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Discuss self motivation, intrinsic and extrinsic motivation, maximizing motivation, and motivational strategies

Psychology homework help
Critical Thinking Essay I
Your writing should illustrate knowledge of the concepts through an original personal and/or professional integration of the assigned text material. All assignments MUST be typed, double-spaced, 1” margins and in APA format. It must be written and proof read at the graduate level. Each answer should be numbered and be 1-2 pages long. This tells you about how much content to include and is not meant as a word count.
You must integrate the material presented in the text and cite your work according to APA format. 1. The term Motivation is constantly used in Sports. “Let’s get Motivated.”, “Motivation wins.” And even “Motivational climate.” What is meant by the term “motivation”?
Discuss self motivation, intrinsic and extrinsic motivation, maximizing motivation, and motivational strategies. 2. There are many different coaching styles. Some coaches use authoritative and try to control everything about the athlete. Sometimes this causes the athlete to lose all self-determination. Discuss this coaching style, current research about it, and if you agree or disagree with it. Use personal examples to support your answer. 3. As a coach, how might you employ five different types of imagery (control emotional responses, acquire and practice sport skills, acquire and practice strategy, cope with pain and injury, solve problems) for different situations to enhance the performance, affect, and thoughts of your athlete? 4. Explain the self-determination theory (SDT).  Do you agree with this theory? Give recent research and personal examples to support your answer.
References:
Roberts, G. & Treasure, D.   (2012).   Advances in motivation in sport and exercise.   (3rd).   Champaign, IL   Human Kinetics.     978-0736090810
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Explain behaviorism, cognitivism, constructivism, and humanism as applied to learning

Applying Learning Theory to Life

Prior to beginning work on this activity read all of the required  reading, review the content from weeks one through three, visit the  website http://selfdeterminationtheory.org (Links to an external site.)Links to an external site.,  and review the Instructor Guidance. This week you will be discussing  the multiple perspectives about how we learn, based on your developing  knowledge about learning theory, and how it affects your own ability to  perform at desired levels.
Required elements:

  • Explain behaviorism, cognitivism, constructivism, and humanism as applied to learning. Suggested template.
  • Summarizes at least two sub-theories/ideologies within each framework.
    • Examples include:
    • From behaviorism
      • associative learning, classical conditioning, operant Conditioning, conditioning, extinction, and ratio/interval schedules
    • From cognitivism
      • schema theory, memory development, elaboration theory (i.e. Bloom’s  taxonomy), cognitive load theory, and social learning/cognitive theory.
    • From constructivism (conceptions of knowledge are derived from the  process of constructing individual interpretations of one’s experiences)
      • cognitive constructivism, dialectical (social) constructivism, zone of proximal development, and discovery learning
    • From humanism
      • motivational theories of learning (i.e. self-determination theory,  Maslow’s hierarchy of needs), experiential learning, and Steiner  pedagogy or Waldorf education.
    • List and briefly explain a minimum of two theoretically supported  strategies, that we have learned about during the past weeks, that you  think would most help you to increase your own learning success.
    • List and briefly explain a minimum of two theoretically supported  strategies, that we have learned about during the past weeks, that you  think would most help someone in your personal or professional circle.
      • Apply basic methods of psychological research skills to this content  by synthesizing supporting evidence from at least three scholarly  sources from the Ashford University Library that defend the strategies  you have chosen.

The Applying Learning Theory to Life paper

  • Must be  double-spaced and formatted according to APA style as  outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of [paper, project, etc.]
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use headings and sub-headings. See example. (Links to an external site.)Links to an external site.
  • Must use appropriate research methods (e.g. use of the Ashford library) and skeptical inquiry (http://www.criticalthinking.org/ (Links to an external site.)Links to an external site.).to support the content inclusions.
  • Must begin with an introductory paragraph that introduces what you will be outlining in your paper.
  • Must end with a conclusion that reaffirms the learning perspectives/principles and strategies you chose.
  • Must use at least three scholarly sources, all of which must come from the Ashford University Library.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
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&&&&&&& Social Work, 34(4), 309–313. Retrieved from the Walden Library databases. The authors discuss cultural competence as part of a patient-centered perspective on health care delivery. They examine an approach to creating innovation that originates at the unit (microsystem) level and can be diffused to the larger health care environment (macrosystem).

 Nursing homework help

Discussion: Comparing Frameworks for Analyzing Organizations

Avedis Donabedian’s work generated a pivotal means of assessing organizational performance relative to structure, process, and outcomes. However, it is clearly not sufficient to view health care quality merely in terms of outcomes—the structures and processes that facilitate these outcomes are equally as important.
In this Discussion, you consider multiple frameworks that can be used to analyze an organization. As you proceed, consider how these frameworks allow you to examine the interplay of interdependent and related parts and processes that comprise the systems within an organization, as well as the arrangements or structures that connect these parts.
To prepare:

  • Investigate and reflect on the systems and structures of an organization with which you are familiar. Consider the following:
    • What is the reporting structure?
    • Who holds formal and informal authority?
    • How many layers of management are there between the frontline and the highest office-holders of the organization?
    • How are interdisciplinary teams organized?
    • How is communication facilitated?
    • How well integrated is decision making among clinical personnel and administrative professionals?
    • How are particular service lines organized?
    • Which departments, groups, and/or individuals within the organization are responsible for monitoring matters related to performance, such as quality and finances?
  • Select two of the following frameworks:
    • Learning organizations, presented in the Elkin, Haina, and Cone article
    • Complex adaptive systems (CAS), presented in the Nesse, Kutcher, Wood, and Rummans article
    • Clinical microsystems, presented in the Sabino, Friel, Deitrick, and Sales-Lopez article
    • Good to great, presented in the Geller article
    • The 5 Ps, presented in the ASHP Foundation article
  • Review the Learning Resources for each of the frameworks that you selected. Also conduct additional research to strengthen your understanding of how to use each framework to assess an organization.
  • Compare the two frameworks. How could each framework be used to identify opportunities to improve performance? In particular, how would you use each of these frameworks to analyze the organization that you have selected?
By Day 3

Post an analysis of the systems and structures of the organization you selected, sharing specific examples. Explain insights that you gained by comparing the two frameworks, and how each can be used to assess an organization, identify a need for improvement, and, ultimately, enhance the performance of an organization.
 

Hickey, J. V., & Brosnan, C. A. (2017). Evaluation  of health care quality in for DNPs (2nd  ed.). New York, NY: Springer Publishing Company.
Chapter 1, “Evaluation and DNPs: The Mandate for Evaluation” (pp. 3-36)
Chapter 3, “Conceptual Models for Evaluation in Advanced Nursing Practice” (pp. 61-86)
Chapter 6, “Evaluating Organizations and Systems” (pp. 127-142)Chapter 1 defines microsystem, mesosystem, and macrosystem and notes that evaluation can focus on one of these levels or all three. Chapter 5 examines the evaluation of organizations and systems.

Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations, Burlington, MA: Jones & Bartlett Publishers.
Chapter 2, “Understanding the Healthcare Organization” (pp. 31–43)Although this chapter focuses on hospitals, the authors provide information about strategic planning and organizational structure that is applicable in many health care settings. The authors examine financial and quality issues as key aspects of performance measurement.

Elkin, G., Zhang, H., & Cone, M. (2011). The acceptance of Senge’s learning organisation model among managers in China: An interview study. International Journal of Management, 28(4), 354–364.
Retrieved from the Walden Library databases.
This article outlines the five disciplines that Senge argued could be found in a learning organization. The authors also discuss the worldview that is inherent in business organizations in China and explain how this relates to Senge’s theory.

Geller, E. S. (2006). From good to great in safety: What does it take to be world class? Professional Safety, 51(6), 35–40.
Retrieved from the Walden Library databases.
Geller reviews and applies Collin’s foundational Good to Great theory from its focus on financial success to safety.

Nesse, R. E., Kutcher, G., Wood, D., & Rummans, T. (2010). Framing change for high-value healthcare systems. Journal for Healthcare Quality, 32(1), 23–28.
Retrieved from the Walden Library databases.
This article explores how to implement change in complex adaptive systems (CAS) such as health care. The authors purport that an understanding of the principles of change management in CAS is critical for success.

Sabino, J. N., Friel, T., Deitrick, L. M., & Salas-Lopez, D. (2009). Striving for cultural competence in an HIV program: The transformative impact of a microsystem in a larger health network. Health & Social Work, 34(4), 309–313.
Retrieved from the Walden Library databases.
The authors discuss cultural competence as part of a patient-centered perspective on health care delivery. They examine an approach to creating innovation that originates at the unit (microsystem) level and can be diffused to the larger health care environment (macrosystem).

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‘s Chariot Analogy

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 Psychology homework help
  Philosophy 101:
Essay Paper Assignment
Compare the Buddhist Simile of the Chariot and Plato’s Chariot Analogy. How are the same and how are the different?
1. Paper must be typed and submitted in a file format that is commonly readable (Word or .rtf files are best).
2. Paper should be 6-7 pages in length when double-spaced and using a 12 point font.
3. Include at least four sources; the textbook may be used as one of your sources.
4. Please DO NOT cite any online reference encyclopedias such as Wikipedia, Britannica, or Encarta.
5. Your sources should consist of scholarly journal articles and books available through the Ivy Tech Virtual Library ONLY.
6. All sources must be cited (must have an end note or a foot note) and the source included in a bibliography. The format of the citations and bibliography must be of a nationally accepted formatting system such as MLA or APA.
Essays will be graded based upon the criteria given below:
COMMAND OF TOPIC
The essay identifies and describes the premises of the philosophical position based on written accounts of it, and articulates a personal position on a philosophical topic.
ARGUMENTATIVE DEVELOPMENT
Essay develops a valid, rational argument to defend or condemn a philosophical position.
ORGANIZATION
Student has edited the essay, ensuring that sentences are clear and logical.
WRITING MECHANICS & SYNTAX
Essay is free from errors in word choice and writing mechanics.
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Describe the stage of program implementation

 Psychology homework help
 
Discussion 1: Reporting a Process Evaluation
Just as in needs assessments, interviews and focus groups are common tools for obtaining information about the processes involved in the implementation of programs. Process evaluation should include specifics about purpose, questions which the evaluation will address, and methods that social workers will use to conduct evaluations.
Review the many examples of process evaluation results described in Chapter 8 of Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books, or in the optional resources. Select an example of a process evaluation that produced valuable information. Compare the description of those results with the Social Work Research Qualitative Groups case study located in this week’s resources.
· Post a description of the process evaluation that you chose and explain why you selected this example. · Describe the stage of program implementation in which the evaluation occurred, the informants, the questions asked, and the results.· Based upon your comparison of the case study and the program evaluation report that you chose, improve upon the information presented in the case study by identifying gaps in information.· Fill in these gaps as if you were the facilitator of the focus group. Clearly identify the purpose of the process evaluation and the questions asked.References (use 3 or more)Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
Chapter 8, “Improving How Programs and Practice Work” (pp. 167–207)
Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Read the following section:
“Social Work Research: Qualitative Groups” (pp. 68–69)
Document: Bliss, M. J., & Emshoff, J. G. (2002). Workbook for designing a process evaluation. Retrieved from http://beta.roadsafetyevaluation.com/evaluationguides/info/workbook-for-designing-a-process-evaluation.pdf (PDF)
Georgia Department of Human Resources, Division of Public Health.
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Explore      current and early relationships as they relate to issues of attachment and      autonomy

 Psychology homework help
 
Case Conceptualization Process
Case conceptualization refers to the process in which one makes sense of a client’s presenting concerns in the context of a theoretical framework. In other words, it refers to how one explains or understands the pseudo-client’s symptoms, personality characteristics, cognitions, feelings, and behaviors in the light of a particular theory or integration of theories. Such understanding should lead to the formulation of counseling goals and intervention strategies.
At this stage, you will conceptualize the client’s case from 1 theoretical orientation at a time. The content of the conceptualization of the same case will differ according to the various theories depending on the aspect of human experiencing that each theory emphasizes.
In general, however, the case conceptualization process (as with the counseling process itself) starts with an understanding of the client’s presenting concerns (as presented in the case summary) from the perspective of the client.
Use the outline below to assist you in developing your Case Conceptualization according to the theory you choose to discuss.
Client’s Presenting Concerns:
This is derived from your Case Summary.
Case Conceptualization:
Present information used to generate hypothesis regarding the origins of the client’s current problems. Use outside sources and the Jones and Butman textbook to explain the concepts utilized in this section. Below offers an outline of how to discuss these issues.
Psychoanalysis or Object Relations Theory:

  1. Explore      current and early relationships as they relate to issues of attachment and      autonomy. This includes gaining an understanding of how the client      understands the world and his/her relationships with others (e.g., the client’s      mental representations based on internalized objects). Understanding the client’s      internal frame of reference will help the counselor understand the client’s      behaviors.
  2. Describe the      ideas and feelings about self that the client might have developed in the      context of these early relations (internalized objects).
  3. Establish a      relationship between the client’s sense of self and current problems, identify      conflictive patterns that the client may be repeating in current life, and      explore to what extent current experiences trigger the client’s emotional      reactions elicited by past experiences (reliving the trauma).
  4. Uncover      defense mechanisms embedded in the client’s presenting concerns and other      symptoms, and explain how they relate to the client’s current difficulties      and past experiences.
  5. Help the      client become aware of issues described above, and help the client process      and resolve early conflicts.

 
Individual Psychology: 
1. Identify how presenting concerns relate to client’s ability to successfully meet specific life tasks.
2. Explore family constellation to discover experiences that might have led the client to develop his/her specific faulty logic. Describe the content of this faulty logic and the sense of self the client developed in the context of these experiences.
3. Establish a connection between the content of the client’s faulty logic and (1) experiences in the family of origin, (2) problems in current life, and (3) the sense-of-self in relation to the world that the client developed.
4. Identify the underlining purpose of the client’s problematic behavior, and describe how it prevents the client from successfully meeting the life tasks.
Person-Centered: 
1. While exploring the client’s presenting concerns, the counselor will assume that internalized conditions of worth have led the client to disconnect from parts of himself/herself. This disconnect, in turn, has resulted in feelings of incongruency and anxiety, which has impaired his/her internal locus of control as well as thwarted his/her self-actualizing tendency.
2. Examine the discrepancy between the client’s self-concept and ideal self-concept. Since the theory proposes that given the adequate facilitative conditions (empathy, positive regard, and congruence) in the counseling relation, clients will be able to reconnect with themselves and find their own way, the theory does not offer much in terms of a framework to explain the particular issues of each client. This is more a theory of the change process itself than a theory of personality development.
Existential:
1. Identify how presenting concerns (problem behaviors/cognitions) relate to specific givens of existence.
2. Elucidate how these difficulties represent (as mechanisms of defense) or are the consequences of the client’s efforts to avoid facing the normal anxiety generated by specific givens of existence.
3. Describe how these defensive behaviors have led the client to experience of neurotic anxiety and/or neurotic guilt and further problems.
Behavioral/Cognitive/REBT:
1. Relate the presenting concerns to faulty learning, irrational thoughts, and/or faulty cognitions.
2. Identify the client’s irrational thoughts (Ellis) and/or specific faulty cognitions or maladaptive thought patterns (Beck), and illustrate how these lead to the problematic behaviors.
3. Describe the antecedent behaviors and cognitions that trigger the client’s maladaptive behaviors and thoughts (this is called behavioral assessment).
Goal Setting and Interventions:
The information provided in the conceptualization process leads to specific counseling goals. Again, use outside sources to support your discussion of Goals and Interventions.
In the psychodynamic approaches (Object Relations and Individual Psychology), these will likely include:
· Resolving earlier conflicts
· Modifying negative aspects of the self
· Facilitating the development of positive aspects of the self in the context of the therapeutic relation

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Explain the fundamental ideologies of constructivism.

 Psychology homework help
 Constructivism
 
Prior to engaging in this discussion, please read chapters five and  six in your e-book and review the Instructor Guidance. You will discuss the theory of constructivism and its  relationship to learning.

  • Constructivists suggest that a person’s reality is unique from  others and thus, effects what, how, and how effective knowledge is  acquired. This is suggested to be affected by numerous variables such as  culture, past experiences, and past knowledge.

Consider the following as you discuss:

  • What does logical positivism suggest to us about constructivist-based theories? Do you agree or disagree?
  • How do exogenous constructivism, endogenous constructivism, and dialectical constructivism differ and why does it matter?
  • How does situated cognition (discussed in Week 3) support the suggestions made by constructivism?
  • Discuss a personal experience where you feel constructivism  ideologies explained either the effectiveness of, or the  non-effectiveness of, the learning experience. Would you consider this  learning experience exploratory learning, inquiry learning, or  problem-based learning? Why?
  • What implications in learning effectiveness might exist if construction of individualized knowledge is negated?Individualized Knowledge Construction
    Learning Objectives
    After reading this chapter, you should be able to do the following:
    · Explain the fundamental ideologies of constructivism.
    · Describe social constructivism and this perspective’s views of learning.
    · Compare and contrast situated cognition and the foundational ideas of cognitivism.
    · Explain the premise and variables associated with sociocultural theory.
    · Discuss how problem-based learning supports constructivist-based learning theories.
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How you can impact the remainder of your practicum to have the experience you really want

 Psychology homework help
see attach

Here are the kinds of issues to address and include in the Reflective Journal/Summary. These suggestions are not exhaustive nor is each element “required”. The summary should naturally flow from your unique and idiosyncratic experience and practicum experience.
· Brief summary (numbers can be approximate) of the types of clients you have seen, tests given, populations, diagnoses, and professional experiences you have had
· Most challenging issue faced, and how did (or will) you address it, resolve it, develop it, etc.
· Most satisfying experience professionally and/or personally
· Share what “growth” you have noted in yourself as a Psychologist-In-Training over the course of this experience….
· Goals for practicum yet to be met, or future growth areas
· How you can impact the remainder of your practicum to have the experience you really want…. .
· Contributions you and your practicum site make in the area of social justice/social change…
I work with Functional Family Therapist….You can look it up on the internet

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“”

 Psychology homework help
1. What are some of the implications for the development of prevention programs designed to delay the transition to fatherhood posed by the research outlined in “Teenage Fatherhood and Involvement in Delinquent Behavior?”
2. Describe the two explanations that have been offered for the link between teen fatherhood and earlier involvement in deviant behaviors, as set forth in “Teenage Fatherhood and Involvement in Delinquent Behavior.”3. As detailed in “Truth and Consequences at Pregnancy High,” describe the Living for the Young Family through Education (LYFE) program at Grace’s school.
3. As described in “Truth and Consequences at Pregnancy High,” what are the two reasons why there is little stigma in the South Bronx about having a child at a young age?
4. In the Taking Sides Issue Do Reality TV Shows Portray Responsible Messages about Teen Pregnancy?, Kramer cites that the US has the highest rates of teen pregnancy in the industrialized world.  On the other hand, young people in Scandinavian countries are among the least likely to become pregnant as teems.  Research sexuality education in countries such as Sweden and compare and contrast them to the methods that are used in the United States.  Explore why you believe the methods that have been proven effective in European countries are not being applied in the United States.

WORK CITED IS NEEDED!***
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describe the individual’s theory

Psychology homework help
No Plagiarism Please, Turnitin will check. I/O psychology knowledge needed.Please follow the Rubric attached
Throughout your degree program, you have learned about many theorists within the various psychological schools of thought. For this Assignment, you will have the opportunity to focus on a theorist you find influential. First, you will describe the individual’s theory and critically analyze it by doing the following:

  • Detail the main concepts in the theory.
  • Discuss the strengths of the theory.
  • Discuss criticisms of the theory.

Next, you will apply the theory to Industrial Organization Psychology (I/O psychology).

  • Create a 1-paragraph case study of a client you might encounter in a job related to your concentration. The client can be an organization.
  • Discuss how at least three concepts from the theory you chose can be applied in working with your client.

The body of your paper should be 3–4 pages (not counting the title page and reference page) and should include an introduction and conclusion. You must use at least three academic references to support your ideas. References must be in APA format, including in-text citations and reference list.

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