COVID-19 effects on drug usage in teens.

Assignment Instructions



Even the most focused research question may contain within it a series of more fundamental and related questions. Once these are determined, the researcher must then determine the kinds of information necessary to answer them. In this assignment, you will identify how you would conduct your study of the best practice model you proposed earlier in the quarter. From there identify a series of evaluation questions which you would propose as an evaluation design. You will also begin to identify the kinds of data you will need, from whom you will gather it, and which methods you will apply to your proposed study.

For your research questions, identify what type of data you will collect in order to address your research question. You will be answering these questions:

  • Who will your participants be?
  • Is the data quantitative or qualitative in nature—should it be in the form of numbers or words?
  • What methods might you apply to glean the information that you seek?
  • What instruments, measures, or tools would you use in your study?
  • Also, identify how you would analyze the data that you collect. Will you be conducting statistical analyses of any kind? Or, will you be using coding and categorizing? Will you be using any computer software to assist with the analysis?
  • Finally, consider the results of the study. Who should know about these results? How will you present them?

By successfully completing this assignment, you will demonstrate your proficiency in the following EPAS and practice behaviors:

C4: Engage In Practice-informed Research and Research-informed Practice

  • C4.GP.B  Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings.


Include the following components in your paper:

  1. Research Question
    • Restate your overarching research question.
    • Evaluate critical sub-questions related to a primary research question. In other words, what questions require answers in order to address the primary question?
  2. ​Participants
    • Propose a relevant pool of participants.
  3. Data
    • Justify data sources (artifacts, literature, et cetera) relevant to a given research problem. Are you seeking information represented by numbers or words? Stated differently, are you interested in quantitative, qualitative data, or both? Describe these.
  4. Data Collection
    • Analyze contextually appropriate data-collection tools.
  5. Data Interpretation
    • Evaluate the approach to relevant data interpretation. Be sure to explain why you have selected this approach. Consider whether you will use any computer software or programs to assist with the data analysis.
  6. Audience and Medium
    • Assess the appropriate audience and medium for final data analysis. Include how you propose to present them and what format would be most appropriate to communicate your results to your audience.

Additional Requirements

The assignment you submit is expected to 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 current Evidence and APA standards.
  • Length of paper: 3–4 double-spaced pages.
  • Font and font size: Times New Roman, 12 point.
  • Due date: Assignment must be submitted to your instructor in the courseroom no later than 11:59 p.m. on Sunday of this week.



 you will use the five (5) sources below to address the chosen topic

you will use the five (5) sources below to address the chosen topic.  you are, in essence, building your literature review (introduction section) for your final paper. A literature review is both a summary as well as an explanation of knowledge.

Next, based on your understanding of each article, answer the following questions that pertain to essential literature review elements: 


  1. Summarize the claims made by the authors of the existing research in the field regarding the topic you have chosen. (Make sure you explain the claims the authors made about their researched topic as well as the conclusions they reached).
  2. Describe the specific research designs used in the presented research and explain how these designs were used to address the research topic. For example, what were the specific methods used to address their research questions? What types of research design(s) were used (be specific)? (make sure you briefly include the number of participants, their demographics (gender, age, and so forth if the article provides them), and briefly explain where and how the research was conducted (the procedure).
  3. How did the research designs used by researchers help in conducting their research?
  4. Do you think the research in each of the articles was conducted in an ethical manner? Why or why not?
  5. What overall conclusions can be reached by you, based on your own review and presentation of these studies and references?

Two samples of how you should structure the information in your literature review are attached along with the rubric. Although the samples do not contain all of the information required for this milestone, it should give you an idea. Please follow the examples I have provided.


Your submission for this milestone must follow the  APA paper guidelines. Your submission should not exceed 5-6 pages (excluding the cover and reference pages). It should include a cover page and reference page, be written with 12-point Times New Roman font and double spacing, and you will follow proper APA citation and reference format.

Any thoughts that are not your own MUST be cited in proper APA format. Direct quotes (short and long) MUST be cited and formatted following APA guidelines. Even if you paraphrase information, it MUST be cited.

Attached is all the supporting details

articles in pdf file – also my question and the articles is full citation

examples on how it’s written

In this 6 to 8-page paper (page count excludes title page and reference page),

  • In this 6 to 8-page paper (page count excludes title page and reference page), you will discuss  the transgenerational  model) and the classic family therapy models from module 4 (the structural model) and apply the chosen models to the Case of Sharon and her Family (Thomlison pp. 196-197).
  • Do not use an abstract with this paper, start with a standard APA title page.
  • Include an introductory paragraph that includes a clear thesis statement as well as a brief explanation of why you chose the two models you selected.
  • The main body of your paper should be 4 to 5 pages and must demonstrate the differences in the two approaches chosen, including a brief description of each model and the key intervention strategies and expected outcomes of each approach. Be sure to include specific examples of what the family therapist would do and say in each of these models and how the therapist would work with the family overall. Your work should clearly address the question; what is the family therapist most interested in when they are working in each of these models and how do they engage the family in the therapeutic process? Include cultural and ethical considerations that might arise in working with this family from these perspectives.
  • Conclude your paper with a 1 to 2-page summary that compares and contrasts both approaches along with a critical analysis of which model you feel would be most beneficial to this family; including the degree to which you believe these models are or are not strengths-based and sensitive to culture and trauma-informed principles of care.
  • Please use the Goldenberg text along with a minimum of 6 other academic sources to support your work. There are a number of excellent references listed in the Thomlison text, you are welcome to use some of these as long as you cite something beyond what is cited in Thomlison, you will need to retrieve a copy of the full articles to do this. You must appropriately cite all resources used in the paper and include a list of APA-style references at the end of your paper.

Draft Description of Procedure, Data Collection, and Data Analysis

Draft Description of Procedure, Data Collection, and Data Analysis


For this post, describe how you will collect data, the instruments used to collect the data, and how the collected data will be prepared for interpretation and analysis. Complete the following:

  • Write your research question at the top of the post.
  • Use the research question to identify the procedure:
    • Introduce your procedure section of the methodology by providing a rationale for the chosen data-collection strategy.
    • Be sure that your data-collection strategy aligns with your research question, recruitment strategy, and choice of participants.
    • Describe how data will be collected.
    • Describe who will be collecting data.
    • Describe where data collection will take place.
    • Describe how long data collection will take.
      • Will it take place one time or over a series of meetings?
      • Will the time spent collecting data be the same or different for all participants?
      • Will there be different time frames for various participant groups or are all participants engaged in the same data-collection procedures?
  • If testing an intervention, describe the planning and the nature of the intervention.
    • Describe where, how long, and who is engaged in the intervention.
  • If you are interviewing participants, describe how you will record the interviews and how you will transform recordings into transcripts or actual data.
  • If you are observing instances of specific behaviors, describe how they will be recorded and who will record them.
  • Include examples of your data-collection instrument.
    • Instruments can be surveys, recording sheets, checklists, surveys, records, questionnaires, interview guides, or lists of open-ended interview questions.
    • Explain how your instrument aligns with your research question.
  • Upload your discussion post as a Word document set in 12-point Times New Roman, with all sources cited in current APA style and format. In addition, please copy and paste the document content into the message box for your post submission.

Note: As you prepare this post, be sure to recognize the limitations of your study. Try to anticipate the questions a reader will have and identify problems to be researched next to extend your findings into new areas.

Qualitative Analysis

For qualitative studies, use thematic analysis. This strategy, which relies on coding, allows you to sort through the words, observations, phrases, and concepts of transcribed narrative data. The goal is to identify the categories of meaning and the themes that emerge across transcripts, documents, and data forms, and that support specific interpretations of meaning offered by participants. Use examples to describe how you will interpret narrative data.

It is helpful to address aspects of trustworthiness, dependability, transferability, credibility, authenticity, confirmability, rigor, triangulation, member checking, and other considerations associated with scientific merit in qualitative research as appropriate to the research question.

Quantitative Analysis

For quantitative studies, identify variables and discrete units of measure that can be compared statistically to represent, describe, and explain observations of natural phenomena. You will describe how numerical values are obtained, interpreted, and understood. Typically, you will explain which statistic applies to the identified variables; it is important to supply your rationale for choosing that statistical measure.

It is helpful to address reliability—the degree of consistency and accuracy—and validity, or whether the measure tests what it is intended to test. It is also helpful to address generalizability and strategies associated with scientific merit in quantitative research. Use charts, diagrams, and other examples as needed.

When you submit your post, include all of Chapter 3, from the introductory paragraphs to the analysis section. Be sure to revise your introductory paragraphs for this chapter by including a short overview of the procedure and the analysis sections of Chapter 3. Revise the entire chapter based on feedback from your instructor and peers

Response 1 Discussion, Week 10: A Deficit or a Difference?

Response 1

Discussion, Week 10: A Deficit or a Difference?

As noted, school settings can be challenging for children and adolescents with a disability thus consideration is given as to whether such a disability is a deficit or a difference. The determination of this could affect the type of intervention(s) and the accommodations available in addition to how the individual is treated by others. The following presents how a disability in childhood or adolescence could be considered a deficit or a difference in terms of developmental trajectory.

Disability: A Deficit or a Difference

Disabilities come in many forms: mental, learning, and physical (Laureate, 2014). Although the effects on the individual may be similar, there remains a distinction between what is deemed to be a learning deficit or a difference in terms of developmental trajectory. People can overcome a learning deficit through remediation such as in academic intervention services (Economic Services Administration, n.d.). Comparatively, a learning disability is not reversible therefore remaining a life-long issue (Economic Services Administration, n.d.). However, accommodation skills and strategies may be put in place to aid in the lessening of the impact of the disability. Such accommodations for children and adolescents are developed into an IEP or Individualized Education Program and are tailored to the individual’s specific needs and goals (U.S. Department of Education, 2019).

The distinctions made between the two will reflect the developmental trajectory. For instance, a student diagnosed with Autism Spectrum Disorder or ASD does not imply academic difficulties although impairments in social communication, or restrictive, repetitive, or stereotypical behaviors may be predictive in the individual’s academic achievements (Estes, Rivera, Bryan, Cali, & Dawson, 2011). A developmental deficit by diagnosis, ASD for the child or adolescent could be considered a difference based upon the severity of the deficit thus impacting terms of the developmental trajectory; it would be addressed as a heterogeneous disorder with heterogeneous developmental pathways (Fleury et al., 2014). Subsequently, educators are expected to recognize the cognitive abilities of learners with ASD thereby developing an academic plan which simultaneously targets the specific learning needs of the individual (Fleury et al., 2014).


Regardless of the disability of the child or adolescent, the fostering of an anti-bias and inclusive learning community is integral to the individual’s development (Derman-Sparks & Olsen Edwards, 2010). The developmentally appropriate practice requires the educator to cultivate each individual child’s fullest learning potential, inclusive, and promoting of encouragement, nurturing, and respect. The maintaining of an anti-bias learning community will present equitability for all students despite the consideration of the disability being a deficit or difference or the developmental trajectory.


Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and 

        ourselves. Washington, DC: National Association for the Education of Young Children.

Economic Services Administration. (2019). Learning disabilities and deficits. Retrieved from

Estes, A., Rivera, V., Bryan, M., Cali, P., Dawson, G. (2011). Discrepancies between academic

achievement and intellectual ability in the higher-functioning school-aged children with

autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 1044–


Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., … & Vaughn,

S. (2014). Addressing the academic needs of adolescents with autism spectrum disorder in

secondary education. Remedial and Special Education, 35, 68–79.

Response 2

Development is a process of growth through which children learn skills and abilities that help them to understand and function in their world. The normal trajectory of development enables a child to progress from complete dependency on others to complete independency of his/her needs. Although there is great variability in development, in general the majority of individuals progress within typical limits. However, certain disabilities may cause individuals to move along at a different pace or on a different path.

Research indicates that individuals with disabilities start life with delays and those delays remain constant and consistent as they move through developmental stages (Kritzer, 2012). For example, individuals who are deaf, deafened, or hard of hearing are behind their typical peers in preschool in literacy and math skills due to communication challenges. These deficits continue as they progress into elementary school, middle, and high school. In fact, when they graduate into middle school, their math skills are on average at a second grade, when they graduate to high school their math skills are at a third fourth grade level, and if they graduate from high school, they perform math skills at a sixth grade level (Kritzer 2012).

Another disability that have a different developmental trajectory than typical peers is Autism Spectrum Disorders (ASD).  One area that individuals with ASD develop differently is with their adaptive skills. Specifically, due to difficulties interacting, they have overall adaptive skills that are weaker than individuals with intellectual disabilities, mood disorders, personality disorders, learning disabilities, and Attention Deficit Hyperactivity Disorder (Mouga et al., 2015). The low adaptive skills are present starting at the age of two years of age and the trajectory of these skills is slower than typically developing individuals. In fact, the adaptive skill tend to become more profound and the gap in skill level between those with ASD and typically developing individuals grows (Pathak, Bennett, & Shui, 2017).

Individuals with Intellectual Disability (ID) also have a different developmental trajectory than typically developing individuals.  ID usually begins at birth and negatively affects the trajectory of the individual’s physical, intellectual, and/or emotional development (National Institute of Health, 2016). According to Mash & Wolfe (2016), although they follow a similar developmental path as normally functioning peers, they move through the paths at slower pace. Plus, their upper limits are different.


Kritzer, K. L. (2012). The story of an outlier: A case study of one young deaf child and his journey towards early mathematical competence. Deafness and Education International, 14(2), 69–77.

Mash, E. J., & Wolfe, D. A. (2016). Abnormal child psychology (6th ed.). Belmont, CA: Wadsworth.

Mouga, S., Almeida, J., Café’, C., Dugue, F., Oliveira, G., (2015). Adaptive profiles in Autism and other neurodevelopmental disorders. Journal of Autism and Developmental Disorders, 45, 1001-1012.

Volunteers and political officials in local communities often campaign to improve

Volunteers and political officials in local communities often campaign to improve conditions and provide services to increase the well-being of individuals and families living in those communities. If you are the parent of young children, you might focus on improving the local school or creating safe places where children can play. If you are an individual in later adulthood or a caregiver for an individual in later adulthood, what community resources might be important to you? For this week’s Assignment, you evaluate the resources that your local community provides for its older members.

To prepare for this Assignment, research the resources available in your local community to support the issues and concerns of the older population. Note any gaps in these services and consider what improvements might be made to existing services as well as what services should be added.

By Day 7

Submit a 2- to 4-page paper that includes the following:

  • A description of the services in your local community that support individuals in later adulthood
  • An evaluation of the effectiveness of the services you identified
  • A description of service gaps you identified
  • An explanation of how to improve existing services
  • A description of services that should be added, and why


Required Readings

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.
Chapter 16, “Sociological Aspects of Later Adulthood”

Optional Resources

Use the link below to access the MSW home page, which provides resources for your social work program.
MSW home page

Tucker-Seeley, R. D., Li, Y., Sorensen, G., & Subramanian, S. V. (2011). Lifecourse socioeconomic circumstances and multimorbidity among older adults. BMC Public Health, 11(4), 313–321.

(please retain and use the 4 articles being referenced for intext and reference

(please retain and use the 4 articles being referenced for intext and reference citations along with any of your own scholorly references)

The purpose of this assignment is to COMPLETE a paper that will:

  1. Identify the biological basis of a disease or disorder of the nervous system >>>>>(Bell’s palsy) <<<<
  2. Summarize current research to better understand the role of the nervous system in the disease/disorder

The final paper should showcase your best work in synthesizing and applying information about the biological basis of behavior, as well as your writing skills. An example paper from a former student is available to provide a strong example of this assignment (see the attachment below). 

Please complete the following this week:

  1. After re-reading your research summaries and feedback, write an introduction to your final paper that will introduce your reader to research the topic, and preview the types of research summaries you will include. You may also want to use additional sources to cite important statistics about the disease/disorder or describe important symptoms or treatments that may be relevant.
  2. Revise your research summaries by re-reading to correct any confusing sections typos, mistakes or omissions. Integrate any feedback you received. (don’t worry I got %100 on my summaries),  Add transition sentences to guide your reader through the summaries.
  3. Write a conclusion that summarize the main points of your paper. Then, interpret the research you read as a whole. Possible things to consider in your conclusion: What main themes emerged? What differences/discrepancies/controversies emerged? What gaps still exist in the research (what is still unknown about the biological basis)? What new discoveries have been made?
  4. After you have completed your paper, write an abstract. The abstract should be a mini-preview of the upcoming paper. A basic format for an abstract could include a sentence (or two) introducing the topic, a sentence summarizing the kinds of research the reader will encounter in your paper, and a sentence (or two) about the conclusion of the paper. (You’ll want to have your paper fairly complete before writing your abstract. Once the paper is complete or close to complete, it will be a lot easier to pull out these key pieces of information and assemble the abstract.)
  5. Use APA format for your writing. This assignment should be approximately 6 pages long (not including a cover page and references page) in APA format (12 point font, double-spaced, 1″ margins). Additional information about APA format is available HEREAn MSWord document that is pre-formatted to APA format is available for you to use (see the attachment below).  Please use this template to help ensure that most elements of APA format will be already included in your assignment, making it a lot easier to produce a high-quality, professionally formatted assignment. 🙂

YOU ARE ESSENTIALLY WRITING AN ABSTRACT, INTRODUCTION & CONCLUSION with filler information to make up the extra pages. There are 4 full page summaries already. SO you just need 2 more full pages including the abstract page.

>> Review attachments being with “Sem assignment one”<<


Write another 3-4 pages documenting your human’s physical, cognitive

Write another 3-4 pages documenting your human’s physical, cognitive, and psychosocial development during early adulthood. Be sure to refer to and cite a variety of theoretical perspectives that we are studying this week in our readings.

Summarize what went well and what difficulties your human experienced during this period. Consider how race/ethnicity, class, and gender may have influenced these experiences, and remember to carry the events of your human’s previous developmental stages through into what you write this week.

Some ideas might include, but are not limited to the following:

  • How is your human’s physical health? If female, has your human begun to experience menopause?
  • How well does your human cope with stress, and how does this affect his or her mental health?
  • Which of Erikson’s crises has your human encountered so far, and how has he or she resolved them? How would Jung describe your human at middle age?
  • Which stage of Schaie’s cognitive development has your human reached, and what is some evidence of this?
  • What is some evidence that your human has experienced middle age as a significant turning point in his or her life?
  • How would you describe your human’s ego-resiliency?
  • What does your human do for work, and how has his or her career progressed? To what degree is he or she satisfied with their career?
  • If your human married, how is the marriage functioning?
  • If your human had children, what has been their experience of parenthood? How would you describe their relationships with their children? At what age did the children leave home?
  • How are your human’s relationships with other family members and friends? Has your human had to assist in the care of their aging parents in any way?

Part 2

Week 7: Midlife crisis

22 unread replies.22 replies.

Have you ever known a friend, parent, or loved one who has gone through a midlife crisis? This could also include yourself, if you are old enough. What triggered the crisis, how did it manifest, and how did it resolve? What meaning do you suppose the person (or you) made of these circumstances? How would our developmental theorists we have been learning about this week explain the crisis? As always, because this discussion could include highly personal information, please respect people’s confidentiality, and only share what you are comfortable having people know about.

Part 3

Write a Simple Theory on something you wish to Research in Mental Health.

identify three (3) premises (reasons) listed under either the Pro or Con section – whichever section opposes your position.

identify three (3) premises (reasons) listed under either the Pro or Con section – whichever section opposes your position.

. For each of the three (3) premises (reasons) that oppose your position on the issue, answer these “believing” questions suggested by Elbow:

  1. What’s interesting or helpful about this view?
  2. What would I notice if I believed this view?
  3. In what sense or under what conditions might this idea      be true?”

The paper should follow guidelines for clear and organized writing:

  • Include an introductory paragraph and concluding      paragraph.
  • Address main ideas in body paragraphs with a topic      sentence and supporting sentences.
  • Adhere to standard rules of English grammar,      punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

The specific course learning outcomes associated with this assignment are:

  • Identify the informal fallacies, assumptions, and      biases involved in manipulative appeals and abuses of language.
  • Create written work utilizing the concepts of critical      thinking.
  • Use technology and information resources to research      issues in critical thinking skills and informal logic.

Are Felon Disenfranchisement Laws a Form of Racial Discrimination?

Cons: (1)

Jason L. Riley, Editorial board member of the Wall Street Journal, stated the following in his Feb. 12, 2014 article “Holder (Hearts) Felons,” published in the Wall Street Journal:

“Blacks are disproportionately affected by felon disenfranchisement laws because a disproportionate number of blacks are felons. The problem is black criminality, not racist laws. White felons face the same voting restrictions, which date not to America’s post-Civil War period, as Mr. Holder suggested in his remarks, but to medieval Europe by way of ancient Greece and Rome. Indeed, many of the voter-disenfranchisement laws in this country were passed long before blacks could even vote…
The Obama administration would rather focus on white racism instead of black behavior. But before Republicans follow along, they might consider how these liberal policies impact the law-abiding members of the black community so often ignored by the left. Eliminating mandatory minimum sentences for drug dealers means that these thugs return to the ghetto sooner rather than later to raise hell. Similarly, re-enfranchising black felons gives people who broke the law the ability to dilute the votes of black people who followed it—the very same law-abiding blacks who in the vast majority of cases were the felons’ victims.”

Cons: (2)

Sam Reed, MA, Washington Secretary of State, stated the following in an Oct. 7, 2010 press release “Ninth Circuit Upholds Washington’s Felon Voting Ban,” available at the Washington State Office of the Attorney General website:

“We absolutely believe in civil rights and will continue to work toward equality in the criminal justice system, but at the same time, we firmly believe that it is appropriate and reasonable for society to deny voting rights to people who commit serious crimes… This has been the law in our state since 1866 and nearly every state in America has this sensible policy. There is clearly no [racially] discriminatory intent. It is about a reasonable sanction we impose based on the person’s decision to commit a crime.”

Oct. 7, 2010 – Sam Reed, MA 

Cons: (3)

Edward Feser, PhD, Instructor of Philosophy at Pasadena City College, stated in his Spring 2005 article “Should Felons Vote?,” published in City Journal:

“The frequently heard charge is that disenfranchising felons is racist because the felon population is disproportionately black. But the mere fact that blacks make up a lopsided percentage of the nation’s prison population doesn’t prove that racism is to blame.
Is the mostly male population of the prisons evidence of reverse sexism? Of course not: men commit the vast majority of serious crimes – a fact no one would dispute – and that’s why there are lots more of them than women behind bars.
Regrettably, blacks also commit a disproportionate number of felonies, as victim surveys show. In any case, a felon either deserves his punishment or not, whatever his race. If he does, it may also be that he deserves disenfranchisement. His race, in both cases, is irrelevant.”

Spring 2005 – Edward Feser, PhD 

Assignment 3: Course Project Task V Assessment and Diagnostic Plan

Assignment 3: Course Project Task V

Assessment and Diagnostic Plan

You have reached the point in the course project when you will begin to focus on the practical application of your research knowledge and the skills you’ve practiced through the assignments in other modules.

For the course project task this week, complete the following:

  • Write a descriptive composite of a typical case based on your chosen disorder. Base the fictitious case character on your research of the typical presentation of the disorder.This case example should include your knowledge of demographics, prevalence, and associated features. For example, if your chosen disorder most typically occurs within females between the ages of 20–34, your case example should be of a female of that age range. Add details to your case example based on other characteristics you’ve identified through your research.
  • Next, with this case composite, discuss specifically how this client’s symptoms are manifested in the sport/exercise setting.

To get started, create an identity for the athlete in your case example. Draw from both your professional experience and the information you learned from your literature review to help you create the profile of your client. You want to develop a detailed enough profile that the reader will gain an understanding of the symptoms and pathology.

After you have created your case example, discuss disorders that are similar to the disorder you have chosen to research and explain how you would differentiate between them. You might consult the DSM Differential Diagnosis section for your chosen disorder as a guide; however, also integrate information from your literature review with the discussion.

Create your two- to three-page case presentation description in Microsoft Word document format