Applications of Indigenous Psychology: Educational Achievement

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Applications of Indigenous Psychology: Educational Achievement

· Explain how the East Asian approach to interdependence and proxy control, self-regulation, collective control and organizational culture contributes to high educational achievement in East Asian countries.
· Explain how the absence of interdependence and proxy control, self-regulation, collective control, and organizational culture may correspond to low educational achievement in the United States.
· Explain whether you believe the East Asian approach to interdependence and proxy control, self-regulation, collective control, and organizational culture might be “imported” into American culture in order to improve educational achievement. Explain your answer.

·
Explain how the East Asian approach to interdependence and proxy control, self
–
regulation, collective control and organizational culture contributes to high
educational achievement in East Asian countries.
·
Explain how the absence of interdependence and proxy control, self
–
regulation,
collective control, and organizational culture may correspond to low educational
achievement in the United States.
·
Explain whether you believe the East Asian approach to interde
pendence and proxy
control, self
–
regulation, collective control, and organizational culture might be
“imported” into American culture in order to improve educational achievement.
Explain your answer.
 Explain how the East Asian approach to interdependence and proxy control, self-
regulation, collective control and organizational culture contributes to high
educational achievement in East Asian countries.
 Explain how the absence of interdependence and proxy control, self-regulation,
collective control, and organizational culture may correspond to low educational
achievement in the United States.
 Explain whether you believe the East Asian approach to interdependence and proxy
control, self-regulation, collective control, and organizational culture might be
“imported” into American culture in order to improve educational achievement.
Explain your answer.

Adulthood, Aging, And Adjustment To Death

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Course Reflection: Adulthood, Aging, And Adjustment To Death

At the end of life, there are a number of important considerations for both the dying person and his/her family. The person’s wishes for end-of-life care should be considered, for example. It is also important to examine the process of death and dying, as this too, is a developmental stage. To tackle this issue, we will examine the Kubler-Ross model of adjustment to death. You will also have an opportunity to discuss with your fellow students your thoughts about adult development and aging.
Use your module readings and the Argosy University online library resources to research the Kubler-Ross model of adjustment to death.
Select a person in the news or on the Internet, or a fictional character in a book. For the selected person, use your research on the Kubler-Ross model of adjustment to death to address the following:

  • How did that individual adjust to death? How well did the adjustment fit the Kubler-Ross theory?
  • What changes would you make to the Kubler-Ross theory based on your example?

Memory Training In Older Adults

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Memory Training In Older Adults

One of the cognitive changes older adults worry about and fear most is memory loss. Some older adults may assume that any memory loss means that they are developing dementia. However, some memory loss that occurs with aging is normal and can be managed by understanding why it occurs and using memory-training exercises to reduce its impact.
Use your module readings and the Argosy University online library resources to research memory training for older adults. Select an authoritative research article for use in this assignment.
Based on the article and one of the cognitive theories covered in your readings, design your own study that tests a program for memory training in older adults. In your paper include the following:

  • An overview of the changes in memory abilities that occur with aging. This overview should include a description of the difference between normal memory loss that occurs with aging and memory loss that is due to dementia. Review at least one cognitive theory discussed in the readings.
  • A summary of the research article you chose. The article should provide evidence in support of memory training programs for the elderly such as the one you are proposing.
  • The hypothesis of your study.
  • Described the methodology of the proposed study including the age range of the participants, and participant variables such as: 1) age, 2) gender, 3) level of education, 3) SES, 4) level of cognitive functioning, etc.  Ethical considerations should also be discussed.
  • The details of your memory training program, such as: 1) the specific aspects of memory loss your training would target, 2) how long the training sessions would last, and 3) the measurements you would use to determine whether your training resulted in significant improvement in memory.
  • Your expected results.
  • A discussion of whether you would expect any differences based on individual variables such as gender, socio-economic status, level of education, race, ethnicity, etc. Provide reasons for your answer.

Your paper should include a title page with a running head, an abstract and a reference page. The body of the paper should be at least 6 pages in length. It should be double-spaced and in 12 point, Times New Roman font with normal one-inch margins, written in APA style, and free of typographical and grammatical errors.

Communication within Families

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Communication within Families

Three 17 year old high school students are planning on going to an 8pm movie together on a Friday night.
Sally has no curfew, so she didn’t think going to the movies would be a problem. Sally asked her mother on Tuesday if she could go and her mother said “yes.” When Friday arrived, her mother told Sally that she couldn’t go to the movies anymore, it was too late for her to go out, and she needed to stay home. Her mother then left to go to the bar, and Sally was left to feed and care for her younger brother.
Mary asked her father if she could go to the movies. He responded that as her curfew was 9pm she was not allowed to go to the movies. Mary did not want to question her father’s decision, so she kept quiet, even though it was the weekend, and she had no responsibilities on Saturday morning. Mary asked her mother if she would try to talk to her father to convince him to lift the curfew for one night, but her mother refused to do so.
Sam asked his parents if he could go to the movies. His parents stated that while normally his curfew was 9pm, it was a weekend night and he had no plans early in the morning on Saturday. Sam’s parents decided that as long as his homework and chores were finished, he could have an extension on his curfew for the evening, and could go to the movies. On Friday afternoon, Sam completed his homework and chores, and left to see the movie, with the promise to call his parents if the movie got out later than 10pm.
Respond to the following using the information from the text and lectures:

  • Identify which boundary is best described by each family in the scenario above.
  • Identify which boundary inadequacies are present in each family, if applicable.
  • Explain how each boundary and boundary inadequacy manifests itself.
  • What behaviors contribute to the development and maintenance of each of these boundaries?
  • Which of these teens are at risk for future substance abuse and why?
  • What can parents do to avoid or change any maladaptive boundary patterns in their families?

Create a PowerPoint presentation of five to seven slides, with detailed speaker notes to present to a parent organization.