Noi dung hoi thao voi giao vien de giam ky thi va pbdx
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The document discusses reducing discrimination against children. It proposes several exercises and discussions: 1. Brainstorming about childhood memories and attitudes towards children. Participants group opinions about children as positive, neutral, or negative. 2. Discussing discrimination faced by groups of children, using pictures of HIV-infected children as examples. Participants analyze the pictures and write about feelings, causes and consequences of discrimination. 3. Analyzing specific problems of discrimination faced by children, identifying their causes, expressions, and consequences at individual, family, social and economic levels. 4. Developing specific plans to reduce discrimination and sharing stories of small things everyone can do to confront discrimination. Discussing laws related to HIV
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Student ID 21898506Exam 250799RR - Psychology for Two or MoreW.docx
Student ID: 21898506
Exam: 250799RR - Psychology for Two or More
When you have completed your exam and reviewed your answers, click Submit Exam. Answers will not be recorded until you
hit Submit Exam. If you need to exit before completing the exam, click Cancel Exam.
Questions 1 to 20: Select the best answer to each question. Note that a question and its answers may be split across a page
break, so be sure that you have seen the entire question and all the answers before choosing an answer.
1. According to your text, whether you're persuaded by a message will primarily depend on which factor?
A. The nature of the message as it relates to your temperament
B. Your characteristics, including your personality and intelligence
C. Your perception or understanding of the recipient of the message
D. Whether you receive the message while at work or at home
2. The concept of aggression cues is associated with
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B. social learning theories.
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A. modern racism.
B. ethnocentrism.
C. self-fulfilling prophecy.
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When you have completed your exam and reviewed your answers, click Submit Exam. Answers will not be recorded until you
hit Submit Exam. If you need to exit before completing the exam, click Cancel Exam.
Questions 1 to 20: Select the best answer to each question. Note that a question and its answers may be split across a page
break, so be sure that you have seen the entire question and all the answers before choosing an answer.
1. According to your text, whether you're persuaded by a message will primarily depend on which factor?
A. The nature of the message as it relates to your temperament
B. Your characteristics, including your personality and intelligence
C. Your perception or understanding of the recipient of the message
D. Whether you receive the message while at work or at home
2. The concept of aggression cues is associated with
A. frustration-aggression theory.
B. social learning theories.
C. the work of animal behaviorist Konrad Lorenz.
D. observational learning theories.
3. In respect to the foundations of prejudice, social identity theory is associated with the concept of
A. modern racism.
B. ethnocentrism.
C. self-fulfilling prophecy.
D. stereotypical discrimination.
4. The first stage in the GAS model of stress is
A. adaptation.
B. analyzing a stressor.
C. alarm and mobilization.
D. resistance.
5. A popular talk show host, jovial and sharp-witted as usual, outlines his views on the death penalty,
taking time to consider both sides of the issue. As a long-time listener to that talk show, if you're swayed to
adopt the talk-show host's point of view, it will probably be due to
A. your temperament and character.
B. the character of the message.
C. the medium of the message (radio).
D. your tendency to employ peripheral route processing.
6. In hearing a persuasive message, some people will evaluate it in terms of factors that have nothing to do
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A. central
B. peripheral
C. incidental
D. inductive
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A. background chaos.
B. a personal stressor.
C. any cataclysmic event.
D. a hassle.
8. Two psychology students are in a heated discussion about the nature of prejudice. Mavis insists that that
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ethnocentrism. Martin argues that with or without ethnocentrism, social identity based in group membership
is inevitably associated with the demonization of minority groups. Who is correct?
A. Martin is correct.
B. Neither Mavis nor Martin is correct.
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10.
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A. eggs B. milk
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C. age 3 D. age 4
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C age 3 D. age 4
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2) Hard copy. You will also need to turn in a hard copy of your paper at the final exam. Please do not put
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A. eggs B. milk
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C age 3 D. age 4
e h t s i t a h t e s a e s i d c i r t a i d e p c i n o r h c , s u o i r e s a s i _ _ _ _ _ _ _ _ _ _ . 2 1 d l i h c r o f n o s a e r n o m m o c t s o m
. admission to the hospital and is a major cause of school absences
A. Measles B. Mumps
C. Asthma D. Diabetes
13. Research which found that identical twins raised apart had IQ scores more alike than fraternal
twins raised together would tend to support which view of intelligence?
A. environmental B. ecological
C. holistic D. hereditarian
14. According to Piaget, children between the ages of 2 and 7 are in which stage of development?
A. concrete operations
B. preoperational
C. conservational
D. formal operations
15. The theory that probes children’s developing conceptions of major components of mental
activity i.
CJA-trauma.ppt
The document discusses the impact of trauma on children and strategies for first responders to reduce re-traumatization during investigations of child abuse. Trauma can negatively impact brain development and the ability to regulate emotions. Responders should provide structure, speak softly, get at a child's level, and explain what will happen, as trauma may limit functioning in areas like mood regulation. The document also notes that the effects of trauma depend on factors like age, relationships, and past experiences, and stresses collaborating across disciplines to minimize harm to abused children.
Quarter 3 Class Obervation Position-Paper.pptx
This document provides information and instructions for writing a position paper. It defines a position paper as an academic paper that presents an argument or stance on an issue while providing evidence to support that position. The document outlines the typical parts of a position paper, including the introduction, body, and conclusion. It also provides examples of issues that could be addressed in a position paper and scoring criteria. Students are instructed to choose a stance on one of the issues and write a position paper defending that stance in order to convince the reader.
Cause&effect lesson plan
This document outlines a lesson plan to teach students about identifying cause and effect relationships. The objectives are to identify causes and effects in given phenomena, illustrate cause and effect, and reflect on cause and effect in real life. The lesson will use pictures, visual aids, and group activities. Students will first motivate by identifying effects from example causes. Causes and effects will then be defined and examples given. Students will work in groups to write causes and effects and share personal experiences. A generalization discussion will follow about the importance of recognizing cause and effect. Finally, students will evaluate causes of given phenomena through multiple choice questions.
Lesson for-the-12 th-grade
Today's teens are different from previous generations in their use of social media and technology. While social media allows teens to improve social skills and become more aware of social issues, it can also lead to loneliness and anxiety from spending less time with friends in person. Adults should provide positive feedback to teens and be good role models rather than criticizing them, as sharing activities can help teenagers feel good about themselves.
Body Worlds presentation to JPL
The document discusses a research study that examined children's affective (emotional) reactions to the BODY WORLDS exhibits, which display real human bodies that have been plastinated (had tissues replaced with plastic). The study compared:
1) Adults' expectations of how children would react vs. children's own expectations.
2) Adults' expectations vs. children's actual reactions.
3) Children's expectations vs. their actual reactions.
The results showed that children were less uncomfortable, confused, grossed out, and upset than adults expected. Children more accurately predicted their own reactions than adults did. Overall, children had a more positive experience than adults anticipated.
CHILD PSYCHOLOGYFall 2019Project OptionsProject Due Date Apr
CHILD PSYCHOLOGY
Fall 2019Project Options
Project Due Date: April 17, 2020
Purpose: The purpose of this assignment is to give you experience with scientific observation along with gaining an in-depth knowledge of various aspects of childhood development. In addition, you will have the opportunity to hone your writing skills. Please approach these projects as a scientist - be objective, precise, and systematic in your observations and interpretations.
Instructions: To complete the entire assignment, you will be required to choose one project from each of the four sections outlined below. In other words, everyone will complete four small projects – one from each section. Please watch the Tegrity recording regarding the project. There is a forum in the Discussion Board for you to ask any questions you might still have.
Format: Each project should be at least two double-spacedpages in length with 1” margins. Two pages is a simply a minimum – it is fine to go over this guideline. I would rather you be thorough than stay within the two page guideline. You will need to provide background information from your text for each of the topics but be sure to use your own words!!For the “Special Topics” portion, you will need to use the textbook and another scholarly source as background information. Please use proper citations and quotations when appropriate. There is a handout under “Project” regarding APA format that will help you with this. In addition, you will need to reference both your text and the outside article in a reference list.
There are many ways to present your findings. One way that you might consider (and seems to work well) is to first provide background information regarding the particular type of development you are investigating, then describe your observations, and finally interpret them in terms of the theory or concept you are focusing on. Do not forget to define terms and concepts when providing background information. For example, do not assume that the reader (me) knows what depth perception is or anything about Piaget’s Theory of Cognitive Development. When reporting your observations, be sure to note which behaviors are an example of the term or concept.
Turning your project in: You will turn your project in two ways:
1) Electronically. There will be a Safe Assign location in Blackboard (look in the “Project” area). There is a draft option so you can check your paper before officially turning it into Safe Assign.
2) Hard copy. You will also need to turn in a hard copy of your paper at the final exam. Please do not put
the paper in a binder, folder, envelop, etc. (please just staple the pages together). A title page would be helpful. And please do not forget to put your name on it!
***Please note that failure to complete one or both of these steps will result in a zero for the project.
I. Foundations of Development
A. Perception and action are intimately related. Observe an infant or toddler ...
The Gifted Learner Parent Coffee Presentation
This document summarizes a presentation given at a parent coffee for JN Fries Magnet School in January 2017. The presentation addressed the academic, social, and emotional issues that gifted children may face, including strengths that could become problems. It discussed concepts like growth mindset, imposter syndrome, and overexcitability. Strategies were provided for building resilience in gifted children, such as using growth mindset language and acknowledging effort over innate ability. The presentation aimed to help parents understand and support their gifted children.
Child Development Chapter 1
This document provides an overview of child development and why studying child development is important. It discusses that the study of child development began in the 1920s when views shifted from seeing children as miniature adults to recognizing childhood as a distinct period. Key points made include that development occurs across physical, mental, emotional, social and spiritual domains; follows similar sequences but individual rates; and is continuous throughout life. The importance of play for development across these domains is also highlighted.
Child Dev - Chapter 1 Notes PP
This document provides an overview of child development and why studying children is important. It discusses the history of child development studies beginning in the 1920s and key figures like Piaget and Freud who contributed theories. Child development is defined as studying how children grow physically, mentally, emotionally, socially and spiritually from conception to age 5. Key points made include that development follows similar patterns for all children but at individual rates, builds on earlier skills, and is influenced by both heredity and environment. The importance of play for development across domains is also outlined.
test bank The Development of Children, 8e Cynthia Lightfoot, Michael Cole, Sh...
- The document contains a chapter of multiple choice questions about child development. It covers topics like Victor, the Wild Boy of Aveyron, Jean Itard's work with him, stages of development, domains of development, and sensitive periods.
- It provides 55 multiple choice questions with answers to test knowledge of concepts in child and developmental psychology.
- The questions address historical figures, theories, concepts, and issues central to the field of developmental science.
SociologyExchange.co.uk Shared Resource
Here are possible responses to the short questions:
1. A child-centred society is one where the needs, interests and welfare of children are prioritised and seen as most important. The focus of family life revolves around children. (2 marks)
2. Two examples of how the distinction between childhood and adulthood is becoming blurred include:
- Children dressing and behaving more like adults at a younger age
- Adults enjoying more child-like activities like video games and youth culture (4 marks)
3. Two reasons for an increase in young adults staying at home longer include:
- The high cost of living independently which makes it difficult to afford to move out
- Remaining in education for longer through
Social rejects nyc keynote
The document discusses group therapy for socially rejected children. It notes that group therapy complements normal social development by providing an environment where children can practice new social skills under clinician guidance. When children first enter group therapy, they often lack certain abilities like self-reflection, flexibility, giving/receiving feedback, responsibility, and empathy. The document outlines several frameworks and models for structuring group therapy, including focusing on competence, belongingness, self-discovery, and community. It discusses addressing limitations in social-cognitive skills and targeting specific social-emotional skills to develop like communication, perspective-taking, emotion regulation, anger management, bullying prevention, and friendship skills.
Child-and-Adolescent-Development-With-Answers.pptx
This document discusses child and adolescent development across various ages and stages. It covers physical, cognitive, socioemotional development of infants/toddlers, primary school children, and intermediate school children. Some key points include: the cephalocaudal growth pattern in infants, motor skill development from the center outward, factors that can impede infant development, encouraging free play and safe toys for toddlers, Piaget's stages of cognitive development in toddlers, shared reading enhancing toddler cognition, the importance of attachments for socioemotional development, and encouraging friendships among primary school children through group activities.
Drill 7
This document contains a competency appraisal test with multiple choice questions about pediatric nursing. The questions cover topics like infant development milestones, childhood illnesses, developmental toys for different ages, parenting advice, and adolescent development.
Lesson plan in english 10 (quarter2.lesson4.empathizing with others)
1) The document outlines a lesson plan for teaching empathy to 10th grade English students. It includes objectives, topics, materials, and procedures.
2) Students will watch a short video about empathy and answer analysis questions in groups. They will discuss the meaning of empathy and how to show it towards others.
3) Assessment activities include drawing empathetic scenarios, sharing personal experiences, and analyzing quotations related to empathy. The goal is for students to understand empathy and how to apply it.
Raunch culture worksheet
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The ideal early childhood schedule for preschool children contains which.docx
The document discusses ideal early childhood schedules for preschoolers. It states that the ideal schedule contains integrated activities within large blocks of time, rather than separate times dedicated to individual curriculum areas like art, math, and science. It also notes that frequent changes in activities can help keep children from getting bored.
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This document provides teaching materials for a lesson on using adjectives to express emotional responses. The lesson objectives are to identify appropriate adjectives for conveying emotions and opinions, use adjectives to express emotions and opinions, and appreciate how conveying emotional responses can aid in persuasion. The materials include task cards, guide cards, activity cards, and assessment cards to help students learn about and practice using adjectives. A reference card lists sources consulted in developing the lesson.
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Ke hoach tap huan cho ttv june 23 23, 2008
The document outlines a training plan for a Project "Hope and Action" involving 60 children aged 14-17 from the TTV group. The plan involves two days of training to teach life and communication skills with the goals of reducing discrimination and supporting HIV-infected people and vulnerable children. The training will take place on July 22-23, 2008 in Ho Chi Minh City and will cover topics like self-exploration, empathy, communication, and relationships. The budget outlines costs for transportation, lecturers, materials, facilities, and awards totaling over 12 million VND.
Trainning program for 6 months
The document outlines a 6-month training plan for various groups on topics related to caring for people living with HIV/AIDS (PLWHA) and orphans and vulnerable children (OVC) in Vietnam. It includes 28 training courses that will be provided to home-based care teams, Friend-Help-Friend groups, PLWHA and families, peer propagandists, women's union members, and primary school teachers. The trainings will cover subjects like symptom recognition, home-based care skills, nutrition, antiretroviral treatment, stigma reduction, psychology, and life skills. The plan estimates over 100 million VND will be spent to train over 500 participants total across the different groups and locations during the
Plan of communication skiils training
This document outlines a training plan to teach communication skills to 32 women's union members in District 8, Ho Chi Minh City, Vietnam. The goal is to help reduce stigma and discrimination against people living with HIV/AIDS and orphaned and vulnerable children. The one-day training will be held on March 25, 2009 and cover topics to improve communicative skills for reducing stigma. A budget of 2.62 million VND is allocated for transportation, facilities, materials, and refreshments. The facilitator will be Mr. Tran Minh Tan, with support from local women's union leaders.
Cover page
1) The document outlines a proposed 6-month training program to provide comprehensive care and support to people living with HIV/AIDS and orphaned and vulnerable children in 3 districts in Ho Chi Minh City, Vietnam.
2) It estimates the number of PLWH/A and OVC in the 3 districts to be 1,167 total and outlines the number of barangays and home-based care teams in each district.
3) Each home-based care team will consist of 5 members - a medical doctor, representatives from the woman's union, committee on population and families, youth union, and a PLWH/A volunteer.
Agenda
The training agenda covers topics related to reducing discrimination against at-risk groups like people living with HIV/AIDS (PLWH/A), drug users, sex workers, and the LGBT community. It includes activities like role plays, small group discussions, and a problem tree analysis to understand the causes and effects of discrimination. The goal is to help participants recognize unfair judgments, reflect on their own attitudes and behaviors, and identify ways to promote more inclusive treatment of marginalized groups in their professional and personal lives.
Trainning program for 6 months
The document outlines a 6-month training plan for various groups on topics related to caring for people living with HIV/AIDS (PLWHA) and orphans and vulnerable children (OVC) in Vietnam. It includes 28 training courses that will be provided to home-based care teams, Friend-Help-Friend groups, PLWHA and families, peer propagandists, women's union members, and primary school teachers. The trainings will cover subjects such as symptom recognition, home-based care skills, nutrition, antiretroviral treatment, stigma reduction, psychology, law, and life skills. An estimated total cost of 100,320,000 Vietnamese Dong is provided for the training plan.
The human factor of supervisory dynamics
The document discusses supervision dynamics from a human factors perspective. It outlines topics like the roles and needs of supervisors and supervisees, the supervisory relationship, and creating an effective relationship. The concept of an "emotional bank account" is introduced to explain how small positive or negative interactions can build or reduce trust within a relationship over time. Maintaining high balances in these accounts through kind acts and fulfilling commitments is important for supervision.
The human factor of supervision dynamics
The document discusses the human factors involved in the supervision dynamics between supervisors and supervisees. It outlines the roles, needs, accountabilities, and growth areas for both supervisors and supervisees. It also discusses the importance of the supervisory relationship, including maintaining an "emotional bank account" through positive and negative behaviors. Finally, it emphasizes the need to harmonize organizational and personal needs for both parties.
The Human Factor Of Supervisory Dynamics
The document outlines key aspects of the supervisory relationship including the roles and needs of supervisors and supervisees, the relationship between them, and maintaining an effective relationship. It discusses maintaining an "emotional bank account" through deposits like understanding others and withdrawals like blame. It also addresses harmonizing organizational needs with personal needs of supervisors through setting objectives, time management, and balancing professional and personal visions.
The Human Factor Of Supervisory Dynamics
The document outlines key aspects of the supervisory relationship including the roles and needs of supervisors and supervisees, characteristics of effective relationships, and balancing organizational and personal needs. It discusses the supervisor's roles in support, education, management and consultation. Supervisee roles include learning, accountability and growth. Effective relationships show respect, honesty and boundary management. Personal and professional needs must be balanced with organizational objectives.
Group Couselling
What is group
counseling?
Group counseling involves 4-8 students meeting
with 1-2 trained counselor(s), typically
once a week for 1.5 hours. Group members talk about a variety of
issues including exploring relationships, improving self-esteem, and
enhancing coping skills. Group members share information about
themselves and provide feedback to others while group leaders facilitate
productive communication in the group.
Stages Of Group Development
FOR POWERPOINT PRESENTATION
Stage 1: FORMING
• GROUP MEMBERS LOOK TO THE LEADER FOR DIRECTION.
• MEMBERS HAVE A DESIRE FOR ACCEPTANCE BY THE GROUP AND FITTING IN.
• MEMBERS ARE SIZING EACH OTHER UP – CHECKING OUT PERSONALITIES AND TALENTS OF OTHER MEMBERS.
• MEMBERS FOCUS THEIR DISCUSSION ON THE TASK AT HAND, NOT WORRYING ABOUT RELATIONSHIPS.
• FEELINGS GOING THROUGH MEMBERS INCLUDE INSECURITY, NERVOUSNESS. THEY ARE ASKING THEMSELVES “Do I belong?”, “Will I be accepted by the group?”
Stage 2: Storming
• THIS STAGE IS CHARACTERIZED BY TENSION, COMPETITION, AND CONFLICT AMONG GROUP MEMBERS.
• QUESTIONS ARISE ABOUT WHO IS RESPONSIBLE FOR WHAT AND WHAT THE RULES ARE.
• SOME MEMBERS MAY REMAIN SILENT WHILE OTHERS ATTEMPT TO DOMINATE.
• SOME MEMBERS QUESTION AUTHORITY AND COMPETENCY OF THE GROUP LEADER
• THE GROUP LEADER HAS TO RAISE THE CONFLICT ISSUE AND DEAL WITH IT.
Stage 3: Norming
• LEADERSHIP IS SHARED AND CLIQUES DISSOLVED.
• CONFLICTS ARE RESOLVED AND THERE IS A STRONGER SENSE OF BELONGING TO THE GROUP.
• CREATIVITY IS HIGH.
• PEOPLE KNOW WHERE THEY FIT IN AND WHAT IS EXPECTED OF THEM.
Stage 4: Performing
• NOW THE GROUP IS IN HIGH GEAR AND HIGHLY PRODUCTIVE. THE NEED FOR GROUP APPROVAL IS PAST.
• GROUP MEMBERS CAN NOW FOCUS ON THE TASK AND CARE FOR OTHER MEMBERS OF THE GROUP.
• GROUP IDENTITY IS COMPLETE, GROUP MORALE IS HIGH, AND GROUP LOYALTY IS INTENSE.
Stage 5: RE-FORMING
• THIS STAGE OCCURS WHEN THE TASKS ARE COMPLETED AND THERE NO LONGER IS A NEED FOR THE GROUP TO EXIST.
• THIS STAGE INCLUDES RECOGNITION FOR PARTICIPATION (AWARDS) AND AN OPPORTUNITY FOR GROUP MEMBERS TO SAY GOOD BYE. (CLOSURE)
• WITH THE DISSOLVING OF THE GROUP, NEW LEADERS ARE NEEDED TO TAKE ON THE NEW TASKS, SO A NEW GROUP FORMS.
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Noi dung hoi thao voi giao vien de giam ky thi va pbdx
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