Portfolio Presentation.

Create  an original 20- to 30-minute capstone portfolio Microsoft® PowerPoint® presentations of 12 to15 slides presentation that demonstrates your core content knowledge.

 

Complete  the following in your presentation:

 

 

·        

Demonstrate an understanding of relevant theories.

 

·        

Include examples to support major points.

 

·        

Explain which theories you like and why you like them.

 

·        

Explain which theories you dislike and why you dislike them.

 

·        

Explain how you arrived at your conclusions.

 

·        

Explain how these theories will influence the future of psychology.

 

·        

Explain a new method that you can apply to or research in psychology.

 

·        

Explain how the information in this presentation affects your worldview.

 

·        

Explain how you used critical or creative thinking in the creation of the presentation.

 

 

(These are the theories:  Biological,  Psychoanalytic,  Behaviorism,  Cognitive,  Humanistic and existential)

 

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psychology discussion 300 words

 What role does genetics play in human  behaviors?  Are criminals “just born that way” or does their environment  contribute?  If you had to pick between nature and nurture to explain  violent criminal behavior, which would you choose?  Why? 

 

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mACQUEEN ASSESSMENT 2

ASSESSMENT-2

 

 

OVERVIEW

Write a 3–4-page assessment in which you examine the relationship between behavior and attitude and apply one theory to support your position.

Attitudes help guide behavior, although sometimes people act in ways that contradict their attitudes (Baumeister & Bushman, 2014). Some have said that attitudes are directly related to behavior; others say there is no strong relationship between attitude and behavior. Examining theories of how people develop attitudes and perceptions can lead to heightened self-awareness.

 

CONTEXT

 

The self is a complex and marvelous participant in the social world. There are three main components of the self: self-knowledge, interpersonal self, and agent self. The self is a vital means of gaining social acceptance and for participation in culture. But is there such a thing as a “true self”?

 

QUESTIONS TO CONSIDER

 

To deepen your understanding, 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 the business community.

•   Does your level of self-esteem change depending on the situation? In what types of situations have you noticed a change?

What self-defeating behaviors have you noticed in others or identified in yourself? How does this behavior relate to theory?

 

 

RESOURCES

 

 

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course. Note: some of the articles included here are fairly old but are included because they are considered seminal works in the field of social psychology.

•   Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation . Psychological Bulletin, 139(3), 655–701.

•   Sitzmann, T., & Ely, K. (2010). Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition . Journal of Applied Psychology, 95(1), 132–144.

•   Hu, H., & Driscoll, M. P. (2013). Self-regulation in e-learning environments: A remedy for community college? Journal of Educational Technology & Society, 16(4), 171–184.

•   Crabb, P. B. (2003). Technology and self-regulation: The case of alarm clock use . Social Behavior and Personality, 31(4), 343–348.

•   Schmitz, B., Schmidt, M., Landmann, M., & Spiel, C. (2007). New developments in the field of self-regulated learning . Zeitschrift Für Psychologie/Journal of Psychology, 215(3), 153–156.

•   Mischel, W., Ayduk, O., Berman, M. G., Casey, B. J., Gotlib, I. H., Jonides, J., . . . Shoda, Y. (2011). ‘Willpower’ over the life span: Decomposing self-regulation . Social Cognitive and Affective Neuroscience, 6(2), 252–256.

•   Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., & . . . Shoda, Y. (2011). Behavioral and neural correlates of delay of gratification 40 years later . Proc Natl Acad Sci U S A, 108(36), 14998–15003.

•   Radovic, S., & Hasking, P. (2013). The relationship between portrayals of nonsuicidal self-injury, attitudes, knowledge, and behavior . Crisis, 34(5), 324–334.

•   Kaufman, G. F., & Libby, L. K. (2012). Changing beliefs and behavior through experience-taking . Journal of Personality and Social Psychology, 103(1), 1–19.

•   Boer, D., & Fischer, R. (2013). How and when do personal values guide our attitudes and sociality? Explaining cross-cultural variability in attitude–value linkages . Psychological Bulletin, 139(5), 1113–1147.

•   Kim, J., & Roselyn Lee, J. (2011). The Facebook paths to happiness: Effects of the number of Facebook friends and self-presentation on subjective well-being . Cyberpsychology, Behavior, and Social Networking, 14(6), 359–364.

•   Rivis, A., & Sheeran, P. (2013). Automatic risk behavior: Direct effects of binge drinker stereotypes on drinking behavior . Health Psychology, 32(5), 571–580.

•   Kross, E., & Grossmann, I. (2012). Boosting wisdom: Distance from the self enhances wise reasoning, attitudes, and behavior . Journal of Experimental Psychology: General, 141(1), 43–48.

•   Vogel, D. L., Heimerdinger-Edwards, S. R., Hammer, J. H., & Hubbard, A. (2011). “Boys don’t cry”: Examination of the links between endorsement of masculine norms, self-stigma, and help-seeking attitudes for men from diverse backgrounds . Journal of Counseling Psychology, 58(3), 368–382.

•   Rodriguez, M. L., Mischel, W., & Shoda, Y. (1989). Cognitive person variables in the delay of gratification of older children at risk . Journal of Personality and Social Psychology, 57(2), 358–367.

Mischel, W., Shoda, Y., & Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification . Journal of Personality and Social Psychology, 54(4), 687–696.

 

 

 

 

 

 

ASSESSMENT INSTRUCTIONS

 

To prepare for this assessment, search the Capella library for scholarly research articles on attitude and behavior. Use the articles you locate to support your work.

In your assessment, address the following:

•   Explain what is meant by “attitude.”

•   How do people develop attitudes? Support your explanation with theory.

•   Is there a relationship between behavior and attitude? Apply one theory to support your position.

•   It is often said that morality cannot be legislated; yet changes in civil rights laws and policies have been accompanied by changes in attitudes. Since the passage of civil rights laws, the number of white Americans who support integrated schools has steadily risen, while the number of white Americans who describe their neighborhoods, friends, and co-workers as “all white” has steadily decreased. How does theory help explain this?

Your submitted assessment should be 3–4 pages in length excluding title page and reference page. Be sure you support your statements and analyses with references to at least three scholarly research articles and follow APA guidelines for format and style.

Additional Requirements

•   Include a title page and reference page.

•   At least three current scholarly or professional resources.

•   Times New Roman font, 12 point.

•   Double spaced.

 

 

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Discussion: Victims Stereotypes

Part 1

The purpose of this assignment is to make you aware of your beliefs about being a victim.

What happens in society at large in any group when the topic of victims arises? Use the technique of free association and then analyze the thoughts behind those associations.

To conduct your self-analysis, consider the following steps: Take a blank sheet of paper and write Victim on top of the paper. Start writing all the words that come to mind about the victim until you run out of words.

Part 2

In this part of the assignment, you have the opportunity to hear from a rape victim and to learn about some of the situations and attitudes she encountered after her attack. By completing this assignment, you also have an opportunity to apply concepts and theories of sexual violence you have learned in this course and to reflect on attitudes you have heard or encountered regarding this type of victim.

To read the first-person account of a woman who has been sexually assaulted and of how this has impacted her life.

The description of the incident is very graphic in this article. If you have a history of trauma, be a little cautious. It may be best to read this article in the morning when you have all day to process it rather than at night before going to sleep.

If necessary, you may want to talk to your therapist, a friend, or get support from the instructor. Post your reflections concerning this article in a minimum of 300 words, including the following: From the examples listed by the author, what resonated with your own “ignorance” of rape? Provide examples of ignorance about rape from other sources (such as conversations you have had or the portrayal of victims in the media). Provide resources for rape victims in your area of residence.

 

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Dissertation Annotated Bibliography for….. (Due date – Sunday 21st January) for Talented Writer

Annotated Bibliography

As  part of your Doctoral Seminar for this set of weeks, you are    participating in a seminar-style discussion about the weekly topics. You must address 5  of the attached Dissertations in the prescribed format. As a related exercise, submit an annotated  bibliography of the 5 resources you referred to this week. For each dissertation entry, be sure to include the full APA citation and address the following :

1. Scope

2. Purpose

3. Philosophical Approach

4. Underlying Assumptions

5. Research

6. Limitations

7. Opportunities for further inquiry

8. Validity of use

Dissertation Resources:

General Topic: Sustainability and Community participation

  

Perr, A. (2014). Development of a model of participation of community-based, discretionary activities by people who use wheelchairs (Order No. 3612343). Available from ProQuest Dissertations & Theses Global. (1507461931). Retrieved from http://ezp.waldenulibrary.org/login?url=https://search-proquest-com.ezp.waldenulibrary.org/docview/1507461931?accountid=14872

Kautzman, A. M. (2018). The influences on and impact of economic and community development policies in a micropolitan city (Order No. 10690069). Available from ProQuest Dissertations & Theses Global. (1986770754). Retrieved from http://ezp.waldenulibrary.org/login?url=https://search-proquest-com.ezp.waldenulibrary.org/docview/1986770754?accountid=14872

Artyushevskaya, N. A. (2014). The role of women in sustainability of donor-funded rural drinking water supply projects in developing countries: A case study of tajikistan (Order No. 1560727). Available from ProQuest Dissertations & Theses Global. (1562750005). Retrieved from http://ezp.waldenulibrary.org/login?url=https://search-proquest-com.ezp.waldenulibrary.org/docview/1562750005?accountid=14872

Pulido-Rozo, A. (2014). The sustainability of community-based water supply organizations (CWOS): A case study analysis of rural colombia (Order No. 1568338). Available from ProQuest Dissertations & Theses Global. (1624892969). Retrieved from http://ezp.waldenulibrary.org/login?url=https://search-proquest-com.ezp.waldenulibrary.org/docview/1624892969?accountid=14872

Moritz, M. C. (2016). The effect of community connectivity on water and sanitation systems in rural panama (Order No. 10244781). Available from ProQuest Dissertations & Theses Global. (1870785954). Retrieved from http://ezp.waldenulibrary.org/login?url=https://search-proquest-com.ezp.waldenulibrary.org/docview/1870785954?accountid=14872

 

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PCN 605 week 6 assignment

 The majority of anxiety disorders are usually treated using some form of talk therapy. Given that the fear process is biological in nature, hypothesize about why medication is not as successful in treating these disorders as psychotherapy.

Write a 1,200-1,500-word essay on the nature of your hypothesis. Be sure to provide rationale for your thoughts.

Include at least five scholarly references in addition to the textbook in your paper.

APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are required to submit this assignment to Turnitin 

 

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Research Consumers (Week-6) (10-12-18)

  Research Consumers

While your application and evaluation of research design and statistics in this course has been in the context of peer-reviewed journal articles and research, most of the research you will encounter outside of your formal studies will be in the context of lay sources – newspapers, popular press, Facebook threads/posts, cable news shows and so on. What are the differences between peer-reviewed, academic research, and research reported in the popular press? How do you go about being an intelligent consumer of research in the popular press? If you were to advise friends and family about how to interpret research claims they encounter in their daily lives, what advice would you share and why?

Be sure to put information in your own words and cite accordingly. Respond substantively to at least two of your classmates’ postings.

Point Value: 3 Points————————————————————————————————————————————————————————–  Resources Required Text

Sukal, M. (2013). Research methods: Applying statistics in research. San Diego, CA: Bridgepoint Education, Inc.

Chapter 12: Choosing an Appropriate Statistical Test Recommended References

American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, D.C.: Author.

Cengage Learning (2005). Statistics Workshops. Available from: http://www.wadsworth.com/psychology_d/templates/student_resources/workshops/stats_wrk.html (Links to an external site.)Links to an external site.
Choosing the Correct Statistical Test

MicrOsiris. (n.d.).The decision tree for statistics. Adapted from Andrews, Klem, Davidson, O’Malley, and Rodgers, A guide for selecting statistical techniques for analyzing social science data (2nd ed.).Retrieved fromhttps://www.microsiris.com/Statistical%20Decision%20Tree// (Links to an external site.)Links to an external site.

Trochim, W. M. K. (2006). Selecting statistics. In Research methods knowledge base (2nd ed.).Retrieved from Web Center for Social Research Methods Web Workshops-

 

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Need help with this class

 

Assignment 2: Discussion: Measures of Central Tendency

By Saturday, July 25, 2015, post your response to the prompt in the Discussion Area below. Your initial response should be 1-2 paragraphs. Through Wednesday, July 29, 2015, review and comment on at least two peers’ responses.  

    Use the  Respond  link to post responses and materials that pertain to this assignment. Use the  Respond  link beneath any existing postings to respond to them.

 Discussion Question

Simply reporting measures of central tendency or measures of variability will not tell the whole story. Using the following information, what else does a psychologist need to know or think about when interpreting this information?

A school psychologist decided to separate some classes by gender to see if learning improved. She looked at student scores on the final exam and obtained the following information: Students in boy-girl classrooms obtained an average of 71.4 on their final exams with a standard deviation of 10.8 whereas students in single-gendered classrooms obtained an average of 75.9 on their final exams with a standard deviation of 8.2. She concludes that the single-gendered classrooms lead to better learning.

 

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Pre Practicum Midterm Exam

THIS ASSIGNMENT MUST BE DONE IN APA FORMAT NO PLAGIARISM OF ANY KIND

  

EDRC 529 PRE- PRACTICUM IN REHABILITATION COUNSELING

MIDTERM EXAM Describe how culture can play a major part in the counseling process. How should a counselor handle a client with a differing cultural background? (20)

2. Following is a client narrative from a counseling session. At each point where the typescript has an asterisk [*], provide a counselor response and identify what type of response it is.(20)

When I went back home last weekend, my parents told me that they had decided to separate and maybe divorce [*] and it really threw me. [*] Then they watched me the entire weekend, I guess to see how I was reacting to them. [*] Anyhow, I just pulled in and didn’t give them anything to react to. I couldn’t. I didn’t know what to say. [*] I mean, I knew that they had been having some trouble, but I never expected this. So they just unloaded and what was I to do with that? [*] What would you do? [*] By Saturday night, I had to get out, get away from the house, because all I was doing was staying in my room and crying, [*] so I called a friend and we went out and really got wasted. I haven’t been so drunk in a long time. [*] Then Sunday morning, I was, like, really feeling it, and that’s when they chose to try to have a conversation with me about their reasons for deciding to separate. I mean, I just couldn’t hack it and so I packed up and left early to come back to school.[*] What do you think is the most important stage of the counseling relationship?    Why? How does your choice reflect your theoretical biases? Your own cultural background and values? Your gender? Would you consider yourself      more attuned to what people do, to what people think, or to how people feel? How much of people’s reactions can be attributed to their personal  qualities? How much to their current environment? How much to their cultural background? Listed next are four client situations. For the first two, develop and write an      example of a self-disclosure response you might make to this client. For the second two, develop and write an example of an immediacy response you      could use with this client. (20)

a. The client hints that he wants to tell you something, but he is reluctant to do so because it is something he feels very ashamed of.

b. The client believes she is the only person who has ever felt guilty about a particular issue.

c. You experience a great deal of tension and caution between yourself and the client. You both seem to be treating each other with kid gloves. You are aware of physical sensations of tension in your body, and you observe signs of similar sensations in the client.

d. You and your client like each other a great deal and have a lot in common. Lately, you have been spending more time swapping life stories than focusing on or dealing with the client’s presented concern of career indecision. Respond in writing to each of the following three client      messages. (20) Client:      “I’m tired of sitting at home alone, but I feel so uncomfortable going out      by myself.” Cognitive       part of message:   Affective       part of message:   Paraphrase       of cognitive part:   Paraphrase       of affective part:   Client:      “I don’t know why we got married in the first place.” Cognitive part of message:   Affective part of message:   Paraphrase of cognitive part:   Paraphrase of affective part:   Client:   “The pressure from my job is a lot to contend with, but I expected it”      (said with strained voice, furrowed brow, twisting of hands). Cognitive  part of message:   Affective part of message:   Reflection of content:                                                                                                       __ Reflection of feeling:                                                                                                       __

 

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In a two page paper, report your top three strengths and how these particular strengths might benefit your cognitive, emotional, and behavioral health.

 

In a two page paper, report your top three strengths and how these particular strengths might benefit your cognitive, emotional, and behavioral health. For example, how do these strength aid to you in both good and bad times? Do you rely on these strengths often, or are they inner traits that are valuable only in certain situations? Use basic APA style guidelines (1” margin, 12-point Times New Roman font, double- spaced).

MY TOP THREE STRENGHTS

 

Gratitude – You are aware of the good things that happen to you, and you never take them for granted. Your friends and family members know that you are a grateful person because you always take the time to express your thanks.

  Honesty, authenticity, and genuineness -You are an honest person, not only by speaking the truth but by living your life in a genuine and authentic way. You are down to earth and without pretense; you are a “real” person.

  Industry, diligence, and perseverance – You work hard to finish what you start. No matter the project, you “get it out the door” in timely fashion. You do not get distracted when you work, and you take satisfaction in completing tasks. These few traits have been identify.

 

 

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