Conflicts differing perspectives on personality

· Write about the stages in the supervisory relationship.

· Discuss what steps you have taken to prepare for these stages before you formally meet with your supervisor.

· Include in your discussion the amount of time you spend in preparation and describe the materials you take with you to the planned meeting.

Part 2

· Discuss what you have learned through formally meeting with your internship supervisor, and include the most beneficial information you have gained from the process.

· Discuss what methods you have used to process any feedback the supervisor has given to you.

· Discuss the challenges you have faced in supervision, including conflicts or differing perspectives, personality differences, your willingness or hesitancy to communicate clearly with your supervisor, difficulty in accepting feedback, and any other challenges you have experienced.

This entry must be a minimum of 1200 words. Be sure to use citations and reference any material you use from the text or other scholarly material.

Contemporary and Ethical Issues in Psychology

PSY-510 Contemporary and Ethical Issues in Psychology

Research on Intimate Partner Violence and the Duty to Protect

 

Directions: In a minimum of 50 words, for each question, thoroughly answer each of the questions below regarding Case 4: Research on Intimate Partner Violence and the Duty to Protect. Use one to two scholarly resources to support your answers. Use in-text citations, when appropriate, according to APA formatting.

 

1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?

 

2. Who are the stakeholders and how will they be affected by how Dr. Yeung resolves this dilemma?

 

3. Does this situation meet the standards set by the Tarasoff decision’s “duty to protect” statute (see Chapter 7)? How might whether or not Dr. Yeung’s state includes researchers under such a statute influence Dr. Yeung’s ethical decision making? How might the fact that Dr. Yeung is a research psychologist without training or licensure in clinical practice influence the ethical decision?

 

4. In addressing this dilemma, should Dr. Yeung consider how her decision may affect the completion of her research (e.g., the confidentiality concerns of other participants)?

 

5. How are APA Ethical Standards 2.01f, 3.04, 3.06, 4.01, 4.02, 4.05, and 8.01 relevant to this case? Which other standards might apply?

 

6. What are Dr. Yeung’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principles and enforceable standards, legal standards, and obligations to stakeholders? Can you identify the ethical theory (discussed in Chapter 3) guiding your decision?

 

7. What steps should Dr. Yeung take to implement her decision and monitor its effect?

 

References:

Innovations in Clinical Neuroscience

Assessment Description

Choose one of the two provided topics.

Right to Die

  • Goligher, E. C., Cigolini, M., Cormier, A., Donnelly, S., Ferrier, C., Gorshkov-Cantacuzène, V. A., … Quinlan, J. (2019). Euthanasia and physician-assisted suicide are unethical acts. World Medical Journal, 65(1), 34–37. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=136957959&site=ehost-live&scope=site
  • Calabrò, R. S., Naro, A., De Luca, R., Russo, M., Caccamo, L., Manuli, A., … Bramanti, P. (2016). The right to die in chronic disorders of consciousness: Can we avoid the slippery slope argument? Innovations in Clinical Neuroscience, 13(11–12), 12–24. Retrieved from
    https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=psyh&AN=2017-02583-001&site=ehost-live&scope=site

Video Games and Violent Behavior

  • Cunningham, S., Engelstätter, B., & Ward, M. R. (2016). Violent video games and violent crime. Southern Economic Journal, 82(4), 1247-1265. Retrieved from
    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=114818624&site=ehost-live&scope=site
  • Gentile, D. A., Bender, P. K., & Anderson, C. A. (2017). Violent video game effects on salivary cortisol, arousal, and aggressive thoughts in children. Computers in Human Behavior, 70, 39–43. Retrieved from
    https://doi-org.lopes.idm.oclc.org/10.1016/j.chb.2016.12.045

The articles provided argue opposite sides of the controversy. In 1,250-1,500 words:

  1. Briefly analyze and compare the claims of both articles as well as the background of the controversy and how it became controversial. Include how historical perspectives and theories add to the controversy.
  2. Examine the evidence given in the articles and explain which article creates a stronger argument. You are not choosing a side that supports your beliefs. Describe why one article’s argument is stronger than the other. Give examples from both. Include how current perspectives and theories support your rationale.
  3. Identify any logic fallacies that exist in both and explain what makes them logic fallacies (For a list of logical fallacies, follow this link https://owl.purdue.edu/owl/general_writing/academic_writing/logic_in_argumentative_writing/fallacies.html ).
  4. Describe how the controversy you chose is applicable and significant to the world.

Use at least six scholarly references to support your claims. Be sure to carefully review the rubric for specifics on selecting and integrating sources to effectively support your rationale.

Social Work Practice in Field

To prepare: Working with your field instructor, identify a social problem that is common among the organization (or its clients) and research current policies at that state and federal levels that impact the social problem. Then, from a position of advocacy, identify methods to address the social problem (i.e., how you, as a social worker, and the agency advocate to change the problem). You are expected to specifically address how both you and the agency can effectively engage policy makers to make them aware of the social problem and the impact that the policies have on the agency and clients.

Post The Assignment (2-3 pages):

  • Identify the social problem
  • Explain rational for selecting social problem
  • Describe state and federal policies that impact the social problem
  • Identify specific methods to address the social problems
  • Explain how the agency and student can advocate to change the social problem

References

Birkenmaier, J., & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and fieldwork (4th ed.). New York, NY: Pearson.

Chapter 8, “Social Work Practice in the Field: Working with Organizations, Communities, and Policy” (pp. 186-206)

Walden University, LLC. (Producer). (2013d). Social Work Values and Ethics [Audio file]. Retrieved from https://class.waldenu.edu

Walden University, LLC. (Producer). (2013). Social Work Values and Ethics [Audio file]. Retrieved from https://class.waldenu.edu

Focus of subsequent presentation

First, you will create a thesis statement that includes a clear research question that you are answering. A thesis statement is a 1 or 2-sentence statement that condenses the argument you will make in your pp. It identifies the topic of your pp  and indicates the position you will take with the topic you present in your pp. It will be the guide for the content and focus of your pp r and subsequent presentation.

This assignment will require no references, though its’ development should be based on your review of the literature. Thus, your thesis statement will consider this information as you develop your clear, specific, and succinct thesis statement that will direct your other assignments in this course. Keep in mind that this should generally be one sentence and no more than two sentences. It is important that you are able to summarize your topic and position succinctly to truly be clear on what you are reviewing and applying.

Length: 1-2 sentences

Exhibit evidence of concept knowledge

efore beginning to write your literature review, it is essential to develop an outline. The outline will show the organization of your ideas and the order in which you plan to present them. It should also include the references you currently have for each topic and the topics that need further research before you write your final papr.

For this assignment, you will create an outline of the ideas that you have gathered so far. This outline will serve as the structure for your papr. Therefore, it must be well organized and logical. With the assistance of your instructor, you will revise the outline as necessary for better structure or include necessary, but missing points in the argument or supportive research.

Included in this week’s Resources (Appendix I), you will find an example of an outline of literature related to programs on bullying in schools. Your literature review may be organized differently, as it will relate to the particular problem you are studying and its important points and aspects. Submit your outline, along with a reference list that reflects the research you noted in your outline. Your faculty member will guide you concerning any improvements you need to make in the structure or content of your outline.

You will also develop an annotated outline (incorporating 8-10 references) for your research papr.

Length: 1-2 pages, not including title or reference pages

References: Include a minimum of 8-10 scholarly resources.

The completed assignment should address all of the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations and current APA standards, and adhere to Northcentral University’s Academic Integrity Policy.

A person beliefs and expectations

Cognitive processes store information into the memory affects their judgement and behavior towards others from different backgrounds. When an individual is raised with different perspectives poured into them, they take on these perspectives and incorporate them into how they view life. According to Amodio (2014), prejudice stems from a mechanism of survival, built on cognitive systems that ‘structure’ the physical world, its function in modern society is complex and its effects are often causes damage. Many of these instances are not intentional, its more that it was how their brain was wired. The impact of culture on prejudice makes it common for individuals to normalize prejudice, because it was approved or promoted in their culture. According to Uhlmann (2013), Prejudices are often a way for a group of higher social status to explain and rationalize their privilege position in society. This is a main stance to consider with the gap of benefits and opportunities that are available to those of the minority (Or as they labeled). Once stereotypes and prejudice are formed, they become self perpetuating because they grow stronger inside the mind, similarly to the information we choose to study and gain insight on. The roots of prejudice can be found in the cognitive and emotional processes (Branscombe, 2016). By rewiring these processes, the root can be diminished.

4-1 KG (200 words and one reference)

A person’s beliefs and expectations regarding a particular group constitute the cognitive component of the prejudicial attitude. The cognitive approach, (cognitive theory of prejudice), suggests that prejudice is a function of cognitive processes where stereotypic information about social groups, stored in memory, is automatically activated and affects people’s judgments and behavior toward target group members. An example of this is believing that a product marketed by a celebrity is more valuable. While people like to believe that they are rational and logical, the fact is that people are continually under the influence of cognitive biases. These biases distort thinking, influence beliefs, and sway the decisions and judgments people make daily. These biases happen because we can’t evaluate every detail and event when forming thoughts and opinions. Because of this, we often rely on mental shortcuts that speed up our ability to make judgments, but sometimes lead to bias ( Saposnik, Redelmeier, Ruff & Tobler 2016). The psychological bases for prejudice are people’s values, the ways they see themselves and others, their sense of social identity, and social norms that define who is included in or excluded from social groups.  The cognitive dimensions of prejudice relate to issues such as stereotypes and beliefs about outgroup members. Stereotype measures involve the endorsement of negative stereotypes about members of the outgroup. The source of prejudices comes from social differences, conformity, frustration-aggression, social identity, social categories, attribution, and stereotypes.  Prejudice develops because of group formation, identification, and continuous interaction. Once groups are formed, group members learn the appropriate attitudes about themselves and other groups from others. A prejudiced person may not act on their attitude. Therefore, someone can be prejudiced towards a certain group but not discriminate against them. Also, prejudice includes all three components of an attitude (affective, behavioral, and cognitive), whereas discrimination just involves behavior. In terms of their development, both classic and contemporary research demonstrates that stereotypes and prejudice are learned through social communication and interaction. Stereotypes are just as strong, and prejudice is just as negative, about groups with which we have little contact as they are about groups with which we have frequent, everyday interaction. These results are difficult to account for from an outgroup-interaction perspective but follow naturally from the sharing of social norms among ingroup members. Furthermore, social norms have a strong influence on both the explicit expression of stereotypes and prejudice as well as the implicit cognitive representations of group beliefs–the knowledge itself (Sechrist & Stangor 2001). When people hold prejudicial attitudes toward others, they tend to view everyone with the defining characteristic as being all the same. They paint every individual who holds specific characteristics or beliefs with an extremely broad brush and fails to look at each person as a unique individual. Sometimes, prejudice is confused with discrimination. While prejudice involves having negative attitudes toward members of a certain group, discrimination occurs when those feelings are acted upon. There are numerous types of prejudice, some of which include: Ageism, Classism, Homophobia, Racism, & Sexism to name a few. Beliefs that are held about a specific group of people, in terms of their traits, behavior, and even characteristics are what we refer to as stereotypes. Stereotypes as cognitive frameworks that influence the processing of social information (Branscombe & Baron, 2016).  A Stereotype is a simplified assumption about a group based on prior experiences or beliefs & is self-perpetuating in our minds, growing stronger with use just like information we actively try to cement in our memory. Going through the world making assumptions about other people with stereotypes we’ve learned is another form of mental practice. With more rehearsal, those assumptions get stronger over time, even when we have no tangible evidence to back them up stereotypes are the cognitive component of intergroup biases. Social scientists have uncovered the unsettling truth that no matter how egalitarian a person purports to be, their unconscious mind holds some racist, sexist or ageist thoughts. But a new study finds that this may say less about the person and more about the culture that surrounds him or her. The new study finds that while people are quick to associate word pairs that recall stereotypes (think “black – poor” versus “black – goofy”), this tendency is rooted not in the social meaning of the words, but in the likelihood of the words appearing together in literature and media. In other words, this implicit prejudice is driven more by culture than by any innate horribleness in the person (Pappas 2011.)

4-2 KK (200 words and one reference)

Institutions that treat individuals from diverse backgrounds, such as different races, ages, or even gender, differently than the majority of individuals is what we refer to as institutional bias (Branscombe & Baron, 2016). This went on a lot many generations ago in schools where the bulk of pupils were African American and pupils from another race were dealt with differently, this applies the new way around where we called “white school” where African Americans or pupils from another race were the minority. These minority groups are and still are being treated differently from those that are not in the group as you see institutional bias is still living today.

The following play a big part in institutional biases attitudes, stereotypes, and prejudices. It is these actions toward the minority groups that affect and shape how they are treated. As an individual, you may have never mistreated a minority group if it was not for these biases that have been spread. These attitudes and behaviors may not have been negative if it wasn’t for the influences of the surroundings.

 

Cultural influence can jolt institutional biases if the system does not have great programs in place that prevent any cultural bias and injustice. If the system does not take steps to stop any injustice, it can rapidly turn into an institutional bias that can hurt, and negatively jolt those of the minority groups.

key social psychological principle

Assignment #2 – Break-a-Social-Norm

For this assignment, I want everyone to break a social norm. Then you will discuss how breaking the norm made you feel, and how it might have made other people feel.

Step 1:

First you need to identify a social norm. Some examples are:

• Appearance (you can wear pink slippers to school or around town instead of shoes; put a blue dot on the tip of your nose; wear your shirt backward / inside-out; overdo your makeup)

• Interpersonal Behavior (stand too close or too far away from someone you are talking too; avoid eye contact; scoff at a person’s every comment)

• Social Etiquette (violate elevator norms – that is, instead of turning around to face the elevator doors when they close, face the other people in the elevator and stare them in the eye!; eat with your mouth open; talk loudly in a library; fly a kite inside the mall, something one of my former students actually did!)

• THESE ARE ONLY EXAMPLES. PLEASE TRY TO BE CREATIVE & COME UP WITH SOME ORIGINAL IDEAS ON YOUR OWN. Another one of my former students stood behind people at water fountains chanting “Chug! Chug! Chug!” loudly.

Note: You may want to do the behavior several times in different places to note any interesting patterns. Do people’s reactions may differ as a function of sex, age, location?

Step 2:

Incorporate the following points in a short paper (400 words minimum, 700 words maximum):

1). What implicit norm(s) did you violate? (5 points)

2). Describe how you violated it (them). (9 points)

3). Analyze your thoughts and feelings while you violated the norm(s). (9 points)

4). Analyze what other people were probably thinking about your violation (9 points)

5). Did you gain any insight into your own or others’ behavior? What about the power of the situation? (9 points)

6). Include AT LEAST ONE key social psychological principle in your paper. You may want to include something about role-playing, conformity / nonconformity, normative social influence, cognitive dissonance, self-monitoring, etc. Your choice, but have AT LEAST ONE! (9 points)

Post Constructive Peer Feedback

1. Scientific Discoveries:  Using our UMGC Library, find a peer-reviewed article on genetic testing or environmental risks before birth.  Once found, provide a brief summary (in your own words – not that of the Abstract) of what you learned from the article.  For example, does the article support, refute, or expand upon the discussion within the assigned readings?  Include in your summary how your selected article contributes to our understanding of prenatal development.

Below your summary provide the reference for the article and the functioning Permalink to the article so others can access it.

 

2.  Important Finds:  Using our UMGC Library, find a peer-reviewed article on the topic of breastfeeding or infant nutrition.  Once found, provide a brief summary (in your own words – not that of the Abstract) of what you learned from the article.  For example, does the article support, refute, or expand upon the discussion within the assigned readings?  Include in your summary how this article contributes to our understanding of the developmental period, infancy.

Below your summary provide the reference for the article and the functioning Permalink to the article so others can read the article you have selected.

Part 2. Post Constructive Peer Feedback: In addition to posting your thoughts to the main entry questions, respond to at least TWO (2) of your classmates’ entries.  In 3 or more sentences, provide constructive feedback.  Do you have some additional thoughts on the topic?  Share them.  When providing your feedback present the logic behind it.

Black Personality and Tethered Strategies

address the below constructs placing the corresponding number in parentheses so that I might see exactly where and how it is expressed.  Be mindful that definitions alone will not adequately get to what is being asked of you.  It is necessary for you to explain with examples and prose that effectively synthesize your thoughts.

You’ll be brilliant.

  1. Control, Prediction and Understanding
  2. Subjectivity and Objectivity
  3. Race as a defining and refining context
  4. Intellective Competence
  5. Hegemony and Hierarchy
  6. Race as Fiction and Race as Real
  7. The significance of Immanuel Kant
  8. Social Darwinism
  9. A Racialized Society
  10. Master Narratives of Race
  11. Human Personality Development With Racialized Societies and the Centrality of Identity
  12. The Negro Problem
  13. Double Consciousness
  14. Asset v. Pathology
  15. Adaptation
  16. Resilience v. Defiance
  17. The Politics of a Black Personality and Tethered Strategies