Psychology

Read the rational planning and prescriptive approach case presented in Comparative Approaches to Program Planning. How did political influence or context impact this case? How would you have approached this case from a planning perspective? Respond to a minimum of two of your classmates by Day 7. This assignment is worth 4 points of the total course grade. This assignment aligns with the following weekly outcomes: 3.This assignment aligns with the following course outcomes: 1b, 2.

Stereotype or social identity threat can be construed as an internal, cognitive state in which the individual is aware of negative stereotypes against his or her group and which can impact individual thoughts and/or behaviour (Aronson & McGlone, 2009, p. 154). Considerable research demonstrates that stereotype threat can impact recipient behaviour and can be destructive in relationships and in one’s personal view of him- or herself. Despite the prevalence and potential detrimental effects of stereotype threat, there are ways to decrease stereotype threat, including, but not limited to, reframing ability, use of role models, and self-affirmation. For this Application Assignment, analyze stereotype threat and the conditions necessary for this type of threat to occur. Consider ways you might remediate a stereotype threat. Reference: Aronson, J., & McGlone, M. S. (2009). Stereotype and social identity threat. In T. D. Nelson (Ed.), Handbook of prejudice, stereotyping, and discrimination (pp. 153–178). New York, NY: Psychology Press. The assignment (5–7 pages) Define the stereotype threat. The target of stereotype threat and the source of stereotype threat interact and are believed to result in six possible forms of stereotype threat.  Explain at least four possible forms of stereotype threat being sure to include a thorough example for each. Explain how the experience of stereotype threat can depend on self-perception versus group identity.  Be sure to include discussion of how that experience might differ if an individual belongs to more than one group at risk for stereotype threat.  Use examples to illustrate your point. Explain two consequences of a stereotype threat and elaborate on why these consequences can occur.    Explain three ways to possibly remediate stereotype threat. For all of the above, be specific and provide examples to illustrate your points.  Also, be sure to use the current literature to support your response. Remember to provide an APA formatted reference list for all resources used in this assignment. While you are encouraged to use supplemental resources in addition to any course resources listed for this week, be sure to use the weekly learning resources before finding supplemental ones. By Day 7 Submit your assignment by Day 7. Submission and Grading Information To submit your completed Assignment for review and grading, do the following: Please save your Assignment using the naming convention “WK7Assgn+last name+first initial.(extension)” as the name. Click the Week 7 Assignment Rubric to review the Grading Criteria for the Assignment. Click the Week 7 Assignment link. You will also be able to “View Rubric” for grading criteria from this area. Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK7Assgn+last name+first initial.(extension)” and click Open. If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database. Click on the Submit button to complete your submission.

Just rewrite this part  IPA was employed to analyse the transcripts (Smith, 2003; Willig, 2001). Each transcript was read several times to encourage familiarity. Thoughts, reflections, and preliminary codes were noted in the left margin of the first transcript. The transcript was read through again and preliminary themes were recorded in the right margin. These themes represented the beginning of the conceptualisation process, and this process was iterative in that it involved an interaction between the text and the reader. Next, the preliminary themes were clustered into groups of themes according to common features in terms of meaning. These themes were validated by checking with the transcript. The themes were next illustrated with supporting quotes from the transcript to ensure they were adequately represented and grounded in the data. Any theme that was not sufficiently grounded was removed. This was repeated for each transcript. The themes for each transcript were compared and combined into master themes to provide a composite portrayal of experience. The master themes were checked and re-checked against the interview transcripts to ensure they adequately represented the undergraduates’ experience. Commonalities amongst the preliminary themes were represented as sub-themes, which were judged to reflect lower-order aspects of the master themes.  Explain the phenomenological, hermeneutic and idiographic aspects of Ipa, add something Interpretative Phenomenological Analysis. Interpretive Phenomenological Analysis (IPA) was selected as the research approach for this investigation. Phenomenological in nature due to its “[concern] with exploring experience in its own terms”, IPA allows qualitative researchers to investigate how others make meaning of significant life experiences (Smith et al., 2009, p. 1). Smith et al. (2009) describe Interpretative Phenomenological Analysis as idiographic, due to its “commit[ment] to the detailed examination of the particular case” (p. 3). In addition, IPA employs a double hermeneutic, meaning “the participants are trying to make sense of their world; the researcher is trying to make sense of the participants trying to make sense of their world” (Smith et al., 2009, p. 53).

The paper will begin with a one-to-two paragraph introduction that outlines the idea of reparations for readers. To be clear, this is not an argumentative paper. At no point will the student writer indicate their view on the issue. It is summative and analytical. The introduction should define reparations in function manner, in such a way that a reader might understand how the concept could potentially function in any culture whose citizens argue about justice and its relationship to history. It’s really important that you avoid static definitions. Please do not use a dictionary to define reparations. Define it as you understand it, having read/viewed the materials provided in this class (but not necessarily by getting too steeped in the specific examples from those materials at this point). After you define reparations for your reader, make a brief statement about why it might be important to have a conversation about reparations—what drives thinkers like those we’re examining to discuss the issue. Again, this is not an invitation to discuss what YOU think about reparations; I insist that you keep a neutral tone and inform your reader why OTHERS find this conversation important (without getting into their specific arguments). This should take no more than 2/3 of a page.   The Body In the body of the paper, students will provide a precise summary and analyses of the following works: Coates’ “The Case for Reparations” https://www.theatlantic.com/magazine/archive/2014/06/the-case-for-reparations/361631/?utm_source=share&utm_campaign=share McWhorter’s “The Case against Reparations” & attached as pdf Carracedo and Bahar’ The Silence of Others (I’m identifying these two directors of the film as the third and fourth “thinkers” I mentioned up near the top of this document. please watch on Netflix  Here’s how the summary and analysis for each thinker’s position should work: Begin with a paragraph (or two, if that suits you) which takes the six-point summary strategy and moves it forward into sentence-level writing. Make sure that you include the first five objective points in the summary and include any context you have for those five points (any information or theories as to how each of those elements might affect a reader/viewers experience with the piece). Make sure that when you shift to the sixth point (the identification of the author/director’s main point) that you 1) articulate the main point in a complex manner—in a manner that expresses multiple levels; and 2) that you cite two examples from the text/film to back up your identification of the main point (something to make your readers say to themselves, “okay, based on these two examples, it seems likely that that was the point of this article/film.” After that initial summary of the author/director’s text/film, move on to several paragraphs that provide analysis of the approach the author/director took in order to support that main point. The first thing you do in each of these analytical paragraphs is to identify an approach (let’s say, just as an example, narration). After you name an approach the creator took, move on to provide an example of that approach. After you provide an example of the approach, discuss how that example was meant to support some aspect of the main point. Next, provide a second example of that same approach named in the paragraph’s topic sentence. Connect that example to some aspect of the main point. Important: at least once during each analytical paragraph, I want you to write an “in order to reach [name an audience or reader type] before a piece of evidence you cite. I want, as you analyze, to constantly think about how a writer chooses evidence to develop a point but also because they think that an approach will work on a specific type of person they hope to reach with that particular point. This is how you construct an analytical paragraph, following the summary paragraph. Provide a few analytical paragraphs for the first thinker. Then start the process over again for the second thinker. Then the third. Each of these summary-analysis paragraph sets should be at least 1 ½ pages long, for a total of at least 4 ½ pages. So far, with the introduction and body, you will have just a little over 5 pages. The Conclusion In conclusion, student writers will cite one conversation about reparations that have not been covered by the materials I’ve provided. Find a source that identifies a reparations conversation that is, or has been, going on outside the scope of what we’re reading/viewing in this class. Again, I do not want you to use this as a chance to weigh in on the reparations conversation. I simply want you to explore and identify, briefly, how and where the conversation continues. You can use a six-point summary paragraph (or stretch it over two paragraphs) to identify this conversation. This should take ½ to 2/3 of a page). You do not have to use the school’s research database to find this outside article. I rely on you to use discretion in finding a good source here

Analyze the strategy, tactics, and tools available to agencies within the U.S. to perform counterterrorism operation, as well as the strategy, tactics, and tools that are available to U.S. agencies and the military to perform counterterrorism operations outside of the U.S. Note key differences between counterterrorism strategy, tactics, and tools in and outside the U.S. Based on your analysis explain why it is or is not necessary for the U.S. to maintain a presence abroad to perform counterterrorism operations.The Counter-Terrorism and American Presence Overseas Paper Must be a minimum of three to five double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.). Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must include an introductory paragraph with a succinct thesis statement. The thesis must be in both the introduction and the conclusion. Must use at least two scholarly or official government sources in addition to the course text. Cite your sources in text and on the reference page using APA 6th edition style guide. For information regarding APA samples and tutorials, visit the Ashford Writing Center. Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

 Determine the specific training needs required for trauma counselors. Describe how counselors know if they are acting outside their area of competence. What steps should they take to resolve this issue? 

Please write a two-page reflection paper regarding the following:  Psychological theories Write how Psychological theories resonated with you, and why?  Why do you think that a particular theory or model would be beneficial in working with individuals with alcohol and substance abuse problems?

 As described in the chapter stress can be both good and bad. However, when we think of stress we tend to focus on the bad side. The author provides descriptions of both good (i.e., challenge) and bad (i.e., hindrance) for both the workplace and outside the workplace for a total of four categories of stressors. For this discussion, identify one stressor from each of the four categories. Using a current or former workplace (or other) gives an example of when you have experienced these stressors. What was the outcome? What type of strain did you experience? Which coping mechanism types did you use? 

 As described in the chapter stress can be both good and bad. However, when we think of stress we tend to focus on the bad side. The author provides descriptions of both good (i.e., challenge) and bad (i.e., hindrance) for both the workplace and outside the workplace for a total of four categories of stressors. For this discussion, identify one stressor from each of the four categories. Using a current or former workplace (or other) gives an example of when you have experienced these stressors. What was the outcome? What type of strain did you experience? Which coping mechanism types did you use? 

The 4 definitions that qualify one to have a Psychopathology; The 3 terms for Freudian  Personalities; Name and explain the meaning of your choice of 2 EGO DEFENSES; The meaning of SELF-EFFICACY;