Transfer Of Learning

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Assignment Content

  1. Read the instructions in Transfer of Learning, and select one option to complete the assignment. You can choose from the following options:In the following video, British humorist Hugh Dennis presents case studies of core management training topics. Several of these demonstrate transfer of learning.

Watch the “Making the Most of Yourself” video available on the student website.

Use at least one of the case studies from the video as an example in a 10-minute( 10 slides) Microsoft® PowerPoint® presentation with speaker notes for your classmates on the subject of transfer of learning. If possible, embed the appropriate section of the video into the Microsoft® PowerPoint® presentation.

  • Need 2 slides describing behaviorism related to this option 7
  • https://video.alexanderstreet.com/watch/making-the-most-of-yourself

2. Individual Assignment – ADD $20

Wk 5: Analysis of Factors in the Transfer Process

Assignment Content

  1. Read the instructions in Analysis of Factors in the Transfer Process, and select one option to complete the assignment. You can choose from the following options:
    • Option 1: Transfer of Learning Presentation
    • Option 2: Transfer of Learning Paper
    • Format your assignment in accordance with APA guidelines.
      Title

      ABC/123 Version X

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        Transfer of Learning

      PSYCH/635 Version 2

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      University of Phoenix Material

      Transfer of Learning

      Select and complete one of the following assignments:

       

      Option 1: Environmental and Evolutionary Psychology Presentation

      Option 2: Environmental and Evolutionary Psychology Article

      Option 3: Forensic Psychology Presentation

      Option 4: Forensic Psychology Literature Article

      Option 5: Health and Sports Psychology Presentation

      Option 6: Health and Sports Psychology Handout

      Option 7: Industrial/Organizational Psychology Presentation

      Option 8: Industrial/Organizational Psychology Handout

       

      Option 1: Environmental and Evolutionary Psychology Presentation

      Among the new techniques in zoo management is a concerted effort to make the animals’ environments stimulating and interesting. Each day, before animals are released into the daytime environment, zoo staff hide food items, toys, and other surprises throughout the environment. Assume that a local zoo has asked you to help them create naturalistic learning situations for their primate family collections.

      Watch the “Learning Sets” video available on the student website.

      Prepare a 10- to 12-slide Microsoft® PowerPoint® presentation with speaker notes for zoo managers and caretaker staff on how they might apply the ideas in this video segment on how chimpanzees and humans differ in transfer of learning.

      Address the following in your presentation:

      · An explanation of learning sets from the video

      · How learning sets facilitate learning in both chimpanzees and humans, including an explanation of differences between chimpanzees and humans in transfer of learning

      Option 2: Environmental and Evolutionary Psychology Article

      Among the new techniques in zoo management is a concerted effort to make the animals’ environments stimulating and interesting. Each day, before animals are released into the daytime environment, zoo staff hide food items, toys, and other surprises throughout the environment. Assume that a local zoo has asked you to help them create naturalistic learning situations for their primate family collections. Based on your experience with the local zoo, you believe they might benefit from the information.

      Watch the “Learning Sets” video available on the student website.

      Prepare 3- to 5-page journal article for a professional journal for zoo managers and caretaker staff on how they might apply the ideas in this video segment on how chimpanzees and humans differ in transfer of learning.

      Address the following in your article:

      · An explanation of learning sets

      · How learning sets facilitate learning in both chimpanzees and humans, including an explanation of differences between chimpanzees and humans in transfer of learning

      Option 3: Forensic Psychology Presentation

      Popular television shows have created a heightened interest in criminal profiling as a career. The subtlety and complexity of profiling skills are much too difficult to learn by simply studying texts and attending lectures. Assume you have been asked to address the staff of an FBI criminalist school about how to best teach these difficult skills. You have decided to base one 10-minute portion of your presentation to transfer of learning, which you believe is one of the most effective ways to teach complex skills.

      Watch the “Criminal Profiling Research Project” video available on the student website.

      Prepare a 10-minute Microsoft® PowerPoint® presentation with speaker notes explaining how some of the concepts and skills of criminal profiling can be trained in criminalists by transfer of learning.

      Address the following in your presentation:

      · How the interviews conducted by Robert Ressler in the video can be considered examples of transfer of learning

      · How the art of profiling is more adaptable to a seminar or discussion form of learning transfer than a didactic form

      Option 4: Forensic Psychology Literature Article

      See Option 3 above. After you made that presentation, you decided that part was so important that it should be shared with others interested in training criminalists and, in fact, virtually all staff involved in training law enforcement personnel.

      Watch the “Criminal Profiling Research Project” video available on the student website.

      Prepare 3- to 5-page journal article for a professional journal for law enforcement personnel explaining how some of the concepts and skills of criminal profiling can be trained in criminalists by transfer of learning.

      Address the following in your article:

      · Explain the types of transfer listed in Table 6.2 of Learning Theories, including distinguishing the pairs of types—near versus far, literal versus figural, and so forth.

      · Explain teaching for transfer.

      Option 5: Health and Sports Psychology Presentation

      Learned helplessness, one manifestation of transfer of learning, is an obstacle to full achievement of health and athletic goals. The following video segments describe the neurobiology of how chimpanzees and humans transfer learning and how learned helplessness develops.

      Watch the “Neuroscience,” “Cognitive Psychology,” “Mental Processes,” and “Learned Helplessness” videos available on the student website.

      Prepare a 10-minute Microsoft® PowerPoint® presentation with speaker notes explaining how ideas presented in the video segments can be used to identify and overcome learned helplessness. Assume your audience is either clients for whom you are their wellness life coach, or coaches of high school athletes.

      Address the following in your presentation:

      · Neurobiological changes evident in learned helplessness

      · Seligman’s reformulated (1978 and later) model of learned helplessness

      · Attributional feedback and other mediation techniques

      Option 6: Health and Sports Psychology Handout

      Learned helplessness, one manifestation of transfer of learning, is an obstacle to full achievement of health and even athletic goals. The following video segments describe the neurobiology of how chimpanzees and humans transfer learning and how learned helplessness develops.

      Watch the “Neuroscience,” “Cognitive Psychology,” “Mental Processes,” and “Learned Helplessness” videos available on the student website.

      Prepare a 3- to 5-page handout, explaining how ideas presented in the video segments can be used to identify and overcome learned helplessness. Assume your audience is either clients for whom you are their wellness life coach, or coaches of high school athletes.

      Address the following in your handout:

      · Neurobiological changes evident in learned helplessness

      · Seligman’s reformulated (1978 and later) model of learned helplessness

      · Attributional feedback and other mediation techniques

      Option 7: Industrial/Organizational Psychology Presentation

      In the following video, British humorist Hugh Dennis presents case studies of core management training topics. Several of these demonstrate transfer of learning.

      Watch the “Making the Most of Yourself” video available on the student website.

      Use at least one of the case studies from the video as an example in a 10-minute Microsoft® PowerPoint® presentation with speaker notes for your classmates on the subject of transfer of learning. If possible, embed the appropriate section of the video into the Microsoft® PowerPoint® presentation.

      Address the following in your presentation:

      · Relate the case study to one or more of the explanations of transfer of learning included in one of the learning theories: behaviorism, social cognitive, information processing and constructivism.

      · Provide a description of how this case study can be generalized to other management situations.

      Option 8: Industrial/Organizational Psychology Handout

      In the following video, British humorist Hugh Dennis presents case studies of core management training topics. Several of these demonstrate transfer of learning.

      Watch the “Making the Most of Yourself” video available on the student website.

      Use at least one of the case studies from the video as an example in a 3- to 5-page handout for your classmates on the subject of transfer of learning. Provide a link to the appropriate section of the video into the handout.

      Address the following in your handout:

      · Relate the case study to one or more of the explanations of transfer of learning included in one of the learning theories: behaviorism, social cognitive, information processing and constructivism.

      · Provide a description of how this case study can be generalized to other management situations.

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

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

Analyze Personality

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PSY – Theories of Personality

Module Four Journal Template

For your journal, complete this template by replacing the bracketed text with the relevant information. Your responses should each be about 2 to 5 sentences in length.

 

· Analyzing Theory

· Describe how humanism differs from the personality theories you have studied so far.

[Insert text]

· Explain the role of nature and nurture in the humanistic approach.

[Insert text]

· Describe the role of emotional intelligence in the humanistic approach.

[Insert text]

 

· Applying Theory to Society

· Explain the role of systemic issues in society, such as a lack of equity, access, or opportunity in the hierarchy of needs.

[Insert text]

· The final course in your degree program will challenge you to think about your role as an agent of social change. Explain how the humanistic approach generally, or Maslow’s hierarchy specifically, relates to your initial thoughts about being an agent of social change in your community. You can think about how humanism influences your approach to systemic issues or the role that being an agent of social change has on your views of self-actualization.

[Insert text]

· Locate and summarize one external article that investigates limitations of Maslow’s hierarchy and systemic issues in society.

[Insert text]

 

· Applying Theory to Self

· Thinking about the top of Maslow’s hierarchy, explain what self-actualization means for you. You can focus your answer as narrowly or holistically to your life experience as you would like. Consider what role school or your career has on your answer. Does success in those areas help you achieve self-actualization? Is it something else?

[Insert text]

Examples Of Id, Ego, And Superego

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 After viewing the video and reading the material presented in the link ” Examples of Id, Ego, Superego” present a case example to your classmates and discuss in terms of the Id, Ego or Supergo. Explain why the case presented represents one of the aforementioned. Then choose a case example from a classmate with another example.    please make sure its 300 words

Explain how you would manage client’s diverse needs, including his co-occurring disorders.

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CASE of KAI

Intake Date: January 15, 2020

IDENTIFYING/DEMOGRAPHIC DATA:

Kai (31) and Mira (28) are a married Japanese-American couple who live with their sons, Myles (10) and Levi (8), in a two-bedroom condominium in a middle-class neighborhood. Kai is an Iraq War veteran and employed as a human resources assistant for the military and Mira is a special education teacher in a local elementary school. Mira is in good physical condition and has recently found out that she is pregnant with their third child.

CHIEF COMPLAINT/PRESENTING PROBLEM:

Kai stated that he came to the VA for services only because his wife had threatened to leave him if he did not get help. Mira was particularly concerned about his drinking and lack of involvement in his sons’ lives.  Kai admitted at times he thought he was “going crazy”.

HISTORY OF PRESENT ILLNESS:

Mira told Kai his drinking had gotten out of control and was making him mean and distant. Kai said that since his return to civilian life 10 months ago he had experienced difficulty sleeping, heart palpitations, and moodiness. He described being proud to join the army and deployed and described himself as upbeat and happy prior to his deployments. He felt that he had to “change” to stay alive there.

When Kai’s options for treatment were discussed, he expressed fear of losing his job and his family if he did not get help. He said he was exhausted from being always alert and looking for potential problems around him. He noted he always felt on edge and every sound seemed to startle him when he was not drinking.

Kai shared that he often thinks about what happened “over there” but tries to push it out of his mind. The night is the worst time for Kai, as he has terrible recurring nightmares of one particular event. He said he wakes up shaking and sweating most nights. He then said drinking was the one thing that seemed to give him a little relief.

PAST PSYCHIATRIC HISTORY:

Kai had previously visited his primary care physician, Dr. Zoe, where he was given a prescription of Paxil to help reduce his symptoms of anxiety and depression. Dr. Zoe recommended that he get ongoing treatment and had given him my name as the social worker to see at the local VA.

SUBSTANCE USE HISTORY:

As teenagers, Kai and Mira used marijuana and drank. Neither uses marijuana now but they still drink. Mira drinks socially and has one or two drinks over the weekend. Kai reported he has four to five drinks in the evenings during the week and eight to ten drinks on Saturdays and Sundays. Kai admitted to drinking heavily nearly every day. Kai spent his evenings on the couch drinking beer and watching TV or playing video games.

Kai expressed concern that he would never feel “normal” again and said that when he drank alcohol, his symptoms and the intensity of his emotions eased. Kai shared that he had started attending AA meetings. He realized that drinking was being used as a way to avoid his feelings, and he attended AA meetings regularly. He has been able to not drink for a few weeks and found a sponsor who is also a veteran.

PAST MEDICAL HISTORY:

Overall, Kai is physically fit, but an injury he sustained in combat sometimes limits his ability to use his left hand.

FAMILY HISTORY INCLUDING MEDICAL AND PSYCHIATRIC:

Neither Kai or Mira reported having criminal histories. Kai and Mira identify as Christian and attend a local church on major holidays. Kai’s parents are deceased, and he has a sister who lives outside London. He and his sister are not very close but do talk twice a year. Mira is an only child, and her mother lives in the area but offers little support. Her mother never approved of Mira marrying Kai and thinks Mira needs to deal with their problems on her own.

CURRENT FAMILY ISSUES AND DYNAMICS:

The couple have some friends, but due to Kai’s recent behaviors, they have slowly isolated themselves. Kai continued that he and his wife had been fighting a lot and that he drank to take the edge off and to help him sleep, saying, “Nights are the hardest.” He reported that he was not engaged with his sons at all and he kept to himself when he was at home. He gave some examples of having a “hair-trigger temper” with his sons, especially if they surprised him inadvertently.

Kai works in an office with civilians and military personnel and mostly gets along with people in the office. Kai tended to keep to himself and said he sometimes felt pressured to be more communicative and social. He was also very worried that Mira would leave him. He said he had never seen her so angry before and saw she was at her limit with him and his behaviors.

Kai noted that his wife stated she wants to be able to communicate with him without feeling that she was “nagging him” or fearful that she was making him withdraw and that she would “trigger his anger.” She said that she avoided asking him things or talking to him for fear it would “set him off” and make him retreat to the basement on his own. As it stood, she did not think she could talk with Kai about her concerns. She told him she missed socializing with friends and having family outings and felt isolated during their confrontation. She reported that during a fight it came out that Kai told her that just keeping his intrusive thoughts at bay took all the energy he could muster. Seeing friends and making small talk was not something he felt he could do right now. Mira admitted that she did not know that socializing affected him that way nor that loud noises, open spaces, and green lights triggered intrusive memories. She was at the “end of her rope” with Kai.

MENTAL STATUS EXAM:

Kai was well-groomed but appeared somewhat guarded and anxious. He was coherent and articulate. Speech was at a normal rate, although the pace was noted to accelerate when he approached or discussed disturbing content. He denied depression but admitted anxiety and hyperarousal in situations, such as when strangers stand close to him in check-out lines. His affect was somewhat constricted but appropriate to content. His thought process was coherent and linear. He denied all suicidal and homicidal ideations but admitted that if startled “not much thought happens” between the event and his aggression responses. He had no psychotic symptoms, delusions, or hallucinations. He had reasonable insight, was well oriented, and seemed to have average intelligence.