How do psychological principles affect the study of the behavior of individuals and groups?

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Module 05 General Psychology Credit by Assessment

Psychological principles are theories and beliefs about major areas of our lives, like cognitions, intelligence, social groups, habit, behavior, and many others. Let’s explore how we identify and utilize psychological principles in daily life. In a 2 page paper, please analyze the following:

  • How do psychological principles affect the study of the behavior of individuals and groups?
  • What are the parameters of behavioral deviance and its various therapies?
  • How do psychological principles affect the study of individual differences?
  • Last, explain the role of psychology in such areas as industry, complex organizations, law, and education.

This paper should be 2-3 pages in length and use APA formatting (cover page, paper body formatting, citations, and references: see Rasmussen’s APA guide in the Resources tab, or by clicking here. Prior to submitting your paper, be sure you proofread your work to check your spelling and grammar. If you use any outside sources, please site those sources in APA citation format.

Describe two types of debriefing models.

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Debriefing is the opportunity to process thoughts and feelings related to trauma work and traumatic events. There are a number of debriefing models and selecting the type of model is dependant upon the type of trauma work being implemented. For example, many health care organizations adopt the critical incident stress debriefing model (originated from the military) because it has been the most effective method for large organizations (Morrissette, 2004). Think of what type of debriefing model might be effective in your organization or practice.

For this Application Assignment, you select two types of debriefing models and examine the effective elements of the models which aid to mitigate vicarious trauma.

The assignment: (2–3 pages)

  • Describe two types of debriefing models.
  • Compare the similarities and differences of each model. Be specific.
  • Explain how each debriefing model reviews the traumatic event, provides for emotional ventilation, and meets the intended outcome of the debriefing session.
  • Select a training element you would add to a debriefing session to maximize the potential to prevent vicarious trauma. Justify your selection by using the Learning Resources and current literature. Be specific.

Readings

  • Course Text: Compassion Fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized
    • Chapter 6, “Debriefing and Treating Emergency Workers”
  • Course Text: Secondary traumatic stress: Self-care issues for clinicians, researchers, and educators
    • Chapter 10, “Kelengakutelleghpat: An Arctic Community-Based Approach to Trauma”
    • Chapter 13, “Self-care and The Vulnerable Therapist”
  • Course Text: Quitangon, G. & Evces, M. (2015). Vicarious Trauma and Disaster Mental Health: Understanding Risks and Promoting Resilience. New York: Routlege
    • Chapter 7 & 11
  • Article: Adler, A. B., Castro, C., & McGurk, D. (2009). Time-driven battle mind psychological debriefing: A group-level early intervention in combat. Military Medicine, 174(1), 21–28.
  • Article: Juhnke, G. (1997). After school violence: An adapted critical incident stress debriefing model for student survivors. Elementary School Guidance & Counseling, 31(3), 163–171.
  • Article: Miller, J. (2003). Critical incident debriefing and social work: Expanding the frame. Journal of Social Service Research, 30(2), 7–25.

Optional Resources

  • Article: Armstrong, K., Lund, P., McWright, L., & Tichenor, V. (1995). Multiple stressor debriefing and the American Red Cross: The East Bay Hills fire experience. Social Work, 40(1), 83–90.
  • Article: Substance Abuse and Mental Health Services Administration. (n.d.). Psychological first aid for first responders: Tips for emergency and disaster response workers. Retrieved May 17, 2010, fromhttp://store.samhsa.gov/shin/content//NMH05-0210/NMH05-0210.pdf

References

  • McCammon, S., & Allison, E. (1995). Debriefing and treating emergency workers. In C. R. Figley (Ed.). Compassion Fatigue: Coping with Secondary Traumatic Stress Disorder in Those who Treat the Traumatized. Levittown, PA: Brunner/Mazel.
  • Morrissette, P. (2004). The Pain of Helping: Psychological Injury of Helping Professionals. New York, NY: Brunner-Routledge.

Bernard’s Discrimination Model

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The assignment (1–3 pages)

  • Briefly describe each of the three roles in Bernard’s Discrimination Model (teacher/educator, consultant, and counselor).
  • Explain how and when good supervisors attend to vicarious trauma in these roles.
  • Explain how you, as a supervisee, should respond to a supervisor acting in each of those three roles.
  • Using Learning Resources or other current literature to support your responses.

Learning Resources

Readings

  • Course Text: Secondary Traumatic Stress: Self-Care Issues for Clinicians, Researchers, and Educators
    • Chapter 8, “Painful Pedagogy: Teaching About Trauma in Academic and Training Sessions”
  • Book Excerpt: Bernard, J. M. (1997). The discrimination model. In C. E. Watkins, Jr. (Ed.), Handbook of psychotherapy supervision (pp. 310–327). Hoboken, NJ: Wiley & Sons. Used by permission of John Wiley and Sons Inc. via the Copyright Clearance Center.
  • Article: Roach, L. F., & Young, M. E. (2007). Do counselor education programs promote wellness in their students? Counselor Education & Supervision, 47(1), 29–45.
  • Article: Sommer, C., & Cox, J. (2005). Elements of supervision in sexual violence counselors’ narratives: A qualitative analysis. Counselor Education & Supervision, 45(2), 119–134.

Workplace Motivation Paper

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Workplace Motivation Paper instructions

 

Write  a 700- to 875-word paper examining how various motivational strategies affect employee self-efficacy, mastery beliefs, and learned helplessness in a selected workplace–either your workplace or one you are familiar with.

Include  an explanation of the following:

· Define self-efficacy, mastery beliefs, and learned helplessness.

· Discuss the organizational efforts to improve performance by addressing self-efficacy, mastery beliefs, and learned helplessness.

· Identify how self-efficacy, mastery beliefs, and learned helplessness affect productivity.

Format  your paper according to APA guidelines.