Student Name Capella University PSYC FPX 3002 Developing a Psychology Perspective Prof. Name Date Career Goal: My career goal is to become a school psychologist and support the academic, social, emotional, and behavioral development of children and adolescents. This career aligns closely with my interests in psychology and education because school psychologists work with students, families, teachers, and other professionals to address learning and behavioral challenges. The role also provides an opportunity to apply psychological knowledge in an educational setting and contribute to positive outcomes for students. School Psychologist Job Opening Analysis A career as a school psychologist generally requires advanced education, specialized training, supervised experience, and state-specific licensure. Requirements can vary by state and employer, so applicants should review the regulations applicable to the state where they intend to practice. Requirement Analysis College Degree Yes. School psychologists typically need graduate-level education in school psychology or a closely related field. State License Yes. School psychologists generally must meet state credentialing or licensure requirements before practicing in public schools. Skills and Knowledge Strong communication, interpersonal, assessment, problem-solving, and research skills are important. Knowledge of child development, learning disabilities, psychological theories, and educational practices is also valuable. Experience School-based experience, internships, practicums, and supervised training can help develop the competencies required for professional practice. Salary The salary listed for the position meets my career expectations. School psychologists work in multidisciplinary environments, making communication and collaboration particularly important. They may conduct psychological and educational assessments, participate in intervention planning, provide counseling or behavioral support, and collaborate with educators and families. School Psychologist Licensure Requirements Licensure requirements differ across states, but completing an approved graduate program and supervised professional experience is commonly part of the pathway. The National Association of School Psychologists (NASP) identifies graduate preparation and supervised internship experience as important components of professional training. The specific credential may also depend on the state education agency and whether the position is in a public school, private school, or another educational setting. Therefore, prospective school psychologists should verify current requirements directly with the appropriate state licensing or credentialing agency. Important requirements may include: It is important to note that accreditation and professional recognition are not necessarily the same as state licensure. NASP provides professional standards and information about school psychology preparation, while individual states establish their own credentialing requirements. Graduate Program Requirements for School Psychology A graduate school psychology program typically combines academic coursework with practical training. Admission requirements vary among universities, but applicants may be expected to demonstrate academic preparation in psychology, education, statistics, research methods, or related subjects. Many programs establish a minimum undergraduate GPA, often around 3.0 on a 4.0 scale, although the exact requirement depends on the institution. Some programs may also require prerequisite coursework or other application materials. Graduate programs may include coursework covering: Practicum experiences and internships are particularly important because they allow students to apply classroom knowledge in supervised educational or clinical environments. PSYC FPX 3002 Assessment 4: Career Planning As part of PSYC FPX 3002 Assessment 4 Career Planning, evaluating the educational, professional, and licensure requirements for a school psychology career provides a practical way to connect academic planning with long-term career goals. Identifying the qualifications required for the position can help establish a realistic pathway from graduate education to professional practice. Capella University Course Selection The Master’s in School Psychology program at Capella University includes coursework designed to develop knowledge and skills relevant to school psychology practice. Courses related to assessment, counseling, child development, behavior, research, and psychological theory can contribute to preparation for work with students and families. Relevant courses include: Together, these areas of study provide exposure to psychological assessment, intervention, human development, behavioral analysis, research, and professional practice. This combination can help students develop the academic foundation needed for future work in school psychology. Career Growth and Demand for School Psychologists The need for school-based mental health and educational support has received considerable attention in recent years. School psychologists can help schools address students’ learning, behavioral, social, and emotional needs while collaborating with teachers, families, and other professionals. NASP has identified a national shortage of school psychologists and has highlighted factors such as workforce shortages, increased demand for services, and the need to support students with disabilities and mental health concerns. Workforce conditions can vary considerably by state and school district, so career opportunities should be evaluated using current local employment information. PSYC FPX 3002 Assessment 4 Career Planning The COVID-19 pandemic also increased attention to student mental health and the educational effects of disrupted learning. Although the long-term effects vary across communities, schools continue to address students’ academic, behavioral, and social-emotional needs. For someone pursuing this career, continuing professional development will remain important. Changes in educational practices, assessment methods, mental health services, technology, and legal or ethical requirements can influence the responsibilities of school psychologists. Conclusion Becoming a school psychologist requires careful educational and career planning. A graduate-level education, specialized school psychology training, supervised practical experience, and applicable state credentialing are important parts of the professional pathway. Coursework in assessment, counseling, child development, behavior, research, and multicultural psychology can provide a strong academic foundation. My interest in psychology and education makes school psychology a career that aligns with my professional goals. By completing the required education and practical training and staying informed about state-specific credentialing requirements, I can prepare for a career focused on supporting students, families, and educational communities. References National Association of School Psychologists. (n.d.). Becoming a school psychologist. https://www.nasponline.org/students/becoming-a-school-psychologist National Association of School Psychologists. (n.d.). Shortage of school psychologists. https://www.nasponline.org/research-and-policy/policy-priorities/critical-policy-issues/shortage-of-school-psychologists PSYC FPX 3002 Assessment 4 Career Planning National Association of School Psychologists. (2020). The professional standards of the National Association of School Psychologists. https://www.nasponline.org/standards-and-certification/nasps-practice-model U.S. Bureau of Labor Statistics. (2025). Psychologists: Occupational outlook handbook. https://www.bls.gov/ooh/life-physical-and-social-science/psychologists.htm

Student Name Capella University PSYC FPX 3002 Developing a Psychology Perspective Prof. Name Date Video Games and Social Behavior in Children and Adolescents Video games can influence social behavior, particularly when children and adolescents are frequently exposed to violent game content. Research has found an association between violent video game use and increased aggression, hostility, and reduced prosocial behavior, although individual responses can vary based on factors such as age, gender, and existing behavioral tendencies (Burkhardt & Lenhard, 2021; Greitemeyer, 2022). At the same time, not all video games have negative social effects. Some games may encourage cooperation, communication, problem-solving, and other positive social behaviors. Therefore, understanding how video games affect social behavior requires considering the type of game, the player’s characteristics, and the context in which gaming occurs. Video game use has become a common part of childhood and adolescence, making its potential influence on social development an important area of research. While some games may support cognitive and social skills, games that repeatedly portray violence can expose players to aggressive behaviors and normalize hostile responses. Research examining this relationship has produced evidence that the content of video games matters when evaluating their potential effects on behavior (Lischer et al., 2022). How Video Game Content Influences Social Behavior The effects of video games on social behavior are closely connected to their content. Research has particularly examined violent video games because these games frequently reward players for aggressive actions and portray violence as an effective way to achieve goals. Burkhardt and Lenhard (2021) found evidence of a relationship between violent video game exposure and aggression over time. Similarly, Greitemeyer (2022) reported that violent video games are associated with increased aggressive behavior and reduced prosocial behavior. These findings suggest that the behaviors repeatedly practiced or observed within games may influence how players perceive and respond to social situations. Social learning theory provides one explanation for this relationship. According to this perspective, people can learn behaviors by observing others and experiencing the consequences of particular actions. In violent video games, players may repeatedly observe aggressive characters, perform hostile actions, and receive rewards for those actions. Over time, repeated exposure may contribute to the development or reinforcement of aggressive responses. Violent Video Games and Aggression Aggression is one of the most frequently examined behavioral outcomes associated with violent video game use. A substantial body of research has investigated whether exposure to violent game content is related to aggressive thoughts, feelings, and behaviors. Greitemeyer (2022) reviewed evidence involving more than 130,000 participants and reported a significant relationship between violent video game exposure and aggression. Other research has similarly identified associations between violent gaming and adolescent aggression (Shao & Wang, 2019). The potential concern is not limited to immediate aggressive reactions. Repeated exposure to violent content may also influence how individuals interpret social interactions. For example, a person who frequently encounters hostile behavior in a gaming environment may become more accustomed to aggressive responses and perceive hostility as more acceptable in certain situations. Effects on Empathy and Prosocial Behavior Prosocial behavior refers to actions intended to benefit or assist other people, such as helping, sharing, cooperating, and showing concern for others. Empathy involves recognizing and understanding another person’s emotions. Research suggests that violent video game exposure may be associated with lower levels of prosocial behavior. Greitemeyer (2022) describes evidence indicating that violent games can have effects that extend beyond aggression and may reduce behaviors associated with helping and social cooperation. One possible explanation is desensitization. Repeated exposure to fictional violence may reduce emotional responsiveness to aggressive or harmful situations. If players become less sensitive to depictions of suffering, they may also show reduced concern or willingness to help in certain circumstances. However, the effects are not necessarily identical for every player, and individual differences remain important when interpreting the research. Why Individual Differences Matter The relationship between video games and social behavior is complex. Age, gender, personality, previous levels of aggression, and the type and amount of gaming can influence how an individual responds to video game content. For example, a child who already demonstrates aggressive tendencies may respond differently to violent game content than another child with fewer aggressive behaviors. Likewise, playing a cooperative or prosocial game may produce different behavioral experiences from repeatedly playing a game centered on violence. This means that video game exposure should not be viewed as the only factor responsible for changes in social behavior. Family environment, peer relationships, personality, parenting, school experiences, and other social influences can also contribute to behavioral development. Arguments Supporting a Link Between Violent Games and Aggression The strongest argument for a relationship between violent video games and social behavior comes from research using different types of study designs. Experimental, correlational, and longitudinal studies have examined whether violent gaming is associated with aggressive outcomes. Social learning theory supports the possibility that repeated exposure to modeled behavior can influence future responses. When players repeatedly practice aggressive actions and receive rewards for those actions within a game, aggressive responses may become more familiar or reinforced (Greitemeyer, 2022). PSYC FPX 3002 Assessment 3 Argument Paper Shao and Wang (2019) also found a relationship between violent video game exposure and adolescent aggression. Their findings contribute to the broader research examining how individual characteristics may affect the relationship between violent gaming and aggressive behavior. Research by Greitemeyer (2019) further suggests that the effects of violent video game exposure may extend into a person’s social environment. This possibility is important because social behavior does not occur in isolation. Changes in aggression or prosocial behavior can potentially influence interactions with friends, classmates, family members, and other people within an individual’s social network. Counterarguments About Violent Video Games Despite the research linking violent games with aggression, alternative explanations and counterarguments have been proposed. One argument is based on the catharsis theory, which suggests that expressing aggressive feelings through fictional activities may reduce aggressive impulses and therefore decrease real-world violence. However, the evidence summarized by Greitemeyer (2022) does not provide strong support

Student Name Capella University PSYC FPX 3002 Developing a Psychology Perspective Prof. Name Date PSYC FPX 3002 Assessment 2 CRAAP Test and Library Worksheet CRAAP Test: Evaluating “10 Common Myths About Therapy” The CRAAP Test is a useful method for evaluating whether an online source is appropriate for academic research. It examines five areas: Currency, Relevance, Authority, Accuracy, and Purpose. For this assessment, the selected source is Bryan E. Robinson’s article, “10 Common Myths About Therapy,” published by Psychology Today. Overall, the source received a score of 41 out of 50, which places it in the “Good” range according to the scoring guidelines provided by the CRAAP Test. Web page evaluated:“10 Common Myths About Therapy”https://www.psychologytoday.com/us/blog/the-right-mindset/202005/10-common-myths-about-therapy Currency Currency refers to how recent and up to date the information is. The article was originally published in 2020, which is within the five-year period commonly considered reasonable for many psychology topics. The website was also updated in 2022, suggesting that the information has received some revision or maintenance. In addition, the links associated with the article were functional when reviewed. Because the source was relatively recent and showed evidence of being maintained, it received a Currency score of 10 out of 10. Relevance Relevance considers whether the information directly relates to the research topic and whether it is presented at an appropriate academic level. The article addresses common misconceptions about therapy, making it relevant to topics involving psychotherapy and mental health. The information is presented in language that is relatively easy to understand without being excessively basic. The article also provides a concise discussion of several misconceptions, which makes it useful for obtaining general background information. Other online sources were considered before selecting this article. The information presented in this source was consistent with the general topic being researched, although additional scholarly sources would still be appropriate for academic coursework. The source received a Relevance score of 9 out of 10. Authority Authority examines who created the information, who published it, and whether the author has appropriate qualifications. The article was written by Bryan E. Robinson, Ph.D., and published by Psychology Today. According to the author’s biography, Robinson has professional experience as a psychotherapist and holds relevant professional credentials. His professional background and publications provide evidence that he has experience in the subject area. The article is published on the Psychology Today website, making the identity of the publisher easy to establish. However, because the article is a popular psychology publication rather than a peer-reviewed research article, it should be considered alongside scholarly sources when completing academic research. The source received an Authority score of 8 out of 10. Accuracy Accuracy refers to whether information is supported by evidence, presented correctly, and free from significant errors. The article is clearly written and does not appear to contain noticeable spelling, grammar, or typographical errors. One limitation is that the article does not provide extensive supporting documentation for all of its claims. Although the author discusses psychotherapy based on professional experience and provides suggestions for finding qualified therapists, the article does not function as a systematic review or research study. The tone also reflects the author’s professional perspective on psychotherapy. Some comparisons and examples appear interpretive rather than strictly evidence-based. Therefore, readers should distinguish between professional commentary and claims supported by empirical research. The source received an Accuracy score of 7 out of 10. Purpose Purpose considers why the information was created and whether the source is intended primarily to inform, persuade, entertain, or sell something. The primary purpose of the article appears to be educating readers about common misconceptions surrounding therapy. The article provides general information and professional observations about psychotherapy. However, some of the discussion relies on the author’s experience and interpretation rather than extensive empirical evidence. For this reason, the article is more appropriately viewed as an educational or professional commentary than as a research-based source. The article also reflects the author’s perspective on psychotherapy. Because personal and professional perspectives can influence how information is presented, the source should be balanced with peer-reviewed research when used for academic work. The source received a Purpose score of 7 out of 10. CRAAP Test Score The CRAAP Test scoring system used for this evaluation is: The article received the following scores: CRAAP Category Score Currency 10/10 Relevance 9/10 Authority 8/10 Accuracy 7/10 Purpose 7/10 Total 41/50 A total score of 41 out of 50 places the source in the Good range according to the CRAAP Test criteria. Although the article is useful for general background information, its limitations in evidence and scholarly documentation should be considered before using it as a primary academic source. Library Worksheet: Locating and Evaluating a Scholarly Article The second part of the worksheet focuses on locating a scholarly article through the Capella Library using Summon. The selected article was written by Arch G. Mainous and published in 2018. The article examines how scientific findings can be communicated effectively during a period in which misinformation and science denial can make it more difficult for the public to understand research. What Is the Full Title of the Article? The full title of the article is “Perspectives in Primary Care: Disseminating Scientific Findings in an Era of Fake News and Science Denial.” What Journal Published the Article? The article appears in The Annals of Family Medicine, a professional medical journal focused on family medicine and primary care. What Volume and Issue Contains the Article? The article appears in Volume 16, Issue 6 of The Annals of Family Medicine. What Pages Contain the Article? The article appears on pages 490–491. What Is the DOI? The article’s DOI is: https://doi.org/10.1370/afm.2311 The article can also be accessed through PubMed Central: Is the Article a Research Study or Commentary? The article is an editorial/commentary, rather than a scientific research study. This distinction is important because an editorial provides discussion, interpretation, or professional perspective rather than presenting original research findings in the same way as a research article. What Is the Primary Purpose of the Mainous

Student Name Capella University PSYC FPX 3002 Developing a Psychology Perspective Prof. Name Date PSYC FPX 3002 Assessment 1 Time Management Exercise Balancing education with work, family, health, household responsibilities, and personal commitments requires a realistic and organized schedule. A well-planned timetable can help students protect dedicated study time, reduce distractions, manage competing responsibilities, and make steady progress toward their academic and career goals. For a psychology student, effective time management is especially important because completing coursework while maintaining family, health, and personal commitments requires consistency and flexibility. Building a Weekly Schedule That Works A successful weekly schedule should account for both fixed responsibilities and flexible activities. Fixed commitments, such as work, sleep, meals, church, and family responsibilities, should be scheduled first. Academic activities can then be organized around these commitments. The following timetable provides a structured approach to balancing education, employment, family responsibilities, health, and personal development. Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday 11 p.m.–6 a.m. Sleep Sleep Sleep Sleep Sleep Family/Sleep Family/Sleep 6–8 a.m. Breakfast preparation, eating, and cleanup Breakfast preparation, eating, and cleanup Breakfast preparation, eating, and cleanup Breakfast preparation, eating, and cleanup Breakfast preparation, eating, and cleanup Extra sleep Breakfast, cleanup, and morning affirmations 8–10 a.m. Work Work Work Work Work Meditation, Bible study, and worship Meditation, Bible study, and worship 10 a.m.–12 p.m. Review assignments Submit class discussions Homework Homework Gym/project work Review academic progress and seek assistance Church/lunch 12–2 p.m. Lunch preparation/exercise Grocery shopping/lunch preparation Church/lunch Lunch/household tasks Lunch/health appointments Family time/lunch Family/lunch 2–4 p.m. Post-work routine/check messages Homework preparation Physical activity/meditation Complete homework/reflection Study/social engagement Study/family time Homework/family time 4–6 p.m. Study Work Study Work/family time Chores/family time Relaxation/planning Household tasks/planning 6–8 p.m. Laundry/dinner preparation Emails/meditation Household chores/dinner preparation Job search/dinner Workout/household chores Meal planning/health appointments Dinner/family time 8–10 p.m. Leisure activities/nighttime routine Daily reflection/relaxation Career planning/communication Relaxation/reading Relaxation/communication Meditation/reading Family time/relaxation Why Time Management Matters for Students Effective time management allows students to divide large academic responsibilities into smaller, manageable tasks. Rather than waiting until a deadline approaches, students can distribute reading, assignments, discussions, research, and review activities throughout the week. A structured timetable can also reduce the likelihood of overlooking important responsibilities. When academic work is assigned specific blocks of time, it becomes easier to recognize conflicts before they interfere with coursework. For students balancing education with employment and family responsibilities, a timetable can provide several practical benefits: Career Goal in Psychology My career goal as a psychology major is to earn a degree that will strengthen my understanding of human behavior and prepare me to support individuals experiencing addiction and related challenges. Developing knowledge of psychological concepts, human development, behavior, and mental health can provide an important foundation for this career direction. Maintaining a consistent academic routine is an important part of reaching this goal. By setting aside regular study periods, completing assignments on schedule, and limiting unnecessary distractions, I can make consistent progress toward completing my education. PSYC FPX 3002 Assessment 1 Time Management Exercise The PSYC FPX 3002 Assessment 1 Time Management Exercise emphasizes the importance of examining how daily activities align with personal, academic, and professional goals. Identifying priorities makes it easier to determine which activities deserve the greatest amount of time and attention. Top Priorities My highest priorities are maintaining my personal connection with God, supporting my family and children, and protecting my health. These areas provide an important foundation for maintaining balance while completing my education. Family responsibilities are particularly important because they require flexibility. Academic responsibilities are significant, but they must be coordinated with the needs of my children and other essential family commitments. Lower-Priority Activities Some activities can consume considerable time without contributing directly to my personal, academic, or career goals. These include excessive television viewing, unnecessary internet browsing, and spending time with people whose influence is negative or unproductive. Reducing these activities creates additional time that can be directed toward studying, completing assignments, exercising, spending meaningful time with family, or getting adequate rest. Managing Conflicts Between Priorities Conflicts are likely to occur when several responsibilities require attention at the same time. When this happens, I will prioritize the needs of my children and adjust less urgent activities whenever possible. Using a daily to-do list can help me identify the most important tasks and prevent academic responsibilities from being forgotten. I can also divide larger assignments into smaller tasks so that progress can continue even during busy days. Making Time for School Adding school responsibilities to an already busy schedule requires changes to existing routines. One strategy I will use is delegating some household responsibilities to my spouse. This creates additional time for coursework without eliminating important family responsibilities. I will also reduce unnecessary leisure activities and use some of that time for studying. Instead of spending extended periods watching television or browsing the internet, I can use those periods to read course materials, work on assignments, participate in discussions, or prepare for upcoming deadlines. Handling Unexpected Schedule Changes A realistic timetable must allow for unexpected changes. Technical problems, family obligations, appointments, and other circumstances may occasionally interfere with planned study time. If a technical problem prevents me from completing coursework, I will use an alternative device when possible. If an academic task cannot be completed during its scheduled period, I can use available weekend time to catch up. The goal is not to follow the timetable perfectly every day but to maintain enough flexibility to continue making progress when circumstances change. Staying Accountable to the Plan Following a timetable requires consistency and regular evaluation. At the end of each week, I can review the schedule to determine which activities were completed, which tasks were delayed, and where adjustments are needed. This review can help identify recurring problems, such as spending too much time on low-priority activities or underestimating the amount of time needed for assignments. Making small changes each week can make the schedule more practical and sustainable. Maintaining a Healthy Balance Education is only one part of a