Summarize what you read and explain what parts of the SQ3R process helped you.

Write: Upon reflection, use “The Audacity of Voice. Lena Dunham’s new memoir speaks to—and from—a generation By Roxane Gay” essay and write at least three paragraphs (200-300 words for each paragraph) where you accomplish the following:

  • Summarize what you read and explain what parts of the SQ3R process helped you.
  • Make connections between what you read about communicating/speaking out and other knowledge/experience/observations you have had about communicating/speaking out.
  • Articulate any questions/curiosities/predictions/challenges you have based on the reading and use examples from the essay to explain those.
  • Incorporate a quote and/or paraphrase where appropriate with proper APA citation.

Your initial post must be at least 600 words in length and posted by Day 3. Support your claims with examples from the required material(s) and/or other scholarly sources, and properly cite any references as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.)Links to an external site..

The Culture

Books

during the first season of her criti- cally acclaimed HBO series, Girls, Lena Dunham’s character Hannah Horvath, high on opium, tells her parents, “I don’t want to freak you out, but I think that I may be the voice of my generation—or at least a voice of a generation.” The line made waves as people conflated the fic- tional character with her creator, perhaps not wrongly. How dare a young woman make such a bold claim? All too often our culture tells young women their voices don’t matter or deserve to be heard.

In her debut essay collection, Not That Kind of Girl: A Young Woman Tells You What She’s “Learned,” Dunham demon- strates her 28-year-old voice’s admirable range. While some celebrity essay col- lections and memoirs are lackluster, even embarrassing to read, Not That Kind of Girl suffers few missteps. Dunham’s cinematic flair translates to the page with vigor and clarity—not unlike the late Nora Ephron, to whom she is often compared and to whom the book is dedicated (along with Dunham’s family and her boyfriend Jack Antonoff of the indie-rock band fun.). Instead of tossing pithy, pseudo-motivational observations at the reader, Dunham has crafted warm, intelligent writing that is both deeply personal and engaging, clustered in five topical sections: “Love & Sex,” “Body,” “Friendship,” “Work” and “Big Picture.”

Each of the 29 pieces—essays mixed with lists, like “18 Unlikely Things I’ve Said Flirtatiously”—is confident and assured, sidestepping self-deprecation and instead offering intense self- examination. Dunham’s self-awareness can almost overwhelm with truthiness, as in “Barry,” her glancing, tragicomic account of being raped by a “mustachioed campus Republican” who, among other nonconsensual acts, removes his condom without her permission or knowledge. “A sexual encounter that no one can classify properly” sounds precisely like a voice of her generation, one struggling to come to terms with rape culture.

(And yet, “I feel like there are fifty ways it’s my fault . . . But I also know that at no moment did I consent to being handled that way” sounds like a voice of every generation of women.)

Unlike Hannah Horvath, Dunham in her self-awareness does not come across as self-obsessed. When she is absurd, she acknowledges that absurdity. “13 Things I’ve Learned Are Not Okay to Say to Friends” is among the most drolly enlightened of the lists, made up of osten- sible real-life Dunham quotes like “No, please don’t apologize. If I had your moth- er I’d be a nightmare, too” and “There’s nothing about you in my book.”

She reveals her vulnerabilities in a deadpan manner, showing us how she loves and has been loved, how she has wronged and been wronged. But it’s not all laughing around the hard stuff. At the end of “Barry” comes a teary phone call with Antonoff, in which she tells him what happened with the hipster rapist; here the narrative turns deeply confidential, allowing the reader into what you realize is Dunham’s truest interior life, as fragile and authentic as yours or anyone’s.

Not That Kind of Girl is evidently what she has learned thus far, and Dunham is far from an autocratic memoirist, even warning us, “I’m an unreliable narrator. Because I add an invented detail to al- most every story I tell about my mother. Because my sister claims every memory we ‘share’ has been fabricated by me to impress a crowd.”

Dunham has received a great deal of criticism from critics, including me,

The Audacity of Voice. Lena Dunham’s new memoir speaks to—and from—a generation By Roxane Gay

over the lack of racial diversity on Girls. That assessment is well but narrowly placed. The lack of diversity is a fault of Hollywood more than of Dunham. Thankfully, this essay collection trans- lates far beyond the white, urban demo- graphic of Girls.

Some things, like our humanity, are universal. We all examine our families’ bonds and oddities. We all experience the insecurity of becoming an adult and navigating the world in an imper- fect, human body. In Dunham’s case, body image and family are inextricably linked. She believes her penchant for exhibitionism and onscreen nudity came from her mother, the artist Laurie Simmons, who took nude ur-selfies with a Nikon back in the day. We all love and hate and nurture ambitions and nurse failings. We all worry about death and cancer—“I’m not scared enough to do any 10K walks, but I’m pretty scared,” Dunham jokes in “My Top 10 Health Concerns” (which include tonsil stones and infertility). Her privilege is undeni- able in her television work and even in these pages, but by revealing so much of herself in such an intelligent manner, she allows us to see past that privilege and into her person.

And what is a voice of a generation, really? The phrase offers a seductive rhe- torical flourish that speaks, at its core, to a yearning. We are forever in search of someone who will speak not only to us but for us. In the introduction, Dunham writes, “There is nothing gutsier to me than a person announcing that their story is one that deserves to be told, es- pecially if that person is a woman.” Not That Kind of Girl is from that kind of girl: gutsy, audacious, willing to stand up and shout. And that is why Dunham is not only a voice who deserves to be heard but also one who will inspire other impor- tant voices to tell their stories too. n

Gay is the author of Bad Feminist, a new collection of essays

Nearly two years after her book proposal

fetched a $3.7 million advance, Dunham’s

debut essay collection finally hits

shelves Sept. 30

Illustration by James Gulliver Hancock for TIME

 

 

The Culture

time October 6, 2014 51

I’VE GOT A LITTLE LIST

Sprinkled among the essays in

Dunham’s book are lists that

give quick rundowns of lessons she’s

learned, ranging from things not to say to friends (which includes telling them they

don’t appear in the book) to the best bits of advice her

parents gave her

 

 

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YOU WILL TRAVEL IN A LAND OF MARVELS.

—JULES VERNE

BRILLIANTLY CRISP DISPLAY • REMARKABLY THIN DESIGN EFFORTLESS PAGE TURNING • LIGHT THAT ADJUSTS WITH YOU

INTRODUCING

G ut

te r S

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5″

 

 

This content is for personal, non-commercial use, and can only be shared with other authorized users of the EBSCO products and databases for their personal, non-commercial use.

Psychoanalytic And Adlerian Therapy With Stan

After watching the counseling sessions with Stan, compare how psychoanalytic theory and Adlerian theory were applied. What were some theory-specific techniques that the counselor used and how did those techniques support the key concepts of the theories? Identify a technique used in one of the videos that seemed particularly skillful or useful, that you would consider using in your counseling work.

Link  https://ng.cengage.com/static/nb/ui/evo/index.html?deploymentId=7550249013089235442500564&eISBN=9781285381503&id=522998818&snapshotId=1249186&

Response Guidelines

Read the posts of your peers, responding to at least one. Expand the discussion in some way by asking questions, clarifying, offering another viewpoint or sharing resources.

Learning Components

This activity will help you achieve the following learning components:

  • Apply psychotherapeutic theories to a case study.
  • Identify the key concepts of psychotherapeutic theories.
  • Develop communications appropriate for the audience.
  • Use the lexicon of the field.
  • Apply knowledge of APA style for references and citations.

Handling Ethical Issues in Data Analysis

See attached Discussion Board Instructions and Grading Rubric

Discussion Board Forum Prompts

Discussion Board Forum 1: Handling Ethical Issues in Data Analysis (Module/Week 3)

Preliminary Reading: So far you have studied ethical issues in the display of data (Nolan and Heinzen, Ch. 3), but the discipline of statistics is governed by ethical guidelines that cover other areas including data analysis, interpretation, and reporting. Read the following sources concerning ethics in working with data and statistics:

1. Ethical Guidelines for Statistical Practice. (1999). Committee on Professional Ethics, American Statistical Association. (Required sections: Part I (“Preamble”), and Part II (Ethical Guidelines, Sections A, C, E, F, and G)

2. Ethical Principles of Psychologists and Code of Conduct. (2010). American Psychological Association. (Required sections: Standard 5.01 and Standards 8.10 through 8.15)

3. Kromrey, J.D. 1993. Ethics and data analysis. Educational Researcher, 22(4), p. 24–27. (Not required, but a highly recommended and related short article. Full text available through the Jerry Falwell Library)

Scenario: Imagine you are working on a research paper with a partner. The two of you have been studying the effect of two types of therapy on combat-related PTSD symptoms, and your research hypothesis is that one treatment will be superior to the other. You have collected the data and are finished analyzing the numbers, and the results show that the treatments are not significantly different from one another in their effects. Though you are both disappointed, you yourself accept the results and are ready to start writing them up, when your research partner suggests going back and making some “small changes” to the data in order to try to make the preferred treatment look more successful. You have reviewed the ethical standards listed above and understand the expectation of integrity involved in research. After hearing your partner’s proposal, you decide to write him/her a letter in response.

Thread Prompt: Write a professional letter to your partner responding to his/her suggestion to manipulate data.

1.  Include supporting information from the 2 required sources listed in the reading (required), and any additional sources (optional). You may want to include the possible consequences of data manipulation in this particular field of study (PTSD).

2. Find and include a passage of Scripture relating to integrity, honesty, or another related concept, and explain why it applies in the context of this situation and how it affects your response (required).

3. Include current APA-style references at the bottom of the letter, in case your research partner wants to review the guidelines mentioned in your letter or find the verses you share (required).

Criteria

Levels of Achievement
Content

70%

Advanced 90-100% Proficient 70-89% Developing 1-69% Not present
Thread: Content

 

16 to 18 points

 

The initial thread meets or exceeds content requirements:

The thread is in the form of a professional letter, and all key components of the Discussion Board Forum prompt are answered in the thread.

Major points are supported by all of the following:

· Thread communicates refusal to participate in data manipulation

· Pertinent examples (conceptual and/or personal), including possible consequences of data manipulation;

· Thoughtful analysis (considering assumptions, analyzing implications);

· References both APA and ASA ethical guidelines in current APA format; and

· Integration of at least 1 Biblical scripture and its application in context.

The thread is at least 300 words.

13 to 15 points

 

The initial thread meets most of the content requirements:

The thread is in the form of a professional letter, and all key components of the Discussion Board Forum prompt are answered in the thread.

Major points are supported by all of the following:

· Thread communicates refusal to participate in data manipulation

· Pertinent examples (conceptual and/or personal), including possible consequences of data manipulation;

· Thoughtful analysis (considering assumptions, analyzing implications);

· References both APA and ASA ethical guidelines in current APA format; and

· Integration of at least 1 Biblical scripture and its application in context.

The thread is at least 300 words.

1 to 12 points

 

The initial thread meets some of the content requirements:

The thread is in the form of a professional letter, and all key components of the Discussion Board Forum prompt are answered in the thread.

Major points are supported by all of the following:

· Thread communicates refusal to participate in data manipulation

· Pertinent examples (conceptual and/or personal), including possible consequences of data manipulation;

· Thoughtful analysis (considering assumptions, analyzing implications);

· References both APA and ASA ethical guidelines in current APA format; and

· Integration of at least 1 Biblical scripture and its application in context.

The thread is at least 300 words.

0 points

Not present

Structure 30% Advanced 90-100% Proficient 70-89% Developing 1-69% Not present
Thread: Grammar and Spelling, APA formatting

(30%)

8 points

The initial thread meets or exceeds structure requirements:

Proper spelling and grammar are used.

6 to 7 points

The initial meets most of the requirements:

Proper spelling and grammar are used.

1 to 5 points

The initial thread meets some of the structure requirements:

Proper spelling and grammar are used.

0 points

Not present

Criteria Levels of Achievement
Content

70%

Advanced 90-100% Proficient 70-89% Developing 1-69% Not present
Reply 1: Content

 

4 points

 

First reply meets or exceeds content requirements:

Contribution made to discussion with each reply (2) expounding on the thread; and replies are in the form of supervisor feedback.

Includes two or more suggestions for improvement on the original thread (letter), AND includes two or more instances of positive feedback related to the topic.

Reply is at least 150 words.

3 points

 

First reply meets most of the content requirements:

Contribution made to discussion with each reply (2) expounding on the thread; and replies are in the form of supervisor feedback.

Includes two or more suggestions for improvement on the original thread (letter), AND includes two or more instances of positive feedback related to the topic.

Reply is at least 150 words.

1 to 2 points

 

First reply meets some of the content requirements:

Contribution made to discussion with each reply (2) expounding on the thread; and replies are in the form of supervisor feedback.

Includes two or more suggestions for improvement on the original thread (letter), AND includes two or more instances of positive feedback related to the topic.

Reply is at least 150 words.

0 points

 

Not present

Structure 30% Advanced 90-100% Proficient 70-89% Developing 1-69% Not present
Reply 1: Grammar and Spelling, APA formatting

(30%)

3 points

First reply meets or exceeds structure requirements:

Proper spelling and grammar are used.

2 points

First reply meets most of the requirements:

Proper spelling and grammar are used.

1 point

First reply meets some of the structure requirements:

Proper spelling and grammar are used.

0 points

Not present

Criteria Levels of Achievement
Content

70%

Advanced 90-100% Proficient 70-89% Developing 1-69% Not present
Reply 2: Content

 

4 points

Second reply meets or exceeds content requirements:

Contribution made to discussion with each reply (2) expounding on the thread; and replies are in the form of supervisor feedback.

Includes two or more suggestions for improvement on the original thread (letter), AND includes two or more instances of positive feedback related to the topic.

Reply is at least 150 words.

3 points

Second reply meets most of the content requirements:

Contribution made to discussion with each reply (2) expounding on the thread; and replies are in the form of supervisor feedback.

Includes two or more suggestions for improvement on the original thread (letter), AND includes two or more instances of positive feedback related to the topic.

Reply is at least 150 words.

1 to 2 points

Second reply meets some of the content requirements:

Contribution made to discussion with each reply (2) expounding on the thread; and replies are in the form of supervisor feedback.

Includes two or more suggestions for improvement on the original thread (letter), AND includes two or more instances of positive feedback related to the topic.

Reply is at least 150 words.

0 points

Not present

Structure 30% Advanced 90-100% Proficient 70-89% Developing 1-69% Not present
Reply 2: Grammar and Spelling, APA formatting

(30%)

3 points

Second reply meets or exceeds structure requirements:

Proper spelling and grammar are used.

2 points

Second reply most of the requirements:

Proper spelling and grammar are used.

1 point

Second reply meets some of the structure requirements:

Proper spelling and grammar are used.

Stretch Application 5

HD 205, Fall 2019 Stretch Application 5

 

“The more you embrace your values, the greater your sense of fulfillment.”

– Russ Harris, The Happiness Trap

Intention: To transform your complaints into commitments by using course concepts to effectively navigate a challenging life situation. To apply your knowledge of HD205 lessons to your life in order to create long-term results that align with your personal values.

Mechanism: You will explore a complaint that stems from a personal value, create an action plan, and engage in a safe and modest risk to address your complaint. This risk must include FACE TO FACE conversation with another human being.

To complete the stretch, please work through the following steps:

Part 1: Identifying and Taking the Risk 1. Complete an ACT Matrix worksheet either using a complaint you identified in lecture or a new one

that is important to you. You’ll find extra blank copies on Blackboard. You must identify a safe and modest, communication-based (FACE TO FACE) risk that addresses your original complaint and aligns with your value(s).

2. Take the safe and modest, communication-based risk you identified to address the situation. Don’t just think about doing it; you must actually engage in the process and put the plan into action. You may not use cueless communication. Examples of cueless communication include but are not limited to communication by: letter, email, texting and Facebook. You must actually use your voice to communicate, face to face.

3. After completing the safe and modest risk, notice whether it was successful: did the situation change in a constructive way? If your safe and modest risk did not transform the situation constructively, adjust. Identify other safe and modest risks you could make and continue to address the situation.

***If you do not engage in your safe and modest risk, you cannot write the reflection and will receive no credit for this assignment***

 

 

Part 2: Reflection Essay

After taking the safe and modest risk(s), write a cohesive essay by including an introduction and conclusion in addition to answering each of the prompts below (remember, you can use this in your junior writing portfolio).

1. (5 pts) Write an introductory paragraph that captures the reader’s attention and sets a clear frame for your essay. This should include why you intentionally chose to take the safe and modest risk that you did.

2. (5 pts) Describe in detail: What is the nature of your complaint that you are addressing?

3. (5 pts) Describe in detail: What safe and modest risk (committed action) did you take and with whom?

4. (5 pts) Include an explanation of why this action was a risk in your growth zone. Specifically, how

well did you stretch out of your comfort zone? Be sure to explain your experience in the growth zones (comfort, growth, panic).

5. (5 pts) Identify and describe each of your values underlying your complaint. (Lower right of ACT Matrix)

6. (5 pts) Describe the uncomfortable thoughts, feelings, sensations and urges (possible internal obstacles or challenges; e.g. lower left of ACT Matrix) you were willing to experience in order to achieve the safe and modest risk (committed action) you completed. You must correctly identify thoughts, feelings, and sensations for full credit.

7. (10 pts) Choose ONE of the following course concepts listed below and describe how you applied

it to address a non-constructive behavior that you were “doing” or “not doing” (Upper left of ACT Matrix) that was preventing you from taking your safe and modest risk.

a. Concepts include: Present Moment Connection, Defusion (from unhelpful thoughts), Expansion (around uncomfortable emotions), Observer Self, Consensus, Feedback, Circles of Influence, TKI.

b. Your audience here is one of your friend’s intelligent grandmother who has never taken HD205 and is unfamiliar with the course concept.

8. (10 pts) Assess the safe and modest risk experience: Describe, in detail, what you experienced while taking your safe and modest risk(s) by answering the following questions:

a. What “worked” and “didn’t work” as far as navigating the safe and modest risk is concerned? b. What adjustments did you make or could you have made in hindsight (NOTE: answering

‘none’ or something to that effect is not acceptable)? c. How did the situation evolve or change? d. How were you personally responsible and accountable for your role in the experience?

9. (5 pts) What did you learn in this process that you can apply to other areas of your life? Why might

it be important for you to continue to practice this process of values-based committed action?

10. (5 pts) Concluding paragraph that summarizes main points of the essay. Assignment Guidelines: Be sure to follow all of these guidelines when submitting your assignment to avoid point deduction(s).

• 3-5 written pages, pay attention to transitions between paragraphs • Double spacing, 12-pt. Arial font • Submit essay text in Blackboard as a WORD document (.doc or .docx) version of essay.

 

 

Achieving Developing Struggling

Prompt 1

(5 points)

• Introductory paragraph strongly captures reader’s attention.

• Introductory paragraph sets clear frame for essay.

• Introductory paragraph clearly states intentionality of safe and modest risk.

4.5-5 points

• Introductory paragraph attempts

to capture reader’s attention. • Introductory paragraph attempts

to set frame for essay. • Introductory paragraph includes

vague intentionality of safe and modest risk.

3.5–4 points

• Introductory paragraph does not capture reader’s attention

• Introductory paragraph does not set clear frame for essay

• Introductory paragraph does not state intentionality of safe and modest risk

• Does not include an introductory paragraph

0-3 points

Prompt 2

(5 points)

• Clearly and with specific detail describes the nature of the complaint being addressed. 4.5-5 points

• Description of safe and modest communication risk taken is generic or vague.

3.5–4 points

• Limited or no description of the safe and modest communication risk taken. 0-3 points

Prompt 3

(5 points)

• Clearly and with specific detail describes the safe and modest communication risk taken. • Clearly states with whom risk was taken. • Clearly and with specific detail explains of why this risk was in growth zone. • Clearly states how risk is in direction of values. • Clearly and with specific detail describes experience in the growth zone. • Shows clear understanding of growth zones.

4.5-5 points

• Description of safe and modest

communication risk taken is generic or vague.

• Generically states with whom risk was taken.

• Generic or vague explanation of why this risk was in growth zone.

• Generic or vague description of how risk is in direction of values.

• Generic or vague description of experience in the growth zone.

• Shows limited understanding of growth zones.

3.5-4 points

• Limited or no description of

the safe and modest communication risk taken.

• Does not identify with whom risk was taken.

• Risk was not communication based.

• Limited or no explanation of why this risk was in growth zone.

• Limited or no description of how risk was in direction of values.

• Limited or no description of experience in the growth zone.

• Lacks understanding of growth zones.

0-3 points

 

 

Prompt 4

(5 points)

• Clearly and with specific detail explains of why this risk was in growth zone. • Clearly and with specific detail describes experience in the growth zone. • Shows clear understanding of growth zones. 4.5-5 points

• Generic or vague explanation of why this risk was in growth zone.

• Generic or vague description of experience in the growth zone.

• Shows limited understanding of growth zones.

3.5-4 points

• Limited or no explanation of why this risk was in growth zone.

• Limited or no description of experience in the growth zone.

• Lacks understanding of growth zones.

0-3 points

Prompt 5

(5 points)

• Detailed definition of values listed in the lower right of the matrix. 4.5-5 points

• Defines the values listed in the lower right of the matrix.

3.5-4 points

• Offers no definition of values listed in the lower right of the matrix. 0-3 points

Prompt 6

(5 points)

• Clearly identifies and with detail

describes the thoughts • Clearly identifies and with detail

describes the feelings • Clearly identifies and with detail

describes the sensations.

4.5-5 points

• Generic or vague identification

and description of thoughts • Generic or vague identification

and description of thoughts • Generic or vague identification

and description of sensations

3.5-4 points

• Limited or no identification and description of thoughts

• Limited or no identification and description of feelings

• Limited or no identification and description of sensations

0-3 points

Prompt 7

(10 points)

• Clearly describes the non- constructive behavior with focus on observable behavior. • Clearly and accurately describes course concept so that an intelligent reader with no background in HD205 would understand it. • Clearly and with detail explains the role the course concept played in addressing a non- constructive behavior. 9-10 points

• Description of non-constructive behavior lacks clarity with focus on observable behavior. • Generic or vague description of course concept. • Generic or vague explanation of the role the course concept played in addressing a non-constructive behavior. 7-8 points

• Limited or no description of non-constructive behavior • Focus is not on observable behavior. • Limited or no description of course concept. • Limited or no explanation of the role the course concept played in addressing non- constructive behavior. 0-6 points

 

 

 

Prompt 8

(10 points)

• Provides a detailed description of both what worked and didn’t work during the safe and modest risk experience. • Clearly identifies and explains adjustments that were made. • Provides a detailed explanation of what has evolved in the situation as a result of the safe and modest risk experience. • Demonstrates personal accountability during the risk- taking process. 9-10 points

• Lacks detail to understand what

worked and what didn’t work during the safe and modest risk experience

• Generic or vague inclusion of adjustments that were made.

• General or vague explanation of what has evolved in the situation as a result of the safe and modest risk experience.

• Personal responsibility regarding role during the risk-taking process is not clear or unaccountable (justification).

7-8 points

• Limited or description of both what worked and didn’t work during the safe and modest risk experience

• Limited or no explanation of adjustments

• Limited or no explanation of what evolved in the situation as a result of the safe and modest risk experience

• Does not demonstrate personal accountability regarding role during the risk- taking process (blames others).

0-6 points

Prompt 9

(5 points)

• Clearly identifies lessons

learned. • Clearly describes why it is

important to continue to practice value-based committed action.

4.5-5 points

• Generic or vague identification of

lessons learned. • Generic or vague description of

why it is important to continue to practice value-based committed action.

3.5-4 points

• Limited or no identification of lessons learned.

• Limited or no description of why it is important to continue to practice value-based committed action.

0-3 points

Prompt 10

(5 points)

• Solid conclusions which summarizes main points of essay. • 3-4 pages. • Double spacing, 12 pt. Arial font.

4.5-5 points

• Conclusion is confusing or needs additional detail to serve purpose. • Over or under page limit. • Incorrect font or formatting. 3.5-4 points

• Conclusion does not summarize main points of essay. • Does not include conclusion. 0-3 points