Describe how levels of self-esteem relate to reactions to positive and negative feedback. 2 – Compare and contrast the concepts of identity and self-concept. 3 – Discuss the five persuasion sources and give an example of each. 4 – What new information did you learn from these chapters? What did you find most interesting?

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Describe how levels of self-esteem relate to reactions to positive and negative feedback. 2 – Compare and contrast the concepts of identity and self-concept. 3 – Discuss the five persuasion sources and give an example of each. 4 – What new information did you learn from these chapters? What did you find most interesting?

“Is there a relationship between frequency of church attendance and the level of understanding of basic Christian doctrine?”  Read the excerpt from an original article that appeared in the Baptist Message in August 2011 (Quarles, 2011), attached.  Then answer the following prompts, in 350 words for the original thread: Summarize the excerpt in several sentences.  Include in your summary a list of the main Christian doctrines that students are failing to grasp.Think about the research question:  Is there a relationship between frequency of church attendance and the level of understanding of basic Christian doctrine?  In order to conduct a study, a psychologist must first establish the null and research hypotheses that will guide the research design and data analysis.

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“Is there a relationship between frequency of church attendance and the level of understanding of basic Christian doctrine?” 

Read the excerpt from an original article that appeared in the Baptist Message in August 2011 (Quarles, 2011), attached.  Then answer the following prompts, in 350 words for the original thread:

Summarize the excerpt in several sentences.  Include in your summary a list of the main Christian doctrines that students are failing to grasp.Think about the research question:  Is there a relationship between frequency of church attendance and the level of understanding of basic Christian doctrine?  In order to conduct a study, a psychologist must first establish the null and research hypotheses that will guide the research design and data analysis.

Based on the given research question and your reading, state a null hypothesis and a research hypothesis (otherwise known as an alternative hypothesis) for the lab project. Note that we are not stating a hypothesis for the Quarles study, but for the lab project study with the given research question.

Share your thoughts:  Based on your own opinion, what do you predict the results of such a study might be?

 

The following text is the basis for the Lab Project and Discussion. The excerpt is taken from:

Quarles, C. (2011, August 18). Southern Baptists must learn to ‘choose our battles wisely.’ [Louisiana] Baptist Message.

You are not required to read the entire article, but if you wish to read it, it is attached.

“For the last three years, Louisiana College has administered a newly-developed BASE (Belief Assessment of Spiritual Essentials) exam to incoming freshmen to determine how well they understand the essential doctrines of the Christian faith.

These are not the lofty doctrines that only erudite ivory tower theologians discuss and debate in the back rooms of dusty libraries; these are essential gospel truths that a person must understand and believe to be considered truly Christian.

Such doctrines include humanity’s sinful and lost condition, Jesus’ identity as God, the necessity of faith in Jesus for salvation, and our Lord’s bodily resurrection.

Here are some of our discoveries:

· 78 percent believe that all people are basically good and have no real need for a Savior

· 65 percent cannot identify a simple definition of new birth in a multiple-choice question. They think that being ‘born again’ means experiencing reincarnation or transmigration in which a person who has died returns to earth in another life form so that they can make up for the sins of the past.

· 54 percent think that faith in Jesus is unnecessary for salvation. In their view, as long as a person believes in a god and has fallen in love with him, her, or it, he is right with that god.

· 42 percent believe that people go to heaven because of their personal morality rather than because of Jesus’ sacrificial death.

· 32 percent do not know that Christianity affirms the Deity of Jesus Christ, even though the NT repeatedly insists that faith in Jesus as God is necessary for salvation.

· 25 percent do not know that Christianity claims that Jesus literally rose from the dead.

Overall, our freshmen scored a 67 percent on the BASE exam, a failing grade, despite the fact that 90 percent of the college’s incoming freshmen claim to be Christians and nearly 60 percent of them grew up in our own Louisiana Baptist churches!”

Question One: Consider the Research by Zhu, Ziang, Fan, and Han in the text on Cross-Cultural Differences in Brain Activation When Considering the Self. What does it mean to have a self-concept that is so fused with representations of others? What does it mean to have a self-concept that is NOT fused with representations of others? What might the behavioral implications be?

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Discussion Questions II

espond to each question in 1- 1 ½ pages per question.

Total assignment should be 4-6 pages total plus a Title and Reference Page

 

Question One: Consider the Research by Zhu, Ziang, Fan, and Han in the text on Cross-Cultural Differences in Brain Activation When Considering the Self. What does it mean to have a self-concept that is so fused with representations of others? What does it mean to have a self-concept that is NOT fused with representations of others? What might the behavioral implications be?

Suggested Topic Heading: Self-Concept and Cross-Cultural Differences

Question Two: Some psychologists have suggested that while individuals tend to use traits to describe themselves and others, this merely tells us something about the cognitive functioning of individuals and about their interpersonal perceptions– it does not tell us that traits represent the best tools for the scientific analysis of personality. How important is the fact that the layperson finds the trait a useful construct? If we accept the importance of the layperson’s use of this construct for theory development, does this also commit us to accepting the specific trait names and categorizations used by the layperson (e.g., honest, aggressive, sympathetic)?

Suggested Topic Heading: Trait Constructs

Question Three: Big five terms are great for describing differences between people. But are they also good for explaining people’s behavior? Is it reasonable to say that “Liz smiled and greeted people happily because she is an extravert”? Or is that similar to saying “It is sunny and warm in San Diego this week because San Diego has nice weather”? In other words, is this sort of “explanation” one that just takes you around in circles?

Suggested Topic Heading: The Five-Factor Model

Question Four: The text discusses research on brain systems involved in higher-level psychological functions, such as self-concept. How much do we learn about such psychological functions by studying the brain? In other words, since we know that some systems in the brain have to be involved in any psychological function, does an analysis of underlying neuroanatomy answer the most pressing questions about personality? Or does it leave unanswered critical questions about the ways in which these psychological capacities develop and function in the social world? In short: Can there be a neuroscience of personality?

Suggested Topic Heading: The Brain and Psychological Functions

Of major concern to educators and psychologists alike is the relationship of childhood poverty and deprivation on suppressed cognitive development, executive functioning, and attention. Further, recent research suggests that childhood poverty also can play an important role in negative health outcomes and attitudes towards aging that extend into adulthood. Discuss the research of this topic and suggest effective interventions for using childhood as a springboard for promoting healthy aging.

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Of major concern to educators and psychologists alike is the relationship of childhood poverty and deprivation on suppressed cognitive development, executive functioning, and attention. Further, recent research suggests that childhood poverty also can play an important role in negative health outcomes and attitudes towards aging that extend into adulthood. Discuss the research of this topic and suggest effective interventions for using childhood as a springboard for promoting healthy aging.

The embedded articleis also found in the SUO library reference:

Wise, P. (2016).  Child poverty and the promise of human capacity: Childhood as a foundation for healthy aging.  Academic Pediatrics (16), S37-S45. http://dx.doi.org/10.1016/j.acap.2016.01.014

Use the lessons and vocabulary found in the readings. Your responses should clarify your understanding of the topic and should be original and free from plagiarism. Follow APA guidelines for the writing style, spelling and grammar, and citation of sources.

Case Study Analysis: Adolescence to Emerging Adulthood

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Case Study Analysis: Adolescence to Emerging Adulthood

For this assignment, you will complete an analysis of a case study that deals with one of the following stages of lifespan development: adolescence or emerging adulthood.

Select one of the following case studies from your Broderick and Blewitt textbook to complete an analysis of the developmental and contextual issues related to the selected case:

  • Dean, page 365.
  • Angela, page 436.

Each of the case studies includes a set of questions that can guide your analysis of the pertinent issues for the particular case.

Expectations

Address the following in your case study analysis:

  • Analyze lifespan development theories to determine the most appropriate theory or theories to apply to the case study.
  • Apply the appropriate lifespan development theory to support an identified intervention process.
  • Describe the potential impact of individual and cultural differences on development for the current age and context described in the case study.
  • Write in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression.

Content

The case study analysis should be a maximum of 5 pages in length, including the introduction and conclusion, each of which should be approximately one half-page in length. The body of the paper should not exceed 4 pages.

Provide the following content in your paper:

  • An introduction that includes an overview of the paper contents, including a brief summary and background information regarding the case study.
  • The body of the case study, including:
    • The presenting challenge or challenges and primary issue or issues.
    • The appropriate lifespan development theory and research-based alternatives that explain the presenting challenges.
    • The potential impact of individual and cultural differences on development for the current age and context described in the case study.
    • Evidence-based support from lifespan development theory and current scholarly research to support appropriate interventions.
  • A conclusion that summarizes what was introduced in the body of the paper, with respect to the case study context, challenges, and interventions.

Requirements

Submit a professional document, in APA style, that includes the following required elements identified with headings and subheadings:

  • Title page.
  • Introduction (half page).
  • Case study analysis (4 pages).
  • Conclusion (half page).
  • Reference page: Include a minimum of 5 scholarly resources from current peer-reviewed journals as references, in addition to referencing the textbook in which the case study is embedded.
  • Font: Times New Roman, 12 point.

CASE STUDY (DEAN)

Dean is a White 16-year-old. He is a sophomore at George Washington Carver High School. He lives with his father and his stepmother in a semirural community in the South. His father and mother divorced when Dean was 8 years old, and both parents remarried shortly after the breakup. Dean’s mother moved to another state, and, although she calls him from time to time, the two have little contact. Dean gets along well with his father and stepmother. He is also a good “older brother” to his 5-year-old stepbrother, Jesse.

Dean’s father owns and operates an auto-repair shop in town. His wife works part time, managing the accounts for the business. She is also an active contributor to many community projects in her neighborhood. She regularly works as a parent volunteer in the elementary school library and is a member of her church’s executive council. Both parents try hard to make a good life for their children.

Dean has always been a somewhat lackluster student. His grades fell precipitously during third grade, when his parents divorced. However, things stabilized for Dean over the next few years, and he has been able to maintain a C average. Neither Dean nor his father take his less-than-stellar grades too seriously. In middle school, his father encouraged him to try out for football. He played for a few seasons but dropped out in high school. Dean has a few close friends who like him for his easygoing nature and his sense of humor. Dean’s father has told him many times that he can work in the family business after graduation. At his father’s urging, Dean is pursuing a course of study in automobile repair at the regional vo-tech school.

Now in his sophomore year, Dean’s circle of friends includes mostly other vo-tech students. He doesn’t see many of his former friends, who are taking college preparatory courses. Kids in his class are beginning to drive, enabling them to go to places on weekends that had formerly been off-limits. He knows many kids who are having sex and drinking at parties. He has been friendly with several girls over the years, but these relationships have been casual and platonic. Dean wishes he would meet someone with whom he could talk about his feelings and share his thoughts.

Although he is already quite accustomed to the lewd conversations and sexual jokes that circulate around the locker room, he participates only halfheartedly in the banter. He has listened for years to friends who brag about their sexual exploits. He wonders with increasing frequency why he is not attracted to the same things that seem so important to his friends. The thought that he might be gay has crossed his mind, largely because of the scathing comments made by his peers about boys who show no interest in girls. This terrifies him, and he usually manages to distract himself by reasoning that he will develop sexual feeling “when the right girl comes along.”

As time passes, however, he becomes more and more morose. His attention is diverted even more from his classwork. He finds it more difficult to be around the kids at school. Dean starts to drink heavily and is arrested for driving under the influence of alcohol. He is sentenced to a 6-week drug education program and is assigned community service. His parents are disappointed in him because of this incident, but they believe he has learned his lesson and will not repeat his mistake. Dean’s father believes that his son will be fine as soon as he finds a girlfriend to “turn him around.”

Discussion Questions

1.

What are the issues facing Dean at this point in his development?

2.

Enumerate the risks and the protective factors that are present in his life.

3.

How would you, as his counselor, assess Dean’s situation? What approaches could you take with this adolescent? What kinds of psycho-educational interventions might you consider within the school setting?

(Broderick 365-366)

Broderick, Patricia C., Pamela Blewitt. Life Span, The: Human Development for Helping Professionals, 4th Edition. Pearson Learning Solutions, 01/2014. VitalBook file.

Compare and Contrast Theories of Counseling

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Compare and Contrast Theories of Counseling

There are many theories behind the different counseling modalities. Some counselors will adhere to one specific theory, focusing treatment types to the tenets of that theory. Other counselors will adopt a more eclectic counseling foundation, drawing key ideas from multiple theories and combining many treatment types to suit their clients.

For this assignment, create a chart that outlines the following counseling theories: behavior theory, psychoanalytic theory, cognitive-behavioral theory, and person centered theory. For each theory, cover the following aspects:

  • Goals of therapy
  • Types of treatment
  • Theoretical explanation of where substance use or abuse stems from
  • Characteristics of the client that would be the best fit for this theory

Download a copy of the chart template which you can use to create your chart.

Once your chart is complete, address the following questions:

  • Describe the similarities and differences between the different therapeutic theories.
  • According to you, which approach or combination of approaches best fits you as a future counselor?

Write a 4–5-page paper (including the chart) in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M1_A3.doc.

 

 

 

HERE IS THE DOWNLOADED CHART

 

Four Counseling Theories

 

   

 

Goals of Therapy

  

Types of Treatment

  

Origins of Substance Abuse

  

Client Characteristics for Best Fit
Behavior Theory        
Psychoanalytic Theory        
Cognitive-Behavioral Theory        
Person Centered Theory