Which emotions might decrease motivation in one of the above employee scenarios? 

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Emotion & Motivation Case Analysis Assignment

 

Due: Week Seven
Points: 100Case Analysis
Joe, Stacie, and Shannon are all employees within the same organization.  Consider each employee’s characteristics below. Then address the questions following the employee descriptions.

Employee 1: Joe enjoys coming to work each day. He finds pleasure in the outcome of his work.  He believes his work helps others.  He seeks out new ways to make his work more effective, and often initiates new work projects.  He likes to stay busy throughout the day. He sometimes has a hard time if there is not enough work to do.  He has no desire to leave the organization and would like to continue to be promoted within the company as he gains experience.

Employee 2: Stacie finds, that although she used to like her current position within the company, she now finds it less rewarding. She has been in the same position for a few years, and in the past, enjoyed working on the team she was assigned. Recently, she had the opportunity to work on a special project, but this work was temporary. She found the brainstorming, planning, and development related to the project invigorating and engaging. Once the project was completed, she returned to her prior position. She no longer finds her current position as satisfying as she used to prior to working on the special project. She is considering changing positions within the company, if possible, or seeking out a job in another organization.

Employee 3: Shannon comes to work every day on time. She does her job as assigned, works very hard, takes on challenging tasks to improve performance, and ensures that this is noticed by others. She is very clear about the expectations for her position as well as the criteria for evaluation.  During annual evaluations, she hopes her evaluation scores are high enough for her to be eligible for a merit raise. One of her primary goals for this year is to be nominated for the employee of the year award at the company’s annual dinner, which comes with both a preferred parking space and a cash bonus.

a)  Select two of the employees above.  For each employee, select one of the theories/models below, and explain why that model/theory applies to the selected employee.  (Use a different model for each employee)
– Achievement Motive (3 aspects of achievement-oriented behavior)
– Arousal Theory
– Drive Reduction Theory
– Intrinsic and Extrinsic Motivation
– Maslow’s Hierarchy of Needs
b) Consider how emotions might influence the motivation of the employees you selected.  Which emotions might decrease motivation in one of the above employee scenarios?  Which emotions might increase motivation in one of the above employee scenarios? Explain.
c) How could an individual or organization use knowledge about the motivation theories and models above to increase motivation within the workplace?

Responses to peers. Note that this is measured by both the quantity and quality of your posts. Does your post contribute to continuing the discussion?

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Balkin, R. S., & Kleist, D. M. (2017) and/or American Psychological Association (2014). You need to have scholarly support for any claim of fact or recommendation regarding treatment. I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with separate references for each response. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals. I need this completed by 09/05/19 at 6pm.

Expectation:

Responses to peers. Note that this is measured by both the quantity and quality of your posts. Does your post contribute to continuing the discussion? Are your ideas supported with citations from the learning resources and other scholarly sources? Note that citations are expected for both your main post and your response posts. Note also, that, although it is often helpful and important to provide one or two sentence responses thanking somebody or supporting them or commiserating with them, those types of responses do not always further the discussion as much as they check in with the author. Such responses are appropriate and encouraged; however, they should be considered supplemental to more substantive responses, not sufficient by themselves.

Read your colleagues’ postings. Respond to your colleagues’ postings by explaining whether you agree with your peer’s choices to use the intervention they reviewed based on your understanding of the research.

1. Classmate (M. Chr)

Presenting Problem

For this discussion and the final project, there was a selection of different case studies that could be chosen from. I personally chose the case study of Chloe which hit home to me because I teach first grade currently and she is in that age group.  Chloe is a young girl who is eight years old. She is currently in the system because of an sexual abuse situation that happened to her starting at five years old at the hands of her birth mother because her birth mother exploited her for drugs (Walden University, n.d.). She is very skeptical of adults and gets such bad separation anxiety that she will bite her nails until they bleed (Walden University, n.d.). She also isolates herself and the anxiety espisodes usually last half an hour then she is recentered (Walden University, n.d.). Thus, because of the isolation and anxiety, her schooling has suffered a decline (Walden University, n.d.).  She was referred to me by her foster mother.

I would certainly say that there is a presenting issue that Chloe is facing. The main issue I see her facing is what I mentioned in the first paragraph which is the social isolation due to being sexually traumatized. The sexual trauma that she has experienced can directly tell us why she is isolating herself, and considering that it was done by adults after her mom left her with them, it is also no wonder to me why I see her also facing anxiety towards adults for a certain amount of time. The thirty minutes could also be indicative as to how long the abuse lasted each time. Thus, with me understanding what the presenting issue is, I now need to come up with a proper intervention to help.

As I just mentioned, I now need to choose an intervention best suited for Chloe. The intervention I have chosen for Chloe is Cognitive Behavioral Therapy (CBT) mixed with play/art therapy. However, I think there are statistics that I need to keep in mind which is that eighteen percent of females will have experienced sexual abuse (Allen and Hoskowitz, 2016). Thus, with the experience of sexual trauma, there are certain side effects that will usually appear such as dissociation, post-traumatic stress syndrome, and anxious behaviors (Allen and Hoskowitz, 2016). This is important information because these are the exact signs that Chloe is exhibiting. The way this intervention would work is that I would start off very unstructured. Meaning I would allow her to guide the session, and she would select what is played with or drawn (Allen and Hoskowitz, 2016). Then it would move to me having her do select activities an example being a sand tray (Allen and Hoskowitz, 2016). Then the CBT portion would be sprinkled in which is where I focus on her cognitive thinking about the situations she presenting though play to where I help reshape her thinking to help her cope with what has happened to her (Allen and Hoskowitz, 2016).

Empirical Evidence

When searching for the right research article for the intervention I chose, I knew that there were certain aspects that I needed to make sure that I had included in my search in order to come up with the best possible article for my needs. The first search that I typed in, which was interventions for students who have experienced sexual abuse, yielded no results. Thus, this told me that I needed to utilize different words in my search bar. I then tried a different approach by changing the word students to children and that yielded the results I needed. Thus, it matched what I put into the search bar to where I was able to find the right article for my needs which was titled Structured Trauma-Focused CBT and Unstructured Play/Experiential Techniques in the Treatment of Sexually Abused Children: A Field Study With Practicing Clinicians. It was also what I expected to find because I knew from my crisis and trauma class last term what to look for or what was common to find when it comes to this particular type of trauma. As far as the actual content of the article, it was what I expected to find based on the title. It was a study that was conducted using CBT and play therapy to help children who have experienced sexual trauma with an introduction that discussed the process of structured and unstructured intervention and statistics (Allen and Hoskowitz, 2016).

However, with this study, I also  needed to make sure that I analyze the results. In the study, they utilized different models. The first two models did not integrate the interaction piece. Thus, there was not as much of an improvement or success between the two models, although the second one saw a slight improvement over the first one. The third model was the most improved to help with anxiety due to the fact of adding that interacting pieces. The third model pieces included both CBT and play therapy, pretreatment anxiety, number sessions completed (this was higher than both models  one and two), CBT usage , and play therapy usage. Also with the third model, there was more of a usage with play therapy than CBT. Thus, this tells me that utilizing both as I intended would be the most successful with keeping in mind that I need to make sure that I am following more along the lines of the third model if I want her to be the most successful. The best part about these models is that they all go with the presenting problem of anxiety which is exactly what I want to help Chloe with.

Case Conceptualization

Thus, I would say that this particular article did not change my perception of the intervention. I have known that play therapy gives me an indication of where the child’s anxiety might be, and where her their thoughts might be especially in this case with Chloe being anxious around adults  and being left places at first (Walden University, n.d.).However, I will say that I would be very strategic as to the implementation based on the information given as the article stated that there is not much empirical evidence for the play therapy portion. However, as I mentioned the results indicated that utilization of both CBT and play therapy together achieves the greatest results. This means that I would possibly think before I gave this intervention, but I think ultimately I would give this intervention to Chloe based on the contents of the article.

Resources:

Allen, B., and Hoskowitz, N. (2016). Structured Trauma-Focused CBT and Unstructured Play/Experiential Techniques in the Treatment of Sexually Abused Children: A Field Study With Practicing Clinicians. Retrieved from https://journals-sagepub-com.ezp.waldenulibrary.org/doi/full/10.1177/1077559516681866?.

Walden University. (n.d.). Final Project Case Studies. Retrieved from https://class.content.laureate.net/d47ae92955aafd40eb7fcbd70a23abaa.html#section_container1.

1077559516681866.pdf

2. Classmate (L. Lan)

Presenting Problem:

I chose to focus on Case Study Two (Jim) as my goal is to work with adolescents as a school counselor (Walden University, n.d.).  I’ve worked with students who have experienced loss in the past and it is not always obvious that bereavement is at the source of their presenting problems. In the case of Jim, his social isolation, altered peer relationships, decreased engagement in academics,  substance use and his poor relationship with his parents began after the sudden loss of his sister (Walden University, n.d.).  In exploring interventions that would support Jim, I focused on grief interventions.  I came across several different approaches to treating adolescents who have experienced unexpected loss in their families. I was interested in a particular treatment called “Parent Guidance Intervention” (Horsley & Patterson, 2006) because it integrates the entire family in the healing process and encourages communication amongst family members as a way to support the grieving child. In reading this article, I learned that “the ability to cope with sibling loss is further compounded if the death occurs during adolescence” (Horsley & Patterson, 2006), therefore an effective intervention is even more important for teenagers and young adults. According to the article, “A sudden death leaves the survivor feeling out of control, and with the possibility of great anger which may need to be released. This anger is often expressed through high-risk behaviors such as drug use and sexual activity in order to block out thoughts and feelings associated with the sibling death” which aligns with some of Jim’s behavior of substance abuse (Horsley & Patterson, 2006).

Empirical Evidence

This article discussed the importance of open communication among family members following the unexpected loss of a sibling/child. According to Horsley & Patterson (2006) this sort of communication helps to honor the deceased child and also helps the surviving children to continue on with normal adolescent development. The Parent Guidance Intervention Method “is designed to provide parents with bereavement support and education around their surviving child’s psychological and developmental needs, help adolescents maintain a connection with their parents following a sibling death, and allow for the adolescent to grieve and resolve the loss” (Horsley & Patterson, 2006). The subjects of this study consisted of 5 adolescent participants and their parents. Each adolescent had lost a sibling unexpectedly in the past 12-24 months and each reported that they had received messages to “ignore or postpone their grief” in an effort to remain strong for their parents (Horsley & Patterson, 2006). Treatment consisted of the researcher meeting “once a week for three sessions with the subjects and/or their parents. Sessions lasted 90 minutes” and lasted 21 weeks (Horsley & Patterson, 2006). All adolescent subjects reported an increase in communication surrounding their deceased sibling during the intervention and post intervention phase. According to the results, all five subjects also demonstrated an improvement in targeted communication behaviors such as sharing their thoughts and feelings about the deceased sibling at an increased rate.

Case Conceptualization

I was unfamiliar with this intervention prior to reading this article. The findings of this study were interesting in that it seems that this intervention improved communication between parents and children who’d lost a child/ sibling. What this study did not discuss is the impact of this communication on the surviving child’s behavior (beyond increased communication). For example, how does the Parent Guidance Intervention impact an adolescent’s ability to maintain positive peer relationships or how does this intervention affect academic engagement, which are presenting problems that Jim is facing.

Before jumping into this intervention, I would need to know more about its impact beyond improved familial communication. I would also like to see a study conducted with a larger group of subjects, as five subjects is a rather small pool from which to draw conclusions. This would also be a difficult intervention to employ as a school counselor – it seems more conducive to the work of a family therapist, given the work with parents as well as students.

References

HORSLEY H; PATTERSON T. The effects of a parent guidance intervention on communication among adolescents who have experienced the sudden death of a sibling. American Journal of Family Therapy, [s. l.], v. 34, n. 2, p. 119–137, 2006.

Walden University. (n.d.). Final Project Case Studies. Retrieved from https://class.content.laureate.net/d47ae92955aafd40eb7fcbd70a23abaa.html#section_container1.

https://content.ebscohost.com/ContentServer.asp?T=P&P=AN&K=106114481&S=R&D=rzh&EbscoContent=dGJyMNXb4kSeprI40dvuOLCmr1Gep7dSrq%2B4TLGWxWXS&ContentCustomer=dGJyMPGss0q1qK5IuePfgeyx43zx

3. Classmate (K. Scu)

Presenting Problem

The case study I have selected is case study 2, which is about Jim, a 14-year-old Caucasian male.  Since the death of his sister he has been having a difficult time coping.  In this case study I have noted he is going through a traumatic experience, which is causing him to turn to, substance abuse and experiencing social and behavioral changes that are negative with friends and at school.  The case study also states there is family history of alcoholism and no family connection/cohesiveness during the grieving process.  The mental health issue he is experiencing is traumatic grief and posttraumatic stress disorder.  After reviewing this case, I believe early psychoeducation and trauma-focused cognitive-behavioral therapy will help Jim.

Intervention

If Jim came to my office, I would support him immediately and help him understand what he is experiencing.  I would explain the steps of grief, to help him normalize what he is feeling, which may help him remove the negative behaviors that have taken place.  It is important to make sure he receives continued support by using psychoeducation and trauma-focused cognitive-behavioral therapy (TF-CBT) to help him express his emotions.  I will also keep the parents in mind, in which trauma-focused cognitive-behavioral therapy can be used to help the family come together to support each other during this time as well.

Empirical Evidence

Jim’s parents have not been supportive during this time and believe he is just going through a phase.  Regal (2014) states many people will experience trauma when an incident is a shock, and the loss and grief is combined with lack of support and help.  According to this article, Jim should have received support after the death of his sister to help him understand his emotions and how to react to what he is experiencing.  When people do not receive early support, Dyregory and Regal (2012) states traumatic events “lead to high psychic distress, posttraumatic stress disorder, or complicate grief reactions for significant number of those affected” (p. 271).

When comparing my intervention to the article, it was not too much different from what I expected, but it did change my perception.  After reading the article I learned that early intervention, such as encouraging the person to engage in early emotional expression needs to come natural and one should not encourage them to detail verbal expression of emotions (before 6 hours after event) (Dyregory & Regel, 2012).  But I did learn that trauma-focused cognitive-behavioral therapy was a positive approach for traumatic experiences, which will help Jim.  Ramirez de Arellano et at. (2014) states that TF-CBT can be used to help clients develop coping skills, relaxation skills, affective modulation skills, and cognitive coping skills. As soon as I read the first two sentences of case, I immediately thought he should have received a first-aid approach after the car accident.  I also learned I must respect the fact that Jim may not want to talk about the incident, but rather just help him find ways to cope (Dyregory & Regel, 2012).

Case Conceptualization

Based on this article, I will still use early intervention, combined with psychoeducation and TF-CBT. I will remember that I should respect the fact that my client may not want to talk about the car accident involving his sister.  According to the article, Dyregory and Regel (2012) states a practitioner can advocate early interventions following traumatic events, but we must caution and use good judgement on the use of specific interventions, when the client has experienced a shocking traumatic event.  I must also remember that not all people will respond to interventions of my choice and that psychosocial support is supported by 30 years of research, which is a major protective factor after a traumatic event (Dyregory & Regel, 2012).

Dyregrov, A., & Regel, S. (2012). Early Interventions Following Exposure to Traumatic Events: Implications for Practice From Recent Research. Journal of Loss & Trauma, 17(3), 271–291. https://doi-org.ezp.waldenulibrary.org/10.1080/15325024.2011.616832

Ramirez de Arellano, M. A., Lyman, D. R., Jobe-Shields, L., George, P., Dougherty, R. H., Daniels, A. S., Delphin-Rittmon, M. E. (2014). Trauma-focused cognitive-behavioral therapy for children and adolescents: assessing the evidence. Psychiatric services (Washington, D.C.), 65(5), 591–602. doi:10.1176/appi.ps.201300255

Regal, S. (2014). Early interventions following traumatic bereavement. Sudden Best Practice Guidance. Retrieved from https://www.suddendeath.org/assets/docs/guidance_reports/sudden-guidance-14-early-intervention.pdf

File  Trauma-Focused.pdf (246.973 KB)

Required Resources

Balkin, R. S., & Kleist, D. M. (2017). Counseling research: A practitioner-scholar approach. Alexandria, VA: American Counseling Association.

  • Chapter 2, “The Research Process”

Heath, P. J., Brenner, R. E., Vogel, D. L., Lannin, D. G., & Strass, H. A. (2017). Masculinity and barriers to seeking counseling: The buffering role of self-compassion. Journal of Counseling Psychology, 64(1), 94–103. http://dx.doi.org/10.1037/cou0000185

Note: You will access this article from the Walden Library databases.

Document: Final Project Case Studies

Document: Final Project Worksheet

Week 10 Assignment Rubric

Required Media

Laureate Education (Producer). (2017k). Purpose of research [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 15 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Credit: Provided courtesy of the Laureate International Network of Universities.

Walden University, Course Guides. (n.d.). COUN 6626/6328S Research methodology and program evaluation: Library media. Retrieved October 25, 2018, from https://academicguides.waldenu.edu/coun6626/assignmentresources/week2discussion
Please review the resources listed to guide you as you search for articles related to your intervention.

· Finding Databases

· Finding and Selecting Appropriate Journals

· Finding and Selecting Appropriate Articles

· Database Features

· Parts of a Research Article

Optional Resources

Rosenthal, H. (2017). Encyclopedia of counseling (4th ed.). New York, NY: Routledge.

 Which of the following will increase the response rates to mailed surveys? (Points : 1)

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Question

Question 1. 1. The Vocational Rehabilitation Act of 1973: (Points : 1)

is no longer in use

is another name for the ADA

covers the federal government

was declared illegal by the Supreme Court

Question 2. 2. Which of the following is NOT part of the GRE? (Points : 1)

analytic

scientific

quantitative

verbal

Question 3. 3. A test asking questions about sexual orientation or belief in God might be illegal due to: (Points : 1)

invasion of privacy

adverse impact
tort law

low reliability

 

Question 4. 4. A supervisor offering a promotion in exchange for sex would fall under the ____ form of sexual harassment. (Points : 1)

[removed] BFOQ
[removed] quid pro quo
[removed] sine quo non
[removed] hostile environment
Question 5. 5. Which of the following will increase the response rates to mailed surveys? (Points : 1)

[removed] Include a monetary incentive
[removed] Keep the survey under 4 pages
[removed] Have a university sponsor the survey
[removed] All will increase response rates
Question 6. 6. To ensure that subjects are participating in a study of their own free will, researchers must obtain: (Points : 1)

[removed] permission from the APA
[removed] a writ of mandamus from the participant
[removed] informed consent from the participant
[removed] a valid control group
Question 7. 7. If you used an email survey, your results would be representative of the population in terms of: (Points : 1)

[removed] sex
[removed] race
[removed] both sex and race
[removed] neither sex nor race
Question 8. 8. Which of the following would be considered sexual harassment? ____ asking a(n) ____ coworker for a date. (Points : 1)

[removed] Once / interested
[removed] Repeatedly / interested
[removed] Once / disinterested
[removed] Repeatedly / disinterested
Question 9. 9. If ____ White applicants and ____ Black applicants were hired, adverse impact would occur? (Points : 1)

[removed] 35 of 50 / 12 of 20
[removed] 15 of 50 / 2 of 25
[removed] 12 of 24 / 11 of 25
[removed] 12 of 20 / 35 of 50
Question 10. 10. The ____ Amendment is most concerned with privacy issues. (Points : 1)

[removed] 4th
[removed] 5th
[removed] 14th
[removed] 2nd
Question 11. 11. For adverse impact to occur, the minority selection ratio must be less than ____ percent of the majority selection ratio. (Points : 1)

[removed] 50
[removed] 30
[removed] 80
[removed] 75
Question 12. 12. The courts have clearly ruled that a customer’s satisfaction and/or preference ____ used to determine if a job requirement is a BFOQ. (Points : 1)

[removed] should be
[removed] must be
[removed] cannot be
[removed] the courts haven’t ruled on this issue
Question 13. 13. In which of the following ADR methods does a neutral third-party make a decision that both sides must abide by? (Points : 1)

[removed] Binding arbitration
[removed] Nonbinding arbitration
[removed] Mediation
[removed] Negotiation
Question 14. 14. Which of the following survey methods has the lowest response rate? (Points : 1)

[removed] Interview
[removed] Email
[removed] Mail
[removed] The three have equal response rates
Question 15. 15. I/O psychologists who are involved in ____ study and practice in such areas as employee selection, job analysis, and job evaluation. (Points : 1)

[removed] personnel psychology
[removed] organizational psychology
[removed] training and development
[removed] human factors
Question 16. 16. Organizations have affirmative action plans for one of four reasons. Which of the following is NOT one of the four reasons? (Points : 1)

[removed] Labor union agreement
[removed] Desire to be a good citizen
[removed] Court order
[removed] Consent decree
Question 17. 17. Which of the affirmative action strategies would involve an employer changing the company policy or the way an organization is decorated? (Points : 1)

[removed] Identification of discriminatory practices
[removed] Preferential hiring and promotion of minorities
[removed] Recruitment of minority applicants
[removed] Recruiting through employee referrals
Question 18. 18. If I went through my employee files to determine what type of person makes the best employee, I would probably be conducting: (Points : 1)

[removed] archival research
[removed] a meta-analysis
[removed] a field study
[removed] an experiment

 

Question 19. 19. In order for a case of discrimination to be heard by the courts, the complaint must be filed within ____ days of the discriminatory act. (Points : 1)

[removed] 120
[removed] 140
[removed] 160
[removed] 180
Question 20. 20. In the past few years, about ____ discrimination complaints were filed with the Equal Employment Opportunity Commission. (Points : 1)

[removed] 75,000
[removed] 180,000
[removed] 950
[removed] 10,000
Question 21. 21. AT&G does not have any female employees. Ann Smith applied for a job as a machine operator. Though she did not obtain the minimum score of 40 on the machine operator test, AT&G plans to hire her as part of their new affirmative action plan. There are 10 men who passed the test who did not get hired. Is this legal? (Points : 1)

[removed] No, an applicant must be qualified to be given preference based on gender or race
[removed] No, preference is never allowed
[removed] Yes, because AT&G has no women employees, they can do this
[removed] Yes, because they are only changing their rules for one person, this would be a reasonable plan
Question 22. 22. There are several affirmative action strategies an employer could use. If an employer advertised in magazines and newspapers with a minority readership, it would be using which of the following strategies? (Points : 1)

[removed] Identification of discriminatory practices
[removed] Preferential hiring and promotion of minorities
[removed] Recruitment of minority applicants
[removed] Recruiting through employee referrals
Question 23. 23. “English only” requirements at work are: (Points : 1)

[removed] always illegal
[removed] always legal
[removed] are legal if they are job related
[removed] legal if most of employees only speak English
Question 24. 24. Based on the Civil Rights Acts of 1866, 1964, and 1991 as well as the 14th Amendment, it is illegal to discriminate against a person based on race. According to Congress, all of the following are protected races except: (Points : 1)

[removed] African Americans
[removed] Asian Americans
[removed] Native American Indians
[removed] all three of these are protected races
Question 25. 25. Unlike the Fourteenth Amendment, for an employment practice to be potentially illegal under the Civil Rights Act, the discrimination does not have to: (Points : 1)

[removed] be continuous
[removed] be intentional
[removed] effect large groups
[removed] show past discrimination
Question 26. 26. Nagy Industries is considering reserving the best parking spots for employees who are 7 months pregnant. Is this legal? (Points : 1)

[removed] No, giving preference would violate the Pregnancy Discrimination Act
[removed] No, pregnancy can not be treated better than other short term disabilities
[removed] Yes, pregnancy can be treated better than other short term disabilities
[removed] Yes, the Pregnancy Discrimination Act requires companies to provide accommodations
Question 27. 27. The EEOC usually handles alleged violations of: (Points : 1)

[removed] state laws
[removed] federal laws
[removed] county laws
[removed] none of these
Question 28. 28. Asking a coworker out on a date is sexual harassment if: (Points : 1)

[removed] he/she is not interested
[removed] the request is made several times
[removed] both options must occur
[removed] either of the two options occurs
Question 29. 29. Which of the following is not an important factor in filing a complaint of age discrimination? (Points : 1)

[removed] you are at least 40
[removed] a younger person was hired to replace you
[removed] you were a good employee
[removed] all three are important factors
Question 30. 30. Hypotheses are based on: (Points : 1)

[removed] previous research
[removed] logic
[removed] theories
[removed] all three of these

 

Describe 4 techniques covered in the textbook which the speaker could use to keep your attention. Use bold font to label the names of the techniques.

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Essay 1 Questions

Compose an essay in APA format using a title page, in-text citations, and a reference page.  Answers to each of the 4 questions must be a minimum of 500 words. Answer the questions using the concepts from the lessons and reading assignments. You may use any scholarly books or materials, but you must do the work alone. For this assignment, you may use first person. There is no need to retype the questions in your essay, but you should continually refer back to each to ensure that you stay on topic. Please include at least one citation per each of the 4 essay questions. Do not use any direct quotes. Websites are not appropriate academic references and should not be used in academic writing.

For Essay 1, please write your response in essay format followed by a chart labeling the key elements. Review the Essay1 Grading Rubric below the questions to see how your essay will be graded.

1. In this question you will make up an experiment using classical conditioning. Please create an example using the following scenario.

1. Explain how you would evoke a startle response (reflex) using classical conditioning in an unsuspecting friend using an abnormal signal (produces the reflex). Describe your friend’s reflex response and a signal that will produce that reflex response; then choose another signal for the reflex and predict the outcome of using that signal. Clearly label the Unconditioned Stimulus (UCS), Unconditioned Response (UCR), Conditioned Stimulus (CS), and Conditioned Response (CR). Include a description of the setting and process for this hypothetical situation. Please write in essay format followed by a chart labeling the key elements.

Below is an abbreviated example.

For example, every time your roommate opens the refrigerator door you make an alarm goes off on your phone and the roommate jumps. After this happens several times, the roommate will jump when they open the refrigerator door even without the alarm going off.

 

Signal (NS)

Opening the refrigerator

 

UCS

Sound of an alarm

 

UCR

Jumps

 

CS

Opening the refrigerator

 

CR

Jumps

2. Describe how you would use operant conditioning, with a program of shaping, to get a messy roommate to make his/her bed neatly. Include and label in bold font the antecedent stimulus, response, and reinforcement of the changing program standards, and a method of self-regulation for the roommate. Please write in essay format followed by a chart labeling the key elements.

3. In a hypothetical psychology internship, you have encountered a child with destructive tendencies. She bites herself, her dog, and your bag of supplies. Being afraid for her safety and your own well-being, you institute a plan to change her behavior. Suggest a punishment, with her possible reactions to that punishment. Then, try substituting an alternative behavior by reinforcing an incompatible response. Label in bold font the antecedent stimulus for the biting response, Punishment I or II, escape or avoidance, and the reinforcement for the new named response. What do you consider to be the best theory or method for improving this child’s behavior? Please write in essay format followed by a chart labeling the key elements.

4. Give an example of a situation where you can model more effective behavior for someone whom you could positively influence. Describe in detail: yourself (the model), the observer, the behavior, and the reinforcement using at least 5 principles of Social Learning Theory. Please write in essay format followed by a chart labeling the key elements.

Essay 2 Questions

Compose an essay in APA format using a title page, in-text citations, and a reference page.  Answers to each of the 4 questions must be a minimum of 500 words with key terms in bold font. Answer the questions using the concepts from the lessons and reading assignments. You may use any scholarly books or materials, but you must do the work alone. For this assignment you may use first person.  There is no need to retype the questions in your essay, but you should continually refer back to each to ensure that you stay on topic. Please include at least one citation per each of the 4 essay questions. Do not use any direct quotes. Websites are not appropriate academic references and should not be used in academic writing.

Review the Essay 2 Grading Rubric below to see how your essay will be graded.

1. Think of a class outside of your major. Using the Gestalt principle, “The whole is greater than the sum of the parts,” describe your preconceived perception of the class, 3 details that you now know are different from that initial perception, and your continuing perception in spite of the details.

2. In church and in other settings, announcements are made that affect you. Describe 4 techniques covered in the textbook which the speaker could use to keep your attention. Use bold font to label the names of the techniques.

3. You have gone through stages of Piaget’s cognitive development, in your professional beliefs and in your theological beliefs. Name and trace the development of any 1 of your beliefs through all 4 stages. Give at least 1 specific characteristic for each stage and use terms from Piaget’s theory. Though you may not remember your cognitive development at every stage, trace what must have happened to you in each stage to allow your current functioning. In relation to this belief, what is the best stage for you to be in now, and why? Use bold font to label the name of the each stage.

4. Think of classes in your major. Explain 3 concepts from Vygotsky’s theory and provide examples of how they could help to boost your zone of proximal development (ZPD) for learning in those classes. Use bold font to label the name of each concept.