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please follow instructions and do a good job. No AI – ## Week5_Assignment4.pdf **## Week5_Assignment4.pdf** Due Aug 10 by 10:59pm Points 90 Submitting a text entry box or a file upload Attempts 0 Allowed Attempts 2 Start Assignment Back to Week at a Glance (https://waldenu.instructure.com/courses…

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Assignment Prompt & Instructions

please follow instructions and do a good job. No AI

– ## Week5_Assignment4.pdf

**## Week5_Assignment4.pdf**

Due Aug 10 by 10:59pm
Points 90
Submitting a text entry box or a file upload
Attempts 0
Allowed Attempts 2

Start Assignment

Back to Week at a Glance
(https://waldenu.instructure.com/courses/178209/modules/items/7303324

Love and attraction have been enduring topics of interest and conversation. Much of our media,
literature, and entertainment deal with topics of love and attraction; however, these popular sources
may or may not have any basis in reality. Social psychology, on the other hand, examines love and
attraction from a theoretical and scientific basis. Attraction and relationships are complex and
influenced by numerous factors, including but not limited to age, gender, stage of the relationship,
social norms, expectations, and culture.

For this Assignment, you examine a personal romantic or platonic relationship according to the
social psychology concepts you have explored this week. You also have the opportunity to apply
previous concepts you learned about in this course by considering how prosocial behavior might be
reflected in this relationship.

RELATIONSHIP ANALYSIS
(https://cdn-

media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

RESOURCES

[https://waldenu.instructure.com/courses/178209/modules/items/7303324](https://waldenu.instructure.com/courses/178209/modules/items/7303324)

[https://waldenu.instructure.com/courses/178209/modules/items/7303324](https://waldenu.instructure.com/courses/178209/modules/items/7303324)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

Submit a 300- to 500-word paper, in which you:

Resources

CrashCourse. (2014, June 16). Monkeys and morality: Crash course psychology
#19 (https://www.youtube.com/watch?
v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21) [Video].
YouTube. https://www.youtube.com/watch?
v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21

Note: Please only review the first seven minutes of this video.
Time Estimate: 7 min

Jhangiani, R. & Tarry, H. (2022). Principles of social psychology (1st international
H5P ed.). BCcampus. https://opentextbc.ca/socialpsychology/

Chapter 7, "Liking and Loving"
(https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

Time Estimate: 6 min

Chapter 7.1, "Close Relationships: Liking and Loving Over the Long Term"
(https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)
Time Estimate: 40 min

Chapter 7.3, "Thinking Like a Social Psychologist About Liking and Loving
(https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-

psychologist-about-liking-and-loving/)
Time Estimate: 2 min

Chapter 7.4, "Chapter Summary"
(https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

Time Estimate: 4 min
Note: Read All of Chapter 7 except for section 7.2.

Copyright © 2022 by Dr. Rajiv Jhangiani and Dr. Hammond Tarry is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License,
except where otherwise noted.

BY DAY 7

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://opentextbc.ca/socialpsychology/part/liking-and-loving/](https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

[https://opentextbc.ca/socialpsychology/part/liking-and-loving/](https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

[https://opentextbc.ca/socialpsychology/part/liking-and-loving/](https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

[https://opentextbc.ca/socialpsychology/part/liking-and-loving/](https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/initial-attraction/](https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)

[https://opentextbc.ca/socialpsychology/chapter/initial-attraction/](https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)

[https://opentextbc.ca/socialpsychology/chapter/initial-attraction/](https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)

[https://opentextbc.ca/socialpsychology/chapter/initial-attraction/](https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/](https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

[https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/](https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

[https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/](https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

[https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/](https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

PSYC_2005_Week5_Assignment_Rubric

Select a friendship or romantic relationship you have or have had as an adult (or a
friendship or romantic relationship that someone you know personally has or has had as an
adult).

Briefly describe the relationship, including who the two individuals are, the type of
relationship, and its length. You may use pseudonyms.
Describe and provide behavioral evidence of each person’s adult attachment style in this
relationship and each person’s likely childhood attachment style.
Based on the CrashCourse (2014) video (https://www.youtube.com/watch?
v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21) , identify and
describe behavioral evidence of each person’s adult attachment style in this relationship
and each person’s likely childhood attachment style.
Based on Jhangiani and Tarry (2022), Chapter 7
(https://opentextbc.ca/socialpsychology/part/liking-and-loving/) , 7.1
(https://opentextbc.ca/socialpsychology/chapter/initial-attraction/) , 7.3
(https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-
liking-and-loving/) , and 7.4 (https://opentextbc.ca/socialpsychology/chapter/chapter-
summary-7/) , select two additional concepts or theories from the course readings, other
than attachment, to describe the relationship in more depth. Specifically, how do these
concepts or theories explain how this relationship developed, was maintained, or
ended?

To demonstrate what you learned this week, be sure to support your work with information from
the Learning Resources.

Be sure to review the Week 5 Assignment Rubric to understand the specific grading criteria
your Instructor will use to evaluate your work.

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

To submit your completed assignment, save your Assignment.

1. Then, click on Start Assignment near the top of the page.
2. Next, click on Upload File and select Submit Assignment for review.

SUBMISSION INFORMATION

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://opentextbc.ca/socialpsychology/part/liking-and-loving/](https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

[https://opentextbc.ca/socialpsychology/part/liking-and-loving/](https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

[https://opentextbc.ca/socialpsychology/part/liking-and-loving/](https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

[https://opentextbc.ca/socialpsychology/part/liking-and-loving/](https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/initial-attraction/](https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)

[https://opentextbc.ca/socialpsychology/chapter/initial-attraction/](https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)

[https://opentextbc.ca/socialpsychology/chapter/initial-attraction/](https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)

[https://opentextbc.ca/socialpsychology/chapter/initial-attraction/](https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/](https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

[https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/](https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

[https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/](https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

[https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/](https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

Criteria Ratings Pts

Brief
description of
relationship,
including who
the two
individuals
are, the type
of
relationship,
and its length;
and
identification
and
behavioral
evidence of
each person’s
adult
attachment
style in this
relationship
and each
person’s likely
childhood
attachment
style

35 pts

Description of
how two
additional
concepts or
theories, other
than
attachment,
can be used
to explain
relationship in
more depth;
specifically,

35 pts

35 to >30.0 pts
Exemplary (Exceeds
expectations)
This component is fully
addressed and logically
presented.

30 to >24.0 pts
Proficient (Meets
expectations)
This component is
addressed. Further
development would
strengthen this
component.

24 to >0 pts
Developing (Does not
fully meet expectations)
This component is not
present or not clearly
addressed.

35 to >30.0 pts
Exemplary (Exceeds
expectations)
This component is fully
addressed and logically
presented.

30 to >24.0 pts
Proficient (Meets
expectations)
This component is
addressed. Further
development would
strengthen this
component.

24 to >0 pts
Developing (Does not
fully meet expectations)
This component is not
present or not clearly
addressed.

Criteria Ratings Pts

how this
relationship
developed,
was
maintained, or
ended.

Format and
writing

10 pts

Timeliness

10 pts

Total Points: 90

10 to >8.0 pts
Exemplary (Exceeds
expectations)

Any spelling, grammar,
and/or punctuation
deviations from Standard
Academic English are
minor and do not affect
clear communication.
Work includes more than
one explicit mention of
concepts or ideas from the
required sources, and an
effort to cite the original
source was made if
specified by the
assignment/discussion’s
directions.

8 to >6.0 pts
Proficient (Meets
expectations)

The submission contains
few spelling, grammar,
and/or punctuation
deviations from Standard
Academic English, OR
these deviations do not
affect clear
communication. Work
includes at least one
explicit mention of a
concept or idea from the
required sources if
specified by the
assignment/discussion’s
directions and a clear
attempt at citing the
source has been made.

6 to >0 pts
Developing (Does not
fully meet expectations)

Multiple spelling, grammar,
and/or punctuation
deviations from Standard
Academic English affect
clear communication.
Work does not include any
explicit mention of
concepts or ideas from the
required sources, OR it
contains one or more
explicit mentions of a
concept or idea from the
required sources, if
specified by the
assignment/discussion’s
directions, but without
attempting to cite the
source.

10 to >8.0 pts
Exemplary (Exceeds
expectations)

The assignment is
submitted according to
posted due dates and
times or late with prior
consent from the
instructor.

8 to >6.0 pts
Proficient (Meets
expectations)

The assignment is
submitted within the
allowed time.

6 to >0 pts
Developing (Does not
fully meet expectations)

The assignment is not
submitted on time.

**## Week5_Assignment4.pdf**

Due Aug 10 by 10:59pm
Points 90
Submitting a text entry box or a file upload
Attempts 0
Allowed Attempts 2

Start Assignment

Back to Week at a Glance
(https://waldenu.instructure.com/courses/178209/modules/items/7303324

Love and attraction have been enduring topics of interest and conversation. Much of our media,
literature, and entertainment deal with topics of love and attraction; however, these popular sources
may or may not have any basis in reality. Social psychology, on the other hand, examines love and
attraction from a theoretical and scientific basis. Attraction and relationships are complex and
influenced by numerous factors, including but not limited to age, gender, stage of the relationship,
social norms, expectations, and culture.

For this Assignment, you examine a personal romantic or platonic relationship according to the
social psychology concepts you have explored this week. You also have the opportunity to apply
previous concepts you learned about in this course by considering how prosocial behavior might be
reflected in this relationship.

RELATIONSHIP ANALYSIS
(https://cdn-

media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

RESOURCES

[https://waldenu.instructure.com/courses/178209/modules/items/7303324](https://waldenu.instructure.com/courses/178209/modules/items/7303324)

[https://waldenu.instructure.com/courses/178209/modules/items/7303324](https://waldenu.instructure.com/courses/178209/modules/items/7303324)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

Submit a 300- to 500-word paper, in which you:

Resources

CrashCourse. (2014, June 16). Monkeys and morality: Crash course psychology
#19 (https://www.youtube.com/watch?
v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21) [Video].
YouTube. https://www.youtube.com/watch?
v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21

Note: Please only review the first seven minutes of this video.
Time Estimate: 7 min

Jhangiani, R. & Tarry, H. (2022). Principles of social psychology (1st international
H5P ed.). BCcampus. https://opentextbc.ca/socialpsychology/

Chapter 7, "Liking and Loving"
(https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

Time Estimate: 6 min

Chapter 7.1, "Close Relationships: Liking and Loving Over the Long Term"
(https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)
Time Estimate: 40 min

Chapter 7.3, "Thinking Like a Social Psychologist About Liking and Loving
(https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-

psychologist-about-liking-and-loving/)
Time Estimate: 2 min

Chapter 7.4, "Chapter Summary"
(https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

Time Estimate: 4 min
Note: Read All of Chapter 7 except for section 7.2.

Copyright © 2022 by Dr. Rajiv Jhangiani and Dr. Hammond Tarry is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License,
except where otherwise noted.

BY DAY 7

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://opentextbc.ca/socialpsychology/part/liking-and-loving/](https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

[https://opentextbc.ca/socialpsychology/part/liking-and-loving/](https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

[https://opentextbc.ca/socialpsychology/part/liking-and-loving/](https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

[https://opentextbc.ca/socialpsychology/part/liking-and-loving/](https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/initial-attraction/](https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)

[https://opentextbc.ca/socialpsychology/chapter/initial-attraction/](https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)

[https://opentextbc.ca/socialpsychology/chapter/initial-attraction/](https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)

[https://opentextbc.ca/socialpsychology/chapter/initial-attraction/](https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/](https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

[https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/](https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

[https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/](https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

[https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/](https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

PSYC_2005_Week5_Assignment_Rubric

Select a friendship or romantic relationship you have or have had as an adult (or a
friendship or romantic relationship that someone you know personally has or has had as an
adult).

Briefly describe the relationship, including who the two individuals are, the type of
relationship, and its length. You may use pseudonyms.
Describe and provide behavioral evidence of each person’s adult attachment style in this
relationship and each person’s likely childhood attachment style.
Based on the CrashCourse (2014) video (https://www.youtube.com/watch?
v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21) , identify and
describe behavioral evidence of each person’s adult attachment style in this relationship
and each person’s likely childhood attachment style.
Based on Jhangiani and Tarry (2022), Chapter 7
(https://opentextbc.ca/socialpsychology/part/liking-and-loving/) , 7.1
(https://opentextbc.ca/socialpsychology/chapter/initial-attraction/) , 7.3
(https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-
liking-and-loving/) , and 7.4 (https://opentextbc.ca/socialpsychology/chapter/chapter-
summary-7/) , select two additional concepts or theories from the course readings, other
than attachment, to describe the relationship in more depth. Specifically, how do these
concepts or theories explain how this relationship developed, was maintained, or
ended?

To demonstrate what you learned this week, be sure to support your work with information from
the Learning Resources.

Be sure to review the Week 5 Assignment Rubric to understand the specific grading criteria
your Instructor will use to evaluate your work.

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

To submit your completed assignment, save your Assignment.

1. Then, click on Start Assignment near the top of the page.
2. Next, click on Upload File and select Submit Assignment for review.

SUBMISSION INFORMATION

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21](https://www.youtube.com/watch?v=YcQg1EshfIE&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=21)

[https://opentextbc.ca/socialpsychology/part/liking-and-loving/](https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

[https://opentextbc.ca/socialpsychology/part/liking-and-loving/](https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

[https://opentextbc.ca/socialpsychology/part/liking-and-loving/](https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

[https://opentextbc.ca/socialpsychology/part/liking-and-loving/](https://opentextbc.ca/socialpsychology/part/liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/initial-attraction/](https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)

[https://opentextbc.ca/socialpsychology/chapter/initial-attraction/](https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)

[https://opentextbc.ca/socialpsychology/chapter/initial-attraction/](https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)

[https://opentextbc.ca/socialpsychology/chapter/initial-attraction/](https://opentextbc.ca/socialpsychology/chapter/initial-attraction/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/](https://opentextbc.ca/socialpsychology/chapter/thinking-like-a-social-psychologist-about-liking-and-loving/)

[https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/](https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

[https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/](https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

[https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/](https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

[https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/](https://opentextbc.ca/socialpsychology/chapter/chapter-summary-7/)

Criteria Ratings Pts

Brief
description of
relationship,
including who
the two
individuals
are, the type
of
relationship,
and its length;
and
identification
and
behavioral
evidence of
each person’s
adult
attachment
style in this
relationship
and each
person’s likely
childhood
attachment
style

35 pts

Description of
how two
additional
concepts or
theories, other
than
attachment,
can be used
to explain
relationship in
more depth;
specifically,

35 pts

35 to >30.0 pts
Exemplary (Exceeds
expectations)
This component is fully
addressed and logically
presented.

30 to >24.0 pts
Proficient (Meets
expectations)
This component is
addressed. Further
development would
strengthen this
component.

24 to >0 pts
Developing (Does not
fully meet expectations)
This component is not
present or not clearly
addressed.

35 to >30.0 pts
Exemplary (Exceeds
expectations)
This component is fully
addressed and logically
presented.

30 to >24.0 pts
Proficient (Meets
expectations)
This component is
addressed. Further
development would
strengthen this
component.

24 to >0 pts
Developing (Does not
fully meet expectations)
This component is not
present or not clearly
addressed.

Criteria Ratings Pts

how this
relationship
developed,
was
maintained, or
ended.

Format and
writing

10 pts

Timeliness

10 pts

Total Points: 90

10 to >8.0 pts
Exemplary (Exceeds
expectations)

Any spelling, grammar,
and/or punctuation
deviations from Standard
Academic English are
minor and do not affect
clear communication.
Work includes more than
one explicit mention of
concepts or ideas from the
required sources, and an
effort to cite the original
source was made if
specified by the
assignment/discussion’s
directions.

8 to >6.0 pts
Proficient (Meets
expectations)

The submission contains
few spelling, grammar,
and/or punctuation
deviations from Standard
Academic English, OR
these deviations do not
affect clear
communication. Work
includes at least one
explicit mention of a
concept or idea from the
required sources if
specified by the
assignment/discussion’s
directions and a clear
attempt at citing the
source has been made.

6 to >0 pts
Developing (Does not
fully meet expectations)

Multiple spelling, grammar,
and/or punctuation
deviations from Standard
Academic English affect
clear communication.
Work does not include any
explicit mention of
concepts or ideas from the
required sources, OR it
contains one or more
explicit mentions of a
concept or idea from the
required sources, if
specified by the
assignment/discussion’s
directions, but without
attempting to cite the
source.

10 to >8.0 pts
Exemplary (Exceeds
expectations)

The assignment is
submitted according to
posted due dates and
times or late with prior
consent from the
instructor.

8 to >6.0 pts
Proficient (Meets
expectations)

The assignment is
submitted within the
allowed time.

6 to >0 pts
Developing (Does not
fully meet expectations)

The assignment is not
submitted on time.

November 5, 2026
[Solved] Statistics 5

✓ Verified Academic Solution Available

Executive Solution Overview

It is important for you to able to analyze a correlational study and explain how it differs from a cause-and-effect outcome. **Using** the same scenario you used in Part I and II of this project, you will now **present** your findings to your company or clinic staff, including CEOs (think about your…

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Assignment Prompt & Instructions

It is important for you to able to analyze a correlational study and explain how it differs from a cause-and-effect outcome.
**Using** the same scenario you used in Part I and II of this project, you will now **present** your findings to your company or clinic staff, including CEOs (think about your audience).
##### **Part A**
**Provide** a response to the following prompts.
**Imagine** your research team has been tasked with finding the correlation of 2 variables from your scenario. The data below includes 4 research participants’ data for variable 1 (high scores mean better of variable 1) and data for variable 2 (high scores mean more of the variable). The scores are as follows:
Person
Variable 1
Variable 2
1
1
10
2
1
8
3
2
4
4
4
-2
**Describe** the process your research team would go through by completing the following:
1. Create a scatter diagram of the scores.
2. Describe in words the general pattern of correlation, if any.
3. Figure the correlation coefficient.
4. Explain the logic of what you have done, writing as if you are speaking to someone who has never heard of correlation (but who does understand the mean, standard deviation, Z scores, and hypothesis testing).
5. Provide 3 logically possible directions of causality, indicating for each direction whether it is a reasonable explanation for the correlation based on the variables involved. Explain your answer.
##### **Part B**
**Assume** your research is complete and you have written your research article. Now it’s time to make a public presentation for your company/clinic.
**Consider** your audience and the language you will need to use to make this presentation clear for all participants.
**Create** a 10- to 12-slide Microsoft PowerPoint presentation (cover slides and references do not count in this number) using the information you gathered and submitted in Parts I and II.
**Include** the following in your presentation:
– Describe the problem and provide some brief background information about the situation.
– Explain the research hypothesis.
– Describe your sample and your sampling method.
– Explain the 4 steps of the research process you followed.
– Define the critical value and the test statistic your analysis provided.
– Include your scatterplot and correlation findings from Part A.
– Provide the main finding of the study. What did you prove or fail to prove?
– Provide recommendations based on your findings.
Each slide _must_ _have_ 4 to 5 bullet points with 4 to 5 words for each point plus speaker notes. The bulk of your explanation will go in the speaker notes. This is where you will write and put what you would say when giving this presentation to your audience. This is an academic presentation; therefore, keep the bells and whistles to a minimum and make this a clean, professional-looking presentation. It is a visual presentation, so tasteful and related images are appropriate.
**Format** any citations in your presentation according to APA guidelines. Also, if photos are used, they need to be referenced according to APA guidelines.

November 5, 2026
[Solved] edu 533 week 4 discussion

✓ Verified Academic Solution Available

Executive Solution Overview

Using the information from your response last week, create a brief outline of a task and learner analysis. – What factors are involved in each of these important steps? – You may design a simple flowchart to explain the steps for each of these. \ week3discussion.docx](https://www.sweetstudy.com/fil…

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Assignment Prompt & Instructions

Using the information from your response last week, create a brief outline of a task and learner analysis.
– What factors are involved in each of these important steps?
– You may design a simple flowchart to explain the steps for each of these.
\
week3discussion.docx](https://www.sweetstudy.com/files/week3discussion-docx-10363211 "week3discussion.docx")

November 5, 2026
[Solved] statistics extra

✓ Verified Academic Solution Available

Executive Solution Overview

Respond to the following in a minimum of 175 words: Imagine you are a teacher for a class on statistics and you want to teach your students about correlation using the class data on hair length and height in inches. Answer these questions for yourself before you run any data: – Do you think these tw…

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Assignment Prompt & Instructions

Respond to the following in a minimum of 175 words:
Imagine you are a teacher for a class on statistics and you want to teach your students about correlation using the class data on hair length and height in inches.
Answer these questions for yourself before you run any data:
– Do you think these two characteristics—height and hair length—are connected in any way?
– How will you know if they are related to each other?
– Do you expect them to be correlated? Why or why not? If yes, would you expect this correlation to be positive or negative? Strong or weak?
– If you think there is a correlation, do you think it is based on causation? Why or why not? If yes, is this causation direct or indirect?
Use the data in the chart below to figure the Pearson Correlation Coefficient for this data set.
Height in Inches
Length of Hair
70
1
70
1.5
70
2
65
2
68
1
65
3
62
5
58
4
60
4
55
5.5
67
2
58
7
59
6
52
7
65
9
66
8
58
10
53
9
52
11
72
2
68
2
70
1
60
5
64
9
78
2
54
8
Watch [How To Perform A Pearson Correlation Test In Excel](https://youtu.be/Ev86DMtLXOk) by Steven Bradburn on YouTube to learn how to complete correlation in Excel.
Now that you have run the data, answer these questions for discussion.
– Did you see the results you expected?
– What did you anticipate correctly?
– What did you not get correct? What do you think caused you to be incorrect?
Now let’s look at it visually. Watch [Creating an XY Scatter Plot in Excel](https://youtu.be/gBbGBrHTMrM) by Vertex42 on YouTube to learn how to create a scatterplot. You are making a basic two-column correlation, which is described first in the video.
Create your scatterplot using the same data. Can you see how the scatterplot makes the “number” you got visual?
Answer the following questions for discussion:
– How precise is this information?
– Can you think of an example of how to use it in real life?
– Who would find such information useful?

November 5, 2026
[Solved] The Result & Discussion Section

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Executive Solution Overview

The Result & Discussion Section \ Screenshot2025-07-29at9.44.09AM.png](https://www.sweetstudy.com/files/screenshot2025-07-29at9-44-09am-png "Screenshot2025-07-29at9.44.09AM.png") \ Screenshot2025-07-29at9.44.23AM.png](https://www.sweetstudy.com/files/screenshot2025-07-29at9-44-23am-png "Screenshot…

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Assignment Prompt & Instructions

The Result & Discussion Section
\
Screenshot2025-07-29at9.44.09AM.png](https://www.sweetstudy.com/files/screenshot2025-07-29at9-44-09am-png "Screenshot2025-07-29at9.44.09AM.png")
\
Screenshot2025-07-29at9.44.23AM.png](https://www.sweetstudy.com/files/screenshot2025-07-29at9-44-23am-png "Screenshot2025-07-29at9.44.23AM.png")

November 5, 2026
[Solved] Education edu 533 week 4 assignment

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Executive Solution Overview

refer to the attached document – ## EDU533week4assignment.docx – ## cf_EDU533_WK4_TaskandLearnerAnalysisMatrix_Template.docx **## EDU533week4assignment.docx** **Overview** This week you will create a Task and Learner Analysis Matrix. Remember, the work you do in this course is based on creating …

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Assignment Prompt & Instructions

refer to the attached document

– ## EDU533week4assignment.docx

– ## cf_EDU533_WK4_TaskandLearnerAnalysisMatrix_Template.docx

**## EDU533week4assignment.docx**

**Overview**

This week you will create a Task and Learner Analysis Matrix. Remember, the work you do in this course is based on creating one of the following: a course, curriculum, class, and/or training program for the audiences listed below that you will choose from.

Select an audience you are currently involved with or the one you are hoping to work in. Whichever audience you select, remember that all of your work will be connected to that audience throughout the entire course.

In this assignment, you will complete a Week 4 Task and Learner Analysis Matrix Template Download Week 4 Task and Learner Analysis Matrix Template, which you will apply to your design.

**PART 1**

**Review the following to develop a robust course:**

1. Phase 1: Understand Short and Long-Term Goals.

-Answer the following questions:

· What is the goal of this class/course/training?

· How are skills impacted, leading to a successful completion?

· What support is in place to ensure continued success and improvement?

2. Phase 2: Identify the Desired Performance Outcomes.

-Answer the following questions:

· What are the required skills to demonstrate success?

· Is this part of a larger program where prerequisites are in place?

· Is there a way to ensure that learners are prepared?

· How will this impact the ongoing learning/success?

3. Phase 3: Examine the Current Performance Outcomes and Identify Gaps.

-Answer the following questions:

· Why is this needed?

· What has worked well in the past?

· What has failed in the past?

4. Phase 4: Establish and Prioritize a Solution.

-Answer the following questions:

· How do these skills impact the learning process?

· Operational parameters?

· Modalities?

**PART 2**

Use the following template, Week 4 Task and Learner Analysis Matrix Template, Download Week 4 Task and Learner Analysis Matrix Template, to provide the structure and guidelines for your development. This information aligns with the textbook’s readings, Task and Learner Analysis.

Within the Task and Learner Analysis Matrix Template, there is a “sample” table with content examples of how you will approach the assessment. Within the template is another table which you will complete. Please be aware that not all sections are applicable to your design. In those instances, enter “N/A” in the right column.

Note: The Week 4 Task and Learner Analysis Matrix Template will be required to complete the Week 6 Learning Journey Map assignment.

Please upload the Week 4 Task and Learner Analysis Matrix Template and then save a copy of this template to your computer to refer to in Week 6 of the course.

Write 1 to 2 paragraphs within each of the Week 4 Task and Learner Analysis Matrix Template sections:

1. Identify the purpose of the course.

2. Choose from one of the following learning environments:

· PK12

· Higher Education

· Corporate or Government training

3. Determine what kind of course will be created:

· A Course

· Curriculum

· A Class

· Training Program

4. Provide the following course processes:

· Course Objectives

· Assessment Plan

· Estimated Development Time

5. Identify the Instructional Methodology.

6. Provide the Model Structure and Scope.

7. Identify the Post Training Support.

8. Determine the Measurement within the course.

9. Development of Tools – Delivery Modality.

Identify how, where, and why you have chosen the following assets:

1. Note: You are not designing these assets but are showing awareness of new technologies used in the industry.

· Gamification

· Artificial intelligence

· AR/VR

2. Development of Team Roles and Responsibilities

**Your assignment must follow these formatting requirements**:

This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions.

1. Use at least three current, quality academic or authoritative sources in this assignment.

2. Choose sources that are credible, relevant, and appropriate.

3. Cite each source listed on your source page at least once within your assignment.

4. Note: Wikipedia and similar websites do not qualify as quality scholarly and/or authoritative sources

**## cf_EDU533_WK4_TaskandLearnerAnalysisMatrix_Template.docx**

![Strayer University Logo.](https://www.sweetstudy.com/questions/education-edu-533-week-4-assignment) EDU533 – Instructional Design & Development

Student Name:

Date:

Class: Instructional Design and Development

Professor:

#### Week 4 Assignment – Task and Learner Analysis Matrix

#### OVERVIEW

Please see a “sample” of the
**Task and Learner Analysis Matrix table** below
**.** This information aligns with the textbook’s readings
_, Task and Learner Analysis_. Please be aware that not all sections are applicable to your design. In those instances, enter “N/A” in the right column.

· The content in place are examples of how you will approach the assessment.

Note: This
**Week 4 Assignment**–
**Task and Learner Analysis Matrix table** will be required to complete the
**Week 6 Learning Journey Map** assignment.

·
_Please upload to the grade book and then save a copy of this template to your computer to refer to in Week 6 of the course._

**Sample Table of the Task and Learner Analysis Matrix**

| | |
| — | — |
| Section | Description of Content Information Below |
| Purpose of the Course | _High-level outline of what the course is about:_<br>· |
| Audience Description | _Is this for PK12, Higher Ed, Corporate, or Government?_ |
| Type of Course | _A Course, Curriculum, A Class or a Training Program?_ |
| Course Objectives | · <br>_Demonstrate_<br>· <br>_Identify_<br>· <br>_Execute_<br>_Please be sure to use measurable verb here._ |
| Assessment Plan | · <br>_On going assessments_<br>· <br>_Knowledge checks in micro-training assets_<br>· <br>_An eLearning scenario-based assessment incorporating all skills at the conclusion of a series of training events_ |
| Estimated Development Time | _Always give an estimated time a little longer than what you think it will take to allow for project creep. It is always better to under promise and over deliver._ |
| Instructional Methodology | · <br>_ILT/VILT or eLearning a s best fits the need._<br>· <br>_Lecturettes, role-playing, games, etc. based on need_ |
| Module Structure and Scope | · <br>_Determine specific learning objectives and goals_<br>· <br>_Define the boundaries and deliverables_ |
| Post Training Support | · <br>_Job aids_<br>· <br>_Online FAQs_<br>· <br>_Matrixes_ |
| Measurement | _After the training, how will success be measured?_<br>_We can measure long term success of training with assessments spread out over time as mentioned earlier. Some creative tools might be:_<br>· <br>_Scavenger Hunts_<br>· <br>_Games_ |
| Development Tools / Delivery Modality | _Once you know the delivery method(s) for the material you’ll need to gather resources:_<br>· <br>_SME to review and give input as you develop_<br>· <br>_Software tools for development_ |
| Development Team Roles and Responsibilities <br>_for this project_ | _If this is a larger project, reach out to team members to fulfill parts of the development process._<br>_Create a task and assign bit-sized pieces to the right people with realistic deadlines._ |

Table 1 Sample of Task and Learner Analysis Matrix

#### INSTRUCTIONS

Please use the following table below to complete the
**Task and Learner Analysis Matrix.**

Write 1 to 2 paragraphs for each section. Please use Strayer Standard Writing and source as required.

| | |
| — | — |
| Course Sections | Place Content Below |
| Purpose of the Course | |
| Audience Description | |
| Type of Course | |
| Course Objectives | |
| Assessment Plan | |
| Instructional Methodology | |
| Estimated Development Time | |
| Module Structure and Scope | |
| Post Training Support | |
| Measurement | |
| Development Tools / Delivery Modality | |
| Development Team Roles and Responsibilities <br>_for this project_ | |

#### Sources

1. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

2. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

3. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

## image1.png

**## cf_EDU533_WK4_TaskandLearnerAnalysisMatrix_Template.docx**

![Strayer University Logo.](https://www.sweetstudy.com/questions/education-edu-533-week-4-assignment) EDU533 – Instructional Design & Development

Student Name:

Date:

Class: Instructional Design and Development

Professor:

#### Week 4 Assignment – Task and Learner Analysis Matrix

#### OVERVIEW

Please see a “sample” of the
**Task and Learner Analysis Matrix table** below
**.** This information aligns with the textbook’s readings
_, Task and Learner Analysis_. Please be aware that not all sections are applicable to your design. In those instances, enter “N/A” in the right column.

· The content in place are examples of how you will approach the assessment.

Note: This
**Week 4 Assignment**–
**Task and Learner Analysis Matrix table** will be required to complete the
**Week 6 Learning Journey Map** assignment.

·
_Please upload to the grade book and then save a copy of this template to your computer to refer to in Week 6 of the course._

**Sample Table of the Task and Learner Analysis Matrix**

| | |
| — | — |
| Section | Description of Content Information Below |
| Purpose of the Course | _High-level outline of what the course is about:_<br>· |
| Audience Description | _Is this for PK12, Higher Ed, Corporate, or Government?_ |
| Type of Course | _A Course, Curriculum, A Class or a Training Program?_ |
| Course Objectives | · <br>_Demonstrate_<br>· <br>_Identify_<br>· <br>_Execute_<br>_Please be sure to use measurable verb here._ |
| Assessment Plan | · <br>_On going assessments_<br>· <br>_Knowledge checks in micro-training assets_<br>· <br>_An eLearning scenario-based assessment incorporating all skills at the conclusion of a series of training events_ |
| Estimated Development Time | _Always give an estimated time a little longer than what you think it will take to allow for project creep. It is always better to under promise and over deliver._ |
| Instructional Methodology | · <br>_ILT/VILT or eLearning a s best fits the need._<br>· <br>_Lecturettes, role-playing, games, etc. based on need_ |
| Module Structure and Scope | · <br>_Determine specific learning objectives and goals_<br>· <br>_Define the boundaries and deliverables_ |
| Post Training Support | · <br>_Job aids_<br>· <br>_Online FAQs_<br>· <br>_Matrixes_ |
| Measurement | _After the training, how will success be measured?_<br>_We can measure long term success of training with assessments spread out over time as mentioned earlier. Some creative tools might be:_<br>· <br>_Scavenger Hunts_<br>· <br>_Games_ |
| Development Tools / Delivery Modality | _Once you know the delivery method(s) for the material you’ll need to gather resources:_<br>· <br>_SME to review and give input as you develop_<br>· <br>_Software tools for development_ |
| Development Team Roles and Responsibilities <br>_for this project_ | _If this is a larger project, reach out to team members to fulfill parts of the development process._<br>_Create a task and assign bit-sized pieces to the right people with realistic deadlines._ |

Table 1 Sample of Task and Learner Analysis Matrix

#### INSTRUCTIONS

Please use the following table below to complete the
**Task and Learner Analysis Matrix.**

Write 1 to 2 paragraphs for each section. Please use Strayer Standard Writing and source as required.

| | |
| — | — |
| Course Sections | Place Content Below |
| Purpose of the Course | |
| Audience Description | |
| Type of Course | |
| Course Objectives | |
| Assessment Plan | |
| Instructional Methodology | |
| Estimated Development Time | |
| Module Structure and Scope | |
| Post Training Support | |
| Measurement | |
| Development Tools / Delivery Modality | |
| Development Team Roles and Responsibilities <br>_for this project_ | |

#### Sources

1. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

2. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

3. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

## image1.png

**## EDU533week4assignment.docx**

**Overview**

This week you will create a Task and Learner Analysis Matrix. Remember, the work you do in this course is based on creating one of the following: a course, curriculum, class, and/or training program for the audiences listed below that you will choose from.

Select an audience you are currently involved with or the one you are hoping to work in. Whichever audience you select, remember that all of your work will be connected to that audience throughout the entire course.

In this assignment, you will complete a Week 4 Task and Learner Analysis Matrix Template Download Week 4 Task and Learner Analysis Matrix Template, which you will apply to your design.

**PART 1**

**Review the following to develop a robust course:**

1. Phase 1: Understand Short and Long-Term Goals.

-Answer the following questions:

· What is the goal of this class/course/training?

· How are skills impacted, leading to a successful completion?

· What support is in place to ensure continued success and improvement?

2. Phase 2: Identify the Desired Performance Outcomes.

-Answer the following questions:

· What are the required skills to demonstrate success?

· Is this part of a larger program where prerequisites are in place?

· Is there a way to ensure that learners are prepared?

· How will this impact the ongoing learning/success?

3. Phase 3: Examine the Current Performance Outcomes and Identify Gaps.

-Answer the following questions:

· Why is this needed?

· What has worked well in the past?

· What has failed in the past?

4. Phase 4: Establish and Prioritize a Solution.

-Answer the following questions:

· How do these skills impact the learning process?

· Operational parameters?

· Modalities?

**PART 2**

Use the following template, Week 4 Task and Learner Analysis Matrix Template, Download Week 4 Task and Learner Analysis Matrix Template, to provide the structure and guidelines for your development. This information aligns with the textbook’s readings, Task and Learner Analysis.

Within the Task and Learner Analysis Matrix Template, there is a “sample” table with content examples of how you will approach the assessment. Within the template is another table which you will complete. Please be aware that not all sections are applicable to your design. In those instances, enter “N/A” in the right column.

Note: The Week 4 Task and Learner Analysis Matrix Template will be required to complete the Week 6 Learning Journey Map assignment.

Please upload the Week 4 Task and Learner Analysis Matrix Template and then save a copy of this template to your computer to refer to in Week 6 of the course.

Write 1 to 2 paragraphs within each of the Week 4 Task and Learner Analysis Matrix Template sections:

1. Identify the purpose of the course.

2. Choose from one of the following learning environments:

· PK12

· Higher Education

· Corporate or Government training

3. Determine what kind of course will be created:

· A Course

· Curriculum

· A Class

· Training Program

4. Provide the following course processes:

· Course Objectives

· Assessment Plan

· Estimated Development Time

5. Identify the Instructional Methodology.

6. Provide the Model Structure and Scope.

7. Identify the Post Training Support.

8. Determine the Measurement within the course.

9. Development of Tools – Delivery Modality.

Identify how, where, and why you have chosen the following assets:

1. Note: You are not designing these assets but are showing awareness of new technologies used in the industry.

· Gamification

· Artificial intelligence

· AR/VR

2. Development of Team Roles and Responsibilities

**Your assignment must follow these formatting requirements**:

This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions.

1. Use at least three current, quality academic or authoritative sources in this assignment.

2. Choose sources that are credible, relevant, and appropriate.

3. Cite each source listed on your source page at least once within your assignment.

4. Note: Wikipedia and similar websites do not qualify as quality scholarly and/or authoritative sources

**## cf_EDU533_WK4_TaskandLearnerAnalysisMatrix_Template.docx**

![Strayer University Logo.](https://www.sweetstudy.com/questions/education-edu-533-week-4-assignment) EDU533 – Instructional Design & Development

Student Name:

Date:

Class: Instructional Design and Development

Professor:

#### Week 4 Assignment – Task and Learner Analysis Matrix

#### OVERVIEW

Please see a “sample” of the
**Task and Learner Analysis Matrix table** below
**.** This information aligns with the textbook’s readings
_, Task and Learner Analysis_. Please be aware that not all sections are applicable to your design. In those instances, enter “N/A” in the right column.

· The content in place are examples of how you will approach the assessment.

Note: This
**Week 4 Assignment**–
**Task and Learner Analysis Matrix table** will be required to complete the
**Week 6 Learning Journey Map** assignment.

·
_Please upload to the grade book and then save a copy of this template to your computer to refer to in Week 6 of the course._

**Sample Table of the Task and Learner Analysis Matrix**

| | |
| — | — |
| Section | Description of Content Information Below |
| Purpose of the Course | _High-level outline of what the course is about:_<br>· |
| Audience Description | _Is this for PK12, Higher Ed, Corporate, or Government?_ |
| Type of Course | _A Course, Curriculum, A Class or a Training Program?_ |
| Course Objectives | · <br>_Demonstrate_<br>· <br>_Identify_<br>· <br>_Execute_<br>_Please be sure to use measurable verb here._ |
| Assessment Plan | · <br>_On going assessments_<br>· <br>_Knowledge checks in micro-training assets_<br>· <br>_An eLearning scenario-based assessment incorporating all skills at the conclusion of a series of training events_ |
| Estimated Development Time | _Always give an estimated time a little longer than what you think it will take to allow for project creep. It is always better to under promise and over deliver._ |
| Instructional Methodology | · <br>_ILT/VILT or eLearning a s best fits the need._<br>· <br>_Lecturettes, role-playing, games, etc. based on need_ |
| Module Structure and Scope | · <br>_Determine specific learning objectives and goals_<br>· <br>_Define the boundaries and deliverables_ |
| Post Training Support | · <br>_Job aids_<br>· <br>_Online FAQs_<br>· <br>_Matrixes_ |
| Measurement | _After the training, how will success be measured?_<br>_We can measure long term success of training with assessments spread out over time as mentioned earlier. Some creative tools might be:_<br>· <br>_Scavenger Hunts_<br>· <br>_Games_ |
| Development Tools / Delivery Modality | _Once you know the delivery method(s) for the material you’ll need to gather resources:_<br>· <br>_SME to review and give input as you develop_<br>· <br>_Software tools for development_ |
| Development Team Roles and Responsibilities <br>_for this project_ | _If this is a larger project, reach out to team members to fulfill parts of the development process._<br>_Create a task and assign bit-sized pieces to the right people with realistic deadlines._ |

Table 1 Sample of Task and Learner Analysis Matrix

#### INSTRUCTIONS

Please use the following table below to complete the
**Task and Learner Analysis Matrix.**

Write 1 to 2 paragraphs for each section. Please use Strayer Standard Writing and source as required.

| | |
| — | — |
| Course Sections | Place Content Below |
| Purpose of the Course | |
| Audience Description | |
| Type of Course | |
| Course Objectives | |
| Assessment Plan | |
| Instructional Methodology | |
| Estimated Development Time | |
| Module Structure and Scope | |
| Post Training Support | |
| Measurement | |
| Development Tools / Delivery Modality | |
| Development Team Roles and Responsibilities <br>_for this project_ | |

#### Sources

1. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

2. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

3. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

## image1.png

**## EDU533week4assignment.docx**

**Overview**

This week you will create a Task and Learner Analysis Matrix. Remember, the work you do in this course is based on creating one of the following: a course, curriculum, class, and/or training program for the audiences listed below that you will choose from.

Select an audience you are currently involved with or the one you are hoping to work in. Whichever audience you select, remember that all of your work will be connected to that audience throughout the entire course.

In this assignment, you will complete a Week 4 Task and Learner Analysis Matrix Template Download Week 4 Task and Learner Analysis Matrix Template, which you will apply to your design.

**PART 1**

**Review the following to develop a robust course:**

1. Phase 1: Understand Short and Long-Term Goals.

-Answer the following questions:

· What is the goal of this class/course/training?

· How are skills impacted, leading to a successful completion?

· What support is in place to ensure continued success and improvement?

2. Phase 2: Identify the Desired Performance Outcomes.

-Answer the following questions:

· What are the required skills to demonstrate success?

· Is this part of a larger program where prerequisites are in place?

· Is there a way to ensure that learners are prepared?

· How will this impact the ongoing learning/success?

3. Phase 3: Examine the Current Performance Outcomes and Identify Gaps.

-Answer the following questions:

· Why is this needed?

· What has worked well in the past?

· What has failed in the past?

4. Phase 4: Establish and Prioritize a Solution.

-Answer the following questions:

· How do these skills impact the learning process?

· Operational parameters?

· Modalities?

**PART 2**

Use the following template, Week 4 Task and Learner Analysis Matrix Template, Download Week 4 Task and Learner Analysis Matrix Template, to provide the structure and guidelines for your development. This information aligns with the textbook’s readings, Task and Learner Analysis.

Within the Task and Learner Analysis Matrix Template, there is a “sample” table with content examples of how you will approach the assessment. Within the template is another table which you will complete. Please be aware that not all sections are applicable to your design. In those instances, enter “N/A” in the right column.

Note: The Week 4 Task and Learner Analysis Matrix Template will be required to complete the Week 6 Learning Journey Map assignment.

Please upload the Week 4 Task and Learner Analysis Matrix Template and then save a copy of this template to your computer to refer to in Week 6 of the course.

Write 1 to 2 paragraphs within each of the Week 4 Task and Learner Analysis Matrix Template sections:

1. Identify the purpose of the course.

2. Choose from one of the following learning environments:

· PK12

· Higher Education

· Corporate or Government training

3. Determine what kind of course will be created:

· A Course

· Curriculum

· A Class

· Training Program

4. Provide the following course processes:

· Course Objectives

· Assessment Plan

· Estimated Development Time

5. Identify the Instructional Methodology.

6. Provide the Model Structure and Scope.

7. Identify the Post Training Support.

8. Determine the Measurement within the course.

9. Development of Tools – Delivery Modality.

Identify how, where, and why you have chosen the following assets:

1. Note: You are not designing these assets but are showing awareness of new technologies used in the industry.

· Gamification

· Artificial intelligence

· AR/VR

2. Development of Team Roles and Responsibilities

**Your assignment must follow these formatting requirements**:

This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions.

1. Use at least three current, quality academic or authoritative sources in this assignment.

2. Choose sources that are credible, relevant, and appropriate.

3. Cite each source listed on your source page at least once within your assignment.

4. Note: Wikipedia and similar websites do not qualify as quality scholarly and/or authoritative sources

**## cf_EDU533_WK4_TaskandLearnerAnalysisMatrix_Template.docx**

![Strayer University Logo.](https://www.sweetstudy.com/questions/education-edu-533-week-4-assignment) EDU533 – Instructional Design & Development

Student Name:

Date:

Class: Instructional Design and Development

Professor:

#### Week 4 Assignment – Task and Learner Analysis Matrix

#### OVERVIEW

Please see a “sample” of the
**Task and Learner Analysis Matrix table** below
**.** This information aligns with the textbook’s readings
_, Task and Learner Analysis_. Please be aware that not all sections are applicable to your design. In those instances, enter “N/A” in the right column.

· The content in place are examples of how you will approach the assessment.

Note: This
**Week 4 Assignment**–
**Task and Learner Analysis Matrix table** will be required to complete the
**Week 6 Learning Journey Map** assignment.

·
_Please upload to the grade book and then save a copy of this template to your computer to refer to in Week 6 of the course._

**Sample Table of the Task and Learner Analysis Matrix**

| | |
| — | — |
| Section | Description of Content Information Below |
| Purpose of the Course | _High-level outline of what the course is about:_<br>· |
| Audience Description | _Is this for PK12, Higher Ed, Corporate, or Government?_ |
| Type of Course | _A Course, Curriculum, A Class or a Training Program?_ |
| Course Objectives | · <br>_Demonstrate_<br>· <br>_Identify_<br>· <br>_Execute_<br>_Please be sure to use measurable verb here._ |
| Assessment Plan | · <br>_On going assessments_<br>· <br>_Knowledge checks in micro-training assets_<br>· <br>_An eLearning scenario-based assessment incorporating all skills at the conclusion of a series of training events_ |
| Estimated Development Time | _Always give an estimated time a little longer than what you think it will take to allow for project creep. It is always better to under promise and over deliver._ |
| Instructional Methodology | · <br>_ILT/VILT or eLearning a s best fits the need._<br>· <br>_Lecturettes, role-playing, games, etc. based on need_ |
| Module Structure and Scope | · <br>_Determine specific learning objectives and goals_<br>· <br>_Define the boundaries and deliverables_ |
| Post Training Support | · <br>_Job aids_<br>· <br>_Online FAQs_<br>· <br>_Matrixes_ |
| Measurement | _After the training, how will success be measured?_<br>_We can measure long term success of training with assessments spread out over time as mentioned earlier. Some creative tools might be:_<br>· <br>_Scavenger Hunts_<br>· <br>_Games_ |
| Development Tools / Delivery Modality | _Once you know the delivery method(s) for the material you’ll need to gather resources:_<br>· <br>_SME to review and give input as you develop_<br>· <br>_Software tools for development_ |
| Development Team Roles and Responsibilities <br>_for this project_ | _If this is a larger project, reach out to team members to fulfill parts of the development process._<br>_Create a task and assign bit-sized pieces to the right people with realistic deadlines._ |

Table 1 Sample of Task and Learner Analysis Matrix

#### INSTRUCTIONS

Please use the following table below to complete the
**Task and Learner Analysis Matrix.**

Write 1 to 2 paragraphs for each section. Please use Strayer Standard Writing and source as required.

| | |
| — | — |
| Course Sections | Place Content Below |
| Purpose of the Course | |
| Audience Description | |
| Type of Course | |
| Course Objectives | |
| Assessment Plan | |
| Instructional Methodology | |
| Estimated Development Time | |
| Module Structure and Scope | |
| Post Training Support | |
| Measurement | |
| Development Tools / Delivery Modality | |
| Development Team Roles and Responsibilities <br>_for this project_ | |

#### Sources

1. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

2. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

3. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

## image1.png

– 1
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November 5, 2026
[Solved] nursing

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a current research problem related to advanced nursing practice – ## researchtopic.pdf – ## IntroPICOTquestionAssignment.docx – instructions1.0.png – instructions2.0.png – rubric1.0.png – rubric2.0.png **## researchtopic.pdf** Research problem: There may be plenty of standardized tools for mental he…

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Assignment Prompt & Instructions

a current research problem related to advanced nursing practice

– ## researchtopic.pdf

– ## IntroPICOTquestionAssignment.docx

– instructions1.0.png
– instructions2.0.png
– rubric1.0.png
– rubric2.0.png

**## researchtopic.pdf**

Research problem: There may be plenty of standardized tools for mental health screening in

pediatric oncology, but they aren't used consistently and may not be effective. This is a problem

because emotional distress can go undetected, which can impact recovery, compliance during

treatment, and most importantly, quality of life. Advanced practice nurses can play a huge role in

addressing and closing these gaps in their care.

Research question: How can advanced practice nurses help close the gap in consistent mental

health screening by improving the use of standardized tools in pediatric oncology?

**## IntroPICOTquestionAssignment.docx**

**Introduction and PICOT Question Assignment**

Isabella Echeverria

St. Thomas University

NUR-611-AP2

Dr. Janet M. Huxley

July 27, 2025

**Introduction and PICOT Question Assignment**

**PICOT Question**

In pediatric oncology patients (P), how does the consistent use of standardized mental health screening tools (I), compared to inconsistent or no standardized screening (C), affect the early identification and management of emotional distress (O) during a six-month treatment period (T)?

**Purpose and Rationale for the Scholarly Project**

This study examines the inconsistent use of standardised mental health screening instruments in paediatric oncology. Despite the limited evidence-based methods that exist to study emotions and psychology, they are not systematically or consistently used to assess them in the pediatric oncology environment. Cancer treatment of children usually does not identify the status of emotional distress in children, potentially affecting the psychological sense of a patient, and deregulating the risk of treatment adherence, physiological healing, and health in adulthood. The current project aims to assess how advanced practice nurses (APNs) can reduce this severe deficit by promoting and adopting uniform mental health screening measures.

Evidence-based appeal to this question emerges due to the widely-documented relationship between early mental health intervention and better treatment outcomes of pediatric cancer patients. Deshields et al. (2021) explain that regular psychological screening can be used to identify distress early, which results in timely intervention that contributes to patient and family resilience. Moreover, standard screenings will provide fairer care as it reduces subjective assessment bias practices. This project can facilitate not only quality holistic care but also effective resource distribution of health care by empowering APNs with effective screening tools and implementation tools. Mental health outcome improvement can lessen occurrences of delays in treatment, recurrent hospital admissions, and prolonged psychiatric treatment, offering financial returns by means of offsetting costs and enhancing the lives of patients.

**Background on the Problem or Population of Interest**

Children with cancer have mental challenges as well as physical ones. Up to 60% of paediatric oncology patients exhibit anxiety, despair, and post-traumatic stress, according to studies. Lee et al. (2023). Validated instruments like the Paediatric Symptom Checklist and Psychosocial Assessment Tool are rarely used. Unstandardised institutional guidelines and poor frontline provider training contribute to this variation.

Paediatric oncology advanced practice nurses are well-positioned to incorporate mental health screening into normal care. With training in holistic and family-centered care, APNs can spot psychological concerns early and refer or intervene. Bitsko et al. (2022) recommend mental health surveillance in chronic illness care as a key paediatric practice. Using systematic and structured assessment to address paediatric oncology patients' emotional well-being offers a more holistic cancer care paradigm.

**Significance of the Problem to Nursing and Health Care**

This issue supports healthcare goals to improve patient-centered treatment, early intervention, and health equity. The Healthy People 2030 objectives emphasise mental health and the integration of behavioural and physical health services, according to Martinelli (2024). Addressing emotional distress in cancer-stricken youngsters supports public health initiatives and reduces long-term psychiatric consequences.

Nursing emphasises holistic care and patient advocacy. Thus, inconsistent mental health screenings in paediatric oncology contradict nursing values. Nurses can change institutional policy and improve interdisciplinary collaboration by identifying this gap and presenting a systematic, evidence-based remedy. The research also shows APNs' rising role in quality improvement and care coordination, demonstrating nursing's leadership in tackling systemic health inequities. Like Chapter 2, a research question is significant when the outcomes can affect nursing theory, improve clinical recommendations, or challenge practice (Elsevier, 2018). This project's question fits all three criteria.

**Benefit of the Project to Nursing Practice**

This project promotes nursing in several ways. First, it outlines how paediatric oncology APNs can incorporate mental health screening into their daily work. Standardised tools and evidence-based guidelines help nurses make better clinical decisions and provide prompt psychosocial interventions. Improved emotional distress identification may lead to early intervention and better cancer treatment adherence.

Second, the project encourages APNs to lead practice innovation, promoting professional development. Systematic screening programs require clinical, teaching, advocacy, and evaluation capabilities. Advanced nursing courses and national practice standards emphasise these competencies.

Third, paediatric cardiology and endocrinology, where chronic illness impairs psychological well-being, can use the project's findings. A standardised mental health screening approach in paediatric oncology could be applied to other paediatric subspecialties.

Finally, applying clinical research to real-world challenges advances evidence-based practice. Your course materials (Chapter 2) state that PICOT-formatted clinical questions make interventions measurable and results clear. This study integrates nursing theory, clinical research, and practice to enhance patient outcomes and enrich the nursing profession.

**Conclusion**

Paediatric cancer has a devastating emotional and psychological impact, but many healthcare settings ignore it. Standardised mental health screening techniques are inconsistently used, hindering holistic care. This scholarly effort uses a well-constructed PICOT question to empower APNs to lead evidence-based emotional care initiatives for paediatric oncology patients. Nurses can prevent emotional distress from becoming an unseen consequence of childhood cancer via screening, early detection, and timely care. This study could transform paediatric oncology, promote interprofessional collaboration, and benefit other vulnerable paediatric populations.

**References**

Bitsko, R. H., Claussen, A. H., Lichstein, J., Black, L. I., Jones, S. E., Danielson, M. L., Hoenig, J. M., Davis Jack, S. P., Brody, D. J., Gyawali, S., Maenner, M. J., Warner, M., Holland, K. M., Perou, R., Crosby, A. E., Blumberg, S. J., Avenevoli, S., Kaminski, J. W., Ghandour, R. M., & Meyer, L. N. (2022). Mental Health Surveillance Among Children — United States, 2013–2019.
_MMWR Supplements_,
_71_(2), 1–42. https://doi.org/10.15585/mmwr.su7102a1

Deshields, T. L., Wells‐Di Gregorio, S., Flowers, S. R., Irwin, K. E., Nipp, R., Padgett, L., & Zebrack, B. (2021). Addressing distress management challenges: Recommendations from the consensus panel of the American Psychosocial Oncology Society and the Association of Oncology Social Work.
_CA: A Cancer Journal for Clinicians_,
_71_(5).
[https://doi.org/10.3322/caac.21672](https://doi.org/10.3322/caac.21672)

Elsevier Inc. (2018).
_Chapter 2: Research Questions, Hypotheses, and Clinical Questions_ [PowerPoint slides]. In
_RESEARCH/SCIENCE APPROACHES_

Lee, A. R. Y. B., Yau, C. E., Low, C. E., Li, J., Ho, R. C. M., & Ho, C. S. H. (2023). Severity and Longitudinal Course of Depression, Anxiety and Post-Traumatic Stress in Paediatric and Young Adult Cancer Patients: A Systematic Review and Meta-Analysis.
_Journal of Clinical Medicine_,
_12_(5), 1784. https://doi.org/10.3390/jcm12051784

Martinelli, A. (2024). Sustainable Promotion of Mental Health and Prevention of Mental Health Disorders Across the World.
_Integrated Science_, 1–23. https://doi.org/10.1007/978-3-031-64288-3_1

**instructions1.0.png**

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**## researchtopic.pdf**

Research problem: There may be plenty of standardized tools for mental health screening in

pediatric oncology, but they aren't used consistently and may not be effective. This is a problem

because emotional distress can go undetected, which can impact recovery, compliance during

treatment, and most importantly, quality of life. Advanced practice nurses can play a huge role in

addressing and closing these gaps in their care.

Research question: How can advanced practice nurses help close the gap in consistent mental

health screening by improving the use of standardized tools in pediatric oncology?

**## IntroPICOTquestionAssignment.docx**

**Introduction and PICOT Question Assignment**

Isabella Echeverria

St. Thomas University

NUR-611-AP2

Dr. Janet M. Huxley

July 27, 2025

**Introduction and PICOT Question Assignment**

**PICOT Question**

In pediatric oncology patients (P), how does the consistent use of standardized mental health screening tools (I), compared to inconsistent or no standardized screening (C), affect the early identification and management of emotional distress (O) during a six-month treatment period (T)?

**Purpose and Rationale for the Scholarly Project**

This study examines the inconsistent use of standardised mental health screening instruments in paediatric oncology. Despite the limited evidence-based methods that exist to study emotions and psychology, they are not systematically or consistently used to assess them in the pediatric oncology environment. Cancer treatment of children usually does not identify the status of emotional distress in children, potentially affecting the psychological sense of a patient, and deregulating the risk of treatment adherence, physiological healing, and health in adulthood. The current project aims to assess how advanced practice nurses (APNs) can reduce this severe deficit by promoting and adopting uniform mental health screening measures.

Evidence-based appeal to this question emerges due to the widely-documented relationship between early mental health intervention and better treatment outcomes of pediatric cancer patients. Deshields et al. (2021) explain that regular psychological screening can be used to identify distress early, which results in timely intervention that contributes to patient and family resilience. Moreover, standard screenings will provide fairer care as it reduces subjective assessment bias practices. This project can facilitate not only quality holistic care but also effective resource distribution of health care by empowering APNs with effective screening tools and implementation tools. Mental health outcome improvement can lessen occurrences of delays in treatment, recurrent hospital admissions, and prolonged psychiatric treatment, offering financial returns by means of offsetting costs and enhancing the lives of patients.

**Background on the Problem or Population of Interest**

Children with cancer have mental challenges as well as physical ones. Up to 60% of paediatric oncology patients exhibit anxiety, despair, and post-traumatic stress, according to studies. Lee et al. (2023). Validated instruments like the Paediatric Symptom Checklist and Psychosocial Assessment Tool are rarely used. Unstandardised institutional guidelines and poor frontline provider training contribute to this variation.

Paediatric oncology advanced practice nurses are well-positioned to incorporate mental health screening into normal care. With training in holistic and family-centered care, APNs can spot psychological concerns early and refer or intervene. Bitsko et al. (2022) recommend mental health surveillance in chronic illness care as a key paediatric practice. Using systematic and structured assessment to address paediatric oncology patients' emotional well-being offers a more holistic cancer care paradigm.

**Significance of the Problem to Nursing and Health Care**

This issue supports healthcare goals to improve patient-centered treatment, early intervention, and health equity. The Healthy People 2030 objectives emphasise mental health and the integration of behavioural and physical health services, according to Martinelli (2024). Addressing emotional distress in cancer-stricken youngsters supports public health initiatives and reduces long-term psychiatric consequences.

Nursing emphasises holistic care and patient advocacy. Thus, inconsistent mental health screenings in paediatric oncology contradict nursing values. Nurses can change institutional policy and improve interdisciplinary collaboration by identifying this gap and presenting a systematic, evidence-based remedy. The research also shows APNs' rising role in quality improvement and care coordination, demonstrating nursing's leadership in tackling systemic health inequities. Like Chapter 2, a research question is significant when the outcomes can affect nursing theory, improve clinical recommendations, or challenge practice (Elsevier, 2018). This project's question fits all three criteria.

**Benefit of the Project to Nursing Practice**

This project promotes nursing in several ways. First, it outlines how paediatric oncology APNs can incorporate mental health screening into their daily work. Standardised tools and evidence-based guidelines help nurses make better clinical decisions and provide prompt psychosocial interventions. Improved emotional distress identification may lead to early intervention and better cancer treatment adherence.

Second, the project encourages APNs to lead practice innovation, promoting professional development. Systematic screening programs require clinical, teaching, advocacy, and evaluation capabilities. Advanced nursing courses and national practice standards emphasise these competencies.

Third, paediatric cardiology and endocrinology, where chronic illness impairs psychological well-being, can use the project's findings. A standardised mental health screening approach in paediatric oncology could be applied to other paediatric subspecialties.

Finally, applying clinical research to real-world challenges advances evidence-based practice. Your course materials (Chapter 2) state that PICOT-formatted clinical questions make interventions measurable and results clear. This study integrates nursing theory, clinical research, and practice to enhance patient outcomes and enrich the nursing profession.

**Conclusion**

Paediatric cancer has a devastating emotional and psychological impact, but many healthcare settings ignore it. Standardised mental health screening techniques are inconsistently used, hindering holistic care. This scholarly effort uses a well-constructed PICOT question to empower APNs to lead evidence-based emotional care initiatives for paediatric oncology patients. Nurses can prevent emotional distress from becoming an unseen consequence of childhood cancer via screening, early detection, and timely care. This study could transform paediatric oncology, promote interprofessional collaboration, and benefit other vulnerable paediatric populations.

**References**

Bitsko, R. H., Claussen, A. H., Lichstein, J., Black, L. I., Jones, S. E., Danielson, M. L., Hoenig, J. M., Davis Jack, S. P., Brody, D. J., Gyawali, S., Maenner, M. J., Warner, M., Holland, K. M., Perou, R., Crosby, A. E., Blumberg, S. J., Avenevoli, S., Kaminski, J. W., Ghandour, R. M., & Meyer, L. N. (2022). Mental Health Surveillance Among Children — United States, 2013–2019.
_MMWR Supplements_,
_71_(2), 1–42. https://doi.org/10.15585/mmwr.su7102a1

Deshields, T. L., Wells‐Di Gregorio, S., Flowers, S. R., Irwin, K. E., Nipp, R., Padgett, L., & Zebrack, B. (2021). Addressing distress management challenges: Recommendations from the consensus panel of the American Psychosocial Oncology Society and the Association of Oncology Social Work.
_CA: A Cancer Journal for Clinicians_,
_71_(5).
[https://doi.org/10.3322/caac.21672](https://doi.org/10.3322/caac.21672)

Elsevier Inc. (2018).
_Chapter 2: Research Questions, Hypotheses, and Clinical Questions_ [PowerPoint slides]. In
_RESEARCH/SCIENCE APPROACHES_

Lee, A. R. Y. B., Yau, C. E., Low, C. E., Li, J., Ho, R. C. M., & Ho, C. S. H. (2023). Severity and Longitudinal Course of Depression, Anxiety and Post-Traumatic Stress in Paediatric and Young Adult Cancer Patients: A Systematic Review and Meta-Analysis.
_Journal of Clinical Medicine_,
_12_(5), 1784. https://doi.org/10.3390/jcm12051784

Martinelli, A. (2024). Sustainable Promotion of Mental Health and Prevention of Mental Health Disorders Across the World.
_Integrated Science_, 1–23. https://doi.org/10.1007/978-3-031-64288-3_1

**instructions1.0.png**

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**instructions2.0.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/instructions2-0-png-10363241)

**rubric1.0.png**

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**rubric2.0.png**

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**## researchtopic.pdf**

Research problem: There may be plenty of standardized tools for mental health screening in

pediatric oncology, but they aren't used consistently and may not be effective. This is a problem

because emotional distress can go undetected, which can impact recovery, compliance during

treatment, and most importantly, quality of life. Advanced practice nurses can play a huge role in

addressing and closing these gaps in their care.

Research question: How can advanced practice nurses help close the gap in consistent mental

health screening by improving the use of standardized tools in pediatric oncology?

**## IntroPICOTquestionAssignment.docx**

**Introduction and PICOT Question Assignment**

Isabella Echeverria

St. Thomas University

NUR-611-AP2

Dr. Janet M. Huxley

July 27, 2025

**Introduction and PICOT Question Assignment**

**PICOT Question**

In pediatric oncology patients (P), how does the consistent use of standardized mental health screening tools (I), compared to inconsistent or no standardized screening (C), affect the early identification and management of emotional distress (O) during a six-month treatment period (T)?

**Purpose and Rationale for the Scholarly Project**

This study examines the inconsistent use of standardised mental health screening instruments in paediatric oncology. Despite the limited evidence-based methods that exist to study emotions and psychology, they are not systematically or consistently used to assess them in the pediatric oncology environment. Cancer treatment of children usually does not identify the status of emotional distress in children, potentially affecting the psychological sense of a patient, and deregulating the risk of treatment adherence, physiological healing, and health in adulthood. The current project aims to assess how advanced practice nurses (APNs) can reduce this severe deficit by promoting and adopting uniform mental health screening measures.

Evidence-based appeal to this question emerges due to the widely-documented relationship between early mental health intervention and better treatment outcomes of pediatric cancer patients. Deshields et al. (2021) explain that regular psychological screening can be used to identify distress early, which results in timely intervention that contributes to patient and family resilience. Moreover, standard screenings will provide fairer care as it reduces subjective assessment bias practices. This project can facilitate not only quality holistic care but also effective resource distribution of health care by empowering APNs with effective screening tools and implementation tools. Mental health outcome improvement can lessen occurrences of delays in treatment, recurrent hospital admissions, and prolonged psychiatric treatment, offering financial returns by means of offsetting costs and enhancing the lives of patients.

**Background on the Problem or Population of Interest**

Children with cancer have mental challenges as well as physical ones. Up to 60% of paediatric oncology patients exhibit anxiety, despair, and post-traumatic stress, according to studies. Lee et al. (2023). Validated instruments like the Paediatric Symptom Checklist and Psychosocial Assessment Tool are rarely used. Unstandardised institutional guidelines and poor frontline provider training contribute to this variation.

Paediatric oncology advanced practice nurses are well-positioned to incorporate mental health screening into normal care. With training in holistic and family-centered care, APNs can spot psychological concerns early and refer or intervene. Bitsko et al. (2022) recommend mental health surveillance in chronic illness care as a key paediatric practice. Using systematic and structured assessment to address paediatric oncology patients' emotional well-being offers a more holistic cancer care paradigm.

**Significance of the Problem to Nursing and Health Care**

This issue supports healthcare goals to improve patient-centered treatment, early intervention, and health equity. The Healthy People 2030 objectives emphasise mental health and the integration of behavioural and physical health services, according to Martinelli (2024). Addressing emotional distress in cancer-stricken youngsters supports public health initiatives and reduces long-term psychiatric consequences.

Nursing emphasises holistic care and patient advocacy. Thus, inconsistent mental health screenings in paediatric oncology contradict nursing values. Nurses can change institutional policy and improve interdisciplinary collaboration by identifying this gap and presenting a systematic, evidence-based remedy. The research also shows APNs' rising role in quality improvement and care coordination, demonstrating nursing's leadership in tackling systemic health inequities. Like Chapter 2, a research question is significant when the outcomes can affect nursing theory, improve clinical recommendations, or challenge practice (Elsevier, 2018). This project's question fits all three criteria.

**Benefit of the Project to Nursing Practice**

This project promotes nursing in several ways. First, it outlines how paediatric oncology APNs can incorporate mental health screening into their daily work. Standardised tools and evidence-based guidelines help nurses make better clinical decisions and provide prompt psychosocial interventions. Improved emotional distress identification may lead to early intervention and better cancer treatment adherence.

Second, the project encourages APNs to lead practice innovation, promoting professional development. Systematic screening programs require clinical, teaching, advocacy, and evaluation capabilities. Advanced nursing courses and national practice standards emphasise these competencies.

Third, paediatric cardiology and endocrinology, where chronic illness impairs psychological well-being, can use the project's findings. A standardised mental health screening approach in paediatric oncology could be applied to other paediatric subspecialties.

Finally, applying clinical research to real-world challenges advances evidence-based practice. Your course materials (Chapter 2) state that PICOT-formatted clinical questions make interventions measurable and results clear. This study integrates nursing theory, clinical research, and practice to enhance patient outcomes and enrich the nursing profession.

**Conclusion**

Paediatric cancer has a devastating emotional and psychological impact, but many healthcare settings ignore it. Standardised mental health screening techniques are inconsistently used, hindering holistic care. This scholarly effort uses a well-constructed PICOT question to empower APNs to lead evidence-based emotional care initiatives for paediatric oncology patients. Nurses can prevent emotional distress from becoming an unseen consequence of childhood cancer via screening, early detection, and timely care. This study could transform paediatric oncology, promote interprofessional collaboration, and benefit other vulnerable paediatric populations.

**References**

Bitsko, R. H., Claussen, A. H., Lichstein, J., Black, L. I., Jones, S. E., Danielson, M. L., Hoenig, J. M., Davis Jack, S. P., Brody, D. J., Gyawali, S., Maenner, M. J., Warner, M., Holland, K. M., Perou, R., Crosby, A. E., Blumberg, S. J., Avenevoli, S., Kaminski, J. W., Ghandour, R. M., & Meyer, L. N. (2022). Mental Health Surveillance Among Children — United States, 2013–2019.
_MMWR Supplements_,
_71_(2), 1–42. https://doi.org/10.15585/mmwr.su7102a1

Deshields, T. L., Wells‐Di Gregorio, S., Flowers, S. R., Irwin, K. E., Nipp, R., Padgett, L., & Zebrack, B. (2021). Addressing distress management challenges: Recommendations from the consensus panel of the American Psychosocial Oncology Society and the Association of Oncology Social Work.
_CA: A Cancer Journal for Clinicians_,
_71_(5).
[https://doi.org/10.3322/caac.21672](https://doi.org/10.3322/caac.21672)

Elsevier Inc. (2018).
_Chapter 2: Research Questions, Hypotheses, and Clinical Questions_ [PowerPoint slides]. In
_RESEARCH/SCIENCE APPROACHES_

Lee, A. R. Y. B., Yau, C. E., Low, C. E., Li, J., Ho, R. C. M., & Ho, C. S. H. (2023). Severity and Longitudinal Course of Depression, Anxiety and Post-Traumatic Stress in Paediatric and Young Adult Cancer Patients: A Systematic Review and Meta-Analysis.
_Journal of Clinical Medicine_,
_12_(5), 1784. https://doi.org/10.3390/jcm12051784

Martinelli, A. (2024). Sustainable Promotion of Mental Health and Prevention of Mental Health Disorders Across the World.
_Integrated Science_, 1–23. https://doi.org/10.1007/978-3-031-64288-3_1

**instructions1.0.png**

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November 5, 2026
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November 5, 2026