Creativity in later adulthood.
The textbook authors provide a brief overview of creativity in later adulthood, but there is much more to expand upon! According to classic research by Simonton (1988), creative contributions in literature, science, math, music, and other areas decline with age. His data show that the peak of creativity depends, in part, on the amount of training required in a field. For example, creative production is at its highest in the 20s and early 30s for poetry, while creativity peaks in the 40s for philosophy and medicine, fields in which greater training is required. In all fields studied by Simonton, creative production drops significantly after these midlife peaks. You might want to share his instructive graphs with your class. To build upon Simonton’s view of the average by sharing information, Gardner (1993) conducted a careful examination of six highly accomplished individuals across their lifespan. While it may often be true that creativity is the province of midlife, he found that there are great individual variations in this pattern. Not only can these examples be used to demonstrate how creative accomplishments develop over a lifetime, but they help answer some interesting questions about the factors that lead to and sustain creative production. For instance, Picasso produced an average of one painting a day during his entire life, until his death at 91. Clearly, age is not a barrier to creativity. In your post, discuss how creativity can be encouraged throughout the lifespan, why encouraging creativity may be valuable in later adulthood, and the biopsychosocial forces that underlie changes in creativity over the lifespan.
Gardner, H. (1993). Creating Minds. New York:  Basic Books.
Simonton, D. (1988). Age and outstanding achievement: What do we know after a century of research? Psychological Bulletin,104, 251-267.

Many of these questions can be answered using material from the textbook, but conduct an Internet searches to deepen your understanding of the issues. 
What are the risk factors for domestic violence?
For each of the risk factors you listed, provide one idea of how that risk factor could be decreased or prevented.
What are the physical needs of victims of domestic violence?
What are the psychological needs of victims of domestic violence?
What are the barriers that prevent victims of domestic violence from seeking help? 
Brainstorm a prevention program that could help prevent domestic violence from starting in the first place.
Brainstorm an intervention program that could help prevent further instances of domestic violence in a family once abuse has already occurred (again, take into consideration what you have written on the previous page).
Finally, is it possible  to blend your prevention and intervention ideas into one comprehensive program that addresses the problem of domestic violence?

Elder abuse and neglect. The issues of elder abuse and neglect are so important that it is worthwhile to expand upon the information presented by the textbook authors. You can do so by reading an extensive publication prepared by the American Psychological Association (APA) entitled “Elder Abuse and Neglect: In Search of Solutions.” Among the many facts the APA provides are that most incidents of elder abuse occur at home, even older adults with no risk factors can be abused or neglected, that family stress often triggers elder abuse, and that dependency is a contributing factor in elder abuse. The APA also offers observable signals of the various types of elder abuse. In your post, discuss what can be done to prevent elder abuse, mechanisms for more systematic detection of cases of elder abuse, and the biopsychosocial factors underlying elder abuse and neglect. 
The American Psychological Association. Elder abuse and neglect: In search of solutions.Retrieved August 11, 2012 from http://www.apa.org/pi/aging/resources/guides/elder-abuse.aspx

Students will pick a Team of their liking and develop a Sports Psychology Project including, from the many aspects learnt in class, the ones they think could be more relevant for the Team, at the same time as they justify their choices.
The project needs to be outlined with the following structure: o ExecutiveSummary
o Introduction
o Backgroundanalysis
o Team/athletesinvolved o Goals
§ Outcome goals
§ Performance goals § Process goals
o Methodologiestoimplement o Rolesandresponsibilities
o Conclusions
The Team to be used can either be of either a professional or a college league
2000 words

One of Dr. Martinson’s private practice clients, Sara, divulges she had an affair with her former counselor who is employed in the same agency as Dr. Martinson. Sara also reports that the other counselor had been physically and sexually abusive towards her 4-year-old son. Dr. Martinson decides not to say anything to his accused colleague. He telephones the Department of Social Services to report the alleged child abuse, and also to the state licensure board for professional counselors to report the alleged sexual activity between the former counselor, the client, and her son.
After reading the case study, what are your thoughts concerning Dr. Martinson’s course of action? What might you have done if you were Dr. Martinson.

As a mental health worker, it is important to know the effects substance abuse and addictions can have on the family system. This assignment will help you learn this concept.
Conduct research in your community for an on ground or online meeting place that deals with substance abuse/addiction.
You will need to attend a meeting and write about it to complete this assignment. 
Be sure to contact the group ahead of time to discuss the rules of student visitors (i.e., no notetaking, no communicating with attendees) When you contact the group leader, explain that you will not be sharing, just observing the meeting.
Access and complete the “Meeting Observation Worksheet.”
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a scoring guide. Please review the scoring guide prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Submit the completed assignment by the end of Topic 7.
AttachmentsMHW-512.T7.MeetingObservationWorksheet.docx 
MHW-512.R.T7MeetingObservationScoringGui 

Identify      literature that:
Describes       the chosen area of research and provides rationale for the choice.
Describes       the significance of the chosen topic:
Explain        and justify the implications of the new knowledge for stakeholders,        including community members and those who serve the population.
Summarize      sources applicable to the history of the chosen topic:
Discuss       historical context and dominant themes in the evolution of the topic;       connect common themes and present counter opinions.
Consider       theory in light of seminal works by theorists such as Urie       Bronfenbrenner, Sigmund Freud, B.F. Skinner, Carol Gilligan, Jean Piaget,       Erving Goffman, and Clark Moustakas. 
Summarize      sources applicable to the theoretical background of the chosen topic:
Provide       information about theoretical underpinnings such as empirical/behavioral       or constructivist and humanistic orientations of the literature reviewed.
Consider       theory in light of seminal works by theorists such as Urie       Bronfenbrenner, Sigmund Freud, B.F. Skinner, Carol Gilligan, Jean Piaget,       Erving Goffman, Clark Moustakas, Martha Bernal, and George I. Sanchez.
Summarize      sources applicable to best practices for engaging in research:
Describe       data-collection strategies, research procedures, and approaches for       conducting and reporting research.
Summarize      sources that add significance and relevance to the knowledge base of      psychology:

Creativity in later adulthood.
The textbook authors provide a brief overview of creativity in later adulthood, but there is much more to expand upon! According to classic research by Simonton (1988), creative contributions in literature, science, math, music, and other areas decline with age. His data show that the peak of creativity depends, in part, on the amount of training required in a field. For example, creative production is at its highest in the 20s and early 30s for poetry, while creativity peaks in the 40s for philosophy and medicine, fields in which greater training is required. In all fields studied by Simonton, creative production drops significantly after these midlife peaks. You might want to share his instructive graphs with your class. To build upon Simonton’s view of the average by sharing information, Gardner (1993) conducted a careful examination of six highly accomplished individuals across their lifespan. While it may often be true that creativity is the province of midlife, he found that there are great individual variations in this pattern. Not only can these examples be used to demonstrate how creative accomplishments develop over a lifetime, but they help answer some interesting questions about the factors that lead to and sustain creative production. For instance, Picasso produced an average of one painting a day during his entire life, until his death at 91. Clearly, age is not a barrier to creativity. In your post, discuss how creativity can be encouraged throughout the lifespan, why encouraging creativity may be valuable in later adulthood, and the biopsychosocial forces that underlie changes in creativity over the lifespan.
Gardner, H. (1993). Creating Minds. New York:  Basic Books.
Simonton, D. (1988). Age and outstanding achievement: What do we know after a century of research? Psychological Bulletin,104, 251-267.

Many of these questions can be answered using material from the textbook, but conduct an Internet searches to deepen your understanding of the issues. 
What are the risk factors for domestic violence?
For each of the risk factors you listed, provide one idea of how that risk factor could be decreased or prevented.
What are the physical needs of victims of domestic violence?
What are the psychological needs of victims of domestic violence?
What are the barriers that prevent victims of domestic violence from seeking help? 
Brainstorm a prevention program that could help prevent domestic violence from starting in the first place.
Brainstorm an intervention program that could help prevent further instances of domestic violence in a family once abuse has already occurred (again, take into consideration what you have written on the previous page).
Finally, is it possible  to blend your prevention and intervention ideas into one comprehensive program that addresses the problem of domestic violence?

Elder abuse and neglect. The issues of elder abuse and neglect are so important that it is worthwhile to expand upon the information presented by the textbook authors. You can do so by reading an extensive publication prepared by the American Psychological Association (APA) entitled “Elder Abuse and Neglect: In Search of Solutions.” Among the many facts the APA provides are that most incidents of elder abuse occur at home, even older adults with no risk factors can be abused or neglected, that family stress often triggers elder abuse, and that dependency is a contributing factor in elder abuse. The APA also offers observable signals of the various types of elder abuse. In your post, discuss what can be done to prevent elder abuse, mechanisms for more systematic detection of cases of elder abuse, and the biopsychosocial factors underlying elder abuse and neglect. 
The American Psychological Association. Elder abuse and neglect: In search of solutions.Retrieved August 11, 2012 from http://www.apa.org/pi/aging/resources/guides/elder-abuse.aspx