Applied Psychology - Continuing Education (Certificate)

What is Forensic Psychology?

The term forensic refers to anything pertaining or potentially pertaining to law, both civil and criminal.

Examples of the Forensic Field

Forensic Psychology, Forensic Engineering, Forensic Linguistics, Forensic Oceanography, Forensic Medicine, Forensic Digital investigation, Forensic Social Work, Forensic Nursing, Forensic Pathology, Forensic Anthropology, and Forensic Archaeology.

Forensic laboratories are usually maintained or sponsored by governmental agencies specifically to examine physical evidence in criminal and civil matters.

Scientists from both public and private laboratories may be asked to examine and testify about latent fingerprints, hair fibers, firearms and ballistics, blood spatter, explosives and fire debris, toxic material, and other evidence.

In criminal investigators, forensic entomology is used to determine the time since death (postmortem interval), the location of the death, placement or movement of the body, and manner of death.

Forensic investigations usually require expertise in chemistry, biology, physics, or other sciences, including electronic technology.

The field of forensic psychology involves a very different type of preparation and is significantly different in content, but it, too, requires considerable preparation.

Forensic psychology refers to professional practice by any psychologist working with any sub-discipline of psychology (e.g., clinical, developmental, social, cognitive) when applying the scientific, technical, or specialized knowledge of psychology to the law.

Forensic Psychology Five Subspecialties: Police and Public Safety Psychology, Legal Psychology, Psychology of Crime and Delinquency, Victimology and Victim Services, Correctional Psychology.

Intro to Child Development

What do we mean when we speak of an individual’s development?

Development is the pattern of change that begins at conception and continues through the life span. Most development involves growth, although it also includes decline.

Researchers continue to examine how health and well-being, parenting, education, sociocultural contexts, and social policy, play a role in child development.

Health and well-being is an important area in which children’s lives can be improved. Today, many children around the world need improved health care. We new recognized the importance of lifestyles and psychological states in promoting health and well-being.

Parenting is an important influence on children’s development. In an upcoming lecture, I will review the various types of families and parenting styles.

Education can also contribute to children’s health and well-being. There is wide-spread concern that the education of children needs to be more effective, and there are many views in contemporary education about ways to improve schools.

In regards to resilience, social policy and children’s development:

Some children triumph over adversity, they are resilient. Researchers have found that resilient children are likely to have a close relationship with a parent figure and to form bonds with caring people outside the family.

Social policy is a government’s course of action designed to promote the welfare of its citizens. The poor conditions of life for a significant percentage of, and the lack of attention to prevention of these poor conditions, point to the need for revised social policies.

Biological, Cognitive, and Socioemotional Processes

There key processes of development are biological, cognitive, and socioemotional. Biological processes (such as genes inherited from parents) involve changes in an individual’s body.

Cognitive processes (such as thinking) consist of changes in an individual’s thought, intelligence, and language.

Socioemotional process (such as the advent of smiling) include changes in an individual’s relationships with others, in emotions, and in personality.

The term "abnormal" is the subject of considerable debate. What exactly is "normal" and who gets to decide? The social norms that are often used to determine what is normal versus abnormal can shift over time, so settling on a standard definition isn't simple or straightforward (verywellmind.com)

What Is Abnormal Psychology?

Abnormal psychology focuses on the patterns of emotion, thought, and behavior that can be signs of a mental health condition. Rather than the distinction between normal and abnormal, psychologists in this field focus on the level of distress that behaviors, thoughts, or emotions might cause.

If a behavior is creating problems in a person's life or is disruptive to other people, then this would be an "abnormal" behavior. In such cases, the behavior may require some type of mental health intervention.

It is important that we Define some Key Terminology when attempting to distinguish between Abnormal Psychology vs Clinical Psychology

Abnormal psychology is the scientific study of abnormal behavior and mental disorders in order to describe, predict, explain, and change abnormal patterns of functioning. Therefore, abnormal psychology emphasizes on psychological science and research for the purpose of study of mental disorders. Research in abnormal psychology include investigation of the causes and treatment of psycho pathological conditions

Clinical psychology is the profession and academic discipline that is concerned with the application of psychological science to the assessment and treatment of mental disorders. The purpose of clinical psychology is to train professionals in clinical practice to diagnose and treat mental illness and conditions.

What Is Social Science?

Social science is the study of how people interact with one another. The branches of social science include anthropology, economics, political science, psychology, and sociology.

Social scientists study how societies work, exploring everything from the triggers of economic growth and the causes of unemployment to what makes people happy. Their findings inform public policies, education programs, urban design, marketing strategies, and many other endeavors (investopedia.com).

Research is the systematic asking of questions and congruent use of methods to learn answers to interesting, important questions. Whether or not your research has been purposeful in the past, you do research all the time. When you try to decide which deodorant is most effective by trying different brands, you’re doing research. When you ask friends for recommendations about where to go to dinner, you’re doing research. When you experiment with different routes to find the best way to get to work, you’re doing research. And why? Because you want to know (colostate.edu)

Research methods are specific procedures for collecting and analyzing data. Developing your research methods is an integral part of your research design. When planning your methods, there are two key decisions you will make (scribbr.com).

Influences on Human Behavior

Human behavior is influenced by a complex interplay of factors, including biological predispositions, personal experiences, social interactions, and environmental conditions. These influences shape our thoughts, feelings, and actions, impacting everything from our choices to our relationships.

Biological Factors:

• Genetics: Our genes can predispose us to certain behaviors, personality traits, and mental health conditions, though they don't determine our behavior entirely.

• Physiology: Physical health, age, pain, and substance use can all affect behavior.

• Motivation: Basic needs like food, water, and sex, as well as social needs like belonging and achievement, drive our actions.

Personal Factors:

Our personality traits, including openness, conscientiousness, extraversion, agreeableness, and neuroticism, influence how we interact with the world.

• Beliefs and Expectations: Our beliefs about ourselves and the world, and our expectations about outcomes, can significantly impact our behavior.

The old ideas that genes are “set in stone” or that they alone determine development have been disproven. Nature vs. Nurture is no longer a debate—it’s nearly always both!

Just a reminder: Nature (biological and genetic influences) vs Nurture (environmental influences beginning in the womb). according to psychologytoday.com

The expression “nature vs. nurture” describes the question of how much a person's characteristics are formed by either “nature” or “nurture.” “Nature” means innate biological factors (namely genetics), while “nurture” can refer to upbringing or life experience more generally.

Traditionally, “nature vs. nurture” has been framed as a debate between those who argue for the dominance of one source of influence or the other, but contemporary experts acknowledge that both “nature” and “nurture” play a role in psychological development and interact in complex ways.

During development, the DNA that makes up our genes accumulates chemical marks that determine how much or little of the genes is expressed. This collection of chemical marks is known as the “epigenome.” The different experiences children have rearrange those chemical marks. This explains why genetically identical twins can exhibit different behaviors, skills, health, and achievement.

In pioneering research, Diana Baumrind (1971) identified three parenting styles: Authoritarian, Authoritative and Permissive. Eleanor Maccoby and John Martin (1983) added a fourth parenting style neglectful / uninvolved. I will review all four in detail.

Researchers have identified four main types of parenting styles:

• Authoritarian

• Authoritative

• Permissive

• Uninvolved

Each style takes a different approach to raising children, offers different pros and cons, and can be identified by a number of different characteristics.

There are 4 Types of Child Maltreatment: Physical Abuse, Neglect, Sexual Abuse, and Emotional Maltreatment

(Martorell, 2023).

Physical Abuse: injury to the body through punching, beating, kicking, or burning.

Neglect: failure to meat a child’s basic needs, such as food, clothing, medical care, protection, and supervision.

Sexual Abuse: any sexual activity involving a child and an older person.

Emotional Maltreatment: includes rejection, terrorization, isolation, exploitation, degradation, ridicule, or failure to provide emotional support, love, and affection.

Children encounter significant changes in the development of their self-concept from their early childhood years through adolescence. Children begin to think about themselves and develop a self-concept during the ages of 3 to 5 years old.

They are apt to describe themselves using very specific and concrete terms (e.g., "I'm 3 years old. I have a dog."). During the early-childhood years children can also describe some emotions (e.g., "I'm happy at school").

At around age 4, children develop what is known as belief-desire theory of mind. This theory of mind is when a child can use beliefs and desires to determine behavior. The child understands that both beliefs and desires determine an individual's actions.

This ability helps young children act more appropriately during social interactions with others (virtuallabschool.org).

Why Do We Behave The Way We Do?

According to the Behavioral Model, a person’s behaviors are caused by present events that occur before and after the behaviors have been performed.

Antecedents are events that occur or are present before the person performs the behavior. Consequences are events that occur after and as a result of the behavior.

The ABC Model

The ABC Model describes the temporal sequence of antecedents, behavior, and consequences. The specific antecedents and consequences that cause an individual to perform a behavior are its Maintaining Conditions.

Not all antecedents and consequences of a behavior are its maintaining conditions. Only a small number of antecedents and consequences maintain (influence or cause) a behavior. We refer to these as maintaining antecedents and maintaining consequences.

According to Bordens and Abbott (2022), scientific journals require a specific writing style for manuscripts submitted for publication. This writing style specifies the rules that must be followed when preparing your manuscript.

In psychology, most journals follow the style established by the American Psychological Association (APA) in the Publication Manual of the American Psychological Association (7th ed., 2020). The APA Manual.

Each discipline has its own style, structure, and format when it comes to academic writing (Montclair, 2023).

There are three main "Schools of Style" used to properly format an academic paper, referred to as APA, MLA, or CMS.

Different academic disciplines often utilize distinct writing formats and style guides, such as APA for social sciences, MLA for humanities, and Chicago/Turabian for a broader range of disciplines.

Two (2) Types of APA Papers: The Literature Review and The Experimental Report.

What is APA Style?

APA Style is the most common writing style used in college and career. Its purpose is to promote excellence in communication by helping writers create clear, precise, and inclusive sentences with a straightforward scholarly tone. (apastyle.apa.org)

A clinical intervention is a procedure or approach implemented in a clinical setting to improve, maintain, or assess a person's health. It involves actions designed to have a specific outcome, such as treating a condition, managing symptoms, or enhancing overall well-being. These interventions can range from medical procedures and medications to behavioral changes and counseling.

Here's a more detailed breakdown of the clinical intervention process:

1. 1. Identification of a Problem: The process begins with identifying a specific health problem or issue that requires intervention. This could be a medical condition, a symptom, a behavioral concern, or a need for specific care.

2. 2. Assessment: A thorough assessment is conducted to understand the nature, severity, and potential causes of the identified problem. This may involve gathering information through medical history, physical examinations, diagnostic tests, or behavioral observations.

3. 3. Goal Setting: Clear and specific goals are set for the intervention, outlining the desired outcomes and improvements. These goals should be measurable and achievable within the context of the intervention.

4. 4. Plan Development: A comprehensive plan is developed outlining the specific steps, procedures, or strategies that will be used to achieve the set goals. This plan should consider factors such as the individual's needs, preferences, and resources, as well as the available evidence and best practices.

5. 5. Implementation:

The intervention plan is implemented, with regular monitoring and evaluation to track progress towards the defined goals. This may involve administering medications, performing procedures, providing counseling, or implementing behavioral changes.

1. 6. Evaluation:

The effectiveness of the intervention is continuously evaluated to assess whether it is achieving the desired outcomes and if adjustments are needed. This evaluation may involve monitoring the individual's progress, collecting data, and conducting follow-up assessments.

1. 7. Modification:

If the intervention is not achieving the desired outcomes, the plan may be modified or adjusted based on the evaluation findings. This may involve changing the intervention approach, adjusting the dosage of medications, or implementing additional support services.

1. 8. Outcome Assessment:

Once the intervention is completed, a final assessment is conducted to determine the overall impact and effectiveness of the intervention. This assessment helps to identify lessons learned and inform future interventions.

Perspectives on Abnormal Behavior

Those in the field of abnormal psychology study people's emotional, cognitive, and/or behavioral problems. Abnormal behavior may be defined as behavior that is disturbing (socially unacceptable), distressing, maladaptive (or self‐defeating), and often the result of distorted thoughts (cognitions).

There are a number of different perspectives used in abnormal psychology. While some psychologists or psychiatrists may focus on a single viewpoint, many mental health professionals use elements from multiple areas in order to better understand and treat psychological disorders.

Main Perspectives: The Medical Perspective; The Psychodynamic Perspective; The Behavioral Perspective; The Cognitive Perspective; and The Social‐Cultural Perspective.

Classification is how we organize or categorize things. It is useful for us to do the same with abnormal behavior, and classification provides us with a naming system, to structure our understanding of mental disorders in a meaningful way.

Of course, we want to learn as much as we can about a given disorder so we can understand its cause, predict its future occurrence, and develop ways to treat it.

The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR), is the most comprehensive, current, and critical resource for clinical practice available to today's mental health clinicians and researchers.

DSM-5-TR includes the fully revised text and references, updated diagnostic criteria and ICD-10-CM codes since DSM-5 was published in 2013. It features a new disorder, Prolonged Grief Disorder, as well as codes for suicidal behavior available to all clinicians of any discipline without the requirement of any other diagnosis (appi.org).

With contributions from over 200 subject matter experts, this updated volume boasts the most current text updates based on the scientific literature.

This latest volume offers a common language for clinicians involved in the diagnosis and study of mental disorders and facilitates an objective assessment of symptom presentations across a variety of clinical settings—inpatient, outpatient, partial hospital, consultation-liaison, clinical, private practice, and primary care.

De-escalation techniques involve calming a distressed person through verbal and nonverbal communication, aiming to reduce tension and promote a safer environment. Key strategies include staying calm, active listening, showing empathy, respecting personal space, and setting clear boundaries.

Verbal De-escalation Techniques:

• Active Listening: Pay close attention to what the person is saying, both verbally and nonverbally. Nod, maintain eye contact (if appropriate), and reflect back their concerns to show understanding.

• Empathy and Non-Judgment: Express understanding and validation of their feelings, even if you don't agree with their actions. Avoid dismissive or judgmental language.

• Clear and Calm Communication: Use a gentle, non-threatening tone of voice. Avoid yelling, interrupting, or escalating the situation with your own emotions.

• Redirecting and Focusing: If possible, redirect the person's attention to a different topic or task. Focus on the emotions behind their behavior, not just the actions themselves.

• Setting Boundaries: Clearly state limits and expectations without being confrontational. Enforce these limits consistently.

Nonverbal De-escalation Techniques:

• Neutral Body Language: Maintain a relaxed, open posture. Avoid crossing your arms, frowning, or making other non-threatening gestures.

• Personal Space: Respect the person's personal space and avoid touching them unless they initiate it.

• Calm Tone and Volume: Speak in a calm, even tone, avoiding yelling or raising your voice.

• Mindful Breathing: Take slow, deep breaths to regulate your own emotions and maintain a calm demeanor.

• Redirecting Behavior: If appropriate, redirect the person's behavior to a less destructive or harmful activity.

Additional Tips:

• Safety First: Ensure your own safety and the safety of others in the situation.

• Move to a Private Area: If possible, move the conversation to a quieter, less crowded area to reduce distractions.

• Allow Silence: Sometimes, simply allowing the person to process their emotions in silence can be beneficial.

• Offer Choices: Give the person options or choices to help them feel more in control.

• Seeking Support: If you're struggling to de-escalate a situation, don't hesitate to seek help from a supervisor, colleague, or mental health professional.

Common Disorders Among Children

Mental health disorders in children — or developmental disorders that are addressed by mental health professionals — may include the following:

· Anxiety disorders. Anxiety disorders in children are persistent fears, worries or anxiety that disrupt their ability to participate in play, school or typical age-appropriate social situations. Diagnoses include social anxiety, generalized anxiety and obsessive-compulsive disorders (mayoclinic.org).

· Attention-deficit/hyperactivity disorder (ADHD). Compared with most children of the same age, children with ADHD have difficulty with attention, impulsive behaviors, hyperactivity or some combination of these problems.

· Autism spectrum disorder (ASD). Autism spectrum disorder is a neurological condition that appears in early childhood — usually before age 3 (mayoclinic.org). Although the severity of ASD varies, a child with this disorder has difficulty communicating and interacting with others.

· Eating disorders. Eating disorders are defined as a preoccupation with an ideal body type, disordered thinking about weight and weight loss, and unsafe eating and dieting habits. Eating disorders — such as anorexia nervosa, bulimia nervosa and binge-eating disorder — can result in emotional and social dysfunction and life-threatening physical complications (mayoclinic.org).

· Depression and other mood disorders. Depression is persistent feelings of sadness and loss of interest that disrupt a child's ability to function in school and interact with others. Bipolar disorder results in extreme mood swings between depression and extreme emotional or behavioral highs that may be unguarded, risky or unsafe (mayoclinic.org).

· Post-traumatic stress disorder (PTSD). PTSD is prolonged emotional distress, anxiety, distressing memories, nightmares and disruptive behaviors in response to violence, abuse, injury or other traumatic events (mayoclinic.org).

· Schizophrenia. Schizophrenia is a disorder in perceptions and thoughts that cause a person to lose touch with reality (psychosis). Most often appearing in the late teens through the 20s, schizophrenia results in hallucinations, delusions, and disordered thinking and behaviors (mayoclinic.org).

Anxiety Disorders include disorders that share features of excessive fear and anxiety and related behavioral disturbances. Fear is the emotional response to real or perceived imminent threat, whereas anxiety is anticipation of future threat.

Obviously, these two states overlap, but they also differ, with fear more often associated with surges of autonomic arousal necessary for fight or flight, thoughts of immediate danger, and escape behaviors, and anxiety more often associated with muscle tension and vigilance in preparation for future danger and cautious or avoidant behaviors. Sometimes the level of fear or anxiety is reduced by pervasive avoidance behaviors.

Panic attacks feature prominently within the anxiety disorders as a particular type of fear response. Panic attacks are not limited to anxiety disorders but rather can be seen in other mental disorders as well.

The anxiety disorders differ from one another in the types of objects or situations that induce fear, anxiety, or avoidance behavior, and the associated cognition.

Thus, while the anxiety disorders tend to be highly comorbid with each other, they can be differentiated by close examination of the types of situations that are feared or avoided and the content of the associated thoughts or beliefs.

Diagnostic Criteria (DSM-5-TR)

A. Severe recurrent temper outbursts manifested verbally (e.g., verbal rages) and/or behaviorally (e.g., physical aggression toward people or property) that are grossly out of proportion in intensity or duration to the situation or provocation.

B. The temper outbursts are inconsistent with developmental level.

C. The temper outbursts occur, on average, three or more times per week.

D. The mood between temper outbursts is persistently irritable or angry most of the day, nearly every day, and is observable by others (e.g., parents, teachers, peers).

E. Criteria A-D have been present for 12 or more months. Throughout that time, the individual has not had a period lasting 3 or more consecutive months without all of the symptoms in Criteria A-D.

F. Criteria A and D are present in at least two of three settings (i.e, at home, at school, with peers) and are severe in at least one of these.

G. The diagnosis should not be made for the first time before age 6 years or after age 18 years.

H. By history or observation, the age at onset of Criteria A-E is before 10 years.

I. There has never been a distinct period lasting more that 1 day during which the full symptom criteria, except duration, for a manic or hypomanic episode have been met. Note: Developmentally appropriate mood elevation, such as occurs in the context of a highly positive event or its anticipation, should not be considered as a symptom of mania or hypomania.

J. The behaviors do not occur exclusively during an episode of major depressive disorder and are not better explained by another mental disorder (e.g., autism spectrum disorder, posttraumatic stress disorder, separation anxiety disorder, persistent depressive disorder). Note: This diagnosis cannot coexist with oppositional defiant disorder, intermittent explosive disorder, or bipolar disorder, though it can coexist with others, including major depressive disorder, attention-deficit/hyperactivity disorder, conduct disorder, and substance use disorders. Individuals whose symptoms meet criteria for both disruptive mood dysregulation disorder and oppositional defiant disorder should only be given the diagnosis of disruptive mood dysregulation disorder. If an individual has ever experienced a manic or hypomanic episode, the diagnosis of disruptive mood dysregulation disorder should not be assigned.

K. The symptoms are not attributable to the physiological effects of a substance of another medical or neurological condition.

Bipolar and related disorders are found between the chapters on schizophrenia spectrum and other psychotic disorders and depressive disorders in DSM-5-TR in recognition of their place as a bridge between those two diagnostic classes in terms of symptomatology, family history, and genetics.

The diagnoses included in this chapter are bipolar I disorder, bipolar II disorder, cyclothymic disorder, substance / medication-induced bipolar and related disorder, bipolar and related disorder due to another medical condition, other specified bipolar and related disorder, and unspecified bipolar and related disorder.

Psychology and law, while separate disciplines, are closely intertwined, as both deal with understanding and regulating human behavior. Psychology seeks to understand the "why" behind behavior, while law seeks to regulate it. This relationship manifests in several ways, including forensic psychology, legal psychology, and the application of psychological principles in legal decision-making.

Here's a more detailed explanation:

1. Forensic Psychology: This field directly applies psychological principles within the legal system. Forensic psychologists may be involved in:

• Assessing the mental state of defendants: Determining competency to stand trial or assessing the possibility of an insanity plea.

• Child abuse cases: Evaluating the truthfulness of child testimonies and understanding child behavior.

• Behavioral analysis: Understanding the motivations and behaviors of offenders, which can aid in investigations and crime prevention.

2. Legal Psychology: This area focuses on the scientific study of how the law affects people and how people affect the law. It includes research on:

• Eyewitness memory: Understanding the fallibility of human memory and how it can be influenced by factors like stress and suggestion, which is crucial in evaluating witness testimony.

• Jury decision-making: Studying how jurors process information, make decisions, and are influenced by factors like evidence, arguments, and emotion.

• Legal decision-making: Examining how psychological principles, such as framing effects and cognitive biases, can influence legal decisions.

3. Application of Psychological Principles: Psychological principles are used in various legal contexts, including:

• Police procedures and practices: Understanding how psychological principles can improve interrogation techniques, de-escalate high-risk situations, and enhance police effectiveness.

• Developing effective laws and regulations: Psychological research can inform policymakers about the potential impact of laws on behavior and mental health, leading to more effective and humane policies.

• Understanding the impact of laws on public perceptions and attitudes: Researching how people perceive and react to different legal sanctions and penalties.

In essence, psychology and law are two sides of the same coin when it comes to understanding and regulating human behavior. Psychology provides the tools and knowledge to understand the complex interplay of factors that influence human action, while the law provides the framework for regulating behavior within society.

Ethics refers to the correct rules of conduct necessary when carrying out research. We have a moral responsibility to protect research participants from harm.

However important the issue under investigation, psychologists must remember that they have a duty to respect the rights and dignity of research participants. This means that they must abide by certain moral principles and rules of conduct.

The British Psychological Society (BPS) and American Psychological Association (APA) have issued a code of ethics in psychology that provides guidelines for conducting research. Some of the more important ethical issues are as follows:

Informed Consent

Before the study begins, the researcher must outline to the participants what the research is about and then ask for their consent (i.e., permission) to participate.

An adult (18 years +) capable of being permitted to participate in a study can provide consent. Parents/legal guardians of minors can also provide consent to allow their children to participate in a study.

Participants must be given information relating to the following:

• A statement that participation is voluntary and that refusal to participate will not result in any consequences or any loss of benefits that the person is otherwise entitled to receive.

• Purpose of the research.

• All foreseeable risks and discomforts to the participant (if there are any). These include not only physical injury but also possible psychological.

• Procedures involved in the research.

• Benefits of the research to society and possibly to the individual human subject.

• Length of time the subject is expected to participate.

• Person to contact for answers to questions or in the event of injury or emergency.

• Subjects” right to confidentiality and the right to withdraw from the study at any time without any consequences.

If a behavior is creating problems in a person's life or is disruptive to other people, then this would be an "abnormal" behavior. In such cases, the behavior may require some type of mental health intervention.

It is important that we Define some Key Terminology when attempting to distinguish between Abnormal Psychology vs Clinical Psychology

Abnormal psychology is the scientific study of abnormal behavior and mental disorders in order to describe, predict, explain, and change abnormal patterns of functioning. Therefore, abnormal psychology emphasizes on psychological science and research for the purpose of study of mental disorders. Research in abnormal psychology include investigation of the causes and treatment of psycho pathological conditions

Clinical psychology is the profession and academic discipline that is concerned with the application of psychological science to the assessment and treatment of mental disorders. The purpose of clinical psychology is to train professionals in clinical practice to diagnose and treat mental illness and conditions.

Abnormal behavior can become pathological and has led to the scientific study of psychological disorders, or psychopathology.

Mental disorders are characterized by psychological dysfunction, which causes physical and/or psychological distress or impaired functioning, and is not an expected behavior according to societal or cultural standards.

Applied Practicum Project

In 7-8 paragraphs, complete the following:

Topic: Application of Theories - integrating practicum experiences with theoretical and empirical concepts in psychology.

As we come to a close, let us sit back and reflect on our experiences throughout this course. Now write about the following:

a) What was the most intriguing thing you learned about regarding the theoretical component of this course?

b) What was the most intriguing thing you learned about regarding the application component of this course?

c) What was the most challenging part of your Applied Practicum experience?

d) What was your desired professional position (job, career, etc.) before taking this course (police detective, clinical therapist, social worker, forensic accountant, etc.)?

e) Now, what is your desired profession after completing this course (police detective, clinical therapist, social worker, forensic accountant, etc.)?

f) Final thoughts...