Forum Student Responses PSYC 515

PSYC515
Perceptions and Judgements
Respond to the 3 perspective below with a minimum of 250 words for each response. MUST list references used.
Response 1 (Kenneth): The unattainable goal of false beauty and eternal youth!  It’s everywhere and in everything.  I don’t like it.  My oldest child is 4, and she is fantastic, as all kids are!  Recently, I was watching her play with some make-up that she had received as a gift (not sure who from).  I was asking her why she wanted to wear make-up, trying to gauge her interest in it.  Being a very “girly” 4-year old, she informed me that she needed the make-up to be beautiful and be liked by her friends.  As a rational parent would be, I was shocked by this honest response.  I told her she was already beautiful and she didn’t need make-up to be more appealing.  Her Mother and I also filtered out all the makeup videos on YouTube Kids, and we put a stop to the makeup overall.  See, I had discovered that my daughter had been suckered into the world’s dominant view that beauty could be bought at your local CVS.  When I conduct my daily life, I take notice of those people who are attempting to achieve an outward appearance of perfection. When I was a younger man, I had a severe issue with adult acne. It had taken over my face.  I stressed about it and tried everything I could, for years, to clear it up and have clear skin.  It just wasn’t in the cards for me.  Ultimately my skin cleared up, but that vanity has never left me, and now I am paranoid about acne and getting a zit.  Beauty and physical perfection are marketed to ALL of us, ALL around us, every day, in almost everything we do.
If we look at the halo effect (Aronson, 2012), it is easy to go back and identify situations where you may have labeled someone as being ideal, or not, based off their physical appearance.  The halo effect is when we apply a generally positive or negative bias to a person based off their physical appearance, and infer what we expect of their future successes (Aronson, 2012).  I can tell you I am guilty of this.  I have given more credit to the ability to a person who met a higher standard of physical stature than someone who had a lower standard.  Sometimes I have been right, and sometimes I have been wrong.  As I have matured in life, I have realized that competency and physical appearance have little to no correlation to each other.  Socially, we are still being programmed to believe that the two are correlated.  What I pray for every day is that I can teach my daughters that they are beautiful and perfect just the way they are and to accept themselves for who they are.  As for my impressions of the video we watched and images of the women, the simple answer is yes I am more drawn to the women and find them more appealing when they have all the make-up applied.  I understand that the make-up does not define their abilities as individuals, it also does not make them women.  The photos on the right are just more appealing to the eye than the images on the left.  Yes, this can be a shallow viewpoint, but we as humans tend to be drawn to visual stimuli first, it’s just in our nature.  The thing to remember is that because the women on the right appear to be more physically desirable, this does not make them more capable or better human beings.
References
Aronson, E. (2012). The Social Animal. New York: Worth Publishers.
Response 2 (Bonita): The advantage of the deliberate development of the perception of flawless beauty in our society is that companies make more money by literally selling looks, skin tone, slenderness, petite bodies, hair styles, and even nails to produce income and make a profit from consumers. The fallacy is that none of the consumers resemble the model, aspire to imitate her or him, and have a false perception of body image and the emotional content that it produces. In an article by Suggett (2018), he states that the models’ appeal is the fact that they are “aspiring”, as in famous characters or actors, that their looks have brought them success, material goods, husbands or wives, and a youthful, fast-paced lifestyle that is unrealistic and the average consumer would find virtually impossible to achieve or imitate. So what do we do to assuage our feelings of inadequacy and inferiority? Buy the product the model is promoting, all in the hopes of becoming remotely similar, and becoming one of the “in” crowd. Another advantage is the feeling of confidence and social acceptance one would assume would accompany the image of perfection, or beauty. This, in itself, would appeal to the general public, as an easy outlet to achieve social acceptance. This would be an asset in some circumstances; however it is likely to also have drawbacks. The disadvantage of striving for a perfect look or body image is that, for one thing, for the time and effort put into it, it rarely happens that the perfect look will actually come true. If dieting is a factor, there’s the risk of resulting in an eating disorder, affecting one both mentally and physically. Depression is a factor when one does not appear to resemble the model, and even remotely, suicide risks when one is highly influenced by a model, whose features cannot be replicated, even by buying what they are selling. One aspect of the models that was not mentioned in the video, was that it is highly probable that, at least in advertising, images of the model are photo-shopped, remade, retouched, and generally made over, to resemble what the producers believe to be a marketable resemblance of positivity, social engagement, and affluence to achieve your goals and be well-liked. While this method of advertising may have harmful effects and be unethical, it is not illegal and it is up to the consumer to “vote with their wallet” in denying access to these products (Swinson, 2011).
I would describe most of the women on the left as uninspiring, probably not very popular, having an unexciting life, maybe uneducated, someone’s daughter, aunt, niece, friend or relative, and not having high ambitions or goals. On the contrary, the women on the right appear to be confident, well-poised, ambitious, successful, someone with goals, someone with hopes and high self-esteem, and last, but not least, beautiful. The images on the right and left, are of the same person, yet my perception of each one is different with the addition of make-up and hair styles. I am only referring to their image. It doesn’t mean that the image on the right is happier, more successful, smarter, even more aspiring than her “before” picture, nor does it mean she is “better off”. I think the contrast depicts physical change and any changes in personality, such as outgoing would be temporary. The looks appear to be hard to maintain and perhaps even more so to adjust in your environment.
Suggett, P. (2018). The Impact of Advertising on Body Image. Retrieved from https://www.thebalancecareers.com/the-impact-of-advertising-on-body-image-4151839
Swinson, J. (2011). False Beauty in Advertising and the Pressure to Look ‘Good’. Retrieved from http://www.cnn.com/2011/OPINION/08/08/swinson.airbrushing.ads/index.html
Response 3 (Sylvia): This week’s topic brings up an interesting subject in respect to something we all see and are potentially influenced by on a daily basis particularly if we interact on social media sights. The question was asked what the advantage could be to portray flawless perceptions of beauty to the masses. In short, I believe it is to breed insecurities in the induvial which leads to sales in many industries (makeup, fashion, nutrition/diet supplements, ect.). When we become insecure about our physical appearance as a result of seeing flawless examples of how other look, even if those induvial have been altered (such as photoshop) we are more inclined (broadly speaking) to purchase products which we believe will make us feel better about ourselves and the industries bank on this fact. This issue is further enhanced by the fact the relatively newer addition of social media filters and phone apps which allow you to alter your face, shape, and appearance with more ease then ever (something reserved to celebrities in magazines in previous decades) making the leap to perfection even more of a false projection and nearly impossible live up to in “real life”. The disadvantage to this type of lifestyle is that it gives it’s buyers unrealistic expectations of what can be expected from their products (ie. When images are filtered, altered, or photoshopped) and from a marketing perspective may lead to its buyers feeling as though their product do not live up to their marketing.
In respect to the halo effect and the images provided, I believe this halo could go either way. I believe I have been bombarded by so many images of women with perfectly contoured faces and impeccable makeup that it was refreshing to see the before photos and in many instances, I felt that “before” photo was the more appealing of the two. If I was applying the halo effect to my views I may view the women from group A (before) as being more down to earth and less influenced by the general consensus of what “beautiful” should look like. I may believe she is comfortable in her skin and that she is unphased by external influences and ideal set forth by our society of what is an expectable or desired appearance. From this perspective I may view the women with heavy amounts of makeup (group B) as being more insecure and more heavily
 
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final health care plan 5 pages 1

Final Care Coordination Plan.

For this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.This assessment provides an opportunity for you to apply communication, teaching, and learning best practices to the presentation of a care coordination plan to the patient.You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.

DEMONSTRATION OF PROFICIENCY

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Adapt care based on patient-centered and person-focused factors.
    • Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
  • Competency 2: Collaborate with patients and family to achieve desired outcomes.
    • Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with a patient.
  • Competency 3: Create a satisfying patient experience.
    • Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.
  • Competency 4: Defend decisions based on the code of ethics for nursing.
    • Make ethical decisions in designing patient-centered health interventions.
  • Competency 5: Explain how health care policies affect patient-centered care.
    • Identify relevant health policy implications for the coordination and continuum of care.

PREPARATION

In this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1 and communicate the plan to the patient in a professional, culturally sensitive, and ethical manner.To prepare for the assessment, consider the patient experience and how you will present the plan. Make sure you schedule time accordingly.Note: Remember that you can submit all, or a portion of, your plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

INSTRUCTIONS

Note: You are required to complete Assessment 1 before this assessment.For this assessment:

  • Complete the preliminary care coordination plan you developed in Assessment 1.
  • Present the plan to the patient in a face-to-face clinical learning session. Communicate in a professional, culturally sensitive, and ethical manner.
  • Collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.

Reminder: The time you spend presenting your final care coordination plan must be logged in the CORE ELMS system. The total time spent in securing individual participation in this activity in Assessment 1 and presenting your plan in this assessment must be at least three hours. The CORE ELMS link is located in the courseroom navigation menu.Please be advised that the Volunteer Experience form requires that you provide the name and contact information for at least one individual with whom you worked as part of your direct clinical activity. Your faculty may reach out to this individual to verify that you have accurately documented and completed your clinical hours.

Document Format and Length

Build on the preliminary plan document you created in Assessment 1. Your final plan should be 5–7 pages in length.

Supporting Evidence

Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources.

Grading Requirements

The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
    • Address three patient health issues.
    • Design an intervention for each health issue.
    • Identify three community resources for each health intervention, so the patient may make an informed decision about what resources to use.
  • Make ethical decisions in designing patient-centered health interventions.
    • Consider the practical effects of specific decisions.
    • Include the ethical questions that generate uncertainty about the decisions you have made.
  • Identify relevant health policy implications for the coordination and continuum of care.
    • Cite specific health policy provisions.
  • Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with the patient.
    • What aspects of the session would you change?
    • How might revisions to the plan improve future outcomes?
  • Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.
    • What changes would you recommend to improve patient satisfaction and better align the session with Healthy People 2020 goals and leading health indicators?
Additional Requirements

Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.You must submit your hours to the CORE ELMS system before you can complete this assessment and course.Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.

     

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    Hca430 Class And Need Help Unit 2 Assignment The Insurance Connection

    Due to the ongoing changes in the healthcare industry, navigatinghealth insurance can be difficult, even for those with years of experience. Although these changes occur frequently the constant of what is a Third-Party Payer, Managed Care Plans, Coding, and key reform remain. 

    In this assignment, you will identify certain characteristics of 2 private and 2 public insurers. In addition, you will present unique characteristics of each, including the managed care options found under each plan.   

    For each plan you will provide their: name and public or private designation demographic served by the plan plan types offered  funding source website address for plan 7-10 sentence overview of each plan which provides detailed information on its origin, affiliations, brand/logo, and distinctive features.

    Assignment:  

    Using the provided Insurance Connection template, research Third Party Payers and complete the table. Be sure to follow APA guidelines, use complete sentences, and present your information in a well detailed collegiate manner. 

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    group versus out group behaviors and attitudes

    In-Group Versus Out-Group Behaviors and Attitudes

    You are the dean of a newly formed psychology department. The department started with only counseling psychologists. However, the dean decided to add other psychologists to the department to ensure that students were learning from a diversity of sources. Now, the department has I/O, clinical, sport, and school psychologists. Despite the fact that they are all psychologists, the faculty have trouble working together.

    Be sure to complete this unit’s assigned readings before answering the following:

    • What in-group and out-group issues are surfacing in this scenario?
    • How do multicultural issues impact group behaviors and attitudes?

    Speak in context of this scenario but support your observations with scholarly sources.

    Response Guidelines

    In responding to posts from others on this scenario, be sure to examine how they handled the following components:

    1. In-group and out-group issues.
    2. Multicultural issues that impact group behaviors and attitudes.

    Together with members of your cohort, propose solutions for the issues that you have brought forth for this scenario.

    Note: Remember, all of your discussion posts are expected to be written at a graduate level, be free from typos and spelling errors, and follow standard English grammar. You will need to support your points with in-text citations and references in APA style. This may include your readings for this course, but also outside scholarly sources that you obtain relevant to this discussion from our library.

     

     

     

     

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