This document summarizes a journal article that examines the concept of self-forgiveness. It begins by noting that while research on interpersonal forgiveness has increased greatly, self-forgiveness has received little attention. The document then provides definitions of self-forgiveness from philosophy and psychology literature. It distinguishes self-forgiveness from interpersonal forgiveness and pseudo self-forgiveness. A theoretical model of the processes involved in self-forgiveness after wrongdoing is outlined. The document discusses emotional, cognitive, and offense-related determinants of self-forgiveness and calls for more research on this important topic.
Running head: WEEK 3 ASSIGNMENT 1
WEEK 3 ASSIGNMENT 2
Week 3 Assignment-Case Study
Mary Arterberry
ABS 200: Introduction to Applied Behavioral Sciences
Instructor: Amber Keele
January 20, 2018
Week 3 Assignment: Case Study Selection
The discussion will be based on case study #1 that centers on clinical psychology (major depressive disorder). From the case study, Joe is a victim of severe depression, a mental disorder that has been in his family but also attributed to the harsh situations he has been in such as losing his job, divorce and losing custody of his children. Depression is a serious mental disorder that is silently consuming a significant percentage of the world. “It encompasses the mood, thoughts, and body thus interfering with the day-to-day life of the victim” (Thiele, Laireiter, & Baumann, 2012). Depression can be looked at critically from a clinical psychology perspective regarding the causes, symptoms, prevention, and treatment.
Clinical psychologists attribute depressive disorder to a number of factors. Cochran and Rabinowitz (2010) explain that there is no single cause of the mental condition, but it is as a result of a combination of biochemical, genetic, psychological, and environmental factors. This is a claim that is datable in the clinical psychology field where other psychologists explain some instances of depression can be as a result of a specific factor from the list of factors provided. This aspect of depression can be applied to Joe’s case – the fact that his biological parents and two of his uncles were victims of depression proves Joe’s condition is as a result of genetic attribution of the disorder – however, “the fact that his depression only manifested after him losing his job and being divorced is evident that depression is caused by a combination of factors as explained by Cochran and Rabinowitz” (2010).
The advancement of technology in the clinical psychology field indicate that depression is a disorder of the brain. Technologies such as magnetic resonance imaging (MRI) used to image the brain reveal that parts of the brain responsible for mood, sleep, thinking, behavior, and appetite function abnormally. Depression is twice as common in women than in men implying that women suffer depression and are more likely to be depressed than men. Studies indicate that the lifecycle, biological, and hormonal changes among other factors in women is associated with their higher rates of depression.
Depression can be cured in many ways including medication, herbal therapy, and psychotherapy. All the methods are effective, but the most recommended treatment method is psychotherapy that involves sessions between a depressed person and a psychotherapist for a defined period. The condition can also be managed from th ...
Ashford 6 - Week 5 - Final PaperIntegrative Personality Theory .docxlauricesatu
Ashford 6: - Week 5 - Final Paper
Integrative Personality Theory
For your final paper, you will complete the rest of the assignment which you began in week three and create your own theory of personality development by synthesizing the concepts and constructs of all the theories that seem most accurate and appropriate to you and by using those concepts to reflect on your own personality and development. Remember to use
the template
provided to guide you through the steps.
Research a minimum of eight scholarly sources related to these concepts in the Ashford University Library to support your statements in the paper. Popular websites and your textbook may augment, but they will not count toward, the minimum number of sources needed for the paper. The following content and headings must be included in your paper.
Please visit the Ashford Writing Center for guidance on how to format headings in APA Style. Also, please take note of the suggestions provided for the length for each section in the instructions below.
Instructions:
Provide a general introduction to the topic of theories of personality. Explain what you plan to cover and describe the direction your paper will take. This section will not feature a heading, and it will be approximately two to three paragraphs.
Major Concepts
In this section, you will present the seven specific concepts identified from the seven models you think best apply to the study of personality in distinct subheadings. For each concept, identify the major personality model from which the concept was taken as well as the theorist associated with that model. This completed section will be approximately four to five pages.
Excluded Concepts
In this section, present the concepts you have chosen to exclude in your theory of personality development. Reflect on the basic assumptions that define personality and identify three specific excluded concepts from any of the theories studied in the course. For each of the excluded concepts, provide a rationale explaining the various aspects of the concept that make it unsuitable for your use. This section will be approximately one to two pages.
The Differences between Healthy and Unhealthy Personalities
Describe the basic differences between healthy and unhealthy personality, based on the concepts that you have chosen to include and exclude from your theory. This completed section will be approximately one page.
The Roles of Heredity, the Environment, and Epigenetics
Provide your analysis of the roles heredity, the environment, and epigenetics play in the development of personality. Discuss how heredity and the environment might affect personality disorders. This completed section will be approximately one page.
Assessment and Measurement of the Theory
Reflect on the major concepts you have selected for inclusion and provide a brief description about how those concepts are measured and/or assessed. Review the assessment sections of each chapter and .
How To Critique A Journal Article Sponsored by The Center .docxpooleavelina
How To Critique A Journal Article
Sponsored by The Center for Teaching and Learning at UIS
Last Edited 4/9/2009 Page 1 of 2
So your assignment is to critique a journal article. This handout will give you a few guidelines to
follow as you go. But wait, what kind of a journal article is it: an empirical/research article, or a
review of literature? Some of the guidelines offered here will apply to critiques of all kinds of
articles, but each type of article may provoke questions that are especially pertinent to that type
and no other. Read on.
First of all, for any type of journal article your critique should include some basic information:
1. Name(s) of the author(s)
2. Title of article
3. Title of journal, volume number, date, month and page numbers
4. Statement of the problem or issue discussed
5. The author’s purpose, approach or methods, hypothesis, and major conclusions.
The bulk of your critique, however, should consist of your qualified opinion of the article.
Read the article you are to critique once to get an overview. Then read it again, critically. At this
point you may want to make some notes to yourself on your copy (not the library’s copy,
please).
The following are some questions you may want to address in your critique no matter what type
of article you are critiquing. (Use your discretion. These points don’t have to be discussed in this
order, and some may not be pertinent to your particular article.)
1. Is the title of the article appropriate and clear?
2. Is the abstract specific, representative of the article, and in the correct form?
3. Is the purpose of the article made clear in the introduction?
4. Do you find errors of fact and interpretation? (This is a good one! You won’t believe how
often authors misinterpret or misrepresent the work of others. You can check on this by looking
up for yourself the references the author cites.)
5. Is all of the discussion relevant?
6. Has the author cited the pertinent, and only the pertinent, literature? If the author has included
inconsequential references, or references that are not pertinent, suggest deleting them.
7. Have any ideas been overemphasized or underemphasized? Suggest specific revisions.
8. Should some sections of the manuscript be expanded, condensed or omitted?
9. Are the author’s statements clear? Challenge ambiguous statements. Suggest by examples how
clarity can be achieved, but do not merely substitute your style for the author’s.
10. What underlying assumptions does the author have?
11. Has the author been objective in his or her discussion of the topic?
In addition, here are some questions that are more specific to empirical/research articles. (Again,
use your discretion.)
1. Is the objective of the experiment or of the observations important for the field?
2. Are the experimental methods described adequately?
3. Are the study design and methods appropriate for the purposes of the study?
4. Have the procedures ...
Research in Social Psychology [WLOs 1, 3, 4, 5, 6] [CLOs 1, 2, 3.docxverad6
Research in Social Psychology [WLOs: 1, 3, 4, 5, 6] [CLOs: 1, 2, 3, 4, 5]
To prepare for this discussion, please read
Chapter 1: Studying Social Psychology
of your textbook and
Exploring the Ethics and Psychological Impact of Deception in Psychological Research
article.
In this discussion, you will consider principles of scientific research, including methodology and ethical considerations.
First, visit the
Online Social Psychology Studies (Links to an external site.)
web page and select any study from the list. (Note that some links may be broken; if you choose a study that is unavailable, simply pick another option.) Participate in the research by following the instructions. After you have completed the study, answer the following questions (see Chapter 1 and Boynton, Portnoy, & Johnson, 2013):
Indicate
the study you completed, including the web link.
Describe
the research that was conducted. What did you do? What type of method do you think the researcher was utilizing? Can you identify the hypothesis and/or theory?
Appraise
the study based on your understanding of research gained from the reading. What elements of the study “worked” and what would you suggest the researchers do to improve their study? Mention at least three specific elements.
Indicate
any relevant ethical concerns. Was deception utilized?
Identify
situational factors and/or social and cultural influences that may impact the phenomenon being studied.
Illustrate
how this insight may be relevant to your personal or professional life through specific examples.
To fully demonstrate content knowledge and critical thinking in your Research in Social Psychology discussion
Interpret
course concepts explicitly, applying them to your personal experiences/observations, and cite the required readings as appropriate.
Be thorough and specific
, structuring your work intentionally (with an introductory and concluding sentence or two), providing clear context, and concisely and precisely explaining relevant course concepts.
Use personal examples
to illustrate as appropriate, but do be sure to provide an objective analysis too,
referencing required materials
and using additional sources as needed to support your insight.
Use your own
Academic Voice
(Links to an external site.)
and apply in-text citations
appropriately throughout your post.
Review
APA: Citing Within Your Paper (Links to an external site.)
for more information.
Your original post should be a
minimum of 300 words
.
Social Thinking [WLOs: 1, 2, 3, 4, 5, 6] [CLOs: 1, 2, 3, 5]
To prepare for this discussion, please read
Chapter 4: Attitudes, Attributions, and Behaviors
;
Chapter 5: Making Judgments
; and
Chapter 6: Prejudice
of your textbook, and
Judgment Under Uncertainty: Heuristics and Biases
and
Intergroup Contact Theory
articles. In addition, watch
A Class Divided
.
In this discussion, you will consider theoretical perspectives on the formation, maintenance, .
ENC 1101 Definition-Concept Essay The purpose of this essay .docxgidmanmary
ENC 1101 Definition-Concept Essay
The purpose of this essay is to give you the opportunity to develop a viewpoint on a word and its representation within a particular context or situation. First, you will closely observe different representations of the word and consider several viewpoints and perspectives. After considering those various perspectives, you will develop and articulate your own unique interpretation and definition of a word, and then support your definition with explanation, description, and research.
Characteristics of the Definition Essay
A successful essay
provides an engaging introduction of the example to prepare the context for the word itself with respect to your audience
narrows the definition of the word by providing a specific thesis at the end of your introduction
makes use of description and examples through close observation in supporting paragraphs to support the thesis
includes specific details and evidence from secondary sources
creates an objective stance by the use of third-person voice
integrates quotations from secondary sources
conforms to MLA guidelines for source documentation and format.
Topic: Please define one of the below terms:
Beauty
Courage
Femininity
Friendship
Greed
Happiness
Leadership
Love
Masculinity
Patriotic
Smart
Successful
As you define your selected term, consider the following questions:
What is an appropriate definition of the term?
What are characteristics society often associates with the term?
Is there a characteristic you think should not be associated with the term?
How does the media (e.g., television, movies, news, social media, etc.) often portray the “term”?
Are there positive connotations of the term?
Are there any negative connotations of the term?
Is the term defined differently in other cultures?
Should society rethink the use of the term?
Is the term overused?
Are there instances in which another term should be used to articulate a point?
As you write your essay, do not try to answer all of the questions in your essay. I suggest that you consider these questions as you define your term (concept).
Length of Paper: at least 3 pages
Important Reminders
Do not write a personal narrative about yourself or someone you know. The focus of this essay should be on the term, concepts, and characteristics.
Reference and cite at least three secondary sources in your essay. One of your sources should come from the TCC database. You may reference and cite a dictionary, but you should count a dictionary as a fourth source. Also, do not cite Wikipedia as a source.
Do not write in second person (e.g., you, your, yourself, or imperative sentence).
MAKE SURE YOUR PAPER HAS A TITLE. YOUR TITLE IS NOT THE REWORDING OF THE PROMPT. YOUR TITLE SHOULD REFLECT YOUR THESIS, OR THE PREMISE OF YOUR ESSAY!!!!!!!
Submission:
Please do not email your final papers!
Please remember to attach all rough drafts with your submissions.
Please remember to save an electronic version of t ...
English 101ArgumentPersuasive ElementConcessionRebuttal Pa.docxkhanpaulita
English 101
Argument/Persuasive Element
Concession/Rebuttal Paragraph
A concession/rebuttal (counterargument) paragraph needs to be composed of a concession point that looks at an opposing viewpoint and your rebuttal of that point. It is important to maintain a professional and empathetic voice throughout this section. Remember it will be the strength of ideas that will sway your audience, not the snippiness in your voice. Here are some things to remember when creating and completing this element of your research essay.
1. Transitions – Remember that you are changing tasks when you begin to look at an opposing viewpoint. The previous section was filled with support points that clarified your stance. You need to alert your audience to the change of purpose as you enter your concession. A proper transition should only be a sentence or two, but it will clearly signal to your audience that you are doing something different. Keep in mind that you are not only transitioning out of support and into the concession, but also out of the rebuttal and into another support paragraph or conclusion.
2. Concession – For a strong concession/rebuttal section, it is important that you identify an opposition view point that you can empathize with or at least find validity in. This is important because a strong concession will spend time clarifying, in an even handed manner, what this point is and why it is compelling. Keep in mind that a good concession point convinces your audience that you have looked at all perspectives on the issue, and that you have done so with care and diligence. This strengthens your position in the audiences’ mind and makes them more likely to agree with you in the end. It is important to avoid a list of concession points and focus in on one specific point the opposition may have to your argument.
3. Rebuttal – This section should take your opposition to task. Analyze why this opposition point is weak and is ultimately not strong enough to sway your opinion. Try to be specific in this section and not fall into expressing grand generalities. In the same way that your concession point is narrow and specific, you want to be sure that your refutation is aimed at picking apart this specific point. Be careful of the rebuttal sounding too much like a conclusion or recap of your major support points. Continue to be mindful of your tone and don’t go overboard cutting the opposition down, but you do want to be on the offensive.
Example Concession/Rebuttal Paragraph:
Though the problems with doctor-assisted suicide are many, there are proponents of legalization of assisted suicide. Those in favor of legalizing doctor assisted suicide will point to medical cases where a patient has been deemed terminally ill, and argue that these patients should have the ability to end their suffering on their terms. It is true that many patients who are terminally ill suffer for lengths of time while their body holds onto life. It can be very painful for l.
English 101ArgumentPersuasive ElementConcessionRebuttal Pa.docxgidmanmary
English 101
Argument/Persuasive Element
Concession/Rebuttal Paragraph
A concession/rebuttal (counterargument) paragraph needs to be composed of a concession point that looks at an opposing viewpoint and your rebuttal of that point. It is important to maintain a professional and empathetic voice throughout this section. Remember it will be the strength of ideas that will sway your audience, not the snippiness in your voice. Here are some things to remember when creating and completing this element of your research essay.
1. Transitions – Remember that you are changing tasks when you begin to look at an opposing viewpoint. The previous section was filled with support points that clarified your stance. You need to alert your audience to the change of purpose as you enter your concession. A proper transition should only be a sentence or two, but it will clearly signal to your audience that you are doing something different. Keep in mind that you are not only transitioning out of support and into the concession, but also out of the rebuttal and into another support paragraph or conclusion.
2. Concession – For a strong concession/rebuttal section, it is important that you identify an opposition view point that you can empathize with or at least find validity in. This is important because a strong concession will spend time clarifying, in an even handed manner, what this point is and why it is compelling. Keep in mind that a good concession point convinces your audience that you have looked at all perspectives on the issue, and that you have done so with care and diligence. This strengthens your position in the audiences’ mind and makes them more likely to agree with you in the end. It is important to avoid a list of concession points and focus in on one specific point the opposition may have to your argument.
3. Rebuttal – This section should take your opposition to task. Analyze why this opposition point is weak and is ultimately not strong enough to sway your opinion. Try to be specific in this section and not fall into expressing grand generalities. In the same way that your concession point is narrow and specific, you want to be sure that your refutation is aimed at picking apart this specific point. Be careful of the rebuttal sounding too much like a conclusion or recap of your major support points. Continue to be mindful of your tone and don’t go overboard cutting the opposition down, but you do want to be on the offensive.
Example Concession/Rebuttal Paragraph:
Though the problems with doctor-assisted suicide are many, there are proponents of legalization of assisted suicide. Those in favor of legalizing doctor assisted suicide will point to medical cases where a patient has been deemed terminally ill, and argue that these patients should have the ability to end their suffering on their terms. It is true that many patients who are terminally ill suffer for lengths of time while their body holds onto life. It can be very painful for l ...
COUN 506Journal Article Review InstructionsYou will write 2Jou.docxfaithxdunce63732
COUN 506
Journal Article Review Instructions
You will write 2Journal Article Reviews, which will be based upon your choice of articles from the professional, peer-reviewed journalarticles provided in the Assignment Instructions folder. No outside articles will be accepted. Each Journal Article Review must be approximately 3–5 double-spacedpages (not including the title and reference pages) and must be created in a Microsoft Word document. Use the following guidelines to create your paper:
1. Provide a title page in currentAPA format including only your name, the paper title (referring to the article title), and the institutional affiliation (Liberty University). Keep in mind that current APA recommends that the title length not exceed 12 words. Use the running head in the appropriate place and a page number on every page. Divide your summary into sections with the following Level One headings: Summary, Interaction, and Application (review the current APA Manual for guidance on levels of headings if needed).
2. Develop a summary of the main concepts from the article. Do not duplicate the article’s abstract. If the article describes a research study, include brief statements about the hypotheses, methods, results, discussion, and implications. If any test measures or statistical methods used are given in the article, do not provide detailed descriptions of these. Short direct quotations from the article are acceptable, but avoid long quotations in a paper this size. This section is the foundation of your Journal Article Review (at least a third of your paper). Make sure that you include the core points from the article, even if it means a longer section. Do not reference any additional articles in your summary.
3. In your own words, interact (in approximately 1 page) with the article. Appropriate comments for this part of the paper should include, but are not limited to: your initial response to the article, comments regarding the study’s design or methodology (if any), insights you gained from reading the article, your reasons for being interested in this particular article, any other readings that you may plan to do based upon having read the article, and other thoughts you have that might further enhance the discussion of your article. Your subjective comments in this section must be clearly tied to main points from the article, not peripheral ideas. Again, do not reference any other article.
4. In your final section (in approximately 1 page) write how you would apply the information you have learned from this article to a particular counseling situation. This could be in a church or clinical session. Develop this section as if you are a pastor or clinician and your parishioner or client has come to you with a problem—grief, depression, substance abuse, infidelity, etc.—and is needing your help. Adequately describe the counseling scenario, including the presenting problem. Draw out concepts from the article and apply the concepts to the scen.
Running head: WEEK 3 ASSIGNMENT 1
WEEK 3 ASSIGNMENT 2
Week 3 Assignment-Case Study
Mary Arterberry
ABS 200: Introduction to Applied Behavioral Sciences
Instructor: Amber Keele
January 20, 2018
Week 3 Assignment: Case Study Selection
The discussion will be based on case study #1 that centers on clinical psychology (major depressive disorder). From the case study, Joe is a victim of severe depression, a mental disorder that has been in his family but also attributed to the harsh situations he has been in such as losing his job, divorce and losing custody of his children. Depression is a serious mental disorder that is silently consuming a significant percentage of the world. “It encompasses the mood, thoughts, and body thus interfering with the day-to-day life of the victim” (Thiele, Laireiter, & Baumann, 2012). Depression can be looked at critically from a clinical psychology perspective regarding the causes, symptoms, prevention, and treatment.
Clinical psychologists attribute depressive disorder to a number of factors. Cochran and Rabinowitz (2010) explain that there is no single cause of the mental condition, but it is as a result of a combination of biochemical, genetic, psychological, and environmental factors. This is a claim that is datable in the clinical psychology field where other psychologists explain some instances of depression can be as a result of a specific factor from the list of factors provided. This aspect of depression can be applied to Joe’s case – the fact that his biological parents and two of his uncles were victims of depression proves Joe’s condition is as a result of genetic attribution of the disorder – however, “the fact that his depression only manifested after him losing his job and being divorced is evident that depression is caused by a combination of factors as explained by Cochran and Rabinowitz” (2010).
The advancement of technology in the clinical psychology field indicate that depression is a disorder of the brain. Technologies such as magnetic resonance imaging (MRI) used to image the brain reveal that parts of the brain responsible for mood, sleep, thinking, behavior, and appetite function abnormally. Depression is twice as common in women than in men implying that women suffer depression and are more likely to be depressed than men. Studies indicate that the lifecycle, biological, and hormonal changes among other factors in women is associated with their higher rates of depression.
Depression can be cured in many ways including medication, herbal therapy, and psychotherapy. All the methods are effective, but the most recommended treatment method is psychotherapy that involves sessions between a depressed person and a psychotherapist for a defined period. The condition can also be managed from th ...
Ashford 6 - Week 5 - Final PaperIntegrative Personality Theory .docxlauricesatu
Ashford 6: - Week 5 - Final Paper
Integrative Personality Theory
For your final paper, you will complete the rest of the assignment which you began in week three and create your own theory of personality development by synthesizing the concepts and constructs of all the theories that seem most accurate and appropriate to you and by using those concepts to reflect on your own personality and development. Remember to use
the template
provided to guide you through the steps.
Research a minimum of eight scholarly sources related to these concepts in the Ashford University Library to support your statements in the paper. Popular websites and your textbook may augment, but they will not count toward, the minimum number of sources needed for the paper. The following content and headings must be included in your paper.
Please visit the Ashford Writing Center for guidance on how to format headings in APA Style. Also, please take note of the suggestions provided for the length for each section in the instructions below.
Instructions:
Provide a general introduction to the topic of theories of personality. Explain what you plan to cover and describe the direction your paper will take. This section will not feature a heading, and it will be approximately two to three paragraphs.
Major Concepts
In this section, you will present the seven specific concepts identified from the seven models you think best apply to the study of personality in distinct subheadings. For each concept, identify the major personality model from which the concept was taken as well as the theorist associated with that model. This completed section will be approximately four to five pages.
Excluded Concepts
In this section, present the concepts you have chosen to exclude in your theory of personality development. Reflect on the basic assumptions that define personality and identify three specific excluded concepts from any of the theories studied in the course. For each of the excluded concepts, provide a rationale explaining the various aspects of the concept that make it unsuitable for your use. This section will be approximately one to two pages.
The Differences between Healthy and Unhealthy Personalities
Describe the basic differences between healthy and unhealthy personality, based on the concepts that you have chosen to include and exclude from your theory. This completed section will be approximately one page.
The Roles of Heredity, the Environment, and Epigenetics
Provide your analysis of the roles heredity, the environment, and epigenetics play in the development of personality. Discuss how heredity and the environment might affect personality disorders. This completed section will be approximately one page.
Assessment and Measurement of the Theory
Reflect on the major concepts you have selected for inclusion and provide a brief description about how those concepts are measured and/or assessed. Review the assessment sections of each chapter and .
How To Critique A Journal Article Sponsored by The Center .docxpooleavelina
How To Critique A Journal Article
Sponsored by The Center for Teaching and Learning at UIS
Last Edited 4/9/2009 Page 1 of 2
So your assignment is to critique a journal article. This handout will give you a few guidelines to
follow as you go. But wait, what kind of a journal article is it: an empirical/research article, or a
review of literature? Some of the guidelines offered here will apply to critiques of all kinds of
articles, but each type of article may provoke questions that are especially pertinent to that type
and no other. Read on.
First of all, for any type of journal article your critique should include some basic information:
1. Name(s) of the author(s)
2. Title of article
3. Title of journal, volume number, date, month and page numbers
4. Statement of the problem or issue discussed
5. The author’s purpose, approach or methods, hypothesis, and major conclusions.
The bulk of your critique, however, should consist of your qualified opinion of the article.
Read the article you are to critique once to get an overview. Then read it again, critically. At this
point you may want to make some notes to yourself on your copy (not the library’s copy,
please).
The following are some questions you may want to address in your critique no matter what type
of article you are critiquing. (Use your discretion. These points don’t have to be discussed in this
order, and some may not be pertinent to your particular article.)
1. Is the title of the article appropriate and clear?
2. Is the abstract specific, representative of the article, and in the correct form?
3. Is the purpose of the article made clear in the introduction?
4. Do you find errors of fact and interpretation? (This is a good one! You won’t believe how
often authors misinterpret or misrepresent the work of others. You can check on this by looking
up for yourself the references the author cites.)
5. Is all of the discussion relevant?
6. Has the author cited the pertinent, and only the pertinent, literature? If the author has included
inconsequential references, or references that are not pertinent, suggest deleting them.
7. Have any ideas been overemphasized or underemphasized? Suggest specific revisions.
8. Should some sections of the manuscript be expanded, condensed or omitted?
9. Are the author’s statements clear? Challenge ambiguous statements. Suggest by examples how
clarity can be achieved, but do not merely substitute your style for the author’s.
10. What underlying assumptions does the author have?
11. Has the author been objective in his or her discussion of the topic?
In addition, here are some questions that are more specific to empirical/research articles. (Again,
use your discretion.)
1. Is the objective of the experiment or of the observations important for the field?
2. Are the experimental methods described adequately?
3. Are the study design and methods appropriate for the purposes of the study?
4. Have the procedures ...
Research in Social Psychology [WLOs 1, 3, 4, 5, 6] [CLOs 1, 2, 3.docxverad6
Research in Social Psychology [WLOs: 1, 3, 4, 5, 6] [CLOs: 1, 2, 3, 4, 5]
To prepare for this discussion, please read
Chapter 1: Studying Social Psychology
of your textbook and
Exploring the Ethics and Psychological Impact of Deception in Psychological Research
article.
In this discussion, you will consider principles of scientific research, including methodology and ethical considerations.
First, visit the
Online Social Psychology Studies (Links to an external site.)
web page and select any study from the list. (Note that some links may be broken; if you choose a study that is unavailable, simply pick another option.) Participate in the research by following the instructions. After you have completed the study, answer the following questions (see Chapter 1 and Boynton, Portnoy, & Johnson, 2013):
Indicate
the study you completed, including the web link.
Describe
the research that was conducted. What did you do? What type of method do you think the researcher was utilizing? Can you identify the hypothesis and/or theory?
Appraise
the study based on your understanding of research gained from the reading. What elements of the study “worked” and what would you suggest the researchers do to improve their study? Mention at least three specific elements.
Indicate
any relevant ethical concerns. Was deception utilized?
Identify
situational factors and/or social and cultural influences that may impact the phenomenon being studied.
Illustrate
how this insight may be relevant to your personal or professional life through specific examples.
To fully demonstrate content knowledge and critical thinking in your Research in Social Psychology discussion
Interpret
course concepts explicitly, applying them to your personal experiences/observations, and cite the required readings as appropriate.
Be thorough and specific
, structuring your work intentionally (with an introductory and concluding sentence or two), providing clear context, and concisely and precisely explaining relevant course concepts.
Use personal examples
to illustrate as appropriate, but do be sure to provide an objective analysis too,
referencing required materials
and using additional sources as needed to support your insight.
Use your own
Academic Voice
(Links to an external site.)
and apply in-text citations
appropriately throughout your post.
Review
APA: Citing Within Your Paper (Links to an external site.)
for more information.
Your original post should be a
minimum of 300 words
.
Social Thinking [WLOs: 1, 2, 3, 4, 5, 6] [CLOs: 1, 2, 3, 5]
To prepare for this discussion, please read
Chapter 4: Attitudes, Attributions, and Behaviors
;
Chapter 5: Making Judgments
; and
Chapter 6: Prejudice
of your textbook, and
Judgment Under Uncertainty: Heuristics and Biases
and
Intergroup Contact Theory
articles. In addition, watch
A Class Divided
.
In this discussion, you will consider theoretical perspectives on the formation, maintenance, .
ENC 1101 Definition-Concept Essay The purpose of this essay .docxgidmanmary
ENC 1101 Definition-Concept Essay
The purpose of this essay is to give you the opportunity to develop a viewpoint on a word and its representation within a particular context or situation. First, you will closely observe different representations of the word and consider several viewpoints and perspectives. After considering those various perspectives, you will develop and articulate your own unique interpretation and definition of a word, and then support your definition with explanation, description, and research.
Characteristics of the Definition Essay
A successful essay
provides an engaging introduction of the example to prepare the context for the word itself with respect to your audience
narrows the definition of the word by providing a specific thesis at the end of your introduction
makes use of description and examples through close observation in supporting paragraphs to support the thesis
includes specific details and evidence from secondary sources
creates an objective stance by the use of third-person voice
integrates quotations from secondary sources
conforms to MLA guidelines for source documentation and format.
Topic: Please define one of the below terms:
Beauty
Courage
Femininity
Friendship
Greed
Happiness
Leadership
Love
Masculinity
Patriotic
Smart
Successful
As you define your selected term, consider the following questions:
What is an appropriate definition of the term?
What are characteristics society often associates with the term?
Is there a characteristic you think should not be associated with the term?
How does the media (e.g., television, movies, news, social media, etc.) often portray the “term”?
Are there positive connotations of the term?
Are there any negative connotations of the term?
Is the term defined differently in other cultures?
Should society rethink the use of the term?
Is the term overused?
Are there instances in which another term should be used to articulate a point?
As you write your essay, do not try to answer all of the questions in your essay. I suggest that you consider these questions as you define your term (concept).
Length of Paper: at least 3 pages
Important Reminders
Do not write a personal narrative about yourself or someone you know. The focus of this essay should be on the term, concepts, and characteristics.
Reference and cite at least three secondary sources in your essay. One of your sources should come from the TCC database. You may reference and cite a dictionary, but you should count a dictionary as a fourth source. Also, do not cite Wikipedia as a source.
Do not write in second person (e.g., you, your, yourself, or imperative sentence).
MAKE SURE YOUR PAPER HAS A TITLE. YOUR TITLE IS NOT THE REWORDING OF THE PROMPT. YOUR TITLE SHOULD REFLECT YOUR THESIS, OR THE PREMISE OF YOUR ESSAY!!!!!!!
Submission:
Please do not email your final papers!
Please remember to attach all rough drafts with your submissions.
Please remember to save an electronic version of t ...
English 101ArgumentPersuasive ElementConcessionRebuttal Pa.docxkhanpaulita
English 101
Argument/Persuasive Element
Concession/Rebuttal Paragraph
A concession/rebuttal (counterargument) paragraph needs to be composed of a concession point that looks at an opposing viewpoint and your rebuttal of that point. It is important to maintain a professional and empathetic voice throughout this section. Remember it will be the strength of ideas that will sway your audience, not the snippiness in your voice. Here are some things to remember when creating and completing this element of your research essay.
1. Transitions – Remember that you are changing tasks when you begin to look at an opposing viewpoint. The previous section was filled with support points that clarified your stance. You need to alert your audience to the change of purpose as you enter your concession. A proper transition should only be a sentence or two, but it will clearly signal to your audience that you are doing something different. Keep in mind that you are not only transitioning out of support and into the concession, but also out of the rebuttal and into another support paragraph or conclusion.
2. Concession – For a strong concession/rebuttal section, it is important that you identify an opposition view point that you can empathize with or at least find validity in. This is important because a strong concession will spend time clarifying, in an even handed manner, what this point is and why it is compelling. Keep in mind that a good concession point convinces your audience that you have looked at all perspectives on the issue, and that you have done so with care and diligence. This strengthens your position in the audiences’ mind and makes them more likely to agree with you in the end. It is important to avoid a list of concession points and focus in on one specific point the opposition may have to your argument.
3. Rebuttal – This section should take your opposition to task. Analyze why this opposition point is weak and is ultimately not strong enough to sway your opinion. Try to be specific in this section and not fall into expressing grand generalities. In the same way that your concession point is narrow and specific, you want to be sure that your refutation is aimed at picking apart this specific point. Be careful of the rebuttal sounding too much like a conclusion or recap of your major support points. Continue to be mindful of your tone and don’t go overboard cutting the opposition down, but you do want to be on the offensive.
Example Concession/Rebuttal Paragraph:
Though the problems with doctor-assisted suicide are many, there are proponents of legalization of assisted suicide. Those in favor of legalizing doctor assisted suicide will point to medical cases where a patient has been deemed terminally ill, and argue that these patients should have the ability to end their suffering on their terms. It is true that many patients who are terminally ill suffer for lengths of time while their body holds onto life. It can be very painful for l.
English 101ArgumentPersuasive ElementConcessionRebuttal Pa.docxgidmanmary
English 101
Argument/Persuasive Element
Concession/Rebuttal Paragraph
A concession/rebuttal (counterargument) paragraph needs to be composed of a concession point that looks at an opposing viewpoint and your rebuttal of that point. It is important to maintain a professional and empathetic voice throughout this section. Remember it will be the strength of ideas that will sway your audience, not the snippiness in your voice. Here are some things to remember when creating and completing this element of your research essay.
1. Transitions – Remember that you are changing tasks when you begin to look at an opposing viewpoint. The previous section was filled with support points that clarified your stance. You need to alert your audience to the change of purpose as you enter your concession. A proper transition should only be a sentence or two, but it will clearly signal to your audience that you are doing something different. Keep in mind that you are not only transitioning out of support and into the concession, but also out of the rebuttal and into another support paragraph or conclusion.
2. Concession – For a strong concession/rebuttal section, it is important that you identify an opposition view point that you can empathize with or at least find validity in. This is important because a strong concession will spend time clarifying, in an even handed manner, what this point is and why it is compelling. Keep in mind that a good concession point convinces your audience that you have looked at all perspectives on the issue, and that you have done so with care and diligence. This strengthens your position in the audiences’ mind and makes them more likely to agree with you in the end. It is important to avoid a list of concession points and focus in on one specific point the opposition may have to your argument.
3. Rebuttal – This section should take your opposition to task. Analyze why this opposition point is weak and is ultimately not strong enough to sway your opinion. Try to be specific in this section and not fall into expressing grand generalities. In the same way that your concession point is narrow and specific, you want to be sure that your refutation is aimed at picking apart this specific point. Be careful of the rebuttal sounding too much like a conclusion or recap of your major support points. Continue to be mindful of your tone and don’t go overboard cutting the opposition down, but you do want to be on the offensive.
Example Concession/Rebuttal Paragraph:
Though the problems with doctor-assisted suicide are many, there are proponents of legalization of assisted suicide. Those in favor of legalizing doctor assisted suicide will point to medical cases where a patient has been deemed terminally ill, and argue that these patients should have the ability to end their suffering on their terms. It is true that many patients who are terminally ill suffer for lengths of time while their body holds onto life. It can be very painful for l ...
COUN 506Journal Article Review InstructionsYou will write 2Jou.docxfaithxdunce63732
COUN 506
Journal Article Review Instructions
You will write 2Journal Article Reviews, which will be based upon your choice of articles from the professional, peer-reviewed journalarticles provided in the Assignment Instructions folder. No outside articles will be accepted. Each Journal Article Review must be approximately 3–5 double-spacedpages (not including the title and reference pages) and must be created in a Microsoft Word document. Use the following guidelines to create your paper:
1. Provide a title page in currentAPA format including only your name, the paper title (referring to the article title), and the institutional affiliation (Liberty University). Keep in mind that current APA recommends that the title length not exceed 12 words. Use the running head in the appropriate place and a page number on every page. Divide your summary into sections with the following Level One headings: Summary, Interaction, and Application (review the current APA Manual for guidance on levels of headings if needed).
2. Develop a summary of the main concepts from the article. Do not duplicate the article’s abstract. If the article describes a research study, include brief statements about the hypotheses, methods, results, discussion, and implications. If any test measures or statistical methods used are given in the article, do not provide detailed descriptions of these. Short direct quotations from the article are acceptable, but avoid long quotations in a paper this size. This section is the foundation of your Journal Article Review (at least a third of your paper). Make sure that you include the core points from the article, even if it means a longer section. Do not reference any additional articles in your summary.
3. In your own words, interact (in approximately 1 page) with the article. Appropriate comments for this part of the paper should include, but are not limited to: your initial response to the article, comments regarding the study’s design or methodology (if any), insights you gained from reading the article, your reasons for being interested in this particular article, any other readings that you may plan to do based upon having read the article, and other thoughts you have that might further enhance the discussion of your article. Your subjective comments in this section must be clearly tied to main points from the article, not peripheral ideas. Again, do not reference any other article.
4. In your final section (in approximately 1 page) write how you would apply the information you have learned from this article to a particular counseling situation. This could be in a church or clinical session. Develop this section as if you are a pastor or clinician and your parishioner or client has come to you with a problem—grief, depression, substance abuse, infidelity, etc.—and is needing your help. Adequately describe the counseling scenario, including the presenting problem. Draw out concepts from the article and apply the concepts to the scen.
M2-assaignmentBased on the feedback you received on your submiss.docxsmile790243
M2-assaignment
Based on the feedback you received on your submission from last week, submit a revised draft of your paper with this additional information:
1. Five additional references that could be used for your research paper and include a 1-2 sentence description for each of the five additional references, explaining how they fit with the research topic and the research question proposed. Make sure that these references come from scholarly sources using Argosy's library resources.
2. A very detailed outline of what you would like to cover in the intro/lit review of your paper. Write it as an outline and think about what you want each paragraph or section to cover. Paste your references into each section where the information from that article applies to the topic. Below is an example of the outline although the references have not been pasted in yet:
a. Introduction or Statement of the Problem (e.g. Predictors of Depression in Men)
i. Research question (E.g. What factors predict depression in men? For example, age, marital status, family history, stressors).
ii. Why is it important/implications (E.g. xx% of men are depressed; less likely to seek treatment; if we can identify who is at risk, may be able to direct them to treatment sooner)
iii. Revised hypothesis based on feedback from the instructor
b. Review of the Literature (the following is an example for above topic):
i. Brief description of depression, symptoms, and any unique symptoms for men (Cite articles from which you will obtain this information).
ii. How widespread is it? Stats on depression in general but also stats on depression in men (Cite articles from which you will obtain this information).
iii. List factors that put men at risk for depression (Cite articles).
1. Difficulty communicating distress or sadness (Cite articles).
2. Job/work pressures (Cite articles).
iv. Demographic characteristics (Cite articles).
1. Relationship between age and depression (Cite articles).
2. Relationship between marital status and depression (Cite articles).
3. A 1-2 page description of the sample you would like to use for your study, that provides the answer to the following questions:
a. What sampling technique would you use?
b. Does the sample generalize to the population? Explain why or why not.
c. What inclusion criteria would be used? What exclusion criteria would be used, if any?
d. What ethical issues might be encountered when collecting your information from this sample?
4. Be sure to also submit all your ten references (the five from last week and the five new ones you added) in an APA-style reference page. Be sure to also include an APA-style title page with your submission. Your paper should be at least 2-3 pages long. Make sure you write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; display accurate spelling, grammar, and punctuation.
M3-assaignment
In your final paper for this course, you w ...
Week 3 Psychoanalytical Theories and Attachment TheoryPsychnicolleszkyj
Week 3: Psychoanalytical Theories and Attachment Theory
Psychodynamic
theory
and its derivatives can be traced to the father of psychoanalysis, Sigmund Freud. You likely are familiar with the image that often conjures Freud: A client lying on a couch with a therapist sitting nearby, notepad in hand. The psychoanalytic terms “id,” “ego,” “superego,” “repression,” and “unconscious” are deeply embedded in the layperson’s jargon.
Many
theories
have sprung from Freud’s psychoanalytical principles. Attachment
theory
is one example. Its originator, John Bowlby, was directly influenced by Freud, but because of Bowlby’s experiences in working with disturbed children, he believed that a child’s psychosocial development is linked to their attachment to the mother. Because all
theories
must be tested using empirical research methods, Mary Ainsworth tested John Bowlby’s theory using the Strange Situation experiment, which involved observing children react to caregivers and strangers. The results from her research led to what we now know as attachment styles.
This week
, you switch your lenses to consider a case study through these
theories
.
Learning Objectives
Students will:
Summarize the assumptions of psychoanalytical
theories
and attachment
theory
Evaluate the strengths and limitations of psychoanalytical and attachment
theories
Develop reflection questions to apply attachment
theory
in social work practice
Apply attachment
theory
to a social work case study
Photo Credit: [Tom Merton]/[OJO Images]/Getty Images
Learning Resources
Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Turner, F. J. (Ed.). (2017).
Social work treatment: Interlocking theoretical approaches
(6th ed.). New York, NY: Oxford University Press.
Chapter 1: Attachment
Theory
and Social Work Treatment (pp. 1–22)
Chapter 25: The Psychoanalytic
System
of Ideas (pp. 398–410)
Foley, M., Nash, M., & Munford, R. (2009). Bringing practice into theory: Reflective practice and attachment theory. Aotearoa New Zealand Social Work Review, 21(1/2), p39–47. http://dx.doi.org/10.11157/anzswj-vol21iss1-2id318
Note:
You will access this article from the Walden Library databases.
Auld, F., Hyman, M., & Rudzinski, D. (2005). How is therapy with women different? In Resolution and inner conflict: An introduction to psychoanalytic therapy (pp. 217–236). Washington DC: American Psychological Association.
Note:
You will access this book chapter excerpt from the Walden Library databases.
National Association of Social Workers. (2008).
Code of ethics of the National Association of Social Workers
. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
Document:
Worksheet: Dissecting a
Theory
and Its Application to a Case Study (Word document)
Document:
Theory
Into Practice: Four ...
AsthmaYour NameWalden UniversityCourse number an.docxikirkton
Asthma
Your Name
Walden University
Course number and section
Instructor’s name
Date
(Note: This last assignment is due in four hours)
Asthma
Type your introductory paragraph here for asthma including:
- An explanation of Asthma and why you selected it and
- A description of the audience you are addressing and the reason why you chose that group. (Research and cite)
- On the next page, create your fact sheet (handout).
Keep in mind that originality is always welcome, but quality content is the goal.
· Summary
· you need a Ref. list relating to the citations in your narrative ONLY. DO NOT include in the RL the authors you may have used to build your handout.
References Comment by JDG: Not bold.
As you know, the Ref. List refers to the citations you made in your text. If an author is not cited in your narrative (text), it should not be in the RL.
In a scholarly paper, several scholarly references are expected.
Look at the Course Information - Assignment Grading Rubric; this will give you a guidance as to what is expected.
Textbooks are not considered as scholarly sources. One of the goals behind writing a paper is to bring to light information from research already available.
This RL pertains to your text only, not the handout. Only citations in the narrative should be included in the RL.
Don’t include in the RL the websites or references you used to build your handout.
(These references are samples only)
About Stroke (2015). The American Stroke Association. Retrieved from http://www.strokeassociation.org/STROKEORG/AboutStroke/About-Stroke_UCM_308529_SubHomePage.jsp.
Baum, N. H., & Dowling, R. A. (2011). Health literacy: How do your patients rate? Urology Times, 39(9), 32. Retrieved from http://web.a.ebscohost.ezp.com.waldenulirbrary.org
Caruso, K. (n.d.). Elderly suicide. Retrieved from http://www.suicide.org/elderly-suicide.html
IMPORTANT
· Read and understand ALL the instructions before starting your paper.
· Meet ALL the requirements.
· Avoid websites such as Wikipedia, Answers.com, etc… Instead, use your course material, and if more references are required, browse the University library to find quality journal articles.
· Remember: title page + introduction + handout + RL.
Good luck!!
Dr. D
Note: Because of formatting issues, you may find it easier to place your handout at the very end; that’s okay.
If you work your handout with Microsoft Publisher and have difficulty inserting the handout in your WORD file, you can save each page of the handout as a JPEG and drag those files in your work.
That said, there are many ways/programs to design a flyer. It is your responsibility to find out (Google, YouTube, etc…) how to insert the handout in your work. I would suggest that you don’t wait at the last minute; I expect 1 WORD file only.
Running head: ASTHMA 1
Sample EDUCATIONAL FLYER 6
THIS IS JUST A FORMA ...
Part 2-Journal Article AssignmentChoose a research study, desc.docxherbertwilson5999
Part 2-Journal Article Assignment
Choose a research study, describe it in APA format, interpret it, and critique it. The research article chosen must be a minimum of 3 pages in length with a minimum of 5 references or sources (references are listed at the end of the article).Please see “Journal Article Assignment” following this for specific details and the grading rubric.
A. Describe a research study 40 points
Reference citation
Title
Introduction
B. Method of research 40 points
Methods
Results
Discussion
C. Critique 40 points
a. Characteristics of the article that demonstrates the relation of Psychology as a science
b. Strengths and limitations of the study
c. Description of the research method usedLast Mod: August 15, 2011 Terra Community College Syllabus Page 5 of 13
d. Possible causal inferences of the study
e. Statistical and/or practical significance
f. Validity of conclusions
D. Grammar, Spelling, Punctuation 15 points
E. Evaluation/Interpretation/Practical Application 15 points
Instructions: Type, double spaced, 12 pt. font and save as a Microsoft Word document. THEN attach it electronically to the Drop Box established for this course. No late papers allowed!
Journal Article Assignment (Research Method-Part 2) Information
Being able to read and critique research is an essential skill in psychological inquiry. This assignment will allow you to begin to understand the format for research conducted in the field of Psychology. This assignment is mandatory for the course. No late submissions will be accepted.
IF YOU HAVE COMPLETED AND SUBMITTED THIS ASSIGNMENT FOR ANOTHER PSYCHOLOGY COURSE, YOU MAY NOT USE THE SAME JOURNAL ARTICLE FOR THIS ASSIGNMENT. FAILURE TO COMPLY WITH THIS WILL RESULT IN AN “F” FOR THE ENTIRE COURSE.
The purpose of this assignment is to provide students an opportunity to familiarize themselves with published research. The tasks of the assignment are as follows:
1. Choose an empirical article from a professional journal where the author(s) describe the purpose, method, and results of a scientific investigation. Some examples of relevant journals in Psychology are:
Developmental Psychology
Human Development
Merrill-Palmer Quarterly
Child Development
Adolescence
Journal of Youth and Adolescence
Aging and Cognition
Psychology and Aging
Research on Aging
Journal of Black Psychology
Developmental Review
Journal of Personality and Social Psychology
Journal of Marriage and the Family
Hispanic Journal of Behavioral Sciences
Death Studies
Last Mod: August 15, 2011 Terra Community College Syllabus Page 6 of 13
Note that not all research articles are complicated reading. As a novice, it might help to browse through the journals until you come upon one that is of interest as well as readable.
2. Identify your article by including a full APA style reference of it at the top of your assignment.
3. Briefly summarize the research article using the headings most common to such empirical reports. You will include specific page numbers.
COUN 506Journal Article Review InstructionsYou will write 2 .docxfaithxdunce63732
COUN 506
Journal Article Review Instructions
You will write 2 Journal Article Reviews (one each in Modules/Weeks 1 and 5), which will be based upon your choices from the professional, peer-reviewed journalarticles provided. No outside articles will be accepted. Each Journal Article Summary must be 3–5 double-spacedpages (not including the title and reference pages) and created in a Microsoft Word document. Use the following guidelines to create your paper:
1. Provide an APA-style title page including your name, the paper title (referring to the article title), and the institutional affiliation (Liberty University). Keep in mind that current APA recommends the title length not to exceed 12 words. Use the running head in the appropriate place and a page number on every page. Divide your summary into sections with the following Level 1 headings: Summary, Reflection, and Application (review the APA Manual for guidance if needed).
2. Develop a 1-page summary of the articlein your own words. Do not copy and paste from the journal article—this is plagiarism! Provide a brief description of the topic under consideration in the article. If the article describes a research study, include brief statements about the hypotheses, methods, results, discussion, and implications. If any test measures or statistical methods used are given in the article, do not provide detailed descriptions of these. Short direct quotations from the article are acceptable, but they may not be more than 1–2 sentences each and must be properly cited. This section is the foundation of your Journal Article Review (at least a third of your paper). Make sure you include the core points from the article, even if it means a longer section. Do not reference any additional articles in your summary.
3. In your own words, reflect (in 1 page) on the article. Appropriate comments for this part of the paper could include, but are not limited to, your initial response to the article, comments (in your own words) regarding the study's design or methodology (if any), insights you gained from reading the article, your reasons for being interested in this particular article, any other readings that you may plan to do based upon having read the article, and other thoughts you have that might further enhance the discussion of your article. This section should constitute approximately a third of your Journal Article Review. Again, do not reference any other article.
4. In your final section, write in 1 page how you would apply the information you have learned to a potential counseling setting. This could be in a church or clinical session. Develop this section as if you are a pastor or clinician and your parishioner or client has come to you with a problem, needing your help. You may want to pick one of the following “normal” problems for this section: depression, grief, substance abuse, spousal infidelity, unforgiveness, etc.
5. Provide the complete reference citation for the article being sum.
Running Head PSY 7901PSY 7902Student nameCo.docxjeanettehully
Running Head: PSY 790
1
PSY 790
2
Student name
Code and Course Name
Professor’s Name
Institution of Learning
City, State
Date
PSY 790
The parasympathetic nervous system is responsible for maintaining ordinary process which is vital for a normal life. Some of the key functions of the parasympathetic nervous system include regulating digestion, sexual arousal, lowering the blood pressure and slowing the heart rate. The parasympathetic nervous system, therefore, plays an important role when it comes ensuring that the body is well monitored and it is able to carry out its normal daily activities (Colman, 2006). This paper is going to examine the importance of parasympathetic nervous system on stimulation through cuddling and massage. The parasympathetic nerves touch is some of the automatic reaction that the body undergoes when they are activated. When someone is cuddling or massaged, the physical touch activates the pressure receptors in the body and instantly, signals are sent to the vague nerves. The vague nerve is an important parasympathetic t element in our parasympathetic system, this is because it acts as a safety valve. When one is cuddled or massaged and carry out is under high pressure, the vague nerves relax and sends the message to the entire body through the nervous system, thus reducing blood pressure and one feels calm and secure.
What happens when the parasympathetic nervous system gets activated?
During cuddling from a lover hormone are released, this is through the activation of chemicals in the bodies of those cuddling. The chemicals in the brains play a crucial role, this is because they are the neurotransmitters, the chemicals include; dopamine and oxytocin. Oxytocin, is the hormone that is activated during cuddling. When lovers are cuddling the levels of oxytocin hormones tend to increase, this makes the body to be warmer, fuzzy and makes one to be in a good mood.
What benefits do we get?
There are several benefits that can be derived from parasympathetic nervous system when two lover cuddle or touch. The benefits include: Improving self-esteem and reducing stress and anxiety. Improving self-esteem occurs when the hormones are released and they calm the body, therefore, the body is able to sense security and safety. Studies have been able to show that lovers who often cuddle and hug each other tend to have high self-esteem (Colonnello, 2016). Improved self-esteem can be observed from social interaction and connection and image that is portrayed within the public. Reduced stress and anxiety, on the other hand occur when one is hugged or cuddle to feel better. The brain will naturally produce dopamine which makes the body to relax, dopamine will reduce the pressure and make one feel relaxed (The Autonomic Nervous System, 2016). Dopamine and Oxytocin when released as a result of a hug, they tend to lower the level of cortisol in the body which increases stress or anxiety.
To sum it all up, cuddling and hugs have a l ...
Discussion Alternative Psychologies (Due 11718)Thus far in your.docxelinoraudley582231
Discussion: Alternative Psychologies (Due 1/17/18)
Thus far in your experience as a psychology student, you have been introduced to the field of psychology in terms of the mind and its functions in relationship to human behavior. Most introductory psychology textbooks and resources for other psychology classes emphasize a cause-and-effect scientific model, which typifies traditional psychology in the United States and the Western hemisphere in general. Throughout this course and in your course text, you read about Western psychology, which is representative of the practice of psychology in the United States.
Alternative psychologies evolved independently of Western psychology because they are suitable for the needs of non-Western cultures. One notable difference is that alternative psychologies prioritize collective or group processes over isolated individual processes. Alternative psychologies view individuals as reflections of the larger culture or society. While the various alternative psychologies do have differences, they also have common themes such as those outlined in your course text: meaning-making, collective construction of psychological reality, time-dependent processes, and normative explanations.
Liberation psychology, which is one type of alternative psychology, has been used to address the needs of the poor and the oppressed in Latin America. With liberation psychology, the focus is on social change. Social change is possible when attempts are made to improve the conditions of the entire community rather than to only address the needs of one specific individual within the group. Additionally, this type of alternative psychology makes a difference by addressing challenges of the native people where they live, in their professions, and in the world around them. Liberation psychology also helps people understand what they need in order to facilitate change.
To prepare for this Discussion:
· Review Chapter 6 in your textbook, Toward a Global Psychology: Theory, Research, Intervention, and Pedagogy. Pay particular attention to the sections about alternative psychologies and liberation psychology.
· Referring to the video clips located in this week’s Optional Resources as examples, utilize the internet to identify one video that illustrates how liberation psychology empowers individuals to address their challenges.
· After viewing your selected video, identify the issues that were particularly challenging for the individuals in the video. Focus on two issues of particular interest to you.
· Reflect on how the common themes of alternative psychologies are evidenced in liberation psychology.
· Consider Walden University’s Mission for Social Change, which is to create scholar-practitioners who can effect positive social change.
With these thoughts in mind:By Day 3
Post a description of the video you selected. Specify two issues that were particularly challenging for the individuals in the video. Explain how liberation psychology co.
1
Annotated Bibliography: Topic (Chosen from the list provided)
[Name]
South University Online
[Template instructions: Replace the information in red with your work-then delete this line]
2
Annotated Bibliography: Topic (Chosen from the list provided)
[APA formatted reference for source (list in alphabetical order) using a hanging indent]
[Underneath the reference, give a summary of the article then an analysis:
Summary of article: 1-2 paragraphs that describe the following information in your own words
in paragraph format (not bullet points).
• Why the article was written?
• What are the major points of the article?
• If the article was a study, describe:
o The methods used in the research: Include the participants, how the research question(s)
was tested or measured (e.g. survey, interview, formal testing…)
o The results of the study: What did the researchers find out?
o The conclusions: What did the researchers conclude from the study? What were the
limitations of the research?
NOTE: The article doesn’t need to be cited in the body of the annotated bibliography
because it is referenced in the beginning of the review. For any other sources used
(e.g. the text) you would cite as you normally do and list them in the reference section.
[Analysis of the article: 1-2 paragraphs describing the following: Whether or not the
points made by the author are logical and supported by evidence and whether the author
demonstrates any bias in presenting the arguments. Were other arguments or possibilities
considered? Are the author’s conclusions supported? Do they fit with your understanding
of the topic and your textbook's description (cite the textbook and any other sources you
use for analyzing your article – include any additional sources you cite as part of your
analysis in your reference list)? Why or why not (provide support for your opinion)?]
3
Example of formatting:
Boonstra, A., & Broekhuis, M. (2010). Barriers to the acceptance of electronic medical records by
physicians from systematic review to taxonomy and interventions. BMC Health Services
Research, 10(1), 231-248. doi:10.1186/1472-6963-10-231
Authors conducted a systematic review of research papers between 1998 and 2009 that
examined physician perceptions of barriers to implementation of electronic medical
records. An examination of 1671 articles….
DeVore, S. D., & Figlioli, K. (2010). Lessons Premier hospitals learned about implementing electronic
health records. Health Affairs, 29(4), 664-667. doi:10.1377/hlthaff.2010.0250
Premier healthcare alliance is a network of 2300 non-profit hospitals and 63,000
outpatient facilities in the United States, This paper summarized lessons learned from
reviewing implementation practices within their system….
4
References
List any references you cited in your analyses of your chosen sources. DO NOT list the references ...
Journal Article Review: Directions (Dr. Steffens' expanded explanation of the assignment!)
Please read these directions carefully. You are graded according to these requirements:
You will write two Journal Article Reviews in the course, which will be based upon the professional, peer-reviewed journal articles provided below these instructions. (Review 1 is due Week One, Review 2 is due Week 5). Review articles from the list found under the Journal Article Assignment in Course Materials. NO OUTSIDE ARTICLES WILL BE ACCEPTED.
· Each Journal Article Summary should be 3 double-spaced pages (not including the title page and reference page) and created in a Microsoft Word document. Use the following guidelines to create your paper:
1. Provide an APA-style title page. Make sure you show the title of the article reviewed, name of the course, your name, and the date. You should also have a running head in the appropriate place and a page number on every page. You must divide your summary into sections with the following headings: Summary, Interaction, and Application.
2. Summary. Develop a brief (1 page) summary of the article in your own words. Do not copy and paste from the journal article--this is plagiarism! Simply provide a brief description in your own words of the topic under consideration in the article. If the article describes a research study, include brief statements in your own words about the hypotheses, methods, results, discussion, and implications. Do not provide detailed descriptions of the test measures or statistical methods used, if any. Short quotations from the article are acceptable, but they should not be more than 1 - 2 sentences. Direct quotations from the article should also be properly cited (including a page number). This section should take up about a third of your Journal Article Review. Do not reference any additional articles in your summary. Be sure to use APA style for citing the article.
3. Interaction. In your own words, interact (1 page) with the article. Appropriate comments for this part of the paper should include, but are not limited to, your initial response to the article; comments (in your own words) regarding the study's design or methodology (if any); insights you gained from reading the article; your reasons for being interested in this particular article; any other readings that you may plan to do based upon having read the article; and other thoughts you have that might further enhance the discussion of your article. This section should constitute approximately a third of your Journal Article Review. Again, there is no need to reference any other article.
4. Application. The final section is how you would apply (1 page) the information you have learned to a potential counseling setting. This could be in a church or clinical session- tell me which setting you are using. Develop this section as if you are a pastor or clinician and your parishioner or client has come to y ...
Assignment 9 Answer the following questions. 1. Review the lis.docxrock73
Assignment 9
Answer the following questions.
1. Review the list of Freud’s defense mechanisms discussed in your textbook. Choose three and describe instances when you observed yourself or someone else utilizing them. Explain how the use of defense mechanisms can be both healthy and unhealthy.
2. Your textbook highlights several different types of psychological tests. Identify three types of tests and explain what they are used for. Do you think these types of tests would be useful for human resources departments to use to determine personnel decisions, such as hiring, promotion and termination? Explain your answer.
3. Define stress, including the role of cognitive appraisal and coping strategies.
350 words per question and use the outline paper attached for the format.
Reflection Paper
INTRODUCTION
One of the main goals in this course is for you to develop personally through knowledge of psychology. This assignment will give you the opportunity to apply psychological principles to your own life, to your relationships, and to your life in society.
For this assignment you will write a reflection paper detailing the personal development you feel you have achieved.
Your paper should adhere to the following guidelines:
Content: See paper description below.
Length: Approximately 1200 to 1800 words in length (about 5 to 7 pages long)
Typography: Use a size 12 Times New Roman or Arial font, double-spaced
Citation style: Include APA style references to the textbook and other course materials. Please note: While APA style doesn’t usually allow the writer to refer to her/himself in the first person (i.e., using “I” or “me” to refer to yourself), this paper will require the use of first person language.
Due date and grade weighting: The paper is due no later than the final day of the term and will account for 10% of your final grade.
PAPER DESCRIPTION
During this term you have learned about, discussed, and written about the following topics:
Research methods
Neuroscience and behavior
States of consciousness
Learning and memory functions
Thinking, language, and intelligence
Motivation and emotion
Human development
Health psychology: understanding stress and coping
Personality
As you review the topics in this list, reflect on how a better understanding of these topics in psychology has impacted you in four areas:
Personal: How has taking this course allowed you to better understand yourself? What insights have you gained? In what ways has this course helped you to understand your thoughts, feelings or behaviors? In what areas of your life do you still struggle and need help with?
Social: How has taking this course allowed you to better understand your relationship(s) with someone else? Think about a significant relationship, and discuss how topics studied in this course have allowed you to gain a better understanding of that relationship.
Organizational and Societal: How has taking this cour ...
1Instructions for completing Critique Conceptual NursinEttaBenton28
1
Instructions for completing Critique: Conceptual Nursing Framework
The following is a template for you to use as you complete the assignment. Table 1 (Nursing Paradigms, Features, and Conceptual Frameworks) includes an overview of features of the three Nursing Paradigms: Particulate-Deterministic; Interactive-Integrative; and Unitary-Transformative (Fawcett, 2005). Select nursing theories and models, referred to as “Conceptual Frameworks,” are identified.
Of the conceptual frameworks listed in Table 1, your group should select 2 to further explore. You may use your Alligood text and/or other available eBooks on nursing theorists. These texts have reference lists that are helpful as well, if you’d like to dig deeper in understanding a particular conceptual framework. Several nurse theorists even have their own websites!
The 2 conceptual frameworks your group chooses are your choice. You could consider selecting at least one from each nursing paradigm. Or, perhaps you personally and professionally identify strongly with one of the nursing paradigms. Each is like a “lens,” offering a certain way of viewing nursing phenomena. Chances are you already view nursing (and the world, in general) according to one of the three nursing paradigms but just didn’t have a name for it…until now!
Complete Table 2 (Selected Conceptual Frameworks: Basic Assumptions and Concepts Defined), providing a brief summary of basic assumptions and how concepts are defined for each of the 2 conceptual frameworks. From these 2 conceptual frameworks, select 1 conceptual framework from Table 2 and complete Table 3 (Selected Conceptual Framework: Conceptual Framework Evaluation Criteria Applied). The 5 criteria in Table 3 are to be used to evaluate and critique your selected conceptual framework. The criteria are also presented in Week 3: Presentations, “Theory Evaluation Criteria.” Explain your answers to the questions posed in the critique, providing rationales and examples (i.e., provide more than “yes” or “no” in your responses).
Provide a reference list of the resources you used to complete this assignment.
At the end, please provide a brief summary of each group member’s contributions to this assignment. In objective terms, specify who did what to make the group work possible and create this assignment. As a collaborative assignment for which only one document is submitted per group, everyone identified in this document should be in agreement with not only the content presented in the critique but also with the summary of contributions.
Table 1: Nursing Paradigms, Features, and Conceptual Frameworks
Nursing
Paradigm
Particulate-Deterministic
Interactive-Integrative
Unitary-Transformative
Features
· Bio-psycho-social-cultural-spiritual being
· Interacting with the environment
· Reducible into parts
· Causal relationships
· Health-Illness decided by societal norms
· Promote and maintain health and prevent disease
· Diagnosis and treat human responses t ...
Chamberlain College of NursingNR-283 PathophysiologySession.docxketurahhazelhurst
Chamberlain College of Nursing
NR-283: Pathophysiology
Session,
NOTE: This is a template and guide. Delete all highlighted materials.
The paper template, including the reference page, title page, headers, and page numbers, are already formatted for you.
Running head: 1
2
The title here must match the title on your title page. Your introduction follows the title of your paper (note that the title is not bolded). Note also that there is no heading that says Introduction. The paragraph or two that follows the title on the first page of your text is assumed to be your introduction. You should start your introduction with a powerful statement or two to stimulate interest. You should identify that the purpose of your paper is to explain the pathophysiological processes of a selected health condition, predict clinical manifestations and complications of the health condition, and correlate lifestyle, environmental, and other influences that will occur in your patient due to a change in their level of wellness. (See the “Purpose” and “Course Outcomes: in your guidelines.) Remember that formal papers are in third person, so no you, I, me, or we until you make a recommendation about your article. In this introduction, you should introduce the disease process that you are writing about in a paragraph of at least 200 words. You should include a description of the disease and the epidemiology of the disease. Epidemiology includes the overall incidence (who gets it) and distribution (where is it seen most often) of your chosen disease topic. An APA formatted citation for where you have found your information should be included. (e.g., “The literature review by Hubert and VanMeter (2018) . . . .” or “Hubert and VanMeter (2018) described posttraumatic stress disorder (PTSD) in nurses, specifically psychiatric nurses, as occurring most frequently.) [Do not quote more than one or two short passages (just several words) if any. Summarize—do not paraphrase or change words in the original (that’s called paraphrasing plagiarism)]. [1-2 well developed paragraphs here should be your minimum here.]
Etiology
This section should include common causes of the disease or condition. Next, discuss the risk factors for the disease or condition. Next, discuss how age, gender, or race might affect your disease or condition. Next discuss how the environment might contribute to your disease or condition. Finally discuss how lifestyle choices might contribute to or reduce your disease or condition. Be sure to properly cite your sources. Summarize information only. (Do not copy it word for word to avoid plagiarism.) {You might say something like this: Hubert and VanMeter (2013) described pain as a subjective symptom in patients. Phantom pain was specifically identified as “pain that is perceived by the person as occurring in the lost limb and usually does not respond to usual pain therapies.” (Hubert and VanMeter 2013, p. 57). [This is about as much as you should ...
Running head FINANCIAL PROBLEMFINANCIAL PROBLEM .docxcowinhelen
Running head: FINANCIAL PROBLEM
FINANCIAL PROBLEM 3
Financial Problem
Eric Hunt
HUM/115
MAURICE NELSON
May 24, 2016
Financial Problem
1. Define the financial problem
It is imperative to understand the financial problem fully before jumping into a solution. Some financial problems like thinking about what to eat for breakfast, whether to take a train or drive to work and what to wear to work appear to be so simple. Moreover, the solutions to such kind of financial problems appear to have less impact on our life. If a person is facing a financial problem, he or she can apply the kipling method to define the financial problems. According to the kipling method of defining the financial problem, the problem statement of the problem should be clear. The problem state can be clear only if the six components of the kipling method. The six components include: “What is the problem?”, “Why is fixing the problem critical?”, “When did the problem arise?”, “How did the problem happen?” “Where is the problem occurring?”, “Who will the problem affect?”.
2. Develop an alternative solution to the financial problem
One of the common barriers to solving a financial problem is the relying on the previous experiences that appear to be similar to our current financial state. Perhaps, we are the creators of our poor financial habits and sometimes our decisions and activities are true reflections of our history and stereotypes. Therefore, it is imperative to learn the techniques of developing multiple alternative solutions to our financial problems. During the stage of developing the multiple solutions, the main objective is to create many solutions without considering their practicality or effectiveness. Some of the useful techniques that can be used to develop the alternative solution from the multiple possible solutions that were created include analogies, means-ends analysis, brainstorming, and divide and conquer.
3. Selection of the optimum solution to the financial problem
By selecting the optimum solution to the financial problem, it implies that the solutions that appear to be ineffective will be obviously eliminated. Before elimination, it is appropriate to develop the method for evaluation. Many factors are considered during the evaluation process. Such factors include efficacy, practicality, timelessness, expense, manageability, and risk.
4. After selecting the optimum solution to the financial problem, it is appropriate to implement the solution.
Once the best solution to the financial problem has been selected, it is high time to start taking action. For example, if a person decided to live on cash for a given period then it is high time to implement that approach. Apart from implementing the solution, it is prudent to recognize that some obstacles or problems might arise from the solution. Therefore, it will be ...
Explore the Issue PapersYou will choose a topic from the Complet.docxelbanglis
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
Experimental and Quasi-Experimental DesignsChapter 5.docxelbanglis
Experimental and Quasi-Experimental Designs
Chapter 5
*
Introduction
Experiments are best suited for explanation and evaluation research
Experiments involve:
Taking action
Observing the consequences of that action
Especially suited for hypothesis testing
Often occur in the field
The Classical Experiment Classical experiment: a specific way of structuring researchInvolves three major components:
Independent variable and dependent variable
Pretesting and posttesting
Experimental group and control group
Independent and Dependent Variables
The independent variable takes the form of a dichotomous stimulus that is either present or absent
It varies (i.e., is independent) in our experimental process
The dependent variable is the outcome, the effect we expect to see
Might be physical conditions, social behavior, attitudes, feelings, or beliefs
Pretesting and Posttesting
Subjects are initially measured in terms of the DV prior to association with the IV (pretested)
Then, they are exposed to the IV
Then, they are remeasured in terms of the DV (posttested)
Differences noted between the measurements on the DV are attributed to influence of IV
Experimental and Control Groups
Experimental group: exposed to whatever treatment, policy, initiative we are testing
Control group: very similar to experimental group, except that they are NOT exposed
Can involve more than one experimental or control group
If we see a difference, we want to make sure it is due to the IV, and not to a difference between the two groups
Placebo
We often don’t want people to know if they are receiving treatment or not
We expose our control group to a “dummy” independent variable just so we are treating everyone the same
Medical research: participants don’t know what they are taking
Ensures that changes in DV actually result from IV and are not psychologically based
Double-Blind Experiment
Experimenters may be more likely to “observe” improvements among those who received drug
In a double-blind experiment, neither the subjects nor the experimenters know which is the experimental group and which is the control group
Selecting Subjects
First, must decide on target population – the group to which the results of your experiment will apply
Second, must decide how to select particular members from that group for your experiment
Cardinal rule – ensure that experimental and control groups are as similar as possible
RandomizationRandomization: produces an experimental and control group that are statistically equivalentEssential feature of experimentsEliminates systematic bias
Experiments and Causal Inference
Experimental design ensures:
Cause precedes effect via taking posttest
Empirical correlation exists via comparing pretest to posttest
No spurious 3rd variable influencing correlation via posttest comparison between experimental and control groups, and via randomization
Example of Research Using an Experimental Design
Researchers at the University of Marylan ...
Explain the role of the community health nurse in partnership with.docxelbanglis
Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.
...
Explain how building partner capacity is the greatest challenge in.docxelbanglis
Explain how building partner capacity is the greatest challenge in Operation INHERENT RESOLVE (OIR) in Iraq with these points:
· Explain how the Department of Defense (DoD) can overcome that challenge through Security Cooperation.
· Explain how the DoD can overcome that challenge through Enhancing U.S. Military Logistics
Summation of how the DoD ought to consider how it could transition to teaching our partners to fish, rather than simply fishing for them.
· APA format.
· 1150 words.
· Six work citations
· must include:
· a Cover Page,
· Abstract,
· Body of the paper, and
· Endnotes
Last name_First_Course(ex AP5510)_Assignment_Title
Assignment Title
By
Name
Course Name
DD MMM YYYY
Instructor: (Instructor’s Name)
College
Distance Learning
JBSA
Effective, purposeful communication is essential in the military profession. Following these instructions will help you properly complete your writing assignment and will improve your chances for success.
This template exemplifies the format for essays. Each essay must include a properly formatted cover page (see above), double-spaced text, Times New Roman 12pt font, 1-inch margins, as well as full endnote-style citations for paraphrasing and quotations in accordance with the Author Guide, Section 5.5. Endnotes are not counted as part of your total word count. The, Appendix A provides examples of endnote formats. Do not include a bibliography in these short essay assignments; however, ensure your full endnotes contain all source information.
Use quotation marks when you quote directly from the work of other writers. This is a relatively short assignment, so use block quotations sparingly to allow your own original thoughts to shine through.
You may notice minor variations between your consolidated lesson readers, which require different endnote formats. Some bundle the readings into a single document with continuous pagination (see example endnote 1 at the end of this document).
Other lesson readers retain each author’s original pagination (see example note 2).
You should use the author’s original pagination wherever it is possible to do so. Remember, cite any material used from the instructional narrative portion of the consolidated lesson reading file with “as the author (see example endnote 3).
The midterm and final essay exams are academic papers; write each in a narrative style, not a bullet/point paper. Refer to the assignment rubric located in your Grade Center for grading criteria. If you have any questions, contact your course instructor.
Much like your next level of leadership, the program requires effective writing founded on critical thinking and communication skills. Each essay you write as you progress toward graduation provides an opportunity for you to hone these abilities. Additionally, these assignments comprise a large portion of your final grade in each course. Therefore, successful course completion is contingent on your writing performance. The most ...
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M2-assaignmentBased on the feedback you received on your submiss.docxsmile790243
M2-assaignment
Based on the feedback you received on your submission from last week, submit a revised draft of your paper with this additional information:
1. Five additional references that could be used for your research paper and include a 1-2 sentence description for each of the five additional references, explaining how they fit with the research topic and the research question proposed. Make sure that these references come from scholarly sources using Argosy's library resources.
2. A very detailed outline of what you would like to cover in the intro/lit review of your paper. Write it as an outline and think about what you want each paragraph or section to cover. Paste your references into each section where the information from that article applies to the topic. Below is an example of the outline although the references have not been pasted in yet:
a. Introduction or Statement of the Problem (e.g. Predictors of Depression in Men)
i. Research question (E.g. What factors predict depression in men? For example, age, marital status, family history, stressors).
ii. Why is it important/implications (E.g. xx% of men are depressed; less likely to seek treatment; if we can identify who is at risk, may be able to direct them to treatment sooner)
iii. Revised hypothesis based on feedback from the instructor
b. Review of the Literature (the following is an example for above topic):
i. Brief description of depression, symptoms, and any unique symptoms for men (Cite articles from which you will obtain this information).
ii. How widespread is it? Stats on depression in general but also stats on depression in men (Cite articles from which you will obtain this information).
iii. List factors that put men at risk for depression (Cite articles).
1. Difficulty communicating distress or sadness (Cite articles).
2. Job/work pressures (Cite articles).
iv. Demographic characteristics (Cite articles).
1. Relationship between age and depression (Cite articles).
2. Relationship between marital status and depression (Cite articles).
3. A 1-2 page description of the sample you would like to use for your study, that provides the answer to the following questions:
a. What sampling technique would you use?
b. Does the sample generalize to the population? Explain why or why not.
c. What inclusion criteria would be used? What exclusion criteria would be used, if any?
d. What ethical issues might be encountered when collecting your information from this sample?
4. Be sure to also submit all your ten references (the five from last week and the five new ones you added) in an APA-style reference page. Be sure to also include an APA-style title page with your submission. Your paper should be at least 2-3 pages long. Make sure you write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; display accurate spelling, grammar, and punctuation.
M3-assaignment
In your final paper for this course, you w ...
Week 3 Psychoanalytical Theories and Attachment TheoryPsychnicolleszkyj
Week 3: Psychoanalytical Theories and Attachment Theory
Psychodynamic
theory
and its derivatives can be traced to the father of psychoanalysis, Sigmund Freud. You likely are familiar with the image that often conjures Freud: A client lying on a couch with a therapist sitting nearby, notepad in hand. The psychoanalytic terms “id,” “ego,” “superego,” “repression,” and “unconscious” are deeply embedded in the layperson’s jargon.
Many
theories
have sprung from Freud’s psychoanalytical principles. Attachment
theory
is one example. Its originator, John Bowlby, was directly influenced by Freud, but because of Bowlby’s experiences in working with disturbed children, he believed that a child’s psychosocial development is linked to their attachment to the mother. Because all
theories
must be tested using empirical research methods, Mary Ainsworth tested John Bowlby’s theory using the Strange Situation experiment, which involved observing children react to caregivers and strangers. The results from her research led to what we now know as attachment styles.
This week
, you switch your lenses to consider a case study through these
theories
.
Learning Objectives
Students will:
Summarize the assumptions of psychoanalytical
theories
and attachment
theory
Evaluate the strengths and limitations of psychoanalytical and attachment
theories
Develop reflection questions to apply attachment
theory
in social work practice
Apply attachment
theory
to a social work case study
Photo Credit: [Tom Merton]/[OJO Images]/Getty Images
Learning Resources
Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Turner, F. J. (Ed.). (2017).
Social work treatment: Interlocking theoretical approaches
(6th ed.). New York, NY: Oxford University Press.
Chapter 1: Attachment
Theory
and Social Work Treatment (pp. 1–22)
Chapter 25: The Psychoanalytic
System
of Ideas (pp. 398–410)
Foley, M., Nash, M., & Munford, R. (2009). Bringing practice into theory: Reflective practice and attachment theory. Aotearoa New Zealand Social Work Review, 21(1/2), p39–47. http://dx.doi.org/10.11157/anzswj-vol21iss1-2id318
Note:
You will access this article from the Walden Library databases.
Auld, F., Hyman, M., & Rudzinski, D. (2005). How is therapy with women different? In Resolution and inner conflict: An introduction to psychoanalytic therapy (pp. 217–236). Washington DC: American Psychological Association.
Note:
You will access this book chapter excerpt from the Walden Library databases.
National Association of Social Workers. (2008).
Code of ethics of the National Association of Social Workers
. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
Document:
Worksheet: Dissecting a
Theory
and Its Application to a Case Study (Word document)
Document:
Theory
Into Practice: Four ...
AsthmaYour NameWalden UniversityCourse number an.docxikirkton
Asthma
Your Name
Walden University
Course number and section
Instructor’s name
Date
(Note: This last assignment is due in four hours)
Asthma
Type your introductory paragraph here for asthma including:
- An explanation of Asthma and why you selected it and
- A description of the audience you are addressing and the reason why you chose that group. (Research and cite)
- On the next page, create your fact sheet (handout).
Keep in mind that originality is always welcome, but quality content is the goal.
· Summary
· you need a Ref. list relating to the citations in your narrative ONLY. DO NOT include in the RL the authors you may have used to build your handout.
References Comment by JDG: Not bold.
As you know, the Ref. List refers to the citations you made in your text. If an author is not cited in your narrative (text), it should not be in the RL.
In a scholarly paper, several scholarly references are expected.
Look at the Course Information - Assignment Grading Rubric; this will give you a guidance as to what is expected.
Textbooks are not considered as scholarly sources. One of the goals behind writing a paper is to bring to light information from research already available.
This RL pertains to your text only, not the handout. Only citations in the narrative should be included in the RL.
Don’t include in the RL the websites or references you used to build your handout.
(These references are samples only)
About Stroke (2015). The American Stroke Association. Retrieved from http://www.strokeassociation.org/STROKEORG/AboutStroke/About-Stroke_UCM_308529_SubHomePage.jsp.
Baum, N. H., & Dowling, R. A. (2011). Health literacy: How do your patients rate? Urology Times, 39(9), 32. Retrieved from http://web.a.ebscohost.ezp.com.waldenulirbrary.org
Caruso, K. (n.d.). Elderly suicide. Retrieved from http://www.suicide.org/elderly-suicide.html
IMPORTANT
· Read and understand ALL the instructions before starting your paper.
· Meet ALL the requirements.
· Avoid websites such as Wikipedia, Answers.com, etc… Instead, use your course material, and if more references are required, browse the University library to find quality journal articles.
· Remember: title page + introduction + handout + RL.
Good luck!!
Dr. D
Note: Because of formatting issues, you may find it easier to place your handout at the very end; that’s okay.
If you work your handout with Microsoft Publisher and have difficulty inserting the handout in your WORD file, you can save each page of the handout as a JPEG and drag those files in your work.
That said, there are many ways/programs to design a flyer. It is your responsibility to find out (Google, YouTube, etc…) how to insert the handout in your work. I would suggest that you don’t wait at the last minute; I expect 1 WORD file only.
Running head: ASTHMA 1
Sample EDUCATIONAL FLYER 6
THIS IS JUST A FORMA ...
Part 2-Journal Article AssignmentChoose a research study, desc.docxherbertwilson5999
Part 2-Journal Article Assignment
Choose a research study, describe it in APA format, interpret it, and critique it. The research article chosen must be a minimum of 3 pages in length with a minimum of 5 references or sources (references are listed at the end of the article).Please see “Journal Article Assignment” following this for specific details and the grading rubric.
A. Describe a research study 40 points
Reference citation
Title
Introduction
B. Method of research 40 points
Methods
Results
Discussion
C. Critique 40 points
a. Characteristics of the article that demonstrates the relation of Psychology as a science
b. Strengths and limitations of the study
c. Description of the research method usedLast Mod: August 15, 2011 Terra Community College Syllabus Page 5 of 13
d. Possible causal inferences of the study
e. Statistical and/or practical significance
f. Validity of conclusions
D. Grammar, Spelling, Punctuation 15 points
E. Evaluation/Interpretation/Practical Application 15 points
Instructions: Type, double spaced, 12 pt. font and save as a Microsoft Word document. THEN attach it electronically to the Drop Box established for this course. No late papers allowed!
Journal Article Assignment (Research Method-Part 2) Information
Being able to read and critique research is an essential skill in psychological inquiry. This assignment will allow you to begin to understand the format for research conducted in the field of Psychology. This assignment is mandatory for the course. No late submissions will be accepted.
IF YOU HAVE COMPLETED AND SUBMITTED THIS ASSIGNMENT FOR ANOTHER PSYCHOLOGY COURSE, YOU MAY NOT USE THE SAME JOURNAL ARTICLE FOR THIS ASSIGNMENT. FAILURE TO COMPLY WITH THIS WILL RESULT IN AN “F” FOR THE ENTIRE COURSE.
The purpose of this assignment is to provide students an opportunity to familiarize themselves with published research. The tasks of the assignment are as follows:
1. Choose an empirical article from a professional journal where the author(s) describe the purpose, method, and results of a scientific investigation. Some examples of relevant journals in Psychology are:
Developmental Psychology
Human Development
Merrill-Palmer Quarterly
Child Development
Adolescence
Journal of Youth and Adolescence
Aging and Cognition
Psychology and Aging
Research on Aging
Journal of Black Psychology
Developmental Review
Journal of Personality and Social Psychology
Journal of Marriage and the Family
Hispanic Journal of Behavioral Sciences
Death Studies
Last Mod: August 15, 2011 Terra Community College Syllabus Page 6 of 13
Note that not all research articles are complicated reading. As a novice, it might help to browse through the journals until you come upon one that is of interest as well as readable.
2. Identify your article by including a full APA style reference of it at the top of your assignment.
3. Briefly summarize the research article using the headings most common to such empirical reports. You will include specific page numbers.
COUN 506Journal Article Review InstructionsYou will write 2 .docxfaithxdunce63732
COUN 506
Journal Article Review Instructions
You will write 2 Journal Article Reviews (one each in Modules/Weeks 1 and 5), which will be based upon your choices from the professional, peer-reviewed journalarticles provided. No outside articles will be accepted. Each Journal Article Summary must be 3–5 double-spacedpages (not including the title and reference pages) and created in a Microsoft Word document. Use the following guidelines to create your paper:
1. Provide an APA-style title page including your name, the paper title (referring to the article title), and the institutional affiliation (Liberty University). Keep in mind that current APA recommends the title length not to exceed 12 words. Use the running head in the appropriate place and a page number on every page. Divide your summary into sections with the following Level 1 headings: Summary, Reflection, and Application (review the APA Manual for guidance if needed).
2. Develop a 1-page summary of the articlein your own words. Do not copy and paste from the journal article—this is plagiarism! Provide a brief description of the topic under consideration in the article. If the article describes a research study, include brief statements about the hypotheses, methods, results, discussion, and implications. If any test measures or statistical methods used are given in the article, do not provide detailed descriptions of these. Short direct quotations from the article are acceptable, but they may not be more than 1–2 sentences each and must be properly cited. This section is the foundation of your Journal Article Review (at least a third of your paper). Make sure you include the core points from the article, even if it means a longer section. Do not reference any additional articles in your summary.
3. In your own words, reflect (in 1 page) on the article. Appropriate comments for this part of the paper could include, but are not limited to, your initial response to the article, comments (in your own words) regarding the study's design or methodology (if any), insights you gained from reading the article, your reasons for being interested in this particular article, any other readings that you may plan to do based upon having read the article, and other thoughts you have that might further enhance the discussion of your article. This section should constitute approximately a third of your Journal Article Review. Again, do not reference any other article.
4. In your final section, write in 1 page how you would apply the information you have learned to a potential counseling setting. This could be in a church or clinical session. Develop this section as if you are a pastor or clinician and your parishioner or client has come to you with a problem, needing your help. You may want to pick one of the following “normal” problems for this section: depression, grief, substance abuse, spousal infidelity, unforgiveness, etc.
5. Provide the complete reference citation for the article being sum.
Running Head PSY 7901PSY 7902Student nameCo.docxjeanettehully
Running Head: PSY 790
1
PSY 790
2
Student name
Code and Course Name
Professor’s Name
Institution of Learning
City, State
Date
PSY 790
The parasympathetic nervous system is responsible for maintaining ordinary process which is vital for a normal life. Some of the key functions of the parasympathetic nervous system include regulating digestion, sexual arousal, lowering the blood pressure and slowing the heart rate. The parasympathetic nervous system, therefore, plays an important role when it comes ensuring that the body is well monitored and it is able to carry out its normal daily activities (Colman, 2006). This paper is going to examine the importance of parasympathetic nervous system on stimulation through cuddling and massage. The parasympathetic nerves touch is some of the automatic reaction that the body undergoes when they are activated. When someone is cuddling or massaged, the physical touch activates the pressure receptors in the body and instantly, signals are sent to the vague nerves. The vague nerve is an important parasympathetic t element in our parasympathetic system, this is because it acts as a safety valve. When one is cuddled or massaged and carry out is under high pressure, the vague nerves relax and sends the message to the entire body through the nervous system, thus reducing blood pressure and one feels calm and secure.
What happens when the parasympathetic nervous system gets activated?
During cuddling from a lover hormone are released, this is through the activation of chemicals in the bodies of those cuddling. The chemicals in the brains play a crucial role, this is because they are the neurotransmitters, the chemicals include; dopamine and oxytocin. Oxytocin, is the hormone that is activated during cuddling. When lovers are cuddling the levels of oxytocin hormones tend to increase, this makes the body to be warmer, fuzzy and makes one to be in a good mood.
What benefits do we get?
There are several benefits that can be derived from parasympathetic nervous system when two lover cuddle or touch. The benefits include: Improving self-esteem and reducing stress and anxiety. Improving self-esteem occurs when the hormones are released and they calm the body, therefore, the body is able to sense security and safety. Studies have been able to show that lovers who often cuddle and hug each other tend to have high self-esteem (Colonnello, 2016). Improved self-esteem can be observed from social interaction and connection and image that is portrayed within the public. Reduced stress and anxiety, on the other hand occur when one is hugged or cuddle to feel better. The brain will naturally produce dopamine which makes the body to relax, dopamine will reduce the pressure and make one feel relaxed (The Autonomic Nervous System, 2016). Dopamine and Oxytocin when released as a result of a hug, they tend to lower the level of cortisol in the body which increases stress or anxiety.
To sum it all up, cuddling and hugs have a l ...
Discussion Alternative Psychologies (Due 11718)Thus far in your.docxelinoraudley582231
Discussion: Alternative Psychologies (Due 1/17/18)
Thus far in your experience as a psychology student, you have been introduced to the field of psychology in terms of the mind and its functions in relationship to human behavior. Most introductory psychology textbooks and resources for other psychology classes emphasize a cause-and-effect scientific model, which typifies traditional psychology in the United States and the Western hemisphere in general. Throughout this course and in your course text, you read about Western psychology, which is representative of the practice of psychology in the United States.
Alternative psychologies evolved independently of Western psychology because they are suitable for the needs of non-Western cultures. One notable difference is that alternative psychologies prioritize collective or group processes over isolated individual processes. Alternative psychologies view individuals as reflections of the larger culture or society. While the various alternative psychologies do have differences, they also have common themes such as those outlined in your course text: meaning-making, collective construction of psychological reality, time-dependent processes, and normative explanations.
Liberation psychology, which is one type of alternative psychology, has been used to address the needs of the poor and the oppressed in Latin America. With liberation psychology, the focus is on social change. Social change is possible when attempts are made to improve the conditions of the entire community rather than to only address the needs of one specific individual within the group. Additionally, this type of alternative psychology makes a difference by addressing challenges of the native people where they live, in their professions, and in the world around them. Liberation psychology also helps people understand what they need in order to facilitate change.
To prepare for this Discussion:
· Review Chapter 6 in your textbook, Toward a Global Psychology: Theory, Research, Intervention, and Pedagogy. Pay particular attention to the sections about alternative psychologies and liberation psychology.
· Referring to the video clips located in this week’s Optional Resources as examples, utilize the internet to identify one video that illustrates how liberation psychology empowers individuals to address their challenges.
· After viewing your selected video, identify the issues that were particularly challenging for the individuals in the video. Focus on two issues of particular interest to you.
· Reflect on how the common themes of alternative psychologies are evidenced in liberation psychology.
· Consider Walden University’s Mission for Social Change, which is to create scholar-practitioners who can effect positive social change.
With these thoughts in mind:By Day 3
Post a description of the video you selected. Specify two issues that were particularly challenging for the individuals in the video. Explain how liberation psychology co.
1
Annotated Bibliography: Topic (Chosen from the list provided)
[Name]
South University Online
[Template instructions: Replace the information in red with your work-then delete this line]
2
Annotated Bibliography: Topic (Chosen from the list provided)
[APA formatted reference for source (list in alphabetical order) using a hanging indent]
[Underneath the reference, give a summary of the article then an analysis:
Summary of article: 1-2 paragraphs that describe the following information in your own words
in paragraph format (not bullet points).
• Why the article was written?
• What are the major points of the article?
• If the article was a study, describe:
o The methods used in the research: Include the participants, how the research question(s)
was tested or measured (e.g. survey, interview, formal testing…)
o The results of the study: What did the researchers find out?
o The conclusions: What did the researchers conclude from the study? What were the
limitations of the research?
NOTE: The article doesn’t need to be cited in the body of the annotated bibliography
because it is referenced in the beginning of the review. For any other sources used
(e.g. the text) you would cite as you normally do and list them in the reference section.
[Analysis of the article: 1-2 paragraphs describing the following: Whether or not the
points made by the author are logical and supported by evidence and whether the author
demonstrates any bias in presenting the arguments. Were other arguments or possibilities
considered? Are the author’s conclusions supported? Do they fit with your understanding
of the topic and your textbook's description (cite the textbook and any other sources you
use for analyzing your article – include any additional sources you cite as part of your
analysis in your reference list)? Why or why not (provide support for your opinion)?]
3
Example of formatting:
Boonstra, A., & Broekhuis, M. (2010). Barriers to the acceptance of electronic medical records by
physicians from systematic review to taxonomy and interventions. BMC Health Services
Research, 10(1), 231-248. doi:10.1186/1472-6963-10-231
Authors conducted a systematic review of research papers between 1998 and 2009 that
examined physician perceptions of barriers to implementation of electronic medical
records. An examination of 1671 articles….
DeVore, S. D., & Figlioli, K. (2010). Lessons Premier hospitals learned about implementing electronic
health records. Health Affairs, 29(4), 664-667. doi:10.1377/hlthaff.2010.0250
Premier healthcare alliance is a network of 2300 non-profit hospitals and 63,000
outpatient facilities in the United States, This paper summarized lessons learned from
reviewing implementation practices within their system….
4
References
List any references you cited in your analyses of your chosen sources. DO NOT list the references ...
Journal Article Review: Directions (Dr. Steffens' expanded explanation of the assignment!)
Please read these directions carefully. You are graded according to these requirements:
You will write two Journal Article Reviews in the course, which will be based upon the professional, peer-reviewed journal articles provided below these instructions. (Review 1 is due Week One, Review 2 is due Week 5). Review articles from the list found under the Journal Article Assignment in Course Materials. NO OUTSIDE ARTICLES WILL BE ACCEPTED.
· Each Journal Article Summary should be 3 double-spaced pages (not including the title page and reference page) and created in a Microsoft Word document. Use the following guidelines to create your paper:
1. Provide an APA-style title page. Make sure you show the title of the article reviewed, name of the course, your name, and the date. You should also have a running head in the appropriate place and a page number on every page. You must divide your summary into sections with the following headings: Summary, Interaction, and Application.
2. Summary. Develop a brief (1 page) summary of the article in your own words. Do not copy and paste from the journal article--this is plagiarism! Simply provide a brief description in your own words of the topic under consideration in the article. If the article describes a research study, include brief statements in your own words about the hypotheses, methods, results, discussion, and implications. Do not provide detailed descriptions of the test measures or statistical methods used, if any. Short quotations from the article are acceptable, but they should not be more than 1 - 2 sentences. Direct quotations from the article should also be properly cited (including a page number). This section should take up about a third of your Journal Article Review. Do not reference any additional articles in your summary. Be sure to use APA style for citing the article.
3. Interaction. In your own words, interact (1 page) with the article. Appropriate comments for this part of the paper should include, but are not limited to, your initial response to the article; comments (in your own words) regarding the study's design or methodology (if any); insights you gained from reading the article; your reasons for being interested in this particular article; any other readings that you may plan to do based upon having read the article; and other thoughts you have that might further enhance the discussion of your article. This section should constitute approximately a third of your Journal Article Review. Again, there is no need to reference any other article.
4. Application. The final section is how you would apply (1 page) the information you have learned to a potential counseling setting. This could be in a church or clinical session- tell me which setting you are using. Develop this section as if you are a pastor or clinician and your parishioner or client has come to y ...
Assignment 9 Answer the following questions. 1. Review the lis.docxrock73
Assignment 9
Answer the following questions.
1. Review the list of Freud’s defense mechanisms discussed in your textbook. Choose three and describe instances when you observed yourself or someone else utilizing them. Explain how the use of defense mechanisms can be both healthy and unhealthy.
2. Your textbook highlights several different types of psychological tests. Identify three types of tests and explain what they are used for. Do you think these types of tests would be useful for human resources departments to use to determine personnel decisions, such as hiring, promotion and termination? Explain your answer.
3. Define stress, including the role of cognitive appraisal and coping strategies.
350 words per question and use the outline paper attached for the format.
Reflection Paper
INTRODUCTION
One of the main goals in this course is for you to develop personally through knowledge of psychology. This assignment will give you the opportunity to apply psychological principles to your own life, to your relationships, and to your life in society.
For this assignment you will write a reflection paper detailing the personal development you feel you have achieved.
Your paper should adhere to the following guidelines:
Content: See paper description below.
Length: Approximately 1200 to 1800 words in length (about 5 to 7 pages long)
Typography: Use a size 12 Times New Roman or Arial font, double-spaced
Citation style: Include APA style references to the textbook and other course materials. Please note: While APA style doesn’t usually allow the writer to refer to her/himself in the first person (i.e., using “I” or “me” to refer to yourself), this paper will require the use of first person language.
Due date and grade weighting: The paper is due no later than the final day of the term and will account for 10% of your final grade.
PAPER DESCRIPTION
During this term you have learned about, discussed, and written about the following topics:
Research methods
Neuroscience and behavior
States of consciousness
Learning and memory functions
Thinking, language, and intelligence
Motivation and emotion
Human development
Health psychology: understanding stress and coping
Personality
As you review the topics in this list, reflect on how a better understanding of these topics in psychology has impacted you in four areas:
Personal: How has taking this course allowed you to better understand yourself? What insights have you gained? In what ways has this course helped you to understand your thoughts, feelings or behaviors? In what areas of your life do you still struggle and need help with?
Social: How has taking this course allowed you to better understand your relationship(s) with someone else? Think about a significant relationship, and discuss how topics studied in this course have allowed you to gain a better understanding of that relationship.
Organizational and Societal: How has taking this cour ...
1Instructions for completing Critique Conceptual NursinEttaBenton28
1
Instructions for completing Critique: Conceptual Nursing Framework
The following is a template for you to use as you complete the assignment. Table 1 (Nursing Paradigms, Features, and Conceptual Frameworks) includes an overview of features of the three Nursing Paradigms: Particulate-Deterministic; Interactive-Integrative; and Unitary-Transformative (Fawcett, 2005). Select nursing theories and models, referred to as “Conceptual Frameworks,” are identified.
Of the conceptual frameworks listed in Table 1, your group should select 2 to further explore. You may use your Alligood text and/or other available eBooks on nursing theorists. These texts have reference lists that are helpful as well, if you’d like to dig deeper in understanding a particular conceptual framework. Several nurse theorists even have their own websites!
The 2 conceptual frameworks your group chooses are your choice. You could consider selecting at least one from each nursing paradigm. Or, perhaps you personally and professionally identify strongly with one of the nursing paradigms. Each is like a “lens,” offering a certain way of viewing nursing phenomena. Chances are you already view nursing (and the world, in general) according to one of the three nursing paradigms but just didn’t have a name for it…until now!
Complete Table 2 (Selected Conceptual Frameworks: Basic Assumptions and Concepts Defined), providing a brief summary of basic assumptions and how concepts are defined for each of the 2 conceptual frameworks. From these 2 conceptual frameworks, select 1 conceptual framework from Table 2 and complete Table 3 (Selected Conceptual Framework: Conceptual Framework Evaluation Criteria Applied). The 5 criteria in Table 3 are to be used to evaluate and critique your selected conceptual framework. The criteria are also presented in Week 3: Presentations, “Theory Evaluation Criteria.” Explain your answers to the questions posed in the critique, providing rationales and examples (i.e., provide more than “yes” or “no” in your responses).
Provide a reference list of the resources you used to complete this assignment.
At the end, please provide a brief summary of each group member’s contributions to this assignment. In objective terms, specify who did what to make the group work possible and create this assignment. As a collaborative assignment for which only one document is submitted per group, everyone identified in this document should be in agreement with not only the content presented in the critique but also with the summary of contributions.
Table 1: Nursing Paradigms, Features, and Conceptual Frameworks
Nursing
Paradigm
Particulate-Deterministic
Interactive-Integrative
Unitary-Transformative
Features
· Bio-psycho-social-cultural-spiritual being
· Interacting with the environment
· Reducible into parts
· Causal relationships
· Health-Illness decided by societal norms
· Promote and maintain health and prevent disease
· Diagnosis and treat human responses t ...
Chamberlain College of NursingNR-283 PathophysiologySession.docxketurahhazelhurst
Chamberlain College of Nursing
NR-283: Pathophysiology
Session,
NOTE: This is a template and guide. Delete all highlighted materials.
The paper template, including the reference page, title page, headers, and page numbers, are already formatted for you.
Running head: 1
2
The title here must match the title on your title page. Your introduction follows the title of your paper (note that the title is not bolded). Note also that there is no heading that says Introduction. The paragraph or two that follows the title on the first page of your text is assumed to be your introduction. You should start your introduction with a powerful statement or two to stimulate interest. You should identify that the purpose of your paper is to explain the pathophysiological processes of a selected health condition, predict clinical manifestations and complications of the health condition, and correlate lifestyle, environmental, and other influences that will occur in your patient due to a change in their level of wellness. (See the “Purpose” and “Course Outcomes: in your guidelines.) Remember that formal papers are in third person, so no you, I, me, or we until you make a recommendation about your article. In this introduction, you should introduce the disease process that you are writing about in a paragraph of at least 200 words. You should include a description of the disease and the epidemiology of the disease. Epidemiology includes the overall incidence (who gets it) and distribution (where is it seen most often) of your chosen disease topic. An APA formatted citation for where you have found your information should be included. (e.g., “The literature review by Hubert and VanMeter (2018) . . . .” or “Hubert and VanMeter (2018) described posttraumatic stress disorder (PTSD) in nurses, specifically psychiatric nurses, as occurring most frequently.) [Do not quote more than one or two short passages (just several words) if any. Summarize—do not paraphrase or change words in the original (that’s called paraphrasing plagiarism)]. [1-2 well developed paragraphs here should be your minimum here.]
Etiology
This section should include common causes of the disease or condition. Next, discuss the risk factors for the disease or condition. Next, discuss how age, gender, or race might affect your disease or condition. Next discuss how the environment might contribute to your disease or condition. Finally discuss how lifestyle choices might contribute to or reduce your disease or condition. Be sure to properly cite your sources. Summarize information only. (Do not copy it word for word to avoid plagiarism.) {You might say something like this: Hubert and VanMeter (2013) described pain as a subjective symptom in patients. Phantom pain was specifically identified as “pain that is perceived by the person as occurring in the lost limb and usually does not respond to usual pain therapies.” (Hubert and VanMeter 2013, p. 57). [This is about as much as you should ...
Running head FINANCIAL PROBLEMFINANCIAL PROBLEM .docxcowinhelen
Running head: FINANCIAL PROBLEM
FINANCIAL PROBLEM 3
Financial Problem
Eric Hunt
HUM/115
MAURICE NELSON
May 24, 2016
Financial Problem
1. Define the financial problem
It is imperative to understand the financial problem fully before jumping into a solution. Some financial problems like thinking about what to eat for breakfast, whether to take a train or drive to work and what to wear to work appear to be so simple. Moreover, the solutions to such kind of financial problems appear to have less impact on our life. If a person is facing a financial problem, he or she can apply the kipling method to define the financial problems. According to the kipling method of defining the financial problem, the problem statement of the problem should be clear. The problem state can be clear only if the six components of the kipling method. The six components include: “What is the problem?”, “Why is fixing the problem critical?”, “When did the problem arise?”, “How did the problem happen?” “Where is the problem occurring?”, “Who will the problem affect?”.
2. Develop an alternative solution to the financial problem
One of the common barriers to solving a financial problem is the relying on the previous experiences that appear to be similar to our current financial state. Perhaps, we are the creators of our poor financial habits and sometimes our decisions and activities are true reflections of our history and stereotypes. Therefore, it is imperative to learn the techniques of developing multiple alternative solutions to our financial problems. During the stage of developing the multiple solutions, the main objective is to create many solutions without considering their practicality or effectiveness. Some of the useful techniques that can be used to develop the alternative solution from the multiple possible solutions that were created include analogies, means-ends analysis, brainstorming, and divide and conquer.
3. Selection of the optimum solution to the financial problem
By selecting the optimum solution to the financial problem, it implies that the solutions that appear to be ineffective will be obviously eliminated. Before elimination, it is appropriate to develop the method for evaluation. Many factors are considered during the evaluation process. Such factors include efficacy, practicality, timelessness, expense, manageability, and risk.
4. After selecting the optimum solution to the financial problem, it is appropriate to implement the solution.
Once the best solution to the financial problem has been selected, it is high time to start taking action. For example, if a person decided to live on cash for a given period then it is high time to implement that approach. Apart from implementing the solution, it is prudent to recognize that some obstacles or problems might arise from the solution. Therefore, it will be ...
Similar to EXPERIMENT 1 OBSERVATION OF MITOSIS IN A PLANT CELLData Table.docx (17)
Explore the Issue PapersYou will choose a topic from the Complet.docxelbanglis
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
Experimental and Quasi-Experimental DesignsChapter 5.docxelbanglis
Experimental and Quasi-Experimental Designs
Chapter 5
*
Introduction
Experiments are best suited for explanation and evaluation research
Experiments involve:
Taking action
Observing the consequences of that action
Especially suited for hypothesis testing
Often occur in the field
The Classical Experiment Classical experiment: a specific way of structuring researchInvolves three major components:
Independent variable and dependent variable
Pretesting and posttesting
Experimental group and control group
Independent and Dependent Variables
The independent variable takes the form of a dichotomous stimulus that is either present or absent
It varies (i.e., is independent) in our experimental process
The dependent variable is the outcome, the effect we expect to see
Might be physical conditions, social behavior, attitudes, feelings, or beliefs
Pretesting and Posttesting
Subjects are initially measured in terms of the DV prior to association with the IV (pretested)
Then, they are exposed to the IV
Then, they are remeasured in terms of the DV (posttested)
Differences noted between the measurements on the DV are attributed to influence of IV
Experimental and Control Groups
Experimental group: exposed to whatever treatment, policy, initiative we are testing
Control group: very similar to experimental group, except that they are NOT exposed
Can involve more than one experimental or control group
If we see a difference, we want to make sure it is due to the IV, and not to a difference between the two groups
Placebo
We often don’t want people to know if they are receiving treatment or not
We expose our control group to a “dummy” independent variable just so we are treating everyone the same
Medical research: participants don’t know what they are taking
Ensures that changes in DV actually result from IV and are not psychologically based
Double-Blind Experiment
Experimenters may be more likely to “observe” improvements among those who received drug
In a double-blind experiment, neither the subjects nor the experimenters know which is the experimental group and which is the control group
Selecting Subjects
First, must decide on target population – the group to which the results of your experiment will apply
Second, must decide how to select particular members from that group for your experiment
Cardinal rule – ensure that experimental and control groups are as similar as possible
RandomizationRandomization: produces an experimental and control group that are statistically equivalentEssential feature of experimentsEliminates systematic bias
Experiments and Causal Inference
Experimental design ensures:
Cause precedes effect via taking posttest
Empirical correlation exists via comparing pretest to posttest
No spurious 3rd variable influencing correlation via posttest comparison between experimental and control groups, and via randomization
Example of Research Using an Experimental Design
Researchers at the University of Marylan ...
Explain the role of the community health nurse in partnership with.docxelbanglis
Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.
...
Explain how building partner capacity is the greatest challenge in.docxelbanglis
Explain how building partner capacity is the greatest challenge in Operation INHERENT RESOLVE (OIR) in Iraq with these points:
· Explain how the Department of Defense (DoD) can overcome that challenge through Security Cooperation.
· Explain how the DoD can overcome that challenge through Enhancing U.S. Military Logistics
Summation of how the DoD ought to consider how it could transition to teaching our partners to fish, rather than simply fishing for them.
· APA format.
· 1150 words.
· Six work citations
· must include:
· a Cover Page,
· Abstract,
· Body of the paper, and
· Endnotes
Last name_First_Course(ex AP5510)_Assignment_Title
Assignment Title
By
Name
Course Name
DD MMM YYYY
Instructor: (Instructor’s Name)
College
Distance Learning
JBSA
Effective, purposeful communication is essential in the military profession. Following these instructions will help you properly complete your writing assignment and will improve your chances for success.
This template exemplifies the format for essays. Each essay must include a properly formatted cover page (see above), double-spaced text, Times New Roman 12pt font, 1-inch margins, as well as full endnote-style citations for paraphrasing and quotations in accordance with the Author Guide, Section 5.5. Endnotes are not counted as part of your total word count. The, Appendix A provides examples of endnote formats. Do not include a bibliography in these short essay assignments; however, ensure your full endnotes contain all source information.
Use quotation marks when you quote directly from the work of other writers. This is a relatively short assignment, so use block quotations sparingly to allow your own original thoughts to shine through.
You may notice minor variations between your consolidated lesson readers, which require different endnote formats. Some bundle the readings into a single document with continuous pagination (see example endnote 1 at the end of this document).
Other lesson readers retain each author’s original pagination (see example note 2).
You should use the author’s original pagination wherever it is possible to do so. Remember, cite any material used from the instructional narrative portion of the consolidated lesson reading file with “as the author (see example endnote 3).
The midterm and final essay exams are academic papers; write each in a narrative style, not a bullet/point paper. Refer to the assignment rubric located in your Grade Center for grading criteria. If you have any questions, contact your course instructor.
Much like your next level of leadership, the program requires effective writing founded on critical thinking and communication skills. Each essay you write as you progress toward graduation provides an opportunity for you to hone these abilities. Additionally, these assignments comprise a large portion of your final grade in each course. Therefore, successful course completion is contingent on your writing performance. The most ...
Experience as a Computer ScientistFor this report, the pro.docxelbanglis
Experience as a Computer Scientist
For this report, the professional interviewed is a computer Engineer/ Web Developer who works for Omnivision Technologies Inc., a corporation that designs and develops advanced digital technologies to use in mobile phones, notebooks, security cameras etc. across the United States. Mr. Nagarik Sharma is the technical manager of the organization and works at its headquarter in Santa Clara, California, and has been working in this position for the last five years. He provided very useful information about the computer science profession and highlighted a number of challenges common in the career. Further, he provided some recommendations on how the challenges can be dealt with. From the information provided by the him, it is clear that the computer science profession is full of challenges particularly regarding the fast changing technology. The interview revealed several important topics which require further research.
Methodology
The interview was conducted on a skype video call and lasted for slightly above 30 minutes. Before the interview, the interviewee was made clear to understand that the questions which were to be asked during the interview regards the profession, its concerns and challenges. The phone call was recorded during the entire conversation and the information later transcribed and key points extracted. This report is based only on important points and not everything that the interviewee said.
Essential Background
Computer science is a field of technology that deals with studying processes that interact with data and which can be depicted as data in program form. An expert in computer science has knowledge in computation theory as well as the practice of software systems design. Computer scientists are also popularly known as computer and information scientists and can work in a range of environments. For instance, these professionals work in private software publishers, government agencies, academic institutions, and engineering firms (Page & Smart, 2013). Wherever they work, computer scientists’ general roles include solving computing problems as well as developing new products.
The professional interviewed for this report has in-depth knowledge in computer systems and management. Through his leadership skill, he organizes the successful delivery of effective and efficient technical solutions within the company. He is responsible for planning, designing, developing, production, and testing communication systems.
He is also responsible for supervising:
· Technical and Operations teams
· Landline and Cellular network
· IT Infrastructure
· Service platforms
He works with the chief technical officer (who is an expert in telecommunications engineering) to design and develop software that facilitates landline and cellular networks.
Challenges
· Education: According to the interviewee, the challenges in the field of computer science starts right from education and training. He says that ...
Expansion and Isolationism in Eurasia How did approaches t.docxelbanglis
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
Introduction
In 1279, under the leadership of Kublai Khan, the Mongols ousted the Song dynasty
and completed their conquest of China. As they
took control, they established the Yuan dynasty,
with Kublai Khan serving as emperor. However,
Mongol rule over China was relatively short lived.
Within 100 years, the Yuan dynasty would be
forced out by Chinese rebels.
Under Mongol rule, the Chinese became
increasingly angered by policies that favored
Mongols and foreigners. This anger and resentment
eventually resulted in unrest. Around 1350, small
states in China began to emerge to fight the
Mongols. Chinese leaders turned to military force to
advance their interests and establish regional
power. Some leaders were members of the upper class, and others were religious
leaders or bandits supported by peasants. By the middle of the 1350s, these Chinese
powers were united in their campaign to get rid of Mongol rule.
The years of ongoing warfare spurred military innovation among the Chinese.
Although the Mongols had access to gunpowder weapons, they did not develop new
technologies. In contrast, the first large cannons in China were manufactured by the
Chinese rebels. While the term “Gunpowder Empire” is often associated with the
Ottoman Empire, the Safavid Empire, and the Mughal Empire, the Chinese
advancements in gunpowder weaponry has led some historians to regard Ming China
as the world’s first gunpowder empire.
1
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
In this lesson, you will learn about three countries in Eurasia that used gunpowder
to expand and maintain their control: China, Japan, and Russia. You will consider the
rise and fall of the Ming and Qing dynasties in China. You will examine the unification of
Japan under the Tokugawa. Finally, you will explore the growth of the Russian Empire
during the Romanov dynasty.
Section 1. China Under the Ming and Qing
Between the 14th and the early 20th centuries,
two dynasties governed China: the Ming and the Qing.
Both dynasties took power during times of upheaval.
To restore order, they established strong, centralized
rule and revived traditional Chinese values, including
Confucian ideals.
The Ming Revival By the mid-1300s, China was in
turmoil. The Mongols’ hold on power had became
unstable. Disease and natural disasters had weakened
the Mongol grip. Additionally, feuds broke out within the government, leaving the
countryside unprotected against bandits and rebels.
As life became more dangerous and difficult, Chinese peasants grew increasingly
frustrated with the incompetence of their rulers. Led by Zhu Yuanzhang, a peasant
uprising successfully invaded the city of Nanjing. In 1368, aided by gunpowder
weapons, Zhu and his army capt ...
Experimental PsychologyWriting and PresentingPaper Secti.docxelbanglis
Experimental Psychology
Writing and Presenting
Paper Sections
Title
Introduction
Method
Tables and figures (if applicable)
Results
Tables and figures (if applicable)
Discussion
References
Presentation
Simplify, limit number of words, use color and formatting to highlight important points. Check spelling.
Include slides with the following
Title
Introduction
Method
Results
Tables and figures
Discussion
References (provide as a separate slide, but there is no need to discuss or ensure visibility of individual items on this slide.)
...
EXPEDIA VS. PRICELINE -- WHOSE MEDIA PLAN TO BOOK Optim.docxelbanglis
EXPEDIA VS. PRICELINE -- WHOSE
MEDIA PLAN TO BOOK?
Optimedia's Antony Young Analyzes the Media Strategies
Behind Rival Travel Sites
By Antony Young
Published: June 30, 2010
As schools break for summer, some families -- like mine -- are still planning their vacations. So I
took a look at two prominent travel sites, Expedia and Priceline, to see which one's media strategy
is likely to attract more trip planners.
Their media plans are especially important as the travel industry picks up after a tough 2009.
Demand for flights and hotels are rebounding and so, too, are airfares and room rates. With
slimmer margins on airline tickets, hotels have very much become the major battleground for
Expedia and Priceline and this is reflected in the focus of their advertising. Online Travel Agencies
(OTA's) accounted for 34.7% of all U.S. hotel bookings in the first quarter of 2010, up from 27.8% in
2009, Priceline CMO Brett Keller said in a recent speech.
Creative executions
Expedia launched a new branding campaign for 2010. Its tagline, "Where you book matters,"
accompanied a new logo incorporated into its creative messaging. The campaign, which targets
frequent leisure travelers, launched Dec. 26 with commercials featuring a visual metaphor of
building blocks as a way to demonstrate how consumers interact with Expedia. The first spot starts
with upbeat soft-rock music narrated by an unseen woman dictating her specifications for the
perfect "girls' weekend." She talks about having multiple hotel options and the ability to compare
dates for the best savings. Expedia's signature "dot coooom" jingle ends the spot. A spot with a
man's voice and trip goals was launched in February.
http://adage.com/
Priceline has built its position in the market on the opportunity for customers to name their own
price, brought to life through some hilarious spots fronted by pitchman William Shatner. This year,
Shatner introduced his new sidekick "Big Deal," a 520 lb 6'5" character who helps persuade hotels
to take a deal. In February, the Big Deal ads were joined by new creative that featured the
Negotiator's "Evil Twin" (played, of course, by Shatner). Priceline takes a karate chop at
Expedia.com (and Hotels.com), claiming that Priceline can get prices 50% lower.
The strategies of the two companies differed noticeably. Expedia.com attracted 16.7 million unique
visitors in May, 59% more than the 10.5 million who visited Priceline.com, according to ComScore.
And Expedia media seems to reflect this, promoting the site as the generic travel brand for a broad
audience and highlighting its full range of services and travel destinations. Priceline is more single-
mindedly focused on price, and its media appears to target lower down the purchase funnel with an
emphasis on converting transactions.
RATINGS
Outstanding
Highly effective
Good
Disappointing
A disaster
Television strategy
Expedia. ...
Experiments with duckweed–moth systems suggest thatglobal wa.docxelbanglis
Experiments with duckweed–moth systems suggest that
global warming may reduce rather than promote
herbivory
TJISSE VAN DER HEIDE, RUDI M. M. ROIJACKERS, EDWIN T. H. M. PEETERS AND
EGBERT H. VAN NES
Department of Environmental Sciences, Aquatic Ecology and Water Quality Management group, Wageningen University,
Wageningen, The Netherlands
SUMMARY
1. Wilf & Labandeira (1999) suggested that increased temperatures because of global
warming will cause an increase in herbivory by insects. This conclusion was based on the
supposed effect of temperature on herbivores but did not consider an effect of temperature
on plant growth.
2. We studied the effect of temperature on grazing pressure by the small China-mark moth
(Cataclysta lemnata L.) on Lemna minor L. in laboratory experiments.
3. Between temperatures of 15 and 24 �C we found a sigmoidal increase in C. lemnata
grazing rates, and an approximately linear increase in L. minor growth rates. Therefore, an
increase in temperature did not always result in higher grazing pressure by this insect as
the regrowth of Lemna changes also.
4. At temperatures below 18.7 �C, Lemna benefited more than Cataclysta from an increase in
temperature, causing a decrease in grazing pressure.
5. In the context of global warming, we conclude that rising temperatures will not
necessarily increase grazing pressure by herbivorous insects.
Keywords: Cataclysta, grazing, herbivory, Lemna, temperature
Introduction
Duckweeds (Lemnaceae) are often abundant in dit-
ches and ponds (Landolt, 1986). Especially when
nitrogen and phosphorus concentrations in the water
column are high, the surface area can become covered
with dense floating mats of duckweed (Lüönd, 1980,
1983; Portielje & Roijackers, 1995). These mats have
large impacts on freshwater ecosystems, restricting
oxygen supply (Pokorny & Rejmánková, 1983), light
availability of algae and submerged macrophytes
(Wolek, 1974) and temperature fluxes (Dale &
Gillespie, 1976; Landolt, 1986; Goldsborough, 1993).
These changed conditions often have a negative effect
on the biodiversity of the ecosystem (Janse & van
Puijenbroek, 1998). Other free-floating plants such as
red water fern (Azolla filiculoides), water hyacinth
(Eichhornia crassipes) and water lettuce (Pistia stratiotes)
often cause serious problems in tropical and sub-
tropical regions (Mehra et al., 1999; Hill, 2003).
Various species of herbivorous insects consume
free-floating macrophytes. Several species of weevils
(Coleoptera: Curculionidae) are able to consume large
amounts of red water fern, water hyacinth and water
lettuce (Cilliers, 1991; Hill & Cilliers, 1999; Aguilar
et al., 2003), while the larvae of the semi-aquatic Small
China-mark moth (Cataclysta lemnata) are capable of
removing large parts of floating cover of Lemnaceae
covers (Wesenberg-Lund, 1943). Duckweed is not
only used as food source, but also as building material
Correspondence: Rudi M. M. Roijacker ...
EXP4304.521F19: Motivation 1
EXP4304.521F19: Motivation: Further Study Summaries (FSS); Version 1; Last modified August 22, 2019
Overview: Reeve’s textbook provides “readings for further study” at the end of most chapters. Choose readings of
interest throughout the course; then, for five select readings, compose a 1-3 page “further study summary” (FSS). FSS
instructions are posted under “Files” on CANVAS.
Deadline: Each FSS is worth up to 25 points. Final drafts of FSS #1-5 due by Monday, December 9.
Relation of FSS to DRP: Students may choose any “readings for further study” from the textbook for their FSS. Some
students find it helpful to select readings that are relevant to the directed research proposal (DRP; details below).
Questions and Feedback: Please email with any requests for developmental feedback, requests for help with the USF
library, and/or questions about academic honesty. Working drafts of FSS #1-5 may be submitted in advance of the
deadline for developmental feedback and/or for early-grading; working drafts of FSSs are to be emailed to
[email protected] with Request for Feedback in Subject Line.
Instructions/Rubric:
• Please number each summary (FSS #1, #2, #3, #4, and #5) – thank you!
• Please number your responses so that answers directly correspond to the questions provided below
• Per #7 below, FSS must follow the “APA citation basics” from Paiz et al. (2013) – see pages 2-3
• Review (i.e., non-empirical) articles are acceptable for summaries; please adjust instructions as needed
• Sample FSS available – see pages 4-7
1. Article: What is the article? (+2)
a) Title of article
b) Name of journal
c) Name of author(s)
2. Source: What is the source of the article? (+2) This will either be a chapter and page from the textbook (e.g.,
Grand Theories Era of Ch. 2, p. 45) or it will be chapter and slide from my lecture (e.g., Self-Determination
Theory, Ch. 5, slide 2)
3. Summary: What is the study about? (See a-d below) (+4)
a) What are the main research questions?
b) What is the design of the study?
c) What are its results?
d) Were there any ethical concerns?
4. Analysis of Theory and Results: Is the study well-done? (+3) How well does the method test its hypotheses? Is
there something that could be done in the future to improve the study?
5. Motivation and Emotion: What does the study have to do with motivation and emotion? (+3) Why do you
think this reading was identified as worthy of further investigation?
6. Value Added: What are TWO things that you learned from the further reading, relative to the textbook
chapter? (+8) What is the value of the article “above and beyond the chapter” if any?
7. In-text Citations and Reference Page: Follow APA citation-basics (+2) (Paiz et al., 2013;
https://owl.english.purdue.edu/owl/resource/560/02/ -- see next two pages) (+3)
mailto:[email protected]
https://owl.english.purdue.edu/owl/resource/560/ ...
Exercise Package 2 Systems and its properties (Tip Alwa.docxelbanglis
Exercise Package 2:
Systems and its properties: (Tip: Always use the components symbols, C, RS, KT, etc., in the derivation of
transfer function and only plug in component values at the last step. Show your steps and tell me a complete
story.)
1) Consider a 100mH inductor with v-i relationship in passive device labeling convention:
a. Find transfer function H(s) with current flowing through the inductor as the input, i(t),
and voltage across the inductor as the output, v(t), (in the unit of Ohms).
b. Find the same input-output relationship in the expression of differential equation.
c. Find v1(t) with input i1(t)=2sin(100t) (mA) and v2(t) with input i2(t)=0.4cos(500t) (mA)
respectively.
d. Show time invariant such that v(t)=v1(t−τ) as i(t)=i1(t−τ)=2sin(100t−0.9) (mA).
e. Show linearity using superposition such that v(t)=v1(t)+v2(t) as i(t)=i1(t)+i2(t).
2) Given following, a practical integrator, circuit, where Rf=100KΩ, R1=9.1KΩ, RS=100Ω, C=0.1µF,
and the OpAmp is an ideal operational amplifier:
a. Find the transfer function in between the output VO(t) and input VS(t), VO(t)=H(s){VS(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VO1(t) (sinusoidal steady state response) with input VS1(t)=0.2sin(100t) (V) and VO2(t)
with input VS2(t)=0.4cos(5000t) (V) respectively.
d. Show time invariant such that VO(t)= VO1(t−τ) as VS(t)= VS1(t−τ)=0.2sin(100t−0.9) (V).
e. Show linearity using superposition such that VO(t)= VO1(t)+VO2(t) with VS(t)=VS1(t)+ VS2(t).
3) Here is a typical coupling network in electronics where coupling capacitor, selected, C=0.022µF,
input impedance, Zi=5.7KΩ, and input source resistor, RS=520Ω:
a. Find the transfer function, H(s), Vout(t)=H(s){Vin(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VOut(t) (sinusoidal steady state response) with input Vin1(t)=2sin(50t+0.4) (V) and
Vin2(t) with input Vin2(t)=4cos(10000t) (V) respectively.
4) Here is a typical bypass network in electronics where bypass capacitor, selected, C=10µF, and
the equivalent (Thevenin) resistor of circuit to be bypassed, Req=376Ω:
Vcc+
Vcc-
Vo
Vs
Rf
R1Rs
C
Vin Vout
CRs
Zi
a. Find the transfer function, H(s), VS(t)=H(s){IS(t)} (note: the unit is ohm).
b. Find the same input-output relationship in the expression of differential equation.
c. Find VS1(t) (sinusoidal steady state response) with input Is1(t)=0.2cos(10t+0.3) (A) and
VS2(t) with input IS2(t)=0.5cos(10000t) (A) respectively.
5) The following circuit is an active filter (2nd order Butterworth low-pass filter), with the selected
values: R=10KΩ, C=8200pF, Rf=68KΩ, and R1=120KΩ.
a. Derive the transfer function, H(s), Vout(t)=H(s){Vin(t)}. (Tip: the selected R is much greater
than RS such that RS can be ignored in the derivation. Label extraordinary nodes and use
node voltage method. OpAmp is considered ideal.)
b. Show that th ...
Exercises for Chapter 8 Exercises III Reflective ListeningRef.docxelbanglis
Exercises for Chapter 8
Exercises III: Reflective Listening
Reflective Listening I
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “When I was in court, the defense attorney really pounded me. You know, like he thought I was lying or didn’t believe me or thought I was exaggerating.”
FEELING:
EMPATHIC RESPONSE:
2. “Those dirty, lousy creeps! Everything was fine in my life, and they really, really ruined everything! I don’t care if I go on or not. Why live if someone can just take everything away from you in one night?”
FEELING:
EMPATHIC RESPONSE:
3. “I know you said this is temporary housing and all, but I never had a place like this place. I can’t stand to think I have to move again sometime, and God knows where I’ll go.”
FEELING:
EMPATHIC RESPONSE:
4. “This whole setup is the pits. He gets to stay in the house after beating me half to death, and I have to go to this cramped little room. Does that make sense?”
FEELING:
EMPATHIC RESPONSE:
Instructions Part II: Now go back and respond to the content in each of these vignettes.
Reflective Listening II
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “Sometimes it kind of makes me sick to think of all the stuff I did when I was drinking. I’d like to go and take it all back, but how do you ever do that?”
FEELING:
EMPATHIC RESPONSE:
2. “I just can’t go out in the car. All I hear is the screech of tires and the awful thud and scrape of metal. I thought I was dying. I can see it all before me as if it was yesterday.”
FEELING:
EMPATHIC RESPONSE:
3. “We have a neighborhood problem here! Yes we do! A real big idiot lives in that house. A real nut! He trimmed my own yard with a string trimmer and threw stones all over my car. Ruined the paint!”
FEELING:
EMPATHIC RESPONSE:
4. “I never meant to get pregnant. I know everyone says that, but I didn’t! I can’t think straight. What about my job and school and all ...
Exercise 9-08On July 1, 2019, Sheridan Company purchased new equ.docxelbanglis
Exercise 9-08
On July 1, 2019, Sheridan Company purchased new equipment for $80,000. Its estimated useful life was 8 years with a $12,000 salvage value. On December 31, 2022, the company estimated that the equipment’s remaining useful life was 10 years, with a revised salvage value of $5,000.
Prepare the journal entry to record depreciation on December 31, 2019. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Prepare the journal entry to record depreciation on December 31, 2020. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the revised annual depreciation on December 31, 2022.
Revised annual depreciation
$
Prepare the journal entry to record depreciation on December 31, 2022. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the balance in Accumulated Depreciation—Equipment for this equipment after depreciation expense has been recorded on December 31, 2022.
Accumulated Depreciation—Equipment
$
Problem 9-03A
Ivanhoe Company had the following assets on January 1, 2022.
Item
Cost
Purchase Date
Useful Life
(in years)
Salvage Value
Machinery
$73,000
Jan. 1, 2012
10
$ 0
Forklift
32,000
Jan. 1, 2019
5
0
Truck
38,400
Jan. 1, 2017
8
3,000
During 2022, each of the assets was removed from service. The machinery was retired on January 1. The forklift was sold on June 30 for $12,200. The truck was discarded on December 31.
Journalize all entries required on the above dates, including entries to update depreciation, where applicable, on disposed assets. The company uses straight-line depreciation. All depreciation was up to date as of December 31, 2021. (Credit account titles are automatically indented when the amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Date
Account Titles and Explanation
Debit
Credit
choose a transaction date
enter an account title
enter a debit amount
enter a credit amount
enter an ac ...
ExemplaryVery GoodProficientOpportunity for ImprovementU.docxelbanglis
Exemplary
Very Good
Proficient
Opportunity for Improvement
Unacceptable
Element 1a: Content of Executive Summary: Responding to the Questions
6.5 (5%)
Student presents a thorough and complete Executive Summary with rich, articulate, and well-reasoned responses to all of the questions posed in the assignment and eloquently embeds them into a cohesive and compelling Executive Summary, with direct and relevant references to the Course and Program Outcomes.
6.04 (4.65%)
Student presents an Executive Summary with well-reasoned responses to all of the questions posed in the assignment and embeds them into an Executive Summary with references to the Course and Program Outcomes.
5.53 (4.25%)
Student presents an Executive Summary of the course that addresses the questions posed in the assignment and makes some connections to the Course and Program Outcomes. Some examples and resources support thinking.
4.88 (3.75%)
Student provides cursory coverage of some or all the questions posed as part of the requirements for the Executive Summary or does not address all of the questions, although he/she does provide a summary of one or two.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1b: Content of Executive Summary: Impact of Lessons Learned In Course
6.5 (5%)
Student provides a comprehensive summary of his/her main lessons from the course and how those support his/her achievement of at least two course outcomes providing a rich assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
6.04 (4.65%)
Student provides a summary of his/her main lessons from the course and how those support his/her achievement of one or two course outcomes providing an assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
5.53 (4.25%)
Student provides a description of the main lessons of the course and how those relate to his/her achievement of course and program outcomes as well as how these will affect his/her practices now and in the future.
4.88 (3.75%)
Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1c: Format of Executive Summary: Beginning
6.5 (5%)
Student begins the Executive Summary with a compelling statement of its purpose and presents a succinct and cohesive summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. Relevant examples and resources support thinking.
6.04 (4.65%)
Student begins the Executive Summary with a statement of its purpose and presents a succinct summary that focuses on ...
Exercise Question #1 Highlight your table in Excel. Copy the ta.docxelbanglis
Exercise Question #1
Highlight your table in Excel. Copy the table. In Word, place cursor where you want to Paste the Table. Right click and under Paste Options click Picture. This will paste the Table into your Word document as a Picture.
Discussion: Your Discussion should be double spaced and fill the rest of the page.
Exercise Question #2
Discussion:
1064
435
323
243
134
Project A
Project B
Project C
Project D
Weighted
& Total
Score
Project\
Criteria &
Weight
Criteria 1Criteria 2Criteria 3
1073
134
353
543
231
Project D
Project\
Criteria &
Weight
Project B
Criteria 2Criteria 3
Weighted
& Total
Score
Project A
Criteria 1
Project C
C9-1
CASE STUDY 9
ST. LUKE'S HEALTH CARE SYSTEM
Hospitals have been some of the earliest adopters of wireless local area
networks (WLANs). The clinician user population is typically mobile and
spread out across a number of buildings, with a need to enter and access
data in real time. St. Luke's Episcopal Health System in Houston, Texas
(www.stlukestexas.com) is a good example of a hospital that has made
effective use wireless technologies to streamline clinical work processes.
Their wireless network is distributed throughout several hospital buildings
and is used in many different applications. The majority of the St. Luke’s
staff uses wireless devices to access data in real-time, 24 hours a day.
Examples include the following:
• Diagnosing patients and charting their progress: Doctors and
nurses use wireless laptops and tablet PCs to track and chart patient
care data.
• Prescriptions: Medications are dispensed from a cart that is wheeled
from room to room. Clinician uses a wireless scanner to scan the
patient's ID bracelet. If a prescription order has been changed or
cancelled, the clinician will know immediately because the mobile device
displays current patient data.
http://www.stlukestexas.com/
C9-2
• Critical care units: These areas use the WLAN because running hard
wires would mean moving ceiling panels. The dust and microbes that
such work stirs up would pose a threat to patients.
• Case management: The case managers in the Utilization Management
Department use the WLAN to document patient reviews, insurance
calls/authorization information, and denial information. The wireless
session enables real time access to information that ensures the correct
level of care for a patient and/or timely discharge.
• Blood management: Blood management is a complex process that
involves monitoring both patients and blood products during all stages of
a treatment process. To ensure that blood products and patients are
matched correctly, St. Luke’s uses a wireless bar code scanning process
that involves scanning both patient and blood product bar codes during
the infusion process. This enables clinicians to confirm patient and blood
product identification before proceeding with t ...
Executive SummaryXYZ Development, LLC has requested ASU Geotechn.docxelbanglis
Executive Summary
XYZ Development, LLC has requested ASU Geotechnical, Inc. to organize a geotechnical evaluation with recommendations regarding foundation for three planned structures. XYZ Development, LLC has planned to construct a three-story medical tower, a one-story office building, and a multi-story parking garage on a 10-acre property that is in West Memphis, AR. In addition, an 18-feet high retaining wall is planned to be constructed on the north side of the parking garage.
ASU Geotechnical, Inc. was provided with soil data included a log of a borehole that extended to a depth of 100 feet. Has recommended a 6’ x 6’ shallow foundation for the one- story building at depth of 5 feet. The expected settlement under the foundation for the parking garage was calculated to be 1.09 inches, and the expected settlement for the medical tower was calculated to be 0.78 inch. Also, ASU Geotechnical, Inc. has recommended a drilled shaft deep foundation design to be used for the three-story medical tower. Furthermore, for the 3-story medical tower the pile should have a diameter of 48 inches and reach a depth of 40 feet below the ground surface with a total of 2 piles required per column. For the multi-story parking garage, a drilled shaft should have a diameter of 48 inches and reach a depth of 70 feet below the ground surface with a total of 2 piles required per column.
The expected total differential settlement for the parking garage was calculated to be 0.31 inches, and the total differential settlement for the tower was calculated to be 0.23 inch. The recommended dimensions for the retaining wall include a 12-foot-wide footing base with 1.5-foot thickness. The entire retaining wall should have a total height of 20 feet, with only 18 feet above the ground surface. The 0.5 foot of soil above the toe was placed to adjust the effects of sliding of the wall. The base of the stem wall should have a thickness of 1.5-foot, and the top of the stem wall should have a thickness of 8 inches. Also, the factor of safety for sliding was calculated to be 1.59, the factor of safety for the bearing capacity was calculated to be 2.78
Introduction
XYZ Development, LLC in planning to construct residential and commercial facilities on a 10-acre property that is in West Memphis, AR the largest city in Crittenden County. The property will include a one-story office building, a three-story medical tower, and a multi-story parking garage with an 18-feet high retaining wall on the north side of the parking garage. The expected maximum column load for the one- story office building would be 50 kips, 350 kips for the three-story medical tower, and 900 kips for the parking garage. The dead load was expected to be 65 % of the maximum column load with column spacing at 35 feet. ABC Engineering, Inc. has requested ASU geotechnical Inc. to submit a geotechnical report that included: shallow foundation recommendations, total and different settlements under the maximum column ...
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Executive SummaryBuilding Information Modelling (BIM) is a modelli.docxelbanglis
Executive Summary
Building Information Modelling (BIM) is a modelling software defined by its unique approach towards building and construction. It is designed to operate through modelling technology which is comprised of multiple processes for production, communication, and analysis of building information and data models. The use of BIM is aimed at improving the efficiency of designing, construction and operation of buildings and other structures through information retrieval, 3D visualization, and integrated automated drawing production. BIM also helps in automatic detection of conflicts in data and information continuity, intelligent documentation, and the automation of material take. Despite the fact that there are several benefits associated with the use and application of BIM in the construction industry, there is a wide perception among stakeholders that it is not fully implemented as it should be due to factors such as the initial cost of implementation which is quite high and lack of client demand in the design and construction of buildings. These barriers act as a major hindrance towards the implementation of BIM on a wider scale. For the process to be more effective, clients need to have adequate knowledge and understanding on the application and benefits of BIM and the processes involved in the implementation. This research includes a detailed literature review on building designs and various application models including 2D models which have been used in the construction industry. A detailed analysis of the limitations of visualization, cost estimation, as well as consistency in information and data retrieval is also outlined in the paper. In addition, the challenges faced in building design and have been addressed using 3D models have also been addressed.
Table of Contents
Executive Summary 1
Introduction 4
Literature Review 6
The Original Design Model 6
Initial 2D CAD Method 6
Current Design Tools 7
Building Information Modelling (BIM) 7
The Concept used in BIM 8
The Maturity and Capability BIM Models 9
Aim(s) and Scope of the Project 9
Significance of the Project 10
Methodology 10
Research Gaps 11
Resources Requirements for BIM 11
Application of Building Information Modelling In the Construction Industry 11
Structural Information 13
Structural Design Process 13
Structural Workflows 13
Construction Analysis 14
Benefits of Building Information Modelling 14
a. Proper Coordination 15
Collaboration 16
Visualisation 17
Cost Estimation 18
Conclusion 19
Reference 22
Introduction
BIM modelling is a digital representation of both the physical and functional features of a building structure. With the increasing adoption of Information Technology (IT) within the construction industry, BIM is slowly become a very popular concept. It is capable of sharing data and information on particular facilities thus providing a reliable platform for informed decision making (Ibrahim, & Komali, 2018, p. 13). These details are critic ...
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
EXPERIMENT 1 OBSERVATION OF MITOSIS IN A PLANT CELLData Table.docx
1. EXPERIMENT 1: OBSERVATION OF MITOSIS IN A PLANT
CELL
Data Tables
Table 1: Mitosis Predictions
Predictions
Supporting Evidence
Table 2: Mitosis Data
Stage
Number of Cells in Stage
Total Number of Cells
Calculated % of Time Spent in Stage
Interphase
Prophase
Metaphase
Anaphase
Telophase
2. Cytokinesis
Table 3: Stage DrawingsCell StageDrawing
Interphase
Prophase
Metaphase
Anaphase
Telophase
Cytokinesis
Post-Lab Questions
1. Label the arrows in the slide image with the appropriate stage
of the cell cycle.
A ___________________
B ___________________
C ___________________
D ___________________
E ___________________
F ___________________
4. not duplicate the article’s abstract. If the article describes a
research study, include brief statements about the hypotheses,
methods, results, discussion, and implications. If any test
measures or statistical methods used are given in the article, do
not provide detailed descriptions of these. Short direct
quotations from the article are acceptable, but avoid long
quotations in a paper this size. This section is the foundation of
your Journal Article Review (at least a third of your paper).
Make sure that you include the core points from the article,
even if it means a longer section. Do not reference any
additional articles in your summary.
3. In your own words, interact (in approximately 1 page) with
the article. Appropriate comments for this part of the paper
should include, but are not limited to: your initial response to
the article, comments regarding the study’s design or
methodology (if any), insights you gained from reading the
article, your reasons for being interested in this particular
article, any other readings that you may plan to do based upon
having read the article, and other thoughts you have that might
further enhance the discussion of your article. Your subjective
comments in this section must be clearly tied to main points
from the article, not peripheral ideas. Again, do not reference
any other article.
4. In your final section (in approximately 1 page) write how you
would apply the information you have learned from this article
to a particular counseling situation. This could be in a church or
clinical session. Develop this section as if you are a pastor or
clinician and your parishioner or client has come to you with a
problem—grief, depression, substance abuse, infidelity, etc.—
and is needing your help. Adequately describe the counseling
scenario, including the presenting problem. Draw out concepts
from the article and apply the concepts to the scenario as if you
were guided only by the content of the article. Show the reader
how you are expressly drawing from the journal article in this
5. application section; be sure to cite correctly in current APA
format.
5. Provide the complete citation for the article being
summarized on a reference page in current APA format.
6. Additionally, consider any other information from previous
articles you may have read in previous courses, or in other
places you have encountered information relating to the themes
in the article you are reviewing. For example, does the ACA
Code of Ethics (2014) have anything to say about the themes
being discussed in your journal article? Are there passages of
Scripture that directly relate to the article? Are there ideas and
concepts from previous courses you have taken in your program
here at Liberty or elsewhere that relate to the article you have
chosen? You are encouraged to include them, and make sure
you include proper citations and references at the end of your
paper.
References:
Entwistle, D. N. (2015). Integrative approaches to psychology
and Christianity: An introduction to worldview issues,
philosophical foundations, and models of integration (3rd ed.).
Eugene, OR: Wipf and Stock Publishers. ISBN:
9781498223485.
Hawkins, R., & Clinton, T. (2015). The new Christian
counselor: A fresh biblical & transformational approach.
Eugene, OR: Harvest House. ISBN: 9780736943543.
McMinn, M. R. (2011). Psychology, theology, and spirituality
in Christian counseling (Revised ed.). Carol Stream, IL:
Tyndale House. ISBN: 9780842352529.
Page 1 of 2
6. HALL AND FINCHAMSelf–forgiveness
SELF–FORGIVENESS:
THE STEPCHILD OF FORGIVENESS RESEARCH
JULIE H. HALL AND FRANK D. FINCHAM
University at Buffalo, The State University of New York
Although research on interpersonal forgiveness is burgeoning,
there is little con-
ceptual or empirical scholarship on self–forgiveness. To
stimulate research on this
topic, a conceptual analysis of self–forgiveness is offered in
which self–forgiveness
is defined and distinguished from interpersonal forgiveness and
pseudo self–for-
giveness. The conditions under which self–forgiveness is
appropriate also are iden-
tified. A theoretical model describing the processes involved in
self–forgiveness
following the perpetration of an interpersonal transgression is
outlined and the pro-
posed emotional, social–cognitive, and offense–related
determinants of self–for-
giveness are described. The limitations of the model and its
implications for future
research are explored.
In recent years there has been an upsurge of interest in
interpersonal for-
giveness. Prior to 1985 there were only five studies on
forgiveness
(Worthington, 1998), a number that since has increased by over
4,000%
(PsycINFO, July 2003). However, intrapersonal or self–
forgiveness has
7. received remarkably little attention in this burgeoning
literature. We
therefore offer a conceptual analysis of this stepchild of the
forgiveness
literature, with the goal of stimulating research on the topic.
WHAT IS SELF–FORGIVENESS?
Few definitions of self–forgiveness can be found in the social
sciences lit-
erature, but those that do exist emphasize self–love and respect
in the
face of one’s own wrongdoing. In the philosophy literature,
self–for-
giveness has been conceptualized as a show of goodwill toward
the self
while one clears the mind of the self–hatred and self–contempt
that re-
621
Journal of Social and Clinical Psychology, Vol. 24, No. 5, 2005,
pp. 621-637
Correspondence concerning this article should be addressed to
Julie Hall, Dept of Psy-
chology, Park Hall, University at Buffalo, Buffalo, NY 14260;
E–mail: [email protected]
falo.edu
sult from hurting another (Horsbrugh, 1974). Similarly,
Holmgren
(1998) argues that in self–forgiveness, the offender recognizes
his/her
8. intrinsic worth and its independence from his/her wrongdoing.
Philos-
ophers posit that self–forgiveness involves a restoration of self–
respect
(Dillon, 2001; Holmgren, 1998) and consists of three elements
(Holmgren, 1998); first, self–forgiveness requires an objective
fault or
wrongdoing; second, negative feelings triggered by this offense
must be
overcome; and, third, an internal acceptance of oneself must be
achieved.
In the psychology literature, self–forgiveness has been defined
as “a
willingness to abandon self–resentment in the face of one’s own
ac-
knowledged objective wrong, while fostering compassion,
generosity,
and love toward oneself” (Enright, 1996, p. 115). Bauer et al.
(1992) offer
a more abstract definition, considering self–forgiveness as the
shift from
self–estrangement to a feeling of being at home with the self.
Bauer et al.
(1992) emphasize that self–forgiveness entails placing the
transgression
in a larger perspective and realizing that one is merely human.
Self–for-
giveness also can be conceptualized using a phase model, in
which an in-
dividual moves through an uncovering phase (e.g., denial, guilt,
shame), a decision phase (e.g., change of heart), a work phase
(e.g.
self–awareness, compassion), and finally an outcome phase
(e.g.,
finding meaning, new purpose; Enright, 1996).
9. In the relative absence of a rapprochement between writings on
in-
terpersonal forgiveness and self–forgiveness, we build upon
work on
interpersonal forgiveness in offering a conceptual analysis of
self–for-
giveness that might both integrate writings on forgiveness and
guide
future research on self–forgiveness. Paralleling McCullough,
Worthington, and Rachal’s (1997) definition of interpersonal
forgive-
ness as a process of replacing relationship–destructive
responses with
constructive behavior, we conceptualize self–forgiveness as a
set of
motivational changes whereby one becomes decreasingly
motivated to
avoid stimuli associated with the offense, decreasingly
motivated to
retaliate against the self (e.g., punish the self, engage in self–
destruc-
tive behaviors, etc.), and increasingly motivated to act
benevolently to-
ward the self. Unlike interpersonal forgiveness, however, in
self–for-
giveness avoidance is directed toward the victim and/or toward
thoughts, feelings, and situations associated with the
transgression.
This type of avoidance reduces the likelihood that painful
thoughts
and feelings about the offense will be activated. When self–
forgiveness
is achieved, such avoidance is unnecessary because the offender
is at
peace with his or her behavior and its consequences. Retaliation
10. and
benevolence in both self-forgiveness and interpersonal
forgiveness are
focused toward the offender.
622 HALL AND FINCHAM
The above conception of self–forgiveness is rooted in the
tradition of
cognitively oriented approaches to motivation initiated by
expec-
tancy–value theory, later exemplified in Weiner’s attributional
theory of
motivation (e.g., Weiner, 1986) and currently found in goal
theoretic ap-
proaches to motivation (e.g., Gollwitzer & Brandstatter, 1997).
COMPARING SELF-FORGIVENESS AND INTERPERSONAL
FORGIVENESS
In addition to similarities at the definitional level, interpersonal
and
intrapersonal forgiveness share other features. These two forms
of for-
giveness are both processes that unfold over time and require an
objec-
tive wrong for which the offender is not entitled to forgiveness
but is
granted forgiveness nonetheless. Self–forgiveness also parallels
inter-
personal forgiveness in that it is different from condoning or
forgetting a
transgression. To forgive oneself is not to say that one’s
behavior was ac-
11. ceptable or should be overlooked (Downie, 1965). In addition,
as with in-
terpersonal forgiveness, self–forgiveness is a conscious effort
that does
not occur unintentionally (Horsbrugh, 1974).
Despite these similarities, important distinctions can be drawn
be-
tween interpersonal and intrapersonal forgiveness and these are
sum-
marized in Table 1. As mentioned previously, the two forms of
forgive-
ness differ in the focus of forgiveness–related motivations. In
addition,
even though interpersonal forgiveness is unconditional, self–
forgive-
ness need not be (Horsbrugh, 1974). One may set up conditions,
such
that the self is only forgiven if he or she continues to meet these
condi-
tions (e.g., “I will forgive myself as long as I continue to make
repara-
tions to the victim”). Self–forgiveness often entails a resolution
to
change (Enright, 1996) and to behave differently in the future.
Thus, if
this resolution is broken, self–destructive motivation may re–
emerge
and overpower self–constructive motivation.
Why is it that such conditions cannot also be applied to
interpersonal
forgiveness? According to Judaism, forgiveness is contingent
upon the
offender’s teshuvah, or process of return, which entails specific
actions
12. on the part of the transgressor (Dorff, 1998; Rye et al., 2000).
In contrast,
the unconditional view of interpersonal forgiveness is consistent
with
Christian tradition. Philosophers argue that interpersonal
forgiveness is
necessarily unconditional, noting that because interpersonal
forgive-
ness is permanent and cannot be “undone,” the imposition of
conditions
is inappropriate (Horsbrugh, 1974). Exploration of this debate is
beyond
the scope of the current paper. Rather, we contend that while
interper-
s o n a l f o r g i v e n e s s i s m o s t o f t e n v i e w e d a s u n
c o n d i t i o n a l ,
self–forgiveness can easily be conditional or impermanent.
SELF–FORGIVENESS 623
Interpersonal forgiveness and self–forgiveness are also distinct
in that
interpersonal forgiveness does not imply reconciliation with the
of-
fender whereas reconciliation with the self is necessary in self–
forgive-
ness (Enright, 1996). As Enright (1996) points out, “Certainly
one may
mistrust oneself in particular area, but one does not remain
alienated
from the self” (p. 116). Using this framework, self–forgiveness
can be
viewed as the vehicle through which self–reconciliation occurs.
Thus,
13. the consequences of not forgiving the self typically may be
more severe
than those associated with a lack of interpersonal forgiveness.
In inter-
personal transgressions, the negative thoughts, feelings, and
behaviors
toward a transgressor that can occur in the absence of
forgiveness may
not be activated unless the victim is in contact with the
perpetrator.
When one harms oneself or someone else, however, the offender
must
continue to face himself/herself and his/her actions. It is
impossible to
escape the situation by avoiding the transgressor as one might
do in the
case of interpersonal transgressions. This fact has led some to
suggest
that failure to forgive the self may result in self–estrangement
or self–de-
struction (Horsbrugh, 1974).1 However, to date, there has been
no em-
pirical work that compares the consequences of self–
unforgiveness and
interpersonal unforgiveness. As such, this remains a purely
theoretical
argument. Several other distinctions between intrapersonal and
interpersonal forgiveness will be drawn throughout this paper.
Beyond the similarities and differences outlined between
interper-
sonal and intrapersonal forgiveness, how are these processes
related
temporally? Is one a necessary precondition for the other? It has
been
suggested that self–forgiveness facilitates interpersonal
14. forgiveness by
allowing one to identify with one’s offender (Snow, 1993).
Similarly,
Mills (1995) argues that interpersonal forgiveness is more
authentic and
meaningful when it follows self–forgiveness. If indeed we
cannot for-
give others unless we can forgive ourselves, then the role of
self–forgive-
ness extends far beyond internal, self–focused processes and
into the do-
main of interpersonal relationships. However, thus far, there is
no
evidence on the temporal relation between self–forgiveness and
inter-
personal forgiveness and there is limited evidence on the
association be-
tween the two constructs, which suggests that they are unrelated
or
weakly related (e.g., Macaskill, Maltby, & Day, 2002; Mauger
et al., 1992;
Tangney, Boone, Dearing, & Reinsmith, 2002; Thompson et al.,
2005).
624 HALL AND FINCHAM
1. This is not meant to imply that feelings of interpersonal
unforgiveness cannot be
chronically activated and therefore occur in the absence of
relevant external stimuli. Simi-
larly, we do not discount the possibility that failure to forgive
another can sometimes have
severe consequences. Rather, our description focuses on
prototypic cases.
15. FORGIVING THE INJURY TO THE SELF OR
THE INJURY TO THE OTHER?
Whereas interpersonal forgiveness focuses upon harm to the
victim that
results from the behavior of a transgressor, there are two
possible foci of
self–forgiveness (Horsbrugh, 1974). One may try to forgive the
self for a
self–imposed injury or, alternatively, for an injury to another
person.
Most commonly, these two factors are interrelated, as the reality
of
harming another person also inflicts hurt upon the self. Given
these two
forms of hurt, which is the target of self–forgiveness?
Horsbrugh (1974)
has argued that one can forgive the self only for the hurt one
has brought
to another person. The self–imposed hurt is real, but it is not the
target of
self–forgiveness. Rarely does one say, “I am sorry that I hurt
myself”—it
is more common to regret the actions that led to the self–
imposed hurt
(e.g., “I can’t believe I did X”). This position rests on the view
that actions
are not the proper target of forgiveness. Instead, forgiveness
focuses on
the hurt resulting from actions, as, without the consequential
hurt, it is
argued that there would be little or nothing to forgive. For
example, one
may be unfaithful to one’s romantic partner, but the partner’s
forgive-
16. ness is relevant only if the infidelity violated the norms of that
relation-
ship and hurt one’s partner. Under different conditions, such as
an open
relationship, the same actions would not require forgiveness
because
they would not result in hurt. This position can be challenged
because of
SELF–FORGIVENESS 625
TABLE 1. Distinctions between Intrapersonal and Interpersonal
Forgiveness
Intrapersonal or
Self–forgiveness
Interpersonal
Forgiveness
Form of objective
wrongdoing
Behaviors, thoughts,
desires, feelings
Behaviors
Focus of forgiveness Harm to self or to another Harm to victim
Empathy Inhibits forgiveness Facilitates forgiveness
Limits Conditional or
unconditional
Unconditional
Reconciliation with victim Required Not required
17. Focus of avoidance Transgression–related
stimuli (e.g., victim,
situations, thoughts, etc.)
Offender
Focus of revenge Offender (i.e., self) Offender (i.e., other)
Focus of benevolence Offender (i.e., self) Offender (i.e., other)
Consequences of
unforgiveness
Extreme Moderate
its failure to accommodate abrogation of the moral order
(failure to be-
have in a way that one ought to behave), which is considered to
be
wrong even in the absence of hurt and therefore still might be
the proper
target of forgiveness.
An additional problem is that the above conceptualization of
self–for-
giveness neglects an entire domain in which self–forgiveness
may be rel-
evant. Although transgressions in which the offender and victim
are the
same do not meet its criteria, these offenses are nevertheless
painful.
Thus, we argue that self–forgiveness also can apply to
situations in
which the only victim of one’s behavior is the self. There are
innumera-
18. ble situations in which we inflict harm on ourselves (“let
ourselves
down”) and these range from academic failures (e.g., failing a
test be-
cause of lack of preparation) to social failures (e.g., failing to
be appro-
priately assertive). Although loved ones also may be affected by
these
behaviors, the primary victim is oneself. How do we forgive
ourselves
for such actions? This domain of self–forgiveness may be
especially rele-
vant to certain clinical populations, such as substance abusers
or indi-
viduals with eating disorders. These individuals may suffer
from guilt
and/or shame because of their inability to stop engaging in self–
destruc-
tive behavior. However, it is important to recognize that
injuries to the
self can occur without any overt, behavioral wrongdoing. The
self also
can be injured by wrongful thoughts, feelings, or desires
(Dillon, 2001).
Dillon (2001) provides examples of behaviors that might require
self–forgiveness, such as racist thoughts or fears, wishes for the
death of
a sick parent, or sexual excitement over violence.
Finally, we can distinguish forgiving the self for the hurt that
results
from a particular act from forgiving the self for the hurt that
results from
recognizing any character flaw underlying the act (for “being
the type of
person who acts like this”). It is hypothesized that linking the
19. act to a
character flaw is more likely to the extent that there is a history
of similar
behavior and that self–forgiveness is correspondingly harder to
achieve
under these conditions.
TRUE SELF–FORGIVENESS VERSUS PSEUDO SELF–
FORGIVENESS
In order to truly forgive oneself, one must either explicitly or
implicitly ac-
knowledge that one’s behavior was wrong and accept
responsibility or
blame for such behavior (Dillon, 2001; Holmgren, 1998).
Without these el-
ements, self–forgiveness is irrelevant and pseudo self–
forgiveness be-
comes likely. Pseudo self–forgiveness occurs when an offender
fails to
acknowledge wrongdoing and accept responsibility. In such a
situation,
one may indicate that one has forgiven oneself when, in fact,
one does not
believe one did anything wrong. The realization of wrongdoing
and ac-
626 HALL AND FINCHAM
ceptance of responsibility generally initiate feelings of guilt and
regret,
which must be fully experienced before one can move toward
self–for-
giveness. Attempts to forgive oneself without cognitively and
20. emotion-
ally processing the transgression and its consequences are likely
to lead to
denial, suppression, or pseudo self-forgiveness. Thus, our
definition of
self–forgiveness as motivational change rests on the assumption
that the
offender both acknowledges wrongdoing and accepts
responsibility.
Without this assumption, there can be no motivational change,
as the of-
fender already is motivated to act benevolently toward the self.
However,
this distinction rarely is made in the empirical literature. Self–
forgiveness
often is studied using a narrative method in which individuals
recall situ-
ations whereby they forgave themselves or did not forgive
themselves.
However, it is unclear whether this method measures true
forgiveness or
pseudo–forgiveness. It is not made explicit that forgiving
individuals also
accept responsibility and wrongdoing and that they fully realize
the con-
sequences of their actions. This problem is exacerbated when
self–for-
giveness is assessed using rating scales as responses to items in
such
scales appear not to distinguish genuine forgiveness from
pseudo–for-
giveness (e.g., “I hold grudges against myself for negative
things I’ve
done,” Thompson et al., 2005; “I find it hard to forgive myself
for some
things I have done,” Mauger et al., 1992). Perhaps not
21. surprisingly, there
is some evidence that self–forgiveness is positively related to
narcissism
and self–centeredness and negatively related to moral emotions
such as
guilt and shame (e.g., Tangney et al., 2002).
Forgiveness requires a great deal of inner strength, and thus
pseudo–for-
giveness may be an appealing alternative that (on the surface)
has the same
benefits as true self–forgiveness. The offender is absolved of
guilt and is
able to feel and act benevolently toward the self. However,
while
pseudo–forgiveness and true forgiveness may appear to have the
same re-
sults, they are drastically different. True self–forgiveness is
often a long and
arduous process that requires much self–examination and may
be very un-
comfortable. In contrast, pseudo self–forgiveness may be
achieved by
self–deception and/or rationalization, in which the offender
fails to “own
up” to his/her behavior and its consequences (Holmgren, 2002).
Given
these differences, are the end results of true forgiveness and
pseudo–for-
giveness really indistinguishable? There is little data to answer
this ques-
tion, but it is doubtful that pseudo–forgiveness yields the same
emotional,
psychological, and physical benefits as true self–forgiveness.
IS SELF–FORGIVENESS ALWAYS APPROPRIATE?
22. What of situations in which an individual perceives he/she is
responsi-
ble and feels guilty about an event but is not actually at fault?
This is of-
SELF–FORGIVENESS 627
ten the case with traumatic events, such as the suicide of a
loved one.
Survivors may blame themselves and feel guilty when they are
not re-
sponsible for the event. Is self–forgiveness pertinent in these
situations?
The answer arguably is yes, but only under certain conditions.
If a per-
son is adamant in the belief that he or she is responsible for an
event,
self–forgiveness would only be appropriate provided bona fide
at-
tempts first had been made to examine the evidence, to identify
the per-
son’s wrongful behavior, and to determine accurately the degree
of
responsibility the individual should accept for the event. In
some cases
(e.g., being the victim of a rape), the person may mislabel a
normal be-
havior as wrongful (e.g., “I should not have worn that dress") or
accept
responsibility even in the absence of any wrongful behavior
(e.g., “I
should not have walked home”). In the absence of wrongful
behavior
23. there is nothing to forgive.
There are two other common concerns that must be addressed
when
considering the appropriateness of self–forgiveness. The first is
whether
self–forgiveness is justified when an individual has committed a
truly
heinous offense, such as rape or murder. This is a controversial
topic.
Scholars have debated whether victims of such transgressions
should
forgive their attackers (e.g., Murphy, 2002), and this debate
extends to
self–forgiveness. The issue at the core of this controversy
actually may
be the distinction between pseudo self–forgiveness and true
self– for-
giveness. Few things are more offensive than observing a
criminal who
seemingly has no remorse for his/her actions. However, it is
unlikely
that this individual has achieved true self–forgiveness. It is far
more
likely that he/she is engaging in pseudo–forgiveness. It is
probably rare
that criminals are able to reach true self–forgiveness, as the
processes in-
volved may be too painful and difficult. But for an offender
who admits
to behaving in an unspeakable manner and who is genuinely
pained by
his/her behavior and its consequences, self–forgiveness is less
contro-
versial. Holmgren (2002) takes a similar stance, arguing that
genuine
24. self–forgiveness is always appropriate. This is admittedly a
sensitive
issue, and there is no easy answer.
A second frequent concern related to self–forgiveness is that it
is a sign
of disrespect toward the victim, and thus is only appropriate
after the of-
fender is granted forgiveness by the victim. However, self–
forgiveness
is only disrespectful to the victim when it takes the form of
pseudo–for-
giveness, in which case the offender does not appreciate the
gravity of
his or her actions and their consequences. When an offender
acknowl-
edges and accepts responsibility for wrongdoing and is willing
to apolo-
gize or make restitution to the victim, self–forgiveness is not a
sign of
disrespect (Holmgren, 1998). Thus, receiving forgiveness from
the vic-
tim is not required for self–forgiveness to be appropriate.
628 HALL AND FINCHAM
DISPOSITIONAL OR OFFENSE–SPECIFIC?
Self–forgiveness need not apply only to specific transgressions
through
which one has harmed oneself or another person, it also can be
consid-
ered across time and a range of transgressions, as a personality
trait.
25. Trait self–forgiveness is positively associated with self–esteem
and life
satisfaction and negatively associated with neuroticism,
depression,
anxiety, and hostility (Coates, 1997; Maltby, Macaskill, & Day,
2001;
Mauger et al., 1992). It is weakly related, and in some studies
unrelated,
to forgiveness of others (Macaskill et al., 2002; Tangney et al.,
2002;
Thompson et al., 2003). Although self–forgiveness across time
and trans-
gressions is an important dispositional construct, it is also
critical to ex-
amine how self–forgiveness may vary from offense to offense
and to
consider the emotional, social–cognitive, and offense–related
factors
that may facilitate self–forgiveness following a specific
transgression.
TOWARD A MODEL OF SELF–FORGIVENESS
Having drawn several relevant conceptual distinctions, we are
now in a
position to offer an initial model of self–forgiveness. In turning
to this
task, we immediately face a choice, as the processes involved in
self–for-
giveness are likely to differ according to whether the focus is
upon inter-
personal or intrapersonal transgressions. We doubt that self-
forgiveness
related to both types of transgressions can be captured
adequately in a
single model and therefore focus our efforts on only one, self–
26. forgive-
ness of interpersonal transgressions. We posit that the
motivational
changes that define self–forgiveness are driven by cognitive,
affective,
and behavioral processes, which are laid out in our model.
These pro-
cesses are the means to an end; namely, motivational change
that consti-
tutes self–forgiveness. Figure 1 depicts our model of self–
forgiveness.
We first describe the components of the model before outlining
its
implications for future research.
EMOTIONAL DETERMINANTS OF SELF–FORGIVENESS
Guilt. Given the long history of the concept of guilt in the
psychologi-
cal literature, it is surprising that the relation between guilt and
self–for-
giveness has received relatively little attention (for an
exception, see
Tangney et al., 2002). Guilt can be assessed as a trait or a state,
and it in-
volves tension, remorse, and regret resulting from one’s actions
(Tangney, 1995a). Guilt is “other–oriented” in that it focuses on
one’s ef-
fect on others. Guilt fosters other–oriented empathic concern
and moti-
vates the offender to exhibit conciliatory behavior toward the
victim,
SELF–FORGIVENESS 629
28. o
rg
iv
en
es
s.
such as apologizing, making restitution, or seeking forgiveness
(Ausubel, 1955; Tangney, 1995b). However, while there likely
is a posi-
tive association between conciliatory behaviors and self–
forgiveness,
the other–oriented empathy fostered by guilt actually may
inhibit
self–forgiveness. Zechmeister and Romero (2002) found that,
compared
to individuals who had not forgiven themselves for an offense,
those
who had reached self–forgiveness were less likely to report
guilt and
other–focused empathy. Thus, while there appears to be a
negative asso-
ciation between guilt and self–forgiveness, this association
likely is
mediated by conciliatory behavior and empathic processes.
Shame. Unlike guilt, which involves a focus on one’s behavior,
shame
is associated with a focus on the self (Lewis, 1971; Tangney,
1995a).
Lewis’s (1971) observations are useful for illustrating this
distinction:
29. “The experience of shame is directly about the self, which is the
focus of
evaluation. In guilt, the self is not the central object of negative
evalua-
tion, but rather the thing done or undone is the focus. In guilt,
the self is
negatively evaluated in connection with something but is not
itself the
focus of the experience.” (p. 30)
As with guilt, there likely is a negative association between
shame and
self–forgiveness. However, whereas guilt may promote
conciliatory be-
havior toward one’s victim, shame is more likely to promote the
self–de-
structive intentions associated with failure to forgive the self
because the
offender may view the offense as a reflection of his or her self–
worth.
Shame often motivates an avoidance response that is consistent
with a
lack of self–forgiveness (Tangney, 1995a). Thus, the negative
association
between shame and self–forgiveness is expected to be stronger
than the
relation between guilt and self–forgiveness.
SOCIAL–COGNITIVE DETERMINANTS OF SELF–
FORGIVENESS
Attributions. Research on interpersonal forgiveness has shown
that
benign attributions for an offender’s behavior are associated
with more
30. forgiveness, while maladaptive attributions are associated with
less for-
giveness (Boon & Sulsky, 1997; Bradfield & Aquino, 1999;
Darby &
Schlenker, 1982; Fincham, Paleari, & Regalia, 2002; Weiner,
Graham, Pe-
ter, & Zmuidinas, 1991). This link between attributions and
interper-
sonal forgiveness may generalize to self–forgiveness.
Zechmeister and
Romero (2002) found that offenders who had not forgiven
themselves
were more likely to maladaptively attribute their behavior to
arbitrary
or senseless motives than self–forgiving offenders. Also, self–
forgiving
individuals were more likely to adaptively attribute some of the
blame
SELF–FORGIVENESS 631
to the victim. Given the tendency to attribute one’s own
behavior to ex-
ternal forces and attribute other’s behavior to internal forces
(i.e., the ac-
tor–observer effect; Jones & Nisbett, 1972), this process
actually may en-
hance self–forgiveness. Thus, as with interpersonal forgiveness,
external, unstable, and specific attributions for one’s own
behavior may
facilitate self–forgiveness, while internal, stable, and global
attributions
may make self–forgiveness more difficult. Weiner (1986, 1995)
argues
31. that causal attributions give rise to emotional reactions (e.g.,
guilt),
which then influence the offender’s behavior. For example, an
offender
who maladaptively attributes his/her own behavior may feel
excessive
guilt and be more likely to then seek forgiveness.
OFFENSE–RELATED DETERMINANTS OF SELF–
FORGIVENESS
Conciliatory Behavior. The extent to which an offender
apologizes and
seeks forgiveness for a transgression is positively associated
with the
victim’s level of interpersonal forgiveness (e.g., Darby &
Schenkler,
1982; McCullough et al., 1997; McCullough et al., 1998;
Weiner et al.,
1991). Seeking forgiveness from the victim of a transgression or
from a
Higher power also may play an important role in the offender’s
self–for-
giveness. Offenders may be indirectly motivated to seek
forgiveness by
their attributions for their own behavior or the severity of the
offense
(Sandage, Worthington, Hight, & Berry, 2000) or directly
motivated by
guilt (Ausubel, 1955; Tangney, 1995b). Apologies and other
conciliatory
behaviors toward the victim may serve the function of easing
the of-
fender’s guilt about the transgression. Goffman (1971) posits:
“An apology (and hence also a confession) is a gesture through
32. which
the individual splits himself into two parts, the part that is
guilty of an
offense and the part that dissociates itself from the deceit and
affirms a
belief in the offended rule” (as cited in Gold & Weiner, 2000, p.
292).
This idea is empirically supported by Zechmeister and Romero
(2002),
who found that self–forgiving offenders were more likely to
report apol-
ogizing and making amends to the victim than were offenders
who did
not forgive themselves. Similarly, Witvliet, Ludwig, and Bauer
(2002)
showed that when offenders imagined seeking forgiveness from
some-
one they had wronged, their perceptions of self–forgiveness
increased
and their basic and moral emotions improved. Thus, conciliatory
behav-
iors toward one’s victim may promote self–forgiveness by
absolving an
offender of his or her guilt.
Perceived Forgiveness from Victim or Higher Power. A r e l a t
e d f a c t o r
that may influence self–forgiveness is the extent to which an
offender be-
632 HALL AND FINCHAM
lieves he/she is forgiven by the victim or by a Higher power.
33. Witvliet et
al. (2002) found that imagining a victim’s merciful response to
one’s for-
giveness–seeking efforts resulted in physiological responses
consistent
with increases in positive emotion and decreases in negative
emotion.
Further, imagining seeking forgiveness and merciful responses
from
victims resulted in greater perceived interpersonal forgiveness
among
offenders. Thus, actual apologies and conciliatory behavior
toward a
victim also may increase a transgressor’s sense of being
forgiven by the
victim, thereby reducing guilt. However, Zechmeister and
Romero
(2002) compared self–forgiving offenders with offenders who
were not
able to forgive themselves and found no difference in reports of
being
forgiven by the victims. In light of these contradictory findings,
the rela-
tion between forgiveness by the victim and the offender’s self–
forgive-
ness requires further clarification. It is also important to
consider the role
of forgiveness from a Higher power. There is preliminary
evidence to
suggest that perceived forgiveness from God is positively
associated
with self–forgiveness. Cafaro and Exline (2003) asked
individuals to fo-
cus on an incident in which they had offended God and found
that
self–forgiveness was positively correlated with believing that
34. God had
forgiven the self for the transgression. Thus, we predict that
perceived
forgiveness from both the victim and a Higher power will be
positively
associated with self–forgiveness.
Severity of the Offense. The association between a
transgression’s se-
verity and interpersonal forgiveness is among the most robust
relations
in the forgiveness literature. More severe (hurtful)
transgressions are as-
sociated with less forgiveness (Boon & Sulsky, 1997; Darby &
Schenkler,
1982; Girard & Mullet, 1997). The severity of an offense, in
terms of its
consequences, also may predict an offender’s degree of self–
forgiveness.
Although self–forgiveness requires an acknowledged
wrongdoing that
negatively affects another person, it is possible that an offender
also may
realize some positive consequences of the transgression. For
example,
the offender may feel that he or she has grown from the event or
that his
or her post–offense relationship with the victim is stronger.
Offenders
who have forgiven themselves report more positive
consequences and
fewer lasting negative consequences of the transgression than
do of-
fenders who have not forgiven themselves (Zechmeister &
Romero,
2002). Thus, it is predicted that more severe transgressions will
35. be
associated with lower levels of self–forgiveness.
LIMITATIONS OF THE MODEL
It is important to note that this model is not intended to be a
comprehen-
sive model of self–forgiveness. There are undoubtedly other
factors that
SELF–FORGIVENESS 633
may facilitate self–forgiveness, such as relationship-level
factors (e.g.,
was the victim a loved one or a stranger?) and personality-level
factors
(e.g., neuroticism). However, in light of research on
interpersonal for-
giveness (McCullough et al., 1998), it is expected that these
variables are
more distally related to self–forgiveness than the determinants
dis-
cussed here. The proposed model also is limited in that there is
as yet no
evidence that supports causal relationships among these
variables.
IMPLICATIONS FOR FUTURE RESEARCH
Notwithstanding the limitations noted, the model outlined has
several
implications for future research. Chief among these is that it has
the po-
tential to inform self–forgiveness interventions, which have
36. prolifer-
ated in the popular literature (e.g., Rutledge, 1997). To date,
however,
there are no empirically validated interventions designed
specifically
to facilitate self–forgiveness, although several have been
effective in
promoting interpersonal forgiveness (see Worthington, Sandage,
&
Berry, 2000). This is a much needed area of development in the
forgive-
ness literature, as being unable to forgive oneself is associated
with
lower self–esteem and life satisfaction and higher neuroticism,
depres-
sion, anxiety, and hostility (Coates, 1997; Maltby et al., 2001;
Mauger et
al., 1992). Given the deleterious effects of self–unforgiveness,
why
have no interventions been developed to target these processes?
This
gap in the forgiveness literature is most likely due to the fact
that very
little is known about factors that may influence self–
forgiveness. Thus,
the proposed model has the potential to aid in the development
of
self–forgiveness interventions, as targeting factors such as
attributions
and guilt or increasing conciliatory behavior toward the victim
may
increase self–forgiveness.
However, in order to conduct such an intervention and evaluate
its ef-
fects, one must have a reliable method of measuring self–
37. forgiveness.
Although there are a few instruments to assess dispositional
self–for-
giveness (Mauger et al., 1992; Thompson et al., 2003), there are
no pub-
lished measures for self–forgiveness for a specific transgression
(see
Wahkinney, 2002, for an unpublished measure). Thus, the
definition
and model of self–forgiveness proposed here provide a
foundation for
the development of a measure of offense–specific self–
forgiveness. Such
a measure would be not only important in assessing the effects
of for-
giveness interventions but also critical to the future of self–
forgiveness
research. As mentioned, much of the literature on self–
forgiveness as-
sesses the construct dichotomously (forgave versus didn’t
forgive),
which is incompatible with the view of self–forgiveness as a
process
with many levels. A measure of self–forgiveness that assesses
the extent
634 HALL AND FINCHAM
SELF–FORGIVENESS 635
of constructive and destructive motivations will enable
researchers to
differentiate complete lack of self–forgiveness from partial
self–forgive-
38. ness or total self–forgiveness. Such a measure also will aid in
assessing
self–forgiveness from many different perspectives, initially
through
cross–sectional and/or retrospective research and ultimately in
experimental or longitudinal studies. The current paper is
offered as a
framework from which such a measure could be developed.
Although this paper is intended to stimulate interest and
research on
self–forgiveness, it is critical that this research be founded on a
solid the-
oretical base and that this foundation be established before a
literature
on self–forgiveness begins to take shape. Thus, the most
pressing issue
for future self–forgiveness research is the empirical validation
of a theo-
retical model such as the one proposed here. It will be essential
to evalu-
ate how well this model fits actual data regarding the self–
forgiveness of
interpersonal transgressions. It also will be important to
determine
whether specific determinants are associated with constructive
(i.e. be-
nevolence) and/or destructive (i.e., avoidance, retaliation)
aspects of
self–forgiveness. Once such a model is established, more
specific
hypotheses about the nature and course of self–forgiveness can
be
explored.
CONCLUSION
39. Self–forgiveness has been overshadowed by research on
interpersonal
forgiveness and, as a consequence, has received little attention
in the for-
giveness literature. We believe that this dearth of research is the
result of
oversight and limited understanding of self–forgiveness and that
it does
not reflect the unimportance of self–forgiveness or a lack of
interest in
the topic. The present paper is intended to stimulate research on
the
topic by offering a much needed theoretical model of self–
forgiveness of
interpersonal transgressions. The value of the model lies not
only in the
extent to which it receives empirical support but also in its
ability to
facilitate research on self–forgiveness.
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SELF–FORGIVENESS 637
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Therapists' Integration of Religion and
Spirituality in Counseiing: A Meta-Analysis
Donald F. Walker, Richard L. Gorsuch, and Siang-Yang Tan
The authors conducted a 26-study meta-analysis of 5,759
therapists and
their integration of religion and spirifuaiity in counseiing. Most
therapists
consider spirituaiity relevant to their iives but rareiy engage in
spirituai
practices or participate in organized religion. Marriage and
famiiy thera-
pists consider spirituaiity more reievant and participate in
organized
religion to a greater degree than therapists from other
professions. Across
professions, most therapists surveyed (over 80%) rareiy discuss
spirituai or
reiigious issues in training, in mixed sampies of reiigious and
secular thera-
pists, therapists' reiigious faith was associated with using
religious and
spiritual techniques in counseiing frequently, willingness to
discuss reli-
gion in therapy, and theoretical orientation.
Therapists' integration of religion and spirituality in counseling
49. has beenevaluated in 26 studies of 5,759 psychotherapists from
the fieldsof clinical and counseling psychology, psychiatry,
social work, and pas-
toral counseling. We suggest that it is now appropriate to
perform a meta-
analysis of the existing research. We discuss the relevance of
religion and
spirituality to counseling, review methods of integrating
religion and spiri-
tuality in coimseling, and conduct a meta-analysis of studies
concerning thera-
pists' integration of religion and spirituality into counseling.
Relevance of Religion and Spirituality to Counseling
In the area of multicultural theory, psychologists have
continued to call for
psychological treatments and interventions that are culturally
sensitive and
relevant and that integrate aspects of client culture into the
counseling pro-
cess (D. W. Sue & Sue, 1999; S. Sue, 1999). In addition,
psychologists have
increasingly recognized that religion and spirituality are
relevant aspects of
client diversity that psychologists should be able to recognize
while treat-
ing religious or spiritual clients with sensitivity (Ridley, Baker,
& Hill, 2001;
D. W. Sue, Bingham, Porche-Burke, & Vasquez, 1999).
Richards and Bergin (2000) have proposed that the integration
of religious
and spiritual culture in counseling is conceptually similar to the
dynamics of
more general multicultural counseling attitudes and skills
50. previously advanced
by other multicultural researchers (e.g., D. W. Sue & Sue,
1999). Richards and
Bergin (2000) further suggested that multicultural competent
attitudes and skills
regarding religion and spirituality encompass several domains.
Donald F. Walker, Richard L. Gorsuch, and Siang-Yang Tan,
Graduate School of Psychology,
Fuller Theological Seminary. A portion of this research was
presented at the 2001 annual meeting
of the American Psychological Association, San Francisco.
Correspondence concerning this article
should be addressed to Donald F. Walker, Fuller Theological
Seminary, Graduate School of Psy-
chology, 180 N. Oakland Avenue, Pasadena, CA 91101 (e-mail:
[email protected]).
Counseiing and Vaiues • October 2004 • Voiume 49 69
Among the domains of multicultiaral attitudes and skills most
pertinent to this
study are (a) an awareness of one's own cultural heritage, (b)
respect and comfort
with other cultures and values that differ from one's own, and
(c) an awareness of
one's helping style and how this style could affect clients from
other cultural back-
grounds. Hence, knowledge of religion and spirituality is an
important element of
therapists' multicviltural competency.
Religion and spirituality are important aspects of multicultural
competency for
51. therapists to consider given the religious culture in America.
Researchers have found
that more than 90% of Americans claim either a Protestant or
Catholic religious
affiliation (Keller, 2000), 40% of Americans attend religious
services on a weekly
basis, and more than two thirds of Americans consider personal
spiritual prac-
tices to be an important part of their daily lives (Hoge, 1996).
Thus, it is important
for counselors to understand how their own religious and
spiritual culture may
differ from that of the general populace and the clients whom
they serve.
This meta-analysis has several aims. One purpose of this study
was to examine
via meta-analysis the spiritual and religious culture and values
of counselors. We
use this information to suggest ways in which therapists'
religious cultures may
differ from those of their clients and to explore how such
differences might be con-
structively approached in counseling. A second purpose of this
study was to ex-
plore via meta-analysis links between the personal religiousness
of counselors and
therapists and several counseling-related variables. We use this
information to
understand across studies how therapists' religiousness relates
to their helping
style with clients from varying religious and spiritual
backgrounds.
Methods of Integrating Religion and Spirituality in
Counseling
52. One issue that has been problematic when discussing methods
of integrating reli-
gion and spirituality in counseling has been agreeing on exactly
what is being inte-
grated. Pargament (1999), for example, noted that psychologists
of religion rarely agree
on specific definitions of religion and spirituality. However, on
a broad level, religion
has typically been defined as that which is more organizational,
ritual, and ideologi-
cal, whereas spirituality has typically been defined as that
which is more personal,
affective, and experiential (Pargament, 1999; Richards &
Bergin, 1997). In this study,
the same broad definitions will be used when referring to
religion and spirituality.
Therapists have proposed several different methods of
integrating religious and
spiritual culture into counseling. According to Tan (1996),
explicit integration refers to
a more overt approach that directly and systematically deals
with spiritual or religious
issues in therapy, and uses spiritual resources like prayer,
Scripture or sacred texts, referrals
to church or other religious groups or lay counselors, and other
religious practices, (p. 368)
Tan noted that this approach to coimseling emphasizes both
therapist and cli-
ent spirituality and integrates counseling with some form of
spiritual direction.
Another approach to integrating religion and spirituality in
53. counseling is
the implicit integration of religion or spirituality. Implicit
integration is "a more
covert approach that does not initiate the discussion of religious
or spiritual is-
70 Counseling and Values • October 2004 • Volume 49
sues and does not openly, directly, or systematically use
spiritual resources like
prayer and Scripture or other sacred texts, in therapy" (Tan,
1996, p. 368). An ex-
ample of implicit integration is basing therapeutic values on
theistic principles from
an organized religion. Implicit integration maybe the preferred
mode of integra-
tion for therapists who profess a religious faith or engage in
spiritual practices but
who are not trained in the explicit integration of religion and
spirituality.
Shafranske (1996) conducted a review of training in explicit and
implicit inte-
gration. His review suggested that "education and training
within the area of psy-
chology and religion appears to be very limited" (p. 160) and
that the majority of
therapists never discuss religious or spiritual issues in their
clinical training. Richards
and Bergin (1997) noted that such therapists run the risk of
practicing outside the
boundaries of professional competence or imposing their own
values on religious
or spiritual clients. Shafranske (1996) suggested that most
54. therapists' approach to
the integration of religion and spirituality in psychotherapy was
not based on graduate
trairung in the area but centered primarily on the personal
religious and spiritual
experience of the therapist.
A third form of integration is intrapersonal integration, which
refers to the manner
in which a therapist uses his or her personal religious or
spiritual experience in
counseling (Tan, 1987). An example of intrapersonal integration
is silently pray-
ing for a client during counseling.
This study attempts to determine how therapists practice their
religion and spiri-
tuality and to determine the degree to which the personal
religious faith of thera-
pists is associated with the use of religion and spirituality in
counseling. This is
accomplished through the use of meta-analysis.
The Use of Meta-Analysis as a Statistical Technique
Although meta-analysis often involves aggregating results from
experimental studies,
it can also be used in aggregating correlational data, as was
done in this meta-analysis.
As Rosenthal (1991) explained, the only constraint in
determining the relationship
between two variables is that the relationship be of interest to
the investigator. The
investigator deterrrvines relationships between variables by
obtairung an estimate
of the effect size between two variables, which some studies do
55. not provide along
with their tests of significance (Rosenthal, 1991). In these
instances, the test of sig-
riificance that is provided (whether yj^, t, or F) is transformed
to an r for the purpose
of computing an overall averaged r across studies.
Hvmter and Schmidt (1990) noted that one criticism of the
meta-analysis of
correlations is that it typically provides a slightly downward
bias in the esti-
mate of population correlations. In practical terms, this is not
problematic; if
anything, such correlations are more conservative estimates of
the relationship
between two variables.
In the current meta-analysis, we considered several issues to be
relevant.
The first issue we considered was the personal religion and
spirituality of
therapists. As mentioned earlier, this information is used to
determine how differ-
ent the culture of counselors might be from their clients and,
thus, how the need for
respect for, and comfort dealing with, cultures other than one's
own might present
Counseling and Values • October 2004 • Volume 49 71
in a counseling situation. A second issue we considered
concerned therapists'
personal religiousness and their use of explicit integration of
religion and spiritu-
56. ality in counseling. This information is used to inform how
therapists' personal
religiousness may relate to their helping styles with religious
clients.
Finally, we made comparisons, where possible, between samples
that were iden-
tified as containing explicitly religious therapists and sample
groups that may have
contained a mix of secular and religious therapists. We also
made comparisons
between therapists from different professional backgrounds to
understand how
each of the multicultural competencies (respect for cultures
other than one's own,
one's helping style as a therapist) might be different across
professions.
Method
Literature Search
We identified studies for inclusion in the meta-analysis using
literature searches in
the PsycINFO and Dissertation Abstracts International
databases using the search
terms counseling and religion, counseling and spirituality,
psychotherapy and religion, a n d
psychotherapy and spirituality. We sought unpublished studies,
such as unpublished
doctoral dissertatior^, in order to reduce die "file drawer
problem" identified by
Rosenthal (1979), in which the meta-analysis indicates a higher
effect size than actu-
ally exists because studies with nonsigruJficant effects have not
been located.
57. We identified 40 studies through the literature search. Of those
studies, we elimi-
nated six dissertations because they were not empirical. We
eliminated three other
empirical dissertations because they did not contain variables of
interest. We elimi-
nated a final dissertation because it was not available, and the
author did not
respond to an e-mail message that had been sent. We eliminated
2 published studies
by explicitly Christian therapists (Ball & Goodyear, 1991;
Worthington, Dupont,
Berry, & Duncan, 1988) because they were methodologically
different from the
other studies, making it impossible to include them in the meta-
analysis. Two
studies (Bergin & Jensen, 1990; Jensen & Bergin, 1988) were of
the same sample.
We considered these to be 1 study. One study (Sorenson &
Hales, 2002) was a
new analysis of two samples already included in the total data
set, so this study
was reviewed but not included in the analyses. Thus, the final
number of studies
included in the analyses was 26.
Demographic Characteristics of the Total Sample
We aggregated the demographic characteristics of the total
sample across stud-
ies to describe the sample. Regarding professional backgrounds,
clinical and coun-
seling psychologists composed 44.15% of the total sample,
explicitly Christian
counselors 21.30%, marriage and family therapists 14%, social
workers 5.85%,
58. psychiatrists 4.32%, explicitly Mormon psychotherapists 3.54%,
psychotherapists
2.77%, licensed professional counselors 1.82%, and pastoral
counselors 1.71%. (Per-
centages do not total 100 due to rounding.) With respect to
gender, men composed
58.11% of the sample, and women composed 41.89% of the
sample. The sample
ranged in age from 22 to 89 years, with a mean age of 46.1.
Only five studies re-
ported the race of the therapist sample. The authors of those
five studies estimated
72 Counseling and Values • October 2004 •Volume 49
the percentage of White therapists to be 83% to 95% (Bilgrave
& Deluty, 1998,2002;
Case & McMinn, 2001; Forbes, 1995; Sheridan, Bullis, Adcock,
Berlin, & Miller, 1992).
Computation of Effect Size
First, we converted all relationships of interest to an r, and then
we calculated a
weighted overall averaged r by weighting each individual
correlation by the sample
size associated with each individual study. Second, we
calculated the overall sig-
nificance level of each correlation by the method of adding z
scores. Following the
technique proposed by Rosenthal (1991), we added z scores
from samples and then
divided the sum of the z scores by the square root of the number
of studies. Third,
59. we compared the significance of several correlations using
Fisher's test of signifi-
cance between independent correlations (Cohen & Cohen,
1983). We used appen-
dixes from Cohen and Cohen to transform correlations to z
scores. Then, we divided
the difference between the z equivalents by the standard error to
obtain a normal
curve deviate. We used appendixes provided in Cohen and
Cohen to obtain the p
value for the significance test. Finally, we added the raw scores
from some items of
interest (such as religious denomination) across studies.
Results
Personal Religion and Spirituality of Therapists
Religious affiliations of therapists from mixed samples were
provided in 18 studies
of 3,813 therapists. The majority of therapists in these samples
were Protestant
(34.51%), Jewish (19.61%), or Catholic (13.89%). Religious
denominations among
therapists from different professional backgrovinds are
presented in Table 1. Clinical
and counseling psychologists were more likely to be either an
agnostic (x̂ = 10.27,
p < .005) or atheist (x̂ = 27.19, p < .005) when compared with
marriage and fam-
ily therapists but were not more likely to be either an atheist or
agnostic when
compared with social workers. Clinical and counseling
psychologists were also
more likely to endorse no religion than either marriage and
family therapists
60. (X
̂ = 34.13, p < .0001) or social workers (x̂ = 7.98, p < .01).
Five studies (N = 1,738) of therapists from mixed samples and 2
studies
(N = 762) of explicitly religious therapists reported frequency
of therapists'
participation in organized religion or church activities. Among
therapists from
mixed samples, 21.1% reported being inactive, whereas 44.8%
reported being
active. Among explicitly religious therapists, only 8.79%
reported being inac-
tive, compared with a majority (82.54%) who reported being
active. With respect
to professional background, more marriage and family therapists
were active
(59.58%, 2 studies, N = 438) than either secular clinical and
counseling psy-
chologists (39.75%, 5 studies, N = 1,122) or psychiatrists (32%,
1 study, N = 71).
Psychiatrists also endorsed inactive (68%) more frequently than
either clini-
cal and counseling psychologists (54.63%) or marriage and
family therapists
(16.21%). Possible reasons for these findings may have been
that 15% of the
sample in Winston's (1991) study of marriage and family
therapists was com-
posed of pastoral counselors, as well as the fact that
psychiatrists were repre-
sented in only a small, single sample.
Counseling and Values • October 2004 • Volume 49 73
61. TABLE 1
Differences in Religious Denomination by Professional
Background
Affiliation
Protestant
Jewish
Catholic
Atheist
Agnostic
No religion
Other
Psychoiogists*
N
593
339
250
31
74
270
297
%
35.85
20.49
15.11
1.87
4.47
16.32
63. 27
39
%
40.1
20.6
11.8
1.1
2.2
9.9
14.3
Note. Percentages do not total 100 due to rounding.
°Ten studies. ""Six studies. 'Three studies.
Six studies (JV = 1,678) were used to calculate frequency of
personal spiritual
practices (such as prayer or meditation). We observed large
differences between
therapists from mixed samples (4 studies, N=916) and explicitly
religious (2 stud-
ies, N = 762) therapists. Among therapists from mixed samples,
40.6% reported
engaging in personal spiritual practices on a weekly or daily
basis compared
with 78.8% of explicitly religious tiierapists. Among therapists
from mixed samples,
45.5% reported engaging in personal spiritual practices
infrequently or never
compared with orJy 9.1% of explicitly religious therapists.
Religion and Spirituality in Counseling
64. To determine how often therapists use religious or spiritual
techniques in
counseling, we added responses and then averaged them across
eight stud-
ies (total N = 2,253). Four studies (N = 1,102) of therapists
from mixed samples
reported on the number of therapists who had previously used a
religious
or spiritual technique in therapy. The majority of therapists
from mixed
samples (66.6%) reported using prayer in therapy; 64.1%
reported using
religious language, metaphors, and concepts in therapy; and a
minority
(44.4%) reported using scripture in therapy.
Four studies (N = 1,037) reported explicitly religious therapists'
frequency
of using spiritual or religious techniques with religious clients
rather than
the percentage of those therapists who had used a technique
before. Among
explicitly religious therapists, forgiveness was used in 42.2% of
therapy cases,
use of scripture/teaching of biblical concepts in 39.2%,
confrontation of sin
in 32.6%, and religious imagery in 18.2% of therapy cases.
Prayer is a spiritual technique that has been studied in several
ways among ex-
plicitly religious therapists. Three studies (N = 1,097) reported
that 73.6% of explic-
itly religious therapists prayed for their clients outside of
session. Five studies (N=
1,372) reported therapists' frequency of in-session prayer with
65. clients. In those five
studies, therapists used in-session prayer in 29.1% of therapy
cases.
We calculated separate overall averaged rs for therapists from
mixed samples
and explicitly religious therapists to determine the relationship
between thera-
74 Counseling and Values • October 2004 • Volume 49
pists' personal religious faith and therapists' frequency of use of
religious
and spiritual techniques in counseling. Authors of the studies
that examined
therapists' use of religious and spiritual techniques in
counseling typically
summed a list of individual religious and spiritual techniques
and then cor-
related that scale with a self-report measure of either religious
attitudes or
religious behaviors. The overall averaged r among therapists
from mixed
samples (using six studies, N = 873) was .24, p < .0002. The
correlation among
explicitly religious therapists was higher, overall averaged r =
.41, p < .0001.
We also calculated separate overall averaged rs for therapists
from different
professional backgrounds to determine the relationship between
therapists' per-
sonal religious faith and use of spiritual techniques in
counseling. The overall
66. averaged r for marriage and family therapists was .12, p = .005.
The correlation
among clinical psychologists was higher, overall averaged r =
.30, p < .001.
We conducted a series of tests of the difference between
correlations using
Fisher's comparison of r (Cohen & Cohen, 1983). The
correlation between
personal faith and therapists' use of spiritual techniques among
explicitly
religious therapists was significantly higher than the same
correlation among
therapists from mixed samples, p < .0001. Only one study
(Forbes, 1995) com-
puted a correlatiori between training in religious and spiritual
issues and use
of spiritual techniques in therapy (r = .38). This correlation was
not statisti-
cally significantly different from the correlation between
personal faith and
use of spiritual techniques among explicitly religious therapists
{p = .12). Fi-
nally, the correlation between personal religious faith and use
of spiritual tech-
ruques among marriage and family therapists in mixed samples
was compared
with the same correlation among clinical psychologists from
mixed samples.
This correlation was significantly higher for clinical
psychologists {p = .004).
Finally, we calculated the frequency with which therapists from
mixed
samples discussed religion and spirituality issues during
training using four
67. studies {N = 1,156). The majority of therapists (82%) reported
that they never
or rarely discussed religious or spiritual issues in training, 13.6
% stated that
they sometimes did, and 4.3% reported they discussed them
often.
Relationship of Personal Religion to Counseling-Related
Variables
We calculated the relationship between therapists' personal
religiousness and
opermess to discussing religious issues in counseling using an
overall aver-
aged r. The overall averaged r among therapists from mixed
samples (3 stud-
ies, N = 216) was equal to .37, p < .02, compared with an
overall averaged r of
.39, p = .007, using all 4 studies, and with .40 in the Jones,
Watson, and Wol-
fram (1992) study of religious therapists. These correlations
were not statisti-
cally different. Finally, we calculated an overall averaged r
between the personal
religious faith of the therapist and therapist theoretical
orientation among thera-
pists from mixed samples (5 studies, N = 1,474). This
correlation was equal to
.25, p < .001. (As noted earlier, Sorenson & Hales, 2002,
performed a reanalysis
of two data sets already included in the meta-analysis. As part
of an analysis
of covariance including other variables, they found that
religious therapists
trained at secular programs were significantly more likely, F[l,
396] = 19.82,
68. Counseling and Values • October 2004 "Volume 49 75
p < .001, to use explicit religious and spiritual interventiors
thari were reli-
gious therapists trained at explicitly religious training
programs.)
Discussion
One issue we examined in this study was the religious and
spiritual cultural
heritage of psychotherapists. The results confirm that the
religious and spiri-
tual cultural heritage of psychotherapists differs from that of
the average
American. Indeed, the majority of therapists from mixed
samples were affili-
ated with a religious denomination but were largely inactive
within organized
religion. This contrasts sharply with the general U.S.
population, because
approximately 40% of Americans attend church on a weekly
basis (Hoge, 1996).
In addition, although the majority of psychotherapists claim that
spirituality
is relevant to them, most engage in personal spiritual practices
infrequently,
whereas approximately two thirds of Americans consider
spiritual practices
such as prayer an important part of their daily lives (Hoge,
1996). Thus, if a
therapist comes from a religious and spiritual cultural heritage
that differs
69. from the client's, he or she should consider the potential impact
of their cul-
tural differences on the course of treatment.
Therapists' religious cultural heritage may be an especially
salient issue for
clinical and counseling psychologists, who were more likely to
endorse athe-
ism, agnosticism, or no religion than either marriage and family
therapists or
social workers. Among Americans claiming a religious
affiliation, the majority
of them (56.6%) are Protestant, followed by Catholic (37.8%),
with people from
Jewish, Muslim, Buddhist, or other religious backgrounds
composing the remaining
5.5% of religious people in America (Keller, 2000). Thus,
religious cultural differ-
ences with regard to denomination (as well as the beliefs and
practices associ-
ated with being in a denomination) between client and therapist
are likely to exist,
particularly for clinical and counseling psychologists.
Clinical and counseling psychologists who find it difficult to
understand the
cultural heritage of clients who practice their spirituality within
the context of an
organized religion may wish to consult with explicitly religious
therapists on
such therapy cases. Explicitly religious therapists were more
similar to the ma-
jority of Americans, as measured by previous polls (e.g., GaUup
& Lindsay, 1999),
with respect to religious affiliations and personal spiritual
practices. Thus, ex-
70. plicitly religious therapists may be a particularly valuable
resource for therapy
cases with religious clients when the consulting therapist does
not have a good
understanding of the cultural heritage of the client.
It is clear from the results that personal religiousness on the
part of both explic-
itly religious therapists and therapists from mixed samples was
associated with
being able to integrate religion and spirituality into several
aspects of counseling
(e.g., the use of spirituality, being willing to discuss religious
issues, even choice
of theoretical orientation). Given the lack of training regarding
the integration of
religion and spirituality into counseling, it seems that most
integration of reli-
gion and spirituality in covmseUng occurs through intrapersonal
integration as
a result of therapists' own religious or spiritual experience. As
such, it seems that
76 Counseling and Values • October 2004 "Volume 49
explicitly religious therapists (who engage more frequently in
religious and spiri-
tual practices), rather than nonreligious therapists, would be
better equipped in
some Instances to provide religious and spiritual interventions
for clients.
One danger in providing religious and spiritual interventions is
that the
71. lack of formal training to supplement therapists' personal
religious or spiri-
tual experience creates a risk of therapists imposing their own
values or
applying religious and spiritual interventions inappropriately.
Given that
therapists do use their own personal religious and spiritual
experience in
integrating religion and spirituality into counseling, additional
training, when
offered, should address how to make appropriate use of one's
own reli-
gious and spiritual experience when integrating religion and
spirituality
into counseling, as well as training regarding clients' religious
backgrounds
and the appropriateness of various religious and spiritual
interventions with
clients from differing religious backgrounds.
Training need not occur solely in the classroom but could also
be effectively
provided in the context of supervision or consultation on
therapy cases involv-
ing religious and spiritual issues. There are a few explicitly
religious graduate
training programs in clinical psychology that have been
accredited by the Ameri-
can Psychological Association. It is hoped that graduates of
such programs would
be equipped to provide appropriate consultation and/or
supervision. However,
the efficacy of these training programs in helping therapists
integrate religion
and spirituality into counseling above and beyond drawing on
their own per-
72. sonal religious and spiritual experiences has yet to be
documented.
The results indicate that many therapists are already making use
of reUgion
and spirituality in therapy. Therapists from mixed samples
reported a much larger
percentage using religious and spiritual techniques in therapy
than the percent-
age of explicitly religious therapists reported using religious or
spiritual tech-
niques in therapy. However, studies of explicitly religious
therapists reported how
often they used a technique rather than the number of
participants in the sainple
who had ever used a technique at aU, as was done in studies
using mixed samples
of therapists. Thus, the different research questions make direct
comparisons
between therapists difficult. However, one noteworthy trend
across both groups
of therapists is that scripture and prayer were spiritual
techniques that were com-
monly used by both groups. This finding suggests that prayer
and scripture, in
particular, are religious and spiritual interventions that
therapists should receive
training on for counseling.
Limitations of the Current Study and Suggestions for
Future Research
The first limitation of the study is that we analyzed two major
variables
that had varying degrees of relatedness. Rosenthal (1991)
referred to this
73. common limitation of meta-analysis studies as the problem of
heterogeneity
of method. As did Glass (1978), Rosenthal also referred to this
as the "apples
and oranges issue" and suggested that they are good things to
mix when at-
tempting to generalize to fruit.
Counseling and Values • October 2004 •Volume 49 77
One variable was the diverse professional background of the
therapists in
the meta-analysis. The analyses indicated differences among
therapists in the
areas of religious denomination and organized religion and in
the relation-
ship between personal religious faith and use of spirituality in
therapy. It would
have been preferable to make explicit comparisons of therapists
from differ-
ent professional backgrounds for every analysis. This limitation
was unavoid-
able, because some major primary studies grouped therapists
together and
some analyses did not have a sufficient number of
representatives from vari-
ous professions to allow for explicit comparisons.
Other variables with varying degrees of relatedness were the
religious and
spiritual variables used in the analyses. We aggregated each of
these indi-
vidual variables to represent global religious and spiritual
constructs, but we
74. might have obtained larger effect sizes had there been a greater
degree of
specificity between independent and dependent variables in the
analyses.
A second limitation of the study was the possible sampling bias
of therapists
from mixed samples. Because most studies designated as being
a mixed sample
did not explicitly state whether they were sampling therapists
from explicitly
religious programs along with therapists from secular programs,
it is difficult
to know just how religious the therapists in some of these
samples were. This
was less problematic when authors reported the number of
explicitly religious
therapists in their sample (e.g., Kochems, 1983; Winston,
1991). In such cases, it
would have also been desirable to split the samples and analyze
them sepa-
rately, but the primary studies themselves have not done so.
A final limitation was the use of small subsamples of the data to
perform analy-
ses. This is a common practice when examining different
independent and
dependent variables in meta-analyses of correlations, because
not all studies
using correlations will use the same independent or dependent
variables in the
analysis. However, it would have been desirable to have more
studies available
on which to do some of the analyses, particularly when
attempting to compare
religious and secular therapists and therapists from different
75. professional back-
grounds. The small number of published studies is informative
because it leads
to the conclusion that the field could clearly benefit from
additional research
regarding therapists' integration of religion and spirituality in
counseling.
Most important, we suggest that studies are needed that relate
meaningful
variables to therapists' use of religion and spirituality in
counseling with a
variety of religious clients. Therapists' frequency and
competency of use of
spiritual techniques need to be assessed, rather than whether a
therapist has
used a technique, as some studies have done. Such precision
will allow fur-
ther refinement and training for therapists who see religious and
spiritual
clients. Only two studies (Forbes, 1995; Sorenson & Hales,
2002) have exam-
ined the relationship of any training variables to therapists'
ability to inte-
grate aspects of clients' religion and spirituality in therapy.
Therapist variables
associated with the integration of religion and spirituality in
counseling have
also yet to be identified. As these and other variables are
identified, clients
who participate in organized religion can look forward to
counseling services
that actively and effectively use their religious culture.
78 Counseling and Values • October 2004 • Volume 49
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