Explain how you would work collaboratively with other content areas, special education and/or general education teachers on a cross-curricular social studies and arts unit for the inclusive classroom.
In this course, you have already learned how social studies connects with other content areas. Being able to plan themed curriculum that allows students opportunities to engage with multiple content areas is something that effective educators do regularly.
Use the COE 3-Day Unit Plan Template to briefly outline three lessons. The unit plan should include social studies integrated with the content, functions, and achievements of the visual and performance arts as primary media for communication, inquiry and engagement among students. Use the assignments from Topic 2 to inform the unit plans learning objective and standards. Share your ideas with and gather additional ideas from your mentor teacher when completing your field experience hours.
Use the Class Profile for background information on your students in order to differentiate and meet the diverse needs of an inclusive classroom. Include instructional objectives and strategies that align to the selected social studies and the arts standards and promote learning and engagement in an inclusive classroom.
explaining how you would work collaboratively with other content areas, special education and/or general education teachers on a cross-curricular social studies and arts unit for the inclusive classroom.
Support your unit plan with a minimum of three scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Reflect on personal strengths and challenges related to social work leadership and supervision best practices.
1650 words
Assignment Overview
As a professional social worker, you have many opportunities to take leadership roles. Evaluating your own skills as a supervisor and leader helps prepare you for future roles as supervisors and leaders in the field of social work. This assignment gives you the opportunity to evaluate some of your capacities as a leader and supervisor.
By successfully completing this assignment, you demonstrate your proficiency in the following EPAS and advanced generalist specialized behaviors:
Competency 1: Demonstrate Ethical and Professional Behavior.
C1.SP.A: Apply professional use of self and leadership skills with colleagues, clients, groups, organizations, and communities.
Related Assignment Criterion:
5. Reflect on personal strengths and challenges related to social work leadership and supervision best practices.
C1.SP.C: Integrate the ethical and effective use of technology at all levels of practice in the specialization of advanced generalist social work with individuals, families, groups, organizations, and communities.
Related Assignment Criterion:
4. Apply collaborative leadership skills to train supervisees in the effective use of technology in the delivery of social services.
Competency 2: Engage Diversity and Difference in Practice.
C2.SP.A: Analyze dimensions and differentiation in diversity and apply the influence of relationships and affective reactions to intervention techniques and technologies with diverse clients, families, groups, organizations, and communities.
C2.SP.B: Apply leadership skills, theoretical frameworks, decision making and best-practice interventions with diverse populations.
Related Assignment Criterion:
3. Create a summary of best practices in leadership and supervision that integrates leadership theories including transformational and either critical or conflict theory, and includes culturally competent practice.
Competency 4: Engage in Practice-Informed Research and Research-Informed Practice.
C4.SP.A: Apply leadership skills, decision making, and the use of technology to inform evidence-based research practice to develop, implement, evaluate, and communicate interventions across the specialization of advanced generalist practice settings.
C4.SP.B: Apply leadership skills, decision making, and the use of technology to inform evidence-based program evaluation to develop, implement, evaluate, and communicate interventions across the specialization of advanced generalist practice settings.
Related Assignment Criterion:
2. Apply transformational leadership theory and other leadership theories, such as critical or conflict theory, to inform best practices.
Competency 5: Engage in Policy Practice.
C5.SP.A: Apply leadership skills and decision making as social change agents to collaborate with clients, colleagues, and identified stakeholders to advance social and economic well-being in the delivery of effective and technology-assisted social work services to individuals, families, groups, organizations, and communities.
Related Assignment Criterion:
4. Apply collaborative leadership to train supervisees in the effective use of technology in the delivery of social work services to individuals, families, groups, organizations, and communities.
Competency 6: Engage With Individuals, Families, Groups, Organizations, and Communities.
C6.SP.B: Apply and integrate theories of human behavior and the social environment in the specialization of advanced generalist practice when engaging with individuals, families, groups, organizations, and communities.
Related Assignment Criterion:
1. Identify qualities of a successful supervisor and leader based on theories of human behavior.
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities.
C7.SP.B: Apply and integrate theories of human behavior and the social environment in the specialization of advanced generalist practice when assessing individuals, families, groups, organizations, and communities.
Related Assignment Criterion:
1. Identify qualities of a successful supervisor and leader based on theories of human behavior.
Competency 8: Intervene With Individuals, Families, Groups, Organizations, and Communities
C8.SP.B: Apply and integrate theories of human behavior and the social environment in the specialization of advanced generalist practice interventions with individuals, families, groups, organizations, and communities.
Related Assignment Criterion:
1. Identify qualities of a successful supervisor and leader based on theories of human behavior.
Competency 9: Evaluate Practice With Individuals, Families, Groups, Organizations, and Communities.
C9.SP.B: Apply and integrate theories of human behavior and the social environment in the specialization of advanced generalist practice evaluation with individuals, families, groups, organizations, and communities.
Related Assignment Criterion:
1. Identify qualities of a successful supervisor and leader based on theories of human behavior.
Assignment Description
For this assignment, synthesize theory, research, and best practices to determine effective supervisor and leadership skills, then evaluate yourself as a supervisor and leader.
Assignment Instructions
Be sure to familiarize yourself with all of the aspects of the assignment. Complete the paper using the sections of content as identified below. Use your text, previous readings in the course, and additional scholarly articles. Also use the NASW Code of Ethics, the NASW and ASWB Best Practice Standards in Social Work Supervision, and the NASW Standards and Indicators for Cultural Competency in Social Work Practice as you prepare the paper. Synthesize these resources into each section, as needed, to formulate your construct of best practices in leadership and supervision. The last section completes the paper with a self-reflection of your current level of leadership and supervision skills. Be sure to satisfy the additional requirements as you complete the paper.
Section 1
Select the important aspects of leadership and supervision, from your research, that you want to use in designing best practices in supervision and leadership.
Identify qualities of a successful supervisor and leader based on theories of human behavior.
Research leadership and supervision skills and qualities based on theories of human behavior. Think in terms of theoretical bases that contribute to the success of social work supervisors. What are the qualities and skills that help a supervisor with their day-to-day duties? What are the qualities and skills that help with higher-level planning for an organization? Identify the theory(ies) of human behavior you select to align best with these supervisor and leader skills.
Apply transformational leadership theory and other leadership theories, such as critical or conflict theory, to inform best practice.
Identify the aspects of transformational leadership theory and critical or conflict theory that you see as most important in establishing in leadership and supervision best practices.
In this section, also identify the components from NASW Code of Ethics, the NASW and ASWB Best Practice Standards in Social Work Supervision, and the NASW Standards and Indicators for Cultural Competency in Social Work Practice that you want to include in your synthesis of best practices in supervision and leadership.
Section 2
Create a summary of best practices in leadership and supervision that integrates leadership theories including transformational and either critical or conflict theory, and includes culturally competent practice.
Synthesize the research content that you identified in Section 1 into the categories below to inform the model of best practices that you create.
Developing effective organizational and interpersonal communication skills.
Managing time and tasks effectively.
Managing different personalities and conflict, hiring, performance evaluation, disciplinary action, and termination.
Maintaining ethics, confidentiality, and liability.
Practicing professional development, self-care, personal reflection, and self-correction.
Developing and managing an effective culturally competent practice including organizational culture and environment.
Section 3
Identify collaborative leadership skills to train supervisees in the effective use of technology in the delivery of social services.
In Section 3, continue to use the research that you identified in Section 1 to identify best practices of a collaborative leader in training supervisees in the effective use of technology.
Section 4
Reflect on personal strengths and challenges related to social work leadership and supervision best practices.
Conduct a thorough yet concise self-reflection related to best practices you designed in Section 3. What are your areas of strength? What areas do you find challenging? Be specific in your analysis and use examples.
Additional Requirements
The assignment you submit is expected to meet the following requirements:
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to current APA style and formatting standards. Include a title page, reference page, headers, and appendices as applicable. Reference any appendices as needed within your paper.
Cited resources: Minimum of five scholarly sources. All literature cited should be current, with publication dates within the past five years.
You have been asked to write an article for a magazine about a major mass wasting event (a landslide, mudslide, debris flow, rock fall, etc.), informing the public about the hazards of landslides, why they happen in certain locations, and the types of devastation that may occur as a result.
You have been asked to write an article for a magazine (or newspaper your choice) about a major mass wasting event (a landslide, mudslide, debris flow, rock fall, etc.), informing the public about the hazards of landslides, why they happen in certain locations, and the types of devastation that may occur as a result.
You may choose from one of the following types of magazine/newspaper genre (audiences) for whom you would like to write:
NY Times, Washington Post, etc.
People, Cosmopolitan, Elle, etc.
US and World Report, Newsweek, etc.
National Geographic, Discover, Earth, etc.
Ranger Rick, Highlights, Sesame Street, etc.
If you were the lead advanced practice nurse for the entire regional school district and immediate boss of the high-school advanced practice nurse in question, how would you handle communication and improvement strategies?
The Patient
An 18-year-old male was a high school student, lived in a community of approximately 20,000 people, and was a member of the high school basketball team. He died after the car in which he was a passenger struck a tree in a high-speed crash. The driver and two friends were returning from lunch-break in town. The accident occurred just outside school grounds at 12:48 pm. The driver and the back seat passenger, taken by ambulance to the hospital, were later released with minor injuries. The front seat passenger was pronounced dead at the scene. A reporter from the local newspaper interviewed the schools nurse practitioner, who disclosed the details of the accident, along with some sensitive health information, without authorization by the provider or the deceaseds family. Several weeks later, for educational purposes, this information was included in the Adult Education Driver Safety Course offered at the towns Public Library (a cooperative initiative between the high school and adult community). Although in the driver safety class the young mans name, birthdate, and social security number were not documented anywhere, most people in this modest-sized community were aware that the example case discussed in the course, was in fact not only true, but certain that the case was 100% about this college bound student, who tragically died.
Initial Post
One of your first tasks is to review the federally posted Security Risk Assessment (SRA) on HealthIT.gov. Then, review the patient case described above with the risk assessment in mind. No, you do NOT have to fill out this risk assessment. Simply familiarize yourself with it. If any specific required data points stand out to you, you may refer to them in your discussion board posting.
In an initial post, address the following:
1 If you were the lead advanced practice nurse for the entire regional school district and immediate boss of the high-school advanced practice nurse in question, how would you handle communication and improvement strategies?
2 If the school advanced practice nurse clearly removed all of the HIPAA Safe Harbor identifiers (the 18 identifiers in the provision) when answering the news reporter interview questions, is it possible that the deceaseds personal health information would still be exposed?
3 Considering the educational intention of the cooperative program between the high school and local library, who do you believe is accountable for sharing the private health information of the deceased that is included in the drivers safety course? Why?
Consider the following to guide your discussion:
Ethical implications to a deceased fellow student and to his family
Legal implications
Good Samaritan approach (no harm intended)
Emotional student and/or community impact of using a deceased fellow student as a case study in school
Cognitive learning impact of using a deceased fellow student as a case study in a school/community program.
Your original post must be 275-350 words in length. APA format, with the use of citations (not included in the word count).
Please Note: This discussion is set up so that you must make an initial post before you see any student responses.
Reply Posts
Respond to the posting of two classmates. Professionally challenge, discuss, debate, take a stance, enhance, or offer an opinion. 175-250 words for each response. APA format, with citations.
Due Date and Grading
You are a medical professor in charge of creating college assignments and answers for medical college students. You design and conduct lectures, evaluate student performance and provide feedback through examinations and assignments. Answer each question separately. Include and Introduction. Provide an answer to this content
The Patient
An 18-year-old male was a high school student, lived in a community of approximately 20,000 people, and was a member of the high school basketball team. He died after the car in which he was a passenger struck a tree in a high-speed crash. The driver and two friends were returning from lunch-break in town. The accident occurred just outside school grounds at 12:48 pm. The driver and the back seat passenger, taken by ambulance to the hospital, were later released with minor injuries. The front seat passenger was pronounced dead at the scene. A reporter from the local newspaper interviewed the schools nurse practitioner, who disclosed the details of the accident, along with some sensitive health information, without authorization by the provider or the deceaseds family. Several weeks later, for educational purposes, this information was included in the Adult Education Driver Safety Course offered at the towns Public Library (a cooperative initiative between the high school and adult community). Although in the driver safety class the young mans name, birthdate, and social security number were not documented anywhere, most people in this modest-sized community were aware that the example case discussed in the course, was in fact not only true, but certain that the case was 100% about this college bound student, who tragically died.
Initial Post
One of your first tasks is to review the federally posted Security Risk Assessment (SRA) on HealthIT.gov. Then, review the patient case described above with the risk assessment in mind. No, you do NOT have to fill out this risk assessment. Simply familiarize yourself with it. If any specific required data points stand out to you, you may refer to them in your discussion board posting.
In an initial post, address the following:
1 If you were the lead advanced practice nurse for the entire regional school district and immediate boss of the high-school advanced practice nurse in question, how would you handle communication and improvement strategies?
2 If the school advanced practice nurse clearly removed all of the HIPAA Safe Harbor identifiers (the 18 identifiers in the provision) when answering the news reporter interview questions, is it possible that the deceaseds personal health information would still be exposed?
3 Considering the educational intention of the cooperative program between the high school and local library, who do you believe is accountable for sharing the private health information of the deceased that is included in the drivers safety course? Why?
Consider the following to guide your discussion:
Ethical implications to a deceased fellow student and to his family
Legal implications
Good Samaritan approach (no harm intended)
Emotional student and/or community impact of using a deceased fellow student as a case study in school
Cognitive learning impact of using a deceased fellow student as a case study in a school/community program.
Describe a client from your clinical setting or previous experience who experienced depression or mania. Identify one problem that was not resolved with the treatment regimen. What are the reasons it may not have been successful?
Describe a client from your clinical setting or previous experience who experienced depression or mania. Include a brief history and 3-5 most pertinent medications.
Identify one problem that was not resolved with the treatment regimen. What are the reasons it may not have been successful? Include nursing as well as other team members.
Identify one effective nursing intervention and why you feel it worked.
Overall, do you feel this client was kept safe? Why or why not?
Please provide supporting evidence for your answers.
Post your response to the Student Stress Scale and your stress score . What one issue can be addressed ASAP to improve your stress score?
Post your response to the Student Stress Scale and your stress score . What one issue can be addressed ASAP to improve your stress score?
You are a medical professor in charge of creating college assignments and answers for medical college students. You design and conduct lectures, evaluate student performance and provide feedback through examinations and assignments. Answer each question separately. Include and Introduction. Provide an answer to this content
What is the policy alternative?
Please address the following in 3 pages, and use 5 scholarly resources/articles
What is the policy alternative?
What, if any, change(s) in the policy alternative are necessary, and where will they need to occur (local or state)?
Is this policy alternative congruent with social work values? Explain.
What is the feasibility of the alternative policy (political, economic, and administrative)?
Does the policy alternative meet the policy goals (e.g., social equality, redistribution of resources, social work values, and ethics)?
What are the forces that are for the policy? What are the forces that are against the policy?
What policy advocacy skills can be used to support the policy alternative?
How does the policy alternative affect clinical social work practice with clients?
What changes could be made in the policy to support the needs of clients seeking clinical services?
Describe does how we look uncover our personality?
Assignment Instructions
THIS IS FOR WEEK 3!!
The Learning Reflection Journal is a compilation of weekly learning reflections you’ll independently write about across Weeks 2, 3, 5, 6 and 7. During each of the assigned weeks, you will write two paragraphs, each 300 words in length (i.e., 600 words total). The first paragraph will describe a topic that you found particularly interesting during that week and what made it interesting, and the second paragraph will describe something that you have observed occurring in the real world that exemplified that topic. Only one topic may be recorded in the journal for each assigned week and your observed real word occurrence must be clearly related to it.
READING
https://bigthink.com/videos/why-some-apples-fall-far-from-the-tree
A Biological Component of Personality: Temperament
· GENETIC IMPACT
· HANS EYSENCK
· JEFFREY GRAY
· MARVIN ZUCKERMAN
· HEMISPHERES
Lets look at how we can see this genetic impact through its effect on temperament. Just what is temperament? It refers to individual differences in behavioral inclinations that are biologically based and remain relatively stable over time. We can see these differences very easily in babies. Some are shy and slow to warm up to new situations while others are outgoing seemingly at ease and ready to explore novel situations. There are different models of temperament, but these four seem to garner the most agreement among personality theorists: activity, sociability, impulsivity, and emotionality.
A Unique Research Methodology: Twin Studies
Twin studies have long been used to link genetics to personality. Identical twins share the same genetic makeup due to the splitting of one fertilized ovum. Fraternal twins, on the other hand, who are the result of two separate eggs being fertilized at the same time, do not share any more of an identical genetic makeup than two siblings who are not twins. The Minnesota Twin Study revealed that even identical twins raised apart from each other share many of the same traits and habits. However, it has also been shown that twins raised apart from each other have less similarity of traits than those raised together. This suggests that there is an environmental influence also at work. Similarities in personality are greater in identical twins than fraternal twins.
It is important to note that twins and siblings do not necessarily experience the same upbringing. This diversity in how children in the same household experience the environment differently is called nonshared environmental variance. For example, the first born child is often treated differently than the last born child or a boy child may be treated differently than a girl. This results in a shared environment being experienced differently by each child.
Many studies have shown that schizophrenia can run in families and has a genetic link. Thus, if one has a schizophrenic parent or sibling the odds of schizophrenia rise. If one has an identical twin with the disease the odds rise even more dramatically. This correlation exists even if the twins were raised in different households. It is not clear; however, if schizophrenia is purely a genetic disease. Structural abnormalities of the brain have been found in those suffering from schizophrenia. Concordance or the probability of a match between identical twins is neither conclusive nor exclusive.
There is not much solid, noncontradictory research findings on a genetic link to homosexuality partly, due to the values and mores of society, which have served to stigmatize homosexuality. Twin studies have shown that homosexuality appears to have some biological foundation, but genes are not the whole answer. We cannot rule out the role culture and rearing may play. How can we look at homosexuality from an evolutionary perspective? Perhaps the kin selection hypothesis will give us an answer or perhaps there is some other answer that further research will yield.
Illness and Disease
Illness, environmental toxins, and drugs can all cause disturbances in our personality and behavior. Many of us have heard the expression mad as a hatter, but how many of you know that its origin is the result of hatters being poisoned by the mercury used to make the felt hats? This continual exposure to mercury led to brain damage and subsequent alterations of brain function and behavior. Even today children are still being poisoned by being exposed to lead and other toxic heavy metals. Lead is known to damage a childs nervous system and impair both cognitive and behavioral function. This can translate into personality problems such as antisocial behavior. There are known personality changes associated with both illegal drugs such as cocaine and prescription drugs such as thyroid medications.
Diseases can also impact our personality and subsequent behavior. It is known that Vincent Van Gogh suffered from Menieres disease. This disease is an inner ear disorder whose symptoms include:
dizziness
nausea
disturbance in hearing
Alzheimers disease is a disease that mainly affects older persons. It is characterized by memory loss and behavioral changes. As the disease progresses profound personality changes are present right up to the loss of the personality itself. Strokes can also initiate serious changes in personality. Depending on the region of the brain that is damaged noted changes can be increased or decreased aggression and uncooperative behavior.
WHY DO WE LOOK AT THE EFFECTS OF TOXINS, DRUGS, AND DISEASE?
Biology and Environment Interactions
Biology can affect the environments we live in. A perfect example is a baby who continually cries and is difficult to soothe. Before very long the parents become increasingly frustrated and irritated. This leads to the infant now living in an environment of exasperation and vexation. This type of environment then influences our personality. The process is repeated with certain characteristics of temperament inclining us to particular experiences which will help shape our personality. This tendency to seek out certain types of environments is called tropism. We are either moving in the direction of health-promoting or health-threatening environs.
Does how we look uncover our personality? W.H. Sheldon expanded on the work of Ernst Kretschmer, a German psychiatrist who pondered if there was an association between physique and mental maladies. Sheldon measured peoples physical ratios and came up with a theory about how underlying physiological body type was related to the types of experiences we choose. His body types or somatotypes as he labeled them are endomorphs, ectomorphs, and mesomorphs.
The way other people react to how we look has a great influence on how we view ourselves. There has been much research done on correlating beauty with goodness, smartness, and kindness. This idea then influences how people treat us which in turn shapes our worldview and our personality.
Evolution of Social Behavior
Sociobiologists study the function of the evolution of social behavior. The attachment of a child to its primary caregiver is an example of a biologically based social behavior. Sociobiological analyses are most often applied to human aggression, mating rituals, and family interactions. The motivation to give preferential treatment to ones own children over-step or adopted children is motivated by self-interest and the desire to enhance and preserve ones own genetic matter. This is termed by sociobiologists as the Cinderella Effect.
Over time there has been much misuse and misinterpretation of knowledge in regard to genetics. One of the most misunderstood concepts is Charles Darwins idea about the survival of the fittest. Simply stated it proposes that the fittest individuals evolve and reproduce and those who are less able to compete well in their environment will be less likely to grow up and reproduce. It does not mean that weaker individuals and cultures should not survive. This idea of Social Darwinism prompted American immigration laws to exclude so-called inferior groups, the Nazi dream of a master race which led to genocide, and eugenics and the forced sterilization of different groups.
The Human Genome Project is an effort to isolate all of the genes in our chromosomes. What if we succeed in doing so? What implications does this have for our future? Do we stop genetic tinkering after we have neutralized or eliminated some undesirable genetic problems as we have discussed? Or do we resurrect the idea of genetic purity and a master race?
The Behaviorist and Operant Conditioning
What is a behaviorist or learning approach to personality? Lets look at the behaviorist approach first. Unlike Freuds psychoanalytic approach to personality, which concerns itself with thinking and emotion, the behaviorist is primarily interested in observable behaviors which are linked to a stimulus. It posits that behaviors are learned through the application of positive and negative reinforcers.
The foundation of behaviorist thought was laid down by Ivan Pavlov, who discovered the principle of classical conditioning, which pairs an unconditioned stimulus and response with a neutral stimulus so that the conditioned stimulus will elicit a conditioned response. Other terms commonly used are generalization, discrimination, and extinction. In more modern terms we can say that many of our reaction patterns are the result of classical conditioning. Our likes and dislikes are often the result of positive or negative pairings of stimuli. These factors also help us to clarify some emotional qualities of personality. Some behavioral responses can be conditioned. It does not answer some more complex dimensions such as neuroticism.
John Watson is considered the father of the behaviorist approach. He advanced several views such as that psychology should be studied scientifically by observing behavior. He argued that no matter how complex a behavior is, it can eventually be reduced to stimulus and response and the environment determines behavior. He applied conditioning to condition fear of furry objects in an eleven-month-old baby named Little Albert. This was a demonstration in humans of Pavlovs theory of conditioning in animals. He also developed the process of systematic desensitization. This process gradually extinguishes a phobia by presenting the feared object in small steps until the fear response is ended.
Classical Conditioning
B.F. Skinner was a psychologist whose views were a bit less rigid than those of Watson. He believed that while we had a mind it was more useful to study observable behavior than the internal workings of mental events. He felt that classical conditioning was too one-dimensional to give a complete explanation of human behavior and that one needed to sift out the causes of an act and its consequences. He called this operant conditioning. Operant conditioning is about consequences. By that, it is meant positive versus negative reinforcement and negative reinforcement versus punishment. He developed various schedules of reinforcement in order to demonstrate the success rate of the different levels of contingencies. His schedules are continuous versus partial reinforcement, ratio versus interval schedules and fixed versus variable schedules. We still see these principles being used today in so-called token economies in treatment centers and school for children and adults with certain mental disabilities.
Skinner wrote a novel entitled Walden Two which describes a utopian community of a behaviorally planned society in which the principles of operant conditioning are applied. There is only positive reinforcement and all people live in contentment. His later book Beyond Freedom and Dignity reinforced these ideas. Skinner was a determinist, which means that he believed all behavior was caused. He believed that physical factors enhanced or hindered the organisms ability to learn in response to reinforcers. He did not believe that people had a free will and while he acknowledged emotions, he felt them to be irrelevant in the study of behavior.
Other approaches in opposition to the idea that behavior is strictly a response to environmental factors take into account the persons state of being. For example, whether the person is tired or hungry would be taken into account while trying to explain the observed behavior.
To view a video overview of the role that behavioralism and operant conditioning have played in the field of psychology and our understanding of what might be construed as personality, click here.
Other Learning Theorists
Clark Hull was interested in the nature of habits. These are simple associations in learning theory between stimulus and response. He concerned himself with the primary drives such as hunger and thirst and he turned his attention to the internal condition of the subject during learning while also acknowledging environmental factors.
The social learning theory proposed by Dollard and Miller concerns itself with a hierarchy of acquired drives. This theory posits that this is how habits are built. Say, you were attracted to a guy or gal who was physically very attractive and you went out on a date with him. During the date, the person became very physically aggressive with you and you were assaulted. According to this theory, you now have learned to avoid very good looking people and actually become anxious in their presence. This acquired drive of anxiety may force you to learn a new behavior such as dating very attractive people only if it is a double date with someone you know is not dangerous. This learned secondary drive is a habit hierarchy or particular responses in particular situations. According to this theory, mental illness can be explained as approach avoidance conflict, approach conflict, and avoidance avoidance conflict. Finally, we come to the frustration aggression hypothesis which states that aggression is the result of thwarting a persons ability to attain a goal.
WHAT IS THE VALUE OF BEHAVIORISM TO PERSONALITY?
Conclusion
In summary, biological and learning approaches brought a degree of empiricism to the study of personality that heretofore had not been used by early theorists in the field. This emphasis on observable and measurable phenomenon has yielded important discoveries with regard to how individuals develop across the lifespan. In addition, because these approaches place a premium on hypotheses being testable, as opposed to early theorists in the field, new hypotheses and theories in these areas can be proven or disproven and, as such, the field can advance accordingly and avoid being stuck with ideas that haven’t been proven to have real utility.
Personality Theory
Created July 7, 2017 by userMark Kelland
The social learning theorists observed that the complexity of human behavior cannot easily be explained by traditional behavioral theories. Bandura recognized that people learn a great deal from watching other people and seeing the rewards and/or punishments that other people receive. Social learning theorists do not deny the influence of reinforcement and punishment, but rather, they suggest that it can be experienced through observation and does not require direct, personal experience as Skinner would argue. In addition, observational learning requires cognition, something that radical behaviorists consider outside the realm of psychological research, since cognition cannot be observed. Bandura took a broad theoretical perspective on social learning, whereas Rotter and Mischel focused more closely on specific cognitive aspects of social learning and behavior.
It is also important to point out an artificial distinction that is difficult to avoid in the chapters of this section. Chapters 10, 11, and 12 are roughly set up as chapters on radical behaviorism and formal learning theory, followed by social learning, and then concluding with cognitive theories on personality development. However, as will be evident, the chapters overlap a great deal. For example, Dollard and Millers attempt to find a middle ground between Freud and Skinner led to their initial descriptions of social learning, which provided a prelude to this chapter. Bandura, Rotter, and Mischel address a number of aspects of cognition in their theories, but they are not as completely focused on cognition as are Kelly, Beck, and Ellis, hence the separation of this chapter from the following one. In Social Learning Theory, Bandura had this to say:
A valid criticism of extreme behaviorism is that, in a vigorous effort to avoid spurious inner causes, it has neglected determinants of behavior arising from cognitive functioning
Because some of the inner causes invoked by theorists over the years have been ill-founded does not justify excluding all internal determinants from scientific inquiry
such studies reveal that people learn and retain behavior much better by using cognitive aids that they generate than by reinforced repetitive performance
A theory that denies that thoughts can regulate actions does not lend itself readily to the explanation of complex human behavior. (pg. 10; Bandura, 1977).
Albert Bandura and Social Learning Theory
Bandura is the most widely recognized individual in the field of social learning theory, despite the facts that Dollard and Miller established the field and Rotter was beginning to examine cognitive social learning a few years before Bandura. Nonetheless, Banduras research has had the most significant impact, and the effects of modeling on aggressive behavior continue to be studied today (see Personality Theory in Real Life at the end of the chapter). Therefore, we will begin this chapter by examining the basics of Banduras social learning perspective.
Brief Biography of Albert Bandura
Albert Bandura was born in 1925, in the small town of Mundare, in northern Alberta, Canada. His parents had emigrated from Eastern Europe (his father from Poland, his mother from the Ukraine), and eventually saved enough money to buy a farm. Farming in northern Canada was not easy. One of Banduras sisters died during a flu pandemic, one of his brothers died in a hunting accident, and part of the family farm was lost during the Great Depression. Nonetheless, the Bandura family persevered, and maintained a lively and happy home.
Although Banduras parents lacked any formal education, they stressed its value. Despite having only one small school in town, which lacked both teachers and academic resources, the towns children developed a love of learning and most of them attended universities around the world. Following the encouragement of his parents, Bandura also sought a wide variety of other experiences while he was young. He worked in a furniture manufacturing plant, and performed maintenance on the Trans-Alaska highway. The latter experience, in particular, introduced Bandura to a variety of unusual individuals, and offered a unique perspective on psychopathology in everyday life.
When Bandura went to the University of British Columbia, he intended to major in biology. However, he had joined a carpool with engineering and pre-med students who attended classes early in the morning. Bandura looked for a class to fit this schedule, and happened to notice that an introductory psychology course was offered at that time. Bandura enjoyed the class so much that he changed his major to psychology, receiving his bachelors degree in 1949. Bandura then attended graduate school at the University of Iowa, in a psychology department strongly influenced by Kenneth Spence, a former student of Clark Hull. Thus, the psychology program at the University of Iowa was strongly behavioral in its orientation, and they were well versed in the behavioral research conducted in the psychology department at Yale University.
As we saw in the previous chapter, John Dollard and Neal Miller had established the field of social learning at Yale in the 1930s, but they had done so within the conceptual guidelines of Hullian learning theory. Bandura was not particularly interested in Hulls approach to learning, but he was impressed by Dollard and Millers concepts of modeling and imitation. Bandura received his Ph.D. in clinical psychology in 1952, and then began a postdoctoral position at the Wichita Guidance Center. Bandura was attracted to this position, in part, because the psychologist in charge was not heavily immersed in the Freudian psychodynamic approach that was still so prevalent in clinical psychology.
Following his postdoctoral training, Bandura became a member of the faculty at Stanford University, where he spent the rest of his career. The chairman of Banduras department had been studying frustration and aggression, and this influenced Bandura to begin his own studies on social learning and aggression. This research revealed the critical role that modeling plays in social learning, and soon resulted in the publication of Adolescent Aggression (co-authored by Richard Walters, Banduras first graduate student; Bandura & Walters, 1959). This line of research also led to the famous Bobo doll studies, which helped to demonstrate that even young children can learn aggressive behavior by observing models. Bandura then became interested in self-regulatory behavior in children, and one of the colleagues he collaborated with was Walter Mischel, whose work we will address later in this chapter. During his long and productive career, Bandura became more and more interested in the role played by cognition in social learning, eventually renaming his theory to reflect his social cognitive perspective on human learning. He also examined the role of the individual in influencing the nature of the environment in which they experience life, and how their own expectations of self-efficacy affect their willingness to participate in aspects of that life.
Bandura has received numerous honors during his career. Included among them, he has served as president of the American Psychological Association and received a Distinguished Scientific Contribution Award from APA. He received the William James Award from the American Psychological Society (known today as the Association for Psychological Science), a Guggenheim Fellowship, the Distinguished Contribution Award from the International Society for Research in Aggression, and a Distinguished Scientist Award from the Society of Behavioral Medicine. Bandura has also been elected to the American Academy of Arts and Sciences, to the Institute of Medicine of the National Academy of Sciences, and he has received numerous honorary degrees from universities around the world. The list goes on, not the least of which is his Outstanding Lifetime Contribution to Psychology Award, received from APA in 2004.
Placing Bandura in Context: Social Learning Theory Establishes Its Independence
Although social learning theory has its foundation in the work of Dollard and Miller, they addressed social learning in the context of Hullian learning theory (complete with mathematical formulae). Bandura shifted the focus of social learning away from traditional behavioral perspectives, and established social learning as a theory on its own. Bandura also freely acknowledged cognition in the learning process, something that earlier behaviorists had actively avoided. By acknowledging both the external processes of reinforcement and punishment and the internal cognitive processes that make humans so complex, Bandura provided a comprehensive theory of personality that has been very influential.
Although Bandura criticized both operant conditioning and Pavlovian conditioning as being too radical, he relied on a procedure that came from Pavlovian conditioning research for one of his most influential concepts: the use of modeling. The modeling procedure was developed by Mary Cover Jones, a student of John B. Watson, in her attempts to counter-condition learned phobias. Subsequent to the infamous Little Albert studies conducted by Watson, Jones used models to interact in a pleasant manner with a rabbit that test subjects had been conditioned to fear. After a few sessions, the test subjects were no longer afraid of the rabbit (see Stagner, 1988). This may have been the first use of behavior therapy, and Banduras use of the procedure helped to bring together different behavioral disciplines.
Perhaps one of Banduras most significant contributions, however, has been the application of his theory to many forms of media. Congressional committees have debated the influence of modeling aggression through violent television programs, movies, and video games. We now have ratings on each of those forms of media, and yet the debate continues because of the levels of aggression seen in our schools, in particular, and society in general. Banduras Bobo doll studies are certainly among of the best known studies in psychology, and they are also among the most influential in terms of practical daily applications. The long list of awards that Bandura has received is a testament to both his influence on psychology and the respect that influence has earned for him.
Reciprocal Determinism
One of the most important aspects of Banduras view on how personality is learned is that each one of us is an agent of change, fully participating in our surroundings and influencing the environmental contingencies that behaviorists believe affect our behavior. These interactions can be viewed three different ways. The first is to consider behavior as a function of the person and the environment. In this view, personal dispositions (or traits) and the consequences of our actions (reinforcement or punishment) combine to cause our behavior. This perspective is closest to the radical behaviorism of Skinner. The second view considers that personal dispositions and the environment interact, and the result of the interaction causes our behavior, a view somewhat closer to that of Dollard and Miller. In each of these perspectives, behavior is caused, or determined, by dispositional and environmental factors, the behavior itself is not a factor in how that behavior comes about. However, according to Bandura, social learning theory emphasizes that behavior, personal factors, and environmental factors are all equal, interlocking determinants of each other. This concept is referred to as reciprocal determinism (Bandura, 1973, 1977).
Reciprocal determinism can be seen in everyday observations, such as those made by Bandura and others during their studies of aggression. For example, approximately 75 percent of the time, hostile behavior results in unfriendly responses, whereas friendly acts seldom result in such consequences. With little effort, it becomes easy to recognize individuals who create negative social climates (Bandura, 1973). Thus, while it may still be true that changing environmental contingencies changes behavior, it is also true that changing behavior alters the environmental contingencies. This results in a unique perspective on freedom vs. determinism. Usually we think of determinism as something that eliminates or restricts our freedom. However, Bandura believed that individuals can intentionally act as agents of change within their environment, thus altering the factors that determine their behavior. In other words, we have the freedom to influence that which determines our behavior:
Given the same environmental constraints, individuals who have many behavioral options and are adept at regulating their own behavior will experience greater freedom than will individuals whose personal resources are limited. (pg. 203; Bandura, 1977)
Discussion Question: According to the theory of reciprocal determinism, our behavior interacts with our environment and our personality variables to influence our life. Can you think of situations in which your actions caused a noticeable change in the people or situations around you? Remember that these changes can be either good or bad.
Observational Learning and Aggression
Social learning is also commonly referred to as observational learning, because it comes about as a result of observing models. Bandura became interested in social aspects of learning at the beginning of his career. Trained as a clinical psychologist, he began working with juvenile delinquents, a somewhat outdated term that is essentially a socio-legal description of adolescents who engage in antisocial behavior. In the 1950s there was already research on the relationships between aggressive boys and their parents, as well as some theoretical perspectives regarding the effects of different child-rearing practices on the behavior and attitudes of adolescent boys (Bandura & Walters, 1959). Much of the research focused, however, on sociological issues involved in the environment of delinquent boys. Choosing a different approach, Bandura decided to study boys who had no obvious sociological disadvantages (such as poverty, language difficulties due to recent immigration, low IQ, etc.). Bandura and Walters restricted their sample to boys of average or above average intelligence, from intact homes, with steadily employed parents, whose families had been settled in America for at least three generations. No children from minority groups were included either. In other words, the boys were from apparently typical, White, middle-class American families. And yet, half of the boys studied were identified through the county probation service or their school guidance center as demonstrating serious, repetitive, antisocial, aggressive behavior (Bandura & Walters, 1959).
Citing the work of Dollard and Miller, as well as others who paved the way for social learning theory, Bandura and Walters began their study on adolescent aggression by examining how the parents of delinquents train their children to be socialized. Working from a general learning perspective, emphasizing cues and consequences, they found significant problems in the development of socialization among the delinquent boys. These boys developed dependency, a necessary step toward socialization, but they were not taught to conform their behavior to the expectations of society. Consequently, they began to demand immediate and unconditional gratification from their surroundings, something that seldom happens. Of course, this failure to learn proper socialization does not necessarily lead to aggression, since it can also lead to lifestyles such as the hobo, the bohemian, or the beatnik (Bandura & Walters, 1959). Why then do some boys become so aggressive? To briefly summarize their study, Bandura and Walters found that parents of delinquent boys were more likely to model aggressive behavior and to use coercive punishment (as opposed to reasoning with their children to help them conform to social norms). Although parental modeling of aggressive behavior teaches such behavior to children, these parents tend to be effective at suppressing their childrens aggressive behavior at home. In contrast, however, they provide subtle encouragement for aggression outside the home. As a result, these poorly socialized boys are likely to displace the aggressive impulses that develop in the home, and they are well trained in doing so. If they happen to associate with a delinquent group (such as a gang), they are provided with an opportunity to learn new and more effective ways to engage in antisocial behavior, and they are directly rewarded for engaging in such behaviors (Bandura & Walters, 1959; also see Bandura, 1973).
Having found evidence that parents of aggressive, delinquent boys had modeled aggressive behavior, Bandura and his colleagues embarked on a series of studies on the modeling of aggression (Bandura, Ross, & Ross, 1961, 1963a,b). Initially, children were given the opportunity to play in a room containing a variety of toys, including the 5-foot tall, inflated Bobo doll (a toy clown). As part of the experiment, an adult (the model) was also invited into the room to join in the game. When the model exhibited clear aggressive behavior toward the Bobo doll, and then the children were allowed to play on their own, they children demonstrated aggressive behavior as well. The children who observed a model who was not aggressive seldom demonstrated aggressive behavior, thus confirming that the aggression in the experimental group resulted from observational learning. In t
Explain fertilization process from cellular level to fetus
After studying the course materials located on Module 1: Lecture Materials & Resources page, answer the following:
Explain the following concepts:
Asexual – sexual reproduction.
Mitosis Meiosis
Diploid – Haploid
Gametes
Fertilization
Zygote
Syngamy
Blastocyst
Implantation
Gastrulation
Embryo – Fetus
Explain fertilization process from cellular level to fetus (as per video time 1:08:00)
After learning about fertilization process, and according to nature and objectively, and scientifically speaking, when does human life begin? Why?
Read and summarize Ethical and Religious Directives for Catholic Health Care Services (ERD) PART FOUR Introduction.
Describe the Dual Process Theory and Reasoning Process and how it applies to making decisions for the advanced practice nurse.
To answer this week’s discussion questions will require that you read three articles on dual processing theory and reducing diagnostic errors. You are expected to apply the course readings mentioned below (these can be found in the Week 4 Assigned readings) YOU WILL NOT BE ABLE TO ANSWER THIS WEEK’S DISCUSSION QUESTION WITHOUT READING THE ASSIGNED ARTICLES, See the questions outlined below.
Djulbegovic et al. (2012)
Monteiro et al., (2019)
Pierret (2016
Case: 1:
Chief Complaint: Pain in Right Side A 40-year-old man presents to his primary care provider (PCP) with right upper quadrant (RUQ) pain for 2 days. The pain is described as sore and rated 4 on 1 to 10 pain scale. The pain is intermittent and not worsening. He reports food does not seem to make it better or worse. No nausea or vomiting or diarrhea or constipation are reported.
Vital signs: heart rate, 75; blood pressure, 122/78; respiration rate, 15; afebrile.
Examination: No acute distress. Abdomen: mildly tender on palpation at RUQ; no masses, hepatomegaly or splenomegaly.
Diagnosis: Gallbladder disease.
Plan: Abdominal ultrasound with reflexive cholescintigraphy (hepatobiliary iminodiacetic acid) scan within 1 week. Patient instructed to call provider if worsening symptoms occur. He is also told to avoid any fatty foods or alcohol consumption. The patient is agreeable to plan.
Follow-up: Two days after the initial visit, the patient calls his PCP with worsening RUQ pain. Ultrasound imaging was scheduled for later that day. Patient then started having shortness of breath while at home and went to the local emergency department (ED). Computed tomography angiography of the chest revealed a right-sided pulmonary embolism. Patient did not have any family history of clotting disorders and no recent surgery, immobilization, or travel. Patient had been on testosterone injections for several years for low testosterone levels, and this was not updated in his medical record at his PC
Case 2
Chief Complaint: Fever and Sleepy A 3-year-old girl presents with her mother to a walk-in clinic with fever, nasal drainage, and fatigue for 2 days. She was observed hiding her head into her mothers chest during the examination.
Presentation occurred during flu season. The clinician had 6 positive flu tests that day, all with similar symptoms, but most including a cough.
Vital signs: heart rate, 125; respiration rate, 20; blood pressure, 100/72; temperature, 100.8F.
Examination: Lungs clear, heart rate regular, no murmur. Head, eyes, ears, nose, and throat: normocephalic, conjunctivae clear, tympanic membrane without bulging or redness, pharynx normal, nares normal with clear drainage, tonsils 1þ, no erythema or exudate. Patient did not want to look at the clinician in a brightly lit room. The patient was lethargic and had limited tearing when crying. Rapid flu test: Negative.
Diagnosis: Presumptive seasonal influenza.
Plan: Supportive care, including encouraging fluids, Over the counter acetaminophen for fever, and age-appropriate antiviral medication for the flu was prescribed.
Follow-up: Parents were unable to keep her fever down over the next 1 day, and she progressively became more lethargic. Patient was taken to the ED, and a diagnosis of viral meningitis and dehydration was made. Patient spent several days in the hospital, but did completely recover.
Describe the Dual Process Theory and Reasoning Process and how it applies to making decisions for the advanced practice nurse.
What are cognitive dispositions to respond? How are these applied in the APN setting.
Describe cognitive debiasing?
Describe how Type 1 (System 1) and Type 2 (System 2) processes and strategies can be applied to each case to help the NP make decisions and to decrease potential diagnostic error?
What considerations for change to practice should the NP consider in each situation as a way to decrease the chance of future diagnostic and care decisions.
Please be sure to adhere to the following when posting your weekly discussions: all discussion posts must be minimum 250 words, references must be cited in APA format 7th Edition, and must include minimum of 2 scholarly resources published within the past 5-7 years.
