Psychology Questions and Paper

1. DQ1 Week 1

Describe a stressful period in your life. What factors contributed to the stress? How did the Module 1 assigned readings help in understanding stress?

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Please use appropriate citation and reference from the readings and/or videos for this week’s topic.

2. DQ2 Week 1

Please share the results of your stress self-assessment. Identify one stress factor to modify and provide suggestions on how you would modify this. Psychology Questions and Paper

Please use appropriate citation and reference from the readings and/or videos for this week’s topic

3. 10 Psychology Facts (optional post for participation)

Class,

I thought it might be helpful to have some quick information about Psychology and how it impacts us in so many ways. Take a moment to look at the link below and tell me one thing that stood out to you for optional Module 2 participation. Responses must be at least 4 full sentences.

http://psychology.about.com/od/psychology101/tp/facts-about-psychology.htm

 

4. Visualization (optional DQ for participation)

Class,

Meditation and visualization are great tools to cope with stress.  Take a look at this article and share your thoughts.  How could visualization help you?  Is it something you might use?  Why or why not?

http://psychcentral.com/lib/2006/guided-visualization-a-way-to-relax-reduce-stress-and-more/

5. Spirituality, Prayer, and Stress Relief (optional post for participation)

Class,

Since some of you have mentioned in this week’s discussion forums already that religious belief or spirituality has helped you through times of great stress, some of you may find the following article interesting, titled “Spirituality and Prayer Relieve Stress” from Psychcentral.com.  Visit the link and after reading the article, offer some explanation of your own of why such conclusions were found.  Do you fully agree with these findings or do you think there are other factors at play that the author did not address? Please remember to be respectful of one another, and address this topic in an academic manner. (This is an optional discussion prompt that can be counted as a “response” for participation). Psychology Questions and Paper

http://psychcentral.com/blog/archives/2010/03/21/spirituality-and-prayer-relieve-stress/

6. Vocab Term: Biofeedback

Hi Class,

 

Please offer the definition of the word, where you located the information and use the term in a sentence. Keep in mind just placing the term into google or ask.com — websites like such will not be given points. The term should be available from a quality website or the GCU library.

Psychology for Life Paper

Complete an interactive stress quiz located at one of these Stress Management websites: or

http://www.mindtools.com/pages/article/newTCS_82.htm

 

1. Write a 500 to750 word “Psychology for Life” Paper in GCU style. Please include 2 to 3 references from the readings or videos for this week. Apply appropriate citations in the body of the paper. Look at examples in the Writing Center or the Purdue OWL to assist you.

 

2. Use the questions below to help outline you paragraphs

 

· What did the self-assessment tell you about your level of stress? Were you surprised by the results? Explain.

· How does stress impact the body? How do you recognize “signs” of stress?

· The readings for this Module discuss the relationship between motivation, emotion, and stress. After taking the quiz do you have a new perspective on this dynamic? Describe some times that your motivation and emotion have been affected by stressors in your life. Psychology Questions and Paper

· Describe 2 ways that you can change stress symptoms you notice

· Describe how understanding the psychology of stress is applicable to everyday life. Discuss topics such as relationships with others, work, school, etc. How might understanding psychology help you in your everyday life?

 

 

 

Apply Rubrics

Psychology for Life Paper 

	1 Unsatisfactory 0.00%	2 Less than Satisfactory 65.00%	3 Satisfactory 75.00%	4 Good 85.00%	5 Excellent 100.00%
70.0 %Content
30.0 %Addresses what self-assessment said about personal levels of stress and how stress impacts the body. Discusses how to recognize signs of stress.	Does not address what the self-assessment said about personal levels of stress and how stress impacts the body. Discusses how to recognize signs of stress. Only facts are stated; evidence of understanding of the concepts is not present. Word count or an appropriate level of detail was not met.	Partially addresses what the self-assessment said about personal levels of stress and how stress impacts the body. Discusses how to recognize signs of stress. Lacks coherency of material. Does touch on topics but is limited or undeveloped in details, rationales, and/or examples are present. Word count or an appropriate level of detail may not have been not met.	Addresses what the self-assessment said about personal levels of stress and how stress impacts the body. Discusses how to recognize signs of stress. Briefly discusses strengths in the context of student success.	Addresses what the self-assessment said about personal levels of stress and how stress impacts the body. Discusses how to recognize signs of stress. Theories are explored in-depth and comparisons integrate supporting examples and details into rationale. Attempts to make some connections that others do not make between ideas are present.	Addresses what the self-assessment said about personal levels of stress and how stress impacts the body. Discusses how to recognize signs of stress. Theories, principals, and behavior comparisons are explored and connected to multiple examples and details. Draws complex factors from research. May use outside relevant research.
20.0 %Details the relationship between motivation, emotion and stress. Describes two ways to can change the symptoms of stress.	Does not provide an analysis of the relationship between motivation, emotion and stress. Describes two ways to can change the symptoms of stress. Evidence used to support rationale is absent. Word count or an appropriate level of detail was not met.	Details the relationship between motivation, emotion and stress. Describes two ways to change the symptoms of stress. Limited evidence is used to support rationale. Rationale relies on own beliefs, and is not supported by scientific evidence. Word count or an appropriate level of detail may not have been not met.	Details the relationship between motivation, emotion and stress. Describes two ways to change the symptoms of stress. Evidence is used to support rationale. Effectively incorporates one’s own beliefs supported by research.	Details the relationship between motivation, emotion and stress. Describes two ways to change the symptoms of stress. Evidence is used to support rationale. Draws unexpected, fresh, and integrative conclusions.	Details the relationship between motivation, emotion and stress. Describes two ways to change the symptoms of stress. Evidence is used to support rationale and takes an original, unique, imaginative approach.
20.0 %Describes how the psychology of stress is applicable to everyday life and how understanding stress management techniques can help you in everyday life. Discusses topics such as relationships with others, work, school, ext.	Does not provide a discussion of how the psychology of stress is applicable to everyday life and how understanding stress management techniques can help you in everyday life. Discusses topics such as relationships with others, work, school, ext. Evidence used to support rationale is absent. Word count or an appropriate level of detail was not met.	Describes how the psychology of stress is applicable to everyday life and how understanding stress management techniques can help you in everyday life. Discusses topics such as relationships with others, work, school, ext. Limited evidence is used to support rationale. Rationale relies on own beliefs, and is not supported by scientific evidence. The word count, or an appropriate level of detail, may not have been not met.	Describes how the psychology of stress is applicable to everyday life and how understanding stress management techniques can help you in everyday life. Discusses topics such as relationships with others, work, school, ext. Evidence is used to support rationale. Effectively incorporates one’s own beliefs supported by research.	Describes how the psychology of stress is applicable to everyday life and how understanding stress management techniques can help you in everyday life. Discusses topics such as relationships with others, work, school, ext. Evidence is used to support rationale. Draws unexpected, fresh, and integrative conclusions.	Describes how the psychology of stress is applicable to everyday life and how understanding stress management techniques can help you in everyday life. Discusses topics such as relationships with others, work, school, ext. Evidence is used to support rationale and takes an original, unique, imaginative approach.
20.0 %Organization and Effectiveness
7.0 %Thesis Development and Purpose	Paper lacks any discernible overall purpose or organizing claim.	Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.	Thesis and/or main claim are apparent and appropriate to purpose.	Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.	Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
8.0 %Argument Logic and Construction	Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.	Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.	Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.	Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.	Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.	Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.	Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.	Writer is clearly in command of standard, written, academic English.
10.0 %Format
5.0 %Paper Format (use of appropriate style for the major and assignment)	Template is not used appropriately, or documentation format is rarely followed correctly.	Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.	Appropriate template is used. Formatting is correct, although some minor errors may be present.	Appropriate template is fully used. There are virtually no errors in formatting style.	All format elements are correct.
5.0 %Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style)	No reference page is included. No citations are used.	Reference page is present. Citations are inconsistently used.	Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.	Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.	In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
100 %Total Weightage

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Lecture Notes 1

Psychology and Everyday Life: Motivation and Emotion

Introduction

Today we embark on an adventure. The adventure is the relationship of how psychology can be applied to our everyday life and experiences. First, psychology needs to be defined. Merriam-Webster (2011, para. 1) states that it is the “science of mind and behavior” or “the mental or behavioral characteristics of an individual or group.” With this definition, we can begin to discover the many ways psychology is incorporated into who we are as an individual, how we navigate relationships, ideas surrounding mental health and wellness, and how we view the world around us. Within the next seven (7) weeks discussions and classroom assignments will involve these topics and ways for you to apply principles of positive psychology to your personal, professional, and academic experience. To that end, let us begin by highlighting what positive psychology is thought to be about in today’s terms, and proceeding to what constitutes motivation and how it impacts our emotional states.

Positive Psychology

According to Seligman and Csikszentmihalyi (2000, page 1, para 4), the field of positive psychology is about the positive subjective experiences of a human being. These may include “well-being, satisfaction (in the past), and contentment; hope and optimism (for the future); and flow and happiness (in the person)”. Not only can these intrinsic qualities be attached to an individual’s experiences, but they can be applied to communities as well. The essence of this new trend of thought is countering the medical model of dysfunction and disease in the realm of mental health. Basically what Selgiman and Csikxzentmihalyi are indicating is when we look for and apply the strengths we maintain as human beings these can produce the groundwork for positive motivation and change as an individual and the world we live in.

Motivation

When we talk about motivation, the thought that may cross our minds is when we are motivated we are engaging in an activity to meet a certain goal or achieve a specific action. For example, Andy would like a new job and he is looking at various options he has to choose from. However this is not where the motivation actually began. The beginning of Andy’s motivation began years ago when he decided he wanted to become a firefighter and went to school to accomplish that goal.

When faced with a motivating factor such as Andy’s case, humans, in general either respond intrinsically or extrinsically. According to the Encyclopedia of Applied Psychology (2011) an intrinsic motivator enables “competence, autonomy, and relatedness” or gives the individual a deep sense of satisfaction without any type of outside influence or incentive. On the other hand, an extrinsic motivator involves an “activity that leads to a separate outcome such as a reward, approval from others, or the avoidance of a punishment” (Encyclopedia of Applied Psychology, 2011, page 1, par 1). In both of these scenarios motivators can be either positive or negative. Going back to our example it is sometimes difficult to tease out the actual motivating factors that influence us into making a change such as what Andy is considering. What is more important to recognize is that there are motivators we encounter every day and that with each one, we can stop and consider choices. Psychology Questions and Paper

States of Emotion

An emotional state is the way we react to certain stimuli and how we control or regulate it in a way that allows us to live life at in an acceptable manner. There are seven (7) emotions that we experience as human beings and according to the Encyclopedia of Applied Psychology (2011, para. 4) they are “biologically based psychological entities characterized by short-lived coherent patterns of perception, experience, physiology, and communicative action.” In other words, our biological makeup causes the brain to take in information that we perceive and associate it with our experiences either past or present. We then display a physical reaction to this process. These physical reactions cause a release of hormones, which occur to protect us from harm or to help us engage in positive action (Lazarus, 1991).

Stress

The concept of stress may conjure a negative image sometimes shown as a person whose hair is standing on end and their eyes are wide and wild looking. However, some stress is actually beneficial for us and goes back to our previous ideas of motivation and emotion. At a certain level of motivation we have a physical response called arousal. This arousal response is the primer to the body recognizing that it will need to take some type of action. We can liken this to a sprinter in a race. The sprinter is on the starting line and before they actually hear the starting gun go off they are alert and aware that this will take place. They may be sweating already, saliva initiating in the mouth, heart rate increasing, and so forth. Their reaction is all in anticipation of the stimulus (the gun going off) to begin a race. A trained runner understands this concept and knows how to tap into that energy to get the edge on the other runners. They may even mentally prepare themselves to be at that optimum level of stress arousal even before they are in the starting block (Janelle & Hatfield, 2008). Psychology Questions and Paper

On the other hand and according to a survey conducted by the American Psychological Association (2007), Americans are in a “pressure cooker” of stress with 77% experiencing some form of negative physical response to the stressors they had been exposed to. Their findings also concluded that women are more susceptible to the negative effects of stress as are those who are single and those in lower economic status. Moreover, there is scientific evidence that stress over the long haul or chronic stress can be harmful to our mental state as well as our overall physical health. An article titled “Stress: It’s Worse Than You Think” (Carpi, 1996) suggests that stress can increase the amount of hormones such as dopamine and epinephrine that are released in the body and how these affect what is called neurotransmitters. These neurotransmitters flow through every aspect of the body and with the hormonal input that stress may create can put strain on blood vessels supplying blood to the heart and as well as impact the overall immune system thus possibly disabling the body’s ability to fight infection. All in all, it is important to recognize stress and learn how to manage it more effectively.

Stress Management Self-Assessment

The Stress Management Self-Assessment (Stress Management, 1997) addresses possible health risks due to stressors the individual may have incurred over the past year. The basis of this assessment is founded on the research of Holmes and Rahe (1967) and the Social Readjustment Rating Scale. The instrument is not intended to identify medical disease or the propensity for a mental or physical issue. However, it allows individuals that take the assessment to think about their experiences and how they can take steps to reduce stress in their life or learn how to manage it more effectively if the stress cannot be resolved. As you move forward in the class you will learn ways to accomplish this action. Psychology Questions and Paper

References

American Psychological Association. (2007). Stress in American. Retrieved August 19th, 2011, from http://search.apa.org/search?query=&facet=classification:Stress&limited=true&section=pubs

Carpi, J. (1996). Stress. Psychology Today, (29), 1). Retrieved August 19th, 2011, from http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=9&hid=12&sid=3f8aaccc-0595-4b09-bdf0-ef824744bce4%40sessionmgr10&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=a9h&AN=9601043745Emotion. In Encyclopedia of Psychology. Retrieved September 9th, 2011, from http://www.credoreference.com.library.gcu.edu:2048/entry/estappliedpsyc/emotionHolmes, T. H., Rahe, R. H. (1967). The Social Readjustment Rating Scale. Journal of Psychosomatic Research, (11, 2). Retrieved August 19th, 2011, from http://ehis.ebscohost.com.ezp.waldenulibrary.org/eds/detail?vid=3&hid=3&sid=05563918-9847-4746-add0-c74580c82d40%40sessionmgr11&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=psyh&AN=1968-03998-001Intrinsic motivation and self-determination. In Encyclopedia of Applied Psychology. Retrieved September 9th, 2011, from http://www.credoreference.com.library.gcu.edu:2048/entry/estappliedpsyc/intrinsic_motivation_and_self_determination

Janelle, C. M., & Hatfield, B. D. (2008).Visual attention and brain processes that underlie expert performance: Implications for sport and military psychology. Military Psychology, (20), 39-69.DOI: 10.1080/08995600701804798 http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=47&hid=9&sid=46ecbeb8-078c-4000-a29c-Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press.

Motivation and emotion: Biological bases. In Encyclopaedic Dictionary of Psychology. Retrieved September 9th, 2011, from http://www.credoreference.com.library.gcu.edu:2048/entry/hodderdpsyc/motivation_and_emotion_biological_bases

Psychology. (2011). In Merriam-Webster.com.. Retrieved September 9th, 2011, from http://www.merriam-webster.com/dictionary/psychology

Seligman, M. E. P., Csikszentmihalyi, M. (2000). Positive psychology. American Psychologist, 55, 1. Retrieved September 9th, 2011 from Academic Search Complete database.

Stress management assessment. (1997). Stress management. Retrieved August 20th, 2011, from http://www.stress-management.net/stress-test.htm

 

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Assignment  Psychology for Life Paper

 

View Rubric

Due Date: Oct 08, 2017 23:59:59       Max Points: 100 Details:

Complete an interactive stress quiz located at one of these Stress Management websites:

http://www.stress.org.uk/individual-stress-test/ or

http://www.mindtools.com/pages/article/newTCS_82.htm

Write a 500-750-word “Psychology for Life” Paper in GCU style. Please include two to three references from the readings or videos for this week. Apply appropriate citations in the body of the paper. Look at examples in the Writing Center or the Purdue OWL to assist you. Psychology Questions and Paper

Use the questions below to help outline your paragraphs:

1. What did the self-assessment tell you about your level of stress? Were you surprised by the results? Explain.

2. How does stress impact the body? How do you recognize “signs” of stress?

3. The readings for this Module discuss the relationship between motivation, emotion, and stress. After taking the quiz, do you have a new perspective on this dynamic? Describe some times that your motivation and emotion have been affected by stressors in your life. Psychology Questions and Paper

4. Describe two ways that you can change stress symptoms you notice.

5. Describe how understanding the psychology of stress is applicable to everyday life. Discuss topics such as relationships with others, work, school, etc. How might understanding psychology help you in your everyday life?

This assignment uses a rubric. Please 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 Turnitin. Please refer to the directions in the Student Success Center. Psychology Questions and Paper

PSY100.T1PsychologyforLifePaper_2-2-15.docx

 

Psychology in Everyday Life

Duration: 7 daysTopic : Psychology and Everyday Life: Motivation and Emotion

Description:

Objectives: 

1. Describe motivation and states of emotion.

2. Assess personal level of stress.

3. Describe how psychology is integrated into aspects of everyday life.

Topic Material:

Lecture Note1. PSY-100 Lecture 1

Read Lecture 1.

PSY-100 Lecture 1

Electronic Resource1. Topic 1 Optional Readings

Utilize the attached document to supplement your learning for this topic.

PSY100.T1OptionalReadings.docx 2. Topic 1 Required Readings

Utilize the attached document to complete assignments and discussion questions for this topic.

PSY100.T1RequiredReadings.docx

Additional Material1. Psychology for Life Paper

Read “Psychology for Life Paper” document to complete the assignment.

PSY100.T1PsychologyforLifePaper_2-2-15.docx

 

Teacher’s Announcements

This week we will be discussing stress and how it impacts our day to day lives.

A few things to note about this class:

· In your initial response to DQ1 and DQ2 each week you must have a reference each week (you will need to have an in text citation and list the source in proper format as a full reference at the end of the DQ)

· Pay special attention to announcements each week, as some weeks we have GCU style papers and others there may be power point presentations or worksheets due.

· You will need access to Microsoft PowerPoint for this class.

· There is a “final paper” for this class, due in week 6.  This is a research paper that you will need to work on a little bit each week. Psychology Questions and Paper

 

Here is your checklist for Week 1:

Print a copy of your syllabus and my contact information

Check out the Instructor Add Ons (yes, there is stuff in there for you!)

Post your Bio on the class wall and get to know your classmates!

Check into your Individual forum every time you log into class (this is where I message you if you are missing work)

Complete all course readings for week 1 (there is no e-book for this course)

Class Discussions

· Post DQ#1 by Wednesday & DQ#2 by Friday

· Post substantive participation responses throughout the week (minimum of 2 posts on each of 4 separate days, for a total of at least 8 substantive participation posts)

· All in all, between your answers to DQ1 and DQ2, and your 8 participation posts you should have a total of at least 10 posts in the forum weekly. Psychology Questions and Paper

Assignment due Sunday

· Psychology For Life Paper (MUST be in GCU style with properly formatted citations)

PSY-100 Optional Readings

 

Topic

Resource Readings

Topic 1: Psychology and Everyday Life: Motivation and Emotion

Read “Emotion” from the Encyclopedia of Applied Psychology, located in the GCU eLibrary. http://www.credoreference.com.library.gcu.edu:2048/entry/estappliedpsyc/emotion   Read “Who Says Stress is Bad for You?” by Carmichael, from Newsweek (2009), located in the GCU eLibrary. http://library.gcu.edu:2048/login?url=http://search.proquest.com/docview/214254331?accountid=7374   Read “Psychological Resilience, Positive Emotions, and Successful Adaptation to Stress in Later Life” by Ong, Bergeman, Bisconti, and Wallace, from the Journal of Personality and Social Psychology (2006), located in the GCU eLibrary. http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-12810-011&site=ehost-live&scope=site   View “How to be Happy! Positive Psychology in Action” located on the Films on Demand page in the GCU eLibrary http://library.gcu.edu:2048/login?url=http://digital.films.com.library.gcu.edu:2048/PortalPlaylists.aspx?aid=12129&xtid=39583&loid=62671   View TEDTalks: Joachim de Posada—Don’t Eat the Marshmallow Yet located on the Films on Demand page in the GCU eLibrary http://library.gcu.edu:2048/login?url=http://digital.films.com.library.gcu.edu:2048/PortalPlaylists.aspx?aid=12129&xtid=48432

 

 

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PSY-100 Required Readings

 

Topic

Resource Readings

Topic 1: Psychology and Everyday Life: Motivation and Emotion

View “Emotions, Stress & Health: Effect of Stress on the Brain,” located in the GCU eLibrary. https://lopes.idm.oclc.org/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=35671&loid=76031 Read “Intrinsic Motivation and Self-Determination” from the Encyclopedia of Applied Psychology, located in the GCU eLibrary. https://lopes.idm.oclc.org/login?url=http://search.credoreference.com/content/entry/estappliedpsyc/intrinsic_motivation_and_self_determination/0 Read “Motivation and Emotion: Biological Bases” from the Encyclopaedic Dictionary of Psychology, located in from the GCU eLibrary. https://lopes.idm.oclc.org/login?url=http://search.credoreference.com/content/entry/hodderdpsyc/motivation_and_emotion_biological_bases/0 Read “Relax! Stress, if Managed, Can Be Good for You” by Kotz, from U.S. News & World Report (2008), located in the GCU eLibrary. https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=32616514&site=ehost-live&scope=site Read “Everything You Think You Know About Beating Stress is Wrong,” by Eller & Daryn (2010). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=55273698&site=ehost-live&scope=site View Stress Management located in the GCU eLibrary located on the Films on Demand page in the GCU eLibrary. https://lopes.idm.oclc.org/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=10887&loid=9200

 

 

 

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