Which other strategies can Fred employ to reduce the likelihood of groupthink during the meeting?

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According to Irving Janis (1972), groupthink is the process by which we conform to others’ decisions even when we individually disagree with these decisions.

Imagine that Fred is the manager of a bookstore, and the sales of books have slowed in recent months. Fred decides to meet with his employees to find ways to reduce expenses and increase sales.

To reduce the possibility of groupthink before the start of the meeting, Fred encourages everyone to speak up with their opinions—no matter what those opinions are.

    • Discuss why groupthink takes place. What characteristics of a group most often lead to groupthink?

 

    • Do you agree with Fred’s strategy to reduce the likelihood that groupthink will occur?

 

  • Which other strategies can Fred employ to reduce the likelihood of groupthink during the meeting?

 

Please include 3-4 academic reference written in APA

Retrospective Analysis Of Personality

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** need at least 3 sources ***

 

In this assignment, begin by taking a retrospective look at your life history, to discuss which aspects of your personality have remained consistent and which aspects of your personality have changed over time. Then, analyze the roles of nature and nurture in shaping your personality. Subsequently, discuss possible sources of inaccuracy and bias in any retrospective analysis. Finally, discuss the reasons why systematic scientific studies are considered more valuable than individual accounts.

Write a three to four (3-4) page paper in which you:

  1. Reflect on your life history and discuss which aspects of your personality have changed over time and which aspects have stayed consistent.
  2. Based on your retrospective analysis, describe the roles of nature and nurture in shaping your personality. Reflect on your justification for distinguishing between nature and nurture.
  3. Discuss the possible sources of bias and inaccuracy whenever a person looks back on their past history. Be sure to discuss factors related to memory and factors related to cognition.
  4. Describe why the science of psychology places more emphasis on results based on scientific studies than it does on personal experience and anecdotes.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format.  Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date.  The cover page and the reference page are not included in the required page length.

The specific course learning outcomes associated with this assignment are:

  • Relate psychological concepts to real-world situations.
  • Describe the major theories of personality development, learning, memory, cognition, consciousness, development and social psychology.
  • Use technology and information resources to research issues in psychology.
  • Write clearly and concisely about psychology using proper writing mechanics.

Development through the lifespan

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Post a brief description of the famous person you selected. Then evaluate how the psychological constructs of continuity/discontinuity and nature/nurture have manifested in this person’s development, making sure to consider all constructs.

 

Readings

  • Course Text: Berk, L. E. (2012). Development through the lifespan (Laureate Education, Inc., custom ed.). Boston, MA: Allyn & Bacon.
    • Chapter 1, “History, Theory, and Research Strategies”
  • Article: American Psychological Association. (2010). Ethical Principles of Psychologists and Code of Conduct with the 2010 Amendments. Retrieved from http://www.apa.org/ethics/code/index.aspx
  • Article: Keller, H. (2007). Developmental psychology I: Prenatal to adolescence. The International Handbook of Psychology. Retrieved from the Walden Library using SAGE Reference Online:
    http://www.sage-ereference.com.ezp.waldenulibrary.org/hdbk_intlpsych/Article_n14.html
    • Section 14.1 only
  • Article: Pinker, S. (2004). Why nature & nurture won’t go away. Daedalus, 133(4), 5–13.

Websites

  • APA: Division 7: Developmental Psychology
    http://www.apa.org/about/division/div7.aspx

Optional Resources

  • Article: Beaver, K. M., Wright, J. P., DeLisi, M. (2008). Delinquent peer group formation: Evidence of a gene x environment correlation. The Journal of Genetic Psychology, 169(3), 227–244.
  • Article: Estes, W. K. (2007). Basic methods of psychological science. The International Handbook of Psychology. Retrieved from the Walden Library using SAGE Reference Online:

Create a solution that would properly treat victims in order to ensure the system does not revictimize them.

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Here’s What Happened . . .

After your report was presented to the Centervale chief of police, he realized there is a need for training for law enforcement officials. Using the Simpson case as the basis, a proposal was presented and approved by the mayor to fund a special project.

You have been asked to produce a written training curriculum to educate the trainers of Centervale’s law enforcement officials about dealing with crime victims. The chief has asked you to cover both stranger violence and intimate violence. Your curriculum will supply trainers with information that would assist them in training new recruits, first responders, and detectives.

Here’s What You Need to Do . . .

  • Prepare three short scenarios that could be used as training material. In the training material, include the three areas of stalking, intimate violence, and stranger violence.
  • Following each scenario, generate questions that the trainers could present. Be sure to offer answers to these questions, with support, as a handy guide for the trainers.
  • Finally, design a summary for the trainers that they can use to end their training. The summary should:
    • Highlight the differences between criminology and victimology and why it is important for law enforcement officials to have a basic knowledge of both. Use examples from your created scenarios as support. Identify the relevant theories that pertain to violence against women. How can law enforcement make use of these facts?
    • Explain the importance of law enforcement learning more about proper treatment of victims in order to ensure the system does not revictimize them. Consider how interviews, order of protection service, time until arrest, safety planning, and lethality assessments play into this treatment.
  • Create a curriculum:
    • Develop three to five questions for each scenario. Focus on relevant victimology or criminology theories, victims’ rights, lethality assessments, and proper treatment of victims.
    • Develop potential answers for those questions, including the reasoning behind those answers. Hypothesize how past inadequacies in victims’ rights, as they pertain to law enforcement, might have led to different endings to the scenarios.
    • Predict the danger level for each victim and connect to the necessary actions of the advocate or the detective that will come from this alert.
    • Create a solution that would properly treat victims in order to ensure the system does not revictimize them. In creating a solution, consider these questions:
      • What can you recommend should be done for the victim?
      • What can you recommend should be done to the suspect?
      • What resources are available to assist law enforcement in working with victims?

Note: Use APA-formatted in-text citations and external sources that are referred to on a corresponding reference page.

Submission Details: By Tuesday, April 1, 2014, submit your final presentation

 

LASA 2 Grading Criteria and Rubric

All discussion assignments in this course will be graded using a rubric. This assignment is worth 300 points. Download the discussion rubric and carefully read it to understand the expectations.

Assignment 1 Grading Criteria
Maximum Points
Predicted the danger level for each victim.
60
Connected the danger level for each victim to actions of the advocate or the detective.
40
Created a solution that would properly treat victims without allowing the system to revictimize them.
48
Developed questions for each scenario.
16
Developed possible answers for each question for each scenario.
28
Hypothesized on how past inadequacies in victims’ rights could have led to a different ending to each scenario.
32
Identified and explained the usefulness of relevant theories that pertain to violence against women.
12
Writing components.
64
Total:
300