Category: Psychology

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EYSKUBE SIMULATION EXERCISE (25%)  
Purpose
The following active learning exercise will give you a safe, effective, firsthand experience with some biological, psychological, and sociological aspects of drug addiction.  Although, of course, there is no way to simulate the addictive experience accurately, the more seriously you follow the rules of the simulation, the more likely you are to experience some of the thoughts and feelings of addiction.  No laws or morals should be broken to fulfill the requirements of the simulation.  If the simulation becomes too intense, you may terminate it… but please share why you stopped when we processed your experiences in class.
Method
You will suffer from addiction for this simulation’s 120 hours (5 full days).  Your drug of choice will be “EYSKUBE” (frozen water).  You used to dabble with the simpler forms of your drug (water), but now you NEED the “hard stuff.”  For 120 hours, I hope you will agree to live this addiction, doing everything you can to abide by the following rules:
The craving you have for EYSKUBE is powerful. The only way to satisfy this need is to put it (ice cubes) in EVERY SINGLE LIQUID SUBSTANCE YOU CONSUME during the 120 hours.  That is, whether you are drinking soda, milk, coffee, beer, cocoa, etc., you must have EYSKUBE in it to keep from going into withdrawal.  Even water from the drinking fountain or a drink when you wake up during the night must have an accompanying dose of EYSKUBE.  This will take a tremendous amount of advanced planning.  No drinking without EYSKUBE!  If you don’t have EYSKUBE, you can’t drink, and you will eventually start to experience withdrawal symptoms (1st symptom is usually dry mouth and thirst, but you may encounter others).
If you are serious about this simulation and wish to earn some bonus points, decide to use only tinted EYSKUBE (e.g.,  only red EYSKUBE or blue EYSKUBE can be used).  After all, with actual drug addiction, the drug would not be available in every restaurant, fast food place, or refrigerator – you would only be able to buy your drug at certain spots.  You would have to plan your life around finding your dealer regularly.  Being addicted to tinted EYSKUBE means you will have to plan how to access that particular red or blue “drug” every time you want to drink during the day.  Will you keep a “stash” in a cooler in your car or backpack?  Or will a friend be your “dealer,” and you’ll have to keep touching base with them to get your stuff?  In addition, addictive drugs like cocaine or heroin are not something you would usually want to be seen with at school or on the job – you would have to hide your drug.  Making EYSKUBE colored means you’ll have to hide it more – be more discrete – or folks will surely ask you why you have a blue cube in your beer.  That leads us to the following rule.
You must not talk to anyone outside the EYSKUBE culture (our class) about your situation for 120 hours.  The only people who know about your addiction are other EYSKUBE addicts or dealers.  Society condemns dependence on EYSKUBE – you could be expelled, fired, ostracized, or arrested if your addictive use of EYSKUBE is discovered.  If they notice your unusual behavior, do not tell them it is a simulation or class project.  Deception is part of the life of most addicts.  To put yourself in the role of the addict, you are going to have to deceive friends, family, and employers – come up with some excuse for your behavior other than the truth – just as an addict would probably lie about why they have a syringe, or needle tracks, or that glassine bag full of white powder.
You must be very discreet and secretive. 3. No one should see you adding your drug (EYSKUBE) to your drinks.  Think of it as your way of “shooting up” – you wouldn’t do that in public. Sometimes you may have to slip into the bathroom to administer EYSKUBE to your beverage without being noticed.
You must wear an odd, non-jewelry “bracelet” – perhaps masking tape or oddly colored yarn – on your body for the exercise duration.  This is a sign of your EYSKUBE addiction (like needle tracks) that I, a disgrace and something else you should conceal.  You also might find it an annoyance (like the runny nose or infected injection sites other types of addicts might experience).  It would be best if you tried to keep those outside the EYSKUBE culture from noticing this sign – they might ask embarrassing questions, and then you would probably have to make up some story to hide your addiction.  
You must keep a log throughout the exercise (e.g., where you are, what you are doing), recording the following every 4 hours: 
Are you thirsty now?
When and where do you expect your next dose of EYSKUBE?
What is your plan to satisfy your cravings?
What are you feeling and thinking?
Submit your log as well as a 4-pg. Double-spaced, full APA formatted essay answering the following questions, and come to class prepared to discuss your experiences and reaction to the simulation.  Provide at least 2 peer-reviewed articles as references. 
The   introduction of the Eyskube essay should be broken up into two parts: what addiction is and the purpose of the Eyskube stimulation. For the introduction, you should address at least TWO of the following questions in your first paragraph (a minimum of five sentences) using at least ONE academic journal article:
What is addiction or substance use disorder?
Are there different types of addiction? Specify if there are.
Provide a statistic about addiction within a specific population. You are free to focus on the following: sex, gender, race, nationality, sexuality, and age. Let’s say you wanted to focus on gender differences regarding addiction. You would say the following: According to NIH (2020), “Men are more likely than women to use almost all types of illicit drugs” (p.1).
In your second paragraph, answer the following questions regarding the Eyskube stimulation objectively:
1. What is the Eyskube stimulation about?
2. Why is this stimulation performed?
3. Who is partaking in the stimulation?
4. How will the Eyskube stimulation be conducted?
In the   discussion portion of your paper, please answer the following discussion question, dedicating at least ONE paragraph (a minimum of 5-7 sentences) for EACH.
Be able to describe the who, what, where, and when of the experience as objectively as possible.
In what ways, if any, do you think you felt like, had experiences like, or behaved like an addict?  
How did you feel about altering many of your daily activities to accommodate your addiction?  
What was the most challenging part of the simulation?
Choose one or two lessons you learned and describe how they will inform your work.
MAKE SURE NO PLAGARISM 

you will need to use the book and the podcast ( must listen to the podcast or read the transcript) as the 2 sources. it does not need to be at a higher education level meaning simple words and explanations are fine, just answer the questions and make the page limit. 
– https://www.npr.org/transcripts/475623339 (podcast) 
– Book is in files
– Questions and information below 
———————————————————————————–
After listening to the podcast, write a response paper that answers all of the following. You should write about a paragraph for each.
In your own understanding from Chapter 9, briefly define prejudice, stereotypes, and discrimination. Provide examples of each and be sure to explain how they are different from one another.
Reflect on the “sharing economy” that is discussed in the podcast. What is it? How it has allowed bias and discrimination to influence business transactions on platforms like Airbnb, Uber, and others? Share your personal feelings or any surprises you had while hearing about this.
Explain the Airbnb research study conducted by Dr. Michael Luca and colleagues. How did they conduct their study? What did they find? What are the larger implications of their research results?
What is your opinion on the suggestions discussed in the podcast to reduce bias? Do you think any of them could be effective? Why or why not? Are there any potential challenges with implementing them?
In your view, do businesses operating in the sharing economy have a personal responsibility to address bias on their platforms? Why do you hold this opinion?
Formatting
Papers should be 2 pages long (2.5 maximum), double spaced, in Times New Roman font, 12 point. Papers should be written as an essay (not a bullet pointed or numbered list) using complete sentences and paragraphs.
Papers should include an APA style title page and reference list for any sources used in your paper. The podcast should appear on your reference list. See this link for guidance and examples of how to cite a podcast episode in APA format.
Submission
Papers are to be submitted to Canvas (not emailed to me). Scroll down on this page to find the submission link towards the bottom.
Papers will be run through Turnitin.com to check for plagiarism and AI generated content. AI generated content may include (but not be limited to) material from ChatGPT, Grammarly Go, or Gemini. The Turnitin scores should not exceed 24%

You can choose any concept from one of the PowerPoints below to write the paper on. This is an open ended short research paper. It has to be at least 1 page, but cannot be more than 3 pages. We are not allowed to use quotes. Please read the rubric. Thanks!

Assignment
Due May 12 at 11:59 PM
For this task you will create a chart describing the different methods of establishing the reliability of a psychological instrument. In one column write the method (e.g., test-retest method) and on another column write a brief description for each of the methods.
Length: 1 page
Upload your document and click the Submit to Dropbox button.
Fishman, J. A., & Galguera, T. (2003). Introduction to test construction in the social and behavioral sciences: A practical guide. Lanham, MD: Rowman & Littlefield.
Read Chapters A3, A5, & B3
Kline, T. (2005). Psychological testing: A practical approach to design and evaluation. Thousand Oaks, Calif: Sage Publications.
Read Chapters 7 and 8

The Man who Fell out the Bed is the article I chose within the book.  I need a 5-6 reserch paper, 1 outline page, and 1 title page and works cited page also…. altogether 8 pages with everything.

Reflect upon your life to this point. Discuss how you would like to be remembered when your life is over. Based upon the way you are living your life now, explain how likely it is that you will be remembered in this way and any address any changes that may need to be made in your life choices. 
After reading through chapter 11 and chapter 12, create a word document using APA format with a minimum of 550-750 word-count. Include in text citations which will connect to the factual points from the textbook, and include the reference citations at the end of the document in APA format.
The book is called : i never knew i had a choice ” exploration of personal growth”

Students will be required to choose an area of interest relevant to the syllabus of the courses and select, summarize, and critique 5 empirically based journal articles within that area. This assignment involves using published research to provide an overview of and argument about a topic, identify the gaps in the literature, and make future recommendations. Simply summarizing the information you read is not enough. Instead, carefully synthesize the information to support your argument. Only discuss the parts of the studies that are relevant to your argument or topic.  Headings and subheadings can help guide readers through a long research paper. 
Choose a topic that is appropriate to the length of the assignment and for which you can find adequate sources. For example, “self-esteem” might be too broad for a 8-10 page paper, but it may be difficult to find enough articles on “the effects of private school education on female African American children’s self-esteem.” A paper in which you focus on the more general topic of “the effects of school transitions on adolescents’ self-esteem,” however, might work well for the assignment.
Students will be required to critique each article on its research design merits, discuss each articles relevance and contribution to the subject matter, highlight the relative inequities or inadequacies in the literature, and suggest areas of future inquiry within the chosen topic. An APA style reference list must also be included as part of the 8-10 pages.
My topic: what affects or ignites a person to have different responses in terms of grief and how can that response alter their mental health? Do environment, upbringing, or genetics bring on these levels of grief, or is it simply based on a person’s personality? 

For your Final Project, you are asked to use theories, strategies, and
concepts from the course to develop a crisis management plan for your
community.
he Final Project must include the following:
A strategy for identifying and selecting a crisis management team
A description of the organizational resources available to you in a
crisis (community, state, national, and international organizations).
Explain what they are and how they might be used in a crisis in your
community. Then explain how you might promote or expect collaboration
between and among them.
A description of the trained professionals available in your community
A summary of ethical and legal issues/considerations that you might encounter when responding to a crisis in your community
A description of issues/considerations related to diverse
populations that you might encounter when responding to a crisis in your
community
A description of a model that you would use to train counselors for a crisis
A description of how you would use empirically-supported treatments with survivors and care takers
A description of how the crisis management plan would be evaluated (after the fact)
Note: You may wish to use the bulleted items above as the basis for topic headings throughout your paper.
Please try to utilize resources from here and resources of your choice
James, R. K. & Gilliland, B.E. (2017). Crisis intervention strategies (8th ed.). Boston, MA: Cengage Learning.
Chapter 1, “Approaching Crisis Intervention”
Chapter 17, “Disaster Response”
Crandall, W., Parnell, J. A., & Spillan, J. E. (2014). Crisis management in the new strategy landscape. (2nd ed.) Thousand Oaks, CA: Sage.
Chapter 1, “A Framework for Crisis Management”
FEMA
Links to an external site.. (n.d.). Retrieved from https://www.fema.gov
Note: Click on the different types of disasters and hazards to learn more about each.
American Red Cross: Preparing and Getting Trained
http://www.redcross.org/prepare

Home

The Salvation Army Emergency Disaster Services
http://disaster.salvationarmyusa.org/
Mennonite Disaster Service
Links to an external site.. (n.d.). Retrieved from https://mds.mennonite.net
Crisis Management in the New Strategy Landscape
Chapter 10, “The Underlying Role of Ethics in Crisis Management”
Andrulis, D. P., Siddiqui, N. J., & Gantner, J. L. (2007). Preparing racially and ethnically diverse communities for public health emergencies
Links to an external site.. Health Affairs, 26(5), 1269-1279.  
Consoli, A., Kim, B. S. K., & Meyer, D. M. (2008). Counselors’ values profile: Implications for counseling ethnic minority clients
Links to an external site.. Counseling and Values, 52(3), 181-197.
Collins, N. M., & Pieterse, A. L. (2007). Critical incident analysis based training: An approach for developing racial/cultural awareness
Links to an external site.. Journal of Counseling & Development, 85(1), 14-23.
Hermann, M. A., & Herlihy, B. R. (2006). Legal and ethical implications of refusing to counsel homosexual clients
Links to an external site.. Journal of Counseling & Development, 84(4), 414-418.
Sementelli, A. (2007). Toward a taxonomy of disaster and crisis theories
Links to an external site.. Administrative Theory & Praxis, 29(4), 497-512.
Stafford Disaster Relief and Emergency Assistance Act
Links to an external site.. (2016). Retrieved from https://www.fema.gov/media-library-data/1519395888776-af5f95a1a9237302af7e3fd5b0d07d71/StaffordAct.pdf
Title IV: Major Disaster Assistance Programs – Sections 401, 402, 403, 416, 426, and 427
Subtitle E: Stafford Act Amendments – Section 68
Acton, G. J., & Malathum, P. (2000). Basic need status and health-promoting self-care behavior in adults
Links to an external site.. https://www.census.gov/quickfacts/fact/table/US/PST045221
Links to an external site.. Western Journal of Nursing Research, 22(7), 796–811.
Best, D., Day, E. McCarthy, T., Darlington, I., & Pinchbeck, K. (2008). The hierarchy of needs and care planning in addiction services: What Maslow can tell us about addressing competing priorities?
Links to an external site. Addiction Research & Theory, 16(4), 305–307.
Myer, R. A, & Moore, H. B. (2006). Crisis in context theory: An ecological model
Links to an external site.. Journal of Counseling and Development, 84(2), 139–148.  
Potera, C. (2008). Disaster response: Mental health effects among WTC rescue and recovery workers
Links to an external site.. Environmental Health Perspectives, 116(9), A 395–A395 3/5.
Snyder, H. (1988). Rescuing the rescuers: First responders at risk
Links to an external site.. Journal of Counseling and Development, 67(2), 98.
Telles, S. N., & Joshi, M. (2009). Risk of posttraumatic stress disorder and depression in survivors of the floods in Bahir, India
Links to an external site.. Indian Journal of Medical Sciences, 63(8), 330–334.
Vera, E. M., Conner, W. (2007). Latina mothers’ perceptions of mental health and mental health promotion
Links to an external site.. Journal of Multicultural Counseling & Development, 35(4), 230–242.
Case Study: Vignette (Word Document)
Download Vignette (Word Document)
U.S. Census Bureau. (n.d.). Quick facts: United States
Beaulieu, L. J. (n.d.). Mapping the assets of your community: A key component for building local capacity
Links to an external site.. Social Research, 75(3), 807-814.
Links to an external site.. http://www.nebhands.nebraska.edu/files/227_asset_mapping.pdf
Deyle, R. E., Chapin, T. S., & Baker, E. J. (2008). The proof of the planning is in the platting: An evaluation of Florida’s hurricane exposure mitigation planning mandate
Links to an external site.. Journal of the American Planning Association, 74(3), 349-370.
Hildreth, R. (2007). Integrating emergency and disaster planning
Links to an external site.. National Civic Review, 96(4), 59-61.
Office of Governor Haley Barbour. (2010). Five Years After Katrina: Progress Report On Recovery, Rebuilding and Renewal
Links to an external site.. Retrieved from https://www.governorbarbour.com/news/2010/aug/Katrina5years.pdf
Scoppetta, N. (2008). Disaster planning and preparedness: A human story
Balaban, V. (2006). Psychological assessment of children in disasters and emergencies
Links to an external site.. Journal of Counseling and Development, 67(7), 426-427.
Links to an external site.. Disasters, 30(2), 178-198.
Bolin, R., & Stanford, L. (1998). The Northridge earthquake: Community-based approaches to unmet recovery needs
Links to an external site.. Disasters, 22(1), 21-38.
Langer, N. (2004). Natural disasters that reveal cracks in our social foundation
Links to an external site.. Educational Gerontology,30(4), 275-285.  
Massey, J. E., & Larsen, J. P. (2006). Crisis management in real time: How to successfully plan for and respond to a crisis
Links to an external site.. Journal of Promotion Management, 12(3/4), 63-97.
Pir, T. (2009). The
transformation of traditional mental health service delivery in
multicultural society in California, USA, that can be replicated
globally
Links to an external site.. Counseling Psychology Quarterly, 22(1), 33-40.
Saunders, J. M. (2007). Vulnerable populations in an American Red Cross shelter after Hurricane Katrina
Links to an external site.. Perspectives in Psychiatric Care, 43(1), 30-37.
Sorensen, J. R. (1989). Responding to student or teacher death: Preplanning crisis intervention
Beaulieu, L. J. (n.d.). Mapping the assets of your community: A key component for building local capacity
Links to an external site.. Humanistic Psychologist, 33(2), 145-165.
Links to an external site.. Retrieved January 25, 2010, from http://srdc.msstate.edu/publications/archive/227.pdf (for review)
Governor’s Commission on Recovery, Rebuilding, and Renewal. (2005). After Katrina: Building back better than ever
Links to an external site.. Retrieved from http://www.mississippirenewal.com/documents/Governors_Commission_Report.pdf
Note: You are only required to read pp. 153-175 of this article.
Myer, R. A., & Conte, C. (2006). Assessment for crisis intervention
Links to an external site.. Journal of Clinical Psychology, 62(8), 959-970.
Myer, R. A., & Moore, H. B., (2006). Crisis in context theory: An ecological model. Journal of Counseling & Development, 84(2), 139-147.
Retrieved from the Walden Library databases.  
North, C. S., & Hong, B. A. (2000). Project CREST: A new model for mental health intervention after a community disaster
Links to an external site.. American Journal of Public Health, 90(7), 1057-1058.
Shah, A. (2005). Hurricane Katrina
Links to an external site.. Retrieved from http://www.globalissues.org/article/564/hurricane-katrina
Thomas, J. C., & Lietner, L. M. (2005). Styles of suicide intervention: Professionals’ responses and clients’ preferences
Fallahi, C. R., & Lesik, S. A. (2009). The effects of vicarious exposure to the recent massacre at Virginia Tech
Links to an external site.. Journal of Counseling and Development, 82 (1), 31-37.
Links to an external site.. Psychological Trauma: Theory, and Research, Practice, and Policy, 1(3), 220-230.
FEMA. (2007). Robert T. Stafford Disaster Relief and Emergency Assistance Act, as amended, and Related Authorities
Links to an external site.. Retrieved from http://www.fema.gov/pdf/about/stafford_act.pdf
Marbley, A. F. (2007). In the wake of Hurricane Katrina: Delivering crisis mental health services to host communities
Links to an external site.. Multicultural Education, 15(2), 17-23.  
Musa, S. A., & Hamid, A. A. R. M. (2008).Psychological problems among aid workers operating in Darfur
Links to an external site.. Social Behavior and Personality: An International Journal, 36(3), 407-416.
McAdams III, C., & Keener, H. (2008). Preparation, action, recovery: A conceptual framework for counselor preparation and response in client crises
Links to an external site.. Journal of Counseling and Development, 86(2), 388-398.
Shelby, J. S., & Tredinnick, M. G. (1995). Crisis intervention with survivors of natural disaster: Lessons from Hurricane Andrew
Links to an external site.. Journal of Counseling and Development, 73(5), 491-496.
Smith, D. C., & Sandhu, D. S (2004). Toward a positive perspective on violence preventions in schools: Building connections
Links to an external site.. Journal of Counseling and Development, 82(3), 287-293.
Smith, S. M., Tremethick, M. J., & Cocklin, G. J. (2005).Disaster response: Reducing the psychological impact of disaster on children
Links to an external site.. Professional Safety, 50(1), 46-51.
Trippany, R. L., White Kress, V. E., & Wilcoxon, S. A. (2004). Preventing vicarious trauma: What counselors should know when working with trauma survivors
Ford, J. D., Russo, E. M., & Mallon, S. D. (2007). Integrating treatment of posttraumatic stress disorder and substance use disorder
Links to an external site.. Retrieved from https://www.ptsd.va.gov/understand_tx/index.asp
Links to an external site.. Journal of Counseling and Development, 85(4), 475-490.  
Gerber, S., & Basham, A. (1999). Responsive therapy and motivational interviewing: Postmodernist paradigms
Links to an external site.. Journal of Counseling and Development, 77(4), 418-422.
Marotta, S. A. (2000). Best practices for counselors who treat posttraumatic stress disorder
Links to an external site.. Journal of Counseling and Development, 78(4), 492-495.
Paradise, L. V., & Kirby, P. C. (2005). The treatment and prevention of depression: Implications for counseling and counselor training
Links to an external site.. Journal of Counseling and Development, 83(1), 116-119.
Putman, S. E. (2009). The monsters in my head: Posttraumatic stress disorder and the child survivor of sexual abuse
Links to an external site.. Journal of Counseling and Development, 87(1), 80-89.
Rogers, J. R., Lewis, M. M., & Subich, L. M. (2002). Validity of the suicide assessment checklist in an emergency crisis center
Links to an external site.. Journal of Counseling and Development, 80(4), 493-502.
Schwartz, R. C., & Cohen, B. N. (2001). Risk factors for suicidality among clients with schizophrenia
Links to an external site.. Journal of Counseling and Development, 79(3), 314-319.
Sümer, S., Poyrazli, S., & Grahame, K. (2008). Predictors of depression and anxiety among international students
Links to an external site.. Journal of Counseling and Development, 86(4), 429-437.
Taylor, J. G., & Baker, S. B. (2007). Psychosocial and moral development of PTSD-diagnosed combat veterans
Links to an external site.. Journal of Counseling and Development, 85(3), 364-369.
U.S. Department of Veterans Affairs. (n.d.). Understanding PTSD treatment-PTSD: National Center for PTSD
Gheytanchi, A., Joseph, L., Gierlach, E., Kimpara, S., Franco. Z., & Beutler, L. (2007). The dirty dozen: Twelve failures of the Hurricane Katrina response and how psychology can help
Links to an external site.. Retrieved from http://www.fhwa.dot.gov/reports/designbuild/designbuild2.htm
Links to an external site.. American Psychologist, 62(2), 118-130.
Lopez-Baez, S. I., & Paylo, M. J. (2009). Social justice advocacy: Community  collaboration and systems
Links to an external site.. Journal of Counseling and Development, 87(3), 276-283.
Design-Build Institute of America. (n.d.). What is design-build?
Links to an external site. Retrieved from https://dbia.org/what-is-design-build/
U.S. Department of Transportation. (2006).Design-build effectiveness study
Astramovich, R. L, & Coker, J. K. (2007). Program evaluation: The accountability bridge model for counselors
Links to an external site.. Washington, DC: The National Academies Press. Retrieved from http://books.nap.edu/openbook.php?record_id=11470&page=8
Chapter 5 Summary http://books.nap.edu/openbook.php?record_id=11470&page=210
Links to an external site.. Journal of Counseling and Development, 85(2), 162-172.
Crepeau-Hobson, M. F., Filaccio, M. L., & Gottfried, L. (2005). Violence prevention after Columbine: A survey of high school mental health professionals
Links to an external site.. Children and Schools, 27(3), 157-165.  
Lusky, M. B., & Hayes, R. L. (2001). Collaborative consultation and program evaluation
Links to an external site.. Journal of Counseling and Development, 79(1), 26-38.
Office of Governor Haley Barbour. (2010). Five Years After Katrina: Progress Report On Recovery, Rebuilding and Renewal
Links to an external site.. Retrieved from http://www.gulfcoastnews.com/images/NewsPdf/Five%20Years%20After%20Katrina.pdf
Institute of Medicine (Eds.). (2006). Improving the quality of health care for mental and substance-use conditions. Washington, DC: The National Academies Press
Links to an external site.. Retrieved from http://books.nap.edu/openbook.php?record_id=11470&page=8
Institute of Medicine (Eds.). (2006). Improving the quality of health care for mental and substance-use conditions
Links to an external site.. Washington, DC: The National Academies Press. Retrieved from http://books.nap.edu/openbook.php?record_id=11470&page=8
Summary http://books.nap.edu/openbook.php?record_id=11470&page=1
Institute of Medicine (Eds.). (2006). Improving the quality of health care for mental and substance-use conditions
Links to an external site.. Washington, DC: The National Academies Press. Retrieved from http://books.nap.edu/openbook.php?record_id=11470&page=8
Chapter 3 Summary http://books.nap.edu/openbook.php?record_id=11470&page=77
Institute of Medicine (Eds.). (2006).Improving the quality of health care for mental and substance-use conditions. Washington, DC: The National Academies Press
Links to an external site.. Retrieved from http://books.nap.edu/openbook.php?record_id=11470&page=8
Chapter 4 Summary http://books.nap.edu/openbook.php?record_id=11470&page=140
Institute of Medicine (Eds.). (2006). Improving the quality of health care for mental and substance-use conditions

You will select a sport psychology intervention of your choice to implement for yourself in an effort to improve your performance in some domain of your life. You will design the study, collect and analyze data, and report your results. The paper will be 5-7 pages in length including a title page, introduction, method, results, discussion, and references. The paper should be written in APA 7th ed. Style. Refer to the Sample Paper.
All resources are attached below