Tag: Clinical & Abnormal Psychology

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    Describe dynamic followership and explain why it is a requirement for effective leadership. – 2 years ago

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    Describe dynamic followership and explain why it is a requirement for effective leadership.

    – 2 years ago

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    Follow instructions carefully – 2 years ago **files (3)** – ## PSY-452-RS-T2-TopicProposalAndOperationalDefinitionsWorksheet.docx – Topic2AssignmentInstructions.PNG – PSY-452Rubric-TopicProposalandOperationalDefinitionsWorksheet.pdf **## PSY-452-RS-T2-TopicProposalAndOperationalDefinitionsWorksheet….

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    Follow instructions carefully

    – 2 years ago

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    – PSY-452Rubric-TopicProposalandOperationalDefinitionsWorksheet.pdf

    **## PSY-452-RS-T2-TopicProposalAndOperationalDefinitionsWorksheet.docx**

    ![](https://www.sweetstudy.com/questions/assessment-20887799)

    **Topic Proposal and Operational Definitions Worksheet**

    **Directions:** The goal of this class is to create an original research proposal in the field of psychology. Your research study can be anything to do with psychology! This worksheet will help you finalize a research topic, think of research questions related to that topic, and then identify and operationalize the key variables of those questions. Review the topic resources, the following five questions below.

    · Describe your research topic choice in one to three sentences. Make at least one connection to the literature demonstrating the current research on your variables.

    · Create your research questions. Your research questions related to this topic should be created based on what interests you the most about the topic. (Hint: Phrase your questions as something you can answer quantitatively, such as “is there a difference between two or more groups?” or “Is there a relationship between two or more variables?”)

    · Identify your hypothesis for each research question. Remember, your hypotheses are answers to your research questions. You will have a hypothesis for each research question you pose.

    · Identify the key variables in your research questions.

    · Create operational definitions for each variable. (Remember: When you operationalize a variable you define it and describe how you will measure it in your study.)

    ©2024. Grand Canyon University. All Rights Reserved.

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    **PSY-452Rubric-TopicProposalandOperationalDefinitionsWorksheet.pdf**

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    **## PSY-452-RS-T2-TopicProposalAndOperationalDefinitionsWorksheet.docx**

    ![](https://www.sweetstudy.com/questions/assessment-20887799)

    **Topic Proposal and Operational Definitions Worksheet**

    **Directions:** The goal of this class is to create an original research proposal in the field of psychology. Your research study can be anything to do with psychology! This worksheet will help you finalize a research topic, think of research questions related to that topic, and then identify and operationalize the key variables of those questions. Review the topic resources, the following five questions below.

    · Describe your research topic choice in one to three sentences. Make at least one connection to the literature demonstrating the current research on your variables.

    · Create your research questions. Your research questions related to this topic should be created based on what interests you the most about the topic. (Hint: Phrase your questions as something you can answer quantitatively, such as “is there a difference between two or more groups?” or “Is there a relationship between two or more variables?”)

    · Identify your hypothesis for each research question. Remember, your hypotheses are answers to your research questions. You will have a hypothesis for each research question you pose.

    · Identify the key variables in your research questions.

    · Create operational definitions for each variable. (Remember: When you operationalize a variable you define it and describe how you will measure it in your study.)

    ©2024. Grand Canyon University. All Rights Reserved.

    ## image1.png

    **Topic2AssignmentInstructions.PNG**

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    **PSY-452Rubric-TopicProposalandOperationalDefinitionsWorksheet.pdf**

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    **## PSY-452-RS-T2-TopicProposalAndOperationalDefinitionsWorksheet.docx**

    ![](https://www.sweetstudy.com/questions/assessment-20887799)

    **Topic Proposal and Operational Definitions Worksheet**

    **Directions:** The goal of this class is to create an original research proposal in the field of psychology. Your research study can be anything to do with psychology! This worksheet will help you finalize a research topic, think of research questions related to that topic, and then identify and operationalize the key variables of those questions. Review the topic resources, the following five questions below.

    · Describe your research topic choice in one to three sentences. Make at least one connection to the literature demonstrating the current research on your variables.

    · Create your research questions. Your research questions related to this topic should be created based on what interests you the most about the topic. (Hint: Phrase your questions as something you can answer quantitatively, such as “is there a difference between two or more groups?” or “Is there a relationship between two or more variables?”)

    · Identify your hypothesis for each research question. Remember, your hypotheses are answers to your research questions. You will have a hypothesis for each research question you pose.

    · Identify the key variables in your research questions.

    · Create operational definitions for each variable. (Remember: When you operationalize a variable you define it and describe how you will measure it in your study.)

    ©2024. Grand Canyon University. All Rights Reserved.

    ## image1.png

    **Topic2AssignmentInstructions.PNG**

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    **PSY-452Rubric-TopicProposalandOperationalDefinitionsWorksheet.pdf**

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  • [Solved] CT #2

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    These assignment will cover the reading material for that week. **The assignment will be two full pages, single-spaced, 12-point font, 1” margins, no heading.** I only want your name at the top and nothing else; again, two FULL pages, which will be between **1300-1400 words in length.** There is no …

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    Assignment Prompt & Instructions

    These assignment will cover the reading material for that week. **The assignment will be two full pages, single-spaced, 12-point font, 1” margins, no heading.** I only want your name at the top and nothing else; again, two FULL pages, which will be between **1300-1400 words in length.**

    There is no prompt. These assignment will include your thoughts on the assigned reading; there is no prompt. It is expected that the assignment will be well edited, thoughtful, and written in true assignment format. Points will be deducted for short assignment, poor grammar, bullet points, and the like. The assignment will be checked with turnitin.com, so do not collaborate with others. Quotes from the book can be used but should not be the majority of your assignment and should be marked as quotations so as not to plagiarize. The assignment should not show more than 10% match with other sources in Turnitin.com.  If so, points will be deducted.

    **These assignment can include:** personal stories of experiences you have had related to this section, information from the research you found in the books that sheds more light on the topic, questions/arguments about the reading you want to bring to light, thoughts on applications of the material to your own life, etc. This is your time to show you thorough read the material and understand it.

    **DO NOT use Grammarly, ChatGPT, SpinBot or any outside software to help write these assignment or a 0 will be given.

    – [\
    \
    Mallicoat_2e_Ch04_Presentation_SO_Ed.pptx](https://www.sweetstudy.com/files/mallicoat-2e-ch04-presentation-so-ed-pptx "Mallicoat_2e_Ch04_Presentation_SO_Ed.pptx")
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    \
    Mallicoat_2e_Ch05_Presentation_SO_Ed.PPTX](https://www.sweetstudy.com/files/mallicoat-2e-ch05-presentation-so-ed-pptx "Mallicoat_2e_Ch05_Presentation_SO_Ed.PPTX")
    – [\
    \
    Mallicoat_2e_Ch03_Presentation_SO_Ed.pptx](https://www.sweetstudy.com/files/mallicoat-2e-ch03-presentation-so-ed-pptx "Mallicoat_2e_Ch03_Presentation_SO_Ed.pptx")

    – 2 years ago

  • [Solved] Psychology Psychology Homework

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    Can you assist me with a homework question? – 2 years ago **files (4)** – ## ResearchPaperAssignmentInstructions2.docx – ## Requirementsforpaper.docx – ## CRIS607CHEATSHEET2.docx – ## CRIS607CHEATSHEET3.docx **## ResearchPaperAssignmentInstructions2.docx** CRIS 607 **Research Paper Assignment Instru…

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    Assignment Prompt & Instructions

    Can you assist me with a homework question?

    – 2 years ago

    **files (4)**

    – ## ResearchPaperAssignmentInstructions2.docx

    – ## Requirementsforpaper.docx

    – ## CRIS607CHEATSHEET2.docx

    – ## CRIS607CHEATSHEET3.docx

    **## ResearchPaperAssignmentInstructions2.docx**

    CRIS 607

    **Research Paper Assignment Instructions**

    Overview

    Engagement with the current scholarly literature is one of the main ways an individual in the helping professions can stay informed of new advances in the field, including research findings, updated treatment protocols, changes in the standards of care, etc. In this assignment, you will have the opportunity to identify and engage with the scholarly literature as well as synthesize findings into a cohesive research paper on an identified topic. Additionally, you will be able to discuss how Biblical principles and Scripture can be integrated in a therapeutically appropriate way.

    Instructions

    Write a professional research paper of
    _7–8 pages_ (not including the title page or references page) investigating PTSD in relation to a specific trauma, population, symptom or comorbid disorder. At minimum, the paper should include a summary of PTSD (including key symptoms), exploration of treatment options, and integration of a Biblical worldview or Scriptural principles. You may include additional information based on your interest area. The paper should be written in current APA or Turabian style, including a title page and references page/bibliography; however, you do not need an abstract.

    The paper must have a minimum of
    _8 scholarly references published in the last 8 years_, such as published journals, textbooks, etc. You may have older sources and/or additional sources, but they would not count toward the minimum requirement.
    _Please do not use this paper as a personal journal or to explain lived experiences with PTSD, trauma or combat stress_. Balance the paper with both a biblical worldview and theoretical perspectives.

    When considering the Biblical integration requirement, please be intentional about looking at your topic with a Biblical worldview. This includes not only listing Scripture references at the end of the paper but also incorporating what the scholarly literature says about the relationship between faith and trauma/PTSD, discussing any treatment options which may include a spiritual component, etc.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## Requirementsforpaper.docx**

    **PTSD in First Responders: Examining the Prevalence, Impact, and Intervention Strategies for Law Enforcement Officers**

    The paper should be 8 pages (not including the title and reference page -NO ABSTRACT)

    It should provide the following:

    · Summary of PTSD (including key symptoms)

    · Unique challenges they face

    · Prevalence of PTSD in law enforcement officers

    · Effectiveness of various support and intervention strategies

    · Investigating PTSD with a specific trauma, population, symptom, or comorbid disorder

    · Exploration of treatment options

    · Integration of a Biblical worldview or Scriptural principles: * incorporate what scholarly literature says about the relationship between faith and trauma/PTSD discussing any treatment options that may include a spiritual component; *what specific Scripture references might you include in the paper; * what scholarly literature says about the relationship between faith and trauma/PTSD, such as positive or negative religious coping, etc.

    **References**

    Chopko, B. A., Palmieri, P. A., & Adams, R. E. (2018). Trauma-related sleep problems and associated health outcomes in police officers: A path analysis.
    _Journal of Interpersonal Violence_.
    [https://doi.org/10.1177/0886260518767912](https://doi.org/10.1177/0886260518767912)

    Daniel, A. M., & Treece, K. S. (2022). Law enforcement pathways to mental health: Secondary traumatic stress, social support, and social pressure.
    _Journal of police and criminal psychology_,
    _37_(1), 132–140.
    [https://doi.org/10.1007/s11896-021-09476-5](https://doi.org/10.1007/s11896-021-09476-5)

    Desrochers, A. B., Rouleau, I., Angehrn, A., Vasiliadis, M., Saumier, D., & Brunet, A. (2021). Trauma on duty: Cognitive functioning in police officers with and without posttraumatic stress disorder (PTSD).
    _European Journal of Psychotraumatology_,
    _12_(1), 1959117.
    [https://doi.org/10.1080/20008198.2021.1959117](https://doi.org/10.1080/20008198.2021.1959117)

    Drescher, K. D., Smith, K. M., & Foy, D. W. (2018). Spirituality and trauma in law enforcement. Journal of Police and Criminal Psychology, 33(2), 125-135.
    [https://doi.org/10.1007/s11896-018-9262-1](https://doi.org/10.1007/s11896-018-9262-1)

    Friedman, M. (2015).
    _Posttraumatic and acute stress disorders_. (6th ed.). Springer Publishing.

    Fuller, E., Boland, G. M., & Salami, T. (2023). The impact of critical incidents, work stress, and organizational support on PTSD symptoms among law enforcement officers: moderated moderation model.
    _Police Practice and Research_,
    _25_(3), 308–323.
    [https://doi.org/10.1080/15614263.2023.2231594](https://doi.org/10.1080/15614263.2023.2231594)

    Jenkins, D. (2018).
    _Treatment protocols_ [Video]. Liberty University.
    [Watch: Treatment Protocols: CRIS607: PTSD and Combat-Related Trauma (B02)](https://canvas.liberty.edu/courses/746693/pages/watch-treatment-protocols?module_item_id=78328572)

    Koch, B. J., Samar, M. T., & Harris, R. (2022). Prevalence and factors associated with PTSD in law enforcement officers. BMC Psychiatry, 22, 431.
    [https://doi.org/10.1186/s12888-022-04317-z](https://doi.org/10.1186/s12888-022-04317-z)

    Lancaster, C. L., Teeters, J. B., Gros, D. F., & Back, S. E. (2016).
    Posttraumatic stress disorder: Overview of evidence-based assessment and treatment
    **.** Journal of Clinical Medicine, 5(11), 105.
    [https://doi.org/10.3390/jcm5110105](https://doi.org/10.3390/jcm5110105)

    Papazoglou, K., & Tuttle, B. M. (2018). Fighting police trauma: Practical approaches to addressing psychological needs. American Journal of Criminal Justice, 43(4), 583-605.
    [https://doi.org/10.1007/s12103-018-9451-8](https://doi.org/10.1007/s12103-018-9451-8)

    Ritchie, E. (2015).
    _Posttraumatic stress disorder and related diseases in combat veterans_. Springer Publishing.

    Toussaint, L., Worthington, E. L., & Williams, D. R. (2020). Forgiveness and health: Scientific evidence and theories relating forgiveness to better health
    **.** Springer Nature.
    [https://doi.org/10.1007/978-3-030-39012-5](https://doi.org/10.1007/978-3-030-39012-5)

    Wagner, S. L., White, N., Fyfe, T., Matthews, L. R., Randall, C., Regehr, C., White, M., Alden, L. E., Buys, N., Carey, M. G., Corneil, W., Fraess-Phillips, A., Krutop, E., & Fleischmann, M. H. (2020). A systematic review of posttraumatic stress disorder in police officers following routine work-related critical incident exposure.
    _American journal of industrial medicine_,
    _63_(7), 600–615.
    [https://doi.org/10.1002/ajim.23120](https://doi.org/10.1002/ajim.23120)

    Walker, D. F., Courtois, C. A., & Aten, J. D. (2021). Spiritually oriented trauma treatment: An integrative approach for clinicians. American Psychological Association.
    [https://doi.org/10.1037/0000202-000](https://doi.org/10.1037/0000202-000)

    **## CRIS607CHEATSHEET2.docx**

    **Investigating PTSD in First Responders: Examining the Prevalence, Impact, and Intervention Strategies for Law Enforcement Officers**

    **Introduction**

    Post-Traumatic Stress Disorder (PTSD) is a significant psychological condition arising from exposure to traumatic events. This paper investigates PTSD among first responders, particularly law enforcement officers, emphasizing its prevalence, impact, and intervention strategies.

    **PTSD: A Comprehensive Overview**

    **Definition and Key Symptoms**

    PTSD is characterized by a range of symptoms that emerge following exposure to traumatic events. According to the DSM-5, the key symptoms of PTSD include:

    · •
    **Re-experiencing**: Intrusive memories, flashbacks, and nightmares related to the traumatic event.

    · •
    **Avoidance**: Steering clear of reminders, thoughts, or conversations associated with the trauma.

    · •
    **Negative alterations in mood and cognition**: Persistent negative beliefs, feelings of detachment, and a distorted sense of blame.

    · •
    **Hyperarousal**: Symptoms such as exaggerated startle responses, hypervigilance, and irritability.

    **Prevalence among First Responders**

    Research indicates that first responders, especially law enforcement officers, have a higher prevalence of PTSD compared to the general population. Factors contributing to this increased risk include:

    · • Repeated exposure to traumatic incidents.

    · • High-stress working environments.

    · • Stigmatization surrounding mental health issues.

    **Treatment Options for Combat-Related PTSD**

    **Conventional Approaches**

    Conventional treatment options for PTSD typically involve:

    · •
    **Cognitive-Behavioral Therapy (CBT)**: Focuses on altering negative thought patterns.

    · •
    **Eye Movement Desensitization and Reprocessing (EMDR)**: A structured therapy that helps patients process and integrate traumatic memories.

    · •
    **Medications**: Selective serotonin reuptake inhibitors (SSRIs) and prazosin are commonly prescribed to manage symptoms.

    **Holistic Intervention Approaches**

    Holistic approaches consider the whole person, integrating physical, emotional, and spiritual dimensions. Techniques may include:

    · • Mindfulness and meditation practices.

    · • Group therapy sessions.

    · • Physical fitness and wellness programs.

    **Integration of a Biblical Worldview**

    **Faith and Resilience**

    The biblical perspective on trauma and suffering can provide a framework for understanding PTSD. Scripture addresses the importance of resilience through faith, as noted in 2 Corinthians 12:9-10, where Paul speaks of strength in weakness. This perspective can empower first responders to find purpose and healing in their struggles.

    **Spiritual Components in Treatment**

    Incorporating spiritual practices into PTSD treatment can enhance outcomes. These may involve:

    · • Prayer and meditation.

    · • Faith-based support groups.

    · • Incorporation of biblical teachings on hope and healing.

    **Challenges in Diagnosis and Treatment**

    **Diagnostic Considerations**

    Diagnosing PTSD can be complex due to overlapping symptoms with other mental health conditions such as depression and anxiety. Clinicians must carefully assess the patient's history and symptomatology against DSM-5 criteria.

    **Addressing Comorbid Conditions**

    Many first responders experience comorbid conditions, including depression and substance use disorders. Tailoring treatment plans to address these complexities is crucial, often requiring an integrated approach that combines psychological treatment with addiction support.

    **Establishing a Supportive Therapeutic Environment**

    Creating a safe and supportive environment is essential for individuals with PTSD. A trauma-informed approach ensures that:

    · • Patients feel safe and respected.

    · • Therapists are aware of the potential triggers and sensitivities associated with trauma.

    · • Supportive measures, such as flexible scheduling and peer support, are in place.

    **Long-Term Management and Relapse Prevention**

    Addressing PTSD requires ongoing support and monitoring, as individuals may experience relapses. Strategies for long-term management include:

    · • Regular follow-up appointments.

    · • Continued access to support groups and therapy.

    · • Encouragement of self-care practices and coping strategies.

    **Conclusion**

    PTSD is a profound issue for law enforcement officers and first responders. Understanding its prevalence and symptoms is crucial for effective intervention. By integrating both conventional treatment methods and holistic approaches, along with a biblical worldview, we can enhance recovery and resilience among those who serve our communities.

    **References**

    Bisson, J. I., Desrochers, A., Rouleau, I., & Brunet, A. (2021). Trauma on Duty: Cognitive functioning in police officers with and without PTSD.
    _European Journal of Psychotraumatology_.

    Chopko, B. A., Palmieri, P. A., & Adams, R. E. (2021). Trauma-related sleep problems in police officers: A path analysis.
    _Journal of Interpersonal Violence_.

    English Standard Version Bible. (2001).

    **## CRIS607CHEATSHEET3.docx**

    **PTSD in First Responders: Examining the Prevalence, Impact, and Faith-Based Intervention Strategies for Law Enforcement Officers**

    Law enforcement officers frequently encounter traumatic events that contribute to the development of post-traumatic stress disorder (PTSD). Research suggests that PTSD prevalence among officers varies widely, with rates ranging from
    **7% to 19%** (Koch et al., 2022). The impact of PTSD on law enforcement personnel is profound, often leading to
    **burnout, depression, substance use disorders, and suicidal ideation** (Carleton et al., 2019). While evidence-based treatments such as
    **trauma-focused cognitive behavioral therapy (TF-CBT) and Eye Movement Desensitization and Reprocessing (EMDR)** have been effective (Lancaster et al., 2016), a biblical worldview offers
    **spiritual resilience and healing** as a complementary approach.

    **Faith-Based Healing and PTSD Treatment**

    A biblical worldview emphasizes the integration of
    **faith, community, and scriptural encouragement** as essential components of healing from trauma. The Apostle Paul speaks of suffering as an avenue for spiritual growth:
    _“We also glory in our sufferings, because we know that suffering produces perseverance; perseverance, character; and character, hope”_ (Romans 5:3-4, New International Version). Faith-based interventions such as
    **pastoral counseling, prayer, forgiveness therapy, and biblical cognitive restructuring** align with established psychological frameworks.

    **Forgiveness Therapy and PTSD Recovery**

    Forgiveness therapy, grounded in Christian principles, has shown efficacy in reducing PTSD symptoms among trauma survivors.
    **Toussaint et al. (2020)** found that
    **officers who engaged in forgiveness-based interventions experienced lower levels of anger and distress**, promoting psychological and spiritual well-being. Forgiveness aligns with biblical teachings, particularly in Matthew 6:14, where Jesus instructs believers to forgive others as God forgives them.

    **The Role of Community and Support**

    The church community plays a crucial role in
    **emotional and social support** for law enforcement officers struggling with PTSD.
    **Drescher et al. (2018)** highlight that
    **officers with strong faith-based support networks report higher resilience and lower PTSD symptom severity**. Hebrews 10:24-25 urges believers to encourage one another, reinforcing the idea that community engagement fosters recovery.

    **Spiritual Resilience and Cognitive Reframing**

    Cognitive restructuring, a fundamental aspect of
    **CBT**, aligns with biblical teachings on
    **renewing the mind** (Romans 12:2). Christian counseling incorporates scripture to
    **help officers reframe their traumatic experiences through a lens of divine purpose and hope** (Walker et al., 2021). This integration enables individuals to transform
    **fear and despair into faith and perseverance**.

    **Conclusion**

    While evidence-based psychological treatments remain essential for treating PTSD in law enforcement officers, integrating a biblical worldview provides an additional
    **spiritual foundation for resilience and recovery**.
    **Forgiveness therapy, faith-based community support, and biblical cognitive restructuring** complement clinical interventions, offering a holistic approach to healing. As research continues to explore the role of spirituality in trauma recovery, faith-based strategies should be considered in conjunction with established psychological treatments to provide
    **comprehensive, person-centered care**.

    Post-Traumatic Stress Disorder (PTSD) significantly affects law enforcement officers due to their frequent exposure to traumatic events.

    **Prevalence of PTSD in Law Enforcement Officers**

    ·
    **Systematic Review of PTSD in Police Officers**: This review found that PTSD prevalence in police officers varies widely, ranging from 0% to 44%, with an average of 14.87%. The variability is partly attributed to differences in measurement tools used across studies.

    [pubmed.ncbi.nlm.nih.gov](https://pubmed.ncbi.nlm.nih.gov/32419181/?utm_source=chatgpt.com)

    ·
    **Prevalence and Factors Associated with PTSD**: Research indicates that previous studies have found the prevalence of PTSD in police officers to vary between 7% and 19%.

    [bmcpsychiatry.biomedcentral.com](https://bmcpsychiatry.biomedcentral.com/articles/10.1186/s12888-022-04317-z?utm_source=chatgpt.com)

    **Impact of PTSD on Law Enforcement Officers**

    ·
    **Impact on Critical Decision Making**: PTSD can impair officers' mental well-being and affect their ability to perform duties to the public. Long-term effects may lead to behavioral dysfunctions such as substance abuse, aggression, and suicide.

    [cops.usdoj.gov](https://cops.usdoj.gov/html/dispatch/05-2018/PTSD.html?utm_source=chatgpt.com)

    ·
    **Associations with Burnout**: A recent systematic review and meta-analysis explored the associations and impacts of burnout and PTSD among police officers, highlighting the compounded effect of these conditions on officers' health and job performance.

    [link.springer.com](https://link.springer.com/article/10.1007/s11896-024-09713-7?utm_source=chatgpt.com)

    **Intervention Strategies for PTSD**

    ·
    **Interdisciplinary Trauma-Focused Therapy**: Studies demonstrate that interdisciplinary trauma-focused therapy can facilitate PTSD recovery and support return to work after police-related trauma.

    [pmc.ncbi.nlm.nih.gov](https://pmc.ncbi.nlm.nih.gov/articles/PMC9252544/?utm_source=chatgpt.com)

    ·
    **Trauma-Focused Psychological Therapies**: Recent findings suggest that brief trauma therapies, such as Eye Movement Desensitization and Reprocessing (EMDR) and Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), are effective in reducing symptoms of PTSD and Complex PTSD (CPTSD) in officers.

    [link.springer.com](https://link.springer.com/article/10.1007/s11896-025-09730-0?utm_source=chatgpt.com)

    ·
    **Practical Approaches to Address Psychological Needs**: Recommendations include evidence-based actions that clinicians can employ to approach police culture and develop effective clinical services tailored to officers' unique experiences.

    **## CRIS607CHEATSHEET3.docx**

    **PTSD in First Responders: Examining the Prevalence, Impact, and Faith-Based Intervention Strategies for Law Enforcement Officers**

    Law enforcement officers frequently encounter traumatic events that contribute to the development of post-traumatic stress disorder (PTSD). Research suggests that PTSD prevalence among officers varies widely, with rates ranging from
    **7% to 19%** (Koch et al., 2022). The impact of PTSD on law enforcement personnel is profound, often leading to
    **burnout, depression, substance use disorders, and suicidal ideation** (Carleton et al., 2019). While evidence-based treatments such as
    **trauma-focused cognitive behavioral therapy (TF-CBT) and Eye Movement Desensitization and Reprocessing (EMDR)** have been effective (Lancaster et al., 2016), a biblical worldview offers
    **spiritual resilience and healing** as a complementary approach.

    **Faith-Based Healing and PTSD Treatment**

    A biblical worldview emphasizes the integration of
    **faith, community, and scriptural encouragement** as essential components of healing from trauma. The Apostle Paul speaks of suffering as an avenue for spiritual growth:
    _“We also glory in our sufferings, because we know that suffering produces perseverance; perseverance, character; and character, hope”_ (Romans 5:3-4, New International Version). Faith-based interventions such as
    **pastoral counseling, prayer, forgiveness therapy, and biblical cognitive restructuring** align with established psychological frameworks.

    **Forgiveness Therapy and PTSD Recovery**

    Forgiveness therapy, grounded in Christian principles, has shown efficacy in reducing PTSD symptoms among trauma survivors.
    **Toussaint et al. (2020)** found that
    **officers who engaged in forgiveness-based interventions experienced lower levels of anger and distress**, promoting psychological and spiritual well-being. Forgiveness aligns with biblical teachings, particularly in Matthew 6:14, where Jesus instructs believers to forgive others as God forgives them.

    **The Role of Community and Support**

    The church community plays a crucial role in
    **emotional and social support** for law enforcement officers struggling with PTSD.
    **Drescher et al. (2018)** highlight that
    **officers with strong faith-based support networks report higher resilience and lower PTSD symptom severity**. Hebrews 10:24-25 urges believers to encourage one another, reinforcing the idea that community engagement fosters recovery.

    **Spiritual Resilience and Cognitive Reframing**

    Cognitive restructuring, a fundamental aspect of
    **CBT**, aligns with biblical teachings on
    **renewing the mind** (Romans 12:2). Christian counseling incorporates scripture to
    **help officers reframe their traumatic experiences through a lens of divine purpose and hope** (Walker et al., 2021). This integration enables individuals to transform
    **fear and despair into faith and perseverance**.

    **Conclusion**

    While evidence-based psychological treatments remain essential for treating PTSD in law enforcement officers, integrating a biblical worldview provides an additional
    **spiritual foundation for resilience and recovery**.
    **Forgiveness therapy, faith-based community support, and biblical cognitive restructuring** complement clinical interventions, offering a holistic approach to healing. As research continues to explore the role of spirituality in trauma recovery, faith-based strategies should be considered in conjunction with established psychological treatments to provide
    **comprehensive, person-centered care**.

    Post-Traumatic Stress Disorder (PTSD) significantly affects law enforcement officers due to their frequent exposure to traumatic events.

    **Prevalence of PTSD in Law Enforcement Officers**

    ·
    **Systematic Review of PTSD in Police Officers**: This review found that PTSD prevalence in police officers varies widely, ranging from 0% to 44%, with an average of 14.87%. The variability is partly attributed to differences in measurement tools used across studies.

    [pubmed.ncbi.nlm.nih.gov](https://pubmed.ncbi.nlm.nih.gov/32419181/?utm_source=chatgpt.com)

    ·
    **Prevalence and Factors Associated with PTSD**: Research indicates that previous studies have found the prevalence of PTSD in police officers to vary between 7% and 19%.

    [bmcpsychiatry.biomedcentral.com](https://bmcpsychiatry.biomedcentral.com/articles/10.1186/s12888-022-04317-z?utm_source=chatgpt.com)

    **Impact of PTSD on Law Enforcement Officers**

    ·
    **Impact on Critical Decision Making**: PTSD can impair officers' mental well-being and affect their ability to perform duties to the public. Long-term effects may lead to behavioral dysfunctions such as substance abuse, aggression, and suicide.

    [cops.usdoj.gov](https://cops.usdoj.gov/html/dispatch/05-2018/PTSD.html?utm_source=chatgpt.com)

    ·
    **Associations with Burnout**: A recent systematic review and meta-analysis explored the associations and impacts of burnout and PTSD among police officers, highlighting the compounded effect of these conditions on officers' health and job performance.

    [link.springer.com](https://link.springer.com/article/10.1007/s11896-024-09713-7?utm_source=chatgpt.com)

    **Intervention Strategies for PTSD**

    ·
    **Interdisciplinary Trauma-Focused Therapy**: Studies demonstrate that interdisciplinary trauma-focused therapy can facilitate PTSD recovery and support return to work after police-related trauma.

    [pmc.ncbi.nlm.nih.gov](https://pmc.ncbi.nlm.nih.gov/articles/PMC9252544/?utm_source=chatgpt.com)

    ·
    **Trauma-Focused Psychological Therapies**: Recent findings suggest that brief trauma therapies, such as Eye Movement Desensitization and Reprocessing (EMDR) and Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), are effective in reducing symptoms of PTSD and Complex PTSD (CPTSD) in officers.

    [link.springer.com](https://link.springer.com/article/10.1007/s11896-025-09730-0?utm_source=chatgpt.com)

    ·
    **Practical Approaches to Address Psychological Needs**: Recommendations include evidence-based actions that clinicians can employ to approach police culture and develop effective clinical services tailored to officers' unique experiences.

    **## ResearchPaperAssignmentInstructions2.docx**

    CRIS 607

    **Research Paper Assignment Instructions**

    Overview

    Engagement with the current scholarly literature is one of the main ways an individual in the helping professions can stay informed of new advances in the field, including research findings, updated treatment protocols, changes in the standards of care, etc. In this assignment, you will have the opportunity to identify and engage with the scholarly literature as well as synthesize findings into a cohesive research paper on an identified topic. Additionally, you will be able to discuss how Biblical principles and Scripture can be integrated in a therapeutically appropriate way.

    Instructions

    Write a professional research paper of
    _7–8 pages_ (not including the title page or references page) investigating PTSD in relation to a specific trauma, population, symptom or comorbid disorder. At minimum, the paper should include a summary of PTSD (including key symptoms), exploration of treatment options, and integration of a Biblical worldview or Scriptural principles. You may include additional information based on your interest area. The paper should be written in current APA or Turabian style, including a title page and references page/bibliography; however, you do not need an abstract.

    The paper must have a minimum of
    _8 scholarly references published in the last 8 years_, such as published journals, textbooks, etc. You may have older sources and/or additional sources, but they would not count toward the minimum requirement.
    _Please do not use this paper as a personal journal or to explain lived experiences with PTSD, trauma or combat stress_. Balance the paper with both a biblical worldview and theoretical perspectives.

    When considering the Biblical integration requirement, please be intentional about looking at your topic with a Biblical worldview. This includes not only listing Scripture references at the end of the paper but also incorporating what the scholarly literature says about the relationship between faith and trauma/PTSD, discussing any treatment options which may include a spiritual component, etc.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## Requirementsforpaper.docx**

    **PTSD in First Responders: Examining the Prevalence, Impact, and Intervention Strategies for Law Enforcement Officers**

    The paper should be 8 pages (not including the title and reference page -NO ABSTRACT)

    It should provide the following:

    · Summary of PTSD (including key symptoms)

    · Unique challenges they face

    · Prevalence of PTSD in law enforcement officers

    · Effectiveness of various support and intervention strategies

    · Investigating PTSD with a specific trauma, population, symptom, or comorbid disorder

    · Exploration of treatment options

    · Integration of a Biblical worldview or Scriptural principles: * incorporate what scholarly literature says about the relationship between faith and trauma/PTSD discussing any treatment options that may include a spiritual component; *what specific Scripture references might you include in the paper; * what scholarly literature says about the relationship between faith and trauma/PTSD, such as positive or negative religious coping, etc.

    **References**

    Chopko, B. A., Palmieri, P. A., & Adams, R. E. (2018). Trauma-related sleep problems and associated health outcomes in police officers: A path analysis.
    _Journal of Interpersonal Violence_.
    [https://doi.org/10.1177/0886260518767912](https://doi.org/10.1177/0886260518767912)

    Daniel, A. M., & Treece, K. S. (2022). Law enforcement pathways to mental health: Secondary traumatic stress, social support, and social pressure.
    _Journal of police and criminal psychology_,
    _37_(1), 132–140.
    [https://doi.org/10.1007/s11896-021-09476-5](https://doi.org/10.1007/s11896-021-09476-5)

    Desrochers, A. B., Rouleau, I., Angehrn, A., Vasiliadis, M., Saumier, D., & Brunet, A. (2021). Trauma on duty: Cognitive functioning in police officers with and without posttraumatic stress disorder (PTSD).
    _European Journal of Psychotraumatology_,
    _12_(1), 1959117.
    [https://doi.org/10.1080/20008198.2021.1959117](https://doi.org/10.1080/20008198.2021.1959117)

    Drescher, K. D., Smith, K. M., & Foy, D. W. (2018). Spirituality and trauma in law enforcement. Journal of Police and Criminal Psychology, 33(2), 125-135.
    [https://doi.org/10.1007/s11896-018-9262-1](https://doi.org/10.1007/s11896-018-9262-1)

    Friedman, M. (2015).
    _Posttraumatic and acute stress disorders_. (6th ed.). Springer Publishing.

    Fuller, E., Boland, G. M., & Salami, T. (2023). The impact of critical incidents, work stress, and organizational support on PTSD symptoms among law enforcement officers: moderated moderation model.
    _Police Practice and Research_,
    _25_(3), 308–323.
    [https://doi.org/10.1080/15614263.2023.2231594](https://doi.org/10.1080/15614263.2023.2231594)

    Jenkins, D. (2018).
    _Treatment protocols_ [Video]. Liberty University.
    [Watch: Treatment Protocols: CRIS607: PTSD and Combat-Related Trauma (B02)](https://canvas.liberty.edu/courses/746693/pages/watch-treatment-protocols?module_item_id=78328572)

    Koch, B. J., Samar, M. T., & Harris, R. (2022). Prevalence and factors associated with PTSD in law enforcement officers. BMC Psychiatry, 22, 431.
    [https://doi.org/10.1186/s12888-022-04317-z](https://doi.org/10.1186/s12888-022-04317-z)

    Lancaster, C. L., Teeters, J. B., Gros, D. F., & Back, S. E. (2016).
    Posttraumatic stress disorder: Overview of evidence-based assessment and treatment
    **.** Journal of Clinical Medicine, 5(11), 105.
    [https://doi.org/10.3390/jcm5110105](https://doi.org/10.3390/jcm5110105)

    Papazoglou, K., & Tuttle, B. M. (2018). Fighting police trauma: Practical approaches to addressing psychological needs. American Journal of Criminal Justice, 43(4), 583-605.
    [https://doi.org/10.1007/s12103-018-9451-8](https://doi.org/10.1007/s12103-018-9451-8)

    Ritchie, E. (2015).
    _Posttraumatic stress disorder and related diseases in combat veterans_. Springer Publishing.

    Toussaint, L., Worthington, E. L., & Williams, D. R. (2020). Forgiveness and health: Scientific evidence and theories relating forgiveness to better health
    **.** Springer Nature.
    [https://doi.org/10.1007/978-3-030-39012-5](https://doi.org/10.1007/978-3-030-39012-5)

    Wagner, S. L., White, N., Fyfe, T., Matthews, L. R., Randall, C., Regehr, C., White, M., Alden, L. E., Buys, N., Carey, M. G., Corneil, W., Fraess-Phillips, A., Krutop, E., & Fleischmann, M. H. (2020). A systematic review of posttraumatic stress disorder in police officers following routine work-related critical incident exposure.
    _American journal of industrial medicine_,
    _63_(7), 600–615.
    [https://doi.org/10.1002/ajim.23120](https://doi.org/10.1002/ajim.23120)

    Walker, D. F., Courtois, C. A., & Aten, J. D. (2021). Spiritually oriented trauma treatment: An integrative approach for clinicians. American Psychological Association.
    [https://doi.org/10.1037/0000202-000](https://doi.org/10.1037/0000202-000)

    **## CRIS607CHEATSHEET2.docx**

    **Investigating PTSD in First Responders: Examining the Prevalence, Impact, and Intervention Strategies for Law Enforcement Officers**

    **Introduction**

    Post-Traumatic Stress Disorder (PTSD) is a significant psychological condition arising from exposure to traumatic events. This paper investigates PTSD among first responders, particularly law enforcement officers, emphasizing its prevalence, impact, and intervention strategies.

    **PTSD: A Comprehensive Overview**

    **Definition and Key Symptoms**

    PTSD is characterized by a range of symptoms that emerge following exposure to traumatic events. According to the DSM-5, the key symptoms of PTSD include:

    · •
    **Re-experiencing**: Intrusive memories, flashbacks, and nightmares related to the traumatic event.

    · •
    **Avoidance**: Steering clear of reminders, thoughts, or conversations associated with the trauma.

    · •
    **Negative alterations in mood and cognition**: Persistent negative beliefs, feelings of detachment, and a distorted sense of blame.

    · •
    **Hyperarousal**: Symptoms such as exaggerated startle responses, hypervigilance, and irritability.

    **Prevalence among First Responders**

    Research indicates that first responders, especially law enforcement officers, have a higher prevalence of PTSD compared to the general population. Factors contributing to this increased risk include:

    · • Repeated exposure to traumatic incidents.

    · • High-stress working environments.

    · • Stigmatization surrounding mental health issues.

    **Treatment Options for Combat-Related PTSD**

    **Conventional Approaches**

    Conventional treatment options for PTSD typically involve:

    · •
    **Cognitive-Behavioral Therapy (CBT)**: Focuses on altering negative thought patterns.

    · •
    **Eye Movement Desensitization and Reprocessing (EMDR)**: A structured therapy that helps patients process and integrate traumatic memories.

    · •
    **Medications**: Selective serotonin reuptake inhibitors (SSRIs) and prazosin are commonly prescribed to manage symptoms.

    **Holistic Intervention Approaches**

    Holistic approaches consider the whole person, integrating physical, emotional, and spiritual dimensions. Techniques may include:

    · • Mindfulness and meditation practices.

    · • Group therapy sessions.

    · • Physical fitness and wellness programs.

    **Integration of a Biblical Worldview**

    **Faith and Resilience**

    The biblical perspective on trauma and suffering can provide a framework for understanding PTSD. Scripture addresses the importance of resilience through faith, as noted in 2 Corinthians 12:9-10, where Paul speaks of strength in weakness. This perspective can empower first responders to find purpose and healing in their struggles.

    **Spiritual Components in Treatment**

    Incorporating spiritual practices into PTSD treatment can enhance outcomes. These may involve:

    · • Prayer and meditation.

    · • Faith-based support groups.

    · • Incorporation of biblical teachings on hope and healing.

    **Challenges in Diagnosis and Treatment**

    **Diagnostic Considerations**

    Diagnosing PTSD can be complex due to overlapping symptoms with other mental health conditions such as depression and anxiety. Clinicians must carefully assess the patient's history and symptomatology against DSM-5 criteria.

    **Addressing Comorbid Conditions**

    Many first responders experience comorbid conditions, including depression and substance use disorders. Tailoring treatment plans to address these complexities is crucial, often requiring an integrated approach that combines psychological treatment with addiction support.

    **Establishing a Supportive Therapeutic Environment**

    Creating a safe and supportive environment is essential for individuals with PTSD. A trauma-informed approach ensures that:

    · • Patients feel safe and respected.

    · • Therapists are aware of the potential triggers and sensitivities associated with trauma.

    · • Supportive measures, such as flexible scheduling and peer support, are in place.

    **Long-Term Management and Relapse Prevention**

    Addressing PTSD requires ongoing support and monitoring, as individuals may experience relapses. Strategies for long-term management include:

    · • Regular follow-up appointments.

    · • Continued access to support groups and therapy.

    · • Encouragement of self-care practices and coping strategies.

    **Conclusion**

    PTSD is a profound issue for law enforcement officers and first responders. Understanding its prevalence and symptoms is crucial for effective intervention. By integrating both conventional treatment methods and holistic approaches, along with a biblical worldview, we can enhance recovery and resilience among those who serve our communities.

    **References**

    Bisson, J. I., Desrochers, A., Rouleau, I., & Brunet, A. (2021). Trauma on Duty: Cognitive functioning in police officers with and without PTSD.
    _European Journal of Psychotraumatology_.

    Chopko, B. A., Palmieri, P. A., & Adams, R. E. (2021). Trauma-related sleep problems in police officers: A path analysis.
    _Journal of Interpersonal Violence_.

    English Standard Version Bible. (2001).

    **## CRIS607CHEATSHEET3.docx**

    **PTSD in First Responders: Examining the Prevalence, Impact, and Faith-Based Intervention Strategies for Law Enforcement Officers**

    Law enforcement officers frequently encounter traumatic events that contribute to the development of post-traumatic stress disorder (PTSD). Research suggests that PTSD prevalence among officers varies widely, with rates ranging from
    **7% to 19%** (Koch et al., 2022). The impact of PTSD on law enforcement personnel is profound, often leading to
    **burnout, depression, substance use disorders, and suicidal ideation** (Carleton et al., 2019). While evidence-based treatments such as
    **trauma-focused cognitive behavioral therapy (TF-CBT) and Eye Movement Desensitization and Reprocessing (EMDR)** have been effective (Lancaster et al., 2016), a biblical worldview offers
    **spiritual resilience and healing** as a complementary approach.

    **Faith-Based Healing and PTSD Treatment**

    A biblical worldview emphasizes the integration of
    **faith, community, and scriptural encouragement** as essential components of healing from trauma. The Apostle Paul speaks of suffering as an avenue for spiritual growth:
    _“We also glory in our sufferings, because we know that suffering produces perseverance; perseverance, character; and character, hope”_ (Romans 5:3-4, New International Version). Faith-based interventions such as
    **pastoral counseling, prayer, forgiveness therapy, and biblical cognitive restructuring** align with established psychological frameworks.

    **Forgiveness Therapy and PTSD Recovery**

    Forgiveness therapy, grounded in Christian principles, has shown efficacy in reducing PTSD symptoms among trauma survivors.
    **Toussaint et al. (2020)** found that
    **officers who engaged in forgiveness-based interventions experienced lower levels of anger and distress**, promoting psychological and spiritual well-being. Forgiveness aligns with biblical teachings, particularly in Matthew 6:14, where Jesus instructs believers to forgive others as God forgives them.

    **The Role of Community and Support**

    The church community plays a crucial role in
    **emotional and social support** for law enforcement officers struggling with PTSD.
    **Drescher et al. (2018)** highlight that
    **officers with strong faith-based support networks report higher resilience and lower PTSD symptom severity**. Hebrews 10:24-25 urges believers to encourage one another, reinforcing the idea that community engagement fosters recovery.

    **Spiritual Resilience and Cognitive Reframing**

    Cognitive restructuring, a fundamental aspect of
    **CBT**, aligns with biblical teachings on
    **renewing the mind** (Romans 12:2). Christian counseling incorporates scripture to
    **help officers reframe their traumatic experiences through a lens of divine purpose and hope** (Walker et al., 2021). This integration enables individuals to transform
    **fear and despair into faith and perseverance**.

    **Conclusion**

    While evidence-based psychological treatments remain essential for treating PTSD in law enforcement officers, integrating a biblical worldview provides an additional
    **spiritual foundation for resilience and recovery**.
    **Forgiveness therapy, faith-based community support, and biblical cognitive restructuring** complement clinical interventions, offering a holistic approach to healing. As research continues to explore the role of spirituality in trauma recovery, faith-based strategies should be considered in conjunction with established psychological treatments to provide
    **comprehensive, person-centered care**.

    Post-Traumatic Stress Disorder (PTSD) significantly affects law enforcement officers due to their frequent exposure to traumatic events.

    **Prevalence of PTSD in Law Enforcement Officers**

    ·
    **Systematic Review of PTSD in Police Officers**: This review found that PTSD prevalence in police officers varies widely, ranging from 0% to 44%, with an average of 14.87%. The variability is partly attributed to differences in measurement tools used across studies.

    [pubmed.ncbi.nlm.nih.gov](https://pubmed.ncbi.nlm.nih.gov/32419181/?utm_source=chatgpt.com)

    ·
    **Prevalence and Factors Associated with PTSD**: Research indicates that previous studies have found the prevalence of PTSD in police officers to vary between 7% and 19%.

    [bmcpsychiatry.biomedcentral.com](https://bmcpsychiatry.biomedcentral.com/articles/10.1186/s12888-022-04317-z?utm_source=chatgpt.com)

    **Impact of PTSD on Law Enforcement Officers**

    ·
    **Impact on Critical Decision Making**: PTSD can impair officers' mental well-being and affect their ability to perform duties to the public. Long-term effects may lead to behavioral dysfunctions such as substance abuse, aggression, and suicide.

    [cops.usdoj.gov](https://cops.usdoj.gov/html/dispatch/05-2018/PTSD.html?utm_source=chatgpt.com)

    ·
    **Associations with Burnout**: A recent systematic review and meta-analysis explored the associations and impacts of burnout and PTSD among police officers, highlighting the compounded effect of these conditions on officers' health and job performance.

    [link.springer.com](https://link.springer.com/article/10.1007/s11896-024-09713-7?utm_source=chatgpt.com)

    **Intervention Strategies for PTSD**

    ·
    **Interdisciplinary Trauma-Focused Therapy**: Studies demonstrate that interdisciplinary trauma-focused therapy can facilitate PTSD recovery and support return to work after police-related trauma.

    [pmc.ncbi.nlm.nih.gov](https://pmc.ncbi.nlm.nih.gov/articles/PMC9252544/?utm_source=chatgpt.com)

    ·
    **Trauma-Focused Psychological Therapies**: Recent findings suggest that brief trauma therapies, such as Eye Movement Desensitization and Reprocessing (EMDR) and Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), are effective in reducing symptoms of PTSD and Complex PTSD (CPTSD) in officers.

    [link.springer.com](https://link.springer.com/article/10.1007/s11896-025-09730-0?utm_source=chatgpt.com)

    ·
    **Practical Approaches to Address Psychological Needs**: Recommendations include evidence-based actions that clinicians can employ to approach police culture and develop effective clinical services tailored to officers' unique experiences.

    **## ResearchPaperAssignmentInstructions2.docx**

    CRIS 607

    **Research Paper Assignment Instructions**

    Overview

    Engagement with the current scholarly literature is one of the main ways an individual in the helping professions can stay informed of new advances in the field, including research findings, updated treatment protocols, changes in the standards of care, etc. In this assignment, you will have the opportunity to identify and engage with the scholarly literature as well as synthesize findings into a cohesive research paper on an identified topic. Additionally, you will be able to discuss how Biblical principles and Scripture can be integrated in a therapeutically appropriate way.

    Instructions

    Write a professional research paper of
    _7–8 pages_ (not including the title page or references page) investigating PTSD in relation to a specific trauma, population, symptom or comorbid disorder. At minimum, the paper should include a summary of PTSD (including key symptoms), exploration of treatment options, and integration of a Biblical worldview or Scriptural principles. You may include additional information based on your interest area. The paper should be written in current APA or Turabian style, including a title page and references page/bibliography; however, you do not need an abstract.

    The paper must have a minimum of
    _8 scholarly references published in the last 8 years_, such as published journals, textbooks, etc. You may have older sources and/or additional sources, but they would not count toward the minimum requirement.
    _Please do not use this paper as a personal journal or to explain lived experiences with PTSD, trauma or combat stress_. Balance the paper with both a biblical worldview and theoretical perspectives.

    When considering the Biblical integration requirement, please be intentional about looking at your topic with a Biblical worldview. This includes not only listing Scripture references at the end of the paper but also incorporating what the scholarly literature says about the relationship between faith and trauma/PTSD, discussing any treatment options which may include a spiritual component, etc.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## Requirementsforpaper.docx**

    **PTSD in First Responders: Examining the Prevalence, Impact, and Intervention Strategies for Law Enforcement Officers**

    The paper should be 8 pages (not including the title and reference page -NO ABSTRACT)

    It should provide the following:

    · Summary of PTSD (including key symptoms)

    · Unique challenges they face

    · Prevalence of PTSD in law enforcement officers

    · Effectiveness of various support and intervention strategies

    · Investigating PTSD with a specific trauma, population, symptom, or comorbid disorder

    · Exploration of treatment options

    · Integration of a Biblical worldview or Scriptural principles: * incorporate what scholarly literature says about the relationship between faith and trauma/PTSD discussing any treatment options that may include a spiritual component; *what specific Scripture references might you include in the paper; * what scholarly literature says about the relationship between faith and trauma/PTSD, such as positive or negative religious coping, etc.

    **References**

    Chopko, B. A., Palmieri, P. A., & Adams, R. E. (2018). Trauma-related sleep problems and associated health outcomes in police officers: A path analysis.
    _Journal of Interpersonal Violence_.
    [https://doi.org/10.1177/0886260518767912](https://doi.org/10.1177/0886260518767912)

    Daniel, A. M., & Treece, K. S. (2022). Law enforcement pathways to mental health: Secondary traumatic stress, social support, and social pressure.
    _Journal of police and criminal psychology_,
    _37_(1), 132–140.
    [https://doi.org/10.1007/s11896-021-09476-5](https://doi.org/10.1007/s11896-021-09476-5)

    Desrochers, A. B., Rouleau, I., Angehrn, A., Vasiliadis, M., Saumier, D., & Brunet, A. (2021). Trauma on duty: Cognitive functioning in police officers with and without posttraumatic stress disorder (PTSD).
    _European Journal of Psychotraumatology_,
    _12_(1), 1959117.
    [https://doi.org/10.1080/20008198.2021.1959117](https://doi.org/10.1080/20008198.2021.1959117)

    Drescher, K. D., Smith, K. M., & Foy, D. W. (2018). Spirituality and trauma in law enforcement. Journal of Police and Criminal Psychology, 33(2), 125-135.
    [https://doi.org/10.1007/s11896-018-9262-1](https://doi.org/10.1007/s11896-018-9262-1)

    Friedman, M. (2015).
    _Posttraumatic and acute stress disorders_. (6th ed.). Springer Publishing.

    Fuller, E., Boland, G. M., & Salami, T. (2023). The impact of critical incidents, work stress, and organizational support on PTSD symptoms among law enforcement officers: moderated moderation model.
    _Police Practice and Research_,
    _25_(3), 308–323.
    [https://doi.org/10.1080/15614263.2023.2231594](https://doi.org/10.1080/15614263.2023.2231594)

    Jenkins, D. (2018).
    _Treatment protocols_ [Video]. Liberty University.
    [Watch: Treatment Protocols: CRIS607: PTSD and Combat-Related Trauma (B02)](https://canvas.liberty.edu/courses/746693/pages/watch-treatment-protocols?module_item_id=78328572)

    Koch, B. J., Samar, M. T., & Harris, R. (2022). Prevalence and factors associated with PTSD in law enforcement officers. BMC Psychiatry, 22, 431.
    [https://doi.org/10.1186/s12888-022-04317-z](https://doi.org/10.1186/s12888-022-04317-z)

    Lancaster, C. L., Teeters, J. B., Gros, D. F., & Back, S. E. (2016).
    Posttraumatic stress disorder: Overview of evidence-based assessment and treatment
    **.** Journal of Clinical Medicine, 5(11), 105.
    [https://doi.org/10.3390/jcm5110105](https://doi.org/10.3390/jcm5110105)

    Papazoglou, K., & Tuttle, B. M. (2018). Fighting police trauma: Practical approaches to addressing psychological needs. American Journal of Criminal Justice, 43(4), 583-605.
    [https://doi.org/10.1007/s12103-018-9451-8](https://doi.org/10.1007/s12103-018-9451-8)

    Ritchie, E. (2015).
    _Posttraumatic stress disorder and related diseases in combat veterans_. Springer Publishing.

    Toussaint, L., Worthington, E. L., & Williams, D. R. (2020). Forgiveness and health: Scientific evidence and theories relating forgiveness to better health
    **.** Springer Nature.
    [https://doi.org/10.1007/978-3-030-39012-5](https://doi.org/10.1007/978-3-030-39012-5)

    Wagner, S. L., White, N., Fyfe, T., Matthews, L. R., Randall, C., Regehr, C., White, M., Alden, L. E., Buys, N., Carey, M. G., Corneil, W., Fraess-Phillips, A., Krutop, E., & Fleischmann, M. H. (2020). A systematic review of posttraumatic stress disorder in police officers following routine work-related critical incident exposure.
    _American journal of industrial medicine_,
    _63_(7), 600–615.
    [https://doi.org/10.1002/ajim.23120](https://doi.org/10.1002/ajim.23120)

    Walker, D. F., Courtois, C. A., & Aten, J. D. (2021). Spiritually oriented trauma treatment: An integrative approach for clinicians. American Psychological Association.
    [https://doi.org/10.1037/0000202-000](https://doi.org/10.1037/0000202-000)

    **## CRIS607CHEATSHEET2.docx**

    **Investigating PTSD in First Responders: Examining the Prevalence, Impact, and Intervention Strategies for Law Enforcement Officers**

    **Introduction**

    Post-Traumatic Stress Disorder (PTSD) is a significant psychological condition arising from exposure to traumatic events. This paper investigates PTSD among first responders, particularly law enforcement officers, emphasizing its prevalence, impact, and intervention strategies.

    **PTSD: A Comprehensive Overview**

    **Definition and Key Symptoms**

    PTSD is characterized by a range of symptoms that emerge following exposure to traumatic events. According to the DSM-5, the key symptoms of PTSD include:

    · •
    **Re-experiencing**: Intrusive memories, flashbacks, and nightmares related to the traumatic event.

    · •
    **Avoidance**: Steering clear of reminders, thoughts, or conversations associated with the trauma.

    · •
    **Negative alterations in mood and cognition**: Persistent negative beliefs, feelings of detachment, and a distorted sense of blame.

    · •
    **Hyperarousal**: Symptoms such as exaggerated startle responses, hypervigilance, and irritability.

    **Prevalence among First Responders**

    Research indicates that first responders, especially law enforcement officers, have a higher prevalence of PTSD compared to the general population. Factors contributing to this increased risk include:

    · • Repeated exposure to traumatic incidents.

    · • High-stress working environments.

    · • Stigmatization surrounding mental health issues.

    **Treatment Options for Combat-Related PTSD**

    **Conventional Approaches**

    Conventional treatment options for PTSD typically involve:

    · •
    **Cognitive-Behavioral Therapy (CBT)**: Focuses on altering negative thought patterns.

    · •
    **Eye Movement Desensitization and Reprocessing (EMDR)**: A structured therapy that helps patients process and integrate traumatic memories.

    · •
    **Medications**: Selective serotonin reuptake inhibitors (SSRIs) and prazosin are commonly prescribed to manage symptoms.

    **Holistic Intervention Approaches**

    Holistic approaches consider the whole person, integrating physical, emotional, and spiritual dimensions. Techniques may include:

    · • Mindfulness and meditation practices.

    · • Group therapy sessions.

    · • Physical fitness and wellness programs.

    **Integration of a Biblical Worldview**

    **Faith and Resilience**

    The biblical perspective on trauma and suffering can provide a framework for understanding PTSD. Scripture addresses the importance of resilience through faith, as noted in 2 Corinthians 12:9-10, where Paul speaks of strength in weakness. This perspective can empower first responders to find purpose and healing in their struggles.

    **Spiritual Components in Treatment**

    Incorporating spiritual practices into PTSD treatment can enhance outcomes. These may involve:

    · • Prayer and meditation.

    · • Faith-based support groups.

    · • Incorporation of biblical teachings on hope and healing.

    **Challenges in Diagnosis and Treatment**

    **Diagnostic Considerations**

    Diagnosing PTSD can be complex due to overlapping symptoms with other mental health conditions such as depression and anxiety. Clinicians must carefully assess the patient's history and symptomatology against DSM-5 criteria.

    **Addressing Comorbid Conditions**

    Many first responders experience comorbid conditions, including depression and substance use disorders. Tailoring treatment plans to address these complexities is crucial, often requiring an integrated approach that combines psychological treatment with addiction support.

    **Establishing a Supportive Therapeutic Environment**

    Creating a safe and supportive environment is essential for individuals with PTSD. A trauma-informed approach ensures that:

    · • Patients feel safe and respected.

    · • Therapists are aware of the potential triggers and sensitivities associated with trauma.

    · • Supportive measures, such as flexible scheduling and peer support, are in place.

    **Long-Term Management and Relapse Prevention**

    Addressing PTSD requires ongoing support and monitoring, as individuals may experience relapses. Strategies for long-term management include:

    · • Regular follow-up appointments.

    · • Continued access to support groups and therapy.

    · • Encouragement of self-care practices and coping strategies.

    **Conclusion**

    PTSD is a profound issue for law enforcement officers and first responders. Understanding its prevalence and symptoms is crucial for effective intervention. By integrating both conventional treatment methods and holistic approaches, along with a biblical worldview, we can enhance recovery and resilience among those who serve our communities.

    **References**

    Bisson, J. I., Desrochers, A., Rouleau, I., & Brunet, A. (2021). Trauma on Duty: Cognitive functioning in police officers with and without PTSD.
    _European Journal of Psychotraumatology_.

    Chopko, B. A., Palmieri, P. A., & Adams, R. E. (2021). Trauma-related sleep problems in police officers: A path analysis.
    _Journal of Interpersonal Violence_.

    English Standard Version Bible. (2001).

    **## CRIS607CHEATSHEET3.docx**

    **PTSD in First Responders: Examining the Prevalence, Impact, and Faith-Based Intervention Strategies for Law Enforcement Officers**

    Law enforcement officers frequently encounter traumatic events that contribute to the development of post-traumatic stress disorder (PTSD). Research suggests that PTSD prevalence among officers varies widely, with rates ranging from
    **7% to 19%** (Koch et al., 2022). The impact of PTSD on law enforcement personnel is profound, often leading to
    **burnout, depression, substance use disorders, and suicidal ideation** (Carleton et al., 2019). While evidence-based treatments such as
    **trauma-focused cognitive behavioral therapy (TF-CBT) and Eye Movement Desensitization and Reprocessing (EMDR)** have been effective (Lancaster et al., 2016), a biblical worldview offers
    **spiritual resilience and healing** as a complementary approach.

    **Faith-Based Healing and PTSD Treatment**

    A biblical worldview emphasizes the integration of
    **faith, community, and scriptural encouragement** as essential components of healing from trauma. The Apostle Paul speaks of suffering as an avenue for spiritual growth:
    _“We also glory in our sufferings, because we know that suffering produces perseverance; perseverance, character; and character, hope”_ (Romans 5:3-4, New International Version). Faith-based interventions such as
    **pastoral counseling, prayer, forgiveness therapy, and biblical cognitive restructuring** align with established psychological frameworks.

    **Forgiveness Therapy and PTSD Recovery**

    Forgiveness therapy, grounded in Christian principles, has shown efficacy in reducing PTSD symptoms among trauma survivors.
    **Toussaint et al. (2020)** found that
    **officers who engaged in forgiveness-based interventions experienced lower levels of anger and distress**, promoting psychological and spiritual well-being. Forgiveness aligns with biblical teachings, particularly in Matthew 6:14, where Jesus instructs believers to forgive others as God forgives them.

    **The Role of Community and Support**

    The church community plays a crucial role in
    **emotional and social support** for law enforcement officers struggling with PTSD.
    **Drescher et al. (2018)** highlight that
    **officers with strong faith-based support networks report higher resilience and lower PTSD symptom severity**. Hebrews 10:24-25 urges believers to encourage one another, reinforcing the idea that community engagement fosters recovery.

    **Spiritual Resilience and Cognitive Reframing**

    Cognitive restructuring, a fundamental aspect of
    **CBT**, aligns with biblical teachings on
    **renewing the mind** (Romans 12:2). Christian counseling incorporates scripture to
    **help officers reframe their traumatic experiences through a lens of divine purpose and hope** (Walker et al., 2021). This integration enables individuals to transform
    **fear and despair into faith and perseverance**.

    **Conclusion**

    While evidence-based psychological treatments remain essential for treating PTSD in law enforcement officers, integrating a biblical worldview provides an additional
    **spiritual foundation for resilience and recovery**.
    **Forgiveness therapy, faith-based community support, and biblical cognitive restructuring** complement clinical interventions, offering a holistic approach to healing. As research continues to explore the role of spirituality in trauma recovery, faith-based strategies should be considered in conjunction with established psychological treatments to provide
    **comprehensive, person-centered care**.

    Post-Traumatic Stress Disorder (PTSD) significantly affects law enforcement officers due to their frequent exposure to traumatic events.

    **Prevalence of PTSD in Law Enforcement Officers**

    ·
    **Systematic Review of PTSD in Police Officers**: This review found that PTSD prevalence in police officers varies widely, ranging from 0% to 44%, with an average of 14.87%. The variability is partly attributed to differences in measurement tools used across studies.

    [pubmed.ncbi.nlm.nih.gov](https://pubmed.ncbi.nlm.nih.gov/32419181/?utm_source=chatgpt.com)

    ·
    **Prevalence and Factors Associated with PTSD**: Research indicates that previous studies have found the prevalence of PTSD in police officers to vary between 7% and 19%.

    [bmcpsychiatry.biomedcentral.com](https://bmcpsychiatry.biomedcentral.com/articles/10.1186/s12888-022-04317-z?utm_source=chatgpt.com)

    **Impact of PTSD on Law Enforcement Officers**

    ·
    **Impact on Critical Decision Making**: PTSD can impair officers' mental well-being and affect their ability to perform duties to the public. Long-term effects may lead to behavioral dysfunctions such as substance abuse, aggression, and suicide.

    [cops.usdoj.gov](https://cops.usdoj.gov/html/dispatch/05-2018/PTSD.html?utm_source=chatgpt.com)

    ·
    **Associations with Burnout**: A recent systematic review and meta-analysis explored the associations and impacts of burnout and PTSD among police officers, highlighting the compounded effect of these conditions on officers' health and job performance.

    [link.springer.com](https://link.springer.com/article/10.1007/s11896-024-09713-7?utm_source=chatgpt.com)

    **Intervention Strategies for PTSD**

    ·
    **Interdisciplinary Trauma-Focused Therapy**: Studies demonstrate that interdisciplinary trauma-focused therapy can facilitate PTSD recovery and support return to work after police-related trauma.

    [pmc.ncbi.nlm.nih.gov](https://pmc.ncbi.nlm.nih.gov/articles/PMC9252544/?utm_source=chatgpt.com)

    ·
    **Trauma-Focused Psychological Therapies**: Recent findings suggest that brief trauma therapies, such as Eye Movement Desensitization and Reprocessing (EMDR) and Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), are effective in reducing symptoms of PTSD and Complex PTSD (CPTSD) in officers.

    [link.springer.com](https://link.springer.com/article/10.1007/s11896-025-09730-0?utm_source=chatgpt.com)

    ·
    **Practical Approaches to Address Psychological Needs**: Recommendations include evidence-based actions that clinicians can employ to approach police culture and develop effective clinical services tailored to officers' unique experiences.

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    – 2 years ago **files (1)** – ## Part1.docx **## Part1.docx** **Part 1:** Of the populations discussed in chapter 8 ( **older adults over the age of 65**), which do you think would be the most challenging for you to work with and why? What actions could you take to become more effective in assisting…

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    **files (1)**

    – ## Part1.docx

    **## Part1.docx**

    **Part 1:**

    Of the populations discussed in chapter 8 (
    **older adults over the age of 65**), which do you think would be the most challenging for you to work with and why? What actions could you take to become more effective in assisting them? (5 pts)   ~~ Respond to 2 other classmates’ postings for full credit. Response credit follows Discussion rubric available on Canvas. Remember: 1) The discussion deadline for all initial discussion posts and response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines). 2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts  (3 pts for the original post, 1 pt each response to the discussions).

    (Discuss
    **older adults over the age of 65 for this discussion.)**

    Remember:

    1) The discussion deadline for all initial discussion posts
    **and** response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines).

    2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts (3 pts for the original post, 1 pt each for each response to the  discussions).

    3) Also remember that the Rubric for Online Discussion Posting (in the Files section of this course) deducts points for discussion or response postings late in the timeline for the week’s discussion assignment as last day/last hour postings restrict other student’s opportunity to read and respond to your posting, or to read your responses to their postings. As discussions are most beneficial when the discussants are able to interact in the discussion, I am using the Discussion Rubric to engender a greater opportunity for them to do so. So please be aware that posting within 12 hours of the discussion deadline will deduct 33% of the available points and posting within 4 hours of the deadline will cost from 66%-90% of the available points.

    4) No discussion or response points will be gained if the discussion post, or the response posts are after the discussion deadline.

    **Part 2: Respond to two students:**

    **Student 1 response:**

    Working with older adults over the age of 65 can be challenging due to several factors. Health issues such as chronic illnesses, mobility limitations, and sensory impairments (e.g., hearing or vision loss) can complicate communication and service delivery. Cognitive decline may affect memory, decision-making, and the ability to understand and follow instructions, requiring more patience and tailored approaches. Emotional and psychological factors like depression, anxiety, or grief from the loss of loved ones can impact their willingness to engage and cooperate. Cultural and generational differences may also create barriers, as older adults might have different values, beliefs, and expectations compared to younger generations. This can affect their openness to certain interventions or technologies.

    Social isolation is common among older adults, leading to feelings of loneliness and mistrust towards outsiders. Building rapport and trust may take longer and require more effort. Caregiver involvement can add complexity, as family members or other caregivers might have their own opinions and preferences, which need to be navigated sensitively.

    To become more effective in assisting them, I would:

    1. Develop strong communication skills: Use clear, simple language and active listening.

    2. Show empathy and patience: Understand their emotional and psychological needs.

    3. Learn about their cultural background: Respect their values and beliefs.

    4. Build trust: Spend time getting to know them and their caregivers.

    5. Stay informed about aging-related issues: Keep up-to-date with best practices and resources for older adults.

    These actions can help create a supportive and effective environment for working with older adults.

    **Student 2 response:**

    Based on Chapter 8 and the various groups, one of the more challenging groups for me would be the older adult population, especially those who are experiencing advanced stages of dementia or Alzheimer’s disease. This population presents unique challenges due to the progressive nature of their cognitive decline, which often impacts memory, communication, and behavior. It can be emotionally taxing to witness their struggles, particularly when they have moments of confusion, agitation, or difficulty recognizing loved ones. Additionally, building meaningful connections can be challenging, as traditional methods of communication and rapport-building may not always be effective. The unpredictable nature of their needs and behaviors can also create a sense of uncertainty, making it harder to implement consistent support strategies. It also has a personal impact on me since I had a family member suffer from this experience, and I don’t like seeing it in others.

    To become more effective in assisting this population, I could pursue specialized training in dementia care to understand the condition better and learn evidence-based approaches for communication and intervention. Developing patience and emotional resilience through mindfulness or self-care practices would also be critical to maintaining a calm and compassionate demeanor in challenging situations. Additionally, collaborating with interdisciplinary teams, caregivers, and family members could enhance the effectiveness of care by ensuring a holistic approach tailored to the individual’s needs. By focusing on creating a sense of comfort, dignity, and safety, I could work toward improving their quality of life, even in the face of such complex challenges.

    **## Part1.docx**

    **Part 1:**

    Of the populations discussed in chapter 8 (
    **older adults over the age of 65**), which do you think would be the most challenging for you to work with and why? What actions could you take to become more effective in assisting them? (5 pts)   ~~ Respond to 2 other classmates’ postings for full credit. Response credit follows Discussion rubric available on Canvas. Remember: 1) The discussion deadline for all initial discussion posts and response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines). 2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts  (3 pts for the original post, 1 pt each response to the discussions).

    (Discuss
    **older adults over the age of 65 for this discussion.)**

    Remember:

    1) The discussion deadline for all initial discussion posts
    **and** response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines).

    2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts (3 pts for the original post, 1 pt each for each response to the  discussions).

    3) Also remember that the Rubric for Online Discussion Posting (in the Files section of this course) deducts points for discussion or response postings late in the timeline for the week’s discussion assignment as last day/last hour postings restrict other student’s opportunity to read and respond to your posting, or to read your responses to their postings. As discussions are most beneficial when the discussants are able to interact in the discussion, I am using the Discussion Rubric to engender a greater opportunity for them to do so. So please be aware that posting within 12 hours of the discussion deadline will deduct 33% of the available points and posting within 4 hours of the deadline will cost from 66%-90% of the available points.

    4) No discussion or response points will be gained if the discussion post, or the response posts are after the discussion deadline.

    **Part 2: Respond to two students:**

    **Student 1 response:**

    Working with older adults over the age of 65 can be challenging due to several factors. Health issues such as chronic illnesses, mobility limitations, and sensory impairments (e.g., hearing or vision loss) can complicate communication and service delivery. Cognitive decline may affect memory, decision-making, and the ability to understand and follow instructions, requiring more patience and tailored approaches. Emotional and psychological factors like depression, anxiety, or grief from the loss of loved ones can impact their willingness to engage and cooperate. Cultural and generational differences may also create barriers, as older adults might have different values, beliefs, and expectations compared to younger generations. This can affect their openness to certain interventions or technologies.

    Social isolation is common among older adults, leading to feelings of loneliness and mistrust towards outsiders. Building rapport and trust may take longer and require more effort. Caregiver involvement can add complexity, as family members or other caregivers might have their own opinions and preferences, which need to be navigated sensitively.

    To become more effective in assisting them, I would:

    1. Develop strong communication skills: Use clear, simple language and active listening.

    2. Show empathy and patience: Understand their emotional and psychological needs.

    3. Learn about their cultural background: Respect their values and beliefs.

    4. Build trust: Spend time getting to know them and their caregivers.

    5. Stay informed about aging-related issues: Keep up-to-date with best practices and resources for older adults.

    These actions can help create a supportive and effective environment for working with older adults.

    **Student 2 response:**

    Based on Chapter 8 and the various groups, one of the more challenging groups for me would be the older adult population, especially those who are experiencing advanced stages of dementia or Alzheimer’s disease. This population presents unique challenges due to the progressive nature of their cognitive decline, which often impacts memory, communication, and behavior. It can be emotionally taxing to witness their struggles, particularly when they have moments of confusion, agitation, or difficulty recognizing loved ones. Additionally, building meaningful connections can be challenging, as traditional methods of communication and rapport-building may not always be effective. The unpredictable nature of their needs and behaviors can also create a sense of uncertainty, making it harder to implement consistent support strategies. It also has a personal impact on me since I had a family member suffer from this experience, and I don’t like seeing it in others.

    To become more effective in assisting this population, I could pursue specialized training in dementia care to understand the condition better and learn evidence-based approaches for communication and intervention. Developing patience and emotional resilience through mindfulness or self-care practices would also be critical to maintaining a calm and compassionate demeanor in challenging situations. Additionally, collaborating with interdisciplinary teams, caregivers, and family members could enhance the effectiveness of care by ensuring a holistic approach tailored to the individual’s needs. By focusing on creating a sense of comfort, dignity, and safety, I could work toward improving their quality of life, even in the face of such complex challenges.

  • [Solved] Review

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    – 2 years ago **files (2)** – ## Review.docx – EBSCO-FullText-02_27_2025.pdf **## Review.docx** Review a professional resource ( peer-reviewed journal or text, no web-sites, blogs, commentary, abstracts, or opinion pieces ) on **Spirituality** in counseling following a Disaster. The review must pr…

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    – 2 years ago

    **files (2)**

    – ## Review.docx

    – EBSCO-FullText-02_27_2025.pdf

    **## Review.docx**

    Review a professional resource ( peer-reviewed journal or text, no web-sites, blogs, commentary, abstracts, or opinion pieces ) on
    **Spirituality** in counseling following a Disaster.

    The review must provide the following (hummm…these look like headings in a paper to me; hint, hint):

    1. Source reference in APA 7th reference style,
    1b.  Citations as necessary (this is only an issue if you reference other's article information in your summary, otherwise it is assumed that the summary is strictly dealing with the single article / text referenced).

    2. Summarize the article well,

    3. Note strengths and weaknesses of the article,

    4. and the Benefit / Negative (pro/con) to the student as a counseling professional.

    There is no page limit. Cover all of the required points well / thoroughly and all will go well. I prefer if you can do so with efficiency and brevity, perhaps even eloquence. But I have no minimum or maximum limit of pages (that is an archaic structure that limits self-expression).

    Upload a document of your summary in .doc or .docx format

    As we are using TurnItIn to combat AI and plagiarism, you are recommended to turn in your paper early, return to the assignment after TurnItIn has reviewed your submission, and then use the TurnItin analysis to improve your paper.

    **REFER TO PDF FOR PEER REVIEW ARTICLE**

    **EBSCO-FullText-02_27_2025.pdf**

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    **## Review.docx**

    Review a professional resource ( peer-reviewed journal or text, no web-sites, blogs, commentary, abstracts, or opinion pieces ) on
    **Spirituality** in counseling following a Disaster.

    The review must provide the following (hummm…these look like headings in a paper to me; hint, hint):

    1. Source reference in APA 7th reference style,
    1b.  Citations as necessary (this is only an issue if you reference other's article information in your summary, otherwise it is assumed that the summary is strictly dealing with the single article / text referenced).

    2. Summarize the article well,

    3. Note strengths and weaknesses of the article,

    4. and the Benefit / Negative (pro/con) to the student as a counseling professional.

    There is no page limit. Cover all of the required points well / thoroughly and all will go well. I prefer if you can do so with efficiency and brevity, perhaps even eloquence. But I have no minimum or maximum limit of pages (that is an archaic structure that limits self-expression).

    Upload a document of your summary in .doc or .docx format

    As we are using TurnItIn to combat AI and plagiarism, you are recommended to turn in your paper early, return to the assignment after TurnItIn has reviewed your submission, and then use the TurnItin analysis to improve your paper.

    **REFER TO PDF FOR PEER REVIEW ARTICLE**

    **EBSCO-FullText-02_27_2025.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-02-27-2025-pdf-10209967)

    **## Review.docx**

    Review a professional resource ( peer-reviewed journal or text, no web-sites, blogs, commentary, abstracts, or opinion pieces ) on
    **Spirituality** in counseling following a Disaster.

    The review must provide the following (hummm…these look like headings in a paper to me; hint, hint):

    1. Source reference in APA 7th reference style,
    1b.  Citations as necessary (this is only an issue if you reference other's article information in your summary, otherwise it is assumed that the summary is strictly dealing with the single article / text referenced).

    2. Summarize the article well,

    3. Note strengths and weaknesses of the article,

    4. and the Benefit / Negative (pro/con) to the student as a counseling professional.

    There is no page limit. Cover all of the required points well / thoroughly and all will go well. I prefer if you can do so with efficiency and brevity, perhaps even eloquence. But I have no minimum or maximum limit of pages (that is an archaic structure that limits self-expression).

    Upload a document of your summary in .doc or .docx format

    As we are using TurnItIn to combat AI and plagiarism, you are recommended to turn in your paper early, return to the assignment after TurnItIn has reviewed your submission, and then use the TurnItin analysis to improve your paper.

    **REFER TO PDF FOR PEER REVIEW ARTICLE**

    **EBSCO-FullText-02_27_2025.pdf**

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    Please follow instructions – 2 years ago **files (2)** – ## Week1_LearningResources_Cross-CulturalPsychology-Spring20252.pdf – ## Week1_Assignment2.pdf **## Week1_LearningResources_Cross-CulturalPsychology-Spring20252.pdf** LEARNING RESOURCES Required Readings Shiraev, E. B., & Levy, D. A. (202…

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    – 2 years ago

    **files (2)**

    – ## Week1_LearningResources_Cross-CulturalPsychology-Spring20252.pdf

    – ## Week1_Assignment2.pdf

    **## Week1_LearningResources_Cross-CulturalPsychology-Spring20252.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 1, “Understanding Cross-Cultural Psychology” (pp. 1–43)

    Chapter 2, “Critical Thinking in Cross-Cultural Psychology” (pp. 44–96)

    Writing Resources

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center. (n.d.). Scholarly writing: Overview
    (http://academicguides.waldenu.edu/writingcenter/scholarly) .
    http://academicguides.waldenu.edu/writingcenter/scholarly

    Walden University Writing Center. (n.d.). Walden templates: General templates
    (https://academicguides.waldenu.edu/writingcenter/templates/general) .
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    Media

    Practical Psychology (2019). How culture affects your personality [Video]
    (https://www.youtube.com/watch?v=Jx-1EthJeIg) . YouTube. https://www.youtube.com/watch?
    v=Jx-1EthJeIg
    Note: The approximately length of this media program is 6 minutes.

    Walden University, LLC. (n.d.). Cognitive biases and errors in thinking (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/) [Interactive]. Walden University
    Canvas. https://waldenu.instructure.com

    Walden University, LLC. (n.d.). Cultural awareness (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/) [Interactive]. Walden University
    Canvas. https://waldenu.instructure.com

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://academicguides.waldenu.edu/writingcenter/scholarly](http://academicguides.waldenu.edu/writingcenter/scholarly)

    [http://academicguides.waldenu.edu/writingcenter/scholarly](http://academicguides.waldenu.edu/writingcenter/scholarly)

    [http://academicguides.waldenu.edu/writingcenter/scholarly](http://academicguides.waldenu.edu/writingcenter/scholarly)

    [http://academicguides.waldenu.edu/writingcenter/scholarly](http://academicguides.waldenu.edu/writingcenter/scholarly)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://www.youtube.com/watch?v=Jx-1EthJeIg](https://www.youtube.com/watch?v=Jx-1EthJeIg)

    [https://www.youtube.com/watch?v=Jx-1EthJeIg](https://www.youtube.com/watch?v=Jx-1EthJeIg)

    [https://www.youtube.com/watch?v=Jx-1EthJeIg](https://www.youtube.com/watch?v=Jx-1EthJeIg)

    [https://www.youtube.com/watch?v=Jx-1EthJeIg](https://www.youtube.com/watch?v=Jx-1EthJeIg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/)

    **## Week1_Assignment2.pdf**

    Due Sunday by 10:59pm
    Points 80
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184041)

    Recall that your text defines cross-cultural psychology as “the critical and comparative study of cultural
    effects on human psychology” (Shiraev & Levy, 2024, p. 5). Throughout the course, you will be asked to
    think critically about your own culture so that you can understand how it differs from other cultures. To make
    those comparisons, you need to recognize defining qualities of your own culture. As you begin this

    THINKING CRITICALLY ABOUT YOUR OWN
    CULTURE

    [https://waldenu.instructure.com/courses/155407/modules/items/6184041](https://waldenu.instructure.com/courses/155407/modules/items/6184041)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184041](https://waldenu.instructure.com/courses/155407/modules/items/6184041)

    examination process, keep in mind the definition of culture: a set of attitudes, behaviors, and symbols shared
    by a large group of people (Shiraev & Levy, 2024, p. 9).

    For this Assignment, you will identify and analyze your own culture based on concepts covered in Week 1 of
    the course.

    Important Note: Although you may view your family as having a particular "culture," focus on a larger culture
    of which you are a part, such as one connected to your national, regional, racial, ethnic, or religious heritage.
    If you are multicultural or have no strong connection to a single culture, you may use a broad category, such
    as "American" or "Caribbean."

    Review the assigned Learning Resources.
    Review the Cultural Awareness interactive activity and the video “How Culture Drives Behaviours” in the
    Learning Resources and consider the aspects of culture and diversity, and how culture impacts who you
    are.
    Reflect back on your initial post and the discussion in this week’s “Warming Up Exercise” as you
    considered your cultural identity.
    Review the Cultural Influences image above and consider the different dimensions of who you are as an
    individual.
    Research how experts categorize your culture in terms of traditional vs. nontraditional, power distance,
    and individualism vs. collectivism.
    Review the Writing Center resources to understand APA style and the overall expectations of scholarly
    writing at Walden. Use the “Undergraduate Paper with Advice APA 7” course template for this
    Assignment.

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/155407/modules/items/6184045)

    TO PREPARE:

    [https://waldenu.instructure.com/courses/155407/modules/items/6184045](https://waldenu.instructure.com/courses/155407/modules/items/6184045)

    Note: Since preparing for this first week’s Assignment is critical to furthering your learning in
    cross-cultural psychology, you have acknowledged that you have reviewed and read through
    this week’s Learning Resources before becoming able to submit this week’s Assignment.

    Write a 2-page paper that includes the following components. Be sure to reference the Learning Resources,
    including the media, in your Assignment.

    Identify at least two of the cultures in which you are embedded. State which one you most identify with.
    This is the culture you will be discussing for the rest of the Assignment.
    Describe the attitudes, behaviors, and symbols that define the culture with which you most identify.
    Assess your culture in terms of power distance, traditional/nontraditional, and collectivism/individualism.
    Compare your cultural assessments with your own family, noting how your family is similar to or different
    from the larger culture. Describe what elements you plan to pass on to the next generation.
    Note: When providing examples or illustrations of your larger culture, be sure to describe people and
    situations from outside your own family.

    Support the responses within your assignment with credited evidence from the assigned learning resources
    (including sentence-level citations). Provide a reference list in APA Style for resources you used in the
    assignment.

    Submit your Assignment.

    Before submitting your final assignment, you can check your draft for authenticity. To check your
    draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as WK1Assgn+last
    name+first initial.

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    ASSIGNMENT:

    BY DAY 7

    SUBMISSION INFORMATION

    PSYC_2001_Week1_Assignment_Rubric

    Criteria Ratings Pts

    10 pts

    20 pts

    25 pts

    Identification of at least
    two of the cultures in
    which you are
    embedded, and
    statement of which of the
    two you most identify
    with.

    10 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    8.5 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    7.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    6.5 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete
    or not
    provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    Description of attitudes,
    behaviors, and symbols
    that define the culture
    with which you most
    identify.

    20 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    17 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    15 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    13 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    0 pts
    F
    Response is
    incomplete
    or not
    provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    Assessment of your
    culture in terms of power
    distance,
    traditional/nontraditional,

    25 pts
    A
    Response is
    complete and

    21 pts
    B
    Response is
    complete and

    19 pts
    C
    Response is
    somewhat

    16 pts
    D
    Response is
    incomplete or

    0 pts
    F
    Response is
    incomplete

    Criteria Ratings Pts

    10 pts

    15 pts

    and
    collectivism/individualism.

    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    or not
    provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    Comparison of your
    cultural assessments with
    your own family, noting
    how your family is similar
    to or different from the
    larger culture, and
    description of the
    elements do you plan to
    pass these on to the next
    generation.

    10 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    8.5 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    7.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    6.5 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    0 pts
    F
    Response is
    incomplete
    or not
    provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    Quality of Writing 15 pts
    A

    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling

    12 pts
    B

    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own

    11 pts
    C

    Writing is
    somewhat
    clear and
    organized
    with some
    MUGS errors.
    Most writing
    is mostly

    9 pts
    D

    Writing is
    mostly
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There

    0 pts
    F

    Writing is
    unclear
    and/or
    disorganized
    and/or
    contains
    many
    MUGS

    Total Points: 80

    Criteria Ratings Pts

    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    fully provided
    and correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    mostly
    provided and
    correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    original (i.e.,
    use of own
    words and
    proper
    paraphrasing)
    but may rely
    on the use of
    some direct
    quotations.
    Information
    from the
    Learning
    Resources is
    partially
    provided
    and/or
    incorrectly
    documented
    with
    citation(s)
    and/or
    reference(s),
    and/or
    citations(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.
    Information
    from the
    Learning
    Resources is
    significantly
    lacking
    and/or is
    incorrectly
    documented
    and/or
    citation(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    errors.
    There is an
    underuse of
    original
    writing and
    an overuse
    of directly
    quoted
    content.
    Information
    from the
    Learning
    Resources
    is not cited
    or
    referenced
    in any way.

    **## Week1_Assignment2.pdf**

    Due Sunday by 10:59pm
    Points 80
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184041)

    Recall that your text defines cross-cultural psychology as “the critical and comparative study of cultural
    effects on human psychology” (Shiraev & Levy, 2024, p. 5). Throughout the course, you will be asked to
    think critically about your own culture so that you can understand how it differs from other cultures. To make
    those comparisons, you need to recognize defining qualities of your own culture. As you begin this

    THINKING CRITICALLY ABOUT YOUR OWN
    CULTURE

    [https://waldenu.instructure.com/courses/155407/modules/items/6184041](https://waldenu.instructure.com/courses/155407/modules/items/6184041)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184041](https://waldenu.instructure.com/courses/155407/modules/items/6184041)

    examination process, keep in mind the definition of culture: a set of attitudes, behaviors, and symbols shared
    by a large group of people (Shiraev & Levy, 2024, p. 9).

    For this Assignment, you will identify and analyze your own culture based on concepts covered in Week 1 of
    the course.

    Important Note: Although you may view your family as having a particular "culture," focus on a larger culture
    of which you are a part, such as one connected to your national, regional, racial, ethnic, or religious heritage.
    If you are multicultural or have no strong connection to a single culture, you may use a broad category, such
    as "American" or "Caribbean."

    Review the assigned Learning Resources.
    Review the Cultural Awareness interactive activity and the video “How Culture Drives Behaviours” in the
    Learning Resources and consider the aspects of culture and diversity, and how culture impacts who you
    are.
    Reflect back on your initial post and the discussion in this week’s “Warming Up Exercise” as you
    considered your cultural identity.
    Review the Cultural Influences image above and consider the different dimensions of who you are as an
    individual.
    Research how experts categorize your culture in terms of traditional vs. nontraditional, power distance,
    and individualism vs. collectivism.
    Review the Writing Center resources to understand APA style and the overall expectations of scholarly
    writing at Walden. Use the “Undergraduate Paper with Advice APA 7” course template for this
    Assignment.

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/155407/modules/items/6184045)

    TO PREPARE:

    [https://waldenu.instructure.com/courses/155407/modules/items/6184045](https://waldenu.instructure.com/courses/155407/modules/items/6184045)

    Note: Since preparing for this first week’s Assignment is critical to furthering your learning in
    cross-cultural psychology, you have acknowledged that you have reviewed and read through
    this week’s Learning Resources before becoming able to submit this week’s Assignment.

    Write a 2-page paper that includes the following components. Be sure to reference the Learning Resources,
    including the media, in your Assignment.

    Identify at least two of the cultures in which you are embedded. State which one you most identify with.
    This is the culture you will be discussing for the rest of the Assignment.
    Describe the attitudes, behaviors, and symbols that define the culture with which you most identify.
    Assess your culture in terms of power distance, traditional/nontraditional, and collectivism/individualism.
    Compare your cultural assessments with your own family, noting how your family is similar to or different
    from the larger culture. Describe what elements you plan to pass on to the next generation.
    Note: When providing examples or illustrations of your larger culture, be sure to describe people and
    situations from outside your own family.

    Support the responses within your assignment with credited evidence from the assigned learning resources
    (including sentence-level citations). Provide a reference list in APA Style for resources you used in the
    assignment.

    Submit your Assignment.

    Before submitting your final assignment, you can check your draft for authenticity. To check your
    draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as WK1Assgn+last
    name+first initial.

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    ASSIGNMENT:

    BY DAY 7

    SUBMISSION INFORMATION

    PSYC_2001_Week1_Assignment_Rubric

    Criteria Ratings Pts

    10 pts

    20 pts

    25 pts

    Identification of at least
    two of the cultures in
    which you are
    embedded, and
    statement of which of the
    two you most identify
    with.

    10 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    8.5 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    7.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    6.5 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete
    or not
    provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    Description of attitudes,
    behaviors, and symbols
    that define the culture
    with which you most
    identify.

    20 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    17 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    15 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    13 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    0 pts
    F
    Response is
    incomplete
    or not
    provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    Assessment of your
    culture in terms of power
    distance,
    traditional/nontraditional,

    25 pts
    A
    Response is
    complete and

    21 pts
    B
    Response is
    complete and

    19 pts
    C
    Response is
    somewhat

    16 pts
    D
    Response is
    incomplete or

    0 pts
    F
    Response is
    incomplete

    Criteria Ratings Pts

    10 pts

    15 pts

    and
    collectivism/individualism.

    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    or not
    provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    Comparison of your
    cultural assessments with
    your own family, noting
    how your family is similar
    to or different from the
    larger culture, and
    description of the
    elements do you plan to
    pass these on to the next
    generation.

    10 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    8.5 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    7.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    6.5 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    0 pts
    F
    Response is
    incomplete
    or not
    provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    Quality of Writing 15 pts
    A

    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling

    12 pts
    B

    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own

    11 pts
    C

    Writing is
    somewhat
    clear and
    organized
    with some
    MUGS errors.
    Most writing
    is mostly

    9 pts
    D

    Writing is
    mostly
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There

    0 pts
    F

    Writing is
    unclear
    and/or
    disorganized
    and/or
    contains
    many
    MUGS

    Total Points: 80

    Criteria Ratings Pts

    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    fully provided
    and correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    mostly
    provided and
    correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    original (i.e.,
    use of own
    words and
    proper
    paraphrasing)
    but may rely
    on the use of
    some direct
    quotations.
    Information
    from the
    Learning
    Resources is
    partially
    provided
    and/or
    incorrectly
    documented
    with
    citation(s)
    and/or
    reference(s),
    and/or
    citations(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.
    Information
    from the
    Learning
    Resources is
    significantly
    lacking
    and/or is
    incorrectly
    documented
    and/or
    citation(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    errors.
    There is an
    underuse of
    original
    writing and
    an overuse
    of directly
    quoted
    content.
    Information
    from the
    Learning
    Resources
    is not cited
    or
    referenced
    in any way.

    **## Week1_LearningResources_Cross-CulturalPsychology-Spring20252.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 1, “Understanding Cross-Cultural Psychology” (pp. 1–43)

    Chapter 2, “Critical Thinking in Cross-Cultural Psychology” (pp. 44–96)

    Writing Resources

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center. (n.d.). Scholarly writing: Overview
    (http://academicguides.waldenu.edu/writingcenter/scholarly) .
    http://academicguides.waldenu.edu/writingcenter/scholarly

    Walden University Writing Center. (n.d.). Walden templates: General templates
    (https://academicguides.waldenu.edu/writingcenter/templates/general) .
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    Media

    Practical Psychology (2019). How culture affects your personality [Video]
    (https://www.youtube.com/watch?v=Jx-1EthJeIg) . YouTube. https://www.youtube.com/watch?
    v=Jx-1EthJeIg
    Note: The approximately length of this media program is 6 minutes.

    Walden University, LLC. (n.d.). Cognitive biases and errors in thinking (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/) [Interactive]. Walden University
    Canvas. https://waldenu.instructure.com

    Walden University, LLC. (n.d.). Cultural awareness (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/) [Interactive]. Walden University
    Canvas. https://waldenu.instructure.com

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://academicguides.waldenu.edu/writingcenter/scholarly](http://academicguides.waldenu.edu/writingcenter/scholarly)

    [http://academicguides.waldenu.edu/writingcenter/scholarly](http://academicguides.waldenu.edu/writingcenter/scholarly)

    [http://academicguides.waldenu.edu/writingcenter/scholarly](http://academicguides.waldenu.edu/writingcenter/scholarly)

    [http://academicguides.waldenu.edu/writingcenter/scholarly](http://academicguides.waldenu.edu/writingcenter/scholarly)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://www.youtube.com/watch?v=Jx-1EthJeIg](https://www.youtube.com/watch?v=Jx-1EthJeIg)

    [https://www.youtube.com/watch?v=Jx-1EthJeIg](https://www.youtube.com/watch?v=Jx-1EthJeIg)

    [https://www.youtube.com/watch?v=Jx-1EthJeIg](https://www.youtube.com/watch?v=Jx-1EthJeIg)

    [https://www.youtube.com/watch?v=Jx-1EthJeIg](https://www.youtube.com/watch?v=Jx-1EthJeIg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/)

    **## Week1_Assignment2.pdf**

    Due Sunday by 10:59pm
    Points 80
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184041)

    Recall that your text defines cross-cultural psychology as “the critical and comparative study of cultural
    effects on human psychology” (Shiraev & Levy, 2024, p. 5). Throughout the course, you will be asked to
    think critically about your own culture so that you can understand how it differs from other cultures. To make
    those comparisons, you need to recognize defining qualities of your own culture. As you begin this

    THINKING CRITICALLY ABOUT YOUR OWN
    CULTURE

    [https://waldenu.instructure.com/courses/155407/modules/items/6184041](https://waldenu.instructure.com/courses/155407/modules/items/6184041)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184041](https://waldenu.instructure.com/courses/155407/modules/items/6184041)

    examination process, keep in mind the definition of culture: a set of attitudes, behaviors, and symbols shared
    by a large group of people (Shiraev & Levy, 2024, p. 9).

    For this Assignment, you will identify and analyze your own culture based on concepts covered in Week 1 of
    the course.

    Important Note: Although you may view your family as having a particular "culture," focus on a larger culture
    of which you are a part, such as one connected to your national, regional, racial, ethnic, or religious heritage.
    If you are multicultural or have no strong connection to a single culture, you may use a broad category, such
    as "American" or "Caribbean."

    Review the assigned Learning Resources.
    Review the Cultural Awareness interactive activity and the video “How Culture Drives Behaviours” in the
    Learning Resources and consider the aspects of culture and diversity, and how culture impacts who you
    are.
    Reflect back on your initial post and the discussion in this week’s “Warming Up Exercise” as you
    considered your cultural identity.
    Review the Cultural Influences image above and consider the different dimensions of who you are as an
    individual.
    Research how experts categorize your culture in terms of traditional vs. nontraditional, power distance,
    and individualism vs. collectivism.
    Review the Writing Center resources to understand APA style and the overall expectations of scholarly
    writing at Walden. Use the “Undergraduate Paper with Advice APA 7” course template for this
    Assignment.

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/155407/modules/items/6184045)

    TO PREPARE:

    [https://waldenu.instructure.com/courses/155407/modules/items/6184045](https://waldenu.instructure.com/courses/155407/modules/items/6184045)

    Note: Since preparing for this first week’s Assignment is critical to furthering your learning in
    cross-cultural psychology, you have acknowledged that you have reviewed and read through
    this week’s Learning Resources before becoming able to submit this week’s Assignment.

    Write a 2-page paper that includes the following components. Be sure to reference the Learning Resources,
    including the media, in your Assignment.

    Identify at least two of the cultures in which you are embedded. State which one you most identify with.
    This is the culture you will be discussing for the rest of the Assignment.
    Describe the attitudes, behaviors, and symbols that define the culture with which you most identify.
    Assess your culture in terms of power distance, traditional/nontraditional, and collectivism/individualism.
    Compare your cultural assessments with your own family, noting how your family is similar to or different
    from the larger culture. Describe what elements you plan to pass on to the next generation.
    Note: When providing examples or illustrations of your larger culture, be sure to describe people and
    situations from outside your own family.

    Support the responses within your assignment with credited evidence from the assigned learning resources
    (including sentence-level citations). Provide a reference list in APA Style for resources you used in the
    assignment.

    Submit your Assignment.

    Before submitting your final assignment, you can check your draft for authenticity. To check your
    draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as WK1Assgn+last
    name+first initial.

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    ASSIGNMENT:

    BY DAY 7

    SUBMISSION INFORMATION

    PSYC_2001_Week1_Assignment_Rubric

    Criteria Ratings Pts

    10 pts

    20 pts

    25 pts

    Identification of at least
    two of the cultures in
    which you are
    embedded, and
    statement of which of the
    two you most identify
    with.

    10 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    8.5 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    7.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    6.5 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete
    or not
    provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    Description of attitudes,
    behaviors, and symbols
    that define the culture
    with which you most
    identify.

    20 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    17 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    15 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    13 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    0 pts
    F
    Response is
    incomplete
    or not
    provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    Assessment of your
    culture in terms of power
    distance,
    traditional/nontraditional,

    25 pts
    A
    Response is
    complete and

    21 pts
    B
    Response is
    complete and

    19 pts
    C
    Response is
    somewhat

    16 pts
    D
    Response is
    incomplete or

    0 pts
    F
    Response is
    incomplete

    Criteria Ratings Pts

    10 pts

    15 pts

    and
    collectivism/individualism.

    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    or not
    provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    Comparison of your
    cultural assessments with
    your own family, noting
    how your family is similar
    to or different from the
    larger culture, and
    description of the
    elements do you plan to
    pass these on to the next
    generation.

    10 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    8.5 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    7.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    6.5 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    0 pts
    F
    Response is
    incomplete
    or not
    provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    Quality of Writing 15 pts
    A

    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling

    12 pts
    B

    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own

    11 pts
    C

    Writing is
    somewhat
    clear and
    organized
    with some
    MUGS errors.
    Most writing
    is mostly

    9 pts
    D

    Writing is
    mostly
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There

    0 pts
    F

    Writing is
    unclear
    and/or
    disorganized
    and/or
    contains
    many
    MUGS

    Total Points: 80

    Criteria Ratings Pts

    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    fully provided
    and correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    mostly
    provided and
    correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    original (i.e.,
    use of own
    words and
    proper
    paraphrasing)
    but may rely
    on the use of
    some direct
    quotations.
    Information
    from the
    Learning
    Resources is
    partially
    provided
    and/or
    incorrectly
    documented
    with
    citation(s)
    and/or
    reference(s),
    and/or
    citations(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.
    Information
    from the
    Learning
    Resources is
    significantly
    lacking
    and/or is
    incorrectly
    documented
    and/or
    citation(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    errors.
    There is an
    underuse of
    original
    writing and
    an overuse
    of directly
    quoted
    content.
    Information
    from the
    Learning
    Resources
    is not cited
    or
    referenced
    in any way.

    **## Week1_LearningResources_Cross-CulturalPsychology-Spring20252.pdf**

    LEARNING RESOURCES

    Required Readings

    Shiraev, E. B., & Levy, D. A. (2024). Cross-cultural psychology: Critical thinking and
    contemporary applications (8th ed.). Routledge/Taylor & Francis.

    Chapter 1, “Understanding Cross-Cultural Psychology” (pp. 1–43)

    Chapter 2, “Critical Thinking in Cross-Cultural Psychology” (pp. 44–96)

    Writing Resources

    Walden University Writing Center. (n.d.). APA style: Overview
    (http://writingcenter.waldenu.edu/APA.htm) . http://writingcenter.waldenu.edu/APA.htm

    Walden University Writing Center. (n.d.). Scholarly writing: Overview
    (http://academicguides.waldenu.edu/writingcenter/scholarly) .
    http://academicguides.waldenu.edu/writingcenter/scholarly

    Walden University Writing Center. (n.d.). Walden templates: General templates
    (https://academicguides.waldenu.edu/writingcenter/templates/general) .
    https://academicguides.waldenu.edu/writingcenter/templates/general

    Note: As you review this webpage, you will find different types of Walden templates to help
    guide you through your writing. For this course, you will focus on using the “Undergraduate
    Paper with Advice APA 7” course template for undergraduate courses.

    Media

    Practical Psychology (2019). How culture affects your personality [Video]
    (https://www.youtube.com/watch?v=Jx-1EthJeIg) . YouTube. https://www.youtube.com/watch?
    v=Jx-1EthJeIg
    Note: The approximately length of this media program is 6 minutes.

    Walden University, LLC. (n.d.). Cognitive biases and errors in thinking (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/) [Interactive]. Walden University
    Canvas. https://waldenu.instructure.com

    Walden University, LLC. (n.d.). Cultural awareness (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/) [Interactive]. Walden University
    Canvas. https://waldenu.instructure.com

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://writingcenter.waldenu.edu/APA.htm](http://writingcenter.waldenu.edu/APA.htm)

    [http://academicguides.waldenu.edu/writingcenter/scholarly](http://academicguides.waldenu.edu/writingcenter/scholarly)

    [http://academicguides.waldenu.edu/writingcenter/scholarly](http://academicguides.waldenu.edu/writingcenter/scholarly)

    [http://academicguides.waldenu.edu/writingcenter/scholarly](http://academicguides.waldenu.edu/writingcenter/scholarly)

    [http://academicguides.waldenu.edu/writingcenter/scholarly](http://academicguides.waldenu.edu/writingcenter/scholarly)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://academicguides.waldenu.edu/writingcenter/templates/general](https://academicguides.waldenu.edu/writingcenter/templates/general)

    [https://www.youtube.com/watch?v=Jx-1EthJeIg](https://www.youtube.com/watch?v=Jx-1EthJeIg)

    [https://www.youtube.com/watch?v=Jx-1EthJeIg](https://www.youtube.com/watch?v=Jx-1EthJeIg)

    [https://www.youtube.com/watch?v=Jx-1EthJeIg](https://www.youtube.com/watch?v=Jx-1EthJeIg)

    [https://www.youtube.com/watch?v=Jx-1EthJeIg](https://www.youtube.com/watch?v=Jx-1EthJeIg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CB/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2001/CA/index.html#/)

    **## Week1_Assignment2.pdf**

    Due Sunday by 10:59pm
    Points 80
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/155407/modules/items/6184041)

    Recall that your text defines cross-cultural psychology as “the critical and comparative study of cultural
    effects on human psychology” (Shiraev & Levy, 2024, p. 5). Throughout the course, you will be asked to
    think critically about your own culture so that you can understand how it differs from other cultures. To make
    those comparisons, you need to recognize defining qualities of your own culture. As you begin this

    THINKING CRITICALLY ABOUT YOUR OWN
    CULTURE

    [https://waldenu.instructure.com/courses/155407/modules/items/6184041](https://waldenu.instructure.com/courses/155407/modules/items/6184041)

    [https://waldenu.instructure.com/courses/155407/modules/items/6184041](https://waldenu.instructure.com/courses/155407/modules/items/6184041)

    examination process, keep in mind the definition of culture: a set of attitudes, behaviors, and symbols shared
    by a large group of people (Shiraev & Levy, 2024, p. 9).

    For this Assignment, you will identify and analyze your own culture based on concepts covered in Week 1 of
    the course.

    Important Note: Although you may view your family as having a particular "culture," focus on a larger culture
    of which you are a part, such as one connected to your national, regional, racial, ethnic, or religious heritage.
    If you are multicultural or have no strong connection to a single culture, you may use a broad category, such
    as "American" or "Caribbean."

    Review the assigned Learning Resources.
    Review the Cultural Awareness interactive activity and the video “How Culture Drives Behaviours” in the
    Learning Resources and consider the aspects of culture and diversity, and how culture impacts who you
    are.
    Reflect back on your initial post and the discussion in this week’s “Warming Up Exercise” as you
    considered your cultural identity.
    Review the Cultural Influences image above and consider the different dimensions of who you are as an
    individual.
    Research how experts categorize your culture in terms of traditional vs. nontraditional, power distance,
    and individualism vs. collectivism.
    Review the Writing Center resources to understand APA style and the overall expectations of scholarly
    writing at Walden. Use the “Undergraduate Paper with Advice APA 7” course template for this
    Assignment.

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/155407/modules/items/6184045)

    TO PREPARE:

    [https://waldenu.instructure.com/courses/155407/modules/items/6184045](https://waldenu.instructure.com/courses/155407/modules/items/6184045)

    Note: Since preparing for this first week’s Assignment is critical to furthering your learning in
    cross-cultural psychology, you have acknowledged that you have reviewed and read through
    this week’s Learning Resources before becoming able to submit this week’s Assignment.

    Write a 2-page paper that includes the following components. Be sure to reference the Learning Resources,
    including the media, in your Assignment.

    Identify at least two of the cultures in which you are embedded. State which one you most identify with.
    This is the culture you will be discussing for the rest of the Assignment.
    Describe the attitudes, behaviors, and symbols that define the culture with which you most identify.
    Assess your culture in terms of power distance, traditional/nontraditional, and collectivism/individualism.
    Compare your cultural assessments with your own family, noting how your family is similar to or different
    from the larger culture. Describe what elements you plan to pass on to the next generation.
    Note: When providing examples or illustrations of your larger culture, be sure to describe people and
    situations from outside your own family.

    Support the responses within your assignment with credited evidence from the assigned learning resources
    (including sentence-level citations). Provide a reference list in APA Style for resources you used in the
    assignment.

    Submit your Assignment.

    Before submitting your final assignment, you can check your draft for authenticity. To check your
    draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as WK1Assgn+last
    name+first initial.

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    ASSIGNMENT:

    BY DAY 7

    SUBMISSION INFORMATION

    PSYC_2001_Week1_Assignment_Rubric

    Criteria Ratings Pts

    10 pts

    20 pts

    25 pts

    Identification of at least
    two of the cultures in
    which you are
    embedded, and
    statement of which of the
    two you most identify
    with.

    10 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    8.5 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    7.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    6.5 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete
    or not
    provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    Description of attitudes,
    behaviors, and symbols
    that define the culture
    with which you most
    identify.

    20 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    17 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    15 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    13 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    0 pts
    F
    Response is
    incomplete
    or not
    provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    Assessment of your
    culture in terms of power
    distance,
    traditional/nontraditional,

    25 pts
    A
    Response is
    complete and

    21 pts
    B
    Response is
    complete and

    19 pts
    C
    Response is
    somewhat

    16 pts
    D
    Response is
    incomplete or

    0 pts
    F
    Response is
    incomplete

    Criteria Ratings Pts

    10 pts

    15 pts

    and
    collectivism/individualism.

    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    or not
    provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    Comparison of your
    cultural assessments with
    your own family, noting
    how your family is similar
    to or different from the
    larger culture, and
    description of the
    elements do you plan to
    pass these on to the next
    generation.

    10 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    8.5 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    7.5 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes some
    credited
    supporting
    evidence from
    the Learning
    Resources.

    6.5 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    0 pts
    F
    Response is
    incomplete
    or not
    provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    credited
    supporting
    evidence
    from the
    Learning
    Resources.

    Quality of Writing 15 pts
    A

    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling

    12 pts
    B

    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own

    11 pts
    C

    Writing is
    somewhat
    clear and
    organized
    with some
    MUGS errors.
    Most writing
    is mostly

    9 pts
    D

    Writing is
    mostly
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There

    0 pts
    F

    Writing is
    unclear
    and/or
    disorganized
    and/or
    contains
    many
    MUGS

    Total Points: 80

    Criteria Ratings Pts

    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    fully provided
    and correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    mostly
    provided and
    correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    original (i.e.,
    use of own
    words and
    proper
    paraphrasing)
    but may rely
    on the use of
    some direct
    quotations.
    Information
    from the
    Learning
    Resources is
    partially
    provided
    and/or
    incorrectly
    documented
    with
    citation(s)
    and/or
    reference(s),
    and/or
    citations(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.
    Information
    from the
    Learning
    Resources is
    significantly
    lacking
    and/or is
    incorrectly
    documented
    and/or
    citation(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    errors.
    There is an
    underuse of
    original
    writing and
    an overuse
    of directly
    quoted
    content.
    Information
    from the
    Learning
    Resources
    is not cited
    or
    referenced
    in any way.