[Solved] Psychology Discussion/Assignment/Project

Assignment Prompt & Instructions

Please go through the assignment and discussion and let me know if you have any questions . Please no AI or Chatsgpts..

**files (6)**

– ## Week6_AtaGlance_InfluenceandPersuasion-Summer2026.pdf

– ## Topic_Week5_Discussion8.pdf

– ## Week5_AtaGlance_InfluenceandPersuasion-Summer2026.pdf

– ## Topic_Week6_Discussion11.pdf

– ## Week5_Assignment9.pdf

– Week5_Assignment8.pdf

**## Week6_AtaGlance_InfluenceandPersuasion-Summer2026.pdf**

WEEK 6: AT A GLANCE
ADVERTISING AND MARKETING HEALTH CAMPAIGNS

INTRODUCTION
Throughout this course, you have examined
the persuasive psychology of different forms of
advertising and marketing. You have studied
theories and factors that influence how people
process information, are persuaded to respond
to a message, and make decisions about
purchases or donations. You have also
explored related topics, such as factors that
give a speaker persuasive power. Last week,
you took on the role of a social justice
advocate. In this final week of the course, you
will synthesize much of what you have studied as you take on another advocacy role. You will
use media to develop a specific public service message for a health campaign. Whether or not
you are interested in working in a health field, consider what you can gain from the experience
of creating a media message for a campaign.

This week, you will not have an Assignment or Test for Understanding. You will develop your
media campaign as your Week 6 Discussion. Be aware that, in addition to your initial
Discussion post, you will respond twice to colleagues. Review the instructions carefully to
ensure you post by each required due date. As you collaborate with colleagues, also consider
the nature of our modern networked social world and how future campaigns you may create
would likely model the process that you will follow this week.

LEARNING OBJECTIVES
Students will:

Create persuasive health campaign messages
Evaluate the ethics of persuasion strategies
Evaluate persuasive messages for their success
Defend media messages for their efficacy

DISCUSSION RESOURCES WEEK IN REVIEW

[https://waldenu.instructure.com/courses/224961/modules/items/9673993](https://waldenu.instructure.com/courses/224961/modules/items/9673993)

[https://waldenu.instructure.com/courses/224961/modules/items/9673993](https://waldenu.instructure.com/courses/224961/modules/items/9673993)

[https://waldenu.instructure.com/courses/224961/modules/items/9674000](https://waldenu.instructure.com/courses/224961/modules/items/9674000)

[https://waldenu.instructure.com/courses/224961/modules/items/9674000](https://waldenu.instructure.com/courses/224961/modules/items/9674000)

[https://waldenu.instructure.com/courses/224961/modules/items/9674003](https://waldenu.instructure.com/courses/224961/modules/items/9674003)

[https://waldenu.instructure.com/courses/224961/modules/items/9674003](https://waldenu.instructure.com/courses/224961/modules/items/9674003)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_119015041.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_119015041.jpg)

**## Topic_Week5_Discussion8.pdf**

GUILT OR FEAR APPEAL
Bring to mind pictures of sad puppy eyes and scrawny cats in dirty cages. Or think of
images of impoverished children and messages about how a small gift can make a huge
difference in their lives. Or recall public service announcements that feature frightening
images of the effects of drug use and smoking. Consider how these and similar types of
appeals use guilt or fear to try to persuade you to take action.

What are the ethical issues around using persuasive techniques that are intended to make
recipients feel uncomfortable but for beneficial reasons? That is one of the issues you will
explore this week through this Discussion. You will respond to a scenario in which you, as
a professional in the line of work you currently do or would like to do, are tasked with
designing a strong message using either the guilt or the fear appeal. As you create your
messages, consider the relationship between the outcome you hope to achieve and the
ethics of how you choose to get there.

To prepare:

Review Chapter 14 in the textbook.
Develop the scenario by incorporating the following details. You may make up these
details or base them on your workplace experiences. Include:
Name and type of agency or organization
Its purpose or mission
Purpose of the message you are creating and what issue(s) it aims to address
Target audience for the message
Consider whether the fear or guilt appeal will be more effective for the target audience
and to achieve the message goals.
Create the text of the message, to include in your Discussion post.
Check your message for ethical compliance using the code of ethics associated with
the type of professional organization you chose.

RESOURCES

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

WEEKLY RESOURCES

BY DAY 3

[https://waldenu.instructure.com/courses/224961/modules/items/9673976](https://waldenu.instructure.com/courses/224961/modules/items/9673976)

Post responses to the following:

Present the text of your message and the relevant contextual details, including the
sponsoring agency/organization, message purpose, and target audience. Explain how
your message demonstrates the fear or the guilt appeal and your assessment of the
message’s compliance with ethical standards.
Justify your choice of appeal and why it should be effective for the target audience and
issue(s).

Note: Be sure to support the responses within your initial Discussion post (and
in your colleague reply) with information obtained from the assigned Learning
Resources, including in-text citations and a reference list for sources used. For
information regarding how your Discussion will be evaluated, please review the
Rubric, located in the Course Information area of the course.

Respond respond to one of your colleagues by answering each of the following about the
colleague’s guilt- or fear-appeal message:

Analyze the potential impact of the colleague’s message on the intended audience.
Describe the strongest points made in your colleague’s analysis of the message.

BY DAY 5

**## Week5_AtaGlance_InfluenceandPersuasion-Summer2026.pdf**

WEEK 5: AT A GLANCE
EMOTIONS AND PERSUASION

INTRODUCTION
In previous weeks, you have examined how
cognitive connections influence your ability to be
persuaded. This week your focus will be
exclusively on the affective, or emotional,
component of your attitudes as they inform your
behavior. Two of the emotions that you will
consider are how guilt and fear influence people’s
actions. Some persuaders are adept at tapping
into those strong feelings because guilt and fear
are uncomfortable emotions that people want to
avoid or relieve. As you begin the week, take a
moment to consider any examples of being persuaded by guilt or fear in your own experience or
from history that can provide a context for your learning.

Social scientists have a name for uncomfortable feelings, which they call “dissonance.” Dissonant
feelings involve society’s social display rules. For example, recall the Week 1 Discussion when
you analyzed the methods you used to persuade another person. Although your aim was positive,
you might have felt uncomfortable if you recognized coercive or manipulative strategies that you
applied. When people’s behavior does not align with what they say they believe in, that may
create dissonance. Sometimes dissonance can lead to gaining a new perspective.

This week, you will have the opportunity to imagine wearing the hat of a social justice advocate.
You will create ways to induce and relieve dissonance in others in order to persuade them to
consider other viewpoints. As you have throughout the course, remember that ethics are always a
necessary consideration where persuasion, even for just purposes, is involved.

LEARNING OBJECTIVES
Students will:

Apply emotional message appeals
Apply ethical guidelines related to persuasion messages

DISCUSSION ASSIGNMENT RESOURCES WEEK IN REVIEW

[https://waldenu.instructure.com/courses/224961/modules/items/9673967](https://waldenu.instructure.com/courses/224961/modules/items/9673967)

[https://waldenu.instructure.com/courses/224961/modules/items/9673967](https://waldenu.instructure.com/courses/224961/modules/items/9673967)

[https://waldenu.instructure.com/courses/224961/modules/items/9673974](https://waldenu.instructure.com/courses/224961/modules/items/9673974)

[https://waldenu.instructure.com/courses/224961/modules/items/9673974](https://waldenu.instructure.com/courses/224961/modules/items/9673974)

[https://waldenu.instructure.com/courses/224961/modules/items/9673976](https://waldenu.instructure.com/courses/224961/modules/items/9673976)

[https://waldenu.instructure.com/courses/224961/modules/items/9673976](https://waldenu.instructure.com/courses/224961/modules/items/9673976)

[https://waldenu.instructure.com/courses/224961/modules/items/9673978](https://waldenu.instructure.com/courses/224961/modules/items/9673978)

[https://waldenu.instructure.com/courses/224961/modules/items/9673978](https://waldenu.instructure.com/courses/224961/modules/items/9673978)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_127825361.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_127825361.jpg)

Analyze messages based on the guilt or fear appeal for impact
Develop social change interventions to reduce prejudice
Apply compliance strategies
Use cognitive-dissonance theory to persuade

**## Topic_Week6_Discussion11.pdf**

Back to Week at a Glance

PERSUASIVE HEALTH CAMPAIGN
MESSAGE

In our busy world of constant communication, where we are bombarded by information and messages
and needs, how do you cut through that noise to get people’s attention? How do you influence people
to watch and listen to what you have to say, even if the topic is not one they have thought about
before? How do you persuade them to take the action you request? That is your challenge and goal
for this Discussion.

The issue is healthcare in rural areas of the United States. Your first task will be to educate yourself on
the needs of people in these areas. If you live in an urban area, you may not be aware of the degree
to which place informs resources available and access to those resources. Being poor and
underserved in a rural area increases the needs of these residents. Consider this finding from
the 2010 National Healthcare Quality and Disparities Reports : “Despite improvements, differences
persist in health care quality among racial and ethnic minority groups. People in low-income families
also experience poorer quality care.” (AHRQ, 2014, para.1)

Put on your advocacy hat, and remember the Walden University outcome to facilitate positive social
change. The media message that you develop could impact services in a rural county where you live
or in your state, now or in the future.

For this Discussion you will respond to the following scenario:

Imagine that you are an employee in the Health and Human Services Agency (HHSA) of your county.
Your department is launching a campaign to increase quality services to the underserved in your
community. You are tasked with developing a media message that HHSA will disseminate to the
public, with the goal of persuading people to donate money for a mobile screening bus that can travel
to rural areas of the county and reach underserved individuals and families.

To prepare:

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/224961/modules/items/9673987](https://waldenu.instructure.com/courses/224961/modules/items/9673987)

[https://waldenu.instructure.com/courses/224961/modules/items/9674000](https://waldenu.instructure.com/courses/224961/modules/items/9674000)

Review Chapters 17 and 18 in the textbook and all of the required readings in the Learning
Resources. Consider the strategies and techniques you learned this term. Be prepared to use at
least one strategy/technique from the Week 6 Resources and at least two strategies/techniques
from the course material from earlier in the term for a total of three strategies and/or techniques in
your initial post.
Consider the wording of the media message to include in your Discussion.
Review this website from Week 2: Synder, W. S. (2011). Principles and practices for advertising
ethics. Institute for Advertising Ethics . Retrieved from
https://instituteforadvertisingethics.org/s/IAEPrincipalsandPractices.pdf
Review the codes of ethics for various professional organizations from the Week 1 Learning
Resources. Consider the ethics of your message. Think about how it adheres to the standards for
human services professionals and/or to ethical principles for advertising and/or other
standards/principles of ethics that are relevant to the work you are doing or want to do.

Post responses to the following:

Present the text of your media message.
Consider the influence techniques and strategies you learned all term as well as those in the Week
6 Required Readings. Explain how you used a minimum of 3 strategies, techniques and/or
principles (at least one from Week 6 Required Readings) to develop your message. Evaluate your
reasoning for choosing these techniques.
Justify how your media message is ethical by referencing specific codes of ethics and other
resources.

Note: Be sure to support the responses within your initial Discussion post (and in your
colleague reply) with information obtained from the assigned Learning Resources, including
in-text citations and a reference list for sources used. For information regarding how your
Discussion will be evaluated, please review the Rubric, located in the Course Information
area of the course.

Important Note: You will make two response posts to colleagues for this Discussion. The
first post is due by Day 5 of Week 6, and the second post is due by Day 7 of Week 6.

Response 1: respond to one of your colleagues by addressing each of the following about the
colleague’s media message:

Evaluate the effectiveness of the media message based on your level of involvement.
Explain whether your involvement was high or low and whether you would donate money based on
the message.
Evaluate the ethics of the message, and explain your reasoning, referencing the guidelines on
which you base your judgment.
Suggest ways to improve the media message, and explain your thinking.

BY DAY 3

BY DAY 5

Response 2: respond to one colleague’s feedback to your initial Discussion post in one of the
following ways:

Explain changes you would make to your message and defend its efficacy.
Explain why you would not implement the recommended changes and defend your message’s
efficacy.
If no one responds to your post, read what another colleague has suggested to someone else and
consider how those suggestions could apply to your own media message.

Note: Be sure to support your second response with information from the assigned
Learning Resources, including in-text citations and a reference list for sources used.

BY DAY 7

**## Week5_Assignment9.pdf**

Back to Week at a Glance

MOTIVATION STRATEGIES
People who join the helping professions, such as teaching, counseling, and crisis work, often speak
about their passion to serve others. If you have ever been in a class or a work environment where you
stood for others without a voice or for a cause you believed was right, you can be considered a social
advocate. Social advocacy is one way as a Walden student and beyond that you can forward social
change and fulfill the Walden University outcome to facilitate positive social change.

The persuasion theories and strategies that you are studying this week can add to your bank of
knowledge and research to support you taking action as an advocate. This Assignment is an
opportunity for you to practice use motivation and compliance strategies in your efforts to bring groups
together to change minds and hearts.

For this Assignment, you will respond to the following scenario:

You are a social advocate for a group of individuals in your community who feel disconnected from the
community because of their distinguishing characteristic(s) (e.g., language, nationality, religion, sexual
orientation, beliefs) and have experienced discrimination. Members of this group want to use a room at
the local community center for a much-needed program (e.g., language classes, an after-school
program, a support group, etc). However, the individuals who run the community center, known as The
Board, have a reputation of denying proposals from minority groups. As this group’s advocate, you
believe that if you can get the two groups together, understanding and an agreement might be
reached.

To prepare:

Review the Week 5 Learning Resources.
Fill in the details of this scenario. Choose a group that you would advocate for based on your
experience or interests, and identify a focus of their proposal based on a realistic need.
Consider that The Board’s funding contract has a clause about serving the whole community.
Consider how to use cognitive-dissonance theory to persuade a change in view by The Board in
your scenario.

Submit a 3- to 5-page paper that includes the following:

RESOURCES

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

WEEKLY RESOURCES

BY DAY 7

[https://waldenu.instructure.com/courses/224961/modules/items/9673963](https://waldenu.instructure.com/courses/224961/modules/items/9673963)

[https://waldenu.instructure.com/courses/224961/modules/items/9673976](https://waldenu.instructure.com/courses/224961/modules/items/9673976)

PSYC_3007_Week5_Assignment_Rubric

You, your group and The Board are now at the meeting your group is going to present their
proposal. Your goal is to get the board to feel cognitive dissonance. Explain why you want the
Board to experience dissonance. Next, based on your readings, justify the specific activity that you
believe will induce these feelings and why you chose this activity.
Based on the techniques to relieve dissonance discussed in Chapter 15, explain an activity you will
provide at the meeting to help The Board relieve their feelings of dissonance, discuss why your
activity will be effective in helping them to relieve their dissonance. Why will relieving the Board’s
dissonance be an important part of your meeting with them?
Evaluate the ethics of using these compliance strategies and explain your reasoning based on
specific ethical guidelines.

Note: Support the responses within your Assignment with evidence from the assigned
Learning Resources, including in-text citations. Provide a reference list for resources you
used for this 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 WK5Assgn_LastName_Firstinitial

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

SUBMISSION INFORMATION

Criteria Ratings Pts

Justify how
and when The
Board will
experience
dissonance at
the meeting
and why they
would
experience
dissonant
feelings (32
points)

32 pts

Explain an
activity to help
The Board
relieve their
feelings of
dissonance
(16 points)

16 pts

32 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

28 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

24 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

20 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

16 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

14 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

12 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

10 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Criteria Ratings Pts

Discuss why
this activity will
help The
Board relieve
their feelings
of dissonance
(16 points)

16 pts

Evaluate the
ethics of using
these
compliance
strategies (16
points)

16 pts

16 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

14 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

12 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

10 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

16 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

14 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

12 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

10 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Criteria Ratings Pts

Quality of
Writing (15
points)

15 pts

Information
documentation
(5 points)

5 pts

15 pts
A
Writing is clear
and organized
with few or no
errors in
mechanics,
usage,
grammar, or
spelling
(MUGS).
There is a
preponderance
of original
writing (i.e.,
use of own
words and
proper
paraphrasing).

12 pts
B
Writing is
mostly clear
and organized
with few
MUGS errors.
Writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

10.5 pts
C
Writing is
somewhat
clear and
organized with
some MUGS
errors. Most
writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

9 pts
D
Writing is
somewhat
unclear and
disorganized
and/or
contains
many MUGS
errors. There
is an overuse
of direct
quotations
and/or
ineffective
paraphrasing.

0 pts
F
Writing is
unclear and/or
disorganized
and/or
contains
many MUGS
errors. There
is an
underuse of
original writing
and an
overuse of
directly
quoted
content.

5 pts
A
Information
from the
Learning
Resources is
properly
documented
with citation(s)
and
reference(s) in
correct APA
style.

3.5 pts
B
Information
from the
Learning
Resources is
partially
documented
with citation(s)
and/or
reference(s),
and / or does
not follow
correct APA
style.

0 pts
C

0 pts
D

0 pts
F
Information
from the
Learning
Resources is
not cited or
referenced in
any way.

**Week5_Assignment8.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5-assignment8-pdf)

**Week5_Assignment8.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5-assignment8-pdf)

**## Week6_AtaGlance_InfluenceandPersuasion-Summer2026.pdf**

WEEK 6: AT A GLANCE
ADVERTISING AND MARKETING HEALTH CAMPAIGNS

INTRODUCTION
Throughout this course, you have examined
the persuasive psychology of different forms of
advertising and marketing. You have studied
theories and factors that influence how people
process information, are persuaded to respond
to a message, and make decisions about
purchases or donations. You have also
explored related topics, such as factors that
give a speaker persuasive power. Last week,
you took on the role of a social justice
advocate. In this final week of the course, you
will synthesize much of what you have studied as you take on another advocacy role. You will
use media to develop a specific public service message for a health campaign. Whether or not
you are interested in working in a health field, consider what you can gain from the experience
of creating a media message for a campaign.

This week, you will not have an Assignment or Test for Understanding. You will develop your
media campaign as your Week 6 Discussion. Be aware that, in addition to your initial
Discussion post, you will respond twice to colleagues. Review the instructions carefully to
ensure you post by each required due date. As you collaborate with colleagues, also consider
the nature of our modern networked social world and how future campaigns you may create
would likely model the process that you will follow this week.

LEARNING OBJECTIVES
Students will:

Create persuasive health campaign messages
Evaluate the ethics of persuasion strategies
Evaluate persuasive messages for their success
Defend media messages for their efficacy

DISCUSSION RESOURCES WEEK IN REVIEW

[https://waldenu.instructure.com/courses/224961/modules/items/9673993](https://waldenu.instructure.com/courses/224961/modules/items/9673993)

[https://waldenu.instructure.com/courses/224961/modules/items/9673993](https://waldenu.instructure.com/courses/224961/modules/items/9673993)

[https://waldenu.instructure.com/courses/224961/modules/items/9674000](https://waldenu.instructure.com/courses/224961/modules/items/9674000)

[https://waldenu.instructure.com/courses/224961/modules/items/9674000](https://waldenu.instructure.com/courses/224961/modules/items/9674000)

[https://waldenu.instructure.com/courses/224961/modules/items/9674003](https://waldenu.instructure.com/courses/224961/modules/items/9674003)

[https://waldenu.instructure.com/courses/224961/modules/items/9674003](https://waldenu.instructure.com/courses/224961/modules/items/9674003)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_119015041.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_119015041.jpg)

**## Topic_Week5_Discussion8.pdf**

GUILT OR FEAR APPEAL
Bring to mind pictures of sad puppy eyes and scrawny cats in dirty cages. Or think of
images of impoverished children and messages about how a small gift can make a huge
difference in their lives. Or recall public service announcements that feature frightening
images of the effects of drug use and smoking. Consider how these and similar types of
appeals use guilt or fear to try to persuade you to take action.

What are the ethical issues around using persuasive techniques that are intended to make
recipients feel uncomfortable but for beneficial reasons? That is one of the issues you will
explore this week through this Discussion. You will respond to a scenario in which you, as
a professional in the line of work you currently do or would like to do, are tasked with
designing a strong message using either the guilt or the fear appeal. As you create your
messages, consider the relationship between the outcome you hope to achieve and the
ethics of how you choose to get there.

To prepare:

Review Chapter 14 in the textbook.
Develop the scenario by incorporating the following details. You may make up these
details or base them on your workplace experiences. Include:
Name and type of agency or organization
Its purpose or mission
Purpose of the message you are creating and what issue(s) it aims to address
Target audience for the message
Consider whether the fear or guilt appeal will be more effective for the target audience
and to achieve the message goals.
Create the text of the message, to include in your Discussion post.
Check your message for ethical compliance using the code of ethics associated with
the type of professional organization you chose.

RESOURCES

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

WEEKLY RESOURCES

BY DAY 3

[https://waldenu.instructure.com/courses/224961/modules/items/9673976](https://waldenu.instructure.com/courses/224961/modules/items/9673976)

Post responses to the following:

Present the text of your message and the relevant contextual details, including the
sponsoring agency/organization, message purpose, and target audience. Explain how
your message demonstrates the fear or the guilt appeal and your assessment of the
message’s compliance with ethical standards.
Justify your choice of appeal and why it should be effective for the target audience and
issue(s).

Note: Be sure to support the responses within your initial Discussion post (and
in your colleague reply) with information obtained from the assigned Learning
Resources, including in-text citations and a reference list for sources used. For
information regarding how your Discussion will be evaluated, please review the
Rubric, located in the Course Information area of the course.

Respond respond to one of your colleagues by answering each of the following about the
colleague’s guilt- or fear-appeal message:

Analyze the potential impact of the colleague’s message on the intended audience.
Describe the strongest points made in your colleague’s analysis of the message.

BY DAY 5

**## Week5_AtaGlance_InfluenceandPersuasion-Summer2026.pdf**

WEEK 5: AT A GLANCE
EMOTIONS AND PERSUASION

INTRODUCTION
In previous weeks, you have examined how
cognitive connections influence your ability to be
persuaded. This week your focus will be
exclusively on the affective, or emotional,
component of your attitudes as they inform your
behavior. Two of the emotions that you will
consider are how guilt and fear influence people’s
actions. Some persuaders are adept at tapping
into those strong feelings because guilt and fear
are uncomfortable emotions that people want to
avoid or relieve. As you begin the week, take a
moment to consider any examples of being persuaded by guilt or fear in your own experience or
from history that can provide a context for your learning.

Social scientists have a name for uncomfortable feelings, which they call “dissonance.” Dissonant
feelings involve society’s social display rules. For example, recall the Week 1 Discussion when
you analyzed the methods you used to persuade another person. Although your aim was positive,
you might have felt uncomfortable if you recognized coercive or manipulative strategies that you
applied. When people’s behavior does not align with what they say they believe in, that may
create dissonance. Sometimes dissonance can lead to gaining a new perspective.

This week, you will have the opportunity to imagine wearing the hat of a social justice advocate.
You will create ways to induce and relieve dissonance in others in order to persuade them to
consider other viewpoints. As you have throughout the course, remember that ethics are always a
necessary consideration where persuasion, even for just purposes, is involved.

LEARNING OBJECTIVES
Students will:

Apply emotional message appeals
Apply ethical guidelines related to persuasion messages

DISCUSSION ASSIGNMENT RESOURCES WEEK IN REVIEW

[https://waldenu.instructure.com/courses/224961/modules/items/9673967](https://waldenu.instructure.com/courses/224961/modules/items/9673967)

[https://waldenu.instructure.com/courses/224961/modules/items/9673967](https://waldenu.instructure.com/courses/224961/modules/items/9673967)

[https://waldenu.instructure.com/courses/224961/modules/items/9673974](https://waldenu.instructure.com/courses/224961/modules/items/9673974)

[https://waldenu.instructure.com/courses/224961/modules/items/9673974](https://waldenu.instructure.com/courses/224961/modules/items/9673974)

[https://waldenu.instructure.com/courses/224961/modules/items/9673976](https://waldenu.instructure.com/courses/224961/modules/items/9673976)

[https://waldenu.instructure.com/courses/224961/modules/items/9673976](https://waldenu.instructure.com/courses/224961/modules/items/9673976)

[https://waldenu.instructure.com/courses/224961/modules/items/9673978](https://waldenu.instructure.com/courses/224961/modules/items/9673978)

[https://waldenu.instructure.com/courses/224961/modules/items/9673978](https://waldenu.instructure.com/courses/224961/modules/items/9673978)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_127825361.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_127825361.jpg)

Analyze messages based on the guilt or fear appeal for impact
Develop social change interventions to reduce prejudice
Apply compliance strategies
Use cognitive-dissonance theory to persuade

**## Topic_Week6_Discussion11.pdf**

Back to Week at a Glance

PERSUASIVE HEALTH CAMPAIGN
MESSAGE

In our busy world of constant communication, where we are bombarded by information and messages
and needs, how do you cut through that noise to get people’s attention? How do you influence people
to watch and listen to what you have to say, even if the topic is not one they have thought about
before? How do you persuade them to take the action you request? That is your challenge and goal
for this Discussion.

The issue is healthcare in rural areas of the United States. Your first task will be to educate yourself on
the needs of people in these areas. If you live in an urban area, you may not be aware of the degree
to which place informs resources available and access to those resources. Being poor and
underserved in a rural area increases the needs of these residents. Consider this finding from
the 2010 National Healthcare Quality and Disparities Reports : “Despite improvements, differences
persist in health care quality among racial and ethnic minority groups. People in low-income families
also experience poorer quality care.” (AHRQ, 2014, para.1)

Put on your advocacy hat, and remember the Walden University outcome to facilitate positive social
change. The media message that you develop could impact services in a rural county where you live
or in your state, now or in the future.

For this Discussion you will respond to the following scenario:

Imagine that you are an employee in the Health and Human Services Agency (HHSA) of your county.
Your department is launching a campaign to increase quality services to the underserved in your
community. You are tasked with developing a media message that HHSA will disseminate to the
public, with the goal of persuading people to donate money for a mobile screening bus that can travel
to rural areas of the county and reach underserved individuals and families.

To prepare:

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/224961/modules/items/9673987](https://waldenu.instructure.com/courses/224961/modules/items/9673987)

[https://waldenu.instructure.com/courses/224961/modules/items/9674000](https://waldenu.instructure.com/courses/224961/modules/items/9674000)

Review Chapters 17 and 18 in the textbook and all of the required readings in the Learning
Resources. Consider the strategies and techniques you learned this term. Be prepared to use at
least one strategy/technique from the Week 6 Resources and at least two strategies/techniques
from the course material from earlier in the term for a total of three strategies and/or techniques in
your initial post.
Consider the wording of the media message to include in your Discussion.
Review this website from Week 2: Synder, W. S. (2011). Principles and practices for advertising
ethics. Institute for Advertising Ethics . Retrieved from
https://instituteforadvertisingethics.org/s/IAEPrincipalsandPractices.pdf
Review the codes of ethics for various professional organizations from the Week 1 Learning
Resources. Consider the ethics of your message. Think about how it adheres to the standards for
human services professionals and/or to ethical principles for advertising and/or other
standards/principles of ethics that are relevant to the work you are doing or want to do.

Post responses to the following:

Present the text of your media message.
Consider the influence techniques and strategies you learned all term as well as those in the Week
6 Required Readings. Explain how you used a minimum of 3 strategies, techniques and/or
principles (at least one from Week 6 Required Readings) to develop your message. Evaluate your
reasoning for choosing these techniques.
Justify how your media message is ethical by referencing specific codes of ethics and other
resources.

Note: Be sure to support the responses within your initial Discussion post (and in your
colleague reply) with information obtained from the assigned Learning Resources, including
in-text citations and a reference list for sources used. For information regarding how your
Discussion will be evaluated, please review the Rubric, located in the Course Information
area of the course.

Important Note: You will make two response posts to colleagues for this Discussion. The
first post is due by Day 5 of Week 6, and the second post is due by Day 7 of Week 6.

Response 1: respond to one of your colleagues by addressing each of the following about the
colleague’s media message:

Evaluate the effectiveness of the media message based on your level of involvement.
Explain whether your involvement was high or low and whether you would donate money based on
the message.
Evaluate the ethics of the message, and explain your reasoning, referencing the guidelines on
which you base your judgment.
Suggest ways to improve the media message, and explain your thinking.

BY DAY 3

BY DAY 5

Response 2: respond to one colleague’s feedback to your initial Discussion post in one of the
following ways:

Explain changes you would make to your message and defend its efficacy.
Explain why you would not implement the recommended changes and defend your message’s
efficacy.
If no one responds to your post, read what another colleague has suggested to someone else and
consider how those suggestions could apply to your own media message.

Note: Be sure to support your second response with information from the assigned
Learning Resources, including in-text citations and a reference list for sources used.

BY DAY 7

**## Week5_Assignment9.pdf**

Back to Week at a Glance

MOTIVATION STRATEGIES
People who join the helping professions, such as teaching, counseling, and crisis work, often speak
about their passion to serve others. If you have ever been in a class or a work environment where you
stood for others without a voice or for a cause you believed was right, you can be considered a social
advocate. Social advocacy is one way as a Walden student and beyond that you can forward social
change and fulfill the Walden University outcome to facilitate positive social change.

The persuasion theories and strategies that you are studying this week can add to your bank of
knowledge and research to support you taking action as an advocate. This Assignment is an
opportunity for you to practice use motivation and compliance strategies in your efforts to bring groups
together to change minds and hearts.

For this Assignment, you will respond to the following scenario:

You are a social advocate for a group of individuals in your community who feel disconnected from the
community because of their distinguishing characteristic(s) (e.g., language, nationality, religion, sexual
orientation, beliefs) and have experienced discrimination. Members of this group want to use a room at
the local community center for a much-needed program (e.g., language classes, an after-school
program, a support group, etc). However, the individuals who run the community center, known as The
Board, have a reputation of denying proposals from minority groups. As this group’s advocate, you
believe that if you can get the two groups together, understanding and an agreement might be
reached.

To prepare:

Review the Week 5 Learning Resources.
Fill in the details of this scenario. Choose a group that you would advocate for based on your
experience or interests, and identify a focus of their proposal based on a realistic need.
Consider that The Board’s funding contract has a clause about serving the whole community.
Consider how to use cognitive-dissonance theory to persuade a change in view by The Board in
your scenario.

Submit a 3- to 5-page paper that includes the following:

RESOURCES

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

WEEKLY RESOURCES

BY DAY 7

[https://waldenu.instructure.com/courses/224961/modules/items/9673963](https://waldenu.instructure.com/courses/224961/modules/items/9673963)

[https://waldenu.instructure.com/courses/224961/modules/items/9673976](https://waldenu.instructure.com/courses/224961/modules/items/9673976)

PSYC_3007_Week5_Assignment_Rubric

You, your group and The Board are now at the meeting your group is going to present their
proposal. Your goal is to get the board to feel cognitive dissonance. Explain why you want the
Board to experience dissonance. Next, based on your readings, justify the specific activity that you
believe will induce these feelings and why you chose this activity.
Based on the techniques to relieve dissonance discussed in Chapter 15, explain an activity you will
provide at the meeting to help The Board relieve their feelings of dissonance, discuss why your
activity will be effective in helping them to relieve their dissonance. Why will relieving the Board’s
dissonance be an important part of your meeting with them?
Evaluate the ethics of using these compliance strategies and explain your reasoning based on
specific ethical guidelines.

Note: Support the responses within your Assignment with evidence from the assigned
Learning Resources, including in-text citations. Provide a reference list for resources you
used for this 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 WK5Assgn_LastName_Firstinitial

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

SUBMISSION INFORMATION

Criteria Ratings Pts

Justify how
and when The
Board will
experience
dissonance at
the meeting
and why they
would
experience
dissonant
feelings (32
points)

32 pts

Explain an
activity to help
The Board
relieve their
feelings of
dissonance
(16 points)

16 pts

32 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

28 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

24 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

20 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

16 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

14 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

12 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

10 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Criteria Ratings Pts

Discuss why
this activity will
help The
Board relieve
their feelings
of dissonance
(16 points)

16 pts

Evaluate the
ethics of using
these
compliance
strategies (16
points)

16 pts

16 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

14 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

12 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

10 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

16 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

14 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

12 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

10 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Criteria Ratings Pts

Quality of
Writing (15
points)

15 pts

Information
documentation
(5 points)

5 pts

15 pts
A
Writing is clear
and organized
with few or no
errors in
mechanics,
usage,
grammar, or
spelling
(MUGS).
There is a
preponderance
of original
writing (i.e.,
use of own
words and
proper
paraphrasing).

12 pts
B
Writing is
mostly clear
and organized
with few
MUGS errors.
Writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

10.5 pts
C
Writing is
somewhat
clear and
organized with
some MUGS
errors. Most
writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

9 pts
D
Writing is
somewhat
unclear and
disorganized
and/or
contains
many MUGS
errors. There
is an overuse
of direct
quotations
and/or
ineffective
paraphrasing.

0 pts
F
Writing is
unclear and/or
disorganized
and/or
contains
many MUGS
errors. There
is an
underuse of
original writing
and an
overuse of
directly
quoted
content.

5 pts
A
Information
from the
Learning
Resources is
properly
documented
with citation(s)
and
reference(s) in
correct APA
style.

3.5 pts
B
Information
from the
Learning
Resources is
partially
documented
with citation(s)
and/or
reference(s),
and / or does
not follow
correct APA
style.

0 pts
C

0 pts
D

0 pts
F
Information
from the
Learning
Resources is
not cited or
referenced in
any way.

**Week5_Assignment8.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5-assignment8-pdf)

**## Week6_AtaGlance_InfluenceandPersuasion-Summer2026.pdf**

WEEK 6: AT A GLANCE
ADVERTISING AND MARKETING HEALTH CAMPAIGNS

INTRODUCTION
Throughout this course, you have examined
the persuasive psychology of different forms of
advertising and marketing. You have studied
theories and factors that influence how people
process information, are persuaded to respond
to a message, and make decisions about
purchases or donations. You have also
explored related topics, such as factors that
give a speaker persuasive power. Last week,
you took on the role of a social justice
advocate. In this final week of the course, you
will synthesize much of what you have studied as you take on another advocacy role. You will
use media to develop a specific public service message for a health campaign. Whether or not
you are interested in working in a health field, consider what you can gain from the experience
of creating a media message for a campaign.

This week, you will not have an Assignment or Test for Understanding. You will develop your
media campaign as your Week 6 Discussion. Be aware that, in addition to your initial
Discussion post, you will respond twice to colleagues. Review the instructions carefully to
ensure you post by each required due date. As you collaborate with colleagues, also consider
the nature of our modern networked social world and how future campaigns you may create
would likely model the process that you will follow this week.

LEARNING OBJECTIVES
Students will:

Create persuasive health campaign messages
Evaluate the ethics of persuasion strategies
Evaluate persuasive messages for their success
Defend media messages for their efficacy

DISCUSSION RESOURCES WEEK IN REVIEW

[https://waldenu.instructure.com/courses/224961/modules/items/9673993](https://waldenu.instructure.com/courses/224961/modules/items/9673993)

[https://waldenu.instructure.com/courses/224961/modules/items/9673993](https://waldenu.instructure.com/courses/224961/modules/items/9673993)

[https://waldenu.instructure.com/courses/224961/modules/items/9674000](https://waldenu.instructure.com/courses/224961/modules/items/9674000)

[https://waldenu.instructure.com/courses/224961/modules/items/9674000](https://waldenu.instructure.com/courses/224961/modules/items/9674000)

[https://waldenu.instructure.com/courses/224961/modules/items/9674003](https://waldenu.instructure.com/courses/224961/modules/items/9674003)

[https://waldenu.instructure.com/courses/224961/modules/items/9674003](https://waldenu.instructure.com/courses/224961/modules/items/9674003)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_119015041.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_119015041.jpg)

**## Topic_Week5_Discussion8.pdf**

GUILT OR FEAR APPEAL
Bring to mind pictures of sad puppy eyes and scrawny cats in dirty cages. Or think of
images of impoverished children and messages about how a small gift can make a huge
difference in their lives. Or recall public service announcements that feature frightening
images of the effects of drug use and smoking. Consider how these and similar types of
appeals use guilt or fear to try to persuade you to take action.

What are the ethical issues around using persuasive techniques that are intended to make
recipients feel uncomfortable but for beneficial reasons? That is one of the issues you will
explore this week through this Discussion. You will respond to a scenario in which you, as
a professional in the line of work you currently do or would like to do, are tasked with
designing a strong message using either the guilt or the fear appeal. As you create your
messages, consider the relationship between the outcome you hope to achieve and the
ethics of how you choose to get there.

To prepare:

Review Chapter 14 in the textbook.
Develop the scenario by incorporating the following details. You may make up these
details or base them on your workplace experiences. Include:
Name and type of agency or organization
Its purpose or mission
Purpose of the message you are creating and what issue(s) it aims to address
Target audience for the message
Consider whether the fear or guilt appeal will be more effective for the target audience
and to achieve the message goals.
Create the text of the message, to include in your Discussion post.
Check your message for ethical compliance using the code of ethics associated with
the type of professional organization you chose.

RESOURCES

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

WEEKLY RESOURCES

BY DAY 3

[https://waldenu.instructure.com/courses/224961/modules/items/9673976](https://waldenu.instructure.com/courses/224961/modules/items/9673976)

Post responses to the following:

Present the text of your message and the relevant contextual details, including the
sponsoring agency/organization, message purpose, and target audience. Explain how
your message demonstrates the fear or the guilt appeal and your assessment of the
message’s compliance with ethical standards.
Justify your choice of appeal and why it should be effective for the target audience and
issue(s).

Note: Be sure to support the responses within your initial Discussion post (and
in your colleague reply) with information obtained from the assigned Learning
Resources, including in-text citations and a reference list for sources used. For
information regarding how your Discussion will be evaluated, please review the
Rubric, located in the Course Information area of the course.

Respond respond to one of your colleagues by answering each of the following about the
colleague’s guilt- or fear-appeal message:

Analyze the potential impact of the colleague’s message on the intended audience.
Describe the strongest points made in your colleague’s analysis of the message.

BY DAY 5

**## Week5_AtaGlance_InfluenceandPersuasion-Summer2026.pdf**

WEEK 5: AT A GLANCE
EMOTIONS AND PERSUASION

INTRODUCTION
In previous weeks, you have examined how
cognitive connections influence your ability to be
persuaded. This week your focus will be
exclusively on the affective, or emotional,
component of your attitudes as they inform your
behavior. Two of the emotions that you will
consider are how guilt and fear influence people’s
actions. Some persuaders are adept at tapping
into those strong feelings because guilt and fear
are uncomfortable emotions that people want to
avoid or relieve. As you begin the week, take a
moment to consider any examples of being persuaded by guilt or fear in your own experience or
from history that can provide a context for your learning.

Social scientists have a name for uncomfortable feelings, which they call “dissonance.” Dissonant
feelings involve society’s social display rules. For example, recall the Week 1 Discussion when
you analyzed the methods you used to persuade another person. Although your aim was positive,
you might have felt uncomfortable if you recognized coercive or manipulative strategies that you
applied. When people’s behavior does not align with what they say they believe in, that may
create dissonance. Sometimes dissonance can lead to gaining a new perspective.

This week, you will have the opportunity to imagine wearing the hat of a social justice advocate.
You will create ways to induce and relieve dissonance in others in order to persuade them to
consider other viewpoints. As you have throughout the course, remember that ethics are always a
necessary consideration where persuasion, even for just purposes, is involved.

LEARNING OBJECTIVES
Students will:

Apply emotional message appeals
Apply ethical guidelines related to persuasion messages

DISCUSSION ASSIGNMENT RESOURCES WEEK IN REVIEW

[https://waldenu.instructure.com/courses/224961/modules/items/9673967](https://waldenu.instructure.com/courses/224961/modules/items/9673967)

[https://waldenu.instructure.com/courses/224961/modules/items/9673967](https://waldenu.instructure.com/courses/224961/modules/items/9673967)

[https://waldenu.instructure.com/courses/224961/modules/items/9673974](https://waldenu.instructure.com/courses/224961/modules/items/9673974)

[https://waldenu.instructure.com/courses/224961/modules/items/9673974](https://waldenu.instructure.com/courses/224961/modules/items/9673974)

[https://waldenu.instructure.com/courses/224961/modules/items/9673976](https://waldenu.instructure.com/courses/224961/modules/items/9673976)

[https://waldenu.instructure.com/courses/224961/modules/items/9673976](https://waldenu.instructure.com/courses/224961/modules/items/9673976)

[https://waldenu.instructure.com/courses/224961/modules/items/9673978](https://waldenu.instructure.com/courses/224961/modules/items/9673978)

[https://waldenu.instructure.com/courses/224961/modules/items/9673978](https://waldenu.instructure.com/courses/224961/modules/items/9673978)

[https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_127825361.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920×938/GettyLicense_127825361.jpg)

Analyze messages based on the guilt or fear appeal for impact
Develop social change interventions to reduce prejudice
Apply compliance strategies
Use cognitive-dissonance theory to persuade

**## Topic_Week6_Discussion11.pdf**

Back to Week at a Glance

PERSUASIVE HEALTH CAMPAIGN
MESSAGE

In our busy world of constant communication, where we are bombarded by information and messages
and needs, how do you cut through that noise to get people’s attention? How do you influence people
to watch and listen to what you have to say, even if the topic is not one they have thought about
before? How do you persuade them to take the action you request? That is your challenge and goal
for this Discussion.

The issue is healthcare in rural areas of the United States. Your first task will be to educate yourself on
the needs of people in these areas. If you live in an urban area, you may not be aware of the degree
to which place informs resources available and access to those resources. Being poor and
underserved in a rural area increases the needs of these residents. Consider this finding from
the 2010 National Healthcare Quality and Disparities Reports : “Despite improvements, differences
persist in health care quality among racial and ethnic minority groups. People in low-income families
also experience poorer quality care.” (AHRQ, 2014, para.1)

Put on your advocacy hat, and remember the Walden University outcome to facilitate positive social
change. The media message that you develop could impact services in a rural county where you live
or in your state, now or in the future.

For this Discussion you will respond to the following scenario:

Imagine that you are an employee in the Health and Human Services Agency (HHSA) of your county.
Your department is launching a campaign to increase quality services to the underserved in your
community. You are tasked with developing a media message that HHSA will disseminate to the
public, with the goal of persuading people to donate money for a mobile screening bus that can travel
to rural areas of the county and reach underserved individuals and families.

To prepare:

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/224961/modules/items/9673987](https://waldenu.instructure.com/courses/224961/modules/items/9673987)

[https://waldenu.instructure.com/courses/224961/modules/items/9674000](https://waldenu.instructure.com/courses/224961/modules/items/9674000)

Review Chapters 17 and 18 in the textbook and all of the required readings in the Learning
Resources. Consider the strategies and techniques you learned this term. Be prepared to use at
least one strategy/technique from the Week 6 Resources and at least two strategies/techniques
from the course material from earlier in the term for a total of three strategies and/or techniques in
your initial post.
Consider the wording of the media message to include in your Discussion.
Review this website from Week 2: Synder, W. S. (2011). Principles and practices for advertising
ethics. Institute for Advertising Ethics . Retrieved from
https://instituteforadvertisingethics.org/s/IAEPrincipalsandPractices.pdf
Review the codes of ethics for various professional organizations from the Week 1 Learning
Resources. Consider the ethics of your message. Think about how it adheres to the standards for
human services professionals and/or to ethical principles for advertising and/or other
standards/principles of ethics that are relevant to the work you are doing or want to do.

Post responses to the following:

Present the text of your media message.
Consider the influence techniques and strategies you learned all term as well as those in the Week
6 Required Readings. Explain how you used a minimum of 3 strategies, techniques and/or
principles (at least one from Week 6 Required Readings) to develop your message. Evaluate your
reasoning for choosing these techniques.
Justify how your media message is ethical by referencing specific codes of ethics and other
resources.

Note: Be sure to support the responses within your initial Discussion post (and in your
colleague reply) with information obtained from the assigned Learning Resources, including
in-text citations and a reference list for sources used. For information regarding how your
Discussion will be evaluated, please review the Rubric, located in the Course Information
area of the course.

Important Note: You will make two response posts to colleagues for this Discussion. The
first post is due by Day 5 of Week 6, and the second post is due by Day 7 of Week 6.

Response 1: respond to one of your colleagues by addressing each of the following about the
colleague’s media message:

Evaluate the effectiveness of the media message based on your level of involvement.
Explain whether your involvement was high or low and whether you would donate money based on
the message.
Evaluate the ethics of the message, and explain your reasoning, referencing the guidelines on
which you base your judgment.
Suggest ways to improve the media message, and explain your thinking.

BY DAY 3

BY DAY 5

Response 2: respond to one colleague’s feedback to your initial Discussion post in one of the
following ways:

Explain changes you would make to your message and defend its efficacy.
Explain why you would not implement the recommended changes and defend your message’s
efficacy.
If no one responds to your post, read what another colleague has suggested to someone else and
consider how those suggestions could apply to your own media message.

Note: Be sure to support your second response with information from the assigned
Learning Resources, including in-text citations and a reference list for sources used.

BY DAY 7

**## Week5_Assignment9.pdf**

Back to Week at a Glance

MOTIVATION STRATEGIES
People who join the helping professions, such as teaching, counseling, and crisis work, often speak
about their passion to serve others. If you have ever been in a class or a work environment where you
stood for others without a voice or for a cause you believed was right, you can be considered a social
advocate. Social advocacy is one way as a Walden student and beyond that you can forward social
change and fulfill the Walden University outcome to facilitate positive social change.

The persuasion theories and strategies that you are studying this week can add to your bank of
knowledge and research to support you taking action as an advocate. This Assignment is an
opportunity for you to practice use motivation and compliance strategies in your efforts to bring groups
together to change minds and hearts.

For this Assignment, you will respond to the following scenario:

You are a social advocate for a group of individuals in your community who feel disconnected from the
community because of their distinguishing characteristic(s) (e.g., language, nationality, religion, sexual
orientation, beliefs) and have experienced discrimination. Members of this group want to use a room at
the local community center for a much-needed program (e.g., language classes, an after-school
program, a support group, etc). However, the individuals who run the community center, known as The
Board, have a reputation of denying proposals from minority groups. As this group’s advocate, you
believe that if you can get the two groups together, understanding and an agreement might be
reached.

To prepare:

Review the Week 5 Learning Resources.
Fill in the details of this scenario. Choose a group that you would advocate for based on your
experience or interests, and identify a focus of their proposal based on a realistic need.
Consider that The Board’s funding contract has a clause about serving the whole community.
Consider how to use cognitive-dissonance theory to persuade a change in view by The Board in
your scenario.

Submit a 3- to 5-page paper that includes the following:

RESOURCES

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

WEEKLY RESOURCES

BY DAY 7

[https://waldenu.instructure.com/courses/224961/modules/items/9673963](https://waldenu.instructure.com/courses/224961/modules/items/9673963)

[https://waldenu.instructure.com/courses/224961/modules/items/9673976](https://waldenu.instructure.com/courses/224961/modules/items/9673976)

PSYC_3007_Week5_Assignment_Rubric

You, your group and The Board are now at the meeting your group is going to present their
proposal. Your goal is to get the board to feel cognitive dissonance. Explain why you want the
Board to experience dissonance. Next, based on your readings, justify the specific activity that you
believe will induce these feelings and why you chose this activity.
Based on the techniques to relieve dissonance discussed in Chapter 15, explain an activity you will
provide at the meeting to help The Board relieve their feelings of dissonance, discuss why your
activity will be effective in helping them to relieve their dissonance. Why will relieving the Board’s
dissonance be an important part of your meeting with them?
Evaluate the ethics of using these compliance strategies and explain your reasoning based on
specific ethical guidelines.

Note: Support the responses within your Assignment with evidence from the assigned
Learning Resources, including in-text citations. Provide a reference list for resources you
used for this 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 WK5Assgn_LastName_Firstinitial

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

SUBMISSION INFORMATION

Criteria Ratings Pts

Justify how
and when The
Board will
experience
dissonance at
the meeting
and why they
would
experience
dissonant
feelings (32
points)

32 pts

Explain an
activity to help
The Board
relieve their
feelings of
dissonance
(16 points)

16 pts

32 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

28 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

24 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

20 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

16 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

14 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

12 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

10 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Criteria Ratings Pts

Discuss why
this activity will
help The
Board relieve
their feelings
of dissonance
(16 points)

16 pts

Evaluate the
ethics of using
these
compliance
strategies (16
points)

16 pts

16 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

14 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

12 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

10 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

16 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

14 pts
B
Response is
complete and
mostly
accurate;
contains some
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources
when
necessary.

12 pts
C
Response is
somewhat
complete
and/or is
somewhat
inaccurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes some
supporting
information
from the
Learning
Resources
when
necessary.

10 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources
when
necessary.

0 pts
F
Response is
incomplete;
answers are
inaccurate
and/or not
explained; no
supporting
information
from the
Learning
Resources
when
necessary.

Criteria Ratings Pts

Quality of
Writing (15
points)

15 pts

Information
documentation
(5 points)

5 pts

15 pts
A
Writing is clear
and organized
with few or no
errors in
mechanics,
usage,
grammar, or
spelling
(MUGS).
There is a
preponderance
of original
writing (i.e.,
use of own
words and
proper
paraphrasing).

12 pts
B
Writing is
mostly clear
and organized
with few
MUGS errors.
Writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

10.5 pts
C
Writing is
somewhat
clear and
organized with
some MUGS
errors. Most
writing is
original (i.e.,
use of own
words and
proper
paraphrasing).

9 pts
D
Writing is
somewhat
unclear and
disorganized
and/or
contains
many MUGS
errors. There
is an overuse
of direct
quotations
and/or
ineffective
paraphrasing.

0 pts
F
Writing is
unclear and/or
disorganized
and/or
contains
many MUGS
errors. There
is an
underuse of
original writing
and an
overuse of
directly
quoted
content.

5 pts
A
Information
from the
Learning
Resources is
properly
documented
with citation(s)
and
reference(s) in
correct APA
style.

3.5 pts
B
Information
from the
Learning
Resources is
partially
documented
with citation(s)
and/or
reference(s),
and / or does
not follow
correct APA
style.

0 pts
C

0 pts
D

0 pts
F
Information
from the
Learning
Resources is
not cited or
referenced in
any way.

**Week5_Assignment8.pdf**

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