Discussion Questions 2024

Discussion Questions 2024

Psychology Assignment Help

GENDER AND SEXUAL DEVELOPMENTFrom your textbook and any other readings on sexual development, briefly discuss both biological and social contributions to the development of sexual identity and development.  Be sure your discussion includes both biological and social aspects of development across the lifespan.  Include  both same-sex and opposite sex identities in your discussion.Then, provide at least one scripture that supports or forbids same-sex behavior.  It is important to distinguish between attraction and behavior in this part of the discussion.  Do you believe it is a sin to be attracted (tempted) to a person of the same-sex?  Do you believe it is a sin to act on that temptation by practicing homosexual behavior?  Do you believe the attraction is a product of “ nature” (biological) or “nurture” (social) or both?Note, do not simply discuss what you “think” or “feel”.  Rather give valid bases for your answers.  These can include both scripture and scientific bases.  Just be sure to think critically regarding your sources and the application to your position.MORAL DEVELOPMENTBriefly discuss the similarities and differences between Kohlberg’s and Fowler’s stages of moral development.  You may need to go outside your textbook for more information (be sure to cite your sources and include the full reference at the bottom).  Do you believe moral development can be explained in stages such as these?  If so, why?  If not, offer an alternative explanation to moral development across the lifespan.SOCIAL DEVELOPMENT (ATTACHMENT STYLES)Briefly discuss each of the four Adult Attachment Styles in your textbook (see table 14.1 in Sigelman & Rider 2018, 9th ed.).  You could also use additional sources to consider infant as well as adult attachment styles.  Which one do you think would be fit you and why?  If you prefer not to use yourself as an example, choose any one of the styles and give a hypothetical example of how that interaction might look in “real life”.FAMILY INFLUENCES AND HUMAN DIFFERENCESEvery person is like every other person.Every person is like some other person.Every person is like no other person.(Adapted from Kluckhohn & Murray, 1948, p. 35)Take a few moments to consider this poem.  Based on what you have learned in the study of human development across the lifespan, and especially focusing on parenting styles and family issues, how would you apply the three sentiments in the poem to young adult and adult development?  In what ways are each of these lines true of all humans?  How might we use and understanding of these ideas to both improve the development of humans (e.g. child development programs, parent training, etc.), as well as to understand why people are the way they are?  What might this teach us about perspectives of others in regards to race, personality, behaviors, and other differences from a human development perspective?END OF LIFE ISSUESReview Kubler-Ross’s stages of dying.  How might these same or similar stages be experienced by grieving loved ones after a person’s death?  Do you think grief can be understood in the context of “stages”?  Why or why not?How would you use your understanding of lifespan development issues to help comfort those who have lost loved ones, or someone who is nearing death?Include in your discussion how a view of God and eternity might affect how a person grieves, including different views of hope and hopelessness.LIFE APPLICATIONIdentify one or more primary concepts of development from this course that you believe could most contribute to your development in your career, parenting, self-awareness, and/or life goals.  In what ways might you use the concepts you have learned in this course to help others with their life goals or struggles?  In other words, what have you learned from this course, and how will you apply it to your life and career?(Note – this Db does NOT require replies to other students and will be graded only on the initial content.  Replies to other student are encouraged, however.  It also does not require the use of sources, however if you do reference specific information from a source, it should be cited,)

assign3ct 2024

assign3ct 2024

assign3ct 2024.

Psychology Assignment Help

Due 12/18To prepare for this assignment:Review Chapter 5 in your course text, Research Methods for the Behavioral Sciences. Pay particular attention to the definitions of validity and reliability, the various types of validity and reliability, and how measures of each are reported.Choose an area of forensic psychology which you find interesting.

Research study/article

Using the Walden Library, select and review a research study/article that relates to this area and that also addresses validity and reliability.Consider whether the validity and reliability, as reported in the research article you selected, are accurate or suspect and why.The assignment (1–3 pages):Briefly describe the research study you selected.

Explain the type(s) of validity and reliability relevant to this study.Explain whether you think the validity and reliability, as reported in the article, are accurate or suspect and why.Explain what difference validity and reliability make in the study you selected and why.

Activity 2024

Activity 2024

Activity 2024.

Psychology Assignment Help

Compassion activity

Day of Compassion Activity

Executive Coaching Plan 2024

Executive Coaching Plan 2024

Executive Coaching Plan 2024.

Psychology Assignment Help

Develop a coaching plan for an individual within an organization. Take into consideration the coach, individual, and organization relationship when constructing your plan. Your plan should include:Responsibilities of coach and client (consider the logistics of the coaching arrangement, agendas, cell phones, etc.

Meeting time

)Boundaries of confidentiality you will set as the coach, with the client and organization or other stakeholders (communication in session and out of sessions, meeting time)Cost of coaching.A clarification of personal and professional goals of the coaching (the desired outcomes of the coaching)A timeline to reach the goals of coach and client, including benchmarks for improvement.

Check-in points, which includes a self-reflection of what is working with the client and what is not working, how to adjust, checking in with client to see if they feel they are making progress.Guidelines for leaving the coaching relationship (reflective questions, future goals, how will they use skills learned).

Use four to six scholarly resources to support your explanations.