Category: Psychology

Participation Expectations
For each discussion activity, you are responsible for posting at least one substantive initial response to the discussion questions posed, as well, as a reply to at least two other postings made by your classmates.
Your initial substantive posting should be a thoughtful reflection on at least one aspect of the discussion theme or question posed and can either initiate a line of discussion or be in response to someone else’s posting (i.e., adding your own perspective or additional research to it). Keep in mind that quality is better than quantity and “me too” and “I agree” type postings add little to the conversation. Your postings should demonstrate that you have read and thought about the course material. You are encouraged to reference your course textbook in your postings as well as other relevant outside literature.
Some points to keep in mind:
Be clear and to the point in your postings.
Edit your work. Your posts should be coherent and use proper grammar and spelling.
Keep postings to 300-350 words. Quality is better than quantity.
Contribute your own thoughts about the material you have read.
Support your thoughts by referencing the textbook or other outside literature.
Raise additional questions or points of discussion to stimulate further discussion
If you have questions, show that you have already tried to find a solution.
Respect the viewpoints of your peers. Ask for clarification if you don’t understand a point. Assume good intentions.
Use the proper terminology introduced in the course readings.
When using literature in your postings, make sure to provide references in proper APA Style.
Show respect and sensitivity to peers’ gender, cultural and linguistic background, political, and religious beliefs.
You are strongly encouraged to take the time to review the following documents on writing quality discussion posting and on taking roles in discussions.
PREPARING TO WRITE
1. Read assigned material—critically—and take notes as you read: Who wrote this material (a respected expert? an activist with a specific aim or belief?) Do they have any possible biases? Are studies reliable and valid? (What kind of research was performed?) When was this material written? Are the definitions/conditions/opinions described still accur vant? ate/rele Is an opinion expressed? How might someone disagree? How does this material relate to other concepts and theories you are studying? (Remember, instructors choose readings with a plan in mind—try to imagine why they have assigned this reading) Does the article complement other things you have learned? Is it in opposition? 2. Read and understand the discussion question or topic provided by your instructor • What are you asked to do? (Formulate an opinion? Respond to a question? Explain a concept or theory?) • How are you asked to do this? What kind of information are you expected to include (e.g., supporting quotations or references, examples, etc.) Do you need to bring in outside research? 3. Sort out the finer details • Is there a word maximum? Minimum? (Most posts will be 1‐2 paragraphs maximum). • How many times are you expected to post? (Find out if you are required to post a certain number of times per question, per week, etc.) • How much of your grade is this component worth?Each post? Budget your time accordingly
A.re you expected to respond to other students’ posts? What proportion of original posts versus responses are you asked to provide?
INITIAL POSTS – An initial post is a response to the original question presented by the course instructor, or the opening post on a particular topic (i.e., not responding to other students’ posts). Consider each post a “mini‐thesis,” in which you state a position and provide support for it. If you are responding to a question, be sure to 1. Take a position: Provide a clear answer to the question (incorporate some of the wording of the question in your answer if possible). 2. Offer a reasoned argument: Provide an explanation for your point of view, and use evidence from your text, notes, or outside research (where appropriate) to support your point. 3. Stay focused: End with a summary comment to explain the connection between your evidence and the question (how your evidence proves your point). Your post might also introduce a question or idea that others can follow up on. But make sure you have answered the question first!
Discusssion Marking rubric.
A+ Discussion Post A+
Initial Post
/2.5 points
deliver information that is full of thought, insight, and analysis • make insightful connections to course content • make insightful connections to real-life situations • contain rich and fully developed new ideas, connections, or applications • contain no spelling errors and typos
Question of discussion is –
June 17 – June 20
Use this discussion area to complete the Reflection Activity in Unit 12.
For the final week of the course, you are asked to reflect on your learning process and what you found useful and not so useful. Please share your thoughts and your learning experience with your group on the discussion board.
Refer to the Outline for the specific dates for this discussion and when your initial response should be posted by. Discussion participation expectations can be found in the Assessments section of the course website.
During the week, be sure to spend some time reviewing and responding to the posts of your discussion group members.
write in 310 words. follow proper guidlibes as given in begning. Use AP7 STYLE OWL PURDE. Provide refrence.
Write in on own words.
Some points to keep in mind:
Be clear and to the point in your postings.
Edit your work. Your posts should be coherent and use proper grammar and spelling.
Keep postings to 300-350 words. Quality is better than quantity.
Contribute your own thoughts about the material you have read.
Support your thoughts by referencing the textbook or other outside literature.
Raise additional questions or points of discussion to stimulate further discussion.
If you have questions, show that you have already tried to find a solution.
Respect the viewpoints of your peers. Ask for clarification if you don’t understand a point. Assume good intentions.
Use the proper terminology introduced in the course readings.
When using literature in your postings, make sure to provide references in proper APA Style.
Show respect and sensitivity to peers’ gender, cultural and linguistic background, political, and religious beliefs.
These are the readings which i find useful are as follows
Readings
reading1
Attraction and Intimacy
Beginning in the late 1950s and continuing for about the next two decades, social psychologists who researched interpersonal were interested mainly in identifying the antecedents of interpersonal attraction. Indeed, social psychologists identified a great many factors associated with one person liking another. Since these early approaches, the study of social interaction and personal relationships has flourished. Researchers have focused much of their effort on defining and distinguishing between different types of relationships and measuring different relationship qualities. Researchers have distinguished, for example, intimate from non-intimate relationships and close relationships from casual friendships. Measures were devised for categorizing and comparing relationships in terms of their relative amount of intimacy, or passionate and companionate love.
More recently there has been a shift toward the dynamics of relationships that focus on how relationships are initiated, develop over time, and flourish or dissolve. Current research on social interaction and personal relationships focus less on relationships as objects, and more on the process of relating, and how relationships are maintained through everyday interaction and conversation. Thus, for example, relationships are examined not only in terms of the amount of intimacy they contain, but in terms of how intimacy is communicated in developing long-term relationships, and how the expression of intimacy within a relationship influences the future course of that relationship. Theoretical Models of Relationship Development How do relationships develop beyond the initial attraction stage? One theory of relationship development is based on the principle of reinforcement. Simply put, we like and seek out contact with others when we receive some reward in their presence, and we dislike others when we receive some punishment in their presence (Byrne & Murnen, 1988; Lott & Lott, 1974). For positive reinforcement to occur, we must come to associate positive affect with the presence of another person. If someone continuously smiles and waves to you, as he or she passes by and if you find this pleasing you will associate this feeling of pleasure with the other person. There are more indirect ways in which we may come to associate the presence of another person with positive affect. Imagine that you frequent a charming little café most afternoons. Walking into the café, you smell the wonderful baked goods. You anticipate drinking the best cup of coffee in the city. The sensual experience of the café is a sure fire way to improve your mood. If, every time you walk into the café the same person working behind the counter greets you, you may become attracted to this person and wish to pursue a relationship with him or her. That is, you may associate your improved mood with the presence of this person and not the atmosphere of the café.
A second view is based on the assumption that social norms govern our expectations for different kinds of relationships. According to the social norms theory of relationships we have different expectations for what we should do for others, and what others should do for us, in different types of relationships. Adherence to social norms promotes or maintains attraction and the smooth functioning of relationships. Violation of those norms causes attraction to decrease and relationships to deteriorate (Clark & Pataki, 1995). Clark and Mills (Clark & Mills, 1979; Clark & Pataki, 1995; Mills & Clark 1994) have researched extensively the norms that govern two types of relationships: communal and exchange relationships. According to Clark and Mills, for each type of relationship there are distinct rules that govern the intentional giving and acceptance of benefits. Communal relationships are characterized by feelings of responsibility for another’s well being. Included in this category are family relationships, romantic relationships, and friendships. Within communal relationships, benefits are given without expectation of repayment. If a friend does a favour for you, you do not feel obligated to immediately repay that friend with another favour. Similarly, if a parent buys a child new clothes the child is not expected to reciprocate with some other gift for the parent. Thus, following communal norms gives partners a mutual sense of security. Exchange relationships do not provide this sense of security. In exchange relationships there is typically little or no feeling of responsibility for another. Benefits given by one person to another are debts that the other must someday repay. Business relationships, or relationships with acquaintances, are often governed by exchange relationship norms.
In laboratory studies of communal and exchange relationships, relationship type is manipulated by having research participants interact with an attractive and friendly person who, in the communal condition, has expressed an interest in getting to know new people. In the exchange condition, research participants are told that this other person has established ties in the community, is married, and has no expressed interest in meeting new people. To demonstrate the power of social norms in communal and exchange relationships, Clark and Mills (1979) examined whether repaying someone for help would enhance attraction in exchange relationships but cause attraction to decrease in communal relationships. Male participants were asked to work beside an attractive female student (actually a confederate of the experimenters) on a word task that involved forming words with letter tiles. Points were awarded according to performance. In each trial, the participant was always allowed to finish first, and was awarded extra points. The participant was then asked if he wanted to transfer his extra letter tiles to the female student to help her finish (all participants agreed to do so). The female student responded by either thanking the participant, or repaying him by transferring some of her own points to the participant. Later, when participants were asked to indicate how much they liked the female student, a clear pattern emerged.
Reading:2
1. Automatic feedback on quizzes.
It guide me in improving my work and understanding areas needing more focus.
2. Access to a variety of learning materials, including videos in discussion was a new style which i have seen first time and it is encouraging ,and extra content on courselink board, catered to different learning styles and helped reinforce the content.
Apart from this
3.)Discussion post help me making communication better and understand different people ideas and how different people idea can also help in suggesting a better solution to a problem.by making discussion on all one by one and then we can come to end with a conclusion of one idea which is more impressive.
Second part of question
Reflect on your learning process and what you found not so useful
Reading I found which is not useful
Reading -1
Factors Influencing Interpersonal Attraction
We meet many people over the course of our lives, yet few of these encounters lead to close relationships. Why do people sometimes form a close bond and say things like “It was love at first sight;” “We just clicked together;” or “I felt a tingle run through my body”?
PROXIMITY (PROPINQUITY)
We are more likely to become attracted to people who live relatively close to us. This finding has been replicated in a variety of settings, both with friendships and marital partners. Bossard (1932) examined marriage licenses issued in a large American city and found that, of 5000 applicants, over 1/3 lived within 5 blocks of each other, and as the distance between the residences of the engaged couples increased, the percentage of marriages steadily decreased. Other studies have shown that those who live near each other in dormitories or apartments are more likely to become friends than are those who live farther apart. Ebbesen, Kjos and Konecni (1976) found that the closer two people lived to each other in an apartment building, the more likely it was that they would become best friends as opposed to only good friends.
Clearly if one lives near someone, or attends the same classes, there are more opportunities to interact with this person. Increased interaction, though, is not the only reason for the effect of propinquity on interpersonal attraction. Research suggests that the greater familiarity that comes from repeated exposure to another person leads to a corresponding positive change in our evaluations of that person. Simply put, we hold more favourable impressions of people with whom we are more familiar than we do of people with whom we are less familiar. Zajonc’s (1968) work with a variety of stimuli provides strong support for the repeated exposure hypothesis. In one study, for example, it was found that the more often people were exposed to novel Chinese language characters the more positive were the attitudes that they expressed towards those characters after the exposure.
Other research demonstrates similar effects with pictures of human faces (Moreland & Zajonc, 1982). Mita, Dermer and Knight (1977) showed participants photographic portraits of themselves printed properly or with the image reversed (i.e., a mirror image). The participants’ friends were also shown the same two photographs. The researchers found that participants preferred the photographs printed in the reverse image, while their friends preferred the true image. Familiarity seems to be the best explanation for these findings. Because we see ourselves mostly in the mirror, and our faces are not perfectly symmetrical, the image of ourselves with which we are most familiar is a reverse one of that seen by others. Our friends, on the other hand, are most familiar with the true image, and that is the one they prefer.
Of course, repeated exposure to others does not necessarily lead to increased attraction. Sometimes familiarity may breed dislike or contempt. Increased exposure may decrease attraction by making unpleasant characteristics more noticeable. Indeed, Ebbesen et al. found that decreased distance increased disliking of others.
Similarity
“Birds of a feather flock together” is a common folk-saying about friendship. Social psychological research, for the most part, lends support to the common belief that similarity and attraction are positively related. According to Rubin (1973), married and dating couples exhibit considerable similarity in age, ethnicity, religion, socioeconomic status, intelligence, physical attractiveness, and attitudes. The tendency for people who are similar to marry one another is called homogamy. Newcomb (1961) studied the effect of attitude similarity on interpersonal attraction. By taking measures of attitude similarity before students arrived and met each other at a dormitory, and then repeating these measures along with measures of liking during the course of a semester, Newcomb showed that friendships at the end of the semester could be predicted by similarity of attitudes held by students at the start of the semester.
Laboratory research also found effects of attitude similarity on attraction. In a series of studies, all using a similar research paradigm, Donn Byrne and his colleagues (e.g., Byrne & Nelson, 1965) investigated this relationship. In these studies university students were brought into a laboratory, asked their attitudes, and, given a list of attitudes that were supposedly those of another person with whom they were going to interact. Actually, the experimenter programmed the attitudes they saw so that some were similar to those of the participant, while others were contrary to those of the participant. Based on the list of attitudes, participants were asked how much they liked the person they were to meet. The results of this series of studies were consistent. The amount that people like others appears to be a positive linear function of the proportion of similar attitudes they hold.
There are at least two ways in which the principles of propinquity and similarity may be complementary. First, people who share similar religious, ethnic, or socioeconomic backgrounds, and who are likely to share similar attitudes and values, are more likely to live in the same neighbourhoods, attend the same schools, and belong to the same religious, social groups and institutions. Therefore, people with similar attitudes may be more likely to interact than people who have dissimilar values. Second, propinquity creates more opportunity for social contact. The increased social contact allows for more opportunity to gain information about another person and discover shared attitudes that, in turn, form the basis for pursuing a more intimate relationship.
Physical Attractiveness
Physical attractiveness is one of the most powerful influences on interpersonal attraction. Walster et al. (1966) paid students $1.00 each to attend a dance. Participants were told that a computer would be used to pair them with dates matched to their particular characteristics. This premise allowed Walster et al. to collect data on the attitudes, personality, values, and physical attractiveness of each participant. Participants were, in fact, randomly paired up. Halfway through the dance, the participants rated how much they liked their dates. Regardless of their own level of attractiveness, participants preferred physically attractive dates. Moreover, self-esteem, intellectual ability, and personality traits were not predictive of liking.
Although physical attraction does not predict the long-term success of relationships, it appears to be an important influence on our initial encounters with others. Specifically, it appears that we tend to associate physical attractiveness with positive personality traits. A study by Dion, Berscheid, and Walster (1972) supports the notion that, at least with regard to first impressions, we tend to judge a book by its cover. In their study, Dion et al. presented university-aged students with photographs of three people of a similar age to the students. The people pictured in the photographs had previously been rated by other students as average, above average, or below average in physical attractiveness. The participants rated these photographs on 27 personality traits and also judged the likelihood that the persons portrayed in the photographs would experience future happiness. Physically attractive people were rated as possessing significantly more socially desirable qualities, such as intelligence, warmth and poise, than either the average or unattractive stimulus persons. More attractive people were also judged to have better prospects for future success. These results held regardless of the combination of the sex of the participant rating the photographs and the sex of the person in the photograph.
Dion et al.’s findings have been replicated in diverse samples and settings. Even nursery school children seem to associate physical attractiveness with positive personality traits. Dion (1973) found that children as young as four years of age were likely to say that it was the attractive children they liked most, and that unattractive children “scared” them. Landy and Sigall (1974) conducted a study that is likely to be of great interest to students. Male judges rated essays that were purposefully constructed to be either poor (i.e., disorganized and ungrammatical) or good (i.e., well organized and clear). In two conditions, pictures of the purported authors were attached. In one condition, the photos featured attractive females. Unattractive females were in the other condition. In another condition, no pictures were attached. The judges gave the unattractive women less credit for the well-written essay and they were more punitive for the poorly written essay. In contrast, attractive women appeared to get more credit than they deserved when their work was poor.
Clearly, physical attractiveness is a potent influence on various social judgments. Everyone would, presumably, prefer a physically attractive partner. But this is not possible. The preference for a physically attractive partner appears to be tempered when we seek partners for long-term relationships. Regarding selection of a spouse, for example, some support seems to exist for the matching hypothesis (Berscheid et al., 1971). People tend to choose partners who are similar to them in physical attractiveness. Price and Vandenberg (1979) found that married couples, regardless of age or length of marriage, were similar in level of attractiveness. In part, matching may be explained by a desire to minimize the possibility of rejection by a much more attractive person. At the same time, we are not “settling” for someone who is much less attractive (Bernstein et al., 1983).
Reading -2
1.) Repetitive Content:
Some of the readings felt redundant, particularly when similar points were reiterated across different sections. Streamlining the content to avoid repetition could enhance engagement and retention.
2.)Technical Glitches: when i was opening the courselink app to submit my discussion because internet and may be due to high using of courselink app it was getting hang and and i tried at 5 time when i got open and i was able to post my discussion.
DONOT. USE CHATGPT AND AI
I AM TELLING YOU BEOFRE HAND .
AS MAM HAS SOFTWARE TO DETECT EAC AND EVERY SINGLE WORD AND LINE EVEN IN CHATZERO IT SHOW IF YOU HAVE COPIED BY AI .
WRITE IN OWN WORDS EACH AND EVERY SINGLE WORD SHOULD BE YOUR OWN

This assignment will be submitted to Turnitin™.
Watch the following video:
https://www.pbs.org/video/unspoken-americas-native-american-boarding-schools-oobt1r/
In a one-two page (At least one single spaced) paper describe the rationale for the Native American Boarding schools. What methods did they use? How did these schools work out? How did they affect the students who attended them? What were some of the problems faced by the children? What was the Indian Civil Rights Act? Do you think something like this would happen today? Why or why not? Think critically about the issues presented.

Part 1
Using Maslow’s Hierarchy of Needs Pyramid, make a list of your needs as of today.
·       Where do you fit on the pyramid?  
·       How do Stress and health coincide with Maslow’s Hierarchy?
·       See how you fit toward self-actualization?
·       How close are you? What do you need to complete in order to move yourself to self-actualization?
https://images.app.goo.gl/DP2yNYE8aaF7pD9e9 (Links to an external site.)
Essay requirements:
Using APA style of writing research the following prompt to defend your position
Paper requirements
1. 300-500 words answering the bullet points.
2.   APA style is double spaced, New Roman Times 12pt font, 1inch margins.
3. Cover page 
Part 2
Watch Dan Pink’s motivation Ted Talk and write your reflections on the video.
We look for three elements in a Reflection Paper: Emphasis on Content Knowledge, Analysis, and Compare and Contrast. 
1. Provide a little background to the subject. In the opening paragraph provide some information about the subject or topic that you have acquired from the video. 
2. Compare how learning and conditioning are affected by motivation. Is there a danger between the intrinsic or extrinsic motivation-only approaches?
3. What information did you learn from this topic/subject that you feel is important enough to share with others and why? 
*So basically we want three paragraphs with that content.  The word cap is 300-500 words, double spaced, 12 times new roman. 
<>GRADING the Reflection Paper: If you make a solid attempt at the reflection you get at least 35-40 points. If you have at least one-two element nicely written that’s 41-45 points, and if it contains all three it can score 47-50. I hope that helps you moving forward; please contact me if you have any questions.

Q1. Do you happen to speak or know about a language of which any numerically representing or mathematically related aspect(s) may be expressed distinctly from those in English? If so, please discuss their differences and whether you believe that might potentially influence children’s math thinking in a given skill/concept domain. If yes, why; and if no, why not. 
Reference to Henrich et al.’s (2010) paper is linked below: 
https://pubmed.ncbi.nlm.nih.gov/20550733/Links to an external site.

Please write up a results and discussion section for the data analysis below: (Demographic and two hypotheses)
The two scales utilized where the Multicultural Counseling Knowledge and Awareness Scale (MCKAS) and Organizational Multicultural Competence Assessment (OMCA)
1.     Hypothesis 1: Mental health providers will rate individual multicultural competence
higher than their organizational multicultural competence.
·       This was a simple linear regression
2.     Hypothesis 2: Mental health providers’ who hold a minoritized ethnoracial identity
will report lower organizational multicultural competence than White mental health
providers.
·       This was a t-test, I divided people between white ethnoracial identity and a minorities ethnoracial identity for a score comparison for organizational multicultural competence.

Research and write a paper about one of the evidence-based assessment tools mentioned in this module and how it is used in addiction/substance use treatment. Specific instruments you may explore are:
Psychiatric Research Interview for Substance and Mental Disorders (PRISM)
Semi-Structured Assessment for Drug Dependence and Alcoholism (SSADDA)
Addiction Severity Index (ASI)
World Mental Health Composite International Diagnostic Interview (WMH-CIDI)
Structured Clinical Interview for DSM-IV (SCID)
Alcohol Use Disorders and Associated Disabilities Interview Schedule (AUDADIS).
You will need to search for the studies and creation of these tools using the recommended sites listed at bottom of this page.
Questions to address:
Briefly describe the tool, how much time is required, and how is it administered; i.e., is it patient self-administered by computer or pencil/paper? Does it require a clinical interview? Does it include clinician observations of the individual?  Other methods? Explain.
Does the tool assess for co-occurring disorders? If so, which disorders, and how well does it assess for additional disorders?
What is the evidence that ensures there is reliability and validity of the assessment tool?
How is the selected assessment tool different from other structured or semi-structured DSM-5 based diagnostic instruments (e.g., SCID, CIDI, ASI)?
How often does the tool lead to false positive results, e.g. overdiagnosis of severity of a SUD?
How much training is needed to administer this tool?
How much is the tool dependent on clinical experience and judgment of the assessor?  If unknown, describe what you conclude from reading about how much clinical experience, knowledge and skill is needed to use this tool accurately.
Briefly summarize your findings.
Your paper should be 3-5 pages in length and include at least 3 (or more) professional or peer reviewed sources, excluding the textbook, embedded online articles, or lectures. You may include other sources that help explain what you discovered. Be sure to cite all non-original material in your narrative, and list your references in APA style.
Use quotations sparingly so that they are no more than 15% of your paper. Work to explain what you discovered in your own words. Do not simply read and cite the abstracts of the papers; be sure to read the entire paper.
Useful sources to search are:
SUNY Empire Library
NIDA Clinical Trials Network (NIDA -CTN)
Cochrane Database of Systematic Reviews
National Registry of Evidence-Based Programs and Practices (NREPP)
National Center for Biotechnology Information (NCBI)
British Medical Journal Clinical Evidence (BMJ)
Evidence Based professional Journals (some of which may be accessible via the SUNY Empire library).
The University librarians are a terrific asset—to help you—so do not hesitate to ask for help finding sources.
for the cover page
my name is kaitlin rose

Dream Theory
by Joshua Amon – Saturday, June 15, 2024, 4:12 PM
Number of replies: 0
Dream Theory
The most recent dream that I can remember was a dream I had about hanging out with old friends and working at my old job. It was like things never changed and I was seeing everyone that I haven’t seen in years, but they were still there as well. It definitely wasn’t a bad dream in any way and when I woke up, I felt like maybe I just missed the people that I used to be around all the time and now don’t see. I get dreams like that once in awhile and I think it has a lot to do with how my life has changed so much in 10 years. I was a young man back then with no expectations and only my self to take care of. Now I have children and responsibilities that take most of my time up. I can’t honestly say I have many friends to name off. The dream theory that I think best describes this dream is possibly Wish Fulfillment. My thinking is that my mind is actively letting me know while dreaming that I need more friendships in my life, like I had in the past. Honestly I agree completely its just my life has been so busy lately.

1)When is frustration more likely to lead to aggression? When is it more likely to produce stronger reactions (e.g., violence)? Discuss possible solutions to this problem, including anger management programs.
2)How do people’s attributions regarding the causes of another person’s plight influence their willingness to help that person? Is this “typical response” justified within a Christian framework? Why or why not?
3)What is groupthink? How does it affect the decisions made by a group? Identify the critical factors that are believed to lead to groupthink. Explain how you could reduce groupthink in terms of these factors.

PSY 108 Project Three
• Milestone Guidelines and
Rubric
Overview
Throughout the course, you’ve examined the role of psychology in regard to the well-being of self and society.
You have also learned how to apply elements of emotional intelligence to successfully adapt to a variety of situations.
Now, it’s time to combine your knowledge of psychology and El in ways that will allow you to achieve success in the professional setting. Given the idea that psychology is everywhere and can be applied in various occupational settings, you will conduct a career paths analysis.
For this milestone, you will conduct a career paths analysis. You will research job descriptions that are related to psychology and identify one job description that requires strong El skills.
Specifically, you must address the following rubric criteria:
1. Summarize a psychology-related job description by providing the following details:
• Job title
• Job roles and responsibilities
• Prerequisites for the job (knowledge, education, skills, and abilities needed to successfully perform the job)
• Primary industry or type of business
• Connection to psychology (e.g., psychological concepts, perspectives, and applications related to job performance)
Note: The job does not have to be in the field of psychology, but could be in a field in which psychological knowledge is frequently applied (e.g., personal financial advisors, probation officers, human resource specialists). Keywords for search may include psychology, health, behavior, education, etc.
2. Identify the aspects of the job that would require self-awareness and self-regulation.
3. Identify the aspects of the job that would require social awareness and conflict resolution.
4. Identify the aspects of the job that would require ethical judgment and empathy.

Activity Description
Begin Research Paper:
Due Week 7
Throughout this course we have been discussing the interactive process of the emotional, cognitive and motivational aspects of human nature. The final paper provides the opportunity for you to demonstrate your ability to research the concepts covered throughout the course. Please make sure your paper is submitted by the due date to ensure ample time for mentor feedback, and possible integration of feedback and revision if necessary. 
For the final paper you are to research a specific aspect of cognition, emotion and motivation that most interests you. Integrate a discussion of how you see your research findings as significant to your clinical work or the field of psychology in general. 
Select a minimum of eight (8) current (published in the last 5 years) peer-reviewed research articles* taken from scholarly journals (online or hard copy) on your selected topic.
In context to “Cognition, Emotion and Motivation” some research topics might include the following, however when researching and writing your paper, you are expected to include related components of cognition, emotion, and/or motivation. 
Your paper must integrate personal factors, environmental influences and sociocultural components relevant to your topic
Vision
Consciousness
Memory
Learning
Language
Happiness
Personality
Stress
Psychopathology
Culture
Gender
The paper should be 10-12 pages plus a title and reference page, and must be written in graduate level English, in APA style.
* Do not use the course text or other course texts for this assignment.
This is a research-based paper
Activity Outcomes
Examine current research in neuropsychology
Discuss how sociocultural and personal factors influence cognition, emotion and motivation