Describe two major developments in psychology that have contributed to our understanding of how biological processes in hence behavior and mental processes.
Describe three characteristics that distinguish psychology as a science.
Respond in one or more of the following ways:
- Ask a probing question.
- Share an insight from having read your colleague’s posting.
- Offer and support an opinion.
- Validate an idea with your own experience.
- Make a suggestion.
- Expand on your colleague’s posting.
Please view the example before you start!
Please include at least one references in the response.
📍 Post 1: Write a 50-100 words response to the post below:
Implicit and Explicit Attitudes
An article written in the New York Times (2018) speaks about the reoccurring shootings of black males. The author talks about 15 different deaths by police, some who were shot while others died in custody. Though this is a regular occurrence for those in the black community, it has risen to national attention and highlighted on a more regular basis. Out of the 15 cases that the article discusses only a handful resulted in convictions while in the other cases there is a full belief that the police officers got away with murder. This issue has become very divisive as some argue that the police are justified in taking the actions that they did if the individual presented themselves as a threat. On the other side of the fence, we have those who believe that these primarily white officers were motivated by their inherited prejudices.
For this discussion, we were tasked with discussing a controversial social issue and explain the distinction between explicit and implicit attitudes that are related to the point. For the topic of police-involved deaths of unarmed black men and women, it is undoubtedly a controversial issue. An implicit attitude (Greenwald & Banaji, 1995) is defined as memory that serves as a connecting link between an object and feelings or thoughts toward an object. For police shootings, several instances can stand out in the national memory that represent the injustices that minorities feel. This would be an implicit attitude towards any police shooting that occurs from those instances forward, the crimes that they felt during trials such as Trayvon Martin (Library, 2019). Trayvon Martin did not involve police, but the shooting included a white male who shot an unarmed black teen, this incident incited rage in the public eye especially as the shooter was not punished for his act. This would and every other episode where the race was a significant factor where police were involved would serve as a connecting tie between an event that occurred after. This implicit attitude would create distrust between the minorities that encounter these injustices regularly and the police. According to a Gallup poll conducted in 2018, it indicated that there is a lack of trust in law enforcement in comparison to previous years. This could be related to the implicit attitudes that were created due to police shootings. Regardless of the reason, implicit attitudes play an important role in the perception of trust towards any institution.
References
Library, C. (2019, February 28). Trayvon Martin Shooting Fast Facts. Retrieved from
Greenwald, A. G., & Banaji, M. R. (1995). Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychological Review, 102(1), 4-27.
Park, H. (2018, October 11). 15 Black Lives Ended in Confrontations with Police. 3 Officers Convicted. Retrieved from
Police One. (2018, August 30). The public speaks: Cops are trusted. Retrieved from
📍 Post 2: Write a 50-100 words response to the post below:
Measures of Implicit Attitudes and Beliefs
The implicit association test can be very beneficial but it also has its drawbacks and some may argue that it does not accurately assess unconscious attitudes and beliefs. After its first publication in 1998, the Implicit Attitude Test (IAT) caused a lot of sensation because many finally had a possible explanation to explain prejudice (Goldhill, 2017). Many people were very surprised after taking the assessment, some arguing that they did not agree with the results. This caused much speculation and studies were performed by many other researchers to further look into the IAT and its ability to predict unconscious attitudes and beliefs. In my stance on this topic, I argue that the IAT does not accurately assess the unconscious attitudes and beliefs and instead it measures prejudice against the out-group. The idea is that people tend to rate and associate positive attributes to those they consider their “in-group” (Kaufman, 2011). Studies comparing the IAT-effect versus the in-group/out-group membership proved that when people associated themselves with the out-group there was no longer an IAT-effect (Kaufman, 2011). Therefore, this provides bases for the areas of opportunity for the Implicit Association Test (IAT).
One of the disadvantages of the IAT is its validity. According to Goldhill (2017), the IAT has been shown to have low validity. When studies are reported they are considered valid if the studies are able to prove their findings. However, though the IAT has suggested that their test can predict discriminatory behaviour, however other studies showed that the IAT was a weak predictor of behaviour (Goldhill, 2017). Another issue is the reliability of the test. When studies are done its reliability is measured based on the ability to reproduce the results. However, with the IAT, studies found the reliability score of the IAT to e 0.5 overall which is considered unacceptable (Goldhill, 2017). Therefore, due to the low validity and reliability scores of the IAT, it is hard to consider as a reliable test to use.
Implicit attitudes and beliefs certainly have an impact on intergroup relationship. They can influence the decisions we make which ultimately impact those around us. Whether it’s giving someone a job opportunity, or something as simple as selecting a seat at a movie theatre, these unconscious thoughts affect us. These attitudes and beliefs that we have can affect all those around us. For these reasons, it is important that we analyse these attitudes and beliefs and address them if necessary, in order to assure that they don’t negatively impact us or those we serve. According to Amadio and Devine (2006), studies found that behaviours such as forming judgments and goals are driven primarily by cognitive processes. Therefore, addressing any negative attitudes and beliefs can help us create better judgments and goals which can ultimately help our relationships with others.
References:
Amadio, D. M., & Devine, P. G. (2006). Stereotyping and evaluation in implicit race bias: Evidence for independent constructs and unique effects on behaviour. Journal of Personality and Social Psychology, 91(4), 652–661. Retrieved from
Goldhill, O. (2017). The world is relying on a flawed psychological rest to fight racism. Retrieved from
Kaufman, S. B. (2011). Does the implicit association test (IAT) really measure racial prejudice? Probably not. Psychology Today, 28. Retrieved from
Family theoretical orientation
Final Project
For your Final Project, you will write a 12–15-page theory paper articulating your couple/family theoretical orientation.
Your paper must include the following elements that evolve from your personal:
The basic view of human nature as seen through your theoretical lens
Key factors that account for changes in behaviour
An explanation of how intervention strategies are designed within this theoretical orientation
An explanation of how your theory conceptualizes
Key factors that contribute to healthy family/couple relationships
A description of the counselling process within this theoretical orientation (include the key goals of marriage, couple, and family counselling)
The techniques used across the counselling process
The nature of the counsellor-client relationship and its relative importance
The role of the marriage, couple, and family counsellor
An explanation of the relationship between your individual theory and your couple/family theory (include ways in which your individual theory and your couple/family theory are congruent)
An explanation of the particular techniques and procedures of your approach (note specific populations or client issues best suited for this approach, as well as those least suited for this approach)
Based on your couple/family theory, develop a primary intervention program for an area of need in your community or professional area of interest (include the purpose of the program, client population, and four major characteristics of the program that would contribute to its effectiveness)
Your Final Project will be graded on a 20-point scale and is worth 30% of your final grade.
The Final Project is due by Day 7 of Week 10. Although the Final Project is not due until Week 10, you should become familiar with the project requirements and have them in mind as you proceed through the course. Many of the Discussions and Application Assignments relate to and can be of use to your Final Project.
The Final Project will be evaluated according to all four indicators in the Final Project Rubric located in the Course Info area. Be sure that the Final Project is written using APA format.
Information on scholarly writing may be found in the APA Manual and at the Walden Writing Centre website. Also see the Walden University Policies and Information, in the Guidelines and Policies area on the navigation bar to the left.
My theoretical orientation theory
Humanistic & Existential Approach
Solution-Focused Therapy
Learning Resources
Required Resources
Media
Video: Psychotherapy.net. (Publisher). (1994). I’d hear laughter: Finding solutions for the family [Motion picture]. [With Inco Kim-Berg]. United States: Psychotherapy.net.
Retrieved from the Walden Library databases.
Video: Psychotherapy.net. (Publisher). (1994). Irreconcilable differences: A solution-focused approach to marital therapy [Motion picture]. [With Inco Kim-Berg]. United States: Psychotherapy.net.
Retrieved from the Walden Library databases.
Video: Alyn & Bacon. (Publisher). (2002). Narrative therapy with children. [Motion picture]. [With Steven Madigan]. United States: Psychotherapy.net.
Retrieved from the Walden Library databases.
Readings
Course Text: Gurman, A. S., Lebow, J. L.., & Snyder, D. (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.
Chapter 2, “Cognitive-Behavioural Couple Therapy”
Chapter 5, “Gottman Method Couple Therapy”
Course Text: Theory-Based Treatment Planning for Marriage and Family Therapists
Chapter 10, “Solution-Focused Therapy”
Chapter 11, “Narrative Therapy”
Article: Beyebach, M., & Morejon, A. R. (1999). Some thoughts on integration in solution-focused therapy. Journal of Systemic Therapies, 18(1), 24–42. Retrieved from the Walden Library databases.
Article: Robbins, J. M., & Pehrsson, D. (2009). Anorexia nervosa: A synthesis of poetic and narrative therapies in the outpatient treatment of young adult women. Journal of Creativity in Mental Health, 4(1), 42–56. Retrieved from the Walden Library databases.
Optional Resources
Readings
Book: Bitter, J. (2009). Solution-focused and solution-oriented therapy. Theory and practice of family therapy and counselling. Brooks/Cole: Belmont, CA.
Chapter 10, “Solution-Focused and Solution-Oriented Therapy”
Chapter 11, “Postmodernism, Social Construction and Narratives in Family Therapy”
Learning Resources
This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources. To view this week’s embedded media resources, please use the streaming media players below. Required Resources Media Note: To access this week’s required library videos, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus:
Video: Allyn & Bacon. (Publisher). (2002). Cognitive-behavioural child therapy [Motion picture]. [With Bruce Masek]. United States: Psychotherapy.net. Retrieved from the Walden Library databases.
Video: Allyn & Bacon. (Publisher). (2000). Couples therapy for addictions: A cognitive-behavioural approach [Motion picture]. [With Barbara McCrady]. United States: Psychotherapy.net. Retrieved from the Walden Library databases.
Gottman:
Please select, obtain, and view one of the following movies to use with this week’s Application Assignment:
Movie: Benton, R. (Director). (1979). Kramer vs. Kramer [Motion picture]. [With D. Hoffman, M. Streep, & J. Alexander]. United States: Columbia Pictures.
Movie: Reiner, R. (Director). (1999). The story of us [Motion picture]. [With B. Willis, M. Pfeiffer, & C. Renison]. United States: Universal.
Movie: Carlino, L. J. (Director). (1979). The great Santini [Motion picture]. [With R. Duvall, B. Danner, & M. O’Keefe]. United States: Warner Bros. & Orion Pictures.
Readings
Course Text: Gurman, A. S., Lebow, J. L., & Snyder, D. (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.
Chapter 15, “Couple Therapy and the Treatment of Affairs”
Chapter 16, “Separation and Divorce Issues in Couple Therapy
Article: Gibson, D. M. (2008). Relationship betrayal and the influence of religious beliefs: A case illustration of couples counselling. The Family Journal, 16(4), 344–350. Retrieved from the Walden Library databases.
Article: Gordon, K. C., Baucom, D. H., & Snyder, D. K. (2004). An integrative intervention for promoting recovery from extramarital affairs. Journal of Marital and Family Therapy, 30(2), 213–31. Retrieved from the Walden Library databases.
Article: Murray, C. E., Kardatzke, K. N. (2009). Addressing the needs of adult children of divorce in premarital counselling: Research-based guidelines for practice. The Family Journal, 17(2), 126–133. Retrieved from the Walden Library databases.
Optional Resources
Readings
Book: Bitter, J. R., Long, L. L., & Young, M. E. (2010). Introduction to marriage, couple, and family counseling. Mason, OH: Cengage.
Chapter 14, “Parenting for the 21st Century”
Using this same information, take all of this and interview someone in a leadership role in some organization Using this same information, take all of this and interview someone in a in some organization. Have the person determine his/her personality and subsequent occupational type. Discuss this information with the person and write at least a 2-page paper that addresses whether or not the person is currently working in a vocation that matches her/his occupational type, according to Hollands’s model. Be sure to follow the requirements of the Field Experience Rubric as you complete this assignment.