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This was the deck of slides accompanying my speech fulfilling the Toastmasters Competent Communicator Manual Project 9 - Persuade with Power. Check out the speech at:
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Smells Sweet Dreams
Toastmasters Competent Communicator Manual Project 8 accompanying slides. Contents of my speech can be found at my blog https://neverneverneverquit.wordpress.com/2016/11/02/toastmasters-project-8/
Narcissistic Personality Disorder Ppt
This is my power point presentation on Narcissistic personality disorder
OVERVIEWwWrite a 3–4-page assessment in which you use exampl.docx
OVERVIEW
w
Write a 3–4-page assessment in which you use examples and research findings to explain the connections between technology and self-regulation.
The more self-knowledge and self-awareness we have, the more intentional we can be about our behavioral choices and the more we can resolve conflicts between ourselves and the social world.
CONTEXT
Research conducted on the delay of gratification in the 1960s by Walter Mischel and his colleagues attempted to explain the concept of willpower by examining how long preschool children could resist settling for a small, immediately available reward in order to get a larger reward later. Follow-up surveys with the same group found that children who were able to resist for a longer period of time also scored higher on SAT tests, had higher levels of self-worth, and coped better with stress. The study also found that those children who had at first decided to wait and then chose the immediate reward were 30 percent more likely to be overweight by the age of 11 (Mischel, et al., 2011). Some of the ways the children self-regulated their behavior in order to delay gratification to receive a higher reward were to lay their heads down on the table, nap, talk to themselves, and sing.
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
If you could learn how your thoughts may interfere with your own happiness and success, would you want to know?
RESOURCES
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course. It is important to note that some of the articles listed here are fairly old but are considered seminal works in the field of social psychology.
•
Boer, D., & Fischer, R. (2013).
How and when do personal values guide our attitudes and sociality? Explaining cross-cultural variability in attitude–value linkages
.
Psychological Bulletin
,
139
(5), 1113–1147.
•
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013).
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation
.
Psychological Bulletin
,
139
(3), 655–701.
•
Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., & . . . Shoda, Y. (2011).
Behavioral and neural correlates of delay of gratification 40 years later
.
Proc Natl Acad Sci U S A
,
108
(36), 14998–15003.
•
Crabb, P. B. (2003).
Technology and self-regulation: The case of alarm clock use
.
Social Behavior and Personality
,
31
(4), 343–348.
•
Hu, H., & Driscoll, M. P. (2.
Recommended
Smells Sweet Dreams
Toastmasters Competent Communicator Manual Project 8 accompanying slides. Contents of my speech can be found at my blog https://neverneverneverquit.wordpress.com/2016/11/02/toastmasters-project-8/
Narcissistic Personality Disorder Ppt
This is my power point presentation on Narcissistic personality disorder
OVERVIEWwWrite a 3–4-page assessment in which you use exampl.docx
OVERVIEW
w
Write a 3–4-page assessment in which you use examples and research findings to explain the connections between technology and self-regulation.
The more self-knowledge and self-awareness we have, the more intentional we can be about our behavioral choices and the more we can resolve conflicts between ourselves and the social world.
CONTEXT
Research conducted on the delay of gratification in the 1960s by Walter Mischel and his colleagues attempted to explain the concept of willpower by examining how long preschool children could resist settling for a small, immediately available reward in order to get a larger reward later. Follow-up surveys with the same group found that children who were able to resist for a longer period of time also scored higher on SAT tests, had higher levels of self-worth, and coped better with stress. The study also found that those children who had at first decided to wait and then chose the immediate reward were 30 percent more likely to be overweight by the age of 11 (Mischel, et al., 2011). Some of the ways the children self-regulated their behavior in order to delay gratification to receive a higher reward were to lay their heads down on the table, nap, talk to themselves, and sing.
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
If you could learn how your thoughts may interfere with your own happiness and success, would you want to know?
RESOURCES
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course. It is important to note that some of the articles listed here are fairly old but are considered seminal works in the field of social psychology.
•
Boer, D., & Fischer, R. (2013).
How and when do personal values guide our attitudes and sociality? Explaining cross-cultural variability in attitude–value linkages
.
Psychological Bulletin
,
139
(5), 1113–1147.
•
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013).
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation
.
Psychological Bulletin
,
139
(3), 655–701.
•
Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., & . . . Shoda, Y. (2011).
Behavioral and neural correlates of delay of gratification 40 years later
.
Proc Natl Acad Sci U S A
,
108
(36), 14998–15003.
•
Crabb, P. B. (2003).
Technology and self-regulation: The case of alarm clock use
.
Social Behavior and Personality
,
31
(4), 343–348.
•
Hu, H., & Driscoll, M. P. (2.
Inclusion for a Student with Traumatic Brain Injury (TBI) in Third Level Educ...
An insider and Auto-ethnographic perspective on the experience of navigating the educational environment living with physical, cognitive, emotional and behavioural challenges.
ASSESSMENT-2 OVERVIEWWrite a 3–4-page assessment in which yo.docx
ASSESSMENT-2
OVERVIEW
Write a 3–4-page assessment in which you examine the relationship between behavior and attitude and apply one theory to support your position.
Attitudes help guide behavior, although sometimes people act in ways that contradict their attitudes (Baumeister & Bushman, 2014). Some have said that attitudes are directly related to behavior; others say there is no strong relationship between attitude and behavior. Examining theories of how people develop attitudes and perceptions can lead to heightened self-awareness.
CONTEXT
The self is a complex and marvelous participant in the social world. There are three main components of the self: self-knowledge, interpersonal self, and agent self. The self is a vital means of gaining social acceptance and for participation in culture. But is there such a thing as a "true self"?
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
•
Does your level of self-esteem change depending on the situation? In what types of situations have you noticed a change?
What self-defeating behaviors have you noticed in others or identified in yourself? How does this behavior relate to theory?
RESOURCES
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course.
Note
: some of the articles included here are fairly old but are included because they are considered seminal works in the field of social psychology.
•
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013).
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation
.
Psychological Bulletin, 139
(3), 655–701.
•
Sitzmann, T., & Ely, K. (2010).
Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition
.
Journal of Applied Psychology, 95
(1), 132–144.
•
Hu, H., & Driscoll, M. P. (2013).
Self-regulation in e-learning environments: A remedy for community college?
Journal of Educational Technology & Society, 16
(4), 171–184.
•
Crabb, P. B. (2003).
Technology and self-regulation: The case of alarm clock use
.
Social Behavior and Personality, 31
(4), 343–348.
•
Schmitz, B., Schmidt, M., Landmann, M., & Spiel, C. (2007).
New developments in the field of self-regulated learning
.
Zeitschrift Für Psychologie/Journal of Psychology, 215
(3), 153–156.
•
Mischel, W., Ayduk, O., Berman, M. G., Casey, B. J., Gotlib, I. H., Jonides, J., . . . Shoda, Y. (2011).
'Willpower' over the life span: Decomposing self-regulation.
Research MVS_WB
MS research presentation about the implications of materialistic values on subjective well-being!
The religious and spiritual struggles of the nonreligious and nonspiritual
(2015, March/August). Presented at the Midyear Research Conference on Religion and Spirituality, Provo, Utah / the convention of the International Association for the Psychology of Religion, Istanbul, Turkey.
Abstract:
Religion and well-being are known to correlate positively in the North American population. Building partly on this premise, recent research has explored the common ground shared by these broad constructs. This work has introduced new hybrid constructs that describe individual differences in, e.g., the quality of relationships with one’s God or religious community, the degree of doubt felt about religious beliefs, or the sense of spiritual transcendence. Meanwhile, the USA’s religiously unaffiliated minority population has grown in size and proportion. To what extent can explicitly religious or spiritual forms of well-being coherently describe people who do not consider themselves religious nor spiritual? Our study focused specifically on a new, multidimensional measure, the Religious and Spiritual Struggles (RSS) scale, which assesses six correlated types of struggle: Divine, Demonic, Interpersonal, Moral, Ultimate Meaning, and Doubt. We measured these struggles, life satisfaction, meaning in life, and the search for meaning in a large sample of American undergraduates. Each participant self-identified as “religious but not spiritual”, “spiritual but not religious”, both, or neither. The RSS achieved strict measurement invariance across these groups, which strongly supports its construct validity regardless of religiousness, spirituality, or the absence of either or both. Group means for all latent factors differed, but in unexpected ways. Spiritual but not religious participants reported the least spiritual struggles of all kinds except Ultimate Meaning. Means for participants who identified as both religious and spiritual did not differ significantly from means for participants who identified as neither religious nor spiritual, despite these groups’ ostensibly opposite perspectives on religion and spirituality. However, these groups contrasted most sharply in terms of how religious and spiritual struggles related to external variables, especially meaning in life, which related more weakly within the nonreligious, nonspiritual group. Religiousness and spirituality independently moderated relationships between well-being and these domain-specific struggles.
Resource List The Biological PerspectiveAmerican Psychological .docx
Resource List: The Biological Perspective
American Psychological Association. (2014). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx
Genetics: Heredity, twin, and adoption studies
· Demirkan, A. A., Penninx, B., Hek, K. K., Wray, N. R., Amin, N. N., Aulchenko, Y. S., Middeldorp, C. M. (2011). Genetic risk profiles for depression and anxiety in adult and elderly cohorts. Molecular Psychiatry, 16(7), 773–783.
· Shyn, S. I., & Hamilton, S. P. (2010). The genetics of major depression: Moving beyond the monoamine hypothesis. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2824618/
· Kendler, K. S., & Myers, J. (2010). The genetic and environmental relationship between major depression and the five-factor model of personality. Psychological Medicine, 40(5), 801–806.
· Elder, B. L., & Mosack, V. (2011). Genetics of depression: An overview of the current science. Issues in Mental Health Nursing, 32(4), 192–202.
· Schnittker, J. (2010). Gene-environment correlations in the stress-depression relationship.Journal of Health and Social Behavior, 51(3), 229–243.
· Silberg, J. L., Maes, H., & Eaves, L. J. (2010). Genetic and environmental influences on the transmission of parental depression to children's depression and conduct disturbance: An extended children of twins study. Journal of Child Psychology and Psychiatry, 51(6), 734–744.
Biochemical Studies
· France, C. M., Lysaker, P. H., & Robinson, R. P. (2007). The "chemical imbalance" explanation for depression: Origins, lay endorsement, and clinical implications. Professional Psychology: Research and Practice, 38(4), 411– 420.
· JAMA and Archives Journals. (2009, February 8). Hormone level during pregnancy may identify women at risk for postpartum depression.Science Daily. Retrieved from http://www.sciencedaily.com/releases/2009/02/090202174820.htm
· The Endocrine Society. (2009, June 29). Symptoms of depression in obese children linked to elevated cortisol. Obesity & Diabetes Week, 151.
· Howland, R. H. (2010). Use of endocrine hormones for treating depression. Journal of Psychosocial Nursing and Mental Health Services, 48(12), 13–16.
· Krishnan, V., & Nestler, E. J. (2010). Linking molecules to mood: New insight into the biology of depression. The American Journal of Psychiatry, 167(11), 1305–1320.
· Karg, K., Burmeister, M., Shedden, K., & Sen, S. (2011). The serotonin transporter promoter variant (5-HTTLPR), stress, and depression meta-analysis revisited: Evidence of genetic moderation. Archives of General Psychiatry, 68(5), 444–454.
· Munafò, M. R. (2012). The serotonin transporter gene and depression. Depression and Anxiety, 29(11), 915–917.
· Naninck, E. F. G., Lucassen, P. J., & Baker, J. (2011). Sex differences in adolescent depression: Do sex hormones determine vulnerability?Journal of Neuroendocrinology, 23(5), 383–392.
· Young, E., & Korszun, A. (2010). Sex, trauma, stress hormones and depression. Molecular Psychi ...
Psychological article: Subjective Well-being
Which is the definition of “subjective well-being”? According to Diener, Lucas and Oishi (2002), the subjective well-being refers to “a person’s cognitive and affective evaluations of his or her life”. Which factors influence the interpersonal aspects of well-being? A large number of research studies shows these factors are the positive response, expression of gratitude, self-disclosure, sharing experiences andstyle of attachment between person and caregiver (attachment theory).
Tumblr r amruth_conference_pres2
Ravi Amruth's presentation at the inaugural [2013] Teesside University Undergraduate Research Conference, in which he presented his original piece of research into deliberate self-harm.
Discussion 1 Biopsychosocial Holistic ApproachThe asses.docx
Discussion 1:
Biopsychosocial Holistic Approach
The assessment and incorporation of a client’s spirituality has become increasingly common in the field of social work. While historically social workers were trained to avoid discussions centered on religion, we now know that spirituality encompasses many ways of believing. “The Society for Spirituality and Social Work is a network of social workers and other helping professionals dedicated to spiritually sensitive practice and education” (Society for Spirituality and Social Work, n.d.). Addressing a client’s spirituality allows for a biopsychosocial holistic approach that can aid in the process of understanding illness, disability, and end-of-life issues.
For this Discussion, review the Monod et al. (2010) article and locate one scholarly article addressing spirituality with the elderly.
·
Post your explanation of the significance of addressing spirituality with the elderly.
·
Identify a spiritually based intervention for this population.
·
Describe the effectiveness of the use of spirituality with the elderly as found in the literature.
·
Then, describe your own thoughts on the use of spirituality in an intervention.
Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.
References (use 3 or more)
Browne, C. V. (1995). Empowerment in social work practice with older women.
Social Work, 40
(3), 358–364.
Holosko, M. J., Skinner, J. F., Patterson, C. A., & Brisebois, K. (2013). Intervention with the elderly. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.),
Social work practice with individuals and families: Evidence-informed assessments and interventions
(pp. 197–235). Hoboken, NJ: Wiley.
Laidlaw, K. (2001). An empirical review of cognitive therapy for late life depression: Does research evidence suggest adaptations are necessary for cognitive therapy with older adults?
Clinical Psychology and Psychotherapy, 8(
1), 1–14.
Monod, S. M., Rochat, E., Büla, C. J., Jobin, G., Martin, E., & Spencer, B. (2010). The spiritual distress assessment tool: An instrument to assess spiritual distress in hospitalised elderly persons.
BMC Geriatrics, 10
, 88.
Discussion 2: Life Review
While the use of reminiscing about one’s life may not seem a particularly therapeutic approach, the use of life reviews has been found to be correlated with life satisfaction (Haight, 1992) and positive mental health outcomes (Westerhof, Bohlmeijer, van Beljouw, & Pot, 2010). The spontaneous and informal sharing of one’s life story to provide younger generations insight into history is an age-old tradition that, according to Haber (2006), has diminished recently under the shadow of the technical age. In response, practitioners have “found” this tool in the therapeutic process. There have been several theories used to support the integration of this intervention. You will be asked to identify and assess a theory you believe b ...
Organ donation ethics: are donors autonomous within collective networks?
(Dec. 2010). Organ donation ethics: are donors autonomous within
Collective networks? [electronic version] OJHE Online Journal of Health Ethics. 6(2), http://ojhe.org.
Storied Systems Design of Partnerships: Presentation
I prepared this presentation to share the story of my dissertation findings. I studied a local faith-based partnership's story of compassionate communitas. This presentation is about that work. I successfully defended this study in August 2017 for my Ph.D in Organizational Systems from Saybrook University, Oakland, Calif.
Future directions involve training workshops for compassionate communitas, storied systems design, and health systems for organizations wanting to improve their care of each other. I'm also writing about peripartum health.
Learn more at www.denamichelerosko.com
1ReferencesAmerican College of Obstetricians and Gynecolog.docx
1
References
American College of Obstetricians and Gynecologists. (2010). ACOG Committee
Opinion No. 343: Psychosocial risk factors: Perinatal screening and intervention.Obstetrics and Gynecology Committee, 108(2), 469–477.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.), Arlington, VA: American Psychiatric Publishing.
Almond, P. (2009). Postnatal depression: a global public health perspective; Perspectives in public health: 129(5): 221–7.
Ashworth, P., & Greasley (2009). The phenomenology of approach to studying: The idiographic
turn. Studies in Higher Education, 34(5), 561-576.
Baker, L., & Oswalt, K. (2008). Screening for postpartum depression in a rural community. Community Ment Health J 44:171–180.
Babbie, E. (2014). The practice of social research, (13th ed.). Belmont, CA: Wadsworth.
Beck, C.T. (2012). Postpartum depression: It isn’t just the blues. American Journal of
Nursing, 106(5), 40–50.
Borra, C., Lacovou, M. & Sevilla, A. (2015).New Evidence on Breastfeeding and Postpartum Depression: The Importance of Understanding Women’s Intentions. Maternal and Child Health Journal, 19(4), 897-907.
Beck, C.T. (2006). Postpartum depression: It isn’t just the blues. American Journal of
Nursing, 106(5), 40–50.
Brockington, I. F., McDonald, E., & Wainscott, G. (2006). Anxiety, obsession, and
morbid preoccupation in pregnancy. Archives of Women’s Mental Health, 9, 253-
263.
Berglund, S. (2008). Competing Everyday Discourses: The Construction of Heterosexual Risk-Taking Behavior among Adolescents in Nicaragua. Malmö: Malmö högskola, Hälsa och samhälle, 250.
Bernard. H.R. & Ryan, G. (2010). Qualitative data analysis. Systematic approaches. Thousand Oaks:29-35.
Braunack-Mayer, A. and Louise, J. (2008). The Ethics of Community Empowerment: tensions in health promotion theory and practice. IUHPE – Promotion & Education, 15(3), 5-8.
Buchanan, D. R. (2008). Autonomy, paternalism, and justice: Ethical priorities in public
health. American Journal of Public Health, 98(1), 15–21.
Buetow, S. A. (2005). To care is to coprovide. Annals of Family Medicine, 3(6), 553–
555.
Buist, A. (2006). Perinatal depression: Assessment and management. Australian Family
107 Physician, 35(9), 670–673.
Buetow, S. (2011). Person-Centered Care: bridging current models of the clinician patient relationship; International Journal of Person Centered Medicine1 (1), 196-203.
Chaudron, L. H., Kitzman, H. J., Szilagyi, P. G., Sidora-Arcoleo, K., & Anson, E. (2006).
Changes in maternal depressive symptoms across the postpartum year at well
child care visits. Ambulatory Pediatrics, 6, 221–224.
Corwin, E.J. & Arbour, M. (2007). Postpartum fatigue and evidence-based interventions: The American journal of maternal child nursing; 32(4): 215–20; quiz 21–2.
Centers for Disease Control and Prevention. (2012). Prevalence of self-reported
postpartum depressive symptoms—17 states, 2004-2005. Morbidity and Mortality ...
Saylor URL httpwww.saylor.orgbooks Saylor.org 1 .docx
Saylor URL: http://www.saylor.org/books Saylor.org
1
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Commons Attribution-NonCommercial-ShareAlike 3.0 License without
attribution as requested by the work’s original creator or licensee.
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Saylor URL: http://www.saylor.org/books Saylor.org
2
Chapter 3
Social Affect
Huge Fall in Global Markets Causes Fear and Panic for Investors
September 16, 2008, as a result of the failure of over a dozen large banks in the United States, was the
beginning of a stock market crisis around the world. On October 11, 2008, the head of the International
Monetary Fund (IMF) warned that the world financial system was teetering on ―the brink of systemi c
meltdown.‖
The Dow Jones Industrial Average fell 21 percent in one week, and BusinessWeekreferred to the crisis as a
―stock market crash–the ―Panic of 2008.‖
Over the next year, the crash erased $8.3 trillion in shareholder wealth.
Stock traders, bankers, and everyday investors all responded with panic:
―We aren’t dealing with a fundamental economic issue any longer,‖ said James Paulsen, chief investment
strategist for Wells Capital Management. ―We are dealing with fear. And that doesn’t respond to economic
medicine.‖
―I think right now there are just some very powerful negative images that are alive in many people’s
minds—images of the Depression, images of people selling apples,‖ said George Loewenstein, a behavioral
economist at Carnegie Mellon University.
Some investors, like software engineer Sandeep Bhanote, did their best to keep their emotions in check:
―Fear is the most dangerous emotion. It can really do the market a lot of harm when maybe it is not
necessary to be afraid,‖
―When investors act purely on emotion, there is greater chance of them sabotaging their financial goals,‖
said Stuart Ritter, a certified financial planner at T. Rowe Price.
Source: http://www.usatoday.com/money/economy/2008-10-09-145686747_x.htm?csp=34.
Although a good part of our social behavior is determined by cognitive, thoughtful, and rational processes,
another part—and particularly those behaviors that have substantial impact on our health and
happiness—is the result of affect. Our everyday experiences arouse in us a wide range of moods and
emotions, both positive and negative, and these feelings have profound consequences for our lives.
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Saylor URL: http://www.saylor.org/books Saylor.org
3
Emotions are particularly social, and that is why they are of such interest to social psychologists. Although
w.
OVERVIEWWrite a 4–5-page assessment in which you apply theories .docx
OVERVIEW
Write a 4–5-page assessment in which you apply theories and concepts about prejudice, stereotypes, and groups to different points related to these topics.
Prejudice and stereotyping seem to be part of the human condition, and it is essential to examine how attitudes develop in order to change our behavior as individuals and as a society.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 2: Apply social psychological research and theory to examine social perception, social interaction, and social influence.
•
Examine how attitudes and behaviors of a group influence prejudice and stereotyping.
•
Explain how membership in a group influences social judgment.
•
Competency 3: Analyze social psychological theory and research to explain personal, professional, and social issues.
•
Analyze how portrayal of ethnic, cultural, and social groups by the media influences social perception of the group and perpetuates stereotyping.
•
Analyze how subtle stereotyping and cognitive dissonance can affect the ability to bring about social change.
•
Competency 5: Examine controversial research studies in social psychology from an ethical standpoint.
•
Describe ethical challenges researchers face when conducting research on controversial topics.
•
Competency 6: Apply critical thinking skills to resolve conflicts and issues in the field of social psychology.
•
Examine the implications and consequences for society of not addressing prejudice and stereotyping.
•
Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
•
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style.
CONTEXT
Prejudice occurs all over the world, often contributing to violence, oppression, and other forms of harm. What are the distinctions between stereotypes, discrimination, and prejudice? When do stereotypes become prejudices? Racism and sexism occur across races, ages, genders, religions, physical appearances, sexual orientations, and so on. Prejudice creates emotional, physical, and economic harm to individuals, groups, and society as a whole. But what factors create prejudice, and how can prejudice be reduced? What role do media play in both maximizing and minimizing stereotypes and prejudices? By examining how prejudices are cultivated and the damage they cause, we can begin to see how we might overcome and prevent prejudice.
Groups
Anyone who has worked in teams knows the challenges of working as a team but also the synergistic accomplishments that come when the team works well together. The fact is that, as cultural animals, we are required to be part of groups of varying types and sizes. Social psychology seeks to answer important questions that assist us in und.
Resilience seminar
This slideshow was part of a presentation in an adult education seminar in my church. I studied the impact of prayer on resilience for my Doctorate of Ministry.
Communicating Difference Matters: Perspectives & Practices
Diversity & Inclusion @ CU Denver School of Education & Human Development
2024-05-30_meetup_devops_aix-marseille.pdf
Slides de notre meetup DevOps AixMarseille du 30 mai 2024 chez SmarTribune
Sujets: platform engineering / terragrunt / test containers
Supercharge your AI - SSP Industry Breakout Session 2024-v2_1.pdf
During the May 2024 SSP Conference in Boston, MA, Margie Hlava gave this presentation during the Industry Breakout Session on May 29, 2024.
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Inclusion for a Student with Traumatic Brain Injury (TBI) in Third Level Educ...
An insider and Auto-ethnographic perspective on the experience of navigating the educational environment living with physical, cognitive, emotional and behavioural challenges.
ASSESSMENT-2 OVERVIEWWrite a 3–4-page assessment in which yo.docx
ASSESSMENT-2
OVERVIEW
Write a 3–4-page assessment in which you examine the relationship between behavior and attitude and apply one theory to support your position.
Attitudes help guide behavior, although sometimes people act in ways that contradict their attitudes (Baumeister & Bushman, 2014). Some have said that attitudes are directly related to behavior; others say there is no strong relationship between attitude and behavior. Examining theories of how people develop attitudes and perceptions can lead to heightened self-awareness.
CONTEXT
The self is a complex and marvelous participant in the social world. There are three main components of the self: self-knowledge, interpersonal self, and agent self. The self is a vital means of gaining social acceptance and for participation in culture. But is there such a thing as a "true self"?
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
•
Does your level of self-esteem change depending on the situation? In what types of situations have you noticed a change?
What self-defeating behaviors have you noticed in others or identified in yourself? How does this behavior relate to theory?
RESOURCES
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course.
Note
: some of the articles included here are fairly old but are included because they are considered seminal works in the field of social psychology.
•
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013).
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation
.
Psychological Bulletin, 139
(3), 655–701.
•
Sitzmann, T., & Ely, K. (2010).
Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition
.
Journal of Applied Psychology, 95
(1), 132–144.
•
Hu, H., & Driscoll, M. P. (2013).
Self-regulation in e-learning environments: A remedy for community college?
Journal of Educational Technology & Society, 16
(4), 171–184.
•
Crabb, P. B. (2003).
Technology and self-regulation: The case of alarm clock use
.
Social Behavior and Personality, 31
(4), 343–348.
•
Schmitz, B., Schmidt, M., Landmann, M., & Spiel, C. (2007).
New developments in the field of self-regulated learning
.
Zeitschrift Für Psychologie/Journal of Psychology, 215
(3), 153–156.
•
Mischel, W., Ayduk, O., Berman, M. G., Casey, B. J., Gotlib, I. H., Jonides, J., . . . Shoda, Y. (2011).
'Willpower' over the life span: Decomposing self-regulation.
Research MVS_WB
MS research presentation about the implications of materialistic values on subjective well-being!
The religious and spiritual struggles of the nonreligious and nonspiritual
(2015, March/August). Presented at the Midyear Research Conference on Religion and Spirituality, Provo, Utah / the convention of the International Association for the Psychology of Religion, Istanbul, Turkey.
Abstract:
Religion and well-being are known to correlate positively in the North American population. Building partly on this premise, recent research has explored the common ground shared by these broad constructs. This work has introduced new hybrid constructs that describe individual differences in, e.g., the quality of relationships with one’s God or religious community, the degree of doubt felt about religious beliefs, or the sense of spiritual transcendence. Meanwhile, the USA’s religiously unaffiliated minority population has grown in size and proportion. To what extent can explicitly religious or spiritual forms of well-being coherently describe people who do not consider themselves religious nor spiritual? Our study focused specifically on a new, multidimensional measure, the Religious and Spiritual Struggles (RSS) scale, which assesses six correlated types of struggle: Divine, Demonic, Interpersonal, Moral, Ultimate Meaning, and Doubt. We measured these struggles, life satisfaction, meaning in life, and the search for meaning in a large sample of American undergraduates. Each participant self-identified as “religious but not spiritual”, “spiritual but not religious”, both, or neither. The RSS achieved strict measurement invariance across these groups, which strongly supports its construct validity regardless of religiousness, spirituality, or the absence of either or both. Group means for all latent factors differed, but in unexpected ways. Spiritual but not religious participants reported the least spiritual struggles of all kinds except Ultimate Meaning. Means for participants who identified as both religious and spiritual did not differ significantly from means for participants who identified as neither religious nor spiritual, despite these groups’ ostensibly opposite perspectives on religion and spirituality. However, these groups contrasted most sharply in terms of how religious and spiritual struggles related to external variables, especially meaning in life, which related more weakly within the nonreligious, nonspiritual group. Religiousness and spirituality independently moderated relationships between well-being and these domain-specific struggles.
Resource List The Biological PerspectiveAmerican Psychological .docx
Resource List: The Biological Perspective
American Psychological Association. (2014). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx
Genetics: Heredity, twin, and adoption studies
· Demirkan, A. A., Penninx, B., Hek, K. K., Wray, N. R., Amin, N. N., Aulchenko, Y. S., Middeldorp, C. M. (2011). Genetic risk profiles for depression and anxiety in adult and elderly cohorts. Molecular Psychiatry, 16(7), 773–783.
· Shyn, S. I., & Hamilton, S. P. (2010). The genetics of major depression: Moving beyond the monoamine hypothesis. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2824618/
· Kendler, K. S., & Myers, J. (2010). The genetic and environmental relationship between major depression and the five-factor model of personality. Psychological Medicine, 40(5), 801–806.
· Elder, B. L., & Mosack, V. (2011). Genetics of depression: An overview of the current science. Issues in Mental Health Nursing, 32(4), 192–202.
· Schnittker, J. (2010). Gene-environment correlations in the stress-depression relationship.Journal of Health and Social Behavior, 51(3), 229–243.
· Silberg, J. L., Maes, H., & Eaves, L. J. (2010). Genetic and environmental influences on the transmission of parental depression to children's depression and conduct disturbance: An extended children of twins study. Journal of Child Psychology and Psychiatry, 51(6), 734–744.
Biochemical Studies
· France, C. M., Lysaker, P. H., & Robinson, R. P. (2007). The "chemical imbalance" explanation for depression: Origins, lay endorsement, and clinical implications. Professional Psychology: Research and Practice, 38(4), 411– 420.
· JAMA and Archives Journals. (2009, February 8). Hormone level during pregnancy may identify women at risk for postpartum depression.Science Daily. Retrieved from http://www.sciencedaily.com/releases/2009/02/090202174820.htm
· The Endocrine Society. (2009, June 29). Symptoms of depression in obese children linked to elevated cortisol. Obesity & Diabetes Week, 151.
· Howland, R. H. (2010). Use of endocrine hormones for treating depression. Journal of Psychosocial Nursing and Mental Health Services, 48(12), 13–16.
· Krishnan, V., & Nestler, E. J. (2010). Linking molecules to mood: New insight into the biology of depression. The American Journal of Psychiatry, 167(11), 1305–1320.
· Karg, K., Burmeister, M., Shedden, K., & Sen, S. (2011). The serotonin transporter promoter variant (5-HTTLPR), stress, and depression meta-analysis revisited: Evidence of genetic moderation. Archives of General Psychiatry, 68(5), 444–454.
· Munafò, M. R. (2012). The serotonin transporter gene and depression. Depression and Anxiety, 29(11), 915–917.
· Naninck, E. F. G., Lucassen, P. J., & Baker, J. (2011). Sex differences in adolescent depression: Do sex hormones determine vulnerability?Journal of Neuroendocrinology, 23(5), 383–392.
· Young, E., & Korszun, A. (2010). Sex, trauma, stress hormones and depression. Molecular Psychi ...
Psychological article: Subjective Well-being
Which is the definition of “subjective well-being”? According to Diener, Lucas and Oishi (2002), the subjective well-being refers to “a person’s cognitive and affective evaluations of his or her life”. Which factors influence the interpersonal aspects of well-being? A large number of research studies shows these factors are the positive response, expression of gratitude, self-disclosure, sharing experiences andstyle of attachment between person and caregiver (attachment theory).
Tumblr r amruth_conference_pres2
Ravi Amruth's presentation at the inaugural [2013] Teesside University Undergraduate Research Conference, in which he presented his original piece of research into deliberate self-harm.
Discussion 1 Biopsychosocial Holistic ApproachThe asses.docx
Discussion 1:
Biopsychosocial Holistic Approach
The assessment and incorporation of a client’s spirituality has become increasingly common in the field of social work. While historically social workers were trained to avoid discussions centered on religion, we now know that spirituality encompasses many ways of believing. “The Society for Spirituality and Social Work is a network of social workers and other helping professionals dedicated to spiritually sensitive practice and education” (Society for Spirituality and Social Work, n.d.). Addressing a client’s spirituality allows for a biopsychosocial holistic approach that can aid in the process of understanding illness, disability, and end-of-life issues.
For this Discussion, review the Monod et al. (2010) article and locate one scholarly article addressing spirituality with the elderly.
·
Post your explanation of the significance of addressing spirituality with the elderly.
·
Identify a spiritually based intervention for this population.
·
Describe the effectiveness of the use of spirituality with the elderly as found in the literature.
·
Then, describe your own thoughts on the use of spirituality in an intervention.
Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.
References (use 3 or more)
Browne, C. V. (1995). Empowerment in social work practice with older women.
Social Work, 40
(3), 358–364.
Holosko, M. J., Skinner, J. F., Patterson, C. A., & Brisebois, K. (2013). Intervention with the elderly. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.),
Social work practice with individuals and families: Evidence-informed assessments and interventions
(pp. 197–235). Hoboken, NJ: Wiley.
Laidlaw, K. (2001). An empirical review of cognitive therapy for late life depression: Does research evidence suggest adaptations are necessary for cognitive therapy with older adults?
Clinical Psychology and Psychotherapy, 8(
1), 1–14.
Monod, S. M., Rochat, E., Büla, C. J., Jobin, G., Martin, E., & Spencer, B. (2010). The spiritual distress assessment tool: An instrument to assess spiritual distress in hospitalised elderly persons.
BMC Geriatrics, 10
, 88.
Discussion 2: Life Review
While the use of reminiscing about one’s life may not seem a particularly therapeutic approach, the use of life reviews has been found to be correlated with life satisfaction (Haight, 1992) and positive mental health outcomes (Westerhof, Bohlmeijer, van Beljouw, & Pot, 2010). The spontaneous and informal sharing of one’s life story to provide younger generations insight into history is an age-old tradition that, according to Haber (2006), has diminished recently under the shadow of the technical age. In response, practitioners have “found” this tool in the therapeutic process. There have been several theories used to support the integration of this intervention. You will be asked to identify and assess a theory you believe b ...
Organ donation ethics: are donors autonomous within collective networks?
(Dec. 2010). Organ donation ethics: are donors autonomous within
Collective networks? [electronic version] OJHE Online Journal of Health Ethics. 6(2), http://ojhe.org.
Storied Systems Design of Partnerships: Presentation
I prepared this presentation to share the story of my dissertation findings. I studied a local faith-based partnership's story of compassionate communitas. This presentation is about that work. I successfully defended this study in August 2017 for my Ph.D in Organizational Systems from Saybrook University, Oakland, Calif.
Future directions involve training workshops for compassionate communitas, storied systems design, and health systems for organizations wanting to improve their care of each other. I'm also writing about peripartum health.
Learn more at www.denamichelerosko.com
1ReferencesAmerican College of Obstetricians and Gynecolog.docx
1
References
American College of Obstetricians and Gynecologists. (2010). ACOG Committee
Opinion No. 343: Psychosocial risk factors: Perinatal screening and intervention.Obstetrics and Gynecology Committee, 108(2), 469–477.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.), Arlington, VA: American Psychiatric Publishing.
Almond, P. (2009). Postnatal depression: a global public health perspective; Perspectives in public health: 129(5): 221–7.
Ashworth, P., & Greasley (2009). The phenomenology of approach to studying: The idiographic
turn. Studies in Higher Education, 34(5), 561-576.
Baker, L., & Oswalt, K. (2008). Screening for postpartum depression in a rural community. Community Ment Health J 44:171–180.
Babbie, E. (2014). The practice of social research, (13th ed.). Belmont, CA: Wadsworth.
Beck, C.T. (2012). Postpartum depression: It isn’t just the blues. American Journal of
Nursing, 106(5), 40–50.
Borra, C., Lacovou, M. & Sevilla, A. (2015).New Evidence on Breastfeeding and Postpartum Depression: The Importance of Understanding Women’s Intentions. Maternal and Child Health Journal, 19(4), 897-907.
Beck, C.T. (2006). Postpartum depression: It isn’t just the blues. American Journal of
Nursing, 106(5), 40–50.
Brockington, I. F., McDonald, E., & Wainscott, G. (2006). Anxiety, obsession, and
morbid preoccupation in pregnancy. Archives of Women’s Mental Health, 9, 253-
263.
Berglund, S. (2008). Competing Everyday Discourses: The Construction of Heterosexual Risk-Taking Behavior among Adolescents in Nicaragua. Malmö: Malmö högskola, Hälsa och samhälle, 250.
Bernard. H.R. & Ryan, G. (2010). Qualitative data analysis. Systematic approaches. Thousand Oaks:29-35.
Braunack-Mayer, A. and Louise, J. (2008). The Ethics of Community Empowerment: tensions in health promotion theory and practice. IUHPE – Promotion & Education, 15(3), 5-8.
Buchanan, D. R. (2008). Autonomy, paternalism, and justice: Ethical priorities in public
health. American Journal of Public Health, 98(1), 15–21.
Buetow, S. A. (2005). To care is to coprovide. Annals of Family Medicine, 3(6), 553–
555.
Buist, A. (2006). Perinatal depression: Assessment and management. Australian Family
107 Physician, 35(9), 670–673.
Buetow, S. (2011). Person-Centered Care: bridging current models of the clinician patient relationship; International Journal of Person Centered Medicine1 (1), 196-203.
Chaudron, L. H., Kitzman, H. J., Szilagyi, P. G., Sidora-Arcoleo, K., & Anson, E. (2006).
Changes in maternal depressive symptoms across the postpartum year at well
child care visits. Ambulatory Pediatrics, 6, 221–224.
Corwin, E.J. & Arbour, M. (2007). Postpartum fatigue and evidence-based interventions: The American journal of maternal child nursing; 32(4): 215–20; quiz 21–2.
Centers for Disease Control and Prevention. (2012). Prevalence of self-reported
postpartum depressive symptoms—17 states, 2004-2005. Morbidity and Mortality ...
Saylor URL httpwww.saylor.orgbooks Saylor.org 1 .docx
Saylor URL: http://www.saylor.org/books Saylor.org
1
This text was adapted by The Saylor Foundation under a Creative
Commons Attribution-NonCommercial-ShareAlike 3.0 License without
attribution as requested by the work’s original creator or licensee.
http://creativecommons.org/licenses/by-nc-sa/3.0/
http://www.saylor.org/books
http://creativecommons.org/licenses/by-nc-sa/3.0/
http://creativecommons.org/licenses/by-nc-sa/3.0/
Saylor URL: http://www.saylor.org/books Saylor.org
2
Chapter 3
Social Affect
Huge Fall in Global Markets Causes Fear and Panic for Investors
September 16, 2008, as a result of the failure of over a dozen large banks in the United States, was the
beginning of a stock market crisis around the world. On October 11, 2008, the head of the International
Monetary Fund (IMF) warned that the world financial system was teetering on ―the brink of systemi c
meltdown.‖
The Dow Jones Industrial Average fell 21 percent in one week, and BusinessWeekreferred to the crisis as a
―stock market crash–the ―Panic of 2008.‖
Over the next year, the crash erased $8.3 trillion in shareholder wealth.
Stock traders, bankers, and everyday investors all responded with panic:
―We aren’t dealing with a fundamental economic issue any longer,‖ said James Paulsen, chief investment
strategist for Wells Capital Management. ―We are dealing with fear. And that doesn’t respond to economic
medicine.‖
―I think right now there are just some very powerful negative images that are alive in many people’s
minds—images of the Depression, images of people selling apples,‖ said George Loewenstein, a behavioral
economist at Carnegie Mellon University.
Some investors, like software engineer Sandeep Bhanote, did their best to keep their emotions in check:
―Fear is the most dangerous emotion. It can really do the market a lot of harm when maybe it is not
necessary to be afraid,‖
―When investors act purely on emotion, there is greater chance of them sabotaging their financial goals,‖
said Stuart Ritter, a certified financial planner at T. Rowe Price.
Source: http://www.usatoday.com/money/economy/2008-10-09-145686747_x.htm?csp=34.
Although a good part of our social behavior is determined by cognitive, thoughtful, and rational processes,
another part—and particularly those behaviors that have substantial impact on our health and
happiness—is the result of affect. Our everyday experiences arouse in us a wide range of moods and
emotions, both positive and negative, and these feelings have profound consequences for our lives.
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http://www.saylor.org/books
http://www.usatoday.com/money/economy/2008-10-09-145686747_x.htm?csp=34
Saylor URL: http://www.saylor.org/books Saylor.org
3
Emotions are particularly social, and that is why they are of such interest to social psychologists. Although
w.
OVERVIEWWrite a 4–5-page assessment in which you apply theories .docx
OVERVIEW
Write a 4–5-page assessment in which you apply theories and concepts about prejudice, stereotypes, and groups to different points related to these topics.
Prejudice and stereotyping seem to be part of the human condition, and it is essential to examine how attitudes develop in order to change our behavior as individuals and as a society.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 2: Apply social psychological research and theory to examine social perception, social interaction, and social influence.
•
Examine how attitudes and behaviors of a group influence prejudice and stereotyping.
•
Explain how membership in a group influences social judgment.
•
Competency 3: Analyze social psychological theory and research to explain personal, professional, and social issues.
•
Analyze how portrayal of ethnic, cultural, and social groups by the media influences social perception of the group and perpetuates stereotyping.
•
Analyze how subtle stereotyping and cognitive dissonance can affect the ability to bring about social change.
•
Competency 5: Examine controversial research studies in social psychology from an ethical standpoint.
•
Describe ethical challenges researchers face when conducting research on controversial topics.
•
Competency 6: Apply critical thinking skills to resolve conflicts and issues in the field of social psychology.
•
Examine the implications and consequences for society of not addressing prejudice and stereotyping.
•
Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
•
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style.
CONTEXT
Prejudice occurs all over the world, often contributing to violence, oppression, and other forms of harm. What are the distinctions between stereotypes, discrimination, and prejudice? When do stereotypes become prejudices? Racism and sexism occur across races, ages, genders, religions, physical appearances, sexual orientations, and so on. Prejudice creates emotional, physical, and economic harm to individuals, groups, and society as a whole. But what factors create prejudice, and how can prejudice be reduced? What role do media play in both maximizing and minimizing stereotypes and prejudices? By examining how prejudices are cultivated and the damage they cause, we can begin to see how we might overcome and prevent prejudice.
Groups
Anyone who has worked in teams knows the challenges of working as a team but also the synergistic accomplishments that come when the team works well together. The fact is that, as cultural animals, we are required to be part of groups of varying types and sizes. Social psychology seeks to answer important questions that assist us in und.
Resilience seminar
This slideshow was part of a presentation in an adult education seminar in my church. I studied the impact of prayer on resilience for my Doctorate of Ministry.
Communicating Difference Matters: Perspectives & Practices
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Abstract:
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Learning to control and direct conversations takes understanding and practice.
We can combine our innate empathy with our analytical skills to gain a deeper understanding of complex situations at work. Join this session to learn how to prepare for difficult conversations and how to improve our agile conversations in order to be more influential without power. We will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
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Two Words
- 1. Two Words
- 3. Bed… hard…
- 5. I Quit!
- 15. Gratitude Complaints Better sleep Higher wellbeing Healthier Happier Greater social capital Depression Anxiety Decreased brain functioning Stresses others
- 21. References • http://www.buzzle.com/articles/why-complaining-is-bad-for-your-health.html • Rose, A. J., Carlson, W., & Waller, E. M. (2007). Prospective associations of co-rumination with friendship and emotional adjustment: considering the socioemotional trade-offs of co- rumination. Developmental psychology, 43(4), 1019. • Emmons, Robert A.; McCullough, Michael E., Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life, Journal of Personality and Social Psychology, Vol 84(2), Feb 2003, 377- 389. http://dx.doi.org/10.1037/0022-3514.84.2.377 • Wood, A. M., Maltby, J., Gillett, R., Linley, P. A., & Joseph, S. (2008). The role of gratitude in the development of social support, stress, and depression: Two longitudinal studies. Journal of Research in Personality, 42(4), 854-871. • Emmons, R. A., & Mishra, A. (2011). Why gratitude enhances well-being: What we know, what we need to know. Designing positive psychology: Taking stock and moving forward, 248-262