When coaches of youth sports adhere to the development of their athlete’s needs, such as positive reinforcement and teaching, the player experience, satisfaction, motivation, and attrition rates all improve.

The framework for having a strong motivational climate which supports a task-involving setting is one value that adds to an athlete’s or person’s health and well being. This concept was a new learning point for me and the breakdown of creating a positive task-involving climate for young and elite athletes correlates highly with overall performance. Task-involving, which highlights the overall goal of personal improvement, correlates highly with enjoyment of a sport, perceived competence, and higher levels of moral functioning when positive coach-created environments take place. (Williams & Krane, 2021)
A journal done on youth’s mental health in relation to sports participation proved to show a connection between coach’s and overall player experience. When coaches of youth sports adhere to the development of their athlete’s needs, such as positive reinforcement and teaching, the player experience, satisfaction, motivation, and attrition rates all improve. (Singh, 2012) The physical benefits of sports participation in youth are apparent, but psychological benefits ultimately help shape the individual into who they become and how they apply this learning into other aspects of their lives, thus being valuable.
A women’s handball study done in France, provided additional support of the main point surrounding a positive correlation between coaching and task-involving climates. The study went on to hypothesis this positive connection against the negative ego-involving climate a coach could provide. Results concluded players feeling encompassing competence, autonomy, and relatedness through the task-involving climate of the coach. (Sarrazin et al., 2001) This study provided evidence to support the significance behind creating a motivational climate in sports participation, whether youth or elite athletes, in order for self improvement and overall autonomy to occur.
The textbook stated that studies had shown negative impacts of task-involving climates through self-handicapping behavior in elite athletes. The concept behind self-handicapping when performing poorly stemming from a task-involving climate doesn’t seem to add up to me, but rather fall in line with a more ego-involved climate. Not only does this seem to contradict the evidence in the handball study but I struggle to believe that self-handicapping would stem from a climate emphasizing the importance of self-improvement and motivation.  
References:
Sarrazin, P., Guillet, E., & Cury, F. (2001). The effect of Coach’s task- and ego-involving climate on the changes in perceived competence, relatedness, and autonomy among girl handballers. European Journal of Sport Science, 1(4), 1–9. https://doi.org/10.1080/17461390100071404
Singh, R. (2012). Positive and Negative Impact of Sports on Youth. International Res Jour Managt Socio Human, 3, 780-787.
Williams, J. M., & Krane, V. (2021). Applied Sport Psychology: Personal Growth To Peak Performance. McGraw-Hill Education. 

When coaches of youth sports adhere to the development of their athlete’s needs, such as positive reinforcement and teaching, the player experience, satisfaction, motivation, and attrition rates all improve.

The framework for having a strong motivational climate which supports a task-involving setting is one value that adds to an athlete’s or person’s health and well being. This concept was a new learning point for me and the breakdown of creating a positive task-involving climate for young and elite athletes correlates highly with overall performance. Task-involving, which highlights the overall goal of personal improvement, correlates highly with enjoyment of a sport, perceived competence, and higher levels of moral functioning when positive coach-created environments take place. (Williams & Krane, 2021)
A journal done on youth’s mental health in relation to sports participation proved to show a connection between coach’s and overall player experience. When coaches of youth sports adhere to the development of their athlete’s needs, such as positive reinforcement and teaching, the player experience, satisfaction, motivation, and attrition rates all improve. (Singh, 2012) The physical benefits of sports participation in youth are apparent, but psychological benefits ultimately help shape the individual into who they become and how they apply this learning into other aspects of their lives, thus being valuable.
A women’s handball study done in France, provided additional support of the main point surrounding a positive correlation between coaching and task-involving climates. The study went on to hypothesis this positive connection against the negative ego-involving climate a coach could provide. Results concluded players feeling encompassing competence, autonomy, and relatedness through the task-involving climate of the coach. (Sarrazin et al., 2001) This study provided evidence to support the significance behind creating a motivational climate in sports participation, whether youth or elite athletes, in order for self improvement and overall autonomy to occur.
The textbook stated that studies had shown negative impacts of task-involving climates through self-handicapping behavior in elite athletes. The concept behind self-handicapping when performing poorly stemming from a task-involving climate doesn’t seem to add up to me, but rather fall in line with a more ego-involved climate. Not only does this seem to contradict the evidence in the handball study but I struggle to believe that self-handicapping would stem from a climate emphasizing the importance of self-improvement and motivation.  
References:
Sarrazin, P., Guillet, E., & Cury, F. (2001). The effect of Coach’s task- and ego-involving climate on the changes in perceived competence, relatedness, and autonomy among girl handballers. European Journal of Sport Science, 1(4), 1–9. https://doi.org/10.1080/17461390100071404
Singh, R. (2012). Positive and Negative Impact of Sports on Youth. International Res Jour Managt Socio Human, 3, 780-787.
Williams, J. M., & Krane, V. (2021). Applied Sport Psychology: Personal Growth To Peak Performance. McGraw-Hill Education. 

Identify an environmental risk related to that stage of prenatal development.

Take a moment to review the stages of prenatal development and complete the following:
Reflect on the stages of prenatal development.
Select one of the stages.
Identify an environmental risk related to that stage of prenatal development.
Describe why you chose that environmental stage

What organs are at risk?
How common is the exposure to this environmental risk?
How dangerous do you feel this risk is, and why?

Using an external source, discuss one way the pregnant female can avoid that environmental risk during that stage of development.
Please be sure to validate your opinions and ideas with citations and references in APA format.

What is mindfulness and what is meditation?

For your next paper, I want you to do some research on the benefits of mindfulness and meditation in alleviating the stress we all experience. I want you to write a 4-5 page paper, double spaced, telling me:
1. What is mindfulness and what is meditation?
2. What are the negative effects of chronic stress on the mind and body, and then what are the benefits of mindfulness and meditation on reducing stress in our life?
3. How would you incorporate mindfulness and meditation into your therapy sessions?
4. Find one or two techniques you would share with your clients to help them reduce stress
You obviously can research the internet for information as this isn’t really covered in the text, but do not plagiarize or it will automatically be disregarded and reported. You do not need to use APA format, but please cite your sources at the end of your paper.

Has anything helped the individual? 

  
Topic 
Movie Time—Reign over Me 
Various types of crises are frequently depicted in films, sometimes accurately and sometimes very inaccurately. For this option, I have chosen a film that shows an individual in a transcrisis state, meaning that his current reality is affected by an unresolved crisis. Some things to ponder as you watch: Are the depictions in the film of an individual traumatized by a past event an accurate portrayal of what occurs in such a situation? What factors have contributed to the prolonging of the crisis? Has anything helped the individual? 
· You will be graded on your ability to give an in-depth analysis of evidence that supports or refutes your reaction to the work. Students will find and cite at least two other sources that support or refute their reaction. For example, the work you chose advocates for a confrontational style that you find to be uncomfortable. In the previous section you discussed your discomfort with treatment of an individual in one of the movies. In this section you discuss whether evidence backs this method of treatment as effective or finds it to be harmful. As another example, you may feel that the work you have chosen ignores an important aspect of assessing or treating a particular type of psychological disorder. In this section, you would provide evidence that the factor you consider to be important has been found to be an central consideration in assessing or treating this type of mental health issue. 
Reaction (Should range somewhere between 1-2 pages)
Analysis of Psychological Concepts (Should range somewhere between 1-2 pages)
Reference Page 

What is the takeaway (development of criminogenic behaviors, implications for involuntary competency restoration, etc.)?

For your final assignment, you will complete a presentation consisting of 15-20 slides with speaker notes, which are 100-200 words. As part of your Signature Assignment, you have addressed key elements relevant to your research topic and will now finalize the application of those materials accordingly (training or webinar). Refer to your previous presentation assignments to finalize this presentation, and use any feedback/feed-forward provided by your professor and additional materials you have researched. Be sure to include all activities you will have your audience complete, along with any resources, handouts, etc., in accordance with your training or webinar.
 Key points that should be evident in your presentation, at a minimum, are:
Identify the need (prevalence/extent of the problem/gap/issue/concern) for the presentation (training or webinar).
Specify the target audience. Who will benefit from this presentation about forensic psychology? (Correctional officers, judges, clinicians, lawyers, students, etc.)
Identify evidence-based approaches in addressing the topic/problem you are presenting on and the population as well.
Address ethical, cultural, and diversity needs and issues.
Identify what you are proposing based on research findings and implications. What is the takeaway (development of criminogenic behaviors, implications for involuntary competency restoration, etc.)? This will be presented differently depending on your topic, purpose, and style of presentation (training versus webinar).
Address collaborative efforts needed and their purpose (people: researchers, clinicians, law enforcement, the legal system, etc.).
 You will also need to submit embedded audio clips in each slide as if presenting or a video recording so your oral communication skills can be assessed. Remember, you are presenting to an audience you are either training or conducting a webinar for; therefore, consider your language and tone accordingly.
Length: 15-20 slides, not including resources
Notes Length: 100-200 words for each slide
References: Include a minimum of 10-15 scholarly resources.
Your PowerPoint presentation should reflect professionalism in your usage of appropriate and appealing images and colors. Note: Good presentations do not contain too much information in the slides/transitions. They include enough information to pique the interest of the participants, and then the presenter completes the presentation with their narration.
Your presentation should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights (yours) relating directly to this topic. Your presentation should reflect scholarly writing and current APA standards (slides should have citations where information is used from an outside source, and there should be a reference slide at the end with full APA citations of all material used in the presentation).
The completed assignment should address all of the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations and current APA standards, and adhere to Northcentral University’s Academic Integrity Policy.

Describe the individual.

  
Think about a client with schizophrenia that you know about from personal, work or clinical experience, or from news media or other sources. Describe the individual.
· What are the positive and/or negative symptoms?
· What are the person’s struggles? What treatments have been tried and failed? What works?
· If you were that person, what would you like to tell your nurse about yourself, your needs, and your fears?
Please provide evidence from professional sources to support your information. Include examples of your prior experience with a client who was having a problem with delusions and/or hallucinations.

What’s different between the two you chose?

Assignment Content
Competency
Compare and contrast new social media marketing trends with more traditional forms of advertising.
Student Success Criteria
View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the Details & Information pane.
Instructions
We have been looking at successful ad campaigns using social media. Let’s apply this directly and see how this compares with older methods of advertising.
Choose a recent social media campaign, possibly one you interacted with. Below are some possible examples:

ALS #IceBucketChallenge
Always #LikeAGirl
Coca-Cola #ShareaCoke
IKEA bookbook video
McDonald’s Super Bowl 2015
Taco Bell #OnlyInTheApp
Virgin America Boo videos
Then consider an older commercial, before social media was (as big) an influence. You can look at famous ads on Youtube.

In a minimum of 3 pages, please do the following:
Provide an introduction with a summary of the ads you have chosen, and an explanation of what the stated intent behind the ads was.
From there, look at what the ads actually say (like a beer ad might actually be demonstrating that women are sex objects).
Describe how social media plays into the intent and the actual messages. What’s different between the two you chose?
What made the ads successful (or not successful)?
What ideas and opinions do you have about the product or brand after reviewing the ads?
What can we learn about how businesses use Twitter, Facebook, Linked In, etc. to communicate, network, broaden their customer base, and promote their products/services?
Summarize your analysis.

What impact may be expected by adoptive family similarity and why would this affect studies that compare environmental and genetic influences? or

 
Please choose one of the following questions to discuss:
Many people adopt children, and studies indicate that there are similarities among adoptive families. Some researchers are concerned that these similarities will enhance genetic differences among adopted children, and thus impact the results of adoption studies. What impact may be expected by adoptive family similarity and why would this affect studies that compare environmental and genetic influences?
or
Research has demonstrated that Alzheimer’s disease is more likely to occur in individuals with two E4 alleles that in individuals with one or two of the E2 or E3 alleles (Huang et al., 2011). Discuss another example of how different allele variation influences a particular disease or disorder (e.g., long allele on serotonin transporter associated with increased risk for MDD).
Huang, Y., Zheng, L., Halliday, G., Dobson-Stone, C., Wang, Y., Tang, H. D., … & Wang, J. H. (2011). Genetic polymorphisms in sigma-1 receptor and apolipoprotein E interact to influence the severity of Alzheimer’s disease. Current Alzheimer research, 8(7), 765-770.
Examples (note- there are MANY more):
BDNF Val66Met Polymorphism
Serotonin transporter 5-HTTLPR polymorphism
5-Hydroxytryptamine 1A Receptor Gene polymorphism
Oxytocin receptor gene polymorphism (rs2254298)
Interleukin‐1 gene polymorphism
 Complete the following readings from your textbook: Freberg, L. (2019). Discovering Behavioral Neuroscience: An Introduction to Biological Psychology (4th ed.). Boston, MA: Cengage Learning, Inc.
Chapter 5: Genetics and the Development of the Human Brain
In addition, read the following article: 
Taber-Thomas, B. C., Asp, E. W., Koenigs, M., Sutterer, M., Anderson, S. W., & Tranel, D. (2014). Arrested development: early prefrontal lesions impair the maturation of moral judgment. Brain, 137(4), 1254-1261. Taber-Thomas, B. C., Asp, E. W., Koenigs, M., Sutterer, M., Anderson, S. W., & Tranel, D. (2014). Arrested development: early prefrontal lesions impair the maturation of moral judgment. Brain, 137(4), 1254-1261. – Alternative Formats