Scripture And Prayer

Scripture and Prayer

Author

Institutional Affiliations

Author’s Note

Scripture and Prayer

Prayers are used as a mean of therapy from different Christian counselors. They use prayers to bring healing in the lives of people and improve their core beliefs. A payer therapy can help people in living their own identity and self-concept. During a prayer, therapy the client gets involved with the methods of God’s healing interventions by a Christian professional. It is especially important in the case of believers like Mary, who actually does believe in God but there is a distance that needs to be fulfilled. A payer therapy will help Mary in better understanding of God and Jesus Christ, and it will help her understand that her father was musing the name of God for his own filthy purposes. Mary is in a situation of helpless and a prayer is a perfect therapy that can be used for her cure, because “Prayer assumes need. Prayer and helplessness are inseparable.” (McMinn, 2012).

The scriptures are the words of God that carry the power to transform the miserable lives. However, using it within counselling needs as intricate assessment to analyze their beliefs. Such as Mary had always strong belief in the words of God to an extent that she let them destroy her life. Her father made the wrong use of God’s word and projectile his evilness upon her. Such use of God’s words kills one’s souls and counselors must explain to the patients as Jesus said, “the words I speak unto you, they are spirit, and they are life” ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"4f7y2xpE","properties":{"formattedCitation":"(Monroe, 2007)","plainCitation":"(Monroe, 2007)","noteIndex":0},"citationItems":[{"id":686,"uris":["http://zotero.org/users/local/OnfrXiA2/items/U3H5XCCC"],"uri":["http://zotero.org/users/local/OnfrXiA2/items/U3H5XCCC"],"itemData":{"id":686,"type":"article-journal","title":"Guidelines for the effective use of the Bible in counseling","container-title":"Journal of the Society for Christian Psychology","page":"53-61","volume":"2","author":[{"family":"Monroe","given":"Philip G."}],"issued":{"date-parts":[["2007"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Monroe, 2007). Scripture plays a basic role in providing a foundation or starting point for the understanding and beliefs of all Christians. It also provides a code and standards that if people follow will lead them to towards their goal. ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"7ikPUKrJ","properties":{"formattedCitation":"(Joyce, 2016)","plainCitation":"(Joyce, 2016)","noteIndex":0},"citationItems":[{"id":683,"uris":["http://zotero.org/users/local/OnfrXiA2/items/9RBKPXFS"],"uri":["http://zotero.org/users/local/OnfrXiA2/items/9RBKPXFS"],"itemData":{"id":683,"type":"article-journal","title":"Therapeutic uses of scripture in counseling","container-title":"Devotionals, Discipleship","URL":"https://urnottheonlyone.com/2016/02/29/therapeutic-uses-of-scripture-in-counseling/","author":[{"family":"Joyce","given":"E. M."}],"issued":{"date-parts":[["2016"]]},"accessed":{"date-parts":[["2019",11,19]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Joyce, 2016)

Integration is an idea that Is discovered while unraveling the fundamental unity that Almighty have created and we the creation of God create our own ways of thinking, combining and applying the psychological and theological beliefs. Psychologists and theologians bring about the worldly perspectives and presuppositions of individuals into different methodologies and goals for counselling ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"541nOQtG","properties":{"formattedCitation":"(Entwistle, 2015)","plainCitation":"(Entwistle, 2015)","noteIndex":0},"citationItems":[{"id":682,"uris":["http://zotero.org/users/local/OnfrXiA2/items/Z85SGFQ2"],"uri":["http://zotero.org/users/local/OnfrXiA2/items/Z85SGFQ2"],"itemData":{"id":682,"type":"book","title":"Integrative approaches to psychology and Christianity: An introduction to worldview issues, philosophical foundations, and models of integration","publisher":"Wipf and Stock Publishers","ISBN":"1-4982-2348-6","author":[{"family":"Entwistle","given":"David N."}],"issued":{"date-parts":[["2015"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Entwistle, 2015). The common narrative of Christian guidance is that it assists the sufferers like Mary to grow constructively within all aspects of their lives by adopting to a loving and affectionate relationship which is primarily done by the counsellors. Thus, the use of prayers and scriptures can prove to be extremely therapeutic for the patients like Mary so that their faith in God remains intact while they also get to differentiate between the right and wrong use of God’s words.

References

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Entwistle, D. N. (2015). Integrative approaches to psychology and Christianity: An introduction to worldview issues, philosophical foundations, and models of integration. Wipf and Stock Publishers.

Joyce, E. M. (2016). Therapeutic uses of scripture in counseling. Devotionals, Discipleship. Retrieved from https://urnottheonlyone.com/2016/02/29/therapeutic-uses-of-scripture-in-counseling/

Monroe, P. G. (2007). Guidelines for the effective use of the Bible in counseling. Journal of the Society for Christian Psychology, 2, 53–61.

Retrieved from https://thecrossingchurch.com/wpcontent/uploads/pdfs/usesOfScriptureIn Counseling.pdf

McMinn, M. R. (2012). Psychology, theology, and spirituality in Christian counseling. Tyndale House Publishers, Inc.

Section I Assignment

Section I Assignment

[Name of the Writer]

[Name of the Institution]

Section I Assignment

Infants who are affected by prenatal substance abuse due to abusive mothers are estimated to increase by 15 percent every year (Mann et al., 2018). The exposure to illicit drugs, tobacco, and alcohol during the prenatal period cause specific developmental and physical damage to these infants. The potential challenges regarding the onset of mental problems in later age are also expected in these children. The society and lawmakers devised ways to respond to this problem by various techniques, i.e., incarcerating pregnant women who do drugs during pregnancies, drug treatment and allegation against mother of child neglect. Many states in the United States of America have criminalized the use or abuse of substance and illicit drugs during pregnancy (Lester et al., 2000).

The charges on drug addict or abusive pregnant women comprise of child endangerment, abuse, attempted provoked abuse, drug delivery, child’s substance endangerment, mistreatment of the child, manslaughter, neglect, homicide, and the wound to a child due to carelessness. The substance on which a person is convicted of charges includes heroin, cocaine, marijuana, methamphetamine, and pills on prescription (Lester et al., 2000). Criminalization of substance use during the onset of pregnancy due to mischief to the embryo or youngster is discussed worldwide. Some lawmaking and implementation authorities assert that criminal discipline prevents the substance use among women who are pregnant. Interestingly, the therapeutic addiction model perceives the issue of substance abuse as an eternal, relapsing disease, with substance maltreatment amid pregnancy an awful, however regular event. In the therapeutic model, treatment, not discipline, is the solution for diminishing the utilization of substances during pregnancy. The doctors of medical and general specialization are broadly restricted to endeavors to condemn substance use by pregnant ladies.

Among various States the vulnerability which is reflected through laws implemented in the society about the finest methodology or legal punishments for doing illicit drugs or substance abuse during the pregnancy change fundamentally. The exploitation of poor kids is expressly being done in 18 countries. This may prompt end of the rights provided to parents, yet not to be jailed. A law has been passed in the state of Tennessee which has authorized objective substance use by pregnant ladies based on assumed damage to the fetus. In 2014, the assembly has passed the bill which unequivocally allows illegal charges for doing substance use in pregnancy and if charged they must be imprisonment. This bill was passed due to the rising rates of neonatal restraint disorder, a narcotic withdrawal disorder in newborn children that may require delayed observing in dangerous consideration units.

Regardless of the absence of criminal rules explicitly focusing on the pregnant ladies doing substance use in various states of the country, the pregnant women are being charged inconsistently, and sentenced for doing unlawful substance use as the criminal offenses for while being pregnant. In both states, Alabama and South Carolina, charges were maintained by the law court (Goshin et al., 2017). The impact of these decisions is to allow ladies indicted for doing substance abuse amid pregnancy under the laws which are not overt about pregnancy.

Restorative and general wellbeing specialists envious of considering a more noteworthy spotlight for providing the treatment to pregnant ladies doing substance use must remain especially cognizant to scholarly endeavors to grow the right meaning of a youngster to incorporate babies or to characterize pre-birth substance use expressly as a type of kid misuse. Both remain to challenge the treatment received by pregnant ladies with drug addiction issue and conceivably increment mischief to moms and youngsters. The impact of these decisions is to allow ladies indicted for doing substance abuse amid pregnancy under the laws which are not overt about pregnancy.

References

Goshin, L. S., Arditti, J. A., Dallaire, D. H., Shlafer, R. J., & Hollihan, A. (2017). An international human rights perspective on parental criminal justice involvement in the United States. Psychology, Public Policy, and Law, 23(1), 53.

Lester, B.M. Zachariah Boukydis, C. F., and Twomey, J. E. (2000). Maternal substance abuse and child outcome. In C. H. Zeanah Jr. et al. (Eds.), Handbook or Infant Mental Health (2nd ed.), pp. 161-175. New York: The Guilford Press.

Mann, P. C., Weiss, E. M., Seltzer, R. R., Dodge, R. A., Boss, R. D., & Lantos, J. D. (2018). Child abuse, incarceration, and decisions about life-sustaining treatment. Pediatrics, 142(6), e20180430.

Section II Assignment

Full Title of Your Paper Here

Your Name (First M. Last)

School or Institution Name (University at Place or Town, State)

Section II Assignment

Cognitive milestones offer a comprehensive outlook of the growth and development of children throughout different stages. It incorporates several fundamental skills as learning, exploring, thinking and problem-solving. Moreover, it impacts the area of the development in addition to social skills and language. The cognitive milestones help identify the stage of development of the children through the experiments suggested in the theories.

First, the mastery of conservation is the apprehension that the amount or quantity never change without the addition or removal of objects. The spatial arrangement may change but the quantity remains the same. The fundamental purpose of this milestone is the analysis of the ability of the children to reason and think. The maturing children successfully master several types of conservation as they advance to reason about the world. There exist three fundamental parts of reasoning: compensation, identity and reversibility.

Moreover, the establishment of the reasoning by analogy pertains to the successful development of a child’s brain. The manifestations of analogical reasoning affect as per the analogical performance of the children. When students learn how to identify the critical structural relations in the scene analogy problem, the development of reason and analogy interact with each other ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"V8m5s90k","properties":{"formattedCitation":"(\\uc0\\u8220{}cognitive development.pdf,\\uc0\\u8221{} n.d.)","plainCitation":"(“cognitive development.pdf,” n.d.)","noteIndex":0},"citationItems":[{"id":2151,"uris":["http://zotero.org/users/local/H8YOvGFC/items/MTKHWD42"],"uri":["http://zotero.org/users/local/H8YOvGFC/items/MTKHWD42"],"itemData":{"id":2151,"type":"article","title":"cognitive development.pdf","URL":"https://www.simplypsychology.org/cognitive%20development.pdf","accessed":{"date-parts":[["2019",3,8]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (“cognitive development.pdf,” n.d.). In addition, seriation is another milestone in the cognitive development which comprises the tendency to arrange things in a quantifiable dimension as weight or height. It is in contrast to a classification which involves the identification of objects as per their shape and color.

The influence of the race and cultural aspects is of foremost importance in these milestones. A child learns and nourishes the development based on several environmental factors. For instance, the impact of being surrounded by intelligent people will cause the children to exhibit similar functionalities. The cultures where reasoning and question dominate cause the children to establish critical analogical reasoning skills.

Emotional Intelligence

Emotional intelligence assumes an instrumental role similar to that of intellectual ability. It essentially helps build a stronger relationship, achieve professional goals and connect with others. Various factors are associated with the impact of emotional intelligence and performance in professional life. The emotions serve a social purpose to connect to the world around you. The interest of other persons, reduction stress, feel loved, social communication and happy.

Parents assume a critical role in enhancing the emotional intelligence and awareness of their children. First, parents have to admit the emotional state their children face in their life ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"lbBNJCMH","properties":{"formattedCitation":"(Melinda, 2018)","plainCitation":"(Melinda, 2018)","noteIndex":0},"citationItems":[{"id":2149,"uris":["http://zotero.org/users/local/H8YOvGFC/items/4BCUBGG4"],"uri":["http://zotero.org/users/local/H8YOvGFC/items/4BCUBGG4"],"itemData":{"id":2149,"type":"post-weblog","title":"Improving Emotional Intelligence (EQ) - HelpGuide.org","container-title":"https://www.helpguide.org/","abstract":"You can raise your emotional intelligence, improve your relationships, and achieve your career goals. These tips will get you started.","URL":"https://www.helpguide.org/articles/mental-health/emotional-intelligence-eq.htm","language":"en_US","author":[{"literal":"Melinda"}],"issued":{"date-parts":[["2018",11,2]]},"accessed":{"date-parts":[["2019",3,8]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Melinda, 2018). To enhance the emotional assistance, teachers and parents ought to resist the temptation of suppressing the emotions of the children. All emotional instances are real in true letter and spirits. Besides, the development of healthy habits in children is an essential factor to accelerate the healthier development of habits. The attitude of parents can also increase the emotional intelligence of their children. Since these children will be given confidence by their parents, they will feel relieved and the self-esteem will enhance significantly.

Children experience certain complex emotions. The parents must take into account the emotions experienced by their children suffer in different circumstances. These steps are imperative to increase emotional intelligence. The environment also plays an instrumental role in the development of emotional intelligence. Irrefutably, the parents who advance to make their children emotionally relieve succeed to increase the cognitive abilities and emotional intelligence of their children. Such remarkable are the manifestations of parents to accelerate the emotional intelligence of their children.

References

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY cognitive development.pdf. (n.d.). Retrieved from https://www.simplypsychology.org/cognitive%20development.pdf

Melinda. (2018, November 2). Improving Emotional Intelligence (EQ) - HelpGuide.org. Retrieved March 8, 2019, from https://www.helpguide.org/articles/mental-health/emotional-intelligence-eq.htm

Section III Assignment

Section III Assignment

Your Name (First M. Last)

School or Institution Name (University at Place or Town, State)

Section III Assignment

A wide range of techniques is harnessed by researchers to assess and determine the students prone to or suffering from insecure attachment. Many theories have been stipulated to determine the approach needed to explore the metrics of insecure attachment. A profound technique to assess the quality of attachment is the Strange Situation. This technique comprises a reasoned approach used by the securely attached toddlers and infants while utilizing their parents as the secure base. This approach argues that the instance when parents leave, the unfamiliar adult will be less comforting than parents. The responses of the children will be observed in a number of ways. For instance, if the parent is seated while the baby is playing, it demonstrates parents are a secure base. If the parents leave the room and the baby becomes comfortable by my response, the observed attachment will be of separating anxiety.

Likewise, if I enter the room and offer comfort to the children, the behavior manifested will reveal that the children possess the tendency to be soothed by the strangers. All of these observations are critical to thoroughly assess the quality of attachment of the toddlers and children. Primarily, the response of the baby to reunion defines the quality of attachment. In addition, several clues will be utilized to distinguish among avoidant, secure, resistant and disoriented attachment ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"lTH3bHW8","properties":{"formattedCitation":"(Leblanc, D\\uc0\\u233{}geilh, Daneault, Beauchamp, & Bernier, 2017)","plainCitation":"(Leblanc, Dégeilh, Daneault, Beauchamp, & Bernier, 2017)","noteIndex":0},"citationItems":[{"id":2334,"uris":["http://zotero.org/users/local/H8YOvGFC/items/E7HESFAL"],"uri":["http://zotero.org/users/local/H8YOvGFC/items/E7HESFAL"],"itemData":{"id":2334,"type":"article-journal","title":"Attachment Security in Infancy: A Preliminary Study of Prospective Links to Brain Morphometry in Late Childhood","container-title":"Frontiers in Psychology","volume":"8","source":"Frontiers","abstract":"A large body of longitudinal research provides compelling evidence for the critical role of early attachment relationships in children’s social, emotional, and cognitive development. It is expected that parent-child attachment relationships may also impact children’s brain development, however, studies linking normative caregiving experiences and brain structure are scarce. To our knowledge, no study has yet examined the associations between the quality of parent-infant attachment relationships and brain morphology during childhood. The aim of this preliminary study was to investigate the prospective links between mother-infant attachment security and whole-brain gray matter volume and thickness in late childhood. Attachment security toward the mother was assessed in thirty-three children when they were 15 months old. These children were then invited to undergo structural magnetic resonance imaging at 10-11 years of age. Results indicated that children more securely attached to their mother in infancy had larger gray matter volumes in the superior temporal sulcus and gyrus, temporo-parietal junction, and precentral gyrus in late childhood. No associations between attachment security and cortical thickness were found. If replicated, these results would suggest that a secure attachment relationship and its main features (e.g., adequate dyadic emotion regulation, competent exploration) may influence gray matter volume in brain regions involved in social, cognitive, and emotional functioning through experience-dependent processes.","URL":"https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02141/full","DOI":"10.3389/fpsyg.2017.02141","ISSN":"1664-1078","shortTitle":"Attachment Security in Infancy","journalAbbreviation":"Front. Psychol.","language":"English","author":[{"family":"Leblanc","given":"Élizabel"},{"family":"Dégeilh","given":"Fanny"},{"family":"Daneault","given":"Véronique"},{"family":"Beauchamp","given":"Miriam H."},{"family":"Bernier","given":"Annie"}],"issued":{"date-parts":[["2017"]]},"accessed":{"date-parts":[["2019",4,10]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Leblanc, Dégeilh, Daneault, Beauchamp, & Bernier, 2017). The children will be examined by critically assessing the responsiveness toward the parent and the manner wherein children react upon the arrival and exit of parents in the room. I shall look for the presence of separation anxiety or the tendency of children to leave the parent. I will observe the children for possible behavior of being generally sad, happy or angry when they are held and engaged by parents. To identify the secure base, it will be noted whether or not children play freely and look back to seek the caregiver. When the children keep searching for someone irrespective of the person surrounding the environment, it will indicate the signs of avoidant insecurity. The aspects of anxious-ambivalent will be assessed by the looking for the clinginess for difficulty comforting and distress before separation.

To discuss the caregiving behaviors, the most detrimental behavior will manifest in the mental condition of the caregiver. A caregiver who is mentally depressed will cast adverse impacts on attachment security. Similarly, the caregiver who prefers not to look after the children when they cry is also a major threat ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"6YMqS6iq","properties":{"formattedCitation":"(\\uc0\\u8220{}Attachment Theory | Simply Psychology,\\uc0\\u8221{} n.d.)","plainCitation":"(“Attachment Theory | Simply Psychology,” n.d.)","noteIndex":0},"citationItems":[{"id":2335,"uris":["http://zotero.org/users/local/H8YOvGFC/items/QHAWBX49"],"uri":["http://zotero.org/users/local/H8YOvGFC/items/QHAWBX49"],"itemData":{"id":2335,"type":"webpage","title":"Attachment Theory | Simply Psychology","URL":"https://www.simplypsychology.org/attachment.html","accessed":{"date-parts":[["2019",4,10]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (“Attachment Theory | Simply Psychology,” n.d.). Another potential threat to the attachment will be the lack of the caregiver’s involvement to offer physical and mental nourishment and strengthen the critical years of a child’s development. Moreover, several infant’s traits speak volumes about the peculiar nature of the attachment they possess. The reaction of children with parents and siblings will be my top-most priority to identify the nature of the traits. I shall strive to locate certain things which they prefer to ignore or they dislike certain acts. The environment where they were born and raised plays an instrumental role in this regard. I will love to ask the child the manner he acts with the father and mother if they are having financial issues or are divorced. These instances cast a significant impact on the behavior of the toddler and shape the extent and quality of attachment. Thus, all these discussed instances will be a dominant part of the research I will conduct in the survey to determine the quality of attachment of the toddler or children.

References

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Attachment Theory | Simply Psychology. (n.d.). Retrieved April 10, 2019, from https://www.simplypsychology.org/attachment.html

Leblanc, É., Dégeilh, F., Daneault, V., Beauchamp, M. H., & Bernier, A. (2017). Attachment Security in Infancy: A Preliminary Study of Prospective Links to Brain Morphometry in Late Childhood. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.02141

Section IV Assignment

PSYCHOLOGY

[Name of the Writer]

[Name of the Institution]

Psychology

(PRWORA) "Personal Responsibility and Work Opportunity Reconciliation Act" of 1996 

This was an act passed by the government of the USA in the Bill Clinton regime. This bill made certain changes into act that was already present at that time of of U.S policy of social welfare which replaces the AFDC program with TANF program. According to this legislation, a trend that was seen as the "waiver" programs were experimented to yield a different type of rules of AFDC by devolution from the federal government to states. States were given the autonomy to control and design programs of social welfare. The main purpose to pass this legislation is that it increases poor families' self-sufficiency and decrease social welfare dependency in the United States.

Following this act, the recipient of this program has to work after the assistance of 2 years, with minor exceptions. Under PRWORA, recipients of this act has to work after assistance on two years, with few exceptions. In 2002, it is the duty of the state to engage 50 per cent of families in activities related to work, while families of two-parents 90 % of total two families' parents are required to work for 35 hours/week. When the program was started in 1997 25 per cent families and 75 per cent of two families are engaged in work which later increased in 2002 to 50 and 90 per cent respectively. By the year 2000 every state in the US engages families to participate while for a two-parent family, 26/38 states were able to meet this goal.

Support for The Transitioning families Childcare

As soon as the law passes to enact PRWORA, 39 billion dollars are funded from federal funds for the purpose of families child care needs for families that transitioned themselves from welfare program to working families. These funds have both unrestricted and mandatory portions from (CCDF) "Child Care and Development Fund", and TANF grant. During the same time period, 11 billion dollars were provided for child care purposes through CCDF grant portion.

To involve more parents to participate in this workforce percentage, 50 billion dollars were made available over the period of the previous six years.

Health Care

It was decided that families who are eligible for this criteria are able to receive Medicaid, including Medicaid 6 month coverage for the transition from a welfare program to work.

Families that have adult recipients with 5 years received assistance would become ineligible for the welfare program. It is permitted to the state to make their own time frame shorter than this.

Bonuses will be given to the states that are able to get goals of TANF.

Under PRWORA states are required to maintain their welfare spending of 80 per cent at least or 75 per cent if work participation requirements are met.

Many positive effects and development happen since the passing of PRWORA actin 1996. Cases related to welfare substantially declined from 5.5% in 1994 of the total US population in June 2000 to 2.1 percent. Many of the past welfare recipients entered from a welfare program to the workforce and as a consequence from the year 1993-1999 poverty has reduced among children.

Consequences for Families

These developments have many disturbing issues as far as reality is concerned. Most recipients of the welfare program are not full time/year workers. Most of their earnings range between $6-$8 per hour.

But this act has many disturbing result for recipients of millions of former and current families. As not most of the families can work full time in whole of the year. Mostly family earns in range of $6- $8 per hour which is an insufficient wage that they can provide to their. Although the rate of poverty has overall declined but increased among families with working background especially single headed mother families. Poverty has deepened for those families that belong to poverty based background.

Policy effect on child behaviour

“Kalil and Dunifon (2006)” uses data on WES with five waves on selected women from 1997 use 5 WES data of women that was selected from 1997. The main point for the study was to inspect associations between welfare receipt, work participation, and child behavioural problems. According to their analysis which uses techniques of fixed effect for controlling time-invariant mother, child characteristics, show some of the direct association between welfare participation, work and child behavioural issues. They found many noteworthy associations between many methods of socio-economic hardship, like financial pressure and psychological problems associated with mother and problems related to child behaviour. According to the study's conclusion psychological stressor and economy has a continuous impact on families that are former recipients of the welfare program. Despite decreasing, welfare use and increase in work relate more closely to problems of child behaviour than welfare or work level of participation of themselves.

Conclusion

By gathering all pros and cons, the caseload decline indicates that families living in America were made less reliance on welfare services. Evidence tells us that while many families are shifted by this act, parenting, and child outcomes have less to offer for parental welfare and work that was thought originally making this act. It has been noticed that critical role of parents economic burdens,hardship and progression has an important and continuous role in the development of children's and families functioning together. Policies that belong to welfare did not eradicate hardships, but these policies has tendency to improve a significantly economic situation or wellbeing and health of low-income families.

References

Blank, R. M. (2002). Evaluating welfare reform in the United States. Journal of Economic Literature, 40(4), 1105-1166.

Loprest, P. J. (2006). The changing role of welfare in the lives of low-income families with children.

2002.05.24: (Fact Sheet) Welfare Reform: Implementing the Personal Responsiblity and Work Opportunity Reconciliation Act of 1996. (2019). Lobby.la.psu.edu. Retrieved 29 April 2019, from http://lobby.la.psu.edu/_107th/110_TANF_Work_Training/Agency_Activities/HHS/HHS_Personal_Responsiblitly_Work_Opportunity_Reconciliation_Act.htm

Slack, K., Magnuson, K., & Berger, L. (2007). How are children and families faring a decade after welfare reform? Evidence from five non-experimental panel studies. Children And Youth Services Review, 29(6), 693-697. doi:10.1016/j.childyouth.2006.12.001

See Agression Do Aggression

See Aggression Do Aggression

Americah Sim

[Institutional Affiliation(s)]

Author Note

[Include any grant/funding information and a complete correspondence address.]

See Aggression Do Aggression

There are some terms that have multiple definitions and they cannot be limited to only one definition. Aggression can be considered as one of these terms which has no definite definition for which the researchers may agree by limiting themselves to one definition. This paper aims to critically analyze the definitions of aggression by studying human aggression. The research paper begins with the demonstrations about modeling effects, it further includes the research methodologies along with its scope and experimental studies. This research paper will be further discussing the findings and outcomes of this study.

Aggression

With the time passage, the definitions for the terms "Aggression" has changed, however, researchers have always tried to propose a single definition that would be applied within a time frame and place. According to the field of social psychology, aggression is considered a behavior that intends to harm other people or individuals, while these individuals are always ready to avoid any harm from the opposite party. The forms of harm may be critically analyzed by expanding the study about its multiple forms that people face. Harm may be physical, psychological, emotional, damage to social connections and relationships. Human aggression includes immediate and sudden actions against other individuals intending to harm them, while the target always prepares himself/herself to act in opposition to ensure his/her safety ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"KZUppCbc","properties":{"formattedCitation":"(Allen & Anderson, 2017)","plainCitation":"(Allen & Anderson, 2017)","noteIndex":0},"citationItems":[{"id":555,"uris":["http://zotero.org/users/local/smYQhi21/items/M65IJD3Q"],"uri":["http://zotero.org/users/local/smYQhi21/items/M65IJD3Q"],"itemData":{"id":555,"type":"chapter","abstract":"Aggression is a phenomenon that can take many forms, ranging from relatively minor acts (such as name calling or pushing) to more serious acts (such as hitting, kicking, or punching) to severe acts (such as stabbing, shooting, or killing). The fact that aggression appears in so many forms can sometimes make it difficult to determine whether or not aggression has occurred. To further complicate matters, as is the case for many psychological constructs,\nthere is often a divide between the general public’s notions of aggression and violence and the definitions used by scientists. Frequently, the word “aggression” is used in ways that do not\nmeet the scientific social–psychological definition. For example, people may describe an energetic and persistent salesman as “aggressive,” exhort their soccer players to “be more aggressive,”\nor characterize rapid changes in mood as “violent.” Medical afflictions and treatments are also sometimes described as aggressive (e.g., an aggressive tumor, aggressive chemotherapy). None of these examples, however, meet social–psychological definitions of aggression or violence. This chapter focuses on answering the question “What are aggression and violence?” by describing in detail what constitutes aggression and violence according to social–psychological research. It also outlines the many forms that aggression can take in order to help readers distinguish between subtypes of aggression. Finally, similar but distinct concepts that are sometimes confused with aggression and violence are described so that readers can better distinguish between these concepts.","source":"ResearchGate","title":"Aggression and Violence: Definitions and Distinctions","title-short":"Aggression and Violence","author":[{"family":"Allen","given":"Johnie"},{"family":"Anderson","given":"Craig"}],"issued":{"date-parts":[["2017",1,1]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Allen & Anderson, 2017). When it comes to observations, it can be said that aggression can be observed physically, while cognitive intentions may not be observable as they are comprised of thoughts and ideas. It is to be analyzed that why a person would harm others, the answer may be simple and that may be to gain power and to benefit by causing harm to others who may be lesser powerful. Some of the theoretical approaches suggest that these behaviors of aggressions are programmed biologically. Another view suggests that individuals learn to be aggressive from other human beings. Social Learning Theory suggests that this may be related to the primary developmental factor of an individual's personality. In shaping behaviors of children, parents, and elders play an important role such as they may allow them to perform certain behaviors and punish them for those actions which are unethical and unacceptable ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"Q2LRIj2m","properties":{"formattedCitation":"(Eyberg & Ross, 1978)","plainCitation":"(Eyberg & Ross, 1978)","noteIndex":0},"citationItems":[{"id":565,"uris":["http://zotero.org/users/local/smYQhi21/items/7CTLTXE7"],"uri":["http://zotero.org/users/local/smYQhi21/items/7CTLTXE7"],"itemData":{"id":565,"type":"article-journal","container-title":"Journal of Clinical Child & Adolescent Psychology","issue":"2","page":"113-116","title":"Assessment of child behavior problems: The validation of a new inventory","volume":"7","author":[{"family":"Eyberg","given":"Sheila M."},{"family":"Ross","given":"Arthur W."}],"issued":{"date-parts":[["1978"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Eyberg & Ross, 1978).

Theoretical Propositions

The researches including Bandura, Ross, and Ross demonstrated the modeling effect of the acts of aggression. Their research in psychology is known as "the Bobo doll study,” which studied the limitations which are intended by the children to adults. This aims to study to what extent the behaviors may imitate the actions of aggression which can be critically observed in adults. These researchers made four assumptions and they are

The adult models which were observed for performing aggression were responsible to replicate adult behavior and aggressive behaviors. While behaviors of subjects and the adults differed during the observation of nonaggressive models. This means that the subjects were involved in copying the aggressive behaviors of adults which was observable.

Children getting exposed to nonaggressive models were likely to be lesser aggressive as compared to the others who were in the control group. It can be assumed that the nonaggressive models have the likely capacity to adopt aggressive behaviors. There are chances that the aggressive effects may inhibit individuals.

Children have a greater tendency to identify the forces in their surroundings which includes same-sex individuals, their parents, and other adults. These children may be influenced by same-sex behaviors, adult, and parental behaviors. It is also studied that there are more likely chances that a child may get imitated by the same-sex.

According to the societal patterns’ aggression is linked with masculinity, and this portrays that boy is more exposed to aggressive behaviors as compared to other genders. These differences of aggressions among these genders may be marked and studied the most.

Method

This research article discussed the research methodologies which were adapted to conduct the research. The research methodology includes the following

Subjects.

To conduct this research study, the researchers asked the director and headteacher of the Stanford University Nursery School. This was to have subjects for the research study. This included thirty-six boys and the same number for girls, starting from three years to 6 years. These children as subjects participated in the research study while the average age was noted as 4 and 4 months.

Experimental Conditions.

The control group was comprised of twenty-four children, while they were not exposed to any model. The other 48 subjects further got divided into two categories, one group was meant to be exposed to aggressive models and the other to nonaggressive models. Furthermore, these categorizations were based on sex on the participants. The total number of experimental groups was eight. While answering the question regarding the aggressiveness of children the researcher initially obtained the aggressiveness levels of these subjects. One of the experimental conditions was that the subjects were to be rated by their teacher and the experimenter, while these both had an idea about the aggressiveness levels of the subjects. their aggressiveness included physical, verbal and aggression towards other objects in their environment.

Experimental Procedure.

This research study included different experimental methods to which the subjects “children,” were exposed to. These experimental procedures included some play acts during which the aggressive and nonaggressive behaviors of the subjects were observed. The aggressive behaviors included the violent in which the bobo doll was attacked. While the nonaggressive subjects were observed as a polite player during the games. These experimental procedures aimed to study the aggressive behaviors of the subjects by exposing them to a number of aggressive and nonaggressive toys.

Arousal of Anger or Frustration.

According to the observations, the subjects were sent to another room where they were provided with a number of toys. It was aimed that exposure to these toys they will react either in an aggressive manner or a nonaggressive manner. The subjects were given the opportunity to choose their desired toys with which they wanted to play during the experimentation. There were not limited because they were to be observed according to their behaviors and actions to study their anger and frustration. The aggressive replications may result in future frustration in children which may include verbal and physically aggressive behaviors ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"tJm1UomJ","properties":{"formattedCitation":"(King, 1973)","plainCitation":"(King, 1973)","noteIndex":0},"citationItems":[{"id":563,"uris":["http://zotero.org/users/local/smYQhi21/items/I8LAKGI6"],"uri":["http://zotero.org/users/local/smYQhi21/items/I8LAKGI6"],"itemData":{"id":563,"type":"article-journal","container-title":"Annual review of ecology and systematics","issue":"1","page":"117-138","title":"The ecology of aggressive behavior","volume":"4","author":[{"family":"King","given":"John A."}],"issued":{"date-parts":[["1973"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (King, 1973). These children are more likely to be involved in acting aggressively towards others.

Test for Imitation of Aggression.

The subjects were exposed to toys that were aggressive and nonaggressive. These observations for imitation aggression lasted for twenty minutes. The nonaggressive toys included crayons, two dolls, balls, paper, and a tea set. While, the aggressive toys included guns, tetherball a mallet and of course a bobo doll.

Measures of Aggression.

There were a total of eight responses that were studied in the subjects' behaviors. However, this research paper only considers only four responses. Initially all of the replicated aggressions which were physical likely to be studied and recorded. The aggressive behaviors of subjects included punching and sitting on the bobo doll, these kids were observed while hitting and kicking the mallet. Another aggressive behavior that was observed is the verbal aggressiveness for the bobo doll.

Results

In general children have higher tendencies to adopt their environmental reactions and the existing behaviors to which they are exposed. The replicate behaviors and start following the observed behaviors whether they learn from their environments or humans. They are more like to adopt aggressive behaviors from those individuals who are of same-sex. When it comes to aggressiveness and relation with genders, aggressive behaviors are linked to masculine. Girls when compared to boys they are lesser likely to adopt and replicate aggressive behaviors. Discussing the forms of aggression, girls are more likely to imitate verbal aggression towards others and boys were likely to be involved in physical aggression ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"6UBdslIy","properties":{"formattedCitation":"(Nagin & Tremblay, 1999)","plainCitation":"(Nagin & Tremblay, 1999)","noteIndex":0},"citationItems":[{"id":562,"uris":["http://zotero.org/users/local/smYQhi21/items/FDZX3MLS"],"uri":["http://zotero.org/users/local/smYQhi21/items/FDZX3MLS"],"itemData":{"id":562,"type":"article-journal","container-title":"Child development","issue":"5","page":"1181-1196","title":"Trajectories of boys' physical aggression, opposition, and hyperactivity on the path to physically violent and nonviolent juvenile delinquency","volume":"70","author":[{"family":"Nagin","given":"Daniel"},{"family":"Tremblay","given":"Richard E."}],"issued":{"date-parts":[["1999"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Nagin & Tremblay, 1999).

Discussion

The aggressive behaviors are observable, while the violent behaviors may be learned with the help of copying styles of the external models. The behaviors of adults may make influence the children who tend to adopt and learn aggressive behaviors immediately. Children who are exposed to observed violence are likely to develop the tendency to get frustrations and adopt aggressive behaviors while performing future tasks. This paper addressed the issues of influences and imitations of the behaviors of adults and parents which makes huge impacts on children. The research findings were that boys’ aggressive models were stronger as compared to the aggressive models of girls. These aggressive behaviors may be studied by following some cultural patterns. The social acceptability of aggressive behaviors of boys is more according to this research experiment. This research study concludes with the observations of gender-based aggressions among the subjects by exposing them to different areas like playing situations and to a room where they were given choices over aggressive and nonaggressive toys including papers, mallets, guns, and a bobo toy. Girls tend to adopt verbal aggression while boys are mostly involved in physical aggression which may be regarded as violent acts ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"33pb4ej4","properties":{"formattedCitation":"(Mitrofan, Paul, Weich, & Spencer, 2014)","plainCitation":"(Mitrofan, Paul, Weich, & Spencer, 2014)","noteIndex":0},"citationItems":[{"id":561,"uris":["http://zotero.org/users/local/smYQhi21/items/45QBB6VL"],"uri":["http://zotero.org/users/local/smYQhi21/items/45QBB6VL"],"itemData":{"id":561,"type":"article-journal","container-title":"BMC psychiatry","issue":"1","page":"287","title":"Aggression in children with behavioural/emotional difficulties: seeing aggression on television and video games","volume":"14","author":[{"family":"Mitrofan","given":"Oana"},{"family":"Paul","given":"Moli"},{"family":"Weich","given":"Scott"},{"family":"Spencer","given":"Nicholas"}],"issued":{"date-parts":[["2014"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Mitrofan, Paul, Weich, & Spencer, 2014).

References

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Allen, J., & Anderson, C. (2017). Aggression and Violence: Definitions and Distinctions.

Eyberg, S. M., & Ross, A. W. (1978). Assessment of child behavior problems: The validation of a new inventory. Journal of Clinical Child & Adolescent Psychology, 7(2), 113–116.

King, J. A. (1973). The ecology of aggressive behavior. Annual Review of Ecology and Systematics, 4(1), 117–138.

Mitrofan, O., Paul, M., Weich, S., & Spencer, N. (2014). Aggression in children with behavioural/emotional difficulties: Seeing aggression on television and video games. BMC Psychiatry, 14(1), 287.

Nagin, D., & Tremblay, R. E. (1999). Trajectories of boys’ physical aggression, opposition, and hyperactivity on the path to physically violent and nonviolent juvenile delinquency. Child Development, 70(5), 1181–1196.

Self Care

Self-Care

Katiria

[Institutional Affiliation(s)]

Author Note

Personal Account of Self-Care

Self-Care

There are times when we all receive certain setbacks that mentally affect our physical and mental health. These setbacks can have some rather long-term effects that can define your personality for quite a long time. I have also experienced some of these setbacks at a very young age that had directed and defined my personality for a very time. However, due to sheer will power, there are certain improvements in my overall mental health. Since then, there have been certain accomplishments under my belt that has affected my mental health in a very positive way. My mental peace has enhanced my focus on many work routines that produced several accomplishments in my daily life such as graduation from high school and even buying my car from my hard-earned income.

These changes have gone a lot slower than they had come. But all my mental turmoil is the result of a series of factors that I have experienced in my childhood that had have affected my physical and mental well-being. The first that had been particularly difficult to overcome in the course of finding my way to mental well-being are the incidents of sexual abuse that I had experienced as a child. This is a very important factor in my mental illness as this phenomenon had affected my mental health for a very long time. I still struggle with this particular incident as its effects are still present on my mental psyche and I still work very hard to keep these mental scars from bleeding.

Another factor that had had diverse effects on my mental health is an accident I had as a child. This accident had permanently disfigured my face and left me with permanent scars upon my visage. This was also troublesome for me as the accident happened at a very young age and it messed up my face very awfully. Wherever I went, I would find people pointing openly at my face and discuss the scars on my face openly without even caring about I may feel at their blunt behavior.

Since then, I have found several ways to cope with the mental stress that I have continuously encountered CITATION Baq15 \l 1033 (Baqutayan, 2015). When it all becomes too much to bear, I climb behind the wheel in my car and take a long drive by myself or with some trusted friends that I have made recently. We visit a fast-food restaurant or any other place where we could eat and hang out. We also blast music on the car stereo as loud as possible and singing at the top of my lungs to drown out sorrows in the beats. Also, when I do not feel like driving, I often read books that act as my coping mechanism to escape reality CITATION Wat15 \l 1033 (Watson, 2015). I often sit separately from the crowd so that I can some time with my thoughts and access the actions that I have done or would have done.

For releasing my stress, I often make time for myself and do different things that make me happy and uplift my mood. I also try not to do unnecessary thinking about my future. I also try not to think about the things that cause my stress. So, far I have managed to keep my sanity by taking all the aforementioned measures.

We do not have to be alone in fighting our demons as I have done over the years CITATION Min17 \l 1033 (Minok Jung, 2017). We can outline a detailed plan with the help of several human services practitioners to help others in their fight against depressions and other mental ailments. We do not have to be alone in our fights against mental stress and depression, just as I have been.

References

BIBLIOGRAPHY Baqutayan, D. S. (2015, March). Stress and Coping Mechanisms: A Historical Overview. Mediterranean Journal of Social Sciences, 6(2). DOI:10.5901/mjss.2015.v6n2s1p479

Minok Jung, W. C. (2017, December 20). Stress Relief Method and Depression. Korean Journal of Family Practice, 7(6), 837-843. DOI:10.21215/kjfp.2017.7.6.837

Watson, E. M. (2015, December 14). The importance of leisure reading to health sciences students: results of a survey. Health Information Libraries Journal, 33(1). doi:doi.org/10.1111/hir.12129

Self Determination Theory Program

Self Determination Theory Program

[Name of the Writer]

[Name of the Institution]

Abstract

This paper explored the self-determination theory in the context of enhancing the adaptive functioning of the individuals for reaching or achieving their goals and objectives in any social setting, regardless of their mental and physical health. This program is intended on a general group of people, which included students, educators and people with disabilities. This intervention program is designed through theory or hypothetical interventions. The two sub-theories are also discussed, i.e., Organismic Integration Theory and Cognitive Evaluation Theory, for the comprehension of extrinsic and intrinsic motivation. Different models and methodologies have been used to improve their abilities in self-assurance. Most intercession programs focus on instructing aptitudes in basic leadership, decision making, self-promotion, self-viability, mindfulness, and self-assessment of objectives and plans. The outcomes of the intervention program are based on the assessment by filling the questionnaires.

Self Determination Theory Program

Introduction

Self-determination, as a mental build, alludes to volitional moves made by individuals dependent on their own will, and self-decided conduct originates from the deliberate, cognizant decision, and choice. The self-determination hypothesis (SDT) proposed by Deci and Ryan (2017), for instance, centres around the persuasive part of self-determination and the job of self-decided inspiration and self-sufficiency on understudies' learning and training. Self-determination is characterized as the ability to pick and to have those decisions be the judgments of one's activity. Inside the social-environmental methodology, exercises to advance self-assurance (e.g., intercessions) may concentrate on structure an individual's ability to perform activities prompting more noteworthy self-assurance (critical thinking, choice, making, objective setting, self-backing, and so forth.), center on changing the unique circumstance or the earth somehow or another to all the more likely empower people or individuals to make things occur in their very own lives, or to give bolsters (e.g., innovation) that upgrade self-determination. Therefore, a program is intended for the interventions made in building self-determination in people or group of people regardless of their physical or mental well-being. The following intervention program is designed only in theory, hence this paper will provide with an intervention program for the generalized individuals in enhancing adaptive functioning for reaching their goals or objectives.

Program Description

In personality or identity, individual differences result from the changing degrees to which each need has been fulfilled—or foiled. The two primary angles on which people vary incorporate orientations of causality and desires or life objectives. Causality orientations allude to how individuals adjust and situate themselves to their condition and their level of self-assurance when all is said in done, crosswise over a wide range of settings. Desires or life objectives are what individuals use to control their own conduct. They, by and large, can be categorized as one of the two classes of inspiration referenced before: natural or outward. Deci and Ryan give association, generativity, and self-improvement as instances of natural life objectives, while they list riches, popularity, and allure as instances of extraneous life objectives (Ryan & Deci, 2017). Aspirations and goals or objectives of life drive human beings; however they are viewed as educated wants rather than essential needs like self-sufficiency, fitness, and relatedness.

Self-determination theory presents further two theories for a more nuanced comprehension of motivations, i.e., intrinsic and extrinsic. These are Organismic Integration Theory and Cognitive Evaluation Theory which help clarify inherent inspiration with respect to its social variables and the different degrees of logical elements that impact extraneous inspiration (Yardley et al., 2016). Research ponders have given proof that help to understudies' mental requirements for independence, ability, and relatedness encourages self-ruling self-managed learning, scholarly execution, and prosperity. Abnormal amounts of self-rule, relatedness, and fitness are related to additionally fulfilling learning encounters. Scholarly accomplishment is emphatically connected with self-sufficient inspiration (Ryan & Deci, 2017).

Youngsters who are directed via self-ruling and natural inspiration experience increasingly positive instructive results at schools. For instance, understudies who were self-governing persuaded had higher scholarly accomplishment, confidence, saw fitness, individual control, and innovativeness and demonstrated an increasingly versatile learning mentality, and scholastic achievement. Understudies instructed via self-sufficiency strong educators were found to have expanded inherent inspiration, higher fitness and confidence, more enthusiasm for exercises, more noteworthy inventiveness, adaptability in considering and theoretical comprehension, and more dynamic association in data preparing than were their partners whose instructors were controlling. Self-ruling inspiration was likewise observed to be related to mental prosperity.

Research ponders have demonstrated that self-sufficiently spurred understudies detailed increasingly positive effect and feelings, having greater happiness regarding scholarly work, encountering more prominent life and school fulfilment, and having lower sick being, for example, gloom. What's more, higher independence in schools is related to lower dropout rates, the lower dimension of nervousness, increasingly positive adapting techniques. Understudies whose conditions are steady of their needs have a more prominent inclination to participate in realizing, which advances trust.

Program Implementation

Various studies have demonstrated that the ownership of self-assurance abilities is related to improved instructive result in school and with post-school accomplishment for youth and grown-ups with inabilities. For instance, improved self-assurance abilities were critical to scholastic execution and achievement and added to the expanded class interest and postsecondary association. Self-assurance aptitudes lead to improved results in freedom and work just as in personal satisfaction (Ryan & Deci, 2017). Thus, self-assurance as a develop turns into a significant angle in instruction and has been utilized generally in training programs for understudies with incapacities. Different models and methodologies have been created to improve their abilities in self-assurance. Most intercession programs focus on instructing aptitudes in basic leadership, decision making, self-promotion, self-viability, mindfulness, and self-assessment of objectives and plans.

A study built up the steps to self-assurance curriculum dependent on the five noteworthy parts: know yourself, value yourself, plan, act, experience outcome, and learn. The initial two parts, know yourself and value yourself, are tied in with cultivating self-information and mindfulness. The segments plan and act are tied in with obtaining explicit abilities. Experience outcome and learn to allude to assessing objectives and plan and celebrating of achievement (Cheon, Reeve, & Song, 2016). This educational module depends on the view that ownership of internal information of what one needs and the abilities to accomplish the ideal objectives are appropriate to self-assurance. Singular qualities, for example, mindfulness are simply the structure squares assurance, though the capacity to set objectives is simply the result assurance. Natural components, for example, open doors for decision making and the frames of mind of others, likewise add to self-assurance. This is a case of far-reaching educational modules that can be utilized with auxiliary understudies with and without incapacities (Howard et al., 2016). The self-assurance learning and abilities can be incorporated crosswise over branches of knowledge to be bolstered at all dimensions in school.

The Self-Determined Learning Model of Instruction set forward by Wehmeyer and Shogren focuses at fortifying the segments of self-assurance, in which educators control understudies through a three-stage instructional procedure, specifically, objective setting, making a move, and modifying the objective or plan (Wehmeyer & Shogren, 2016). In each stage, understudies figure out how to react to issues by presenting and noting a progression of four inquiries fundamentally in a critical thinking process, defining objectives to address their issues, making changes and use of their self-chosen objectives, and altering activities to finish their arrangements. Instructors give a lot of targets to each question and instructive help in each stage to encourage understudies to act naturally coordinated students (Deci, Olafsen & Ryan, 2017). Thus, understudies go about as dynamic specialist in settling on choices and decisions and taking activities. This methodology of showing self-controlled critical thinking can be connected over a wide scope of substance territories for understudies with and without incapacities. The program affected understudies' self-guideline and accomplishment of self-chose objectives (Wehmeyer & Shogren, 2016).

Since getting self-assurance aptitudes encourages all teenagers, with or without handicaps, to act naturally coordinated students having individual control of their life, an educational program which focuses at improving the parts of self-assurance referenced above can be imbued into the general educational modules so all understudies may profit (Deci, Olafsen & Ryan, 2017). Moreover, consideration of youth with handicaps in standard training is a worldwide pattern. Purposeful imbuement of self-assurance guidance and advancement into the general educational modules will enable understudies with inabilities to approach the mediation in the comprehensive homerooms.

Hypothetical methodologies like SDT, useful hypothesis, and biological models all think about the social setting as a significant factor in encouraging or undermining self-assurance. School is a critical social setting where self-assurance of understudies can be encouraged as quality. Advancing self-assurance ought to be an essential instructive objective for all understudies, with or without handicaps (Deci, Olafsen & Ryan, 2017). SDT sets that understudies are better ready to disguise their inspiration and take part in self-controlled realizing when their mental requirements for self-rule, fitness, and relatedness are upheld in their school surroundings. It is appropriate to furnish understudies with chances to learn and apply aptitudes to wind up self-managed students. the assessment of the intervention program will take place through testing with self-determination questionnaires or inventories.

Conclusion

The intervention program is designed only in theory; hence this paper provided an intervention program for the generalized individuals in enhancing adaptive functioning for reaching their goals or objectives. The two primary angles on which people vary incorporate orientations of causality and desires or life objectives. Self-determination theory presents further two theories for a more nuanced comprehension of intrinsic and extrinsic motivations, i.e., Organismic Integration Theory and Cognitive Evaluation Theory. Self-assurance aptitudes lead to improved results in freedom and work just as in personal satisfaction. Hypothetical methodologies like SDT, useful hypothesis, and biological models all think about the social setting as a significant factor in encouraging or undermining self-assurance. The self-assurance learning and abilities can be incorporated crosswise over branches of knowledge to be bolstered at all dimensions in social settings.

References

Wehmeyer, M. L., & Shogren, K. A. (2016). Self-determination and choice. In Handbook of evidence-based practices in intellectual and developmental disabilities (pp. 561-584). Springer, Cham.

Cheon, S. H., Reeve, J., & Song, Y. G. (2016). A teacher-focused intervention to decrease PE students' motivation by increasing need satisfaction and decreasing need for frustration. Journal of Sport and Exercise Psychology, 38(3), 217-235.

Yardley, L., Spring, B. J., Riper, H., Morrison, L. G., Crane, D. H., Curtis, K., ... & Blandford, A. (2016). Understanding and promoting effective engagement with digital behaviour change interventions. American journal of preventive medicine, 51(5), 833-842.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.

Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in work organizations: The state of science. Annual Review of Organizational Psychology and Organizational Behavior, 4, 19-43.

Howard, J., Gagné, M., Morin, A. J., & Van den Broeck, A. (2016). Motivation profiles at work: A self-determination theory approach. Journal of Vocational Behavior, 95, 74-89.

Self-Defining Memories

Self-defining memories

The theory of retrieval failure explains the factors that cause blurring of memory. Forgetting occurs when an individual fails to retrieve the information from memory. This reflects that the information had never reached the long-term memory so the likelihood of forgetting specific information is high. When information is not transferred to the long-term memory it will be deleted soon.

Forgetting occurs in everyday life when an individual fails to recall the information stored in memory. Although information was stored in the memory but cannot be remembered for some reason. This occurs due to the traced decay that is an automatic fading of memory. This occurs when mind stores information only for 15 to 30 seconds. The delays between recalling and learning also make retrieval impossible.

When I remember phone number I forget it more often. This is because the phone number was in the brain only for a couple of seconds. Theory of retrieval failure explains this phenomenon. When someone tells me a cell number it stays in the memory only for 15 to 20 seconds. As I have not memorized the number it remains in the short-term memory. The number was never transmitted to the long-term memory. This causes decay of the information. When I try to recall the number I am unable to retrieve it because it only remained in the brain for a few seconds. I have also witnesses trace decay when I don't recall number for many days. Forgetting occurs because I attempt to recall the number after many hours. If I would have recalled the number several times, it would have remained in the memory. Delay in recalling causes removal of the information shortly because it is not passed to the long-term memory.

Reference

Feldman, Robert S. Understanding Psychology. McGraw-Hill Education, 2013.

Seven Perspectives Of Psychology

Name of Student

Name of Professor

Name of Class

Day Month Year

Life Event and Psychological Perspectives

Introduction

This paper is aimed at showcasing my understanding about the perspectives of psychology that explain the underlying mechanisms of why an individual thinks and behaves in a certain way. It will be accomplished using a significant life experience that “altered” my way of thinking, feeling and behaving under the headings of four perspectives. In a nutshell, this assignment will enable the reader to understand how our behaviors are changed overtime and what factors might cause them to do so. In the end, it will be explained which perspective best explained the change in mental process and behavior.

Life experience

My first day in 7th standard marked the most significant day of my student life because I learned a worthy lesson that not only made me think differently but allowed me to alter my behavior in social terms. Mr. Allen Christopher was our ethics teacher. Soon after entering into the class, he referred to Sergio and asked about his name, grades and hobbies. “My name is Sergio; I am an average student; I play basketball and video games” he replied. After listening to this, Mr. Christopher asked him to leave the class instantly. He left all of us in a state of complete shock as Sergio did not said anything bad or unethical. His banishment was quite questionable for all of us. Although we disliked his gesture yet could not do or even say anything as we thought of him as an authoritative figure that can ruin our grades if we said something undesirable to him. We all remained silent. On the other hand, Sergio made many attempts to change Mr. Christopher’s mind as it was the first day of class and he did not want to get banished but all futile. We saw him leaving the class with pathetic grins.

After Sergio left the class, Mr. Christopher wrote the first topic on the black board; Laws and ethics. He then raised the question; “what do we mean by laws and ethics?” And “why do we develop laws?” Carla reciprocated, “laws are developed to limit our actions.” Nadia claimed, “Laws reduce the power differences between rich and poor.” Mr. Christopher appreciated the class participation but deemed dissatisfied with their answers and wanted for more view. I encouraged myself and replied, “Laws are developed to build peace and justice in the society.” Mr. Christopher liked my claim and nodded his head appreciatively.

He then proposed a question, “Do you think anything wrong has happened to someone a couple of minutes ago?” “Is it justifiable to remove any student from the class even if he did not say something bad?” We all looked at each other and echoed loudly; “Sergio was right, what happened to him was wrong, Sir.” “I admit, my action was not justifiable, I tyrannized an innocent and it was solely my mistake but was it not your duty to support your classmate as he was right?” It is your duty to speak when you see someone doing wrong to others; laws are just phrases if we do not have the will to implement in real lives.In the very next moment, a spell of awkward silence surrounded the class as we were left speechless; we had no satisfactory explanation for what we did. These revolutionary words still reiterate in my mind because this lesson was far beyond the business of grades; it stimulated my cognition; I started thinking in a different way.

How did it change my thinking, feelings and behavior?

This experience changed my thinking in a positive sense as previously my thinking was centralized on my own self; I was ego centric and only my personal interests used to shape my behavior. I learned that we should think in a broader way, encapsulating others’ interests and wellbeing too. I developed a pro-social insight and it helped me a lot in future interpersonal development. My feelings, on the other hand, underwent substantial alteration as I felt uncomfortable while observing something wrong and remaining silent. I learned that I must behave and speak in response to such events that threaten others’ will no matter what consequences I might encounter afterwards.

Analysis of experience using four perspectives of psychology

In the previous sections, it was explained how a general spell of transformation was created by this event in my thinking, feelings and behavior, in this section, I will explain the underlying motive behind this dramatic change. These explanations include four perspectives:

Psychodynamic: this perspective suggests that I developed pro-social orientation because of the Eros component of personality as my Libido was sex or survival oriented. When my Id (self oriented) battled against my Super Ego (society oriented), my Ego (decision-making component) decided to support super-ego probably because I was at the Latency Stage of psychosexual development where we meet new people and come to know that many other perspectives are existent too. I was reluctant to speak against my teacher but felt equally inappropriate and neutralized my conflicts through rationalizing that “other classmates are also staying quiet so it is good for me to do the same.” I felt reluctant to help Watson as my Collective Unconscious told me to stay silent because speaking up might cause banishment and negative consequences from the authorities. This is how psychodynamic perspective explains my behavior in the current scenario.

Behavioral perspective suggests that I learned new behavior under the influence of classical conditioning as from the very beginning we associate a sense of credibility (UCR) with our parents (UCS) and education makes us associate the roles of parents and teachers (NS) because teacher keeps a central place in our childhood personality development after parents and we think of him as an imminently knowledgeable figure. Hence, I unknowingly developed association between Credibility (CR) and teachers (CS). I generalized this association over other situations due to which my perspective changed from self-centered to society-oriented. I would not have paid much attention if any other person would be telling me to develop courage to implement laws instead of Mr. Christopher. I also learned to discriminate between the sense of credibility of teacher’s lessons and of other ordinary individuals. If conditioning between teachers and parents is lost (extinction), the sense of credibility will affect my newly learned behavior as well (spontaneous recovery).

Moving towards operant conditioning, if I would not abide by teachers’ lesson of ethics, I might face negative consequences in future i.e., if something negative happens to someone and teacher expects us to stand against it and if we fail, we will have to lose our grades and reputation. Moreover, if helping others develops constructive feelings i.e., sense of usefulness and productivity, we are more likely to help others under the influence of Thorndike’s Law of Effect. It must be noted that no proper stimulus schedule is involved in this type of learning and it will be more intrinsic learning than latent and modeling ones.

Evolutionary perspective suggests that human beings learn new things that are directly linked to ensuring their survival. I chose to become pro-social because if I consider helping others in their hard times, I can expect others to reciprocate if I encounter similar situations in future. On the other hand, if we remain silent even though we realize the extreme inappropriateness of events, it would not be something good of the society as a whole because society is the system of discrete micro systems. An individual being treated unfairly will affect the order of macro system to a greater degree and in turn such events will threaten our survival when injustice and lawlessness goes uncontrolled. I thought of “speaking up” against subdue actions as a way to ensure the integrity of society and my personal survival at micro level too. It must be noted that threats to survival are not limited to physical terms rather encapsulate psychological, emotional and social ones too. This is how the need of survival and grow bigger shapes our behaviors at unconscious level.

Sociocultural perspective presents the most justified explanation behind my thinking, feelings and behavior in the current scenario as it stresses upon the significance of cultural aspects as strong determinants of behavior. There is an equal opportunity that my family environment allows me to help others in hard times and considers it highly appreciable action. Besides this, my religion teaches me to stay helping, just and respect others’ dignity and free will without any discrimination. These familial, religious and cultural aspects have long-lasting impact on our cognition and behaviors and make it easy for us to develop important decisions accordingly. On the other hand, if I belonged to a culture where there is no concept of collectivity and individuals prefer their own interests rather than the wellbeing of whole society, I would not be thinking about changing my thinking, feelings, emotions, perceptions, outlooks, orientations, attitudes and behaviors even after Mr. Christopher’s groundbreaking practical example. It is all about the way our society approves or disapproves certain actions and expects us to carry beliefs in certain ways.

Sexual Disorders

Sexual Disorders

[Name of the Writer]

[Name of the Institution]

Sexual Disorders

Sexual dysfunction

Sexual dysfunction refers to the problem that tends to prevent a person to enjoy or experience pleasure as well as satisfaction from sexual activity. Based on this dysfunction a person is unable to complete and respond to the sexual response cycle that includes excitement, desire, arousal, plateau, orgasm, and resolution. Based on the statistics, 31 percent of the men and approximately 43 percent of the women experience this dysfunction (Rabiepoor, Khalkhali, & Sadeghi, 2017). Also, sexual dysfunction can occur at any age, but still it is common in the people that are over 40. The primary reason for this is accounted that in this age, health decline and aging tends to happen.

Furthermore, important types of sexual dysfunctions include desire disorders, pain disorders, orgasm disorders, and arousal disorders. Considering the problem, there are many causes of this dysfunction. However, they are grouped into physical and psychological causes (Brotto, & Yule, 2017). Physical causes of sexual dysfunction include drug abuse, diabetes, antidepressant drugs, alcoholism, hormonal imbalance, liver, and kidney failure. On the other hand, psychological reasons, includes stress, concern regarding the relationship, effects of sexual trauma, depression, etc.

Sexually transmitted diseases

Sexually transmitted diseases are the infections that pass from one person to another by sexual contacts or intercourse. These infections spread by the use of sexual contacts, breastfeeding, during childbirth, unsterilized drug needles as well as blood exchange. Also, these infections tend to grow on the genitals because they are the most sensitive as well as most areas of the skin (Workowski & Bolan, 2015). Sexually transmitted diseases include chlamydia, syphilis, gonorrhea, HIV, AIDS, trichomoniasis, pubic lice, scabies, herpes, etc. Furthermore, considering the types of these disorders, some of them such as AIDS cannot be treated, on the other hand, some of them can be treated (Workowski, 2015). Furthermore, considering the adversities of this disease, they are prevented by having safe sex, using condoms, avoiding drugs, using vaccinations, etc. Researches have also reported that the rate of these infections are increasing, so education in this regard is essential.

References

Brotto, L. A., & Yule, M. (2017). Asexuality: Sexual orientation, paraphilia, sexual dysfunction, or none of the above?. Archives of sexual behavior, 46(3), 619-627.\

Rabiepoor, S., Khalkhali, H. R., & Sadeghi, E. (2017). What kind of sexual dysfunction is most common among overweight and obese women in reproductive age?. International journal of impotence research, 29(2), 61.

Workowski, K. A., & Bolan, G. A. (2015). Sexually transmitted diseases treatment guidelines, 2015. MMWR. Recommendations and reports: Morbidity and mortality weekly report. Recommendations and reports, 64(RR-03), 1.

Workowski, K. A. (2015). Centers for Disease Control and Prevention sexually transmitted diseases treatment guidelines. Clinical Infectious Diseases, 61(suppl_8), S759-S762.

Sexual Images

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[Subject]

[Date]

Sexual Images

Self-consciousness is a very powerful thing; it is the highest level of being aware of your own skills and abilities. Every person is blessed with some kind of special abilities or powers, utilizing which they can achieve great heights of success and self-recognition. These abilities need to be explored, they are not usually clearly visible but are hidden or buried in a person. A person needs a high degree of confidence and a clear sense of self-awareness to get a distinct idea of these strengths.

Multiple projects, like videos, images, articles or blogs keep coming up to encourage people in exploring their inner strengths and utilize them in spreading positivity in the world. I recently came across such a video that helped me ponder over the fact that a person should focus on these inner skills to get their goals achieved. It was an advertisement by a famous brand Dove that specializes in beauty products like shampoos and soaps. The ad film was one minute in length and titled “I am fine” CITATION Chi18 \l 1033 (US). I was a joint venture by Dove and Cartoon network to inculcate a sense of self-esteem in young children especially girls. The ad film focuses on a young girl thinking about how everyone in her social circle is having a perfect life but she isn’t. She is feeling complexed about it and when someone asks her how was her day, she only replies "It was fine". The girl is shown to b talented and good in writing but she is completed due to her looks and weight issues.

In my opinion, it is a very example to show the kids that they should always be confident about their own self, without worrying about their physical looks. They should focus on exploring their own real talent and feel proud of it. There should be more projects like this, especially social media should focus on boosting up the confidence of teenagers and children.

Works Cited

BIBLIOGRAPHY Dove + Cartoon Network | “I’m Fine”. Dir. Dove US. Perf. ChildArtist. 2018. Social Media. <https://www.youtube.com/watch?v=KyBQi74qU-0>.

Sexual Orientation: Nature Or Nurture?

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Sexual Orientation

Your physical attributes can be indistinguishable to your parents, for instance, you can have your dad's eyes and your mom's hair shading. Be that as it may, your identity and ability may not originate from them. Nature where you grew up can affect your method for talking, carrying on and reacting to the things that encompass you. One of the most established dialogs in the historical backdrop of brain research is the discussion between nature as opposed to Parenting. Every one of these positions has interesting points, so it is extremely hard to build up if an individual's advancement is inclined in their DNA or if the vast majority of that is affected by life encounters and the earth. Today we perceive that both nature and nurturing assume key jobs in human improvement, yet despite everything we don't have the foggiest idea on the off chance that we have grown generally because of nature or nurturing (Jannini, et al., 2010).

The word sexual orientation alludes towards the sex to which an individual is appealed. A few sorts of sexual orientation that are frequently depicted are as: Straight or hetero. Heterosexual individuals feel a sentimental and physical fascination for individuals from the opposite sex: men are attracted towards ladies, and ladies are attracted towards men. Some of the time, heterosexuals are known as "hetero". Homosexual (gay or lesbian). Homosexual individuals feel a sentimental and physical attraction for individuals from a similar sex: ladies are attracted to ladies and men are attracted to men. The expression "gay" is regularly used to allude to a homosexual individual (male or female). Homosexual ladies are additionally called lesbians. Bisexual. Bisexual individuals feel a sentimental and physical attraction for individuals from both genders.

Would we be able to pick our sexual orientation? Being heterosexual, homosexual or bisexual isn't something that an individual can pick or change. Truth be told, individuals don't pick their sexual orientation, similarly as they can't pick their stature or their eye shading. It is assessed that around 10% of individuals are homosexual. Gay individuals are present in all areas of life, all races, every single ethnic groups and all social and economic groups. Nobody completely comprehends what precisely decides an individual's sexual orientation, yet undoubtedly is because of variety of biological and genetic factors. Medical specialists and associations, for example, the American Academy of Pediatrics (AAP) and the American Psychological Association (APA) trust that sexual orientation is a piece of the nature of an individual (Frankowski, 2004). Being gay isn't viewed as a psychological issue or an abnormality. Despite myths and misconceptions, there is no proof that homosexuality is brought about by the encounters of early adolescence, the child rearing style, or the training got. Endeavors to change an individual's sexual orientation from homosexual to heterosexual (some of the time alluded to as "transformation treatment") have ended up being inadequate and can be hurtful. Physical and psychological well-being experts caution that no exertion ought to be made to change an individual's sexual orientation.

Distinguishing an individual’s sexual orientation, regardless of whether heterosexual or homosexual, is something that a child or young person more often than not perceive with conviction very soon. Some gay young people say they have experienced passionate feelings for individuals of a similar sex in youth, similarly that their heterosexual partners fall in love with people of the opposite sex. In secondary school, numerous gay adolescents as of now perceive their sexual orientation, paying little respect to whether they have uncovered it to other individuals or not. Those individuals who, at first, did not understand they were homosexual more often than not state that they had dependably felt unique in relation to their friends, however they didn't know precisely why. Being aware and tolerating an individual’s sexual orientation may take little time. Having sexual musings towards individuals of a similar sex and of the contrary sex is very regular when young people investigate their rising sexuality. A few teenagers may try different things with sex, notwithstanding having sexual encounters with individuals from their very own sex, while they are investigating their sexuality. In any case, these experiences, without anyone else's input, don't really imply that the adolescent is homosexual or heterosexual. For some youths, these encounters are just piece of the way toward investigating their developing sexuality. In spite of sexual orientation generalizations, male or female attributes don't really anticipate whether somebody is heterosexual or homosexual. When they end up mindful of their own sexual orientation, some gay adolescents can feel entirely good and acknowledge their sexuality, while others may think that it’s confounding and hard to acknowledge (Duke & McCarthy 2009).

How gay teenagers can feel? Like their heterosexual partners, gay adolescents can be worried by studies, grades, school, sports, exercises, companions, and "fit." But, in addition to that, gay teenagers as a rule need to confront extra worry, with issues, for example, concealing their identity, the likelihood of being bothered for being gay or confronting partialities and generalizations for having spoken the truth about their sexual orientation. They regularly feel not quite the same as their companions when the heterosexual individuals around them begin discussing sentimental emotions, dating and sex. They may feel that everybody expects them to be heterosexual. Or then again they may feel that they should pretend sentiments they don't have simply to look great and "fit." Or perhaps they believe they should deny their identity and conceal a critical piece of themselves. Numerous gay teenagers stress over whether they will be acknowledged or dismissed by their friends and family or whether individuals will be vexed, furious or disillusioned with them. This dread of partiality, separation, dismissal or brutality can lead a few young people who are not heterosexual to furtively keep their sexual orientation, even to companions and relatives, who could offer help. It might take some time for gay teenagers to process their emotions and acknowledge this part of their own personality before uncovering their sexual orientation to other people. Many choose to disclose their sexual orientation to a couple of loved ones who comprehend and support them. This is known as exposing the unadulterated truth (Johnson, et al., 2005).

For many people, exposing the unadulterated truth requires courage. In certain circumstances, young people who straightforwardly announce their homosexuality are more presented to tormenting and provocation than the individuals who don't. Be that as it may, numerous gay, lesbian and bisexual youngsters who turn out to loved ones feel completely acknowledged by them and their community. They feel good and safe since they feel attracted to individuals of a similar sex. In an ongoing overview, gay youngsters who exposed the unadulterated truth demonstrated that they felt more joyful and less worried than the individuals who had not.

How parents can feel? Puberty is a phase of change, for adolescents as well as for their parents. Numerous parents defy the rising sexuality of their pre-adult youngsters with a blend of perplexity and anguish. They may feel that they are not in the least prepared for the following phase of parenthood. Furthermore, if your kid is homosexual, this can include an entire arrangement of new inquiries and concerns. A few parents are shocked to get familiar with reality, since they had dependably trusted that their child was heterosexual. They may significantly think about whether there was something they did or did not do to cause their child's homosexuality, regardless of whether there was definitely not. There is no proof to demonstrate that homosexuality is the aftereffect of child rearing or instruction. Luckily, numerous parents of gay teenagers comprehend and acknowledge their kids from the earliest starting point. They feel that they definitely knew it from constantly, even before their pre-adult child disclosed it to them. They are typically cheerful that their tyke has confided in them and to be pleased that they have had the bravery to disclose it to them. Different guardians feel pity, dissatisfaction or powerlessness to acknowledge their high schooler's sexual orientation. They might be worried about the likelihood of their tyke accepting provocation, underestimation or abuse. They can likewise be hyper defensive with their youngster, terrified of being judged or dismissed by others. A few guardians additionally think that it’s hard to acknowledge their kid's sexual orientation on account of their own religious or individual convictions. Sadly, a few guardians respond with displeasure, threatening vibe and dismissal. Be that as it may, numerous guardians simply need time to change in accordance with the news. Furthermore, this is the place bolster gatherings and different associations can help. You can console the reality of meeting transparently homosexual individuals who lead upbeat and beneficial lives. After some time, even parents who figured they couldn't acknowledge the sexual orientation of their young people are astounded to find that they can comprehend them.

Sexual orientation: nature or nurture?

You have your mom's green eyes and your dad's freckles. But, where did you get your enthusiastic identity and your ability for singing? Did you take in this from your parents or would it say it was foreordained by your qualities? In spite of the fact that unmistakably physical attributes are inherited, hereditary waters turn into a little murkier with regards to the conduct, insight and identity of a person. Eventually, the old contention of nature against sustaining has never truly been won. Regardless we don't have the foggiest idea the amount of what we are is controlled by our DNA and how much by our background. Homosexuals say they did not have to choose their orientation, most often found in adolescence. Some refuse it and fight against it. Others end up admitting it, assuming it and claiming that it has been part of their personality forever (Futuyma, & Risch, 1984).

In the past, simplistically, sexual identity was based solely on the physical distinction between man and woman. Every individual was sexed according to his body and had to behave accordingly: sexual attraction was normal, natural, for someone of the other sex and was unnatural, for someone of the same sex. Sexual orientation no longer rests solely on anatomy, but on what the person considers as characteristic of his personality. Regarding sexual orientation, there may be a psychological preference, an emotional attraction, sometimes unconscious, or sexual, for people of one sex or the other. People are usually classified according to their preferences as partners between heterosexuals, exclusive homosexuals, or bisexuals.

With regard to gender identity, society, by proclaiming the right to self-fulfillment and the freedom of every individual, eventually took into account the claim of some people who felt uncomfortable in a sex imposed by their bodies and in which they did not recognize each other. As a result, we have been able to separate sexual identity, morphology and gender identity. This notion of gender chosen, rather than sex assigned by the body, is the one that must now be taught in schools.

So we see that sexual orientation is complex. If there is a permanent debate between the innate and the acquired in the origin of the human aptitudes and behaviors. Homosexuality is a phenomenon that has always been observed, and yet we know very little about the biblical prohibition, so badly that we do not know in which category to classify it.

Disease? For there to be disease, there must be an organic foundation in anatomy, physiology or mental dysfunction, which is already more difficult to define. A new list has just been established designating as diseases all kinds of behavioral disorders. Homosexuality, which was on the list of mental illnesses, has been withdrawn for a few decades now. To speak of disease, as to invoke genetic predispositions, would be to deprive the individual of all responsibility. If many people feel that they have not had to choose their orientation, they assume their difference and do not want to be considered sick. And even, many homosexuals claim the free choice of their homosexuality. Homosexuality is at the same time a sexual deviation, by the change of object of the desire which is carried on an individual of the same sex, and a deviance, in that it is a behavior which leaves the framework largely majority of the social norms (Parker, 2014).

Theory of bisexuality

According to a commonly accepted idea today, there would be a certain bisexuality of any individual, whatever his genetic sex, which would influence his behavior. This theory of original biological bisexuality holds an important place in modern psychology. It went against the overly absolute classification that society made between specific masculine or feminine behaviors (virile role, education of children, etc.) and developed in parallel with women's liberation movements. This theory of bisexuality finds justifications in the data of embryology and cell biology. At the beginning of the fetal life, the cellular tissue develops without taking into account the genetic sex, already fixed during the fertilization. The operation of the same cell can be modified in the direction of one or the other sex under the effect of different hormones. This is the case for many transsexuals who want to change their appearance. These observations, which are part of the great mystery of life, are not enough to found a theory and no serious laboratory work has been able to establish any link between this cellular "bisexuality" and a psychological "bisexuality".

Created as a man or woman, the human being can, in certain conditions, feel an attraction for people of the same sex: emotional attraction, sexual, or both. It's not always a real attraction, but sometimes just fear or rejection of the other sex. This attraction may be a sign of a homosexual tendency, the "latent homosexuality" of psychologists, but does not necessarily mean a confirmed homosexuality (MacDonald, 1981).

Conclusion

So, was the way we behaved rooted in us before we were born? Or on the other hand has it created after some time because of our experiences? Specialists on all sides of the nature versus nurture debate agree that the link between a quality and a conduct isn't equivalent to circumstances and logical results. Despite the fact that a quality can improve the probability that you act with a specific goal in mind, it doesn't influence individuals to get things done. Which implies that we can even now pick who we will be the point at which we grow up.

A discussion that appears to be interminable in the field of brain science, psychiatry and sociologies is the subject of the impact of science and culture on human conduct, or on nature and nurture or, as it has been called traditionally, the discussion nature versus nurture. All things considered the discussion ought to be shut in light of the fact that we are science or simply culture, yet a blend of both, we go to the world with a hereditary burden and this is tweaked by the earth. Science isn't just hereditary and the earth isn't simply reproducing or culture. Condition is likewise a contamination in the pre-birth period, not simply the impact of a specific kind of parenting.

References

Duke, T. S., & McCarthy, K. W. (2009). Homophobia, sexism, and early childhood education: A review of the literature. Journal of Early Childhood Teacher Education, 30(4), 385-403.

Farris, D. N., Davis, M. A., & D'Lane, R. (Eds.). (2014). Illuminating how Identities, Stereotypes and Inequalities Matter Through Gender Studies. Springer Science & Business.

Frankowski, B. L. (2004). Sexual orientation and adolescents. Pediatrics, 113(6), 1827-1832.

Futuyma, D. J., & Risch, S. J. (1984). Sexual orientation, sociobiology, and evolution. Journal of Homosexuality, 9(2-3), 157-168.

Greenblatt, E. (2013). Exploring LGBTQ online resources. In Evolving Internet Reference Resources (pp. 88-104). Routledge.

Hunt, S., & Hunt, E. (2018). Sexual Fluidity: An Integrative Review. European Scientific Journal, ESJ, 14(32), 182.

Johnson, M. J., Jackson, N. C., Arnette, J. K., & Koffman, S. D. (2005). Gay and lesbian perceptions of discrimination in retirement care facilities. Journal of Homosexuality, 49(2), 83-102.

Jannini, E. A., Blanchard, R., Camperio-Ciani, A., & Bancroft, J. (2010). Male homosexuality: Nature or culture?. The journal of sexual medicine, 7(10), 3245-3253.

Kane, E. W. (2012). Rethinking gender and sexuality in childhood. A&C Black.

LeBreton, M. E. (2014). Understanding Asexuality by Anthony F. Bogaert. QED: A Journal in GLBTQ Worldmaking, 1(3), 175-177.

Millner, V. S., & Kiser, J. D. (2002). Sexual information and Internet resources. The Family Journal, 10(2), 234-239.

MacDonald, Jr, A. P. (1981). Bisexuality: Some comments on research and theory. Journal of Homosexuality, 6(3), 21-36.

Nagoshi, J. L., Brzuzy, S. I., & Terrell, H. K. (2012). Deconstructing the complex perceptions of gender roles, gender identity, and sexual orientation among transgender individuals. Feminism & Psychology, 22(4), 405-422.

Parker, D. A. (2014). Sex, cells, and same-sex desire: The biology of sexual preference. Routledge.

Punch, S. T. Biopsychosocial Elements of Sexual Preference: Nurture, Nature & Attachment.

Roeder, L. W. (Ed.). (2014). Issues of Gender and Sexual Orientation in Humanitarian Emergencies: Risks and Risk Reduction. Springer.

Safdar, S., & Kosakowska-Berezecka, N. (2016). Psychology of gender through the lens of culture. SPRINGER INTERNATIONAL PU.

Storms, M. D. (1980). Theories of sexual orientation. Journal of Personality and Social Psychology, 38(5), 783.

Xu, Y., Norton, S., & Rahman, Q. (2019). Early life conditions and adolescent sexual orientation: A prospective birth cohort study. Developmental psychology.

Sexuality

[Name of the Writer]

[Name of Instructor]

[Subject]

[Date]

Sexuality

Q1

There are many positives of sexual fantasy. It provides a safe sexual outlet, relieves boredom, helps in treating sexual issues and helps in relieving sexual anxiety, guilt, & doubt. However, sexual fantasy can have negative impacts on the relationships and can destroy trust between two people quickly. The similarities between male and female fantasy include touching or kissing, performing sexual acts in a mirror and naked caressing while differences include watching your partner undress, sex with a virgin, getting married, etc. Fantasy is separate from actual behavior because they are difficult to experience in real life than thinking about them. The best example of this is a rape fantasy (Roger, n.p).

Q2

Certain factors contribute to increased risk for contracting, transmitting and the spread of STIs which include medical, educations, psychological and emotional factors (Roger, n.p).

Q3

There are several stages of labor, birthing process and the choices that accompany childbirth which are difficult to identify. However, under normal pregnancy changes may occur in the uterus, cervix, and the placenta. It depends on the pregnancy situation that a doctor is required or midwife because doctors are preferred when there are complications in pregnancy and midwife is preferred for normal delivery. A hospital is the best venue for the birth of a child as there are proper facilities for the women and they were given appropriate treatment for pain management like anesthesia to ease the pain. C-section is a controversial topic, but it should depend on a woman as she has the right to choose how to have her baby (Roger, n.p).

Q4

The HIV/ AIDS epidemic has affected the gay community because of its false myths and stigmas. They believe that gay individuals are to be blamed for the AIDS epidemic and the reason for the increase in this disease. They have false myths like drinking water of someone who is infected by AIDS, wearing clothes of someone infected by AIDS, or doing sex without condoms can cause use HIV/ AIDS (Roger, n.p).

Q5

As the age increases and people enter into the twenties their sexual abilities changes. They enter into adulthood which changes their sexual behavior and causes an increase in the sexual demands of people. However, sex can be painful, joyous and wonderful. It is something which should be taken normally (Roger, n.p).

References

Roger, R. Hock. Human Sexuality Revel 4th edition. Pearson College Div, 2015.

Sigmund Freud Research Paper

Sigmund Freud Theory

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Sigmund Freud Theory

There are fundamental structures in our mind and our personality is shaped with the help of structures like ID, ego, and superego. A human possesses several characteristics and structures that shape our personality that can be analyzed by others. Sigmund Freud developed his own school of thoughts and came up with a number of theories in the field of psychiatry.

Historical Background of Sigmund Freud

Sigmund Freud was born in 1856 in Freiberg, Moravia, his father worked as a wool merchant while his mother was a house wife. His family moved to Vienna, where he started to develop his connections and interest with psychology. Freud was an intelligent student and his mind was very alert while studying in a medical school. He was keenly interested in academia and was a brilliant student as compared to other students. Because of his extra ordinary performance he remained the head of his class. After school, he started to study and began his research work with the help of Ernst Bruke, who was his physiology professor. He was then introduced with the concept of reductionism, which states that neurology can control our personality but he did not continue. However, they successfully studied neurophysiology and their research study contributed to the invention of the cell-straining technique. His professor helped him to obtain grants and sent him to study under popular psychiatrists of that time, i.e., Charcot and Bernheim. He gained popularity among other researchers in psychiatry, which helped him to meet his goal and offered to work collectively to contribute in the field of psychiatry. They all collectively launched a movement known as a psychoanalytic movement. Freud was more self-centered and believed in his own ideas, so it was a problem for him to consider and accept the opinions that were against his thoughts. This was a negative trait, but this became one of the reason for more competition in other schools of thought. These competitions did not deter his enthusiasm towards his own school of thought, and he came up with the theory of sexuality in 1995. In this theory, he wrote three essays discussing the theory of sexuality, which was a reason for further isolations from the mainstreams of psychiatry. Later on, he presented the “Interpretation of Dreams” in 1900, which was a source to make his career and his reputation. He stated that mental and physical jurisdictions both are parts of our nature and one cannot separate any of them. Sigmund Freud presented the psychoanalytic theory, which states that our behaviors and traits are the outcomes of three main components of our mind and they are the ID, ego, and superego.

Psychoanalytic Theory of Personality

Freud’s theories are surrounded by human psychology and psychoanalytic theories in which he contributing despite living in isolation. Another name for Psychoanalytic theory presented by him is Freud’s structural theory of personality. He developed this theory while shaping and forming individuals’ behaviors and personalities, this theory places an emphasis on conflicts of our unconscious psychology. There are five developmental stages, through which dynamic interactions progress in our minds. There are five psychosexual stages of development.

Psychosexual Stages of Development

Psychosexual can be understood in psychological and sexual aspects. With human growth and time human, the nature of conflicts changes based on ID, ego, and superego. These ongoing conflicts in our various sections of the mind are sometimes uncontrollable because of human growth, and surroundings. There are five stages through which these conflicts progress, and Freud named them as the psychosexual theory. Each stage has a different focus on the oral, anal, phallic, latency, and genital while these stages are related to a varying physical center of pleasure. For the representation of these stages, a child is presented as an example, including their biological energies (ID) and their social and moral interactions (superego) as their biological instincts subject them for pleasure seeking in relation to different parts of the body. If a child can resolve internal conflicts than it will be perceived as the child can resolve conflicts in futures. Furthermore, the child may get able to cope with future functions and critical situations as an adult. If a child fails to resolve these issues at this stage then it means that the child may not be able to resolve future conflicts like an adult and it will lead to unhealthy traits in personality. Being able to solve issues and conflicts means to survive as a healthy human being, which will result in successful commitments and resolutions. Being able to cope with various situations means that an individual can develop according to these developmental stages leading towards a mature personality in the future as an adult or grown kid. These five developmental stages are interdependent of three levels, while each level has to serve a purpose in the development and shaping of our personality.

Human mind

In the late 19th century, contributions and studies about human psychology were important and they had all focuses. Freud focused on the human mind and its role in the field of behavioral sciences while discussing functions and concepts of our mind they are presented in a scientific method. There are three divisions, which help us to create and make our reality

Conscious Mind

Consciousness means that an individual is aware of things going on in surroundings, and able to store it in mind. It leads to recall and memorize various activities going on in the environment, and the human mind. “To be able to realize” means that an individual may qualify to recall everything that happened to him/ her in the future, that may help to cope with critical situations in the future in an appropriate way. However, this division only makes 10 percent of individuals’ activities and works of their minds. The conscious mind also fails to explain those events, which occur randomly and events those are created by our mind. A conscious mind may help to increase our ability to focus on things going on in our minds in a particular state. Another thing for which our mind may help to address is the ability to imagine those things, which do not exist in nature and reality at all. Apart from criticisms, our conscious mind plays the role of scanners, which enhances the capabilities to think and observe nature and its images. Our mind captures events, which may lead to triggering events in which an individual reacts according to its importance. Now it depends on an individual whether he/she stores these events or reacts to these. These events can be stored consciously and unconsciously within the premises of our mind, which makes sure about the availability.

Subconscious Mind

We sometimes need to recall our memories on an urgent basis or in a critical situation. Our subconscious state of mind helps us to recall these on need base and it has the ability to store information and provide it to us according to our needs. This state of mind can be related to RAM which is part of the computer system, and thus provides and allows us to have access to any random information anytime. Our subconscious stores information, which we use on a daily basis, stores information about our current thoughts, behavioral patterns, emotions, and feelings.

Unconscious Mind

This state of mind helps us to store our experiences and our memories. The information which is not important for us, and we try to forget it intentionally or memories which are being repressed because of traumas which we have faced. These are the memories and experiences by which, our belief systems are created, and our behaviors are formed. Unconscious and subconscious minds have similar roles and these are directly linked to each other. Our unconscious mind stores those emotions, which are deep-rooted and programmed since our brain is developed.

Theory of Freud

Psychoanalysis is one of the rare contribution by Freud in understanding human mind and this is his intellectual achievement, which has transformed the concepts of self-understandings. An individual may chose psychoanalysis no matter he or she is not able to observe his/her behavior. This relates to the climate in which we conduct opinions regarding our different lives. Freud’s psychoanalysis is considered as the intellectual revolution, which was advanced by Darwin.

Humans live a mental life to survive and seek pleasures for their satisfaction and these are divided into three agencies or “categories,” ID, ego and superego ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"jmEmDhm9","properties":{"formattedCitation":"(Lapsley & Ste, 2012)","plainCitation":"(Lapsley & Ste, 2012)","noteIndex":0},"citationItems":[{"id":791,"uris":["http://zotero.org/users/local/F0XOCTdk/items/SDIX7B6H"],"uri":["http://zotero.org/users/local/F0XOCTdk/items/SDIX7B6H"],"itemData":{"id":791,"type":"article-journal","title":"Id, Ego, and Superego","container-title":"Encyclopedia of Human Behavior","source":"ResearchGate","abstract":"Sigmund Freud divided mental life into three agencies or ‘provinces’ that is, id, ego, and superego. The id is the oldest and the most primitive psychic agency, representing the biological foundations of personality. It is a reservoir of basic instinctual drives, particularly sexual (libidinal) drives, which motivate the organism to seek pleasure. The ego is a modification of the id that emerges as a result of the direct influence of the external world. It is the ‘executive’ of the personality in the sense that it regulates libidinal drive energies so that satisfaction accords with the demands of reality. It is the center of reason, reality testing, and commonsense, and has at its command, a range of defensive stratagems that can deflect, repress, or transform the expression of unrealistic or forbidden drive energies. The superego is a further differentiation of the ego, which represents its ‘ideal.’ The superego emerges as a consequence of the Oedipal drama, whereby the child takes on the authority and magnificence of parental figures through introjection or identification. Whereas the id operates in pursuit of pleasure and the ego is governed by the reality principle, the superego bids the psychic apparatus to pursue idealistic goals and perfection. It is the source of moral censorship and conscience.","DOI":"10.1016/B978-0-12-375000-6.00199-3","journalAbbreviation":"Encyclopedia of Human Behavior","author":[{"family":"Lapsley","given":"Daniel"},{"family":"Ste","given":"Paul"}],"issued":{"date-parts":[["2012",12,31]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Lapsley & Ste, 2012).

ID

First division of our mental life is ID, which is an aboriginal and inborn constituent part of our personality. This consists of all biological and inherited fundamentals of personality, which starts from the conception, and this includes sex of individuals, which represents life. ID makes responses to our sudden needs, wishes and desires whether it is immediate or direct fulfilment of these requirements. The personality of a child who is newly born can be related as ID while with the age it develops and promotes to an ego and super-ego. Id of an individual remains same as it was in childhood throughout life of an individual and this does not change with timeframe and our experiences. While, this has no relation with the external environment in which we live. It does not gets affected by nature, rationality, and everyday world because its operations are within the part of our mind, which is called as unconscious part. According to Sigmund Freud, Id is selfish division in our mind, which is only concerned about the present desires. For example, a child cries when he gets hungry, so it becomes a mandatory to fulfil his demands, while after giving him food or milk he stops crying. So as the Id, which has to be satisfied within a time and this has “no idea about judgments: Knowledge about good and bad, no morality”, this only requires fulfilment of desires that are expected. For Freud, Id is based on the “pleasure principle of humans” which is a psychological force and this has tendency to seek immediate satisfaction of any desire being demanded. Id engages individuals in primary processes of thinking, that may be random and it is not necessary and compulsory for an individual to think rationally because, this have no connection with the objective reality.

Ego

Id is not influenced by the realty and nature while ego is influenced by nature directly, while ego is modified as a part of Id. This state develops between the illogical Id and natural environment. Ego exposes individuals to think rationally and logically, while in nature Id is opposite of ego. Reality principle is what ego follows and it works in a natural way to fulfil the demands of Id and satisfy it. Ego is that state which may compromise and postpone those things and events which leads to negative consequences in an individual’s life and whole society. Ego helps to avoid any futures tensions when there are chances of not meeting desires or they may be delayed. This is considered as an executive control center, which causes self-realization and regulation in individuals, while people lack psychological resources when our ego depletes ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"wtIvPim3","properties":{"formattedCitation":"(Leary, Terry, Allen, & Shonkoff, 2009)","plainCitation":"(Leary, Terry, Allen, & Shonkoff, 2009)","noteIndex":0},"citationItems":[{"id":794,"uris":["http://zotero.org/users/local/F0XOCTdk/items/MWURYLLQ"],"uri":["http://zotero.org/users/local/F0XOCTdk/items/MWURYLLQ"],"itemData":{"id":794,"type":"article-journal","title":"The Concept of Ego Threat in Social and Personality Psychology: Is Ego Threat a Viable Scientific Construct?","container-title":"Personality and social psychology review : an official journal of the Society for Personality and Social Psychology, Inc","page":"151-64","volume":"13","source":"ResearchGate","abstract":"Although widely invoked as an explanation for psychological phenomena, ego threat has been conceptualized and induced in a variety of ways. Most contemporary research conceptualizes ego threat as a threat to a person's self-image or self-esteem, but experimental operationalizations of ego threat usually confound threats to self-esteem with threats to public image or decreased control over negative events, leading to an inability to distinguish the effects of threats to people's personal egos from threats to public image or threats to feelings of control. This article reviews research on ego threat, discusses experimental manipulations that confound ego threat with other processes, and makes recommendations regarding the use of ego threat as a construct in personality and social psychology.","DOI":"10.1177/1088868309342595","shortTitle":"The Concept of Ego Threat in Social and Personality Psychology","journalAbbreviation":"Personality and social psychology review : an official journal of the Society for Personality and Social Psychology, Inc","author":[{"family":"Leary","given":"Mark"},{"family":"Terry","given":"Meredith"},{"family":"Allen","given":"Ashley"},{"family":"Shonkoff","given":"Eleanor"}],"issued":{"date-parts":[["2009",8,1]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Leary, Terry, Allen, & Shonkoff, 2009). For example, John’s daughter want to go for a party, she has to buy new dress and demands to her father to buy her new dress. Her father has a little amount of money in his pocket, which he has saved for his mother’s treatment. He tells his daughter that if he does not take his mother to hospital she will be paralyzed because of high blood pressure. While his daughter cancels her plans to avoid any unwanted outcome and she plans to go for next party.

Ego can be delayed but Id cannot be delayed and ego makes decisions based on rational thinking and has a relation with nature. Ego has the ability to recognize needs of other human beings and in a state of ego being selfish is not worthy for longer time because it hurts other’s desires and wants. To avoid hurting behavior, ego starts making compromises and adopts delaying tactics based on reality principles.

Superego

Superego is considered as the moral part of individuals, which reflects the cultural rules, which are being taught by parents by guiding them when needed, and they influence them. Superego teaches what is wrong and what is wright according to moral values of society. Super-ego gives punishments for those behaviors, which are morally wrong. A child is guided by his parents to not harm any other child, and the same will be guided by super-ego of a child. For example, a child is sitting with other children, and consciously or unconsciously, his mind will subject him to hit that child, but suddenly super-ego will react and will stop that child because this is not right morally. While in contradiction, Id fulfils all the wishes within the time frame and it does not takes care of moral values and it does not makes judgments based on ethical and moral considerations. Super-ego is that state of mind, which will guide you to act in such ways, which are accepted by society, and they are appropriate ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"HQTjiEmE","properties":{"formattedCitation":"(Cherry, 2016)","plainCitation":"(Cherry, 2016)","noteIndex":0},"citationItems":[{"id":797,"uris":["http://zotero.org/users/local/F0XOCTdk/items/GDK29UTC"],"uri":["http://zotero.org/users/local/F0XOCTdk/items/GDK29UTC"],"itemData":{"id":797,"type":"article-journal","title":"The Id, Ego and Superego: The Structural Model of Personality","container-title":"About. com","author":[{"family":"Cherry","given":"Kendra"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Cherry, 2016). It has control over our senses and helps us to make judgments according to what is right and wrong, this also enables us to fit in our society.

Conclusion

Personality is developed in time phases and it is developed according to psychosexual needs. Psychoanalysis emphasize on self-development and self-conceptualization according to mind states. Id, ego and super-ego has its own characteristics that subjects individuals to perform tasks and activities. Some of activities are socially acceptable and some of them are not. An individual has to take care of moral values and considerations by self-analysis.

References

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Cherry, K. (2016). The Id, Ego and Superego: The Structural Model of Personality. About. Com.

Lapsley, D., & Ste, P. (2012). Id, Ego, and Superego. Encyclopedia of Human Behavior. https://doi.org/10.1016/B978-0-12-375000-6.00199-3

Leary, M., Terry, M., Allen, A., & Shonkoff, E. (2009). The Concept of Ego Threat in Social and Personality Psychology: Is Ego Threat a Viable Scientific Construct? Personality and Social Psychology Review : An Official Journal of the Society for Personality and Social Psychology, Inc, 13, 151–164. https://doi.org/10.1177/1088868309342595

SIGNATURE ASSIGMENT

Signature Assignment

Student’s Name:

University Affiliations:

Professor’s Name:

Course Title:

Signature Assignment

Do you feel that repeatedly soothing an infant is beneficial or detrimental to development? Why or why not?

Caregivers who tend to offer much soothing to respond to the needs of the baby help in preventing the baby from getting distressed. (Singer, 2017) The repeated soothing of a baby is vital since it ensures that the baby is comfortable in any type of setting. According to research, children who receive soothing are likely to be independent as they grow. Children who receive the opposite, have a high risk of being easily traumatized or anxious which is not a good feature in development. Vast genes are affected by how a toddler is nurtured therefore soothing is a great element when it comes to supporting one’s underdeveloped child. Psychologists reveal that a mother and a child are mutually responsive beings (Singer, 2017). This, therefore, shows that they both make each other happier or healthier through mutual responsiveness. Babies have better brain development when their caregivers often hold them. There are adverse effects on development when babies are offered less care or when they are neglected. Repeated soothing of a toddler is therefore important when it comes to promoting development. 

  What issues do developmental theorists claim may arise on either side of the debate? How might attachment theory fit into this debate?

Developmental theories have variated opinions when it comes to the issue of repeated soothing. The majority claim that the attention given to toddlers is a prerequisite when it comes to promoting their day to day development (Singer, 2017). Neglecting a young one’s needs is creating loopholes in one’s development, therefore, the need for soothing them often. Other theorists state that children receive minimal soothing to offer them a chance for better growth. However, less evidence is offered on how minimal soothing is beneficial to development. The attachment theory can fit in the debate perfectly since it provides an insight into how toddlers’ attachment to their caregivers affects their growth development. According to the attachment theory, a strong physical and emotional attachment is critical to a child’s personal development (Singer, 2017). 

Are Attentive listeners better performers in class?

Attentive listeners are mostly perceived as great learners (Kane, 2017). However, it is unfortunate that most students have relatively poor listening skills that are a bit problematic for the persons in charge. Good listening capabilities are determined by one’s ability to differentiate between hearing and listening. Human beings learn the best when they listen to something that they can apply in actual context. It is therefore important for learners to actively engage in what they are learning in class before listening to the teacher. Contextualizing learning before listening in class can aid in improving one’s learning outcomes (Atwell, 2007). For instance in science, learners can link what they listen in class with the observations they have of the surrounding nature. Listening is a critical skill that has much significance in varied aspects of our lives when it comes to the maintenance of relationships and when it comes to ensuring that tasks are completed. Regardless of how one is engaged in listening, it is significant to comprehend that the act of listening involves more than just getting words directed at us.

Listening is more of an active process that involves the use of varied senses (Atwell, 2007). The process of listening with the intention of learning should involve the following stages; receiving, responding, comprehending, evaluating and remembering (Kane, 2017). The engagement of all these stages helps us in garnering relevant data that ought to be learned. In conclusion, effective listening is a paramount learning tool that every student should have. The act of listening is more of focusing with a purpose on what a speaker is saying to comprehend content. Through attentive listening, a learner can actively process the context that ought to be acquired. 

Does effective reading promote one’s learning skills?

High school students are often introduced to reading to improve their learning capabilities. Reading requires high concentration to comprehend the content and to remember it (Kane, 2017). Mostly what is assessed during assessment tests is the student’s capability to receive and understand content taught in class and that in books. From time to time, people have wondered why the act of reading is important. Reading which a common feature in most schools is is quite important for varied reasons. Most learning psychologists have discovered that reading is very fundamental to one’s functioning in society. Day to day activities requires one to be good at reading. For instance, one has to fill in various applications, read road signs or comprehend instructions on a medicine bottle, which requires intensive reading (Atwell, 2007). Through reading, high school learners can discover new things.

The internet is one tool that has evolved the learning world. Despite it being a virtual activity, much of reading is required (Kane, 2017). The teaching of young children on how to read aids them to comprehend how to learn and understand content. Reading and listening skills go hand in hand when It comes to promoting learning. Through these skills, a student can improve their spelling which is a comprehensive skill in life. By reading and listening to how words are utilized in varied contexts, one can develop a better understanding of new vocabulary and appropriate word usage (Kane, 2017). Through constant reading, a high school student can manage to improve his/her grades. It is therefore important for a student to acquire efficient reading skills for one to be a better learner. 

Sources

Kane, S. (2017). Literacy and learning in the content areas. Routledge.

Singer, E. (2017). Child-care and the psychology of development. Routledge.

Signature Assignment

Signature Assignment Psychology

Name

Institution

Learning Theories and their classroom Implications

Learning is the process of acquiring knowledge and utilizing this knowledge to modify mental processes and behaviors. Learning is referred to as the process of adaptation and change. Major psychological theories of learning include classical conditioning, operant conditioning and social learning theory. Classical conditioning emphasized the idea that human beings learn new information through pairing or associating it with the previously learned information—Ivan Pavlov’s classical conditioning experiment on dogs provides basis to this groundbreaking theory. Operant conditioning refers to the concept of human learning on the basis of reward and punishment that we get as the consequences of committing certain actions—B. F. Skinner’s rat and pigeon experiments are the best visual depiction of this concept. Social Learning theory emphasizes the importance of observation in learning (Walter & McConnell, 1992).

The most striking theory of learning—the Social Learning Theory was presented by Albert Bandura in 1977. It propounds the most intriguing yet compelling notion about learning experiences. Bandura conducted BOBO doll experiment to demonstrate the significance of observation as a primordial element of learning. He suggested that human beings observe their models, pay close attention to them, save their actions in memory, retrieve them and apply whenever they encounter identical situations. However, continuity of learned behavior depends on the consequences that they meet after executing it. Albert Bandura is considered as one of the most influential Psychologists of 20th century; best known for his BOBO doll experiment, social learning theory and concept of self- efficacy (Walter & McConnell, 1992). A survey in 2002 ranked him as the 4th most influential Psychologist of 20th century after B. F. Skinner, Sigmund Freud and Jane Piaget.

Theories of learning help understanding the process of learning and enable us to make it more interesting for academic learning. Applying Classical Conditioning to educational setting, if a student makes association between completing one chapter daily and watching one episode of favorite TV series; he will definitely earn good grades thorough putting the required efforts in a periodical manner. Operant Conditioning can be applied as students are punished when they do not show satisfactory performance or they might be rewarded with intrinsic and extrinsic rewards when demonstrate excellent performance; it would nurture their ego and self concept and they would urge to learn more. Social learning theory can be applied to the educational setting as a classmate who performs well at short and long- term projects, attains good reputation in school by teachers in important decision- making, praise, recognition and monetary rewards; others would observe him and would try to act accordingly.

Operant Conditioning approach is the one that can be applied to every type of learning environment; learner centered, knowledge centered and assessment centered. In learner centered environment, the concept of positive and negative reinforcement can be employed to accommodate the intellectually, ethnically, socially, culturally and religiously different students. Minority students can be reinforced to participate whereas the other students might be motivated to demonstrate openness for them. In the knowledge centered environment, the same principles of operant conditioning can be applied to classroom setting for effectual learning. In the assessment centered environment, the significance of feedback is stressed to enhance students’ performance that is a form of positive reinforcement itself. Hence, Operant conditioning principle of learning has the potential to withstand all types of learning environments.

Again, I would suggest the principles of operant conditioning to the students in order to foster their learning. They might design self- rewarding techniques for themselves as positive reinforcements such as gifting yourself a favorite edible (chocolates, candies or snacks) upon completing certain chapters of the books while preparing for exams; completing the homework within definite portion of time and gifting yourself an independence to play the desired video game and so on.

References

Walter, T., & McConnell, J. V. (1992). Learning psychology: student manual to accompany Understanding human behavior. Fort Worth, TX: Harcourt Brace Jovanovich

Sisu

Sisu

[Name of the Writer]

[Name of the Institution]

Sisu

In moments of extreme stress and adversities, it is often difficult to cope up. The interview “Are You Tougher Than You Think?” with Emilia Lahti describes the psychology behind the phenomenon called “Sisu.” This term is defined as the capability to induce short-term extraordinary strength and courage against overcoming tough obstacles and difficult gaps to help someone overcome certain challenges. She believes that every human has the tendency to deal with significant adversities and challenges while taking one step at a time while implementing one of the five suggestions she listed. However, for this discussion, I would pick “reaching out to others” suggestion for developing my capacity to tap into Sisu during work. I have often noticed myself that during extreme stress and time of anxiety, being close to someone or sharing things often leave to feeling relaxed and peaceful. This is the same thing which Emilia talks about in her article.

Access to useful resources and social support can help me reach out to others. I often struggle at work while accomplishing certain tasks which otherwise seem difficult to achieve. However, cultivating this action helps me gain power and take other people in the loop so that their courage and strength can be reflected at me through their eyes. The way I would work to build the capacity to achieve this task would be to follow some steps. The first step would be coming out of my comfort zone or insecurity and befriending my colleagues. The second step would be in assessing all my tasks and prioritizing them accordingly so that stress can be distributed equally. Third would be to make an influence which would leave a positive impact on my colleagues and me so that the same strength can be reflected at me. These steps would significantly help me, and I would be able to endure pressure and stress while implementing Sisu.

References

Are You Tougher Than You Think?. (2019). Psychology Today. Retrieved 10 March 2019, from https://www.psychologytoday.com/intl/blog/functioning-flourishing/201801/are-you-tougher-you-think

Sleep Deprivation And Behavior

Sleep Deprivation and Behavior

Student Name

Course Number: Course Name

Due Date

The chapter no. 5 is about Sleep Deprivation and Behavior. This most interesting thing in this chapter is about the stages of sleep. I come to know there are different stages of the sleep. Phase I of sleep is the first phase of the dream. When the subject closes the eyes and notices that feeling of numbness is in this phase. Here we find that the subject is conscious and capable of reacting to the stimuli of his environment. It is actually a phase of transition between wakefulness and sleep. Physiologically, there are theta brain waves. This means that EEG activity begins to be synchronized. Although it is still irregular, it is not as irregular as the brain activity of wakefulness.

After 10 minutes in phase I, the subject who is sleeping enters phase II. The subject is now deeply asleep. But if the subject is awakened in this phase, he will not remember having slept. He will insist that he has been awake all the time. It is a preparatory phase for the true conciliatory dream of phases III and IV. After 15 min in phase II, the individual begins phase III. Here is the stadium where restful rest really occurs. Phase III and IV are quite similar, there is simply a change of depth of sleep and effectiveness of it.

The most different thing is that the REM phase is that genital activity appears in the form of vaginal lubrication in women and erection of the penis in men, without sexual arousal. This characteristic of REM sleep has been used in the clinical field to distinguish whether the causes of a sexual impotence are psychological or physiological.

Bibliography

Feldman, R. (2014). Understanding psychology (Vol. 10). New York, NY: McGraw-Hill.

Sleep Effects

Title

Name

Institution

Introduction

Problem

Sleep carries immense importance in the optimal functioning of human brain because it is concerned with removing the memory clutter and unplugging ongoing mental processes for some time. This is why we feel refreshed after having a sound sleep. When individual acquires sleep less than 6 hours per night, it disrupts his mental functioning adversely and consequently various mental health issues are originated from it. This study is aimed at exploring the effects of sleep deprivation regarding the onset of depression in college students. Literature review will be presented to make the effects of sleep deprivation clearer based on the scientific findings.

Literature review

A study (Sullivan, & Ordiah, 2018) attempted to highlight the impacts of sleep deprivation on the depression and anxiety of individuals. This study utilizes cross-sectional survey design and suggested that increased sleeping hours result in alleviated odds of the feelings of nervousness, sadness, hopelessness and emotional stress whereas the effects of sleep deprivation counter the above mentioned trend so gravely. Individuals with less than six sleeping hours reported increased levels of depression, anxiety, feelings of restlessness and inattention. Hence, sleep deprivation affects our mental process adversely.

Another literature study (Waite et. al., 2016) highlighted the significance of sleep for improving depressive and psychotic symptoms of individuals. It was an experimental study in which selected participants (suffering from depressive and psychotic disorders) underwent therapy aimed at enhancing their time and quality sleep. Results of this study propounded that patients felt much better after having a better sleep and their depression symptoms started fading away. Due to these reasons, they reported better daily activities, attention and increased interest in socialization. Having nightmares, depression, anxiety, jet lags and insomnia all are linked with sleep deficiency. This study suggested that individuals suffering from mental illness must focus more on having quality sleep regularly.

A survey study (Sheaves et. al., 2016) attempted to explore the potential links between insomnia, nightmares and chronotypes and the acquisition of mental illness in students. Students were defined in clusters based on the severity of their mental illness. Participants were selected based on their sleeping difficulties i.e., insomnia, nightmare and mental illness i.e., depression and anxiety. It was found that individuals suffering from sleeping difficulties had more prevalence of depression and anxiety as compared to the individuals with less troubled sleeping issues. This study suggests that regular and quality sleep is irrefutably significant in eliminating the depressive symptoms and in turn enhancing their academic performance.

Another study (Wolf & Rosenstock, 2017) investigated the correlation between inadequacy of sleep and low level of exercise and burnout and depression in medical students. This study propounded the most valued notion about the potency of sleep as a compelling determinant of academic performance and mental stability of students. This study revealed that sleeping hours of the students are negatively correlated with the anxiety, depression and burnout.

A research study (Dobmeier et. al., 2011) aimed to evaluate and analyze the risk factors, signs and symptoms associated with particular sleep disorder i.e., sleep apnea in students. Based on the study findings, it was suggested that colleges must make active attempts to raise awareness in students regarding significance of sleep in stabilizing and improving the mental health of students. It might be proven fruitful for reducing overall psychological pressure and anxiety.

Another survey study (Choueiry et. al., 2016) was aimed at exploring the prevalence of sleep disorders and clinical insomnia in students. Research findings indicated that approximately 10% students were suffering from clinical insomnia whereas 27% students had absent insomnia symptoms. This study proposed that sleep deprivation has now become a global issue and suggested that sleep deprivation is associated to a host of mental issues and emotional problems. Sleep disorder affects the functioning of neurons in receiving, processing and transmitting information which gives rise to depression, anxiety and academic problems in students. This situation in turn affects their academic development as well.

Lee & Suh (2018) studied the mediating effects of depression and anxiety on the nightmare and night eating syndrome relationship in students. Moreover, besides determining the link between these factors, their severity levels were also compared. The findings revealed that anxiety gives rise to nightmare distress and night eating which leads the individual to develop insomnia and depression in long run. For the person suffering from nightmares, anxiety is irrefutably a mediating factor which is associated with the impulsive behavior strongly. Thus, mental illness can be cured by reducing the instances of nightmare in certain individuals.

Li et. al., (2018) examined the mediated role of insomnia on the relationship between depression and anxiety. Findings of this study suggested that insomnia is a strong contributor of depression and anxiety among adolescents. However, they could not find any significant relationship between required sleeping hours and depression and anxiety. Moreover, they suggested that when anxiety is coupled with prolonged insomnia, the outcome is manifested in terms of depression that gives rise to multifaceted nature of behavioral ramifications and impaired personal, social and academic functioning.

Purpose

The study that I would undertake to explore the relationship and effects of sleep deprivation on the onset of depression in students would follow survey design in which Beck Depression Inventory (BDI) will be used as a screening tool of depression along with the estimation of its severity level. Sleep deprivation will be specified as the sleep less than 6 hours from last two months. Two groups will be selected i.e., one with the sleep deprivation whereas the other with normal sleeping hours. Beck depression inventory will be applied on these students; their scores would be obtained and analyzed using Statistical Package for Social Sciences (SPSS) through running independent sample t-test and comparing the mean differences of depression scores in two groups. This study would contribute to the existing knowledge about sleep deprivation and depression in school students that in turn affects their academic performance to a great degree.

References

Sheaves, B., Porcheret, K., Tsanas, A., Espie, C. A., Foster, R. G., Freeman, D., & Goodwin, G. M. (2016). Insomnia, nightmares, and chronotype as markers of risk for severe mental illness: results from a student population. Sleep, 39(1), 173-181.

Waite, F., Evans, N., Myers, E., Startup, H., Lister, R., Harvey, A. G., & Freeman, D. (2016). The patient experience of sleep problems and their treatment in the context of current delusions and hallucinations. Psychology and Psychotherapy: Theory, Research and Practice, 89(2), 181-193.

Wolf, M. R., & Rosenstock, J. B. (2017). Inadequate sleep and exercise associated with burnout and depression among medical students. Academic psychiatry, 41(2), 174-179

Dobmeier, R. J., Hernandez, T. J., Barrell, R. J., Burke, D. J., Hanna, C. J., Luce, D. J., & Siclare, M. (2011). Student knowledge of signs, risk factors, and resources for depression, anxiety, sleep disorders, and other mental health problems on campus. New York Journal of Student Affairs, 11(1), 103-122.

Choueiry, N., Salamoun, T., Jabbour, H., El Osta, N., Hajj, A., & Khabbaz, L. R. (2016). Insomnia and relationship with anxiety in university students: a cross-sectional designed study. PloS one, 11(2), e0149643.

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