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Applying theories of personality

Project One Guidelines and Rubric Competency

In this project, you will demonstrate your mastery of the following competency:

  • Analyze theories of personality

Directions

For this project, you will write a theory application paper; you will apply theories of personality to yourself, someone you know, or someone you have read about in a biography or autobiography. The Project One Milestone you completed in Module Four helped prepare you for this assignment. Use the Project One Template Word Document to complete your paper.

Please note: This paper will contain nonclinical analysis. Your task is not to diagnose or assign clinical labels to yourself or others. That would require licensure beyond the scope of this course.

Consider visiting the Academic Support module before submitting your paper. Resources in that module include writing tutoring, written feedback for writing assignments, and citation help from the Shapiro Library.

You must address the rubric criteria listed below:

  1. Identify who you are applying theories of personality to and explain why. Your response should be about 3 to 5 sentences in length.
  2. Describe how components of a personality theory of your choice relate to your subject. Your response should be about 6 to 10 sentences in length and include the following:
  3. Describe how components of a second personality theory of your choice relate to your subject. Your response should be about 6 to 10 sentences in length and include the following:
  4. Describe the limitations of each of the two theories you related to your subject. Your response should be about 6 to 10 sentences in length and include at least one limitation for each theory.
  5. Explain why taking a holistic approach and applying multiple theories to a subject is better than applying only one. Your response should be about 6 to 10 sentences in length.

What to Submit

To complete this project, you must submit the following:

Theory Application Paper Submit your completed Project One Template. Sources should be cited according to APA style.

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Theoretical perspectives and theories underpinning working with families at risk

“Compare and contrast theoretical perspectives and theories underpinning working with families at risk.

Choose two theoretical perspectives or theories that underpin working with families at risk from those covered in this subject: i.e. functionalist perspective; conflict perspective; feminist perspectives; symbolic interactionism; individualisation perspective; family life cycle/developmental perspective; family ecological model; attachment theory; social learning theory; or family systems perspective.

Compare and contrast your two chosen theoretical perspectives addressing the following elements:

  • ▪  Brief overview of each theoretical perspective
  • ▪  Key concepts of each perspective
  • ▪  The application of each perspective to working with families at risk
  • ▪  The limitations of each perspective
  • ▪  Conclusion and implications for practiceYour responses should incorporate reference to current literature and relevant theory (minimum five academic references) and adhere to APA7 referencing style.”
    Please confirm which of the theories that you will be working on so that I may print that part out from our textbook. I attached assessment 2 as well for you to look at later but please focus on assessment 1 as it’s due in just two weeks. I also attached some materials I think that might help.Thanks in advance and please advise.

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Examine the influence that nursing models and theories have upon research and practice

Discussion Topic: Using the theory of unpleasant symptoms as a guide, what would you look for in an assessment tool for patient symptoms?

Select one Student Learning Outcomes from the following list:

Student Learning Outcomes 

1- Critique nursing’s conceptual models, grand theories, and mid-range theories.

2- Examine the influence that nursing models and theories have upon research and practice.

3- Apply nursing theory or theories to nursing research.

Provides an explanation of how the selected Student Learning Outcomes is explored or related to the Discussion Topic.

Requirements:

  Formatted and cited in current APA 7 

  Use 3 academic sources. Not older than 5 years

  Not Websites are allowed.

  Plagiarism is NOT allowed

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explore numerous classroom management models and theories

Assignment Details

In this course, you will explore numerous classroom management models and theories. You will begin this journey by choosing one model to research for this paper. This assignment provides you an opportunity to develop your understanding of one particular model. In this paper, you will choose one of the models or theories presented in the textbook. The research project should include the following elements:

Introduction: The introduction should state the name and author of the model or theory you have chosen along with a short overview. Explain why you chose this model or theory over others.

Body: The body of the paper contains the key points of the model or theory with specific explanations of those points and examples of how they would work in the classroom. Include a discussion of the advantages and disadvantages of implementing this model. A minimum of three credible, reliable sources should be used to support your writing.

Summary and Conclusions: In this section you should discuss how you would implement three of the key points of the model or theory into your own classroom (noting any changes in your present management style you would need to make or any training you feel you might need) to make this implementation successful. If you disagree with one of the key points, discuss why that point could not be successfully implemented into your classroom and support this reasoning with evidence from another model or theory.

This paper should be 2–3 pages in length. Present the research project in APA format, with a title page and properly formatted citations and reference list.

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view that scientific theories describe both the world’s observable and unobservable phenomena (French 90).

Timothy

Realism is the view that scientific theories describe both the world’s observable and unobservable phenomena (French 90). Realists assume with a reasonably high degree of certainty that scientific theories are true, correctly describe the world’s observable and unobservable phenomena, and define how those things are related (92). Theories must be time-tested, survive falsification, be supported by evidence, and be accepted as truth (or approximate truth) by the scientific community at large (93). Realism is supported by the no-miracles argument. This argument states that realism is the best explanation of scientific advancement due to the rigorous progress of theoretical science. Additionally, realism seeks to investigate the world independent of human observation and accurately describe observable and unobservable phenomena.

The counter to realism is anti-realism, of course. French focuses on three types anti-realists, constructive empiricists, entity realists, and structural realists. Each anti-realist position becomes progressively more defensible and closer in line with the realist position in accepting scientific theories. Constructive realists claim that science can only explain what’s visible to the naked eye and, thus, theories are only empirically adequate (109). Entity realists claim that scientific entities of theories (e.g., electrons) have truth value only if they can be manipulated in experimentation (112). Lastly, structural realists claim that scientific theories provide inside into the structure of unobservable phenomena, but not the nature of the unobservable (118).

In essence, anti-realists claim that scientific explanations of the world only offer a means of describing the world through processes and entities supposititiously created by humans. To the anti-realist, those “scientific” processes and entities are only linguistic labels to describe observations. For example, subatomic particles are labels used to describe perceptible physical occurrences. Science is only satisfactory so long as it helps us explain things. But if these observations are only observations and not the truth, then what is science explaining? There, we see a contradiction. It can’t simultaneously explain observation, and suppositious constructs, aka nothing.

While each anti-realist position seeks to meet the realist halfway, anti-realists all essentially claim to offer additional levels of skepticism to science, on top of the already rigorous skepticism imposed by scientists themselves. After all, scientific theories are only theories and are validated only through continuous experimentation. While theories offer considerable insight into the nature of the unobservable universe, they can be rejected and disproven. In my view, scientific theories are not only effective descriptors of the unobservable world but do offer insight into nature. If they are not describing the observable and unobservable natural world, what are theories describing? Although the structural realist position almost makes sense to me, is it necessary that we can never know the nature of observable phenomena? Is this also not a matter of technology and the progress of science?

Works Cited:

Steven French. Science: Key Concepts in Philosophy. Continuum, 2007. EBSCOhost,  https://search-ebscohost-com.ezproxy.umgc.edu/login.aspx?direct=true&db=e025xna&AN=377733&site=eds-live&scope=site

Jennifer

For this week’s discussion I chose the article “Did the pandemic change our personalities?” because I thought it was interesting and easier to analyze. I understand the concepts of realism and anti-realism, as well as instrumentalism, but I do not fully understand constructive empiricism. From what I do understand about it, I think that the article may have elements of that. The article does start off with realist assumptions because it states the environmental stress has never been known to have affected personality traits; however, the article does not point toward any past research regarding such a statement. Is the reading audience supposed to assume this is true because the article was written by the Public Library of Science?

Pessimistic Meta Induction (PMI)  – By the second paragraph, the article is claiming that previous studies have shown that there have not been any significant changes in participant personalities when a natural disaster, such as a hurricane or earthquake have occurred. I guess readers are expected to compare a global pandemic to natural disasters which are generally localized, such as occurring in a state, nation, or region. To me this was an example of using scientific history versus enacting the science itself because the researchers have based their findings on historical psychological studies (French 92).

Underdetermination of Evidence by Theory (UTE)  – If I am understanding UTE correctly, it is best described as two theories being equal in evidence, so theorists are unable to determine which theory is correct (French 96-97). The theories that the personality changes are based on are from participants in pre-pandemic studies and another study done during the height of the pandemic. The pre-pandemic studies were conducted from May 2014 to February 2020, and the second study was from March 2020 to December 2020, both of which showed little to no changes in personality traits. The results from both studies completed with similar results which gives good reason for researchers to believe that the pandemic and its aftermath were significant contributors to the present-day personality trait changes.

The No Miracles Argument (NMA)  – The NMA stance of the article was easy to spot. The best explanation for the personality trait changes was the simplest one – it was due to the pandemic. “And the realist insists that her argument for realism has the same form as the argument scientists themselves use for accepting one theory over another, namely that that theory offers the best explanation of the phenomenon.” (French 101). The results of the studies factored in with the results of past studies made it easier for the researchers to point the finger at the pandemic.

In conclusion, the article was evasive regarding the demographics of the participants in any of the studies. The only demographics that were listed were that they were American of which 41.2% of them were male, and participants ranged in ages 18 to 109. Admittedly, I had to chuckle at the fact that some of the participants were over 100 because they had already been through a pandemic, so of course they might a little more relaxed. With the lack of demographics listed for the study, the article comes off as biased. There were so many other significant factors during that time, especially on the social and political landscapes. This lead me to believe that researchers were being lazily dependent on mature theories.  The article further states that most of the changes for the worst appeared in younger adults, with a sharp increase in neuroticism as well as decreases in conscientiousness, while older adults experienced little to zero changes in personality. As an older adult, I can assure readers that today’s younger adults face numerous challenges on numerous levels, the least of which being a global pandemic, but that is an argument for another topic.

References:

Public Library of Science. “Did the pandemic change our personalities?”.  Phys.org. Accessed September 29, 2022.  https://medicalxpress.com/news/2022-09-pandemic-personalities.html

Steven French.  Science: Key Concepts in Philosophy. Continuum, 2007.  EBSCOhost,  https://search-ebscohost-com.ezproxy.umgc.edu/login.aspx?direct=true&db=e025xna&AN=377733&site=eds-live&scope=site

Supplemental Online Readings

(1) C hakravartty, Anjan, “Scientific Realism.” S tanford Encyclopedia of Philosophy. Plato.stanford.edu (2017)

An excellent overview of the issues and definitions of scientific realism.

(2)  Liston, Michael, “Scientific Realism and Antirealism.”  Internet Encyclopedia of Philosophy. Iep.utm.edu (2020)

A good overview of the realism / anti-realism debate.

(3) Musgrace, Alan, “The ‘Miracle Argument’ For Scientific Realism.”  The Rutherford Journal, rutherfordjournal.org (2008)

An overview of the No Miracles Argument for Scientific Realism using historical examples.

(4) S tanford, Kyle, “Underdetermination of Scientific Theory.” Stanford Encyclopedia of Philosophy. plato.stanford.edu (2017)

A good overview of the underdetermination of theory by evidence argument for scientific realism

Supplemental Online Audio/Video

(1) “What is Scientific Realism?” YouTube, uploaded by Carneades.org, Oct 18, 2015. [5:53]  https://www.youtube.com/watch?v=i3DlhNgeqZk&ab_channel=Carneades.org

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Theories for Planned change seems to be the best fit for your proposed project?

Which of the Theories for Planned change seems to be the best fit for your proposed project?. The theory of planned changes that seems to best fit my proposed project is the Six phases of Planned change “Havelock (1973) Th six stages are as follows:Building a relationship, Diagnosing the problem,Acquiring relevant resources, Choosing the solution,Gaining acceptance, and Stabilizing the innovation and generating self -renewal.The TITTLE OF MY PROPOSED PROJECT IS FALL. Why do you think this model is the best fit for your project?  Describe the likely laggards and rejectors at your facility. What plans do you have to address laggards and rejectors? How ready is your team for change according to the website provided? Look at the following and identify potential problems and solutions with change. https://implementationscience.biomedcentral.com/articles/10.1186/1748-5908-4-67 (Links to an external site.)
At least two references should be used to support the content of the initial post. At least one reference should be outside the assigned textbook, not a website, and written within the last 5 years or less. Write this in 350 words. APA format 7 edition

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Compare and Contrast Freud and Erikson’s developmental theories

Assignment on Developmental Theorist

Step 1: Research the major developmental theorists, Freud and Erikson from your readings in Chapter 1 and Chapter 2.

Step 2: Using your supportive findings and information from your assigned readings, write a 1-2 page paper on the following:

Compare and Contrast Freud and Erikson’s developmental theories

  • Include each of their stages of development.
  • Discuss the major characteristics associated with each stage of development.
  • Explain which theory you feel is more favorable.
  • Include 3-5 references to support your stance and findings.

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leadership theories and approaches to support organizational change that aligns to the organization’s mission and values

Purpose of Assessment

In this assignment, you analyze the organization you have assessed and apply leadership theories and approaches to support organizational change that aligns to the organization’s mission and values. You will be measured on how you justify your assessment of the leadership approach.

Write a 700 word paper for your Leadership Styles Rationale. Address the following in your paper: 

  • Restate the needed change within the organization.
  • Analyze the various leadership styles you explored in Week 3 in the context of the organizational culture and proposed change.
  • Justify which leadership style or approach would best support the organizational change.
  • Discuss how this style will support sustainable organizational success. 
  • Discuss how this style integrates the organization’s mission and vision. 
  • Discuss how this style will increase value for stakeholders

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theories which best addresses the developmental challenges facing South Africa and the region

Types Of Theories
– Modernisation
– Dependency
– Neoliberalism
– Post Development
– Uneven Development
Choose two of the above theories which best addresses the developmental challenges facing South Africa and the region, then Provide a critical review of each theory and argue why one particular theory is more appropriate to your analysis than the other and Why
All plagiarism (using others’ words and ideas without acknowledgement) will result in a penalty.
APA REF STYLE
500 words excluding refs

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The ARCS model is a synthesis of propositions and guidelines from many different motivation theories

 “Not all individuals are motivated by the same things. That is, a particular situation may motivate one individual because of prior learning, experience, or expectations, but not another. However, investigators of motivation have described many principles or conditions that seem generalizable enough to warrant their consideration in the design of instructional materials. Keller (1987) has developed a model of motivational design he calls ARCS, an acronym for the following categories of motivational conditions: attention, relevance, confidence, and satisfaction.

The ARCS model is a synthesis of propositions and guidelines from many different motivation theories” (p. 117).

 This written assignment will ask you to critically examine aspects of the ARCS model. The Gagne, Briggs, & Wager reading summarizes the major features of the model on p. 118, Table 6-1: Motivational categories of the ARCS model. Each of the domains of the ARCS model: attention, relevance, confidence, and satisfaction are influenced by several motivational categories. Select one of the motivational categories from each of the four major domains of the ARCS model and justify (or challenge) why it serves as a meaningful application of an instructional design choice.

 For example, under the domain of attention, the first motivational characteristic (A.1) is perceptual arousal. This includes: What can I do to capture [student] interests? In your paper, find evidence that supports (or challenges) A.1. What evidence justifies the role of perceptual arousal as a beneficial application of attention for classroom instruction? your work should include some practical examples

 You do not need to address all of the subcategories. Select only one from each of the four. As you present evidence, be certain to address at least one limitation of the evidence.

 If you find it helpful, you may organize your paper as though it was centered on one lesson or unit plan. You may draw on whatever content area or secondary-grade level you choose. This may help to bring a cohesive narrative to your paper as your address each domain of the ARCS model. This approach is not mandatory and is only being offered as a suggestion for your paper’s format.

 Submit a paper which is 4-5 pages in length, excluding the Title and References pages. Your paper must be double-spaced and apart from the reference given below cite at least 3 outside sources in APA format. Your paper must be well-written and free from grammar, spelling, and content errors. Be sure that you have properly cited (in APA format) all resources used.

Reference

1. Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Harcourt Brace College Publishers. https://www.hcs64.com/files/Principles%20of%20instructional%20design.pdf

  • Read pp 37-119. Part Two: Basic processes in learning and instruction, Chapters 3-6
  • Chapter 3: One source of complexity in defining educational goals arises from the need to translate goals from the very general to the increasingly specific. Many layers of such goals would be needed to be sure that each topic in the curriculum actually moves the learner a step closer to the distant goal. Despite the involved nature of this problem, means are available for classifying course objectives into categories that then make it possible to examine the scope of types of human capabilities the course is intended to develop. This chapter groups objectives into five categories of capabilities which are described in a classroom setting.
  • Chapter 4: This chapter examines the nature of the performance capabilities implied by each of the five categories of learned capabilities. Beginning with intellectual skills and cognitive strategies, the authors’ outline (1) examples of learned performances in terms of different school subjects, (2) the kinds of internal conditions of learning needed to reach the new capability, and (3) the external conditions affecting its learning.
  • Chapter 5: Chapter 5 provides a description of three different kinds of learning: verbal information, attitudes, and motor skills. Although they have some features in common, their most notable characteristic is that they are in fact different in the kinds of outcome performances which are possible: (1) Verbal information: Verbally stating facts, generalizations, organized knowledge. (2) Attitude: Choosing a course of personal action. (3) Motor skill: Executing a performance of bodily movement.
  • Chapter 6: Learner characteristics that affect the learning of new instructional material assumes several kinds of organization in human memory. The learned capabilities of intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills have direct effects on the learning of new instances of these same kinds of capabilities. Chapter 6 examines outlines learner abilities, skills, and schemas
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