Category: Behavioral science and Human development

Please review the instructions below. I have uploaded
everything needed for the assignment. Please be sure to use sources that are 5
years old and current. Please reframe it using Wikipedia and other sources.
Also, please, no incidents of ethical scholarship issues. Thanks for all you do
in advance!

Answer the following questions below the table. Each answer should be no more than two paragraphs.
How does a behavior analytic approach differ from other fields of psychology?
What is the problem with a behavior analyst using a mentalistic approach?
Why is it important for a behavior analyst to use a behavioristic approach and not use a mentalistic approach in their practice?
Refer to the Mentalism and Radical Behaviorism rubric to ensure you understand the grading criteria for this assignment.

Consider this week’s readings and the review of the scientific principles and goals of Applied Behavior Analysis. Reflect on the information about the goals of the science in the field, your role as a Scientist-Practitioner, and the necessary focus on the social validity and client quality of life.
Please respond to the following:
Provide a well-supported discussion of how all the elements are interrelated.
What challenges or questions come to mind when you think about integrating these aspects of science and practice for the benefit of the client?
Select a behavior (your own, a child, partner, parent, student, etc.) to practice developing an operational definition of a problem behavior, and a desired replacement behavior.
Discuss the social significance of the behaviors, how they could impact one’s quality of life, and to what degree the behaviors can be analyzed, based on Schlinger’s (2017) considerations.

This is based on my previous order,  please I will need that the same person that is woring on my previous order, will work on this one as well, because it is a continuation. Forensic psychologists may do assessments for either the prosecution or defense. Once an assessment has been completed, a written report is commonly used to communicate the forensic psychologist’s conclusion. It may include items like potential origins of the behaviors (both biological and environmental, speaking to the classic nature versus nurture argument in psychology), current manifestations of the behavior and potential diagnosis, assessment approach, and other ethical or demographic considerations related to the case. In Assessment 3, you will continue reviewing the case you explored in Assessment 2 and apply your knowledge and skills related to assessment and ethics to provide a final report.
NOTE: This assessment builds on Assessment 2. It’s recommended that you complete Assessment 2 before Assessment 3.
Review the case study you chose (Derek) from the Criminal Offenders: Case Studies media piece.
Review the DSM-5-TR diagnostic criteria for:
Depressive disorders.
Bipolar and related disorders.
Anxiety disorders.
Schizophrenia spectrum and other psychotic disorders.
locate three peer-reviewed journal articles:
At least one article on the mental health disorder.
At least one article on the assessment you chose.
Instructions:
Write and submit a 5–7 page report summarizing Derek’s  diagnosis and its influence on their behavior.
In your paper, include the following:
State the disorder Derek or Meredith show signs of having.
Reference the DSM-5-TR when you do this, and specifically state how they meet the diagnostic criteria for that disorder.
This discussion should be approximately one page.
Describe the mental health assessment you chose. Discuss the assessment’s validity and reliability.
Be sure to demonstrate how this assessment is appropriate for your case study.
This discussion should be approximately one page.
Discuss the possible biological, developmental, behavioral, situational, and protective factors that may explain or cause the behaviors in the case study.
This discussion should be approximately one to two pages.
Discuss ethical considerations related to assessing this client and provide examples.
This discussion should be approximately one page.
Review the crime as described in Criminal Offenders: Case Studies and describe how the disorder influenced the commission of the crime.
This discussion should be approximately one to two pages.
Additional requirement:
Your paper should meet the following requirements:
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to the APA style and formatting standards.
References: At least six references—your textbook, APA Ethical Principles of Psychologists and Code of Conduct, the DSM-5-TR, and three peer-reviewed journal articles. Note: You can use sources you found for Assessment 2.
Length of paper: 5–7 typed, double-spaced pages of content, in addition to the title page and references page.
Font and font size: Times New Roman, 12 point.
This is the main guide to follow because the professor will base his grading on this scoring guide, please stick to distinguished.
case study.
Derek’s Story
Derek is a twenty-year-old, African American patient who is accused of second-degree murder for killing a twenty-one-year-old female (Yvonne) one year ago, and was subsequently certified into a state forensic hospital for further evaluation and treatment while awaiting trial. His counsel intends to allege that he was in a dissociative state, due to possible drug use, when he stabbed the victim to death.
Childhood
Derek is an only child. From the age of five, his teachers and parents noted undue aggression, distractibility, and a lack of concentration. By his own admission, he was impulsive, acted out, and experienced temper tantrums three to four times per week. At school and at home his temper problems continued and he was described at school as “a bully with no friends.” His parents noted that around the age of nine, they began to see a cycle developing. In the first stage of the cycle, he would start school, a project, or a new routine motivated and positive. His positive beginnings were short-lived however, and he would become frustrated, blow up and get angry, followed by a calm period. His parents noted that his ability to cope with feelings such as frustration related to the phase of the cycle.
At the age of thirteen, his maternal grandfather, with whom he was very close, died. This was devastating to him. He took this quite badly as his grandfather was a significant person in his life. In grade seven (age thirteen), he attended a new school, and although he was very anxious about starting there, the year began well. However, within six months his parents reported that he had poor peer relationships and was bullying other children. He was suspended for stealing items from other students’ lockers. During this period, he reports that he frequently lied and stole from his parents. Derek admitted in the intake interview that he started using marijuana and having frequent sex when he was thirteen.
Home Life
Derek’s parents state that there was a great deal of emotional tension in the house. He was referred to the Nelson Treatment Centre for assessment but refused to see the therapist. During the summer months in subsequent years, he spent a lot of time at the family cottage and seemed to benefit greatly from his relationship with Yvonne (the murder victim). The relationship was described by his parents as a “brother-sister” relationship. He returned to school in September each year, but was suspended often for infrequent attendance. His mother reports that he was difficult to tolerate because of his drug use and his refusal to do any chores around the house. His mother reported that she was afraid of him because his outbursts were so unpredictable.
An unchaperoned house party led to substantial damage to Derek’s house and this resulted in a significant confrontation with his parents. His parents asked him to leave (he had just turned eighteen) and he spent several weeks living in Yvonne’s apartment. He reports that his status at her apartment was one of a friend who was staying with her temporarily.
During this period, he had a girlfriend who broke up with him. His parents reported that he was quite upset by this. He stole Yvonne’s car, drove to his grandmother’s summer cottage, and broke in. He vandalized several cottages. After spending two days at the cottage, he decided to return the car to Yvonne.
However, he panicked when he saw the police at the roadblock (checking for drunk drivers). The police chased him but he managed to lose them. He hid for an hour and started driving again but fell asleep while driving and the car ended up in the ditch. He walked to the nearest town, went to the police department, and told them what happened. He was arrested and sent to the Mental Health Center for a court-ordered assessment. He was given a one-year probation (convicted of six counts of breaking and entering, taking an automobile without consent, and careless driving). His conditions of treatment included seeing a doctor and attending group therapy.
Pre-Murder
About six weeks prior to the homicide, Derek reports that he started having what he called “rushes” in which he would feel very strange, tense, and agitated. The acute stage would last for about five minutes but he would continue to feel strange for a few hours. His parents had left town on a two-week holiday and he was staying at home alone. He sought help from his uncle who took him to the emergency room at the hospital. The doctor described Derek as being “very anxious, continually clenching his fists” and gave him a prescription for diazepam.
The night prior to the homicide he stayed at a friend’s house partying (doing acid and drinking vodka). The next evening around 9:00 p.m. he went to stay with Yvonne. He reports waking up at 3:00 a.m. trying to control his feelings of panic and his need to run away. He was having suicidal thoughts and felt that he needed to take Yvonne’s car and get away. At some point he remembers the knife being in his hand and that he was stabbing Yvonne in a state of extreme emotional rage (victim was stabbed approximately sixteen times). He claims he did not remember the actual attack, but he remembers feeling a sense of relief some time afterward. He remembers covering the body with a sheet. He says he took a shower, changed clothes, took her car keys, and left. He went to work and told them he did not feel well. When asked about cuts on his hands he claimed he had cut his hand when changing a tire. He returned to Yvonne’s apartment and took her car and left the city heading towards his grandmother’s cottage. The car broke down several miles outside the city. When the police stopped to ask him if he needed help he acted very confused and could not identify himself. The police arrested him.
Post-Murder
Derek has not been able to explain adequately the motivation behind his actions. He reports he does not understand why he would have killed his “best friend.” During the interview, he talked at length about his friendship with Yvonne, described her as like a big sister to him, and expressed remorse for what he had done. He stated that he felt she was the only person in the world that he could turn to and that he valued her friendship and support.
When he first arrived at this hospital, Derek reported that he wanted to gain insight into his behavior. More recent reports, however, indicate that he blames the homicide on his mental illness and is refusing to take part in psychotherapy. In the last four months, he seems to have gained a measure of control over his impulses and has not been a management problem on the unit. According to nursing reports, Derek tends to have somewhat condescending attitude towards the other patients and can be sarcastic to staff when denied a request. It has also been noted that Derek will “go shopping from staff to staff when he does not receive the answer he wants.”
Case Study: Final Report Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Apply DSM-5-TR criteria to a case study. Does not identify or apply DSM-5-TR criteria to a case study. Identifies but does not apply DSM-5-TR criteria to a case study. Applies DSM-5-TR criteria to a case study. Applies DSM-5-TR criteria to a case study using evidence from a professional or scholarly source.
Apply reliability, validity, and generalizability to a chosen assessment. Does not identify or apply reliability, validity, and generalizability to a chosen assessment. Identifies but does not apply reliability, validity, and generalizability to a chosen assessment. Applies reliability, validity, and generalizability to a chosen assessment. Applies reliability, validity, and generalizability to a chosen assessment with evidence from a peer-reviewed journal article.
Interpret behavior based on biological, behavioral, situational, developmental, and protective factors. Does not describe or interpret behavior based on biological, behavioral, situational, developmental, and protective factors. Describes but does not interpret behavior based on biological, behavioral, situational, developmental, and protective factors. Interprets behavior based on biological, behavioral, situational, developmental, and protective factors. Interprets behavior based on biological, behavioral, situational, developmental, and protective factors using evidence from a professional or scholarly source.
Apply ethical principles to an assessment in forensic psychology. Does not describe or apply ethical principles to an assessment in forensic psychology. Describes but does not apply ethical principles to an assessment in forensic psychology. Applies ethical principles to an assessment in forensic psychology. Applies ethical principles to an assessment in forensic psychology using examples.
Develop an explanation of the relationship between the mental health disorder and the crime. Does not develop an explanation on or describe the relationship between the mental health disorder and the crime. Describes the crime but does not develop an explanation on the relationship between the mental health disorder and the crime. Develops an explanation on the relationship between the mental health disorder and the crime. Develops an explanation on the relationship between the mental health disorder and the crime using evidence from a professional or scholarly source.
Apply evidence from peer-reviewed journal articles. Does not apply evidence from peer-reviewed journal articles. Applies evidence from one peer-reviewed journal article. Applies evidence from peer-reviewed journal articles. Applies evidence from three or more peer-reviewed journal articles.
Use APA style formatting for citations and reference list with only minor errors. Does not use citations or have a reference list. Uses APA style formatting for citations and reference list but has major errors. Uses APA style formatting for citations and reference list with only minor errors. Uses APA style formatting for citations with no errors and a reference list with no more than minor errors.
Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences. Does not respond to the assessment prompt or does not organize text appropriately, uses inappropriate tone, or does not include structurally sound sentences. Addresses the assessment purpose with minimal issues related to evidence, tone, and sentence structure. Addresses assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences. Presents a focused purpose through strong organizational skills. Presents evidence through strong paraphrasing and summarizing, as well as appropriate tone and sentence structure.

In this assignment, you are to provide a detailed analysis of the following article:
Carr, J., Austin, J., Britton, L., Kellum, K., Bailey, J. (1999). An Assessment of Social Validity Trends in Applied Behavior Analysis. Behavioral Interventions
The analysis should be a minimum of 3 pages in length, presented in APA formatting, and contain the following information: 
1.       The rationale for the study.
2.       A brief description of the method and results.
3.       An evaluation of whether the study was consistent with the goals of behavior analysis as a science (why or why not).
4.       Discuss how the study addressed the dimensions of ABA.
5.       A summary of the lessons learned from the study and if there is an application to future practice or research.
Please note: Your assignment should be submitted in a Word Document format using Times New Roman 12. The assignment must use APA format (See link to APA publication style in the course site resources.)  Please include an appropriate heading on your paper and references to support methods or procedures used.
Please be sure to save your work using the naming convention:
Student last name, first name, ABA 501 Assignment 1
To submit your assignment, please click on the Add submission button located at the bottom of this page. You will be prompted to select a file to be submitted. (Note that you can drag and drop your file into the Files area or you can use the File picker to navigate to and select your file.) Then, click on the Save changes button. From this point you have the option to either edit your answers by clicking on the Edit submission button, or to submit by clicking on the Submit assignment button. Please note that your assignment is not submitted until you click on the Submit assignment button. Then, you will be prompted to confirm by clicking the Continue button. (You may need to scroll down).
To view how you will be graded on this assignment, refer to the Grading Rubric.
It is expected that your assignment submissions will conform to the American Psychological Association (APA) Style and Grammar Guidelines.

Fill out each of the sections on the form attached. The job is filing the questions in the form, based on the case study and information I will provide here.
Be sure you review the Case Study Assessment scoring guide to ensure that you have met all the criteria for this assessment.
Review the DSM-5-TR diagnostic criteria for:
Depressive disorders.
Bipolar and related disorders.
Anxiety disorders.
Schizophrenia spectrum and other psychotic disorders.
In the Capella library, locate three peer-reviewed journal articles:
At least one article on the mental health disorder relevant to the case.
At least one article on the assessment you chose
This is the case study
I chose:
Derek’s Story
Derek is a twenty-year-old, African American patient who is accused of second-degree murder for killing a twenty-one-year-old female (Yvonne) one year ago, and was subsequently certified into a state forensic hospital for further evaluation and treatment while awaiting trial. His counsel intends to allege that he was in a dissociative state, due to possible drug use, when he stabbed the victim to death.
Childhood
Derek is an only child. From the age of five, his teachers and parents noted undue aggression, distractibility, and a lack of concentration. By his own admission, he was impulsive, acted out, and experienced temper tantrums three to four times per week. At school and at home his temper problems continued and he was described at school as “a bully with no friends.” His parents noted that around the age of nine, they began to see a cycle developing. In the first stage of the cycle, he would start school, a project, or a new routine motivated and positive. His positive beginnings were short-lived however, and he would become frustrated, blow up and get angry, followed by a calm period. His parents noted that his ability to cope with feelings such as frustration related to the phase of the cycle.
At the age of thirteen, his maternal grandfather, with whom he was very close, died. This was devastating to him. He took this quite badly as his grandfather was a significant person in his life. In grade seven (age thirteen), he attended a new school, and although he was very anxious about starting there, the year began well. However, within six months his parents reported that he had poor peer relationships and was bullying other children. He was suspended for stealing items from other students’ lockers. During this period, he reports that he frequently lied and stole from his parents. Derek admitted in the intake interview that he started using marijuana and having frequent sex when he was thirteen.
Home Life
Derek’s parents state that there was a great deal of emotional tension in the house. He was referred to the Nelson Treatment Centre for assessment but refused to see the therapist. During the summer months in subsequent years, he spent a lot of time at the family cottage and seemed to benefit greatly from his relationship with Yvonne (the murder victim). The relationship was described by his parents as a “brother-sister” relationship. He returned to school in September each year, but was suspended often for infrequent attendance. His mother reports that he was difficult to tolerate because of his drug use and his refusal to do any chores around the house. His mother reported that she was afraid of him because his outbursts were so unpredictable.
An unchaperoned house party led to substantial damage to Derek’s house and this resulted in a significant confrontation with his parents. His parents asked him to leave (he had just turned eighteen) and he spent several weeks living in Yvonne’s apartment. He reports that his status at her apartment was one of a friend who was staying with her temporarily.
During this period, he had a girlfriend who broke up with him. His parents reported that he was quite upset by this. He stole Yvonne’s car, drove to his grandmother’s summer cottage, and broke in. He vandalized several cottages. After spending two days at the cottage, he decided to return the car to Yvonne.
However, he panicked when he saw the police at the roadblock (checking for drunk drivers). The police chased him but he managed to lose them. He hid for an hour and started driving again but fell asleep while driving and the car ended up in the ditch. He walked to the nearest town, went to the police department, and told them what happened. He was arrested and sent to the Mental Health Center for a court-ordered assessment. He was given a one-year probation (convicted of six counts of breaking and entering, taking an automobile without consent, and careless driving). His conditions of treatment included seeing a doctor and attending group therapy.
Pre-Murder
About six weeks prior to the homicide, Derek reports that he started having what he called “rushes” in which he would feel very strange, tense, and agitated. The acute stage would last for about five minutes but he would continue to feel strange for a few hours. His parents had left town on a two-week holiday and he was staying at home alone. He sought help from his uncle who took him to the emergency room at the hospital. The doctor described Derek as being “very anxious, continually clenching his fists” and gave him a prescription for diazepam.
The night prior to the homicide he stayed at a friend’s house partying (doing acid and drinking vodka). The next evening around 9:00 p.m. he went to stay with Yvonne. He reports waking up at 3:00 a.m. trying to control his feelings of panic and his need to run away. He was having suicidal thoughts and felt that he needed to take Yvonne’s car and get away. At some point he remembers the knife being in his hand and that he was stabbing Yvonne in a state of extreme emotional rage (victim was stabbed approximately sixteen times). He claims he did not remember the actual attack, but he remembers feeling a sense of relief some time afterward. He remembers covering the body with a sheet. He says he took a shower, changed clothes, took her car keys, and left. He went to work and told them he did not feel well. When asked about cuts on his hands he claimed he had cut his hand when changing a tire. He returned to Yvonne’s apartment and took her car and left the city heading towards his grandmother’s cottage. The car broke down several miles outside the city. When the police stopped to ask him if he needed help he acted very confused and could not identify himself. The police arrested him.
Post-Murder
Derek has not been able to explain adequately the motivation behind his actions. He reports he does not understand why he would have killed his “best friend.” During the interview, he talked at length about his friendship with Yvonne, described her as like a big sister to him, and expressed remorse for what he had done. He stated that he felt she was the only person in the world that he could turn to and that he valued her friendship and support.
When he first arrived at this hospital, Derek reported that he wanted to gain insight into his behavior. More recent reports, however, indicate that he blames the homicide on his mental illness and is refusing to take part in psychotherapy. In the last four months, he seems to have gained a measure of control over his impulses and has not been a management problem on the unit. According to nursing reports, Derek tends to have somewhat condescending attitude towards the other patients and can be sarcastic to staff when denied a request. It has also been noted that Derek will “go shopping from staff to staff when he does not receive the answer he wants.”
This is the scoring guide criteria, the most important and what the professor will grade, I always score distinguished because I try to complete all what is asked in this spot
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Apply DSM-5-TR criteria to a case study. Does not identify or apply DSM-5-TR criteria to a case study. Identifies but does not apply DSM-5-TR criteria to a case study. Applies DSM-5-TR criteria to a case study. Applies DSM-5-TR criteria to a case study using evidence from a professional or scholarly source.
Interpret behavior based on biological factors. Does not describe or interpret behavior based on biological factors. Describes but does not interpret behavior based on biological factors. Interprets behavior based on biological factors. Interprets behavior based on biological factors using evidence from a professional or scholarly source.
Interpret behavior based on learning and situational factors. Does not describe or interpret behavior based on learning and situational factors. Describes but does not interpret behavior based on learning and situational factors. Interprets behavior based on learning and situational factors. Interprets behavior based on learning and situational factors using evidence from a professional or scholarly source.
Interpret behavior based on developmental and protective factors. Does not describe or interpret behavior based on developmental and protective factors. Describes but does not interpret behavior based on developmental and protective factors. Interprets behavior based on developmental and protective factors. Interprets behavior based on developmental and protective factors using evidence from a professional or scholarly source.
Apply reliability, validity, and generalizability to chosen assessment. Does not identify or apply reliability, validity, and generalizability to chosen assessment. Identifies but does not apply reliability, validity, and generalizability to chosen assessment. Applies reliability, validity, and generalizability to chosen assessment. Applies reliability, validity, and generalizability to chosen assessment with evidence from a scholarly source.
Apply evidence from peer-reviewed journal articles. Does not apply evidence from peer-reviewed journal articles. Applies evidence from one peer-reviewed journal article. Applies evidence from peer-reviewed journal articles. Applies evidence from three or more peer-reviewed journal articles.
Use APA style formatting for citations and reference list with only minor errors. Does not use citations or have a reference list. Uses APA style formatting for citations and reference list but has major errors. Uses APA style formatting for citations and reference list with only minor errors. Uses APA style formatting for citations with no errors and a reference list with no more than minor errors.
Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences. Does not respond to the assessment prompt or does not organize text appropriately, uses inappropriate tone, or does not include structurally sound sentences. Addresses the assessment purpose with minimal issues related to evidence, tone, and sentence structure. Addresses assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences. Presents a focused purpose through strong organizational skills. Presents evidence through strong paraphrasing and summarizing, as well as appropriate tone and sentence str

3 page paper on adolescence age group and the relationship between anxiety and depression using theory and two references

Discuss three (3) careers in which knowledge of child development is important. For each career, discuss what type of child development knowledge you believe would be important to know. Be specific in your response in describing the kind of child development knowledge needed to be successful at this career. In your writing of these careers, you will need to tell me a little bit about the career (e.g., responsibilities of the job) and tell me about the type of educational background one needs to obtain to be successful in this career (e.g., is a bachelor’s degree in Psychology sufficient, or does one have to get a specialized degree, Master’s, or certification, etc.). You should discuss the types of research/internship/job opportunities that will help in being successful in this career. 

Create a PowerPoint or Prezi presentation by performing the following:
Provide eight examples of ways that the humanities influence creative expression.
Cover four or more branches of the humanities (i.e., not all examples of musicians or authors).
Each example should have its own slide with a clear, appropriate image and a brief explanation of how that example has been impacted by humanities (example: a slide featuring an image representing the movie Lord of the Rings with a sentence stating “The film LOTR incorporates aspects of the human condition such as discrimination, despair, courage, the feeling of triumph, happiness, internal mental scarring, and loss.”).
Include a title slide.
Include a reference slide with links to your resources.
Proofread your work for spelling and gram

For this assignment, you will provide a long answer essay response to each of the questions below. For each question, you are encouraged to use the peer-reviewed resources provided throughout the units to support your responses. Please do not copy and paste the whole question into the document. Rather, provide the question number (1-4) and a brief heading that correlates with each section of the grading rubric. (Ex. 1. Motivating Operations and Differential Reinforcement)
Discuss the differences between establishing and abolishing operations, and, with an example for support, explain why and how you might manipulate these Motivating Operations as part of a planned behavior change. Next discuss the differences between rule governed and contingency shaped behaviors, with one example to support each concept. Finally, define and describe the differences between the following processes: Positive Reinforcement, Negative Reinforcement, Positive Punishment, Negative punishment and extinction. Be sure to identify the expected behavioral outcome for each process and provide one brief example to illustrate each.
First, define stimulus and stimulus class and provide an example for each concept. . Next, define the concept of stimulus control and how stimulus control is established, explaining the differences between generalization and discrimination of stimuli.
Review Jasmine’s Case Example (transcript) and explain how you would use response and stimulus prompt fading to transfer stimulus control to a more relevant stimulus, including the application of differential reinforcement, as part of a maintenance plan for a target behavior.
First, discuss the basic concept of Verbal Behavior as an operant paradigm. Next, discuss each of the six elementary verbal operants, identifying them according to their properties of point-to-point correspondence, formal similarity, and appropriate reinforcement according to each operant’s specific function. Be sure to identify which verbal operants do or do not demonstrate the properties of point to point correspondence and formal similarity. Finally, provide a unique example of each verbal operant and how each is applied to the development of verbal behavior.
Discuss the concept of Derived Stimulus Relations as it applies to the development of verbal behavior and cognition. Explain the similarities and differences of how derived stimulus relations and verbal behavior contribute to the development of an individual’s verbal behavior and cognition. Finally, identify the three parts of stimulus equivalence, and explain how each part applies to the development of derived stimulus relations in verbal behavior,
Your assignment should be an 8-10 page essay, not including the title and reference pages, and should include the following elements:
Title page: Provide your name, title of assignment, course and section number, and date.
Body: Answer all the questions in complete sentences and paragraphs.
Your responses should reflect professional writing standards, using proper tone and language. The writing and writing style should be correct and accurate, and reflect knowledge of skills and practice in the human service profession.
Reference page: Sources listed in APA format. Be sure to include at least four sources to support your discussions.
Use Arial or Times New Roman 12-point font, double-spaced and left aligned.
Use standard 1″ margins on all sides.
Use current APA formatting and citation style, including APA format section headings used throughout for organization