Research Methods Data And Paper

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NEUROTICISM AND STRESS 1

 

 

NEUROTICISM AND STRESS 6

 

 

 

 

 

 

Neuroticism and Its Relation to Stress and Anxiety

Alyssa Salcido

Schreiner University

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Neuroticism and the Big Five Factor Model

Personality traits can be defined as the reliable examples of characteristics, actions, attitudes, and behaviors a person possesses that are relatively stable and enduring over time and are used to distinguish one person from another. Further, a person who scores high on a trait will display the psychological states identified with that trait more frequently and to a greater degree than people who score low on that trait.

Although the study of personality traits has a long history, many people fail to realize how some traits can have a significant impact on mental health and therefore are important to be able to identify. The purpose of this paper is to help people better understand the trait of neuroticism. Neuroticism is typically defined as the “individual differences in negative emotional response to threat, frustration, or loss.” (Costa & McCrae, 1992a; Goldberg, 1993).

The trait of neuroticism is “defined by items referring to irritability, anger, sadness, anxiety, worry, hostility, self-consciousness, and vulnerability that have been found to be substantially correlated with one another in factor analyses (Costa & McCrae, 1992a; Goldberg, 1993).” Further, individuals who score high on the trait of neuroticism usually have negative responses to their environment. Neuroticism is “operationally defined by items alluding to touchiness, outrage, trouble, nervousness, stress, threatening vibe, hesitance, and defenselessness that have been observed to be generously connected with each other in component examinations (Costa and McCrae, 1992a; Goldberg, 1993).”

“In addition, persons high in neuroticism are often self-critical, sensitive to the criticism of others, and feel personally inadequate (Watson, Clark, & Harkness, 1994). This dimension of neuroticism is alternatively called negative emotionality or negative affectivity, and is found in almost all major models of personality traits, the most notable factor model being the Big Five Factor Model.” (Costa & McCrae, 1992b; Goldberg, 1993; Zuckerman, Kuhlman, Teta, Joireman, & Kraft, 1993). Studies have found that scores of neuroticism “peak in late adolescence and decline moderately through adulthood.” (Costa et al., 1986; McCrae et al., 2002; Roberts & Mroczek, 2008) In addition, the average scores of neuroticism for females are “slightly but significantly higher for females than for males.”

Neuroticism scores are also typically higher for people who have a lower socioeconomic status. (Judge, Higgins, Thoresen, & Barrick, 1999). Studies have found that people who score high on the trait of neuroticism tend to also have symptoms such as anxiety and depression. Research also shows that people with mental health disorders typically display behaviors associated with the trait of neuroticism. A number of longitudinal studies have controlled for shared items and concurrent depressive states and still found significant associations between the construct of neuroticism and measures of depression (Fergusson, Horwood, & Lawton, 1989; Schmutte & Ryff, 1997; Spijker, de Graaf, Oldehinkel, Nolen, & Ormel, 2007). This is why researchers have been trying to help people understand the importance of the trait of neuroticism in identifying mental disorders and treating depression and anxiety. My hypothesis suggests that people who score high on the trait of narcissism on the Big Five Factor Model are also likely to exhibit the common behaviors of stress and anxiety.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Method

Participants

The participants in this study consisted of 56 undergraduate students attending Schreiner University. There were 16 males and 40 females. The mean age of participants was 21.2 years. The median age 19 was years old. All students from the research methods class were asked to participate in this study by offering extra credit in exchange for participation.

Materials

The materials used in this study include: a computer and a self-generated electronic test Sensitivity Questionnaire designed to measure sensitivity, and a Big Five Factor Model test taken online, and which was used to record gender, age, and participant scores.

Procedure

On a volunteer-basis, participants were asked to complete an online survey that measures sensitivity using the Big Five Personality Test. In order to access the survey they had to access a computer where they would locate said article. They were also asked to record their age, gender, and scores for each of the five dimensions associated with the Big Five. After they were done, they were instructed to complete a sensitivity survey. All students from the research methods class were given extra credit for participating in the survey. Participants were then instructed to return the completed form to their instructor.

References

1. Lahey, B.B. (2009). Public Health Significance of Neuroticism. The American Psychologist, 64(4), 241-256. http://doi.org/10.1027/a0015309

2. Rietschel, L., Zhu, G., Kirschbaum, C., Strohmaier, J., Wüst, S., Rietschel, M., & Martin, N. (2014). Perceived Stress has Genetic Influences Distinct from Neuroticism and Depression. Behavior Genetics, 44(6), 639-645. doi:10.1007/s10519-013-9636-4

3. Aldinger, M., Stopsack, M., Ulrich, I., Appel, K., Reinelt, E., Wolff, S., & … Barnow, S. (2014). Neuroticism developmental courses – implications for depression, anxiety and everyday emotional experience; a prospective study from adolescence to young adulthood. BMC Psychiatry, 14(1), 210-222. doi:10.1186/s12888-014-0210-2

4. Vinkers, C. H., Joëls, M., Milaneschi, Y., Kahn, R. S., Penninx, B. W., & Boks, M. P. (2014). STRESS EXPOSURE ACROSS THE LIFE SPAN CUMULATIVELY INCREASES DEPRESSION RISK AND IS MODERATED BY NEUROTICISM. Depression & Anxiety (1091-4269), 31(9), 737-745. doi:10.1002/da.22262

5. Mohiyeddini, C., Bauer, S., & Semple, S. (2015). Neuroticism and stress: the role of displacement behavior. Anxiety, Stress & Coping, 28(4), 391-407. doi:10.1080/10615806.2014.1000878

Opinion New 5.1

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Kimbrilee Schmitz 

 

2 posts

Re:Module 5 DQ 1

Should elements within a course that require developing procedural versus declarative memory be interspersed chronologically or separated into distinct stages? Why? What order, if any, is likely to maximize learning rate? Why?

 

When developing procedural and declarative memory, teaching should be done to intersperse information that uses  both types of memory.  Procedural memory matures first in individuals and uses the repetition of information to acquire and later retrieve this knowledge. The use of procedural memory is a slower process because of the use of repetition but ensures that there are representations available for declarative memory. Declarative memory matures later than procedural memory and links representations. Having representations to link to is a vital part of declarative memory. Declarative memory has a more rapid process for acquiring and retrieving information when compared to procedural memory (Lum, Kidd, Davis, & Conti-Ramsden, 2010). By interspersing the use of procedural and declarative memory, a person can use both repetition and the linking of representations to remember information. Because procedural memory matures first and builds the representations that may be required for declarative memory it should be taught first. Once the representations are present , declarative memory can use these representations to build new related memories.

 

Reference:

Lum, J., Kidd, E., Davis, S., & Conti-Ramsden, G. (2010). Longitudinal study of declarative and procedural memory in primary school-aged children. Australian Journal Of Psychology, 62(3), 139-148. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=52975994&site=eds-live&scope=site

Develop a funding proposal for the agency.

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Module 3: Module 3 – M3 Assignment 2 RA

 

Dropbox AssignmentAssignment 2: RA: Funding Proposal & Community Partners

In this assignment, you will work on the second component building toward the final LASA in M4 Assignment 2 LASA. You are required to create your funding proposal and community partnership outline for your agency. A funding proposal may be quite complex, depending on the mission and vision of your agency. Identifying appropriate community partners for your agency should include the community partner, services you will provide each other, and your justification to believe this partner is an appropriate one for your agency.

Tasks:

In a 3- to 5-page professional proposal, complete the following:

  1. Develop a funding proposal for the agency. In the funding proposal, describe the resource needs in relation to the resource availability and the costs, in both human and other resource terms, in relation to the anticipated benefits (PO 8).
  2. Identify community partnerships that would collaborate with the agency to advance its mission (PO 2, 4, 6, 7).

In addition, you will address the following program outcomes: Interdisciplinary Practice (PO 2), Research (PO 3), Personal Value Systems & Interpersonal Effectiveness (PO 4), Multicultural Competence (PO 5), Professional Ethics (PO 6), Policy Advocacy (PO 7), and Administration of Human Services (PO 8).

Please note, this assignment will be revisited and revised based upon instructor feedback when integrated into M4 Assignment 2 LASA. Please review the LASA Overview for full details.

Submission Details:

  • Save your proposal in a Microsoft Word document with the name M3_A2_Lastname_Firstname.doc and by Wednesday, May 25, 2016, upload it to the M3 Assignment 2 RA Dropbox.

Presents the rubric for this assignment.

 Shows the help line number for Argosy University Online Inc. The number is 1-866-4ARGOSY.

Click here to submit a content alert.

Project: Agency Visit

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Project: Agency Visit

In order to function as change agents, social workers interact with others in a wide variety of organizations. Visiting a social work agency allows students of social work to get a glimpse of the form that these interactions may take.

 

For this Assignment, visit a social service agency in your area and interview a social worker there. During the interview, you will want to ask about the following:

These are all the questions that I need to ask u.

I need your name and the place where u work as well.

Sara Cange

Accelerated Learning Solutions (ALS) Charter Schools Flagler High School and North University High School- Family Support Specialist

Part time out patient therapist for Multicultural Care Centers

1. Focus on the social worker’s educational background and training.

· In 2005, I received my BSW at FAU. In 2009, I received my MSW at FIU. I am currently a Registered Clinical Social Work Intern with the anticipation of completing my licensure this fall. I received my child welfare certificate at FAU.

2. Determine whether the social worker is licensed, and find out about what brought him or her to the field as well as his or her work history.

· I am currently working on my license, I have completed the required hours; however, I most take the test. Social work was not my first desire, while at school I struggled back and forth between medical, or becoming an English Teacher. It came a point when I accrued over 70+ credits and had no idea what I was studying. With the advice of a counselor as well as candid conversation with my aunt who is a social worker in the correctional facility. I recognized that this was my desire. For the past 10 years, I have worked with the adolescent population. For close to six years I worked at DCF/ChildNet as a Child Advocate assisting with reunification, adoptions and teens aging out of protective supervision. I worked with the substance abuse population for less than five months as that was not my passion or a desire of mine. For the past three years, I have been working with students in a charter school assisting them with obtaining a standard high school diploma. Recently, began working as an outpatient counselor.

3. Inquire about the social worker’s job activities, professional roles, and target client group, as well as services provided by his or her organization.

· For close to six years I worked at DCF/ChildNet as a Child Advocate assisting with reunification, adoptions and teens aging out of protective supervision. I worked with the substance abuse population for less than five months as that was not my passion or a desire of mine. For the past three years, I have been working with students in a charter school assisting them with obtaining a standard high school diploma. My job includes but not limited to the following:

· Participated in interdisciplinary meetings

· Ensuring safety of students in attendance

· Conducted individual therapy per referral from ESE Specialist and other school officials and as needed

· Provided students with referrals to meet their present need

· Crisis intervention/treatment planning

· Drafted behavioral and educational plans to maximize students academic achievement

· Conducted psychosocial assessment on new clients

· Supportive therapy

· Conducted psycho educational groups and cognitive behavioral therapy groups

· Conducted community resource fairs

· Conducted home visits for students who were not in attendance

· Assisted with entrance and exit procedures for students

· Supervised BSW and MSW students

· Maintain contacts with community resources

· Participated in IEP (Individual Educational Plan) meetings

· Provided family counseling as needed

· Maintained relationship with community and stakeholders

· RtI (Response to Intervention) team member

Recently, began working as an outpatient counselor.

Completing treatment plans, assessments, biopsychsocials and meeting clients at homes and other places in the community. I provide family counseling, individual counseling and speak to parties affiliated with the case.

1. Determine the social worker’s professional work preferences (e.g., group, individual).

· I enjoy working with teenagers. I do not have a preference between group and individual

2. Ask about professional development and the social worker’s strategies for self-care

· I participate in community sponsored events either through BSO, Children’s Service Counsel or any other mental health agencies that I believe would assist me become a better social worker. Self care (compassion days) are needed and necessary. Since a large portion of my day I hear other individuals problems and concern, I take at least one day a month were I advise my family, significant other, and friends and inform them that I will not be engaging in phone calls between certain hours. During that time, I treat myself to a manicure and pedicure. If I need more than that one day, I usually go to the gym, listen to music, watch silly movies and comedies, or clean. Cleaning I found is therapeutic as it provides instant gratification and clears your mind as it is mundane. I sometimes will go to a friend’s house and play with their dog. Other days I can go to the beach and watch the water. If it is really overwhelming a few days off and then I return to work.