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[Solved] Crime Lab Management

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Term Paper Pages 5 The Anne Dookhan Scandal: A Breakdown of Trust in the Justice System. Review of a case for which: 1. poor lab management / 2. quality had a negative impact. 3. What did you find interesting about the case? 4. How could the situation have been handled better? Discuss: 5. Ethic…

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Assignment Prompt & Instructions

Term Paper
Pages 5
The Anne Dookhan Scandal: A Breakdown of Trust in the Justice System.
Review of a case for which:
1. poor lab management /
2. quality had a negative impact.
3. What did you find interesting about the case?
4. How could the situation have been handled better?
Discuss:
5. Ethics
6. Quality
7. Strategic, project, and resource management
8. Effective communication

November 5, 2026
[Solved] Question2

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See attached for instructions – ## 2.docx **## 2.docx** This assessment will require you to develop a staff update for an interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information. Health professionals today are increasingly account…

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Assignment Prompt & Instructions

See attached for instructions

– ## 2.docx

**## 2.docx**

This assessment will require you to develop a staff update for an interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.

Health professionals today are increasingly accountable for the use of protected health information (PHI). Various government and regulatory agencies promote and support privacy and security through a variety of activities. Examples include:

· Meaningful use of electronic health records (EHR).

· Provision of EHR incentive programs through Medicare and Medicaid.

· Enforcement of the Health Insurance Portability and Accountability Act (HIPAA) rules.

· Release of educational resources and tools to help providers and hospitals address privacy, security, and confidentiality risks in their practices.

Technological advances, such as the use of social media platforms and applications for patient progress tracking and communication, have provided more access to health information and improved communication between care providers and patients.

At the same time, advances such as these have resulted in more risk for protecting PHI. Nurses typically receive annual training on protecting patient information in their everyday practice. This training usually emphasizes privacy, security, and confidentiality best practices such as:

· Keeping passwords secure.

· Logging out of public computers.

· Sharing patient information only with those directly providing care or who have been granted permission to receive this information.

Today, one of the major risks associated with privacy and confidentiality of patient identity and data relates to social media. Many nurses and other health care providers place themselves at risk when they use social media or other electronic communication systems inappropriately. For example, a Texas nurse was recently terminated for posting patient vaccination information on Facebook. In another case, a New York nurse was terminated for posting an insensitive emergency department photo on her Instagram account.

As you begin to consider the assessment, it would be an excellent choice to complete the Breach of Protected Health Information (PHI) activity. The activity will support your success with the assessment by creating the opportunity for you to test your knowledge of potential privacy, security, and confidentiality violations of protected health information. The activity is not graded and counts towards course engagement.

To successfully prepare to complete this assessment, complete the following:

· Review the settings presented in the
[Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290?wrap=1) [Download Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290/download?download_frd=1) resource and select one to use as the focus for this assessment.
**(SEE BELOW)**

· Review the infographics on protecting PHI provided in the resources for this assessment, or find other infographics to review. These infographics serve as examples of how to succinctly summarize evidence-based information.

· Analyze these infographics and distill them into five or six principles of what makes them effective. As you design your interprofessional staff update, apply these principles.
**Note:** In a staff update, you will not have all the images and graphics that an infographic might contain. Instead, focus your analysis on what makes the messaging effective.

· Select from any of the following options, or a combination of options, as the focus of your interprofessional staff update:

· Social media best practices.

· What not to do: social media.

· Social media risks to patient information.

· Steps to take if a breach occurs.

Assessment 02 – Protected Health Information
For this assessment, you will prepare a two-page interprofessional staff update on HIPAA and
appropriate social media use in health care. Before you complete the detailed instructions in the
courseroom, first select one of the settings below that will become the focus of your
interprofessional staff update.
After you have selected one of the two settings below, return to the courseroom to review the
assessment instructions and grading rubric prior to completing your assessment.

**• Outpatient Settings:**
**o Context: Outpatient settings, also known as ambulatory care settings, are**
**medical facilities where patients receive care without being admitted to the**
**hospital. This includes clinics, physician's offices, and urgent care centers. Given the high patient turnover and the diverse range of conditions treated, it's crucial for staff to maintain patient privacy. With the rise of telemedicine consultations, there's an increased risk of HIPAA violations, especially if conversations are overheard or screens are visible to others.**
**o Social Media Concern: Sharing any patient information, photos, or even**
**seemingly harmless anecdotes from a day's work can lead to unintentional**
**HIPAA violations.**

In this assessment, imagine you are a nurse in one of the health care settings described in the following resource:

·
[Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290?wrap=1) [Download Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290/download?download_frd=1)

Before your shift begins, you scroll through Facebook and notice that a coworker has posted a photo of herself and a patient on Facebook and described how happy she is that her patient is making great progress. You have recently completed your annual continuing education requirements at work and realize this is a breach of your organization's social media policy. Your organization requires employees to immediately report such breaches to the privacy officer to ensure the post is removed immediately and that the nurse responsible receives appropriate corrective action.

You follow appropriate organizational protocols and report the breach to the privacy officer. The privacy officer takes swift action to remove the post. Due to the severity of the breach, the organization terminates the nurse.

Based on this incident's severity, your organization has established a task force with two main goals:

· Educate staff on HIPAA and appropriate social media use in health care.

· Prevent confidentiality, security, and privacy breaches.

The task force has been charged with creating a series of interprofessional staff updates on the following topics:

· Social media best practices.

· What not to do: Social media.

· Social media risks to patient information.

· Steps to take if a breach occurs.

First, select one of the health care settings described in the following resource:

·
[Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290?wrap=1) [Download Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290/download?download_frd=1)

As a nurse in this setting, you are asked to create the content for a staff update containing a
**maximum** of two content pages that address one or more of these topics:

· Social media best practices.

· What not to do: social media.

· Social media risks to patient information.

· Steps to take if a breach occurs.

**This assessment is not a traditional essay**.
**It is a staff educational update about PHI.** Consider creating a flyer, pamphlet, or one PowerPoint slide (not an entire presentation). Remember it should not be more than two pages (excluding a title and a reference page).

The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

· What is protected health information (PHI)?

· Be sure to include essential HIPAA information.

· What are privacy, security, and confidentiality?

· Define and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.

· Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

· What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:

· What are some examples of nurses being terminated for inappropriate social media use in the United States?

· What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?

· What have been the financial penalties assessed against health care organizations for inappropriate social media use?

· What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

**Notes**

· Your staff update is limited to two double-spaced content pages. Be selective about the content you choose to include in your update so you can meet the page length requirement. Include
**need-to-know** information. Omit
**nice-to-know** information.

· Many times people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members' interest, highlights key points, and is easy to read. Avoid overcrowding the update with too much content.

· Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

·
**Written communication:** Ensure the staff update is free from errors that detract from the overall message.

·
**Submission length:** Maximum of two double-spaced content pages.

·
**Font and font size:** Use Times New Roman, 12-point.

·
**Citations and references:** Provide a separate reference page that includes 2–3 current, peer-reviewed and 1–2 current, non-peer-reviewed in-text citations and references (total of 3–5 resources) that support the staff update's content. Current
**means** no older than 5 years.

·
**APA format:** Be sure your citations and references adhere to APA format. Consult the
[Evidence and APA](https://campustools.capella.edu/redirect.aspx?linkid=1540) page for an APA refresher.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

· Competency 1: Describe nurses' and the interdisciplinary team's role in informatics with a focus on electronic health information and patient care technology to support decision making.

· Describe the security, privacy, and confidentially laws related to protecting sensitive electronic health information that govern the interdisciplinary team.

· Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

· Competency 2: Implement evidence-based strategies to effectively manage protected health information.

· Identify evidence-based approaches to mitigate risks to patients and health care staff related to sensitive electronic health information.

· Develop a professional, effective staff update that educates interprofessional team members about protecting the security, privacy, and confidentiality of patient data, particularly as it pertains to social media usage.

· Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.

· Follow APA style and formatting guidelines for citations and references.

· Create a clear, concise, well-organized, and professional staff update that is generally free from errors in grammar, punctuation, and spelling.

**## 2.docx**

This assessment will require you to develop a staff update for an interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.

Health professionals today are increasingly accountable for the use of protected health information (PHI). Various government and regulatory agencies promote and support privacy and security through a variety of activities. Examples include:

· Meaningful use of electronic health records (EHR).

· Provision of EHR incentive programs through Medicare and Medicaid.

· Enforcement of the Health Insurance Portability and Accountability Act (HIPAA) rules.

· Release of educational resources and tools to help providers and hospitals address privacy, security, and confidentiality risks in their practices.

Technological advances, such as the use of social media platforms and applications for patient progress tracking and communication, have provided more access to health information and improved communication between care providers and patients.

At the same time, advances such as these have resulted in more risk for protecting PHI. Nurses typically receive annual training on protecting patient information in their everyday practice. This training usually emphasizes privacy, security, and confidentiality best practices such as:

· Keeping passwords secure.

· Logging out of public computers.

· Sharing patient information only with those directly providing care or who have been granted permission to receive this information.

Today, one of the major risks associated with privacy and confidentiality of patient identity and data relates to social media. Many nurses and other health care providers place themselves at risk when they use social media or other electronic communication systems inappropriately. For example, a Texas nurse was recently terminated for posting patient vaccination information on Facebook. In another case, a New York nurse was terminated for posting an insensitive emergency department photo on her Instagram account.

As you begin to consider the assessment, it would be an excellent choice to complete the Breach of Protected Health Information (PHI) activity. The activity will support your success with the assessment by creating the opportunity for you to test your knowledge of potential privacy, security, and confidentiality violations of protected health information. The activity is not graded and counts towards course engagement.

To successfully prepare to complete this assessment, complete the following:

· Review the settings presented in the
[Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290?wrap=1) [Download Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290/download?download_frd=1) resource and select one to use as the focus for this assessment.
**(SEE BELOW)**

· Review the infographics on protecting PHI provided in the resources for this assessment, or find other infographics to review. These infographics serve as examples of how to succinctly summarize evidence-based information.

· Analyze these infographics and distill them into five or six principles of what makes them effective. As you design your interprofessional staff update, apply these principles.
**Note:** In a staff update, you will not have all the images and graphics that an infographic might contain. Instead, focus your analysis on what makes the messaging effective.

· Select from any of the following options, or a combination of options, as the focus of your interprofessional staff update:

· Social media best practices.

· What not to do: social media.

· Social media risks to patient information.

· Steps to take if a breach occurs.

Assessment 02 – Protected Health Information
For this assessment, you will prepare a two-page interprofessional staff update on HIPAA and
appropriate social media use in health care. Before you complete the detailed instructions in the
courseroom, first select one of the settings below that will become the focus of your
interprofessional staff update.
After you have selected one of the two settings below, return to the courseroom to review the
assessment instructions and grading rubric prior to completing your assessment.

**• Outpatient Settings:**
**o Context: Outpatient settings, also known as ambulatory care settings, are**
**medical facilities where patients receive care without being admitted to the**
**hospital. This includes clinics, physician's offices, and urgent care centers. Given the high patient turnover and the diverse range of conditions treated, it's crucial for staff to maintain patient privacy. With the rise of telemedicine consultations, there's an increased risk of HIPAA violations, especially if conversations are overheard or screens are visible to others.**
**o Social Media Concern: Sharing any patient information, photos, or even**
**seemingly harmless anecdotes from a day's work can lead to unintentional**
**HIPAA violations.**

In this assessment, imagine you are a nurse in one of the health care settings described in the following resource:

·
[Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290?wrap=1) [Download Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290/download?download_frd=1)

Before your shift begins, you scroll through Facebook and notice that a coworker has posted a photo of herself and a patient on Facebook and described how happy she is that her patient is making great progress. You have recently completed your annual continuing education requirements at work and realize this is a breach of your organization's social media policy. Your organization requires employees to immediately report such breaches to the privacy officer to ensure the post is removed immediately and that the nurse responsible receives appropriate corrective action.

You follow appropriate organizational protocols and report the breach to the privacy officer. The privacy officer takes swift action to remove the post. Due to the severity of the breach, the organization terminates the nurse.

Based on this incident's severity, your organization has established a task force with two main goals:

· Educate staff on HIPAA and appropriate social media use in health care.

· Prevent confidentiality, security, and privacy breaches.

The task force has been charged with creating a series of interprofessional staff updates on the following topics:

· Social media best practices.

· What not to do: Social media.

· Social media risks to patient information.

· Steps to take if a breach occurs.

First, select one of the health care settings described in the following resource:

·
[Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290?wrap=1) [Download Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290/download?download_frd=1)

As a nurse in this setting, you are asked to create the content for a staff update containing a
**maximum** of two content pages that address one or more of these topics:

· Social media best practices.

· What not to do: social media.

· Social media risks to patient information.

· Steps to take if a breach occurs.

**This assessment is not a traditional essay**.
**It is a staff educational update about PHI.** Consider creating a flyer, pamphlet, or one PowerPoint slide (not an entire presentation). Remember it should not be more than two pages (excluding a title and a reference page).

The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

· What is protected health information (PHI)?

· Be sure to include essential HIPAA information.

· What are privacy, security, and confidentiality?

· Define and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.

· Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

· What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:

· What are some examples of nurses being terminated for inappropriate social media use in the United States?

· What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?

· What have been the financial penalties assessed against health care organizations for inappropriate social media use?

· What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

**Notes**

· Your staff update is limited to two double-spaced content pages. Be selective about the content you choose to include in your update so you can meet the page length requirement. Include
**need-to-know** information. Omit
**nice-to-know** information.

· Many times people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members' interest, highlights key points, and is easy to read. Avoid overcrowding the update with too much content.

· Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

·
**Written communication:** Ensure the staff update is free from errors that detract from the overall message.

·
**Submission length:** Maximum of two double-spaced content pages.

·
**Font and font size:** Use Times New Roman, 12-point.

·
**Citations and references:** Provide a separate reference page that includes 2–3 current, peer-reviewed and 1–2 current, non-peer-reviewed in-text citations and references (total of 3–5 resources) that support the staff update's content. Current
**means** no older than 5 years.

·
**APA format:** Be sure your citations and references adhere to APA format. Consult the
[Evidence and APA](https://campustools.capella.edu/redirect.aspx?linkid=1540) page for an APA refresher.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

· Competency 1: Describe nurses' and the interdisciplinary team's role in informatics with a focus on electronic health information and patient care technology to support decision making.

· Describe the security, privacy, and confidentially laws related to protecting sensitive electronic health information that govern the interdisciplinary team.

· Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

· Competency 2: Implement evidence-based strategies to effectively manage protected health information.

· Identify evidence-based approaches to mitigate risks to patients and health care staff related to sensitive electronic health information.

· Develop a professional, effective staff update that educates interprofessional team members about protecting the security, privacy, and confidentiality of patient data, particularly as it pertains to social media usage.

· Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.

· Follow APA style and formatting guidelines for citations and references.

· Create a clear, concise, well-organized, and professional staff update that is generally free from errors in grammar, punctuation, and spelling.

November 5, 2026
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The purpose of this assignment is to review the IT Online Training Project Requirements and begin the modeling of the requirements by using the noun analysis technique to identify domain classes, attributes, operations, and requirements. ### **Course Objective(s):** **CO1**: Describe object oriented…

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Assignment Prompt & Instructions

The purpose of this assignment is to review the IT Online Training Project Requirements and begin the modeling of the requirements by using the noun analysis technique to identify domain classes, attributes, operations, and requirements.
### **Course Objective(s):**
**CO1**: Describe object oriented modeling concepts, class diagrams, and object diagrams
### **Background**
In this assignment we will begin the analysis for a case study, the IT Online Training Project, which will be used for your assignments throughout the course.
The requirements for this case study are in the [**IT Online Training Project Requirements 2018R2**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fIT+Online+Training+Project+Requirements+2018R2.pdf) document.
For this project, you will use the [**Analysis Specification Template 2018R4**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fAnalysis+Specification+Template+2018R4.docx) and fill in sections as the course progresses each week. It is common practice in systems development to use templates for various types of documents to standardize the documentation and development practices throughout an organization.
For this assignment, you will complete the following:
**Sections: 1, 1.1, 1.2, 1.3 and Sections 4.3, 4.3.1.**
### **Instructions**
1. Review the Quick Resources at the end of this Assignment.
2. Review the [**IT Online Training Project Requirements 2018R2**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fIT+Online+Training+Project+Requirements+2018R2.pdf) and the [**Analysis Specification Template 2018R4**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fAnalysis+Specification+Template+2018R4.docx) .
3. Open the Analysis Specification Template and save it as Assignment1FirstNameLastname substituting your name.
4. Complete the following:
**Sections 1 – Introduction, 1.1 Problem Definition, 1.2 Sponsor Project Descriptions, 1.3**. **Sponsor Requirements**
Using the Online Training Project Requirements document, complete all of Section 1 in the Analysis Specification Template. Use your own words for **Sections 1, 1.1, and 1.2.** You can copy and paste the Sponsor requirements from the case study to the Analysis Specification for **Section 1.3**. See the template for details. Make certain that you retain the requirement numbers as you will use these for traceability.
**Section 4 – Classes, Attributes, Operations(Methods), Requirements**
**Complete the classes, attributes, operations, and requirements table.**
An example of completing the table:
**Class**
**Name**
**Class Definition**
**Attributes**
**Operations**
**Requirement**
**Number**
Books
A book is a product that provides written instruction on a topic and is available in printed or digital format.
ISBN: string
title: string
authors: string
type: string
Description: string
PageCount: number
PubDate: string
edition: string
fee: number
createBook()
getBookNumber()
setBookNumber(courseNumber)
getTitle()
setTitle(title)
getDescription()
setDescription(description)
getType()
setType(type)
getDuration()
setDuration(duration)
getPubDate()
setPubDate()
getPageCount()
REQF3.1
( [**Customer-Scheduled Course-User Analysis Example.pdf**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Examples%2fCustomer-ScheduledCourse-User+Analysis+Example.pdf). illustrates the result of the analysis of the Customer, ScheduledCourse, and User classes in the requirements document. For each class the attributes, operations (methods), and requirement number were documented)
Using the Online Training Project Requirements document identify and create a list of all potential classes, definition for each class, attributes, operations (methods), and requirement number. Place your list in the Classes, Attributes, Operations(Methods), Requirements table below. Note that it is already included for you in the specification. The classes, attributes, and operations are in the Requirements document. If you do the analysis you will find them.
The following list provides a starting list of classes which have already been referenced in the course. You must identify the remaining classes from the Requirements document:
**Starting List of Classes**
As a result of reading/using the course resources listed below, at least 9 different classes are already identified for you and you should include them as well as the remaining classes you will discover with noun analysis of the Requirements document.
**Course Resource**
**Location in Course**
**Potential ITOT Classes Identified**
Assignment 1
Week 1
ScheduledCourse, SelfPacedCourse, Course, Product, Video, and Book
Assignment 1
Assignment 1
UserAccount with attributes and operations
Week 1
Instructor, Course, and ExpertiseArea classes with detailed attributes and operations.
Assignment 1 Step 6
Assignment 1 Step 6
Customer with attributes and operations.
The following sections provides additional instructions for completing the **Classes, Attributes, Operations, Requirements table. Note that operations are also referred to as methods. Use the Requirements document.**
Use the following naming and guidelines for class names, attributes, and operations.
– Class names must be singular (not plural) and must be one word. You can capitalize the first letter of each word in the name like ScheduledCourse. See Week 1 Content for additional information about naming classes and their properties.
– Attributes are properties of a class like for Customer one attribute would be "customerID". Attributes begin with a lowercase letter.
– Operations are actions that a class can perform and begin with a lower case letter followed by parentheses ().
**Section 4.3.1 – Discussion**
Discuss your list of classes (Section 4.3) and why you chose them (100-200 words).
## **Submission Instructions**
1 **.** Make certain that your name and course number are at the top of your document.
2. Submit this first version of your Analysis Specification as a Word file and name it as indicated above Assignment1FirstNameLastName. Make certain that all sections are included exactly like the template.
Your assignment will be graded in the following way:
1. Completion of Sections 1 Introduction, 1.1 Problem Definition, 1.2 Sponsor Project Descriptions, 1.3., and Sponsor Requirements in the Analysis Specification (30 points)
2. Classes, Attributes, Operations (Methods),Requirements table in Section 4.3 of the Analysis Specification (30 points)
3. Complete section 4.3.1, discussion of the list of classes chosen in 4.3,and why they were chosen. Use the case study document as reference.(30 points)
4. Sources/Format :Use APA 7th edition style formatting and correct grammar (10 points).
**Quick Resources**
### **Case Study**
1. [IT Online Training Project Requirements 2018R2](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fIT+Online+Training+Project+Requirements+2018R2.pdf)
2. [Analysis Specification Template 2018R4](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fAnalysis+Specification+Template+2018R4.docx)
### **Finding Classes**
1. See this video on how to find classes using the noun technique: RMB1905. (2009, March 9). 4.11_Finding Classes. [Video file]. Retrieved from [**here**](https://www.youtube.com/watch?v=DYasVJfgyeU&list=PL46FE8B2506D9EE0%20C&index=29) **.**
2. In your textbook, see the ATM Case Study (see p. 178 Section 11.3.1 in your textbook) and then read about how to use the noun technique to identify classes for the ATM Case Study on pp. 183-187.
3. See the [**ITOT Noun Analysis Example 2018**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Examples%2fITOT+Noun+Analysis+Example+2018.pdf) example which demonstrates the noun analysis technique for the ITOT case study.
4. See [**Week 1 Web Resources**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Weekly+Resources%2fWeek+1+Web+Resources.pdf) for videos by one of the authors of your textbook, Michael Blaha on finding classes and class diagrams. It also contains links to videos on classes and objects using our selected CASE tool.
\
AnalysisSpecificationTemplate2018R41.pdf](https://www.sweetstudy.com/files/analysisspecificationtemplate2018r41-pdf "AnalysisSpecificationTemplate2018R41.pdf")

November 5, 2026
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November 5, 2026
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Hello. Is there anyone that can assist me with my homework. I will have everything that is needed posted in the upload below. \ Chapter15Lesson3.docx](https://www.sweetstudy.com/files/chapter15lesson3-docx "Chapter15Lesson3.docx")

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Hello. Is there anyone that can assist me with my homework. I will have everything that is needed posted in the upload below.
\
Chapter15Lesson3.docx](https://www.sweetstudy.com/files/chapter15lesson3-docx "Chapter15Lesson3.docx")

November 5, 2026
[Solved] Mandated Reporting

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Defend the application of the mandated reporting laws in a scenario. – ## RequiredResources2.docx – ## Lesson2instructions.docx **## RequiredResources2.docx** **Required Resources** · [**Applying Ethical Theories to Ethics Codes and Ethical Decision Making**](https://search.ebscohost.com/login.aspx?…

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Assignment Prompt & Instructions

Defend the application of the mandated reporting laws in a scenario.

– ## RequiredResources2.docx

– ## Lesson2instructions.docx

**## RequiredResources2.docx**

**Required Resources**

·
[**Applying Ethical Theories to Ethics Codes and Ethical Decision Making**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2024-04177-004&site=eds-live&scope=site&custid=natuniv)

Knapp, S. J., & Fingerhut, R. (2024). Applying ethical theories to ethics codes and ethical decision making. In
_Practical ethics for psychologists: A positive approach., 4th ed._ (pp. 43–57). American Psychological Association.

**This resource is essential because it provides a foundational understanding of how to apply ethical theories to real-world decision-making. Given the complexity of the scenario involving Joseph, where ethical decision-making is at the core, it is important to understand how to navigate the APA Ethics Code and apply it to situations where ethical dilemmas arise.**

·
[**The Use and Misuse of Informed Consent in Reporting Sexual Intimacy Violations**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=pdh&AN=2023-63355-001&site=eds-live&scope=site&custid=natuniv)

Behnke, S. H., Thomas, J. T., Walker, L. E., & DeMatteo, D. (2023). The use and misuse of informed consent in reporting sexual intimacy violations.
_Professional Psychology: Research and Practice, 54_(2), 135–146.

**This article directly addresses the nuances of informed consent, a critical issue in the assignment. Joseph's scenario involves a disclosure that was not part of the original consent agreement, making it vital for understanding the ethical implications of such disclosures. This reading will equip learners with insights into when and how informed.**

·
[**A Child Abuse Reporting Framework for Early Career School Counselors**](https://files.eric.ed.gov/fulltext/EJ1232217.pdf)

Tuttle, M., Ricks, L., & Taylor, M. (2019). A child abuse reporting framework for early career school counselors.
_Professional Counselor, 9_(3), 238–251.

**This article provides a practical framework for reporting suspected child abuse, tailored specifically for school counselors. Since the scenario involves school personnel making a mandated report, understanding this framework will be crucial for applying the reading to justify the actions taken by the school staff. This resource will help ground arguments in established reporting practices.**

·
[**Ethical Dilemmas of Confidentiality With Adolescent Clients: Case Studies From Psychologists**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=a9h&AN=102076178&site=eds-live&scope=site&custid=natuniv)

Duncan, R. E., Hall, A. C., & Knowles, A. (2015). Ethical dilemmas of confidentiality with adolescent clients: Case studies from psychologists.
_Ethics & Behavior, 25_(3), 197–221.

**This resource is still useful in understanding the complexities and ethical dilemmas involved in maintaining confidentiality with adolescent clients. The case studies can offer practical examples that can be referenced in the weekly assignment.**

·
[**Clinical Work With Non-Accepting Parents of Sexual Minority Children: Addressing Causal and Controllability Attributions**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsovi&AN=edsovi.10.1037.a0031824&site=eds-live&scope=site&custid=natuniv)

Shpigel, M. S., Belsky, Y., & Diamond, G. M. (2015). Clinical work with non-accepting parents of sexual minority children: Addressing causal and controllability attributions.
_Professional Psychology: Research and Practice, 46_(1), 46–54.

**This article is important for understanding the dynamics between non-accepting parents and sexual minority children, which is relevant to Joseph's situation.**

**Week 2 Optional Resources**

·
[**Communicating With the Adolescent: Consent and Confidentiality Issues**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1522840115000208%3Fvia%253Dihub)

Goyal, M. K. (2015). Communicating with the adolescent: Consent and confidentiality issues.
_Clinical Pediatric Emergency Medicine, 16_(2), 96–101.

**This article discusses the nuances of consent and confidentiality when working with adolescents, which will be helpful in explaining why the assessment team had to act on the information disclosed by Joseph, even though it wasn't part of the planned assessment.**

·
[**A Q Methodology Investigation of School Counselors’ Beliefs and Feelings in Reporting Suspected Child Sexual Abuse**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ccm&AN=160623089&site=eds-live&scope=site&custid=natuniv)

Waalkes, P. L., DeCino, D. A., Stickl Haugen, J., & Woodruff, E. (2022). A Q methodology investigation of school counselors’ beliefs and feelings in reporting suspected child sexual abuse.
_Journal of Child Sexual Abuse, 31_(8), 911–929.

**This study examines the emotional and ethical dilemmas faced by school counselors when reporting child sexual abuse. Given that the assignment requires a defense of the school's actions, understanding the varied beliefs and feelings of counselors can help further appreciation of the complexity of mandated reporting decisions, making arguments more nuanced and empathetic.**

**## Lesson2instructions.docx**

**Mandated Reporting**

For your protection and that of youth with whom you are involved with in your role as parent, teacher, or anyone working in the helping professions, it is important for you to know and understand mandated reporting requirements. If you are involved with children, then you have a moral and/or legal obligation to protect them. If you are a mandated reporter, then, depending on your state, failure to report can result in your incarceration.

In their article, Lawrence, Levin, Jhai, Brady, and Lyon (2015) review the impact of child maltreatment within this society. They found that by the age of 18, one in eight children is a victim. They emphasize the tremendous social consequences, including long-lasting physical and mental harm to the victims. In addition, there is the financial cost of maltreatment, which costs $124 billion annually just in the United States. To reduce the impact of abuse, there are mandating reporting regulations in all states affecting almost everyone who works with children.

Why would a child report abuse or the fear of abuse? The authors concluded that a child’s main purpose in disclosing maltreatment is to protect themselves and other victims from further harm. They believe that since children are most often mistreated by their caretakers, they do not want their disclosures to lead to criminal action against a parent. Lawrence et al. (2015) assume that mandatory reporters act with the primary purpose of protecting children.

Another issue is the effect to the therapeutic process. Brown and Strozier, (2004) found no empirical evidence demonstrating that mandated reporting was an effective intervention for child abuse. They claimed that little research has been completed on the effects of mandated reporting on therapy with the family. Possibly as a result, Krase and DeLong-Hamilton (2015) found that the failure to report suspicions of child abuse to the appropriate authorities is a worldwide problem. They also report research demonstrating that professionals in the U.S. fail to report more than half of their suspicions of child abuse and neglect as required. According to the authors, one of the main factors behind the failure to report was the professionals’ perception of inadequate training and/or preparation. To facilitate the decision whether to report, reporters are required only to report suspected abuse and do not have to investigate. Regulations are not as clear with regards to fear of potential abuse.

Further complicating the reporting requirements is the fact that psychologists or anyone working in the helping profession are constantly dealing with the unknown. Balmforth and Elliott (2012) describe participation in therapy as an opportunity for a client to express thoughts and feelings that have not previously been expressed since only within the therapeutic relationship was there a guarantee of confidentiality. A psychologist must weigh all factors to determine whether this belief should be abrogated.

Be sure to review the resources carefully. You are expected to apply the information from these resources when you prepare your assignment.

**References**

Balmforth, J., & Elliott, R. (2012). ‘I never talked about, ever’: A comprehensive process analysis of a significant client disclosure event in therapy. Counselling & Psychotherapy Research, 12(1), 2-12.

Brown, R., & Strozier, M. (2004). Resisting abuse at what cost? The impact of mandated reporting laws on the process and content of therapy. Contemporary Family Therapy: An International Journal, 26(1), 45-60.

Krase, K. S., & DeLong-Hamilton, T. A. (2015). Preparing social workers as reporters of suspected child maltreatment. Social Work Education, 34(8), 967-985.

Lawrence, J. A., Levin, D. B., Brady, K. L., Jhai, M., & Lyon, T. D. (2015). Ohio v. Clark: Brief of amicus curiae American Professional Society on the abuse of children in support of petitioner. Psychology, Public Policy, And Law, 21(4), 365-373.

**Background**

In this assignment, you will defend the application of the mandated reporting laws in the following scenario. Be sure to carefully review the following scenario before responding.

**Scenario**

Joseph, a 14-year-old student, has recently been referred for a psychoeducational evaluation by his high school. His parents, concerned about his academic performance and the potential of him failing some classes, requested the evaluation to determine if learning problems might be a factor. The school provided Joseph’s parents with an informed consent form, detailing the assessments to be administered, including measures of general ability, memory functions, abstract reasoning, neuropsychological functioning, and academic achievement. After reviewing and understanding the scope of the evaluation, Joseph’s parents signed the informed consent form, and the evaluation was conducted, resulting in a written report of the results.

Shortly after receiving the report, Joseph’s parents were visited by protective services. During the evaluation, Joseph had introduced the topic of sexual orientation and confided to school personnel that his father would probably “kill him” if he found out about Joseph’s sexual orientation. Upon learning of the involvement of protective services, Joseph’s parents become furious and threaten to sue the school district.

**Assignment Task**

As the principal of Joseph’s school, your task is to write a letter to Joseph’s parents defending the actions of the assessment team. Your letter should address the following points:

State Mandatory Reporting Laws:

Explain the mandatory reporting laws of your state that apply to this situation.

Clarify why the assessment team’s decision to report the disclosure to protective services was not optional, but a legal requirement.

Justification of the Assessment Team’s Actions:

Provide a rationale for the assessment team’s decision to report Joseph’s disclosure, emphasizing their concern for his health and safety.

Discuss the implications of Joseph’s statement about his father, and why it necessitated immediate action.

Informed Consent Considerations:

Address the issue that Joseph’s disclosure occurred outside the scope of the informed consent form.

Justify that, despite this, the school had a legal and ethical obligation to act on the information once it was disclosed.

Ethical Framework:

Cite relevant sections of the APA Code of Ethics regarding informed consent and disclosures to support the assessment team’s actions.

Mitigating the Risk of a Lawsuit:

Craft your letter to reduce the likelihood of the parents pursuing legal action. Be empathetic and informative, emphasizing the protection and well-being of their child, while also being clear, respectful, and firm in defending the school’s actions.

References: Support your assignment with citations from the APA Code of Ethics and your state’s specific reporting laws. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included.

Length: 2-3 pages, written in letter format. Ensure your letter includes a summary of the relevant state laws and the APA ethics code for the parents. A separate reference page is required, but it does not count towards the 2–3-page length of the letter.

Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA 7th edition standards.

**## Lesson2instructions.docx**

**Mandated Reporting**

For your protection and that of youth with whom you are involved with in your role as parent, teacher, or anyone working in the helping professions, it is important for you to know and understand mandated reporting requirements. If you are involved with children, then you have a moral and/or legal obligation to protect them. If you are a mandated reporter, then, depending on your state, failure to report can result in your incarceration.

In their article, Lawrence, Levin, Jhai, Brady, and Lyon (2015) review the impact of child maltreatment within this society. They found that by the age of 18, one in eight children is a victim. They emphasize the tremendous social consequences, including long-lasting physical and mental harm to the victims. In addition, there is the financial cost of maltreatment, which costs $124 billion annually just in the United States. To reduce the impact of abuse, there are mandating reporting regulations in all states affecting almost everyone who works with children.

Why would a child report abuse or the fear of abuse? The authors concluded that a child’s main purpose in disclosing maltreatment is to protect themselves and other victims from further harm. They believe that since children are most often mistreated by their caretakers, they do not want their disclosures to lead to criminal action against a parent. Lawrence et al. (2015) assume that mandatory reporters act with the primary purpose of protecting children.

Another issue is the effect to the therapeutic process. Brown and Strozier, (2004) found no empirical evidence demonstrating that mandated reporting was an effective intervention for child abuse. They claimed that little research has been completed on the effects of mandated reporting on therapy with the family. Possibly as a result, Krase and DeLong-Hamilton (2015) found that the failure to report suspicions of child abuse to the appropriate authorities is a worldwide problem. They also report research demonstrating that professionals in the U.S. fail to report more than half of their suspicions of child abuse and neglect as required. According to the authors, one of the main factors behind the failure to report was the professionals’ perception of inadequate training and/or preparation. To facilitate the decision whether to report, reporters are required only to report suspected abuse and do not have to investigate. Regulations are not as clear with regards to fear of potential abuse.

Further complicating the reporting requirements is the fact that psychologists or anyone working in the helping profession are constantly dealing with the unknown. Balmforth and Elliott (2012) describe participation in therapy as an opportunity for a client to express thoughts and feelings that have not previously been expressed since only within the therapeutic relationship was there a guarantee of confidentiality. A psychologist must weigh all factors to determine whether this belief should be abrogated.

Be sure to review the resources carefully. You are expected to apply the information from these resources when you prepare your assignment.

**References**

Balmforth, J., & Elliott, R. (2012). ‘I never talked about, ever’: A comprehensive process analysis of a significant client disclosure event in therapy. Counselling & Psychotherapy Research, 12(1), 2-12.

Brown, R., & Strozier, M. (2004). Resisting abuse at what cost? The impact of mandated reporting laws on the process and content of therapy. Contemporary Family Therapy: An International Journal, 26(1), 45-60.

Krase, K. S., & DeLong-Hamilton, T. A. (2015). Preparing social workers as reporters of suspected child maltreatment. Social Work Education, 34(8), 967-985.

Lawrence, J. A., Levin, D. B., Brady, K. L., Jhai, M., & Lyon, T. D. (2015). Ohio v. Clark: Brief of amicus curiae American Professional Society on the abuse of children in support of petitioner. Psychology, Public Policy, And Law, 21(4), 365-373.

**Background**

In this assignment, you will defend the application of the mandated reporting laws in the following scenario. Be sure to carefully review the following scenario before responding.

**Scenario**

Joseph, a 14-year-old student, has recently been referred for a psychoeducational evaluation by his high school. His parents, concerned about his academic performance and the potential of him failing some classes, requested the evaluation to determine if learning problems might be a factor. The school provided Joseph’s parents with an informed consent form, detailing the assessments to be administered, including measures of general ability, memory functions, abstract reasoning, neuropsychological functioning, and academic achievement. After reviewing and understanding the scope of the evaluation, Joseph’s parents signed the informed consent form, and the evaluation was conducted, resulting in a written report of the results.

Shortly after receiving the report, Joseph’s parents were visited by protective services. During the evaluation, Joseph had introduced the topic of sexual orientation and confided to school personnel that his father would probably “kill him” if he found out about Joseph’s sexual orientation. Upon learning of the involvement of protective services, Joseph’s parents become furious and threaten to sue the school district.

**Assignment Task**

As the principal of Joseph’s school, your task is to write a letter to Joseph’s parents defending the actions of the assessment team. Your letter should address the following points:

State Mandatory Reporting Laws:

Explain the mandatory reporting laws of your state that apply to this situation.

Clarify why the assessment team’s decision to report the disclosure to protective services was not optional, but a legal requirement.

Justification of the Assessment Team’s Actions:

Provide a rationale for the assessment team’s decision to report Joseph’s disclosure, emphasizing their concern for his health and safety.

Discuss the implications of Joseph’s statement about his father, and why it necessitated immediate action.

Informed Consent Considerations:

Address the issue that Joseph’s disclosure occurred outside the scope of the informed consent form.

Justify that, despite this, the school had a legal and ethical obligation to act on the information once it was disclosed.

Ethical Framework:

Cite relevant sections of the APA Code of Ethics regarding informed consent and disclosures to support the assessment team’s actions.

Mitigating the Risk of a Lawsuit:

Craft your letter to reduce the likelihood of the parents pursuing legal action. Be empathetic and informative, emphasizing the protection and well-being of their child, while also being clear, respectful, and firm in defending the school’s actions.

References: Support your assignment with citations from the APA Code of Ethics and your state’s specific reporting laws. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included.

Length: 2-3 pages, written in letter format. Ensure your letter includes a summary of the relevant state laws and the APA ethics code for the parents. A separate reference page is required, but it does not count towards the 2–3-page length of the letter.

Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA 7th edition standards.

**## RequiredResources2.docx**

**Required Resources**

·
[**Applying Ethical Theories to Ethics Codes and Ethical Decision Making**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2024-04177-004&site=eds-live&scope=site&custid=natuniv)

Knapp, S. J., & Fingerhut, R. (2024). Applying ethical theories to ethics codes and ethical decision making. In
_Practical ethics for psychologists: A positive approach., 4th ed._ (pp. 43–57). American Psychological Association.

**This resource is essential because it provides a foundational understanding of how to apply ethical theories to real-world decision-making. Given the complexity of the scenario involving Joseph, where ethical decision-making is at the core, it is important to understand how to navigate the APA Ethics Code and apply it to situations where ethical dilemmas arise.**

·
[**The Use and Misuse of Informed Consent in Reporting Sexual Intimacy Violations**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=pdh&AN=2023-63355-001&site=eds-live&scope=site&custid=natuniv)

Behnke, S. H., Thomas, J. T., Walker, L. E., & DeMatteo, D. (2023). The use and misuse of informed consent in reporting sexual intimacy violations.
_Professional Psychology: Research and Practice, 54_(2), 135–146.

**This article directly addresses the nuances of informed consent, a critical issue in the assignment. Joseph's scenario involves a disclosure that was not part of the original consent agreement, making it vital for understanding the ethical implications of such disclosures. This reading will equip learners with insights into when and how informed.**

·
[**A Child Abuse Reporting Framework for Early Career School Counselors**](https://files.eric.ed.gov/fulltext/EJ1232217.pdf)

Tuttle, M., Ricks, L., & Taylor, M. (2019). A child abuse reporting framework for early career school counselors.
_Professional Counselor, 9_(3), 238–251.

**This article provides a practical framework for reporting suspected child abuse, tailored specifically for school counselors. Since the scenario involves school personnel making a mandated report, understanding this framework will be crucial for applying the reading to justify the actions taken by the school staff. This resource will help ground arguments in established reporting practices.**

·
[**Ethical Dilemmas of Confidentiality With Adolescent Clients: Case Studies From Psychologists**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=a9h&AN=102076178&site=eds-live&scope=site&custid=natuniv)

Duncan, R. E., Hall, A. C., & Knowles, A. (2015). Ethical dilemmas of confidentiality with adolescent clients: Case studies from psychologists.
_Ethics & Behavior, 25_(3), 197–221.

**This resource is still useful in understanding the complexities and ethical dilemmas involved in maintaining confidentiality with adolescent clients. The case studies can offer practical examples that can be referenced in the weekly assignment.**

·
[**Clinical Work With Non-Accepting Parents of Sexual Minority Children: Addressing Causal and Controllability Attributions**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsovi&AN=edsovi.10.1037.a0031824&site=eds-live&scope=site&custid=natuniv)

Shpigel, M. S., Belsky, Y., & Diamond, G. M. (2015). Clinical work with non-accepting parents of sexual minority children: Addressing causal and controllability attributions.
_Professional Psychology: Research and Practice, 46_(1), 46–54.

**This article is important for understanding the dynamics between non-accepting parents and sexual minority children, which is relevant to Joseph's situation.**

**Week 2 Optional Resources**

·
[**Communicating With the Adolescent: Consent and Confidentiality Issues**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1522840115000208%3Fvia%253Dihub)

Goyal, M. K. (2015). Communicating with the adolescent: Consent and confidentiality issues.
_Clinical Pediatric Emergency Medicine, 16_(2), 96–101.

**This article discusses the nuances of consent and confidentiality when working with adolescents, which will be helpful in explaining why the assessment team had to act on the information disclosed by Joseph, even though it wasn't part of the planned assessment.**

·
[**A Q Methodology Investigation of School Counselors’ Beliefs and Feelings in Reporting Suspected Child Sexual Abuse**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ccm&AN=160623089&site=eds-live&scope=site&custid=natuniv)

Waalkes, P. L., DeCino, D. A., Stickl Haugen, J., & Woodruff, E. (2022). A Q methodology investigation of school counselors’ beliefs and feelings in reporting suspected child sexual abuse.
_Journal of Child Sexual Abuse, 31_(8), 911–929.

**This study examines the emotional and ethical dilemmas faced by school counselors when reporting child sexual abuse. Given that the assignment requires a defense of the school's actions, understanding the varied beliefs and feelings of counselors can help further appreciation of the complexity of mandated reporting decisions, making arguments more nuanced and empathetic.**

**## Lesson2instructions.docx**

**Mandated Reporting**

For your protection and that of youth with whom you are involved with in your role as parent, teacher, or anyone working in the helping professions, it is important for you to know and understand mandated reporting requirements. If you are involved with children, then you have a moral and/or legal obligation to protect them. If you are a mandated reporter, then, depending on your state, failure to report can result in your incarceration.

In their article, Lawrence, Levin, Jhai, Brady, and Lyon (2015) review the impact of child maltreatment within this society. They found that by the age of 18, one in eight children is a victim. They emphasize the tremendous social consequences, including long-lasting physical and mental harm to the victims. In addition, there is the financial cost of maltreatment, which costs $124 billion annually just in the United States. To reduce the impact of abuse, there are mandating reporting regulations in all states affecting almost everyone who works with children.

Why would a child report abuse or the fear of abuse? The authors concluded that a child’s main purpose in disclosing maltreatment is to protect themselves and other victims from further harm. They believe that since children are most often mistreated by their caretakers, they do not want their disclosures to lead to criminal action against a parent. Lawrence et al. (2015) assume that mandatory reporters act with the primary purpose of protecting children.

Another issue is the effect to the therapeutic process. Brown and Strozier, (2004) found no empirical evidence demonstrating that mandated reporting was an effective intervention for child abuse. They claimed that little research has been completed on the effects of mandated reporting on therapy with the family. Possibly as a result, Krase and DeLong-Hamilton (2015) found that the failure to report suspicions of child abuse to the appropriate authorities is a worldwide problem. They also report research demonstrating that professionals in the U.S. fail to report more than half of their suspicions of child abuse and neglect as required. According to the authors, one of the main factors behind the failure to report was the professionals’ perception of inadequate training and/or preparation. To facilitate the decision whether to report, reporters are required only to report suspected abuse and do not have to investigate. Regulations are not as clear with regards to fear of potential abuse.

Further complicating the reporting requirements is the fact that psychologists or anyone working in the helping profession are constantly dealing with the unknown. Balmforth and Elliott (2012) describe participation in therapy as an opportunity for a client to express thoughts and feelings that have not previously been expressed since only within the therapeutic relationship was there a guarantee of confidentiality. A psychologist must weigh all factors to determine whether this belief should be abrogated.

Be sure to review the resources carefully. You are expected to apply the information from these resources when you prepare your assignment.

**References**

Balmforth, J., & Elliott, R. (2012). ‘I never talked about, ever’: A comprehensive process analysis of a significant client disclosure event in therapy. Counselling & Psychotherapy Research, 12(1), 2-12.

Brown, R., & Strozier, M. (2004). Resisting abuse at what cost? The impact of mandated reporting laws on the process and content of therapy. Contemporary Family Therapy: An International Journal, 26(1), 45-60.

Krase, K. S., & DeLong-Hamilton, T. A. (2015). Preparing social workers as reporters of suspected child maltreatment. Social Work Education, 34(8), 967-985.

Lawrence, J. A., Levin, D. B., Brady, K. L., Jhai, M., & Lyon, T. D. (2015). Ohio v. Clark: Brief of amicus curiae American Professional Society on the abuse of children in support of petitioner. Psychology, Public Policy, And Law, 21(4), 365-373.

**Background**

In this assignment, you will defend the application of the mandated reporting laws in the following scenario. Be sure to carefully review the following scenario before responding.

**Scenario**

Joseph, a 14-year-old student, has recently been referred for a psychoeducational evaluation by his high school. His parents, concerned about his academic performance and the potential of him failing some classes, requested the evaluation to determine if learning problems might be a factor. The school provided Joseph’s parents with an informed consent form, detailing the assessments to be administered, including measures of general ability, memory functions, abstract reasoning, neuropsychological functioning, and academic achievement. After reviewing and understanding the scope of the evaluation, Joseph’s parents signed the informed consent form, and the evaluation was conducted, resulting in a written report of the results.

Shortly after receiving the report, Joseph’s parents were visited by protective services. During the evaluation, Joseph had introduced the topic of sexual orientation and confided to school personnel that his father would probably “kill him” if he found out about Joseph’s sexual orientation. Upon learning of the involvement of protective services, Joseph’s parents become furious and threaten to sue the school district.

**Assignment Task**

As the principal of Joseph’s school, your task is to write a letter to Joseph’s parents defending the actions of the assessment team. Your letter should address the following points:

State Mandatory Reporting Laws:

Explain the mandatory reporting laws of your state that apply to this situation.

Clarify why the assessment team’s decision to report the disclosure to protective services was not optional, but a legal requirement.

Justification of the Assessment Team’s Actions:

Provide a rationale for the assessment team’s decision to report Joseph’s disclosure, emphasizing their concern for his health and safety.

Discuss the implications of Joseph’s statement about his father, and why it necessitated immediate action.

Informed Consent Considerations:

Address the issue that Joseph’s disclosure occurred outside the scope of the informed consent form.

Justify that, despite this, the school had a legal and ethical obligation to act on the information once it was disclosed.

Ethical Framework:

Cite relevant sections of the APA Code of Ethics regarding informed consent and disclosures to support the assessment team’s actions.

Mitigating the Risk of a Lawsuit:

Craft your letter to reduce the likelihood of the parents pursuing legal action. Be empathetic and informative, emphasizing the protection and well-being of their child, while also being clear, respectful, and firm in defending the school’s actions.

References: Support your assignment with citations from the APA Code of Ethics and your state’s specific reporting laws. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included.

Length: 2-3 pages, written in letter format. Ensure your letter includes a summary of the relevant state laws and the APA ethics code for the parents. A separate reference page is required, but it does not count towards the 2–3-page length of the letter.

Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA 7th edition standards.

**## RequiredResources2.docx**

**Required Resources**

·
[**Applying Ethical Theories to Ethics Codes and Ethical Decision Making**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2024-04177-004&site=eds-live&scope=site&custid=natuniv)

Knapp, S. J., & Fingerhut, R. (2024). Applying ethical theories to ethics codes and ethical decision making. In
_Practical ethics for psychologists: A positive approach., 4th ed._ (pp. 43–57). American Psychological Association.

**This resource is essential because it provides a foundational understanding of how to apply ethical theories to real-world decision-making. Given the complexity of the scenario involving Joseph, where ethical decision-making is at the core, it is important to understand how to navigate the APA Ethics Code and apply it to situations where ethical dilemmas arise.**

·
[**The Use and Misuse of Informed Consent in Reporting Sexual Intimacy Violations**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=pdh&AN=2023-63355-001&site=eds-live&scope=site&custid=natuniv)

Behnke, S. H., Thomas, J. T., Walker, L. E., & DeMatteo, D. (2023). The use and misuse of informed consent in reporting sexual intimacy violations.
_Professional Psychology: Research and Practice, 54_(2), 135–146.

**This article directly addresses the nuances of informed consent, a critical issue in the assignment. Joseph's scenario involves a disclosure that was not part of the original consent agreement, making it vital for understanding the ethical implications of such disclosures. This reading will equip learners with insights into when and how informed.**

·
[**A Child Abuse Reporting Framework for Early Career School Counselors**](https://files.eric.ed.gov/fulltext/EJ1232217.pdf)

Tuttle, M., Ricks, L., & Taylor, M. (2019). A child abuse reporting framework for early career school counselors.
_Professional Counselor, 9_(3), 238–251.

**This article provides a practical framework for reporting suspected child abuse, tailored specifically for school counselors. Since the scenario involves school personnel making a mandated report, understanding this framework will be crucial for applying the reading to justify the actions taken by the school staff. This resource will help ground arguments in established reporting practices.**

·
[**Ethical Dilemmas of Confidentiality With Adolescent Clients: Case Studies From Psychologists**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=a9h&AN=102076178&site=eds-live&scope=site&custid=natuniv)

Duncan, R. E., Hall, A. C., & Knowles, A. (2015). Ethical dilemmas of confidentiality with adolescent clients: Case studies from psychologists.
_Ethics & Behavior, 25_(3), 197–221.

**This resource is still useful in understanding the complexities and ethical dilemmas involved in maintaining confidentiality with adolescent clients. The case studies can offer practical examples that can be referenced in the weekly assignment.**

·
[**Clinical Work With Non-Accepting Parents of Sexual Minority Children: Addressing Causal and Controllability Attributions**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsovi&AN=edsovi.10.1037.a0031824&site=eds-live&scope=site&custid=natuniv)

Shpigel, M. S., Belsky, Y., & Diamond, G. M. (2015). Clinical work with non-accepting parents of sexual minority children: Addressing causal and controllability attributions.
_Professional Psychology: Research and Practice, 46_(1), 46–54.

**This article is important for understanding the dynamics between non-accepting parents and sexual minority children, which is relevant to Joseph's situation.**

**Week 2 Optional Resources**

·
[**Communicating With the Adolescent: Consent and Confidentiality Issues**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1522840115000208%3Fvia%253Dihub)

Goyal, M. K. (2015). Communicating with the adolescent: Consent and confidentiality issues.
_Clinical Pediatric Emergency Medicine, 16_(2), 96–101.

**This article discusses the nuances of consent and confidentiality when working with adolescents, which will be helpful in explaining why the assessment team had to act on the information disclosed by Joseph, even though it wasn't part of the planned assessment.**

·
[**A Q Methodology Investigation of School Counselors’ Beliefs and Feelings in Reporting Suspected Child Sexual Abuse**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ccm&AN=160623089&site=eds-live&scope=site&custid=natuniv)

Waalkes, P. L., DeCino, D. A., Stickl Haugen, J., & Woodruff, E. (2022). A Q methodology investigation of school counselors’ beliefs and feelings in reporting suspected child sexual abuse.
_Journal of Child Sexual Abuse, 31_(8), 911–929.

**This study examines the emotional and ethical dilemmas faced by school counselors when reporting child sexual abuse. Given that the assignment requires a defense of the school's actions, understanding the varied beliefs and feelings of counselors can help further appreciation of the complexity of mandated reporting decisions, making arguments more nuanced and empathetic.**

**## Lesson2instructions.docx**

**Mandated Reporting**

For your protection and that of youth with whom you are involved with in your role as parent, teacher, or anyone working in the helping professions, it is important for you to know and understand mandated reporting requirements. If you are involved with children, then you have a moral and/or legal obligation to protect them. If you are a mandated reporter, then, depending on your state, failure to report can result in your incarceration.

In their article, Lawrence, Levin, Jhai, Brady, and Lyon (2015) review the impact of child maltreatment within this society. They found that by the age of 18, one in eight children is a victim. They emphasize the tremendous social consequences, including long-lasting physical and mental harm to the victims. In addition, there is the financial cost of maltreatment, which costs $124 billion annually just in the United States. To reduce the impact of abuse, there are mandating reporting regulations in all states affecting almost everyone who works with children.

Why would a child report abuse or the fear of abuse? The authors concluded that a child’s main purpose in disclosing maltreatment is to protect themselves and other victims from further harm. They believe that since children are most often mistreated by their caretakers, they do not want their disclosures to lead to criminal action against a parent. Lawrence et al. (2015) assume that mandatory reporters act with the primary purpose of protecting children.

Another issue is the effect to the therapeutic process. Brown and Strozier, (2004) found no empirical evidence demonstrating that mandated reporting was an effective intervention for child abuse. They claimed that little research has been completed on the effects of mandated reporting on therapy with the family. Possibly as a result, Krase and DeLong-Hamilton (2015) found that the failure to report suspicions of child abuse to the appropriate authorities is a worldwide problem. They also report research demonstrating that professionals in the U.S. fail to report more than half of their suspicions of child abuse and neglect as required. According to the authors, one of the main factors behind the failure to report was the professionals’ perception of inadequate training and/or preparation. To facilitate the decision whether to report, reporters are required only to report suspected abuse and do not have to investigate. Regulations are not as clear with regards to fear of potential abuse.

Further complicating the reporting requirements is the fact that psychologists or anyone working in the helping profession are constantly dealing with the unknown. Balmforth and Elliott (2012) describe participation in therapy as an opportunity for a client to express thoughts and feelings that have not previously been expressed since only within the therapeutic relationship was there a guarantee of confidentiality. A psychologist must weigh all factors to determine whether this belief should be abrogated.

Be sure to review the resources carefully. You are expected to apply the information from these resources when you prepare your assignment.

**References**

Balmforth, J., & Elliott, R. (2012). ‘I never talked about, ever’: A comprehensive process analysis of a significant client disclosure event in therapy. Counselling & Psychotherapy Research, 12(1), 2-12.

Brown, R., & Strozier, M. (2004). Resisting abuse at what cost? The impact of mandated reporting laws on the process and content of therapy. Contemporary Family Therapy: An International Journal, 26(1), 45-60.

Krase, K. S., & DeLong-Hamilton, T. A. (2015). Preparing social workers as reporters of suspected child maltreatment. Social Work Education, 34(8), 967-985.

Lawrence, J. A., Levin, D. B., Brady, K. L., Jhai, M., & Lyon, T. D. (2015). Ohio v. Clark: Brief of amicus curiae American Professional Society on the abuse of children in support of petitioner. Psychology, Public Policy, And Law, 21(4), 365-373.

**Background**

In this assignment, you will defend the application of the mandated reporting laws in the following scenario. Be sure to carefully review the following scenario before responding.

**Scenario**

Joseph, a 14-year-old student, has recently been referred for a psychoeducational evaluation by his high school. His parents, concerned about his academic performance and the potential of him failing some classes, requested the evaluation to determine if learning problems might be a factor. The school provided Joseph’s parents with an informed consent form, detailing the assessments to be administered, including measures of general ability, memory functions, abstract reasoning, neuropsychological functioning, and academic achievement. After reviewing and understanding the scope of the evaluation, Joseph’s parents signed the informed consent form, and the evaluation was conducted, resulting in a written report of the results.

Shortly after receiving the report, Joseph’s parents were visited by protective services. During the evaluation, Joseph had introduced the topic of sexual orientation and confided to school personnel that his father would probably “kill him” if he found out about Joseph’s sexual orientation. Upon learning of the involvement of protective services, Joseph’s parents become furious and threaten to sue the school district.

**Assignment Task**

As the principal of Joseph’s school, your task is to write a letter to Joseph’s parents defending the actions of the assessment team. Your letter should address the following points:

State Mandatory Reporting Laws:

Explain the mandatory reporting laws of your state that apply to this situation.

Clarify why the assessment team’s decision to report the disclosure to protective services was not optional, but a legal requirement.

Justification of the Assessment Team’s Actions:

Provide a rationale for the assessment team’s decision to report Joseph’s disclosure, emphasizing their concern for his health and safety.

Discuss the implications of Joseph’s statement about his father, and why it necessitated immediate action.

Informed Consent Considerations:

Address the issue that Joseph’s disclosure occurred outside the scope of the informed consent form.

Justify that, despite this, the school had a legal and ethical obligation to act on the information once it was disclosed.

Ethical Framework:

Cite relevant sections of the APA Code of Ethics regarding informed consent and disclosures to support the assessment team’s actions.

Mitigating the Risk of a Lawsuit:

Craft your letter to reduce the likelihood of the parents pursuing legal action. Be empathetic and informative, emphasizing the protection and well-being of their child, while also being clear, respectful, and firm in defending the school’s actions.

References: Support your assignment with citations from the APA Code of Ethics and your state’s specific reporting laws. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included.

Length: 2-3 pages, written in letter format. Ensure your letter includes a summary of the relevant state laws and the APA ethics code for the parents. A separate reference page is required, but it does not count towards the 2–3-page length of the letter.

Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA 7th edition standards.

– 1
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**The Assignment** (Evidence-Based Project) **Part 3A: Critical Appraisal of Research** Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed article…

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**The Assignment** (Evidence-Based Project)
**Part 3A: Critical Appraisal of Research**
Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.
**Note**: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.
**Part 3B: Critical Appraisal of Research**
Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.

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Please follow instructions and NO AI – ## Week1_Assignment6.pdf **## Week1_Assignment6.pdf** Due Sunday by 10:59pm Points 88 Submitting a text entry box or a file upload Attempts 0 Allowed Attempts 2 Start Assignment  Back to Week at a Glance (https://waldenu.instructure.com/courses/191666/module…

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Please follow instructions and NO AI

– ## Week1_Assignment6.pdf

**## Week1_Assignment6.pdf**

Due Sunday by 10:59pm
Points 88
Submitting a text entry box or a file upload
Attempts 0
Allowed Attempts 2

Start Assignment

 Back to Week at a Glance
(https://waldenu.instructure.com/courses/191666/modules/items/7983951

THEORIES OF PSYCHOLOGICAL
DISORDERS

This week, you explore a variety of models that help you understand the etiologies of psychological
disorders as well as the potential avenues for treatment.

In this Assignment, you will select two of the models (behavioral, cognitive, humanistic, biological or
sociocultural) and assess the strengths and limitations that each framework offers for understanding
behavior.

(https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_909157380.jpg)

RESOURCES

Lasegue Psychology. (2024, April 21). Models of psychopathology
(https://www.youtube.com/watch?v=o-8_W3aQf9E) [Video].

YouTube. https://www.youtube.com/watch?v=o-8_W3aQf9E
Time Estimate: 48 min

Resource 

[https://waldenu.instructure.com/courses/191666/modules/items/7983951](https://waldenu.instructure.com/courses/191666/modules/items/7983951)

[https://waldenu.instructure.com/courses/191666/modules/items/7983951](https://waldenu.instructure.com/courses/191666/modules/items/7983951)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_909157380.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_909157380.jpg)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_909157380.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_909157380.jpg)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_909157380.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_909157380.jpg)

[https://www.youtube.com/watch?v=o-8_W3aQf9E](https://www.youtube.com/watch?v=o-8_W3aQf9E)

[https://www.youtube.com/watch?v=o-8_W3aQf9E](https://www.youtube.com/watch?v=o-8_W3aQf9E)

[https://www.youtube.com/watch?v=o-8_W3aQf9E](https://www.youtube.com/watch?v=o-8_W3aQf9E)

[https://www.youtube.com/watch?v=o-8_W3aQf9E](https://www.youtube.com/watch?v=o-8_W3aQf9E)

Submit a 500- to 900-word paper in which you:

Select two models of psychopathology from the list below:
Biological

Psychodynamic
Cognitive-Behavioral
Humanistic-Existential
Sociocultural

Explain why you selected these two models.
In your own words, briefly describe each of the two models of psychopathology on which
you would like to focus.
Briefly identify and provide examples of one benefit that each model contributes to our
understanding of psychopathological behavior.
Briefly identify and provide examples of one limitation of each model for understanding
psychopathological behavior.
Focusing on your selected disorder from your Week 1 Discussion post, explain how the
benefit you identified for each model would help you identify the development of
psychopathological behavior in that specific disorder. Use a specific example to support
each of your points.

To demonstrate what you learned this week, be sure to support your work by referring to
specific information from the learning resources. Cite and reference the sources you use.

Be sure to review the Week 1 Assignment Rubric to understand the specific grading criteria
your Instructor will use to evaluate your work.

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

To submit your completed assignment, save your Assignment.

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

BY DAY 7

SUBMISSION INFORMATION

PSYC_3004_Week1_Assignment_Rubric

Criteria Ratings Pts

Explained their
choice of two
models of
psychopathology
and described
each model briefly.

20 pts

Identified and
provided examples
of one benefit each
model contributes
to the
understanding of
psychopathological
behavior.

15 pts

Identified and
provided examples
of one limitation of
each model for
understanding
psychopathological
behavior.

15 pts

Explained how the
benefit identified
for each model
would help them
identify the
development of
psychopathological
behavior in the
disorder discussed
in Week 1
discussion, with
specific examples
for each.

20 pts

20 to >18.0 pts
Exemplary (Exceeds
Expectations)
This component is fully
addressed and logically
presented.

18 to >14.0 pts
Proficient (Meets
Expectations)
This component is
addressed. Further
development would
strengthen this
component.

14 to >0 pts
Developing (Does Not
Fully Meet
Expectations)

This component is not
present or not clearly
addressed.

15 to >13.0 pts
Exemplary (Exceeds
Expectations)
This component is fully
addressed and logically
presented.

13 to >10.0 pts
Proficient (Meets
Expectations)
This component is
addressed. Further
development would
strengthen this
component.

10 to >0 pts
Developing (Does Not
Fully Meet
Expectations)

This component is not
present or not clearly
addressed.

15 to >13.0 pts
Exemplary (Exceeds
Expectations)
This component is fully
addressed and logically
presented.

13 to >10.0 pts
Proficient (Meets
Expectations)
This component is
addressed. Further
development would
strengthen this
component.

10 to >0 pts
Developing (Does Not
Fully Meet
Expectations)

This component is not
present or not clearly
addressed.

20 to >18.0 pts
Exemplary (Exceeds
Expectations)
This component is fully
addressed and logically
presented.

18 to >14.0 pts
Proficient (Meets
Expectations)
This component is
addressed. Further
development would
strengthen this
component.

14 to >0 pts
Developing (Does Not
Fully Meet
Expectations)

This component is not
present or not clearly
addressed.

Criteria Ratings Pts

Format and Writing

10 pts

Timeliness

8 pts

Total Points: 88

10 to >9.0 pts
Exemplary (Exceeds
Expectations)

Any spelling, grammar, and/or
punctuation deviations from
Standard Academic English are
minor and do not affect clear
communication. Communication
demonstrates discipline-specific
conventions, such as stylistic
choices appropriate to an
academic audience. Work
includes multiple explicit
mentions of concepts or ideas
from the required sources, if
specified by the assignment.
These concepts or ideas are
correctly cited and formatted in
accordance with APA
guidelines. A reference page
and/or a title page are included,
if specified by the assignment,
and properly formatted in APA
style.

9 to >7.0 pts
Proficient (Meets
Expectations)

Submission contains
few spelling, grammar,
and/or punctuation
deviations from
Standard Academic
English OR these
deviations do not affect
clear communication.
Work includes one or
more explicit mentions
of a concept or idea
from the required
sources, if specified by
the
assignment/discussion’s
directions and an
attempt at using APA to
cite the source has
been made. A reference
page and/or a title page
are included, if specified
by the assignment.

7 to >0 pts
Developing
(Does Not Fully
Meet
Expectations)

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

8 to >7.0 pts
Exemplary (Exceeds
Expectations)
The assignment was
submitted on time unless
there was a prior
agreement with the
instructor.

7 to >5.0 pts
Proficient (Meets
Expectations)
The assignment was
submitted within 7 days
of the due date.

5 to >0 pts
Developing (Does Not
Fully Meet
Expectations)

The assignment was not
submitted within 7 days
of the due date.

**## Week1_Assignment6.pdf**

Due Sunday by 10:59pm
Points 88
Submitting a text entry box or a file upload
Attempts 0
Allowed Attempts 2

Start Assignment

 Back to Week at a Glance
(https://waldenu.instructure.com/courses/191666/modules/items/7983951

THEORIES OF PSYCHOLOGICAL
DISORDERS

This week, you explore a variety of models that help you understand the etiologies of psychological
disorders as well as the potential avenues for treatment.

In this Assignment, you will select two of the models (behavioral, cognitive, humanistic, biological or
sociocultural) and assess the strengths and limitations that each framework offers for understanding
behavior.

(https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_909157380.jpg)

RESOURCES

Lasegue Psychology. (2024, April 21). Models of psychopathology
(https://www.youtube.com/watch?v=o-8_W3aQf9E) [Video].

YouTube. https://www.youtube.com/watch?v=o-8_W3aQf9E
Time Estimate: 48 min

Resource 

[https://waldenu.instructure.com/courses/191666/modules/items/7983951](https://waldenu.instructure.com/courses/191666/modules/items/7983951)

[https://waldenu.instructure.com/courses/191666/modules/items/7983951](https://waldenu.instructure.com/courses/191666/modules/items/7983951)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_909157380.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_909157380.jpg)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_909157380.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_909157380.jpg)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_909157380.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_909157380.jpg)

[https://www.youtube.com/watch?v=o-8_W3aQf9E](https://www.youtube.com/watch?v=o-8_W3aQf9E)

[https://www.youtube.com/watch?v=o-8_W3aQf9E](https://www.youtube.com/watch?v=o-8_W3aQf9E)

[https://www.youtube.com/watch?v=o-8_W3aQf9E](https://www.youtube.com/watch?v=o-8_W3aQf9E)

[https://www.youtube.com/watch?v=o-8_W3aQf9E](https://www.youtube.com/watch?v=o-8_W3aQf9E)

Submit a 500- to 900-word paper in which you:

Select two models of psychopathology from the list below:
Biological

Psychodynamic
Cognitive-Behavioral
Humanistic-Existential
Sociocultural

Explain why you selected these two models.
In your own words, briefly describe each of the two models of psychopathology on which
you would like to focus.
Briefly identify and provide examples of one benefit that each model contributes to our
understanding of psychopathological behavior.
Briefly identify and provide examples of one limitation of each model for understanding
psychopathological behavior.
Focusing on your selected disorder from your Week 1 Discussion post, explain how the
benefit you identified for each model would help you identify the development of
psychopathological behavior in that specific disorder. Use a specific example to support
each of your points.

To demonstrate what you learned this week, be sure to support your work by referring to
specific information from the learning resources. Cite and reference the sources you use.

Be sure to review the Week 1 Assignment Rubric to understand the specific grading criteria
your Instructor will use to evaluate your work.

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

To submit your completed assignment, save your Assignment.

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

BY DAY 7

SUBMISSION INFORMATION

PSYC_3004_Week1_Assignment_Rubric

Criteria Ratings Pts

Explained their
choice of two
models of
psychopathology
and described
each model briefly.

20 pts

Identified and
provided examples
of one benefit each
model contributes
to the
understanding of
psychopathological
behavior.

15 pts

Identified and
provided examples
of one limitation of
each model for
understanding
psychopathological
behavior.

15 pts

Explained how the
benefit identified
for each model
would help them
identify the
development of
psychopathological
behavior in the
disorder discussed
in Week 1
discussion, with
specific examples
for each.

20 pts

20 to >18.0 pts
Exemplary (Exceeds
Expectations)
This component is fully
addressed and logically
presented.

18 to >14.0 pts
Proficient (Meets
Expectations)
This component is
addressed. Further
development would
strengthen this
component.

14 to >0 pts
Developing (Does Not
Fully Meet
Expectations)

This component is not
present or not clearly
addressed.

15 to >13.0 pts
Exemplary (Exceeds
Expectations)
This component is fully
addressed and logically
presented.

13 to >10.0 pts
Proficient (Meets
Expectations)
This component is
addressed. Further
development would
strengthen this
component.

10 to >0 pts
Developing (Does Not
Fully Meet
Expectations)

This component is not
present or not clearly
addressed.

15 to >13.0 pts
Exemplary (Exceeds
Expectations)
This component is fully
addressed and logically
presented.

13 to >10.0 pts
Proficient (Meets
Expectations)
This component is
addressed. Further
development would
strengthen this
component.

10 to >0 pts
Developing (Does Not
Fully Meet
Expectations)

This component is not
present or not clearly
addressed.

20 to >18.0 pts
Exemplary (Exceeds
Expectations)
This component is fully
addressed and logically
presented.

18 to >14.0 pts
Proficient (Meets
Expectations)
This component is
addressed. Further
development would
strengthen this
component.

14 to >0 pts
Developing (Does Not
Fully Meet
Expectations)

This component is not
present or not clearly
addressed.

Criteria Ratings Pts

Format and Writing

10 pts

Timeliness

8 pts

Total Points: 88

10 to >9.0 pts
Exemplary (Exceeds
Expectations)

Any spelling, grammar, and/or
punctuation deviations from
Standard Academic English are
minor and do not affect clear
communication. Communication
demonstrates discipline-specific
conventions, such as stylistic
choices appropriate to an
academic audience. Work
includes multiple explicit
mentions of concepts or ideas
from the required sources, if
specified by the assignment.
These concepts or ideas are
correctly cited and formatted in
accordance with APA
guidelines. A reference page
and/or a title page are included,
if specified by the assignment,
and properly formatted in APA
style.

9 to >7.0 pts
Proficient (Meets
Expectations)

Submission contains
few spelling, grammar,
and/or punctuation
deviations from
Standard Academic
English OR these
deviations do not affect
clear communication.
Work includes one or
more explicit mentions
of a concept or idea
from the required
sources, if specified by
the
assignment/discussion’s
directions and an
attempt at using APA to
cite the source has
been made. A reference
page and/or a title page
are included, if specified
by the assignment.

7 to >0 pts
Developing
(Does Not Fully
Meet
Expectations)

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

8 to >7.0 pts
Exemplary (Exceeds
Expectations)
The assignment was
submitted on time unless
there was a prior
agreement with the
instructor.

7 to >5.0 pts
Proficient (Meets
Expectations)
The assignment was
submitted within 7 days
of the due date.

5 to >0 pts
Developing (Does Not
Fully Meet
Expectations)

The assignment was not
submitted within 7 days
of the due date.

November 5, 2026
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Assignment Prompt & Instructions

I need a powerpoint for my dissertation proposal to get IRB approval please see attachment for example of powerpoint.
\
RAllen_ProposalDefense_09262025.pptx](https://www.sweetstudy.com/files/rallen-proposaldefense-09262025-pptx "RAllen_ProposalDefense_09262025.pptx")

November 5, 2026