Week 5 Aggression and Prejudice Assignment

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Week 5 Aggression and Prejudice Assignment

PSYC 312

Aggression and Prejudice Activity Template

 

Markus was excited to finally arrive in Metrocity and was eager to explore. He stepped out of the crowded subway car and headed for the long, steep stairway that led to street-level. He was shocked to see a group of young men forcing their way through the crowd on the stairway, pushing people aside, shouting about trying to catch the next train. Several people were hurt including a young woman who fell down and was bleeding. Her husband grabbed one of the young men and began shaking and punching him.

 

1. Two types of aggression are described in this scenario. Describe each type, identify which person or persons exhibited each type of aggression and support your answer with information from our textbook.

 

 

 

 

 

2. Based on empirical evidence described in our textbook, would you say that aggressive behavior is learned or are we all born with aggressive tendencies? Be sure to include examples from our textbook (cited) to support your answer.

 

 

 

 

 

3. A man was punched and knocked unconscious when he was caught in the act of breaking into another man’s home. Which of these men is more likely to have reacted to the home invasion in this aggressive manner: Mitchell (who was born and raised in an area historically inhabited by sheep farmers in a Southern state) or Steven (who was born and raised in an industrial Northern city). Explain your choice based on what Myers and Twenge wrote about culture and aggressive behavior.

 

 

 

 

 

4. Based on information provided in our textbook, how is aggression related to social status?

 

 

 

 

 

 

5. Describe the experiment Albert Bandura conducted that provided important information related to aggressive behavior. What did this research tell us about aggressive behavior? Why was this landmark study so significant?

 

 

 

 

 

 

Pat has been arrested several times for crimes involving aggressive behavior. Explain how the following factors may be impacting Pat’s behavior.

 

6. Alcohol:

 

 

 

 

 

7. Gender. Did you assume Pat was male or female? Explain why. Does gender typically have an impact related to aggressive behavior?

 

 

 

 

 

 

8. Family Background:

 

 

 

 

9. Personal Discomfort or Pain:

 

 

 

 

 

 

 

Respond to the next two statements based on the information provided by Myers & Twenge regarding violence and the media.

 

10. Violent movies and television programs should be banned because they cause people to commit violent acts. Do you agree or disagree? Why?

 

 

 

 

 

11. People are responsible for choices they make. Violent movies and television programs are purely entertainment and have no impact on violent behavior. Do you agree or disagree? Why?

 

 

 

 

 

 

12. Myers and Twenge identify eight factors associated with (or predictive of) aggressive behavior. Please list all eight.

 

 

 

 

 

13. What are some ways Myers and Twenge suggest that could help reduce cyberbullying? Please provide at least two specific examples from our textbook and explain why each of these might be successful.

 

 

 

 

 

 

14. What role does parenting play in reducing aggressive behavior? Provide an example from research cited in our textbook. Explain from a Biblical perspective why parenting has such a powerful effect.

 

 

 

 

 

15. Explain how anger and aggression may or may not be connected. What is the best way to manage anger or frustration (venting, holding it in or other?). Use information and scenarios from our textbook rather than from personal experience.

 

 

 

 

 

 

 

Reference(s)

Page 2 of 3

 
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MOs And Sds Psychology homework help

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MOs And Sds Psychology homework help

In a bulleted format, fill in your analysis of the two concepts, placing similarities in the left column and differences in the right column.

Below the table:

· Identify and describe three real situations from your environment or experience (that is, one MO and two Sds or vice versa).

· Analyze and evaluate the similarities and differences between motivating operations and discriminative stimuli using support from scholarly sources.

 

· Identify and describe relevant antecedent variables from real-life situations.

 

· Explain and provide examples of how the identified antecedent variables operate as either a motivating operation or a discriminative stimulus.

 

· APA formatting: References and citations are formatted according to current APA style guidelines.

· Resources: 1–2 scholarly or professional resources. Resources should include the course text and a combination of seminal works.

· Length: 3–4 double-spaced pages of content, in addition to the title page and references page.

MOs and Sds

Antecedents are stimuli that occur before a behavior and can influence behaviors. MOs and Sds are types of antecedents that play an important role in the occurrence of behaviors. Understanding the impact of these antecedents allows behavior analysts to manipulate these variables and influence client behavior in a meaningful way.

For this assignment, use the template Motivating Operations and Discriminative Stimuli given in the resources. This template has a column for similarities and one for differences.

 

In a bulleted format, fill in your analysis of the two concepts, placing similarities in the left column and differences in the right column.

Motivating Operations and Discriminative Stimuli

 

Similarities Differences
· First bullet point can go here.

· Second bullet point, et cetera.

 · First bullet point can go here.

· Second bullet point, et cetera.

 

 

 

Below the table:

· Identify and describe three real situations from your environment or experience (that is, one MO and two Sds or vice versa).

 

· Analyze and evaluate the similarities and differences between motivating operations and discriminative stimuli using support from scholarly sources.

 

· Identify and describe relevant antecedent variables from real-life situations.

 

· Explains and provides examples of how the identified antecedent variables operate as either a motivating operation or a discriminative stimulus.

 

 

 

Assignment Requirements

Your assignment should meet the following requirements:

· APA formatting: References and citations are formatted according to current APA style guidelines.

 

· Resources: 1–2 scholarly or professional resources. Resources should include the course text and a combination of seminal works.

 

· Length: 3–4 double-spaced pages of content, in addition to the title page and references page.

 

· Font and font size: Times New Roman, 12-point.

 
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Psychology Discussion Questions

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Psychology Discussion Questions

Please feel free to discuss any other material that you feel is relevant and interests you.  In addition, respond to, at least, one or two posts from other students.

1.  Piaget’s theory of cognitive development is popular in developmental psychology.  Discuss his theory and apply his concepts to your own lifespan development.

2.  Discuss the various styles of attachment and how they influence romantic love, as well as parenting styles.  Try to apply the styles to your own life experiences.

3.  What do you think it will be like to grow older in our society?  What are the implications and consequences for the elderly?  Since we are New Yorkers, what do you think it is like to grow old in an urban environment, as compared to a suburban or rural environment?

Chapter 10 – Lifespan Development II

1.  Discuss Kohlberg’s theory of moral development, and how you think it applies to other cultures.  What do you think of the possible gender bias of Kohlberg’s theory?  Try to give both cultural and gender examples.

2.  Discuss both or either of the neurodevelopmental disorders, in our chapter, that interest you.  Do you think ADHD is over diagnosed? Why or why not?  Are vaccines related to ASD? Should parents not vaccinate their children? Why or why not?

3.  Discuss John Gottman’s Seven Basic Principles of enduring love.  Apply them to yourself and an important love relationship in your life.

4.  Our final topic for developmental psychology is thanatology; the study of death and dying.  To paraphrase Elisabeth Kubler-Ross, “for when you live as if you’ll live forever, it becomes easy to postpone things you must do, and when you understand that each day could be your last, you take the time to grow, to become aware of whom you really are and to reach out to others.”  How do you think this quote influences your life?  What are your thoughts on death and dying?

Please read attachment of the overview of chapter 5 and 6, then answer the questions.

Is a college psychology online class discussion, so don’t have to use really complicated words and each question please answer in 2-3 sentences.

 
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Psychology Assignment help

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Psychology Assignment help

Experiences of schizophrenia are not homogeneous; there is wide variety in onset, course of illness, and combinations of symptoms. Social workers need to be able to understand the different manifestations and pathways of the illness to plan interventions. Social work services play a key role in stabilizing crises, supporting family coping, and influencing overall quality of life and outcomes of individuals with schizophrenia. In this Assignment, you practice applying this necessary individualization.

Reading:

Morrison, J. (2014). Diagnosis made easier (2nd ed.). New York, NY: Guilford Press.

· Chapter 5, “Coping with Uncertainty” (pp. 43–56)

· Chapter 13, “Diagnosing Psychosis” (pp. 185–215)

American Psychiatric Association. (2013o). Schizophrenia spectrum and other psychotic disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm02

American Psychiatric Association. (2013b). Assessment measures. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.AssessmentMeasures

VIDEO/Transcript

Saks Schizophrenia

https://www.ted.com/talks/elyn_saks_seeing_mental_illness/transcript

McGough’s Schizophrenia Youtube Video

https://www.youtube.com/watch?v=xbagFzcyNiM&feature=youtu.be

To prepare: In the Learning Resources, focus on the associated features, development, and course of the illnesses in the schizophrenia spectrum. Also focus on descriptions of the disorder and the way it develops for different individuals.

Choose two articles from the list in the Learning Resources that apply to treatment support and interventions for the schizophrenia spectrum.

2 Articles below:

1. Cohen, A. N., Hamilton, A. B., Saks, E. R., Glover, D. L., Glynn, S. M., Brekke, J. S., & Marder, S. R. (2017). How occupationally high-achieving individuals with a diagnosis of schizophrenia manage their symptoms. Psychiatric Services, 68(4), 324–329. doi:10.1176/appi.ps.201600031

2. Eack, S. M., Newhill, C. E., Anderson, C. M., & Rotondi, A. J. (2007). Quality of life for persons living with schizophrenia: More than just symptoms. Psychiatric Rehabilitation Journal, 30(3), 219–222. doi:10.2975/30.3.2007.219.222

USE 3 – 4 Scholarly resources 

1. Park, S., Lee, K., & Choi J. (2016). Factor Structure of the Clinician-Rated Dimensions of Psychosis Symptom Severity in Patients with Schizophrenia. Retrieved from http://www.psychiatryinvestigation.org/journal/view.php?doi=10.4306/pi.2016.13.2.253

2. Üstün,T.B., N. Kostanjsek, S Chatterji, J Rehm (2010). Measuring Health and Disability: Manual for WHO Disability Assessment 2.0. Retrieved from http://www.city-data.com/city/Corning-Arkansas.html

3. Jones C1, Hacker D, Meaden A, Cormac I, Irving CB, Xia J, Zhao S, Shi C, Chen J., . (2018). Cognitive behavioural therapy plus standard care versus standard care plus other psychosocial treatments for people with schizophrenia.. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/30480760

4. Beels, C. C. (2016).  Social Support and Schizophrenia. Retrieved from https://pdfs.semanticscholar.org/aeb9/1530b4e95a94f263340569dfb11546f8802d.pdf

Write a 3- to 4-page paper, supported by at least 3-4 scholarly resources (including both required and additional resources), in which you address the following:

Address on: 

· Compare Saks’s and McGough’s experiences with schizophrenia, specifically referencing the positive and negative symptoms they each experienced.

· Explain how you would use the Clinician Rated Dimensions of Psychosis Symptom Severity measure and the WHODAS to help confirm your diagnosis.

· Identify in what ways their cases are typical or atypical of the illness in terms of onset, associated features, development, and course. Support your response with references to scholarly resources.

· Explain how you would plan treatment and individualize it for these two individuals. Support your response with references to scholarly resources. In your explanation, consider the following questions:

o What are the long-term challenges for someone living with the illness?

o What social, family, vocational, and medical supports are needed for long-term stabilization?

o How might treatment look similar or different for Saks and McGough, given they have the same diagnosis?

· Briefly explain how race/ethnicity, gender, sexual orientation, socioeconomic status, religion, or other identity characteristics may influence an individual’s experience with schizophrenia.

Use APA format In text Citation and References from Reading and from Scholarly Resources used and any other creditable site

 
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Psychology Multiple-Choice Questions homework

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Psychology Multiple-Choice Questions homework

 

1 (5 points) Piaget’s concrete operational stage is characterized by thought that is related to the child’s motor activity logical and flexible abstract rigid and influenced by appearances

2 (5 points) The ability to mentally retrace steps of an operation is known as transductive reasoning animistic thinking inductive reasoning reversibility of thought

3 (5 points) Horizontal decalage refers to development through the four major Piagetian stages development within a stage the tendency to focus on width rather than height in conservation tasks children’s development of a skill across all content areas simultaneously

4 (5 points) In some cultures, children are accustomed to dividing their toys, treats, and drinks for equal distribution with each other. these children acquire conservation early at the same time as other children late with no evidence of horizontal decalage

5 (5 points) Grouping related items together is a memory strategy known as organization elaboration rehearsal listening

6 (5 points) Margaret shows exceptional talent in drawing and sculpting, able to recreate entire scenes and landscapes from memory. According to Gardner’s theory of multiple intelligences, Margaret has particular strengths in _____ intelligence. linguistic logico-mathematical spacial bodily-kinesthetic

7 (5 points) A test that asks children to name as many uses of a brick as they can is tapping crystallized thinking simultaneous processing convergent thinking divergent thinking

8 (5 points) Kevinhas an above-average IQ, but struggles with reading. Kevin is probably just not trying hard enough in school has mental retardation has a learning disability has a behavior disorder

9 (5 points) Mainstreaming refers to placing pupils with learning difficulties into regular classrooms placing physically, but not mentally, disabled children in regular classrooms ability grouping placing all same-age students into regular classrooms regardless of type or severity of their problems

10 (5 points) Recent research indicates that American school teachers emphasize abstract thinking analysis and synthesis of new information applying ideas and concepts to real-life situations rote memory and repetitive drills

11 (5 points) A child who energetically pursues meaningful achievement in his or her culture is exhibiting coregulation inferiority industriousness perspective taking

12 (5 points) Theo’s grandmother wants to make sure he successfully resolves Erikson’s psychosocial conflict of middle childhood. She should give Theo opportunities to build trust in others learn to initiate conversations with girls become more empathic develop competence at useful skills

13 (5 points) Which of the following statements accurately reflects the change in self-description that typically occurs between ages 8 and 11? They emphasize competencies when describing themselves Children will describe positive, but not negative, traits Children tend to describe themselves by focusing on specific behaviors They are more likely to describe themselves in unrealistically positive ways

14 (5 points) George Herbert Mead described the self as Our image of who we would like to be A blend of what important people in our lives think of us A unique perception that has nothing to do with what others think Based on social comparisons

15 (5 points) According to Harter, self-esteem takes on a hierarchical structure by first grade all four separate self-esteems make equal contributions to general self-esteem academic competence weighs as much as the other three self-esteems combined physical appearance contributes most to general self-worth in middle childhood

16 (5 points) Compared to children in America, children in Japan and Taiwan score _____ in academic achievement and _____ in self-esteem lower; higher higher; lower higher; higher lower; lower

17 (5 points) Which statement about the self-esteem of American young people is true? American cultural values have de-emphasized a focus on self-esteem In spite of lower achievement and more adjustment problems, self-esteem has risen sharply Compared with previous generations, the self-esteem of American young people has dropped sharply Children benefit from compliments, even when they are not based upon real attainments

18 (5 points) Learned-helpless children do not develop the metacognitive skills necessary for high achievement are more likely to see the connection between effort and success attribute their failures to bad luck are more persistent than other children

19 (5 points) Attribution retraining is easily done with children of any age, no matter how low their self-esteem should be taught in middle childhood, before children’s views of themselves become hard to change is only effective if done during the preschool years is most effective with high schoo students who are able to think abstractly

20 (5 points) Emotional self-efficacy is the capacity to imagine what other people are thinking and feeling a feeling of being in control of one’s emotional experience the ability to understand and respond sympathetically to the feelings of others the ability to resist an impulse to engage in socially disapproved of behavior

 
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Psychology Milestone 4 homework help

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Psychology Milestone 4 homework help

In your Results section, you should first describe how you reduced your data for analysis (e.g., how your questionnaires were summed or averaged to get a composite score to analyze). Your Results section should also include a table of the relevant descriptive statistics. Last, you will need to describe the statistical test that you chose to run and provide the key results for the test as well as a brief explanation of the results. It is essential that you follow APA style when writing this section. Please refer to Chapters 2 and 5 of your APA manual for further instructions on how best to write a Methods and Results section.

Proficient

 

Needs Improvement

Not Evident

Value

Methods: Participants

Outlines the participants in the study and how they were recruited

(100%)

 

Outlines the participants in the study, but does not explain how they were recruited

(70%)

Does not outline the participants in the study

(0%)

15

Methods: Materials

Meets “Proficient” criteria and describes materials that are especially well aligned to the research question

(100%)

Describes the materials created for the study and how they specifically address the research question and audience

(90%)

Describes the materials created for the study, but does not describe how they specifically address the research question or audience, or description has gaps in accuracy or detail

(70%)

Does not describe the materials created for the study and how they specifically address the research question and audience (0%)

15

Methods: Methodological Procedures

Meets “Proficient” criteria and describes procedures that are especially well aligned to the research question

(100%)

Describes the methodological procedures used to collect data and how the materials were used in collecting

(90%)

Describes the methodological procedures used to collect data, but not how the materials were used in collecting, or description has gaps in accuracy or detail (70%)

Does not describe the methodological procedures used to collect data and how the materials were used in collecting (0%)

15

 

Results: Raw Data

Meets “Proficient” criteria and is exceptionally clear, contextualized, and aligned to the research question

(100%)

Describes how the raw data was reduced for statistical analysis, clearly detailing each step of the process

(90%)

Describes how the raw data was reduced for statistical analysis, but does not clearly detail each step of the process, or steps are inappropriate

(70%)

Does not describe how the raw data was reduced for statistical analysis

(0%)

10

Results: Descriptive

 

Creates a table outlining the

Creates a table outlining the

Does not create a table outlining

10

Statistics

descriptive statistics for the key variables

(100%)

descriptive statistics for the key variables, with gaps in accuracy or detail

(70%)

the descriptive statistics for the key variables

(0%)

Results: Statistical Test

Meets “Proficient” criteria and demonstrates a nuanced understanding the alignment between appropriate statistical tests and data

(100%)

Describes the statistical test selected and explains why the test is the most appropriate for analyzing the data

(90%)

Describes the statistical test selected, but does not explain why the test is the most appropriate for analyzing the data, or explanation lacks detail or accuracy

(70%)

Does not describe the statistical test selected

(0%)

15

Results: Manuscript Standards

Meets “Proficient” criteria, and manuscript is of the quality that would be found in an American Psychological Association article (100%)

 

Manuscript is of professional quality, as outlined by the American Psychological Association’s standards (90%)

Manuscript is aligned with the American Psychological Association’s standards, but not of professional quality

(70%)

Manuscript is not aligned with the American Psychological Association’s standards

(0%)

15

Articulation of Response

Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format

(100%)

Submission has no major errors related to citations, grammar, spelling, syntax, or organization (90%)

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

(70%)

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

(0%)

5

 

Earned Total

100%

 
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The Transition Stage homework help

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The Transition Stage homework help

You have now become familiar with the group members in the Evolution of a Group video by viewing their journey through the initial stage of the group. In the transition stage, the group prepares to engage in a deeper level of work. This transition stage requires group members to engage in self-disclosure, to risk becoming vulnerable, and to display mutual respect as the process unfolds. As the work deepens during this stage, some problematic behaviors may emerge among group members.

To lead the group effectively, leaders must understand what types of challenges to expect and be prepared to address these challenges in order for the group to move into the working stage. Leaders must also be aware of their own reactions to the group process and to the members to effectively facilitate the transition stage of group. Leaders are not immune to strong reactions to group members or co-leaders. As a future group counselor, you must be aware of your own reactions and be able to remain objective in leading group members. Counselors sometimes minimize the importance of this information. This level of advanced self-awareness for the leader comes though intentional self-examination, training, and supervision.

For this Discussion, you explore the challenges of the transition stage and consider strategies you could use as a group leader to address these challenges. You will also imagine yourself to be a group member and examine your experience as you view the group during the transition stage.

To prepare:

  • Watch Segment 3, “The Transition Stage” of the Evolution of a Group video.
  • Note and reflect on your mental, emotional, and physical reactions to the video. Notice whether you felt defensive or numb, found yourself getting irritated, gasped, sighed, lost your concentration, or became overly sympathetic.
  • Review Part III, “The Transition Stage” in Groups in Action: Evolution and Challenges (pp. 30–39) to give context to the video.
  • Select one challenging group members’ behavior from the video segment to use for this Discussion. This should be a situation that would be a challenge for you if you were the counselor for this group.

Observation Post:
For the observation post, you will respond as if you were the group leader.

  • 1. Post an example of a defensive or avoidant behavior or a conflict that you observed that would be a challenge for you as the group leader. This should be a situation that exemplifies the transition stage of the group as demonstrated in the video.
  • 2. Briefly share your observation (include the time stamp and member’s name).
  • 3. Describe a leader skill or strategy you might use to facilitate the group through your chosen example.
  • 4. Provide a description or interpretation of the underlying dynamic that you sense is emerging in this transition stage of the group.

The Video is attached, you will restart it and go through the 11 second notices, then click on First Program: Evolution of a Group – you will then click on and watch/use Segment 3: The Transition Stage for the discussion question as outlined above.

 
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Psychology Final Project homework help

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Psychology Final Project homework help

Running head: SMPP PART ONE 1

MY RELATIONAL STYLE 3

Abstract

This is a report of the description, development, and management skills of Marcus Butler. In this report, it will reveal a snap shot of the personality as outlined in the various people puzzles presented by the required texts. Using the course resources, the following questions will be answered: 1) Who is the Me I See; 2) What Hallmark Purpose will govern your relational style; and 3) Who is the Me I want to See? The engagement of these questions set the stage for further management of my particular relational style by using a research-based approach to support the assertions outlined.

Table of Contents Part 1 Data 3 Communications Skills Test 7 Professional/Leadership DISC Profile 9 How Others See You 11 SMPP Phase One Questions 11 References 15 Solving My People Puzzle: Part 1 Grading Rubric 16

Part 1 Data
Interview 1: Shawna

Identify and solicit a wise person for mentorship. This person should be willing to help you secure and support your personal and professional growth and development. Initially, it will only involve helping you complete this assignment:

1) What would you tell Marcus if he asked you the following question: “What is it like to be on the other side of me?”

Marcus is a motivated, inquisitive, go getter who uses every opportunity to maximize his balance. He is also a people pleaser and this at times causes conflict not only with himself although he won’t admit it, but with his family and with others that are in his world making requests of him, he must learn to say no.

 

2) How does Marcus typically interact with other people? Can you think of a recent example?

Marcus interacts with others in a positive manner; he is very friendly and even keeled. He is a natural leader who knows how to communicate well with others. Case and point, we have members from all age categories and emotions; and Marcus is able to come in with his infectious bubbly attitude and changes the atmosphere.

 

3) Have you ever been in a situation where you saw Marcus take on new tasks or roles? Describe this situation and what he did?

We’re always in situations where we see Marcus take on new tasks/roles. The most recent and touching for me is his role as our Armourbearer. Once he fully understood the Biblical understanding and application, he moved in with agility and heart. He’s still adapting, but we can feel the sincerity in his passion to do what God wants him to do, it’s not just for a title.

 

4) What has been a particularly demanding goal for Marcus to achieve?

I would say to be filled with the Holy Spirit.

 

5) When you observe Marcus, which of the following pictures come to mind?

 

LION X BEAVER☐ OTTER ☐ GOLDEN RETRIEVER ☐

Based on the explanations provided, I would have to play mix and match with each one of these animals provided as Marcus’ has highlighted strengths of a Lion, the Beaver, the Otter and the Golden Retriever; same goes with his weakness. However, when I first looked at the 4 choices; I automatically went to Lion because it is known that the Lion is known to be the most vicious and protective animal in the animal planet; the man Marcus is strong and protective; he will do anything to take care of those he love. He is passionate about learning and ministry, his weakness is responding to impulses. As the Lion that waits for his prey, Marcus is a very patient young man with charisma. The Lion remains on guard, yet stays occupied, Marcus stays guarded, yet is always involved in a project, whether it’s figuring out how to better his photography skills, work on his assignments, or figuring out gadgets

Interview 2: Sid

Assessments used in this course are helpful tools for understanding how a person tends to think, feel, and make decisions; yet, more information is needed to fully understand one’s actual, observable, behavior. A completed 360° Interview provides a student with fresh insight from those who know him/her well. It also provides a way to monitor his/her relational growth and development. A student has asked you to answer the following questions. Your answers do not have to be long, just clear and concise. If more room is needed, continue typing until all questions are answered to your satisfaction. To help this student, complete his/her assignment in timely fashion; please return this document within 1 days of receipt by email attachment.

1) What would you tell Marcus if he asked you the following question: “What is it like to be on the other side of me?”

Marcus is a spirited, and enthusiastic young man who goes above and beyond to achieve a level of standard that he exceeds his expectations. As Pastor Shawna Lathan stated he is a people pleaser and with that it causes him internal conflict as well as pain within the ministry that is inside of him.

 

2) How does Marcus typically interact with other people? Can you think of a recent example?

Marcus shows a smile every time that I see him; It makes me wonder at times what is truly going on inside of his mind – because I know that nothing is sunshine all the time. There is no one that I have witnessed him not being about to communication with. However, his positive attitude is infectious.

 

3) Have you ever been in a situation where you saw Marcus take on new tasks or roles? Describe this situation and what he did?

Trying to come up with different descriptions is a task in itself. There is nothing that we ask of Marcus that he will not try to do; however, he doesn’t know how to say enough is enough. He will work himself to the point of exhaustion.

 

4) What has been a particularly demanding goal for Marcus to achieve?

Just as Pastor Shawna stated, “I would say to be filled with the Holy Spirit”, is the most vital key.

 

5) When you observe Marcus, which of the following pictures come to mind?

 

LION X BEAVER☐ OTTER ☐ GOLDEN RETRIEVER ☐

Based on the explanations provided, I would have to play mix and match with each one of these animals provided as Marcus’ has highlighted strengths of a Lion, the Beaver, the Otter and the Golden Retriever; same goes with his weakness. I also automatically went to Lion because it is known that the Lion is known to be the most vicious and protective animal in the animal planet as Pastor Shawna stated, however, it is that natural leader that is inside of him that allows others to show their strengths as well. As the Lion that waits for his prey, Marcus is a very patient young man with charisma. Many of what Pastor Shawna has stated I can reiterate, however, the most striking aspects about Marcus is his love, passion, and willingness to learn.

Communications Skills Test
Snapshot

Strengths separator

·

You are very insightful

·

You are assertive when talking to others

spacer Potential strengths separator

·

You have average communication skills

·

You are relatively capable of communicating clearly to others

·

Your listening skills are average

·

You are relatively comfortable dealing with emotions

spacer Limitations separator

·

No limitations were detected

Communication is a skill that you can learn. It’s like riding a bicycle or typing. If you’re willing to work at it, you can rapidly improve the quality of every part of your life. ” – Brian Tracy

Communication is not simply choosing the right words – many factors come into play. It’s not uncommon to find ourselves able to communicate smoothly in one situation, but bumbling our way through another. The fact is that whether you are happy with your present communication skills, there is always room for improvement. Here are some useful strategies for understanding and being understood.

Professional/Leadership DISC Profile
Profile 1

Profile 2

Profile 3

Profile 4

Profile 5

How Others See You
“You think people expect you to be seen as someone who is popular, articulate, kind, and intelligent. You tend to be many things to many people, but you are not very decisive or determined. People don’t see you as competitive or serious about winning. You usually want to be successful at being popular, supporting others, and digging into facts. You really don’t care that much about who’s the boss. You just want everyone to be happy and close, so you can teach him or her new and exciting truths. You like to teach or speak publicly, so you can impart deep information and help lift others up. People see you mostly shining and sharing your talents and knowledge.” (Carbonell, 2011, p. 85)

SMPP Phase One Questions
Who is the “Me I See”? The Core Disc index is basically the blueprint to follow in order to identify what type of personality that you may encounter. They are broken down into “D”, active and task-oriented, which stands for directing, driving, demanding, domination, determined, decisive, and doing; “I”, active and people-oriented, which is inspiring, influencing, inducing, impressing, interactive, and interested in people; “C”, passive and task-oriented, which is cautious, competent, calculating, compliant, careful, and contemplative; and “S”, passive and people-oriented, which is steady, stable, shy, security-oriented, servant, submissive, and specialist. (Carbonell, 2011, p.16) The me I see is the one that is driving and decisive (D), inspiring and interactive (I), and steady and servant (S). With the results of the survey I am described as a combination of I, S, and C that is a more accurate picture of what I am.

Core needs for the me that I am would include interactivity with others, serving others, while being on guard to whatever may be thrown my way. My biggest motivation would be to be a servant to all those that need my help.

The strengths of who I am rest on the facts of humility and the concept of servitude. One of the more vital points of being a servant/leaders (Greenleaf, 2013) is the ability to point out your own strengths and weaknesses. I believe that in my weakest state I am at my strongest. But he said to me, “My grace is sufficient for you, for my power is made perfect in weakness.” Therefore I will boast all the more gladly about my weaknesses, so that Christ’s power may rest on me. (2 Corinthians 12:9)

When it comes to shortfalls or shortcomings there are plenty to choose from. However, the biggest one will be my wanting to please everyone. In my willingness to please, I will be blinded to the obvious things going on around me. Things such as being taken advantage of, emotional manipulation, and underhanded aggression. This fits perfectly in the example of “I”, which state, “You sometimes tend to be too optimistic and trusting. People often talk you into doing things because they know you want to please them. Your need to be well liked and popular sometimes causes you to go along with the crowd. You think people need for you to be emotional and loud when responding to important things. You are expected to be expressive, which may cause you to either say things that might hurt others or cause you to sound stupid. You sometimes use your words and emotional responses as weapons against those you think are opposed to you. (Carbonell, 2011, p. 28)

When it comes to interpersonal communication there is a fine line to tread when approaching someone or a group of individuals. While it is sometimes best to directly confront individual(s) with issues, beliefs, ideologies, etc., it may be counter productive is that person is not receptive. This is a harmful aspect of interpersonal communication. However, if we first listen, without defending, the atmosphere will be more conductive to positive communication. (Petersen, 2007, p. 107)

From looking at the responses of others, the me I see is confirmed in most areas that are visible to the public. I believe that the person that I have inside is what God and I have a relationship with. As counselors, it is okay to try to relate to those you are trying to help, however, there are certain things that cannot be divulged in order to maintain a level of order in the sharing of information. It is this restraint as a counselor that is one of our greatest assets.

What Hallmark Purpose* will govern your relational style? “Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves, not looking to your own interests but each of you to the interests of the others.” (Philippians 2:3-4) It is in this statement that encompasses all that we are to do as not only leaders but as children of the most-high God, Jehovah. “Just as the Son of Man did not come to be served, but to serve.” (Matthew 20:28) It is through this spirit of serving and humility that will shows those that you are helping or leading that you are real, truthful and have their best interest at heart.

Who is the “Me I want to See”? The me that I want to see is a servant that closely imitates my Lord and Savior Jesus Christ. This may seem like a very general statement but Jesus embodies every single letter of the DISC model – thus that is the me that I want to see.

The most effective resources are pointed towards the things to guard against as well as those things that are often abused. I feel as though through the me that I see, if I can become as well rounded in the things that I resist against the most, there is no level of effective communication that I cannot achieve. Thus, through the Holy Spirit of the Living God, there is no one that cannot be helped.

References:
Carbonell, M (2011). How to Solve the People Puzzle: Understanding Personality Patterns. Published by Uniquely You Resources. Copyright 2011 by Dr. Mels Carbonell. Published in eBook format by eBookit.com. www.eBookit.com

Greenleaf, R. (2013). Butler University, Ten Principles of Servant. Copyright 2013 by Butler University, 4600 Sunset Ave., Indianapolis, IN 46208. http://www.butler.edu/volunteer/resources/principles-of-servant-leadership/

Holy Bible, New International Version®, NIV® Copyright 1973, 1978, 1984, 2011 by Biblica, Inc. Used by permission. All rights reserved worldwide.

Petersen, J. C. (2007). Why Don’t We Listen Better? Published by Petersen Publications, Portland OR 97222. Copyright 2007 by James C. Petersen. www.PetersenPiblications.com

Solving My People Puzzle: Part 1 Grading Rubric
Student:

Criteria

Points Possible

Points Earned

Assessment Content & Organization

· 360° Interviews, Communication Skills SnapShot, and DISC SnapShots (Graphs 1 & 2: Preface, Charts, Descriptions, and Conclusions) were presented with sufficient organizational clarity

20

DISC Description

· Primary DISC index clearly identified and satisfactorily supported from the assessments and course resources

· Basic overview concisely described and satisfactorily supported with evidence from course resources

20

Overall “The Me I and Others See” Description

· Overall strengths identified and concisely described with evidence from course resources and assessments

· Overall shortcomings identified and concisely described with evidence from course resources and assessments

· Helpful/harmful interpersonal patterns identified and satisfactorily supported with evidence from course resources

· Minimal presence of judgment and critique

25

Development of the “The Me I Want to See” Picture

· Concise description of a “Hallmark Purpose” that guide development and management of relational style

· Crisp picture of the “The Me I Want to See” developed under the influence of Hallmark Purpose

· Biblical insight and course information supported the development of the “The Me I Want to See”

25

Readability and APA Style

· Spelling and grammar are correct.

· Sentences are complete, clear, and concise.

· In-text citations and References used appropriately and correctly.

10

Total:

100

Instructor’s Comments:

 
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Inferential Research And Statistics Project

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Inferential Research And Statistics Project

Part 1

 

Select one of the following scenarios based on your particular field of interest in psychology:

 

·         Industrial/Organizational Psychology:

o   A few months ago, the upper management at a large corporation decided they wanted to make major changes in the organization. Leadership is concerned that employees may be resistant to the change, and they want to find out if there is a change management method that would help employees accept change more effectively and keep employee satisfaction high. Two methods they have considered are the ADKAR Framework and the Prosci Change Management Methodology. The company wants to implement a small change in two departments before they make any major organization changes and would like to test the methods. The corporation uses the Devine Company to measure employee satisfaction with an anonymous survey.

·         Applied Psychology:

o   A large medical facility is experiencing too many missed appointments in its primary and specialty care clinics. The facility has noticed that not all patients respond well to reminder calls regarding follow-up appointments. Some patients do not answer calls and do not seem to respond to voice mail requesting they call the facility. The result is that many follow up appointments are missed. Management has read articles that people respond very well to text messages and would like to see which method provides the least amount of missed appointments. Missed appointments are tracked in the facility database on a monthly basis.

·         General Psychology:

o   Clinicians at a small clinic have been introduced to a new method to treat post-traumatic stress disorder (PTSD) in their clients for veterans. Research indicates that virtual reality (VR) is a highly effective treatment option for patients with PTSD. Currently, the clinic uses only cognitive processing therapy (CPT) with their patients suffering from PTSD. The clinicians would like to find out whether VR therapy has different results from CPT therapy. The measure used by the clinic to measure PTSD symptoms is the Combat Exposure Scale. Both therapies need to be applied for a minimum of 12 weeks to be effective.

 

Write a 525- to 750-word paper that addresses the following for your chosen scenario:

 

·         Clearly define the problem or issue you are addressing. Provide a brief background of any research you have found that might affect your research hypothesis.

·         Create a research hypothesis based on the information provided in each scenario. You have been given a data set (Excel document) with two sets of interval data (just the numbers, as you must decide what they represent, such as method A results or method B results). This means you are going to test one thing against another, such as which method works best (step 1 of the steps to hypothesis testing). State the null and research hypotheses. Explain whether these hypotheses require a one-tailed test or two-tailed test, and explain your rationale.

·         Describe the sample you will use. Sample size will be 30 for each group, which are provided in your data set. Explain what type of sampling you selected.

·         Do you think you would also collect some descriptive data, such as gender, age, or shift? Why do you think it makes sense to collect descriptive data?

 

Format your paper according to APA guidelines.

 

Example

 

You have a hypothesis that two drugs have different effects on lowering anxiety. You would have anxiety scores for drug A and anxiety scores for drug B (all after 4 weeks of treatment) to run inferential analysis for after 4 weeks.

 

·         Null hypothesis is H0: drug A = drug B

·         Research hypothesis is H1: drug A ≠ drug B

·         Dependent variable: Anxiety score changed after treatment.

·         Independent variable: drug treatment

 

Because you did not state a direction in your hypotheses (better than or worse than), this will be a two-tailed test. You are looking for differences in either direction. You would set your alpha level of .05 and have a sample for each group of 30 people that were volunteers for the study.

 

 

Part 2

 

Analyze the data from Part 1 using Microsoft® Excel® software.

Write a 700- to 875-word paper that includes the following information:

 

·         Describe what method you are using to compare groups.

·         Copy and paste the output into a Microsoft® Word document, and also answer the following questions:

o   What is the significance level of the comparison?

o   What was the alpha level you identified in Week 3?

o   What was the means and variance for each variable?

o   What was the test statistic?

o   What was the critical value for both the one- and two-tailed test?

o   Was your test one-tailed or two-tailed?

o   Were you able to reject the null hypothesis? In other words, did you prove there was a difference?

 

·         Talk about what these results mean in everyday language and in context to your chosen scenario.

·         Make a recommendation based on the findings.

 

Format your paper according to APA guidelines.

 

Example of Output You Would Use to Answer These Questions

 

t Test: Two-Sample Assuming Equal Variances
          Variable 1        Variable 2
Mean 4.875 8
Variance 5.267857143 18.28571429
Observations 8 8
Pooled variance 11.77678571
Hypothesized mean difference 0
df 14
t stat -1.821237697
P(T <= t) one-tail 0.045002328
t Critical one-tail 1.761310136
P(T <= t) two-tail 0.090004655
t Critical two-tail 2.144786688

 

 

Part 3

 

Create a 12- to 15-slide presentation using the information you gathered and submitted in Weeks 3 & 4. Include the following:

 

·         Describe the problem, and provide some brief background about the situation.

·         Explain the research hypothesis.

·         Describe your sample and your sampling method.

·         Explain the four steps of the research process you followed, and define the critical value and the test statistic your analysis provided.

·         Provide the main finding of the study. What did you prove or fail to prove?

·         Provide recommendations based on your findings.

 

 

Format any citations in your presentation according to APA guidelines.

 
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Ethical And Professional Issues In Psychology Testing

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Ethical And Professional Issues In Psychology Testing

Create a PowerPoint presentation with 16 to 20 slides (not including the title and reference slides) entitled Ethical and Professional Issues in Psychological Testing. Your presentation must provide 2 to 3 slides for each of the required topics and include appropriate citations of your referenced sources. Separate reference slides, which follow APA formatting guidelines for a References page, must be included at the end of the presentation. You must create your own template and organize your presentation in the sequence provided. Do not use a font smaller than 20 pt. You are encouraged to insert relevant figures and graphics. Make sure to appropriately cite any images you use. If you include a table or figure from a journal article, cite it according to APA guidelines. The notes section of each slide must include the text for oral comments you would make while presentating the materials to a live audience.

References must be cited according to APA. For assistance with creating a visually engaging and readable presentation, you may review Garr Reynolds’s tips for creating presentations (Links to an external site.).

The presentation must cover each of the following topics in the order presented below.

The Ethical and Social Implications of Testing

  • Provide an overview and brief evaluation of the ethical and social implications of psychological assessment.

Professional Responsibilities

  • Describe the responsibilities of both test publishers and test users.

Testing Individuals Representing Cultural and Linguistic Diversity

  • Analyze and describe issues related to the testing of cultural and linguistic minorities.

Reliability

  • Explain the common sources of measurement error and how measurement error can impact reliability.

Validity 

  • Create a diagram or figure to compare the types of validity discussed in the textbook.
  • Describe the extravalidity concerns related to testing.
  • Review the articles by Fergus (2013), Kosson, et al. (2013) and Mathieu, Hare, Jones, Babiak, & Neumann (2013). Analyze the information presented in these articles on factor analysis and describe how it is used to validate the constructs of the instruments.

Clinical Versus Statistical Prediction

  • Compare clinical and statistical prediction of mental health decisions based on the work of Ægisdóttir, et al. (2006) and Grove & Lloyd (2006).

Application One: An Ethical and Professional Quandry

Application Two: Evidence-Based Medicine

  • Summarize Youngstrom’s (2013) recommendations for linking assessment directly to clinical decision making in evidence-based medicine.
  • Elaborate on each of Youngstrom’s recommendations by providing practical examples that illustrate the relevance of the recommendations in a clinical setting.

Application Three: Selecting Valid Instruments

  • Create a research hypothesis or brief clinical case scenario in which you must select an instrument to measure intolerance for uncertainty.
  • Use the information in the Fergus (2013) article to support which measure to use.

The presentation

  • Must consist of 16 to 20 slides (not including title and reference slides) that are formatted according to APA style
  • Must include a separate title slide with the following:
    • Title of presentation
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use the assigned chapters in the course text, Standard 9 from the American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct, and the 3 required peer-reviewed articles assigned for Week One.
  • Must document all sources in APA style
  • Must include separate reference slides formatted according to APA style
 
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