Psychology on college student’s performance
Psychology on college student’s performance
1. 1000 words research paper
2. Minimum of 4 peer-reviewed journal articles
3. No need for an abstract
Psychology on college student’s performance
1. 1000 words research paper
2. Minimum of 4 peer-reviewed journal articles
3. No need for an abstract
Psychology on college student’s performance
1. 1000 words research paper
2. Minimum of 4 peer-reviewed journal articles
3. No need for an abstract
Psychology on college student’s performance
1. 1000 words research paper
2. Minimum of 4 peer-reviewed journal articles
3. No need for an abstract
Instructions
This is a full research paper which require you to write:
You will also need to use SPSS to interpret the data. on the result section, please add a chart to indicates the statistics such as
mean, range etc, but do not cope and paste it from SPSS.
Also, more documents about the paper will be provided, but do not copy and paste to the research paper.
fFor the reference, please do not use any website or online article as the sources, try to use more academic research such as book or journal. Preferred language style UK English
Instructions
This is a full research paper which require you to write:
You will also need to use SPSS to interpret the data. on the result section, please add a chart to indicates the statistics such as
mean, range etc, but do not cope and paste it from SPSS.
Also, more documents about the paper will be provided, but do not copy and paste to the research paper.
fFor the reference, please do not use any website or online article as the sources, try to use more academic research such as book or journal. Preferred language style UK English
Instructions
This is a full research paper which require you to write:
You will also need to use SPSS to interpret the data. on the result section, please add a chart to indicates the statistics such as
mean, range etc, but do not cope and paste it from SPSS.
Also, more documents about the paper will be provided, but do not copy and paste to the research paper.
fFor the reference, please do not use any website or online article as the sources, try to use more academic research such as book or journal. Preferred language style UK English
Case study
Trigger 1 “Jeff” Part A
3,000 word written case study on the management of chiropractic patient (from selected trigger case) with a focus on relevant psychosocial, cultural and ethical considerations
Case History
A 44 Year Old Male Teacher with intermittent non-specific low back pain. No associated leg symptoms.
3 year recurring history following a fall at work, worse over last 6 months.
No red flags present
MRI (3 months ago) NAD – (nothing abnormal detected)
Had x10 physio sessions (manual treatment) through insurance – no effect
Yellow flags present, see below
Social history
2 children (10 and 7)
Currently going through a divorce with wife
Normally plays football (5 a side – non-competitive) weekly but not attended for 8 weeks due to low back pain
Occupational History
Been a teacher for 10 years, 6 months ago promoted to head of geography “very stressful, too high a work load”
Had the last 3 weeks off work “work being unsupportive”
Part B
Jeff scored as high risk on the STarT Back Tool
Jeff scored 60 out of 70 on the Bournemouth Questionnaire
Jeff states he has no confidence in ability to carry out his ADLs including football and work
Jeff does not feel that he will get better and that nothing will help “maybe surgery”
Jeff is very worried about his back “serious damage”
Although the MRI was normal a “bulging Disc” was shown “this is serious!”
The physiotherapist told him it is “a disc bulge” and that he shouldn’t bend forward or do any sports at the minute “should I stop forever?” “Exercise is not safe, cause’s further damage”
In addition Jeff states – “making me blue” “bit depressed”
Has suffered over the last 5 years with mild depression and anxiety.
Jeff states his sleep is now being affected by “everything”.
Patients states “cant carry on like this, what’s the point, no one cares”
Jeff denies suicidal thoughts
Part C
You have been treating Jeff x4 per week over the last 2 weeks
Jeff initially states feeling better following sessions “feels like someone cared and listened for the first time”. He also feels more “confident” in his back. His Bournemouth questionnaire is now 40/70.
However at week 3 Jeff has a flare up “lifting a box at work” and his symptoms and mindset return to his original presentation. He states he has lost his motivation for your management plan and Jeff’s GP has referred him for “chronic pain management” at a local hospital.
You now feel emotionally drained and do not look forward to seeing Jeff. You start to feel that Jeff is exaggerating his pain and worry if your beliefs will impact the therapeutic relationship and outcome.
Key points
Fifty percent of teachers report spending more time managing classroom behavior than
educating (Beaman and Wheldall, 1997; Beaman, Wheldall, and Kemp, 2010). The challenge for
teachers is to manage the plethora of variables including, but not limited to, class size, ethnicity
issues, student behavior, language differences, and even student medications. Educational
psychology provides teachers with variant classroom management strategies and techniques to
create an effective environment for teaching and for learning.
For this Discussion, review this week’s Learning Resources and consider the variables that can
promote or inhibit classroom management.
With these thoughts in mind:
Post by Day 3 an explanation of at least three factors related to an effective classroom learning
environment. Then explain at least one factor that can work against an effective environment.
Finally, analyze one way educational psychology might inform the learning environment. Be
specific and support your answers with the Learning Resources and current literature.
Be sure to support your postings and responses with specific references to the readings below.
Readings
Article: Brophy, J. (1998). Classroom management as socializing students into clearly articulated
roles. Journal of Classroom Interaction, 33(1), 41–45.
Retrieved from the Walden Library using the Education Research Complete database.
Article: Center for Mental Health in Schools at UCLA. (2011). Implementing response to
interventions in context. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/implementingrti.pdf
Article: Ducharme, J. M., & Shecter, C. (2011). Bridging the gap between clinical and classroom
intervention: Keystone approaches for students with challenging behavior. School Psychology Review, 40(2), 257–274.
Retrieved from the Walden Library using the Education Research Complete database.
Article: Marks, D. B. (2010). Preservice teachers’ perceptions of classroom management
instruction: Theory to practice. National Teacher Education Journal, 3(2), 179–201.
Retrieved from the Walden Library using the Education Research Complete database.
Article: Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6–13.
Retrieved from the Walden Library using the Educational Research Complete database.
Article: Rosas, C., & West, M. (2009). Teachers beliefs about classroom management: Preservice and inservice teachers’ beliefs about classroom management. International Journal of
Applied Educational Studies, 5(1), 54–61.
Retrieved from the Walden Library using the Education Research Complete database.
What are the different types of anxiety disorders? What is the link between brain chemistry and anxiety disorder? (2,750 words).