Assignment: Psychological Theoretical Perspectives

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Assignment: Psychological Theoretical Perspectives

Assignment: Psychological Theoretical Perspectives

Explains Any Psychological Theoretical Perspectives Presented in the Article and How They Either Support or Refute the Information Provided in the Review Article Total: 3.50

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Assignment: Psychological Theoretical Perspectives
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Distinguished – Thoroughly and accurately explains the psychological theoretical perspectives presented in each article and how they either support or refute the information provided in the review article.

Evaluates Contemporary Applications of Psychology as They are Described in Each of the Articles and Compares These to the Descriptions Within the Article Chosen for Review Total: 3.50

Distinguished – Each annotation clearly and comprehensively evaluates contemporary applications of psychology as they are described in each of the articles and thoroughly compares these to the descriptions within the article chosen for review.

Critical Thinking: Explanation of Issues Total: 2.00

Distinguished – Clearly and comprehensively explains the issue to be considered, delivering all relevant information necessary for a full understanding.

Written Communication: Content Development Total: 2.00

Distinguished – Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.

Written Communication: Control of Syntax and Mechanics Total: 0.50

Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.



Assignment: Psychological Theoretical Perspectives

Article Review List

Each article is listed under their respective field. Please select one of the articles below:

Developmental Psychology

Keijsers, L., & Poulin, F. (2013, March 11). Developmental changes in parent–child communication throughout adolescence. Developmental Psychology, 49(12), 2301-2308. doi:10.1037/a0032217

• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This study examined how parent–child communication regarding adolescent unsupervised activities develops over the course of adolescence.

Assignment: Psychological Theoretical Perspectives

Applied Social Psychology

Westaby, J. D., Pfaff, D. L., & Redding, N. (2014). Psychology and social networks: A dynamic network theory perspective. American Psychologist, 69(3), 269-284. doi:10.1037/a0036106

• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. Authors of this article demonstrate how a dynamic network theory perspective explains the way in which social networks influence processes and related outcomes such as goal achievement, performance, learning, and emotional contagion at the interpersonal level of analysis.

Personality Theories

Van den Akker, A. L., Prinzie, P., Deković, M., De Haan, A. D., Asscher, J. J., & Widiger, T. (2013). The development of personality extremity from childhood to adolescence: Relations to internalizing and externalizing problems. Journal of Personality and Social Psychology, 105(6), 1038-1048. doi:10.1037/a0034441

• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. Authors of this study investigated the development of personality extremity across childhood and adolescence as well as relations between personality extremity and adjustment problems.

Learning and Cognition

Palmer, L. K. (2013). The relationship between stress, fatigue, and cognitive functioning. College Student Journal, 47(2), 312-325. Retrieved from the EBSCOhost database.

• Researchers examined fatigue, stress, and executive functioning’s effect on learning and various cognitive functions in college-aged students with learning challenges.

Biological Bases of Behavior

Elam, K. K., Harold, G. T., Neiderhiser, J. M., Reiss, D., Shaw, D. S., Natsuaki, M. N., & … Leve, L. D. (2014). Adoptive parent hostility and children’s peer behavior problems: Examining the role of

genetically informed child attributes on adoptive parent behavior. Developmental Psychology, 50(5), 1543-1552. doi:10.1037/a0035470

• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This study examined the effect of genetic influences underlying toddler low social motivation on mother–child and father–child hostility and the subsequent influence of parent hostility on disruptive peer behavior during the preschool period.

Psychological Testing and Assessment

van der Put, C. E., Stams, G. J. J. M. (2013). Youth Offender Care Needs Assessment Tool (YO-CNAT): An actuarial risk assessment tool for predicting problematic child-rearing situations in juvenile offenders on the basis of police records. Psychological Assessment, 25(4), 1167-1178. doi: 10.1037/a0033453

• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. Researchers developed an actuarial care needs assessment screening instrument for juvenile offenders, the Youth Offender Care Needs Assessment Tool (YO-CNAT), to predict the probability of a future supervision order imposed by the child welfare agency, a future entitlement to care indicated by the youth care agency, and future incidents involving child abuse, domestic violence, and/or sexual norm trespassing behavior at the juvenile’s address. This instrument was designed to assist a police officer without clinical expertise in making a quick assessment and decision to refer a juvenile offender to the youth care agency for further assessment.


Resick, P. A., Bovin, M. J., Calloway, A. L., Dick, A. M., King, M. W., Mitchell, K. S., & … Wolf, E. J. (2012). A critical evaluation of the complex PTSD literature: Implications for DSM-5. Journal of Traumatic Stress, 25(3), 241-251. doi:10.1002/jts.21699

• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. Researchers conduct a critical evaluation of the literature on complex posttraumatic stress disorder within the framework of construct validity to evaluate diagnosis criteria.

Clinical & Counseling Psychology

Neimeyer, G. J., Taylor, J. M., Wear, D. M., & Buyukgoze-Kavas, A. (2011). How special are the specialties? Workplace settings in counseling and clinical psychology in the United States. Counseling Psychology Quarterly, 24(1), 43-53. doi:10.1080/09515070.2011.558343

• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This study examined the similarities and differences between clinical and counseling workplace settings during early-, mid-, and late-career phases to explore the distinctiveness of the two specialties.

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