Category: Psychology

For the last several weeks, you read through Gracism by David Anderson. From the readings, please share three ideas on how you can integrate the principles learned into engagement with minority, marginalized, and/or underserved populations. How is God calling you to minister to these populations? Be specific and relate your response back to what you have gleaned from the Gracism readings.
Please support your assertions and position statements with course and other relevant scholarly sources. 
Gracism : The Art of Inclusion
by David A. Anderson, , David Heiliger, , and Erwin Raphael McManus 
PUBLISHER
InterVarsity Press
DATE
2023-05-09

The Goal of this mini-experiment: The objective is to foster a greater sense of kinship across group boundaries by reflecting on even small similarities with someone in your life who appears very different from you.
What should you do:
Think of a person in your life who seems to be very different from you. They may have contrasting interests, religious or political beliefs, or life experiences. This person could be someone you have had a personal conflict with or someone belonging to a group in conflict with a group you associate with.
Create a list of all the things you most likely share in common with this person. Consider aspects such as working for the same company, attending the same school, having children, or having a significant other. Take time to review this list of commonalities.
Shift your perspective. Instead of viewing this person as unfamiliar or as a member of an out-group, try to see them as an individual with whom your tastes and experiences might overlap in certain ways. Recognize the potential for shared connections.
Repeat this exercise with a couple more individuals who initially seem different from you, those with whom you have conflicts, or those who make you feel uncomfortable.
What should you write in your reflection: In your reflection, focus on the following aspects:
Describe the similarities you discovered with people who initially seemed very different from you. Discuss specific commonalities you identified and how they relate to your own life.
Reflect on your experience of attempting to develop a shared identity with these individuals. How did it make you feel? Did it challenge any preconceived notions or biases? Explore the impact of this activity on your perspective of these people.
Share in detail what you did throughout the exercise, how you felt during the process, and what you learned from the overall experience. Consider any personal growth, shifts in perception, or increased empathy you may have gained.
Additionally, write about what you learned about culture through this exercise that was not covered in the book. Discuss any insights or observations you made regarding cultural differences and their impact on fostering connections and understanding.
By engaging thoughtfully with these instructions and reflecting on your experiences, you will deepen your understanding of finding common ground and cultivating kinship with individuals who may initially seem different from you.
Grading Rubric for Personal Reflection #3:
Relationship Description: The reflection identifies the individuals with whom the shared identity was explored, without explicitly naming them, and discusses the past relationship with these individuals and how they typically made the student feel (5 points).
Shared Characteristics, Traits, and Experiences: The reflection highlights the characteristics, traits, and experiences that the student discovered they shared with the identified individuals, going beyond surface-level similarities and delving into meaningful connections (5 points).
Initial Feelings: The reflection articulates how they felt when writing and discovering the characteristics, traits, and experiences they shared with the identified individuals, and provides specific examples of their emotional experiences (5 points).
Impact of Reflecting on Shared Identity: The reflection explores how reflecting on the shared identity changed the student’s perceptions and feelings toward the individuals and a comparison is made between the actual experience of reflecting on shared identity and the expected experience if only reading about it in the textbook (5 points).

Final Paper:
You are required to write a 4-5 pages, double-spaced type-written paper. The writing assignment is intended to give you an opportunity to integrate course material with your own interests. In this paper, you should incorporate a developmental theory learned in class and/or from your textbook with observations and/or interviews conducted of children, adolescents, adults, friends, or yourself.  Write this paper as if you were going to have your friend read it. (In other words, do not assume that the reader understands the developmental concepts and/or theories). Have fun with this paper!
Deadline: June 21 (Friday), but extended until June 23 (Sunday) by 11:59 pm if you need a couple of extra days
The assignment should include:
1) a statement of your topic (introductory paragraph)
2) reference to a relevant developmental theory & give a brief description of the theory (e.g., social learning theory)
3) an objective description of your observations/findings
4) a conclusion concerning whether your observations/findings supported or failed to support the theory
5) reference/citation page in APA format
Please write as much of your paper in your own words! Your paper needs to be in essay format, and it should read as if you are describing and explaining this study to a family member or friend who does not have a background in psychology. Do not separate your paper with headings for each section. Plagiarism and the use of Generative AI (e.g., Chat GPT) will not be tolerated and it will result in a ZERO on your paper. 
Potential paper topics:
1. What are the gender stereotypes that are depicted in children’s and adolescents’ programming and advertising? (Be specific about the TV programming that you are watching). What gender differences are there in kinds of activities and style of action? What differences are shown in the ways in which boys and girls relate to others, and the strategies they employ to obtain goals? How do these theories discussed in the text or in lecture explain these differences?
** If you prefer, you can substitute books aimed at children and/or adolescents (rather than TV programs)
** You can also choose to focus on adults’ programming and advertising
2. Observe sharing and other helpful behavior among children or adolescents. Note if you find any age or gender differences. What are the circumstances and consequences for prosocial behavior? To what extent may the behaviors you observed be accounted for by compliance with conventional or moral “rules,” social reciprocity responses, and/or empathic responses? How do altruistic theories apply to your observations?
3. What are the triggers for peer aggression? How do children and/or adolescents respond to aggressiveness of their peers? Does it work or does it lead to rejection? Are there any age differences? Gender differences? Observe children or adolescents in school/daycare settings (e.g., playground for children) if you have access to schools or daycares. Explain how these behaviors would be explained by the various theories of aggression.
** You can also focus on cyber-bullying
4. Observe interactions in girls’ groups and boys’ groups. What, if any, are the differences in their style of conversation, interaction goals, play styles, etc.? How might these differences be accounted for by biological, learning, and/or cognitive theories?
5. How do adults talk to children of different ages? How do children respond to baby-talk versus adult speech? You could observe how adults talk to children in public situations (e.g., grocery store). How may one account for these patterns theoretically?
6. Observe how parents interact with their children, OR reflect on how you were raised by your parents. Do your observations support Baumrind’s and Maccoby’s parenting styles (i.e., authoritarian, authoritative, permissive, uninvolved)? Do these types of parenting styles influence the way that their children turn out? Friendly? Aggressive? Delinquent? In addition, what if one parent is one style, but the other parent uses a different parenting style? How does this affect their children?
7. Observe how same-sex parents are raising their children. Is it two mothers or two fathers? Is there confusion with “gender roles?” Do people tend to treat them differently? Do other children treat their children in a negative way (e.g., teasing, bullying)? Integrate your observations with the research on same-sex parenting.
8. Conduct one of Piaget’s cognitive developmental experiments (e.g., conservation tasks, egocentrism, object permanence) with children or adolescents of different ages. Do your findings support or disconfirm Piaget’s findings? If your results do not confirm Piaget’s findings, how else can you account for your data?
9. Conduct an informal experiment utilizing Ainsworth’s Strange Situation. Observe how children and parents interact with each other, particularly during the separation and reunion episodes. You may also want to observe how the children respond to a stranger. Explain your results (A, B, C, D babies), and whether they are consistent with past research findings.
10. Observe a child or adolescent that has a psychological disorder (e.g., ADHD, autism, conduct disorders). Describe the disorder, the child’s/adolescent’s history, as well as his/her behavior and treatment of the disorder. Which theoretical perspective(s) can account for this type of disorder? Do you agree with it/them? How about the treatment? Does it work? Do you have any problems with the type of treatment that is being utilized?
11. Interviewing College-Age Students About Emerging Adulthood
Ask the following questions to four or five college-age friends:
(a)  Do you consider yourself to have reached adulthood? Why or why not?
(b)  What criteria would you use to determine whether a person has become fully adult?
After recording the answers, students can compare them with research presented in the text, considering the following questions:
(c)  Did any respondents give ambiguous answers? Explain.
(d)  Did any respondents view themselves as having reached adulthood? If so, what were their reasons for thinking so?
(e)  Did criteria for reaching adulthood vary among respondents? If so, what might explain that variation?
12. Preferred Characteristics of Romantic Partners Found through Online Dating Services 
You can examine preferred characteristics of potential romantic partners by analyzing the characteristics emphasized in online dating profiles. You can systematically sample the profiles by reading, for example, every fifth one, every tenth one, or another selected number.
After you have had some time to read the profiles, compare the preferred characteristics described on dating sites with the findings of research on mate selection. Discussion questions might include the following:
(a)  Are there age and sex differences in preferred characteristics?
(b)  What characteristics do men typically reveal about themselves? How about women?
(c)  Do students notice cultural differences in the qualities people are seeking in a mate?
(d)  Do individuals who advertise on dating sites mostly seem to be seeking long-term or short-term relationships?
(e)  Do your observations match research findings on mate selection in the text?
13. Interviewing Friends or Relatives About Experiences with Leaving Home
Interview three or four friends or relatives about experiences with leaving home, using the following questions as a guide:
(a)  At what age did the individual first leave home?
(b)  What were the circumstances surrounding the departure (for example, did they leave for work, college, marriage)?
(c)  Has the individual returned home since the initial departure? If so, why?
(d)  Was leaving home a stressful event, or did the individual feel prepared and ready to depart? Explain.
(e)  Compare the answers with research presented in the text. Did timing of departure vary with the reason for leaving? Did individuals return home at least once after their initial departure?
(f) What do you surmise from your interviews? Where there any patterns? How does it fit the research findings?
14. Completing a Marriage Contract
Reflect on the multitude of decisions and accommodations married couples must make, and draw up an imaginary marriage contract with a significant other or friend. The goal of the contract is for you and your partners to clearly define both of your expectations about marriage and identify areas of disagreement. Some questions to address in the contract include:
Where will you live? Where do you plan to work? If one of you is promoted, what circumstances will affect your decision to take the promotion (including willingness to move far away)?
Do you plan to affiliate with a church, synagogue, or mosque? Do you and your partner agree on religion and religious affiliation?
Do you plan to pursue more education or vocational training?
How will you divide household chores? Will your finances be combined or kept separate?
How will you spend holidays (for example, will you split holidays between the two sides of the family)? How much time will you spend with each other’s families?
Do you plan to rent or buy a house?
Do you plan to have children? If so, how many? Will both parents continue to work after a baby is born? If so, who will take care of the child while you’re at work? If not, who will stay home? How will you compensate for the decline in income if one parent stays home?
Do you agree on the best approach to disciplining children? Where will your children go to school? Do you plan to send your children to college? If so, how will you finance college?
What leisure-time activities do you expect to pursue, both together and separately?
How will you handle marital conflict? Will you have a prenuptial agreement? If so, what would you like it to include?
Once you have completed their contracts, reflect on the activity. Did you learn anything new about your partner? Did you discuss areas of disagreement as you were completing the contract? Was this a challenging activity? Would students use a contract like this? Explain.
15. Midlife Questioning: Crisis, Turning Points, and Life Regrets
Interview a middle-aged adult, using the following questions:
Tell me about a turning point in your life. Was it positive or negative, or a mixture of both positive and negative elements?
Have you ever experienced something you would describe as a midlife crisis? Was age the major factor involved, or were there causes unrelated to age?
Tell me about one or more life regrets that you have experienced. Did the regret center on romantic or family life, education or career, or another aspect of life?
If you have experienced lost opportunities, how do you feel about them now?
Record their answers and compare them with research presented in the text. Did participants make changes that might be described as turning points in their lives? Did any participants report experiencing a midlife crisis? If so, how did they define it? For participants who described experiencing life regrets, how did they interpret these regrets? Were they able to disengage from their regrets, or did some of their disappointments remain unresolved?
16. Conducting an Interview on Physical Changes in Late Adulthood 
Interview a grandparent, a friend’s grandparent, or another older adult about physical changes in late adulthood. Here are some questions to ask:
(a)  What changes have been most noticeable to you? Which do you think have been most noticeable to others?
(b)  Have your sleep habits or your diet changed since middle adulthood? In what ways, and what do you think the effects have been?
(c)  How have you adapted to the physical changes you have experienced?
Next, compare the answers with research presented in the text and to answer the following questions:
(d)  Did the interviewee mention physical changes that are common in late adulthood?
(e)  In your opinion, has this individual adapted favorably to the physical changes of late adulthood? Why or why not?
(f)  Were you surprised by any of the answers? If so, explain.
17. The Right-to-Die Controversy 
Pose the following questions to two or three friends or family members:
(a)  “Who should make end-of-life decisions, such as stopping treatment when a patient is near death or has no hope of recovery, when the patient’s wishes are unclear? Why?”
(b)  “Is medical aid-in-dying ever ethically justifiable? If so, under what conditions?”
Record the answers and to consider cultural, religious, and personal influences on those answers. Summarize your findings. Share your thoughts on these issues and to reflect on the factors affecting your reasoning.
18. Propose your own topic and chat with me about it first! 

Qualitative and quantitative research are research methodologies used to analyze human behavior and organizational functioning. Although these represent two unique types of research methods, they both aim to answer or evaluate research question(s). 
Imagine you are a human resource consultant asked to train a group of new employees on quantitative and qualitative research, including the application of these methods in an organizational setting.  
Develop a training module
• 6- to 8-slide PowerPoint presentation with comprehensive speaker notes with visual elements
Include the following in your assignment:
• Overview: Define in your own words qualitative and quantitative research.
• Assessment Methods: Provide at least 1 example of a testing, assessment, or evaluation method for (1) qualitative research and (2) quantitative research.
• Practical Application: Describe at least 2 organizational situations (e.g., high attrition rate, declining morale, training outcome improvement, or diversity training gaps) to illustrate effective application for both types of research. Include the following:
• Purpose or objective of the research
• Research design
• Sampling method
• Any statistical method used to analyze data
• Anticipated results
• Conclusion: Summarize the main points about qualitative and quantitative research that you want your audience to take away from this training. 
Evaluation of this assignment will include the following criteria: 
• Accuracy of content 
• Clarity of visuals and sound 
• Use of currently relevant examples 
• Credible use of current professional/scholarly sources to support your stance or argument 
. 
Cite any sources to support your assignment. 
Format your assignment consistent with APA guidelines

Watch the  Mock Systems Meeting.mp4 video and summarize 5 major takeaways from the video and why. Ex. What strategies did you notice the coordinator do? What was their impact? Did you notice reframing, active listening, or strength spotting? What did she do to engage system members? Did she provide education? How? Etc.
Video Link 
https://universitysystemnh-my.sharepoint.com/personal/flb1012_usnh_edu/_layouts/15/stream.aspx?id=%2Fpersonal%2Fflb1012%5Fusnh%5Fedu%2FDocuments%2FResources%20and%20Training%2FCTG%2F10%2E%20Week%2010%20%2D%20Systemic%20Consultation%20%2B%20Outreach%2FMock%20Systems%20Meeting%2Emp4&nav=eyJyZWZlcnJhbEluZm8iOnsicmVmZXJyYWxBcHAiOiJPbmVEcml2ZUZvckJ1c2luZXNzIiwicmVmZXJyYWxBcHBQbGF0Zm9ybSI6IldlYiIsInJlZmVycmFsTW9kZSI6InZpZXciLCJyZWZlcnJhbFZpZXciOiJNeUZpbGVzTGlua0NvcHkifX0&ga=1&LOF=1&referrer=StreamWebApp%2EWeb&referrerScenario=AddressBarCopied%2Eview%2E117ece0d%2Df0c1%2D4de4%2D8669%2D3a8f8d7e3114

see attached ch8 discussion questions….ch8 worksheet, chapter 9 discussion questions. attached is also the book for reference. if you have questions or need clarity please reach out.

After reading Chapter 7, write at least a 1.5 page following instructions from the syllabus:  
REFLECTION ESSAY:  
In order to help the assimilation of new information and increase memory of concepts, students will be required to complete reflection essays on several chapters. These are to be written by the student individually, and be original work. These will be turned in by the next class following the chapter that is the topic of the essay. It is your responsibility to check the website weekly for assignment & quiz due dates. Do not include an abstract, a title page or reference page. At least 1.5 full pages of writing in length, and title lines do not count. A passing grade requires 1.5 pages of writing minimum, and it must follow one of the descriptions below. It should be limited to a maximum of two pages, double spaced, in 12 pt font, and in Word Document format. Margins are to be no larger than one inch on all sides. Essay must be totally original writing and definitions put into your own words rather than quoted directly.
Do not write a summary of the chapter, instead write an original reflection of your thoughts on one or two ideas in the chapter. Here are some possible options, you can pick one of these to complete your reflection essay:
1. Write an original social psychology experiment that has not yet been done, inspired by the ideas in the research. Or…
2. Compare and contrast two social psychology concepts from the chapter.  Or..
3. Apply the ideas in the chapter to a fictional story, a book or a movie. Explain the character’s behavior using the terms in the text chapter. Or..
4. Journal on how the terms from the text chapter apply to your life or your childhood. 

To complete this assignment, you must source and review at least five peer-reviewed journal articles that discuss intersectionality as it relates to your final paper topic. These articles can be sourced through the  readings i provided. The focus of this assignment is to help you with brevity, clarity and consolidation. Therefore, instead of submitting a traditional literature review, you must complete the template by inserting the relevant information. For each article you review, you will need to include:
The title of the Article
The in-text citation for the article
A one-sentence summary of the article (tell me its main idea/main contribution to the literature)
A three-sentence evaluation of the article (based on what you read, tell me what the article fails to consider, what assumptions it has made, and/or how the article’s content fits with what other articles are saying about the topic)
At the end of your review, you must include a one paragraph synopsis that summarises the information gleaned from all articles. Please ensure that you include an APA Reference page that lists every article reviewed. 
Please reference syllabus for template. 
other sources will be uploaded soon

Case Description
Introduce the client using a pseudonym or initials. Provide demographic information such as age, appearance
and dress, physical description (e.g., height, weight, hair and eye color), racial identity, gender identity, gender
assigned at birth, sexual orientation, pronouns, marital/relationship status, mood, affect, speech, orientation
(to person, place, and date), hallucinations, delusions, suicidal/homicidal ideation, insight, judgment, and
substance intoxication/withdrawal symptoms. Prepare a slideshow to accompany your oral case presentation. Submit a PDF version of your presentation via
eLearning before presenting. Your presentation must be between 15-20 minutes

The paper should examine a condition, situation, scenario specific to a stage in the life-span (LATE ADULT HOOD GRIEF). The paper must be typed with 1” margins, double spacing and a 12-point Times Roman font. The paper should also include a reference list. A minimum of three credible references must be utilized. The American Psychological Association format must also be utilized for the paper. The paper should be between four and six pages in length (not including cover page, abstract, references, exhibits, etc.).
1.      
Explain the normal development for the age group Late Adut Hood affected by the topic GRIEF
a.      
Physical milestones
b.      
Cognitive milestones
c.      
Emotional/social milestones
d.      
Theories/Theorists
2.      
Explain the condition, situation, or scenario
specific to your chosen age group.
3.      
How does this condition effect the individuals
progress?
4.      
Potential solutions to the problem. 
Chapter 19: Life’s Final Chapter:
19-5b Grief and Bereavement
Book Title: HDEV
© 2020 Cengage Learning, Inc., Cengage
Chapter 19 of the textbook above of this topic can be use as one of 3 other refrences if needed, along with https://www.citationmachine.net/ to assist with citations and refrence pages