Category: Psychology

A psychological lens is a set of beliefs used to analyze the mental state of a person and how their mental state affects their actions. We analyze behaviors through a lens because it uncovers an explanation. There are five (5) lenses through which psychology looks at behavior:
Nature vs. Nurture. This debate focuses primarily on whether inherent, biological factors or developmental, “experiential” factors play the dominant role in shaping who people are and how they behave.
Materialism vs. Constructionism. Some academic psychologists focus on the physical (i.e., material) underpinnings of behavior based on the idea that behavior is nothing more than the result of neural activity. On the other hand, constructionists downplay material causes of behavior and instead focus on how psychological reality is ultimately found in the meaning that people give psychological concepts in social contexts.
Person vs. Situation. There is often debate whether factors within people cause their behaviors or if situational cues play a more critical role. Dispositions focus on internal causes of behavior, such as personality traits or emotional states. Situationists focus more on factors in situations that exert influence on behavior.
Consistency vs. Change Across Development. Whether people can change who they are across their lifespan is another hotly debated topic in psychology. Some argue that our personality becomes largely fixed during late childhood. Others argue that there is potential for change.
Cultural Universals vs. Cultural Variability. Are people the same wherever you go? Some will say yes, and some will say no. To be sure, there are ways that humans are the same across the globe.
Based on your readings, select a psychology topic of interest and a lens through which to view that topic. Then, describe and explain using supportive evidence to justify your choice.
For example, from a constructionist perspective, when someone experiences the death of a loved one, their experience is unique, regardless of age, cultural, demographic, ethnic, gender, social, or spiritual influences.

Discussion Question # 2: Discuss the effects that discontinuing needed services, such as labor and delivery, would have on the community and the hospital’s organizational climate.

I need an argumentative essay on the insert Russell Simmons, R. Kelly, and Why Black Women Can’t Say #Me Too by Shanita Hubbard that is relatively 3 pages long with I work cited page in MLA format.

1. In the book, what are the main points of Chapter 13, Albert Ellis and Rational Emotive Behavior Therapy, and Chapter 14, Aaron Beck & Cognitive Therapy?
2. What are the main points of Gloria and Ellis Video?
ANSWER
**Chapter 13: Albert Ellis and Rational Emotive Behavior Therapy**
Albert Ellis was a cognitive therapist who developed rational emotive behavior therapy (REBT) in the 1950s. REBT is based on the idea that our thoughts, emotions, and behaviors are all interconnected. When we have irrational thoughts, we are more likely to experience negative emotions and engage in unhelpful behaviors. REBT helps people to identify and challenge their irrational thoughts so that they can experience more positive emotions and engage in more helpful behaviors.
The main points of Chapter 13 are:
* REBT is based on the ABC model of emotion, which states that our emotions (C) are caused by our beliefs (B) about activating events (A).
* REBT therapists help clients to identify and challenge their irrational beliefs, which are beliefs that are unrealistic, unhelpful, and lead to negative emotions and behaviors.
* REBT therapists use a variety of techniques to help clients challenge their irrational beliefs, such as cognitive restructuring, disputing, and homework assignments.
**Chapter 14: Aaron Beck & Cognitive Therapy**
Aaron Beck is a cognitive therapist who developed cognitive therapy in the 1960s. Cognitive therapy is based on the idea that our thoughts and emotions are interconnected. When we have negative thoughts, we are more likely to experience negative emotions. Cognitive therapy helps people to identify and challenge their negative thoughts so that they can experience more positive emotions.
The main points of Chapter 14 are:
* Cognitive therapy is based on the cognitive triad, which states that our thoughts about ourselves, the world, and the future are all interconnected and can influence our emotions and behaviors.
* Cognitive therapists help clients to identify and challenge their negative automatic thoughts (NATs), which are negative thoughts that pop into our heads without our conscious awareness.
* Cognitive therapists use a variety of techniques to help clients challenge their NATs, such as cognitive restructuring, behavioral experiments, and homework assignments.
**Gloria and Ellis Video**
The Gloria and Ellis video shows a therapy session between Albert Ellis and Gloria, a client who is struggling with anxiety and depression. Ellis uses REBT techniques to help Gloria identify and challenge her irrational beliefs.
The main points of the video are:
* REBT is a collaborative process between the therapist and the client.
* REBT therapists are direct and challenging, but they are also supportive and empathetic.
* REBT can be effective in helping people to overcome a variety of psychological problems.
**Conclusion**
REBT and cognitive therapy are two of the most widely used forms of psychotherapy. They are both based on the idea that our thoughts, emotions, and behaviors are interconnected. REBT and cognitive therapy can be effective in helping people to overcome a variety of psychological problems, including anxiety, depression, and anger.

Generalization and discrimination and stimulus control add tremendously to the survival value of learning because environments are always changing. Generalization is the tendency for the effects of learning to spread. In a classic study, Baer, Wolf, and Risley (1968) identified terminology for the ways a behavior may show generality:
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Across settings and situations known as stimulus generalization, and occurs when responses that have been reinforced in the presence of a specific stimulus occur in the presence of different, but similar stimuli (also referred to as a stimulus class). An example: When your cell phone rings (the stimuli) you have learned to answer the phone by saying “Hello.” At work, the phone on your desk has a different ring tone and when it rings you also pick up the receiver to answer and say “Hello.” The different types of ring tones all belong to the same stimulus class.
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Across behaviors known as response generalization, and occurs when a similar but different response generalizes and spreads across environments or behaviors. For example, you learn to play and navigate a video game with a joystick controller at an arcade. Later you learn to play the same game on your computer at home, but instead of using a joystick controller to navigate you use your computer keyboard and mouse.
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Over time known as response maintenance, which is the process of continuing to exhibit a behavior. This is essentially the opposite of forgetting
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It is often mistakenly assumed that generalization is an automatic phenomenon, or that behavior will be learned vicariously from observing other’s engaging in behaviors. Parents, teachers, trainers, and managers, for example, need to be aware of the importance of having people perform a skill a number of times in a number of different situations. For example, a child who has learned to stop and look both ways before crossing a street may nevertheless run into the street after a ball. The idea is that reinforcement strengthens a response class, and not just a specific response. When the response class becomes too large it can result in stimulus overgeneralization. This occurs when similar, but distinct stimuli elicit the same response.
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How do we learn to produce a certain behavior in presence of one stimulus (i.e., stop in front of a red sign versus a green one)? We do this through stimulus discrimination, which is the tendency for a behavior to occur in certain situations (i.e., in the presence of certain stimuli) but not in others (in the absence of the stimuli). As such, discrimination training can be viewed as the process of defining a response class. Using a stimulus discrimination technique, B. F. Skinner (1951) once taught pigeons to “read.” The pigeons would peck a disk when a sign read, “Peck,” and would not peck when a sign read “Don’t peck. Another example of stimulus discrimination is being able to recognize when people are lying from their facial expressions and other body language.
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The term stimulus control is used in stimulus discrimination training and refers to the increased tendency to behave a certain way in one situation but not in another. For example, an individual operating a motor vehicle will usually stop at all red traffic lights, and this tendency is clearly a function of reinforcing and punishing consequences (i.e., increased likelihood that he won’t get into an accident, or get a traffic ticket for running a red light), but the individual can proceed through a red light, and might deliberately do so under certain circumstances (e.g., because he is already late to work).
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Behavior change and skill acquisition programs are designed to develop, or increase, the frequency of target behaviors. However, engaging in a behavior now does not necessarily mean that the behavior will continue in the future. Similarly, engaging in a behavior in one setting does not mean that it will occur in other settings. Research has demonstrated that if you do not deliberately plan for learned behaviors to be generalized and maintained they are not likely to happen. For this Assignment, you will explore and apply techniques for generalizing and maintaining behaviors.
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Consider the relations between generalization, discrimination, and stimulus control.
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Next, read the assigned Steeg and Sullivan (2009) article about the strategies and procedures for increasing generalization such as sequential modification, training sufficient exemplars, train loosely, etc., and for monitoring generalization.
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Examine your own experiences from when you were a high school student and identify factors that worked well for you in maintaining academic behaviors.
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Read the following scenario:
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Hazel, a 16-year old high school student, is given plenty of time in her English Composition class to work on writing. However, she usually does not complete her writing assignment within the time allotted during the class period. She rarely completes her English composition homework either.
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Engaging your knowledge of principles of reinforcement and punishment, consider the concepts of generalization, and propose a strategy from the Steege and Sullivan (2009) reading that could increase Hazel’s English composition classwork completion and homework completion behaviors.
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Once Hazel increases her English composition classwork completion and homework completion, think about concepts related to stimulus control and stimulus discrimination consider how Hazel will maintain the positive behavior changes, and how the changes could be applied to other subjects, such as math.
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Drawing on your reading of the Steege and Sullivan (2009) article and textbook, complete the following:
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Explain at least one strategy for programming generalization (e.g., sequential modification, training sufficient exemplars, train loosely, etc.) that could increase Hazel’s English composition classwork and homework completion.
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Considering the concepts of stimulus control and stimulus discrimination, explain how Hazel will maintain the positive behavior changes, and how the changes could be applied to other subjects, such as math.

For this project, the challenge is relaxation/meditation! Many of you may find it helpful to download a free app to help with this. Here are a couple: Insight Timer; The Mindfulness App, Relax Now; Smiling Mind; Stop, Breathe, Think (don’t choose the paid option); UCLA Mindful. They should all be available for free on the Apple Store or Google Play. I have not used these, but they come recommended as some of the best free apps. If you are new to meditation, apps can help. If you already use meditation, an app may not be necessary. However, you do NOT need to pay for an app to complete this exercise. Choose something free, and don’t get stressed over it!
You need to practice relaxation/meditation for 3-4 times each week, spending about 5 minutes at a time, for two weeks. Keep a journal of your sessions, noting where, when, how long, degree of success, and how you felt afterwards.
At the end of two weeks, write a 1-2 page report on your sessions. What did you experience? What challenges did you experience in practicing relaxation? How might relaxation sessions help an athlete or someone else achieve improved performance? Due Mar. 6 by midnight.
Format for Reports
All written projects must follow APA format. Documents should have 1-inch margins and be double-spaced. They should have a title page, but an abstract is not necessary. All mini projects should have the following sections: Introduction, methodology, results, and discussion/conclusions. The purpose of the project should be included in the introduction along with briefly introducing what project you did for meditation/relaxation. The methodology describes exactly what you did so that someone else could replicate your project using your description. Did you meditate in the same place and at the same time each session? Did you vary the time of the sessions? Did you use an app? Did you change the prompts you listened to? The results section contains your analysis of your data and a reporting on the results of your project. What did you experience? The discussion/conclusion contains what you learned from doing the project. What challenges or problems did you experience? How might relaxation sessions help an athlete or someone else achieve improved performance? Include all data sheets with your projects. You can copy/paste at the end of the report.

Students will be required to engage in two “Exploration Experiences” during the semester. The experiences will be yours to choose. Some options include interviewing a friend or loved one who breaks gender roles in some way, watching a movie about gender non-conformity (Mrs. America, French Girl, Moonlight, Portrait of a Lady on Fire, etc.), interviewing a health professional that works in gender-affirming care such as a psychologist or surgeon, volunteering for a local LGBTQ+ organization, attend an LGBTQ+ event run by a local church, etc. After each experience you will write a 1-page reflection about the experience. You will want to relate the experience to topics addressed in the reading and/or that we have discussed in class. For example you could discuss what learned about the nature and nurture of gender identity, or how your empathy has grown for an experience of gender that is different from yours, if your opinions about a certain aspect of gender has shifted because of your experience, etc. You will need to run your ideas by me and receive approval before you complete this assignment! See below for a breakdown of how you can earn full points on the assignment.
Rubric
10 points – formatting and grammar (well-written/cohesive, double-spaced, 1-inch margins, Times New Roman font)
10 points – at least 1 page
30 points – The paper is well-written and shows that you took time to engage meaningfully in the experience and took time to reflect on your experience. You will want to relate the experience to topics addressed in the reading and/or that we have discussed in class. For example you could discuss what learned about the nature and nurture of gender identity, or how your empathy has grown for an experience of gender that is different from yours, if your opinions about a certain aspect of gender has shifted because of your experience, etc.
points to discuss. original work no plagerasim. APA format. cite sources
Drag Show Brain Storm relate to concepts:
Group of people free at the moment to be who they are
Social norms around gender
Gender conformity breaking gender norms
Ideal man-breaks the model: expected to be masculine providing and not depicting.
Protype: dressing up is outlandish some views
drag queens ect
Being feminine
Boundaries and expectations
People are sexual in the way they dress talk ect.
Pop singer double standard
Two aspect separate
Not comforting to gender roles
1 full page

Consider the numerous ways psychological testing has been used over the years and how it has evolved to what it is today.
Respond to the following in a minimum of 200 words: What are current purposes and methods of psychological assessments?
How are psychosocial assessments used in psychological treatment or as a foundation for a more comprehensive psychological evaluation?
How have the current methods evolved from previous methods? Why was there a need for them to evolve (i.e., any negative consequences of previous psychological testing)?
What are some factors that make a good psychological test?
Respond in a substantive way and integrate information from your text or other scholarly sources.
Cite your sources according to APA guidelines.

What new or interesting facts/ideas did you learn about the nature and use of taboo language from the Pinker and Jay articles?
What does Pinker believe gives power to slurs as a form of taboo language (Hint: this is discussed towards the end of the article).
What role does taboo language play in your own life?
Can you situate taboo language in the context of the rest of the ideas we have discussed this semester (e.g. language as a frame, tool, lens, or spotlight, etc.)?
Typically, 1-3 paragraphs will be sufficient for your response, and formal prose is not required (though it should be written in a clear manner so I can understand it); no need to write an essay! These will be graded on a 0-3 scale, where 3 is the best score and indicates a thoughtful, clear, and engaged response that addresses every aspect of the question prompt.
Pinker (2007) https://newrepublic.com/article/63921/what-the-f

Senses Challenge Activity
This week you read about our senses and how we can use our senses to understand and interpret the world around us. In this activity, you will complete one of two options listed below that challenges your senses. There are two options below, please choose one and submit your final paper as a Word Document. Option A:
Please visit the website: http://www.illusions.org/dp/1-2.htm
This page is full of fascinating illusions (scroll to the bottom of the webpage for a complete list). Please find an illusion that interests you.
You need to tell me which illusion you selected (please provide the link for the illusion you selected) and use the explanation to put in your own words why your brain sees this differently than it actually appears. Please incorporate THREE vocabulary terms (define and then apply) from chapter 3 in your explanation. Your explanations needs to be one page in length for the illusion you have selected.
Option B:
In many movies from the 1930s, dancers performed seemingly meaningless movement which, when viewed from above, were transformed into intricate patterns and designs. Similarly, the formations of marching bands often create pictures and spell words. Identify and describe at least four Gestalt principles of grouping that explain the audience’s perception of the images created by these types of formations. Be sure to define and then apply the terms in your response. Your response should be one page in length. APA format