Altered States of Consciousness and Culture Discussion

Due 01/31/2020 at 11:00 A.M. Eastern standard time

For this post, evaluate, discuss, and compare information about the effect of culture on perception, including altered states of consciousness. This is an “Individual Only” discussion response, therefore there is no small group discussion for this assignment. The small group discussions are assigned in Week 8. Follow the steps below to complete the assignment:

1. Make sure to read the instructions provided in the module under Week 4 Assignment details and repeated again in the assignment area here.
2. Under the “Altered States of Consciousness and Culture” discussion topic, click the “Reply” button in gray to start your response.

Watch the classic movie )  (available for free and streaming-do not download; stream only film by clicking the linked text here; This site is a high volume ad site due to the free content. Do not download or enter financial information). (Please note: there are other free options of the movie available streaming online; however students concerned about internet security may also purchase rentals through Google Play, Itunes and Amazon for $2.99)

After watching the movie, make sure to read Chapter 4 and discuss the following:

In your response you must address all of the criteria below:

1.Altered States of Consciousness Experienced & Defined: (this criterion should take approximately 1-2 paragraphs to fully address)

a. Chapter 4 discusses different types of altered states of consciousness (ASC), briefly discuss whether or not you have experienced any of the ASCs discussed in the chapter. If so, which kind? Be sure to clearly define terms.

b. Here students should clearly define and discuss altered states of consciousness (ASC). This discussion includes, what an ASC is, and what types of ASC they have experience. Overall, students should clearly define an ASC, they should provide examples of ASC they have experienced and define those examples. If they have not experienced an ASC their discussion may focus on the definition of ASC and connections as to why they may not have experienced one before.

2. Psychologically Relevant ASC: (this criterion should take approximately 1-2 paragraphs to fully address)

a. Which ASC  appears to be most psychologically useful? Why?

b. Here students need to discuss which ASCs may be more useful or psychologically helpful. This discussion must identify a specific ASC or ASCs and make a clear argument for why it would be psychologically beneficial or helpful. Students should be able to connect this with the textbook discussion of the various ASCs

3. Identify Altered State in Movie: (this criterion should take approximately 1 paragraph to fully address)

a. In the movie The Exorcist, what kind of altered states of consciousness can we recognize in the main character of the movie?

b. Be specific when identifying the ASC. Make sure to use the proper terms as discussed in Shiraev & Levy (2017). A full credit response will provide the correct term, definition and examples.

4. Altered State Development in Movie: (this criterion should take approximately 1-2 paragraphs to fully address)

a. Briefly define and discuss how the state(s) of consciousness developed.

b. Be sure to clearly link definitions and discussion to ideas/concepts discussed in the text. Provide examples and descriptions from the movie where appropriate to support your response.

5. Spirit Negotiation in Movie: (this criterion should take approximately 1-2 paragraphs to fully address)

a. There is a tradition found in many tribes around the world, such as in the Mission Indians in California to assign special duties of communicating with the spirit world to a medicine man (Caprio, 1943).

b. In the movie, who was given the duty to negotiate and eventually expel the spirit from the girl’s body? Describe what was specifically done?

6. Summary of Diagnoses/Culture Identification: (this criterion should take approximately 1-2 paragraphs to fully address)

a. Summarize the diagnoses given to the girl by various doctors. Based upon the character’s symptoms which of these diagnoses seems to fit best? Why?

b. What other cultures were mentioned or can be seen in the movie? If the character had been a member of a non-Western culture how do you think her family, friends and others exposed to her would have reacted? The same or different? If different, how so?

7. Opinion on theme of Possession in Entertainment: (this criterion should take approximately 1 paragraph to fully address)

a. Briefly try to provide an opinion of why the theme of possession is still popular among educated people.

8. Textbook/Research Connection:(should be used throughout response to support, define, and explain concepts)

a. Clearly identify and link concepts/ideas or theory presented in the textbook  to support your response to the questions above.

1. APA style in-text citation and reference is required. Students may not use websites, of any kind, as a primary source in their responses. Submissions which do not contain both APA style in-text citation and reference and/or which use websites of any kind as a primary source may receive a zero.
2. Discussion formatting must be:
   1.  Use of APA style in-text citations and reference is required.
      1. Do NOT use bullets, numbering, headings etc. 
      2. Essay format required.
      3. Submissions which do not contain both APA style in-text citation and reference and/or which use websites of any kind as a primary source may receive a zero.
   2. Responses which do not meet the content and formatting requirements listed above will receive point deductions.
3. As stated in the syllabus and Obojobo modules on Avoiding Plagiarism, responses which do not contain BOTH in-text citation and references will be flagged for plagiarism and receive a zero.

Create a 12- to 15-slide presentation analyzing the formation of habits using behavioral and social-cognitive approaches. Your presentation should cover the following areas:

• Analyze one of your habits. How did you develop this habit? Were there role models for this habit? Which people influenced the adoption of this habit?
• Why do you continue it? Has there been a time when you have attempted to break this habit?
• Use the behavioral personality theory to explain why you have this habit.
• Describe components of social-cognitive theory that explain why the habit formed.
• Develop a plan that applies operant conditioning to change this habit.
• Between the behavioral and social-cognitive theories, which one do you find best explains your personality?

Include detailed speaker notes on each slide, along with title and reference slides.

Provide 3 to 4 references.

Format any citations in your presentation according to APA guidelines.

Example Child Development Memes

Below are some examples of Child Development Memes. These memes have been collected from various sites but are here to just give you an example of what you can do. Students MAY NOT use memes that have already been created. Students MUST use an original photo or drawing to create their meme. 

Below is a thought-provoking meme that is promoting the acceptance of boys playing with dolls. 

Below is a thought-provoking & humorous meme that is promoting parents modeling reading as a way to facilitate children to read. 

Below is a thought-provoking meme that is promoting the ideal that there is pressure for men (not just women) to conform to unrealistic body standards. 

Below is humorous meme that is using Piaget’s concept of Object Permanence. 

Below is a humorous meme that is promoting the normalcy of separation anxiety/stranger danger in toddlerhood. 

Below is a thought-provoking and humorous meme that is advocating that taking prescription medication for mental health should not be stigmatized. 

Criteria 

ploaded MemeMeme is uploaded. Meme is easily readable and simple to understand.

8.0 to >4.0 ptsFull Marks

4.0 to >0.0 ptsNeeds Work
Meme needs more visual work or the wording is not understandable. There are errors in spelling or grammar in meme text.
0.0 ptsNo Marks
8.0 pts
This criterion is linked to a Learning OutcomeQuestion #1How did you create your meme? What program/software/app did you use? How long did it take you?

If it is a photo, when did you take it?

If it is a drawing/illustration, what materials did you use to create it?

1.0 ptsFull Marks

0.0 ptsNo Marks
1.0 pts
This criterion is linked to a Learning OutcomeQuestion #2What emotion or thought do you want the reader to engage in while reading/examining your meme?

1.0 ptsFull Marks

0.0 ptsNo Marks
1.0 pts
This criterion is linked to a Learning OutcomeQuestion #3Thoroughly explain the concept or theory that your meme connects to.

8.0 to >4.0 ptsFull Marks

4.0 to >0.0 ptsMore Detail is Needed
The description of the theory/concept is not clear or it needs more explanation. Paraphrasing is either not used or is too vague. Textbook or other source citations are not provided.
0.0 ptsNo Marks
8.0 pts
This criterion is linked to a Learning OutcomeQuestion #4How does your meme promote healthy child development?

2.0 to >0.0 ptsFull Marks

0.0 ptsNo Marks
2.0 pts
This criterion is linked to a Learning OutcomeSpelling, Grammar, & FormatThere are no spelling, grammar, or punctuation errors in both the meme & responses. There is clear organization.

2.0 ptsFull Marks
There are NO errors in spelling, grammar, or format.
1.0 ptsNeeds Work
There are errors in spelling, grammar, or format.
0.0 ptsNo Marks
There are NUMEROUS errors in spelling, grammar, or format.2.0 pts
Total Points: 22.0

Item analysis is one of the most important elements of test construction. Statistical techniques can be used to carefully examine how a test item functions. This analysis can reveal how easy or difficult an item is and how well the item discriminates between test-takers. Item analysis can also reveal whether an item functions similarly when administered to different populations or when it is translated into another language. Classical test theory (CTT) and item-response theory (IRT) are the two commonly used methods of assessing test item characteristics.

Classical test theory focuses on an individuals observed score of an entire instrument, not just individual items. It assumes that test scores have two major influences: consistency factors and inconsistency factors. In other words, there are characteristics of the test taker that are consistent and reflect the amount of whatever is being measured that is possessed by the individual. The inconsistency factors are those error factors from the individual or environment that have nothing to do with what is actually being measured. According to CTT then, a persons observed score is the true score plus or minus error from these inconsistencies.

Item-response theory, on the other hand, is a set of models that establishes a persons location on a latent variable using the observed data from a test item. This means that according to IRT, item responses on tests are explained by latent traits, or a trait that is presumed to exist in some quantity but cannot be directly assessed (e.g., intelligence or anxiety). Once you know where a person is on a latent variable scale (for instance, high anxiety or low anxiety), you can compare test takers to each other by seeing where each is on the continuum. According to IRT, each test item has an associated function, showing the probability that an individual with a certain quantity of the latent trait will pass the item.

When a new test is developed, test developers typically begin by creating more items than are needed. Item analysis techniques such as CTT and IRT are then used to diagnose items, and bad ones are discarded. IRT techniques can also be used to develop item banks. Items that function similarly can be used interchangeably, and computerized test administration can present a test tailored to the examinees ability level.

With these thoughts in mind:

Post   

1. For IRT (Item Response Theory)
   1. Explain its advantages and disadvantages
   2. Explain two SPECIFIC CIRCUMSTANCES where IRT might be useful for the test you are developing for the final project
2. For CTT (Classical Test Theory)
   1. Explain its advantages and disadvantages
   2. Explain two SPECIFIC CIRCUMSTANCES where CTT might be useful for the test you are developing for the final project
3. Support your reply with at least four (4) academic citations, drawing some from the readings.

Example Child Development Memes

Below are some examples of Child Development Memes. These memes have been collected from various sites but are here to just give you an example of what you can do. Students MAY NOT use memes that have already been created. Students MUST use an original photo or drawing to create their meme. 

Below is a thought-provoking meme that is promoting the acceptance of boys playing with dolls. 

Below is a thought-provoking & humorous meme that is promoting parents modeling reading as a way to facilitate children to read. 

Below is a thought-provoking meme that is promoting the ideal that there is pressure for men (not just women) to conform to unrealistic body standards. 

Below is humorous meme that is using Piaget’s concept of Object Permanence. 

Below is a humorous meme that is promoting the normalcy of separation anxiety/stranger danger in toddlerhood. 

Below is a thought-provoking and humorous meme that is advocating that taking prescription medication for mental health should not be stigmatized. 

 Criteria 

ploaded MemeMeme is uploaded. Meme is easily readable and simple to understand.

8.0 to >4.0 ptsFull Marks

4.0 to >0.0 ptsNeeds Work
Meme needs more visual work or the wording is not understandable. There are errors in spelling or grammar in meme text.
0.0 ptsNo Marks
8.0 pts
This criterion is linked to a Learning OutcomeQuestion #1How did you create your meme? What program/software/app did you use? How long did it take you?

If it is a photo, when did you take it?

If it is a drawing/illustration, what materials did you use to create it?

1.0 ptsFull Marks

0.0 ptsNo Marks
1.0 pts
This criterion is linked to a Learning OutcomeQuestion #2What emotion or thought do you want the reader to engage in while reading/examining your meme?

1.0 ptsFull Marks

0.0 ptsNo Marks
1.0 pts
This criterion is linked to a Learning OutcomeQuestion #3Thoroughly explain the concept or theory that your meme connects to.

8.0 to >4.0 ptsFull Marks

4.0 to >0.0 ptsMore Detail is Needed
The description of the theory/concept is not clear or it needs more explanation. Paraphrasing is either not used or is too vague. Textbook or other source citations are not provided.
0.0 ptsNo Marks
8.0 pts
This criterion is linked to a Learning OutcomeQuestion #4How does your meme promote healthy child development?

2.0 to >0.0 ptsFull Marks

0.0 ptsNo Marks
2.0 pts
This criterion is linked to a Learning OutcomeSpelling, Grammar, & FormatThere are no spelling, grammar, or punctuation errors in both the meme & responses. There is clear organization.

2.0 ptsFull Marks
There are NO errors in spelling, grammar, or format.
1.0 ptsNeeds Work
There are errors in spelling, grammar, or format.
0.0 ptsNo Marks
There are NUMEROUS errors in spelling, grammar, or format.2.0 pts
Total Points: 22.0

It is not uncommon to encounter leaders who are dysfunctional in some way. Leader dysfunction may arise from specific personality traits, distorted thinking, destructive patterns of behavior, or all of the above. In some cases, coaching is an appropriate response to leader dysfunction; in other cases, referring the leader to a therapist is best. Coaches must know when to draw the line.

In this Discussion, you will consider different types of leader dysfunction, the causes of the dysfunctions, and whether coaching is an appropriate response.

To Prepare:

• Read the articles The Dark Triad and Workplace Behavior, Abusive Supervision, Coaching the Toxic Leader, and Leadership Illusions: Important Implications for Leaders and Training and Coaching Leaders. Think about different types of leadership dysfunction, how to identify the dysfunction, and how it manifests within an organizational context.
• View the media resource, Assessing Readiness for Coaching. Consider examples of when coaching is not an appropriate solution.
• Identify a leadership dysfunction of interest to you. Consider the causes of the dysfunction and whether coaching is an appropriate intervention.

By Day 3

 Briefly describe the leadership dysfunction you selected. Explain the possible causes of the leadership dysfunction and the negative effects on individuals, teams, and organizations. Finally, explain the degree to which the dysfunction could be successfully addressed through coaching and why or why not. Be specific.  

I need a 6 page paper, APA format for Ursula from “The Little Mermaid”.  One of her psychological disorders is a sociopath.  I need a brief background on Ursula, description of her diagnosis and why she is diagnosed, and then come up with a treatment plan.  

References are a MUST for creating a treatment plan and explaining what led to the reasoning for the diagnosis.

For this Discussion, review this weeks Learning Resources including Appendices 1215 of the 2010 USDA Dietary Guidelines for Americans. Also review the Nutrition, Stress, and Your Cells handout and the Stress and Its Impact on Nutrient Processing and Absorption handout. Then, research nutritional approaches to stress management and select two that might be effective. Finally, consider any contraindications or cautions that might result in applying the approaches you selected.

With these thoughts in mind:

Post by Day 4 a brief description of two nutritional approaches you selected for stress management. Then explain why these approaches might be effective. Finally, explain any contraindications or cautions to using these two approaches and explain why. Be specific.

Readings

• Course Text: OConner, D. B., & Conner, M. (2011). Effects of stress on eating behavior. In R. J. Contrada & A. Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 275286). New York, NY: Springer Publishing Company.
• Article: American Cancer Society. (2012). Complementary and alternative methods for cancer management. Retrieved from
• Article: Cancer Research UK. (2011). The difference between complementary and alternative therapies. Retrieved from
• Article: Ferguson, J. K., Willemsen, E. W., & Castaeto, M. V. (2010). Centering  prayer as a healing response to everyday stress: A psychological and spiritual process. Pastoral Psychology, 59(3), 305329.
  Retrieved from the Walden Library using the Academic Search Complete database.
• Article: Kelley, D. (2009). The effects of exercise and diet on stress. Nutritional Perspectives: Journal of the Council on Nutrition, 32(1), 3739.
  Retrieved from the Walden Library using the CINAHL Plus with Full Text database.
• Article: Mora-Ripoll, R. (2011). Potential health benefits of simulated laughter: A narrative review of the literature and recommendations for future research. Complementary Therapies in Medicine, 19, 170177.
  Retrieved from the Walden Library using the ScienceDirect Health Sciences Subject Collection.
• Article: Romeo, J., Wrnberg, J., Gmez-Martnez, S., Daz, L. E., & Marcos, A. (2008). Neuroimmunomodulation by nutrition in stress situations. Neuroimmunomodulation, 15(3), 165169.
  Retrieved from the Walden Library using the MEDLINE with Full Text database.
• Article: Seifried, H. E. (2006). Oxidative stress and antioxidants: A link to disease and prevention? The Journal of Nutritional Biochemistry, 18(3), 168171.
  Retrieved from the Walden Library using the ScienceDirect Health Sciences Subject Collection.
• Booklet: National Center for Complementary and Alternative Medicine. (2012). Herbs at a glance.Retrieved from  
• Booklet: U.S. Department of Agriculture, & U.S. Department of Health and Human Services. (2010). Dietary guidelines for Americans, 2010 (7th ed.). Washington, DC: Government Printing Office. Retrieved from
• Handout: Laureate Education, Inc. (2012). . Unpublished document.
• Handout: Laureate Education, Inc. (2012). . Unpublished document.
• Handout: Laureate Education, Inc. (2012). . Unpublished document.
• Website: Office of Dietary Supplements. (n.d.). Retrieved from
• Website: Office of Disease Prevention and Health Promotion. (2012). Retrieved from
• Website: National Council on Complementary and Alternative Medicine. (n.d.). Retrieved from  
• Website: Nutrition.gov. (n.d.). Retrieved from  
• Web Resource: National Center on Complementary and Alternative Medicine. (2012). Herbs at a glance. Retrieved from

For this Discussion, review this weeks Learning Resources including the Varying Philosophies of Medical Care handout. Research complementary and alternative stress management approaches in the Walden Library and on the website for the National Institutes of Healths National Center for Complementary and Alternative Medicine (NCCAM) (). Select a complementary and alternative medicine (CAM) discussed at NCCAM. Consider how the CAM you selected might effectively reduce stress. Reflect on any contraindications that might exist with regard to its use.

With these thoughts in mind:

Post by Day 3 a brief description of the complementary and alternative medicine (CAM) you selected. Then, explain how this CAM is effective in reducing stress. Finally, explain any contraindications or cautions with this type of stress management strategy. Use the current literature to support your response.

Readings

• Course Text: OConner, D. B., & Conner, M. (2011). Effects of stress on eating behavior. In R. J. Contrada & A. Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 275286). New York, NY: Springer Publishing Company.
• Article: American Cancer Society. (2012). Complementary and alternative methods for cancer management. Retrieved from
• Article: Cancer Research UK. (2011). The difference between complementary and alternative therapies. Retrieved from
• Article: Ferguson, J. K., Willemsen, E. W., & Castaeto, M. V. (2010). Centering  prayer as a healing response to everyday stress: A psychological and spiritual process. Pastoral Psychology, 59(3), 305329.
  Retrieved from the Walden Library using the Academic Search Complete database.
• Article: Kelley, D. (2009). The effects of exercise and diet on stress. Nutritional Perspectives: Journal of the Council on Nutrition, 32(1), 3739.
  Retrieved from the Walden Library using the CINAHL Plus with Full Text database.
• Article: Mora-Ripoll, R. (2011). Potential health benefits of simulated laughter: A narrative review of the literature and recommendations for future research. Complementary Therapies in Medicine, 19, 170177.
  Retrieved from the Walden Library using the ScienceDirect Health Sciences Subject Collection.
• Article: Romeo, J., Wrnberg, J., Gmez-Martnez, S., Daz, L. E., & Marcos, A. (2008). Neuroimmunomodulation by nutrition in stress situations. Neuroimmunomodulation, 15(3), 165169.
  Retrieved from the Walden Library using the MEDLINE with Full Text database.
• Article: Seifried, H. E. (2006). Oxidative stress and antioxidants: A link to disease and prevention? The Journal of Nutritional Biochemistry, 18(3), 168171.
  Retrieved from the Walden Library using the ScienceDirect Health Sciences Subject Collection.
• Booklet: National Center for Complementary and Alternative Medicine. (2012). Herbs at a glance.Retrieved from  
• Booklet: U.S. Department of Agriculture, & U.S. Department of Health and Human Services. (2010). Dietary guidelines for Americans, 2010 (7th ed.). Washington, DC: Government Printing Office. Retrieved from
• Handout: Laureate Education, Inc. (2012). . Unpublished document.
• Handout: Laureate Education, Inc. (2012). . Unpublished document.
• Handout: Laureate Education, Inc. (2012). . Unpublished document.
• Website: Office of Dietary Supplements. (n.d.). Retrieved from
• Website: Office of Disease Prevention and Health Promotion. (2012). Retrieved from
• Website: National Council on Complementary and Alternative Medicine. (n.d.). Retrieved from  
• Website: Nutrition.gov. (n.d.). Retrieved from  
• Web Resource: National Center on Complementary and Alternative Medicine. (2012). Herbs at a glance. Retrieved from

To prepare for this Discussion:

Review Chapter 8 in the course text, Psychology and Policing. Think about likely police professional reactions to stress.

Review the article, “The Relation Between Mindfulness and Posttraumatic Growth: A Study of First Responders to Trauma-Inducing Incidents.” Consider the potential police reactions to trauma-inducing incidents.

Review the article, “Police Trauma and Addiction,” and consider the connection between stress and addiction.

Review the article, “After Facing Traumatic Stress: Brain Activation, Cognition and Stress Coping in Policemen.” Consider the possible reactions to stress that police professionals could have and why.

Review the article, “Predictors of Police Suicide Ideation,” and think about the possible negative reactions to stress that police professionals could experience.

Select two possible reactions to, or outcomes of, stress that police professionals could experience throughout their professional lifespan. Think about which outcome or response is more likely and consider why.

With these thoughts in mind:

Post by Day 4 a description of two potential police professional reactions to, or outcomes of, stress. Analyze and explain which reaction or outcome you believe is more likely, and justify your responses with references to the Learning Resources.

Learning Resources

Readings

• Course Text: Psychology and Policing
  • Chapter 8, “Stress and Policing”
• Article: Chopko, B. A., & Schwartz, R. C. (2009). The relation between mindfulness and posttraumatic growth: A study of first responders to trauma-inducing incidents. Journal of Mental Health Counseling, 31(4), 363376. Retrieved from the Walden Library databases.
• Article: Cross, C. L., & Ashley, L. (2004). Police trauma and addiction. FBI Law Enforcement Bulletin, 73(10), 2432. Retrieved from the Walden Library databases.
• Article: Hennig-Fast, K., Werner, N. S., Lermer, R., Latscha, K., Meister, F., Reiser, M., … Meindl, T. (2009). After facing traumatic stress: Brain activation, cognition and stress coping in policemen. Journal of Psychiatric Research, 43(14), 11461155. Retrieved from the Walden Library databases.
• Article: Regehr, C., LeBlanc, V., Blake Jelley, R., & Barath, I. (2008). Acute stress and performance in police recruits. Stress and Health, 24(4), 295303. Retrieved from the Walden Library databases.
• Article: Violanti, J. M. (2004). Predictors of police suicide ideation. Suicide & Life-Threatening Behavior, 34(3), 277283. Retrieved from the Walden Library databases.