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So, for this assignment, you are being asked to identify three examples of relationship phenomena, as drawn from online media, and to analyze those examples using principles from the lecture and the text. Your responses will be evaluated for their quality and for the clarity with which they are expressed.
Where will these examples come from? Here is the tricky part. All of the three examples that you provide must be readily accessible to anyone, anytime on the internet. You can link to a YouTube video, a news story, a magazine article, a podcast, online text, an audio file – any source at all, as long as anyone can access it online, and as long as it captures some important phenomena involving or relating to intimate relationships. Anything that is behind a paywall (e.g., Netflix) will not work. I realize that this limits what you can do a bit, but I have heard that the internet is getting pretty popular these days, so I think you will be OK. As you set out to identify these examples, keep this idea in mind: the closer you get to real people having real experiences, the better your examples will be for this assignment. That is, if you want to present an example of domestic violence in relationships, a magazine article with a few brief quotes from people who are in abusive relationships will not be nearly as good as, say, a podcast or a YouTube video of a few people that goes into greater depth about their experience. Your completed assignment will consist of exactly three pages (one page for each example). All three of your pages will follow the same basic format, given below. Please use the headings shown below in bold on each page. The first four headings (title, book location, link, type) can be single-spaced, but after that you must use double-spacing.
Title: Give a one-line summary of the phenomenon you are illustrating.
Book Location: Indicate which chapter in the textbook your phenomenon relates to. If your example is only generally related to one of the chapters, that is acceptable. If you can also indicate a specific page in the book, that would be great.
Link: Provide the link (URL) to the online resource you are analyzing. I should be able to click on this link and go directly to the resource.
Type: Indicate the nature of the resource you are analyzing (podcast, video, etc).
Summary: Give a very brief descriiptive summary of the resource you are analyzing. Three sentences should be sufficient. Remember to double-space here.
Analysis: Use the remainder of your page to connect the phenomena you see in your example to some larger principle, concept, or idea. The more you can convey how your example relates to the larger principle, the better your response will be. For example, you might find a podcast showing how two people in a relationship are adjusting to becoming adoptive parents. Concluding simply that ‘Stress is hard on relationships, and here is a good example of it!’ is not nearly as informative as connecting the example to the precise ways in which stress seems to compromise couple functioning, or how characteristics of the couple (e.g., gay versus straight partners), or the stressor, or the immediate environment (e.g., support from family members) affect how well the couple is able to adapt. Go deeper! When I grade these papers, I will be looking for clear evidence that you have learned something from the class that allows you to recognize, appreciate, or otherwise comprehend your specific examples in ways that were unlikely prior to your taking the class. Superficial and obvious analyses will not serve you well. This section should be double-spaced.
Important Details Your paper should be no longer than 3 double-spaced single-sided typed pages of standard size. Additional pages will not be read.
Use 1” margins, 12-point Times New Roman font (or something very similar), and standard line and character spacing. Do not compress your font or line spacing. If you squeeze additional text on the page in any way, 5 points will be deducted from your grade.
There is no need for page numbers.
Hard copies will not be accepted. All papers must be submitted electronically via BruinLearn. The deadline can be found in the main syllabus, and I will repeat this during class.
Extensions will not be granted for this assignment under any circumstances, and late papers will not be accepted. If you have not submitted a paper following these instructions by the due date, you will receive a grade of zero for the assignment.
There are no extra credit options.
Be careful: You can lose points for failing to use proper formatting, grammar, and spelling.
Higher grades will be assigned to papers that include (a) rich and interesting examples, (b) thoughtful analysis of those examples that connects the phenomena in those examples to course material in detailed ways, and (c) strong and clear writing.
It is your responsibility to submit your paper on time. If you plan to be out of town or are otherwise unable to submit your paper when it is due, submit it early.
Do not use any verbatim quotes from the book.
You do not need any citations or bibliography. This is not a research paper.
All ideas must be expressed in your own words. Do not plagiarize, and be sure to indicate the source of all those ideas in your paper that are not your original ideas. Work independently, and do not copy the ideas or words of anyone else taking the class. Do your own work. If you are in any way uncertain about what constitutes plagiarism, consult the following document; if you are still uncertain, check with the TA or Professor Karney. http://www.registrar.ucla.edu/Registration-Classes/Enrollment-Policies/Class-Policies/Plagiarism-and-Student-Copyright
If the link you provide does not work for me, I will not be able to evaluate your response. Your grade for that example will be zero points.
Your three examples must come from three different chapters in the book. You can use any chapters in the book, even chapters that we have not yet covered in class. In fact, I particularly encourage you to look ahead to chapters in the second half of the class for this assignment, as this will greatly expand your options.
Do not use examples involving yourself or people you know personally.
If you use an example that is not in English, please provide a separate, full translation of the example. This translation will not count against your three-page limit.
How the Papers Will Be Graded
Example 1 (10pts)
Theory and concept (3pts)
Analysis of phenomenon (5pts)
Grammar, spelling, and syntax (2pts)
Example 2 (10pts)
Theory and concept (3pts)
Analysis of phenomenon (5pts)
Grammar and syntax (2pts)
Example 3 (10pts)
Theory and concept (3pts)
Analysis of phenomenon (5pts)
Grammar, spelling, and syntax (2pts)
TOTAL: 30 points
(I need to find even more specific examples than the ones that I have already got…)

Need to nail this final project and need a pro to put some touches on the current project (Attached), the article is also attached (Depression and Its Phytopharmacotherapy.pdf)
PY 400: Multi-media project
Students will select a scientific journal article on a psychological issue that has controversial implications or potential practical applications (e.g., research on PTSD and its treatment; research on the importance of adequate sleep in children). The research article will form the foundation of the presentation and it is expected that additional sources as needed will also be included. While legitimate popular press items can be included for emphasis, they may not be used as the foundation article (e.g., Wikipedia or Psychology Today should not to be used as the foundation of the presentation).
One of the objectives for this course is to be able to communicate psychological research to others in a variety of formats. Often, the research findings that are presented via the media and popular press are not accurately nor appropriately reported. It is our responsibility as professionals to make sure that the public has a clear, accurate representation of what we know so that they can make informed decisions that may impact their lives.
Each student will produce a multi-media project to convey that information in a way that is accessible to non-psychologists. For the purpose of this class, students can produce a PowerPoint show based on the selected article that includes music, animation, and video. The presentation should be no longer than 5 minutes in length. Students will be evaluated on the content and execution of their presentation. The “final” will consist of a presentation of the projects through the online classroom, as well as having others (e.g., students in the residential section of PY 400) view the products. Both students and the “public audience” will provide evaluations of the projects. I prefer that you do not use Prezi as a presentation mode unless you do so judiciously. Prezi presentations can be distracting if not done correctly. The project is worth 100 points.
One other thing, be mindful of copyright considerations and make sure you have a references/citations list at the end of your presentation. Also, if you use interviews with others, you need to get a release form signed by the person. If you need a copy of a release form, please let me know *before* you do the interview so that I can email you the copy.

respond to at least two of your peers in substantive posts of at least 100 words each. In your responses, consider and comment on the probability and logistics of your classmate’s bullying solution. Provide additional unique insights to either the causes or prevention of bullying behaviors based on information from the textbook or the Shetgiri et al. (2012) article, and/or ask further questions about their response to encourage them to think of different points of view and reflect on their statements in another way. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion forum. Continue to monitor the discussion forum until 5:00 p.m. (Mountain Time) on Day 7, and respond with robust dialogue to anyone who replies to your initial post.
PEER 1
Piaget and Vygotsky describe two different aspects of cognitive development; one describes biologically based cognitive development that is introspective, while the other describes the psychosocial cognitive development of children within the context of external stimuli. Piaget describes the internal dialogue of children as they develop from infancy and development, as it relates to child-initiated interactions and experiments by which they form a schema or idea of how the world works. On the other hand, Vygotsky describes a child’s cognitive capacity and ability to grow with the encouragement of the environment. It describes how externally initiated interactions influence children’s cognitive development and abilities and considers the role of logic in the developmental process. Though both take a different perspective on development, they both describe aspects of development that are uniform across culture and status.
Piaget describes how biology initiates the capacity to organize information into schema or algorithms based on the child’s interactions with the world and the child’s ability to adapt those schema through assimilation and accommodation as their biology becomes more complex and more information becomes available.  Assimilation develops the schema in a way that includes new things. Piaget said that it is a state of cognitive equilibrium, where the child can maintain a steady view of the world and equilibration. However, accommodations modify the schema through exclusions and is said to be a disequilibrium, by which children in disequilibration become aware that there is an area they must learn more about. In an algorithm, assimilation would be “and this,” whereas accommodation would be “not that.”
Piaget’s theory has four main stages of development. Sensorimotor, Preoperational, Concrete, and Formal, all of which describe the cognitive processes as it is influenced by physiological development and the child’s capacity to understand how the world works. Piaget believed these stages emerged organically, much like physiological development
Vygotsky’s Sociocultural Theory, on the other hand, focuses on the where and how of learning. He insists that cultural and environmental influences will ultimately shape how a child will process information and what they will ultimately decide is valuable. Furthermore, when a child learns, it is first through a social experience, and then the child learns how to complete the task independently. Understanding cognitive development from this framework breaks down the child’s learning capacity into three distinct stages. The child’s demonstrated skill, which is what the child is able to accomplish independently, the Zone of proximal development; what the child can accomplish with some assistance, and the Currently unobtainable; what the child does not have the physiological capacity to do.
Though both have a central focus on constructivism, meaning that children develop an algorithm or worldview throughout their development, the emphasis and perspective of each theory were different. Piaget’s theory was largely developed from studies originating from participants whose culture and environment were largely homogeneous. Though it accounts for the purely physiological stages of development and resulting capacity, it does not account for Vygotsky’s Zone of proximal development and how social interaction shapes and affects the attainment of several of Piaget’s substages. Piaget also does not account for individual variations and those who develop outside the bell curve, while Vygotsky finds the uniqueness of the individual within the community to be an important part of how the person develops and shapes their understanding of the world.
Neither of these theories are wrong; they are just incomplete and look at the process of cognitive development from differing emphases and perspectives. It is not logical to emphasize one over the other in practice, or you may be frustrated in its application. Instead, understanding what is physiologically possible and the social and interactive context by which new information is acquired is vital to having a holistic understanding of cognitive development. 
PEER 2
Using each of the five systems in Bronfenbrenner’s theory, describe how a child’s environment (including family, school, and community) might pre-dispose him or her to bullying.
According to Shetgiri et al. (2012), “Bullying is defined as intentional, repeated aggression perpetrated by a more powerful person or group on a less powerful victim.” Bullying affects both the physical and psychosocial health of both the aggressors and victims. Psychologist Urie Bronfenbrenner developed the ecological systems model in which “he theorized that development was determined by the relationships among various environmental systems.” (Mossler, 2024).
The microsystem has a direct impact on a child’s daily life. The system consists of schools, peers, neighborhoods, and religious affiliation (Mossler, 2024). Negative experiences with peers and people within a child’s life might pre-dispose them to bullying because negative actions such as physical and emotional abuse can lead to negative self-esteem, how they perceive and trust others, and impact the way they communicate and socialize with others. If a child is abused in the home or sees someone in the home being abused, that could result in them becoming a bull and bullying others.
The mesosystem represents the parent’s involvement in school and a child’s friends (Mossler, 2024). The more a parent is involved in a child’s life the less likely the child is to be involved in bullying. If the parent and child have good open communication, the child tends to excel in school more, and make lasting friendships.
The exosystem consists of community and socioeconomic variables (Mossler, 2024). If a parent must work late and there are no childcare centers open or no babysitter available, then the child will be left alone with no supervision, which can lead them to be on their phone and social media more, and susceptible to bullying.  
The macrosystem identifies the cultural context, such as laws, traditions, and customs (Mossler, 2024).  If a child is exposed to a culture that glorifies violence or aggression, they might internalize those behaviors and be more likely to engage in bullying themselves.
The chronosystem shows the social and historical context within which the other systems operate and how the four systems change over time (Mossler, 2024). Example: If a child moves around due to their parents job relocating them, it could impact their mesosystem and the parent might not be as involved with the child and their friends since they aren’t somewhere long enough for the parents to get to know the friends that the child hangs around with or get involved with the school since there are always new schools the child is attending. When children constantly move and attend new schools, they can become the victim of being the new kid or bullied for dressing a certain way.
For example, within a person’s microsystem are the parents. How might parents be an influencing factor on whether a child is prone to bullying?
Bullying can take place no matter what age the child. When a child is younger if the parent is constantly saying negative things to them, and making them feel insecure about themselves, this can influence how the child treats peers as they make friends, go to school, and participate in activities. If a parent is abusive towards the child in the home, the child might use that experience and start abusing other children at school or in the neighborhood. If a child witnesses someone in their household being bullied by another house member, such as a mother being bullied by a father, the child might replicate that action when they are around peers. Parents play a significant role in a child’s life and how they treat others. When parents are loving and caring for one another and their children talk to them about what is going on in their lives, and support them no matter what their dreams are, bullying is less of a factor.
Find and report (with proper citation) one current statistic on the factors influencing school bullying behaviors. Does this statistic seem to follow the same trend supported by Bronfenbrenner’s theory?  If not, explain how it challenges the theory. 
LGBTQI+ youths are at an increased risk of being bullied. According to the United States government website (n.d.), “results from a 2021 youth risk behavior survey show that, nationwide, more U.S. high school students who self-identify as lesbian, gay, or bisexual (LGB) report having been bullied on school property (23%) and cyberbullied (27%) in the past year than their straight peers (7% and 13%).” I do believe the statistic follows the same trend supported by Bronfenbrenner’s theory because it begins on if the parents, family, friends, community accept the child’s gender association and how involved the parents are with the child and showing support for them at events they attend or groups they are part of. The community and the resources available are also factors that play a role and the laws put in place to protect the LGBTQI + community.
Finally, provide one unique solution to reduce or completely end bullying.
I believe a unique solution to reduce bullying in school is for each school to have students participate in a technology based bullying experience, where each student must watch a bullying scenario, and respond to the situation and provide a solution. This can be an eye-widening experience for students to see how others are being treated and think about how they would feel if they were the ones being bullied and how they would want the situation to be handled. For a student who has never experienced bullying firsthand this is a great opportunity for them to experience a bullying situation and express their feelings about the situation and see firsthand how bullying affects others and what is happening right around them.
References:
Mossler, R. A. (2024). Child and adolescent development (3rd ed). The University of Arizona Global Campus.
Shetgiri, R., Lin, H., Avila, R. M., & Flores, G. (2012). Parental characteristics associated with bullying perpetration in US children aged 10 to 17 yearsLinks to an external site.. American Journal of Public Health, 102(12), 2280-2286. http://dx.doi.org/10.2105/AJPH.2012.300725Links to an external site.
United States government. (n.d.). LGBTQI+ youth. https://www.stopbullying.gov/bullying/lgbtqLinks to an external site.