Category: Psychology homework help

Consider the role of alcohol advertising in the African American and Latino community. Is this a social justice issue? Your response must have 3references.
Respond with:
2 pages double spaced.
Times New Romans or Arial font should be used.
There must be a cover page.
There must be a reference page with a minimum of 3-references.
As you are already aware, you must use in-text citations.
Your references cannot be a hyperlink.
You must use peer reviewed articles dated within the last five years.
For every in-text citation you must list the entire source on the reference page
Your paragraphs must consist of 5-7 sentences only (points will be deducted for longer paragraphs).
You must have an introduction and a conclusion.
Do not complete the assignment using a list of bullet points.
Read, cite, summarize, and discuss. Integrate your thoughts based on the articles you read to agree or disagree with the information.
ANSWER
Cover Page
The Role of Alcohol Advertising in the African American and Latino Community: A Social Justice Issue
[Your Name]
[Course Name]
[Instructor Name]
[Date]
Introduction
The pervasiveness of alcohol advertising in the African American and Latino communities has raised concerns about its potential to exacerbate existing health disparities and perpetuate negative stereotypes. This essay explores the role of alcohol advertising in these communities and examines whether it constitutes a social justice issue.
Body Paragraph 1
Studies have consistently shown that African Americans and Latinos are disproportionately exposed to alcohol advertising (Altman et al., 1991; Grube & Wallack, 1994). This exposure occurs through various mediums, including television, billboards, and social media. The content of these advertisements often portrays alcohol consumption as a means of achieving social success, attractiveness, and belonging (Scott et al., 1992).
Body Paragraph 2
The overrepresentation of alcohol advertising in African American and Latino communities has been linked to increased rates of alcohol consumption and related problems among these groups (Grube & Wallack, 1994). Research suggests that exposure to alcohol advertising can influence attitudes toward alcohol, lower perceptions of risk, and increase the likelihood of initiating or continuing alcohol use (Atkin & Hocking, 1984).
Body Paragraph 3
The disproportionate exposure to alcohol advertising in African American and Latino communities is considered a social justice issue due to its potential to exacerbate existing health disparities and perpetuate negative stereotypes (Atkin et al., 1981). These communities already face higher rates of alcohol-related health problems, including liver disease, heart disease, and cancer (Breed & Defoe, 1979). The additional exposure to alcohol advertising further compounds these risks and perpetuates harmful stereotypes that associate alcohol consumption with cultural identity.
Body Paragraph 4
Addressing the issue of alcohol advertising in African American and Latino communities requires a multifaceted approach that involves community engagement, industry regulation, and public education campaigns. Community-based initiatives can raise awareness about the negative impacts of alcohol advertising and promote healthy alternatives. Industry regulation can limit the placement and content of alcohol advertisements in these communities. Public education campaigns can challenge harmful stereotypes and promote responsible alcohol consumption.
Conclusion
The pervasive presence of alcohol advertising in African American and Latino communities raises significant concerns about its potential to exacerbate existing health disparities and perpetuate negative stereotypes. This issue is a social justice concern that requires a multifaceted approach involving community engagement, industry regulation, and public education campaigns to protect the health and well-being of these communities.
References
Altman, D. G., Flora, J. A., & Lesser, J. A. (1991). Alcohol and tobacco advertising and consumption among black and Hispanic youth: An exploratory study. Journal of Drug Issues, 21(4), 441-452.
Atkin, C. K., & Hocking, J. B. (1984). Teenage drinking: Does advertising make a difference?. Journal of Communication, 34(4), 157-167.
Breed, W., & Defoe, J. (1979). Themes in magazine alcohol advertisement: A critique. Journal of Drug Issues, 9(4), 511-522.
Grube, J. W., & Wallack, D. A. (1994). Children’s exposure to alcohol advertising and their beliefs and behaviors related to alcohol. Journal of Applied Developmental Psychology, 15(3), 211-227.
Scott, B. M., Denniston, R. W., & Magruder, K. M. (1992). Alcohol advertising in the African-American community. American Journal of Public Health, 82(6), 884-887.

8–10 slides and should be 4–5 minutes in recorded length.
In the PowerPoint presentation, address the following:
Identify basic background information of the interviewee.
Provide a summary of what you learned about the individual when conducting this interview.
Identify the skills you used to address the differences between you and the interview subject.
Describe your reaction to this activity.
Reflect on these reactions, and explain why you believe you may have experienced these thoughts and feelings.
Describe what you learned, and explain which additional social work skills you could apply or could have applied when working with this individual.
Please remain mindful of confidentiality and privacy of the interviewee when presenting information in the educational environment.

What lies at the heart of counseling? How does it gracefully dance between the realms of guidance and psychotherapy, unveiling its distinct colors along the way?
200 words, another 150 of a response for a classmate

1. Watch the following TED Talk by Dr. Robert Waldinger, psychiatrist and professor at Harvard Medical School. He discusses some of the results of the Grant study, a longitudinal study spanning nearly 75 years, and explains some of the factors leading to a happy life.
2. After watching the talk, answer the following questions (5 points):
How do I define happiness for myself?
Do I consider myself a happy person right now?
What do I need in my life in order to be happy? What is one thing you can do each day to prioritize this need?
Who are the people in my life who affect my happiness?
Do you think you will feel the same when you turn 65? Why or why not?
What other emotional goals other than happiness do you hope to achieve now and in the future?
Submission must be at least 300 words in length

When doing this post, be sure to look at SPECIFIC behavioral or personality traits in terms of recent research.
Examples of behavioral traits include:
Ambitious
Cautious
Conscientious
Shy
Extroverted
Aggressive
Rude
Spiteful
Sensitive
Affable
Positive emotionality
Negative emotionality
Neuroticism
Industrious
Fearful
Openness
There are many others as well, but I wanted to make clear these are psychological traits rather than traits such as height or eye color which are primarily inherited.
Dr. Kelly
Reply Quote Email AuthorHide 2 replies (1 unread) 3 days agoMiche
COLLAPSE
Nature versus nurture is a “hot topic” in the world of psychology and the balance of each side’s contribution has long been debated. Consider the information provided in your textbook and recent research to discuss this topic.
Provide a summary of the nature/nurture debate.
What are your own thoughts on nature versus nurture? Did they change at all after reading your text, your classmate’s responses or from completing this assignment?
Include recent research (2013-present) on at least two specific behavioral traits that have been studied. If you find non-scholarly sources (e.g., newspaper articles, magazines, etc.) feel free to include them in addition to your scholarly sources. Describe the research (e.g., what they studied and found).
Give your thoughts on the research. Was it surprising? Controversial? Consistent with your beliefs? Did you find contradictory evidence for the role of nature and nurture for the traits you chose?
lot of classmates did twins

Find 1 learning theory, and research it fully using online resources and your course materials. For a listing of various learning theories, you can use this link. For this assignment, complete the following:
Explain the key concepts of the theory that you selected.
How would you apply the key concepts of the theory to facilitating the development and learning of others?
Create a brief PowerPoint presentation with 4–5 slides and 100–150 words per slide that explains the theory and its applicability to your own learning.

Look at the nutrition labels for the two breakfast bars below, also paying close attention to the ingredient lists provided in each. Answer the following questions:
What is the difference between total sugars and added sugars? How do the total sugars and added sugars differ in these two bars? Be specific.
What are the biggest differences in the ingredient lists in these bars? Explain.
Choose one ingredient that you have not heard of from the list from either bar. Explain to the class what the ingredient is and what its purpose is.
In response to your peers: Discuss how you will apply both the information you learned and the information they shared to your future shopping trips.Blueberry Rx Bar:
https://smartlabel.kelloggs.com/en_CA/Product/Index/00859162007606Kellogg’s Nutri-Grain Bar:
https://smartlabel.kelloggs.com/Product/Index/00038000113376#nutritionPlease review the Discussion Board Grading Criteria on the Course Information Page.

Describe instructional strategies often used with students with autism spectrum disorders.
Review the information provided. You must read and review resources in order to understand the assignment.

Social Stories

Select a topic related to assisting students with ASD with how, when, and why to do something and prepare a social story. (Topic: 5 points)
You must include graphics and appropriate terminology for the social story topic. (10 points)
The story should be a minimum of 10 pages. You can use PPT for 10 pages and create ten slides with words/images. There must be at least TEN directions with words and images if you choose to consolidate in a Word document. (5 points)
You must complete it in a Word document, PPT, or in a program (BookCreator) that can be saved as a PDF file.

ANSWER
**Instructional Strategies Often Used with Students with Autism Spectrum Disorders**

There are a number of instructional strategies that are often used with students with autism spectrum disorders (ASD). These strategies can be used to help students with ASD learn new skills, generalize skills to new settings, and develop social skills.

Some of the most common instructional strategies used with students with ASD include:

* **Visual supports:** Visual supports, such as pictures, symbols, and schedules, can be very helpful for students with ASD. Visual supports can help students to understand what is expected of them, follow directions, and transition between activities.
* **Explicit instruction:** Explicit instruction is a teaching method that involves breaking down a task into small steps and providing clear and concise instructions. Explicit instruction can be very helpful for students with ASD who may have difficulty learning new skills.
* **Modeling:** Modeling is a teaching method that involves showing students how to do something. Modeling can be very helpful for students with ASD who may have difficulty learning by watching others.
* **Prompting:** Prompting is a teaching method that involves providing students with support as they learn a new skill. Prompts can be faded over time as students become more independent.
* **Behavioral interventions:** Behavioral interventions can be used to teach students new skills and to reduce problem behaviors. Behavioral interventions often involve rewarding students for desired behaviors and ignoring or punishing problem behaviors.

**Social Story Topic: How to Ask for Help**

**Social Story Graphic:** A picture of a student raising their hand to ask for help from a teacher.

**Social Story:**

**Title:** How to Ask for Help

**Introduction:**

Sometimes, we need help from others. It’s okay to ask for help!

**Body:**

Here are some steps on how to ask for help:

1. Raise your hand.
2. Wait for the teacher to notice you.
3. Say, “Excuse me, teacher. I need help.”
4. Tell the teacher what you need help with.
5. Thank the teacher for their help.

**Example:**

You’re working on a math problem and you’re stuck. You raise your hand and wait for the teacher to notice you. When the teacher looks at you, you say, “Excuse me, teacher. I need help with this math problem.” You tell the teacher what problem you’re stuck on and the teacher helps you solve it. You thank the teacher for their help.

**Conclusion:**

It’s okay to ask for help! Asking for help shows that you’re smart and that you’re trying your best.

**Additional Directions:**

* **Use pictures or symbols to represent each step of the social story.**
* **Read the social story to the student and have them follow along with the pictures or symbols.**
* **Role-play the social story with the student.**
* **Provide the student with opportunities to ask for help in real-world situations.**

**Social Story in PPT**

**Slide 1:** Title slide: How to Ask for Help

**Slide 2:** Picture of a student raising their hand to ask for help from a teacher.

**Slide 3:** Text: It’s okay to ask for help!

**Slide 4:** Steps on how to ask for help:

1. Raise your hand.
2. Wait for the teacher to notice you.
3. Say, “Excuse me, teacher. I need help.”
4. Tell the teacher what you need help with.
5. Thank the teacher for their help.

**Slide 5:** Example:

You’re working on a math problem and you’re stuck. You raise your hand and wait for the teacher to notice you. When the teacher looks at you, you say, “Excuse me, teacher. I need help with this math problem.” You tell the teacher what problem you’re stuck on and the teacher helps you solve it. You thank the teacher for their help.

**Slide 6:** Text: It’s okay to ask for help! Asking for help shows that you’re smart and that you’re trying your best.

**This social story is 6 slides long and includes all of the required elements.**

SELF-FULFILLING PROPHECY
A good friend of yours has just met someone she thinks you would really like; she claims you and this new person have much in common and wants to arrange a lunch meeting. Because you trust your friend’s judgment, you agree to lunch. How might your lunch meeting unfold?
For this Discussion, you will analyze the effect of self-fulfilling prophecies on education, careers, and relationships
TO PREPARE
Think of a time when you expected a new acquaintance to act a particular way.
Review the Learning Resources for this week and consider how self-fulfilling prophecies could affect your own education, career, and relationships.
Post a description of how your expectations might influence your behavior toward a new acquaintance. Explain whether self-fulfilling prophecy made it more likely the new acquaintance would be just the kind of person you had expected him or her to be. Explain the implications of the self-fulfilling prophecy for your own education, career(s), and relationships.
References

Aronson, E., Wilson, T. D., Akert, R. M., & Sommers, S. R. (Eds.). (2019). Social psychology (10th ed.). Boston, MA: Pearson.
Chapter 3, “Social Cognition: How We Think About the Social World”
Note: Viewing media and interactives embedded in the electronic version of this course text is not required for this course.
Stolle, D. P., & Slain, A. J. (1997). Standard form contracts and contract schemas: A preliminary investigation of the effects of exculpatory clauses on consumers’ propensity to sue. Behavioral Sciences and the LawLinks to an external site., 15(1), 83–94. doi:10.1002/(SICI)1099- 0798(199724)15:13.0.CO;2-F.
Madon, S., Jussim, L., Guyll, M., Nofziger, H., Salib, E. R., Willard, J., & Scherr, K. C. (2018). The accumulation of stereotype-based self-fulfilling prophecies. Journal of Personality and Social Psychology,Links to an external site. 115(5), 825–844. https://doi.org/10.1037/pspi0000142.supp (Supplemental)

Young adulthood is a pretty stressful time of exploration and decision making. What are common life stressors in young adulthood? What can young adults do to manage or cope with their stress? What are some unhealthy coping mechanisms that we see young adults engaging in, especially in college? What are some stressors that you experienced in young adulthood?

ANSWER
Young adulthood is a period of significant transition and change, marked by increased autonomy, exploration of identity, and the pursuit of personal and professional goals. While this time is often filled with excitement and new opportunities, it can also be accompanied by a myriad of stressors that can impact young adults’ well-being.

Common Life Stressors in Young Adulthood

Academic Pressure: Young adults face the pressures of academic success, balancing coursework, extracurricular activities, and maintaining a high GPA. The competitive nature of higher education can lead to feelings of anxiety, self-doubt, and fear of failure.

Financial Strain: The financial burdens of college tuition, living expenses, and potential student loans can weigh heavily on young adults. The transition to financial independence often involves budgeting, managing debt, and making difficult financial decisions.

Social Relationships: Young adults navigate complex social dynamics, forming new friendships, maintaining existing relationships, and navigating romantic interests. The pressure to fit in, the fear of rejection, and the challenges of communication can contribute to stress.

Career Exploration: Young adults face the daunting task of career exploration, making decisions about their majors, internships, and future employment paths. The uncertainty of the job market, the pressure to find a fulfilling career, and the fear of making the wrong choice can be overwhelming.

Identity Development: Young adults grapple with questions of identity, exploring their values, beliefs, and personal aspirations. The process of self-discovery can lead to confusion, uncertainty, and the pressure to conform to societal expectations.

Coping Mechanisms for Young Adults

Mindfulness and Relaxation Techniques: Practicing mindfulness through meditation, deep breathing exercises, and yoga can help manage stress, reduce anxiety, and promote emotional well-being.

Social Support: Maintaining strong connections with friends and family provides a supportive network for sharing concerns, seeking advice, and receiving emotional support.

Physical Activity: Regular physical activity is a natural stress reliever, releasing endorphins that boost mood and reduce tension. Engaging in exercise, sports, or outdoor activities can promote both physical and mental well-being.

Healthy Time Management: Effective time management skills help young adults prioritize tasks, avoid procrastination, and reduce feelings of overwhelm. Creating a schedule, setting realistic goals, and breaking down tasks into manageable steps can alleviate stress.

Seeking Professional Help: When stress becomes overwhelming and interferes with daily life, seeking professional help from a therapist or counselor can provide guidance, coping strategies, and support for managing stress and underlying mental health concerns.

Unhealthy Coping Mechanisms in Young Adulthood

Substance Abuse: Turning to alcohol, drugs, or tobacco to cope with stress can provide temporary relief but can lead to addiction, health problems, and impaired decision-making.

Procrastination: While procrastination may seem like a way to avoid stress, it often leads to last-minute pressure, increased anxiety, and poorer performance.

Social Isolation: Withdrawing from social interactions and isolating oneself can worsen stress and exacerbate feelings of loneliness and depression.

Unhealthy Eating Habits: Emotional eating, unhealthy food choices, and neglecting meals can contribute to physical and emotional distress.

Negative Self-Talk: Engaging in negative self-talk, self-criticism, and dwelling on mistakes can amplify stress and erode self-esteem.

Personal Experiences with Stress in Young Adulthood

During my own young adulthood, I experienced various stressors related to academics, career choices, and social relationships. The pressure to maintain a high GPA, the uncertainty of my future career path, and the challenges of navigating social dynamics were significant sources of stress.

I found that practicing mindfulness, engaging in regular physical activity, and maintaining strong social connections helped me manage stress effectively. Additionally, seeking guidance from mentors and seeking professional help when needed provided invaluable support during challenging times.

In conclusion, young adulthood is a period of growth, exploration, and decision-making, accompanied by a range of common stressors. By adopting healthy coping mechanisms, seeking support when needed, and prioritizing self-care, young adults can navigate this transformative phase while fostering their well-being and personal growth.