The How And Why Of Well-Being

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According to Martin Seligman (2005), there are three basic positive psychology pillars. These are the following:

  • The pleasant life
  • The good life
  • The meaningful life

Seligman purports that experiencing these three pillars creates what is called “the full-life.” This assignment focuses on the first pillar: the pleasant life.

The pleasant life encompasses subjective well-being and happiness along with encouraging encounters with positive affect and experiences. The good life includes identifying signature strengths to facilitate flow. The meaningful life includes participating in activities for the good of society.

For this assignment, you will focus on the pleasant life. Do the following:

  • Design an ideal day for yourself. Include positive emotions and experiences that facilitate positive emotions.
  • Live your ideal day.
  • Summarize your experiences in a paper.

Address the following points in your paper:

  • What was your general emotional state during the day?
  • What helped to create this emotional state?
  • Was there anything that minimized or countered your positive emotional affect? If yes, then what could have been done differently to change this experience?
  • According to the positive psychology model, why is this activity important?

Include and discuss two scholarly references that support the idea of experiencing positive emotions to facilitate happiness.

Write a 3-page reflection paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.

By Wednesday, June 24, 2015, deliver your assignment to the M1: Assignment 3 Dropbox.

Duckworth, A. L., Steen, T. A., & Seligman, M. E. P. (2005). Positive psychology in clinical practice. Annual Review of Clinical Psychology, 1, 629–651. (ProQuest Document ID: 213100604)
http://search.proquest.com.libproxy.edmc.edu/
docview/213100604?accountid=34899

Assignment 3 Grading Criteria
Maximum Points
Described the general emotional state experienced throughout the ideal day.
16
Examined and analyzed reasons for the general emotional state experienced throughout the day. If the positive emotional effect was minimized or countered, then identified and analyzed what could have been done differently so that the positive emotional effect could be experienced.
28
Correctly applied the positive psychology model to explain the importance of this activity.
20
Reviewed and discussed two scholarly references that support the idea of experiencing positive emotions to facilitate happiness.
16
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100

What did you learn about social psychology and the differences between styles of research? Explain.

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SOCL350

  • Revise and amend your Week 4 Key Assignment by adding what you learned in the Discussion Board posts following the task, as well as taking into consideration your instructor’s comments.
  • Address the following, and add your responses to your Key Assignment final draft:
    • Using your Week 4 Key Assignment, what behaviors did you observe that you would like to examine with experimental research? Explain.
    • What theories did you create or consider by doing this study, and how would you go about furthering your study of human behavior through this technique? Explain.
    • What did you learn about social psychology and the differences between styles of research? Explain.
    • Which do you think is most beneficial in studying group behavior? Why?
  • Be sure to reference all sources using APA style.

Critical Analysis Of Research Article

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Research Evaluation Worksheet

PSYCH/610 Version 1

 1

 

University of Phoenix Material

 

Research Evaluation Worksheet

Title:

 

Full Article Reference (APA style):

 

Abstract

 

Introduction

a. Is the need for the study clearly stated in the introduction? Explain by using information presented in the literature review.

 

b. What is the research hypothesis or question?

 

c. What are the variables of interest (independent and dependent variables)?

 

d. How are the variables operationally defined?

 

Method

 

a. Sample Size (Total): ________________ Size Per Group/Cell: _______________

 

b. Were the methods and procedures described so that the study could be replicated without further information? What information, if any, would you need to replicate or reproduce this study?

 

Participants

a. How were participants selected and recruited? b. Were subjects randomly selected? c. Were there any biases in sampling? Explain

d. Were the samples appropriate for the population to which the researcher wished to generalize?

e. What are the characteristics of the sample populations?

 

Research Design (check which design applies)

_______ Single group, time series study

_______ Multiple baseline (sequential) design: ______________

_______ Single group, no measurement

_______ Single group with measurement: Pre ______ During _____ Post _____

_______ Two groups classic experimental versus control group, randomly assigned

_______ (quasi-experimental) two groups experimental versus control group,

not randomly assigned

_______ Correlation research, not manipulated, degree of relationship

_______ Descriptive research (qualitative study)

_______ Natural observation

_______ Analytical research

_______ Interview research

_______ Historical study

_______ Survey research

_______ Legal study

_______ Ethnography research

_______ Policy analysis

_______ Fieldwork research

_______ Evaluation study

_______ Phenomenology

_______ Grounded theory

_______ Protocol analysis (collection and analysis of verbatim reports)

_______ Case study, no measurement

_______ Case study, with measurement: Pre _________ During _______ Post _________

_______ Developmental research

_______ Longitudinal (same group of subjects over period of time)

_______ Cross-sectional (subjects from different age groups compared)

_______ Cross-sequential (subjects from different age groups, shorter period of time)

_______ Correlation, more than two groups: control, treatment, and other treatment comparisons

_______ Factorial design, two or more groups: other treatment differences, no untreated controls

_______ Two or more dependent variables (MANOVA)

_______ Other design: __________________________________________________________

 

Consider the Following Questions:

a. Was a control group used? Yes ______ No ______ If yes, complete b, c, and d below. b. Was the “control” method for the study appropriate?

c. What variable was being controlled for?

d. In the case of an experimental study, were subject randomly assigned to groups?

 

Measures

 

a. Describe the Dependent Measure(s)/Instruments used:

b. Describe the Measurement/Instrument Validity Information:

 

c. Describe the Measurement/Instrument Reliability Information:

 

Consider the Following Questions:

a. For all measures (measures to classify subjects, dependent variables, etc..) was evidence of reliability and validity provided, either through summarizing the data, or by referring the reader to an available source for that information?

b. Do the reliability and validity data justify the use of the measure?

 

c. Are the measures appropriate (if not, why not)?

 

d. Are multiple measures used, particularly those that sample the same domains, or constructs but with different methods (e.g., self-report, rating scales, self-monitoring, or direct observation)?

 

f. If human observers, judges, or raters were involved, was inter-observer or inter-rater agreement (reliability) assessed? Was it obtained for a representative sample of the data? Did the two raters do their ratings independently? Was their reliability satisfactory?

 

Independent and Dependent Variables

 

a. What is/are the Independent Variable(s):

 

b. What is/are the Dependent Variable(s):

 

Data Analysis

 

Scales of Measurement (check those that apply):

Nominal _______ Ordinal _______ Interval _______ Ratio _______

 

a. What type of statistical techniques are used?

 

b. What type of tables and graphs are used?

Consider the Following Questions:

 

a. Were tests of significance used and reported appropriately (e.g., with sufficient detail to understand what analysis was being conducted)?

b. Do the researchers report means and standard deviations (if relevant) so that the reader can examine whether statistically significant differences are large enough to me meaningful? c. Other comments on the reported statistical analyses?

Discussion

 

Evaluate the Summary and Conclusions of the study (Usefulness):

Describe the Strength(s) and Limitation(s) of the Study:

 

Describe what you learned from the study:

 

List any remaining questions you have about the study:

 

 

*Adapted from form created by Dr. Randy Buckner, University of Phoenix Instructor

Final Project Sampling

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***ORIGINAL WORK ONLY***USE MY SOURCES ONLY

TOPIC- MEDIA INFLUENCE ON BODY IMAGE*** SEE ATTACHMENTS

 

Assignment 2: Final Project: Sampling

 

Running head: MEDIA INFLUENCE ON BODY IMAGE 1

MEDIA INFLUENCE ON BODY IMAGE 2

Media Influence on Body Image

Michele

Argosy University

Media Influence on Body Image

RQ-Does Reality TV influenced perceived body image in the adolescent child?

Null (HO) Reality TV does not influenced perceived body image in the adolescent child.

Research (H1)-Reality TV does influence perceived body image in the adolescent child.

Outline

Annotated Bibliography

Cusumano, D. K. (2001). Media influence and body image in 8-11-year-old boys and girls: a preliminary report on the multidimensional media influence scale. International journal of eating disorders, 29(1), 37-44.

Research conducted by Cusumano on influence of body image from the media used a total of 182 participants; 75 boys and 107 girls, 69% of the boys and girls were white, 18% African American, and 12% were from other races. The participants were given a packet to fill out during regular school hours in a classroom setting. The questionnaire used a three point Likert Scale (1- disagree, 2- Not sure, 3-Agree) the questions were developmentally appropriate for the subjects ages and grade level, large font was used to minimize distractions, and the test consisted of a total of 29 questions to minimize fatigue. The questionnaire consisted of a practice question to warm the children up, as well as to confirm that they understood how to answer the questions. The findings of the research concluded that females have a higher score confirming that girl’s body image is influenced by the media. The research is very pertinent in proving my hypothesis that adolescent girl’s body images are influenced by the media.

Lawrie, Z., Sullivan, E. A., Davies, P. W., & Hill, R. J. (2006). Media influence on the body image of children and adolescents. Eating disorders, 14(5), 355-364.

Lawrie, Sullivan, Davies, and Hill conducted a study using 925 students; 634 girls and 291 boys from both private and public schools. Ages ranging from nine years of age to 14 years of age using a “Sociocultural Influence Questionnaire” a five section questionnaire consisting of 62 questions filled out by students during class time. Three main questions were “do the media give the idea that you should be slimmer? Do the media give the idea that you should gain weight? Do the media give the idea that you should be more muscular? Answers were assessed using a Likert-type scare with five responses: strongly agree, agree, unsure, disagree and strongly disagree. The answers were then transformed into a score ranging from one to five; a score of one equals to strongly agree, five strongly disagree. An overall low test score would indicates greater agreement that the media does influence, a high score would indicate that there is minimal agreement that the media influences adolescents. Conclusion of this study states that girls have a higher score than boys, meaning that girls are more influenced by the media than boys. This article fits right in with my theory that the media has a profound effect on the body image of young girls.

Granatino, R., & Haytko, D. L. (2013). Body image, confidence, and media influence: A study of middle school adolescents. Journal of applied business research, 29(1), 45. Retrieved from http://search.proquest.com/docview/1426770036?accountid=34899

Granatino and Haytko conducted research to find out if media influenced body image and testing if there were differences among African Americans, Hispanics and Caucasians. The test used a total of 53 subject’s ages ranging from 12-15 years of age. The study consisted of an open-ended survey with three basic questions pertaining to the effect of Society and media’s influence on body image and self-confidence. The questions were “yes” or “no” questions with results of males being uninfluenced, African American scored the lowest, Hispanic females scored the highest. This article fits right in with my paper to prove that females are highly influenced by the media.

López-Guimerà, G., Levine, M., Sánchez-Carracedo, D., & Fauquet, J. (2010). Influence of mass media on body image and eating disordered attitudes and behaviors in females: A review of effects and processes. Media psychology, 387-416. doi:1060153269-2010.525737

Research conducted by Lopez, Levine et al, (2010) looks at many studies conducted on the influence of media on body images. In one study with 548 participating preadolescents and adolescents 69% agree that the images portrayed in the media do influence their conception of body image. 47% stated that they wanted to lose weight after viewing images of thin women. Having a multitude of studies in one articles all claiming to have the same results; body image is influenced by media, is very important information to prove my point when I put my paper together.

Spurr, S., Berry, L., & Walker, K. (2013). Exploring adolescent views of body image: the influence of media. Issues in comprehensive pediatric nursing, 36(1/2), 17-36. doi:10.3109/01460862.2013.776145

Spurr, Berry, and Walker conducted research on the influence of body image using 46 participants; 28 females and 18 males between the ages of 16-19 from two moderately populated schools; the adolescents were from multiple cultures and socio-economic stature. The participants answered questions verbally (which was recorded) such as “what does psychological wellness mean to you?” “Are there positive or negative influences on your psychological wellness?” “Does psychological wellness contribute to your overall sense of wellbeing?” The questionnaire lasted for one to two hours long and was held during regular school hours. Researchers used Braun and Clarke’s 6-step approach as useful framework to analyze data. They report this method was effective because it facilitated their understandings of the world as seen by the adolescents (Spurr, et al, 2013). The conclusion according to Spurr, et al was that this was the beginning evidence to support the theory that the media was an important influence on adolescent body image. This article is very important for my paper in proving that the media has an effect on the body image of adolescents.

Winham, D., & Hampl, J. S. (2008). Adolescents report television characters do not influence their self-perceptions of body image, weight, clothing choices or food habits. Young consumers, 9(2), 121-130. doi:http://dx.doi.org/10.1108/17473610810879693

This study examines the correlation between factors such as environment, and mental status and how adolescents’ own environment plays a role in the effect of media on body images. Winham & Hampl, (2008) suggest that adolescents that are affected by media modify the messages heard and what messages are sought out. This study is important to include within my paper, in order to create an unbiased research paper.

Tiggemann, M. (2005). Television and adolescent body image: the role of program content and viewing motivation. Journal of social and clinical psychology, 24(3), 361-381. Retrieved from http://search.proquest.com/docview/224841497?accountid=34899

The research conducted by Tiggemann, (2005) examines the relationship between adolescent boys’ and girls’ television viewing and bod image and the negative effects that are associated with overexposure. 1,452 secondary school students participated in the study answering questions associated with body perception, eating disorders, and uses of television. The results found that both genders were impacted negatively from total exposure; boys wanted to be more muscular, girls wanted to be thinner.

Eisend, M., & Möller, J. (2007). The influence of TV viewing on consumers’ body images and related consumption behavior. Marketing letters, 18(1-2), 101-116. doi:http://dx.doi.org/10.1007/s11002-006-9004-8

This study examines the influence of TV viewing with female and male consumer’s body image. The conclusion to this study states that the negative effects of viewing were not found. However on the females the effects were quite profound. This study also indicates that the beauty industry has been benefiting from the increased body dissatisfaction; women are willing to undergo dangerous surgeries to achieve the look that is portrayed on television.

Strasburger, V. C., M.D. (1985). Television and adolescents. Pediatric annals, 14(12), 814-815,818-820. Retrieved from http://search.proquest.com/docview/1023310886?accountid=34899

The article written by Strasburger, (1985) depicts how television has changed over the years. Wholesome television programs no longer exist. Adolescents are exposed to unrealistic programs filled with sexuality, alcohol, and characters that seem to all be thin. Exposure to this type of unrealistic programs can create false realities in life.

Derenne, J. L., & Beresin, E. V. (2006). Body image, media, and eating disorders. Academic psychiatry, 30(3), 257-61. Retrieved from http://search.proquest.com/docview/196508089?accountid=34899

This article examines images portrayed on television and how young girls model what they view on TV. Derenne and Beresin suggest that parents should monitor what their children are watching and how long they spend in front of the TV.

 

  • A very detailed outline of what you would like to cover in the intro/lit review of your paper. Write it as an outline and think about what you want each paragraph or section to cover.　Paste your references into each section where the information from that article applies to the topic. Below is an example of the outline although the references have not been pasted in yet:

 

 

 

      1. Introduction　or Statement of the Problem (e.g. Predictors of Depression in Men)

 

 

  • Research question　(E.g. What factors predict depression in men? For example, age, marital status, family history, stressors).

 

 

 

  • Why is it important/implications　 (E.g. xx% of men are depressed; less likely to seek treatment; if we can identify who is at risk, may be able to direct them to treatment sooner)

 

 

 

  • Revised hypothesis based on feedback from the instructor

 

 

      1. Review of the Literature (the following is an example for above topic):

 

 

  • Brief description of depression, symptoms, and any unique symptoms for men (Cite articles from which you will obtain this information).

 

 

 

  • How widespread is it? Stats on depression in general but also stats on depression in men (Cite articles from which you will obtain this information).

 

 

 

 

  • List factors that put men at risk for depression (Cite articles).

 

 

 

  • Difficulty communicating distress or sadness (Cite articles).

 

 

 

  • Job/work pressures (Cite articles).

 

 

 

  • Demographic characteristics (Cite articles).

 

 

 

  • Relationship between age and depression (Cite articles).

 

 

 

  • Relationship between marital status and depression (Cite articles).

 

 

 

 

  • *** A 1-2 page description of the sample you would like to use for your study, that provides the answer to the following questions:

 

 

 

 

  • What sampling technique would you use?

 

 

 

  • Does the sample generalize to the population? Explain why or why not.

 

 

 

  • What inclusion criteria would be used? What exclusion criteria would be used, if any?

 

 

 

  • What ethical issues might be encountered when collecting your information from this sample?

 

 

 

 

  • Make sure you write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; display accurate spelling, grammar, and punctuation.