Psychology: Personality Theories

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Psychology: Personality Theories

(Psychology: Personality Theories)

Personality theories seek to understand and explain individual differences in behavior, thoughts, and feelings. One prominent theory is the psychodynamic approach, developed by Freud, which suggests that unconscious conflicts shape personality. Another theory, the trait approach, proposes that personality consists of stable traits that predispose individuals to behave in certain ways. The humanistic approach, championed by Rogers and Maslow, emphasizes personal growth and self-actualization, asserting that individuals strive to fulfill their potential.

Cognitive theories, such as Bandura’s social cognitive theory, emphasize the role of cognitive processes in shaping personality, including observation, imitation, and self-efficacy beliefs. The biological approach explores how genetic, neurological, and physiological factors contribute to personality development, while the behavioral approach focuses on how conditioning and learning shape behavior patterns.

Contemporary theories often integrate multiple perspectives to provide a comprehensive understanding of personality. They emphasize the interaction between biological, psychological, and environmental factors in shaping personality. Overall, personality theories provide frameworks for understanding the complexities of human behavior and offer insights into individual differences and development.

Assignment 1: Television Character

Television provides us with many interesting examples of interpersonal and neurotic behaviors. In this assignment, you will delve into the life and actions of some of your favorite television characters and analyze them using Horney’s coping strategies.

Interestingly, Horney’s three coping strategies for one’s neurotic needs correlate very well with three of Adler’s different personality types:

  • Horney’s moving-toward strategy—Adler’s getting or leaning type
  • Horney’s moving against—Adler’s ruling or dominant type
  • Horney’s moving away from—Adler’s avoiding type

Using Horney’s theory of coping with neurotic needs with three different interpersonal orientations, select a TV program of your choice containing a character that Horney would identify as exhibiting neurotic behaviors. As you watch a full episode of this show, focus on this character and tally each instance of moving-toward, moving-against, and moving-away behavior.

Research Horney’s theory using your textbook, the Internet, and the Argosy University online library resources. Based on your research, respond to the following:

  • Discuss this character’s neurotic needs and trends.
  • What do you think has happened in his/her life that has led to these behaviors?
  • In addition to general life events, how has gender and culture influenced the character’s neurotic needs and behaviors?
  • How do these interpersonal orientations impact the way this character interacts with others and develops relationships?

Write your initial response in 5–6 paragraphs. Apply APA standards to citation of sources.

 
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Exploring Career Development Theories

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Week 9 Discussion 1 Response

Exploring Career Development Theories

(Exploring Career Development Theories)

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Broderick and Blewitt (2015). I need this completed by 01/26/18 at 3pm. Respond to at least two of my colleagues using one or more of the following approaches:

· Offer and support an alternative theory (not discussed in this week’s Learning Resources) that validates or opposes a colleague’s identified meaning of work and career.

· Validate an idea with your own experience and additional research.

· Expand on your colleague’s posting by providing additional insights or contrasting perspectives based on readings and evidence.

(B. Smi)(Exploring Career Development Theories)

Broderick and Blewitt (2015) imply that work and the ability to obtain and maintain a career are seen as momentous developmental tasks. In order to complete this task, one must have adequate knowledge of self. Knowledge of self will assist an individual in finding suitable employment that best meets their skills and capabilities.

Significance and Meaning

Research has indicated that an individual is most likely to achieve job satisfaction, successful performance, and stability when pursuing a career that matches their personal style. The individual must also be able to meet the demands of the position. Holland’s Theory of Personality –Environment Types declares that adults possess a desired way of completing social and environmental tasks. Holland insists that an individual’s approach is likely to be similar to the type of career they seek. An example of this would be an individual who’s personal orientation is social working in a customer service, social service, or any kind of helping field.  Another example could include someone who is artistic pursuing freelance work or teaching art or dance classes.

Another theory that exhibits the importance of work and career within the development of young adults is Erikson’s Theory of Identity Development. Erikson argues that the significance of work begins during the elementary school years where they are required to grasp educational studies and sometimes household chores. Broderick and Blewitt (2015) declare that the formation of identity continues into young adulthood and is often founded on one’s attitude/view of themselves created in childhood. Erikson’s Theory concludes that a child or young adult with a sense of industry (belief in their abilities) and a sense of self will be more likely to succeed in finding a career that provides satisfaction (Broderick and Blewitt, 2015). Feelings of industry are important as they encourage hard work and perseverance. Research has indicated that an individual who receives satisfaction from their work life could then feel more compelled to assist in their other roles (Kuchinke, 2010). Dissatisfaction with employment could cause a husband and father to be less attentive once he arrives home.

Personal Reflection(Exploring Career Development Theories)

Prior to obtaining my bachelor’s degree (Child and Family Studies), majority of my work experience involved children. I’ve always been drawn to helping professions. I’ve worked in day cares, summer camps, and vacation bible schools. Later, it was resident assistants, college assistance offices, and child protective services. While working in cps, I got to help families but I mostly enjoyed talking to them. A lot of people just wanted to be heard and I enjoyed that. I’ve participated in counseling myself and appreciated how helpful and dare I say therapeutic it was. Talking, listening, and goal setting is a big part of my current position. I also think it fits my personality. I believe the counseling profession could add meaning to my life as it would be a constant learning experience. No one session will be the same. I believe that there will be similarities, but nothing exactly alike. As a person who spends a lot of time in their hand was raised unable to express their emotions, I want to be apart of others learning express themselves in a healthy way and acknowledging tis okay to seek assistance.

Summary(Exploring Career Development Theories)

Work and career can impact development both positively and negatively. Children and young adults who maintain a sense of industry and strong sense of self are able to work hard, remain positive, and achieve career satisfaction. In the future, it would be imperative to learn about the client’s view of self and their skill sets to work more effectively with them. Work and career have large influence on satisfaction of life and can affect other areas of an individual’s life in a positive or negative way.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

Kuchinke, K. P., Cornachione, E. B., Oh, S. Y., & Kang, H.-S. (2010). All work and no play? The meaning of work and work stress of mid-level managers in the United States, Brazil, and Korea. Human Resource Development International, 13(4), 393–408.

(S. Mor)(Exploring Career Development Theories)

The distinctive difference between work and career is easily summarized by deciding I am working a job to survive in this world, or I am in my career of choice which I prepared for and it is my passion that fuels the fire inside of me in my career. Work tends to become a tedious assignment that we despise, but it pays the bills. Mondays are painful and Fridays are rejoiced because of a two day break that goes entirely too fast. Careers produce acceptable long hours, off days are forced at times by family and friends, and there is a large amount of fulfillment, drive, and pride that comes about when you are in your career of choice. In this discussion I chose Supers Developmental Approach and Erikson’s Theory of Identity Development. Super’s Theory explains that the way we see or think about ourselves, may change as we obtain different experiences in life (Broderick & Blewitt, 2015). Erikson’s Theory on the way we view ourselves, is based on children working and having the ability to figure out who they are based on the job they are working (Broderick & Blewitt, 2015).  However, keep in mind this concept works well during the Industrial Revolution when children began working at age 5 or 6 (Broderick & Blewitt, 2015).

Theoretical Foundations(Exploring Career Development Theories)

Super’s Theory is a process that takes time and is developed continuously over an individual’s lifespan (Broderick & Blewitt, 2015). The way we look at ourselves and figure out who we are, may be done when we have the ability to have a career that we have chosen. Vocational self-concept is defined as a person’s identity that coincides with the details that a career of their choice demands ((Broderick & Blewitt, 2015). For example, in our class we all have shown an interest and determination to become counselors. Regardless of the reasons why we have chose this field, we all are dedicated to empower ourselves by paying for higher education, striving for excellent grades, and excelling as students which will also prompt us to excel as counselors. Basically this is a choice that we have made because there is a passion inside of us that wants this more than life itself. The obstacles we may encounter will not be a deterrent, but fuel added to the fire that allows us to keep pushing class after class, and assignment after assignment. Everyday no matter how tired we are from work, spouses, children, bills, and many other demands the time that is devoted to completing school work is found. The path we are on is not easy because if it was everyone would do it, but there is something special about us that screams to others I need your help and we are learning to do that. Personal characteristics that do not align with my career would cause my life to be filled with regret daily. The idea of sleeping sounds better than facing the people at my job, and my attitude would appear as if other employees or clients are bothering me. Super’s developmental stages repeat themselves through the course of a person’s lifespan (Broderick & Blewitt, 2015). The time period between birth to age 15 is developing the interests that define who a child wants to become (Broderick & Blewitt, 2015). My daughter from the times she was 7 has always been fascinated with animals, and has said she will be a veterinarian. I have encouraged her and at age 19 she is a freshman in college studying veterinarian courses. The next stage is exploratory which occurs from 15 to 24 and a little more focus on what you want to become may be evident, but the decision may still appear indecisive (Broderick & Blewitt, 2015). Establishment which is prevalent from 25 to 44 is the stage where we should know what we want to do, and through working we establish this (Broderick & Blewitt, 2015). The next stage occurs from 45 to 64 and is called maintenance, basically allows us to continually get better in work performance with a climb up the corporate ladder (Broderick & Blewitt, 2015). The final stage is called Decline which occurs after 65, and people are faced with retirement opportunities, less responsibilities in work, and eventually retirement (Broderick & Blewitt, 2015). My mother who is in her 70’s retired from corporate America but began working part time at Macy’s because she was bored. Upon asking her why she not able to just relax is, her response to me was “When older people stop working, they will die because they have nothing to do.”

Erikson’s Theory of Identity Development describes the way we view who we are when small children begin to work serious jobs in different societies (Broderick & Blewitt, 2015). I am aware that many cultures employ their children at very young ages, and some will work alongside their parents until they are able to work alone. However, it is hard to fathom because this is not a part of the culture in the United States, especially after Child Slave Labor Laws were established in the early 1900’s. “Little theoretical attention has been paid to why such cross-time influences should characterize human development” (Belsky, 2010). I do believe that children should learn responsibilities and be assigned chores that require them to assist in the house. My children knew when they were two years old if I played Barney the purple dinosaurs Clean Up song, it prompted them to put their toys in the toy chest. Elementary children according to Erikson should gain an insight of what they are capable of doing, while teens mirror that of adults in the work industry (Broderick & Blewitt, 2015). Children mimic their parents and when they are able to see them living positive productive lives the habits of hard work will be present in their lives.

Personal Reflection(Exploring Career Development Theories)

As a child I was a daddy’s girl, mainly because he was the only male in the house that consisted of my mom and three daughters. The rollercoaster of emotions and female bickering was constant, but my dad knew how to put every drama filled emotion out without us feeling like we didn’t matter. My mother was the disciplinarian and my father was our savior because he knew how to keep everyone calm. My father was a social worker that specialized in severe child abuse cases, and I remember the feelings he would express to my mom when he was able to save a child. I have seen my dad cry many times, but I never saw him get upset to the point where he was cussing or fighting in his personal or professional life. The cases he had made me want to put some of the adults that made their children suffer devastating circumstances stand in front of a firing squad as their punishment. Watching how blessed my dad lived and how passionate he was in his career, gave me the strength to figure out what I want to do with my life. I know who I am and one thing I inherited from my dad is the fact that I am always evolving. Every time I master something I want to learn how to become better than I was the year before or even the day before. When I was a child my dad was the calm mild manner personality in our house, he was the voice of reason. My mother was the fire and pretty much ran the entire house. Please understand both of my parents are awesome and I am blessed beyond measure. I used to get upset with my dad if my mom said something mean or direct to him, because he would never ever say anything back to her. I would tell him dad you need to stand up to her, or dad why do you allow her to talk to you like that? My parents were married 48 years when my dad passed, and that is when I realized the strength he had in him was greater than any man I know. Do you know how hard it is to keep quiet when someone is saying something mean to you? I know it is something that I struggle with daily because I have a low tolerance for disrespect or rudeness. I learned it is so easy for people to go back and forth with words, and some will even physically fight. The strength it takes to walk away is one of the keys to happiness because in that strength you realize the aggressor has no power over you. No matter what they say to you the power is in not responding which is incredibly difficult. I wish when my dad was alive I would have understood this because he tried to teach me. I finally got it and because of this lesson it made me want to live my life helping people figure out their lives. I do feel my calling to be a counselor is divine intervention, but no matter what it takes to become the best counselor ever I will do it over and over again.

Summary(Exploring Career Development Theories)

The choice we make in deciding if we want to work or have a career is a vital decision that will impact and set the tone for the life you are living. Differences occur when we get up in the morning, get dressed for a job or a passion. The formula for some may be easy, and then for others it may be difficult, because survival of life at times may come in the form of a job. The purpose in each of us has to supersede the survival because only then will you feel fulfillment in living the life that you were destined to live. Applying Super’s Developmental Approach which I am more in favor of will help my clients understand that they have the ability to develop any career they want the entire time they are living. Erikson’s Theory of Identity Development I do not foresee me using often with a practice in the United States. However if I am ever counseling in a culture that has children that begin working at 5 or 6 his theory will be quite useful.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

Belsky, J. (2010). Childhood experience and the development of reproductive strategies. Psicothema, 22(1), 28–34.

Readings(Exploring Career Development Theories)

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 12, “Socioemotional and Vocational Development in Young Adulthood” (review pp. 438-476)

o Chapter 13, “Middle Adulthood: Cognitive, Personality, and Social Development” (pp. 478-525)

Belsky, J. (2010). Childhood experience and the development of reproductive strategies. Psicothema, 22(1), 28–34.
Retrieved from the Walden Library databases.

Brandell, J. R. (2010). Contemporary psychoanalytic perspectives on attachment. Psychoanalytic Social Work, 17(2), 132–157.
Retrieved from the Walden Library databases.

Halrynjo, S. (2009). Men’s work-life conflict: Career, care and self-realization: Patterns of privileges and dilemmas. Gender, Work & Organization, 16(1), 98–125.
Retrieved from the Walden Library databases.

Kuchinke, K. P., Cornachione, E. B., Oh, S. Y., & Kang, H.-S. (2010). All work and no play? The meaning of work and work stress of mid-level managers in the United States, Brazil, and Korea. Human Resource Development International, 13(4), 393–408.
Retrieved from the Walden Library databases.

Newton, N., & Stewart, A. J. (2010). The middle ages: Changes in women’s personalities and social roles. Psychology of Women Quarterly, 34(1),75–84.
Retrieved from the Walden Library databases.

Rodriguez, P. D., & Ritchie, K. L. (2009). Relationship between coping styles and adult attachment styles. Journal of the Indiana Academy of the Social Sciences, 13, 131–141.
Retrieved from the Walden Library databases.

 
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Observation Paper

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Child Development Observation Analysis

(Observation Paper)

Observing child development provides valuable insights into their cognitive, social, and emotional growth. In a recent observation, a two-year-old child engaged in parallel play with peers, demonstrating emerging social skills. Through imitation and turn-taking, they exhibited early cooperative behaviors, indicating the beginning of peer interaction development. However, occasional conflicts arose over toy sharing, highlighting the child’s ongoing understanding of social norms and negotiation strategies. In terms of cognitive development, the child displayed curiosity, exploring objects with hands and mouth, indicative of sensorimotor exploration. Language development was evident as the child attempted simple words and gestures to express desires and needs, signaling progress in communication skills. Additionally, emotional regulation was observed as the child sought comfort from caregivers when distressed, showcasing attachment bonds. Overall, this observation underscores the intricate interplay between social, cognitive, and emotional domains in early childhood development, emphasizing the importance of supportive environments and interactions in fostering holistic growth.(Observation Paper)

Observation:(Observation Paper)

To conduct observations is an important part of studying human development.  You will be required to make 1 observation for this course.  Select a child to watch either within your own family (sisters, brothers, cousins etc.) or at a mall, playground, daycare etc.  You should observe the child for at least 30 minutes.  You may want to observe them over time and in different situations.  This will give you more information to write about.  The child you select should be between 0-12 years of age.

During your observation you will report the following:

-Demographics (age, race, sex etc.)
-Appearance (clothing, approximate height and weight and other defining characteristics)
-Physical Development
-Cognitive Development
-Emotional and Social Development
-Does the child meet the milestones and stages for the physical, cognitive, and social/emotional development?  Why or why not?
-Is there anything unusual or “off-development” for this child (deficits as well as giftedness)?
(10 points for this section)

Please include what theorists you were using for your observations (i.e. Piaget vs. Freud for cognitive development).  You can use several theorists to compare and contrast. Give an overview of the theories you are using. Do you agree or disagree how that theory categorizes development. (10 points for this section)

The observations should be 1500 words or more and should include a cover page and a reference page. Use 12pt font and double space.  Use APA style for the format of the paper and reference page.  Points will be deducted for incorrect spelling, grammar and format. (5 points for this section). The observation is worth 25 points total. Papers are due on the date listed.  Papers submitted after the due date will be deducted 3 points for each day late.

 
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Deconstructing Persuasion: Critical Analysis

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Deconstructing Persuasion: Critical Analysis

(Deconstructing Persuasion: Critical Analysis)

Critical Reasoning…Propaganda, Fallacies And Loaded Language

 

This final assignment is due by Thursday, September 3rd, by 11:59 pm EST through turn-it-in.com.

 

Because I must meet a deadline for final grades, it is very important that final assignments be submitted on time.  If there is an emergency, please contact me immediately through e-mail.

 

I will be holding office hours during exam week on Monday, August 31st, between 11 am and 1 pm.

 

This essay is based partly on the video we have watched for class in the last unit:  chapters 4 – 5 of “The Persuaders” and the  reading assignment “Metaphors We Live By”, by George Lakoff and Mark Johnson, the links for which  can be found on Blackboard Learn, under the reading and video assignments for Week  9 of this course.  This essay is also partly based on the assigned readings   on loaded language and propaganda, in your text on pp. 458 – 469;  on fallacies in chapter 7 of your text;

 

LENGTH OF ESSAY AND POLICY ON PLAGIARISM:  After watching the above video and doing the assigned readings, you should type an approximately   3 page double-spaced essay  (of font size 10 or 11) which interweaves the answers to the main  questions (in capital letters) below, with details from the assigned video and readings to support your answers.   You need not summarize the video for this essay, and you need not discuss everything in the video, but you must include specific examples to support your points and you must show evidence of having watched the video, as well as having done the assigned readings.

(Deconstructing Persuasion: Critical Analysis)

MAKE SURE TO WATCH ALL 4 VIDEOS IN THE LINK BELOW 

Video Link (The Persuaders):http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=frol02p74&continuous=1

 

I will not accept essays that are shorter than 2 double-spaced pages (44 lines of text of 10 or 11 size font).   Your essay may be longer than 3 pages, but should not exceed  5 pages.  You are not expected to use any outside sources in your discussion (that is, you are expected to only use assigned readings and videos for the course, as stated above), but, if you do use outside sources, you must include citations.  Failure to cite outside sources will be counted as plagiarism, for which there are penalties (see the syllabus).

PUT YOUR NAME ON EVERY PAGE OF YOUR ESSAY AND STAPLE THE PAGES OF YOUR ESSAY TOGETHER.  INCLUDE MY NAME ON THE FRONT PAGE.

Keep a copy of your final essay in print or saved electronically just in case I claim that I never received it.  This is for your own protection.

DIFFERENT TYPES OF PERSUASION AND PROPAGANDA, LANGUAGE USE, AND FALLACIES

Chapters 4 – 6 of “The Persuaders” discusses different ways in which marketers and political consultants and political campaigners use various techniques to “persuade” the public to either buy certain goods or to support certain political positions or candidates and it never explicitly connects this “persuasion” to propaganda, while the article by George Lakoff discusses the different ways that metaphors inform the way we think generally and also politically.

Interweave into one essay a discussion of the following questions (#1, #2 & #3):  The main themes are in CAPITAL LETTERS, and the questions beneath the main themes are guidelines and reminders of what we have, or will, discuss in class.

 

1)      MAIN QUESTION TO BE ADDRESSED:   Given Lakoff’s metaphor that “argument is war” (as found in the assigned articleMetaphors we Live by),  and given Rapaille’s approach to marketing and Frank Luntz’s approach to politics and language in the video, “The Persuaders”, do these undermine the traditional approach to argument, and aims, in critical reasoning, as discussed in the first week and last weeks of this course (see also the description of the course in the syllabus)?   In answering this question, you should address what critical reasoning is, by reference to the description on the syllabus, to any class discussions throughout the term on critical reasoning, recognizing assumptions, identifying types of evidence, identifying and evaluating arguments, etc.  Do such techniques found in these videos undermine critical reasoning, and how or how not?

 

2)      WHAT TO ADDRESS IN ANSWERING THE MAIN QUESTION ABOVE:  In answering the main question above, you should explain how the metaphor “argument is war” influences our expectations of what a good argument is and compare and contrast it to what we learn in a critical reasoning class AND  discuss one or more of the following:  Rapaille (on marketing) AND/OR Luntz (on use of language in politics, etc) as they are presented in the video “The Persuaders” (chapters 4 – 6).  You may also discuss other metaphors that Lakoff mentions that might inform how we view and act upon arguments, ideas, theories, etc.  In other words, you should feel free to draw upon the entire article by Lakoff and Johnson.

 

In other words, what does the use of marketing techniques, and political consulting and campaigning techniques and/or metaphors, imply for critical reasoning, as we have discussed the latter in this class?

In your discussion, use specific examples to illustrate your points.  You should discuss what role appeal to emotions and/or appeal to unconscious desires and/or appeal to assumptions (either conscious or unconscious) play in each of these approaches (whichever ones you choose to discuss) and whether or not these are necessary to argumentation (see also the questions below). Although you are expected to consider our class discussions in answering these questions, you need not agree with everything discussed in class, and you need not confine yourself to examples discussed in class.

3)       IN YOUR DISCUSSION OF THE ROLE OF EMOTIONS IN #2 ABOVE, ADDRESS BRIEFLY PROPAGANDA AND/OR FALLACIES:  Under what circumstances might appeal to emotions become “propaganda”? Using pp. 458 – 462 in your text as a reference, discuss in what ways that marketing, public relations AND/OR political consultants, may or may not use a variety of propaganda techniques that are mentioned in the text.   Do any of the techniques that are mentioned in the video – and be specific (details are important) – involve the propaganda techniques (that is, the fallacies, such as glittering generalities, identification, association, testimonials) mentioned in the text, or any manipulation and deception (through language, or through emotional appeals, or otherwise)?   Although we might not have time to discuss every one of the propaganda techniques (or fallacies) in class, you should consider a few of them in light of the marketing and political consulting techniques found in “The Persuaders”.    In what ways do these various propaganda techniques (or fallacies) appeal to emotions or try to deceive or manipulate us or attempt to distort the evidence?  (In addition, you may discuss some of the fallacies in chapter 7, such as appeal to the people, or appeal to pity, or appeal to force, in answering this question on the appeal to emotions.  Notice that chapter 7 does not include a separate fallacy called “appeal to the emotions”.)   Where would you place marketing, and political consulting, as they are presented in the “Persuaders” on the continuum presented on p. 459 of your text?  You need not confine yourself to what we discuss in class, but justify your answer.

 

 
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Journey Forward: Walden Reflection

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Journey Forward: Walden Reflection

(Journey Forward: Walden Reflection)

Assignment 2: Reflection: Looking Forward: Your Promise to Yourself and to Walden

You are a human in a virtual environment. You are going to learn next to many other students who will bring multiple perspectives to the learning environment. Your Walden community will provide support to you, just as you will provide support and different perspectives to the other students in your classes. Positive social change is a pillar of Walden’s philosophy. An important part of any first term course is reflecting on what the start of your educational journey means while defining your goals and how you plan to achieve them.  Considering the reasons you enrolled in this university, your place in it and in your world, and how you’ll function as a human who will learn in a technological world, are important to your success.

This week is an opportunity to further reflect on the last six weeks by adding onto, revising and proofreading the rough draft you began in Week 4.  Writing is a process, not a one-time event.  Strong writers know that the proofreading and editing involved in revising their work is crucial to producing their best final draft.  You’ll be practicing these skills as you finalize your own draft of the Reflection Assignment.

To prepare for the Assignment:

  • Review the instructions in the Week 4 Assignment 2 area.  Pay particular attention to the four Parts and ensure you have addressed each of these sections: Today I am, I Promise To…, How I Will Become Part of the Walden Community, and Visual Representation.
  • Access the Rough Draft Reflection you submitted in Week 4.
  • Review the comments and feedback your instructor made for your Week 4 Rough draft.
  • Review the Week 6 Reflection Assignment Rubric.
  • Use the Week 6 Reflection: Revision Guidelines document found in this week’s Learning Resources to guide you through the revision process.

Assignment Instructions:

By Day 7

Submit a 3- to 5-page paper that that represents a finalized version of your Reflection Paper Assignment.

Make sure all four sections are included, you have a clear structure with an introduction and conclusion, and that you’ve met all AWE guidelines, as well as any expectations described in the Week 6 Reflection Assignment Rubric.  Include your rough draft either as a separate file or at the end of your final draft to demonstrate the revisions you’ve made.

 
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Assignment: Critiquing Quantitative

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Critiquing Quantitative, Qualitative, or Mixed Methods Studies

(Assignment: Critiquing Quantitative)

Question description

Assignment: Critiquing Quantitative, Qualitative, or Mixed Methods Studies

Critiquing the validity and robustness of research featured in journal articles provides a critical foundation for engaging in evidence-based practice. In Weeks 5 and 6, you explored quantitative research designs. In Week 7, you will examine qualitative and mixed methods research designs. For this Assignment, which is due by Day 7 of Week 7, you critique a quantitative and either a qualitative or a mixed methods research study and compare the types of information obtained in each.

To prepare:

  • Select a health topic of interest to you that is relevant to your current area of practice. The topic may be your Course Portfolio Project or a different topic of your choice.
  • Using the Walden Library, locate two articles in scholarly journals that deal with your portfolio topic: 1) Select one article that utilizes a quantitative research design and 2) select a second article that utilizes either a qualitative OR a mixed methods design. These need to be single studies not systematic or integrative reviews (including meta-analysis and metasynthesis). You may use research articles from your reference list. If you cannot find these two types of research on your portfolio topic, you may choose another topic.
  • Locate the following documents in this week’s Learning Resources to access the appropriate templates, which will guide your critique of each article:
    • Critique Template for a Qualitative Study
    • Critique Template for a Quantitative Study
    • Critique Template for a Mixed-Methods Study
  • Consider the fields in the templates as you review the information in each article. Begin to draft a paper in which you analyze the two research approaches as indicated below. Reflect on the overall value of both quantitative and qualitative research. If someone were to say to you, “Qualitative research is not real science,” how would you respond?

To complete this Assignment:

  • Complete the two critiques using the appropriate templates.
  • Write a 2- to 3-page paper that addresses the following:
  • Contrast the types of information that you gained from examining the two different research approaches in the articles that you selected.
    • Describe the general advantages and disadvantages of the two research approaches featured in the articles. Use examples from the articles for support.
    • Formulate a response to the claim that qualitative research is not real science. Highlight the general insights that both quantitative and qualitative studies can provide to researchers. Support your response with references to the Learning Resources and other credible sources.
 
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Program Evaluation Communication Strategies

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Program Evaluation Communication Strategies

(Program Evaluation Communication Strategies)

Master’s Level Educational Psychology Power Point Communicating Program Results

Create a PowerPoint presentation to communicate simulated results of a program evaluation to stakeholders.

The ultimate goal of program evaluation is to provide the basis for making decisions within a system analysis of planned change. Data must be aggregated into a meaningful whole, the data must be interpreted, and the data must be presented in some meaningful fashion.

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Evaluation reports can take many forms and be distributed to a wide array of audiences. When preparing a report of an evaluation, the evaluator must consider both the format of the report and the intended audience of the report. When possible, the evaluator should involve audiences in determining the type of information to include in the report and the mode of delivery (Fitzpatrick, Sanders, & Worthen, 2011).

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Design a program evaluation.

Describe efforts to mitigate difficulties and limitations of an evaluation approach.

Competency 3: Communicate research and evaluation results in appropriate and effective formats.

Describe methods in enough detail that other evaluators would able to replicate them.

Present the key findings of an evaluation in a clear and impactful manner.

Make specific recommendations based on interpretation of findings.

Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.

Employ appropriate written and visual communication to convey content to an intended audience.

Comply with APA guidelines for style and formatting.

For the final course assessment, you will imagine that you have successfully implemented the program evaluation you designed and will create a PowerPoint presentation to communicate the key findings of your evaluation results to its stakeholders.

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Within your presentation, you will describe difficulties you encountered and strategies to resolve them. These could include technical factors and issues due to interpersonal dynamics. Interpersonal relations can play a major role in program evaluation by improving the quality of our productive and creative efforts. Managing conflict and pragmatic issues constructively can be a decisive factor. What kinds of personal competencies and environmental conditions are conducive to the development and maintenance of good relationships? The evaluator has the responsibility to ensure he or she has done everything possible to maintain productive relationships with the involved parties.

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

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What sorts of difficulties may be common in program evaluations?

What kinds of personal competencies and environmental conditions are conducive to the development and maintenance of good relationships?

What are the limitations of different evaluation approaches?

What examples have you seen where information was presented in a clear and impactful way? Examples of information graphics or perhaps advertising might be helpful.

For this assessment, complete the following:

Create a PowerPoint document. Do not submit a paper for this assessment. Papers will not be graded.

Since you have not actually implemented your program evaluation design, you will need to simulate results that are fictional, but they must be plausible.

Note: It must be understood that in an actual program evaluation it would be highly unethical to represent “made up” results as actual data. However, it is ethical to simulate results in this way for this learning exercise.

Enter supporting details in the Notes section for each slide.

Use APA-style inline citations, and include a References slide at the end of the presentation.

You may wish to enhance the design of the presentation to make it more effective. Refer to the Resources for help with enhancements.

For guidance in the basics of using PowerPoint, refer to the Resources.

Presentation Requirements

Your presentation must include the following:

Title slide: On the first slide of the PowerPoint, enter:

The presentation title.(Program Evaluation Communication Strategies)

Your name.

Course number and title.

Capella University.

Instructor’s name.

Note: If this presentation was made in an actual professional context, the entries under your name would be replaced by your job title, the name of your organization, and perhaps your contact information.

Introduction slides: In this series of slides, generally summarize:

History of the program and the need it was created to meet.

Program goals and objectives.

Program methods and major strategies.

Significant evaluation findings.

High-level overview of evaluation methods.

High-level synopsis of recommendations based on findings.

Evaluation Method slides: Describe the methods in enough detail that other evaluators would able to replicate them. Include:

Data and Collection.

What types of data were collected? Why did you consider it to be significant?

Who was responsible for data collection?

What are the sources of the data?

How, when, and from whom was the data collected?

Methodological Challenges.

Describe difficulties you encountered and strategies to resolve them.

Describe limitations of your evaluation methods and strategies to mitigate them.

Evaluation Findings slides:

Present the key findings of your evaluation. (Remember, you will invent plausible findings for this assessment, but never do this for professional work or assessments that are supposed to involve actual research.)

Stick to “facts” here; do not add interpretation in this section.

To make the findings clear and impactful:

Consider using graphics: diagrams, tables, or cross-tabulations.

You can include brief quotes, brief examples, photos, or illustrations.

Interpretation of Results slides:

Interpret the data, providing your opinions explaining what conclusions can be drawn from the data findings concerning the program and its effectiveness in meeting its goals and objectives.

Recommendations slides:

Make specific recommendations based on your findings about ways to sustain or improve program effectiveness. These may include changes in:

Financial support.

Policy.

Procedures.

Staffing.

Or other recommendations.

Conclusion slide: Summarize the main findings, emphasizing why your recommendations should be followed.

References slide (or slides): Use current APA style and formatting guidelines.

Additional Requirements

Written communication: Should be free of errors that detract from the overall message.

Format: Use current APA style and formatting guidelines as they apply to this assessment.

Citation requirements: You must cite best practices from at least three scholarly/research articles in this assessment. You may cite reputable sources from websites, books, textbooks, and resources provided in the course, but these will not count toward the three required scholarly/research references.

 
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Organizational Culture And Values

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Organizational Culture And Values

(Organizational Culture And Values)

Organizational culture and values play a critical role in shaping the identity and behavior of a company. In a slide presentation, it’s important to highlight key aspects succinctly. Begin with defining organizational culture as the shared values, beliefs, and behaviors that contribute to the unique social and psychological environment of a business.

Outline the significance of a strong culture in fostering employee engagement, innovation, and alignment with company goals. Emphasize key components such as leadership style, communication norms, and employee recognition practices.

Discuss types of organizational cultures (e.g., hierarchical, collaborative, innovative) and illustrate with examples from successful companies. Highlight the importance of aligning organizational values with actions to build trust and credibility. Conclude by suggesting strategies to strengthen and maintain a positive organizational culture, such as regular feedback mechanisms and inclusive decision-making processes. Use visuals and concise text to reinforce key points and engage your audience effectively.

 

Prepare a 10-minute presentation (10-15 slides, not including title or reference slide) on organizational culture and values.

Describe how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes.

Discuss how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem solving. Incorporate how system needs and the culture of health may influence the outcomes. How does this relate to health promotion and disease prevention in the larger picture?

Identify a specific instance from your own professional experience in which the values of the organization and the values of the individual nurses did or did not align. Describe the impact this had on nurse engagement and patient outcomes.

 Solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, Use at least THREE references, PLEASE I NEED ACTUAL WEBSITE SOUCE. Prepare this assignment according to the APA STYLE, an abstract is not required.

 
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NSG6020 Final Exam

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NSG6020 Final Exam

(NSG6020 Final Exam )

Question 1

A 22-year-old advertising copywriter presents for evaluation of joint pain. The pain is new, located in the wrists and fingers bilaterally, with some subjective fever. The patient denies a rash; she also denies recent travel or camping activities. She has a family history significant for rheumatoid arthritis. Based on this information, which of the following pathologic processes would be the most correct?
A) Infectious
B) Inflammatory
C) Hematologic
D) Traumatic

Question 2

A 35-year-old archaeologist comes to your office (located in Phoenix, Arizona) for a regular skin check-up. She has just returned from her annual dig site in Greece. She has fair skin and reddish-blonde hair. She has a family history of melanoma. She has many freckles scattered across her skin. From this description, which of the following is not a risk factor for melanoma in this patient?
A) Age
B) Hair color
C) Actinic lentigines
D) Heavy sun exposure

Question 3

A 15-year-old high school sophomore and her mother come to your clinic because the mother is concerned about her daughter’s weight. You measure her daughter’s height and weight and obtain a BMI of 19.5 kg/m2. Based on this information, which of the following is appropriate?
A) Refer the patient to a nutritionist and a psychologist because the patient is anorexic.
B) Reassure the mother that this is a normal body weight.
C) Give the patient information about exercise because the patient is obese.
D) Give the patient information concerning reduction of fat and cholesterol in her diet because she is obese.

Question 4

A middle-aged man comes in because he has noticed multiple small, blood-red, raised lesions over his anterior chest and abdomen for the past several months.They are not painful and he has not noted any bleeding or bruising. He is concerned this may be consistent with a dangerous condition. What should you do?
A) Reassure him that there is nothing to worry about.
B) Do laboratory work to check for platelet problems.
C) Obtain an extensive history regarding blood problems and bleeding disorders.
D) Do a skin biopsy in the office.

Question 5

Jacob, a 33-year-old construction worker, complains of a “lump on his back” over his scapula. It has been there for about a year and is getting larger. He says his wife has been able to squeeze out a cheesy-textured substance on occasion. He worries this may be cancer. When gently pinched from the side, a prominent dimple forms in the middle of the mass. What is most likely?
A) An enlarged lymph node
B) A sebaceous cyst
C) An actinic keratosis
D) A malignant lesion

Question 6

A patient comes to you for the appearance of red patches on his forearms that have been present for several months. They remain for several weeks. He denies a history of trauma. Which of the following is likely?
A) Actinic keratoses
B) Pseudoscars
C) Actinic purpura
D) Cherry angiomas

Question 7(NSG6020 Final Exam )

A 19-year old-college student presents to the emergency room with fever, headache, and neck pain/stiffness. She is concerned about the possibility of meningococcal meningitis. Several of her dorm mates have been vaccinated, but she hasn’t been. Which of the following physical examination descriptions is most consistent with meningitis?
A) Head is normocephalic and atraumatic, fundi with sharp discs, neck supple with full range of motion
B) Head is normocephalic and atraumatic, fundi with sharp discs, neck with paraspinous muscle spasm and limited range of motion to the right
C) Head is normocephalic and atraumatic, fundi with blurred disc margins, neck tender to palpation, unable to perform range of motion
D) Head is normocephalic and atraumatic, fundi with blurred disc margins, neck supple with full range of motion

Question 8

A 58-year-old gardener comes to your office for evaluation of a new lesion on her upper chest. The lesion appears to be “stuck on” and is oval, brown, and slightly elevated with a flat surface. It has a rough, wartlike texture on palpation. Based on this description, what is your most likely diagnosis?
A) Actinic keratosis
B) Seborrheic keratosis
C) Basal cell carcinoma
D) Squamous cell carcinoma

Question 9

A patient presents for evaluation of a cough. Which of the following anatomic regions can be responsible for a cough?
A) Ophthalmologic
B) Auditory
C) Cardiac
D) Endocrine

Question 10

A 72-year-old retired truck driver comes to the clinic with his wife for evaluation of hearing loss. He has noticed some decreased ability to hear what his wife and grandchildren are saying to him. He admits to lip-reading more. He has a history of noise exposure in his young adult years: He worked as a sound engineer at a local arena and had to attend a lot of concerts. Based on this information, what is the most likely finding regarding his hearing acuity?
A) Loss of acuity for middle-range sounds
B) Increase of acuity for low-range sounds
C) Loss of acuity for high-range sounds
D) Increase of acuity for high-range sounds

Question 11

Mrs.Anderson presents with an itchy rash which is raised and appears and disappears in various locations. Each lesion lasts for many minutes. What most likely accounts for this rash?
A) Insect bites
B) Urticaria, or hives
C) Psoriasis
D) Purpura

Question 12

A new mother is concerned that her child occasionally “turns blue.” On further questioning, she mentions that this is at her hands and feet. She does not remember the child’s lips turning blue. She is otherwise eating and growing well. What would you do now?
A) Reassure her that this is normal
B) Obtain an echocardiogram to check for structural heart disease and consult cardiology
C) Admit the child to the hospital for further observation
D) Question the validity of her story

Question 13(NSG6020 Final Exam )

An 89-year-old retired school principal comes for an annual check-up. She would like to know whether or not she should undergo a screening colonoscopy.She has never done this before. Which of the following factors should not be considered when discussing whether she should go for this screening test?
A) Life expectancy
B) Time interval until benefit from screening accrues
C) Patient preference
D) Current age of patient

Question 14

You are speaking to an 8th grade class about health prevention and are preparing to discuss the ABCDEs of melanoma. Which of the following descriptions correctly defines the ABCDEs?
A) A = actinic; B = basal cell; C = color changes, especially blue; D = diameter >6 mm; E = evolution
B) A = asymmetry; B = irregular borders; C = color changes, especially blue; D = diameter >6 mm; E = evolution
C) A = actinic; B = irregular borders; C = keratoses; D = dystrophic nails; E = evolution
D) A = asymmetry; B = regular borders; C = color changes, especially orange; D = diameter >6 mm; E = evolution

Question 15

A 79-year-old retired banker comes to your office for evaluation of difficulty with urination; he gets up five to six times per night to urinate and has to go at least that often in the daytime. He does not feel as if his bladder empties completely; the strength of the urinary stream is diminished. He denies dysuria or hematuria. This problem has been present for several years but has worsened over the last 8 months. You palpate his prostate. What is your expected physical examination finding, based on this description?
A) Normal size, smooth
B) Normal size, boggy
C) Enlarged size, smooth
D) Enlarged size, boggy

Question 16(NSG6020 Final Exam )

A young man comes to you with an extremely pruritic rash over his knees and elbows which has come and gone for several years. It seems to be worse in the winter and improves with some sun exposure. On examination, you notice scabbing and crusting with some silvery scale, and you are observant enough to notice small “pits” in his nails. What would account for these findings?
A) Eczema
B) Pityriasis rosea
C) Psoriasis
D) Tinea infection

Question 17

A 15-year-old high school sophomore comes to the clinic for evaluation of a 3-week history of sneezing; itchy, watery eyes; clear nasal discharge; ear pain; and nonproductive cough. Which is the most likely pathologic process?
A) Infection
B) Inflammation
C) Allergic
D) Vascular

Question 18

A 68-year-old retired farmer comes to your office for evaluation of a skin lesion. On the right temporal area of the forehead, you see a flattened papule the same color as his skin, covered by a dry scale that is round and feels hard. He has several more of these scattered on the forehead, arms, and legs.Based on this description, what is your most likely diagnosis?
A) Actinic keratosis
B) Seborrheic keratosis
C) Basal cell carcinoma
D) Squamous cell carcinoma

Question 19

An 8-year-old girl comes with her mother for evaluation of hair loss. She denies pulling or twisting her hair, and her mother has not noted this behavior at all. She does not put her hair in braids. On physical examination, you note a clearly demarcated, round patch of hair loss without visible scaling or inflammation. There are no hair shafts visible. Based on this description, what is your most likely diagnosis?
A) Alopecia areata
B) Trichotillomania
C) Tinea capitis
D) Traction alopecia

Question 20(NSG6020 Final Exam )

A 19-year-old construction worker presents for evaluation of a rash. He notes that it started on his back with a multitude of spots and is also on his arms, chest, and neck. It itches a lot. He does sweat more than before because being outdoors is part of his job. On physical examination, you note dark tan patches with a reddish cast that has sharp borders and fine scales, scattered more prominently around the upper back, chest, neck, and upper arms as well as under the arms. Based on this description, what is your most likely diagnosis?
A) Pityriasis rosea
B) Tinea versicolor
C) Psoriasis
D) Atopic eczema

Question 21

Which of the following booster immunizations is recommended in the older adult population?
A) Tetanus
B) Diphtheria
C) Measles
D) Mumps

Question 22

A patient presents for evaluation of a sharp, aching chest pain which increases with breathing. Which anatomic area would you localize the symptom to?
A) Musculoskeletal
B) Reproductive
C) Urinary
D) Endocrine

Question 23(NSG6020 Final Exam )

Ms.Whiting is a 68 year old who comes in for her usual follow-up visit. You notice a few flat red and purple lesions, about 6 centimeters in diameter, on the ulnar aspect of her forearms but nowhere else. She doesn’t mention them. They are tender when you examine them. What should you do?
A) Conclude that these are lesions she has had for a long time.
B) Wait for her to mention them before asking further questions.
C) Ask how she acquired them.
D) Conduct the visit as usual for the patient.

Question 24

You have recently returned from a medical missions trip to sub-Saharan Africa, where you learned a great deal about malaria. You decide to use some of the same questions and maneuvers in your “routine” when examining patients in the midwestern United States. You are disappointed to find that despite getting some positive answers and findings, on further workup, none of your patients has malaria except one, who recently emigrated from Ghana. How should you next approach these questions and maneuvers?
A) Continue asking these questions in a more selective way.
B) Stop asking these questions, because they are low yield.
C) Question the validity of the questions.
D) Ask these questions of all your patients.

Question 25

On routine screening you notice that the cup-to-disc ratio of the patient’s right eye is 1:2. What ocular condition should you suspect?
A) Macular degeneration
B) Diabetic retinopathy
C) Hypertensive retinopathy
D) Glaucoma

Question 26(NSG6020 Final Exam )

Mrs.Hill is a 28-year-old African-American with a history of SLE (systemic lupus erythematosus). She has noticed a raised, dark red rash on her legs. When you press on the rash, it doesn’t blanch. What would you tell her regarding her rash?
A) It is likely to be related to her lupus.
B) It is likely to be related to an exposure to a chemical.
C) It is likely to be related to an allergic reaction.
D) It should not cause any problems.

Question 27

A 47-year-old contractor presents for evaluation of neck pain, which has been intermittent for several years. He normally takes over-the-counter medications to ease the pain, but this time they haven’t worked as well and he still has discomfort. He recently wallpapered the entire second floor in his house, which caused him great discomfort. The pain resolved with rest. He denies fever, chills, rash, upper respiratory symptoms, trauma, or injury to the neck. Based on this description, what is the most likely pathologic process?
A) Infectious
B) Neoplastic
C) Degenerative
D) Traumatic

Question 28

A 28-year-old patient comes to the office for evaluation of a rash. At first there was only one large patch, but then more lesions erupted suddenly on the back and torso; the lesions itch. On physical examination, you note that the pattern of eruption is like a Christmas tree and that there are a variety of erythematous papules and macules on the cleavage lines of the back. Based on this description, what is the most likely diagnosis?
A) Pityriasis rosea
B) Tinea versicolor
C) Psoriasis
D) Atopic eczema

Question 29

Which of the following changes are expected in vision as part of the normal aging process?
A) Cataracts
B) Glaucoma
C) Macular degeneration
D) Blurring of near vision

Question 30

You are examining an unconscious patient from another region and notice Beau’s lines, a transverse groove across all of her nails, about 1 cm from the proximal nail fold. What would you do next?
A) Conclude this is caused by a cultural practice.
B) Conclude this finding is most likely secondary to trauma.
C) Look for information from family and records regarding any problems which occurred 3 months ago.
D) Ask about dietary intake.

 
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Mental Health Counseling

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6-7 Page Paper Mental Health Counseling On Movie My Big Fat Greek Wedding.

(Mental Health Counseling )

Psychosocial Development Case Study

Here you are going to introduce this assignment in a short paragraph of 4-5 sentences.  This paragraph is similar in content to the Abstract, with the addition of identifying the three characters you will analyze in this paper and how these characters are related to one another.  Remember these three characters must be in three different life stages from school age through middle adulthood. Remember to double space between sentences.

Character 1-Identified Life Stage

For the first character you have selected, identify the character and his or her role in the family unit.  Identify the life stage this character is in, and provide a discussion about the psychological crisis the character is experiencing. Your psychological crisis discussion should be a minimum of 3-4 sentences

In this paragraph, apply psychosocial developmental theory to this character in the life stage identified.  Provide your ideas for the developmental tasks this character is experiencing during this life stage, using your own chosen counseling specialization as a foundation for this discussion. This discussion should be a minimum of 4-6 sentences.

Next, provide a discussion of this character’s life as depicted in this movie and factors that might affect behaviors, including cultural and other influences related to the life stage identified.  This discussion should be a minimum of 4-6 sentences.

Lastly, provide a discussion of the interrelationships that exist between work, family, and other life roles for this character at this life stage.  Also, include a brief discussion of how cultural influences impact this character’s career development and vocational choices at this point in his or her life; for a child character, address this discussion based upon the character’s future career or vocational potential. This discussion should be a minimum of 4-6 sentences.

Character 2-Identified Life Stage(Mental Health Counseling )

For the second character you have selected, identify the character and his or her role in the family unit.  Identify the life stage this character is in, and provide a discussion about the psychological crisis the character is experiencing.  Your psychological crisis discussion should be a minimum of 3-4 sentences.

In this paragraph, apply psychosocial developmental theory to this character in the life stage identified.  Provide your ideas for the developmental tasks this character is experiencing during this life stage, using your own chosen counseling specialization as a foundation for this discussion. This discussion should be a minimum of 4-6 sentences.

Next, provide a discussion of this character’s life as depicted in this movie and factors that might affect behaviors, including cultural and other influences related to the life stage identified. This discussion should be a minimum of 4-6 sentences.

Lastly, provide a discussion of the interrelationships that exist between work, family, and other life roles for this character at this life stage. Also, include a brief discussion of how cultural influences impact this character’s career development and vocational choices at this point in his or her life; for a child character, address this discussion based upon the character’s future career or vocational potential.  This discussion should be a minimum of 4-6 sentences.

Character 3- Identified Life Stage

For the third character you have selected, identify the character and his or her role in the family unit.  Identify the life stage this character is in, and provide a discussion about the psychological crisis the character is experiencing.  Your psychological crisis discussion should be a minimum of 3-4 sentences.

In this paragraph, apply psychosocial developmental theory to this character in the life stage identified.  Provide your ideas for the developmental tasks this character is experiencing during this life stage, using your own chosen counseling specialization as a foundation for this discussion.  This discussion should be a minimum of 4-6 sentences.

Next, provide a discussion of this character’s life as depicted in this movie and factors that might affect behaviors, including cultural and other influences related to the life stage identified.  This discussion should be a minimum of 4-6 sentences.

Lastly, provide a discussion of the interrelationships that exist between work, family, and other life roles for this character at this life stage.  Also, include a brief discussion of how cultural influences impact this character’s career development and vocational choices at this point in his or her life; for a child character, address this discussion based upon the character’s future career or vocational potential.  This discussion should be a minimum of 4-6 sentences.

Functioning As a Family Unit(Mental Health Counseling )

From a clinical perspective, provide a discussion of how these three characters function as a family unit; if you discussed one character in more than one life stage, include other family members in this discussion.  This discussion should be a minimum of 3-5 sentences.

Provide a discussion of how the first character’s transition to the next developmental stage might impact the functioning of the family unit.  This discussion should be a minimum of 2-3 sentences.

Provide a discussion of how the second character’s transition to the next developmental stage might impact the functioning of the family unit.  This discussion should be a minimum of 2-3 sentences.

Provide a discussion of how the third character’s transition to the next developmental stage might impact the functioning of their family unit. This discussion should be a minimum of 2-3 sentences.

Wellness and Resilience

In this paragraph, provide an evaluative discussion of significant challenges and areas of strength related to wellness and resilience, both within communities and cultural groups.  This discussion should be a minimum of 4-6 sentences.

Conclusion

Provide a concluding paragraph for this paper, summarizing key components of your paper for the reader.  Your Psychosocial Development Case Study Assessment paper should be 7-10 pages.

  

References

Begin your references on a separate page with the heading above (not bold).  (Delete this and all these instructions when you finish reading them.)

You must have a reference for each source cited in your paper.  Do not list a reference that is not cited in your paper.

Put all references that you used in your paper here, in alphabetical order.  You should have a minimum of four scholarly resources, one of which will probably be your textbook.  References should be double-spaced with hanging indentation.  You must use proper APA style to list your references.

 
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