...Bachelor of Science in Psychology Crisis Counseling Cognate 2013-2014 Degree Completion Plan Important: This degree plan is effective for those starting this degree program in fall 2013 through summer 2014. This degree plan will remain in effect for students who do not break enrollment or who do not change degree programs, concentrations or cognates. Please refer to the list of approved general education requirements at www.luonline.com/generaleducation before enrolling in general education electives. GENERAL EDUCATION REQUIREMENTS (42 hrs) Course Foundational Studies (18 hours) ENGL 101 ENGL 102 MATH APOL 104 INFT 101 Composition & Rhetoric 1 MAJOR (39 hrs) Grade Course Core (24 hours) Hrs Sem Grade Hrs Sem 3 3 3 3 3 3 PSYC 210 PSYC 255 PSYC 341 PSYC 354 PSYC 355 PSYC 371 PSYC 430 PSYC 499 Developmental Psychology Introduction to Research Psychology of Personality Statistics for the Social Sciences Statistics in Psychology Theories in Counseling & Psychotherapy Abnormal Psychology Internship Crisis Counseling Cognate (15 hours) 3 3 3 3 3 3 3 3 Composition & Literature Communications Elective Math Elective (MATH 115 or higher)2 Contemporary Worldviews Instructional Tech. for Online Learning Investigative Studies (24 hours) Natural Science Elective History Elective 3 3 3 3 3 3 3 3 CRIS 302 CRIS 303 CRIS 304 CRIS 305 CRIS 306 Foundational Principles of Crisis Response Acute Stress, Grief & Trauma PTSD & Combat Related Trauma Trauma Assessment...
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...Theories of Personality: A Critical Review Stephanie Connole PSY/405 April 9,2014 Theories of Personality: A Critical Review Introduction Humans have been known to have different personalities and the differences in perception, mindset and behaviors are caused by divergent experiences. The classical psychological theory of Freud argues that humans tend to develop their personalities in the early five years of the lives and continue to strengthen it as they grow old. However, people do change with the passage of time (Blatt, McDonald, Sugarman, & Wilber, 1984). The changes in personality occur in response to external environment but these modifications are superficial in nature and therefore, they do not last long and the basic personality will emerge once external forces are removed. The Psychodynamic and Humanistic theories of personality are intertwined and interdependent. The abovementioned frameworks are joined because basic personality development can be influenced by the environment. In simple terms, an apparently bad person can be converted into a good one with the help of offering supportive behaviors. The support groups that render help to addicts, criminals and prisoners are there in order to ascertain likeness towards positive behaviors in people who demonstrated negative attitudes in the past. The philosophy of support group is developed on the basis of a belief that humans respond to their immediate environments and tend to win the legitimacy of their...
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...2010.01320.x/full Butcher, N. J., Hooley, M. J. and Mineka, S. (2007). Abnormal Psychology. (3rd ed). Pearson Education, Inc. Boston Massachusetts 02116. www.pearsoned.com Choi, R. S., Hwang, S., Jung, S., Lee, Y. and Noh, J. (2012). Relationship Cognitive Impairment and Depression in Dialysis Patients. Yonsei Medical Journal, 54(6). online Oct. 01, 2013 https://doi.org/10.3349/ymj.2013.54.6.1447 Yonsei University College of Medicine. Devos, T., Goldberg, R. And Huynh Q. (2 014). The Role of Ethnic and National Identifications in Perceived Discrimination for Asian American: Toward a Better Understanding of the Buffering Effect of Group Identifications on Psychological Distress. Asian American Journal of Psychology, Vol. 5(3) DOI: 10.1037/a0031601Online. Department of Psychology, California State University, Northridge, 18111 Nordhoff Street, Northridge, CA 91330-8255. Dollard,F. M., LaMontagne, D. A. And McTeman, P. W. (2013). Depression in the workplace: An economic cost analysis of depressionrelated prodictivity loss attributable to job strain and bullying. Work & Stress. Vol. 27(4). 321–338, http://dx.doi.org/10.1080/02678373.2013.846948. Germann, N. J., Leavey, J. P., Leonard, D., Pop, B. R., Stewart, M. S. and Stuenzi J. T. (2015). Hoping Is Coping: A Guiding Theoretical Framework for Promoting Coping and Adjustment Following Pediatric Cancer Diagnosis. Journal of Pediatric Psychology, 40(9), 846-855. doi: 10.1093/jpepsy/jsv027 Huang, C. (2015). Academic Achievement...
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...mechanism for the influence that reward recipient category and product involvement have on intent to purchase. Finally, implications and limitations for future research are discussed. Keywords: involvement, perceived fairness, purchase intention, referral reward programs, word-of-mouth References Ahrens, J., Coyle, J. R., & Strahilevitz, M. A. (2013). Electronic word of mouth: the effects of incentives on eReferrals by senders and receivers. European Journal of Marketing, 47(7), 1034–1051. http://dx.doi.org/10.1108/03090561311324192 Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. Journal of the Personality and Social Psychology, 51(6), 1173–1182. http://dx.doi.org/10.1037/0022-3514.51.6.1173 Barrot, D., Becker, J. U., & Meyners, J. (2013). Impact of service pricing on referral behavior. European Journal of Marketing, 47(7), 1052–1066. http://dx.doi.org/10.1108/03090561311324200 Bowman, D., & Narayandas, D. (2001). Managing customer-initiated contacts with manufacturers: the impact on share of category requirements and word-of-mouth behavior. Journal of Marketing Research, 38(3), 281–297. http://dx.doi.org/10.1509/jmkr.38.3.281.18863 Celsi, R., & Olson, J. (1988). The role of involvement in attention and comprehension processes. Journal of...
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...Table of Contents 1.1 INTRODUCTION 1 1.2 POSITIVE INSTITUTIONAL- PERSONAL FACTORS 2 1.3 NEGATIVE INSTITUTIONAL-PERSONAL “CULTURE SHOCK” FACTORS 3 1.4 EFFECTS 4 REFERENCES 5 1.1 INTRODUCTION This essay explains the perspective of being a new post graduate master student in the University of Wolverhampton. Consequently it identifies positive institutional personal factors as well as negative –personal “culture shock” and lastly elucidates how they affect my engagement with my master’s programme and my capacity to become an independent learner. 1.2 POSITIVE INSTITUTIONAL- PERSONAL FACTORS Based on the finding from the research conducted from Khan (2010), some of factors having a positive impact on students include * Sense of belonging- it is the experience of personal involvement in a system or environment so that persons feel themselves to be an integral part of that system or environment (Hagerty et al. 1996). Sense of belonging can be developed through learning activities and maintaining classes as a cohort. Relationships with teaching staff can be developed through encouraging interaction, providing good quality teaching and making a positive initial impression. Kember et al (2010). * Institutional Concern and Student Perception - according to Khan (2010) during lectures we were encourage thinking rather than just listening to what the lecturer could say. We felt comfortable knowing that our contribution was necessary .The more students...
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...Application of motivation and emotion principles in weight loss programs to lose weight effectively. Abstract Application of principles of motivation and emotion has significant influence on the effectiveness of weight loss in weight loss programs. I agree with this view and will justify it by introducing principles and backing them up with official academic research as evidence. Adverse emotions can facilitate weight gain and disruptions in dieting. I believe principles such as Drive Theory, Self-Determination, Self-Confrontation and Self-Efficacy can counter weight gain and promote weight loss in weight loss programs. The concept of exercise opposes this view as it states that it the level and moderation of physical activity directly affects motivation and emotion and hence, the regulation of motivation and emotion cannot do without exercise. However, further analysis will explain why this opposing argument is not concrete. The essay will demonstrate tighter links with how principles of motivation and emotion affect the measures of effectiveness in weight loss programs. Application of motivation and emotion principles in weight loss programs to lose weight effectively. Effects of motivation and emotion are the underlying core factors behind weight loss success. Research has shown that motivation is a strong determinant in self-regulation during weight loss (Teixeira et al., 2006). Also, it is reported that there is positive relationships between emotion-oriented...
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...disposition or combination of personality traits that leads to crimes of obedience? Situations are unique and dispositions vary; attempting to distinguish what causes these occurrences is a complex task that has been the subject of numerous studies, yet no concrete answers are found. Stanley Milgram’s obedience experiments ignited the flame of a subject that, instead of diminishing over time and becoming obsolete as a result of improved methods and new ideologies, has remained at the forefront of social and behavioral psychology. Modern research faces the critical challenge of attempting to study obedience under much more restrictive guidelines than previous studies; the results that are produced can only hope to shed light on one component of obedience and use other studies to synthesize a more complete explanation. The predecessor to all of this modern research was the Milgram obedience experiment and all of its variations. It has remained a fixture of social psychology for so long for several reasons: the enormity of the results (65% of a normal population of American men is willing to administer dangerous shocks to innocent learners), its magnitude (over 1000 people tested in 18 variations), its clarity in defining how situation influences the obedience of participants, and the questions it raised about ethics in experimental methods. These concepts have provided the impetus for numerous...
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...Running Head: THE EFFECTS OF MUSIC ON READING COMPREHENSION The Effects of Classical and Contemporary Music on Reading Comprehension of College Students Louis Sandro Y. Aboga Bakhita Mae Alexie N. Llames Aquinas University of Legazpi The Effects of Classical and Contemporary Music on Reading Comprehension of College Students Music is more pervasive now than at any other point in history, functioning not only as a pleasurable art form, but also serving many important psychological functions (MacDonald, Hargreaves and Miell, 2002) and influencing cognitive functioning (Rauscher, Shaw, and Ky 1993) Music and Reading Comprehension Etaugh and Ptasnik (1982) found that individuals who rarely studied with background music showed better comprehension when they learned in silence, while those who frequently studied with music performed better in the presence of music. Hall (1952), exploring the possible uses of music in schools, found that performance on reading comprehension tests was significantly improved when background music was playing; 58% of the 245 8th and 9th graders taking part in the study, showed an increase in scores a reading test. Physiological Aspect on Music and Memory Numerous previous studies have tested to determine if the above conditions do in fact play an integral role in being a catalyst or antagonist to understanding complex literature. First the topic will be addressed from a biological perspective: processing in...
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...Journal of Vocational Behavior 66 (2005) 532–548 www.elsevier.com/locate/jvb Antecedents and consequences of reactions to developmental 360° feedbackq Leanne E. Atwater*, Joan F. Brett School of Management, Arizona State University West, 4701 W. Thunderbird Road, Glendale, AZ 85306-4908, USA Received 25 November 2003 Abstract This study investigated the factors that influence leadersÕ reactions to 360° feedback and the relationship of feedback reactions to subsequent development activities and changes in leader behavior. For leaders with low ratings, those who agreed with others about their ratings were less motivated than those who received low ratings and over rated themselves. For leaders with high ratings, agreement between self and other did not influence their motivation. Individuals with more favorable attitudes toward using feedback were more motivated following feedback. We found minimal support for hypothesized relationships between personality characteristics and reactions to feedback. LeadersÕ reactions to feedback were not related to the number of follow-up activities they reported, but were related to the degree of change in ratings over time. Ó 2004 Elsevier Inc. All rights reserved. 1. Introduction Three hundred and sixty degree feedback, the process in which direct reports, peers, and supervisors provide anonymous feedback to recipients, continues to grow in popq This research was supported in part by a grant from the Society for Human Resources Management...
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...Changing Behavior: Insights and Applications Annette Frahm, project manager Dave Galvin Gail Gensler Gail Savina Anne Moser December 1995 Revised June 2001 Local Hazardous Waste Management Program in King County King County Water Pollution Control Division 130 Nickerson St., Suite 100 Seattle, Washington 98109 (206) 263-3050; haz.waste@metrokc.gov Prog-3(12/95)rev.6/01 Introduction Have you ever tried to get a smoker to stop? A kid to start wearing a bike helmet? An aerosol user to switch? Changing behavior is both art and science, and much can be learned from others’ attempts to change behavior that can make our work more effective. A project team at the Local Hazardous Waste Management Program in King County, Washington, spent several months in 1995 reading behavior change literature from energy conservation, recycling, health education and other fields, looking for insights. We distilled many of the principles found in the literature into workshops for staff, hoping to make their efforts to change business’ and the public’s hazardous waste behavior more effective. At the workshops, we presented some key behavior change principles, a panel shared their insights, and staff worked through an exercise to learn how to apply the principles to their work. This report summarizes our findings and includes examples from field experience. A key insight from the project is that information alone is not enough to change behavior. As government workers, we often try to...
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...Introduction A therapist is bound to encounter boredom, burnout and or therapist impairment at some point during her career. These may have a significant impact on therapist efficacy and inflict intentional or unintentional physical and or psychological harm on clients who are seeking counselling if not managed properly. Therefore, it is of great importance to recognise the signs of such problems by looking after oneself physically and psychologically, which is crucial to both the therapist’s and the client’s well-being. The author aims to explore the effects of boredom, burnout and impairment and how the author can maintain therapist efficacy through career-sustaining behaviours. Boredom The experience of boredom, also known as disenchantment or disengagement, as (Campagne, 2012; Ulberg, Amlo, Hersoug, Dahl, & Høglend, 2014) named respectively, affects humanity in a variety of ways. Kottler (2010, p. 169) defines boredom as the “loss of interest and momentum” and lack of stimulation in one’s work. Similarly, Campagne (2012, p. 76) defines boredom as a “loss of interest in and emotional demotivation for the professional activity itself” and stresses that it involves the loss of flow and professional motivation, which is prior to, but can eventually lead to burnout if the symptoms are ignored. In the therapeutic setting, boredom can manifest in different forms, such as, “repetition that is so difficult to tolerate, not only in the similarity of client complaints but in the...
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...e eBook Collection This is a Protected PDF document. Please enter your user name and password to unlock the text. User Name: Password: Unlock Remember my user name and password. If you are experiencing problems unlocking this document or you have questions regarding Protectedpdf files please contact a Technical Support representative: In the United States: 1-877-832-4867 In Canada: 1-800-859-3682 Outside the U.S. and Canada: 1-602-387-2222 Email: technicalsupport@apollogrp.edu. This document is published by:Apollo Group, Inc. ISBN 1-256-49231-0 joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka jokaGlossary joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka ...
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...Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists American Psychological Association Approved as APA Policy by the APA Council of Representatives, August, 2002 Copyright, American Psychological Association, 2002 Author Note: This document was approved as policy of the American Psychological Association (APA) by the APA Council of Representatives in August, 2002. This document was drafted by a joint Task Force of APA Divisions 17 (Counseling Psychology) and 45 (The Society for the Psychological Study of Ethnic Minority Issues). These guidelines have been in the process of development for 22 years, so many individuals and groups require acknowledgement. The Divisions 17/45 writing team for the present document included Nadya Fouad, PhD, Co-Chair, Patricia Arredondo, EdD, Co-Chair, Michael D’Andrea, EdD and Allen Ivey, EdD. These guidelines build on work related to multicultural counseling competencies by Division 17 (Sue et al., 1982) and the Association of Multicultural Counseling and Development (Arredondo et al., 1996; Sue, Arredondo, & McDavis, 1992). The Task Force acknowledges Allen Ivey, EdD, Thomas Parham, PhD, and Derald Wing Sue, PhD for their leadership related to the work on competencies. The Divisions 17/45 writing team for these guidelines was assisted in reviewing the relevant literature by Rod Goodyear, PhD, Jeffrey S. Mio, PhD, Ruperto (Toti) Perez, PhD, William Parham, PhD, and Derald Wing Sue...
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...Automatic Effects of Brand Exposure on Motivated Behavior: How Apple Makes You “Think Different” ´ GRAINNE M. FITZSIMONS TANYA L. CHARTRAND GAVAN J. FITZSIMONS* This article first examines whether brand exposure elicits automatic behavioral effects as does exposure to social primes. Results support the translation of these effects: participants primed with Apple logos behave more creatively than IBM primed and controls; Disney-primed participants behave more honestly than E!primed participants and controls. Second, this article investigates the hypothesis that exposure to goal-relevant brands (i.e., those that represent a positively valenced characteristic) elicits behavior that is goal directed in nature. Three experiments demonstrate that the primed behavior showed typical goal-directed qualities, including increased performance postdelay, decreased performance postprogress, and moderation by motivation. P eople see thousands of brand images in an average day. Given how ubiquitous brands have become in people’s everyday lives, it is important that research uncovers the ways in which brand exposure can affect behavior. Although brands are of significant interest to consumer researchers, scant empirical work has addressed the potential behavioral consequences of brand exposure, inside or outside of the consumer decision-making context. And yet, given that consumers encounter many more brands than people in an average day, brands have surely become more...
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...University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Open Access Theses and Dissertations from the College of Education and Human Sciences 4-9-2013 Education and Human Sciences, College of (CEHS) Predictors of Preschool Children's Peer Interactions: Temperament and Prosocial Behavior Ibrahim H. Acar University of Nebraska-Lincoln, ihacar@gmail.com Follow this and additional works at: http://digitalcommons.unl.edu/cehsdiss Part of the Child Psychology Commons Acar, Ibrahim H., "Predictors of Preschool Children's Peer Interactions: Temperament and Prosocial Behavior" (2013). Open Access Theses and Dissertations from the College of Education and Human Sciences. Paper 170. http://digitalcommons.unl.edu/cehsdiss/170 This Article is brought to you for free and open access by the Education and Human Sciences, College of (CEHS) at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Open Access Theses and Dissertations from the College of Education and Human Sciences by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. PREDICTORS OF PRESCHOOL CHILDREN’S PEER INTERACTIONS: TEMPERAMENT AND PROSOCIAL BEHAVIOR by Ibrahim H. Acar A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Science Major: Child, Youth, & Family Studies Under the Supervision of Professor Julia...
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