As you are now familiar with what personality variables are related to job performance, did you find yourself trying to answer a certain way? Would you find it easy to “fake” your personality if you were taking a pre-employment test?

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Discussion 5 – Big 5 Personality

This week you can learn about yourself a little bit by taking a Big Five Personality Test. You can take the test here: https://bigfive-test.com/  (Links to an external site.)
After you take the test, write a short response answering the below questions:
1. Do you think your results make sense? Was there anything that surprised you or stood out?
2. As you are now familiar with what personality variables are related to job performance, did you find yourself trying to answer a certain way? Would you find it easy to “fake” your personality if you were taking a pre-employment test?

Describe what it means to walk in someone else’s shoes. Describe how empathy enables us to attribute mental states to others. Describe the ways in which empathy can promote group collaboration.

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2-2 Module Two Milestone

Complete this template by replacing the bracketed text with the relevant information.

Respond to the following rubric criteria:

Describe how intentionality can enhance group collaboration in 5 to 9 sentences. Include the following:
Describe what it means to act with intention.
Describe how intentionality enables us to attribute mental states to others.
Describe how our awareness of the intentions of others can promote group collaboration.
[Insert text]

Describe how empathy can enhance group collaboration in 5 to 9 sentences. Include the following:
Describe what it means to walk in someone else’s shoes.
Describe how empathy enables us to attribute mental states to others.
Describe the ways in which empathy can promote group collaboration.
[Insert text]

Describe how perspective taking can enhance group collaboration in 5 to 9 sentences. Include the following:
Describe what it means to take another person’s perspective.
Describe how perspective taking enables us to attribute mental states to others.
Describe the ways in which perspective taking can promote group collaboration.
[Insert text]

Compare the ethnic identities of two or more of the characters using the models of ethnic identity presented in class. What factors do you think influenced their racial/ethnic identity development?

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The Color of Fear

Based on the video The Color of Fear address four or more of the following themes:

a)Describe the worldview i.e. cultural orientation of two or more of the various ethnic groups represented. You may want to focus on differences between majority and minority group members (example between David—White American and Victor-African American). Discuss how these differences may have been shaped by their race related experiences. (Relevant concepts locus of control/locus of responsibility, ideology of individualism)

b)What factors do you think need to be considered in explaining why the various individuals have different interpretations of what it means to be American?

c)Compare the ethnic identities of two or more of the characters using the models of ethnic identity presented in class. What factors do you think influenced their racial/ethnic identity development?

d) Discuss the issue of assimilation as experienced by the various group members

e)Discuss the issue inter-group conflict i.e. conflict between ethnic minorities and the reasons why such conflict occurs

f)Discuss the issue of white privilege and how it was manifested particularly by the European American character (David).

g) Describe instances in which micro-aggressions were displayed in the film

h) Based on what you observed in the film, how would you describe the effects that race and racism has on bot majority and minority group members

Explain how a particular activity demonstrates the relationship between experiential activities or character strengths and optimal human functioning. Explain reflections and insights related to experiential learning activities.

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Justice, Temperance, and Transcendence

Competency 1: Explain the relationship among positive experiences, positive traits, and optimal human functioning.

Explain how a particular activity demonstrates the relationship between experiential activities or character strengths and optimal human functioning.

Competency 2: Apply concepts of positive psychology to real world situations.

Explain reflections and insights related to experiential learning activities.

Apply concepts of positive psychology to social issues.

Competency 3: Apply research findings to topics in positive psychology.

Support analysis with research findings related to topics or issues.

Competency 4: Analyze the strengths and limitations of applied positive psychology.

Analyze the strengths and limitations of applying character strengths to social issues.

Competency 5: Write using a clear purpose, organization, tone, and sentence structure.

Address assessment purpose in a well-organized text with appropriate tone and grammatically sound sentences.

Use APA-style formatting in citations and references.

Based on Module Fours articles on gender dysphoria, write a short paper about the influence of acceptance, parenting styles, and how these can directly steer a childs gender identity.

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Short Paper: Gender Dysphoria

Based on Module Fours articles on gender dysphoria, write a short paper about the influence of acceptance, parenting styles, and how these can directly steer a childs gender identity.

Moreover, think about society today and acceptance of varied gender roles compared to the 1950s. What is different today in parenting styles compared to the 1950s? Additionally, think about the criteria and changes made in the DSM in the most recent version (DSM-5) compared to earlier, outdated versions.

Also, consider and explore society’s influence on gender dysphoria in your argument. Is there a direct correlation to gender identity and society or not?

Evaluate the effectiveness of two personality theories in increasing our understanding of human behaviour.

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Human behaviour.

Evaluate the effectiveness of two personality theories in increasing our understanding of human behaviour.

Provide brief description of two theories of personality
Evaluate the difference between the two
Evaluate the contribution of these two theories to our understanding of human behaviour.
Preferably use the Hans Eysenck and the Sigmund Freud.

What does this scenario tell us about attentional focus? Can you think of situations in which a sudden event like this could disrupt performance of a task, and other situations in which it could benefit performance of a task? In what ways can this be studied?

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Attention course

Question 1) Imagine that you’re watching your neighbour’s child while she is looking at a “Where’s Waldo” puzzle book … and she is finding it quite hard to find Waldo. Do you think it’s just children that can have difficulty finding Waldo? What does difficulty finding Waldo tell us about how we visually search for objects? In what ways do we use this knowledge in everyday life?

Question 2) One of your friends is talking about a basketball game she was playing in recently. And she was describing what it was like for her to guard two players at the same time. In particular, she talked about how she could keep track of both of them … by sometimes looking at one opponent while keeping track of the other player with what she called her “peripheral vision”. What does this tell us about how we move our attention around within a visual scene? How could being able to do so benefit us in everyday life? In what ways can this be studied?

Question 3) A friend is telling you about something unusual that he experienced while buying groceries. In particular, while he was in the store and looking at fruits and vegetables, he thought he saw a purple banana. But when he took a second more careful look, he saw that the banana was actually yellow. Why, when he first looked it, might he have seen a purple banana? What does this tell us about how attention can affect visual perception? Can you think of other situations in which our perception of objects might be “fooled” in this way?

Question 4) Imagine that you’re relaxing at the beach with some friends and you’re watching a beautiful sunset. Then, far away and in off to the side of where you’re looking, there’s a bright flash. And you find yourself turning quickly and looking in that direction in time to see a bolt of lightning. What does this scenario tell us about attentional focus? Can you think of situations in which a sudden event like this could disrupt performance of a task, and other situations in which it could benefit performance of a task? In what ways can this be studied?

Question 5) You are visiting a friend and watching her while she is talking to her baby girl. And you notice that when your friend moves her eyes to look at things in the room, the baby also moves her eyes to look at those things too. What does this scenario tell us about attention during mother-child interactions? Why might this be important? In what ways can this be studied?

Is there a relationship between Big five personality traits (Extraversion, Agreeableness, Conscientiousness, Neuroticism, Openness) and Emotional Intelligence?

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Research question:

Is there a relationship between Big five personality traits (Extraversion, Agreeableness, Conscientiousness, Neuroticism, Openness) and Emotional Intelligence?

Explain how you would evaluate readiness to terminate group and family treatment, identifying similarities and differences between the evaluation of the two types of treatment.

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Termination with Families and Group

Post a comparison of the termination process between treatment groups and family sessions. Explain how you would evaluate readiness to terminate group and family treatment, identifying similarities and differences between the evaluation of the two types of treatment. Describe the techniques you would use to terminate a treatment group and how these may be the same or different than the techniques you would use to terminate a family intervention.