you will write your discussion board in the
normal format as well as watch at least 2 summary videos and comment.

Reply

**## Topic_Week2DiscussionBoard_LiveQuadDiscussions_.pdf**

This week, we look at a few of the founding theories of adult development, which come in many
forms.

We’re exploring key theories from Erikson, Levinson, and Gilligan—each offers a unique
perspective on how adults grow and change over time.

Group Discussion Board (Quads) Click here to see your Quad
(https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-
vnHrNLh_7s/edit?usp=sharing)

This week, you will work in groups of four (Quads) to engage in a structured discussion. Your
group will engage in a 30–45-minute virtual session to collaboratively explore the prompts below,
followed by a 15-minute recorded summary of your discussion.

DB Instructions

1. Select One Theorist (as a group):

Choose Erikson, Levinson, or Gilligan. Ensure all group members have a shared understanding of
the theorist’s core concepts before moving forward.

2. Compare Two Stages of Development:

As a group, select two post-adolescence stages or phases from your chosen theorist.

In your discussion:

Describe each stage in your own words
Identify what defines each stage
Discuss key differences between the two stages

3. Discuss how these stages show up in real life:

How have the group members experienced these stages?
Do you observe them in peers, family members, or others?
Share brief specific examples to illustrate your experience

[https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

[https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

[https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

[https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

[https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

**## LP737Week2_FoundationsofAdultDevelopmentPsychology_LP737-L1_AdultDevelopmentalPsychology.pdf**

LP737 Week 2: Foundations of Adult Development
Psychology

Sigmund Freud, Carl Jung, Jean Piaget, and Erik Erikson.

Overview
The modern psychological study of adult development in the West really began with Freud, Jung, and Piaget. This week we explore the
foundational theorists, early concepts in developmental psychology, and the perspectives of gender on development.

There's a lot of reading this week! Take a look at all the theorists that are mentioned in the required readings, but try to get a good sense of these
three in particular: Erickson, Levinson, and Gilligan.

Readings
The readings below are available in a Google Folder here (https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?
usp=sharing) .

Required

1. Carlusso & Nemiroff (1981) Adult Development, Chap. 2 The Pioneer Developmentalists. (Skim Van Gennep, Freud, Jung; focus on Erikson)
2. Gilligan, C. (1982), In a Different Voice, Chap. 6, “Visions of Maturity,” pp. 151-174.
3. Helson, R. M., & Mitchell, V. (2020). Women on the river of life: A fifty-year study of adult development. University of California Press, Chapter

7, “Illustrating Two Developmental Theories.” (Levinson and Gilligan applied)

Optional Readings

1. Levinson, D. (1978) Seasons of a Man’s Life, Chap. 2 & Chap. 3, pp. 18-63.
2. Jung, “The Stages of Life,” in Campbell (1971) The Portable Jung, Chap. 1, pp. 3-23
3. Levine, S. (1989) Promoting Adult Growth in Schools, Chap. 3, “Phases of Adult Development,” pp. 57-84.
4. Carlusso & Nemiroff (1981) Chap. 3, Contemporary Adult Developmentalists, pp. 15-56 (Focus on Levinson, skim Vaillant, Gould, Neugarten,

Pollock)

Lectures and Videos
Adult Development Foundations – L2 (linked below)

LP737 – L2 – Foundational Theorists .v2.pptx (https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1)
(https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1)
(https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1)

(https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view)

[https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing](https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing)

[https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing](https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing)

[https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing](https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing)

[https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing](https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing)

[https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1)

[https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1)

[https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view](https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view)

[https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view](https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view)

[https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view](https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view)

Phasic and Gendered Theories – L3 (linked below)

LP737 – L3 – Phasic and Gendered Theories .v2.pptx (https://canvas.williamjames.edu/courses/10838/files/1004780?wrap=1)
(https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004780?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004780?wrap=1)

[https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1)

**## AIReadingsVisualization_LP737-L1_AdultDevelopmentalPsychology.pdf**

AI Readings Visualization
Teaching Team member Anthony Meek is helping us use AI to add some context, perspective, visualization to the readings, in hopes it helps you
make sense of the ideas there.

Give us any feedback you have on this and we'll integrate it into follow weeks: was this helpful? Can we try something different? Etc.

The product for Week 2:

**## Topic_Week2DiscussionBoard_PG2LiveQuadDiscussions_.pdf**

Choose Erikson, Levinson, or Gilligan. Ensure all group members have a shared understanding of
the theorist’s core concepts before moving forward.

2. Compare Two Stages of Development:

As a group, select two post-adolescence stages or phases from your chosen theorist.

In your discussion:

Describe each stage in your own words
Identify what defines each stage
Discuss key differences between the two stages

3. Discuss how these stages show up in real life:

How have the group members experienced these stages?
Do you observe them in peers, family members, or others?
Share brief, specific examples to illustrate your experience.

Group Recording (15 minutes)

After your discussion, record a 15-minute summary that includes:
A brief overview of the selected theorist, with a comparison of the two stages
Any patterns, varying perspectives, and notable takeaways from the discussion
Key insights or themes from your group’s real-life connections(Note: The bulk of the summary
should focus on the last 3 bullets)
See if you can get all your group members involved in the summary!

What we are looking for: The recording should reflect collective thinking, not individual
responses presented sequentially. Synthesize the discussion.

Only one student needs to upload the recording to the Discussion Board. Please type the names
of the students in your Quad in the DB post.

If you fulfill the Quad discussion and post, no other replies in the DB are required (if you want to
see what other folks are saying, of course you can, and you can certainly give feedback, but it's
not required!).

If you are unable to join your Quad Discussion, you will write your discussion board in the
normal format as well as watch at least 2 summary videos and comment.

Reply

**## Topic_Week2DiscussionBoard_LiveQuadDiscussions_.pdf**

This week, we look at a few of the founding theories of adult development, which come in many
forms.

We’re exploring key theories from Erikson, Levinson, and Gilligan—each offers a unique
perspective on how adults grow and change over time.

Group Discussion Board (Quads) Click here to see your Quad
(https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-
vnHrNLh_7s/edit?usp=sharing)

This week, you will work in groups of four (Quads) to engage in a structured discussion. Your
group will engage in a 30–45-minute virtual session to collaboratively explore the prompts below,
followed by a 15-minute recorded summary of your discussion.

DB Instructions

1. Select One Theorist (as a group):

Choose Erikson, Levinson, or Gilligan. Ensure all group members have a shared understanding of
the theorist’s core concepts before moving forward.

2. Compare Two Stages of Development:

As a group, select two post-adolescence stages or phases from your chosen theorist.

In your discussion:

Describe each stage in your own words
Identify what defines each stage
Discuss key differences between the two stages

3. Discuss how these stages show up in real life:

How have the group members experienced these stages?
Do you observe them in peers, family members, or others?
Share brief specific examples to illustrate your experience

[https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

[https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

[https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

[https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

[https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

**## LP737Week2_FoundationsofAdultDevelopmentPsychology_LP737-L1_AdultDevelopmentalPsychology.pdf**

LP737 Week 2: Foundations of Adult Development
Psychology

Sigmund Freud, Carl Jung, Jean Piaget, and Erik Erikson.

Overview
The modern psychological study of adult development in the West really began with Freud, Jung, and Piaget. This week we explore the
foundational theorists, early concepts in developmental psychology, and the perspectives of gender on development.

There's a lot of reading this week! Take a look at all the theorists that are mentioned in the required readings, but try to get a good sense of these
three in particular: Erickson, Levinson, and Gilligan.

Readings
The readings below are available in a Google Folder here (https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?
usp=sharing) .

Required

1. Carlusso & Nemiroff (1981) Adult Development, Chap. 2 The Pioneer Developmentalists. (Skim Van Gennep, Freud, Jung; focus on Erikson)
2. Gilligan, C. (1982), In a Different Voice, Chap. 6, “Visions of Maturity,” pp. 151-174.
3. Helson, R. M., & Mitchell, V. (2020). Women on the river of life: A fifty-year study of adult development. University of California Press, Chapter

7, “Illustrating Two Developmental Theories.” (Levinson and Gilligan applied)

Optional Readings

1. Levinson, D. (1978) Seasons of a Man’s Life, Chap. 2 & Chap. 3, pp. 18-63.
2. Jung, “The Stages of Life,” in Campbell (1971) The Portable Jung, Chap. 1, pp. 3-23
3. Levine, S. (1989) Promoting Adult Growth in Schools, Chap. 3, “Phases of Adult Development,” pp. 57-84.
4. Carlusso & Nemiroff (1981) Chap. 3, Contemporary Adult Developmentalists, pp. 15-56 (Focus on Levinson, skim Vaillant, Gould, Neugarten,

Pollock)

Lectures and Videos
Adult Development Foundations – L2 (linked below)

LP737 – L2 – Foundational Theorists .v2.pptx (https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1)
(https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1)
(https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1)

(https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view)

[https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing](https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing)

[https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing](https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing)

[https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing](https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing)

[https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing](https://drive.google.com/drive/folders/1AHe75qVMLfQyFsgmguJQwosgQbPaASI5?usp=sharing)

[https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1)

[https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004948/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004948?wrap=1)

[https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view](https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view)

[https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view](https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view)

[https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view](https://wjc.ensemblevideo.com/hapi/v1/contents/permalinks/Rt9c2THm/view)

Phasic and Gendered Theories – L3 (linked below)

LP737 – L3 – Phasic and Gendered Theories .v2.pptx (https://canvas.williamjames.edu/courses/10838/files/1004780?wrap=1)
(https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1)

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[https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1)

[https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004780/download?download_frd=1)

November 6, 2026
[Solved] Disc-Bloom’s Taxonomy Applied to Questioning

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Follow ALL uploaded instructions APA and 250 words Also references **files (4)** – ## BloomsTaxonomyAppliedtoQuestioning.doc – ## DiscussionAssignmentInstructions.doc – APALogin.docx – Read-CreswellPothChapters12.pdf **## BloomsTaxonomyAppliedtoQuestioning.doc** [removed] **## DiscussionAssignment…

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Follow ALL uploaded instructions

APA and 250 words

Also references

**files (4)**

– ## BloomsTaxonomyAppliedtoQuestioning.doc

– ## DiscussionAssignmentInstructions.doc

– APALogin.docx
– Read-CreswellPothChapters12.pdf

**## BloomsTaxonomyAppliedtoQuestioning.doc**

[removed]

**## DiscussionAssignmentInstructions.doc**

EDCO 747

**Discussion Assignment Instructions**

The student will complete 7 Discussions in this course. The student will post one thread of at least 200-250 words.

**Discussion Thread: Bloom's Taxonomy Applied to Questioning**

Using the "Bloom's Taxonomy Applied to Questioning" chart, create 2 questions for each of the chapters assigned for reading this week. Maximize your questioning techniques by employing all 5 levels of questioning. The purpose of this thread is to help you choose what was important in each chapter so that you can spur your classmates onto higher learning through their replies. Make sure you have a heading for each set of questions (i.e., Chapter 1 Questions, Chapter 2 Questions, APA Chapter 4 Questions).

**APALogin.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/apalogin-docx)

**Read-CreswellPothChapters12.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters12-pdf)

**Read-CreswellPothChapters12.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters12-pdf)

**## BloomsTaxonomyAppliedtoQuestioning.doc**

[removed]

**## DiscussionAssignmentInstructions.doc**

EDCO 747

**Discussion Assignment Instructions**

The student will complete 7 Discussions in this course. The student will post one thread of at least 200-250 words.

**Discussion Thread: Bloom's Taxonomy Applied to Questioning**

Using the "Bloom's Taxonomy Applied to Questioning" chart, create 2 questions for each of the chapters assigned for reading this week. Maximize your questioning techniques by employing all 5 levels of questioning. The purpose of this thread is to help you choose what was important in each chapter so that you can spur your classmates onto higher learning through their replies. Make sure you have a heading for each set of questions (i.e., Chapter 1 Questions, Chapter 2 Questions, APA Chapter 4 Questions).

**APALogin.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/apalogin-docx)

**Read-CreswellPothChapters12.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters12-pdf)

**## BloomsTaxonomyAppliedtoQuestioning.doc**

[removed]

**## DiscussionAssignmentInstructions.doc**

EDCO 747

**Discussion Assignment Instructions**

The student will complete 7 Discussions in this course. The student will post one thread of at least 200-250 words.

**Discussion Thread: Bloom's Taxonomy Applied to Questioning**

Using the "Bloom's Taxonomy Applied to Questioning" chart, create 2 questions for each of the chapters assigned for reading this week. Maximize your questioning techniques by employing all 5 levels of questioning. The purpose of this thread is to help you choose what was important in each chapter so that you can spur your classmates onto higher learning through their replies. Make sure you have a heading for each set of questions (i.e., Chapter 1 Questions, Chapter 2 Questions, APA Chapter 4 Questions).

**APALogin.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/apalogin-docx)

**Read-CreswellPothChapters12.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters12-pdf)

November 6, 2026
[Solved] Psychology homework

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In-depth study guidance and analytical solution covering Psychology homework.

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Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 6, 2026
[Solved] Books

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Executive Solution Overview

Could someone please help with his assignment? **files (1)** – ## summerclass.docx **## summerclass.docx** **Weekly Research Paper**– Each week there is an assigned research paper based upon the weekly topic. This research paper should be 2-3 pages in APA format, consistent with the current APA Publ…

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Assignment Prompt & Instructions

Could someone please help with his assignment?

**files (1)**

– ## summerclass.docx

**## summerclass.docx**

**Weekly Research Paper**– Each week there is an assigned research paper based upon the weekly topic. This research paper should be 2-3 pages in APA format, consistent with the current APA Publication manual (currently the 6th Edition). Remember that a research paper must have multiple resources (usually 3-4 references), of which your text may be one. This paper should reflect graduate level academic ability. Pay close attention to grammar and writing structure. This paper is due by Friday night of each week

Due date: 5/22/26, 11:59 PM (CDT)

Health Psychology is one of the fastest growing fields in the disciplines of psychology and counseling. It is a unique blend of medical and psychological principles with the common goal of helping the individual reach their greatest perception of health and wellness. Common career paths for the health psychologist include clinical practice, research, and pioneering public policy. This week you should research the topic Challenges to Health and Wellness. Combine your research from multiple sources (at least 2-3 scholarly sources) into a single, cohesive research paper. Remember that papers should follow the guidelines established by the APA Publication Manuel, 7th Edition.

**## summerclass.docx**

**Weekly Research Paper**– Each week there is an assigned research paper based upon the weekly topic. This research paper should be 2-3 pages in APA format, consistent with the current APA Publication manual (currently the 6th Edition). Remember that a research paper must have multiple resources (usually 3-4 references), of which your text may be one. This paper should reflect graduate level academic ability. Pay close attention to grammar and writing structure. This paper is due by Friday night of each week

Due date: 5/22/26, 11:59 PM (CDT)

Health Psychology is one of the fastest growing fields in the disciplines of psychology and counseling. It is a unique blend of medical and psychological principles with the common goal of helping the individual reach their greatest perception of health and wellness. Common career paths for the health psychologist include clinical practice, research, and pioneering public policy. This week you should research the topic Challenges to Health and Wellness. Combine your research from multiple sources (at least 2-3 scholarly sources) into a single, cohesive research paper. Remember that papers should follow the guidelines established by the APA Publication Manuel, 7th Edition.

November 6, 2026