Life Positions and Attachment Styles

In 2002, Boholst constructed a Life Position Scale for the purpose of finishing his dissertation. The construct life position was one of the variables he studied in his doctoral dissertation titled, The Influence of Life Scripts and Life Positions on Psychopathology and Positive Mental Health: A Structural Equation Modeling. He had to construct this scale because there was no available one at the time. In 2005, he and two other authors wrote another article that found modest correlations between Life Positions and Attachment Styles—validating the scale by establishing the relationship between life positions and a variable that was theoretically argued to have conceptual parallels or to be “similar” with it. In 2012, Isgor and two other authors translated the Life Position Scale into Turkish and established its reliability and validity.

This is often a realistic scenario where a tool slowly attains credibility by a gradual validation process across the years—often by different authors. For example, in 2004, Weisner wrote his doctoral dissertation in the University of North Texas on the relationship between Affective Traits and Life Positions. Hadzi-Pesic and others more recently (2014) validated the Life Position Scale and found correlations with alcohol addicts’ personality.

Discuss the different types of validity that have been employed—whether implicitly or explicitly to validate the life position scale. It is ideal therefore to read articles in chronological order starting with the A Life Position Scale, Life Positions and Attachment: A Canonical Correlation Analysis, and Life Positions Scale Language Equivalence, Reliability and Validity Analysis.

Length: 7-10 pages, not including title and reference pages

Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

Assess and diagnose clients

DSM-5-TR Summaries Assignment Instructions

Overview

Throughout your career as a counselor, you will be required to assess and diagnose clients. To engage in this practice in a competent manner, you will need to have a good working knowledge of the DSM-5-TR including the general categories and the specific disorders that are contained in each category. This DSM-5-TR Summaries Assignment will introduce you to the more common categories that you will encounter as a counselor.

 

Instructions

You will have four sets of summaries to complete, each due during a different Module/Week. Each set will contain a 1-page summary of each of the following categories of disorders:

 

Summary Set 1, DSM-5-TR Summaries: Initial Assignment (total of 3 summaries; 1 page per category=3 pages of content):

· Bipolar and Related Disorders

· Depressive Disorders

· Anxiety Disorders

 

Summary Set 2, DSM-5-TR Summaries: Second Assignment (total of 3 summaries; 1 page per category=3 pages of content):

· Substance-related and Addictive Disorders

· Trauma and Stressor Related Disorders

· Obsessive-compulsive and Related Disorders

 

Summary Set 3, DSM-5-TR Summaries: Third Assignment (choose 3 categories from this list; 1 page per category=3 pages of content):

· Personality Disorders

· Somatic Symptoms

· Neurodevelopmental

· Schizophrenia Spectrum

 

Summary Set 4, DSM-5-TR Summaries: Fourth Assignment (choose 3 categories from this list; 1 page per category=3 pages of content):

· Neurocognitive

· Disruptive, Impulse Control and Conduct Disorders

· Feeding and Eating Disorders

· Sexual

· Sleep/Wake

· Elimination

· Gender

· Other Conditions That May Be a Focus of Clinical Attention

 

You will write a one-page summary for EACH category. Summaries must include:

Overview – a brief overview of the general category. In one or two sentences, identify the characteristic(s) that all the disorders in the category share. (Example: in the Depressive disorders, all the disorders are characterized by feelings of sadness.)

Disorders – For each disorder in the category, write one or two sentences that provide a brief description of the disorder. In the Overview, you noticed what is similar across the disorders in the category; in the Disorders section, you will identify the main feature of each disorder that distinguishes it from the rest of the category (e.g., time frames, severity, types of symptoms, etc.)

Risk and Prognostic Factors – Choose one disorder from each category and provide a brief summary of the risk and prognostic factors as found in the DSM-5-TR.

You will organize each summary by using the current edition of APA headings. Start each summary with the category title using a Level 1 APA heading. OverviewDisorders and Risk and Prognostic Factors should be Level 2 headings.

 

You will include an APA title page and reference page. An abstract is not needed. Remember, the graduate program at Liberty uses the guidelines for “Professional” papers, not the “Student” version.

 

As this is primarily a summary of the DSM, you may start your DSM-5-TR Summaries Assignment paper with the statement “All of the following information was taken from the Diagnostic and Statistical Manual 5th Edition, Text Revision (American Psychiatric Association, 2022) unless otherwise noted.” When including this statement, you do not need to use in-text citations for the DSM-5-TR. Using other sources is not recommended; however, if you use additional sources, you will need to cite and reference them.

 

This DSM-5-TR Summaries Assignment must be a paraphrase of the information you find in the DSM-5-TR or your textbook. You may not use any quotations.

 

Be sure to review the DSM-5-TR Summaries Grading Rubric before beginning this DSM-5-TR Summaries Assignment.

 

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

 

Page 2 of 2

Poor leadership affect

For this assignment, you will complete a reflection.

For the reflection, take the time to reflect on everything you have learned so far in the course about leadership along with personal experiences that are relatable to leadership.

Think about the following to guide you in your reflection:

To you, why is leadership so important in the workplace? What benefits does good leadership bring to an organization and how can poor leadership affect an organization?
How and why are great leaders effective? Are there any private or public habits that a great leader possesses?
Think about your life journey with leadership. Have there been any good leaders in your life that have influenced you to do or become better? What have been your experiences with poor leaders?
Have you been in any leadership positions? These can be official positions or natural leadership roles. Was there any specific strategy you used to be a good leader? Are there any strategies and leadership styles you have learned so far in this course that you would consider using?
What are some principles or values you believe a leader should possess? What ethical boundaries must a leader be aware of?
Think about your personal experiences, has leadership shaped any desires or goals you may have? For example, has leadership influenced you to pursue more, have more desires, have bigger goals, etc?
Think about yourself as a leader, what motivates you? These can be intrinsic and/or extrinsic factors.
Keep in mind, leadership is perceived throughout all aspects of life. Use this as a freelance opportunity to simply understand your own leadership journey and reflect upon life experiences, desires, and goals.

Your Reflection should be no shorter than 750 words but you are welcome to exceed this.

2 days ago

30.11.2022
65

Memories of the accident

Jane is a 54-year-old married Black female. She has two adult children who are 25 and 31. She currently lives with her husband of 33 years in their single-family home. Jane is seeing you today due to a car accident that occurred 18 days ago. According to Jane, “I thought I was going to die! And my life has been in chaos ever since the car accident.”

Jane described the car accident she was involved in 2.5 weeks ago. She reported that she was on her way home from work driving along the four-lane, 55 mile-per-hour road she drives any time she leaves her home. Her home is located on a small road that can only be accessed from the four-lane highway. Approximately 10 miles from home, Jane reported that she saw a car jump over the grass median and come speeding down the highway going the wrong direction. The third car in front of her hit the oncoming car head on. This caused the two cars in front of her to slam on their brakes and resulted in a 15-car pileup on the highway. When Jane hit the car in front of her, her car veered off into the right-hand ditch that runs along the highway. When her car hit the ditch, it flipped twice, and she landed upside down on the side of the highway. Due to the damage sustained by her car, Jane was unable to exit her vehicle and was trapped upside down in her car for approximately 45 minutes. During that time, she could hear individuals screaming, calling for help, and there was a general scene of chaos due to the accident, yet it appeared distorted in her mind. During the 45 minutes she was trapped in her car, she was strapped in her seat belt which pressed against her chest making it difficult for her to breathe. She also landed in an awkward position which made it unable for her to move her head which very painful. During her time in her car, she stated she felt like she was having a heart attack, and that she was being suffocated slowly. Upon recalling this, she stated “I really felt like I was going to die.” Once emergency workers arrived on the scene, she was extracted from the car and taken to the local hospital. There she was treated for multiple broken ribs, a broken arm, a bump on her forehead (was not diagnosed with a concussion) and multiple bruises and abrasions and released after 24 hours. Jane stated, “The doctors and nurses told me over and over that I was so lucky to have walked away from that accident with as few injuries as I had. But I must be honest, I don’t feel lucky! I feel scared all the time and I don’t know if my life will ever be the same.” Jane added that three people died in the accident. She saw one of the individuals who did not survive being extracted from their vehicle as she was taken to an ambulance and stated, “I wonder why I lived, and they did not.”

Since the accident Jane has been having memories of the accident multiple times per day. She stated, “I will be trying to concentrate on something completely nonrelated to the accident, like at work, and a memory of the crash will suddenly overwhelm me.” Jane reported that the memories she struggles with the most is the image of the car crossing the median and hitting the first car head on and of her heart beating fast and not being able to breathe while she was trapped in her car. She also articulates that when she has these memories, she thinks about what she could have done differently to avoid the entire experience. In the past two weeks she has had nightmares of the accident at least five nights per week. She stated these nightmares wake her up and then she has difficulty returning to sleep due to the anxiety she feels. Jane stated “the nightmares are extremely distressing. I was already having difficulty sleeping since the wreck. After a nightmare I will not go back to sleep for the rest of the night. I just cannot calm down.” She stated that every night since she was discharged from the hospital, she has had a difficult time falling asleep. She stated under normal circumstances she would fall asleep within 15 to 20 minutes of going to bed and sleep all night, getting 8-8.5 hours of sleep. Since the accident it takes her up to two hours to fall asleep and she struggles to stay asleep even on nights that she doesn’t have a nightmare. She has been getting under 5 hours of sleep per night. Jane reported that she’s also been very irritable since being released from the hospital. She stated “I become angry very easily, when normally I am laid back and pretty relaxed. My husband is being very tolerant, but the people I work with are starting to voice that I need to get some help.” She shared she often “snaps” at people without intending to and then feels guilty and ashamed for doing so. She also reported that her work performance has decreased due to an inability to concentrate. She stated, “I feel tense, keyed up, anxious and distracted all of the time since the accident.”

In addition, Jane reported that she has had three incidents in the past three weeks where she felt like she was reliving different parts of the accident. She stated that during these times her heart would race, she would get sweaty, and lose the sense of where she was for a few minutes. These incidents cause her anxiety and fear. She stated, “In the past three days I have started to worry about these overwhelming experiences… that they will become more frequent and longer.” Jane also reported that since the accident she has not driven a vehicle. She can her drive herself to work in the extra car but when she approaches the car, she became very fearful and runs back into the house. She stated that she feels completely overwhelmed by the idea of driving the car and has asked her doctor to write her a medical excuse to not drive for the next 8 weeks. Jane stated that she returned to work 5 days after the accident and her husband has been driving her. She stated that this is OK right now, but her husband’s job will not allow him the time to do this for much longer without the medical excuse.

When she is in the car with her husband she startles easily. If a car in front of them taps on their brakes, she will jump, grab the armrest, and scream. She stated this is annoys her husband and she is somewhat embarrassed by her response. She also tends to be very tense when she’s in the car and looks around continually for other vehicles that are getting too close. In the last three days she has noticed she is constantly looking around, worried about her safety in general. Jane stated “I have found another way to get to work without going on that highway. I had someone tell me that there is a small dirt road that will take me out to another highway and loop me around to the main part of town where I work. They think it’ll take me an extra 90 minutes to get to work. Once my husband is no longer able to drive me to work, I’m going to find that dirt road and spend the extra 90 minutes. I just don’t know if I’ll ever be able to get back on that highway driving a car.” Jane stated that prior to the accident she spent a lot of time in her car going to work, visiting friends, and socializing. She stated that she has not had a social life since the accident due to her overwhelming fear up driving on the highway. She feels guilty because she has not attended church since the accident.

Jane has a bachelor’s degree in business and works full time as a systems analyst for a large company. She has been at her job for 15 years and has been promoted several times due to her excellent job performance. Jane reported she has multiple friends at work, in the community, and at church. She stated prior to the accident she was very involved in the community and in her church. The fear of driving, the recurring memories, the lack of sleep, and the overwhelming anxiety have kept her from her normal activities which she highly enjoyed. Jane has a good relationship with her husband, who she reported is being very kind and supportive. Her fear of driving has required him to spend many extra hours in a car during the work week, which she feels guilty about. She has not seen either of her children outside of her home since the accident which she reported is unusual. She stated that if she could, she would quit her job and stay at home where she knows she’ll be safe. She reported feeling worried that her friends will break off the relationships due to her being irritable and unavailable and that her life will never return to the way it was before the accident. She reported hopelessness about the situation and being very sad when she thinks about losing all her friends.

Jane reported believing in God and that her spiritual life was a central focus of her life. She stated “I just cannot figure out why God would do this to me. Why he let me get into that wreck! I am not a bad person… so why is he punishing me?” Jane reported that she has been attempting to pray but is struggling to focus. She also has not been able to engage in Bible study due to having to travel to church. She reported these experiences often leave her feeling shame and guilt for not “trusting in God more” and questioning why He would allow such a terrible thing to occur.

Jane reported no history of health problems, is on no medication, no past mental health diagnosis, and has no history of alcohol use or other substance use. Jane has a large family of origin and is the middle child of seven. Her parents live in the same town as she does. Under normal circumstances she visits them every few days but has not seen them since the accident. She reported “I feel so guilty because I am neglecting my parents. I promised to help them as they got older… and here I am feeling sorry for myself and not helping them.”

Jane was open to the idea of individual counseling but expressed fear over driving to her appointments. She stated that she would need to check with her husband and see if he could drive her. Jane reported her goals for counseling are to “get over” this experience and be able to be self-sufficient and drive again, while not relying

Alcohol consumption

CASE STUDY: JEFF 1

 

10

CASE STUDY: JEFF

 

 

 

 

Jeff’s Case Study

 

First Last

School of Behavioral Sciences, Liberty University

 

 

 

 

 

 

Author Note

First Last

I have no known conflict of interest to disclose

Correspondence concerning this article should be addressed to David Evans

Email:

 

 

Jeff’s Case

Jeff is a 33-year-old Caucasian male who has agreed to being assessed to keep his job as a construction worker, which he has held for 5 years. Jeff has been suspended from work multiple times because of his tardiness and showing up to work smelling like alcohol. Jeff’s parents have been married for 45 years. He is the fourth of three brothers and two sisters. There is a familial theme of heavy alcohol drinking with his father, two brothers, and two brothers-in-law. Jeff has a strained relationship with his third brother as a result of his excessive drinking. Jeff is a divorced father of two. Other than alcohol consumption, Jeff reported some marijuana use. Jeff has no reported medical history, but described his mom as being sad. Jeff has been incarcerated on three separate occasions: once for physical abuse to his wife, and the others for two individual DUI infractions.

 

 

Clients Concerns

Symptoms Behaviors Stressors
Sadness Domestic violence toward his wife Potential of losing the job he loves
Alcohol withdrawals Missing work Divorce/tense relationship with ex-wife
Headache due to excessive drinking Being late to work Possibility of losing visitation with his children
Depression Drinks alcohol to achieve intoxication Arrests
Loss of interests doing activities Hungover at work Strained relationships with family and friends
Excessive sleeping Driving while intoxicated  
Fatigue Marijuana use  
Suicide Ideation Isolation  
Loss of appetite    
Irritability    

 

 

Assessment

 

It appears that Jeff’s excessive alcohol consumption is a large contributor to poor decision-making habits. It seems that not being able to control his impulse to drink has affected his interpersonal relationships, job performance and conduct. Administering the US Alcohol Use Disorder Identification Test (USAUDIT), recognized as the most recognized screening instrument, may confirm whether he suffers from alcohol use disorder (Higgins, et al., 2018). Another assessment consideration is the Hamilton Rating Scale for Depression (HRSD). Identified as the “gold standard,” using this assessment will likely generate a clearer picture of Jeff’s depressive symptoms (Worboys, 2013).

 

 

Diagnostic Impressions

 

The diagnostic impression associated with Jeff’s symptoms are most congruent with Alcohol Use Disorder. The ICD-10 code for this is F10.20. A secondary disorder has been considered for Jeff. Major Depressive Disorder, ICD-10F33.2.

 

 

Signs and symptoms

 

The symptomology that Jeff expresses are explained by the DSM-5-TR as Alcohol Use Disorder and Major Depressive Disorder. The criterion for these diagnoses is listed in the table below.

 

DSM-5-TR Diagnostic Criteria: Alcohol Use Disorder/ ICD-10F10.20 Jeff’s Signs/Reported Symptoms:
A: An unfavorable cycle of alcohol consumption leading to significant misjudgment and is seen in at least two of the following ways within a 12-month period.

1. Larger amounts of alcohol are consumed over a greater time than anticipated.

2. Activities are centered around alcohol consumption efforts.

3. Appetite for alcohol grows.

4. Alcohol consumption is not reduced regardless of interruption of interpersonal relationships.

5. Alcohol use continues regardless of physical hazards.

6. Intoxication level requires larger alcohol consumption levels (APA, 2022).

Jeff reported that he now drinks up to eight beers and multiple shots during drinking sessions, which is greater than earlier consumption levels. He also stated that getting buzzed has required more alcohol consumption within the past 18 months. Jeff shared that most of his activities with friend include alcohol consumption. Alcohol is even a common theme during family functions. Jeff reported that now he cannot work a 10-hour shift without having overwhelming thoughts to drink. Jeff’s marriage and relationship with one of his brothers has diminished as a result of excessive drinking. Jeff has received three DUI violations. Jeff is now taking four-six more shots now than he did 18 months ago due to an increased tolerance level.

 

DSM-5-TR Diagnostic Criteria:

Major Depressive Disorder/ ICD-10-F33.2

Jeff’s Signs/Reported Symptoms:
A: At least five of the following symptoms must be present simultaneously for 2 consecutive weeks and present a shift from previous functioning; At least one symptom is either depressed mood or loss of desire or enjoyment.

1. Depressed mood everyday for most of the day from a self-evaluative perspective or objectively observed by others.

2. Significant unintentional weight fluctuation.

3. Daily fatigue

4. Feeling insignificant.

5. Obsessive thoughts of the end (APA, 2022).

Jeff’s AA counselor confronted him about his depressed appearance. Additionally, shortly after being separated from his spouse, Jeff reported feeling down daily and losing a desire to participate in usual activities. He also felt fatigued regardless of how much sleep he was getting. Jeff had several thoughts of committing suicide. Jeff shared that he has had a loss of appetite and lost 25-30 pounds
B: Symptoms have a significantly adverse impact on personal/professional relations (APA, 2022).

 

Jeff’s excessive drinking has affected his marriage. There have been three different instances of domestic violence between he and his wife. All three incidents involved him being intoxicated. Additionally, Jeff is no longer close to his favorite brother because of his alcohol abuse. Jeff’s job is also at risk of being terminated due his lack of responsibility with alcohol consumption.

 

 

 

Other DSM-5-TR Conditions Considered

An alternative consideration for Jeff’s diagnosis was persistent depressive disorder. Jeff has reported feeling depressed most of his life from age 15 years old. However, the criterion associated with this diagnosis includes depressed mood most of the time for at least 2 years. There is no indication in the scenario that suggests this level of detail (more days than not) and must be further explored to confirm.

 

 

Developmental Theories and/or Systemic Factors

There is a developmental component to his feeling of depression. Jeff reported first feeling depressed around age 15 which is not much long after he potentially started puberty. This detail supports the criteria of when the DSM-5-TR suggests depressive symptoms may likely begin (APA, 2022). Also, men are more likely to participate in abnormal coping behaviors associated with depression. Alcohol is among the list of proclivities to remedy the maladapting behaviors produced out of feelings of sadness (APA, 2022). Lastly, Jeff testified that his mother has always had a melancholy disposition which makes him developmentally more susceptible.

 

Multicultural and/or Social Justice Considerations

There are some multicultural factors that should be highlighted when considering Jeff’s case. Jeff reported that he remembered having his first drink at age seven. He has a familial theme that supports heavy alcohol consumption. The attitude is “that is just what men do.” His father introduced him to beer; two of his brothers drink heavily, as well as the spouses of his two sisters. Jeff shared that drinking alcohol is usually what he and his buddies did when spending time together, so it appears that Jeff is inoculated into a culture where excessive alcohol consumption is normal behavior.

 

Treatment Recommendations

Key Issues for Treatment

· Major depressive disorder seems to be the pressing issue. Assisting Jeff with reconstructing his thoughts may lead him to making better decisions about his alcohol consumption as well as affirm him overall (i.e., self-worth, interpersonal relationships, and professional duties).

· Jeff job performance duties have been significantly impacted by his clinically impaired distress. Self-sufficiency is a fundamental part of caring for oneself. Being able to maintain job stability is essential and can only be achieve by Jeff changing his behavior.

· Jeff has acted out in violence against his wife. This destructive behavior must be addressed and remedied through effective problem-solving techniques.

 

Recommendations for Individual Counseling

According to the key issues I believe are most pressing for Jeff, I would implement cognitive behavior therapy (CBT). This treatment option is designed to help Jeff reconstruct his approach to the relational issues within his interpersonal relationships (Burns et al., 2020). This modality will also aid Jeff in how he responds to the warnings presented by his boss. Another interjection for Jeff’s treatment is interpersonal therapy (IPT). The interpersonal relationship Jeff has with his ex-wife is toxic. Aside from the physical abuse, Jeff has testified that due to the contention between them, he is only seeing his children maybe twice per year. This is a stressor contributing to Jeff’s depressive symptoms and overall mental health. According to Tavoli et al. (2020), IPT has produced favorable outcomes in depressive situations. The belief is that the stressors, behaviors, and symptoms are all contributors to Jeff’s poor decision-making habits (APA, 2022).

 

 

Specific Considerations

My perspective on the presenting issues and associated symptoms, behaviors, and stressors, is trying to find the source from where these challenges come. Excessive drinking, violence, poor work ethics, and feelings of sadness all stem from something potentially underlying. Jeff reported feeling sad as a teenager. I believe that those unaddressed feelings may have developed into something greater. Therefore, I believe that starting with learning more about Jeff’s background will equip me with the types of resources and interventions necessary to walk with Jeff toward wellness.

 

References

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders: DSM-5 TR (5th ed. Text Revision). American Psychiatric Press, Inc.

Burns, J. W., Van Dyke, B. P., Newman, A. K., Morais, C. A., & Thorn, B. E. (2020). Cognitive behavioral therapy (CBT) and pain education for people with chronic pain: Tests of treatment mechanisms.  Journal of Consulting and Clinical Psychology,  88(11), 1008.

John C. Higgins-Biddle & Thomas F. Babor (2018) A review of the Alcohol Use Disorders Identification Test (AUDIT), AUDIT-C, and USAUDIT for screening in the United States: Past issues and future directions, The American Journal of Drug and Alcohol Abuse, 44:6, 578-586, DOI:  10.1080/00952990.2018.1456545

Tavoli, A., Allahyari, A. A., Azadfallah, P., Fathi Ashtiani, A., & Melyani, M. (2020). The Comparison of Group Interpersonal Therapy (IPT) and Group Cognitive Behavioral Therapy (CBT) Effectiveness in Reducing Depression Symptoms of Patient with Social Anxiety Disorder.  Clinical Psychology and Personality,  14(2), 115-124.

Worboys, M. (2013). The hamilton rating scale for depression: The making of a “gold standard” and the unmaking of a chronic illness, 1960–1980. Chronic Illness, 9(3), 202-219. https://doi.org/10.1177/1742395312467658

Changes that occur during puberty

psychologydevelopment

Review the changes that occur during puberty. Complete the following:

  • Reflect on this period of development.
  • Describe observations you have made about these changes in one male and one female (you or someone you are close to). For each example, discuss the following:
    • Did the changes of puberty occur early, on-time, or late?
    • Describe how the changes affected the individual’s psychosocial development.  
    • How might a different timing of puberty change the individual’s psychosocial development?       
  • Related to your examples: What are some concerns and things that parents/caregivers should look for during this time of change for an adolescent?
  • Using an external source, provide a recommendation that could be offered to parents whose child is struggling with this stage.

Please be sure to validate your opinions and ideas with citations and references in APA format.

This topic is valued at 40 points. Please review post and response expectations. Please review the rubric to ensure that your response meets criteria (Read Me First Section of the Course

Critical Leadership Analyses

itical Leadership Analysis 2

 

The purpose of the Critical Leadership Analyses is to see how leadership theory being learned in the classroom is applied by others in your communities, and both personal and professional environments. what you are learning in the classroom as well as learning from your environment. The assignment allows you to reflect on the leadership that is happening around you. In this assignment you are asked to attend an event in which leadership is demonstrated, and answer the following questions.

The CLA’s must answer 3 questions.

· What is the event?

· How did the event demonstrate leadership?

· How did the leadership demonstrated in this event influence your leadership practices?

There are two submission formats for you to choose to convey your genius:

· Written Communication –  800-1000 words in length, 12-point font, 1-inch margins, saved in .docx or .pdf format, and addressing the prompts provided in Class/Canvas,

Submissions will be evaluated on the following:

· Formal communication (written or verbal), which is consistently thoughtful, grammatically sound, properly cited, and well-developed

· Entries should highlight your critical and thoughtful analysis of course material discussions and experiences with the prompt provided

· Each entry should address at the prompting questions and identify concepts from the course materials, course discussions, and class activities

· Many of the submissions will be focused on events, lectures, and/or clubs on campus as well as service-learning organizations events within the vibrant South Florida communities.

Approaching retirement age

development

For our discussion, this week, choose one of the following topics and give your thoughts on it.

Make sure that is clear in your answer which topic you chose.
Individual Post: MIN 100-125 words MAX (points will be deducted if you write more or less) –

  • What stereotypes do we have about adults who are approaching retirement age?
  • How have the settings of the social clock changed? What settings haven’t changed?
  • What does it mean to be “successful” as an adult?

Reply to one classmate: choose someone that answered a different topic than you did and respond to what they have shared
MIN 75-100 words MAX (points will be deducted if you write more or less) –

Discuss what each of you wrote about and what you have learned or yourself experienced. Have a brief exchange of information.

Have fun!

  • a day ago
  • 03.12.2022
  • 4

Psychology literature

Paper Assignment Guidelines

 

The goal of the four paper assignments you will write this semester is to strengthen your library skills, critical thinking and analytical skills, and knowledge of the key issues within the developmental psychology literature. Responses to each paper assignment should not be based on your opinion but based on the information in your textbook and peer-reviewed research. Each paper assignment should be 4 pages long, double-spaced, 12-point Times New Roman Font and in APA Format (abstract is not necessary). Up to 10 additional points will be deducted from papers that are not in APA formatting and/or have grammatical errors that affect readability. In addition to any sources that are provided within the paper assignment, for each assignment you will be responsible for finding three additional peer-reviewed sources to help you develop and support your response. When writing your paper assignments, please remember that your point of view should be informed and supported by peer-reviewed research. To receive credit for your work please provide a reference page in APA format for all the sources you used in your paper assignment. The reference page does not count toward the page requirement for paper assignments. To assist you in writing your paper assignments, please review the ‘ Paper Assignment Help’ pdf file on Canvas and the grading rubric that is posted on Canvas and found at the end of the instructions for each paper assignment (the rubric is the same for all paper assignments).

 

Note: All paper assignments that you complete in this course will be processed using the anti-plagiarism software, UniCheck. This software is integrated with Canvas and will give you a similarity score for your assignments that will be visible to both you and your professor. If there are instances where your writing is similar to, or matches against, a source within the database, it will be flag for your professor to review. Any work that is submitted that has a similarity score over 25% will not be graded and will receive a zero. You can see your similarity score as soon as you submit your assignment. In the event that your similarity score is too high, you may revise your document and resubmit your assignment up until the assignment is due.

 

Paper Assignment #3 (50 pts)

 

Gender and Age Roles in Magazine Advertisements

 

In this project, you will investigate gender and age stereotypes in magazines. Look at two widely circulated magazines and evaluate how ads depict males and females of various ages (adolescence, early, middle, and late adulthood). You should evaluate physical appearance, personality, and behaviors as they are depicted in the magazine ads. You can use the attached data sheet to help organize your impressions. After completing the data collection, write a brief report that answers the following questions. Make sure to include a literature review concerning the importance of media influencing gender stereotypes.

 

· Are all age groups represented in advertisements?

· Who is underrepresented and overrepresented? Why do you think that is so?

· Compare the various groups in terms of the characteristics you observed portrayed for each in the advertisements. What generalizations about age and gender do these portrayals convey?

· Compare your findings between the different magazines. Are your findings similar or different?

· What do you conclude if they are similar? Different?

· If they are different, do the differences sensibly relate to differences in the apparent purpose or style of the magazines?

 

 

 

 

 

 

 

 

Data Sheet for Gender and Age Roles in Magazine Advertisements

 

 

Magazine Title _________________ Issue date ________ Number of Ads _____

 

ADOLESCENTS: BOYS GIRLS

 

Physical appearance:

Body message:

Clothes:

Facial expressions:

Personality:

Intelligence:

Activities:

Verbal comments:

Sexuality:

Other:

 

 

 

YOUNG ADULTS: MEN WOMEN

 

Physical appearance:

Body message:

Clothes:

Facial expressions:

Personality:

Intelligence:

Activities:

Verbal comments:

Sexuality:

Other:

 

 

 

 

 

 

 

 

 

 

MIDDLE ADULTS: MEN WOMEN

 

Physical appearance:

Body message:

Clothes:

Facial expressions:

Personality:

Intelligence:

Activities:

Verbal comments:

Sexuality:

Other:

 

 

ELDERLY ADULTS: MEN WOMEN

 

Physical appearance:

Body message:

Clothes:

Facial expressions:

Personality:

Intelligence:

Activities:

Verbal comments:

Sexuality:

Other:

 

Paper Assignment Rubric

Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

  Excellent Good Okay Needs Improvement
Explanation of issues

(5 pts)

Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding. (5 pts) Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions. (4 pts) Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown. (3 pts) Issue/problem to be considered critically is stated without clarification or description. (2 pts)
Evidence

(10 pts)

Selecting and using information to investigate a point of view or conclusion

Demonstrates skillful use of high-quality, peer-reviewed, relevant sources to develop ideas with enough interpretation/evaluation to develop a comprehensive analysis of the issue. Viewpoints of experts are questioned thoroughly. (10 pts)

 

Demonstrates consistent use of peer-reviewed, relevant sources to support ideas with enough interpretation/evaluation to develop a coherent analysis. Viewpoints of experts are subject to questioning. (8 pts)

 

Demonstrates an attempt to use credible and/or relevant sources to support ideas with some interpretation/evaluation, but not enough to develop a coherent analysis. Viewpoints of experts are taken as mostly fact, with little questioning. (6 pts) Demonstrates an attempt to use sources to support ideas in the writing. Information is taken from source(s) without any interpretation/evaluation.

Viewpoints of experts are taken as fact, without question. (4 pts)

Sources

(5 pts)

Number of required peer-reviewed sources is met (5 pts) Missing one required peer-reviewed source. (4 pts) Missing two required peer-reviewed sources. (3 pts) Missing more than three peer-reviewed sources. (2 pts)
Influence of context and assumptions

(10 pts)

 

Thoroughly (systematically and methodically) analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position. (10 pts) Identifies own and others’ assumptions and several relevant contexts when presenting a position. (8 pts) Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others’ assumptions than one’s own (or vice versa). (6 pts) Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position. (4 pts)
Student’s position—perspective, thesis/hypothesis

(10 pts)

Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue.

Limits of position (perspective, thesis/hypothesis) are acknowledged.

Others’ points of view are synthesized within position (perspective, thesis/hypothesis). (10 pts)

Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue. Others’ points of view are acknowledged within position (perspective, thesis/hypothesis). (8 pts) Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue. (6 pts) Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious. (4 pts)
Conclusions and related outcomes—implications and consequences

(10 pts)

Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order. (10 pts) Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly. (8 pts) Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly. (6 pts) Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified. (4 pts)

Plagiarism

******MUST READ ALL BEFORE ACCEPTING****

6-10 pages

Due December 7, 2022, By 10:00 pm USA time/date

** Absolutely NO Plagiarism

***All writing must be original

****NO using writing or COPYING FROM COURSE HERO

***** My Instructor checks for plagiarism on Turn It In and on Safe assign

 

Watching all CA walkthrough videos is required! It is very important that you take heed of the following info, watch the walkthrough videos, and start on the Critical Assignment as soon as you can.

· Second, attached to this agenda Item is the .docx template you are to use for this assignment. It is hyperlinked just below. Please make note of the 2 following crucial issues: 1) You must submit this assignment as a WORD file, either .doc or .docx. No other format is allowed; 2) You must use this template. If you do not use this template, your CA will NOT be graded.

*****NOTE See attachment labeled Final Template – THIS TEMPLATE MUST BE USED

· Third, here is Dr. Joe Slunaker’s Haggai paper which serves as an example in the walkthrough videos. (Note that you can choose any of the other 65 books of the Bible, but not Haggai for this paper). Dr. Joe’s paper is the ONLY PAPER for this assignment that you are allowed to consult for ideas and questions. His paper is attached below in the hyperlink.

****NOTE See the attachment labeled Dr Joe’s Haggai paper for the example

NOTE *** Watch Videos On directions on how to successfully complete this assignment**********************

1. CA walkthrough 1: orientation to the assignment and getting started

https://www.youtube.com/watch?v=vAOB48kJrN0&feature=youtu.be

2. CA walkthrough 2: choosing a Biblical book

https://www.youtube.com/watch?v=goC4olhSsuo

3. CA walkthrough 3: finding resources and setting up your paper

https://www.youtube.com/watch?v=FjDt4ICdyBs

4. CA walkthrough 4: paper section 1 – introductory issues

https://www.youtube.com/watch?v=ECyJGhrzKN8

5. CA walkthrough 5: paper section 2 – literary structure and outline

https://www.youtube.com/watch?v=OUGwY4r1rl4

6. CA walkthrough 6: paper section 3 – place in the storyline

https://www.youtube.com/watch?v=zLxe7eLSjmA

7. CA walkthrough 7: paper section 4 – major theological themes and message

https://www.youtube.com/watch?v=X3h3cff6fok

8. CA walkthrough 8: paper section 5 – personal reflection and application

https://www.youtube.com/watch?v=33fChW2CHCA

9. CA walkthrough 9: bibliography issues

https://youtu.be/KP-XK_4aNEE

10. CA walkthrough 10: Editing

https://youtu.be/WW-rNddJni8

11. CA walkthrough 11: submitting your paper

https://youtu.be/XfOoq6KW2g8

 

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