FOR PhD doctorate
PMVP3
week_5.docxWeek 5
Plagiarism
There are very few educational and academic offenses that are more serious and embarrassing than plagiarism. As a graduate student, you will be asked to write numerous papers, presentations and projects that require the inclusion of outside sources. Three of the main rules that you need to follow that will ensure that you write according to university and APA standards listed below.
1. Always write in your own words. I know that sometimes it seems like the original source said it best, and maybe they did – you still need to write in your own words and credit your source.
2. Always cite your sources in APA formatting when you take ideas and concepts from another writer. Always. 3. Never ever try to pass someone else’s work off as your own – under any circumstances.
4. Anytime you include a reference, you need to support it with a citation and any time you include a citation, you must also support that citation with a reference.
You are encouraged to use our extensive databases when completing your work. You just always need to credit the author. A good rule of thumb is, if the information did not originate with you, you need to cite it. It is always better to air on the side of caution. I have created a short audio PowerPoint to go along with this Guidance. If you have any questions about proper citations, APA formatting or how to avoid plagiarism, please let me know.
Please also review our Plagiarism Policy and Academic Research Policy. I have included them below as well. Plagiarism Policy
Students agree to produce all the work assigned in every course as their individual work, unless collaboration is required or expressly permitted by the instructor. Plagiarism includes the use of the student’s own previously published work (in whole or in part) or work previously submitted (in whole or in part) in any course, including within the same course, without proper citation in accordance with the guidelines set forth in the Sixth Edition Publication Manual of the American Psychological Association. Students must obtain specific, written permission from their instructor, prior to the inclusion in course assignments, to submit work the student previously submitted (in the same course or any other course) or work the student previously published, in whole or in part.
Students will avoid all forms of plagiarism and will not submit as their own work material obtained from persons (with or without that person’s knowledge), or from other sources such as term paper companies or the Internet. Students will give credit (proper APA citations) for all the sources of their ideas, whether written or oral, formal or informal, published or unpublished. Plagiarism may be grounds for dismissal from the University. Avoiding Plagiarism Address any questions regarding plagiarism to the course instructor. Students should be aware that University of the Rockies’ instructors utilize anti-plagiarism resources to determine the originality of submitted written work. These tools compare students’ work with texts available in internal databases and through Internet searches.
Week 5 Introduction After years of formal education and training, many psychologists choose to work in academia. Some will find work as a college professor or teacher in a university or secondary school. Others will work in a school system as a school psychologist. Still others will work with high school and college athletes as a sports psychologist. All of these fall under the umbrella of psychology and can lead to rewarding careers in the field.
Week Five Learning Outcomes
1. Describe the various ethical considerations of school psychologists and teaching psychologists working within the field of psychology.
2. Describe the professional and ethical standards required specifically for sports psychologists.
3. Examine the interactions and collaborative practices of school psychologists and teaching psychologists with other applied sub-disciplines in psychology.
4. Identify the ethical considerations involved with school psychologists and teaching psychologists who are also conducting therapy with patients.
Overview
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Assignment |
Due Date |
Format |
Point Value |
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School Psychologist and Sports Psychologist
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Day 3 (1st post) |
Discussion Forum |
5 |
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Teaching Psychologist |
Day 3 (1st post) |
Discussion Forum |
3 |
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Internet Considerations |
Day 7 |
Written Assignment |
8 |
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Readings 1. Textbook: Sternberg, R.J. (2010). Career paths in psychology: where your career can take you. (2nd ed.). Washington, D.C.: American Psychological Association. Chapter 1: Teaching, Research and More: Psychologists in an Academic Career Chapter 13: Promoting Positive School Environments: A Career in School Psychology Kuther, T.L. & Morgan, R.D. (2010). Careers in psychology: Opportunities in a changing world. (3rd ed.)Boston, MA: Wadsworth, Cengage Learning. ISBN: 978-0-495- 60074-9 Chapter 4: School Psychology Chapter 7: Sports Psychology Chapter 13: Graduate Level Careers in Psychology 2. Articles: Gardner, .L. (2001). Applied sport psychology in professional sports: The team psychologist. Professional Psychology: Research and Practice, 32(1), 34-39. (EBSCOHost Accession Number: 2001-16220-005) Gilman, R., & Medway, F.J. (2007). Teachers' perceptions of school psychology: A comparison of regular and special education teacher ratings. Psychology Quarterly, 22(2), 145-161. (EBSCOHost Accession Number: 2007-09872- 003) Mitterer, J.O. (2006). Ask not what post-secondary education can do for psychology; ask what psychology can do for post-secondary education.
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Canadian Psychology/Psychologie canadienne, 47(1), 57-62. (EBSCOHost Accession Number: 2006-01403-006) Stapleton, A., Hankes, D.M., Hays, K.F., & Parham, W.D. (2010). Ethical dilemmas in sport psychology A dialogue on the unique aspects impacting practice. Professional Psychology: Research and Practice, 41(2), 143-152. (EBSCOHost Accession Number: 2010-06890-009) VanVoorhis, R.W., & Levinson, E.M. (2006). Job satisfaction among school psychologists: A meta-analysis. School Psychology Quarterly, 21(1), 77-90. (EBSCOHost Accession Number: 2006-04633-006) 3. Websites: Association for Applied and Sports Psychology Code of Ethics: http://appliedsportpsych.org/about/ethics/code Recommended Readings 1. Textbook: Davis, S.F., Giordano, P.J., & Licht, C.A. (2009). Your career in psychology: putting your graduate degree to work. Massachusetts: John Wiley & Sons. Chapter 7: The Life of a College Professor: Teaching, Research and Service Chapter 9: Preparing for a Career at a Teaching Institution Chapter 17: Preparing for Careers in School Psychology Rockies 5: Week 5 Discussion 1 School Psychologist and Sports Psychologist |
School psychologists work with children in elementary and secondary schools. A sports psychologist works with issues that are specific to the psychological well-being of an athlete. How do the goals and focus of each differ from that of a clinical psychologist? What are the ethical guidelines that must be considered for each? Explore your own interest in these two subfields of psychology. Respond to at least two of your classmates’ postings by Day 7.
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DISCUSSION 2 Teaching Psychologist |
Careers for academic and teaching psychologists vary depending on the academic setting. Describe some of the activities of college professors in the field of psychology. Include your understanding of ethical concerns involved in teaching while also conducting therapy in either a private or group practice. Respond to at least two of your classmates’ postings by Day 7.
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