[Bi-polar disorder has for years been studied through a biological perspective. But is now being research through a psychological perspective. Social relevance is also being re-evaluated.]
[Bipolar disorder, formerly called manic depression, is a mental health condition that causes extreme mood swings that include emotional highs (mania or hypomania) and lows (depression).]
[There are four major categories of bipolar disorder: bipolar I disorder, bipolar II disorder, cyclothymic disorder, and bipolar disorder due to another medical or substance abuse disorder.]
[Bi-polar
Part One:
Biopsychosocial Considerations
Biological
[Discuss the biological correlates of the disorder.]
[Include 50 to 100 words to describe your slide.]
Psychological
[Discuss the psychological correlates of the disorder.]
[Include 50 to 100 words to describe your slide.]
Social
[Discuss the social correlates of the disorder.]
[Include 50 to 100 words to describe your slide.]
Cultural Variation
[Explain the implications of cultural variation on the assessment of the disorder.]
[Include 50 to 100 words to describe your slide.]
Treatment
[Explain the implications of cultural variation on the treatment of the disorder.]
[Include 50 to 100 words to describe your slide.]
Community
[Discuss the role of the community in promoting access to treatment for the disorder.]
[Include 50 to 100 words to describe your slide.]
Part Two:
Diagnostic/Evaluative Considerations
Clinical Assessments
[Explain the strengths and limitations of the clinical assessments designed to evaluate the disorder.]
[Include 50 to 100 words to describe your slide.]
Reliability and Validity
[Discuss challenges related to reliability and validity in the assessment of the disorder.]
[Include 50 to 100 words to describe your slide.]
Diagnosis by Exclusion
[Explain the concept of diagnosis by exclusion, using the selected disorder as an example.]
[Include 50 to 100 words to describe your slide.]
Assessments
[Articulate how assessments contribute to diagnosis by exclusion.]
[Include 50 to 100 words to describe your slide.]
Publication Process
[Explain the relationship between the publication process of the DSM, the contribution of research in mental health, and the practice of clinicians.]
[Include 50 to 100 words to describe your slide.]
Part Three: Therapeutic Considerations
Therapeutic Approaches
[Explain the strengths and limitations of various therapeutic approaches designed to treat the disorder.]
[Include 50 to 100 words to describe your slide.]
Non-Pharmacological Approaches
[Discuss the relevance of non-pharmacological approaches in the treatment of the disorder.]
[Include 50 to 100 words to describe your slide.]
Duty to Treat
[Discuss the balance between “do no harm” and duty to treat.]
[Include 50 to 100 words to describe your slide.]
Conclusion
[Summarize the most relevant takeaways of your presentation.]
[What attributes of the disorder do you want your audience to remember most?]
[In what ways does the information you’ve shared enhance what we know about the disorder?]
[In what ways does the content that you’ve shared contribute to our biological, psychological, and/or social well-being?]
[Include 50 to 100 words to describe your slide.]
References
[Tai, Dr. Sara The Psychology of Bipolar Disorders
STEP #1: Select ONE popular press/mainstream media source (i.e., newspaper or magazine article,
online article, TV program) that discusses recent research on a psychological topic. Read this article, noting the general conclusions/impressions the average reader would make about the research findings based on that article.
STEP #2: Next, locate the scientific source (i.e., peer-reviewed journal article) that originally published
the research findings discussed in the popular press article. Read the original source, paying particular attention to how it may differ from the first in terms of language, tone and/or content when discussing the research findings.
STEP #3: After noting the similarities and differences between the two sources, write a critical review
that compares/contrasts the coverage provided by each (see Criteria below).
Review the grading rubric for this assignment in the attached file to understand what you need to address in your case study to earn points on this assignment.
Over the next few days, your task is to pay attention to information presented in popular media sources, such as newspapers, magazines, TV programs, and the internet. You are looking for an article/story that discusses some recent scientific finding on a psychological topic. NOTE: For the purpose of this assignment, the popular press source must provide at least some discussion of aspects of the original research (i.e., its methods, participants, and findings). A very brief press release (e.g., “Researchers find that exotic Chinese herb may lessen depression symptoms”) will not be sufficient. In addition, the popular press article must provide enough information (i.e., author, article title, journal name) that you can find the original scientific article that first published the scientific study discussed in the popular press article.
The Popular Media Assignment Help
Your write-up MUST include the following:
1) Date and Source of the Popular Press Newspaper/Program/Website Article (i.e., the name of the article, its author(s), and the publication in which it appeared; the URL for the website) that discusses the findings of a research study conducted on a given psychological topic.
2) Summary of the Popular Press Article. Provide a summary of the article’s main points. This summary should include enough detail so that someone who has not read the article would still have a complete picture of what it had included. Be sure that your summary highlights the conclusions the average reader would be likely to draw about the research findings (and psychology in general) based on the coverage provided in the article.
(NOTE: It is advised that you complete these first two steps of the assignment before reading the original study (in the scientific source). That way, you are experiencing the popular press article on its own. This will help to make any differences between it and the original scientific study more salient to you.)
3) Date and Source of the Scientific Article (i.e., title of the article; its author(s); name of the journal) that originally published the study discussed in the popular press article.
4) Compare/Contrast to the Original Scientific Source. After summarizing the popular press article, read the original study published in the scientific/academic source. Compare and contrast how the same research findings are presented/discussed in the two sources (popular press vs academic/scientific). In doing so, please consider the following:
a) Do the two sources differ in terms of language and/or tone? Are strategies used by either to “grab the reader’s attention”? If so, how?
b) Does the popular press article “get it right”? That is to say, does the article accurately relay the methodology, findings, and/or conclusions of the original study? If not, what errors or oversimplifications are made?
c) Does the popular press article cite implications for the original research that “go beyond” what the original researchers have claimed? For example, does the popular press article suggest that the variables studied are causally related (i.e., one caused the other to happen) when the original research is merely a correlation between the two variables (and therefore cannot be used to make conclusions about causality between those variables)?
d) Would a reader who read only one of these articles be likely to draw different conclusions about the psychological topic being examined (and/or psychology in general) or would the conclusions be similar regardless of the source of the information (i.e. popular press versus academic)? If different, what would the differences be and what implications might that have?
e) What has this exercise taught you about the process by which research findings on psychological topics are communicated to the general public and how will it affect how you read articles (from various sources) in the future?
5) Complete Reference List. Provide a complete Reference list that includes each source cited in your psychological application discussion (both popular and peer-reviewed). The APA tutorial from Assignment 1 covers citation and APA format for journal article references. You are encouraged to use the APA resources posted in Blackboard for help with APA format
PRINT THIS PAGE and staple it to your assignment for use during grading.
The grading rubric below will be used to evaluate this assignment. Addressing each element of the rubric well will ensure that you have included all critical aspects of the assignment.
Academic Integrity: Any student caught plagiarizing this assignment will receive an F for the assignment and will be formally reported to the Office of Student Conduct. To reinforce academic integrity, insert your name in the statement below and provide your signature prior to submission.
“I, ______________________________________________, verify that this assignment is my original work.”
Your Signature: _______________________________________________________________
GRADING RUBRIC
MECHANICS & STYLE (25% = 5 points)
1) Are there 3 or more errors in spelling, grammar, and/or punctuation? If so, -2 pts
2) Are sentences logically related to one another? If not … -1 pt
3) Is the paper’s overall organization consistent and logical? If not . . . -2 pts
APA FORMAT (20% = 4 points)
1) Are the in-text citations in APA Format?
Only 1-2 errors -1 pt
3 or more errors -2 pts
2) Are the references on Reference page in APA format?
Only 1-2 errors -1 pt
3 or more errors -2 pts
NOTE: Failure to include citations for references in your assignment is considered plagiarism so
please be sure to cite all resources you use.
CONTENT (60% = 11 points)
1) Is the summary of the popular press article sufficiently complete so that someone
unfamiliar with the article would have a general sense of what it reports about the
research findings? ____/2 pts
2) Does the write-up provide a critical analysis of the differences and/or similarities
between the two articles in terms of language/word choice and tone? ____/2 pts
3) Does the write-up provide a critical analysis of the differences/similarities between
the two articles in terms of content (i.e., are the same conclusions or implications
drawn; would someone have the same impression of the research findings if she/he
read only one of these articles)? ____/4 pts
4) Does the write-up include an insightful discussion of what the student learned about
the coverage of psychological research in the popular press and how it will affect how
she/he consumes such information in the future? ____/3 pts
Was the assignment late? _________
(2 pt deduction per/day including the due date if assignment was submitted after class)
NOTE: Assignments submitted more than 3 days past their deadline will not be accepted.
FINAL GRADE (Mechanics/Style + Format + Content minus any late deductions): _______/20 points
Overall Comments:
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00Daniel JenningsDaniel Jennings2024-02-07 15:29:042024-02-07 15:29:04The Popular Media Assignment Help
Select two readings or one reading and one video clip
In a minimum of 750 words, explain why you disagree with the source/s’ point of view; feel free to use the other readings for this week or outside credible academic sources to underscore your points
Now, try to imagine the possible response/s to your arguments and objections. Explain the response and rebut your opponent in this imaginary debate. In your rebuttal, consider that you may come across many opportunities to disagree with fellow students throughout your Brandman experience. Write your rebuttal with consideration of how you would address such controversies with fellow students in a debate that is not imaginary.
OR
Consider this scenario (in a minimum of 750 words):
In Dostoyevsky’s novel Crime and Punishment the main character plots and carries out the murder of an old woman who has a considerable amount of money in her apartment. After killing her, he steals the money. He argues that
She is a malicious old woman, petty, cantankerous and scheming, useless to herself and to society (which happens to be true), and her life causes no happiness to herself or to others; and Her money, if found after her death, would only fall into the hands of chisellers anyway, whereas he would use it for his education (no doubt at Brandman University).
Putting aside for a moment the small detail that the murder is a crime – is this action justified in some way? Yes or no and why? There is one catch; the only sources you can use to buttress your arguments one way or the other must come from this week’s readings and video clips.
Psychology Ethics homework help
Reg Saner
My Fall into Knowledge
DAILY, ever so and
briefly-
in apparently alive in
causeless a place called
moments, “the world.”
I’m aware
Whereupon
of being –
the though
odd- ever so briefly- alive in a place called “the world.” Whereupon the odd- ness in simultaneously feeling hyperordinary yet cosmic throws me into inter-
rogative mode.
Recently, during just such a moment, and because I’m incorrigibly reli-
gious, I found myself wondering, “Throughout history, just how many creeds have there been? And the god population – how many deities, now or ever?” An accurate inventory would of course be impossible. Not only do eternal truths come and go, some gods take early retirement. Moreover, ancient tribes, whether of prehistoric Greece or North Americas Hopi mesas, occasionally adopted supernatural beings from neighboring peoples into their own cultures. That ecumenical outlook, plus the polytheism factor, means no census could be as simple as one religion, one god. Impossible seemed the right word.
Then, as if with a life of its own, the question kept widening: “How many gods are currently in service throughout this galaxy-rich universe?” And sud-
denly it dawned on me that I’d just invented a new field of study: astrotheol-
ogy. We already have astrobiology, in case some life-harboring, extraterrestrial
planet should be discovered. Sooner or later, where there’s life there will be divinities, a natural offshoot.
However, natural is as natural does. All it takes is a planet whose thinking species, upon looking around at the various life forms, concludes, instead of the usual “Som eone has done this,” that
” Something has done this.” The ultimate
principle of causation on that planet would be considered natural instead of supernatural.
My logic felt rock solid, but hairsplitters may quibble. In any case, future astrotheologians will surely pursue the quasi-infinite possibilities of this new
[9]
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field. Perhaps they will even conjecture a religious war on certain planets, with devotees of Someone-ism righteously deploying fire and sword to destroy for- ever the infidel Something-ists.
Apropos of the Big Questions, doesn’t every child eventually ask, “Mommy, where did I come from?” These days, however, with low-rider jeans, some moth- ers dressing their ten-year-old daughters like French tarts, boy-girl dialogues of
single entendre, and teens copulating as if humans were an endangered species, no parent could invoke the stork and keep a straight face. Is there one mother left who tells her child, “Why, sweetie pie, we found you under a cabbage leaf”?
Way back in the psychedelic sixties, my friend Jo Ann said nothing of the kind. For her five-year-old, Chris, she went into physiologic detail. She didn’t
just refer vaguely to “certain body parts.” She named names. His eyes widened. She implicated his father. Said that she and he had been in cahoots on it. The
boy was stunned, revolted, aghast. These were people he had respected. The
very people who kept telling him to behave himself. Then, remembering he had a younger sister, he cried out in dismay, “You don t mean you did it twice ?”
If ever there were a “fall into knowledge” its that one. It changes the child
by putting him further into the real than he had dreamed or wanted to be – a
strange new context of animality. Small wonder that many children, perhaps most, prefer not to think of their parents as sex mates.
There are plenty of things we adults don t like to ponder. For example, the size of all we belong to and the pitiful brevity of our visit. Post-Darwin, our
biological status is another aspect some among us would rather not dwell on. Like little Chris, surprising numbers of adults vehemently deny their double nature as fur-bearing critters with vestigial claws on hands and feet – animals who talk and think, yet who, like our mammalian kin, also copulate and give suck. In a nutshell, some people simply cant stand the facts of life. Thats why they throw hissy fits at the mention of evolution.
A memory lapse explains why a few years ago I accepted an invitation to debate an anti-Darwinian. My friend Jane Bock, a biologist, had been the
initial recipient of that invitation. She and other biologists often receive such
challenges but routinely ignore them as a waste of time. Then, looking at me,
Janes mischievous streak kicked in. “How about you?” she said, knowing of
my intense admiration for Darwin. “Do you want to take them on?” Never in
my adult life had I encountered a creationist. Now here was an opportunity to
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practice my favorite occupation: going forth to see for myself. I said, “Okay, I’ll do it.” Why? Well, fools do rush in.
Alas, my eagerness to trade verities with a proponent of biblical inerrancy before the breed went extinct led me to forget I had been a creationist for years and years, and would be again, though in a very different way.
At precisely what age I allowed myself to be gathered to the bosom of creation- ism I can t recall, yet it must have occurred by the time I was five and in first
grade. My memory of just how it happened remains clear as the image of tall Sister Mary Daniel in her great black wimple and Dominican habit of ankle-
length white linen, as she tested us first graders with the very first question in the Baltimore Catechism, “Who made us?”
On cue, we chirruped like a classroom of sparrows, “God made us.” To say Sister did the asking and we the believing would, however, be quite
false. Belief implies the possibility of disbelief, a thing literally unthinkable at that age. Children may be finicky eaters, yet when it comes to religion they down whatever s set before them. If your parents follow Jainism, you follow them. Besides, anything Sister Mary Daniel said was true.
It wasn’t so much that she wore holy clothes covering all but her face and hands, nor that all the mothers including mine spoke to her as to a Very Special Person. It wasn’t even because she always seemed so clean and gave off such a nice soapy fragrance. What Sister Mary Daniel said was true because she was tall, patient, soft-spoken, and kind to every one of us children.
Was she pretty? I don’t remember – just that she was beautiful.
Surprising as it should have been for me to learn I’d been made by a God, it never entered my noddle to ask why. That just seemed to be what God did. He made things. Unlike the grown-up kind of creationist, I didn’t at the least mention of Darwin grind my teeth and spit. I was proud of my spitting, but hadn’t yet heard of evolution, so there was no need for righteous saliva. All the same, as we children grew older we did learn that a hellish fate awaited that soul guilty of willfully doubting things the Baltimore Catechism said were eternally true, and its pages clearly gave top billing to the Creator.
Me disagree with the catechism? Only heretics did that. Even if I didn’t quite know what a heretic was, I did know it was the baddest thing you could ever become. Maybe the word’s sound caused me to picture a hairy man in
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grubby clothes- a swarthy, red-eyed man who stood glaring at me and without
lifting a finger was unspeakably wicked. A despondent lass in an old play says, “We know what we are, but know
not what we may be.” Well, the skinny little blue-eyed kid I once was is now himself a full-grown, double-damned heretic- though not particularly hairy. It happened the day I awoke to the single fact of life rendering our human situ- ation inexhaustibly fascinating: no one knows what this world is, much less has the answer to “Why?” Sadly enough, that limitation has always impelled members of our species to claim knowledge they dont have, and I claim to be one of their victims. Hence, my activist interest in those old reliables, the
supersize, cosmic questions. Historically speaking, there have been many mystery religions – think
Orpheus, think Isis- but only one mystery: the answer to “Why?”
For my showdown with Binford Pyle, a hard-core fundamentalist if ever there was one, I turned up on schedule at the Bethany Church ready for action.1 True, I had no debate experience and only the vaguest idea of the creationist mind. So what? Biological fact was firmly on my side, wasn’t it? Not that I’m a biolo-
gist. Far from it. fm merely an ink-stained wretch puzzled by the millions of adults who seem to believe the facts of life are ungodly.
In addition to my respect for Darwins achievement, there was a moral dimension in my agreeing to a debate. The people hoping to foist creation- ism off onto biology courses in our public schools have employed blatantly immoral tactics, and have done so while claiming to be champions of moral-
ity. Their hypocrisy deserved a comeuppance. Even more germane, they daily enact our species’ peculiar ability to believe the unbelievable, a trait I’ve always found fascinating.
On entering the church’s large vestibule I found dozens of earlier arrivals
studying creationist displays, and a wide screen overhead flashing a projected sequence of anti-Darwinian power points. Their techno-effect was unexpect- edly hip. “Hm-m,” I thought, “and me with only a few handwritten notes.” The church’s Baptist congregation, drawn from one of Denver’s working-class suburbs, would surely be impressed by the electronic look of cutting-edge info.
Already I felt a bit daunted.
i. Names of both person and place have been changed.
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As each slide brightened, then dissolved into the next one, I hadn’t time to read more than a few. Yet visually snappy as they were, they paraded the same old junk science and untruths that, nonetheless, have found a home in the hearts of countless devotees who take the biblical description of creation
literally. Why do we believe the unbelievable? Agreed, the answer is obvious: we
do because we want to, but saying so addresses only the why, not the how. It’s the how that intrigues me.
No sooner had I left the vestibules displays and entered the church proper, where adult murmuring mingled with adolescent chatter, than I became dis- mayed by the sight of so many young faces, including quite a few children. I’d assumed the entire audience would be grown-ups. To undercut parental authority was the last thing I, with my straight-arrow midwestern upbringing, wanted to do. That reluctance led me to scrap the main argument of my open- ing remarks: a critique of the fundamentalist dogma on the Bible’s inerrancy, plus comments on the blood lust of the God its Old Testament describes. Intel- lectually, my spur-of-the-moment decision to back off was indefensible. I didn’t care. Children’s respect for their parents’ judgment seemed more important, so I chose to extemporize.
On a brightly lit, carpeted platform, Binford Pyle and I sat opposite, each of us behind a small table covered with red cloth. Though Pyle was a man of large girth, he carried his weight well, was soberly attired in a dark blue suit, and made quite a good appearance, while the open laptop before him contin- ued the cutting-edge implications. These he further enhanced by setting it on the podium each time his turn came to speak or rebut. My few handwritten notes seemed so slight by comparison I ditched them and decided to wing it.
From the Internet I had learned of Pyle’s speaking engagements and vid- eos; learned too of his conceiving and leading, with others, something called Scriptural Tours in science museums, so as to correct the unbiblical informa- tion infesting such places; learned as well of his connection to the Farview Academy, which trains young fundamentalists.
Between us at the podium, in marked contrast to Mr. Pyle, stood our moderator, a man in his late twenties, one Jeremy Higgins. What with his abun- dant beard, flowing brown hair, and bulky figure, his teddy-bear aspect made his role as the church’s youth director seem natural. Into the microphone he explained how the debate would proceed. Each of us would give a ten-minute opening argument. These would be followed by two rebuttals, the first for eight
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minutes, the second for five minutes. Each of us would then make a five-minute
closing argument, after which we d respond to questions from the audience. Just before Pyle and I had mounted the platform we stood momentarily
face to face long enough for me to ask if he took the creation story in Genesis
literally. His reply was edgy, as if long since weary of that issue. “The Creator,” he said, “made the world in six days of twenty- four hours.”
Temptation overcame me. I asked, “What took him so long?” He didn’t answer that one, so after an ominous pause I tried again.
“Well . . . how can you tell whether a given biblical passage is figurative or literal?” In the same dismissive tone he said, “You can tell by the context,” which
on the one hand is true enough, but on the other sounds like dealers choice. I was about to press the point when the moderator asked us to take our
places. To avoid being typecast as one of those university professors fond of
destroying young souls with their godless ideas, I had worn a cowboy-style vest woven with Indian designs. Furthermore, I topped it off with a black, broad- brimmed Stetson and choke strap, such as bad guys always wore in the dime movies of my boyhood Saturday afternoons.
During Mr. Higgins’ preliminaries I doffed the Stetson, but when my turn came to speak, I put it back on and, in a bantering manner, began with
something like the following: “Lest anybody be confused, my hat should clarify the situation. Creationists here can relax. Though Mr. Pyle isn’t wearing a white
hat, we know the man in the black hat always loses. To further simplify things, I advise those who are satisfied with their beliefs not to credit a word I say.” Then, after pointing out the impossibility of a debate between faith and fact, I sketched my position without raising my voice. Especially before an audience of working-class Baptists, soft-spoken was the only way to go.
Creationists can never lose, owing to the well-known fact that scripture cannot err, which is proven by its being divinely inspired, which is in turn
proven by the fact that people who lived eons ago have said so. With that as
bedrock, everything creationism – including its clone, intelligent design- has to say passes between twin pillars: the falsehood inscribed on one pillar reads, “Without the Bible and Christ there can be no morality”; the whopper chiseled into that other pillar says, “Evolution is atheistic.” Binford Pyle bludgeoned us with those twin fallacies and implied the atheistic bent of evolution by say- ing, “Evolution claims nature is all there is.” It of course does no such thing. Like all science it merely restricts itself to observable phenomena and testable
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evidence. Oddly, large numbers of laypersons interpret those limits as proof that science has it in for religion.
Saying that morality is impossible without the Bible and Christ requires not only perfect ignorance of the ancient world, but also creationisms foun- dational denial of our species prehistory. Owing to the survival value of coop- erative behavior within species, morality simply evolved- like everything else. Even our deities are better behaved now than they used to be.
“Evolved?” boggled Pyle, who insisted that the moral truth of the Bible was 4 eternal and unchanging.” Such a remark made me wonder, “Has he read it?” Without such a moral absolute, he continued, “There would be no reason
why I shouldn’t wrap an airplane around myself and fly into a building.” Directing a baleful glare at the audience, he angrily added, “If you’re an
evolutionist and youre upset about 9/11, get over it.” Considering our pre- sumably decent congregation of believers, I forbore quoting on that topic of malevolence the insight by Steven Weinberg, a Nobel laureate in physics: “With or without religion, good people can behave well and bad people can do evil; but for good people to do evil – that takes religion.”2
Though persons of goodwill can and often do strenuously disagree on an issue, Pyles righteous indignation on all topics Darwinian seemed to be
tinged with some darker animus. I wondered what his life had been before its
born-again phase. “All men,” he said, “are flawed and must be restrained.” The worse we
are, the better for Pyles exhorting our fallen natures to rise up from the muck. What good is a cure if there’s no disease? Unsurprisingly, therefore, he insisted no mire could be blacker than that in the Darwinian morass. Later, however, he surprised me by backing off long enough to say, “Evolution doesn’t make people wicked, people are wicked.”
Would we humans, unless compelled by a divine Sky Cop to behave ourselves, lapse into bestiality? Oh, yes! In fact, this alleged degeneracy of humankinds postlapsarian state seemed oddly dear to the mans heart, and not just because he was selling the cure.
Its true the Pauline Epistles are pervaded by insistent references to our sinful flesh and Satans activism among us. After all, Christianity’s main claim is that our fallen species desperately needed a Redeemer. But Pauls better
2. The quotation is from “A Designer Universe” in Weinberg’s Facing Up: Science and Its Cultural Adversaries (Cambridge, MA: Harvard University Press, 2001), 231.
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angel also frequently moved him to exhort his hearers on the value of their communal bond, and of love. Could creationists gloomy view of our nature, I continued to wonder, be rooted in themselves as well as the Bible? At times in our debate – as if his hearers’ salvation were imperiled – Pyles nostrils flared and his eyes glowered warningly at the audience.
Whether he did so from personal truculence or religious zeal I couldn’t
know, but I had no doubt what my fate would be if he or any cult of like- minded zealots had the power to inflict rack and stake on misbelievers. I easily imagined them torching Joan of Arc to improve her character.
Blaise Pascal, a seventeenth-century thinker and scientist whose native France had been bloodied by religious wars, commented on such righteous- ness gone wrong: “Men never do evil so fully and so happily as when they do it for consciences sake.” Or so fully and happily as when they spread untruths. Thanks to Binford Pyle, I now know that “racism is promoted by evolution,” that morality comes from a creationist worldview whereas “evolution is inher-
ently selfish, it is self-centered,” and it “thrives on death.” I learned, too, that
“genocide becomes a natural out-flowing of the evolutionary model when
applied to human relations.” Oh, all manner of Darwinian-induced degeneracy fueled Pyles rancor. He spoke of evolution as if it weren’t based on science but an amoral conspiracy so dangerous that some creationists call it “devilution,” a satanic cult roaming the world on cloven hooves and seeking the destruction of souls.
Most vividly of all, I remember his claim that an “evolutionist” is bound to
condone Hitler s grisly eugenic experiments, an assertion as illogical as saying Pasteur would favor germ warfare. I also recall how my eyes widened and my mouth gaped when he read a quote from Der Führer by way of implying that
the author of Mein Kampf spoke for Darwinians! What’s more, he twice fol-
lowed former congressman Tom DeLay s lead in linking the bloody murders at Columbine High School to the teaching of evolution: “Evolution kills people,” declared Binford Pyle. “If you dont believe me, just look at Columbine!” Then
he added, “Those two students learned their lessons well . . . and applied those
lessons appropriately.” 3
Given the time constraints on rebuttals, I couldn’t begin to point out
more than a few absurdities in Mr. Pyles stream of grievances. Certainly the
3. Eric Harris and Dylan Klebold, the two responsible for the Columbine slaughter, the one a born psy- chopath, the other seriously depressed. See Dave Cullen, Columbine (New York: Twelve, 2009), passim.
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most dramatic among them was his charge that Hitler s evolutionist worldview led to the Holocaust.
It seems Darwin’s “survival of the fittest” was the culprit. It had autho- rized blitzkrieg and mass murder.4 Such an inexhaustibly fallacious statement
betrayed gross ignorance of evolutionary fitness, the key concept in On the
Origin of Species. Darwin did not say, as Binford Pyle explicitly claimed, that survival depends on strength and cunning. Rather, evolutionary fitness stems from an organisms ability to adapt biologically to changing environmental conditions. Mighty dinosaurs may perish and tiny mammals thrive.
The charge that Hitlerian evil was merely Darwinism in action has become a favorite whopper among those on the religious right. In August 2006, the Rev. D. James Kennedy – dubbed by blogger Pam Spaulding “the
Talibangelist titan of Florida-based Coral Ridge Ministries” – offered tv view- ers a sixty-minute documentary on Darwin’s Deadly Legacy. It hyped the (false) analogy between Nazi eugenics and Darwins theory of natural selection, thus
sharing Pyles stunning misconception of the theory he so decried.5 Further- more, selective breeding was an ancient practice, so Nazi eugenics didn’t need Darwin to inspire it. In point of fact, World War II revealed the Nazi unfitness to survive, inasmuch as Nazism reduced Germany to rubble and ashes. Nazi unfitness, however, wasn’t the kind Darwin was talking about.
As if to produce a crescendo effect, Mr. Pyle began totting up the separate body counts attributable to Hitler, Stalin, and Chairman Mao, with a bonus estimate of lives unborn, owing to Margaret Sanger’s promotion of birth con- trol. “That’s over 190 million people,” he said, “who have been purposely sac- rificed on the altar of evolution!”
I flashed on a headline, Darwin Kills 190 Million, and reeled. But that wasn’t the nadir. Either his misunderstanding or his willful misrepresentation of the evolution he so deplored gave birth to this pièce de résistance : “If your brain evolves,” he asked the audience, “how can you trust your own thinking?”
“At least,” I thought but didn’t say, “it would be headed in the right direc- tion.”
4. The catchphrase “survival of the fittest” originated with Herbert Spencer, a contemporary of Dar- win-who then borrowed it ill-advisedly, according to Arthur Peacocke, a scientist and Anglican priest. 5. A year later, on 5 August 2007, 1 listened to an address by D. James Kennedy in a nationally televised hour sponsored by the Coral Ridge Ministries, during which he recited the same mendacities voiced by Binford Pyle in his calumny of Darwin and evolution.
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Our debate had become a carnival attraction. I was still tottering over evolutions Slaughter of the Innocents when Mr. Pyle informed the audience that so long as I embraced evolution I was destined for eternal torment. He said it grieved him that I was, though I didn’t hear grief in his tone.
Just then, and mercifully, our robust moderator, Mr. Higgins, signaled an end to the fray and the beginning of a brief Q&A period. Without excep- tion, the queries addressed specifically to me raised points I had already dwelt on in some detail. It was as if everything I had said was so peculiar it needed
repeating. A sampling given here in my paraphrase will indicate their drift: “How
can an evolutionist be moral?”; “How can intricate life forms come from chaos without Gods help?”; “Is evolution a religion?”; “Why cant a person believe in God and natural selection?”; “Should evolution and creationism both be
taught in schools?”; “What about those fossils?”; “Where did the universe come
from?”; “If you don t believe in anything, what happens when you die?” Hadnt I predicted the man in the black hat always loses? Our not-so-
great debate had at least brought me face to face with what I’ve called our
peculiar gift for believing the unbelievable.
My stunned wonder at the echolocation of bats can trigger a sort of free- fall astonishment, with my mind plummeting back through the evolutionary epochs needed to develop an ultrasound system so exquisitely and finely tuned.
Lying all about and within us, natures smallest details abound with times
ingenuities. Every strawberry for my breakfast granóla has bedecked itself with minuscule time capsules disguised as seeds. Thats cunning indeed, but times genius as encapsulated by each human cell staggers the mind. Our cells are more impressive than we are.
Thanks to Darwin our imagination can wander billions of years within a
droplet of blood. Or, in pondering raven plumage – with its barbules, barbicels, and booklets so cunningly contrived from an original squiggle of keratin – can be rapt by the depth of time in a feather.
Unfortunately, the extent of gone time, because literally unimaginable, remains therefore unreal for all too many, especially the anti-Darwinians.
Surely its the immeasurable spans of evolutionary time they cannot conceive
of, nor can they conceive how, to cite a seminal phrase by the eighteenth- century gentleman geologist James Hutton, “little causes, long continued” could have wrought in all life forms and land forms such enormous effects.
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“Long continued” in the case of Earth life comes to some 3.5 billion years. Those who don t believe the human eye could have evolved are incredulous
partly because they have no clear concept of the words million and billion .
Suppose your doctor should look up from her clipboard to say, “Im afraid the test results are not good.” Naturally you’ll wonder, “How long have I got?” Answering your thought she breaks the news, “You have, I’m sorry to say, only a million seconds to live.” Time enough to drive to your favorite coffee house for a last latte? Yes, and to spare. Almost twelve full days. Now imagine, having misread her own writing, she corrects herself. “Did I say million ? Sorry about that! I meant to say billion. Give or take a few, you’ve got a billion seconds before the end.”
How many more days would that give you? Plenty. In fact, just over thirty- two years. Despite all the bandying of large numbers in the media, people cant
grasp how “long continued” a span of 3.5 billion years really is.
Years ago a Grand Canyon ranger told me the average visitation time there was a mere four hours. I suggested that the park service post signs at turnouts along the rim: kindly allow the dust of your arrival to settle before you depart. Such hurry-up visits prove that the views from the South Rim serve
mainly as photo ops allowing tourists to say, “Been there, done that.” Besides, after hearing about the place for years, a persons first look may not live up: “Grand? Kind of, I guess.” Given all the blather, everyone expects more.
Yet nowhere better exemplifies the difference between scenery and nature than the Grand Canyon. From the rim its a scenic postcard. And traffic. How- ever, by descending even a skimpy eight hundred feet or so, you cross a thresh- old into that tremendous realm we call nature. Scenery is what you’re apart from, natures what you re a part of. Thus the canyon is really all about you, and the deeper the truer, offering an experience that can feel like identity theft. For visitors wanting more than snapshots, therefore, signage of a different sort might be posted: those who descend may never climb out.
That is, any receptive self, descending, wont be the self that ascends. Being contextualized by millions of years made stone will work changes in such a person. For some, that alteration is considerable. Lifelong in my case. Day after incomparable day spent inhaling geological time gradually led me to see everything differently and further accelerated my fall into knowledge.
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Way back in 1794, a geo-theologian named Richard Kirwan fired off a critical blast at James Hutton’s Theory of the Earth for claiming Earth to be unimagin- ably old. Like our present-day creationists, Kirwan took Genesis literally; thus he argued that Hutton’s theory not only contradicts scripture, it threatens all
religion and morality – and he added that it hurls humankind into deeps of
geological time “from which human reason recoils.” Hutton, called by an admirer “the man who invented time,” was a deist
who certainly believed in a Creator but ruefully predicted that Earths true age would produce culture shock:
It is not any part of the process that will be disputed; but after allowing all the parts, the whole will be denied; and for what?- only because we are not disposed to allow that quantity of time which the ablution of so much wasted mountain might require.6
Time’s quantity? Even today, to use Kirwan’s word, we “recoil.”
Arriving at the Grand Canyon from Chicago, Japan, Hungary, Savannah,
England, Switzerland, Kansas City, France, or wherever, we do just that. Gazing into its depths we feel ourselves missing from our own planet.
“When I was a child,” wrote St. Paul, “I spoke like a child, I thought like a child, I reasoned like a child; when I became a man, I gave up childish ways.”
So true. As a child I was the handiwork of a god. Was even made in that
deity’s image, and – along with everybody else – was the be-all and end-all of
creation. How much more important can you get? Yet no sooner had I grown up than my status plummeted to that of just another nano-speck adrift in a
wilderness of stars – because of my fall. When Adam and Eve fell, at least God
and his fiery-sword-wielding angels hung around ever after. But not for willful ones like me. Thus I had to watch while nine flavors of
angels, the entire floral-scented bouquet of blessed saints, the world-mothering Madonna, and heavens trio of deities slowly melted from a suitably pastel- colored cloud to the black of interstellar void. So much for Sky City. Unlike
one mistakenly disillusioned young Englishman, however, I didn’t reel from
ale shop to ale shop claiming Darwin’s On the Origin of Species had destroyed
6. As cited from Hutton’s Theory of the Earth in Sir Archibald Geikie’s Landscape in History, vol. i (New York: Macmillan and Co., 1905), 137.
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my life. Still, when the center of your world drops out . . . well, that does take some adjusting.
After the Almighty evaporated on me, I must admit that – human ills aside- nature and the universe itself began to seem far more interesting than some All-Everything supernatural. Without a presiding deity, the worlds ori-
gin and raison ďétre, if any, became- and remains- inexhaustibly fascinating. Nothing so challenges the finite reach of human thought as the unknowable
depth and breadth of all we belong to. Even my neutrino-size unimportance within it acquired the freaky grandeur of being that radically dwarfed. In short, if you love living a mystery as I do, alive is the place to be.
On the down side, however, my fall entailed more than the loss of Cloud Nine. It caused the unimaginable scale of cosmic immensity to shrink me to a geometrical point having location but no magnitude – quite a comedown from once being watched over by angels, by all the saints in heaven, and by a three-person God. Still, forgoing my postmortem flight to Paradise wasn’t
nearly so hard to handle as was facing up to a human world in which those who endure unspeakable pain, squalor, or crushing injustice can expect no
otherworldly redress, ever. Triggered by the terrible helplessness we feel in the presence of great suffering, the impulse to beg divine intervention for les miserables explains why our polytheist ancestors felt you can never have too
many gods. One for every occasion seems little enough.
My psychothèrapist friend Charles Proudfit tells me there’s such a thing as existential depression. And how not? The cataclysmic randomness of sidereal collisions, black holes, star hatcheries, and supernova explosions going on all the time in the soul-numbing vastitudes surrounding us can shade any human
enterprise with the gray-scale of futility. “Whats the point of writing? As far as that goes, why do anything?” Which is why any life worth living must contain
something of great value that we know isn’t there. Meanwhile, swimming in cosmically deep waters without a life preserver
adds more than a touch of adventure to any existence – provided we under- stand that’s where we are and what we are doing. Given the combined mass of inanimate matter in the universe, our merely being alive and aware, and neither on fire nor in a black hole, means each of us is, as the astrophysicists put it, in “a highly improbable state.” I love that wording. It feels so much more elegant than “abnormal.” In fact, it feels like a promotion. Yet there remains, in relation
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to “the world,” an inevitable “Why is there one?” That insuppressibly pesky “Why?” is how, after my fall into knowledge, I came to discover astrotheology.
What’s more, if- however briefly – were among the vanishingly small
percent of matter that has consciousness, we may as well pay attention. But consciousness is no life jacket either, and staying afloat in waters unfathom-
ably deep isn’t for the faint of heart. As to the point of it all, must there be one? Besides, aren t “the point of it all” and “meaningful” really synonyms for
“payday”? As if doing your best, lifelong, both to understand where we are and what we are weren’t plenty meaningful enough.
Admittedly, there are sad afternoons when nothing works and reality feels too true to be good. As anodyne for watching my loftiest thoughts get downsized to the height of a dust mite, I sometimes welcome even the des-
perate comfort of Pascal. He felt himself pitifully finite and daunted by exist-
ing between what he called “two infinities,” the microscopically small and the
astronomically large. Yet he reasoned thus: “Though the universe crush him, man is nobler than the forces that kill him. He understands his mortal nature, whereas the universe knows nothing of it.”
Hardly a hip-hip-hooray, but quite a cut above thumb sucking or Linus blanket. The era is long past when our species can fatten self-esteem by believ-
ing its own publicity, yet a modest, astrophysical excuse for chest thumping does remain available. Owing to the subtle intricacies of the phenomenon called life, the lowliest living critter among us, even a gnat, is more complex than the sun that begot it.
Factor human intelligence into the comparison, and the assertion grows all the truer. Each thoughtful person who possesses so much as a vague sense of our location between Pascals infinities is a more considerable speck than all the mindlessly blazing matter in the universe.
If, however, we put our consciousness to no better use than getting through the day, we’ve ignored the chance of a lifetime, unmindful that being here and alive is the one strangest thing that can ever happen. Considering the innumerable galaxies overhead and underfoot every living moment, our very ennui is weird. Actually, our mayfly longevity makes boredom a left-handed
mercy, enabling the illusion we live a long time. Surrealism? That was just an art movement, whereas, rightly seen, each of us is a walking, talking surrealist. Because the ultimate truth of our cosmic context remains unknown, we can never truly be who we are nor where we are.
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My own favorite moments for letting that surreality happen come while
facing sunrises. Just watching the suns bubble ascend puts me, body and soul, in a cosmos. However, the duality in everything means that the most gorgeous of dawns doesn’t lessen the difference between the suns longevity and mine, just lightens it wonderfully. That same duality supplies my awareness that our
daystar has only nuclear fusion at heart with an opposite realization: I owe it
everything- including my sadness at knowing it, too, is mortal.
Occasionally at sunrise, to get even better perspective on myself, I swap my stance on the mesa slope near my house for one on the sun. Afloat on the surface of its photosphere I look back toward Earths pinprick of shine, not
quite swallowed up by the blackness of space, and wish others could share the view.
Not only that. I once briefly believed that if on some miraculous day we humans fully faced and accepted our actual situation, we d take better care of our planet and each other. I know. Its still my favorite fantasy that won t hap- pen, but, as the song says, “I can dream, can’t I?” So, while standing on the sun and looking toward Earth, I occasionally imagine, despite humanity’s check- ered past and present flaws, that my wishful figment may one day be realized. There well be, all of us, companionably riding our planets tiny brightness, and
gazing silently out into the question of questions.
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For children younger than 9 or 10 years of age, the natural means of communication is _____ a.sign language.
b.creative movement.
c.the language of their parents.
d.play.
5 points
QUESTION 2
Which type of group format has a predetermined amount of sessions and will not accept new members once the group has started? a.Closed groups.
b.Open groups.
c.Limited session groups.
d.Thanatos groups.
5 points
QUESTION 3
In group-counseling relationships, children experience the therapeutic releasing qualities of _____ a.persuasion.
b.discovering that their peers have problems too.
c.discovering inner qualities of calm.
d.the impact of parenting.
5 points
QUESTION 4
The typical first target of group conflict is _____ a.the leader.
b.the “mother” figure.
c.the silent member.
d.an external authority.
5 points
QUESTION 5
When exploring issues in adolescent groups, group leaders are encouraged to _____ a.go fast through initial topics.
b.go slow.
c.try to act like an adolescent to find some common ground.
d.make sure they know who is boss.
5 points
QUESTION 6
Groups with adolescents tend to work best with membership of _____ a.at least 4.
b.16–20.
c.5–10.
d.at least 12.
5 points
QUESTION 7
Rescuing of individual members, denial of problems and conflict, and circular and superficial talk are all evidence of _____ a.limited awareness.
b.too much cohesion.
c.a teachable moment.
d.social justice in action.
5 points
QUESTION 8
The importance of counselors-in-training gaining experience in group counseling is _____ a.a relatively new development in the field.
b.reinforced in CACREP standards.
c.only necessary for those who haven’t been in therapy.
d.over emphasized.
5 points
QUESTION 9
Which of the following is NOT a part of a follow-up session process? a.Referral.
b.Resources.
c.Conflict.
d.Planning.
5 points
QUESTION 10
In a healthy group, power is _____ a.shared among the group.
b.held by the leader.
c.determined by lottery.
d.minimized by the leader.
5 points
QUESTION 11
Which of the following is an excellent way for adolescents to gain practical experience in expression of feelings? a.Ice-breakers.
b.Homework.
c.Role playing.
d.Lifestyle analysis.
5 points
QUESTION 12
The tentative self-disclosure phase is characterized by _____ a.anxiety.
b.deep connections.
c.gradual trust-building and experience with conflict.
d.relationship deconstruction.
5 points
QUESTION 13
Subgroups are _____ a.a normal construct in groups.
b.helpful to less powerful members.
c.destructive to group process.
d.all of the above.
5 points
QUESTION 14
When considering a comfortable setting for adolescent groups, it is important to keep the room _____ a.consistent.
b.stocked with toys and games.
c.decorated to an adolescent taste.
d.set up in a classroom format.
5 points
QUESTION 15
The Group Leader Self-Efficacy Instrument is an instrument for evaluating _____ a.group process.
b.resistance.
c.leadership.
d.effectiveness of techniques.
5 points
QUESTION 16
In the beginning stages of group, it is normal for group members to feel _____ a.confident.
b.anxious.
c.trusting.
d.angry.
5 points
QUESTION 17
A basic rule of thumb is that the younger the children _____ a.the longer the group.
b.the larger the group.
c.the shorter the group.
d.the older the group.
5 points
QUESTION 18
What do I wish I had said or done? What would I do differently next time? Did I say what I really wanted to say? These are all questions designed to help the leader evaluate _____ a.self.
b.the group.
c.individual members.
d.diversity.
5 points
QUESTION 19
Silence in group is _____ a.always a form of resistance.
b.a normal part of the process.
c.a sign that there is work to be done.
d.an indication of the need to terminate.
5 points
QUESTION 20
In the Hill Interaction Matrix, what is said in group is known as _____ a.interpersonal style.
b.content style.
c.process style.
d.communication style.
5 points
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00Daniel JenningsDaniel Jennings2024-02-07 15:22:292024-02-07 15:24:52Unit 10 Psychology Quiz homework help
Sleep Journal And Reflection Project Assignment Help
Assignment Instructions
Sleep Journal and Reflection Project
During our forum in Week 5, we are discussing dreams. The meaning, origin, and analysis of dreams have fascinated psychologists since the inception of the field of psychology. Sigmund Freud, often referred to as the father of psychology, focused a great deal of his theoretical energy on trying to understand and interpret dreams.
Contemporary psychologists are beginning to recognize the interconnectivity of human physiology and psychology in a way not previously understood. This is in part because of new interest in holistic health and in part because of brain/body connections we are now able to see and understand for the first time due to enhanced technology. Yoga, mindfulness, healthy eating, meditation, holistic health – all of these practices are gaining more traction in mainstream society and among psychological circles as we recognize how the mind and body work together. In light of this growing area of interest in psychology, for this assignment you will maintain a sleep/dream journal during weeks 3 and 4, and complete an analysis and reflection on your experience in a summary reflection paper in week 5.
Specifically, for this assignment you will:
Keep a sleep/dream journal for at least 10 days throughout Weeks 3 and 4. In your journal make note of:
any dreams you had
any initial thoughts about the dream – events of the day that may relate, etc.
your general sleep schedule (if you have a tracker such as fitbit, include data on your sleep patterns as well – wakefulness, restlessness, times asleep/awake per night, total sleep, etc.)
your general eating habits by day
your general exercise habits by day
anything else of note in your psychological or physical health (stress, excitement, changes, etc.)
You may use any format you wish to record the data (notepad, computer, hardcopy spreadsheet, etc.).
Complete a 3-4 page reflection (not counting title or reference pages) in which you analyze the results of your sleep/dream journal. Consider how your psychological and physical health interacted. What patterns did you see? Discuss the impact that various factors such as fatigue, diet, stress and exercise had on your dreams and sleep patterns. Explain how this insight may impact your behaviors in the future to lead to better psychological and physical health.
Utilize at least 2 academic resources (your text can be one of these) to support your analysis and discussion.
Assignment Deadline: 11:55pm Eastern Time Sunday at the end of Week 5 of the course term. Submission should include:
Title page in APA format
Reflection minimum 3 pages, double spaced
Reference page in APA format
If desired (this is optional), a copy of the original data/journal
Assignment Grading Rubric – Total 100 points:
Provided a thoughtful analysis of how physical and psychological health interact, particularly in connecting waking behaviors with sleep and dreams. Max. 30 points
Provided detailed evidence in the form of examples and data to support analysis and conclusions. Max. 25 points
Described how the information gleaned from the analysis will or will not impact future behaviors and awareness. Max 20 points
Incorporated references from at least two academic sources. Max 10 points
Writing was clear, focused, organized and grammatically correct with few to no errors in spelling, punctuation, or sentence structure. Max 15 points
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00Daniel JenningsDaniel Jennings2024-02-07 15:15:182024-02-07 15:15:18Sleep Journal And Reflection Project Assignment Help
Respond to at least two colleagues by doing all of the following:
· Offer critiques of their logic model as if you were a member of their work groups.
Identify strengths of the logic models.
Identify potential weaknesses in the assumptions or areas that may require additional information or clarification.
· Offer substantial information to assist your colleagues’ efforts such as:
Information to support their understanding of the problems and needs in this population
Suggestions related to intervention activities, and potential outcomes
Colleague 1: Aimee
A logic model would help us to understand the needs of the community and identify barriers to services. In looking at the needs of the community I reside in, one specific need that continues to arise is that of transportation. I live in a very rural area where public transportation is almost unheard of. There are no bus lines, taxis, or UBER. Many drivers for UBER or LIFT, will not drive out this far to aid individuals. Clients have difficulty accessing services unless they have a caseworker who is willing to transport, family in the area, or friends they can count on.
A logic model would help to identify the issue and create a plan to overcome the challenges faced with no public transportation. We could identify the need and potential solutions to the problem. Dudley tells us that “logic model provides an organizing framework for understanding evaluations” (Dudley, 2018, p. 169). IN looking at the lack of transportation, we may see a pattern in untreated mental health and substance abuse as having a correlation with a lack of transportation to appointments and no access to providers.
The short-term outcomes of public transportation would be greater access to services, such as; mental health counseling, drug and alcohol counseling, parenting, and individual counseling. The long-term outcomes would be lowered drug abuse, wider spread mental health treatment, extended revenue for the community as resources are being utilized, and the potential for lower mental health hospitalizations. Depending on how the intervention is implemented, will depend on the outcome (Dudley, 2016). The logic model, at the intervention stage, provides a framework to improve the interventions being used, (Dudley, 2016, p. 169). It allows the intervention to be focused on the unmet needs of the client and address potential success in outcomes, (Dudley, 2016).
References
Dudley, J. R. (2016). Social Work Evaluation, Enhancing What We DO (2 ed.). New York, NY: Oxford University Press.
Colleague 2: Samantha
Practice-Level Logic Model Outline
Problem
Needs
Underlying Causes
Intervention Activities
Outcomes
Homeless Veterans IN Clark County, NV
Materials
Land
Funding
Volunteers
Donations
Medical Care
Job Training
4th largest population of homeless in the United States
Gambling
Drug Use
Rapid expansion
Rapid increase in population
Rising cost of living
Veterans Village has opened 3 campus locations that cater to transitional housing
Low cost permanent housing
And Assisted living
Reduction in homeless Veterans in Clark County
Awareness raised in the community
Increased volunteers and donations
A logic model is a diagram of the relationship between the need and the ways to address those needs. It provides a concise, one-page picture of program operations from beginning to end. The four components of logic models are the problem statement – why the service or project is needed, the goal – the overall aim, assumptions – the basis for the ideas, and the rationale – information in the model (Randolph, 2010).
The theory of change typically shows the big picture including issues that can not be controlled. Shows different avenues that can lead to change. Describes the how and why the change can come about. Explains the thought process behind the reasons the change will happen (Randolph, 2010).
Unmet needs are there is still a long waiting list of homeless Veterans looking for services. There is also a proposed campus to be built at Veterans Village for women Veterans, but the cost of land, materials and labor has inflated due to increase in population. Current donations and volunteers would need to double to get the fourth campus built within the allotted amount of time (Stalk, 2018).
References
Randolph, K. A. (2010). Logic models. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 547–562). Thousand Oaks, CA: Sage. (PDF)
Stalk, A., Executive Director. (2018). Veterans Village Las Vegas. Retrieved from https://vvlv.org/
RESPONSE 2:
Respond to at least two colleagues in one of the following ways:
Expand upon your analysis of the skills the administrator demonstrated.
Describe a strategy your colleague might use to address the aspect of the case study he or she identified as the most challenging.
Colleague 1: Sandra
An explanation of the types of skills the social work administrator demonstrated as she addressed the problem of Carla’s absence at work and the trauma-related events that followed.
The social work administration uses direct leadership style to take control of the situation. She gave instruction to the receptionist to wait another 15 minutes, after which she should apologize to the client, see if they would like to see someone else (if in crisis), and tell them that Carla would call to reschedule the appointment (Plummer, Makris, & Brocksen, (Eds.). (2014b). She included what is expected of her, how it is to be done, and a timeline for when it should be completed (Northouse, 2013).
The Administration uses communication to manage conflict resolution by using the principled negotiation. This highlights deciding issues on their merits. According to Fisher and Ury, 1981, principled negotiation shows individuals how to obtain a fair share without taking advantage of. There are four parts to this approach which includes separation of the people problem from, focus on the interest, not positions, invent options for mutual gains and insist on using objective criteria (Norhouse, 2013, pg., 251).
Finally, identify one aspect of the case study that would be most challenging to you if you were the administrator, and explain why.
One aspect of the case study that would be challenging is having to call the staff members to tell them that a fellow co-worker has passed. I would also feel compelled to tell them how she died so they could take steps to be mindful of their neighbors (if they are having any issues) and other people including the clients they served.
Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (4th Ed.). Washington, DC: Sage.
Chapter 10, “Listening to Out-Group Members” (pp. 217-237)
Chapter 11, “Managing Conflict” (pp. 239-271)
Chapter 13, “Overcoming Obstacles” (pp. 301-319)
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].
“Social Work Supervision: Trauma within Agencies” (pp. 7–9)
Zelnick, J. R., Slayter, E., Flanzbaum, B., Butler, N., Domingo, B., Perlstein, J., & Trust, C. (2013). Part of the job? Workplace violence in Massachusetts social service agencies. Health & Social Work, 38(2), 75–85.
Colleague 2: Tammy
Postan explanation of the types of skills the social work administrator demonstrated as she addressed the problem of Carla’s absence at work and the trauma-related events that followed.
The social work administrator demonstrated good leadership skills in the handling of Carla’s absence. The administrator used technical competence because she knew the order of the tasks that needed to be handled. According to (Northouse, 2018) you should understand the intricacies of how the organization functions. The administrator made sure that the clients were handled in the proper manner. During my first field experience, the clients that showed up for a social worker who had called off was handled in this exact same manner and it was effective. The administrator also had interpersonal skills because cared about the staff getting notified about the death of their co-worker in a timely manner and grief counseling was available the next day (Social work supervision: Trauma within agencies, 2014b). (Northouse) asserts that having interpersonal skills allows leaders to work more effectively with that staff and supervisors. The administrator also demonstrated emotional intelligence. The administrator is in tune with her emotions and she is sensitive and aware of other peoples emotions (Northouse).
Be sure to include an analysis of the administrator’s use of conflict resolution skills.
One of the ways the administrator used conflict resolution skills was to separate the conflict from the person. The conflict was that clients were not being seen because of an employee not showing up for work. The administrator separated the two things and was able to handle each item separately. The administrator also used fractionation when she realized all the elements that were involved in Carla missing, she divided the problems down into more manageable pieces (Northouse, 2018).
Finally, identify one aspect of the case study that would be most challenging to you if you were the administrator, and explain why.
One aspect of the case study that would be most challenging to me if I were the administrator is the task of notifying Carla’s clients that she had died suddenly (Social work supervision: Trauma within agencies, 2014b). Sometimes, I find it difficult to find the right words when speaking about the sudden death of someone you know or work with. This same scenario happened at the prison where I worked and when I read this story it brought back the memory. One of the things I remember is asking someone which of our supervisors had made the call to the police because I wanted to commend the supervisor for doing the right thing. During the time, no one spoke to the staff about the death of one of its employees. If my memory is correct they might have mentioned it in our roll call and that was it. I have always found death notifications to be particularly uncomfortable however, I would be able to complete the task if it was assigned to me.
References
Northouse, P. G. (2018). Introduction to leadership: Concepts and Practice. Thousand Oaks, CA: Sage Publications.
Social work supervision: Trauma within agencies. (2014b). In S. Plummer, S. Makris, & S. Brocksen, Social work case studies: Concentration year (pp. 7-9). Baltimore, MD: Laureate Publishing. [Vital Source e-reader].
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1. A pointscale contains items organized
2. Spearman proposed a two-factor theory of intelligence consisting of which two factors?
3. Many questions concerning intelligence are still being debated. In general, however, scholars are MOST likely to agree that
4. The general (g) factor in intelligence refers to
5. The 1937 revision of the Stanford-Binet Intelligence Scale included two equivalent forms labeled “Form L” and “Form M,” named as such because
6. Which statement is TRUE about creativity and its measurement?
7. The purpose of a routingtest is to direct assessees to
8. The “Full Scale ceiling” of the WAIS-IV is
9. Which would NOT be considered extra-test behavior on the part of a testtaker?
10. The magnitude of the Flynneffect typically depends MOST on
11. The fourth edition of the Stanford-Binet differed from the previous three editions in that the fourth edition was
12. A lay person asks a psychologist, “Whatisintelligence” Based on the text, what would be the psychologist’s BEST response?
13. A school psychologist assesses a child’s intelligence. In a psychological report, the psychologist explains the child’s cognitive ability in terms of the manner in which she processes information and solves problems. From this report, it would seem that this school psychologist is relying on
14. “VPR” refers to a model of the structure of mental abilities
15. Binet believed that the primary purpose of an intelligence test was to assist the test user in the process of
16. All of the following are examples of extra-test behavior on an ability test EXCEPT:
17. The WAIS-IV General Ability Index (GAI) was described in your textbook as
18. Who defined intelligence as “the degree of availability of one’s experiences for the solution of present problems and the anticipation of future ones?”
19. The Flynn Effect has relevance in discussions of the death penalty, especially since the Supreme Court decision in the case of
20. Who first hypothesized that the proportion of the variance that a number of tests have in common accounts for a generalfactor of intelligence?
21. Logical-mathematical and bodily-kinesthetic are two terms best associated with the theory of intelligence advanced by
22. The concepts of socialintelligence, concreteintelligence, and abstractintelligence are collectively best associated with which theorist?
23. All of the following are true of Cattell’s two-factor theory of intelligence EXCEPT:
24. Which of the following tests employed by the Army during World War I was MOST likely to be as “culture-fair” as possible?
25. Stanford-Binet Full Scale scores are converted into nominal categories designated by certain cutoff boundaries. For example, an SB-5 measured IQ in the range of 110 to 119 falls into the ________ category.
Create a case study, 250-500-words involving a fictitious couple experiencing the stages and characteristics of romantic relationships. Think of this case study as a “story” that you are telling about the process the couple goes through when building a relationship.
Do not use any personal information or information related to current cases you are working on.
Part 2: Summary of Each Stage
After completing the case study, write a 250-500 word summary in which you explain each stage the couple experienced, including the characteristics associated with each.
Include at least three scholarly references in your paper.
Submit the case study and the summary as one document.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Romantic Relationship Case Study Assignment Help
Running head: Romantic Relationship Case Study 1
Romantic Relationship Case Study 5
Romantic Relationship Case Study
Veronica Cheers
Grand Canyon: PCN 530
Sep 27, 2017
Caren and Jacob: A Couple in Lust or Love!!
It’s a cold Friday afternoon in small town GA and Caren is meeting friends at the local bar when across the room she spots a handsome stranger. Caren’s not normally the type to approach a guy and is not really thinking she will end the night approaching this mystery fellow. Her friends finally get to the bar distracting her as they begin celebrating her birthday. A few drinks are exchanged and she has been talking about mystery guy all night. What is a girl to do but take a walk across the room?
Meet Jacob better known as mystery guy. Jacob has also been watching and waiting for his chance to make a move. He spotted Caren when she first walked in and wondered whether or not she was available but was worried she was here meeting a date. He has been watching her and sees her on the dance floor and decides it is his time to make a move. He slowly begins to approach but sees that she dancing with another guy. He decides maybe he has missed his shot and goes back to hanging with the guys.
As the night goes on Caren and Jacob both end up at the bar getting drinks for their friends. They exchange pleasantries and begin talking completely forgetting about their friends waiting on drinks across the room. Numbers are exchanged and a few more drinks are share the groups have meshed and they spend the rest of the night talking and enjoying the others company. The night slowly comes to an end and Jacob says he’ll give Caren a call later in the week so they can meet for drinks.
A few days later Jacob gives Caren a call and they decide to meet for drinks and dinner on Friday after work. During dinner they find out that they have similar interest. Caren is a diehard Falcon fan and so is Jacob. Caren talked about how she initially saw him across the bar but was going to continue to watch from a distance. They go on several more dates and relationship begins to develop into something more than just friends.
They are spending more time together, meeting for lunch and taking weekend trips just to get away. They are talking daily, exchanging childhood stories and sharing dinner dates with friends. What begin as a mild attraction has now turned into a full blown relationship. Caren and Jacob do everything together and when they are not together they are thinking of when the next time is that they will be together. Their friends think they are the cutest most sickening couple and secretly wished they would just move in together or something.
Five Stages
According to Rathus, Nevid & Fichner-Rathus (2014), “attraction occurs when two people become aware of each other and find one another appealing or enticing” (p. 211). Caren and Jacob spot each other from across a crowded bar. They both see something in the other that causes them to take pause. Caren feels that Jacob is attractive, but is not sure with her attitude whether or not she will even take a chance. Building happens as couples start learning more and more about each other and begin more comfortable sharing things that make them tick. As their relationship develops more and the level of intimacy changes both Caren and Jacob learn that they have similar interest. They begin to see each other more and the level of attraction has also increased to the point that they would sometimes even rattle on about the other to their friends.
“Continuation established patterns of interaction remain relatively stable; relationship will mature and evolve as time passes and circumstances change” (Tarvin, 2011). Caren and Jacob begin spending more time together and have feelings of contentment when they are able to share time together. When talking with friends or discussing outings they both include the other. “One of the developments in continuing relationship is that of mutuality, which leads a couple to regard themselves as “we”, not just two “is” who happen to be in the same place at the same time” (Rathus, Nevid and Fichner-Rathus, 2014).
Deterioration happens when the relationship begins to feel less rewarding to both parties involved. Because Caren and Jacob’s relationship is so fresh and they are at the beginning stages of knowing one another they haven’t reached this point yet. The final stage of a romantic relationship is the ending stage where both parties are no longer able to find anything worth keeping them together. The story above does not show either partner currently reaching that point. However, I feel that if they were to get to that point it is possible that it would begin with an argument or disagreement.
Reference
Rathus, Nevid, & Fichner-Rathus. (2014). Human Sexuality in a World of Diversity. Upper Saddle River, New Jersey: Person Education, Inc.
Tarvin, A. (2011). 5 Stages of Relationships. Retrieved September 29, 2017, from http://www.humorthatworks.com/learning/5-stages-of-relationships/
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00Daniel JenningsDaniel Jennings2024-02-07 15:10:172024-02-07 15:10:17Romantic Relationship Case Study Assignment Help
Bethany Hamilton: What makes a successful athlete?
Prerna Dayal
Bryant University
Abstract
This application paper undertakes to elaborate various exercise and sport psychology aspects which are relative to the career of a well-known female surfer Bethany Hamilton. It looks at various aspects of her life, and how she applied certain sports psychology principals that helped her become a successful athlete and overcome numerous obstacles.
INTRODUCTION
Bethany Hamilton was born in Lihue, Kauai, Hawaii on February 8 1990. She grew up with two older brothers Noah and Tim. All members of her family had a history and surfing and exposed Bethany to competitive surfing at age 8. Nature and Nurture both intended for her to become one the greatest athletes with her family’s support throughout the process. At age 9 Bethany received her first sponsorship by Rip Curl and by age 13, came second in the NSSA national championships in California.
On October 31st 2003 the water Bethany was lying on with her surf was gleaming and unruffled, what came next was a life changing event for her. She suddenly noticed something grab hold of her entire arm pulling her back and forth, until she saw a pool of red in the water realizing her arm was gone. Within no time the enormous 14ft Tiger shark disappeared into the deep waters. 13-year-old Bethany couldn’t fathom what had happed, as her friend slowly dragged her 200 yards using a surfboard leash. The shark bite was an extremely exasperating since she no longer had an arm; one of the most important tools for surfing. Bethany took it upon herself to change this notion and returned to the water just one month after the attack. The radical change in her body was difficult to adjust to, however, she showed astonishing recovery and a positive attitude. In an interview with ABC News, she mentions “Well, I think that I should just have a positive attitude toward things and the challenges coming up and if I have a bad attitude, then it’s not really going to make it anything better. If I don’t get back on my board, I’ll be in a bad mood forever.” This shows that she wasn’t obligated to express that she could successfully bounce back, but most importantly for her own satisfaction. Bethany surfed for the love of the sport, surfing was in her blood, and she chose to outshine in the male-dominated sport.
Bethany began receiving a lot of support from her fans after returning to the waters. She used this opportunity to motivate others. Her father helped her get back into surfing, and her family was very supportive. She put her heart and soul into relearning how to surf as she mentions “the transition from two arms to one was far from easy”. After one year of rigorous training, Bethany competed in the National Surfing Championship and won her first national trophy. There was no turning back for her she won several championships and began writing about her journey as a surfer. She was also awarded the Best Comeback Athlete by ESPY in 2004 and received the Courage Teen Choice award. Along with continued participation competitively and solely for pleasure MTV published her autobiography the same year called Soul Surfer: A true Story of Faith, Family and Fighting to Get Back on the Board. She received a worthy response for her best-selling book and created a documentary of the book in 2007. In the documentary she talks highly about her faith and how it helped her overcome so many obstacles as a teenager and after the release she claimed that her determination began to decline. She married Adam Dirks in August 2013 and announced that she was pregnant in 2015. Her husband encouraged Bethany to surf competitively and bring her spark back, just one year after their marriage she won the Pipelines Women’s Pro Competition.
RECOVERY AND ACHIEVEMENT MOTIVATION
Bethany Hamilton’s incident of a shark attack was the last thing a surfer could expect while surfing, she lost one of the very significant body part used for the sport. Losing an arm is not only frustrating for an athlete but also difficult to deal with during teenage years, where people are still learning about their bodies. The highest rates of issues related to body image occur during the teen and early adulthood years. However, Bethany was very motivated towards her goal and had a strong sense of self, she was unstoppable despite the harsh circumstances. She claims that her faith in god was something that helped her stay motivated even before the shark attack. Her confidence in god made her believe that everything that was happening to her happened for a bigger and much greater reason. It took the load off her shoulders and lowered her stress levels.
She had a high Achievement Motivation which is the desire to strive for task success, persist in the face of failure and have pride in accomplishments. In her interview with Tampa Bay she mentions (2015) “Just dealing with fame and becoming a girl and struggling with my body image and the media and this world that we live in is so incredibly challenging, it can really bring you down.” Her journey was incredibly hard, but she had the power to bounce back hastily. She felt threatened in various situations while learning how to surf and swim again. Bethany mentions (2015) “I think at first, adjusting to life with one arm was essentially really challenging because I was so used to doing everything with two arms, and all of the sudden, I’m relearning how to put my hair up and relearning how to surf. I remember trying to paddle out surfing, and there were just waves crashing on me over and over again. Sometimes I would come in crying and frustrated and discouraged.” Her achievements motivated her to further motivate other people and being a role model for all her supporters and fans. According to the 5 personality viewpoints Bethany successful fits into the Phenomenological Approach where the person uses they understanding and interpretation of the situation that determines their behavior. She interpreted her shark bite as a learning and never looked at it as a shortcoming she adopted a much more adaptive approach.
Achievement of Goal Theory
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Bethany Hamilton gave birth to her first child after which she continued training rigorously since she had time constraints to train she used her time more judiciously. She competed in the WST Swatch Women’s Pro and stood in the 13th position. Bethany, claims that it was disappointing to lose, but it was also a good learning to motivate her so that she could do better in the future. She focused on both Achievement goals; outcome oriented as well as Task oriented. This determines that she placed a lot of stress on winning as well as getting better to reach optimal performance. She mentioned in an interview with The Guardian (2015) that “I want to make the most of it, so I feel like I’m wiser with my time now.” Bethany experienced role conflict at this stage due to the conflicting demands of competing and being a mother. Yet she persisted to compete further and was supported by her husband at every step, he chose to be a stay at home dad to let Bethany fulfil her training requirements. She looked for more challenging situations and won third place in the Fiji Women’s Pro Competition. In the process, she beat Stephanie Gilmore and Tyler Wright, who were the top-ranked surfers and world champions for surfing. She also got nominated for her first WSL Big Wave Award for her performance on the wave Jaws after her period of loss.
COMPETENCE MOTIVATION THEORY
Competence motivation theory –feelings of competence, worthiness and control influence motivation. The basis of this theory is on the assumption that humans have an inborn motivation to be competent. The competence perception is relative to a person’s effective sate or urge. For instance in the positive effect of this perception, one attempts to follow success for mastery purposes while the negative side following lack of success in bid to improve. In the case of Bethany it was a positive effect as she sought to master the skill of surfing she once was an expert in. The urge to be perceived as competent after losing a limb may have also played a role of getting her back to the ocean once again she always said that sports should not have a disable section but a “section for those who are good at the sport in a unique manner”.
ADAPTIVE PERFECTIONISM
She always set extremely high standards for herself which is what made her a perfectionist. She spent hours training just to be on top, but she used every wave as an opportunity to train, make a mistake and pick herself up. Despite all other distractions after she began to gain fame she made sure to take out time for training. This is a great example of Adaptive perfectionism where there is a healthy commitment to achieve goals.
LEADERSHIP
The term leader has many definitions, but one commonly used definition is that a leader a person who inspires a group of individuals towards the attainment of their set goals or a person who sets a good example to others on how something should be done. In conjunction with this subheading, it is very clear that Bethany Hamilton has portrayed leadership qualities through various actions she has shown to the society.
Bethany Hamilton’s efforts to overcome her disability is relative to a whole group in the society who have disabilities. As it is the norm in the society, people either born with a disability or either those that have acquired a disability are seen as inferior to those people without any disabilities. It is prevalent in the modern day society that people with disabilities are looked down upon and are usually perceived to lack any ability to contribute something important to the society, but Bethany has beaten all odds to overcome that misleading perception.
By chasing her dreams and overcoming various obstacles that stood in the way, Bethany was able to overcome her disability and become a professional surfer. Having set such standards, she has shown other people with a disability that anything can be achieved if you put your mind to it. She has also set a good leadership goal by motivating them to pursue their dreams no matter the disabilities that face them.
Apart from the motivation she gives to people with disabilities, Bethany also sets a good example as a leader as run her charity works such as “The Friends of Bethany” which works to help amputees and survivors of shark attacks. On top of that, she has published some books such as: Devotion for the Soul Surfer, Rise Above, Ask Bethany and A Soul Surfer Bible which not provide motivation to people with disabilities but also to normal people who just lack motivation. Other attributes that portray Bethany as a leader is the perseverance, passion and the courage she has in doing what she does. Not many surfers have had encounters with sharks and still have the guts of going back to the ocean. The passion for surfing which is what made her go back to surfing is also a clear indicator she is an emergent leader as leaders love what they do without being coerced in anyway
SELF CONFIDENCE
Despite Bethany facing many adversities, she has used many of her accomplishments to inspire faith and hope among those who lack motivation. After her attack, Bethany kept a confident attitude, and she hoped to proclaim the word of God and inspire others to have faith anmd trrust in God too. “Raised in a religious family, she clung to the idea that she was part of a greater plan” (Hamilton 2012). Bethany made appearances on many talk shows such as Oprah, and she was interviewed for numerous newspaper and magazine articles that were printed globally. Additionally she has a movie based on her novel ‘The Soul Surfer’. Bethany works hand in hand with organizations such as the World Vision Foundation to help children with disabilities, and taking it upon herself to attend mission trips with her church to help others such as visiting Thailand to help reconstruct homes after a tsunami disaster (Hamilton 2010).
Furthermore, Bethany started a non-profit corporation called ‘Friends of Bethany’ to help other people who have lost limbs; the organization provides emotional support and tries to help families in monetary need with supply of prosthetics. Also, Bethany’s novel Soul Surfer reached the top of the bestseller list, and one of her main priorities for writing her story was to help others deal with difficult moments and find relief and faith in God to overcome their strife’s (Hamilton 2012). Bethany has also won several inspirational awards such as the Best Comeback Athlete ESPY Award and the Special Courage Award at the Teen Choice Awards in 2004 .Also, she has maintained to surf competitively and has won numerous surfing awards. In 2004, she placed fifth in the Pro Junior NSSA regional event in Hawaii only after few months on making her comeback. In the year of 2007, Hamilton completed in the top 20 surfers at both the U.S. Open tournament in Huntington and the Reef Hawaiian Pro competition.
She finished as the fourteenth position on the Women’s World Qualifying Series in 2008 and 2009. Bethany believes, “It’s exciting to know that by being who I am and all that I’ve been through, I’ve had a positive influence on those who require overcoming a barrier to accomplish a goal” (Sandler, 2007). All in all, Bethany Hamilton has achieved many great accomplishments and inspired millions of people worldwide to keep their faith and strive for achievements despite adversities that they have encountered.
PSYCHOLOGICAL SKILLS TRAINING
Also referred to as PST, is a consistent practice of psychological or mental skills. Such mental skills include regulation of arousal levels or maintenance of concentration skills. Psychological skills training is very important to sports participants because at times they fall victim to various mental letdowns or their mistakes thus this mental aspect often overshadows their physical performance aspect but PST functions to regulate this kind of behavior( Kornspan, 2009). With this kind of training sports men and women can enhance their performance as they are well equipped whether mentally or physically.
For people like Bethany who have had a traumatic experience, this kind of training can come in handy. This is because this traumatic experiences usually affect the performance as traumatic experiences are bound to affect subjects psychologically. For Bethany, after losing her hand, she had to make many readjustments, especially in her training. The reality of surfing with one hand was also hard to accept, but eventually, she overcame all these setbacks. Were it not for her attributes of a tough mental athlete she could not have made it. The attributes that make a mentally tough athletes include, remaining unaffected by competition and adversity for instance in the case of Bethany the shark attack leading to amputation to one of her hands did not deter her from pursuing her dreams. Through rehabilitation conducted medical professionals, surfing training and intense workouts and the right mental attitude, Bethany is what she is today.
COMMUNICATION
Communication can be simply defined as the action of conveying anticipated meanings from a person or a group to another group or a person. Communication is a very important aspect of the day to day events of every individual. For individuals who have verbal impairment established forms of communication have been established which help them to go about their lives like normal people.
For people who have undergone any traumatic experience, communication is very important. This is because it helps in reducing the trauma that may have been inflicted and ultimately, eradicate it. For the case of Bethany who also had a traumatic experience, communication came in handy to erase the trauma caused and thus healing emotionally so as getting back to surfing. Frequent communication with family members and concerned professionals helped a lot. In her book The Soul Surfer, Bethany explains how she used to joke around and make fun of herself with members of her family and hospital attendants which in return assisted her to accept who she was eventually helping her overcome her trauma.
Communication to her worldwide readers through her books about her spiritual journey has strengthened her as she talks about her acceptance of the events that happened. Bethany talks about accepting the situation without asking any questions why it happened to her but rather embracing it and growing stronger in God’s faith. Her books also act as a source of motivation to many of her readers globally who are about to despair due to trauma or other similar adverse situations.
TRAITS OF SUCCESSFUL ATHLETES
Successful athletes have various common traits that often contribute to their success. They are consistent in their day to day workout and fitness routines. Despite losing one limb Bethany has learnt to exercise intensely to keep her body fit for surfing competitions a trait she has acquired.They have realistic expectations and work towards them. It was absurd for Bethany to think after her injury she would go on with surfing normally. She knew it was going to be a hard journey and put her mind to it. A trait she acquired and learnt after her ordeal. They have a burning desire to improve on their mistakes and to perfect what they do. Bethany passion for surfing is what made her go back to surfing even after the incident which is not an acquired trait. They have unwavering focus on their set targets. Despite having trouble to get back on the board Bethany did not despair rather she put more effort which is an acquired trait.
AROUSAL REGULATION
Arousal regulation refers to the ability or the capacity to be in a position to control your emotions. Arousal regulation is important because of the following reasons: it helps people to remain focused, it helps subjects to take control of their emotions and final it assists in recuperating from various setbacks (Thatcher & Rahman, 2011). The setbacks may include injuries, poor performance or maybe failing to make the cut for the travelling team.
In the cause of Bethany, an amputation of a limb was the setback she was facing. The loss of a limb or any body part is not an incidence many people are likely to take lightly or overcome whether adults or children, but Bethany was determined to do so. The ability to put her emotions under control helped her understand what is, cannot change. Bethany in her book The Soul Surfer explains how she had made a decision not to pity herself or allow anyone else to. She was not willing to sit around and do nothing either. Bethany also explains how most of the times she would come out of the water after she was unable to swim or keep balance but ultimately she was able through keeping her emotions in control and eventually focusing.
IMAGERY
The imagery in sports basically refers to using all your senses while rehearsing your sport in your mind. Imagery in sports has a number of benefits which include: boosting the ability to compete effectively, it helps the subjects involved to make the most out of training, it assists in helping the subjects involved to remain motivated and finally it helps subjects to keep in good form even when training is hard or next to impossible at all especially after injuries (Kornspan, 2009).
In the instance of Bethany after the aftermath of the shark attack, through therapy, she was able to recuperate. But the major setback she faced was learning to surf without an arm. It is her visualization of seeing herself getting on that surfboard that enabled her to do so without forgetting support from family and friends and the great love for surfing.
CONCLUSION
To conclude, Bethany Hamilton’s is a passionate surfer who was inspired by her parents and siblings and religious faith, struggled through hardships caused by a shark attack, yet used her achievements to encourage others to have faith and hope. Bethany overcame a tragic shark attack that could have ended her surfing career or even ended her life, yet her determination to believe in herself and God has made her known globally as a living miracle and motivation. Bethany believes, “I’m living proof that there’s no such thing as a handicap. It’s only in your head” (Hamilton, 138). As she proceeds to travel around the world while attending and volunteering to aid others in need, Bethany will continue to develop her legacy as a strong-minded and caring soul. Bethany strives to prevail as an icon of hope and inspiration by touching lives through her platform of faith and sport. Overall, Bethany Hamilton’s legacy of faith and hope to overcome difficulty will continue to live on even long after her time.
Bethany Hamilton set an example for millions of people and made various contributions to get her personal message out in the world. She used her experiences for personal growth and life skills. She continues to be an important figure and inspiration, a fearless and courageous woman.
References
Barney, L. (2016, August 25). Bethany Hamilton: surfing with only one arm isn’t as hard as beating the stigma. Retrieved November 15, 2017, from https://www.theguardian.com/sport/2016/aug/25/bethany-hamilton-surfing-espy-award
Bethany Hamilton talks surf and overcoming obstacles. (2015, May 13). Retrieved November 15, 2017, from http://www.tampabay.com/tb-two/news/bethany-hamilton-talks-surf-and-overcoming-obstacles/2229549
Hamilton, B. & Rikkers, D. (2010). Ask Bethany : FAQs : surfing, faith & friends. Grand Rapids, Mich: Zonderkidz.
Hamilton, B. (2012). Soul Surfer : A True Story of Faith, Family and Fighting to Get Back on the Board. New York: Simon & Schuster UK
Kornspan, A. (2009). Fundamentals of sport and exercise psychology. Champaign, IL: Human Kinetics.
Sandler, M. (2007). Bethany Hamilton : follow your dreams. New York: Bearport Pub.
Surfing Star Bethany Hamilton Goes Inside The Ride Of Her Lifetime. (n.d.). Retrieved November 15, 2017, from http://www.espn.com/espnw/athletes-life/article/14555790/surfing-star-bethany-hamilton-goes-ride-lifetime
Thatcher, J., Day, M. & Rahman, R. (2011). Sport and exercise psychology. Exeter England: Learning Matters
News, A. (Ed.). (2005, November 21). Young Surfer Tells Tale of Shark Attack. Retrieved November 15, 2017, from http://abcnews.go.com/2020/story?id=124360&page=1
Weinberg, R.S., & Gould, D.). Foundations of Sport and Exercise Psychology. (6th edition.). Champaign, IL: Human Kinetics.
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00Daniel JenningsDaniel Jennings2024-02-07 15:07:472024-02-07 15:07:47Exercise and Sports Psychology Assignment Help
· Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.
· Reflect on any three (3) most challenging patients you encountered during the practicum experience.
· What was most challenging about each?
· What did you learn from this experience?
· What resources were available?
· What evidence-based practice did you use for the patients?
· What would you do differently?
· How are you managing patient flow and volume?
· How can you apply your growing skillset to be a social change agent within your community?
· Reflect on how you might improve your skills and knowledge and communicate those efforts to your Preceptor.
· Answer the questions: How am I doing? What is missing?
2-3 PAGES
*********INITIAL GOAL FROM MARCH 1ST ***
Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.
1. Goal: my first goal is that in 4 weeks’ time,I will be able documents recommendations for psychiatric consultations accurately without help
a. Objective: keep accurate running log of all the client’s
b. Objective: record a detail data of the patient
c. Objective: systematically review each clients care plans
2. Goal: my second goal is to be able todevelop SMART goals for practicum experiences in 4 weeks’ time
a. Objective: making structured goals that anyone who reads them will easily understand.
b. Objective: keeping an up-to-date notes and establish a schedule whereby my notes, treatment plans and assessment are complete at a specific time during the week.
c. Objective: outlining a precise realistic scope by drafting a prospectus of my project
3. Goal: my third goal is to improve my Pharmacotherapeutic skills by the end of this practicum.
a. Objective: knowing theappropriate evidence based clinical practice guidelines for psychotherapeutic plan
b. Objective: understandingthe perception of each client regarding the therapeutic process.
4. Goal: by the end of this practicum, I would be able to accurately distinguish and develop exceptional diagnostic reasoning skills.
a. Objective: understand the process of differential diagnosis
b. Objective: making a list of possible diagnosis for the patient base on the symptoms the patient present with and narrowing it to the appropriate diagnosis.
c. Objective: continue to maintain boundary with client
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00Daniel JenningsDaniel Jennings2024-02-07 15:05:522024-02-07 15:05:52Goals And Objectives Assignment Help