1. Personal fitness trackers including FitBit, Apple Watch, and others are utilizing data visualization to present activity-monitoring data. The data may include the number of steps taken, the percent of goal achieved, count of flights of stairs, distance traveled, calories burned, and hours slept. Additionally, users can track their progress over time by viewing their performance from day to day or week to week. In a minimum of 250 words, address the following:

How can graphical perception be utilized in the design of the dashboards for fitness tracking devices?

Do you think the dashboards for fitness tracking devices are an integral aspect of fitness tracking? How do you think they motivate individuals to remain active? Explain.

2. A young woman lies unconscious in a hospital, on life support for 6 weeks. The family is told she will not improve, and has no brain activity. Her husband wants to suspend life support, and claims he is sure that is what his wife would want. Her father, her only surviving parent, wants to maintain her, believing that miracles do happen. Eventually, the courts need to decide. In 400 words, explain your position on the scenario. What document could have prevented this painful scenario? How important is it to update such documents periodically to ensure the desired needs are met and fulfilled.

1. Watch the assigned movie.(A Beautiful Mind )

2. Pretend that you have had the chance to conduct a diagnostic interview with the movie’s main character.

3. Create a clinical write-up, assuming you conducted a face-to-face interview with the movie’s main character. Follow all of the usual guidelines for the clinical write-up as we have been doing so far in your other papers. You are free to make up examples of things the person might say, or ways in which you might observe their behavior for the MSE, as long as the things you create are consistent with their diagnosis.

for example,

ID: 39yo white male

CC: “I’ve been

HPI:

SH: Married, lives with wife and two children.

Subs Hx: Reports drinking 2 beers on the weekends, denies history of problems or treatment associated with substance use.

PH: Reports no history of mental health problems or treatment.

FH: Reports family history of depression in both maternal and paternal grandmothers; t

MH: Reports no current medications or other treatment for medical conditions.

MSE:

Formulation: .

DX: Adjustment Disorder with Depressed Mood 309.0

Plan: .

Topic 1: Short Answer Questions

Directions: Provide short answers of 150-200 words each for the following questions/statements. Do not exceed 250 words for your response. Use the textbook and any other scholarly resources to support your responses. Include at least three to four scholarly journal articles beyond the textbook and course readings.

1. Explain the difference between psychological tests and psychological assessments.

1. Explain the significance of utilizing both psychological tests and assessments within the counseling field.

• How have tests had a historically positive impact? How have tests had a historically negative impact?
• Briefly describe a historical overview of significant events which occurred during the development of appraisals within the counseling field.

References:

Using the scenario from Milestones One, Two, and Three, submit a full draft of your incident report. Make sure to include all the elements in the final project document. Be sure the report is complete, concise, clear, and correct, and that it describes the incident and outcomes through the use of information that answers the six essential questions. The instructor will provide feedback in the next module.

In Module Seven, you will complete your final project. This final submission is based on a different scenario and video. Keep in mind that in Module Seven you will only be able to view this video once and that you will have to complete the Field Notes and Incident Report based upon this viewing. Use what you have learned from the milestones to prepare for this final assessment.

For additional details, please refer to the Final Project Guidelines and Rubric document and the Milestone Four Guidelines and Rubric document in the Assignment Guidelines and Rubrics section of the course.

Offer an additional example of how development of the age groups your classmate selected influence curriculum decisions in 5 sentences or more.

The age group I will aim my focus on is infants between zero months to eleven months old.

Just like all children, infants grow within all areas of development with in the first few months of life. However, the infant developmental process is exceedingly important because their tiny and busy minds are like sponges and are consistently absorbing information. According to PBS (2017) infants are in tune with their surroundings and learn new skills from their environment and from people in their environment.

• Some cognitive milestones include they will learn to see all colors and differentiate hue and brightness, categorize sweet, sour, bitter, and salty tastes, and respond to simple directions and questions with gestures, sounds, and perhaps words.
• Social-emotionally, infants imitate gestures and action, they learn to discriminate between different people based on the appearance, speech pattern, or physical touch, and they learn how to respond to and mimic facial expressions.
• Physically, infants develop both fine and gross motor skills as they learn to grasp onto objects, kick, roll over, and crawl.

An effective teacher will understand and know the developmental areas that their students are in, so that the most effective curriculum may be implemented. According to Jaruszewicz (2012), “A key to planning a curriculum for infants and toddlers is applying the concept of the zone of proximal development—that is, anticipating what skills are likely to emerge soon, actively working on what is current, and practicing what has already been mastered” (p. 4.3.). Without knowing the children’s development, the teacher will fail at creating an environment that is structured so that every child is successful. Play is also something that is need for this age group. Jaruszewicz (2012), also stated that “all young children learn through all their senses, and that a good curriculum will provide activities that encourage looking, listening, tasting, smelling, and touching”. ( 4.2.) Play offers children the endless off opportunities to further their development in all areas because they are building on past skills, interacting with peers, and learning how to overcome obstacles. A final part of how curriculum supports infant’s milestones is that curriculum supports all children, despite a lack of abilities. Curriculum can help teachers plan for accommodations that a child may need so they can be successful. For example, a child that has under developed motor skills may need hand-over-hand assistance when exploring the sensory area or during a fine motor activity.

As I am reading through this weeks required materials, I cannot say that anything surprised me about child’s development and curriculum. I am familiar with developmental areas and what it takes to implement DAP in a classroom. However, children have always fascinated me so to review or refresh my memory with milestones and developmental stages that children progress through. One thing that stood out to me was the effects of the affective domain. It makes the most perfect sense that Piaget’s cognitive developmental theory fits so well with this topic.

As for confirmation, it feels great to go back and get a build on past knowledge and experiences. I have not worked with young children for about two years now, but as I reflected on my post I had many flashbacks to my early childhood days. Many of my past observations definitely came to mind when I was expressing the milestones for infants.

Reference

N.D(2017). The Whole Child. PBS. Retrieved June 13, 2017 from http://www.pbs.org/wholechild/abc/cognitive.html (Links to an external site.)Links to an external site.

Jaruszewicz, C. (2012). Curriculum and methods for early childhood educators [Electronic version]. Retrieved from https://content.ashford.edu/