journal article review. the article is in the browse files

The paper need to be in Q&A format. write out the question each and provide the answer.   I need the paper to be revised, it was done by one the writer but it was not accepted by my professor.

I need 2-3 pages, APA format, references, and every time you use quotation/ paraphrase from the article, you need to cite it appropriately.

1. Summarize the article (not to exceed 300 words)

2. What was the main research question or issue addressed in the article? Why was this research carried out?

3. Who were the study participants and what type of procedure did they undergo?

4. What did the authors conclude?

5. Did the authors address issues related to diversity/cultural differences? If so, how did they do so? If not, do you view this as a limitation?

6. Did the authors apply a theoretical approach to their understanding of psychology? If so, which one and how

7. How did the article enhance your knowledge of psychology?

8. If you could carry out a similar study, what would you do differently? 

Please the instruction carefully. 

The process of rehabilitation has two broad aims: helping the offender identify and change maladaptive patterns of thinking and behavior and reintegrating the offender into the community in a way that does not compromise public safety. In this module, you

The process of rehabilitation has two broad aims: helping the offender identify and change maladaptive patterns of thinking and behavior and reintegrating the offender into the community in a way that does not compromise public safety. In this module, your assigned readings have exposed you to two different models of sex offender rehabilitation: the RNR model and the GLM.

Using the module’s readings, the Argosy University online library resources, the Internet, and professional literature, conduct additional research on the RNR model and the GLM.

Based on your research, respond to the following:Briefly describe the essential features of the RNR model and the GLM and analyze their strengths.Provide an opinion about whether both models are equally effective in enhancing community safety.Provide an opinion about whether both models are equally effective in promoting offender welfare.Discuss two ethical issues that the forensic professional should consider when choosing between these two models of offender rehabilitation.

Apply APA standards to citation of sources.

Your response should rely upon at least two additional sources from the professional literature. Professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .gov, and the website).

Compile your research in a 1- to 2-page Microsoft Word document

PCN-435 Module 6 DQ 1

Group Analysis:

Describe and illustrate the differences and similarities in the philosophy, methods, aims, techniques, dynamics, and outcomes of 12-step facilitation groups and psychoeducational relapse prevention groups. In your answer, distinguish how the intensity of a person’s potential problems may influence joining the fellowship versus working the program.

2 discussion questions

ePortfolio CompletionResources Discussion Participation Scoring Guide.

Throughout this course, we have addressed the following areas:Helping relationships.Human services theory and practice.Theoretical models of practice.The multidisciplinary approach.Professional development goals.

Pick one of these areas to share with your peers. Your initial post in this discussion may be a draft of one portion of the assignment in this unit. Address why you chose this particular area and its significance to your work in the field.


Discussion 2ReflectionResources Discussion Participation Scoring Guide.

Over the past several weeks, you have been asked to analyze the role of a human services professional and apply your understanding of how human services professionals seek change in a variety of settings. In your initial post for this discussion, consider what you have learned, and answer the following questions:Where do you feel you have grown the most? What are the implications of this growth in your work?Provide an example of how your viewpoint has changed. What does this mean for your future work as a helping professional?

Read the articles and Summaries should cover the details of the article and have a minimum 1200 words of content (double spaced, 12 pt font). Create a separate .doc, .docx, or .pdf file



See attached 

developmental psych research designs

Assignment 3: Developmental Psychology Research Designs

In developmental psychology, the focus of research is often to examine change over time. Developmental psychologists have some special research designs that allow them to accomplish this. Two such research designs are the cross-sectional design and the longitudinal design. A cross-sectional design measures different groups of people of different ages at the same time. A longitudinal design measures the same group of people at different ages and also, therefore, at different times.

Use your textbook and the Argosy University online library resources to identify and research a topic in adult development (e.g., memory, muscle strength, etc.) that you wish to examine across various age agroups. Develop an outline for either a cross-sectional or longitudinal research design. Write  a paper consisting of the following information: An introduction to the topic you selected, including a summary of at least one peer-reviewed journal article describing recent research (post 2005) on the topic; A description of  how you will measure the topic of study (e.g., the dependent variable). A description of  which type of design will be used and why that would be most appropriate. Also identify what age groups will be studied. On the basis of your readings and research, provide a prediction of what you expect to find upon completion of your study.

Apply APA standards to citation of sources. Your paper should be double-spaced with one-inch margins, written in APA style, and free of typographical and grammatical errors.  It should include a title page with a running head and a reference page. The body of the paper should be 3-5 pages in length.

By the due date assigned, deliver your assignment to the Submissions Area.

Assignment 3 Grading Criteria Maximum PointsProvided an introduction to the topic selected.12Provided a summary of at least one peer-reviewed journal article describing recent research (post 2005) on the topic.12Developed a valid, feasible outline for research design, with details on participants and variables.28Explained rationale of research design demonstrating adequate research on topic.20On the basis of the readings and research conducted, provided a prediction of the results.8Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.20Total:100


We all know people who are “book smart.” Then there are those who show “street smarts” as their strengths. Sometimes these two “smarts” combine, but more often there is an evolution of sorts related to a human’s life experiences, apprenticeships, age, and formal education.

Smith’s Chapter 6 explores practical intelligence and tacit knowledge relating to the changes in abilities and contexts across a lifespan. What are the internal and external forces that tweak the results of adult intellectual development? How can two people with the same I.Q. have opposite success rates in the “real world?” How do traditional views contrast with newer thoughts of human abilities?


Unit9Disc1Lifespan Well-Being in Late Adulthood

Describe theory and research findings that support well-being in late adulthood. Describe evidence-based support that provides guidance for professionals to understand and foster coping and resilience as adults go through midlife and approach late adulthood. Consider the impact of individual and cultural differences.


Unit10Peer Response

Response Guidelines

Your responses to other learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Use the following critique guidelines:

The clarity and completeness of your peer’s post.

The demonstrated ability to apply theory to practice.

The credibility of the references.

The structure and style of the written post.


Raymond Lam 

Broderick & Blewitt (2015) define fluid intelligence as “basic operational characteristics that seem to directly reflect how well the hardware of the nervous system is working, affecting the efficiency of processes like reasoning.” Crystallized intelligence is defined as “the compilation of skills and information we have acquired in the course of our lives.” In simpler terms, fluid intelligence can be seen as the speed and efficiency of our intellectual processes. Crystallized intelligence is the accumulated knowledge of a person’s lifetime that includes things like languages, skills, and other things that a person has memorized.

As adults age, their level of fluid intelligence seems to decrease, which results in slower and less efficient processing ability. Older adults can also still learn, though it will be a slower and more difficult process due to the decline in working memory. However, older adults tend to be better at solving familiar, every-day problems and memory games than younger adults due to their large crystallized resources (Broderick & Blewitt, 2015).

Professionals could use this information to support positive adjustment for aging adults by providing more relatable examples in training for a new role or being patient when the older adult is learning something new. Additionally, fluid intelligence should be assessed directly for older adults because it cannot be significantly predicted using subjective or objective measure (Shakeel & Goghari, 2017). Since fluid intelligence cannot be predicted, this encourages a case-by-case approach to the training or education of older adults. Interestingly, Cooper et al. (2009) found that moderate alcohol consumption was associated with better cognition in regions of France. However, that study’s results would need further research to eliminate any confounds and expand applicability. If the effect still stands, moderate alcohol intake could be advised to older adults to benefit their cognition.

 Broderick, P.C., & Blewitt, P. (2015). THE LIFE SPAN: Human Development for Helping Professionals (4th ed.). Boston: Pearson. 

Cooper, C., Bebbington, P., Meltzer, H., Jenkins, R., Brugha, T., Lindesay, J. E. B., & Livingston, G. (2009). Alcohol in moderation, premorbid intelligence and cognition in older adults: Results from the psychiatric morbidity survey. Journal of Neurology, Neurosurgery and Psychiatry, 80(11), 1236.

Shakeel, M. K., & Goghari, V. M. (2017). Measuring fluid intelligence in healthy older adults. Journal of Aging Research,


Jenisha Mixson 

          Individuals experience gradual losses in cognitive functioning in late adulthood. Cognition and healthy brain function depends on the preservation of white matter and synaptic connections (Broderick & Blewitt, 2015). During this stage, pragmatic (crystallized) intelligence, such as verbal ability and factual knowledge can increase until age ninety for healthy individuals (Ziegler, Cengia, Mussel, & Gerstorf, 2015). However, mechanic (fluid) intelligence is normally categorized by a gradual decline in processing speed and inhibitory functions. Fluid intelligence is considered the processing efficiency of the cognitive system, while crystallized intelligence is viewed as the product of that process (Broderick & Blewitt, 2015). These intellectual resources, in relation to the gradual declines and increases within late-adulthood, tend to balance one another. In other words, the visible decline in learning and problem solving during this stage can be balanced by crystallized intelligence (Broderick & Blewitt, 2015). The understanding of emotional intelligence and health behaviors in late-adulthood are vital to an individual’s positive transition.

            During late-adulthood, individuals are adjusting to the decline in cognitive functioning that they experience. In order to positively support this transition, professionals must understand the importance of emotional intelligence in relation to cognitive functioning. Typically, a person with a high degree of openness is imaginative and easily able to deal with conflict and various situations. The “differential preservation hypothesis” describes openness as the key element in decelerating cognitive decline before the age of seventy (Ziegler, Cengia, Mussel, & Gerstorf, 2015). However, after seventy years of age, individuals who are more open or able to express themselves and invest their time effectively, show a relatively stable decrease in functioning (Gerstorf et al., 2015). Professionals can utilize these findings to increase the level of life-satisfaction that individuals in late-adulthood. They can create a foundation of positivity for their clients by suggesting that they are open to the transitions that will occur.

            Healthy behaviors are vital to life-satisfaction and positive transitioning in late-adulthood. In order to foster positive adjustments for aging adults, professionals must understand the necessity of pro-health activities. These activities include healthy habits such as diet, exercise, and other preventative behaviors (Sygit-Kowalkowska, Sygit, & Sygit, 2015). These actions are directly associated with the ability to understand and control the emotions of older people (Sygit-Kowalkowska et al., 2015). Professionals may consider the importance of pro-health activities and incorporate them into their client’s daily routine. This process could support the transition that aging adult’s experience.      




Broderick, P.C., & Blewitt, P. (2015). THE LIFE SPAN: Human Development for             Helping Professionals (4th ed.). Boston: Pearson. 

Sygit-Kowalkowska, E., Sygit, K., & Sygit, M. (2015). Emotional intelligence vs. health behaviour in selected groups in late adulthood. Annals of Agricultural and Environmental Medicine, 22(2), 338-343. doi:10.5604/12321966.1152092Ziegler,

 M., Cengia, A., Mussel, P., & Gerstorf, D. (2015). Openness as a buffer against cognitive decline: The Openness-Fluid-Crystallized-Intelligence (OFCI) model applied to late adulthood. Psychology And Aging, 30(3), 573-588. doi:10.1037/a0039493