Self Esteem

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382- Social Psychology

Term paper instructions-Briones

Paper Specifics:

 

· 3 pages, double-spaced, (I will stop reading after 3 pages).

· Times New Roman

· 12 Pt. Ft.

· Margins must be 1” on all sides.

 

· Any paper that only uses examples that are found in the textbook or were reviewed in lecture will receive zero credit.

 

· At least 3 sources (including the textbook) must be cited.

 

· Original theorist must be cited.

 

· Paper is due in class no later than the first 20 minutes of lecture on Thursday, February 21, 2019.

 

· Paper must be submitted to “turn it in” prior to the due date. (Anything with an originality score higher than 30% will not be graded.)

 

· 50 points possible.

 

· Deductions will be taken for: not following directions, poor grammar or punctuation, incomplete explanation of theory, irrelevant or unclear examples and plagiarism.

 

Please follow all instructions carefully.

 

1. Choose a social psychological concept from the list of topics we will/have cover/ed this quarter. (posted on blackboard)

2. Look up the theory in our class textbook and review the concept, locate the original theorist work cited in the reference section of the textbook and find it in the library.

3. Conduct a database search of psych info/psych articles and locate a recent research study that is related to the theory you have chosen.

4. Read and review both the original source and the new study.

5. Write a 3-page literature review that clearly defines that concept as explained by the original theorist and reviews the more recent application.

6. Review of recent article must include: type of design, procedure and participants, hypotheses and findings.

 

 

 

 

1

Article Critique Paper In APA Format

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Running head: MIND OVER MILKSHAKES 2

 

MIND OVER MILKSHAKES 2

 

 

 

 

 

 

Mind Over Milkshakes:

Mindsets, Not Just Nutrients, Determine Ghrelin Response

Kristen Tomlinson

Florida International University

 

Mind Over Milkshakes

Summary:

Brownell, Corbin, Crum and Salovey (2011) designed a study to test the hypothesis of whether physiological satiation as measured by the gut peptide ghrelin may vary depending on the mindset in which one approaches consumption of food. The sample consisted of 46 participants from the New Haven Community in both on and off campus locations.

This study used an experimental research method because the independent variable is being manipulated and involves random assignment. There is only one main independent variable. It is the altered food labels that were used to isolate the effect of the mindset in the response to an experimental manipulation. They were scheduled for two, 2 1/2-hour sessions at the Yale Clinical Research Center Hospital Research Unit. The sessions were spread a week apart, one at 8:00 a.m. and the other at 8:20 a.m. after having an overnight fast. At the first session, the participants were told that the metabolic kitchen at the research center was working on designing two different milkshakes with different nutritional contents in them. They would taste one milkshake one week and another the following week. They were told the goal of this study is to determine whether the milkshakes taste the same and to examine the body’s reaction to the contents. This independent variable is evaluated to see how it affects the dependent variable, which is their ghrelin levels and how their body reacts to it as well as, the participants thoughts on if the milkshakes tasted good, whether it was healthy, and their feelings of hunger.

For the researcher to control how quick the participants consume the shake, they were instructed to drink the whole shake within the first 10 mins of this interval. They were all normal weight, they were asked to do an overnight fast before, so that all their ghrelin levels were around the same the next morning and they were all between the ages of 18-35. They were also screened for diabetes, pregnancy, allergies and a variety of other medical conditions.The procedure goes as follows: Participants were told they were participating in a study to see whether the milkshakes tasted similar and to examine how to the body will react to the different nutrients in the shakes. What they don’t know is that the two milkshakes are identical. To complete this study, the participants were scheduled for two, 2 ½- hour sessions at the Yale research center. At each session, an internal catheter was placed to draw blood and after a 20-minute rest, the first blood sample is drawn, followed by samples being taken at the 60- and 90-minute marks. During the first interval, participants were asked to rate the labels. Then during the second interval, they were asked to drink and rate the shake. The order of how the milkshakes were presented to the participants was counterbalanced so half received the sensi-shake in the first session and the other half received the indulgent shake in the first session.

To assess the effect of the degree of satiation and on the participants perception of healthiness and tastiness of the milkshakes, a mixed model analysis of variance (ANOVA) was conducted with shake type, restrained eating, and order were included in the model as factors to be used in the study (Crum et al., 2011, p. 427). The results of this study confirmed their hypothesis. When participants drank one of the shakes with an indulgent mindset, the levels of ghrelin were much lower than the participants who drank the sensi-shake, which suggests there is a relationship between satiation and craving. On the other hand, when participants drank the other shake (which was the sensi-shake) they showed a slight increase in their levels of ghrelin over the time of consumption. But they were not physiologically satiated. In this article, the authors noted that the participants rated the sensi-shake as much “healthier” than the indulgent. However, there are no significant differences in how the participants reported their feelings of hunger during the experiment which shows that there is no relationship between satiation and cravings.

Critique:

Overall this study was well designed by testing the hypothesis on whether the physiological satiation that is being measured by ghrelin, may vary depending on the mindsets of the participants when they consumed the milkshakes. The method of using the same shake for two groups of participants and the responses are very similar to the proven phenomenon of counterregulatory eating. Counterregulatory eating refers to a situation in which a person will eat more after having eaten something previously then after having eaten nothing at all. Therefore, the results of Brownell, Corbin, Crum, and Salovey (2011) makes sense because when people think they have consumed a high-calorie food they report as being full and eat less in response, whereas when people believe they have consumed a low-calorie food they report as still being hungry and eat more in response.

Based on the results, chances are that the participants pattern of ghrelin responses is consistent with what one might observe if they were to consume drinks with different caloric contents, so in that sense this study can be considered reliable (meaning it can be repeatable). Also, in the current sample of people, reliability of the restraint eating subscale was adequate. Validity is not as strong, though. Validity refers to whether the study is measuring what it is supposed to measure. When the participants drank the indulgent shake, they had a decline in their ghrelin responses than when they drank the sensible shake. Incorporating subsequent consumption is important for putting these findings in the context of the literature on restrained eating. Even though restrained eating was not a significant piece in the ghrelin responses in the study, research supports the fact that restrained eaters will respond differently to food and label cues than those who are not restraining their eating. In this study, the ghrelin profiles, were psychologically mediated and were dependent on the expectations of the milkshakes nutritional contents as opposed to the nutritional differences. However, the analyses of the measure of hunger, produced no interaction effects as a function of the shake, time, or restrained eating. So how can they measure whether subtle changes in the mindset associated with eating might affect the release of ghrelin in response to consumption if they want participants to fast overnight? I’m not sure that they were measuring their variables right. It did show that even though there were no significant differences to their hunger regardless of mindset after having consumed the milkshake, findings state that the psychological mindset of sensibility during consumption may dampen the effect of ghrelin. The ethics in this study is questionable. The sensible label manipulation may have elicited the mindset of restraint even in the participants that did not consistently report themselves as being restrained. By doing this could have caused negative results at the end of the study. Nonetheless, participants drank the indulgent shake and had a steeper decline in ghrelin than when they drank the sensible shake. Due to the nature of this research question, there is no other way to measure if changes in the mindset will influence the release the ghrelin in the body.

The method that they used for this study is better than the alternatives because they recruited a sample of random participants by putting up flyers around the community. They explained to the participants what the goal of the study was while also keeping information from them about what the study is about so that way the researches can manipulate the labels on the milkshakes. They also did a good job choosing the age range for the sample, as well as running a screening to test them for allergies, pregnancy and other medical conditions so they can make sure everything goes good with the study and they won’t have any major differences with the results. Clearly this method is a great way of exhibiting an experimental research study. Also, by using the restraint subscale allowed the researchers to have a stable factor structure across genders and weight categories.

Based on the results, in order to assess the label manipulation on the health and taste of the milkshake, a model analysis had to be used to interpret the data. For the healthiness, there was significant effect on the type of shake and no interaction effect for the restrained eating or the order in which the shakes were consumed. There were no effects on the tastiness of the shakes. Simple tests suggest that participants rated the sensible shake as being healthier than the indulgent shake. To test the effect of ghrelin and hunger, researchers assessed the data using a mixed-model with time, the type of shake, and order (session 1 and 2). The model did fail to interpret the data and effects of the order of the shakes. The participants did exhibit a steeper rise in ghrelin as well as a steep decline in hunger when they consumed the indulgent shake. Whereas, when they consumed the sensible shake, the levels of ghrelin exhibited as being flat or slightly increased over the course of consumption and were not physiologically satiated despite having the same nutritional contents. As for the measure of the hunger, the analyses produced no effects as a function of the shake, the time or the restrained eating. However, in this case the ghrelin profiles were psychologically mediated. Although the effect of psychologically mediated differences on long term alterations in weight and following consumption were not measured in this study, future research on the impact of this phenomenon on metabolic maintenance is justified. Increased ghrelin levels can cause an increase in body weight and fat gain because of the amount of caloric consumption. The flat ghrelin profiles that were shown when the participants consumed the sensible shake, may be placing them in a psychologically challenging state by showing an increase in appetite and a decrease in their metabolic rate.

Brief summary

Brownell, Corbin, Crum and Salovey (2011) designed a study to test the hypothesis of whether physiological satiation as measured by the gut peptide ghrelin may vary depending on the mindset in which one approaches consumption of food. On 2 occasions, a sample of 46 participants consumed a 380-calorie milkshake under the pretense of two milkshakes (indulgent and sensi-shake). Ghrelin was measured via IV blood samples at 3 time points: baseline, anticipatory and post consumption. During the first interval, researchers asked the participants to view and rate the (mislead) label of the milkshake. During the second interval, they were asked to drink and rate the shake. The mindset the participants had when they consumed the indulgent shake produced a steeper decline in ghrelin, whereas the mindset they had when they consumed the sensible shake was a flat ghrelin response. The satiety was consistent throughout with what they believed rather than the actual nutritional value. The authors concluded that the effect of food consumption on ghrelin may be psychologically mediated, and the mindset affects physiological responses to food.

 

 

 

 

 

 

 

References

Brownell, K.D., Corbin, W.R., Crum, A.J., & Salovey, P. (2011). Mind over milkshakes: Mindsets, not just nutrients, determine ghrelin response. Health Psychology, 30, 424-429. doi: 10.1037/a0023467

Self-Reflection: Hays ADDRESSING Model

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Self-Reflection: Hays ADDRESSING Model

Introduction

All of us have multifaceted cultural identities, so you are likely to have experienced situations where you were in the cultural majority as well as others where you were in the cultural minority. This assignment will help you consider the influence of your cultural memberships on your ability to work professionally with people of similar cultural backgrounds, as well as with people from different cultural backgrounds. All clinicians have biases. Failure to recognize these biases creates harm. It takes more strength to acknowledge your biases than to argue that you have none.

Dr. Pamela Hays developed the ADDRESSING model to help psychologists recognize 10 major factors of cultural difference that are common in the United States: Age (and generational influences), Developmental and acquired Disabilities, Religion and spiritual identity, Ethnicity and racial identity, Socioeconomic status, Sexual orientation, Indigenous heritage, National origin, and Gender. Note that this list is not comprehensive; there are thousands of different cultural identities in our country. The ADDRESSING model just sums up the 10 most common points of cultural difference.

Instructions

  • Use the Hays ADDRESSING Model Template linked in Resources to conduct a cultural self-assessment that describes your identity in all elements of the Hays ADDRESSING model.
    • You must complete and submit the Hays ADDRESSING Model Template provided for this assignment. Do not submit a paper. Papers will not be graded.
    • For more information about the Hays ADDRESSING model, review Hays’s article, “Looking Into the Clinician’s Mirror: Cultural Self-Assessment,” linked in Resources.
  • After completing the table on the template, review your entries and then respond to the three questions posed below the table in the template.
    • There are no right or wrong responses for this assignment. You will be graded on your insight and ability to recognize the implications of your privilege and biases when you work with others.

Additional Requirements

  • Written communication: Should be free of errors that detract from the overall message.
  • Format: Use the Hays ADDRESSING Model Template in Resources. Use current APA style and formatting guidelines as applicable to this assignment.
  • Font: Arial, 12 points.

Submit the completed template no later than 11:59 p.m. (CST) on Sunday.

Resources

  • Self-Reflection: Hays ADDRESSING Model Scoring Guide.
  • Hays ADDRESSING Model Template [DOC].
  • Looking Into the Clinician’s Mirror: Cultural Self-Assessment.

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    Hays ADDRESSING Model Template

    COMPLETE ALL AREAS OF THIS TABLE FOR YOUR ASSIGNMENT

    An example of a partially completed table is provided on the next page.
    Cultural Group (according to the ADDRESSING model)
    How You Identify
    Implications for your work. Consider where you have privilege, and which groups might be easy or difficult to work with.
    A. Age (and generational influences).    
    D. Disability (developmental).    
    D. Disability (acquired).    
    R. Religion and spiritual identity.    
    E. Ethnicity and racial identity.    
    S. Socioeconomic status.    
    S. Sexual orientation.    
    I. Indigenous heritage.    
    N. National origin.    
    G. Gender.    

    After filling out the table above, review your entries. Then use the space below and respond to the following:

    1. Based on your entries to the table above, evaluate three areas where you have privilege and three areas where you do not (this is also part of the first discussion in this course). Provide examples of each.

    2. Evaluate how your own cultural identities or other factors may possibly influence you to have any biases in relation to others with different cultural identities.

    3. Analyze the implications your cultural identifications may have on your professional relationships.

    Partially Completed Example
    Cultural Group (according to the ADDRESSING model)
    How You Identify
    Implications for your work. Consider where you have privilege, and what groups might be easy or difficult to work with.
    A. Age (and generational influences). Middle age (40s). I would have difficulty working with children and young adults (15–20). I realize I’m too verbal in my therapy approach, and appreciate clients who can have discussions involving complex concepts.
    D. Disability (developmental).    
    D. Disability (acquired).    
    R. Religion and spiritual identity.    
    E. Ethnicity and racial identity.    
    S. Socioeconomic status.    
    S. Sexual orientation. Gay I know I have biases against people who follow a strict and literal interpretation of the scriptures.
    I. Indigenous heritage.    
    N. National origin.    
    G. Gender. Male I would have problems working with those who follow strict social sex roles. (Only men can do men things and only women can do women things). I find gender and social sex roles much more fluid.
    Reference

    Hays, P. A. (2008). Looking into the clinician’s mirror: Cultural self-assessment. In P. A. Hays (Ed.), Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (2nd ed., pp. 41–62). Washington, DC: American Psychological Association.

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Social Psychology

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Research Proposal Paper: Each student will be asked to design a social psychologicalstudy. (The study should not be carried out.) The paper describing the study should be written inAPA style and should contain: 1) a title page; 2) an abstract; 3) an introduction, or literature review (with at least three references),ending with an original hypothesis; 4) a method section (in which the design is explained); and 4) a reference section. The report should be at least six pages long. Do not use websites as citations. ***Please do NOT put any type of results.This is a proposal of what study you would do if you were allowed, not what you have done.Thus, the abstract and method section should be written in future tense. a. Students are strongly encouraged to take drafts of their reports to the Writing Tutors at Academic Services (see http://www.nova.edu/tutoring-testing/index.html). Because this is a college course, grammatically correct writing is expected. b. This paper needs to be an EXPERIMENT or CORRELATIONAL STUDY with a testable hypothesis. The paper should not be written about an observationalstudy. c. This paper needs to be inAPA style.You should have the American PsychologicalAssociation Publication Manualas your guide. You can also use some of the information on the APA style website at www.apastyle.org. d. Of course, students must not plagiarize in this paper. It is your responsibility to know what plagiarism is and avoid doing it; however, one quick tip is that whenever you read information from somewhere else, you need to give that author(s) credit, right at that point in the paper, so that the reader knows exactly where you got your information. Note: Papers are to be submitted prior to or on the DUE date. Papers submitted late will be subject to a penalty of one-third of a letter grade per day. No paper will be accepted after the last day of the semester. For papers, websites are NOT acceptable as sources. If you have websites as sources, you will be marked off. If your paper is not in APA style, you will be marked off.

the topic will be about  Violence and Aggression

the resource should be books not websites The Fumblerules of Writing           Each of these rules illustrates the mistake that it addresses.  The rule is valid, but the sentence errs. For that reason, the columnist William Safire has dubbed these “The Fumblerules of Writing.”                  The Fumblerules of Grammar                  *     Avoid run-on sentences they are hard to read.         *     Don’t use no double negatives.         *     Verbs has to agree with their subjects.         *     No sentence fragments.         *     Proof read carefully to see if you any words out.         *     A writer must not shift your point of view.         *     Place pronouns as close as possible, especially in long sentences, as of 10 or more words, to their antecedents.         *     Everyone should be careful to use a singular pronoun with singular nouns in their writing.         *     Steer clear of incorrect forms of verbs that have snuck in the language.         *     Writing carefully, dangling participles must be avoided.         *     Write all adverbial forms correct.                  The Fumblerules of Punctuation                  *     Use the semicolon properly, always use it where it is appropriate; and never where it isn’t.         *     Reserve the apostrophe for it’s proper use and omit it when its not needed.         *     Avoid commas, that are not necessary.         *     Avoid overuse of “quotation “marks.””””         *     Don’t overuse exclamation marks!!!!!         *     Hyphenate between syllables and avoid un-necessary hyphens.                  The Fumblerules of Style and Diction                  *     Never use a long word when you can use a diminutive one.         *   Be more or less specific.         *   The passive voice should be avoided.         *     Do not put statements in the negative form.         *     If you reread your work, you will find on rereading that a great deal of repetition can be avoided by rereading and editing.         *     If I’ve told you once, I’ve told you a thousand times, resist hyperbole.         *     Also, avoid awkward or affected alliteration.         *     Don’t string too many prepositional phrases together unless you are walking through the valley of the shadow of death.         *     Always pick on the correct idiom.         *     Eschew dialect, irregardless.         *     It is incumbent on us to avoid archaisms.         *     As Ralph Waldo Emerson said,”I hate quotations. Tell me what you know.”         *     Take the bull by the hand and avoid mixed metaphors.         *     Avoid trendy locutions that sound flaky.         *     Never, ever use repetitive redundancies.         *     Last but not least, avoid cliches like the plague.