Planning and organizing a Persuasive Message

  1. Describe in detail the 3 types of Social Influence
  2. Explain the importance of Strategically Planning and organizing a Persuasive Message
  3. What is the difference between IMPLICIT and EXPLICIT conclusions?
  4. Explain the role of Repetition on persuasion:
  5. Explain what an Emotional Appeal is:
  6. Explain what a Logical Appeal is:
  7. the 8 types of Motivational Appeals. Name AND describe 4 pf those motivational appeals:
  1. Fear
  2. Pity
  3. Guilt
  4. Humor
  5. Patriotism
  6. Sex
  7. Warmth
  8. Ingratiation

11 In what ways will we /or have we used Logical and Emotional appeals in our professional or personal lives?  Is it unethical to use Emotional Appeals?

12 Compare logical and emotional appeals.

13 Define and give examples of eight types of motivational appeals.

14 Discuss the role of images in persuasion.

15 Describe art, film, and image-driven advertising as forms of persuasion.

16 Discuss strategies to evaluate persuasive images.

THANK YOU

Sexual and gender-based misconduct

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Title IX Curriculum Module

Trigger Warning! This training discusses topics relating to sexual harassment and sexual assault that may be difficult or triggering for someone who has experienced these behaviors. If you need to take a break, it is okay! If you would like to be connected to campus resources, please contact titleix@gcu.edu.

What Is Title IX?

While it is often thought of as a law that applies to athletic programs, Title IX has a much broader reach than athletics and impacts all of the students, faculty, and staff of Grand Canyon University.

Title IX of the Education Amendments of 1972 is a federal law that prohibits sex and gender-based discrimination in education programs and activities that receive federal funds. This includes gender-based harassment, and also includes sexual misconduct and sexual violence as forms of sex discrimination. Title IX applies equally to males and females in all educational programs and activities at GCU, including athletics, extracurricular activities and other programs and events. In addition to Title IX, GCU also complies with the Violence Against Women Act (VAWA), which amended the Clery Act to give additional rights to campus victims of sexual assault, domestic violence, dating violence, and stalking.

GCU will respond to alleged incidents of sexual and gender-based misconduct that occurred on campus, that were part of an official university program or activity (regardless of location), or where the reporting party and responding party are students, faculty, staff, administration, or a third-party vendor of the university (regardless of location).

Right now, some of you may be thinking, “I am an online only student. Does this requirement apply to me?” Our policies protect all students, regardless of their location. Therefore, it is important for online students to learn about our Title IX program, because prohibited conduct does not require physical touching. Various forms of misconduct, such as sexual harassment and stalking, can occur in the online environment. You may also find the information to be helpful to you outside of the online classroom.

GCU’s commitment to complying with these regulations helps to ensure our school is a safe and responsible learning and working environment. So, it is important that all students, faculty, and staff are aware of GCU’s policy regarding sexual harassment and sexual misconduct. The Title IX and Non-Discrimination Policy spells out the obligations that GCU has to provide for the prompt and equitable resolution of sexual or gender-based harassment or sexual violence complaints. The policy also provides:

An assurance that GCU will take steps to prevent the recurrence of any harassment and address any discriminatory effects

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The various ways that a complaint can be filed

The methods GCU will utilize to conduct a full investigation of the complaint

The rights of both the Complainant and Respondent

Interim measures and campus resources

Sanctions for each type of violation

Policy Violation Definitions

Now let’s talk about the types of behaviors covered by the policy, starting with sexual harassment. Sexual Harassment is a specific form of discriminatory harassment and an unlawful discriminatory practice. Acts of sexual harassment may be committed by any person upon any other person, regardless of the sex of those involved. Sexual Harassment, as an umbrella category, includes the offenses of sexual harassment, sexual assault, domestic violence, dating violence, and stalking. In all forms, the behavior must be sufficiently severe, pervasive, and objectively offensive that it unreasonably denies or interferes with someone’s ability to participate in or benefit from GCU’s educational programs, activities, or employment. The following are the various forms of sexual harassment:

Quid Pro Quo:

An employee of the University conditions the provision of an aid, benefit, or service of the University on an individual’s participation in unwelcome sexual conduct; and/or

 

Sexual Harassment:

Unwelcome conduct, determined by a reasonable person, to be so severe, and pervasive, and, objectively offensive, that it effectively denies a person equal access to the University’s education program or activity. Unwelcomeness is subjective and determined by the Complainant (except when the Complainant is below the age of consent). Severity, pervasiveness, and objective offensiveness are evaluated based on the totality of the circumstances from the perspective of a reasonable person in the same or similar circumstances.

 

Sexual assault, defined as:

Sex Offenses, Forcible

Forcible Rape

Forcible Sodomy

Sexual Assault with an Object

Forcible Fondling

Sex Offenses, Nonforcible:

 

Dating Violence, defined as: Violence, on the basis of sex, committed by a person, who is

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in or has been in a social relationship of a romantic or intimate nature with the Complainant. For the purposes of this definition, dating violence includes, but is not limited to, sexual or physical abuse or the threat of such abuse. Dating violence does not include acts covered under the definition of domestic violence.

 

Domestic Violence, defined as: Violence, on the basis of sex, committed by a current or former spouse or intimate partner of the Complainant, by a person with whom the Complainant shares a child in common, or by a person who is cohabitating with, or has cohabitated with, the Complainant as a spouse or intimate partner, or by a person similarly situated to a spouse of the Complainant under the domestic or family violence laws of Arizona, or by any other person against an adult or youth Complainant who is protected from that person’s acts under the domestic or family violence laws of Arizona.

 

Stalking, defined as: Engaging in a course of conduct, on the basis of sex, directed at a specific person, that would cause a reasonable person to fear for the person’s safety, or the safety of others; or suffer substantial emotional distress.

 

Consensual Relationships

Consensual sexual conduct between GCU employees and students or prospective students is strictly prohibited due to the unequal power inherent in their interactions. Certain exceptions to this prohibition may apply to unique situations, including employees and students who are spouses and employees and students who may have already been involved in a sexual relationship prior to the time they were hired or became a student.

 

The University reserves the right to impose any level of sanction, ranging from a reprimand up to and including suspension or expulsion/termination, for any offense under this policy.

 

Other Civil Rights Offenses

In addition to the forms of sexual harassment described above, which fall within the coverage of Title IX, the University additionally prohibits the following offenses as forms of discrimination outside of Title IX when the act is based upon the Complainant’s actual or perceived membership in a protected class. Conduct that does not otherwise constitute Title IX sexual harassment under this policy will be addressed using the Informal Resolution Process or the Discriminatory Harassment Administrative Resolution Process.

 

Sexual Exploitation, defined as: taking nonconsensual or abusive sexual advantage of

another for their own benefit or for the benefit of anyone other than the person being exploited, and that does not otherwise constitute sexual harassment under this policy.

Threatening or causing physical harm, extreme verbal, emotional, or psychological abuse, or other conduct that threatens or endangers the health or safety of any person.

Intimidation, defined as implied threats or acts that cause an unreasonable fear of harm in

Another.

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Hazing, defined as acts likely to cause physical or psychological harm or social ostracism to

any person within the University’s community, when related to the admission, initiation, joining, or any other group-affiliation activity.

Bullying, defined as: Repeated and/or severe, aggressive behavior, likely to intimidate or intentionally hurt, control, or diminish another person physically and/or mentally.

Discrimination, defined as actions that deprive, limit, or deny other members of the community of educational or employment access, benefits, or opportunities, including disparate treatment.

 

*For full policy definitions, please see the Title IX and Non-Discrimination Policy .

 

Force, Coercion, Consent, and Incapacitation

In order to fully understand the policy violations described, it is equally important to understand the role that force, incapacitation, and consent can play in nonconsensual sexual incidents. The following definitions and understandings apply in review of policy violations under this policy:

 

Force: Force is the use of physical violence and/or physical imposition to gain sexual access. Force also includes threats, intimidation (implied threats), and coercion that is intended to overcome resistance or produce consent.

Sexual activity that is forced is, by definition, nonconsensual, but nonconsensual sexual activity is not necessarily forced. Silence or the absence of resistance alone is not consent. Consent is not demonstrated by the absence of resistance. While resistance is not required or necessary, it is a clear demonstration of nonconsent.

Coercion is unreasonable pressure for sexual activity. Coercive conduct differs from seductive conduct based on factors such as the type and/or extent of the pressure used to obtain consent. When someone makes clear that they do not want to engage in certain sexual activity, that they want to stop, or that they do not want to go past a certain point of sexual interaction, continued pressure beyond that point can be coercive.

 

Consent: Knowing, voluntary, clear permission, either by affirmative words or actions, to engage in sexual activity.

Silence does not necessarily constitute consent.

Valid consent requires clear words or actions that the other individual consented to that specific sexual conduct. Reasonable reciprocation can be implied.

Clear communication from the outset is strongly encouraged. If consent is not clearly provided prior to engaging in the activity, consent may be ratified by word or action at some point during the interaction or thereafter.

Since individuals may experience the same interaction in different ways, it is the responsibility of each party to determine that the other has consented before engaging in the activity.

Consent can also be withdrawn once given, as long as the withdrawal is reasonably and clearly communicated. If consent is withdrawn, that sexual activity should cease.

Consent to some sexual contact (such as kissing or fondling) cannot imply consent for other sexual activity (such as intercourse). A current or previous intimate relationship does not

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sufficiently constitute consent.

 

Proof of consent or nonconsent is not a burden placed on either party involved in an incident. Instead, the burden remains on the University to determine whether its policy has been violated. The existence of consent is based on the totality of the circumstances evaluated from the perspective of a reasonable person in the same or similar circumstances, including the context in which the alleged incident occurred and any similar, previous patterns that may be evidenced.

 

Incapacitation: A state where someone cannot make rational, reasonable decisions because they lack the capacity to give knowing/informed consent (e.g., to understand the “who, what, when, where, why, or how” of their sexual interaction). Incapacitation is determined through consideration of all relevant indicators of an individual’s state and is not synonymous with intoxication, impairment, blackout, and/or being drunk.

A person cannot consent if they are unable to understand what is happening or is disoriented, helpless, asleep, or unconscious, for any reason, including by alcohol or other drugs.

This policy also covers a person whose incapacity results from a temporary or permanent physical or mental health condition, involuntary physical restraint, and/or the consumption of incapacitating drugs.

 

The Respondent is in violation of this policy if they knew, or should have known, the Complainant to be physically or mentally incapacitated. “Should have known” is an objective, reasonable person standard which assumes that a reasonable person is both sober and exercising sound judgment. The Respondent’s use of alcohol or other drugs will never function as a defense for any behavior that violates this policy.

 

Filing a Complaint

There are multiple options for reporting sexual harassment or sexual misconduct. All reports of sexual misconduct are submitted to the university’s Title IX Coordinator, regardless of how they are initially reported. Trained investigators will work with the Complainant on options for support, resources, and resolution of complaints. If you experience sexual harassment or sexual misconduct, you have the right to choose one or more of the following options:

Criminal complaint: You can file a criminal complaint by contacting the Phoenix Police Department or GCU’s Department of Public Safety. If you contact Public Safety, they can talk with you about reporting to the police or obtaining an order of protection, and they can also assist you in filing a report with the police. It is important to note that GCU is required to conduct their own Title IX investigation, regardless of a criminal complaint being filed with the police or not.

You can also submit an institutional complaint for review by the university by contacting one of the following areas:

The Title IX Coordinator – TitleIX@gcu.edu or (602) 639-5900

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An Assistant Deputy Title IX Coordinator

For students:

Tim Griffin, Ed.D

Dean of Students

602-639-6647

Tim.Griffin@gcu.edu

If the Responding Party participates in athletics:

Jamie Boggs

Deputy Director of Athletics

Senior Women’s Administrator

602-639-6611

Jamie.Boggs@gcu.edu

Public Safety: (602) 639-8100

Any Resident Assistant (RA) or Resident Director (RD)

Any staff or faculty member

Anonymous Complaint:

You can file a complaint anonymously using the TIPS Online Reporting Tool on the Public Safety website. If you choose to provide your contact information, the university will contact you to offer information and support. If you do not provide contact information, the University’s ability to thoroughly investigate and offer support will be very limited.

For Confidential Assistance

All GCU staff and faculty, including RAs, RDs, and Student Leaders, are considered mandatory reporters. That means they are required to report any issues or concerns that are disclosed to them and cannot promise confidentiality. If you would like to talk about an incident or discuss your options in complete confidence, you can speak with any of the staff and medical personnel in the Canyon Health and Wellness Center, or staff and licensed counselors in the Student Care Office. Anything discussed with staff, medical providers, or licensed counselors will remain completely confidential. In addition to providing medical and counseling services, they can connect you with other campus resources that may be beneficial to you.

 

For all reports, the University’s Title IX Coordinator, or designee, will immediately assess the risk of harm to the Complainant and the larger campus community, and will take the necessary steps to address any risks.

 

If a Complainant requests to remain confidential or asks that the complaint not be pursued, the Title IX Coordinator will consider the request in the context of the need to prevent additional harm to the reporting party or community members. In these cases, GCU’s ability to respond may be

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limited, and GCU may decide at any time to initiate an investigation.

 

Supportive Measures and Campus Resources

GCU will take whatever measures necessary to create a safe environment for all students. Students who experience sexual harassment or sexual misconduct can obtain assistance from GCU, regardless of whether a formal investigation takes place. Supportive measures are nondisciplinary individualized services offered as appropriate and reasonably available, to the parties to restore or preserve access to the University’s education program or activity. This includes measures designed to protect the safety of all parties or the University’s educational environment, and/or deter harassment, discrimination, and/or retaliation.

In addition to the offer of supportive measures, the Complainant will be made aware of the ability to file a formal complaint with the University either at that time or in the future. The Title IX Coordinator works with the Complainant to ensure that their wishes are taken into account with respect to the supportive measures that are planned and implemented. The University maintains the privacy of the supportive measures, to the extent practicable. Supportive measures will be applied in a manner that ensures as minimal an academic impact on the parties as possible and in a way that does not unreasonably burden either party. Although there are multiple resources and services in place to assist students, the most common assistive measures include, but are not limited to No Contact Agreements; enforcing court-issued protective orders; adjustments to academic, housing, or work arrangements; and coordination of on-campus medical and counseling services.

 

False Reports

Deliberately false and/or malicious accusations under the Title IX and Non-Discrimination Policy, as opposed to allegations which, even if erroneous, are made in good faith, are a serious offense and will be subject to appropriate disciplinary action. Additionally, witnesses and parties knowingly providing false evidence, tampering with or destroying evidence after being directed to preserve such evidence, or deliberately misleading an official conducting an investigation can be subject to discipline under the University’s Code of Conduct policy. Charging an individual with a code of conduct violation for making a materially false statement in bad faith in the course of a grievance proceeding under this policy and procedure does not constitute retaliation.

 

What can you do if you or a friend experience sexual assault?

First, know that sexual assault is never your fault. After an assault has occurred, it is important to get to a safe place as soon as you are able. If you or someone else is in immediate danger, call Public Safety, (602) 639-8100, or 911. It is okay to call a supportive person, such as a friend or family member, to be with you and help you make decisions. Consider getting medical care to treat any injuries, and to check for injuries that you might not be able to see. In addition to receiving medical treatment, you may wish to have a sexual assault forensic exam to collect evidence.

After a sexual assault, important evidence may remain on your body or your clothes. Even if you

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are unsure if you want to press charges, making sure you do not shower, bathe, wash, change clothes, comb your hair, brush your teeth, and eat or drink will help you to preserve evidence of the assault before a physical exam. Evidence can usually be collected for up to 120 hours after an assault.

Electronic evidence is equally important to preserve and is will be very important if you decide to pursue a criminal or university investigation. Save or screenshot any text messages, social media posts, photos, snapchats, voicemails, emails, phone calls, and call logs.

You can seek support and counseling through the GCU Health and Wellness Center. Anything reported to the clinic staff, healthcare providers, or licensed counselors is done in complete confidence. They can provide information about the many support services available to you.

At GCU, we believe there is a shared responsibility to help one another. We are a community…a family…and we need to count on one another to intervene in situations where it looks like someone’s health and safety may be in danger.

 

Risk Reduction and Bystander Intervention Tips

How to help as a bystander:

Talk to your friends honestly and openly about sexual assault.

Don’t just be a bystander; if you see something, intervene in any way you can.

Trust your gut. If something looks like it might be a bad situation, it probably is.

Be direct. Ask someone who looks like they may need help if they’re okay.

Get someone to help you if you see something. Enlist a friend, residential advisor, teacher, or parent to help step in.

Keep an eye on someone who has had too much to drink.

If you see someone who is too intoxicated to consent, enlist their friends to help them leave safely.

Recognize the potential danger of someone who talks about planning to target another person at a party.

Be aware if someone is deliberately trying to intoxicate, isolate, or corner someone else.

Create a distraction, draw attention to the situation, or separate the people you are concerned about.

Understand that if someone does not or cannot consent to sex, it is rape.

Never blame the victim.

 

How to keep yourself safe

Be aware of your surroundings.

Try to avoid isolated areas, and don’t allow yourself to be isolated with someone you don’t know or trust.

Walk with a purpose. Even if you don’t know where you are going, act like you do.

Trust your instincts.

Make sure your cell phone is with you.

Try to stick with your friends. You can help keep each other safe.

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Don’t leave your drink unattended, and don’t accept drinks from people you don’t know or trust.

Be true to yourself. Don’t feel obligated to do anything you don’t want to do.

Lie. If you are uncomfortable or afraid, make an excuse to leave.

 

If you find yourself in the position of being the initiator of sexual behavior, you owe sexual respect to your potential partner. These suggestions may help you to reduce your risk for being accused of sexual misconduct. It is important that you fully understand the impact that these choices can have on your ability to attend or complete school, in addition to any legal ramifications that can result in a criminal record.

Clearly communicate your intentions to your sexual partner and give them a chance to clearly relate their intentions to you.

Understand and respect personal boundaries.

DON’T MAKE ASSUMPTIONS about consent, about someone’s sexual availability, about whether they are attracted to you, about how far you can go, or about whether they are physically and/or mentally able to consent. If there are any questions or ambiguity, then you DO NOT have consent.

Mixed messages from your partner are a clear indication that you should stop, defuse any sexual tension, and communicate better. You may be misreading them. They may not have figured out how far they want to go with you yet. You must respect the timeline for sexual behaviors with which they are comfortable.

Don’t take advantage of someone’s drunkenness or drugged state, even if they did so independently.

Realize that your potential partner could be intimidated by you or fearful. You may have a power advantage simply because of your gender or size. Don’t abuse that power.

Understand that consent to some form of sexual behavior does not automatically imply consent to any other forms of sexual behavior.

Silence and passivity cannot be interpreted as an indication of consent. Read your potential partner carefully, paying attention to verbal and nonverbal communication and body language.

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Interest of improving creative work

Discussion: Creativity

Sternberg defines creativity as a drive resulting in the production of something “both original and worthwhile” (Walden University, LLC, 2007). He suggests that creative people demonstrate non-conforming attitudes toward commonly held societal conventions that hamper their creative pursuits, as well as demonstrating a consistent drive to attend to their creative interests. Creative individuals also show a willingness to take risks as well as criticism in the interest of improving their creative work.

For this Discussion, consider the arguments made in the video in this week’s Learning Resources. Think about ways that you have addressed problems, in particular the level of creativity you may have brought to solutions. Consider whether individuals can increase their own levels of creativity.

Reference:
Walden University, LLC. (Executive Producer). (2007). Creativity. Baltimore, MD: Author.

With these thoughts in mind:

Post an example either of a creative solution you developed to address a problem in your life or a creative improvement upon a solution that lacked innovative qualities. Consider the notion of whether creativity can be enhanced. Post an argument for or against this assertion and explain why. Support your argument with reference to the Learning Resources.

Mental health difficulties in children

Hypothesis: Aggression in Children

Martha Ramsey

Saint Leo University

Research Methods II: PSY 535

Instructor Keith Burton

July 24, 2022

Anger problems frequently coexist with other mental health difficulties in children, such as ADHD, obsessive-compulsive disorder, autism, and Tourette’s syndrome. Aggression may be influenced by biological factors such as genetics. Additionally, the environment plays a role. The following are some elements that raise the risk of violent behaviour being a target of sexual or physical abuse, a target of bullying community violence exposure and hereditary variables within the family. Also, frustration aggression may be a symptom in children with cognitive or communicative issues, including autism. As a result of their inability to express their emotions verbally and trouble managing their fear or irritation, children with these problems frequently become aggressive (Coyne, 2010). It is simple to control and manage aggression when one is aware of the elements that lead to the condition of anger. According to neurobiological theories, aggressive behaviour in children is closely related to low serotonin levels and elevated dopamine and epinephrine activity. Additionally, research has demonstrated that aggression is a highly forceful, improper, and non-adaptive verbal or physical strategy meant to advance personal interests. The main basis for a number of elements that influence the emergence of aggressive behaviours is found in gender disparities in aggression.

Hypothesis

Boys are considered to be more physically aggressive than girls.

Research methodology

Based on the research topics pertaining to big data in large cities, this methodology will comprise a systematic way of compiling, critically assessing, integrating, and presenting findings from various research investigations. Data on children’s self-reported relational and physical aggressiveness from various nations will be used in the study to address these challenges. Children’s homes will get letters outlining the study, and if the parents agree to have their contact information used for the study, they will be requested to return a completed form. Following that, families will be included in the study up until the desired sample size is reached in each nation (Lochman et al., 2012). Families of kids from private and public schools will be sampled in about the same proportion to how they will be represented in the city’s population, in order to make each state’s sample as representative of the city from which it will be taken as possible. Additionally, a sample of children from schools serving families from high-, middle-, and low-income levels will be drawn, roughly according to how these income brackets will be represented in the local population.

Procedure and measures

The Behavior Frequency Scale will be applied to gauge relational and physical aggressiveness that is self-reported. Children will be asked how frequently they have committed a string of violent acts over the previous 30 days. For instance, aggressions like pushing and striking other children or trying to make people dislike someone by speaking hurtful things about them will be assessed. To guarantee the linguistic and conceptual equivalence of metrics across languages, a process of forward- and backward translation will be implemented.

When discrepancies and unclear passages will be found, site coordinators and translators will be expected to assess them and make the necessary changes. Children will be given rating scales in the form of visual aids to assist them in remembering their alternatives for responding to questions. The average interview will last 35 minutes.

References

Coyne, S. M., Nelson, D. A., & Underwood, M. (2010). Aggression in children. Cuellar, A. (2015). Preventing and treating child mental health problems. The Future of Children, 111-134.

Lochman, J. E., Powell, N. R., Whidby, J. M., & FitzGerald, D. P. (2012). Aggression in children.

Feedback85 %

Nice work here Martha.

Remember to use the formal APA style organization for Method sections. It should be it’s own section entitled “Method”, centered and bolded. Within should be the subsections on Participants, Measures (or Materials) and Procedure.

What you have written in the first paragraph under “Research Methodology” should be divvied up amongst those three subsections.

Within your Participants section should go the details about who you’ll study and how you’ll recruit them. If you’re recruiting families, indicate what their inclusion and exclusion criteria might be. If you’re recruiting from schools, indicate how you’d be doing so. Also include an estimate of how many participants you hope to recruit, and any demographic variables you’d plan to record.

Under the Measures section you should include the details of the materials you need to measure your variables. You mentioned a Behavior Frequency Scale – is that a published instrument? If so, make sure to cite it and clearly identify the ways it will measure your variable of interest (and remember, violence is just one kind of aggression). If it’s an original scale, keep in mind that you’d need to spell it out in it’s entirety as an appendix.

How will the scale be administered? Is this all done online? Face-to-face? You also mention an interview – is that how you’d gather data? Be specific here, and include it in your Procedure section.

Also, note that your references aren’t fully in APA style. The Coyne reference needs to be disentangled from the Cuellar reference, and the Cuellar reference needs to clarify the nature of that publication (book? journal? other?). Both Coyne and Lochman references are titled “Aggression in children” with no other information.

Specific self-care behaviors

Self-Care Wheel Worksheet

Based on the results of your Self-Care Assessment, please list specific self-care behaviors in each of the six categories you feel are going well and specific behaviors you would like to improve.

 

Physical

· Areas that are going well:

· eat regular

· get regular medical care for prevention

· get medical care when needed

· take time to be sexual-with yourself, with a partner

· wear clothes you like

· take day trips or mini trips

· make time away from telephone

· take time off when needed

· get enough sleep

· take vacations

 

 

 

 

 

· Areas to improve:

· eat healthy

· get massages

· dance, swim, walk, run, play sports, sing, or do some other physical activity that is fun

· excercise

 

 

 

Psychological

· Areas that are going well:

· read literature

· so something at you are not the expert in or in charge

· notice your inner experience-listen to your thought, judgments, beliefs, attitudes, feelings

· let others know different aspects of you

 

 

 

· Areas to improve:

· make time for self reflection

· have your own personal psychotherapy

· write in a journal

· decrease stress in your lie

· engage your intelligence in a new area, e.g. go to an art museum, history exhibit, sport event, auction, theater performance

· practicing receiving from others

· be curious

· say ‘no’ to extra responsibilities sometimes

Emotional

· Areas that are going well:

· Give your self affirmations, praise yourself

· love yourself

· re-read favorite books, re-view favorite movies

· identify comforting activities, objects, people, relationships, places and seek them out

· allow yourself to cry

· find things to make you laugh

· paly with children

 

 

 

· Areas to improve:

· Spend time with others whose company you enjoy

· Stay in contact with important people your life

· Express your outrage in social action, letters, and donations marches, protest

 

 

 

 

Spiritual

· Areas that are going well:

· Spend time with nature

· Find a spiritual connection or community

· Be open to inspiration

· Cherish your optimism and hope

· Be aware of non material aspects of life

· Try in times not to be in charge or the expert

· Be open to not knowing

· Identify what is meaningful to you and know its place in your life

· Pray

· Sing

· Spend time with children

· Have experiences of awe

· Contribute to caused in which you believe

· Read inspirational literature (talks, music, etc.)

 

 

 

 

· Areas to improve:

· Make time for reflection

· meditate

 

 

 

Personal

· Areas that are going well:

· Learn who you are

· Figure out what you want in life

· Plan short and long-term goals

· Make a vision board

· Go on dates

· Spend time with family

 

 

 

 

· Areas to improve:

· Foster friendships

· Get coffee with a friend

· Get out of debt

· Just relax

 

Professional

· Areas that are going well:

· Take a break during the workday (e.g. lunch)

· Take time to chat with co-workers

· Make quite time to complete tasks

· Identify projects or tasks that are exciting ad rewarding

· Set limits with your clients and colleagues

· Balance your caseload so that no one day or part of a day is “too much”

· Arrange your workspace so it is comfortable and comforting

· Get regular supervision or consultation

· Develop a non-trauma area of professional interest

 

 

 

 

 

· Areas to improve:

· Negotiate for your needs (benefits, pay raise)

· Have a peer support group

Post traumatic stress syndrome

Antidepressants are prescribed by medical doctors to treat the symptoms of depression, as well as other conditions such as high anxiety, posttraumatic stress syndrome, and obsessive compulsive disorder. The variety of drugs that fall under the category of antidepressants alter how long specific neurotransmitters are available in the synaptic cleft. For example, monoamine oxidase inhibitors (MAOIs) block enzymatic breakdown, and selective serotonin reuptake inhibitors block the reuptake of neurotransmitters. Many different neurotransmitters are involved in balancing mood and emotions; finding the right medication for a patient can involve trial and error.

Answer the following questions:

  • How do antidepressants, such as MAOIs and selective serotonin reuptake inhibitors work? Why might an MAOI work for one person and a selective serotonin reuptake inhibitor work for another?
  • There have been reports of antidepressants being associated with an increase in suicides in some demographic groups. Does research seem to support this claim? If this is true, discuss why antidepressants might be related to an increase in suicides for some individuals.
  • Is it ever recommended that people stop taking antidepressants once prescribed? How might it benefit some to engage in therapy while taking antidepressants? Explain how cognition and neurochemistry are related. How might a change in activities and environment lead to a change in the neurochemistry of the brain?

Respond to at least two of your classmates.

  • Respond to at least two of your classmates.

Biological systems and operations

In week 3 you conducted a lit erature revi ew using the course competencies as a guide in choosing the articles. For this week you will take that information and incorporate it into a final p aper. The p aper is not just the l iterature rev iew; it is a culmination of what you have learned over the course and as in week 3 use the course competencies as a guide to developing your p aper. attached is week 3 literature review.

  1. Major concepts of biological psychology.
  2. Biological systems and operations (e.g., vision, hearing, cognition, immunity, and nervousness).
  3. Connection between bodily systems.
  4. Chemical and electrical influences on bodily operations.
  5. Biological systems on mental health and daily patterns (e.g., the sleep-wake cycle).
  6. Influence of external sources of stress on the regulation or dysregulation of bodily systems.
  7. Impact of biology on learning.
  8. Historical influences on contemporary aspects of culture resulting in identified mental health phenomena.
  9. Modern influences on biological psychology through an exploration of the literature and culture.

Your p aper should adhere to the following g uidelines: For the main sections, it should have:

  • A title p age
  • An abstract (not more than 2 50 wo rds)
  • An introduction
  • A literature review
  • Discussion or conclusions
  • References

Introduction: This should be one to two p ages in length. The introduction provides a brief overview of what will be covered and the purpose of the research p aper.

Literature review: The literature review is taken in part from what you wrote in Week 3. The literature review is not a copy of that material. Rather, it is a synthesis of the material you found into a cohesive review of the literature on your chosen topic.

Discussion and conclusions: The difference between a great r esearch p aper and a marginal one is the depth and originality of the discussion and conclusions section. This is where you bring together what you learned from the literature review (as well as through the course) in your concluding remarks regarding your topic. The discussion and conclusions section should be one to two p ages in length.

Submission Details:

  • Reference page: Remember to follow the APA format and style.

Case for Primary and Secondary Prevention

Before and After: The Case for Primary and Secondary Prevention

Jimmie 15, from what one would call a typical family. His parents worked,

owned a smallish but well-tended home, did their best with three children, and

participated in their children’s lives as much as they were able. Jimmie, as the

oldest, was responsible for managing his younger sisters after school until his

parents came home. His chores included getting them snacks, playing with them

or helping them with homework, and keeping them “within sight.”

 

Jimmie, now 16, began to resent the responsibility, believing he was missing out

on being with his friends. Their texts and Facebook posts were ever-present

reminders of being left out.

 

Rebelling, Jimmie began to self-medicate; it eased the pain and resentment. His

slow decline was missed by his working parents. They didn’t notice the change in

friends and Jimmie went from argumentative to listless, which they mistook as

acquiescence, until the accident.

 

Driving a friend’s car, leaving the sisters at home unattended, high on something a

friend said was great, Jimmie went off the road. Damage to the car and to a

neighbor’s property was moderate; no one was hurt beyond a few bumps and

bruises. Jimmie and his friends were arrested. Jimmie was charged with driving

without a license, driving while intoxicated, reckless driving, and possession of drugs.

 

The parents, running a gamut of emotions, were referred to the town’s community

youth services where they could meet with a social worker as well as with a police

officer prior to court. They were offered a one-time diversion because this was

Jimmie’s first offense.

 

Diversion, if followed, would keep Jimmie out of court, away from drugs, and leave

him with a clean record.

The social worker and police officer, versed in prevention for at-risk youth,

discussed the following questions with Jimmie, his sisters, and his parents:

· What risk factors, in retrospect and for future consideration (thinking of the

sisters), could be addressed through primary prevention? How could the

family’s environment be employed to prevent a recurrence?

· What responsibilities might Jimmie assume as secondary prevention to

restore his standing in the community?

 

Several meetings later, Jimmie went before the diversion board to outline with his

family, the social worker, and police officer the plan for primary and secondary

prevention. This was a contract signed by all.

 

One year later, Jimmie, now 17, and his family had fulfilled the contract. Jimmie’s

case was released without prosecution.

 

Discuss the following questions:

1. What risk factors, in retrospect and for future consideration (thinking of the sisters), could be addressed through primary prevention? How could the family’s environment be employed to prevent a recurrence?

2. In your response posts, discuss what responsibilities Jimmie might assume as secondary prevention to restore his standing in the community.

Role Of Structural Family Therapy

divided into two parts. The first part is a self-reflection of the case you will review, and the second part allows you to consider how to apply theory to this case.

For this assignment, revisit the Structural Family Therapy Role Play video located in the resources area for this week. As you watch it, try to erase what you have learned thus far about theory, and then answer these questions based on your own reflections, ideas, understanding of human behavior, etc. For Part One of this week’s assignment, via audio or video, you will reflect on the following questions:

1)   From your own perspective, what is the “presenting problem” in this scenario, and why would you label this as the biggest problem in this couple’s relationship?

2)   What do you see about the man and the woman in this example that play a role in how the problem became as big as it is?

3)   What do you notice or hear as the therapist talks to the couple that you would define as “context” to the problem (e.g., client’s background, race, religion, and other cultural differences)?

4)   Using either SPAMO or SMART goals, provide at least two examples of questions you would ask in order to learn more about the client’s goal for therapy.

5)   If you were to label a direction for therapy in the future, what would you say is the most important direction for therapy (e.g., what would your perception of one major goal be)?

Record your audio or video using Kaltura Capture. A Kaltura Capture tutorial is provided in the weekly resources.

For the second part of your work, you will reflect on the same questions as above, but rather than focusing on what you thought, you will put on structural “glasses” and consider what a structural therapist might explore. (Note: You may need to review the readings from the week on structural family therapy).

Reflect on the following questions, which will make up Part Two of your work:

1)   From a structural perspective, what is a “presenting problem” in this scenario? Why do you think structural therapists would label this as the problem?

2)   How would a structural therapist define how this couple’s “system” is working and how the man and the woman in this example that play a role in how the problem got to be as big as it is?

3)   What do you think a structural therapist might notice or hear about as the therapist talks to the couple that they might define as “context” to the problem (e.g., client’s background, race, religion, and other cultural differences?)

4)   If a structural therapist had to identify one direction for this couple, what might be one goal for future therapeutic work according to the structural model?

5)   What is one intervention or “tool” that a structural therapist might use as a guide to help them reach that goal?

Please also provide a brief summary of any notable similarities or differences in these two.

Length:  Part 1: 3-5 minutes of audio/video; Part 2: 2-4 pa

Research for Positive Social Change

Week 11: Being Mindful of Ethics in Research for Positive Social Change

Throughout this course, you have reviewed numerous studies that contributed to the development of key theories in psychology. Some of the research might have seemed questionable to you, such as Zimbardo’s prison study, Milgram’s obedience experiment, or Bandura’s Bobo Doll experiment. As a result of studies such as these, ethical guidelines were established to minimize any negative impact that study participants might experience. This week, you will learn more about the ethical guidelines that are in place to protect participants’ rights and safety. As a social change agent and psychology professional, you might be conducting your own research; think about how you would protect the safety of your participants while seeking information that could lead to positive social change. You will also submit your completed Psychology Theories Template at the end of the week.

Learning Objectives

Students will:
  • Evaluate ethical issues related to research
  • Analyze actions for positive social change
  • Evaluate key concepts in theories

Learning Resources

Required Readings

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
“Protecting the Rights and Welfare of Research Participants” (pp. 21–26)

Greenaway, K. H., Cichocka, A., Veelen, R., Likki, T., & Branscombe, N. R. (2016). Feeling hopeful inspires support for social change. Political Psychology, 37(1), 89–107. doi:10.1111/pops.12225

Fisher, C. B., & Vacanti-Shova, K. (2012). The responsible conduct of psychological research: An overview of ethical principles, APA ethics code standards, and federal regulations. In S. J. Knapp, M. C. Gottlieb, M. M. Handelsman, & L. D. VandeCreek (Eds.), APA handbook of ethics in psychology, Vol. 2: Practice, teaching, and research (pp. 335–369). American Psychological Association.

Document: Psychology Theories Template (Excel Spreadsheet)

Journal of Social Change. (2017). Retrieved from http://scholarworks.waldenu.edu/jsc/
Examine the contents of the Journal of Social Change and review at least one article of interest.

Walden University. (2013). What kind of social change agent are you? Retrieved from http://impactreport.waldenu.edu/ 

Walden University. (2018). Social change. Retrieved from https://www.waldenu.edu/about/social-change 

Walden University. (2018). The Walden community: Scholars of change. Retrieved from https://www.waldenu.edu/about/social-change/scholars-of-change
At this website, review a few of the latest videos by Walden scholars of change to support your understanding of social change and the research needed to support such change.

Required Media

Walden University, LLC. (Producer) (2016). Social change research [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 7 minutes.
Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

 

Discussion: Ethical Research for Social Change

Consider the research articles you have read throughout this course and the themes and topics that were explored. Many of articles are descriptions of seminal research that contributed to the development of key theories in psychology, some were conducted to advance knowledge in the field, and many had positive social change implications.

In this week’s discussion, you will be an agent for positive social change and describe a study you would like to conduct that could improve people’s lives. In your post, do not worry about accurately describing the design or methodology of your study; focus instead on what you would like to learn more about and what kinds of participants you would include in your study. Here is an example of the beginning of a discussion post describing a study and its participants:

I would like to conduct a study that examines the characteristics that contribute to adolescent texting while driving. My participants would be adolescents who are of driving age, male or female, anywhere in the United States, any culture, any socioeconomic level.

The rest of the post would include a description of an ethical consideration and the positive social change implications of the study.

To Prepare
  • Review this week’s Learning Resources on conducting ethical research and promoting social change
  • Think of a study you would like to conduct that has implications for positive social change.
  • Identify at least one ethical guideline that you would need to consider as part of your research