...Social Development in Adults – Library Article Summary PSY/201 – Foundations of Psychology October 16, 2011 Helen Tretiak-Carmichael Social Development in Adults – Summary of University Library Article The article chosen is entitled “Psychosocial Development From College Through Midlife: A 34-Year Sequential Study.” The article is relevant and creditable. The range of issues covered during the adult development phase of life and the additional study of Erikson’s theory the class has been studying over the last two weeks provides credence to the relevancy of the subject matter. This article would be an excellent reference for an assignment on the topic of Social Development of Adults. The study referenced in the article uses subjects found from the alumni of the University of Rochester in school from the 1960s through the 1980s whose contact information was obtained and solicited in a number of ways. The study spans a time of at least 35 years as well as a range of ages. The study focused on growth within “[t]he eight Eriksonian psychosocial issues” which it define as “…trust versus mistrust, autonomy versus shame and doubt, initiative versus guilt, industry versus inferiority, identity achievement versus identity diffusion, intimacy versus isolation, generativity versus stagnation, and ego integrity versus despair.” (Whitbourne, S., Sneed, J. R., & Sayer, A., (2009). The article provides psychological background on its subject material...
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...The journal article Socio-emotional development: from infancy to young adulthood that I found in the University Library is a good source because it touches on the social issues of adults and what causes social anxiety and other issues. The article focuses on the Uppsala Longitudinal Study, which in 1985 collected data on 96 children nine years of age. The children's social development was then studied and compared as they became teenagers. Finally in 1997 when they were 21 years of age, the study compared their current social anxiety issues to how each of them were raised, what activities they participated in, and what social issues were still prevalent from the time they were 9 until they were 21 years old. The study found that children placed in non-parent day care showed much less social anxiety issues than children that did not participate in day care. The amount of social interaction that children receive at a young age, results in how socially active young and older adults are as they grow up. Shyness and inhibition plays a huge role in socialization and social anxiety. More sheltered children not encouraged to socialize may grow up to be anti-social as adults. The reason I chose this reference as a credible source is because it is not only peer reviewed and from a credible journal of psychology, but also because it focuses on how the social issues of adults is created, by the socialization of the children who grow up to be adults. Researching and locating the...
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...PSY 201 Entire Course (UOP Course) For more course tutorials visit www.tutorialrank.com Tutorial Purchased: 4 Times, Rating: A+ PSY 201 Week 1 Assignment Testing a Theory (UOP Course) PSY 201 Week 1 DQ’s (UOP Course) PSY 201 Week 2 Assignment Meditation Worksheet (UOP Course) PSY 201 Week 2 DQ’s (UOP Course) PSY 201 Week 3 Assignment Memory Presentation (UOP Course) PSY 201 Week 3 DQs (UOP Course) PSY 201 Week 4 DQ’s (UOP Course) PSY 201 Week 5 Assignment Piaget Worksheet (UOP Course) PSY 201 Week 5 DQ’s (UOP Course) PSY 201 Week 6 Assignment Social Development Research (UOP Course) PSY 201 Week 6 DQ’s (UOP Course) PSY 201 Week 8 Assignment Psychotherapy Matrix (UOP Course) PSY 201 Week 9 DQ’s (UOP Course) ------------------------------------------------------------- PSY 201 Week 1 Assignment Testing a Theory (UOP Course) For more course tutorials visit www.tutorialrank.com Tutorial Purchased: 4 Times, Rating: A Write at least 300 words describing a recent time when you had to test a theory. This theory may be something you have tested at work, school, or even at home, such as using alternative ingredients in a recipe or a different method of discipline with your children. Answer the following questions in your summary: • What type of informal research method did you use? • How was your research method similar to research methods used by psychologists? • If given another opportunity, what would you have done differently? Submit your answers as...
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...Axia College Course Syllabus PSY/201 Foundations of Psychology Course Start Date: 2/21/11 Course End Date: 4/24/11 Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright © 2010, 2009 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Course Syllabus PSY/201 Foundations of Psychology 2 Facilitator Information Janie Lacy JanieLacy@email.phoenix.edu (University of Phoenix) Janie@JanieLacy.com (Personal) 407-924-7533 (EST) Facilitator Availability I am available from 9 a.m.-12 p.m. Eastern Standard Time on most days, but I attempt to reserve Sundays as my rest day. During the week, I am available most of the time during that 9 a.m.-12 p.m. time frame. On Saturdays, I tend to be available in the morning only. If these times are not convenient for you, please let me know. I will be happy to accommodate your schedule,...
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...Social Development Research week 6 cynthia tharp PSY/201 August/25/2013 Bettye Griffin Social Development Research week 6 The title of the article is Society for Research in Child Development; Teens' struggles with peers forecast long-term adult problems. The reason for choosing this article was my curiosity about teen drinking and peer pressure. The newspaper article states News Reporter-Staff News Editor at Vertical News Health (2013) Teens who had trouble establishing some autonomy (choices) and independence with peers (especially with respect to minor forms of deviance such as shoplifting and vandalism) were found to be at higher risk for problems with alcohol and substance use, and for illegal behavior, almost a decade later. The article talks about how teenager’s struggle to establish a rapport with their peers in the early stages of adolescence, but not getting bad influences that could cause them problems years down the road. Teens who have trouble with getting along with their peers and having their own choices or independence tends to be at a higher risk at having drinking problems, drug abuse, and criminal tendencies later in life. Researchers at the University of Virginia have come to this conclusion by doing a new observational study and is documented in the journal Child Development (News Reporter-Staff News Editor at Vertical News Health, (2013, April 14). As a topic for a research topic, I would use this article it would be a good resource due...
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...College Credit Through Advanced Standing Produced by the Office of Academic Services This manual is accurate as of the date of publication. As new information becomes available, it will be posted to the online version, available through the Academic Services web site, www.nvcc.edu/aboutnova/directories--offices/administrative-offices/academic/index.html. Revised June 2012 Table of Contents INTRODUCTION ........................................................................................................... 3 PURPOSE .................................................................................................................................3 TYPES OF ADVANCED STANDING ...................................................................................................3 GENERAL PROCEDURES ...............................................................................................................4 EVALUATION RESPONSIBILITIES .....................................................................................................5 SECTION 1—CREDITS FROM POST-SECONDARY INSTITUTIONS ........................................ 7 GENERAL CONDITIONS ................................................................................................................7 GENERAL EDUCATION TRANSFER CREDIT FOR STUDENTS WITH PREVIOUS DEGREES ..................................9 EVALUATION OF INTERNATIONAL TRANSCRIPTS .....................................................................
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...Community College PSY 225 - N01B - Theories of Personality Summer of 2013 10 Week Session May 20 - July 30 Instructor: Dr. Marcus Forbes E-Mail: mforbes@jtcc.edu[->0] OR mforbes@bop.gov[->1] Virtual Office Hours: Since I am an adjunct instructor, I have no permanent office. As such, I am always just a phone call or e-mail away. I will have a virtual office hour from 4:00 - 5:00 pm on Tuesdays. Phone: 804-504-7200 x-1143 Course Text (Required): Friedman, H.S., & Schustack, M.W. (2012). Personality (5th ed.). New York: Pearson. Course Description PSY 225, Personality studies the major personality theories and their applications. It includes the study of psychodynamic, behavioral, cognitive and humanistic perspectives. Prerequisite Psy 200, 201, or 202. Course Objectives: Upon successful completion of this course, students will be able to: 1. Describe the theoretical bases and research methods used to study personality. 2. Describe the psychoanalytic and neoanalytic perspectives on personality and discuss the strength and limitations of these theories. 3. Explain the biological approach to understanding personality and provide examples of research studies that illustrate this approach. 4. Discuss how behavioral principles can be applied to personality. 5. Describe the cognitive and social-cognitive perspectives on personality as well as the empirical foundations of these theories. 6. Explain the trait approach...
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...PRINCE GEORGE'S COMMUNITY COLLEGE Welcome to Psychology 1010 Fall 2015 (Tu/Th, ________ – ______ p.m. / Marlboro Hall – Rm. #1104) (August 25 – December 3) INSTRUCTOR: Dr. Janet E. Barber Psychological & Sociological Sciences and Human Svcs. OFFICE/HOURS: Marlboro Hall –M1104/2057 (Tu/Th, 3:25p - 4:25p) The best way to contact the professor is by email. By appointment: Online Office hours via Bb IM: Thursdays 6:00 pm - 7:00 pm PHONE NUMBERS: Professor: (301) 322-0900 x 4143 Social Sciences Office/Phone No.: Marlboro Hall #2054 (301) 546-0525 EMAIL ADDRESS: BarberAJ@pgcc.edu (24 hour response time) The best way to contact the professor is by email. Note: All credit students (with the exception of Howard Community College students enrolled at Laurel College Center) are required to use Owl Mail for all college communication. Students, please be sure to place PSY1010-LD14, 16 or 17 in the subject line so that your email will not be overlooked, confused with another class section, or mistakenly deleted. Thank you. Monday – Friday your emails and phone messages will be returned within 24 hours. Your weekend...
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...Guide College of Social Sciences PSY/201 Version 4 Foundations of Psychology | |Copyright © 2013, 2012, 2010, 2009 by University of Phoenix. All rights reserved. Course Description This course overviews the foundations of psychology as the field applies to everyday life. The physical and mental aspects of psychology are traced through lifespan development with emphasis on psychological health and wellness. Further study focuses on personality; thinking, learning and memory; motivation and emotions; and gender and sexuality. Based in various historical traditions, the course is set in the context of contemporary psychological principles. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Carter, K. & Seifert, C. (2013). Learn Psychology. Burlington, MA: Jones & Bartlett Learning. All electronic materials are available on the student website. |Week One: A Brief History of Psychology...
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...BELHAVEN UNIVERSITY Jackson, Mississippi A CHRISTIAN UNIVERSITY OF LIBERAL ARTS AND SCIENCES FOUNDED IN 1883 CATALOGUE 2014-2015 EFFECTIVE JUNE 1, 2014 Directory of Communication Mailing Address: Belhaven University 1500 Peachtree St. Jackson, MS 39202 Belhaven University 535 Chestnut St. Suite 100 Chattanooga, TN 37402 Belhaven University 7111 South Crest Parkway Southaven, MS 38671 Belhaven University – LeFleur 4780 I-55 North Suite 125 Jackson, MS 39211 Belhaven University 15115 Park Row Suite 175 Houston, TX 77084 Belhaven University Online 1500 Peachtree St. Box 279 Jackson, MS 39202 Belhaven University 1790 Kirby Parkway Suite 100 Memphis, TN 38138 Belhaven University 4151 Ashford Dunwoody Rd. Suite 130 Atlanta, GA 30319 Belhaven University 5200 Vineland Rd. Suite 100 Orlando, FL 32811 Traditional Admission Adult and Graduate Studies Admission – Jackson Atlanta Chattanooga Desoto Houston Memphis Orlando Alumni Relations/Development Belhaven Fax Business Office Campus Operations Integrated Marketing Registrar Student Life Security Student Financial Planning Student Development Online Admission Online Student Services (601) 968-5940 or (800) 960-5940 (601) 968-5988 or Fax (601) 352-7640 (404) 425-5590 or Fax (404) 425-5869 (423) 265-7784 or Fax (423) 265-2703 (622) 469-5387 (281) 579-9977 or Fax (281) 579-0275 (901) 896-0184 or Fax (901) 888-0771 (407) 804-1424 or Fax (407) 367-3333 (601) 968-5980 (601) 968-9998 (601) 968-5901 (601) 968-5904 (601) 968-5930 (601) 968-5922...
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...Running head: WEEK 5 FINAL ASSIGNMENT: PSYCHOLOGY OF AGING 1 Psychology of Aging Mildred T. Murphy PSY 317: Cognitive Functioning in the Elderly Professor Rhonda Travland Ashford University August 26, 2013 Running head: WEEK 5 FINAL ASSIGNMENT: PSYCHOLOGY OF AGING 2 Abstract Aging in the United States raises challenges in terms of belonging, especially for older people. The interrelationship between aging and a sense of belonging is complicated because the aging process itself is influenced by many factors, including biological, sociological, psychological, economical, and attitudinal factors. Each of these factors has a unique impact on aging. Exacerbating these factors are society’s negative stereotypes and myths, discrimination, biases, prejudices, and negative attitudes toward the older people, which are cumulatively identified as ageism for the purposes of this paper. Thinking about the dimensions of aging for older people gives rise to a number of questions. For example, what are our cultural attitudes and traditions towards aging? How do these attitudes and traditions inform our private thoughts and public policies towards aging? This paper will focus on the mysteries that control human lifespan which are yet to be unraveled. Running head: WEEK 5 FINAL ASSIGNMENT: PSYCHOLOGY OF AGING 3 Part I-Intro to the Psychology of Aging Psychology is the study of the mind and behavior, and is unique...
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...ork2012 - 2013 Catalog A Message from the President “Sullivan University is truly a unique and student success focused institution.” I have shared that statement with numerous groups and it simply summarizes my basic philosophy of what Sullivan is all about. When I say that Sullivan is “student success focused,” I feel as President that I owe a definition of this statement to all who are considering Sullivan University. First, Sullivan is unique among institutions of higher education with its innovative, career-first curriculum. You can earn a career diploma or certificate in a year or less and then accept employment while still being able to complete your associate, bachelor’s, master’s or doctoral degree by attending during the day, evenings, weekends, or online. Business and industry do not expand or hire new employees only in May or June each year. Yet most institutions of higher education operate on a nine-month school year with almost everyone graduating in May. We remained focused on your success and education, and continue to offer our students the opportunity to begin classes or to graduate four times a year with our flexible, year-round full-time schedule of classes. If you really want to attend a school where your needs (your real needs) come first, consider Sullivan University. I believe we can help you exceed your expectations. Since words cannot fully describe the atmosphere at Sullivan University, please accept my personal invitation to visit and experience...
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