LSQ in interrogative form

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Instructions: Develop and post an annotated bibliography that identifies sources that will help you to answer your literature search question (LSQ).

For this discussion: Put your proposed LSQ in interrogative form at the top of the annotated bibliography. Include a minimum of 10 articles in your annotated bibliography, eight of which should be other than those identified in your Unit 1 discussion post.  To choose these articles, it is likely that you will have to read many more than 10 articles. An annotated bibliography involves culling the articles that do not support your LSQ. Be sure to select articles (published within five years) that reflect current knowledge of the topic. For some topics, the use of articles older than five years is appropriate”include a one-sentence rationale for using an older article if this is the case. For easy reference, be sure to number each entry in the annotated bibliography. Research Articles For each research journal article selected, discuss how it relates to your LSQ: Identify the authors research question. Identify the research problem that the authors hope to resolve. Identify the methods used by the authors to investigate the research question. Identify the results the researchers noted in the discussion of the reported research. Explain why you chose the article and how it will help to answer the LSQ. Identify whether the article is chosen for its usefulness in terms of theory of method, theory of content, or for both content and method. Theoretical Articles For each theoretical journal article selected discuss how it relates to your LSQ: Identify the contentions of the authors the research question, if applicable. Identify the problem under discussion and methods used for developing their claims, premises, and suppositions. Explain why you believe that this article will help to answer the LSQ. Identify whether the article is chosen for its utility in terms of theory of method, theory of content, or for both content and method.

article

Annotated Bibliography

Preparation

We suggest you use an organizing tool from the Capella Library: More Services and Tools page, such as RefWorks, to help you keep track of your articles. Refer to the helpful links in Resources.

Terms to know for this post:

· Current research article: This can vary depending on the nature of the LSQ; for most searches you must seek articles published in the last five years. For some topics, this restriction may not apply—for example, if writing about psychoanalysis, you will want to cite Sigmund Freud, the founder of psychoanalysis, who published beginning in the late 19th century up to his death in 1940. In cases where the restriction does not apply, provide a rationale for choosing an older article.

· Purpose: The purpose of a research proposal is to propose strategies for answering the research question (RQ). The purpose of a theoretical discussion is to outline the nature of a scientific dilemma and consider premises for opposing views as well as to offer possible opinions and solutions to the problem.

· Qualitative investigation: This non-empirical type of inquiry seeks socially constructed descriptions of abstract phenomena.

· Quantitative investigation: Quantitative investigations are empirical inquiries that seek answers to research questions that can be presented in numerical form.

· Research problem: This is also referred to as “the gap in the literature.” Identify for each article the area of the literature that the scientists publishing their research have identified as needing further exploration. The problem refers to the challenges that the scientific community has in identifying and developing strategies for the discovery of new knowledge.

· Research question: Presented in the form of a question, it represents the foundational inquiry of the article as well as the goal of the research project that has been described in the journal article. The research question drives the investigation and signals whether the project is qualitative or quantitative.

· Seminal article: This is an article or text that has shaped the history of the field. An example in psychology is Milgram’s 1965 “Some Conditions of Obedience and Disobedience to Authority,” published in Human Relations, which caused research on obedience to develop in new directions and challenged long-held belief systems.

Instructions

Develop and post an annotated bibliography that identifies sources that will help you to answer your literature search question (LSQ).

For this discussion:

· Put your proposed LSQ in interrogative form at the top of the annotated bibliography.

· Include a minimum of 10 articles in your annotated bibliography, eight of which should be other than those identified in your Unit 1 discussion post.

· To choose these articles, it is likely that you will have to read many more than 10 articles. An annotated bibliography involves culling the articles that do not support your LSQ.

· Be sure to select articles (published within five years) that reflect current knowledge of the topic. For some topics, the use of articles older than five years is appropriate—include a one-sentence rationale for using an older article if this is the case.

· For easy reference, be sure to number each entry in the annotated bibliography.

Research Articles

For each research journal article selected, discuss how it relates to your LSQ:

· Identify the authors’ research question.

· Identify the research problem that the authors hope to resolve.

· Identify the methods used by the authors to investigate the research question.

· Identify the results the researchers noted in the discussion of the reported research.

· Explain why you chose the article and how it will help to answer the LSQ.

· Identify whether the article is chosen for its usefulness in terms of theory of method, theory of content, or for both content and method.

Theoretical Articles

For each theoretical journal article selected discuss how it relates to your LSQ:

· Identify the contentions of the authors—the research question, if applicable.

· Identify the problem under discussion and methods used for developing their claims, premises, and suppositions.

· Explain why you believe that this article will help to answer the LSQ.

· Identify whether the article is chosen for its utility in terms of theory of method, theory of content, or for both content and method.

Upload your discussion as a Word document. In addition, please copy and paste the document content into the message box for your post submission.

Additional Requirements

· Font: New Times Roman, 12 point, double spaced.

· APA: Use APA style and format.

· Example: Annotated Bibliography Sample Entry

An annotated bibliography is a list of citations from books, articles, and documents. Each citation is followed by a brief (usually between 100–150 words) descriptive and evaluative paragraph: the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited. An example follows:

Kroese, B. S., Rose, J., Heer, K., & O’Brien, A. (2013). Mental health services for adults with intellectual disabilities — What do service users and staff think of them? Journal of Applied Research in Intellectual Disabilities, 26(1), 3–13. doi:10.1111/jar.12007

The researchers used a mixed qualitative research design with focus groups of individuals with comorbid intellectual disability (ID) and mental illness who were utilizing mental health services as well as focus groups of support staff, advocates, and social workers, and were working with individuals with ID and mental illness. The researchers also conducted individual interviews with staff members to better understand the qualities needed for staff working with individuals with comorbid ID and mental illness as well as strengths and weaknesses in the current service delivery for this population. The data collected was then interpreted via interpretative phenomenological analysis (IPA), a qualitative means of understanding the meaning that people with ID attribute to their experiences. The researchers were then able to determine recurring themes and others that were not as common. The researchers found that the study supported the following: First, the most appropriate qualities for staff working with the comorbid ID and mental illness population are professional, genuine, communicate well, and are sincere while being sensitive to the needs of this population. Secondly, the style and approach in communicating with individuals with comorbid ID and mental illness is very important in providing support and establishing trust.

Additionally, empowering individuals with ID and mental illness rather than inhibiting them is important. Finally, direct care staff and mental health professionals must be cognizant of the trauma past life events may have caused individuals with comorbid ID and mental illness that may affect their current mental health conditions. In considering the results, the researchers concluded that even though there has been improvement with mental health services for people with ID, there are still challenges with accessibility and quality of services.

strategic points in this quantitative dissertation.

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Details:

In the prospectus, proposal, and dissertation there are 10 strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. These points, which provide a guide or vision for the research, are present in almost any research study. The ability to identify these points is one of the first skills required in the creation of a viable doctoral dissertation. In this assignment, you will identify and evaluate 10 strategic points in a published quantitative research study.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Review the Casteel dissertation.
  • Locate and download “Modified 10 Points Template.”
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • APA style is required for this assignment.
  • You are required to submit this assignment to Turnitin.

Directions:

Using the “Modified 10 Points Template,” identify each of the 10 strategic points in this quantitative dissertation.

Complete the “Evaluation” section of the template by addressing the following questions (250-500 words) with regard to the 10 strategic points in the study:

  1.  Discuss the key points in the literature review and how the author used this section to identify the gap or problem addressed in the study.
  2. Describe the variables under study and how they are a key component in this quantitative research study. You are not expected to understand the differences between variables at this point, but should be able to identify how they inform the problem, purpose, research questions and data collection instruments.
  3. Describe the problem and how it informed the research questions under study.
  4. Describe the quantitative design used and why it is appropriate for the identified problem and research questions. Support your response with a peer-reviewed citation from a research source.
  5. Assess the appropriateness of the instruments used to collect data and answer the research questions as well as to address the stated problem.
  6. Discuss how the problem statement informed the development of the purpose statement in this study.

Cognitive Development in Infancy and Toddlerhood

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Graded?

Yes

 

Points Possible

100.0

 

Resubmissions Allowed?

No

 

Attachments checked for originality?

Yes

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Assignment Instructions

Develop a lesson plan for a preschool using Vygotsky’s ZPD. In an evaluative paragraph, describe how these lessons would be explained by Piaget using his view of development. Use of APA format for this assignment is limited to references only.

Supporting Materials

· https://edge.apus.edu/library/image/sakai/word.gif 308 Assignment 4. Rubric.doc (51 KB)

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Cognitive Development in Infancy and Toddlerhood

Earlier lessons have already provided an introduction to the basics of cognitive development. Cognitive development is the development of thought, mental processes and language. Theories on cognitive development attempt to explain how children develop thought and memory, gain information processing skills, and respond to their environments.

TOPICS COVERED WILL INCLUDE:

  • Piaget’s view of development
  • Vygotsky’s concept of the zone of      proximal development as relates to our understanding of early cognitive      development.
  • Environmental influences on early      mental development, including home, child care, and early interventions      for at-risk infants and toddlers.
  • Individual and cultural differences      in early language development, including factors that influence these      differences.

Fundamentals of Cognitive Development

Cognitive development in infants and toddlers advances at a rapid rate as the brain matures and children draw on their natural propensity to be active learners engaging with their environment. Several theories help us understand this developmental trajectory and also illuminate how to support optimal cognitive outcomes.

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· Cognitive development is one of three significant branches or domains of development; the other two are motor/physical and social/emotional development. Construction of thought processes are marked by increasingly advanced abilities in thinking, reasoning, and problem-solving as children move from infancy to early childhood, later childhood and adolescence.

Factors Which Influence Cognitive Development

· BRAIN MATURATION

· ENVIRONMENTAL STIMULATION

· SOCIAL INTERACTION

Several factors influence cognitive development in infants and children. These include both genetic factors and environmental ones. Brain maturation is essential to cognitive development. Maturation is any permanent change in thought or behaviour that occurs through the biological process of aging without regard to environmental influences. This is a purely biological process; as the child grows, the brain changes.

Piaget

Jean Piaget’s theory of cognitive development is one of the most recognized in the field. The theory’s central tenet is the child is an active learner who goes through stages where thinking advances as a function of specific underlying mental structures and processes. A group called Neo-Piagetians has expanded the original theory by incorporating an information-processing perspective.

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

ACTIVE LEARNERS

STAGES OF COGNITIVE DEVELOPMENT

Schemes

Schemes are an organized way of making sense of experiences. These are a representation in the mind of a set of experiences, objects, perceptions or actions that goes together in some way. Schemes enable infants and children to understand their world and even to predict what will happen next. The scheme is a key way that the brain organizes information.

According to Piaget, cognitive development begins with simple sensorimotor action patterns like dropping an object to see what happens. As children get older, the patterns of learning become significantly more complex. The child becomes more deliberate and creative in his actions, showing that thought is occurring prior to the action. For Piaget, development consistently precedes learning.

Adaptation

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· Adaptation is one of two processes that explain changes in schemes. Schemes are built through interacting directly with the environment. Adaptation is used to achieve cognitive balance, or what Piaget called equilibrium. When the child is not in a state of balance or equilibrium, changes to the schemes must occur to enable the child to continue to develop and learn. Adaptation occurs when the child feels conflict cognitively between what is believed to be true about the world and what is being experienced. For instance, a child’s scheme of “dog” might be a large dog, like a golden retriever. When the child first meets a chihuahua, the scheme of “dog” must change to recognize that both the golden retriever and the chihuahua are “dogs” even though they look very little like one another.

Organization

· ORGANIZATION, A COGNITIVE PROCESS

· NOT DEPENDENT ON ENVIRONMENTAL CONTACT

Organization is the second cognitive process that impacts changes in schemes due to the mind’s natural propensity to develop and grow. In the process of organization, when new schemes are formed, the child mentally rearranges and links to other schemes to form a ‘system’ to organize knowledge into schemes that are related and interconnected. To rely upon the previous examples, the schemes of “dog” and “cat” could be part of a system of “pets” or of a larger system of “animals”.

Stages of Cognitive Development

The stages of cognitive development are four stages where all aspects of cognition develop in integrated manner and change in a similar way at the same time. These stages of development are universal and will proceed in the same order for all children, according to Piaget. The first two stages of cognitive development are most relevant to infancy through older toddlerhood.

The sensorimotor stage spans the first two years of life. There are six substages to account for how much cognitive growth occurs during these years. This stage is called the sensorimotor because to advance cognitively, children this age use their bodies, senses and motor skills to explore the world and manipulate things that they encounter within it.

FIRST TWO STAGES OF COGNITIVE DEVELOPMENT

  • Sensorimotor
  • Preoperational

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· Substage 1 (birth to one month): Reflexive Schemes. This stage consists entirely of newborn reflexes, including rooting, sucking, grasping, and startling. Newborn infants react similarly regardless of the experience encountered.

Preoperational

The preoperational stage is the second stage in Piaget’s theory, beginning around age two and ending around age seven. Only the very beginning of the stage is relevant for toddlers from ages 24 to 36 months. This stage is called preoperational because thinking does not reliably follow logic or ‘operations’. This lack of logic is visible in a number of different ways in young children.

EGOCENTRIC THOUGHT

ANIMISM

FANTASY VERSUS REALITY

TRANSDUCTIVE LOGIC

ARTIFICIALISM

CONSERVATION-CENTRATION

OTHER TWO STAGES

Neo-Piagetians

Piaget’s theory does not answer questions about the underlying mental processes like attention and memory related to developing cognitive processes. A movement called Neo-Piagetian looks to information processing capacity to explain what is happening in each stage and how children move through the individual developmental stages. Information processing includes cognitive systems encompassing a combination of mental capacities like working memory and mental concepts. Several aspects of information processing improve as the child matures, including basic capacity, particularly with regard to working memory, the child’s processing speed and executive functioning, which encompasses a range of cognitive operations and strategies. Executive functioning includes the ability to control attention, suppress impulses, coordinate information in working memory and increase flexibility with thought and behavior.

Vygotsky

· SOCIO-CULTURAL THEORY OF COGNITIVE DEVELOPMENT

· COMPLEX MENTAL ACTIVITIES ORIGINATE IN SOCIAL INTERACTION

· PRIMARILY APPLIED TO PRESCHOOL AND SCHOOL AGE CHILDREN

· SCAFFOLDING

Vygotsky was a Russian psychologist, and a contemporary of Piaget. Vygotsky developed the socio-cultural theory of cognitive development. While Piaget believed that cognitive development was universal, Vygotsky emphasized that children’s cultural context impacts how the child’s cognitive world was structured.

Vygotsky’s socio-cultural theory of cognitive development revolves around the central tenant that culture and society impact cognition, particularly as skilled others facilitate the child’s budding thinking skills.

Importance of Culture

The socio-cultural theory of cognitive development helps shed light on how culture influences learning and mental strategies. Different cultures value varying thought patterns and ideas. In the West, focusing attention on a single activity is most common, and is valued. Children are supported in directing their attention to a single activity. In Indigenous cultures, children are encouraged to do several activities at once or to multi-task. Culture can be more important where children learn not just through lessons but through their own observations of daily life and activities. Children fall into the pattern and expectations of their own culture because they want to be included in the daily life and experiences of their society.

The skilled other can vary depending upon the child’s culture. In societies or subcultures with extended families, or where siblings care for younger children, these individuals may play a larger role in the child’s learning. Even in Western middle class families, toddlers frequently imitate older siblings, particularly in terms of imaginary play.

Environmental Influences on Early Mental Development

Measurement of mental development in infants and toddlers forms the basis for understanding the influence of physical and psychological aspects of the home and of child-care settings, and subsequently the most effective elements of intervention for those children at-risk for poor cognitive outcomes.

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· Measuring Mental Development: In order to know how environmental conditions impact mental development, researchers and practitioners must know the normal or typical range of proficiency for young children. Several different ways of measuring infant and toddler cognitive functioning are used today to assess the range of proficiency. The best of these use large samples and develop the ‘normal distribution’, broken down by age. The normal distribution is often called the norm group.

Influence of the Home Environment

Observation in the natural environment, particularly the home, and parental interviews are also common. The HOME (Home Observation for Measurement of the Environment) checklist is used to gather information about the quality of home life. The HOME checklist has been found to reliably predict language and IQ in toddlerhood and early childhood.

SAFE YET STIMULATING ENVIRONMENT

OBSERVATION AND EXPERIENCE

EXPLORATION

Influence of Child Care

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· More than 60 percent of mothers of infants and toddlers are employed at least part-time. The majority of these use some amount of child care. A smaller number may rely upon shared parental care or extended family care.

Child Care Standards

In many cases, parents are not well informed. They may believe that the child care experience for their child is significantly better than it is. Because they think the care is acceptable, even loving parents do not demand improvement in the childcare facility. When parents are selecting a childcare facility, whether a child care center or a home daycare option, the following are signs of a good facility; however, these may not always accurately reflect the care provided.

BUILDING

TOYS

STAFF

SUPERVISION

SCHEDULING

INTERACTIONS

PARENTS

Early Intervention

· EARLY INTERVENTION PROGRAMS

· CENTER-BASED VERSUS HOME-BASED INTERVENTION

· HEAD START

· RESULTS

Early intervention programs apply to children at risk for later poor school achievement. These programs include both those directed at children raised in poverty, as well as those aimed at children with developmental disabilities. Children identified as at-risk on the basis of socioeconomic status can benefit from early intervention; these programs can address gradual declines in IQ and poor school achievement. Intervention programs are designed to counteract the effects of poverty. The earlier, longer, and more intensive, the better the results of early intervention programs. Poverty creates a stressful and chaotic homelife with few resources, undermining learning. The lack of a positive home environment, over time, promotes a cycle of poverty.

Language Development

Cognitive development and language development are connected in fundamental and essential ways. Language is one of the most extraordinary human accomplishments, with the early childhood period being the time most language skills are acquired. Several theories of language development exist with varying degrees of emphasis on the innate abilities and the influence of the environment. There are a number of theories connected to language development. These can be broadly divided into innate abilities and environmental impact.

MAJOR THEORIES OF LANGUAGE DEVELOPMENT

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· The Nativist theory of language development was developed by Noam Chomsky. According to the Nativist theory, language is possible because of innate abilities in the brain. Chomsky believed that grammar was too complex to be taught, so had to be an innate, or inborn, ability. The Nativist theory proposes that all children have a Language Acquisition Device (LAD) in the brain. This LAD is an innate system containing universal grammar or a set of rules common to all languages. The LAD allows children, regardless of their native language, to use these rules once they have mastered a basic range of words.

Individual Differences in Language Development

· LANGUAGE DEVELOPMENT RATE VARIES

· GENETIC INFLUENCES

· PERSONALITY AND TEMPERAMENT

· ENVIRONMENTAL IMPACT

Language development progresses at a different rate from child to child. The range of when children produce their first words is fairly wide, from 8 months of age to 18 months old. The average age is 12 months due to a complex blend of genetic and environmental influences.

Cultural Differences

There are cultural differences in language styles from one culture to another, and one language to another. Different cultures may have varied referential vocabulary. Referential vocabulary refers to objects in the environment. Referential language is more common in English speaking Western cultures. Mothers in these cultures are likely to label objects than in some other cultures. Expressive vocabulary refers primarily to feelings and needs. Expressive vocabulary is more common in cultures that value relationships and group membership over individual desires.

Knowledge Check

1

Question 1

Which theory supports the existence of a language acquisition device in the brain?

 

Nativist theories of development

 

Interactionist theories of development

 

Socio-cultural cognitive development

 

Stages of cognitive development

I don’t know

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Lesson Overview

In this lesson, you have discussed theories of cognition, or thinking and reasoning skills, including language. Both heredity and environment impact the cognitive ability of growing children. Key theorists in cognitive development include the work of Piaget on developmental stages, Neo-Piagetian theories that integrate information processing into Piaget’s theories, and Vygotsky’s theory of socio-cultural cognitive development.

PIAGET’S STAGES

VYGOTSKY

ENVIRONMENTAL INFLUENCES

LANGUAGE DEVELOPMENT

Key Terms:

ACCOMMODATION

ANIMISM

ARTIFICIALISM

ASSIMILATION

BROCA’S AREA

CONSERVATION-CENTRATION

EARLY INTERVENTION

EGOCENTRISM

EQUILIBRIUM

INFORMATION PROCESSING PERSPECTIVE

INTERACTIONIST

NATIVIST

ORGANIZATION

PREOPERATIONAL

SCAFFOLDING

SENSORIMOTOR

SOCIAL INTERACTIONIST PERSPECTIVE

TRANSDUCTIVE LOGIC

WERNICKE’S AREA

ZONE OF PROXIMAL DEVELOPMENT

Sources:

  • AP Psychology. (n.d.) Discuss      How Social and Environmental Factors Influence Cognitive Development.      Retrieved from http://www.appsychology.com/IB%20Psych/IBcontent/Options/Developmental/Dev%20Questions/2Dev.htm.
  • Center for Parent Information and Resources. Overview      of Early Intervention. Retrieved from http://www.parentcenterhub.org/repository/ei-overview/.
  • Encyclopedia of Children’s Health. (n.d.). Bayley      Scales of Infant Development. Retrieved from http://www.healthofchildren.com/B/Bayley-Scales-of-Infant-Development.html.
  • Huitt, W., & Hummel, J. (2003). Piaget’s      Theory of Cognitive Development. Retrieved from http://www.edpsycinteractive.org/topics/cognition/piaget.html.
  • Lemetyinen, Henna. Language Acquisition Theories.      Retrieved from http://www.simplypsychology.org/language.html.
  • Psychology Campus. (2008) Cognitive Development.      Retrieved from http://www.psychologycampus.com/cognitive-psychology/cognitive-development.html.
  • University at Buffalo.(n.d.). Cognitive      Development. Retrieved from http://gse.buffalo.edu/fas/shuell/cep564/lectures/cogdev.htm.

Effects of Physical Development on Adolescents

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Assignment: Effects of Physical Development on Adolescents

You probably noted from the Learning Resources this week the interrelationship between the processes and constructs of development, in relation to adolescent development. Cognitive changes, including hypothetico-deductive reasoning, metacognitive skills, and more complex forms of thinking impact how an adolescent perceives and reacts to the world. Higher-order thinking contributes to how romantic and peer relationships are established and maintained.

Think back to your experiences as an adolescent and the feelings and thoughts you had regarding your developing body. How did your burgeoning cognitive abilities impact your adjustment to the effects of puberty? Did the imaginary audience and personal fable have any impact on your behavior and beliefs? Keep these questions in mind as you examine the effects of physical development on adolescents in this Assignment.

To prepare for this Assignment:

  • Review this week’s Learning Resources related to adolescent physical changes and cultural influences.

For this Assignment:

In a 2- to 3-page paper:

  • Create a scenario of an adolescent of either gender in which you describe the person, the physical changes he or she experiences, and the effect of those changes on his/her sexuality and relationships.
  • Describe the culture of the individual in the scenario.
  • Explain the influences of culture on the development of adolescence.signment: Effects of Physical Development on Adolescents

Retrospective Analysis of Personality

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Assignment 1: Retrospective Analysis of Personality

In this assignment, you will take a retrospective look at your life history.  First, choose an area of the brain and explain what it does, as well as how it would impact an activity from your daily life. Then, analyze the roles of nature and nurture in shaping the person you are today.  Next, describe the influences of culture, environment, and biology on your gender-role behavior. Subsequently, discuss possible sources of inaccuracy and bias in any retrospective analysis. Finally, discuss the reasons why systematic scientific studies are considered more valuable than individual accounts

Write a three to four (3-4) page paper in which you:

Section 1 (1-2 paragraphs):

Choose one of the following areas of your brain and explain what it does:
Thalamus
Reticular formation
Brain stem (pons and medulla)
Cerebellum
Limbic system
One of the four lobes of the cerebral cortex
Explain how the area you described contributes to a specific activity from your everyday life.  (Example: During horseback riding, the cerebellum integrates information from the motor systems and balance system.)
Section 2 (1-2 paragraphs):

All of us have been shaped by both nature (biology) and nurture (environment), making us the persons we are today.  In most cases, it is difficult to completely disentangle the separate effects of nature vs. nurture with much certainty.  However, we can make some educated guesses based on our knowledge of familial tendencies that we may have inherited, as well as knowledge of our environment and experiences.  In this section, we ask for you to make some educated guesses about the roles of nature and nurture in your life.

Describe the role of nature (biology) in shaping what kind of person you are today. Provide a specific example of the role of nature.
Describe the role of nurture (environment) in shaping what kind of person you are today.  Provide a specific example of the role of nurture.
Section 3 (1-2 paragraphs):

Describe the influences of culture, your environment, and biology on your gender role behavior.
Use specific examples from your own life to explain your answers.
Section 4 (1-2 paragraphs):

Discuss the fallibility of memory in terms of bias and inaccuracy when you reflect on your past.
Identify specific memory biases that could affect how you remember your past.  Include factors related to cognition.
Use specific examples from your own life.
Section 5 (1 paragraph):

Describe why the science of psychology places more emphasis on results based on scientific studies than it does on personal experiences and anecdotes.
Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format.  Check with your professor for any additional instructions.
To keep this essay short and manageable, your only sources for your paper should be your own experience and the Webtext. For this reason, APA citations and references are not required for this assignment.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date.  The cover page and the reference page are not included in the required page length.
The specific course learning outcomes associated with this assignment are:

Relate psychological concepts to real-world situations.
Describe the major theories of personality development, learning, memory, cognition, consciousness, development and social psychology.
Use technology and information resources to research issues in psychology.
Write clearly and concisely about psychology using proper writing mechanics.

Assignment 2: The Effects of War and Peace on Foreign Aid
Use the Internet to research one (1) developing nation of your choice. Your research should include an examination of the effects that war and peace have on the distribution of foreign

describing your understanding and application of knowledge in the field of Organizational Behavior.

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The purpose of this Project Paper is for you to culminate the learning achieved in the course by describing your understanding and application of knowledge in the field of Organizational Behavior. The Paper should also focus on real life, real time application of topics covered in this course; the uses you have seen and the uses you can envision.  Focus of the Paper  Select a topic of interest in organizational behavior that you would like to explore with additional research (must use at least five references). Some suggested topics for your paper are:  •Personality •Stress •Attitudes •Motivation •Attribution •Performance Management •Team building •Leadership •Decision Making Process  •Communication •Organizational Goals  Your paper must: •Apply the research to your personal working environment, or an environment you have previously experienced.  •Describe how will you use the knowledge you have gained in this course to change the way you interact and do business in the future?  Writing the Final Paper •Must be six to eight double-spaced pages in length, exclusive of Appendix, References, Exhibits, etc. •Formatted according to APA style as outlined in the approved APA style guide (including title page and reference list). •Must include an introductory paragraph with a succinct thesis statement. •Must address the topic of the paper with critical thought. •Must conclude with a restatement of the thesis and a conclusion paragraph. •Must include at least five appropriately documented, academic sources plus the use and citation of the course textbook. •Must include, on the final page, a Reference Page that is completed according to APA style as outlined in the student guide.

During adolescence, the brain is still developing, and experiences increased synapse formation (Berk, 2014). The links between the two hemispheres and other parts of the brain proliferate resulting in increased “executive function” development

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During adolescence, the brain is still developing, and experiences increased synapse formation (Berk, 2014). The links between the two hemispheres and other parts of the brain proliferate resulting in increased “executive function” development (Berk, 2014). However, the parts of the brain responsible for self-regulation and inhibition are more excitatory than those in adults which leads to the dramatic responses teenagers experience to certain stimuli (Berk, 2014). Both negative and positive emotions and reactions are felt and exhibited more intensely in teenagers than adults (Berk, 2014). Because executive function is not fully developed, adolescents do not always make the best choices (Berk, 2014). The teenaged brain is the main culprit when it comes to explaining the seemingly reckless behavior of adolescents in the United States (Berk, 2014).

Although the developing brain is responsible for how teenagers act, there are other factors that increase the likelihood of risk-taking behavior. Issues with sleep have been linked to risk-taking behavior in American teenagers (Thomas, Monahan, Lukowski, & Cauffman, 2015). Lack of sleep in teenagers is also a contributing factor to issues with working memory which has a negative impact on impulse control (Thomas, et al., 2015). For example, a sleep-deprived teenager faced with a decision to use recreational drugs with friends may be more inclined to try them than an agemate with no sleep issues. Studies have shown that teens with better sleep habits performed better on tasks associated with working memory and impulse control (Thomas, et, al., 2015).

Another impulse control issue associated with adolescent risk-taking behaviors are those involving sexual behavior (Baams, Dubas, Overbeek, & van Aken, 2015). Adolescents are more likely to participate in risky sexual behavior such as unprotected sex, that their late adolescent, early adult counterparts (Berk, 2014). Twenty percent of sexually active American teens do no use protection during sexual encounters (Berk, 2014). Most sexually active adolescents disregard the consequences of unprotected sex and adopt an attitude of optimism bias when considering their role in this risky behavior (Berk, 2014). An explanation for this willingness to participate in unprotected sex is the development of sexual characteristics and the role of hormones during puberty (Baams, et al., 2015).

Reaching puberty earlier than other peers is also a contributing factor to risky sexual behavior (Baams, et al., 2015). Adolescent females who reached puberty early were more likely to experience low self-esteem, depression, and anxiety than females who matured later (Berk, 2014). This lower self-image seems to be a contributing factor in adolescent females who participate in sexual behaviors sooner than their peers (Baams, et al., 2015). The same early maturation in male adolescents has opposite effects on self-image (Berk, 2014). Early-blooming males exhibited more confidence and acceptance from their peers than females who matured early (Berk, 2014). Early puberty in males is also linked to early participation in risky sexual behaviors (Baams, et, al., 2015).

There are ways to decrease the likelihood of an adolescent participating in risk-taking behaviors like drug use and unprotected sex. For instance, parents and guardians should speak with adolescents and explain the importance of sleep (Berk, 2014). Sleep not only increases executive function skills, but it is necessary for developing brains to progress in a healthy way (Thomas, 2015). With the absence of sleep deprivation, teens are less likely to make poor choices to participate in drug use or have unprotected sex. One way to decrease the likelihood of risky sexual behavior is to speak openly and honestly with adolescents about the consequences of STI’s, and pregnancy (Berk, 2014). Some teens report knowing little to know information about sex; both the good and the bad (Baams, et al., 2015). Since the American education system is not unified on how to approach sexual education, it is up to parents and guardians to provide the information and to have an open discussion about all topics.

References:

Baams, L., Dubas, J. S., Overbeek, G., & Van Aken, M. G. (2015). Transitions in body and behavior: A meta-analytic study on the relationship between pubertal development and adolescent sexual behavior. Journal of Adolescent Health, 56(6), 586–598. doi:10.1016/j.jadohealth.2014.11.019

Berk, L.E. (2014). Development through the lifespan (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Thomas, A. A., Monahan, K. M., Lukowski, A. A., & Cauffman, E. C. (2015). Sleep problems across development: A pathway to adolescent risk taking through working memory. Journal of Youth and Adolescence, 44(2), 447–464. doi:10.1007/s10964-014-0179-7

impact of cyberbullying on the individual, school, community

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Part one:   These are some great resources you shared about the impact of cyberbullying on the individual, school, community, etc.  However, the forum asked to find a story in the news where cyber victimization/bullying occurred.  After finding a news story, how does the research you found apply to the understanding the effects on these various levels in the news story you found?  My answer that was posted;

Oh, W., Acquisti, A., & Sia, C. L. (2018). ICT Challenges and Opportunities in Building a “Bright Society.” The process of victimizing others using technology is the best description of cyber victimization. Cyber victimization can target individuals, government, and organizations as victims. With the rise of the use of technology in almost every aspect of life and using platforms such as social media, cyber victimization has also been on the rise.

For instance, among the children, it has been discovered that cyberbullying causes these children exhibit different characters to those not abused. In this case, abused children showed signs of not wanting to go to school, sharp decline in the grades, drop in the self-esteem issues, skipping schools and feeling withdrawn from the rest of his peers. These effects if not seen in time and such a kid help it can lead to depression with even some trying to commit suicide (Chen, & Lwin, 2017).

For the case of cyberbullying at the family level, the family is likely to experience difficulties. For instance, the family is expected to live intensions as family members are thrown in confusion due to being abused and the abused individual in the family resorting to keeping secrets to his family members. Besides that, the victim may also cheat to his family as he/she thinks that it was his/her fault. The victim is also likely to feel withdrawn from his family, and low self-esteem. Therefore, due to these effects of bullying to the family members, it would be important the family embraces the use of dialogue and constant communication among family members to identify changes in one easy and try to help the victim before the situation grows out of control (Kim et al., 2018).

Additionally, there are also effects that are associated with the community due to cyberbullying. In this case, some individuals feel victimized in the city because of not fitting into a group that is perceived to be normal. For instance, the media has portrayed continuously that slim ladies are beautiful as compared to fat ladies, this is likely to make these ladies feel not being fit enough to fit in the society and lead to withdrawal by the victims, and the significant drop in self-esteem (Kim et al., 2018).

Besides that, these effects are likely to be exhibited by victims of cyberbullying at the working place. Despite being full grown adults, they are not affected by these effects. As they are likely to keep to themselves, maintain secrets, skip job and their self-esteem is expected to drop significantly (Oh, Acquisti, & Sia, 2018).

One of the famous cyber victimization events that took place is the Ryan Halligan case that took place between 1989 and 2003. The victim resorted to suicide after experiencing cyberbullying where his private chats and conversations with a supposed friend were leaked and copy pasted on the social media (AIM). His parents reported that they found a folder filled with instant message exchange and realized that technology could be a weapon of destruction. The victim was humiliated when an embarrassing story he shared with his friend on messaging went public and resorted to suicide. That is one of the significant cases that the victims resorted to suicide after experiencing cyberbullying. The effects that it has on an individual, families, community, and workplace include humiliation and embarrassment, withdrawal, low self-esteem among others. In (Mc, G. C., & In Corcoran, L. 2017).  In summary, cyber victimization should be taken much more seriously and should be considered as a weapon of destruction. The government should enforce laws that protect every of its citizen from the predicament of cyber victimization and cyberbullying altogether.

References

Chen, L., Ho, S. S., & Lwin, M. O. (2017). A meta-analysis of factors predicting cyberbullying perpetration and victimization: From the social cognitive and media effects approach. New media & society, 19(8), 1194-1213.

In Mc, G. C., & In Corcoran, L. (2017). Bullying and cyberbullying: Prevalence, psychological impacts and intervention strategies.

Kim, S., Colwell, S. R., Kata, A., Boyle, M. H., & Georgiades, K. (2018). Cyberbullying victimization and adolescent mental health: Evidence of differential effects by sex and mental health problem type. Journal of youth and adolescence, 47(3), 661-672.

Oh, W., Acquisti, A., & Sia, C. L. (2018). ICT Challenges and Opportunities in Building a “Bright Society.” Journal of the Association for Information Systems, 19(2), 58-62.

part two:

Megan Meier was a 13 year old female.  Nobulling.com (2016) states that she struggled with ADD, depression, and weight issues. Megan had struggled in the past with suicidal thoughts. She began engaging in a friendship with a boy who was nice and told Megan she was pretty.  All of a sudden, the boy began to tell her he did not want to be friends and his posts began to be increasingly mean.  Megan died by suicide after hanging herself in her broom closet (Nobullying.com, 2016).  It was later discovered that the boy did not exist.  A family in the neighborhood was bullying Megan.  She died due an inability to cope with the pain caused by to a couple of kids who thought it was funny to bully, lie to, and manipulate others.

Jackson and Cohen (2012) identify bullying as behavior that is “intentional, have the potential to harm, are committed by an individual in an aroused physical state, and are perceived as aversive by the victim”.  These behaviors can include insults, manipulation, pretense of being a friend, etc.  Banning and colleagues (2014) found “both traditional and cyber bullying victimization were associated with mental health problems in girls but not in boys… Only traditional bullying victimization was associated with suicidal ideation after controlling for baseline suicidal ideation”.

I have to wonder if this finding could be repeated in another study. Looking for an article, there were story after story of bulling victims dying by suicide.  Two thoughts come to mind. First, is the research influenced by previous mental illness? Secondly, if the sample did not have a diagnosis what would the results be different?

Bannink R, Broeren S, van de Looij – Jansen PM, de Waart FG, Raat H (2014) Cyber and Traditional

Bullying Victimization as a Risk Factor for Mental Health Problems and Suicidal Ideation in

Adolescents. PLoS ONE 9(4). doi:10.1371/journal.pone.

Jackson, C.L., & Cohen, R. (2012).  Childhood victimization: Modeling the relation between classroom

victimization, cyber victimization, and psychosocial functioning. Psychology of Popular Media

Culture. 1(4), 254–269. doi: 10.1037/a0029482

NoBullying.com. (2016). The tragic Megan Meier story. Retrieved from http://nobullying.com/the-

megan-meier-story/

Day of Compassion” and try your absolute best to live each minute of that day as compassionately as possibl

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To complete this assignment, choose a day that will be your “Day of Compassion” and try your absolute best to live each minute of that day as compassionately as possible. In other words, for a full 24-hour period you should do your best to reduce suffering of others, help those in need, be considerate and respectful, and avoid causing harm to any living being.

When carrying out this assignment, leave no behavior unexamined — from watching TV to eating lunch to decisions about giving time or money to others. That is, don’t limit yourself to simply holding the door open for a stranger or petting a lonely dog; think about all the unnecessary suffering in the world, and strive for the greatest impact and deepest level of compassion without being phony or insincere. It is up to you to define what compassion is and to decide how best to realize it.

If you are already quite compassionate, try being compassionate toward groups you don’t often focus on, and even if your actions don’t differ much from how you normally behave, carefully observe and analyze what transpires during the day. If outside events make it difficult for you to participate on the designated day, or if you feel dissatisfied with your performance of the assignment, feel free to repeat the exercise on a later day.

Note: To minimize any bias in social reactions, it is best if you do not tell others about the class assignment until after the Day of Compassion is over.

Part 2:

Submit a social psychological analysis of what the day was like (3-4 pages double spaced). Here are a few sample questions you might address:

  • How did you define compassion, and who were the recipients of your efforts?
  • If your behavior was different than normal, which person did you like more: the “Day of Compassion you” or the “normal you”? If you preferred the “Day of Compassion you,” what are the psychological factors that prevent this “you” from coming out?
  • What are the psychological costs and benefits of behaving compassionately? In your view, do the benefits outweigh the costs?
  • How did others respond to your compassion? Do you think they noticed a difference in your behavior? What attributions did people make for your behavior, and why?
  • If you wanted to encourage others to behave as you did during the Day of Compassion, what psychological techniques would you use? How can social psychology be used to foster compassion?
  • If you were to predict your behavior one month from now, do you think it will be changed in any way as a result of participating in the Day of Compassion? If so, how? If not, why not?

You can earn up to 50 extra credit points for a well done assignment.

“The problem is whether we are determined to go in the direction of compassion or not. If we are, then can we reduce the suffering to a minimum? If I lose my direction, I have to look for the North Star, and I go to the north. That does not mean I expect to arrive at the North Star. I just want to go in that direction.”
~Thich Nhat Hanh, Being Peace (1987)

Multicultural Counseling and Therapy (MCT) 

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Read the posts of your peers and respond to at least two in terms of your understanding of how MCT expands the practices and roles of counselors.

Multicultural Counseling and Therapy (MCT)

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How does MCT expand the practices and roles of counselors as therapists, as compared to traditional practices and roles?

According to Sue & Sue (2013), the traditional multicultural counseling role is defined as a helping role that consist of teaching, consulting and advocacy. Surprisingly interesting, the role of a counselor doesn’t carry the extended responsibility and requirements of a Multicultural therapist. Sue & Sue (2013) is strikingly different with their traditional views of counseling and therapy. Dr. Sue expressed in the mini-lecture that MCT has a dual definition as a helping role, processing the use of modalities and defining goals, consistent with the life experiences and cultural values of clients.

In addition, MCT actually broaden the role; enhancing the need to play multiple roles including systems intervention. The two main important roles are avoiding a blind application of techniques regarding all situations and populations, using empathy, self-disclosure, respect, warmth, agreeing on goal setting with client (Sue & Sue, 2013).

 

What is the significance of a client’s social and cultural context within MCT and how does MCT challenge counselors to intervene at the systems level?

(Sue & Sue, 2013), explains the importance of how multicultural therapy balances both/combine the individualism approach and the collective approach, with the acknowledgement of communities, cultures, families – even spouses (mates). It’s equally important that the counselor recognize the clients gender, cultural and racial background, and their economic status which can affect/change the assessment, diagnosis and/or treatment plan.

MCT challenges the counselor to understand individuality, create an environment that cultivates the optimal development of the client and their systems, by using only facts, removing self-bias and supporting confidentiality.

References

American Psychological Association (2003). Multicultural guidelines: Education, research, and practice. American Psychologist, 58, 377–402.

Pedersen, P. B. (2002). The Making of a Culturally Competent Counselor. Online Readings in Psychology and Culture, 10(3).