Fluent Essays

Help me pleaseOverview Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span. These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences. Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (EI). Prompt The following resource supports your work on the activity: · Module Three Activity Template For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences. · Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response: · What external stimulus affected your behavior? · Were you aware that your behavior was being influenced by the stimulus? If so, how did you know? · Explain whether the conditioned behavior was positive or negative. · If positive, in what ways can you continue to reinforce this behavior? · If negative, what are some steps you can take to change this behavior? · Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response: · What external stimulus affected your behavior? · Were you aware that your behavior was being influenced by the stimulus? If so, how did you know? · Explain whether the change in behavior was positive or negative. · If positive, in what ways can you continue to reinforce this behavior? · If negative, and if it is something that you would like to change again, what are some steps you can take to change this behavior? · Explain why one of the behaviors described above is an example of classical conditioning (Watson), operant conditioning (Skinner), or neither of these. Address the following in your response: · If one of the above types of condiPSY 211 Module Three Activity Template In the Module Three Activity Guidelines and Rubric, review the Overview and Prompt sections. Then answer each of the following questions with a minimum of 2 to 5 sentences. Complete this template by replacing the bracketed text with the relevant information. · Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response: · What external stimulus affected your behavior? · Were you aware that your behavior was being influenced by the stimulus? If so, how did you know? [Insert text.] · Explain whether the conditioned behavior was positive or negative. · If positive, in what ways can you continue to reinforce this behavior? · If negative, what are some steps you can take to change this behavior? [Insert text.] · Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response: · What external stimulus affected your behavior? · Were you aware that your behavior was being influenced by the stimulus? If so, how did you know? [Insert text.] · Explain whether the change in behavior was positive or negative. · If positive, in what ways can you continue to reinforce this behavior? · If negative, and if it is something that you would like to change again, what are some steps you can take to change this behavior? [Insert text.] · Explain why one of the behaviors described above is an example of classical conditioning (Watson), operant conditioning (Skinner), or neither of these. Address the following in your response: · If one of the above types of conditioning applies to your example, which specific features helped you to identify it? · Explain why this type of conditioning is most effective in learning or changing this behavior. · If neither type of conditioning applies to the behavior, why is this the case? Explain your response in terms of specific conditioning features (e.g., stimulus, response, association) or inherent aspects of the behavior itself. [Insert text.] 1Infants and Toddlers in Foster Care Mary Dozier, 1 Charles H. Zeanah, 2 and Kristin Bernard 1 1 University of Delaware and 2 Tulane University ABSTRACT—Young children involved in the child welfare system are susceptible to behavioral and physiological dysregulation. These children need nurturing care to develop organized attachments to caregivers, they need synchronous care to support their physiological and behavioral regulation, and they need stable caregivers who can commit to them, supporting their sense of self and behavioral regulation. Without intervention at the level of the parent and the system, most children involved with the child welfare system are unlikely to have these needs met. We present two models of intervention designed to enhance parents’ synchrony and nurturance, and highlight aspects of the system that can enhance the stability and commitment of caregivers. KEYWORDS—foster care; attachment; maltreatment Every year, many children and families are involved with the child welfare system. In 2011, more than 650,000 children were identified as victims of child abuse and neglect, almost half (47\%) of them age 5 or younger (U.S. Department of Health & Human Services, 2011). Infants and young children involved in the child welfare system typically have experienced maltreat- ment as well as disruptions in their relationships with primary caregivers at a point in development when parents serve a criti- cal role in helping children regulate their physiology, behavior, and emotions (Hertsgaard, Gunnar, Erickson, & Nachmias, 1995; Hofer, 1994, 2006). Perturbations in the caregiving sys- tem are especially challenging for the youngest children. Chil- dren adapt in a variety of ways to such challenges, some with problematic long-term consequences. Therefore, intervention strategies are needed that enhance parents’ capacity for provid- ing synchronous, nurturing care, and those that promote stable relationships. The primary role of the child welfare system is to protect young children. Following occurrences of neglect or abuse, young children may be placed with foster or kinship parents. Although reunification with the biological parent is the goal for most children, the child welfare system may work toward estab- lishing a permanent out-of-home placement (i.e., adoption) when reunification is impossible. For intervention strategies to meet the unique needs of these vulnerable children, it is critical to identify key caregiving variables that influence children’s early development. KEY CAREGIVING VARIABLES FOR VULNERABLE CHILDREN In the first several years of life, children depend especially on caregivers for help regulating their physiology, attention, behav- ior, and emotions. Early in development, parents serve as coreg- ulators, with children gradually taking over these regulatory functions themselves (Hofer, 2006). This process is facilitated by the experience of stable, enduringYou will explore the concept of attachment style as it occurs in early life-span development. For your initial post, review Infants and Toddlers in Foster Care and answer the following questions. Consider aspects of your own experience and knowledge in formulating your response. · What aspects of research in attachment are important to consider in foster care placements or systems? · What are some of the everyday situations in early life-span development that influence attachment style? · In what way is attachment a bidirectional process? · How do the lives of children with disorganized attachment look different from children with healthier attachments? · How does attachment style early in life influence our attachments later on in adulthood? · How does the concept of attachment style apply to any of the following programmatic themes? You may want to review the Programmatic Themes document. · Self-care · Social justice · Emotional intelligence · Career connections · Ethics1 PSY Programmatic Themes Psychology is more than just one course you are taking in college. Psychology is everywhere! It’s a tool that can help you live a better life, make a bigger impact on the world, and build stronger relationships. As you complete coursework throughout your degree program, you’ll discover and rediscover five key themes. Each one illustrates a way to apply psychology in your life both personally and professionally. By the end of your program, you’ll have the tools to understand yourself more fully, improve your personal and professional connections, and effect positive change in the world.  Self-care: When you hear the term self-care, you may think of things like bubble baths and dark chocolate. But self-care is about more than just pampering yourself. Engaging in self-care means taking time for personal reflection and developing skills to improve your well-being. You can also take care of yourself by increasing your resilience and self-regulation.  Social justice: Everyone deserves the same rights and access to opportunities. When you apply psychology ethically and empathetically, you’re supporting social justice. As you work through this program, you’ll see that psychology can do more than just improve your own life—it can help you enhance the lives of others and promote social justice for society as a whole.  Emotional intelligence (EI): Emotional intelligence is defined as the practice of self-control and the ability to accurately perceive the emotions of self and others, appropriately adapt emotions and actions in daily interactions, and consistently understand and express interest in the well- being of self and others. In short, it’s how you understand and respond to emotions in yourself and the people around you. Emotional intelligence is not just an abstract concept. It’s a set of skills, including self-awareness, self-regulation, ethical judgment, empathy, social awareness, and conflict resolution.  Career connections: Even if you don’t become a psychologist, studying psychology can help advance your career. Psychology helps explain why people behave in certain ways and how you can work with them more effectively. Whether you major in psychology or use this course as a stepping-stone to other opportunities, the study of psychology can improve your daily life and job prospects.  Ethics: Modern psychology is guided by ethical principles. While formal ethics are set by governing bodies such as the American Psychological Association, you also have your own set of values and morals that influence your personal ethics. Throughout your coursework, you will apply ethics by citing your sources.