How to Write a Personal Statement (Get College Admission)

When it comes to college applications, a personal statement stands as the keystone that makes or breaks the chance of admission to your dream school. This document is your chance to display your unique qualities, experiences, and aspirations. Simply put, it says who you are in person and what you stand for. It goes beyond the grades and test scores, offering you a precious opportunity to introduce yourself to college admission committees. In this article, we will dive deep into the art of writing a compelling personal statement for college applications, ensuring that you stand out in the competitive world of higher education.

Table of contents

How to Write a Personal Statement

Showing Your Unique Story in the Personal Statement

Consider the personal statement as your lading document, a platform to artfully depict your individuality. The journey to this moment of college application, complete with its myriad experiences, both victorious and challenging, has forged the person you are today. Therefore, the statement needs to narrate this unique journey.

This includes describing the pivotal moments in life, experiences, or influences that have shaped current aspirations and values. For instance, if the dream is to study environmental science, then you can recount the time you volunteered for a local conservation project and how that ignited your passion for sustainability. The narrative in the statement should resonate with the admissions committee, allowing them to understand your motivations and ambitions.

Proving Academic Passion through Personal Statement

Colleges want students who are not only academically prepared but also have self-drive for their chosen field of study. The personal statement should thus convey the love for learning and commitment to the chosen academic pursuits. In addition, share how you plan to leverage the resources and opportunities offered by the college to further explore and excel in your academic interests.

Personal Statement as a Document for Reflection and Self-Discovery

The document is also a platform for self-reflection. Describe how you have evolved as a person through your high school or previous college years. Discuss what you have had to overcome, the personal growth you’ve experienced, and how these experiences have prepared you for the academic and personal challenges of college.

For example, if you’ve struggled with time management and developed effective strategies to overcome it, share that journey. Reflect on how you plan to apply these skills to succeed in college. Demonstrating self-awareness and the ability to learn from past experiences is highly valued by admissions committees.

Connect with the College

Admissions committees want to see that you have done your homework about their institution. The personal statement needs to be tailored to the college you are applying to and explain why you believe it is the perfect fit for you.

We have skilled personal statement writers and researchers who dig deep into the program and school you are applying to. If you need personal statement help, our writers can do that for you at a cheap price. We ensure that the document discusses specific aspects of the college, such as academic programs, professors, campus culture, or extracurricular activities, that align with your interests and goals. The aim is for the personal statement writer to show that you have researched the college thoroughly and that you are genuinely excited about the prospect of studying there.

Your Future at the College

While reflecting on your past and present, do not forget to look to the future. Describe your short-term and long-term goals and how the college plays a pivotal role in achieving them.

For example, if you aspire to become a groundbreaking researcher in the field of biology, explain how the college’s infrastructure and faculties will help you to pursue this goal. Your clear vision of how your college experience will contribute to your personal and professional growth needs to be shown in the document.

In conclusion, your personal statement for college applications is your opportunity to shine in a competitive admissions landscape. Remember that it is not just about your grades and test scores; it’s about showcasing your unique story, academic passion, personal growth, connection with the college, and vision for the future. By knowing how to write one that combines these elements, one can greatly enhance their chances of securing a spot at their dream college. This document is the voice in the application process, so make it count.

As you embark on this exciting journey toward higher education, remember that a well-written personal statement can be the key that unlocks the doors to your future success. Put your best foot forward and let this document pave the way to the institutional experience of your dreams.

It can be quite a daunting task to put all these into an acceptable document if it’s your first time. Our personal statement writers can help by taking into account what you have in your resume/CV and developing a perfect document that meets all the guidelines.

Personal statement for masters

If someone commits a felony they have the ability to be sentenced the same

Reply 1-1 RC 150 words and 1 reference

Felonies in Wyoming do not have levels. If someone commits a felony they have the ability to be sentenced the same. Our neighboring state, Colorado use levels as described in the question. They have levels 1 through 6. Level 1 felony is the highest while level 6 is the lowest. Level 1 is a life sentence, 2 is a 8-24 years, 3 is 4-12 years, 4 is 2-6 years, 5 is 1-3 years and 6 is 1 year to 18 months. In addition to these levels they have an enhanced penalty for an extreme risk to society and they do not carry the death penalty (Colorado Legal Defense Group, 2022). I do think the levels are a good theory but in reality everything comes down to what the judge decides. I have personal experience in this from an incident that started in Wyoming and ended in Colorado. The defendant used a weapon and shot at me during a pursuit and she should have fallen in the 2-4 felony level with an enhanced penalty for her charges, the judge sentenced her to a halfway house instead of prison. So while everything may look nice and fair on paper it’s a suggestion in my opinion and it comes down to the courtroom proceedings.

Reply 1-1 ZA 150 words with 1 reference

In Arizona, there are class 1 felonies and it goes up to a class 6. Class 6 felonies are the lowest level that you can commit and they are the least severe. “They are also known as “wobblers” because the prosecutor can choose to pursue misdemeanor charges, rather than felony charges. The judge can also choose to sentence a defendant for a Class 1 misdemeanor. Therefore, they can “wobble” between the two types of offenses” (M., 2022). A class 1 felony is the most severe and there are only two ways you can receive this which is either first-degree or second-degree murder. I do feel that there are differentiating factors especially since there are only two ways to receive a Class 1 felony. “One of the key features distinguishing federal law enforcement agencies from state or local agencies is that they have often been established to enforce specific statutes. Thus, their units are highly specialized and often associated with specialized training and resources. 23 Federal law enforcement agencies include the Federal Bureau of Investigation (FBI), the Drug Enforcement Administration (DEA), the Secret Service, the Marshals Service, and the Bureau of Alcohol, Tobacco, Firearms, and Explosives (ATF)” (Schram, P., & Tibbetts, S., 2021). I do think it is important to break down crime into different levels because I do not think all crime deserves the same punishment. Should an adult who stole and apple get the same punishment and somebody who stole that stores money? Stealing has the same effect but a $1 apple I think, should get less of a punishment than $1000.

value added to a persons health and well-being through sports participation

Initial Post

Your initial post should read approximately 250 to 350 words in length and include at least one citation from the bibliography of your textbook chapter, with the accompanying reference in APA format. To receive the maximum points, your post should include a reference from the textbook, an article of your choosing, and one of this week’s ancillary readings.


What is one value added to a person’s health and well-being through sports participation that you had not considered before?


  • Identify one major point from the textbook that was a new learning point for you
  • Retrieve one article/citation from the chapter bibliography that was referenced to make this point
  • Apply what you learned from reading this additional article
  • Address how reading this additional article built upon this major point from the text
  • Discuss contradictory information from the article to the text’s main point
  • Follow APA guidelines


Williams, J. M., & Krane, V. (Eds.). (2021). Applied sports psychology: Personal growth to peak performance (8th ed.). McGraw-Hill Education.

  • Chapter 4: The Motivational Climate, Motivation, and Implications for Empowering Athletes and the Promotion of the Quality of Sport Engagement
  • Chapter 9: Psychological Characteristics of Peak Performance

Additional Reading

  • Singh, R. (2012). Positive and negative impact of sports on youth. International Res Jour Managt Socio Human, 3, 780-787.
  • Taylor, P., Davies, L., Wells, P., Gilbertson, J., & Tayleur, W. (2015). A review of the social impacts of culture and sport. CASE: The Culture and Sport Evidence Programme.

Designing a Plan for Outcome Evaluation



Designing a Plan for Outcome Evaluation

Planning for an outcome evaluation can be a complex process, as you must consider the purpose, outcomes, research design, instruments, and data collection and analysis procedures. It can be difficult to plan these things without seeing them in action. After you have engaged in planning, however, the knowledge you gain can live on in other efforts. For example, you can apply knowledge and skills learned from conducting one type of evaluation to others. The evaluations themselves can even inform and complement each other throughout the life of a program.

In this Assignment, you apply all that you have learned about program evaluation throughout this course to aid you in a complete outcome evaluation plan.

To Prepare

· Recall the program that you proposed in Week 4. If needed, review your previous work related to the program, client needs, and goals and intended outcomes, as well as last week’s plan for process evaluation.

· You must now develop a complete plan to evaluate the outcomes of the program.



a 3- to 4-page plan for an outcome evaluation based on the new program that you proposed earlier in the course. Be specific and elaborate. Include the following information:

· A brief outline of the program

· The purpose of the evaluation

· The outcomes to be evaluated

· The group research design that you will use and why

· The key stakeholders and their potential concerns

· The indicators or instruments to be used to measure the outcomes

· The methods for collecting, organizing, and analyzing the data—who, how, etc.

Use the Learning Resources and peer-reviewed scholarly journal articles to support your paper. Make sure to include appropriate APA citations and a reference list.



Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.

· Chapter 9, “Is the Intervention Effective?” (pp. 215–250)

· Chapter 10, “Analyzing Evaluation Data” (pp. 255–275)

After learning about the technological trends submerging which one would you pick as a career

After learning about the technological trends, submerging, which one would you pick as a career? Why? What kind of training is involved?


General Instructions for the Discussion Forum

1. Post your answer as established by your instructor on the course calendar. Your comments must be written in your own words. You can offer examples and quotes to support your proposals. Citations of other authors must be adequately documented (author’s name, title, date, etc.).

2. Post your comments to the response of at least two (2) of your classmates on or before the day set by your instructor on the course calendar. Your reaction may be based on personal experiences, study material, or additional information obtained from the  Online Library (Links to an external site.)  or others and may include:

· Some understanding is received from what is published that synthesizes the information and offers new perspectives or suggestions.

· The validation or rejection of the idea (supported by your experience or research).

· New information broadens, adds, or contrasts perspectives (based on reading and evidence).

3. Remember that your work must be original and not contain material copied from books or the internet. You must respect the intellectual property of the authors and not commit plagiarism.

4. Examine the criteria used to evaluate your assignment to find out how to get the highest grade for your work. The assignments are graded or evaluated through rubrics or the distribution of points.

5. Before submitting your entry, read your message several times. This will ensure that it contains the exact information you want to communicate.

Remember to review the  academic expectations  for your submission.

Submission Instructions:

· Submit your initial discussion post by 11:59 p.m. ET on Wednesday. Then, react critically to at least two of your classmates’ discussion posts by 11:59 p.m. ET on Sunday.

· Contribute a minimum of 200 words to the initial post. It should include at least three academic sources, formatted and cited in APA.

· Follow established  netiquette (Links to an external site.)  guidelines when participating in forums.

Applying Psychology to Your Life

Applying Psychology to Your Life: Developing your Stress/Health Profile













As noted in your text, chronic stress (long-term reactions to stressors) and daily hassles can be damaging to your physical and psychological health. No one can avoid stress. However, there are a number of factors that can either contribute to becoming overwhelmed by stress or to flourishing in spite of it. For example, having a sense of control, social support, relaxation, and a sense of meaning can all contribute to effectively combating the effects of stress.


In this exercise, you will complete a number of scales to help you determine your stress level, how you respond to and cope with stress, and resources you have to combat stress. You will use the results of these scales to develop your personal stress profile. To make the exercise more fun, you might want to have you partner, spouse, or friend complete the scales too. That way you can compare your stress profiles.




A. Print, complete, and score the following scales. Do NOT READ HOW TO SCORE A SCALE UNTIL AFTER YOU HAVE COMPLETED IT.


1. Stressed Out

2. Susceptibility to Stress (SUS)

3. Response to Stress Scale

4. Are you a Type A or Type B?

5. Coping with Stress

6. Multidimensional Health Locus of Control

7. Locus of Control

8. Life Orientation Test


B. Identify at Least 5 of Your Personal Stressors and 5 Daily Hassles


C. Using the information gathered in A and B, write a 3- to 5-page self-reflection paper that includes the following sections:


1. Discuss your scores on each of the above scales and write a couple of brief statements about what that score means for you. Were you surprised by the score(s)? Did the results of the scales resonate with your perception of your stress level?

2. Incorporating information from your text and other academic sources, provide a summary of your stressors and life hassles.

3. Incorporating information from your text and other academic sources (journal articles, books, .gov, .edu, or .org websites), provide a summary of what you might do to better manage your stress.

4. Discuss the issue of personal stress as it relates to psychological well-being. Relate your own results and thoughts about your experience with these scales to the information provided in the text and other academic sources.

Paper Guidelines and Rubric


· Your paper MUST have all 4 sections described in part C of the assignment

· You must include your textbook and at least one peer-reviewed journal article as references

· In-text citations and references should be documented in APA format

· Paper should be 3- to 5-pages double spaced











Scale #1: Stressed Out?


This scale will assess your general level of stress.


Indicate your degree of agreement with each statement by placing a number in the blank before it. Use the following scale.


4 = very often

3 = fairly often

2 = sometimes

1 = almost never

0 = never


____1. How often have you been upset because of something that happened unexpectedly?


____2. How often have you felt that you were unable to control the important things in your life?


____3. How often have you felt nervous and “stressed”?


____4. How often have you felt confident about your ability to handle your personal problems?


____5. How often have you felt that things were going your way?


____6. How often have you been able to control irritations in your life?


____7. How often have you found that you could not cope with all the things that you had to do?


____8. How often have you felt that you were on top of things?


____9. How often have you been angered because of things that were outside your control?


____ 10. How often have you felt difficulties were piling up so high that you could not overcome them?


In obtaining your total score, use the following scale to reverse the number you placed before items 4, 5, 6, and 8: 4 = 0, 3 = 1, 2 = 2, 1 = 3, and 0 = 4. Then, add the numbers in front of all 10 items.


How You Measure Up


Stress levels vary among individuals. Compare your total score to the averages below:




18–29 14.2 Men 12.1 Widowed 12.6

30–44 13.0 Women 13.7 Married or living with 12.4

45–54 12.6 Single or never wed 14.1

55–64 11.9 Divorced 14.7

65+ 12.0 Separated 16.6



Scale # 2: Susceptibility to Stress (SUS)


How susceptible you are to stress depends upon a mix of your health behaviors, life-style, and resources for coping with stress. This test will help you determine your level of susceptibility and the factors that contribute to it. Fill in 1 ( ALMOST ALWAYS) to 5 (NEVER) according to how much of the time an item is true of you.


___ 1. I eat at least one hot, balanced meal a day.


___ 2. I get 7-8 hours sleep at least 4 nights a week.


___ 3. I give and receive affection regularly.


___ 4. I have at least one relative within 50 miles on whom I can rely.


___ 5. I exercise to the point of perspiration at least twice a week.


___ 6. I avoid tobacco use (cigarettes, pipe, cigars, snuff, chewing tobacco).


___ 7. I consume fewer than 5 alcoholic drinks per week.


___ 8. I am the appropriate weight for my height.

___ 9. I have an income adequate to meet basic expenses.


___ 10. I get strength from my religious beliefs.


___ 11. I regularly attend club or social activities.


___ 12. I have a network of friends and acquaintances.


___ 13. I have one or more friends to confide in about personal matters.


___ 14. I am in good health (including eyesight, hearing, teeth).


___ 15. I am able to speak openly about my feelings when angry or worried.


___ 16. I have regular conversations with the people I live with about domestic problems (e.g., chores, money, and daily living issues).


___ 17. I do something for fun at least once a week.


___ 18. I am able to organize my time effectively.

___ 19. I drink fewer than 3 cups of coffee (or tea or cola drinks) per day.


___ 20. I take quiet time for myself during the day.


___ 21. I have an optimistic outlook on life.


Scoring: To obtain your total score, simply add the numbers you placed in front of the 21 items, and subtract 21. Any number over 32 indicates susceptibility to stress. A total score between 52 and 77 suggests serious susceptibility, and over 77 means extreme susceptibility.


Source: Susceptibility to Stress scale from the Stress Audit, version 5.0-OS, developed by Lyle H. Miller and Alma Dell Smite. Copyright 1987, 1994, Biobehavioral Institute of Boston.




Scale # 3: Response to Stress


Indicate how often each of the following happens to you, either when you are experiencing stress or following exposure to a significant stressor. Use the following scale:

0 = never

1 = once a year

2 = every few months

3 = every few weeks

4 = once or more each week

5 = daily


Cardiovascular symptoms Skin symptoms

___ Heart pounding ___ Acne

___ Heart racking or beating erratically ___ Excessive dryness of skin or hair

___ Cold, sweaty hands ___ Dandruff

___ Headaches ___ Perspiration

___ Subtotal ___ Subtotal



Respiratory symptoms Immunity symptoms

___ Rapid, erratic, or shallow breathing ___ Allergy flare-up

___ Shortness of breath ___ Catching colds

___ Asthma attack ___ Catching the flu

___ Difficulty in speaking because of poor breathing ___ Skin rash

___ Subtotal ___ Subtotal



Gastrointestinal symptoms Metabolic symptoms

___ Upset stomach, nausea, or vomiting ___ Increased appetite

___ Constipation ___ Increased craving for tobacco or sweets

___ Diarrhea ___ Thoughts racing or difficulty sleeping

___ Sharp abdominal pains ___ Feelings of crawling or nervousness

___ Subtotal ___ Subtotal



Muscular symptoms ___ Overall symptomatic total (add all

___ Headaches (steady pain) seven subtotals)

___ Back or shoulder pains

___ Muscle tremors or hands shaking

___ Arthritis

___ Subtotal



Score: Total scores between 0 and 35 indicate a low level of physical stress symptoms and little danger to long-tem physical health. Scores between 36 and 75 are judged to be average and are associated with an increased likelihood of psychophysiological illness. However, there may be no immediate threat to physical health. Scores between 76 and 140 suggest excessive physical stress symptoms; respondents with such high scores should probably take deliberate action to reduce their level of stress and thus to ward off the possibility of psychophysiological disorder.


Source: Allen, R., & Hyde, D. (1980). Investigations in stress control. Burgess Publishing.

Scale # 4: Are You a Type A or a Type B?


You can get a general idea of which personality type you more closely resemble by responding to the following statements. Reach each statement and circle one of the numbers that follow it, depending on whether the statement is definitely true for you, mostly true, mostly false, or definitely false. Scoring is explained below.


1 = definitely true 2 = mostly true 3 = mostly false 4 = definitely false


1. I am more restless and fidgety than most people. 1 2 3 4

2. In comparison with most people I know, I’m not very involved in my work. 1 2 3 4

3. I ordinarily work quickly and energetically. 1 2 3 4

4. I rarely have trouble finishing my work. 1 2 3 4

5. I hate giving up before I’m absolutely sure I’m licked. 1 2 3 4

6. I am rather deliberate in telephone conversations. 1 2 3 4

7. I am often in a hurry. 1 2 3 4

8. I am somewhat relaxed about my work. 1 2 3 4

9. My achievements are considered to be significantly higher than those of

most people I know. 1 2 3 4

10. Tailgating bothers me more than a car in front slowing me up. 1 2 3 4

11. In conversation, I often gesture with hands and head. 1 2 3 4

12. In rarely drive a car too fast. 1 2 3 4

13. I prefer work in which I can move around. 1 2 3 4

14. People consider me to be rather quiet. 1 2 3 4

15. Sometimes I think I shouldn’t work so hard, but something drives me. 1 2 3 4

16. I usually speak more softly than most people. 1 2 3 4

17. My handwriting is rather fast. 1 2 3 4

18. I often work slowly and deliberately. 1 2 3 4

19. I thrive on challenging situations. The more challenges I have the better. 1 2 3 4

20. I prefer to linger over a meal and enjoy it. 1 2 3 4

21. I like to drive a car rather fast when there is not speed limit. 1 2 3 4

22. I like work that is not too challenging. 1 2 3 4

23. In general, I approach my work more seriously than most people I know. 1 2 3 4

24. I talk more slowly than most people. 1 2 3 4

25. I’ve often been asked to be an officer of some group or groups. 1 2 3 4

26. I often let a problem work itself out by waiting. 1 2 3 4

27. I often try to persuade others to my point of view. 1 2 3 4

28. I generally walk more slowly than most people. 1 2 3 4

29. I eat rapidly even when there is plenty of time. 1 2 3 4

30. I usually work fast. 1 2 3 4

31. I get very impatient when I’m behind a slow driver and can’t pass. 1 2 3 4

32. It makes me mad when I see people not living up to their potential. 1 2 3 4

33. I enjoy being around children. 1 2 3 4

34. I prefer walking to jogging. 1 2 3 4

35. When I’m in the express line at the supermarket, I count the number of

items the person ahead of me has and comment if it’s over the limit. 1 2 3 4

36. I enjoy reading for pleasure. 1 2 3 4

37. I have high standards for myself and others. 1 2 3 4

38. I like hanging around talking to my friends. 1 2 3 4

39. I often feel that others are taking advantage of me or being inconsiderate. 1 2 3 4

40. If someone is in a hurry, I don’t mind letting her or her go ahead of me. 1 2 3 4



For each statement, two numbers represent Type A answers and two numbers represent Type B answers. Use the scoring sheet to determine how many TYPE A and Type B answers you gave. For example, if you circled 1, definitely true, for the first statement, you chose a Type A answer. Add up all your Type A answers and give yourself plus 1 point for each of them. Add up all of your Type B answers and give yourself minus 1 point for them.


1. 1, 2 + A; 3, 4 = B 11. 1, 2, = A; 3, 4 = B 21. 1, 2 = A; 3, 4 = B 31. 1, 2 =A; 3, 4 = B

2. 1, 2 = B; 3, 4 = A 12. 1, 2 = B; 3, 4 = A 22. 1, 2 = B; 3, 4 =A 32. 1, 2 = A; 3, 4 = B

3. 1, 2 = A; 3, 4 = B 13. 1, 2 = A; 3, 4 = B 23. 1, 2 = A; 3, 4 = B 33. 1, 2 = B; 3, 4 = A

4. 1, 2 = B; 3, 4 = A 14. 1, 2 = B; 3, 4 = A 24. 1, 2 = B; 3, 4 = A 34. 1, 2, = B; 3, 4 = A

5. 1, 2, = A; 3, 4 = B 15. 1, 2 = A; 3, 4 = B 25. 1, 2 = A; 3, 4 = B 35. 1, 2 = A; 3, 4 = B

6. 1, 2 = B; 3, 4 = A 16. 1, 2 = B; 3, 4 = A 26. 1, 2 = B; 3, 4 = A 36. 1, 2 = B; 3, 4 = A

7. 1, 2 = A; 3, 4 = B 17. 1, 2 = A; 3, 4 = B 27. 1, 2 = A; 3, 4 = B 37. 1, 2 = A; 3, 4 = B

8. 1, 2 = B; 3, 4 = A 18. 1, 2 = B; 3, 4 = A 28. 1, 2 = B; 3, 4 = A 38. 1, 2 = B; 3, 4 = A

9. 1, 2 = A; 3, 4 = B 19. 1, 2 = A; 3, 4 = B 29. 1, 2 = A, 3, 4 = B 39. 1, 2 = A; 3, 4 = B

10.1, 2 = B; 3, 4 = A 20. 1, 2 = B; 3, 4 = A 30. 1, 2 = A; 3, 4 = B 40. 1, 2 = B; 3, 4 = A


Total number of Type A answers: _____x 1 point each = ______

Total number of Type B answers: _____x -1 point each = ______


Total score (add lines above) ______




Determine your personality type based on your total score:


+ 20 to +40 = Definite A


+1 to +19 = Moderate A


0 to -19 = Moderate B


-20 to -40 = Definite B





Source: Insel, P.M., & Roth, W. T. (1998). Wellness Worksheets to accompany Core Concepts in Health, 8/e. Worksheet #10. Copyright 1998, Mayfield Publishing Company.

Scale # 5: Coping with Stress


Different people use different strategies for coping with stress. Some strategies are clearly problem-focused, some are emotion-focused, and some are avoidance-focused. This scale will help you to identify which strategy you tend to use most often.


Take few minutes to identify the most important problem you have faced during the last year. Then, using the scale below, indicate how often you used each of the following strategies to deal with it.


0 = Not at all

1 = A little

2 = Occasionally

3 = Fairly often


___ 1. Took things a day at a time.

___ 2. Got away from things for a while.

___ 3. Tried to find out more about the situation.

___ 4. Tried to reduce tension by drinking more.

___ 5. Talked with a professional person (e.g., doctor, lawyer, clergy).

___ 6. Made a promise to myself that things would be different next time.

___ 7. Prepared for the worst.

___ 8. Let my feeling out somehow.

___9. Took it out on other people when I felt angry or depressed.

___ 10. Prayed for guidance and/or strength.

___ 11. Accepted it; nothing could be done.

___ 12. Talked with spouse or another relative about the problem.

___ 13. Talked with a friend about the problem.

___ 14. Tried to reduce tension by taking more tranquilizing drugs.

___ 15. Told myself things that helped me feel better.

___ 16. Kept my feelings to myself.

___ 17. Bargained or compromised to get something positive from the situation.

___ 18. Tried to reduce tension by exercising more.

___ 19. Tried to reduce tension by smoking more.

___ 20. Tried to see the positive side of the situation.

___ 21. Considered several alternatives for handling the problem.

___ 22. Made a plan of action and followed it.

___ 23. Went over the situation in my mind to try to understand it.

___ 24. Tried to reduce tension by eating more.

___ 25. Got busy with other things to keep my mind off the problem.

___ 26. Drew on my past experiences.

___ 27. Avoided being with people in general.

___ 28. I knew what had to be done and tried harder to make things work.

___ 29. Tried to step back from the situation and be more objective.

___ 30. Refused to believe that it happened.

___ 31. Sought help from persons or groups with similar experiences.

___ 32. Tried not to act too hastily or follow my first hunch.



Coping Strategies: You can calculate your average score for each subscale to determine what strategy you tend to use more.


Active-cognitive (active efforts to construct thoughts to help cope with the problems): items 1, 6, 7, 10, 11, 15, 20, 21, 23, 26, and 29. Add the scores for these items to get a total.


Active-behavioral (active efforts to change the situation): items 2, 3, 5, 8, 12, 13, 17, 18, 22, 25, 28, 31, and 32. Add the scores for these items to get a total.


Avoidance (trying to keep the problem out of awareness: items 4, 9, 14, 16, 19, 24, 27,

CrossCultural Psychology Research for Positive Social Change

Discussion: Cross-Cultural Psychology Research for Positive Social Change

Psychological research is more than an intellectual exercise. Data and evidence from cross-cultural work can be utilized to implement positive social change. For example, psychologists have worked on such social issues as global poverty, health disparities, and equality among groups. Other examples for positive social change one can consider how such research can be utilized to improve treatments and interventions for psychological disorders or for educational programs. For example, if research was only conducted in one culture, psychologists would not know whether the educational or therapy intervention that worked well in one culture works well or even works at all in another culture. Thus, conducting cross-cultural research can really lead to improved outcomes in many domains of relevance, such as in schools and in the counseling center.

For this Discussion, you will examine a social issue and explore ways that cross-cultural research can impact positive social change.

To Prepare:
  • Review this week’s Learning Resources and other resources from this course and select a social issue for which you think cross-cultural psychology research can play a role for social change.

Post and briefly describe the social issue you selected and explain at least three ways that cross-cultural psychology research can inform policy change to improve society.


Learning Resources

Required Readings

Barnett, L. (2007). Psychosocial effects of the Chernobyl nuclear disaster. Medicine, Conflict, And Survival, 23(1), 46–57.

Sunil Bhatia: International Humanitarian Award (2015). American Psychologist, 70(8), 81–818.

Carr, S. C. (2018). How can living wages save our generation for a better world? In G. Rich, A. Padilla-Lopez, L. K.  de Souza, L. Zinkiewicz, J. Taylor, & J. L. Jaafar (Eds.), Teaching psychology around the world (Vol 4, pp. 400–406). Newcastle, UK: Cambridge Scholars Publishing.
Credit Line: Teaching Psychology Around the World, 1st Edition by Alfredo Padilla Lopez, L.; Karine de Souza, L.; Zinkiewicz, L.; Taylor, J.; Rich, G. Copyright 2018 by Cambridge Scholars Publishing. Reprinted by permission of Cambridge Scholars Publishing via the Copyright Clearance Center. 

Jacobs, G. A. (2007). The development and maturation of humanitarian psychology. American Psychologist, 62(8), 932–941

Jacobs, G. A., Gray, B. L., Erickson, S. E., Gonzalez, E. D., & Quevillon, R. P. (2016). Disaster mental health and community‐based psychological first aid: Concepts and education/training. Journal of Clinical Psychology, 72(12), 1307–1317

Stout, C. (2004). Global initiatives. American Psychologist, 59(8), 844–853.

Wessells, M. G. (2009). Do no harm: Toward contextually appropriate psychosocial support in international emergencies. American Psychologist, 64(8), 842–854.


Utilization of Course Material and References

Instructor’s Feedback


Depth and Relevance: 4.5 out of 4.5

Reply post responds completely to all facets of another student’s initial post, incorporating different points of view, ideas or concepts related.


Utilization of Course Material and References:

4 out of 4

Reply post integrates course materials (textbook and ancillary article from student’s post).



Word Count: 2 out of 2

Reply post has between 250-350 words. (This word count does not include the actual discussion question being written or the reference list.)





Hello Samuel,

There are several ideas you have expressed in your post, which I support. First, I want to join you in your view that there is inadequate research on cultural diversity in sport psychology. The increasing population of diverse populations in sports in the United States, whereby many immigrants have been incorporated into sports and athletics, should be characterized by more research on cultural diversity to enable diverse players to understand how they can relate with their coach, fellow athletes, and sportsmen and women (Schinke & Moore, 2011). It is also important because it will ensure that all the affected parties understand and can interpret rules and regulations safeguarding sports in foreign countries. Many reports have shown that the United States is more diverse today, with a greater population of African players and athletes dominating the country.

Cultural diversity in sports has contributed to the current intense competition, innovation, and talented players and athletes in America. In your post, I agree that research on cultural diversity in sport psychology will ensure that sports psychologists gain an in-depth understanding of the athletes with whom they work. It is also key in demonstrating respect for and integration of cultural constructs in the treatment room (Ryba et al., 2013). Another important idea you have identified in your post is that intense research on cultural diversity in sport psychology is key because it helps sports psychologists maintain personal and professional self-awareness.

From your post, it is evident that a lack of research on cultural diversity in sport psychology can lead to an organization’s lack of inclusive culture. This is mainly occurring due to a diverse organization that is not properly oriented and guided by organizational behaviors and culture (Gill & William, 2008). The resultant effect of a diverse culture is that it can change an organization’s culture, which can make it miss its core values and general mandate.



Gill, D. L., & William, L. (2008). Gender, diversity, and cultural competence.  Psychological dynamics of sport and exercise. 2nd. Champaign: Human Kinetics, 267-290.

Schinke, R., & Moore, Z. E. (2011). Culturally informed sport psychology: Introduction to the special issue.  Journal of Clinical Sport Psychology,  5(4), 283-294.

Ryba, T. V., Stambulova, N. B., Si, G., & Schinke, R. J. (2013). ISSP position stand: Culturally competent research and practice in sport and exercise psychology.  International Journal of Sport and Exercise Psychology,  11(2), 123

To analyze from the Human Development Case Studies media piece

For this week’s assignment, you will choose one case study to analyze from the Human Development Case Studies media piece. If you haven’t done so, view the piece from last week’s Prepare study and choose your case study.

Part of your assignment requires you to use scholarly (peer-reviewed) articles to support your claims. You will need at least three sources for this assignment. Be sure to choose at least one resource that supports your theory and at least two resources that will help you explain how the research supports your claims.

Note that your textbook is a good source to provide information on the theories that you will use to apply to the case.

You may use  one of the following articles as one of your scholarly sources. You will need to find one other scholarly article in the Capella library to provide the additional information you will need about research on the topic.


· Rogers, A. A., Updegraff, K. A., Iida, M., Dishion, T. J., Doane, L. D., Corbin, W. C., Van Lenten, S. A., & Ha, T. (2018).  Trajectories of positive and negative affect across the transition to college: The role of daily interactions with parents and friends.  Developmental Psychology, 54(11), 2181–2192.

· Finan, L. J., Ohannessian, C. M., & Gordon, M. S. (2018).  Trajectories of depressive symptoms from adolescence to emerging adulthood: The influence of parents, peers, and siblings.  Developmental Psychology, 54(8), 1555–1567.

· Szwedo, D. E., Hessel, E. T., Loeb, E. L., Hafen, C. A., & Allen, J. P. (2017).  Adolescent support seeking as a path to adult functional independence.  Developmental Psychology, 53(5), 949–961.


· Chen, J., Krahn, H. J., Galambos, N. L., & Johnson, M. D. (2019).  Wanting to be remembered: Intrinsically rewarding work and generativity in early midlife.  Canadian Review of Sociology, 56(1), 30–48.

· Gallardo-Flores, A., Sánchez-Medina, J. A., & Fernández-Portero, C. (2018).  Perception of health, well-being, and quality of life in female caregivers: Comparative study of a sample of adult and older women in Spain.  Journal of Women & Aging, 30(5), 382–398.

· Miller, L. R. (2019).  The perils and pleasures of aging: How women’s sexualities change across the life course.  Sociological Quarterly, 60(3), 371–396.

· Assignment Instructions



Psychology professionals such as caseworkers and therapists often think in terms of human development when assessing problems that individuals, couples, or families bring to them. Caseworkers, therapists, or other psychology professionals may take notes to document the situation and make interpretations and recommendations. This assignment will give you the opportunity to apply developmental theories in a hypothetical clinical setting while imagining yourself in one of these roles.


This week you explored the  Human Development Case Studies multimedia piece. For this assignment, choose the Emilio or Brenda case study from the Human Development Case Studies multimedia for analysis.

Imagine that you are a caseworker or any other psychology professional gathering information from your client (Brenda or Emilio). Based on the information presented, consider the developmental challenges the person is facing. Then, identify at least two developmental theories (attachment, cognitive development, moral development, psychosocial development, et cetera), and apply the theories to understand the person in the scenario.

While it is impossible to fully understand the person in the scenario based on the limited information provided, some developmental theories can provide context and offer a possible framework for understanding the person’s attitudes and behaviors.


Using the scenario and theories you selected, complete the  Human Development Worksheet by addressing the following:

· Give a brief overview of the chosen scenario in your own words.

· Describe the stage or stages of each theory that are most applicable to the current phase of life of the person discussed in the case study. Describe in some detail the stage of life according to the theory. (For example, in Erikson’s psychosocial development theory a four-year-old child is in the stage of “initiative versus guilt.”)

· Explain how the theory helps one to understand their development and situation.

· Search the library for at least two scholarly (peer-reviewed) articles that provide research about the concerns faced by the person in the chosen case study. You may also use one of the supplied articles.

· Describe how the research from the articles applies to the person in the scenario you selected.

· Apply the theories to describe how they help us to better understand this particular person in this phase of life based on the concerns and their impact on the person’s well-being.

Assignment Requirements

· Written communication: Writing should be free of errors that detract from the overall message.

· APA formatting: References and citations should be formatted according to current APA style and formatting.

· SafeAssign: Use the SafeAssign Draft option to check your writing and ensure that you have paraphrased, quoted, and cited your sources appropriately.

Briefly describe the nonviolent interpersonal relationship conflict

Chapter 10: Conflict and Problem Solving [10 Points]


Detailed assignment instructions provided on Canvas. To maximize your points on this assignment, you should use bold (and/or color) formatting to highlight integration of course terminology in construction of your responses.


  Briefly describe the (non-violent) interpersonal relationship conflict scenario to reference:
1. Set the stage: What is going on? Describe the conflict or problem scenario in adequate detail.
A. Who are the two primary partners in conflict?
B. What background information do we need to know or understand before moving forward?
C. What is the nature of the conflict or problem?
D. Why is this a problem?
2. What are the conflicting goals (or presumed conflicting goals) for the two primary people in the conflict scenario?
A. Goal for Partner #1
B. Goal for Partner #2
3. Indicate/connect/apply/describe at least three relevant destructive strategies from Table 10.1 to the scenario. {See table below}
A. Destructive Strategy #1
B. Destructive Strategy #2
C. Destructive Strategy #3
4. How would you describe/suggest utilizing at least three relevant constructive strategies from Table 10.1 to resolve this conflict? {See table below}
A. Constructive Strategy #1
B. Constructive Strategy #2
C. Constructive Strategy #3
5. Given what was discussed in the course text, what would you believe to be the most effective, respectful, functional, and/or realistic resolution to this conflict scenario given the goals of the two primary people involved?
  If available, or if you feel comfortable or are able to share, you are welcome to share the actual resolution to the conflict scenario. ( This item in green is optional, not required .)