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Tag: Psychology

  • [Solved] feedback Kev

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    **What is a Polynomial regression analysis?** A Polynomial regression is a statistical method, and is used to model nonlinear relationships between a predictor and an outcome variable by including higher-order terms of the predictor. However, simple linear regression, which assumes a straight-line r…

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    **What is a Polynomial regression analysis?**
    A Polynomial regression is a statistical method, and is used to model nonlinear relationships between a predictor and an outcome variable by including higher-order terms of the predictor. However, simple linear regression, which assumes a straight-line relationship, polynomial regression allows for curvature in the model and can better capture complex patterns in the data (Cohen et al., 2003).
    **Benefit of Polynomial regression model**
    The primary benefit of polynomial regression models is their flexibility in representing nonlinear trends. This is particularly useful when the relationship between variables changes direction or intensity across the range of the predictor. By incorporating squared or cubed terms, polynomial regression can reveal inflection points and more accurately describe the data structure.
    **Deference’s**
    Linear regression includes only the first-order term and produces a straight-line fit. Quadratic regression adds a squared term, allowing for a single curve such as a U-shape or inverted U-shape. Cubic regression includes a cubed term, enabling two bends in the curve and capturing more intricate relationships.
    **Using SPSS and knowing the best model**
    To determine the best-fitting model in SPSS, researchers examine the R² and adjusted R² values, the F-statistic from the ANOVA table, and the significance levels (p-values) for each term. A model with a higher adjusted R² and statistically significant higher-order terms is typically considered a better fit. Residual plots are also reviewed to ensure randomness, which supports model validity.
    **What value needed in reporting findings from SPSS output**
    When reporting polynomial regression results in APA style, it is important to include the model type, R² and adjusted R² values, the F-statistic with degrees of freedom, p-values, and regression coefficients with standard errors. For example, a quadratic regression model might be reported as follows: A quadratic regression model significantly predicted persistence, R² = .42, F(2, 797) = 28.56, p < .001. The quadratic term was significant, B = -0.34, SE = 0.08, p < .001, indicating a curvilinear relationship.
    **What I like about the class**
    As I reflect on the course materials, including the readings and instructional videos, I found this class to be both intellectually engaging and practically useful. One of the aspects I appreciated most was the balance between conceptual understanding and hands-on application. The integration of SPSS exercises with theoretical content helped reinforce my grasp of statistical modeling, particularly in areas such as regression analysis and ANOVA. This structure made the learning process feel purposeful and aligned with the goals of the Ph.D. program.
    If I were to suggest a change, it would be to include more annotated examples of SPSS output interpretation, especially for more advanced models like polynomial regression. While the assignments encouraged independent learning, additional guided walkthroughs could help bridge the gap between statistical output and scholarly reporting.
    Regarding the course materials, I found the textbook to be well-organized and aligned with weekly objectives. The videos were concise and effective in demonstrating key procedures, and the discussion forums provided a valuable space for peer engagement and clarification of complex topics. The assignments were appropriately challenging and encouraged deeper thinking about statistical decision-making and model selection.
    In terms of my learning goals for the term, I believe I am on track. I have developed a stronger ability to interpret statistical output and select appropriate models based on research questions and data structure. For example, I was able to justify the use of polynomial regression in recent assignments and report findings in APA style, demonstrating both technical competence and scholarly communication. This progress supports my confidence in applying statistical reasoning to empirical research and reflects meaningful advancement toward my academic goals.
    **Reference**
    Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). _Applied multiple regression/correlation analysis for the behavioral sciences_ (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.

  • [Solved] Premarital Effectiveness

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    · At least 800 words · At least three scholarly citations in APA format. · Any sources cited must have been published within the last five years. · Acceptable sources include the Bible, course texts, relevant books, and peer-reviewed articles. \ Module1Introduction.docx](https://www.sweetstudy.com/…

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    · At least 800 words
    · At least three scholarly citations in APA format.
    · Any sources cited must have been published within the last five years.
    · Acceptable sources include the Bible, course texts, relevant books, and peer-reviewed articles.
    \
    Module1Introduction.docx](https://www.sweetstudy.com/files/module1introduction-docx "Module1Introduction.docx")
    \
    Videos.docx](https://www.sweetstudy.com/files/videos-docx-10431213 "Videos.docx")
    \
    DiscussionModule1Instructions.docx](https://www.sweetstudy.com/files/discussionmodule1instructions-docx "DiscussionModule1Instructions.docx")
    \
    Reading-WrightN.1992.ThePremaritalCounselingHandbook.Chapt.113-14.pdf](https://www.sweetstudy.com/files/reading-wrightn-1992-thepremaritalcounselinghandbook-chapt-113-14-pdf "Reading-WrightN.1992.ThePremaritalCounselingHandbook.Chapt.113-14.pdf")

  • [Solved] Language Development Storyboard Due at 11:59

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    I know this is super last minute, if anyone is available to assist. Can be a powepoint, prez, google slides, or canva storyboard. No more than 12 slides excluding title and reference slide-optional* \ image.jpg](https://www.sweetstudy.com/files/image-jpg-10431039 "image.jpg") \ image.jpg](https:/…

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    Assignment Prompt & Instructions

    I know this is super last minute, if anyone is available to assist. Can be a powepoint, prez, google slides, or canva storyboard. No more than 12 slides excluding title and reference slide-optional*
    \
    image.jpg](https://www.sweetstudy.com/files/image-jpg-10431039 "image.jpg")
    \
    image.jpg](https://www.sweetstudy.com/files/image-jpg-10431041 "image.jpg")
    \
    image.jpg](https://www.sweetstudy.com/files/image-jpg-10431043 "image.jpg")
    \
    image.jpg](https://www.sweetstudy.com/files/image-jpg-10431045 "image.jpg")

  • [Solved] Psych

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    Executive Solution Overview

    see doc – ## ReadCluster13inyourtextaswellasthecluster13powerpoint.docx – ## Usingyourknowledgefromcluster13.docx – ## Readcluster12inyourtextaswellasthecluster12PowerPoint.docx – ## EdPsyccluster12-Anxiety.pdf – ## EdPsyccluster13.pdf **## ReadCluster13inyourtextaswellasthecluster13powerpoint.docx*…

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    Assignment Prompt & Instructions

    see doc

    – ## ReadCluster13inyourtextaswellasthecluster13powerpoint.docx

    – ## Usingyourknowledgefromcluster13.docx

    – ## Readcluster12inyourtextaswellasthecluster12PowerPoint.docx

    – ## EdPsyccluster12-Anxiety.pdf

    – ## EdPsyccluster13.pdf

    **## ReadCluster13inyourtextaswellasthecluster13powerpoint.docx**

    Read Cluster 13 in your text as well as the cluster 13 power point. Then submit the rules assignment in canvas by the due date. Spelling/punctuation count.

    RULES RULES RULES

    Identify and list 5 rules that you would post in your classroom.  Then provide a brief explanation as to why you chose each of the rules that you did.

    NOTE*** rules are not the same thing as procedures…but you already knew that because you already carefully read chapter 13!

    **## Usingyourknowledgefromcluster13.docx**

    Using your knowledge from cluster 13, type up and submit the "This is how we do it" assignment in canvas by the due date. Spelling/Punctuation count

    This Is How We Do It

    Explain 5 procedures that you will utilize in your classroom in order to have a well-managed classroom. In addition to listing/explaining the five procedures, please state when the best time to go over these procedures with your students would be…This part of the assignment does have a specific correct answer.

    **## Readcluster12inyourtextaswellasthecluster12PowerPoint.docx**

    Read cluster 12 in your text as well as the cluster 12 Power Point, then submit your typed response to the student anxiety assignment in canvas by the due date.

    Decreasing Student Anxiety

    Identify what you believe to be as one of the biggest sources of anxiety for a student in today's classrooms. This can be for preschoolers all the way up to college aged- students (your choice- as they all deal with anxiety). Then explain what you would do as a teacher to help to reduce this anxiety. This answer should be typed and spelling and punctuation count.

    **## EdPsyccluster12-Anxiety.pdf**

    Cluster 12
    Motivation in Learning and Teaching

    Coping with
    Anxiety

    Many students deal with anxiety in school
    for a variety of reasons.

    What can teachers do to help?

    Use
    competition
    carefully

    Monitor activities to make sure no
    student being put under undue pressure

    Make sure all students have a reasonable
    chance of succeeding

    Avoid
    situations in
    which highly
    anxious will
    have to
    perform in
    front of groups

    Give anxious students practice in
    speaking before smaller groups

    Make sure all
    instructions
    are clear-
    uncertainty
    can lead to
    anxiety

    Write instructions on the board- not just
    orally

    Check understanding- “How are you
    going to do #1?”

     If doing something new, model how to do
    it.

    Avoid
    unnecessary
    time pressure

    Give occasional take-home tests

    Consider the class time allowed for a
    given test/assignment.

    Remove some
    of the
    pressures from
    major tests

    Teach test-taking skills, give practice tests
    and study guides

    Avoid basing most of report card grade on
    1 test

    Use various forms of assessments-
    presentations, portfolios, projects.

    Teach self-
    regulation
    strategies

    Before test: encourage students to see
    the test as an important task that they
    have the ability to prepare for.

    During: remind students the test is
    important but not overly important. Slow
    down, stay relaxed.

    After: focus on controllable things- like
    study strategies, effort, careful reading of
    questions and relaxation techniques.

    – Slide 1: Cluster 12
    – Slide 2: Coping with Anxiety
    – Slide 3: Use competition carefully
    – Slide 4: Avoid situations in which highly anxious will have to perform in front of groups
    – Slide 5: Make sure all instructions are clear- uncertainty can lead to anxiety
    – Slide 6: Avoid unnecessary time pressure
    – Slide 7: Remove some of the pressures from major tests
    – Slide 8: Teach self-regulation strategies

    **## EdPsyccluster13.pdf**

    Managing Learning Environments

    Cluster 13

    Classroom
    Management

    Techniques used to maintain a
    healthy learning, environment,
    relatively free of behavior problems.

    Goal of
    Classroom
    Management

    Access to Learning- everyone needs
    to know how to participate in class
    activities

    More time for Learning

    Respectful and Caring
    Relationships/Feeling Safe

    Self-Management- Teaching
    students how to be self-regulated

    Routines and
    Procedures

    Describe how activities are
    accomplished in classrooms

    Not necessarily written down

    Ways to get things done

    Routines and
    Procedures

    Taking Attendance

    Student Movement- enter/exit,
    bathroom

    Housekeeping- storage, plant care

    How to collect assignments/turn in
    homework

    How to get teacher’s attention

    Talk among students

    Rules

    Statements specifying expected and
    forbidden behaviors.

    Consider: what kind of atmosphere
    do you want?, what student
    behaviors will help you teach
    effectively?, what limits do students
    need?

    Must be consistent with school rules

    Planning
    Spaces for
    Learning

    Note the fixed features like
    computers and sinks

    Create easy access to materials and
    organized way of storing

    Make sure you can see all of your
    students and that they can see all
    instructional things

    Work areas should be quiet and
    separate from activity areas

    Managing
    Problems by
    Preventing
    Them

    Withitness- awareness of everything
    happening in the classroom

    Overlapping- supervising several
    activities at once

    Group Focus- all students should
    have something to do during a
    lesson

    Movement Management- smooth
    transitions, appropriate and flexible
    pace, variety

    – Slide 1: Cluster 13
    – Slide 2: Classroom Management
    – Slide 3: Goal of Classroom Management
    – Slide 4: Routines and Procedures
    – Slide 5: Routines and Procedures
    – Slide 6: Rules
    – Slide 7: Planning Spaces for Learning
    – Slide 8: Managing Problems by Preventing Them

    **## EdPsyccluster13.pdf**

    Managing Learning Environments

    Cluster 13

    Classroom
    Management

    Techniques used to maintain a
    healthy learning, environment,
    relatively free of behavior problems.

    Goal of
    Classroom
    Management

    Access to Learning- everyone needs
    to know how to participate in class
    activities

    More time for Learning

    Respectful and Caring
    Relationships/Feeling Safe

    Self-Management- Teaching
    students how to be self-regulated

    Routines and
    Procedures

    Describe how activities are
    accomplished in classrooms

    Not necessarily written down

    Ways to get things done

    Routines and
    Procedures

    Taking Attendance

    Student Movement- enter/exit,
    bathroom

    Housekeeping- storage, plant care

    How to collect assignments/turn in
    homework

    How to get teacher’s attention

    Talk among students

    Rules

    Statements specifying expected and
    forbidden behaviors.

    Consider: what kind of atmosphere
    do you want?, what student
    behaviors will help you teach
    effectively?, what limits do students
    need?

    Must be consistent with school rules

    Planning
    Spaces for
    Learning

    Note the fixed features like
    computers and sinks

    Create easy access to materials and
    organized way of storing

    Make sure you can see all of your
    students and that they can see all
    instructional things

    Work areas should be quiet and
    separate from activity areas

    Managing
    Problems by
    Preventing
    Them

    Withitness- awareness of everything
    happening in the classroom

    Overlapping- supervising several
    activities at once

    Group Focus- all students should
    have something to do during a
    lesson

    Movement Management- smooth
    transitions, appropriate and flexible
    pace, variety

    – Slide 1: Cluster 13
    – Slide 2: Classroom Management
    – Slide 3: Goal of Classroom Management
    – Slide 4: Routines and Procedures
    – Slide 5: Routines and Procedures
    – Slide 6: Rules
    – Slide 7: Planning Spaces for Learning
    – Slide 8: Managing Problems by Preventing Them

    **## ReadCluster13inyourtextaswellasthecluster13powerpoint.docx**

    Read Cluster 13 in your text as well as the cluster 13 power point. Then submit the rules assignment in canvas by the due date. Spelling/punctuation count.

    RULES RULES RULES

    Identify and list 5 rules that you would post in your classroom.  Then provide a brief explanation as to why you chose each of the rules that you did.

    NOTE*** rules are not the same thing as procedures…but you already knew that because you already carefully read chapter 13!

    **## Usingyourknowledgefromcluster13.docx**

    Using your knowledge from cluster 13, type up and submit the "This is how we do it" assignment in canvas by the due date. Spelling/Punctuation count

    This Is How We Do It

    Explain 5 procedures that you will utilize in your classroom in order to have a well-managed classroom. In addition to listing/explaining the five procedures, please state when the best time to go over these procedures with your students would be…This part of the assignment does have a specific correct answer.

    **## Readcluster12inyourtextaswellasthecluster12PowerPoint.docx**

    Read cluster 12 in your text as well as the cluster 12 Power Point, then submit your typed response to the student anxiety assignment in canvas by the due date.

    Decreasing Student Anxiety

    Identify what you believe to be as one of the biggest sources of anxiety for a student in today's classrooms. This can be for preschoolers all the way up to college aged- students (your choice- as they all deal with anxiety). Then explain what you would do as a teacher to help to reduce this anxiety. This answer should be typed and spelling and punctuation count.

    **## EdPsyccluster12-Anxiety.pdf**

    Cluster 12
    Motivation in Learning and Teaching

    Coping with
    Anxiety

    Many students deal with anxiety in school
    for a variety of reasons.

    What can teachers do to help?

    Use
    competition
    carefully

    Monitor activities to make sure no
    student being put under undue pressure

    Make sure all students have a reasonable
    chance of succeeding

    Avoid
    situations in
    which highly
    anxious will
    have to
    perform in
    front of groups

    Give anxious students practice in
    speaking before smaller groups

    Make sure all
    instructions
    are clear-
    uncertainty
    can lead to
    anxiety

    Write instructions on the board- not just
    orally

    Check understanding- “How are you
    going to do #1?”

     If doing something new, model how to do
    it.

    Avoid
    unnecessary
    time pressure

    Give occasional take-home tests

    Consider the class time allowed for a
    given test/assignment.

    Remove some
    of the
    pressures from
    major tests

    Teach test-taking skills, give practice tests
    and study guides

    Avoid basing most of report card grade on
    1 test

    Use various forms of assessments-
    presentations, portfolios, projects.

    Teach self-
    regulation
    strategies

    Before test: encourage students to see
    the test as an important task that they
    have the ability to prepare for.

    During: remind students the test is
    important but not overly important. Slow
    down, stay relaxed.

    After: focus on controllable things- like
    study strategies, effort, careful reading of
    questions and relaxation techniques.

    – Slide 1: Cluster 12
    – Slide 2: Coping with Anxiety
    – Slide 3: Use competition carefully
    – Slide 4: Avoid situations in which highly anxious will have to perform in front of groups
    – Slide 5: Make sure all instructions are clear- uncertainty can lead to anxiety
    – Slide 6: Avoid unnecessary time pressure
    – Slide 7: Remove some of the pressures from major tests
    – Slide 8: Teach self-regulation strategies

    **## EdPsyccluster13.pdf**

    Managing Learning Environments

    Cluster 13

    Classroom
    Management

    Techniques used to maintain a
    healthy learning, environment,
    relatively free of behavior problems.

    Goal of
    Classroom
    Management

    Access to Learning- everyone needs
    to know how to participate in class
    activities

    More time for Learning

    Respectful and Caring
    Relationships/Feeling Safe

    Self-Management- Teaching
    students how to be self-regulated

    Routines and
    Procedures

    Describe how activities are
    accomplished in classrooms

    Not necessarily written down

    Ways to get things done

    Routines and
    Procedures

    Taking Attendance

    Student Movement- enter/exit,
    bathroom

    Housekeeping- storage, plant care

    How to collect assignments/turn in
    homework

    How to get teacher’s attention

    Talk among students

    Rules

    Statements specifying expected and
    forbidden behaviors.

    Consider: what kind of atmosphere
    do you want?, what student
    behaviors will help you teach
    effectively?, what limits do students
    need?

    Must be consistent with school rules

    Planning
    Spaces for
    Learning

    Note the fixed features like
    computers and sinks

    Create easy access to materials and
    organized way of storing

    Make sure you can see all of your
    students and that they can see all
    instructional things

    Work areas should be quiet and
    separate from activity areas

    Managing
    Problems by
    Preventing
    Them

    Withitness- awareness of everything
    happening in the classroom

    Overlapping- supervising several
    activities at once

    Group Focus- all students should
    have something to do during a
    lesson

    Movement Management- smooth
    transitions, appropriate and flexible
    pace, variety

    – Slide 1: Cluster 13
    – Slide 2: Classroom Management
    – Slide 3: Goal of Classroom Management
    – Slide 4: Routines and Procedures
    – Slide 5: Routines and Procedures
    – Slide 6: Rules
    – Slide 7: Planning Spaces for Learning
    – Slide 8: Managing Problems by Preventing Them

    **## ReadCluster13inyourtextaswellasthecluster13powerpoint.docx**

    Read Cluster 13 in your text as well as the cluster 13 power point. Then submit the rules assignment in canvas by the due date. Spelling/punctuation count.

    RULES RULES RULES

    Identify and list 5 rules that you would post in your classroom.  Then provide a brief explanation as to why you chose each of the rules that you did.

    NOTE*** rules are not the same thing as procedures…but you already knew that because you already carefully read chapter 13!

    **## Usingyourknowledgefromcluster13.docx**

    Using your knowledge from cluster 13, type up and submit the "This is how we do it" assignment in canvas by the due date. Spelling/Punctuation count

    This Is How We Do It

    Explain 5 procedures that you will utilize in your classroom in order to have a well-managed classroom. In addition to listing/explaining the five procedures, please state when the best time to go over these procedures with your students would be…This part of the assignment does have a specific correct answer.

    **## Readcluster12inyourtextaswellasthecluster12PowerPoint.docx**

    Read cluster 12 in your text as well as the cluster 12 Power Point, then submit your typed response to the student anxiety assignment in canvas by the due date.

    Decreasing Student Anxiety

    Identify what you believe to be as one of the biggest sources of anxiety for a student in today's classrooms. This can be for preschoolers all the way up to college aged- students (your choice- as they all deal with anxiety). Then explain what you would do as a teacher to help to reduce this anxiety. This answer should be typed and spelling and punctuation count.

    **## EdPsyccluster12-Anxiety.pdf**

    Cluster 12
    Motivation in Learning and Teaching

    Coping with
    Anxiety

    Many students deal with anxiety in school
    for a variety of reasons.

    What can teachers do to help?

    Use
    competition
    carefully

    Monitor activities to make sure no
    student being put under undue pressure

    Make sure all students have a reasonable
    chance of succeeding

    Avoid
    situations in
    which highly
    anxious will
    have to
    perform in
    front of groups

    Give anxious students practice in
    speaking before smaller groups

    Make sure all
    instructions
    are clear-
    uncertainty
    can lead to
    anxiety

    Write instructions on the board- not just
    orally

    Check understanding- “How are you
    going to do #1?”

     If doing something new, model how to do
    it.

    Avoid
    unnecessary
    time pressure

    Give occasional take-home tests

    Consider the class time allowed for a
    given test/assignment.

    Remove some
    of the
    pressures from
    major tests

    Teach test-taking skills, give practice tests
    and study guides

    Avoid basing most of report card grade on
    1 test

    Use various forms of assessments-
    presentations, portfolios, projects.

    Teach self-
    regulation
    strategies

    Before test: encourage students to see
    the test as an important task that they
    have the ability to prepare for.

    During: remind students the test is
    important but not overly important. Slow
    down, stay relaxed.

    After: focus on controllable things- like
    study strategies, effort, careful reading of
    questions and relaxation techniques.

    – Slide 1: Cluster 12
    – Slide 2: Coping with Anxiety
    – Slide 3: Use competition carefully
    – Slide 4: Avoid situations in which highly anxious will have to perform in front of groups
    – Slide 5: Make sure all instructions are clear- uncertainty can lead to anxiety
    – Slide 6: Avoid unnecessary time pressure
    – Slide 7: Remove some of the pressures from major tests
    – Slide 8: Teach self-regulation strategies

    **## EdPsyccluster13.pdf**

    Managing Learning Environments

    Cluster 13

    Classroom
    Management

    Techniques used to maintain a
    healthy learning, environment,
    relatively free of behavior problems.

    Goal of
    Classroom
    Management

    Access to Learning- everyone needs
    to know how to participate in class
    activities

    More time for Learning

    Respectful and Caring
    Relationships/Feeling Safe

    Self-Management- Teaching
    students how to be self-regulated

    Routines and
    Procedures

    Describe how activities are
    accomplished in classrooms

    Not necessarily written down

    Ways to get things done

    Routines and
    Procedures

    Taking Attendance

    Student Movement- enter/exit,
    bathroom

    Housekeeping- storage, plant care

    How to collect assignments/turn in
    homework

    How to get teacher’s attention

    Talk among students

    Rules

    Statements specifying expected and
    forbidden behaviors.

    Consider: what kind of atmosphere
    do you want?, what student
    behaviors will help you teach
    effectively?, what limits do students
    need?

    Must be consistent with school rules

    Planning
    Spaces for
    Learning

    Note the fixed features like
    computers and sinks

    Create easy access to materials and
    organized way of storing

    Make sure you can see all of your
    students and that they can see all
    instructional things

    Work areas should be quiet and
    separate from activity areas

    Managing
    Problems by
    Preventing
    Them

    Withitness- awareness of everything
    happening in the classroom

    Overlapping- supervising several
    activities at once

    Group Focus- all students should
    have something to do during a
    lesson

    Movement Management- smooth
    transitions, appropriate and flexible
    pace, variety

    – Slide 1: Cluster 13
    – Slide 2: Classroom Management
    – Slide 3: Goal of Classroom Management
    – Slide 4: Routines and Procedures
    – Slide 5: Routines and Procedures
    – Slide 6: Rules
    – Slide 7: Planning Spaces for Learning
    – Slide 8: Managing Problems by Preventing Them

    – 1
    – 2
    – 3
    – 4
    – 5

  • [Solved] Prof Double R

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    This should be brief explain the comprehensive intervention model and describe your own perspective regarding its appropriateness in light of what you have learned during this course. ## PSY 225 Case Study Guidelines and Rubric ### What to Submit It should be double spacing, 12-point Times New Roman…

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    Assignment Prompt & Instructions

    This should be brief explain the comprehensive intervention model and describe your own perspective regarding its appropriateness in light of what you have learned during this course.
    ## PSY 225 Case Study Guidelines and Rubric
    ### What to Submit
    It should be double spacing, 12-point Times New Roman font, and one-inch margins. Sources should be cited in APA format. Page-length requirements: 1–2 pages.
    ### Short Case Study Rubric uploaded below
    \
    PSY225ShortPaperCaseStudyGuidelinesandRubric.docx](https://www.sweetstudy.com/files/psy225shortpapercasestudyguidelinesandrubric-docx "PSY225ShortPaperCaseStudyGuidelinesandRubric.docx")

  • [Solved] Multiple Relationships

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    Executive Solution Overview

    Examine the Possibility of Multiple Relationships. – ## L4Instructions.docx – ## L4RequiredResources.docx **## L4Instructions.docx** **Multiple Relationships** According to Cottone’s (2005) interpretation of ethical codes for mental health professionals, there is a total prohibition on sexual relati…

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    Assignment Prompt & Instructions

    Examine the Possibility of Multiple Relationships.

    – ## L4Instructions.docx

    – ## L4RequiredResources.docx

    **## L4Instructions.docx**

    **Multiple Relationships**

    According to Cottone’s (2005) interpretation of ethical codes for mental health professionals, there is a total prohibition on sexual relationships with current clients. For former clients, the ban on involvement ranges upward from 2 years after ending professional services. There is full agreement that therapist-client sexual relations are inappropriate. Cottone reports on research demonstrating that such relationships, in fact, are damaging to clients. The author emphasizes that there is no justification for sexual relations with current or recent clients. He concludes that therapists should not become sexually involved with former clients, unless they are willing to undergo serious professional scrutiny.

    Barrett, Casey, Visser, and Headley (2012) review some of the reports of teachers being disciplined by school districts and/or the courts for inappropriate social behaviors. They discuss the recent focus in the popular media on sexual harassment of students by teachers and intimate relationships between teachers and students.

    A more recent concern is the potential for social networking to result in boundary-crossings. The specific concern is intimate teacher-student relationships. For example, in October 2014, the 57-year-old former girls’ soccer coach for a Connecticut high school was arrested and charged with obscenity, risk of injury to a minor, and breach of peace after sending a Snapchat photo of himself masturbating to members of his team (Glasspiegal, 2014). Barrett, et al. (2012) complain of the failure of professional education associations to develop and adopt a code of conduct for teachers. This code should be principle-based, prescriptive, and enforceable– like the codes of other professions. At this point, the restrictions for teachers are limited to such statements as the need to refrain from intentionally embarrassing or disparaging a student. Situations can arise that require a teacher or other professional to make ethical judgments even when there is no code guiding them.

    References

    Barrett, D. E., Casey, J. E., Visser, R. D., & Headley, K. N. (2012). How do teachers make judgments about ethical and unethical behaviors? Toward the development of a code of conduct for teachers. Teaching and Teacher Education, 28(6), 890-898.

    Cottone, R. R. (2005). Detrimental therapist-client relationships—Beyond thinking of “dual” or “multiple” roles: Reflections on the 2001 AAMFT Code of Ethics. American Journal of Family Therapy, 33(1), 1-17.

    Glasspiegel, R. (2014, October 16). High school girls’ soccer coach arrested for Snapchatting obscene video to students on team. USA Today Sports.

    **Instructions**

    For this assignment, imagine you are a tutor hired to help 8-year-old Carl Saunders with his schoolwork. Two years ago, one of Carl's parents died in a car accident, and recently, his academic performance has declined. As a third grader, Carl finds school challenging, and you have been tutoring him at his home three times a week for the past three months. You feel that Carl's need for tutoring has decreased, but his remaining parent, Logan Saunders, wants you to continue. Over time, you have developed a bond with Carl, and you and Logan have become friendly, with a mutual attraction becoming apparent.

    This situation may or may not violate any ethical standards, but such attractions are not uncommon. For example, Johansson et al. (2016) suggest that intimacy, attraction, love, and even sexual relationships can occur in various social contexts. According to Gorman (2009), many states have restrictions on sexual relationships with former clients within 1, 2, or up to 5 years after treatment ends, and some extend these restrictions to other healthcare professionals. While psychologists and other professionals are bound by ethical standards and state laws, as a tutor, you are not required to adhere to the APA ethical standards.

    As Carl's tutor, analyze the appropriateness of pursuing a potential relationship with Logan. In your analysis, address the following:

    Discuss what you believe is the appropriate course of action in your role as a tutor, considering that there are likely no state laws or ethical codes governing your behavior with Logan.

    Consider whether you should end your tutoring relationship with Carl before beginning a relationship with Logan, and if so, how long you should wait. Alternatively, explain why you might decide not to pursue a relationship with Logan at all.

    Assess whether a romantic relationship between you and Logan could cause harm, taking into account the perspectives of all three parties involved: you, Logan, and Carl.

    Conclude with supportive research on the concept of multiple relationships in varying settings.

    Reference: Support your analysis with at least three peer-reviewed scholarly journal articles. In addition to these, you may include other appropriate scholarly sources. Credible websites such as .org, .mil, .gov, and .edu are acceptable, however, cannot serve as primary sources to support this assignment.

    Length: 5-7 pages, not including title and reference pages

    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.

    **## L4RequiredResources.docx**

    **Required Resources**

    ·
    [**Multiple Relationships and Professional Boundaries**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2024-04177-007&site=eds-live&scope=site&custid=natuniv)

    Knapp, S. J., & Fingerhut, R. (2024). Multiple relationships and professional boundaries. In
    _Practical ethics for psychologists: A positive approach., 4th ed._ (pp. 105–130). American Psychological Association.

    **This article provides a broad and contemporary overview of multiple relationships and professional boundaries, which is directly relevant to the assignment. It offers insights into the ethical considerations that are crucial when managing dual relationships, even if the role in question is not a psychologist but a tutor. The focus on practical ethics will help in understanding and analysis of roles in the decision-making process.**

    ·
    [**Avoiding Boundary Violations: Recommendations for Managing Attraction to and From Clients in Response to the Healthcare Providers Service Organization's 2019 Report**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsgao&AN=edsgcl.689824364&site=eds-live&scope=site&custid=natuniv)

    Jacob, C. J., Byrd, R., Donald, E. J., Milner, R. J., & Flowers, T. (2022, January 1). Avoiding boundary violations: Recommendations for managing attraction to and from clients in response to the Healthcare Providers Service Organization’s 2019 Report.
    _Journal of Mental Health Counseling, 44_(1), 6.

    **This article specifically addresses managing attraction and avoiding boundary violations, which is central to the assignment’s scenario. It will provide students with practical recommendations and considerations for managing situations where personal and professional boundaries might blur.**

    ·
    [**On the ambiguity of teaching-relationship ethics in pedagogical tutoring work**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1202061&site=eds-live&scope=site&custid=natuniv)

    Tsabar, B. (2019). On the ambiguity of teaching-relationship ethics in pedagogical tutoring work.
    _Ethics and Education, 14_(1), 84–101.

    **This article focuses on the ethics of teaching relationships in the context of tutoring, directly addressing the challenges and ethical ambiguities that can arise. It will provide a specific focus on the role of a tutor, which will be relevant for understanding the nuances of that role and how these ethical considerations can apply to the weekly assignment scenario.**

    ·
    [**Ethical conduct in nurse education: Creating safe staff–student boundaries**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0260691711000591%3Fvia%253Dihub)

    Cleary, M., Horsfall, J., Jackson, D., & Hunt, G. E. (2012). Ethical conduct in nurse education: Creating safe staff–student boundaries.
    _Nurse Education Today, 32_(3), 320–324.

    **Although this article is from 2012, it is still relevant and is helpful for addressing the last part of the weekly assignment, which focuses on researching multiple relationships in varying settings. This article focuses on ethical conduct within nurse education, specifically addressing the importance of creating and maintaining safe boundaries between staff and students. While the context is within nurse education, the principles of establishing and upholding professional boundaries are broadly applicable and relevant to the topic of multiple relationships in educational settings.**

    ·
    [**Navigating Peer-to-Peer Multiple Relationships in Professional Psychology Programs**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsovi&AN=edsovi.01269228.201208000.00001&site=eds-live&scope=site&custid=natuniv)

    Tirpak, D. M., & Lee, S. S. (2012). Navigating peer-to-peer multiple relationships in professional psychology programs.
    _Training and Education in Professional Psychology, 6_(3), 135–141.

    **This article focuses on navigating peer-to-peer multiple relationships within professional psychology programs, which involves dealing with ethical complexities like those in the assignment scenario. While the primary focus is on relationships between peers in a professional training context, the principles discussed about managing multiple relationships and maintaining professional boundaries can be relevant to the broader discussion of ethics in educational and tutoring settings.**

    ·
    [**Individual risk factors for physician boundary violations: the role of attachment style, childhood trauma and maladaptive beliefs**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0163834315001395%3Fvia%253Dihub)

    MacDonald, K., Sciolla, A. F., Folsom, D., Bazzo, D., Searles, C., Moutier, C., Thomas, M. L., Borton, K., & Norcross, B. (2015). Individual risk factors for physician boundary violations: the role of attachment style, childhood trauma and maladaptive beliefs.
    _General Hospital Psychiatry, 37_(5), 489–496.

    **This article examines the individual risk factors, such as attachment style, childhood trauma, and maladaptive beliefs, that contribute to boundary violations among physicians. While the primary focus is on physicians, the discussion on boundary violations and the underlying psychological factors that contribute to them can provide valuable insights into why such violations might occur, providing a deeper perspective on this topic of multiple relationships.**

    **## L4RequiredResources.docx**

    **Required Resources**

    ·
    [**Multiple Relationships and Professional Boundaries**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2024-04177-007&site=eds-live&scope=site&custid=natuniv)

    Knapp, S. J., & Fingerhut, R. (2024). Multiple relationships and professional boundaries. In
    _Practical ethics for psychologists: A positive approach., 4th ed._ (pp. 105–130). American Psychological Association.

    **This article provides a broad and contemporary overview of multiple relationships and professional boundaries, which is directly relevant to the assignment. It offers insights into the ethical considerations that are crucial when managing dual relationships, even if the role in question is not a psychologist but a tutor. The focus on practical ethics will help in understanding and analysis of roles in the decision-making process.**

    ·
    [**Avoiding Boundary Violations: Recommendations for Managing Attraction to and From Clients in Response to the Healthcare Providers Service Organization's 2019 Report**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsgao&AN=edsgcl.689824364&site=eds-live&scope=site&custid=natuniv)

    Jacob, C. J., Byrd, R., Donald, E. J., Milner, R. J., & Flowers, T. (2022, January 1). Avoiding boundary violations: Recommendations for managing attraction to and from clients in response to the Healthcare Providers Service Organization’s 2019 Report.
    _Journal of Mental Health Counseling, 44_(1), 6.

    **This article specifically addresses managing attraction and avoiding boundary violations, which is central to the assignment’s scenario. It will provide students with practical recommendations and considerations for managing situations where personal and professional boundaries might blur.**

    ·
    [**On the ambiguity of teaching-relationship ethics in pedagogical tutoring work**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1202061&site=eds-live&scope=site&custid=natuniv)

    Tsabar, B. (2019). On the ambiguity of teaching-relationship ethics in pedagogical tutoring work.
    _Ethics and Education, 14_(1), 84–101.

    **This article focuses on the ethics of teaching relationships in the context of tutoring, directly addressing the challenges and ethical ambiguities that can arise. It will provide a specific focus on the role of a tutor, which will be relevant for understanding the nuances of that role and how these ethical considerations can apply to the weekly assignment scenario.**

    ·
    [**Ethical conduct in nurse education: Creating safe staff–student boundaries**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0260691711000591%3Fvia%253Dihub)

    Cleary, M., Horsfall, J., Jackson, D., & Hunt, G. E. (2012). Ethical conduct in nurse education: Creating safe staff–student boundaries.
    _Nurse Education Today, 32_(3), 320–324.

    **Although this article is from 2012, it is still relevant and is helpful for addressing the last part of the weekly assignment, which focuses on researching multiple relationships in varying settings. This article focuses on ethical conduct within nurse education, specifically addressing the importance of creating and maintaining safe boundaries between staff and students. While the context is within nurse education, the principles of establishing and upholding professional boundaries are broadly applicable and relevant to the topic of multiple relationships in educational settings.**

    ·
    [**Navigating Peer-to-Peer Multiple Relationships in Professional Psychology Programs**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsovi&AN=edsovi.01269228.201208000.00001&site=eds-live&scope=site&custid=natuniv)

    Tirpak, D. M., & Lee, S. S. (2012). Navigating peer-to-peer multiple relationships in professional psychology programs.
    _Training and Education in Professional Psychology, 6_(3), 135–141.

    **This article focuses on navigating peer-to-peer multiple relationships within professional psychology programs, which involves dealing with ethical complexities like those in the assignment scenario. While the primary focus is on relationships between peers in a professional training context, the principles discussed about managing multiple relationships and maintaining professional boundaries can be relevant to the broader discussion of ethics in educational and tutoring settings.**

    ·
    [**Individual risk factors for physician boundary violations: the role of attachment style, childhood trauma and maladaptive beliefs**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0163834315001395%3Fvia%253Dihub)

    MacDonald, K., Sciolla, A. F., Folsom, D., Bazzo, D., Searles, C., Moutier, C., Thomas, M. L., Borton, K., & Norcross, B. (2015). Individual risk factors for physician boundary violations: the role of attachment style, childhood trauma and maladaptive beliefs.
    _General Hospital Psychiatry, 37_(5), 489–496.

    **This article examines the individual risk factors, such as attachment style, childhood trauma, and maladaptive beliefs, that contribute to boundary violations among physicians. While the primary focus is on physicians, the discussion on boundary violations and the underlying psychological factors that contribute to them can provide valuable insights into why such violations might occur, providing a deeper perspective on this topic of multiple relationships.**

    **## L4Instructions.docx**

    **Multiple Relationships**

    According to Cottone’s (2005) interpretation of ethical codes for mental health professionals, there is a total prohibition on sexual relationships with current clients. For former clients, the ban on involvement ranges upward from 2 years after ending professional services. There is full agreement that therapist-client sexual relations are inappropriate. Cottone reports on research demonstrating that such relationships, in fact, are damaging to clients. The author emphasizes that there is no justification for sexual relations with current or recent clients. He concludes that therapists should not become sexually involved with former clients, unless they are willing to undergo serious professional scrutiny.

    Barrett, Casey, Visser, and Headley (2012) review some of the reports of teachers being disciplined by school districts and/or the courts for inappropriate social behaviors. They discuss the recent focus in the popular media on sexual harassment of students by teachers and intimate relationships between teachers and students.

    A more recent concern is the potential for social networking to result in boundary-crossings. The specific concern is intimate teacher-student relationships. For example, in October 2014, the 57-year-old former girls’ soccer coach for a Connecticut high school was arrested and charged with obscenity, risk of injury to a minor, and breach of peace after sending a Snapchat photo of himself masturbating to members of his team (Glasspiegal, 2014). Barrett, et al. (2012) complain of the failure of professional education associations to develop and adopt a code of conduct for teachers. This code should be principle-based, prescriptive, and enforceable– like the codes of other professions. At this point, the restrictions for teachers are limited to such statements as the need to refrain from intentionally embarrassing or disparaging a student. Situations can arise that require a teacher or other professional to make ethical judgments even when there is no code guiding them.

    References

    Barrett, D. E., Casey, J. E., Visser, R. D., & Headley, K. N. (2012). How do teachers make judgments about ethical and unethical behaviors? Toward the development of a code of conduct for teachers. Teaching and Teacher Education, 28(6), 890-898.

    Cottone, R. R. (2005). Detrimental therapist-client relationships—Beyond thinking of “dual” or “multiple” roles: Reflections on the 2001 AAMFT Code of Ethics. American Journal of Family Therapy, 33(1), 1-17.

    Glasspiegel, R. (2014, October 16). High school girls’ soccer coach arrested for Snapchatting obscene video to students on team. USA Today Sports.

    **Instructions**

    For this assignment, imagine you are a tutor hired to help 8-year-old Carl Saunders with his schoolwork. Two years ago, one of Carl's parents died in a car accident, and recently, his academic performance has declined. As a third grader, Carl finds school challenging, and you have been tutoring him at his home three times a week for the past three months. You feel that Carl's need for tutoring has decreased, but his remaining parent, Logan Saunders, wants you to continue. Over time, you have developed a bond with Carl, and you and Logan have become friendly, with a mutual attraction becoming apparent.

    This situation may or may not violate any ethical standards, but such attractions are not uncommon. For example, Johansson et al. (2016) suggest that intimacy, attraction, love, and even sexual relationships can occur in various social contexts. According to Gorman (2009), many states have restrictions on sexual relationships with former clients within 1, 2, or up to 5 years after treatment ends, and some extend these restrictions to other healthcare professionals. While psychologists and other professionals are bound by ethical standards and state laws, as a tutor, you are not required to adhere to the APA ethical standards.

    As Carl's tutor, analyze the appropriateness of pursuing a potential relationship with Logan. In your analysis, address the following:

    Discuss what you believe is the appropriate course of action in your role as a tutor, considering that there are likely no state laws or ethical codes governing your behavior with Logan.

    Consider whether you should end your tutoring relationship with Carl before beginning a relationship with Logan, and if so, how long you should wait. Alternatively, explain why you might decide not to pursue a relationship with Logan at all.

    Assess whether a romantic relationship between you and Logan could cause harm, taking into account the perspectives of all three parties involved: you, Logan, and Carl.

    Conclude with supportive research on the concept of multiple relationships in varying settings.

    Reference: Support your analysis with at least three peer-reviewed scholarly journal articles. In addition to these, you may include other appropriate scholarly sources. Credible websites such as .org, .mil, .gov, and .edu are acceptable, however, cannot serve as primary sources to support this assignment.

    Length: 5-7 pages, not including title and reference pages

    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.

    **## L4RequiredResources.docx**

    **Required Resources**

    ·
    [**Multiple Relationships and Professional Boundaries**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2024-04177-007&site=eds-live&scope=site&custid=natuniv)

    Knapp, S. J., & Fingerhut, R. (2024). Multiple relationships and professional boundaries. In
    _Practical ethics for psychologists: A positive approach., 4th ed._ (pp. 105–130). American Psychological Association.

    **This article provides a broad and contemporary overview of multiple relationships and professional boundaries, which is directly relevant to the assignment. It offers insights into the ethical considerations that are crucial when managing dual relationships, even if the role in question is not a psychologist but a tutor. The focus on practical ethics will help in understanding and analysis of roles in the decision-making process.**

    ·
    [**Avoiding Boundary Violations: Recommendations for Managing Attraction to and From Clients in Response to the Healthcare Providers Service Organization's 2019 Report**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsgao&AN=edsgcl.689824364&site=eds-live&scope=site&custid=natuniv)

    Jacob, C. J., Byrd, R., Donald, E. J., Milner, R. J., & Flowers, T. (2022, January 1). Avoiding boundary violations: Recommendations for managing attraction to and from clients in response to the Healthcare Providers Service Organization’s 2019 Report.
    _Journal of Mental Health Counseling, 44_(1), 6.

    **This article specifically addresses managing attraction and avoiding boundary violations, which is central to the assignment’s scenario. It will provide students with practical recommendations and considerations for managing situations where personal and professional boundaries might blur.**

    ·
    [**On the ambiguity of teaching-relationship ethics in pedagogical tutoring work**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1202061&site=eds-live&scope=site&custid=natuniv)

    Tsabar, B. (2019). On the ambiguity of teaching-relationship ethics in pedagogical tutoring work.
    _Ethics and Education, 14_(1), 84–101.

    **This article focuses on the ethics of teaching relationships in the context of tutoring, directly addressing the challenges and ethical ambiguities that can arise. It will provide a specific focus on the role of a tutor, which will be relevant for understanding the nuances of that role and how these ethical considerations can apply to the weekly assignment scenario.**

    ·
    [**Ethical conduct in nurse education: Creating safe staff–student boundaries**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0260691711000591%3Fvia%253Dihub)

    Cleary, M., Horsfall, J., Jackson, D., & Hunt, G. E. (2012). Ethical conduct in nurse education: Creating safe staff–student boundaries.
    _Nurse Education Today, 32_(3), 320–324.

    **Although this article is from 2012, it is still relevant and is helpful for addressing the last part of the weekly assignment, which focuses on researching multiple relationships in varying settings. This article focuses on ethical conduct within nurse education, specifically addressing the importance of creating and maintaining safe boundaries between staff and students. While the context is within nurse education, the principles of establishing and upholding professional boundaries are broadly applicable and relevant to the topic of multiple relationships in educational settings.**

    ·
    [**Navigating Peer-to-Peer Multiple Relationships in Professional Psychology Programs**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsovi&AN=edsovi.01269228.201208000.00001&site=eds-live&scope=site&custid=natuniv)

    Tirpak, D. M., & Lee, S. S. (2012). Navigating peer-to-peer multiple relationships in professional psychology programs.
    _Training and Education in Professional Psychology, 6_(3), 135–141.

    **This article focuses on navigating peer-to-peer multiple relationships within professional psychology programs, which involves dealing with ethical complexities like those in the assignment scenario. While the primary focus is on relationships between peers in a professional training context, the principles discussed about managing multiple relationships and maintaining professional boundaries can be relevant to the broader discussion of ethics in educational and tutoring settings.**

    ·
    [**Individual risk factors for physician boundary violations: the role of attachment style, childhood trauma and maladaptive beliefs**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0163834315001395%3Fvia%253Dihub)

    MacDonald, K., Sciolla, A. F., Folsom, D., Bazzo, D., Searles, C., Moutier, C., Thomas, M. L., Borton, K., & Norcross, B. (2015). Individual risk factors for physician boundary violations: the role of attachment style, childhood trauma and maladaptive beliefs.
    _General Hospital Psychiatry, 37_(5), 489–496.

    **This article examines the individual risk factors, such as attachment style, childhood trauma, and maladaptive beliefs, that contribute to boundary violations among physicians. While the primary focus is on physicians, the discussion on boundary violations and the underlying psychological factors that contribute to them can provide valuable insights into why such violations might occur, providing a deeper perspective on this topic of multiple relationships.**

    **## L4Instructions.docx**

    **Multiple Relationships**

    According to Cottone’s (2005) interpretation of ethical codes for mental health professionals, there is a total prohibition on sexual relationships with current clients. For former clients, the ban on involvement ranges upward from 2 years after ending professional services. There is full agreement that therapist-client sexual relations are inappropriate. Cottone reports on research demonstrating that such relationships, in fact, are damaging to clients. The author emphasizes that there is no justification for sexual relations with current or recent clients. He concludes that therapists should not become sexually involved with former clients, unless they are willing to undergo serious professional scrutiny.

    Barrett, Casey, Visser, and Headley (2012) review some of the reports of teachers being disciplined by school districts and/or the courts for inappropriate social behaviors. They discuss the recent focus in the popular media on sexual harassment of students by teachers and intimate relationships between teachers and students.

    A more recent concern is the potential for social networking to result in boundary-crossings. The specific concern is intimate teacher-student relationships. For example, in October 2014, the 57-year-old former girls’ soccer coach for a Connecticut high school was arrested and charged with obscenity, risk of injury to a minor, and breach of peace after sending a Snapchat photo of himself masturbating to members of his team (Glasspiegal, 2014). Barrett, et al. (2012) complain of the failure of professional education associations to develop and adopt a code of conduct for teachers. This code should be principle-based, prescriptive, and enforceable– like the codes of other professions. At this point, the restrictions for teachers are limited to such statements as the need to refrain from intentionally embarrassing or disparaging a student. Situations can arise that require a teacher or other professional to make ethical judgments even when there is no code guiding them.

    References

    Barrett, D. E., Casey, J. E., Visser, R. D., & Headley, K. N. (2012). How do teachers make judgments about ethical and unethical behaviors? Toward the development of a code of conduct for teachers. Teaching and Teacher Education, 28(6), 890-898.

    Cottone, R. R. (2005). Detrimental therapist-client relationships—Beyond thinking of “dual” or “multiple” roles: Reflections on the 2001 AAMFT Code of Ethics. American Journal of Family Therapy, 33(1), 1-17.

    Glasspiegel, R. (2014, October 16). High school girls’ soccer coach arrested for Snapchatting obscene video to students on team. USA Today Sports.

    **Instructions**

    For this assignment, imagine you are a tutor hired to help 8-year-old Carl Saunders with his schoolwork. Two years ago, one of Carl's parents died in a car accident, and recently, his academic performance has declined. As a third grader, Carl finds school challenging, and you have been tutoring him at his home three times a week for the past three months. You feel that Carl's need for tutoring has decreased, but his remaining parent, Logan Saunders, wants you to continue. Over time, you have developed a bond with Carl, and you and Logan have become friendly, with a mutual attraction becoming apparent.

    This situation may or may not violate any ethical standards, but such attractions are not uncommon. For example, Johansson et al. (2016) suggest that intimacy, attraction, love, and even sexual relationships can occur in various social contexts. According to Gorman (2009), many states have restrictions on sexual relationships with former clients within 1, 2, or up to 5 years after treatment ends, and some extend these restrictions to other healthcare professionals. While psychologists and other professionals are bound by ethical standards and state laws, as a tutor, you are not required to adhere to the APA ethical standards.

    As Carl's tutor, analyze the appropriateness of pursuing a potential relationship with Logan. In your analysis, address the following:

    Discuss what you believe is the appropriate course of action in your role as a tutor, considering that there are likely no state laws or ethical codes governing your behavior with Logan.

    Consider whether you should end your tutoring relationship with Carl before beginning a relationship with Logan, and if so, how long you should wait. Alternatively, explain why you might decide not to pursue a relationship with Logan at all.

    Assess whether a romantic relationship between you and Logan could cause harm, taking into account the perspectives of all three parties involved: you, Logan, and Carl.

    Conclude with supportive research on the concept of multiple relationships in varying settings.

    Reference: Support your analysis with at least three peer-reviewed scholarly journal articles. In addition to these, you may include other appropriate scholarly sources. Credible websites such as .org, .mil, .gov, and .edu are acceptable, however, cannot serve as primary sources to support this assignment.

    Length: 5-7 pages, not including title and reference pages

    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.

    **## L4RequiredResources.docx**

    **Required Resources**

    ·
    [**Multiple Relationships and Professional Boundaries**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2024-04177-007&site=eds-live&scope=site&custid=natuniv)

    Knapp, S. J., & Fingerhut, R. (2024). Multiple relationships and professional boundaries. In
    _Practical ethics for psychologists: A positive approach., 4th ed._ (pp. 105–130). American Psychological Association.

    **This article provides a broad and contemporary overview of multiple relationships and professional boundaries, which is directly relevant to the assignment. It offers insights into the ethical considerations that are crucial when managing dual relationships, even if the role in question is not a psychologist but a tutor. The focus on practical ethics will help in understanding and analysis of roles in the decision-making process.**

    ·
    [**Avoiding Boundary Violations: Recommendations for Managing Attraction to and From Clients in Response to the Healthcare Providers Service Organization's 2019 Report**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsgao&AN=edsgcl.689824364&site=eds-live&scope=site&custid=natuniv)

    Jacob, C. J., Byrd, R., Donald, E. J., Milner, R. J., & Flowers, T. (2022, January 1). Avoiding boundary violations: Recommendations for managing attraction to and from clients in response to the Healthcare Providers Service Organization’s 2019 Report.
    _Journal of Mental Health Counseling, 44_(1), 6.

    **This article specifically addresses managing attraction and avoiding boundary violations, which is central to the assignment’s scenario. It will provide students with practical recommendations and considerations for managing situations where personal and professional boundaries might blur.**

    ·
    [**On the ambiguity of teaching-relationship ethics in pedagogical tutoring work**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1202061&site=eds-live&scope=site&custid=natuniv)

    Tsabar, B. (2019). On the ambiguity of teaching-relationship ethics in pedagogical tutoring work.
    _Ethics and Education, 14_(1), 84–101.

    **This article focuses on the ethics of teaching relationships in the context of tutoring, directly addressing the challenges and ethical ambiguities that can arise. It will provide a specific focus on the role of a tutor, which will be relevant for understanding the nuances of that role and how these ethical considerations can apply to the weekly assignment scenario.**

    ·
    [**Ethical conduct in nurse education: Creating safe staff–student boundaries**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0260691711000591%3Fvia%253Dihub)

    Cleary, M., Horsfall, J., Jackson, D., & Hunt, G. E. (2012). Ethical conduct in nurse education: Creating safe staff–student boundaries.
    _Nurse Education Today, 32_(3), 320–324.

    **Although this article is from 2012, it is still relevant and is helpful for addressing the last part of the weekly assignment, which focuses on researching multiple relationships in varying settings. This article focuses on ethical conduct within nurse education, specifically addressing the importance of creating and maintaining safe boundaries between staff and students. While the context is within nurse education, the principles of establishing and upholding professional boundaries are broadly applicable and relevant to the topic of multiple relationships in educational settings.**

    ·
    [**Navigating Peer-to-Peer Multiple Relationships in Professional Psychology Programs**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsovi&AN=edsovi.01269228.201208000.00001&site=eds-live&scope=site&custid=natuniv)

    Tirpak, D. M., & Lee, S. S. (2012). Navigating peer-to-peer multiple relationships in professional psychology programs.
    _Training and Education in Professional Psychology, 6_(3), 135–141.

    **This article focuses on navigating peer-to-peer multiple relationships within professional psychology programs, which involves dealing with ethical complexities like those in the assignment scenario. While the primary focus is on relationships between peers in a professional training context, the principles discussed about managing multiple relationships and maintaining professional boundaries can be relevant to the broader discussion of ethics in educational and tutoring settings.**

    ·
    [**Individual risk factors for physician boundary violations: the role of attachment style, childhood trauma and maladaptive beliefs**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0163834315001395%3Fvia%253Dihub)

    MacDonald, K., Sciolla, A. F., Folsom, D., Bazzo, D., Searles, C., Moutier, C., Thomas, M. L., Borton, K., & Norcross, B. (2015). Individual risk factors for physician boundary violations: the role of attachment style, childhood trauma and maladaptive beliefs.
    _General Hospital Psychiatry, 37_(5), 489–496.

    **This article examines the individual risk factors, such as attachment style, childhood trauma, and maladaptive beliefs, that contribute to boundary violations among physicians. While the primary focus is on physicians, the discussion on boundary violations and the underlying psychological factors that contribute to them can provide valuable insights into why such violations might occur, providing a deeper perspective on this topic of multiple relationships.**

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