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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.