Category: Psychology

For your rough draft, you will submit a complete proposal that includes all the required elements of the final proposal and incorporates any relevant instructor feedback you received on Milestones One and Two. In your rough draft, be sure to address all the following critical elements:
Problem Statement
Describe the contemporary problem that is the focus of your proposal with full details with respect to your selected applied setting. Here, consider how new developments or changes in your applied setting are creating new cognition-related challenges. For instance, you might note that increased use of online education is presenting new challenges to students with ADHD.
Identify your selected area of cognitive psychology (attention, learning, memory, language, or decision making) and appropriate foundational theories that apply to your selected problem. What are the foundational aspects of these theories, and how do they relate to your selected problem? Carrying through with the previous example, you would indicate that your area of focus is attention and identify related theories that can shed further light on the contemporary problem of attention demands on students with ADHD.
Describe performance issues in your selected applied setting based on limitations of human cognitive systems. What are some of the specific issues related to your contemporary problem, the applied setting, and the limits of the human cognitive system? Here, you will further break down your contemporary problem and explain how the problem relates to the applied setting, what we know about cognition, and how this impacts performance.
Create a research question that addresses potential improvements to practices in the applied setting based on the strengths of human cognitive systems. Remember that your research question should address your contemporary problem. For instance, in keeping with the previous example, you might ask, “How can changes to online learning platforms better support increased attention to course materials for students with ADHD?”
Contemporary Relevance
Evaluate the utility of the theories you identified when describing your problem with respect to their strengths and limitations. Here, revisit the theories you noted in critical element I, part b. How do the theories you identified further explain the problems and performance issues you identified? What are the strengths and limitations of each theory in helping to understand your identified problem?
Which particular theory offers the greatest utility for practitioners to apply in addressing real-world issues specific to the contemporary problem you selected? Defend your selection.
Interpretation of Research Findings: Explain how each primary or secondary resource you selected supports your research question. This is where you will apply sound methodological principles (by following the prompts below, a–b) to qualify the research results and statistical findings.
How do the research results and statistical findings apply to your research question and your proposed improvements?
Explain the strengths and limitations of the research results and findings in supporting the research question. This is where you will explain how the research results and findings you have reviewed support your research question and identify specific gaps in the research. In other words, in reviewing your sources, is there sufficient support for this research question? This is also where you will identify what research does not yet exist that is necessary in supporting the application of your research question.
Methodological Principles: This is where you will look at your research question (critical element I, part d) and determine what types of strategies or techniques you would use if you were to hypothesize improving upon the problem in your selected applied setting. Here, you might propose an experiment, a new program or initiative, or adoption of new tools/technologies. Remember, you are not limited to a controlled experiment.
What socially responsible strategies and techniques could be used for improving upon human cognitive processes specific to your applied setting? Here, consider how you could implement your proposed solution in a way that does not further aggravate the problem or put participating parties at risk of new problems or performance issues.
What are the implications for using these strategies and techniques? Consider, who and what about the applied setting would be impacted by this proposed solution? What would change, and how might these changes be received?
Conclusion
What potential future direction do you see from implementation of your research specific to addressing the contemporary problem you cited in critical element I, part a? Here, consider how implementation of your proposed solution or improvement can add to the existing body of research on your topic. How might your proposed improvements and any follow-up research prove interesting to other applied settings?

Select a psychoactive drug that is of pharmacological interest to you, but not one you will review as part of your Critical Review. For this paper, you may choose drugs of abuse; however, the paper must focus on the pharmacology of the drug and not on the social or addictive aspects. If you focus on addiction and social impact, your paper will not receive credit.
In addition to the text, research a minimum of three peer-reviewed articles published within the last 5 years on your selected drug. Prepare a three-page summary of the drug using the PSY630 Rapid Review Example paperLinks to an external site. as a guide.
In your Rapid Review, analyze and explain the pharmacological aspects of the drug as they relate to the following: neurotransmitters affected, receptors, route of administration, half-life, doses, side effects, drug interactions, contraindications, and other important facets of the drug. Explain these aspects of the drug in terms of the psychiatric disorders indicated for the drug and the issue(s) associated with that use. If there is no accepted therapeutic use for the drug, evaluate and describe the actions of the drug with regard to the abuse process.
The paper:
Must be four double-spaced pages in length, excluding title page and references page, and it must be formatted according to APA style as outlined in the Writing Center.Links to an external site.
Must include a title page with the following:Title of paper
Your name
Course name and number
Your instructor’s name
Date submitted
Must address the topic of the paper with critical thought.
Must use at least three peer-reviewed sources in addition to the text.
Must document all sources in APA style as outlined in the Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Writing Center.
Textbook: Advokat, C. D., Comaty, J. E., & Julien, R. M. (2018). Julien’s primer of drug action: A comprehensive guide to the actions, uses, and side effects of psychoactive drugs (14th ed.). Worth Publishers.
Chapter 7: Cocaine, the Amphetamines, and Other Psychostimulants
Chapter 8: Psychedelic Drugs
Chapter 9: Cannabis: A New Look at an Ancient Plant

4. Science in the News: Once during this summer semester period, you will pick one cognitive psychology research article and discuss the application of cognitive psychological principles you’ve learned and how they apply to the research outcomes. To earn full credit, students must compose and entry that shows understanding, analysis and thoughtful application of the course materials in their response. Papers should include discussion of relevant cognitive psychological concepts, theories, or research findings that we’ve learned up to that point. The writing should also be well-organized, concise, and contain no typing errors in order to earn full credit. 
Outside sources (e.g., other websites, youtube videos, etc) can supplement support for your ideas, but outside sources should not replace course content. So, even if you refer to outside sources, you must also refer to relevant materials covered in the textbook to earn full credit. Whenever you refer to others’ material or research (i.e., including content from the textbook), you should cite these sources according to APA style and provide a references page.
Similar to your journal entries, this submission will be in APA formatting and 3-5 pages.  
this week you will choose a research article, news article, or media source covering a topic from the last few weeks, this week included, that was striking to you, or of particular interest. If you choose a research article, please utilize appropriate search channels like google scholar. Otherwise, feel free to use news outlets or video media that has a clear research component. The content should be from the last 5 years – for example if you’re interested in memory, you can look up articles on working memory or clinical cases with memory deficits (Alzheimer’s disease, amnesias, etc). The world is your oyster! The goal is to engage in research reading and craft a brief write up. Guidelines are reflected below in the assignment portal. Once you have drafted a 2-3 page write up, please navigate to discussion board to tell us a bit about your research topic, outcomes, and your thoughts!  Please comment on at least one of your classmates posts for full credit! 

Respond to this week’s discussion prompts.
Prompt 1
There is debate among developmental theorists as to what influences thoughts and behavior related to gender. For example, what influences a child to play with a doll versus a truck, or what influences a child to engage in active play versus passive play? Is gender identity more heavily influenced by biological or social factors? Be sure to support your position with material from your text

Case Study Design and Analysis
For this assignment, you will identify the main concepts and terms learned in this week’s online lectures and textbook readings which have been uploaded and create a fictional case study (may not be related to actual individuals). An EXAMPLE case study has been uploaded. 
You will use the following guidelines while writing your case study:
Background: You need to describe the demographics of individuals involved in the case study such as their age, gender, occupation, education, relationships, and family history.
The case story: You need to describe a scenario using third person in which individuals have joined a nonreligious cult or group prescribing self-destructive behaviors.
Analysis of the case: You need to utilize the information learned from the online lectures and text readings to analyze the case study. Be specific in your analysis using supporting evidence from outside sources when needed.
Recommendations: You need to end the case study with your recommendations or suggestions you would have implemented in such a situation to assist in changing the behavior of the individuals involved in the case study.
Please reference the following for this order:
Myers, D. (2021). Social Psychology (14th ed.). McGraw-Hill Higher Education (US). https://digitalbookshelf.southuniversity.edu/books/9781260888522

Instructions
This week, you have read about hypothesis testing and will now apply this knowledge by writing a paper that addresses the following:
Provide an example of a hypothesis where a one-tailed hypothesis test would be used.
Provide an example of a hypothesis where a two-tailed hypothesis test would be used.
If a researcher has set alpha at 0.05 for a two-tailed hypothesis test, what is the p-value required to reject the null hypothesis?
A researcher has set alpha at 0.05. When the researcher analyzes the data from the experiment using a software program, she obtains a p-value equal to 0.932. Based on this p-value, should the researcher reject the null hypothesis or fail to reject the null hypothesis? Please explain your answer.
A researcher has set alpha at 0.01. When the researcher analyzes the data from the experiment using a software program, he obtains a p-value equal to 0.04. Based on this p-value, should the researcher reject the null hypothesis or fail to reject the null hypothesis? Please explain your answer.
A researcher is interested in whether music played during an exam will improve exam performance. Students in one class listen to music during an exam and students in another class take the exam in silence. The researcher set alpha at 0.05. Test scores for both classes are compared using a statistical software program. The mean test score for the class that listened to music during the exam is 95, while the mean test score for the class that took the exam in silence is 82. The obtained p-value from the independent groups t-test is 0.02. Be sure to answer the following questions:
State the null and alternative hypothesis.
Determine if this is a directional or non-directional test. Please explain your answer.
Establish the conclusion of this study based on the p-value and the means provided.
Describe the Type I error for this study.
Describe the Type II error for this study.
Length:1-2 pages

Your Comparative Analysis of Texts in a Profession is due this Friday, June 21 by 11:59 PM. To complete this project, please review the Comparative Analysis of Texts in a Profession document for directions and guidance. This project is worth 20 points. Projects received after the deadline will be marked late and docked points. Document with directions attached.
Discussion Question #3
DISCUSSION BOARD 3-1.docx
For this week’s discussion, please select ONE of the shows listed below for your response.
In this course, we talked about attraction, relationships, love, and how people become couples. Several television shows try to take a different look at coupling. Shows such as 90-Day Fiancée, Love is Blind, Married at First Site and a new show called Naked Attraction, take the concepts that we’ve discussed and double-down on them or totally ignore them.
I’m curious to know what concepts from this course would you apply to ONE of these shows to help explain the show. You do not have to have watched the show to answer the question. You can simply use the descriptions below to get an idea of the show.
The premise of Love Is Blind is that the contestants cannot see each other, which means they can only speak with a partition between them. After speaking with multiple people, contestants picked people they wanted to keep talking to and producers helped arrange dates if two people selected one another.
The series, 90 Day Fiancé, is an American reality television series on TLC that follows couples who have applied for or received a K-1 visa, available uniquely to foreign fiancés of U.S. citizens, and therefore have 90 days to marry each other. They have 90 days to spend time together before they get married or choose not to get married.
The series, Married at First Sight, features three to five couples, paired up by relationship experts, who agree to marry when they first meet. They do not get to know each other before the wedding and meet at the altar.
Naked Attraction is a British series that involves one person selecting from 6 potential dating partners. The difference between this show and dating shows is that all six potential dating partners are naked and the person selecting is clothed and sees each potential date naked, revealed from the feet up to the head. They select one person from the original six to date.
Your answer should use information from the text covered thus far in the course to support your answer. You must cite at least twice the text using the format highlighted below.
INSTRUCTIONS
Please provide your own original support to the question above. Your response should be substantive. A substantive response is one that consists of at least SIX full sentences where the student provides his/her thoughts on the question and cites the text at least two times referring to two different portions of the text to support the response. Students will earn up to 10 points per question. You must cite the textbook using the format below to support your answer. Students will earn up to 10 points per question. Please refer to grading criteria below.
You must post your response before reading any other responses. You are not required to respond to anyone else’s comment, however you should read through comments to see what your classmates have said.
To access the discussion board:
Click on the “Discussions” tab on Blackboard.
Click on “Discussion 2.”
Click on “Create Thread” and provide your answer.
You can provide a brief title for your response in the subject box.
Type your answer in the message box.
Make sure to cite the text to support your answer by citing “Hyde & DeLamater, 2020 (p. ##)” and referring to a specific portion of the text material using page numbers.
GRADING CRITERIA [Continues on the next page]
10 points
7 points
5 Points
-An excellent post reflects that the student read and understood the assigned material and specifically refers to the text chapters that have been assigned thus far.
-The selects one of the statements provided above and argues for the statement.
-The text is cited to support the argument.
–Citing of the text uses the format provided above and refers to at least two different specific portions of the text.
-The post meets the length requirement of at least SIX sentences and there are no are no proofing or spelling errors.
-Post is made on time.
-This post answers the question but does not demonstrate that the student has read and understood the text.
-There are not two distinct citations of the text that clearly support the statement
-The citations do not appropriately match the proper citation format provided above.
-The answer does not adequately address the question.
-The answer does not meet the required length or is not substantive in nature.
-Post is made on time.
-Post is not made on time.
-Post does not answer the question.
-Post does not cite the text book.
Sexy Songs (10 points)
Write a 1-2 page analysis examining a song with overt or covert sexual content and/or relates to the course. In your analysis, you can describe specific lyrics and discuss what they mean. You analysis can include (but is not limited to) examining gender, behaviors, political issues, social issues, stereotypes, health and well-being, etc. Your analysis must include citations from the text. You must include the title of the song, songwriter, the artist who performed it, and the exact lyrics of the entire song. Papers that do not include the song title, songwriter, performer, and complete lyrics will not be accepted.
Please everything in separate documents.

reply to each post with 100 words as if you are me and reply hello (person name)
no generic replies. Each reply should have seprate references 
post 1
robert gallagher posted Jun 13, 2024 8:55 AM
1. Can you describe disaster preparedness and challenges with regard to special populations?
Understanding how to build resiliency is the key to being prepared for man-made natural disasters like wars (North Atlantic Treaty Organization  (NATO) (2023) Resilience comes from both the individual and the people of a Country preparing for, resisting, respond to and quickly recover from shocks and disruptions of being invaded by a foreign Country (NATO, 2023). The special population I would like to discuss for this week is violence against women in Countries where a Country such as Ukraine was invaded by a foreign enemy in Russia. I wanted to explore how women in Ukraine are disproportionality and uniquely affected by wars. 
Women are more likely to experience domestic violence in times of war (Carll, 2007). Women are also more likely to stay with a domestic partner when they are financially dependent on a partner, there are threats to their life, and there is a lack of support (Carll, 2007). All these risk factors are increased in times of war. Another risk for women in times are war is the increased fears and actual rapes of women in war zones. Rape of women increase during times of conflict (Carll, 2007). Carll (2007) suggests people who invade other people’s countries, like the Russians who have invaded Ukraine, use the rape of Ukrainian women to install shame and humiliation to undermine and collapse the social bonds of the citizens of that country. This rape of Ukraine women by Russian soldiers is justified by the idea of ethnic cleansing (Carll, 2007). Taylor (2022) noted that the rape of Ukraine women has significantly increased since Russia invaded Ukraine. 
Carl (2007) noted how women and children are the people most likely to be put in human trafficking in times of war. The United National Office on Drugs and Crime (UNODC) (2022) noted that vulnerabilities to trafficking in persons arise from the impacts of conflict: lack of income-generation opportunities, interruption in the provision of essential services, issues with the rule of law, and internal displacement which makes helping these women even more challenging (UNODC (2022). The lack of access to income and to essential services and goods, including food, water, heating, and electricity continues to pose challenges for discloser of trauma as these women are focusing on their basic needs of food, clothing, and shelter. The Russian invasion of Ukraine has displaced many women internally making it hard to find them for psychological services (Taylor, 2022). Taylor (2022) has also suggested that Ukraine women have not accessed resources primarily due to 1. they have died or 2. because the shame and trauma they feel makes it too difficult to talk about it out loud.
These services are critical because these Ukraine women are at heightened vulnerability to physical and sexual violence, trauma, and other abuses (UNOCD, 2022). Women are also more at risk of being sex trafficked and labor trafficked making it harder to access these women for services as well. If these women are not trafficked many have fled Ukraine. UNOCD (2022) noted half of Ukrainians who fled to European countries adult women, 40% percent are children and 10% are adult men. Again, this makes it harder to access resources for these women. 
2). How does a disaster and trauma-related disorders impact special populations?
Bethel, Burke, and Britt (2013) and Yousef et al. (2021) noted how man-made disasters like wars create psychological distress, loss of property, death, and more illnesses. Women disproportionality in the world have less income than men. When a war breaks out women are less prepared than men economically and have fewer financial resources to endure during a war making them more at risk to be exploited (Bethel, Burke, and Britt (2013). Psychologically women who are involved in wartime are at significant risk of PTSD (Carll, 2007; Yourself et al., 2021). PTSD is a re-experiencing of symptoms, avoidance and numbing symptoms, and hyperarousal symptoms (Carll, 2007). In wartimes, women are at significant risk of PTSD due to having their lives threatened, physical injury due to rape, imprisonment, kidnapping, torture, increased fear or sense of helplessness, and other scarring events when the foreign invaders bomb their Country and take over land once ruled by people within their ethnicity like in the case of Ukraine (Yousef et al., 2021). 
3). Why do special populations have more barriers to mental health care following a disaster?
UNODC (2022) noted that people living in conflict zones, like women in Ukraine, may adopt negative coping strategies to gain access to food and other supplies, or for their safety and security. UNODC (2022) also noted a major barrier to access to women in Ukraine is the ability to find these women. Many Ukraine women who like Ukraine for Western Europe returned for several reasons and can no longer access mental health services. UNODC (2022) reported that Ukrainian people have crossed Ukraine’s borders back into the country 8.7 million times, for reasons including temporary trips to check on family, property, and businesses, joining family, accessing economic opportunities, and perception of safety in specific area. 
To stay in contact with families whether women have fled Ukraine or have returned looking for their families increases their risk of online sexual exploitation and abuse, as many Ukrainians use messaging apps and social media (particularly Viber, Telegram, and Facebook) to seek support, and sex traffickers carry out recruitment of victims and advertise exploitative services online (UNODC, 2022). Seeking out support mental health support increases their risk of being trafficked as traffickers are creating fake mental health sites to capture these women (UNODC, 2022). These mental health services, however, are important as Chon (2021) noted that individuals who have experienced trafficking may exhibit signs of anxiety, emotional numbness, memory loss, and depression. They may develop post-traumatic stress disorder (PTSD), a dependence on substance or alcohol use, and/or eating disorder (Chon, 2021). 
Chon (2021) did offer some recommendations for crisis intervention workers that can help these women in Ukraine who are having mental health issues due to the issues mentioned in this post. Chon (2021) calls for services to be more trauma-informed, addressing the unique needs of women, like these Ukraine women. Chon (2021) reported examples of special considerations that crisis workers should know include Ukraine women who have experienced trafficking often find it hard to establish a relationship of trust with their providers due to previous experiences of betrayal and abuse. Trauma-informed mental health care should be person-centered and culturally appropriate, empowering these women with the agency to make choices that work best for their recovery (Chon, 2021). 
Bibliography
Bethel, J., Burke, S., & Britt, A. (2013). Disparity in disaster preparedness between racial/ethnic groups. Disaster Health. 8;1(2):110-116. doi: 10.4161/dish.27085
Bradley S. (2018). Domestic and Family Violence in Post-Conflict Communities: International Human Rights Law and the State’s Obligation to Protect Women and Children. Health Human Rights. 20(2):123-136
Carll, E. (2007). Trauma Psychology : Issues in Violence, Disaster, Health, and Illness [2 Volumes]. Praeger.
Chon, K. (2021). Mental Health Resources for Human Trafficking Survivors and Allies. Retrieved from www.acf.hhs.gov/blog/2021/10/mental-health-resources-human-trafficking-survivors-and-allies
Taylor, C. (2022). Ukrainian women are reporting rape by Russian soldiers but is it a war crime, a crime against humanity or even genocide? Retrieved from www.abc.net.au/news/2022-07-04/ukraine-rape-war-crime-international-law-genocide-russia/101173406
United Nations Office on Drugs and Crime. (2022). Conflict in Ukraine: Key Evidence on Risk of Trafficking in Persoons and Smuggling of Migrants. Retrieved from www.unodc.org/documents/data-and-analysis/tip/Conflict_Ukraine_TIP_2022.pdf
Yousef, L., Ebrahim, O., AlNahr, M., Mohsen, F., Ibrahim, N., & Sawaf, B. (2021) War-related trauma and post-traumatic stress disorder prevalence among Syrian university students. European Journal of Psychotraumatology. 24;12(1):1954774. doi: 10.1080/20008198.2021.1954774
Post 2
Aloha Classmates and Dr. King, 
Special groups, like the elderly, children, people with impairments, and non-English speakers, often confront specific disaster preparation issues. These populations may have unique requirements that are not often addressed in standard disaster preparation efforts. Individuals with disabilities, for example, may need particular accommodations, such as accessible shelters or communication equipment, in order to react to and recover from a disaster. Similarly, non-English speakers may have difficulty accessing critical information and services during and after a crisis if materials are not accessible in their native language. In addition to these individual problems, there are wider systemic concerns affecting disaster preparation for vulnerable people. As previously stated, access to mental health care is often restricted for these individuals, exacerbating the emotional impact of a catastrophe. Furthermore, socioeconomic constraints such as poverty and a lack of access to healthcare might impede particular groups’ capacity to adequately prepare for and recover from disasters. Without proper assistance and resources, unique groups may face even more difficult problems in the aftermath of a catastrophe. A lack of culturally appropriate services, as well as language challenges, may further isolate these populations, making it harder for them to get the assistance they need. Addressing these systemic difficulties and providing personalized assistance for vulnerable groups is critical to ensuring that everyone can successfully prepare for and recover from catastrophes.
Disasters and trauma-related diseases may have a significant influence on certain communities, aggravating existing vulnerabilities and posing new issues. Individuals with disabilities, for example, may have difficulty accessing critical medical treatment or accommodations during and after a catastrophe, resulting in increased health risks and psychological suffering. Furthermore, individuals from disadvantaged populations may face increased prejudice and stigma in the aftermath of a disaster, exacerbating their distress and limiting their capacity to seek care. Emergency response and recovery operations must include the particular needs and experiences of special populations in order to effectively address the effects of disasters on these groups.
Several factors contribute to unique groups experiencing increased difficulties with mental health treatment after an event. One cause is the absence of culturally competent services and providers who understand the specific problems and demands of these populations. Also, inadequate access to resources, such as transportation or insurance coverage, might keep people from seeking and getting the assistance they need. Individuals may be discouraged from getting help due to the stigma associated with mental health in particular groups, which may include fears of judgment or discrimination. Overall, a combination of multiple socioeconomic determinants of health might make it more difficult for particular groups to get mental health treatment during a crisis. While it is vital to examine the specific issues that various groups confront, it is equally critical to recognize that stigma and limited access to resources are not the main obstacles to mental health treatment. Structural disparities and institutional concerns also play an important role in preventing people from accessing the assistance they need during times of crisis. Individuals from underrepresented areas, for example, may encounter language hurdles or a lack of culturally competent mental health treatments, making it difficult for them to get adequate care. In addition, structural concerns such as a lack of insurance coverage or a scarcity of mental health practitioners in certain locations may compound the difficulties that unique groups confront in accessing the help they need during times of crisis. These obstacles may exacerbate people’s already challenging situations, resulting in feelings of loneliness and despair. Without proper resources and support networks, people in disadvantaged areas are forced to deal with their mental health issues on their own, continuing the cycle of inequity and poverty. Addressing these structural difficulties and creating policies that emphasize equitable access to mental health services are critical steps toward ensuring that all people, regardless of background, get the assistance they need during times of crisis.
References
Gilbert, N. A., Savoia, E., Elqura, L., & Crowther, S. M. (2009, March). Emergency preparedness for vulnerable populations: People with special health-care needs. PubMed Central (PMC). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2646456/
Makwana, N. (2019, October). Disaster and its impact on mental health: A narrative review. PubMed Central (PMC). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6857396/
Somasundaram, D. J., & Vandeput, W. (2006). Management of trauma in special populations after a disaster. PubMed. https://pubmed.ncbi.nlm.nih.gov/16602818/
post 3
Brianna Boyd posted Jun 19, 2024 7:37 AM
Good morning class and Dr. King,
1. The level of disaster preparedness varies based on many factors. Factors may include socioeconomic status, ethnicity, race, elderly, and disabled. These individuals may experience challenges associated with disaster preparedness and may fit into multiple categories. Regarding socioeconomic status, individuals may not have the funds to store food and clean water to be readily available. Racial and ethnic minorities may experience hardship with preparedness due to cultural differences, non-English speaking, and may not believe there is any risk associated with the disaster. The elderly and disabled individuals may not have the funds or mobility to prepare for disaster and may rely on others to do it for them; if they do not have that support system they may feel the challenges more deeply.
2. The disaster and trauma-related disorders impacts may appear differently depending on the circumstances. For example, for racial and ethnic minorities, there may be some cultural differences that prevent them from receiving or seeking care. Additionally, health care is not always equally available to all. If treatment is offered or provided, other challenges such as, individuals being mistrusting of those they do not know, and language barriers.
3. Special populations may have hardships in trying to receive treatment due to experiencing discrimination, being unable to afford treatment, and if they are living in an area populated enough to receive outside support. With all factors considered, these reasons are why it is crucial to provide care not only for the general population but also to ensure that special populations have treatment options equally available.
Bethel, J. W., Burke, S. C., & Britt, A. F. (2013). Disparity in disaster preparedness between racial/ethnic groups. Disaster health, 1(2), 110-116.
Carll, E. (2007). Trauma Psychology : Issues in Violence, Disaster, Health, and Illness [2 Volumes]. Praeger.
US Department of Health and Human Services. (2021). Cultural and linguistic competency in disaster preparedness and response fact sheet.

The purpose of this project is to become familiar with the credentialing and regulatory processes that govern clinical mental health and school counseling practices. There are three sections to the assignment including understanding the role of the board, how to achieve licensure/certification in your state, and the complaint process reviewing common violations and sanctions committed by licensed clinicians and school counselors.
To complete this project, use resources provided by your state board of mental health or state department of education where you currently reside or the state where you plan to practice as the basis for your research.
MY STATE IS GEORGIA

Academic Research Paper
The body of the paper should be 30-40 double-spaced pages, including title page, abstract, table of contents, annotated bibliography, list of tables, or appendices. Your final submission must include the following:
Title Page
Abstract 
Table of Contents 
List of Tables and Figures (if applicable)
Introduction 
Research Strategies
A Review of the Literature 
Discussions and Conclusions
Annotated Bibliography (All sources referenced in the paper should be listed and annotated in the bibliography.)
Appendices (if applicable)
Note: Be sure to follow the appropriate format related to  APA (American Psychological Association).