Influence of deindividuation and self awareness on college students

Abstract

This study seeks to measure the relationship of self-awareness and individuation of college students to deindividuation and negative behaviors. College students are hypothesized to have higher occurrence of violating social rules when they experience deindividuation. A bowl of candy will be placed in the common college dorm area with a sign that says “get 1 only”. The variables used in the study include age, self-awareness by the use of mirrors, anonymity, and disguises.

INFLUENCE OF DEINDIVIDUATION AND SELF-AWARENESS

The relationship between deindividuation theory and self-awareness theory had been explored by various studies and had been found to be associated in terms of decreasing inhibition and self-regulation. Anonymity and group membership are strongly related to deindividuation, when an individual becomes part of a group, his/her individuality or sense of self and identity becomes overshadowed by the group’s identity, goals and values (Postmes & Spears, 1998). When personal identity is lessened, self-awareness is also decreased. Anonymity makes people feel invisible hence they cannot be held accountable for their actions thereby increasing the tendency to violate societal norms and standards and lowering self-regulation (Postmes & Spears, 1998).

In general, previous researches had concluded that deindividuation may lead to the loss of sense of self-awareness, increased violation of social standards and an increase in unacceptable behavior. In the 1976 study of Halloween trick-or-treaters, 1352 children were observed as they were given the opportunity to steal candies or money to measure the influence of anonymity, group membership and altered responsibility to deindividuation (Diener, Fraser, Beaman, and Kelem, 1976). The researchers found that anonymity led to a higher rate of stealing; also, individuals who were members of a group were likely to steal more than those who were alone. However, altered responsibility was not found to increase stealing in all conditions, it was concluded that assigning responsibility to the group member may lead to the fear of punishment or the activation of the conscience. The study also found that modeling effects increased the likelihood of stealing by the other members. The researchers theorized that self-awareness and locus of control may affect deindividuation as it explains how none anonymity and responsibility led to lower rates of stealing.

In a related study that explored the relationship of self-awareness and self-regulation (Beaman, Klentz, Diener, and Svanum, 1979), children were given the opportunity to steal candies from a candy bowl in the homes they visited; however, a mirror was placed behind the candy bowl to create conditions for self-awareness. The children were instructed to get only one candy, while a hidden observer recorded the behavior of the child. In order to increase the conditions for individuation, children were asked their names and addresses. The results showed that individuated children with no mirror stole more candies however, anonymous children with no mirror stole less candies compared to the group with mirrors. The researchers concluded that when children were anonymous, the presence of the mirror did not affect their behavior, they explained that the mirror may only have heightened the focus on the costume and did not evoke self-awareness. It was evident from the findings of this study that self-regulation is influenced by the perceived feeling of anonymity, the salient standards of behavior and group modeling. Deindividuation therefore leads to unacceptable behavior only when the conditions of social norms and expectations are not enforced.

Group membership and the presence of others had been found to influence individual behavior; people are more likely to behave positively in the presence of others, while anonymity lowers the need to behave in socially acceptable ways. In a study that measured the effects of subtle cues of being watched to cooperative behavior (Bateson, Nettle, and Roberts, 2006), it was found that individuals were more likely to contribute more or behave positively when an image of a pair of eyes was placed in the break room compared to an image of a flower. The results indicated that people react to subtle cues in order to maintain the social reputation of the individual. Thus, by merely being in the presence of others wherein positive behavior is expected, people will act in socially approved ways. It would seem that the awareness or perception of being watched or scrutinized would increase the likelihood of behaving positively even if one’s anonymity is maintained. Anonymity is a prerequisite for deindividuation, but as indicated, anonymity does not always lead to negative behaviors however; self-regulation is influenced by group affiliation.

The literature on deindividuation and self-awareness points out that the two concepts are overlapping and interrelated. Deindividuation has been conceived as influencing negative behavior and self-awareness had been presumed to counteract the likelihood of behaving negatively. The research results however are inconclusive, for example, self-awareness did not deter children from stealing candies, while anonymous children behaved less negatively than expected. In addition, anonymity in adults did not generally indicate negative behavior but only lesser contributions to the honesty box. The effect of age and modeling had also been indicated as important factors in the study of deindividuation and self-awareness, where children are not likely to become self-aware, and adults have more need to maintain positive reputation.

This study seeks to measure the relationship of self-awareness and individuation of college students to deindividuation and negative behaviors. College students are hypothesized to have higher occurrence of violating social rules when they experience deindividuation. A bowl of candy will be placed in the common college dorm area with a sign that says “get 1 only”. The variables used in the study include age, self-awareness by the use of mirrors, anonymity, and disguises.

References

Bateson, M., Nettle, D., & Roberts, G. (2006).  Cues of being watched enhance

            cooperation in a real-world setting. [Electronic version]  Biology Letters, 2, 412-416.

Beaman, A. L., Klentz, B., Diener, E., Svanum, S. (1979). Self-awareness and

            transgression in children:  Two field studies. [Electronic version]. Journal of

            Personality and Social Psychology, 37, 1835-1846.

            414.

Diener, E., Fraser, S. C., Beaman, A. L., & Kelem, R. T. (1976). Effects of

            deindividuation variables on stealing among Halloween trick-or-treaters

            [Electronic version].  Journal of Personality and Social Psychology, 33, 178-183.

Postmes, T. & Spears, R. (1998). Deindividuation and anti-normative behavior: A meta-

analysis. Psychological Bulletin, 123, 238-259.

 

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Create an Original IMC plan Using an Australian organisation (you can use the same from A2 or a new one if you want) develop an Integrated Marketing Communication (IMC) Plan that will increase its brand awareness by 20%.

Create an Original IMC plan Using an Australian organisation (you can use the same from A2 or a new one if you want) develop an Integrated Marketing Communication (IMC) Plan that will increase its brand awareness by 20%..

Create an Original IMC plan
Using an Australian organisation (you can use the same from A2 or a new one if you want) develop an Integrated Marketing Communication (IMC) Plan that will increase its brand awareness by 20%. Your IMC plan can be implemented in a new or existing market (Australian or global market).
You can choose an established organisation, a start-up, or your own business (however ensure you choose an Australian based business). Ensure you include a clearly defined product/service in your report.
As part of your plan you need to identify:
. Communication objectives (What are your key objectives for the campaign?)
. Segments and target market (who are your consumers/customers/clients?)
. ‘Creative idea- what is your message?
. Positioning Strategy
. Communication strategy Mix (i.e. advertising, sales promotion, etc.)
. Media Mix (digital, print, social etc.)
. Basic budget concepts (how much will your media/creative messages cost?)
. Evaluation metrics (how will you measure the success? – Brand Awareness needs to be defined through research both before and after the campaign etc.)
Make sure your IMC plan is well structured with headings and is fluent and interesting to read to ensure time poor executives (CEO/Leadership Team) can understand the key components and actions.
You can use tables, graphics, flowcharts, images, screen-shots, Videos/links and other tools to make this an interesting, concise and easily communicable report that is targeted at your CEO and Leadership team. You will score more points for creativity!
Although there is no budget restriction on this project, you will need to propose a preliminary budget for your IMC Plan, detailing the spend for each channel – A simple table format will suffice.
Rationale
Learning outcomes addressed in this assessment include:
. being able to evaluate theoretical concepts underlying integrated marketing communications;
. being able to examine and evaluate various elements of a contemporary communication mix;
. being able to critically evaluate marketing communications for a range of organisations and reflect on current organisational marketing by using communications tools; and
. being able to apply theoretical frameworks that integrate various elements of marketing communication to a specific organisation communications problem to develop an IMC plan.
Marking criteria
There are five important elements to be assessed in the assessment:
The presentation and style of report.
The effort that went into research and the assessment. Have you answered all parts of the task?
Creativity shown in developing a communication plan to solve a business problem/opportunity.
Relating marketing communications theory to practice.
Demonstrated understanding that marketing communications are not created in a vacuum, so contemporary customer needs and media preferences need to be taken into account.
Presentation
In addition, think carefully about the type and style of presentation your organisation and marker might expect and utilise the resources you have available to meet that need.
A holistic, concise, original, and informed report on the outlined tasks.
Ensure your A3 report format is as follows (marks will be deducted unless the following is included):
• Title Page: Subject details, assessment number and topic, your name and ID number.
• Report Title Page – Title of the report, chosen brand, your name, date.
• Executive Summary – A one-page summary of your report written in past tense
• Table of Contents – with page numbers
• Introduction – a brief overview of the report to set the scene – including the type of company and product or service to be marketed
• Task – outlined using headings for report – this should answer the Task requirements and dive into deep discussion
• Conclusion/Summary
• Recommendations
• Reference list – APA Style
• Appendices (if any)
Note: The word limit does not include your executive summary, tables/figures, appendices or reference list.
Research:
Readings: Chapter 2, 9, 10, 11, 12, 13 of textbook Belch, et al, (2014)
Note: A broad range of research is required for this assessment 10-i- credible and well-researched/referenced (APA6th Style) is an expectation for A3.
Requirements
APA Referencing
• CSU requires you to reference in American Psychological Association (APA 6th Edition) referencing style and this applies to all of your assessments for this subject.
• A guide to the APA style is available for students at the learning skills section of the Student Services website:
Otto://www csu edu au/division/studserv/learninci/odfs/

Create an Original IMC plan Using an Australian organisation (you can use the same from A2 or a new one if you want) develop an Integrated Marketing Communication (IMC) Plan that will increase its brand awareness by 20%.

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Demonstrate awareness of and skills required in the nursing process in the provision of health care and nursing of patients

Demonstrate awareness of and skills required in the nursing process in the provision of health care and nursing of patients.

Nursing Education in India

Outline

Introduction

General Nursing and Midwifery (GNM)

Bachelor of Nursing Course (BSc.N)

Bachelor of Nursing Course (Post Certificate) (PC.BSc.N)

Master of Science in Nursing (MSc.N)

Master of Philosophy in Nursing (MPhil.N)

Doctorate of Philosophy in Nursing (PhD in Nursing)`

References

INTRODUCTION

Nursing Council Act came to existence in 1948 to constitute a council of nurses to safeguard the quality of nursing education in the country.

The mandate was to establish and maintain uniform standards of nursing education.

Indian Nursing Council (INC) is a statutory body that regulates nursing education in the country through prescription, inspection, examination, certification and maintaining its stands for a uniform syllabus at each level of nursing education.

There are six levels of nursing education in India today. They are :

Multy Purpose Health Worker Female training (ANM or MPHW-F)

Female Health Supervisor training (HV or MPHS-F)

General nursing and midwifery (GNM)

BSc. Nursing

MSc. nursing

MPhil and PhD

The ANM, HV, and GNM are conducted in schools of nursing. The last 3 are university level courses and the respective universities conduct examinations. Beside there are several certificate and diploma courses in specialties.

Link to Nursing Programmes in India

GENERAL NURSING AND MIDWIFERY

The general nursing and midwifery course is conducted in 2178 centers in the country. (As on 12/12/2010)

Link to the INC list of recognized institutions http://www.indiannursingcouncil.org/pdf/gnm-recognized-Nursing-Institution.pdf

The syllabus has undergone many revisions according to the change in the health plans and policies of the Government and changing trends and advancements in general education, nursing health sciences and medical technology.

The latest revision of syllabus by INC in 2004 has increased the duration of the course from three year to three and half year.

The basic entrance has become intermediate or class 12 instead of earlier class 10.

Both science and arts students are eligible.

The focus of general nursing education is the care of sick in the hospital. Schools of nursing are generally attached to teaching hospitals.

Three Board examinations are conducted, one at the end of each year. On passing the candidates are registered as registered nurse and mid –wife by the respective state nursing councils.

PHILOSOPHY

The Indian Nursing Council believes that the basic course in nursing is a formal educational preparation which should be based on sound education principles. The council recognizes that the program as the foundation on which the practice of nursing is built and on which depends further professional education. It also recognizes its responsibility to the society for the continued development of student as individual nurse and citizens.

Purpose

The purpose of general nursing programme is to prepare general nurse who will function as member of the health team beginning with competence for first level position in both hospital and community.

The programme is generated to the health needs of the society, the community and the individual and will assist nurses in their personal and professional development so that they may take their maximum contribution to the society as individual citizens and nurses.

Objectives

Demonstrate awareness of and skills required in the nursing process in the provision of health care and nursing of patients

Apply relevant knowledge from the humanities biological and behavioral sciences in carrying out health care and nursing activities and functions.

Show sensitivity and skill in human relationship and communication in his or her daily works

Demonstrate skill in the problem solving methods in nursing.

Gain knowledge of health resources in the community and the country

Demonstrate skill in leadership

Demonstrate awareness of necessity of belonging to professional organizations.

Promotion of health, precaution against illness, restoration of health and rehabilitation.

Students admission

Age for the entrance shall be 17 years to 35 years, provided they meet the minimum educational requirement ie 12 years of schooling.

Minimum education all students should pass 12 classes or its equivalent, preferably with science subjects

Admission of students shall be once a year.

Students should be medically fit.

The selection committee should comprise tutors, nurse administrators, and educationalist/psychologist. The principal of the school shall be the chairperson.

Training programme

The course in general nursing shall be of three and half years duration as follows,— two years practice in general nursing , one year community health nursing and midwifery and six months internship which includes nursing administration and nursing research classes. There will be alternate course for male students in lieu of midwifery. The ANM who wishes to under take general nursing course will not be given any concessions. The maximum hours per week per students shall be 36 hours, which includes instructions and clinical field experiences.

BACHELOR OF NURSING COURSE (BScNursing)

Graduate nursing education started in India in the year 1946 in CMC , Vellore and in the RAK college of nursing at Delhi university.

At present 1373 colleges have been recognized by INC to conduct the course under several universities in India.

Link to INC list of recognized colleges http://www.indiannursingcouncil.org/pdf/bsc-recognized-Nursing-Institution.pdf

Eligibility for admission

A candidate seeking admission should have:

pass the 2 year of pre university exam or equivalent as recognized by concerned university with science subjects ie Physics, biology and chemistry.

students of vocational courses

obtained at least 45%of total marks in science subjects in the qualifying exam, if belongs to a scheduled caste or tribe , should have obtained not less than 40 % of total marks in science subjects.

completed 17 years of age at the time of admission or will complete this age on or before 31st December of the year of admission

is medically fit

Objectives of study

The programme is designed :

to provide a balance of professional and general education
to enable a student to become a professional nurse practitioner who has self direction and is a responsible citizen.

Through planned guided experiences students are provided with opportunities to develop

a broad concept of the fundamental principles of nursing care based on sound knowledge and satisfactory levels of skill in providing care to people of all ages in community or institutional setting

understanding of the application of principles from the physical biological and social sciences for assessing the health status

ability to investigate health care problems systematically

ability to work collaboratively with members of allied disciplines towards attaining optimum health for all members of the society

understanding of fundamental principles of administration and organization of nursing service

understanding of human behaviour and appreciation of effective interpersonal relationship with individuals families and groups

ability to assume responsibility for continuing learning

appreciation of professional attitudes necessasary for leadership roles in nursing appreciation of social and ethical obligations to society.

Course of study

The course of study leading to bachelor of nursing degree comprises 4 academic years.

BACHELOR OF NURSING COURSE (POST CERTIFICATE) FOR QUALIFIED NURSES

INC has recognized two modes of programmes at this level.

A. Regular B.Sc (Post Basic) course for those who have 10+2 + GNM (General Nursing & Midwifery) which has a duration of 2 years

B. Distance B.Sc (Post Basic) course for those who have 10+2 GNM + 2year Exp which has a duration of 3 years.

Philosophy and aims of the programme

Nursing is an integral part of the health care delivery system and shire responsibility in collaboration with other allied health professions for the attainment of optimal health for all members of the society.

Education as a life long learning process. It seeks to render appropriate behavioral changes in students in order to facilitate their development, which assist them to live personally satisfied and socially useful lives.

The goal of post certificate degree programme leading to bachelor of science in nursing is the preparation of the trained nurse as a generalist who accept responsibility for enhancing the effectiveness of Nursing care

Eligibility for admission

The candidate seeking admission must:

hold a certificate in General nursing.

be a registered nurse

have minimum of two years of experience. Now it is relaxed that no experience after GNM is required for admission to this course.

have passed pre university exam in the arts /science/commerce or its equivalent which is recognized the university

be medically fit

have a good personal and professional record

have working knowledge of English

Programme of study

DURATION –the programme of the study is two academic years from the date of commencement of programme. Terms and vacations shall be as notified by the university from time to time.

OBJECTIVES—the goal of the post certificate programme leading to the bachelor of nursing is the preparation of the trained nurses as a generaralist who accept responsibility for enhancing the effectiveness of nursing care.

Administer high quality nursing care to all people of all ages in homes , hospitals and other community agencies in urban and rural areas

Apply knowledge from the physical, social and behavioral sciences in assessing the health status of individuals and make critical judgment in assessing the health status of the individuals and make critical judgment in planning ,directing and evaluating primary, acute and long term care given by themselves and others working with them

Investigate health care problems systematically

Work collaboratively with members of other health disciplines

Teach and counsel individuals , families and other groups about health and illness

Understand human behavior and establish effective interpersonal relationships

Teach in clinical nursing situations

Identify underlying principles from the social and natural sciences and utilize them in adapting to , or initiating changes in relation to those factors

Acquire professional knowledge and attitude in adapting for leadership rol

DEGREE OF MASTER OF NURSING

First two years course in masters of nursing was started at RAK College of Nursing in 1959.and in 1969 in CMC Vellore.

At present there are 401 colleges imparting MSc Nursing degree course in different specialties.

INC recognized List of Colleges of Nursing for M.Sc(N) course (2010-2011) http://www.indiannursingcouncil.org/pdf/msc-recognized-Nursing-Institution.pdf

Philosophy

The master of nursing programme is offered by institution of higher education and is built up on a recognized bachelor’s curriculum in nursing (in India-by Indian nursing council)

The programme prepares nurses for leadership position in nursing and other health fields who can function as specialists nurse practitioners, consultants ,educators ,administrators and investigators in a wide variety of professional setting in meeting the national priorities and the changing needs of the society

The programme prepares nursing graduates who are professionally equipped ,creative, self directed and socially motivated to effectively meet with the needs of the social change
The programme encourages accountability and commitment to life long learning which fosters improvement of quality care

Objectives

Graduates of master of nursing programme demonstrate:

increased cognitive ,affective and psychomotor competencies and the ability to utilise the potentials for effective nursing performance

expertise in the utilization of concepts and theories for the assessment ,planning and intervention in meeting the self care needs of an individual for the attainment of fullest potentials in the field of specialty.

ability to practice independently as a nurse specialist

ability to function effectively as nurse educators and administrators

ability to interpret the health related research

ability to plan and initiate change in the health care system

leadership qualities for the advancement of practice of professional nursing

interest in life long learning for personal and professional learning advancement

Eligibility

The candidate seeking admission must:

have passed BSc. Nursing/post certificate BSc, or nursing degree of any university

have a minimum of one year of experience after obtaining BSc, in hospitals or nursing educational institutions or community health setting

for BSc, nursing post certificate, no such experience is needed after graduation the candidate shall be-a registered nurse or registered midwife for admission to medical surgical nursing, community health nursing, pediatric nursing obstetric and gynecological nursing.

a registered nurse for admission to psychiatric nursing

the candidate shall be selected on merit judged on the basis of academic performances in BSc nursing, post certificate BSc, or nursing and selection tests.

Specialties

Candidate will be examined in any of the following branches—

Medical Surgical Nursing -Cardio Vascular & Thoracic Nursing

Medical Surgical Nursing–Critical Care Nursing

Medical Surgical Nursing –Oncology Nursing

Medical Surgical Nursing – Neurosciences Nursing

Medical Surgical Nursing – Nephro- Urology Nursing

Medical Surgical Nursing -Orthopedic Nursing

Medical Surgical Nursing – Gastro Enterology Nursing

Obstetric & Gynaecological Nursing

Paediatric (Child Health) Nursing

Psychiatric (Mental Health) Nursing

Community Health Nursing

Four common papers are there included in the syllabus. They are:

advanced concepts of health and nursing

education and nursing education

bio-statistics, research methodology and nursing research

administration and nursing administration

MASTER OF PHILOSOPHY PROGRAMME IN NURSING

In 1980 RAK college of nursing started an MPhil programme as a regular and part time course. Since then several universities started taking students for the MPhil course in nursing.

Prominent among these are: MGR Medical University, Rajive Gandhi University of Health Sciences, SNDT University and Delhi University and Manipal Academy of Higher Education

Philosophy

Nursing shares with the whole university a main focus of preparing its students for service and assisting them to achieve a meaningful philosophy of life. The student is encouraged to develop judgment and wisdom in handling knowledge and skills and achieve mastery of problem solving and creative skills.

Commitment to life long learning is the mark of truly professional person. In order to maintain clinical competencies and enhance professional practice the student must stay abrupt of the new developments and contribute to the advancement of nursing knowledge.

Objectives

The objectives of M.Phil degree course in nursing are:

to strengthen the research foundations of nurses for encouraging research attitudes and problem solving capacities

to provide basic training required for research in undertaking doctoral work

Duration

Duration of the full term M.Phil course will be one year and part time course will be two year.

Course of study

At the time of admission each candidate will be required to indicate her priorities in regard to the optional courses .a candidate may offer one course from M Phil programme from the department of Anthropology, education, sociology and physiology or any suitable department. The M.Phil studies will be into two distinct parts, part1 and part 2.

Part1—-it consist of 3 courses, ie research methods in nursing, major aspects of nursing, allied disciplines

Part2—-after passing the part1 examination, a student shall be required to write a dissertation. The topic and the nature of the dissertation of each candidate will be determined by the advisory committee consist of 3 members. The dissertation may include results of original research, a fresh interpretation of existing facts, and date or a review article of critical nature of may take.

DOCTORATE OF PHILOSOPHY IN NURSING (PhD in Nursing}

Erlier Indian nurses were sent abroad for Ph. D programme.
PhD programmes in nursing was first started in India in 1992
Universities where PhD programmes are conducted in India include
PhD Consortium by Indian Nursing Council, RUGHS and WHO
RAK College of Nursing
NIMHANS Banglore
Manipal University

Philosophy

A candidate for admission to the course for the degree of doctor of philosophy in the faculties of medical science must have obtained an M Phil degree of a university or have a good academic record with first or second class master’s degree of an Indian or a foreign university in the concerned subject.

The candidate shall apply to the university for the admission stating his qualifications and the subjects he proposes to investigate enclosing a statement on any work he may have done in the subject. every application for the admission of the course must be analyzed by the board of research studies.

Board of research studies (medical sciences)- members-

dean and the head of the departments concerned

Principals/ head of institutions recognized for post graduate medical studies.

Two members nominated by the medical academic council

Three persons nominated by the medical faculty( for their special knowledge in the medical science

Eligibility criteria

The candidate should be post graduate in nursing with more than 55% of aggregates of marks

Should have research background

May or may not published articles in journals

The course duration is far regular PhD course is 3 years and for part time is 4 years

REFERENCES

Neeraja KP. Text book of nursing education.2005.1st edn. Noida. Jaypee brothers medical publishers( p) Ltd.

Demonstrate awareness of and skills required in the nursing process in the provision of health care and nursing of patients

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What Is Phonological Awareness?

What Is Phonological Awareness?.

Phonology is the study of the sounds that form spoken human language, and phonological awareness is believed to be one of the cognitive crucibles that enables a person to acquire or learn not only spoken language, but also, later, reading and writing ability. It is the measurable awareness or attention to distinguish and manipulate each different unit of sound. The actual mental representation of a sound’s structure is not addressed, in part because according to prevailing theory, is this is a purely physical or neurological function that develops very early in life. Awareness is a metalinguistic skill involving conscious effort to evaluate and restructure recognized sounds.
Research in phonological awareness is often approached from three structures of the sound of language. The first of these is the basic building block called a phoneme, the smallest segmental unit of sound, such as consonants and vowels. Words are formed with the sequential blending of two or more phonemes.
When multiple phonemes come together, there is a structure to their combined sound commonly described as its three sequential components: the onset, a nucleus, and ending coda. The nucleus and coda together constitutes a rhyme, also termed rime in linguistic studies. The ability to hear, recognize, generate and speak onset and rime sounds is a strong marker for healthy phonological awareness.
Ad
The combined onset, nucleus and coda usually forms a syllable, a unit of speech sound that is not only the building block of words, but also that of a fully fledged language. Any language can be characterized by the rhythm and phonetic nature of its syllabic possibilities. All languages develop in complexity of expression in part through increasingly polysyllabic words. The ability to identify and segment syllables is considered critical to language development, a system of stringing words together to communicate a thought.
For most children, phonological awareness begins at 3 years of age and rapidly develops in the subsequent two years. The universal progression appears to be from larger to smaller sound units, from syllables to phonemes. Furthermore, there appears to be a natural developmental progression of complexity of processing, from identification of a sound to its manipulation. There is a reason children are exposed to nursery rhymes and rhythmic songs at an early age. Phonological awareness is relevant to educational psychology and therapies for speech disorders.
Dyslexia is a broad class of learning and literacy dysfunctions believed to commonly affect five to ten percent of the general population. It is characterized by a wide variety of symptoms and its underlying cause is theorized by an equally varied range of explanations. One of these is the phonological deficit hypothesis, which postulates that dyslexics have an impairment with sound recognition and manipulation. This affects auditory memory and recall for rapid processing of both speech and the decoding of graphic letter symbols into sounds.
Although its popularity as a teaching method for literacy has waxed and waned over many years, the curriculum for children, both normal and developmentally delayed, called “phonics” remains popular. Based on phonemic awareness only, it emphasizes the mastery of matching alphabetic letters and learning the rules of spelling to effectively read and write. In line with the general principles of phonological awareness, it is the learning of language as sound, separate from its meaning and comprehension.

What Is Phonological Awareness?

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Psych 660 Ethics Awareness Inventory Paper Week One

Psych 660 Ethics Awareness Inventory Paper Week One.

Ethics Awareness Inventory Paper

Complete the Ethics Awareness Inventory Tutorial.

Write a 1,050- to 1,250-word summary of your findings. Address the following:Explain the importance of understanding your personal ethical perspective.Analyze the relationship between personal and professional ethics in psychology.Discuss how the APA decision-making process facilitates more ethical professional behavior.Describe how your ethical awareness inventory scores relate to the concept of aspirational and enforceable standards.

 

Format your paper consistent with APA guidelines.

Psych 660 Ethics Awareness Inventory Paper Week One

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**KIM WOODS** Ethics Awareness Inventory Paper

**KIM WOODS** Ethics Awareness Inventory Paper.

Complete the Ethics Awareness Inventory Tutorial. *use link below*

 

https://ecampus.phoenix.edu/secure/aapd/Vendors/TWI/EAI/

 

Write a 1,050- to 1,250-word summary of your findings. Address the following:Explain the importance of understanding your personal ethical perspective.Analyze the relationship between personal and professional ethics in psychology.Discuss how the APA decision-making process facilitates more ethical professional behavior.Describe how your ethical awareness inventory scores relate to the concept of aspirational and enforceable standards.

Format your paper consistent with APA guidelines.

**KIM WOODS** Ethics Awareness Inventory Paper

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Behavioral Science/Psychology Graduation Competency Demonstrate an awareness of ethical principles within one’s chosen professional field. Program Competency # 4 Demonstrate an understanding of empirical and ethical issues related to the systematic stud

Behavioral Science/Psychology Graduation Competency Demonstrate an awareness of ethical principles within one’s chosen professional field. Program Competency # 4 Demonstrate an understanding of empirical and ethical issues related to the systematic stud.

Behavioral Science/Psychology Graduation Competency: Demonstrate an awareness of ethical principles within one’s chosen professional field. Program Competency # 4: Demonstrate an understanding of empirical and ethical issues related to the systematic study of individual and group processes Course: PHI 302 – Ethics and Values in Behavioral Science Goal C: Understand the role of professional codes of ethics Learning Outcome: C-4: Identify professional issues within the context of ethics. E- 2: Use ethical theories to interpret professional codes of ethics. Rubric:Rubric to measure Graduation Competency # 4

Behavioral Science/Psychology Graduation Competency Demonstrate an awareness of ethical principles within one’s chosen professional field. Program Competency # 4 Demonstrate an understanding of empirical and ethical issues related to the systematic stud

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Ethics Awareness Inventory Paper

Ethics Awareness Inventory Paper.

MUST BE NEW AND ORIGINAL WORK NOT GIVEN TO OTHER STUDENTS.  Write in a clear, concise, and organized manner; demonstrate ethical scholarship in the accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation. Include citations in the text and references at the end of the document in APA format.PLEASE READ INSTRUCTION CAREFULLY. IN TEXT CITATION AND MUST CITE ALL REFERENCE IN APA FORMAT

 

 

 

 

Complete the Ethics Awareness Inventory Tutorial. ( I have completed and can provide results) *see attachment* 

 

Write a 1,100 -word summary of your findings. Address the following:Explain the importance of understanding your personal ethical perspective.Analyze the relationship between personal and professional ethics in psychology.Discuss how the APA decision-making process facilitates more ethical professional behavior.Describe how your ethical awareness inventory scores relate to the concept of aspirational and enforceable standards.

Format your paper consistent with APA guidelines.

 

Ethics Awareness Inventory Paper

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Mental Health Awareness Speech

Mental Health Awareness Speech.

Please review the scoring guide to complete the assignment. Proficient work must be submitted to pass. 

Write a 3–5 page speech for Mental Health Awareness Week that uses a popular film to illustrate a psychological disorder.

Professionals in psychology are often called upon to provide education and awareness on a wide variety of topics, in order to encourage the public to recognize mental health issues and seek help. For this assessment, you will consider a mental health problem depicted in the media and develop a speech to raise awareness about the disorder.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Apply foundational theories in psychology to current issues in the field of psychology. Describe a psychological disorder illustrated in a film. Competency 2: Describe scientific research methods presented in scholarly psychology literature. Describe research-based biological and environmental causes for a disorder. Competency 3: Apply research findings from scholarly literature to current issues in the field of psychology. Summarize research-based biological and psychotherapeutic treatments for a selected psychological disorder. Competency 4: Examine how human thoughts and behaviors can impact mental health and well-being. Examine the impact of a psychological disorder on a person’s mental health and well-being.  Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology. Write coherently to support a central idea with correct grammar, usage, and mechanics, as expected of a psychology professional. Use current APA format and style.

Suggested Resources

The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The PSYC-FP1000 Library Guide can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you. Diagnostic Resources American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. This resource identifies diagnoses and other information. Society of Clinical Psychology. (n.d.). Treatments home. Retrieved fromhttps://www.div12.org/psychological-treatments Coon, D., & Mitterer, J. O. (2016). Introduction to psychology: Gateways to mind and behavior (14th ed.). Belmont, CA: Wadsworth.  Available from the bookstore. This text provides an overview of diagnoses and treatments, and which treatments are used with which disorders. Chapters 14, “Psychological Disorders.”  Chapter 15, “Therapies.”

SHOW LESS Treatments and Well-Being Talavera, D. (n.d.). Treatment considerations for undocumented patients [Blog]. Retrieved from https://www.div12.org/psychological-treatments/treatments Norman, R. M. G., Windell, D., Lynch, J., & Manchanda, R. (2011). Parsing the relationship of stigma and insight to psychological well-being in psychotic disorders. Schizophrenia Research, 133(1–3), 3–7. This article will take a deeper look at the effects of stigma on well-being. Research Links Find Scholarly and Peer Reviewed Sources. Database Guide: PsycARTICLES. Automated Citations From the Library Databases

  Preparation Step 1: Select a Psychological Disorder

Psychological disorders are organized in categories in the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2013). Some of the categories are mood disorders, personality disorders, anxiety disorders, dissociative disorders, psychotic disorders, and eating disorders.

In popular culture, psychological disorders are presented often (with varying degrees of accuracy). The film, A Beautiful Mind was based on the true story of John Nash, who suffered from schizophrenia. As Good As It Gets depicted a man with obsessive-compulsive disorder, and Sybil was based on the true story of a young woman with dissociative identity disorder.

Choose a movie, TV show, or book about a character with a mental illness. If you are having a difficult time thinking of a movie or TV show, the following list may give you an idea: A Beautiful Mind. As Good As It Gets. Sybil. One Flew Over the Cuckoo’s Nest. The Perks of Being a Wallflower. The Good Doctor. House.

Identify the psychological disorder depicted in your chosen media resource, for example: Schizophrenia. Dissociative identity disorder. Post-traumatic stress disorder. Generalized anxiety disorder. Obsessive-compulsive disorder. Autism spectrum disorders. Attention deficit/hyperactivity disorder. Anorexia. Step Two: Use the Capella Library

Using professional and scholarly sources from the Capella library, research the biological treatments and psychotherapeutic treatments for the disorder. Select two original scholarly articles that studied the effectiveness of a particular treatment for the disorder. Focus your research on the etiology (causes) of the disorder and consider whether the causes are more biological or environmental in nature, or both.

Based on what you learn from these studies, you will discuss the effectiveness of this treatment for the disorder. Instructions

Scenario: In your role as a psychology professional for a school district, you have been asked  to provide a short speech on a psychological disorder and treatment for your local high school as part of Mental Health Awareness Week. The school district has asked you to use popular media as an example to help keep the students’ attention.

In 3–5 pages, address the following topics related to your chosen psychological disorder in your speech notes: Describe the psychological disorder. Describe biological and environmental causes for the disorder, based on your examination of your sources. Examine the impact of a psychological disorder on the person’s mental health and well-being. Discuss biological and psychotherapeutic treatments for the disorder, focusing on one treatment that has been examined in the literature. Discuss the effectiveness of this treatment for the disorder.

Provide support for your discussion, citing relevant scholarly resources.

Example Assessment: You may use the assessment example, linked in the Assessment Example section of the Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like. Additional Requirements Written communication: Written communication should be free of errors that detract from the overall message. References: Include a minimum of 2 resources from the Capella library. APA formatting: Resources and citations should be formatted according to current APA style and formatting guidelines. Font and font size: Times New Roman, 12-point. Length and structure: 3–5 pages of content (roughly equivalent to a 10-minute speech). Also, include a title page and a references page.

Portfolio Prompt: You may choose to save this learning activity to your ePortfolio. Reference

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.

Mental Health Awareness Speech

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PSY4202 COMMUNITY PSYCHOLOGY Week 6 – Assignment Review a Public Awareness Campaign on Prevention and Promotion

PSY4202 COMMUNITY PSYCHOLOGY Week 6 – Assignment Review a Public Awareness Campaign on Prevention and Promotion.

 

You are at the point in the course where you have gained a great understanding of community psychology, its principles and application. Your task in this assignment is to review information presented to the general public concerning prevention and promotion of a social issue. You may want to use this assignment to help you prepare for your Signature Assignment as well. 

Many national prevention and promotion public awareness campaigns have an abundance of material available to the general public. For example, the Red Cross not only has a web site, but it also has local, national and international offices. It often distributes its pamphlets to doctors’ offices, hospitals and local emergency response agencies. The same holds true for the American Cancer Society. Your community may have a number of outreach programs as well, addressing such issues as homelessness, domestic violence, literacy, etc.

Once you have decided on what campaign and organization you would like to examine for this assignment, collect a sample of its outreach materials. You also will need to look for media coverage of the campaign; newspaper and magazine articles, video clips and web sites all may have information of value to you for this assignment. As you collect your materials, remember to keep track of the source and context of the work.

Review the material and address the following questions in an essay to form an analysis of the effectiveness of the selected prevention/promotion campaign: What is the purpose of the work? Does it discuss a community or social issue that could be addressed by prevention/promotion initiatives? Or does it report on a specific prevention/promotion intervention?
  If a prevention/promotion intervention is described, what protective processes is the program trying to strengthen? What risk processes is the program trying to weaken?
  What population is being focused on? How were particular participants chosen? Some criteria may include age, gender, race or ethnicity, socioeconomic status or class, urban/suburban/rural location or geographic area, nation, or historical/political/cultural context.
  What social systems are involved–health care (includes prenatal/ birth/postnatal care), parents/families, peers, schools, religious settings, workplaces, leisure/recreational, community organizations, media/Internet/cyberspace, other?
  What ecological level or levels of analysis does the article address–Individual, microsystems, organizations, localities, and/or macrosystems? What specific persons or groups does it address at that level? Is it targeted at the right level(s)?
  If a prevention/promotion intervention is described, does it respond to a planned or predictable life situation (such as an education-related transition) or to an unpredictable life event (a reaction to a stressful or crisis event, such as divorce, bereavement, unemployment)?
  Does the article focus on a wider community or social issue, such as poverty, social injustice, prejudice, or drugs? How might “small wins” thinking be applicable in prevention/promotion efforts on that issue?
  If a prevention/promotion intervention was conducted, who planned it? How much were various constituencies and stakeholders involved? At what points? Were the persons most affected by decisions made in this program involved in making those decisions? Was there sufficient sensitivity to cultural and contextual factors?
  How was the intervention implemented? Where? By whom? Under what conditions? When was it carried out? How often? Over what period of time? Did the program developers check to see if the program was actually implemented as planned?
  What is the evidence for the effectiveness of the intervention? What are the sources of that evidence?
  Which of the objectives were clearly met? Not met? Met partially? Did it have an impact on the wider community? How?
  Was the intervention implemented in multiple settings or contexts? Was it effective in all settings?
  Are you convinced that the authors’ interpretations or organization’s claims of effectiveness are true? Why or why not?
  What are the most important things you think can be learned from what you read? What important questions does it raise?

Length: 5-7 pages 

Your paper should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to the topic. Your response should reflect scholarly writing and current APA standards. Be careful to adhere to Northcentral’s Academic Integrity Policy.

PSY4202 COMMUNITY PSYCHOLOGY Week 6 – Assignment Review a Public Awareness Campaign on Prevention and Promotion

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