Psychology Homework Help

CISD

Critical incident stress debriefing (CISD) is a part of CISM, which was developed to assist in managing the aftermath of traumatic experiences within organizations and communities. It is not psychotherapy and is not intended to replace psychotherapy. CISD is typically conducted within a few days of a critical incident to assist those exposed to the incident process and deal with what they have been exposed to. CISD has specific steps and requires a person to be trained to conduct it competently, but it does not require a mental health background.

Tasks:

Using the module’s readings, the Argosy University online library resources, and the Internet, research the CISD process.

Create a 6- to 7-page paper responding to the following:

• Summarize CISM and CISD.
• Discuss the relevant literature on the efficacy of CISM and CISD.
• Identify the existing literature that questions the utility of CISM and CISD and offer your opinion on this debate.
• Compare and contrast CISD and psychological first aid (PFA).
• Discuss how peer-provided support can be maximized in a traumatic response situation. Give reasons in support of your response. Be sure to cite any relevant resources.

APA FORMAT AT LEAST 3 INTEXT CITATIONS.

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Respond in 1000 words with some scholarly references. Use citations, site your work and add references.

What are the major differences between problem- focused coping and emotion-focused coping?  Provide examples of each that would be applicable to a social or occupational setting.                            

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Write 3–5 pages in which you examine the differences and similarities in how people from two different cultures express their emotions.

Growing your cross-cultural competence includes increasing your awareness of culture, ethnicity, and diversity. This newfound awareness can inform and address your behavior, professional goals, and values.

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

• Alarcon, R. D. (2009). Culture, cultural factors and psychiatric diagnosis: Review and projections. World Psychiatry, 8(3) 131–139.
• Carr, E. S. (2009). Saving the modern soul: Therapy, emotions, and the culture of self-help. Social Service Review, 83(1), 138–141.
• Davis, E., Greenberger, E., Charles, S., Chen, C., Zhao, L., & Dong, Q. (2012). Emotion experience and regulation in China and the United States: How do culture and gender shape emotion responding? International Journal of Psychology, 47(3), 230–239.
• Fernando, S. (2012). Race and culture issues in mental health and some thoughts on ethnic identity. Counselling Psychology Quarterly, 25(2), 113–123.
• Francis, L. J., Lewis, C. A., & Robbins, M. (2010). Religious orientation, mental health and culture: Conceptual and empirical perspectives. Mental Health, Religion & Culture, 13(7/8), 659–666.
• Grant, J., & Luxford, Y. (2011). ‘Culture it’s a big term isn’t it’? An analysis of child and family health nurses’ understandings of culture and intercultural communication. Health Sociology Review, 20(1), 16–27.
• Grossi, E., Tavano Blessi, G., Sacco, P., & Buscema, M. (2012). The interaction between culture, health and psychological well-being: Data mining from the Italian culture and well-being project. Journal of Happiness Studies, 13(1), 129–148.

Assessment Instructions

According to De Leersnyder, Boiger, and Mesquita (2013), “The most prevalent and intense emotional experiences differ across cultures. These differences in emotional experience can be understood as the outcomes of emotion regulation, because emotions that fit valued relationships within a culture have a tendency to be most common and intense. There is evidence that suggests emotional regulation and underlying cultural differences in emotional experiences exist. These regulatory processes depend on individual tendencies, but are also co-regulated within relationships” (p. 55).

Reference

De Leersnyder, J., Boiger, M., & Mesquita, B. (2013). Cultural regulation of emotion: Individual, relational, and structural sources. Frontiers in Psychology, 4, 55.

Directions

In this assessment, examine the differences and similarities in how people from two different cultures express their emotions. Complete the following:

• Describe how people from two different cultures express emotions.
• Compare and contrast how people from two different cultures express emotions.
• Examine the effectiveness of cultural universality in explaining the emotional experiences unique to a particular culture.
• Examine the effectiveness of cultural display rules in explaining the emotional experiences unique to a particular culture.
• Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology

In your comparison of be sure to use countries with cultures that are very different from each other, for example, France and Kenya.

Additional Requirements

• Ensure your finished assessment is 3–5 pages in length, not including the title page and references page.
• Include a title page and a references page.
• Include an introductory paragraph and a concluding paragraph.
• Include a minimum of three research resources.
• Follow APA guidelines for style and formatting.

REGULATION OF EMOTIONS SCORING GUIDE GRADING RUBRICCriteria Non-performance Basic Proficient Distinguished Describe how people from two different cultures express emotions.Does not describe how people from two different cultures express emotions. Explains how people from two different cultures express emotions using incomplete information. Explains how people from two different cultures express emotions. Analyzes how people from two different cultures express emotions and applies analysis to real-world examples. Examine the effectiveness of cultural display rules in explaining the emotional experiences unique to a particular culture. Does not examine the effectiveness of cultural display rules in explaining the emotional experiences unique to a particular culture. Examines the effectiveness of cultural display rules in explaining the emotional experiences unique to a particular culture using inaccurate or incomplete information. Examines the effectiveness of cultural display rules in explaining the emotional experiences unique to a particular culture. Evaluates the effectiveness of cultural display rules in explaining the emotional experiences unique to a particular culture, provides specific, relevant examples, and supports statements with leadership literature. Examine the effectiveness of cultural universality in explaining the emotional experiences unique to a particular culture. Does not examine the effectiveness of cultural universality in explaining the emotional experiences unique to a particular culture. Examines the effectiveness of cultural universality in explaining the emotional experiences unique to a particular culture using inaccurate information. Examines the effectiveness of cultural universality in explaining the emotional experiences unique to a particular culture. Evaluates the effectiveness of cultural universality in explaining the emotional experiences unique to a particular culture and provides specific, relevant examples. Supports statements with leadership literature. Compare and contrast how people from different cultures express emotions. Does not compare and contrast how people from different cultures express emotions. Lists emotions expressed by people from different cultures. Compares and contrasts how people from different cultures express emotions. Compares and contrasts how people from different cultures express emotions and describes key characteristics that allow distinction between emotions. Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.Communicates in a manner that is not professional or consistent with expectations for members of the psychology profession. Communicates in a manner that is inconsistent with expectations for members of the psychology profession. Communicates in a manner that is professional and consistent with expectations for members of the psychology profession. Communicates in a manner that is professional, scholarly, and consistent with expectations for members of the psychology profession. Apply proper APA formatting and style.Does not apply proper APA formatting and style. Uses adequate written communication but includes some APA errors and inconsistencies. Applies proper APA formatting and style. Applies scholarly writing and uses proper APA formatting and style throughout the assessment. 

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INSTRUCTIONS:

Weekly Journals: During each of the assigned weeks, you will write two paragraphs, each 300 words in length (i.e., 600 words total). The first paragraph will describe a topic that you found particularly interesting during that week and what made it interesting, and the second paragraph will describe something that you have observed occurring in the real world that exemplified that topic. 

Only one topic may be recorded in the journal for each assigned week and the observed real word occurrence must be clearly related to it

Readings for this week include Chapter 11 and Chapter 12. 

Chapter 11 focuses on male-female differences, reveals how characteristics that are obviously heavily influenced by biology cannot be fully understood without also taking into account social, developmental, and cultural influences on personality. This chapter provides empirical evidence to address these questions: Are there gender-based psychological differences? What is the etiology (causal origin) of these differences? How do different personality theories explain how these differences emerge and how they are maintained?

Chapter 12 focuses on healthy and unhealthy personalities, a popular topic of interest to students. Is it true that worriers get headaches, and repressed women get breast cancer? Are there general cancer-prone personalities and coronary-prone personalities? Are there self-healing personalities who manage to live a long and healthy life? This chapter examines the relations among personality, stress, adjustment, and health.

By considering personality in an applied sphere like health, we are following the advice of Kurt Lewin, Gordon Allport, Sigmund Freud, Carl Rogers and other great theorists that the individual is best understood when studied in a real-world social context.

References:

Friedman, H. S., & Schustack, M. W. (2012). Personality: Classic Theories and Modern Research, 5th

ed. Boston, MA: Pearson: Allyn & Bacon.

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You need both a vulnerability and a stressful situation to develop mental illness

Psychopathy is literally illness of the mind, the development of which can be explained using the diathesis-stress model.

The diathesis-stress model states that you have to have both a vulnerability (diathesis) to a particular condition, and an environmental stressor or stressful situation to push you over the edge to develop mental illness.

The vulnerability or susceptibility to a particular condition, such as , could be biological or genetic. For example, if your family has a history of schizophrenia, there’s a good chance that you could develop it too, although this genetic diathesis isn’t enough on its own.

You also need an emotionally challenging situation, such as a divorce, migration or abuse. This is called the environmental stressor, and is required to activate the diathesis. (Without any diathesis, it is not possible for just a stressor to cause a condition to develop.)

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i need you to answer the following question with 5 lines for each answer. i will need it in less than 5 hours. only 4 of them so the tottal would be 2 pages only. 

1.     What are philosophical zombies? What is the difference between the philosophical zombie version of you, and the you that is existing right now in the actual world? Can somebody use philosophical zombies to show that qualia are necessary for consciousness? Explain why or why not.

2.     Explain what the Chinese Room Experiment is, as put forward by John Searle. How is this experiment supposed to show that the functionalist view of mind/consciousness is wrong? Searle seems to be saying that something is missing in the way that the Chinese Room functions, and that because of this missing thing, we cannot say that the room actually understands Chinese. What is this thing that is supposed to be missing? Does this experiment succeed in showing that the functionalist view is wrong? Explain your answer, one way or the other.

3.     Explain the example of Mary in the black-and-white room, as put forward by Frank Jackson. Does Mary learn something new about the world when she steps out of the room for the first time? What is this something new that she learns? How is this example supposed to show that physicalism is wrong? Does this example succeed in showing us that we are conscious beings who can act on the physical world and change this world? Explain your answer, one way or the other.

4.     What are the three features that distinguish romantic love from other, non-romantic kinds of love, according to Robert Solomon? Very often, during the first phases of falling in love with somebody, we form an idealized, perfect image of him or her that often proves to be a false image once we get to know that person better. Does this mean that the first phases of love are not “true” love, but only love that is based on a fantasy? Explain your answer, one way or the other.

5.     Explain what the Look of the Other is for Jean-Paul Sartre, and how this look alienates us. How is romantic love supposed to offer us a refuge from this Look?  

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Analysis paper must include the following:

1. Read the chosen articles
2. Summarize the articles

3.     Reflect on what the articles mean to you, what thoughts or feelings were generated.  (If you stopped here, you would be submitting a reflection paper.)

·       What is your reaction to the content of the articles?

·       How do the articles relate to one another?

·       What did you learn about violence & abuse in childhood?

1. Now you are ready to begin writing your analysis paper.  Create a thesis statement or argument that you will defend using the articles to justify your points.  In essence, you take a stance on a particular issue, supported by 3-4 points supported by the literature.Your thesis statement is often the last sentence of your opening introductory paragraph.  Often, your thesis statement will be a “should” statement (e.g. social workers should take a feminist perspective when talking about the cause of physical abuse).  You then make your 3-4 points, using the literature to support your argument and linking the paragraphs together to make one seamless argument.
2. Conclude with a summary of your argument and your major points as well as a brief discussion of how your argument impacts the clients you serve.

SIDE NOTE: I am providing you the articles. Please put together the ones ending CR3 into one paper 2-3 pages and the Extra into another paper 2-3 pages.

Evaluation will be based on how clearly you respond to the above, in particular:

a)    The clarity with which you critique the articles;

b)    The depth, scope, and organization of your paper; and,

c)     Your conclusions, including a description of the impact of these articles on your thoughts about family violence.

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Is the way we regard mental illness truly more humane now than 100 years ago?  Please explain your answer.Respond in 600 words with a scholarly reference. Use citations and site your work

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Careers in PsychologyThis assignment has two major sections.  However, you will be creating a single document for submission.

• In Section I, you will read the case scenarios of three adults who are about to complete their bachelor’s degree in psychology and provide responses based on your reading and research to address the concerns in the scenarios.
• In Section II, you will evaluate yourself and rate your own credentials in terms of your readiness for the next step after obtaining your bachelor’s degree, should you be interested in pursuing your education further.
• Please label the sections as Section I and Section II in your document.

Section I Use the information presented in Chapter 8 of your course text as well as the required websites to assist you in addressing the scenarios. You will also need to do some additional research. Recommended websites are provided and you will find useful information on the websites of graduate programs in psychology and other mental health-related fields.

1. Denise has decided she wants to counsel children and adolescents. She has a modest amount of interest in reading research findings that are relevant to counseling children and youth. She has little interest in conducting research. She is exploring the following options for her degree after her bachelor’s degree:
   • Master of Arts/ Master of Science in Clinical Psychology
   • Master of Arts/ Master of Science in Counseling Psychology
   • Master of Education in Counseling Psychology
   • Master of Social Work
   • Master of Science in Pastoral Counseling
   • Master of Science in Counseling.
   • Research the programs Denise is considering and list at least two pros and cons for each option.
2. Raul always thought he wanted to be a clinical or counseling psychologist until he did some volunteer work in a psychiatric clinic and interviewed several psychologists and counselors. Now, as a senior who is months away from graduation, Raul is trying to decide what his next academic and career steps should be. He has a moderate interest in research but does not care much for writing papers. He could see himself teaching, if necessary, but it is not his passion. He already has a wife and two children, so earning potential is important to him.
   • What advice would you give Raul based on the information from this week’s resources?
3. After many years in the corporate world, John was let go from his company due to down-sizing. He is interested in integrating what he learned in business with psychology. He believes that Industrial/Organizational (I/O) Psychology might be a good fit for him.
   • What types of graduate options are available for John?
   • How competitive are graduate programs in I/O psychology?
   • What does he need to do to make sure he is competitive enough to be accepted into a graduate program?

Section II For this section, copy and paste the information from Table 8.4 in your text and then rate yourself for each of the items.  Be sure to include an explanation for each at the bottom of the individual sections. See the document with the information attached here. ( Section II (Links to an external site.)Links to an external site. )Writing Careers in Psychology

The Assignment:

1. Must be at least three to four double-spaced pages in length (excluding title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center.
2. Must include a separate title page with the following:
   1. Title of paper
   2. Student’s name
   3. Course name and number
   4. Instructor’s name
   5. Date submitted
3. Must include all the information listed in Section I of the prompt as well as the copied information from the Section II document.
4. Must document all sources in APA style, as outlined in the Ashford Writing Center.
5. Must include a separate reference page that lists any cited sources and is formatted according to APA style as outlined in the Ashford Writing Center.

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Some common diseases include arthritis, osteoporosis, and leukemia.

This website includes these and goes over more, but for now, let’s focus on the ones included above. Arthritis is an inflammatory condition that attacks the joints of the body and is characterized by joint pain, swelling, and stiffness. Osteoporosis occurs when bones become brittle and weak due to loss of bone tissue. Leukemia is a form of cancer, originating from the bone marrow and affects the lymphatic system.

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