What do you think needs to change at the cultural level to reduce discrimination?

Discrimination: Reflection and Interview

Watch the Frontline program online.

Frontline: A Class Divided http://www.pbs.org/wgbh/pages/frontline/shows/divided/

A Class Divided explores the nature of prejudice. Third grade teacher Jane Elliott deliberately created a classroom situation to teach her students how it feels to be on the receiving end of discrimination. This is an encore presentation of the classic documentary on third-grade teacher Jane Elliott’s “blue eyes/brown eyes” exercise, originally conducted in the days following the assassination of Rev. Martin Luther King Jr. in 1968. This classic classroom experiment, conducted in the late 1960s in a small Midwestern town, demonstrates how quickly and easily schoolchildren can internalize prejudice and discriminate. Years later, these children discuss the valuable lessons they learned from this experiment. Elliott employs this same teaching strategy with a group of adults in the workplace, and discusses their reactions.

This assignment is designed to allow you to synthesize what you have been learning about the various dimensions of diversity and the necessity of treating everyone in an inclusive, sensitive and respectful manner.

Discrimination Paper Part I: Interpersonal Reflection

After viewing the video, consider the following questions and write your response. Your response should be 4-5 pages and should address each question thoroughly, reflecting an accurate representation of what you have learned in this course. Demonstrate scholarship by utilizing supporting resources to justify your ideas and responses:

  • What did you learn from the film? What scene or scenes do you think you’ll still remember a month from now and why those scenes?
  • Did any part of the film surprise you? Do you think someone with a disability, of a different sexual orientation, an older American or some of a different religion would also find it surprising? Why or why not?
  • Both Elliott and her former students talk about whether this exercise should be done with all children. What do you think? If the exercise could be harmful to children, as Elliott suggests, what do you think actual discrimination might do? Use an example, different from the example you used to describe labels, from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions.
  • How can negative and positive labels placed on a group become self-fulfilling prophecies? Use an example from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions.
  • Based on what you have learned in this course, discuss an example (either from the video or from your experiences) that illustrates each of the following statements:
    • Dimensions of diversity may be hidden or visible.
    • Dimensions of diversity are in a constant state of flux.
    • Dimensions of diversity are not always clear-cut or easily defined.

Discrimination Paper Part II: Personal Interview

For Part II of this assignment, you will have a conversation with someone who you feel may have faced discrimination. Examples include someone with a disability, an older American, someone who is a sexual minority, or someone who lives in a multicultural family. After choosing an individual to interview, explain to this individual what you have seen in the Class Divided program. Invite them to watch the program, or parts of the program, with you. After watching or discussing the program, pose the following questions to the individual. Be sure to explain the reason for your questions and why you have selected them to participate in the interview:

  • What, if any, discrimination do you experience?
  • How have you coped with this situation?
  • What do you think needs to change at the cultural level to reduce discrimination?

Following your refection (Part I listed above), add 2-3 pages to your paper which addresses the following:

  • A description of the individual you chose to interview and why. Explain how you went about approaching this individual for the interview.
  • What are your observations about the person’s view of discrimination and how it affects his/her daily life?
  • Did the interaction with the person change your view of discrimination? If so, explain how the interaction has affected you either positively or negatively. If it did not change your view of discrimination, explain why.
  • How well do you think you would cope with discrimination from this person’s perspective?
  • Finally, what is the best manner in which to advocate for those facing discrimination? What actions will you change based on what you have learned in this course and how will you serve as an advocate for those individuals who face discrimination?

Your final assignment, consisting of both Part I and II, should be approximately 6 -8 pages. Be sure to address each topic listed above and, as appropriate, cite the online course, the textbook, and other credible sources to substantiate the points you are making. For example, when discussing an example of how diversity may be hidden or invisible cite sources, which you have referenced to substantiate the points you are making.

· Identify your overall score and the corresponding attachment category

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Broderick and Blewitt (2015). I need this completed by 01/19/18 at 6pm. I have attached my attachment style and a template to go by.

Assignment: Adult Attachment

Take a moment to reflect on your friendships. Think about who you consider to be your oldest friend and who might be your closest. Are they the same person? Why or why not?

While some individuals maintain the same friendships throughout their lifespans, others adapt their circles of friends as their interests, careers, and values change. As you reflect on your past and current friendships, how might your friendships and attachments to others compare?

In this Assignment, you will take Fraley’s Adult Attachment Survey (located in this week’s Learning Resources) to determine your personal attachment pattern. You will then consider how issues related to attachment have impacted your peer and romantic relationships, career choices, and current identity.

Complete a 3- to 4-page paper in which you do the following:

· Briefly summarize your personal patterns of attachment

· Identify your overall score and the corresponding attachment category

· Explain whether you think your results are accurate and why

· Explain how your attachment (either perceived or as identified in the Adult Attachment Survey) has shaped your development as an adult

· Justify your response with specific references to this week’s Learning Resources and the current literature

Readings

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 11, “Physical and Cognitive Development in Young Adulthood” (pp. 408-437)

o Chapter 12, “Socioemotional and Vocational Development in Young Adulthood” (pp. 438-476)

· Arnett, J. J. (2007). Suffering, selfish, slackers? Myths and reality about emerging adults. Journal of Youth and Adolescence, 36(1), 23–29.
Retrieved from the Walden Library databases.

· Benson, J. E., Johnson, M. K., & Elder, G. H., Jr. (2012). The implications of adult identity for educational and work attainment in young adulthood. Developmental Psychology, 48(6), 1752–1758.
Retrieved from the Walden Library databases.

· Brandell, J. R. (2010). Contemporary psychoanalytic perspectives on attachment. Psychoanalytic Social Work17(2), 132–157.
Retrieved from the Walden Library databases.

· McAdams, D. P., Bauer, J. J., Sakaeda, A. R., Anyidoho, N. A., Machado, M. A., Magrino-Failla, K., … Pals, J. L. (2006). Continuity and change in the life story: A longitudinal study of autobiographical memories in emerging adulthood. Journal of Personality, 74(5)1371–1400.
Retrieved from the Walden Library databases.

· O’Connor, M., Sanson, A., Hawkins, M. T., Letcher, P., Toumbourou, J., Smart, D., … Olsson, C. (2011). Predictors of positive development in emerging adulthood. Journal of Youth and Adolescence, 40(7),860–874.
Retrieved from the Walden Library databases.

· Robinson, O. C., & Smith, J. A. (2010). The stormy search for self in early adulthood: Developmental crisis and the dissolution of dysfunctional personae. The Humanistic Psychologist, 38(2), 120–145.
Retrieved from the Walden Library databases.

· Rodriguez, P. D., & Ritchie, K. L. (2009). Relationship between coping styles and adult attachment styles. Journal of the Indiana Academy of the Social Sciences, 13, 131–141.
Retrieved from the Walden Library databases.

· Smits, I., Doumen, S., Luyckx, K., Duriez, B., & Goossens, L. (2011). Identity styles and interpersonal behavior in emerging adulthood: The intervening role of empathy. Social Development, 20(4), 664–684.
Retrieved from the Walden Library databases.

· Specht, J., Egloff, B., & Schmukle, S. C. (2011). Stability and change of personality across the life course: The impact of age and major life events on mean-level and rank-order stability of the Big Five. Journal of Personality and Social Psychology, 101(4)862–882.
Retrieved from the Walden Library databases.

· Fraley, R. C. (n.d.). Attachment style. Retrieved March 10, 2013 from http://www.web-research-design.net/cgi-bin/crq/crq.pl

Media

· Laureate Education (Producer). (2013m). Young adulthood [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)
This media piece highlights the family member aged 19–29.
Note: Please click on the following link for the transcript: Transcript (PDF).

· Laureate Education (Producer). (2013f). Perspectives: Emerging adulthood [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.
This week’s presenter highlights the challenges of working with clients in the 19–30 year-old age range, as well as the ways in which emerging adulthood is much like a “second adolescence.”

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

Analysis Of Factors In The Transfer Process

  Title

ABC/123 Version X

1
  Analysis of Factors in the Transfer Process

PSYCH/635 Version 2

1

University of Phoenix Material

Analysis of Factors in the Transfer Process

Watch the “The Learning Machine” video available on the student website.

https://search-alexanderstreet-com.contentproxy.phoenix.edu/view/work/bibliographic_entity%7Cvideo_work%7C1795025

Select and complete one of the following assignments:

 

Option 1: Transfer of Learning Presentation

Select specific detailed examples of learning theories (behaviorism, social cognitive, information processing and constructivism) in the video that demonstrate ways to apply transfer of learning concepts in a specific workplace of your choosing.

Prepare a 10-12 slide Microsoft® PowerPoint® presentation with speaker notes for your classmates on your ideas.

Address the following in your presentation:

· Relate the example to one or more of the explanations of transfer of learning included in one of the learning theories.

· Provide a description of how this example can be generalized to the workplace.

Option 2: Transfer of Learning Paper

Select specific detailed examples of learning theories (behaviorism, social cognitive, information processing and constructivism) in the video that demonstrate methods to apply transfer of learning concepts in a specific workplace of your choosing.

Prepare a 3- to 5-page essay on your ideas. Share this essay with your classmates by posting on the student website or providing paper copies.

Address the following in your essay:

· Relate the example to one or more of the explanations of transfer of learning included in one of the learning theories.

· Provide a description of how this example can be generalized to the workplace.

Format your paper consistent with APA guidelines.

Copyright © XXXX by University of Phoenix. All rights reserved.

Copyright © 2016, 2012 by University of Phoenix. All rights reserved.

Benefits of long-term relationships

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Broderick and Blewitt (2015). I need this completed by 01/27/18 at 3pm. Respond to at least two of my colleagues using one or more of the following approaches:

· Offer and support one strategy or counseling approach that might be used to provide services to an adult facing the relationship challenges identified by a colleague.

· Expand on a colleague’s identified benefits and challenges by including considerations of the impacts of culture, gender, and sexual orientation.

(A. Wit)

Finding a life partner is a priority in societies around the world.  In the United States, nearly 90% of adults will marry at least once, and this does not include other long-term committed relationships in which partners do not marry (Gladding, 2015).  Intimacy with a mate improves well-being and life-fulfillment while relationship conflict can be a major source of distress.  Couple therapy is expected to achieve tremendous growth over the next decade given the benefits and challenges of long-term relationships (Gurman, Lebow, & Synder, 2015).

Motivations for pair bonding

Intimacy and love play a primary role in adult identity development (Broderick & Blewitt, 2015).  Pair bonding in adulthood mimics, in many ways, the attachment to a primary caregiver during infancy and childhood (Broderick & Blewitt, 2015).  Partners in committed relationships can offer each other emotional and practical support similar to the support they received from their parents (Broderick & Blewitt, 2015).  Human beings are drawn towards connection with others.  Biologically, the species depends on pair bonding for reproduction, and infants and young children depend on caregivers to provide basic needs.  Despite the development of independence, adults can achieve more when they couple than they can alone.

Benefits of long-term relationships

Benefits of pair bonding include personal growth, self-awareness, improved emotional well-being, improved physical health, longer life, security, stable employment, and better relationships with children (Gladding, 2015).  From an emotional perspective, partnership increases feelings of joy and self-worth which influence the motivation to physically care for one’s health and the health of others.  Individuals that report “being in love” have high oxytocin and dopamine levels which are related to the body’s regulation of rewards and motivation (Fletcher, Simpson, Campbell, & Overall, 2015).  From a practical standpoint, long-term relationships insulate partners from financial troubles, serious illness, caregiving for other family members, or other stressors by distributing burden.  Division of labor allows for more leisure time and opportunity to spend time with children or other family members.

Challenges of long-term relationships

While committed relationships are the primary source of intimacy and support for adults, the breakdown of relationships has significant cost (Gurman, Lebow, & Snyder, 2015).  Relationship distress can cause anxiety, depression, substance abuse, chronic medical ailments, and health risk behaviors (Gurman, Lebow, & Snyder, 2015).  Additionally, children who experience adult relationship distress are at high risk for anxiety, depression, conduct problems, and illness (Gurman, Lebow, & Snyder, 2015).  Troubled romantic relationships may be considered a health risk.  The body’s stress response is activated during relationship conflict.  When a person feels threatened they can experience rapid heartbeat, racing thoughts, and weakness of limbs.  Alternately, there are also health risks of being alone such as lower life expectancy, increased depression, and increased vulnerability to illness (Fletcher, Simpson, Campbell, & Overall, 2015).  Beyond the physical and mental implications, there are practical repressions of relationship dissolution.  Divorce or separation often results in decreased financial resources, legal proceedings, and possible job loss due to the need for childcare.

Seeking couples counseling

After exploring the benefits of long-term relationships and the implications of relationship conflict is easy to see why couples seek counseling.  There are merits of couple enrichment and conflict resolution therapy.  Proactive therapies such as pre-marital counseling and marriage education/enrichment programs enhance communication skills, conflict resolution skills, financial and parenting dialog, problem-solving skills, role perceptions, and personality differences (Gladding, 2015).  Couples seeking treatment for relationships distress may benefit from various approaches including behavioral therapies, cognitive-behavioral therapy, emotionally-focused therapy, Gottman couple therapy, or solution-focused therapy.  Research shows that couples therapy works (Gladding, 2015).  Success is not measured simply by nature of an intact relationship, but rather by the well-being of the individuals.  Given the importance of intimacy in life satisfaction, relationship improvement is a good investment.

Summary

Being in a committed, long-term relationship can influence fulfillment, life-expectancy, quality of life, and overall wellbeing.  There are many benefits to pair bonding when compared to the costs of being alone.  Couples may seek counseling across the span of their relationship from pre-marital counseling to divorce counseling.  Most approaches focus on how the relationship is functioning, how the partners feel about the functioning, reducing negative reciprocity, and building positive interactions (Gladding, 2015).  As the field of marriage and couple therapy expands, interventions for relationship enhancement and dissolution prevention can expect to grow.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education

Fletcher, G., Simpson, J., Campbell, L., & Overall, N., (2015)Pair-bonding, romantic love, and evolution: the curious case of homo sapiens.  Perspective on Psychological Science. 1(10), 20-36.

Gladding, S. T. (2015). Family therapy: History, theory, and practice. (6th ed.). Boston, MA: Pearson.

Gurman, A. S., Lebow, J. L.., & Snyder, D. (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.

(S. Mor)

The first thing that comes to mind when I read about pair bonding is the old saying there is someone out there for everyone. Pair bonding equates to finding your soul mate or perfect match, which the majority of times is not what we find in the majority of marriages. Marriage sometimes is fueled by a deep desire or fear of being alone, physical attraction is strong in the beginning, but when reality slaps you in the face and the burning love wears off; the divorce rate grows higher and higher daily. People have a desire to form relationships that are valuable and adaptable (Broderick & Blewitt, 2015).

Influences and Motivations

Pair bonding gives us the security we need and the removal of feeling as if something is missing in our lives. The necessity of the attraction is equitable to hunger pains in our stomach which prompt us to eat. The closeness we feel in pair bonding initiates feelings of well-being, sexual relationships, and till-death-do-us-part relationships (Brandell, 2010). Research established pair bonding begins during infancy paving the way for the type of relationships we create in the adult stages in life (Broderick & Blewitt, 2015). The attachments influence our behaviors creating motivations that fulfill us with needs including care giving, sexual, and security (Broderick & Blewitt, 2015). The feelings of euphoria and completeness we yearn for in creating, maintaining, and completing life-long relationships provide a security in our lives where two is always better than one.

Benefits and Challenges in Long-Term Relationships

Long term relationships offer many benefits that people do not realize until the relationship has ended. Living a life of harmony, team mates, sharing and executing their hopes and dreams, creating the same goals, supporting each other in achieving separate goals, the security of never feeling alone, and the joys that come with pursuing a happily ever after. One of the greatest lessons my mother taught me during her marriage to my father which lasted 48 years until he passed, helped me understand an important element which helps keep a marriage on the right track. She expressed that without a doubt people normally marry because they feel they have fallen in love, which is essential; but it is also vital to like the person you will spend the rest of your life with. Love in a relationship may be present and it is possible to dislike the person you love for reasons that only you will know. However when you like and love your mate the relationship creates an abundance of ways that continually help you fall in love over and over through the life long term we are seeking. Marriages were in the past before the divorce rate became extremely high, created a bond where two individuals that “were tightly locked into it and could not easily get out of it by legal means, but they knew very well that the time was probably not far off when death was going to part them” ( Pinsof, 2002).

In relationships a decision everyday has to be made that they have willingly chosen to be in the union that they created with their mate. Challenges will occur with trials and tribulations which may cause you to question every choice that you have made in your life. The day to day challenges that try to infiltrate relationships will only become unbearable if you give power to the irritations and challenges you are facing. In a team it breeds success because the support comes from each person, where I am weak you are strong and vice versus. Doubt, suspicion, limited trust, and wrong advice create disadvantages that outweigh the bond which was created and should continuously grow in the relationship. Two people from different relationship backgrounds have to create their own formula for relationship success that is void of imitating the experiences they know from the relationships they watched from their caregiver. For example if I was raised in a two parent loving household with respect, love, and a solid foundation my idea of a relationship may not be the same as my partner. My partner may come from parents that have divorced multiple times with the presence of drama and abuse. Individuals that do not want to grow close to people live in avoidant stage, because their security is to not open up to anyone because they are unable to trust people (Broderick & Blewitt, 2015). Feelings of insecurity or doubts about receiving true love from their parent are created in people that exhibit anxious-ambivalent stage (Broderick & Blewitt, 2015). People that have no problem letting their guards down, without the fear of losing their love interest live in a secure stage which creates a harmonious bond (Broderick & Blewitt, 2015).

Couples in Counseling

Couples seeking therapy in agreement helps them understand the commitment they each have to the union they created. Counseling before a union, during the course of the relationship, and even after when death or divorce presents itself allows individuals to cope and transition throughout the union. Several theories will be useful depending on the issues that need to be resolved or initiated in the relationship. Mates that are seeking an increase in affection or closeness the Gottman Method is useful, because it helps each individual to keep calm while gaining clarity about what they are trying to express (Gladding, 2015). Another theory I am fond of is Emotionally Focused Couples Therapy for many reasons, but mainly to help make the bond much tighter in the relationship (Gladding, 2015). The understanding also may be to initiate individual counseling in order to build each person’s confidence and self-esteem in order to solidify the bond that appears to be breaking down.

Summary

Pair bonding is a natural attraction that the majority of people seek to explore, include, and gain for the benefits of long-term security and love. The difference between pair bonding and marriage is the ability to connect with another person on a much deeper level than just a physical attraction that could reach its demise in a day, a year, or even 10 years. Pair bonding is forever and some may even include till death do us part or even in death we will never part.

Reference

Brandell, J. R. (2010). Contemporary psychoanalytic perspectives on attachment. Psychoanalytic Social Work17(2), 132–157.

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

Gladding, S. T. (2015). Family therapy: History, theory, and practice. (6th ed.). Boston, MA: Pearson.

Pinsof, W. M. (2002). The death of till death do us part: The transformation of pair-bonding in the 20th century. Family Process 41, (2), 135-157.

Readings

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 12, “Socioemotional and Vocational Development in Young Adulthood” (review pp. 438-476)

o Chapter 13, “Middle Adulthood: Cognitive, Personality, and Social Development” (pp. 478-525)

Belsky, J. (2010). Childhood experience and the development of reproductive strategies. Psicothema, 22(1), 28–34.
Retrieved from the Walden Library databases.

Brandell, J. R. (2010). Contemporary psychoanalytic perspectives on attachment. Psychoanalytic Social Work17(2), 132–157.
Retrieved from the Walden Library databases.

Halrynjo, S. (2009). Men’s work-life conflict: Career, care and self-realization: Patterns of privileges and dilemmas. Gender, Work & Organization, 16(1), 98–125.
Retrieved from the Walden Library databases.

Kuchinke, K. P., Cornachione, E. B., Oh, S. Y., & Kang, H.-S. (2010). All work and no play? The meaning of work and work stress of mid-level managers in the United States, Brazil, and Korea. Human Resource Development International, 13(4), 393–408.
Retrieved from the Walden Library databases.

Newton, N., & Stewart, A. J. (2010). The middle ages: Changes in women’s personalities and social roles. Psychology of Women Quarterly, 34(1),75–84.
Retrieved from the Walden Library databases.

Rodriguez, P. D., & Ritchie, K. L. (2009). Relationship between coping styles and adult attachment styles. Journal of the Indiana Academy of the Social Sciences, 13, 131–141.
Retrieved from the Walden Library databases.