Category: Psychology

This chapter covers a lot of interesting material- one of them being motivation and emotion.  Of the three theories covered regarding the explanation of emotional experiences  – which do you think is most likely the “correct” one and briefly explain WHY you chose this one over the other two? 
To answer this correctly you need to make sure you know the three theories discussed in this chapter and then state WHY you think the one you pick is more accurate than the others.

Prior to beginning work on this discussion forum, be certain to have read all the required resources for this week.
The collaborative practice of clinicians across disciplines requires a shared language, appreciation of diagnostic and therapeutic paradigms, and recognition of appropriate roles within the health care team.  This collaborative environment is at the heart of a health care system that utilizes the skills and expertise of all its team members in appropriate and extended roles. This model of care delivery is often called integrated care (IC) or collaborative care (CC). Although this model is endorsed by many professional societies and agencies, the CC/IC care delivery model can fail due to multiple factors. 
In your initial post, consider the clinical partnerships that result within the CC/IC delivery model. Integrating concepts developed from different content domains in psychology, address the following questions.
How might health care teams achieve therapeutic goals for individual clients?
How does this support health literacy?
What factors might lead to the failure of the CC/IC delivery model?
How might lack of acceptance of the value or viability of the CC/IC model by stakeholders, lack of awareness of the clinical competencies of various members of the team, barriers to financial reimbursement for services, and lack of integration of support services within the practice cause a breakdown in efficacy?
What supportive interventions within the CC/IC model address such issues? 
In addition, consider how successful health care models assume an understanding of each profession’s competencies and responsibilities. For example, primary care providers (PCPs) are sometimes unaware of the abilities and practice scope of psychology professionals.
Identify methods of targeted intervention and education for PCPs that might alleviate potential issues for the CC/IC model.
Explain how the APA Ethical Code of Conduct can be used to guide decisions in these complex situations.
Evaluate and comment on the potential work settings where you might find the CC/IC model. In what ways might this model provide more job satisfaction? 

Group Proposal Paper.
Students will prepare a “group” proposal paper, using APA style. The paper will include the following sections, which form the basis of a sound and practical proposal for forming a group identified by Corey & Corey (2006): rationale; objectives; practical considerations; procedures; and an evaluation. Students will prepare the proposal as if it were to be given to an appropriate authority for operational consideration. This will be a paper that will reflect your proposal for establishing a group. The proposal can be for a variety of settings. Paper is limited to 6 pages, not including the reference list and any appendices used to support this proposal. The proposal process is a method to help clarify the nature of the group and procedures used in forming and operating a group.
Will present to the class a summary of the written proposal with a CMC component.
Overview of Format for the Group Proposal Paper: The group you are proposing should have a title and be applied to a specific area. Use references throughout your paper to support your selections of materials and include a reference list at the end of the paper. The proposal will include sections on:
Rationale: This section presents clear and convincing reasons for the group to be established. It covers the appropriateness of the group for the population selected.
Objectives: This section demonstrates the specific, measurable, attainable, realistic, and time phased goals and objectives. Goals and objectives are clear and direct.
Practical Considerations: This sections details membership, meeting times, frequency of meetings, and duration of group.
Procedures: This section includes the procedures selected to meet the objectives that were identified above. Selected procedures are appropriate and realistic for the population selected.
Evaluation: This section identifies the strategies used for evaluating how well the objectives were met. Evaluation methods are objective, practical, and relevant.
Recommendation: This section provides a summary recommendation on the implementation of the proposed group. It includes suggested start dates and any potential effects of delays. Chapter notes of textbook attached.

Take-Home Examination 2024– Psyc 2111
*The paper is about 60% done, however, I have way too much on my plate right now. The first half is the file titled ″HALF DONE″
*I have already completed basically the same assignment on a different topic earlier in the year. I uploaded the papers and my prof′s grading rubric for reference.
The file with a password is: 0225312
A closer look at the intellectual curiosity facet of openness to experience and how it
relates to emoji use
Your take-home exam is a research paper on the topic listed above. See the last page for more
context on the fictional study. You will analyze the fictional data in JASP and then work
backwards and write a research paper including the following:
Title page
Introduction
Methodology
Results
Discussion
References
APA style Table
Appendices
The main body of the paper should be 15-15.5 double-spaced pages (from the first page of the
introduction to the end of the discussion). In addition to these pages, you will have a title page, a
reference section, and relevant appendices. Follow the general writing style guidelines and APA
format discussed throughout the term. Everything is double-spaced. Each section of this paper is
discussed below, in the order in which they appear. Since you will be working backwards to
describe how you think the psychologist carried out the study, you will use the past-tense when
writing your paper.
Title page – Follow the same format discussed for the Introduction you wrote earlier this term.
Introduction – Follow the guidelines that were given for your research proposal Introduction
papers that you submitted earlier this term. This time you are given the research question upfront
rather than having to propose your own question. You will need to work backwards this time, by
explaining how earlier studies led to the research question at hand. Be sure to read the relevant
literature carefully before you begin writing the Introduction. The Introduction should be seven
pages long and you should include the seven peer-reviewed empirical journal articles you
obtained in the March 20 Take-home exam preparation literature search workshop. To help you
get a head start I posted three relevant articles for the topic on moodle. During the literature
search workshop/activity 5 workshop, you completed your literature searches for the remaining
four papers with Psych Info. All those who attended the workshop used their time effectively and
found the remaining four articles to read and use in your Introduction. You also would have
gained one point for participating in this workshop. Now that you have your articles, I strongly
recommend that you start reading them right away. While it is up to you to manage your time
wisely and work independently on the take-home exam, I recommend organizing your thoughts
by writing very brief summaries and constructive criticism for each article. To do this, you could
follow the same format you used in Activity 3. You will not hand in these notes, but you may
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find that they help you prepare to write the Introduction. After you read the seven relevant
papers, please integrate the research from them effectively and frame the literature review to set
up your research question. Be sure to explain criticisms of past studies that you will address in
your study. At the end of your Introduction, you should have a section on the current study
where you explain how your study will add to the field. At the end of this section, you will
clearly state the research question.
Methodology – Follow the guidelines that were given in class with respect to content and form
for the methodology paper you wrote for your research proposal. The topic for your take-home
exam is different, but the same guidelines apply when writing up this methodology. Explain
who your participants are and how you would recruit them. Use measures and procedures that
are appropriate for the research question at hand and explain them thoroughly. You will need to
consult the literature carefully before you choose your measures, and you may want to create
new measures or modify old ones. A strong method section will contain details about the stimuli
and provide many examples. This information can go in an appendix. Keep in mind that you will
have an independent variable and a dependent variable and each one will have its own measure.
When you consult the literature, you will notice that not all papers you read will measure the
intellectual curiosity facet of openness to new experience and emoji use in the same way. You
should gain a solid understanding of what has been done well and any changes that could be
made to improve methodology before you decide what measure you will use. The fictional data
that was collected to measure the number of emojis used is entered in the take-home exam
database posted to moodle. When writing your method, it is up to you to make an informed
decision on how the number of emojis was collected. You will also need to consult the literature
to find a reliable way to measure intellectual curiosity and explain how you will sort people into
high and low groups based on this measure. The fictional data only contains data for an IV and
DV and this is the only data you will use to write up your results section and table of results. It is
up to you to decide if it is a good idea to measure and control for extraneous variables as part of
your methodology. If you decide to do this, include those measures in the method section and
explain how you are controlling for them. For example, explain whether a certain score was
needed on a measure to participate, whether you make sure participants are matched with similar
scores on a certain measure, or whether you have exclusionary criteria based on measurements.
This method section should be approximately three-four pages long (not including the
Appendices). The methodology begins directly after the Introduction; do not begin a new page.
Results You will use JASP and analyze the data and interpret the results before writing them up.
It will not take you long to analyze the data if you plan ahead and you review your notes from
the Take-home exam preparation data analysis workshops using JASP on March 25 and 27. First,
you want to download the excel csv file from moodle that is called “JASP data takehome exam”
.
Save the file on your computer. Next, open JASP and open the database file you saved. Next you
should read the desсrіption of the fictional study below and re-read the practice files on examples
1-4. Decide what type of design the take-home fictional study is (i.e. between-subjects or within-
subjects). Next decide which t-test is appropriate to analyze the data. It will either be an
independent t-test or a dependent/paired t-test, but not both). Then, analyze the data with the
correct t-test in JASP, just like you did with the practice examples 1-4. You should get tables of
results on the right-hand side of your computer. You will need to either save this as a JASP file
or copy and paste it into a word document. You will use this information to interpret the results
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of the t-test so you can write up the results section and create an APA style table. After you
interpret the results from JASP, write up the results section. Please refer to the appropriate
examples (1 through 4 from the JASP workshops) for how to write up the results section
properly. Follow the same format and APA rules and make sure you have all the same type of
information. The variable names and numbers will be different, but the structure should be the
same as the examples. You will need to know how interpret the JASP t-test results to indicate
whether the group difference is significant. As in the four examples posted on moodle, the
results section will be a single paragraph which takes up roughly one quarter of a page. The
results section begins directly after the methodology; do not begin a new page. You can begin
writing the discussion section directly below the results.
Discussion –This is the section that you will write last. This is your chance to interpret your
results and put them in perspective by making contact with any relevant theories and previous
studies. You should begin by restating your research question and summarizing your results.
Next, you should carefully interpret your results. Refer to guidelines discussed in class on April
3. Think carefully about the interpretation of significant versus non-significant results. If your t-
test is significant, what does this mean? Why are there differences between groups (or repeated
measurements) and why is this interesting? How do your results comply with results obtained
from other studies? Discuss any similarities and any differences. When differences occur
between your study’s results and results from other studies, provide some thought on some
potential explanations. You will need to make contact with the previous literature in this section
and engage in thoughtful theoretical discussion. Were there any weaknesses in the methodology
that may place some limitation on the interpretations that can be made? It is also important to
discuss future directions, or ideas for related designs or research questions that should be
addressed through empirical research. In the discussion, you will need to show that you have
thought deeply and critically about the study. While it is important to explain any relevant
limitations of the study, you should also think of the discussion as a chance to defend your study.
You will need to explain what it adds to the literature and why it is valuable. Like the
Introduction, the Discussion should also be well organized and have a nice flow. One paragraph
should lead well into the next one. Each paragraph should serve a major point. Paragraphs should
be at least four-five sentences, and no longer than one page. The discussion section begins
directly after the results section; do not begin a new page. I expect the discussion section to be
five pages long.
References – This section is very straightforward. Follow the guidelines discussed throughout the
term and provide references for all papers and tests you have cited in the paper. The Reference
section goes on its own page (even if there is room after the last sentence in the results section).
You should have seven peer reviewed empirical journal articles (including the three articles I
posted and the four you found during workshop 5 on March 20). Any measures or tests that have
been developed by others should be cited as well and these are not counted as part of the seven
empirical articles; they are additional sources to cite.
Table – Using examples 1-4 from the Take-Home Exam Preparation Data Analysis Workshops I
covered in class as a guide, create an APA style table to report the means and standard deviations
for prosocial risky behavior scores for each group. The table will be on its own page in between
the references and the appendix.
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Appendices – These describe your measures in more detail. If you are using an intellectual
curiosity measure that was created by authors, cite it and provide as much information as you
can. If the entire test or scale is available free, include it in the appendix. If not, provide as many
example questions as you can. If you are creating your own new measure of intellectual
curiosity, provide example questions and how participants will provide a numeric response to
each question. You can decide if you want to also include an appendix for how you measure
emoji use and one for any extraneous variables you wish to measure and control. In the body of
your methodology, make a note under each measure indicating that the items can be found in the
Appendix. The first measure you write will be given the title of Appendix A and the second one
will be Appendix B. Each Appendix will begin on a new page.
You will be graded on the quality of the following:
Introduction – 25%
-refer to the same guidelines from your Introduction proposal paper
Method and relevant appendices – 25%
-refer to the same guidelines from your Method proposal paper
Results and APA style table – 10%
-refer to Take-home exam preparation workshops on what to include and how to report
Discussion – 20%
-refer to April 3 class on what to include
APA format, including references, title page and rules throughout the body of the paper– 10%
-refer to guidelines posted and presented in class throughout the term
Spelling, Grammar, Paragraph Formation, Writing style – 10%.
-refer to guidelines posted and presented in class throughout the term)
You must write up this paper independently. Plagiarism is a serious offense and will result in
a grade of zero on this exam. All consequences of plagiarism outlined in CBU’s Academic
Integrity Policy will be followed. Introduction – Academic Integrity Handbook (pressbooks.pub)
Context of the fictional study
There is an ongoing interest in how the big five personality traits relate to emoji use
during communication (e.g., Kennison et al., 2024; Marengo et al., 2017). The effect of openness
to experience on emjoi use is unclear. One study found no significant relationship between
openness to experience and emoji use (Marengo et al., 2017) but another one found a significant
negative relationship between the two, such that high scores on openness were associated with
low scores on the number of emojis used (Kennison et al., 2024). As noted by Kennison et al.
(2024) openness to experience includes multiple facets that should be examined more closely in
future studies. The current study will focus on the intellectual curiosity facet to examine if it is
significantly related to emoji use. The data can be found in the excel csv database file called
“JASP data takehome exam”. The scores are the number of emojis participants used.
Participants’ intellectual curiosity scores were measured with an appropriate test and the
psychologist put people into one of two groups based on their scores: the high intellectual
curiosity group (n ＝ 25) or the low intellectual curiosity group (n ＝ 25). She examined whether
there were significant differences across these groups on the number of emojis that were used.
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Think like a scientist and describe how you think she would have set up the study. Open up the
excel csv database in JASP. After you determine what design this study followed, decide which
of the two t-tests we covered are appropriate to analyze the data in JASP. Then, analyze the data
with the correct t-test. Save the results in a word document. You will need to interpret the JASP
results to write up the results section and create a table. Write a research paper that includes the
subsections indicated on page one of the Take-Home Exam instructions to address this research
question.
Storing files: You are responsible for saving all your work in multiple locations including your
computer, your cbu onedrive/email attachment, and a usb key. You should download and save
your articles, your JASP output results copied into a word document, and your take-home exam
word document in at least two of these three locations. You will work on your take-home exam
document over 26 days, and each time you work on this document, save it in these multiple
locations. I recommend saving the word document in multiple locations after every hour work.
Doing this will save you time if you have computer malfunctions or temporary internet glitches.
Writing Centre: Since this is an exam, assistance from the Writing Centre is limited to the
following:
1) guidance on understanding the assignment instructions/steps to complete and how to
go about completing them.
2) guidance and feedback on writing style, grammar, spelling, and formatting.
However, feedback on the content of the material is not permitted.
*It is your responsibility to manage your time and seek assistance in a timely manner. Extensions
will not be given if you cannot get an appointment with the Writing Centre before the deadline.
Tips on where to begin: 1) Read the papers, beginning with the three I posted on Moodle on
March 20 and then the remaining four that you found; 2) Analyze the data, interpret it, and write
up the short results section and create the table; 3) Write the Introduction; 4) Write up the
method and appendices; 5) Write the discussion; 6) Complete the reference section, 7) Complete
the title page, 8) Edit for content, form, and style; 9) Upload your paper no later than 4pm on
April 20.
*It is very important to begin now and it is your responsibility to manage your time wisely.
Questions about the takehome exam should be asked no later than 4pm the day before the
due date in order to get a response before the exam is due

The topic should related to Educational and psychological measurement
Length: No more than 4 pages (tables and figures included; references excluded)
Students will identify a widely used instrument of interest and a peer-reviewed published study of its development and/or validation that used either factor analysis or item response theory (or both). Then, prepare a critical review of the selected study with a focus on its method and result interpretation. Use the course reading materials and/or relevant literature to support your opinions. The paper should include the following:
1) A brief introduction to the instrument (e.g., purpose, context, operationalization)
2) Analytical approaches used to validate the instrument
3) Critical evaluation of the validation study in terms of the concepts and principles covered in the course
4) The paper reviewed (attach as a separate PDF file)
*Note: please follow the APA 7th style (e.g., double-spaced, pagination, reference list). Do not include your name in the header. No title page required.
Evaluation Criteria:
Clear description of the instrument (intended use, target population, structure, scoring, etc.) (20%)
Clear understanding of the analytical approaches used in the selected article (20%)
Logical soundness of your critiques (20%)
Use of reading materials and relevant literature (20%)
Compliance with the assignment instructions (e.g., APA 7th guideline, page length) (20%)

I want this written about my brother, he is 29 years old, straight, and a millennial. it says that you must compare my experiences with his, so i am a 21 year old ,straight female, from gen z generation. we both lived in the united states our whole life. I dont want it to sound too profesional so please use simple terms. i am providing a paper that i had previous submitted before that can help how it should be written and maybe give some examples. we both went to the same highschool and it was public but not that large, roughly about 800 students total. our school was more sports focused in both generations. we were always a poor school so the funding wasnt that great and most of the money for sports came from fundraising. there was alot of favoritism among other students becasue of last names. this is just some examples i would like for you to talk about the rest could be made up. the professor didnt give clear instructions on how long its suppossed to be, so it doesnt matter how long but just as long as all the information is in there. For the scholarly reference please find an article that is from psycINFO. please do not stray away from these instructions. ive also attacted the document of the questions to answer and also must be witten in APA format. I cant provide the book for you but i have the reference for it that would maybe help: Arnett, J. J. (2018). Adolescence and emerging adulthood: A cultural approach (6th ed.). Pearson.    

Review the Johari Window in Osland’s chapter nine on page 226. Reflect on your your own arena, facade and blindspots. Could your arena be larger?  Speak to feedback that in the past that may have decreased your blindspots and increased your arena.  Was the feedback useful? How?   Of course you may reflect on any of the other readings for the week as well. 
Osland, J. S., Kolb, D. A., Rubin, I. M., & Turner, M. E. (2006). Organizational behavior: An experiential approach (8th ed.). Pearson.

Part One: The Literature Review
(1500-2000 words)
The sources have to be peer rewieed if you got to foothill.com you can have acces to the database of articles that should all be peer reviewd 
the topic is why is the mind its own doanfall i think if we dont have an escpae we can go towhenever our mind needs one it can be so hard to get out of that cetain qholw i just want to explore the idea that our mind though it conrtol our thorugh and action why are our emtions so overpowering
In this assignment you will write about something that genuinely interests you. The more personally intrigued you are with your topic, the better this project will turn out. If you’re bored… change your topic!!
You should start with something that intrigues you – maybe something you learned in another class, or something from your personal interests. If that’s too difficult, talk to me and we’ll come up with other options. You will then try your best to generate more thinking on this topic – something above and beyond whatever you learned in your previous course. You must read several academic articles that explore this topic directly (or obliquely), and then write your own article. In your academic article, you will try to make as many of your sources connect to one another as possible. Often this kind of article will even pull from sources outside a given field in order to explore a very specific detail. For example, think of a Kinesiology article that cites a Neuroscience article in order to explain a brain/mind connection to motor function.
The specific article that you are writing is called a literature review. This is a genre that scholars write to other scholars which reviews what various studies have been saying about a particular question. You will become one of these scholars and enter into their conversation and use it for your own interests, your own questions. If we think about Bartholomae – you will be appropriating a discourse, not the other way around.
What should the writing in the paper look like?
Your final paper should use many of the same moves that you find in the articles that you are reading. You should write in the same register, should use similar vocabulary and grammar, should use subtitles to organize sections, and, most importantly, should write as a scholar among peers. Some students have even made use of an abstract. If you would like to do this try your best to understand how another article has used an abstract and try to write yours with the same purpose. It’s even okay for you to “meta-announce” as many academic articles do this. While your teachers often discourage this for essays, it’s actually okay to open a section of an article by clearly writing: “In this section I will…”
How much of your own voice should be in the paper?
While much of your article will be built by paraphrasing the other articles that you are reading, you should also try to include at least a little bit of your own voice as you make the different scholars talk to one another. A template that might help you see how this works would be written as: “What X found in her study relates to my overall question of ________  because _______.”
Will They Say I Say help you write this paper?
This article is not an easy task, but it becomes incredibly simplified if you apply templates from They Say I Say. In particular, you should use the several chapters that have been assigned already (3, 4, 6, 8, and 10) but should now also use chapters 5 and 9, both of which will be critical for your success with this paper. I cannot emphasize enough how much They Say I Say will relieve the difficulties that you WILL encounter while writing this article. This goes especially for those of you who have avoided reading the textbook up to this point.
Part Two: Reflection
(300 words)
For this, reflect on your experience of writing as a scholar. Also, reflect on what you have learned about yourself as a writer, thinker, and reader over this past Quarter. Include this at the end of your assignment.
General writing requirements:
Word Minimum and Maximum: 1,500 – 2000 words plus an additional 300 words for the reflection
Minimum Sources: 6 peer-reviewed academic articles (optional: 2 fun sources beyond this).
Times New Roman Typeface, 12 point font, double spaced, 1 inch margins
As you use sources, use the citation conventions that apply in your field (MLA, APA, Chicago)
Your paper must contain a reference page – this will not count towards the word minimum.
Final Draft submitted via turnitin.com
Will you get feedback to help with this assignment?
You will receive feedback from me on your plans and your writing through out this unit so pay close attention to the assignments to see when and where you’ll receive that feedback along with instructions on how to implement my feedback before you submit your final essay.
How do you get a good grade on this paper?
Pick a topic that fascinates you
Make sure you have a clear thesis statement in your introduction paragraph
Make sure you include at least eight references to peer-reviewed articles throughout the paper
Include brief summaries of interesting ideas from the peer-reviewed articles in your paragraphs
You don’t need to summarize the entire article – just the interesting parts that you want to include
Show connections between ideas from different peer-reviewed articles
Include APA or MLA style citations – whichever makes sense for the field you’re writing in
Why are you doing this?
This activity will give you an opportunity to practice some of the course learning outcomes that we will continue to practice throughout the course.
Learning outcomes for English 1A
Writing
Write extended expository text-based compositions on readings and class discussion.
Formulate an arguable thesis and substantiate it through analysis, logical and systematic organization, supporting evidence, and clarity of expression.
Use diction and tone appropriate to the academic community and the purpose of the specific writing task.
Proofread for errors in language and mechanics to the degree that the nature and frequency of errors do not become distracting.
Use techniques of research, especially textual citations and MLA documentation.
Reading
Analyze college-level expository, narrative, and argumentative non-fiction prose written on a level of difficulty equivalent to the public letters of Martin Luther King, Jr. (“Letter from the Birmingham Jail”), the social commentary of Joan Didion (“Slouching Towards Bethlehem”), the essays of Richard Rodriguez (“Toward an American Language”).
Comprehend and evaluate the author’s line of reasoning, the overall main point, and the kind of evidence or development presented.
Identify the author’s intended audience and rhetorical purpose for addressing that audience.
Draw comparisons to other works.
Draw reasoned inferences based on careful reading of a text.
Recognize differences in value systems based on culture in a given text.

What is the clear and concise description of the Philosopher’s approach and method of inquiry?
In what way does the Philosopher offer ethical or sensible guidelines for determining which beliefs and actions are proper or practical?
What are the weaknesses and the strengths of the Philosopher’s methodology?
What are the textual references?

Since exercise impacts stress reduction and health, look at how you utilize it and the specific types of exercise that are most effective. As you do this, think about how you can improve in these areas with both physical and mental exercises.
Describe your weekly exercise routine, and give examples on how it affects your stress and general health.
Also, describe any differences you perceive from when you exercise more or less.
Submit a 300-word initial response