Tag: Psychology

  • [Solved] DLRB Week 1 Discussion

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    **To prepare:** – Consider the differences between a social problem and a research problem based on the distinctions discussed in the resources. **Post** a description of the differences between a social problem and research problem based on the resources you have reviewed. **Note:** Your posts shou…

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    Assignment Prompt & Instructions

    **To prepare:**

    – Consider the differences between a social problem and a research problem based on the distinctions discussed in the resources.

    **Post** a description of the differences between a social problem and research problem based on the resources you have reviewed.

    **Note:** Your posts should be substantial (500 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA style.

    – a year ago

  • [Solved] psychology

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    – [\ \ Screenshot2025-05-241.10.55PM.png](https://www.sweetstudy.com/files/screenshot2025-05-241-10-55pm-png "Screenshot2025-05-241.10.55PM.png") – a year ago

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    Assignment Prompt & Instructions

    – [\
    \
    Screenshot2025-05-241.10.55PM.png](https://www.sweetstudy.com/files/screenshot2025-05-241-10-55pm-png "Screenshot2025-05-241.10.55PM.png")

    – a year ago

  • [Solved] DLRB Week 1 Research Journal Assignment

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    Executive Solution Overview

    **To prepare:** – Review the “Guide to Academic Journaling” document in the Learning Resources and create a research journal you will use throughout this course. – Consider the differences between a social problem and a research problem and review literature associated with a social problem of inter…

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    Assignment Prompt & Instructions

    **To prepare:**

    – Review the “Guide to Academic Journaling” document in the Learning Resources and create a research journal you will use throughout this course.
    – Consider the differences between a social problem and a research problem and review literature associated with a social problem of interest.
    – Review the Research Journal grading rubric located in the **Course Information** area of the course for information regarding how your research journal entries will be evaluated.
    – Use the APA Course Paper Template (APA 7) found in this week’s Learning Resources to complete your Assignment.

    **Note:** It is important to make sure you save your research journal in a Word document outside of the course for future reference.

    **Assignment** (1–2 paragraphs). No cover page is required, as this is a continuous document used in Weeks 1–4 and Week 11. Instead, date each entry on the document just as you would in any other journal. Be sure to include references.

    Address the following:

    – Describe a social problem in which you are interested and identify a research problem that might be appropriate based on the literature you may have already reviewed?

    – a year ago

  • [Solved] DLRB Week 1 Assignment

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    Executive Solution Overview

    **To prepare:** – Review the “Get & Stay Organized” webpage, focusing on how to set up a search log. – Review the “Literature Review Matrix” webpage, focusing on how to set up a literature review matrix. **Assignment** (Search Log and Literature Review Matrix) – Create a search log document you will…

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    Assignment Prompt & Instructions

    **To prepare:**

    – Review the “Get & Stay Organized” webpage, focusing on how to set up a search log.
    – Review the “Literature Review Matrix” webpage, focusing on how to set up a literature review matrix.

    **Assignment** (Search Log and Literature Review Matrix)

    – Create a search log document you will use to organize and manage research sources relevant to a social and/or research problem in your area of research interest.
    – Create a literature review matrix using one of the templates (i.e., Word or Excel) provided on the “Literature Review Matrix” webpage in the Learning Resources. You will use the literature review matrix to organize and manage literature sources relevant to a social and/or research problem in your area of research interest.
    – Include on your search log and literature review matrix a study that is relevant and related to the social problem in which you are interested. In the search log, describe the researcher’s process in developing their study. Discuss how they justified the research problem and related question.

    – a year ago

  • [Solved] PowerPoint -CONTEMPORARY THEORY PRESENTATION

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    PowerPoint APA ed.7 Instruction, videos and readings attached – a year ago **files (10)** – ## Table5.docx – ## Videos.docx – ## 1-DiscussionContemporaryTheoryPresentationAssignmentInstructionsSweetStudy.docx – ## Discussion-ContemporaryTheoryPresentationGradingRubric.pdf – ## Read-ChristianCounseli…

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    Assignment Prompt & Instructions

    PowerPoint APA ed.7

    Instruction, videos and readings attached

    – a year ago

    **files (10)**

    – ## Table5.docx

    – ## Videos.docx

    – ## 1-DiscussionContemporaryTheoryPresentationAssignmentInstructionsSweetStudy.docx

    – ## Discussion-ContemporaryTheoryPresentationGradingRubric.pdf

    – ## Read-ChristianCounselingConnectionVol.20Iss.1.pdf

    – Read-MindfulnessandChristianDevotionalMeditation.pdf
    – Read-ChristianDevotionalMeditation.docx
    – Read-HealingofMemoriesModels-Research-FutureDirections.pdf
    – Reading-Chapter5SeligmanKressReichenberg.docx
    – Reading-Chapters11and13TanS-Y.docx

    **## Table5.docx**

    **Table 5.1 Development and Progression of the Three Generations of Behavior Therapy**

    ![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)

    ![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)

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    **## Videos.docx**

    [https://canvas.liberty.edu/courses/816237/pages/watch-christian-meditation-for-anxiety?module_item_id=84651995](https://canvas.liberty.edu/courses/816237/pages/watch-christian-meditation-for-anxiety?module_item_id=84651995)

    [https://canvas.liberty.edu/courses/816237/pages/watch-grace-focused-meditation?module_item_id=84652000](https://canvas.liberty.edu/courses/816237/pages/watch-grace-focused-meditation?module_item_id=84652000)

    [https://canvas.liberty.edu/courses/816237/pages/watch-behavior-therapy?module_item_id=84652007](https://canvas.liberty.edu/courses/816237/pages/watch-behavior-therapy?module_item_id=84652007)

    [https://canvas.liberty.edu/courses/816237/pages/watch-biblical-perspectives-on-behavior-therapy?module_item_id=84652012](https://canvas.liberty.edu/courses/816237/pages/watch-biblical-perspectives-on-behavior-therapy?module_item_id=84652012)

    [https://canvas.liberty.edu/courses/816237/pages/watch-loving-kindness-meditation?module_item_id=84652016](https://canvas.liberty.edu/courses/816237/pages/watch-loving-kindness-meditation?module_item_id=84652016)

    [https://canvas.liberty.edu/courses/816237/pages/watch-sq3r-reading-method?module_item_id=84652021](https://canvas.liberty.edu/courses/816237/pages/watch-sq3r-reading-method?module_item_id=84652021)

    [https://canvas.liberty.edu/courses/816237/pages/watch-the-9-best-scientific-study-tips?module_item_id=84652027](https://canvas.liberty.edu/courses/816237/pages/watch-the-9-best-scientific-study-tips?module_item_id=84652027)

    [https://canvas.liberty.edu/courses/816237/modules/items/84652031](https://canvas.liberty.edu/courses/816237/modules/items/84652031)

    **## 1-DiscussionContemporaryTheoryPresentationAssignmentInstructionsSweetStudy.docx**

    EDCO 715

    **Discussion: Contemporary Theory Presentation Assignment Instructions**

    Overview

    You will research, evaluate, and present a contemporary counseling theory to the class. It will address the major components of the theory as outlined below. It would simulate you making a presentation to your peers. You may develop your presentation using
    **PowerPoint**.

    Instructions

    1. Your presentation should address the following Content areas:

    1. Central constructs for the theory,

    2. What causes dysfunction in the theory’s view?

    3. What is the nature of therapy for this model?

    4. Role of assessment (Does the model encourage a careful diagnostic interview? Self-report testing? Other forms of assessment?)

    · Role of the client and the counselor

    . (Is the counselor directive/non-directive? Educational? Active or Passive?)

    . What personal qualities in the client will help the client take a role that will help the therapy be successful?

    · Goals of therapy

    . What is the therapy trying to accomplish? For example, traditional psychoanalytic therapy is trying to help the client resolve unconscious conflicts and to resolve the transference reaction with the therapist. What is your therapy model trying to do?

    · Example techniques (Here are some sample techniques. There are many more. Interpretation of unconscious processes? Identification of cognitive distortions? Utilization of coping skills (such as relaxation training, assertiveness training, etc.)?

    · the therapy process (How does the therapy develop over time?)

    5. One or more case examples to demonstrate the therapy

    6. Critique of the theory

    · How well-supported is this theory empirically?

    · What aspects of this theory need further research?

    · How well does the theory address faith and cultural dimensions?

    · How compatible is this theory to a Christian worldview?

    . Any recommended modifications, additions, or deletions to make the theory more compatible with the Christian worldview?

    . Any areas for further theological reflection related to this theory?

    7. Key resources to learn this approach

    2.
    **Use your creativity in the development of this presentation**. You may develop a PowerPoint presentation; however, you may also utilize an Adobe creative suite software, make a video, narrated PowerPoint, web page, etc. There are possibilities to complete this assignment. Many of these theories also have videos demonstrating their usage in Liberty’s online library databases (specifically, see the Counseling and Therapy in Video online database and the PsycTherapy online database in Liberty’s library database collection). Thus, you may be able to create brief therapy clips from these that can be incorporated into your presentation. Also, therapy demonstrations can sometimes be found on YouTube or other websites. Include therapy sample links if available as a part of your presentation.

    Page 1 of 2

    **## Discussion-ContemporaryTheoryPresentationGradingRubric.pdf**

    Criteria Ratings Points

    Creativity
    and
    Originality

    28 to >25.0 pts

    Advanced

    The presentation
    development
    reflects creative
    elements that
    engage the reader.

    25 to >23.0 pts

    Proficient

    The presentation
    development
    reflects some
    creative elements.

    23 to >21.0 pts

    Developing

    Presentation is
    original but needs
    more creativity.

    21 to >0.0 pts

    Below
    Expectations

    Presentation is
    not original and
    does not contain
    creative elements.

    0 pts

    Not
    Present

    28 pts

    Presentation:
    Content

    150 to >137.0 pts

    Advanced

    Presentation gives
    content accuracy
    describing the
    therapy model. All
    components as
    described in the
    assignment have
    been thoroughly
    addressed.
    Assertions are
    relevant and
    properly supported
    by evidence,
    including critiques
    of the theory. The
    presentation offers
    a solid summary of
    the central tenets
    of the theory and
    gives one or more
    case examples.

    137 to >125.0 pts

    Proficient

    Presentation gives
    content accuracy
    describing the
    therapy model. All
    components as
    described in the
    assignment have
    been thoroughly
    addressed.
    Assertions are
    somewhat relevant
    and somewhat
    supported by
    evidence, including
    critiques of the
    theory. The
    presentation offers
    a summary of the
    central tenets of the
    theory and gives
    one or more case
    examples.

    125 to >113.0 pts

    Developing

    Presentation gives
    content some
    accuracy describing
    the therapy model.
    Some components
    as described in the
    assignment have
    been addressed.
    Assertions are
    somewhat relevant
    and somewhat
    supported by
    evidence, including
    critiques of the
    theory. The
    presentation gives a
    minimal summary of
    the central tenets of
    the theory and
    gives one or more
    case examples.

    113 to >0.0 pts

    Below
    Expectations

    Presentation
    gives little content
    accuracy
    describing the
    therapy model.
    Few components
    as described in
    the assignment
    have been
    addressed.
    Assertions are not
    relevant and not
    supported by
    evidence,
    including critiques
    of the theory. The
    presentation gives
    few central tenets
    of the theory and
    does not give one
    or more case
    examples.

    0 pts

    Not
    Present

    150
    pts

    Discussion: Contemporary Theory Presentation Grading Rubric |
    EDCO715_B02_202530

    Criteria Ratings Points

    Replies:
    Content

    18 to >16.0 pts

    Advanced

    Responses are
    well organized and
    reflect thorough,
    thoughtful review
    of the presentation.
    Responses interact
    with those making
    comments on the
    student’s
    presentation.

    16 to >15.0 pts

    Proficient

    Responses are
    organized and
    reflect thoughtful
    review of the
    presentation.
    Responses interact
    with those making
    comments on the
    student’s
    presentation.

    15 to >13.0 pts

    Developing

    Responses are
    somewhat
    organized and
    reflect some review
    of the presentation.
    Responses interact
    with those making
    comments on the
    student’s
    presentation.

    13 to >0.0 pts

    Below
    Expectations

    Responses are
    not organized and
    minimally reflect
    review of
    presentation.
    Minimal
    interaction with
    those making
    comments on the
    student’s
    presentation.

    0 pts

    Not
    Present

    18 pts

    Presentation:
    Structure

    42 to >38.0 pts

    Advanced

    All quality technical
    aspects (i.e.
    backgrounds,
    fonts, image and
    grammar).

    38 to >35.0 pts

    Proficient

    Mostly technical
    aspects are quality
    (i.e. backgrounds,
    fonts, image and
    grammar).

    35 to >31.0 pts

    Developing

    Some technical
    aspects are quality
    (i.e. backgrounds,
    fonts, image and
    grammar).

    31 to >0.0 pts

    Below
    Expectations

    Few technical
    aspects are
    quality (i.e.
    backgrounds,
    fonts, image and
    grammar).

    0 pts

    Not
    Present

    42 pts

    Replies:
    Structure

    42 to >38.0 pts

    Advanced

    Both responses
    are at least 250
    words each. There
    are very few
    spelling and
    grammar errors.

    38 to >35.0 pts

    Proficient

    Both responses
    organized; spelling
    and grammar are
    accurate with no
    typos. One
    response is under
    the required word
    count.

    35 to >31.0 pts

    Developing

    Both responses
    somewhat
    organized; some
    spelling and
    grammar errors.
    Both responses are
    under the required
    word count.

    31 to >0.0 pts

    Below
    Expectations

    Both responses
    are not organized.
    Both responses
    contain many
    spelling and
    grammar errors.
    Both responses
    are significantly
    under the
    required word
    count.

    0 pts

    Not
    Present

    42 pts

    Total Points: 280

    Discussion: Contemporary Theory Presentation Grading Rubric |
    EDCO715_B02_202530

    **## Read-ChristianCounselingConnectionVol.20Iss.1.pdf**

    Christian Counseling Connection 7

    CLINICAL

    Fernando Garzon, Psy.D.

    Counseling approaches applying mindfulness principles have been growing in
    popularity (e.g., Hayes, Strosahl & Wilson, 1999; Roemer & Orsillo, 2009).
    Consequently, it is not uncommon for therapists to open their sessions with
    a “mindfulness moment” to encourage both client and counselor to be more

    fully aware of present moment experiences and processes. From a Christian psychology
    perspective, mindfulness leaves out important Christian worldview components that
    can produce different therapeutic results with clients. In this article, I use an example to
    highlight what those different results might be.

    Let’s begin by taking a look at a typical mindful-
    ness present moment awareness exercise based on
    Roemer and Orsillo (2009, pp. 119-124), and then
    incorporating Christian worldview principles into it
    (Garzon, 2013, pp. 65-67). I note where the Chris-
    tian worldview additions begin and then explain
    what they contribute afterward.

    Make yourself comfortable in your chair, closing
    your eyes and placing your feet squarely on the
    floor. Notice what sounds you hear in the room
    [name examples]… begin to turn your aware-
    ness to your body. Notice how you’re sitting in
    the chair, that your hands are folded… feel your
    feet in your shoes pressing against the floor,
    your hips against the chair…. There’s no need
    to change anything, simply be with your body… notice any areas of tension, giv-
    ing yourself permission to be with that tension. This is not a time to struggle with
    what is… observe what your mind is doing, what thoughts or images are occurring,
    where it is going…. Just be aware of your experience, what is happening right now
    in this moment… [Christian additions begin here:]. While you’re observing this
    experience, I invite you to become aware of God’s presence with us in this room
    today, that He’s here with us and wants to be with you in your experience. [Care-
    fully observe the client’s nonverbal behavior. If the client appears to be responding
    positively, continue with the remainder of the script.] I invite you to surrender all
    you are experiencing to Him in this moment… releasing your tensions, thoughts,
    and worries into His hands. [At times, the counselor may sense a Scripture is ap-
    propriate to encourage this release, such as Matthew 11:28-30.] As you let go of
    these things, become aware that God has a purpose in our meeting today. Open up
    to what this purpose might be… and when you are ready, return your focus to the
    room.
    The Christian counselor then explores the experience with the client and any sense

    of God’s presence or purpose for that day’s session. When positive, the client reports a
    deepened sense of God’s involvement in his or her life. A script might be given to the
    client to encourage using this activity out of sessions. When negative, examining the
    experience in detail may lead to an awareness of a negative God image and God attach-
    ment issues that can be treated in therapy.

    Underlying premises highlight key differences between mindfulness and Christian
    present moment awareness that can produce various results. In both Buddhist and
    secularized versions of mindfulness, present moment awareness adopts a reduction-
    istic closed system perspective. All cognitive and emotional experiences originate in
    the brain and are the sole result of its processing. This stands in stark contrast to the
    Christian worldview, which sees such processes in an open system, with the reality of
    God’s Trinitarian immanence being a potential component for the client’s cognitive
    and emotional processes with which to interact. In short, God is with us in our present

    moment experiences. Training Christian clients with secular or Buddhist mindfulness
    to ignore this reality minimizes a valuable resource for healing in the present moment.
    We are not alone. God wants to be with us in our present moment experience, whatever
    that experience might be.

    The previous exercise also highlights that the present moment takes on additional
    qualities when placed in a relational context with our loving, compassionate God. Both
    the Christian present moment orientation and mindfulness concur that struggling with
    uncomfortable internal experiences, or even sinful reactions, can sometimes worsen

    those experiences (see Romans 7:15-25). Thus,
    acceptance of self-experience is a mutual starting at-
    titude for both exercises. However, in Christian pres-
    ent moment awareness, this is only the beginning.

    Important theistic relational components are
    also involved to further healing. Themes of grace,
    trust in the Lord, and surrender of the struggle to
    God become powerful additions to acceptance.
    These instill hope, deepen the client’s relationship
    with the Lord, and build the client’s faith that the
    unpleasant experience or sinful reaction does not
    have to control him or her. Thus, strength in the
    Lord (not self-effort) and the power of His might
    (Ephesians 6:10) grows in Christian present mo-
    ment awareness. A sense that God may have a higher

    purpose in the present moment is also cultivated. These would be missed when only
    mindfulness present moment awareness is practiced.

    The main point of this brief article is not to attack empirically supported mindful-
    ness, but emphasize the differences between mindfulness and Christian present moment
    awareness that create meaningfully diverse results. Since mindfulness operates from a
    truncated view of reality, it can inadvertently teach Christian clients to leave out the
    most important part of reality, God, from their present moment awareness. Incorpo-
    rating the reality of God’s immanence in present moment awareness can correct this
    secular/Buddhist worldview omission and simultaneously cultivate a deeper relationship
    with the most powerful healing resource available to any client—the Lord Himself. This
    is a worthy goal from a Christian psychology perspective.

    Fernando Garzon, Psy.D., is a professor at Liberty University in the
    Center for Counseling and Family Services. Dr. Garzon’s research in-
    terests focus on spiritual interventions in psychotherapy, lay Christian
    counseling approaches (Freedom in Christ, Theophostic Ministry, etc.),
    Christian psychology pedagogy, and multicultural issues. His clinical
    experience encompasses outpatient, managed care, hospital, pastoral
    care, and church settings.

    References
    Garzon, F.L. (2013). Christian devotional meditation for anxiety. In J. Aten, E. Johnson, E. Worthington &

    J. Hook’s (Eds.), Evidence-Based Practices for Christian Counseling and Psychotherapy. pp. 59-76. Downers
    Grove, IL: Intervarsity Academic Press.

    Hayes, S.C., Strosahl, K.D. & Wilson, K.G. (1999). Acceptance and Commitment Therapy. New York, NY: The
    Guilford Press.

    Roemer, L.O. & Orsillo, S.M. (2009). Mindfulness & Acceptance-based Behavioral Therapies in Practice. New York,
    NY: Guilford Press.

    Mindfulness or Christian Present Moment Awareness?
    Different Options with Different Results

    from the Society for Christian Psychology
    Christian Psych Notes

    “From a Christian
    psychology perspective,
    mindfulness leaves out
    important Christian

    worldview components
    that can produce different

    therapeutic results
    with clients.”

    Basic HTML VersionPage 7 / 16

    Basic HTML VersionPage / 16

    **Read-MindfulnessandChristianDevotionalMeditation.pdf**

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

    **Read-ChristianDevotionalMeditation.docx**

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

    **Read-HealingofMemoriesModels-Research-FutureDirections.pdf**

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

    **Reading-Chapter5SeligmanKressReichenberg.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapter5seligmankressreichenberg-docx)

    **Reading-Chapters11and13TanS-Y.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapters11and13tans-y-docx)

    **Reading-Chapters11and13TanS-Y.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapters11and13tans-y-docx)

    **## Table5.docx**

    **Table 5.1 Development and Progression of the Three Generations of Behavior Therapy**

    ![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)

    ![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)

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    **## Videos.docx**

    [https://canvas.liberty.edu/courses/816237/pages/watch-christian-meditation-for-anxiety?module_item_id=84651995](https://canvas.liberty.edu/courses/816237/pages/watch-christian-meditation-for-anxiety?module_item_id=84651995)

    [https://canvas.liberty.edu/courses/816237/pages/watch-grace-focused-meditation?module_item_id=84652000](https://canvas.liberty.edu/courses/816237/pages/watch-grace-focused-meditation?module_item_id=84652000)

    [https://canvas.liberty.edu/courses/816237/pages/watch-behavior-therapy?module_item_id=84652007](https://canvas.liberty.edu/courses/816237/pages/watch-behavior-therapy?module_item_id=84652007)

    [https://canvas.liberty.edu/courses/816237/pages/watch-biblical-perspectives-on-behavior-therapy?module_item_id=84652012](https://canvas.liberty.edu/courses/816237/pages/watch-biblical-perspectives-on-behavior-therapy?module_item_id=84652012)

    [https://canvas.liberty.edu/courses/816237/pages/watch-loving-kindness-meditation?module_item_id=84652016](https://canvas.liberty.edu/courses/816237/pages/watch-loving-kindness-meditation?module_item_id=84652016)

    [https://canvas.liberty.edu/courses/816237/pages/watch-sq3r-reading-method?module_item_id=84652021](https://canvas.liberty.edu/courses/816237/pages/watch-sq3r-reading-method?module_item_id=84652021)

    [https://canvas.liberty.edu/courses/816237/pages/watch-the-9-best-scientific-study-tips?module_item_id=84652027](https://canvas.liberty.edu/courses/816237/pages/watch-the-9-best-scientific-study-tips?module_item_id=84652027)

    [https://canvas.liberty.edu/courses/816237/modules/items/84652031](https://canvas.liberty.edu/courses/816237/modules/items/84652031)

    **## 1-DiscussionContemporaryTheoryPresentationAssignmentInstructionsSweetStudy.docx**

    EDCO 715

    **Discussion: Contemporary Theory Presentation Assignment Instructions**

    Overview

    You will research, evaluate, and present a contemporary counseling theory to the class. It will address the major components of the theory as outlined below. It would simulate you making a presentation to your peers. You may develop your presentation using
    **PowerPoint**.

    Instructions

    1. Your presentation should address the following Content areas:

    1. Central constructs for the theory,

    2. What causes dysfunction in the theory’s view?

    3. What is the nature of therapy for this model?

    4. Role of assessment (Does the model encourage a careful diagnostic interview? Self-report testing? Other forms of assessment?)

    · Role of the client and the counselor

    . (Is the counselor directive/non-directive? Educational? Active or Passive?)

    . What personal qualities in the client will help the client take a role that will help the therapy be successful?

    · Goals of therapy

    . What is the therapy trying to accomplish? For example, traditional psychoanalytic therapy is trying to help the client resolve unconscious conflicts and to resolve the transference reaction with the therapist. What is your therapy model trying to do?

    · Example techniques (Here are some sample techniques. There are many more. Interpretation of unconscious processes? Identification of cognitive distortions? Utilization of coping skills (such as relaxation training, assertiveness training, etc.)?

    · the therapy process (How does the therapy develop over time?)

    5. One or more case examples to demonstrate the therapy

    6. Critique of the theory

    · How well-supported is this theory empirically?

    · What aspects of this theory need further research?

    · How well does the theory address faith and cultural dimensions?

    · How compatible is this theory to a Christian worldview?

    . Any recommended modifications, additions, or deletions to make the theory more compatible with the Christian worldview?

    . Any areas for further theological reflection related to this theory?

    7. Key resources to learn this approach

    2.
    **Use your creativity in the development of this presentation**. You may develop a PowerPoint presentation; however, you may also utilize an Adobe creative suite software, make a video, narrated PowerPoint, web page, etc. There are possibilities to complete this assignment. Many of these theories also have videos demonstrating their usage in Liberty’s online library databases (specifically, see the Counseling and Therapy in Video online database and the PsycTherapy online database in Liberty’s library database collection). Thus, you may be able to create brief therapy clips from these that can be incorporated into your presentation. Also, therapy demonstrations can sometimes be found on YouTube or other websites. Include therapy sample links if available as a part of your presentation.

    Page 1 of 2

    **## Discussion-ContemporaryTheoryPresentationGradingRubric.pdf**

    Criteria Ratings Points

    Creativity
    and
    Originality

    28 to >25.0 pts

    Advanced

    The presentation
    development
    reflects creative
    elements that
    engage the reader.

    25 to >23.0 pts

    Proficient

    The presentation
    development
    reflects some
    creative elements.

    23 to >21.0 pts

    Developing

    Presentation is
    original but needs
    more creativity.

    21 to >0.0 pts

    Below
    Expectations

    Presentation is
    not original and
    does not contain
    creative elements.

    0 pts

    Not
    Present

    28 pts

    Presentation:
    Content

    150 to >137.0 pts

    Advanced

    Presentation gives
    content accuracy
    describing the
    therapy model. All
    components as
    described in the
    assignment have
    been thoroughly
    addressed.
    Assertions are
    relevant and
    properly supported
    by evidence,
    including critiques
    of the theory. The
    presentation offers
    a solid summary of
    the central tenets
    of the theory and
    gives one or more
    case examples.

    137 to >125.0 pts

    Proficient

    Presentation gives
    content accuracy
    describing the
    therapy model. All
    components as
    described in the
    assignment have
    been thoroughly
    addressed.
    Assertions are
    somewhat relevant
    and somewhat
    supported by
    evidence, including
    critiques of the
    theory. The
    presentation offers
    a summary of the
    central tenets of the
    theory and gives
    one or more case
    examples.

    125 to >113.0 pts

    Developing

    Presentation gives
    content some
    accuracy describing
    the therapy model.
    Some components
    as described in the
    assignment have
    been addressed.
    Assertions are
    somewhat relevant
    and somewhat
    supported by
    evidence, including
    critiques of the
    theory. The
    presentation gives a
    minimal summary of
    the central tenets of
    the theory and
    gives one or more
    case examples.

    113 to >0.0 pts

    Below
    Expectations

    Presentation
    gives little content
    accuracy
    describing the
    therapy model.
    Few components
    as described in
    the assignment
    have been
    addressed.
    Assertions are not
    relevant and not
    supported by
    evidence,
    including critiques
    of the theory. The
    presentation gives
    few central tenets
    of the theory and
    does not give one
    or more case
    examples.

    0 pts

    Not
    Present

    150
    pts

    Discussion: Contemporary Theory Presentation Grading Rubric |
    EDCO715_B02_202530

    Criteria Ratings Points

    Replies:
    Content

    18 to >16.0 pts

    Advanced

    Responses are
    well organized and
    reflect thorough,
    thoughtful review
    of the presentation.
    Responses interact
    with those making
    comments on the
    student’s
    presentation.

    16 to >15.0 pts

    Proficient

    Responses are
    organized and
    reflect thoughtful
    review of the
    presentation.
    Responses interact
    with those making
    comments on the
    student’s
    presentation.

    15 to >13.0 pts

    Developing

    Responses are
    somewhat
    organized and
    reflect some review
    of the presentation.
    Responses interact
    with those making
    comments on the
    student’s
    presentation.

    13 to >0.0 pts

    Below
    Expectations

    Responses are
    not organized and
    minimally reflect
    review of
    presentation.
    Minimal
    interaction with
    those making
    comments on the
    student’s
    presentation.

    0 pts

    Not
    Present

    18 pts

    Presentation:
    Structure

    42 to >38.0 pts

    Advanced

    All quality technical
    aspects (i.e.
    backgrounds,
    fonts, image and
    grammar).

    38 to >35.0 pts

    Proficient

    Mostly technical
    aspects are quality
    (i.e. backgrounds,
    fonts, image and
    grammar).

    35 to >31.0 pts

    Developing

    Some technical
    aspects are quality
    (i.e. backgrounds,
    fonts, image and
    grammar).

    31 to >0.0 pts

    Below
    Expectations

    Few technical
    aspects are
    quality (i.e.
    backgrounds,
    fonts, image and
    grammar).

    0 pts

    Not
    Present

    42 pts

    Replies:
    Structure

    42 to >38.0 pts

    Advanced

    Both responses
    are at least 250
    words each. There
    are very few
    spelling and
    grammar errors.

    38 to >35.0 pts

    Proficient

    Both responses
    organized; spelling
    and grammar are
    accurate with no
    typos. One
    response is under
    the required word
    count.

    35 to >31.0 pts

    Developing

    Both responses
    somewhat
    organized; some
    spelling and
    grammar errors.
    Both responses are
    under the required
    word count.

    31 to >0.0 pts

    Below
    Expectations

    Both responses
    are not organized.
    Both responses
    contain many
    spelling and
    grammar errors.
    Both responses
    are significantly
    under the
    required word
    count.

    0 pts

    Not
    Present

    42 pts

    Total Points: 280

    Discussion: Contemporary Theory Presentation Grading Rubric |
    EDCO715_B02_202530

    **## Read-ChristianCounselingConnectionVol.20Iss.1.pdf**

    Christian Counseling Connection 7

    CLINICAL

    Fernando Garzon, Psy.D.

    Counseling approaches applying mindfulness principles have been growing in
    popularity (e.g., Hayes, Strosahl & Wilson, 1999; Roemer & Orsillo, 2009).
    Consequently, it is not uncommon for therapists to open their sessions with
    a “mindfulness moment” to encourage both client and counselor to be more

    fully aware of present moment experiences and processes. From a Christian psychology
    perspective, mindfulness leaves out important Christian worldview components that
    can produce different therapeutic results with clients. In this article, I use an example to
    highlight what those different results might be.

    Let’s begin by taking a look at a typical mindful-
    ness present moment awareness exercise based on
    Roemer and Orsillo (2009, pp. 119-124), and then
    incorporating Christian worldview principles into it
    (Garzon, 2013, pp. 65-67). I note where the Chris-
    tian worldview additions begin and then explain
    what they contribute afterward.

    Make yourself comfortable in your chair, closing
    your eyes and placing your feet squarely on the
    floor. Notice what sounds you hear in the room
    [name examples]… begin to turn your aware-
    ness to your body. Notice how you’re sitting in
    the chair, that your hands are folded… feel your
    feet in your shoes pressing against the floor,
    your hips against the chair…. There’s no need
    to change anything, simply be with your body… notice any areas of tension, giv-
    ing yourself permission to be with that tension. This is not a time to struggle with
    what is… observe what your mind is doing, what thoughts or images are occurring,
    where it is going…. Just be aware of your experience, what is happening right now
    in this moment… [Christian additions begin here:]. While you’re observing this
    experience, I invite you to become aware of God’s presence with us in this room
    today, that He’s here with us and wants to be with you in your experience. [Care-
    fully observe the client’s nonverbal behavior. If the client appears to be responding
    positively, continue with the remainder of the script.] I invite you to surrender all
    you are experiencing to Him in this moment… releasing your tensions, thoughts,
    and worries into His hands. [At times, the counselor may sense a Scripture is ap-
    propriate to encourage this release, such as Matthew 11:28-30.] As you let go of
    these things, become aware that God has a purpose in our meeting today. Open up
    to what this purpose might be… and when you are ready, return your focus to the
    room.
    The Christian counselor then explores the experience with the client and any sense

    of God’s presence or purpose for that day’s session. When positive, the client reports a
    deepened sense of God’s involvement in his or her life. A script might be given to the
    client to encourage using this activity out of sessions. When negative, examining the
    experience in detail may lead to an awareness of a negative God image and God attach-
    ment issues that can be treated in therapy.

    Underlying premises highlight key differences between mindfulness and Christian
    present moment awareness that can produce various results. In both Buddhist and
    secularized versions of mindfulness, present moment awareness adopts a reduction-
    istic closed system perspective. All cognitive and emotional experiences originate in
    the brain and are the sole result of its processing. This stands in stark contrast to the
    Christian worldview, which sees such processes in an open system, with the reality of
    God’s Trinitarian immanence being a potential component for the client’s cognitive
    and emotional processes with which to interact. In short, God is with us in our present

    moment experiences. Training Christian clients with secular or Buddhist mindfulness
    to ignore this reality minimizes a valuable resource for healing in the present moment.
    We are not alone. God wants to be with us in our present moment experience, whatever
    that experience might be.

    The previous exercise also highlights that the present moment takes on additional
    qualities when placed in a relational context with our loving, compassionate God. Both
    the Christian present moment orientation and mindfulness concur that struggling with
    uncomfortable internal experiences, or even sinful reactions, can sometimes worsen

    those experiences (see Romans 7:15-25). Thus,
    acceptance of self-experience is a mutual starting at-
    titude for both exercises. However, in Christian pres-
    ent moment awareness, this is only the beginning.

    Important theistic relational components are
    also involved to further healing. Themes of grace,
    trust in the Lord, and surrender of the struggle to
    God become powerful additions to acceptance.
    These instill hope, deepen the client’s relationship
    with the Lord, and build the client’s faith that the
    unpleasant experience or sinful reaction does not
    have to control him or her. Thus, strength in the
    Lord (not self-effort) and the power of His might
    (Ephesians 6:10) grows in Christian present mo-
    ment awareness. A sense that God may have a higher

    purpose in the present moment is also cultivated. These would be missed when only
    mindfulness present moment awareness is practiced.

    The main point of this brief article is not to attack empirically supported mindful-
    ness, but emphasize the differences between mindfulness and Christian present moment
    awareness that create meaningfully diverse results. Since mindfulness operates from a
    truncated view of reality, it can inadvertently teach Christian clients to leave out the
    most important part of reality, God, from their present moment awareness. Incorpo-
    rating the reality of God’s immanence in present moment awareness can correct this
    secular/Buddhist worldview omission and simultaneously cultivate a deeper relationship
    with the most powerful healing resource available to any client—the Lord Himself. This
    is a worthy goal from a Christian psychology perspective.

    Fernando Garzon, Psy.D., is a professor at Liberty University in the
    Center for Counseling and Family Services. Dr. Garzon’s research in-
    terests focus on spiritual interventions in psychotherapy, lay Christian
    counseling approaches (Freedom in Christ, Theophostic Ministry, etc.),
    Christian psychology pedagogy, and multicultural issues. His clinical
    experience encompasses outpatient, managed care, hospital, pastoral
    care, and church settings.

    References
    Garzon, F.L. (2013). Christian devotional meditation for anxiety. In J. Aten, E. Johnson, E. Worthington &

    J. Hook’s (Eds.), Evidence-Based Practices for Christian Counseling and Psychotherapy. pp. 59-76. Downers
    Grove, IL: Intervarsity Academic Press.

    Hayes, S.C., Strosahl, K.D. & Wilson, K.G. (1999). Acceptance and Commitment Therapy. New York, NY: The
    Guilford Press.

    Roemer, L.O. & Orsillo, S.M. (2009). Mindfulness & Acceptance-based Behavioral Therapies in Practice. New York,
    NY: Guilford Press.

    Mindfulness or Christian Present Moment Awareness?
    Different Options with Different Results

    from the Society for Christian Psychology
    Christian Psych Notes

    “From a Christian
    psychology perspective,
    mindfulness leaves out
    important Christian

    worldview components
    that can produce different

    therapeutic results
    with clients.”

    Basic HTML VersionPage 7 / 16

    Basic HTML VersionPage / 16

    **Read-MindfulnessandChristianDevotionalMeditation.pdf**

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

    **Read-ChristianDevotionalMeditation.docx**

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

    **Read-HealingofMemoriesModels-Research-FutureDirections.pdf**

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

    **Reading-Chapter5SeligmanKressReichenberg.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapter5seligmankressreichenberg-docx)

    **Reading-Chapters11and13TanS-Y.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapters11and13tans-y-docx)

    **## Table5.docx**

    **Table 5.1 Development and Progression of the Three Generations of Behavior Therapy**

    ![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)

    ![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)![](https://www.sweetstudy.com/questions/powerpoint-contemporary-theory-presentation)

    ## image7.png

    ## image8.png

    ## image9.png

    ## image1.png

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.png

    **## Videos.docx**

    [https://canvas.liberty.edu/courses/816237/pages/watch-christian-meditation-for-anxiety?module_item_id=84651995](https://canvas.liberty.edu/courses/816237/pages/watch-christian-meditation-for-anxiety?module_item_id=84651995)

    [https://canvas.liberty.edu/courses/816237/pages/watch-grace-focused-meditation?module_item_id=84652000](https://canvas.liberty.edu/courses/816237/pages/watch-grace-focused-meditation?module_item_id=84652000)

    [https://canvas.liberty.edu/courses/816237/pages/watch-behavior-therapy?module_item_id=84652007](https://canvas.liberty.edu/courses/816237/pages/watch-behavior-therapy?module_item_id=84652007)

    [https://canvas.liberty.edu/courses/816237/pages/watch-biblical-perspectives-on-behavior-therapy?module_item_id=84652012](https://canvas.liberty.edu/courses/816237/pages/watch-biblical-perspectives-on-behavior-therapy?module_item_id=84652012)

    [https://canvas.liberty.edu/courses/816237/pages/watch-loving-kindness-meditation?module_item_id=84652016](https://canvas.liberty.edu/courses/816237/pages/watch-loving-kindness-meditation?module_item_id=84652016)

    [https://canvas.liberty.edu/courses/816237/pages/watch-sq3r-reading-method?module_item_id=84652021](https://canvas.liberty.edu/courses/816237/pages/watch-sq3r-reading-method?module_item_id=84652021)

    [https://canvas.liberty.edu/courses/816237/pages/watch-the-9-best-scientific-study-tips?module_item_id=84652027](https://canvas.liberty.edu/courses/816237/pages/watch-the-9-best-scientific-study-tips?module_item_id=84652027)

    [https://canvas.liberty.edu/courses/816237/modules/items/84652031](https://canvas.liberty.edu/courses/816237/modules/items/84652031)

    **## 1-DiscussionContemporaryTheoryPresentationAssignmentInstructionsSweetStudy.docx**

    EDCO 715

    **Discussion: Contemporary Theory Presentation Assignment Instructions**

    Overview

    You will research, evaluate, and present a contemporary counseling theory to the class. It will address the major components of the theory as outlined below. It would simulate you making a presentation to your peers. You may develop your presentation using
    **PowerPoint**.

    Instructions

    1. Your presentation should address the following Content areas:

    1. Central constructs for the theory,

    2. What causes dysfunction in the theory’s view?

    3. What is the nature of therapy for this model?

    4. Role of assessment (Does the model encourage a careful diagnostic interview? Self-report testing? Other forms of assessment?)

    · Role of the client and the counselor

    . (Is the counselor directive/non-directive? Educational? Active or Passive?)

    . What personal qualities in the client will help the client take a role that will help the therapy be successful?

    · Goals of therapy

    . What is the therapy trying to accomplish? For example, traditional psychoanalytic therapy is trying to help the client resolve unconscious conflicts and to resolve the transference reaction with the therapist. What is your therapy model trying to do?

    · Example techniques (Here are some sample techniques. There are many more. Interpretation of unconscious processes? Identification of cognitive distortions? Utilization of coping skills (such as relaxation training, assertiveness training, etc.)?

    · the therapy process (How does the therapy develop over time?)

    5. One or more case examples to demonstrate the therapy

    6. Critique of the theory

    · How well-supported is this theory empirically?

    · What aspects of this theory need further research?

    · How well does the theory address faith and cultural dimensions?

    · How compatible is this theory to a Christian worldview?

    . Any recommended modifications, additions, or deletions to make the theory more compatible with the Christian worldview?

    . Any areas for further theological reflection related to this theory?

    7. Key resources to learn this approach

    2.
    **Use your creativity in the development of this presentation**. You may develop a PowerPoint presentation; however, you may also utilize an Adobe creative suite software, make a video, narrated PowerPoint, web page, etc. There are possibilities to complete this assignment. Many of these theories also have videos demonstrating their usage in Liberty’s online library databases (specifically, see the Counseling and Therapy in Video online database and the PsycTherapy online database in Liberty’s library database collection). Thus, you may be able to create brief therapy clips from these that can be incorporated into your presentation. Also, therapy demonstrations can sometimes be found on YouTube or other websites. Include therapy sample links if available as a part of your presentation.

    Page 1 of 2

    **## Discussion-ContemporaryTheoryPresentationGradingRubric.pdf**

    Criteria Ratings Points

    Creativity
    and
    Originality

    28 to >25.0 pts

    Advanced

    The presentation
    development
    reflects creative
    elements that
    engage the reader.

    25 to >23.0 pts

    Proficient

    The presentation
    development
    reflects some
    creative elements.

    23 to >21.0 pts

    Developing

    Presentation is
    original but needs
    more creativity.

    21 to >0.0 pts

    Below
    Expectations

    Presentation is
    not original and
    does not contain
    creative elements.

    0 pts

    Not
    Present

    28 pts

    Presentation:
    Content

    150 to >137.0 pts

    Advanced

    Presentation gives
    content accuracy
    describing the
    therapy model. All
    components as
    described in the
    assignment have
    been thoroughly
    addressed.
    Assertions are
    relevant and
    properly supported
    by evidence,
    including critiques
    of the theory. The
    presentation offers
    a solid summary of
    the central tenets
    of the theory and
    gives one or more
    case examples.

    137 to >125.0 pts

    Proficient

    Presentation gives
    content accuracy
    describing the
    therapy model. All
    components as
    described in the
    assignment have
    been thoroughly
    addressed.
    Assertions are
    somewhat relevant
    and somewhat
    supported by
    evidence, including
    critiques of the
    theory. The
    presentation offers
    a summary of the
    central tenets of the
    theory and gives
    one or more case
    examples.

    125 to >113.0 pts

    Developing

    Presentation gives
    content some
    accuracy describing
    the therapy model.
    Some components
    as described in the
    assignment have
    been addressed.
    Assertions are
    somewhat relevant
    and somewhat
    supported by
    evidence, including
    critiques of the
    theory. The
    presentation gives a
    minimal summary of
    the central tenets of
    the theory and
    gives one or more
    case examples.

    113 to >0.0 pts

    Below
    Expectations

    Presentation
    gives little content
    accuracy
    describing the
    therapy model.
    Few components
    as described in
    the assignment
    have been
    addressed.
    Assertions are not
    relevant and not
    supported by
    evidence,
    including critiques
    of the theory. The
    presentation gives
    few central tenets
    of the theory and
    does not give one
    or more case
    examples.

    0 pts

    Not
    Present

    150
    pts

    Discussion: Contemporary Theory Presentation Grading Rubric |
    EDCO715_B02_202530

    Criteria Ratings Points

    Replies:
    Content

    18 to >16.0 pts

    Advanced

    Responses are
    well organized and
    reflect thorough,
    thoughtful review
    of the presentation.
    Responses interact
    with those making
    comments on the
    student’s
    presentation.

    16 to >15.0 pts

    Proficient

    Responses are
    organized and
    reflect thoughtful
    review of the
    presentation.
    Responses interact
    with those making
    comments on the
    student’s
    presentation.

    15 to >13.0 pts

    Developing

    Responses are
    somewhat
    organized and
    reflect some review
    of the presentation.
    Responses interact
    with those making
    comments on the
    student’s
    presentation.

    13 to >0.0 pts

    Below
    Expectations

    Responses are
    not organized and
    minimally reflect
    review of
    presentation.
    Minimal
    interaction with
    those making
    comments on the
    student’s
    presentation.

    0 pts

    Not
    Present

    18 pts

    Presentation:
    Structure

    42 to >38.0 pts

    Advanced

    All quality technical
    aspects (i.e.
    backgrounds,
    fonts, image and
    grammar).

    38 to >35.0 pts

    Proficient

    Mostly technical
    aspects are quality
    (i.e. backgrounds,
    fonts, image and
    grammar).

    35 to >31.0 pts

    Developing

    Some technical
    aspects are quality
    (i.e. backgrounds,
    fonts, image and
    grammar).

    31 to >0.0 pts

    Below
    Expectations

    Few technical
    aspects are
    quality (i.e.
    backgrounds,
    fonts, image and
    grammar).

    0 pts

    Not
    Present

    42 pts

    Replies:
    Structure

    42 to >38.0 pts

    Advanced

    Both responses
    are at least 250
    words each. There
    are very few
    spelling and
    grammar errors.

    38 to >35.0 pts

    Proficient

    Both responses
    organized; spelling
    and grammar are
    accurate with no
    typos. One
    response is under
    the required word
    count.

    35 to >31.0 pts

    Developing

    Both responses
    somewhat
    organized; some
    spelling and
    grammar errors.
    Both responses are
    under the required
    word count.

    31 to >0.0 pts

    Below
    Expectations

    Both responses
    are not organized.
    Both responses
    contain many
    spelling and
    grammar errors.
    Both responses
    are significantly
    under the
    required word
    count.

    0 pts

    Not
    Present

    42 pts

    Total Points: 280

    Discussion: Contemporary Theory Presentation Grading Rubric |
    EDCO715_B02_202530

    **## Read-ChristianCounselingConnectionVol.20Iss.1.pdf**

    Christian Counseling Connection 7

    CLINICAL

    Fernando Garzon, Psy.D.

    Counseling approaches applying mindfulness principles have been growing in
    popularity (e.g., Hayes, Strosahl & Wilson, 1999; Roemer & Orsillo, 2009).
    Consequently, it is not uncommon for therapists to open their sessions with
    a “mindfulness moment” to encourage both client and counselor to be more

    fully aware of present moment experiences and processes. From a Christian psychology
    perspective, mindfulness leaves out important Christian worldview components that
    can produce different therapeutic results with clients. In this article, I use an example to
    highlight what those different results might be.

    Let’s begin by taking a look at a typical mindful-
    ness present moment awareness exercise based on
    Roemer and Orsillo (2009, pp. 119-124), and then
    incorporating Christian worldview principles into it
    (Garzon, 2013, pp. 65-67). I note where the Chris-
    tian worldview additions begin and then explain
    what they contribute afterward.

    Make yourself comfortable in your chair, closing
    your eyes and placing your feet squarely on the
    floor. Notice what sounds you hear in the room
    [name examples]… begin to turn your aware-
    ness to your body. Notice how you’re sitting in
    the chair, that your hands are folded… feel your
    feet in your shoes pressing against the floor,
    your hips against the chair…. There’s no need
    to change anything, simply be with your body… notice any areas of tension, giv-
    ing yourself permission to be with that tension. This is not a time to struggle with
    what is… observe what your mind is doing, what thoughts or images are occurring,
    where it is going…. Just be aware of your experience, what is happening right now
    in this moment… [Christian additions begin here:]. While you’re observing this
    experience, I invite you to become aware of God’s presence with us in this room
    today, that He’s here with us and wants to be with you in your experience. [Care-
    fully observe the client’s nonverbal behavior. If the client appears to be responding
    positively, continue with the remainder of the script.] I invite you to surrender all
    you are experiencing to Him in this moment… releasing your tensions, thoughts,
    and worries into His hands. [At times, the counselor may sense a Scripture is ap-
    propriate to encourage this release, such as Matthew 11:28-30.] As you let go of
    these things, become aware that God has a purpose in our meeting today. Open up
    to what this purpose might be… and when you are ready, return your focus to the
    room.
    The Christian counselor then explores the experience with the client and any sense

    of God’s presence or purpose for that day’s session. When positive, the client reports a
    deepened sense of God’s involvement in his or her life. A script might be given to the
    client to encourage using this activity out of sessions. When negative, examining the
    experience in detail may lead to an awareness of a negative God image and God attach-
    ment issues that can be treated in therapy.

    Underlying premises highlight key differences between mindfulness and Christian
    present moment awareness that can produce various results. In both Buddhist and
    secularized versions of mindfulness, present moment awareness adopts a reduction-
    istic closed system perspective. All cognitive and emotional experiences originate in
    the brain and are the sole result of its processing. This stands in stark contrast to the
    Christian worldview, which sees such processes in an open system, with the reality of
    God’s Trinitarian immanence being a potential component for the client’s cognitive
    and emotional processes with which to interact. In short, God is with us in our present

    moment experiences. Training Christian clients with secular or Buddhist mindfulness
    to ignore this reality minimizes a valuable resource for healing in the present moment.
    We are not alone. God wants to be with us in our present moment experience, whatever
    that experience might be.

    The previous exercise also highlights that the present moment takes on additional
    qualities when placed in a relational context with our loving, compassionate God. Both
    the Christian present moment orientation and mindfulness concur that struggling with
    uncomfortable internal experiences, or even sinful reactions, can sometimes worsen

    those experiences (see Romans 7:15-25). Thus,
    acceptance of self-experience is a mutual starting at-
    titude for both exercises. However, in Christian pres-
    ent moment awareness, this is only the beginning.

    Important theistic relational components are
    also involved to further healing. Themes of grace,
    trust in the Lord, and surrender of the struggle to
    God become powerful additions to acceptance.
    These instill hope, deepen the client’s relationship
    with the Lord, and build the client’s faith that the
    unpleasant experience or sinful reaction does not
    have to control him or her. Thus, strength in the
    Lord (not self-effort) and the power of His might
    (Ephesians 6:10) grows in Christian present mo-
    ment awareness. A sense that God may have a higher

    purpose in the present moment is also cultivated. These would be missed when only
    mindfulness present moment awareness is practiced.

    The main point of this brief article is not to attack empirically supported mindful-
    ness, but emphasize the differences between mindfulness and Christian present moment
    awareness that create meaningfully diverse results. Since mindfulness operates from a
    truncated view of reality, it can inadvertently teach Christian clients to leave out the
    most important part of reality, God, from their present moment awareness. Incorpo-
    rating the reality of God’s immanence in present moment awareness can correct this
    secular/Buddhist worldview omission and simultaneously cultivate a deeper relationship
    with the most powerful healing resource available to any client—the Lord Himself. This
    is a worthy goal from a Christian psychology perspective.

    Fernando Garzon, Psy.D., is a professor at Liberty University in the
    Center for Counseling and Family Services. Dr. Garzon’s research in-
    terests focus on spiritual interventions in psychotherapy, lay Christian
    counseling approaches (Freedom in Christ, Theophostic Ministry, etc.),
    Christian psychology pedagogy, and multicultural issues. His clinical
    experience encompasses outpatient, managed care, hospital, pastoral
    care, and church settings.

    References
    Garzon, F.L. (2013). Christian devotional meditation for anxiety. In J. Aten, E. Johnson, E. Worthington &

    J. Hook’s (Eds.), Evidence-Based Practices for Christian Counseling and Psychotherapy. pp. 59-76. Downers
    Grove, IL: Intervarsity Academic Press.

    Hayes, S.C., Strosahl, K.D. & Wilson, K.G. (1999). Acceptance and Commitment Therapy. New York, NY: The
    Guilford Press.

    Roemer, L.O. & Orsillo, S.M. (2009). Mindfulness & Acceptance-based Behavioral Therapies in Practice. New York,
    NY: Guilford Press.

    Mindfulness or Christian Present Moment Awareness?
    Different Options with Different Results

    from the Society for Christian Psychology
    Christian Psych Notes

    “From a Christian
    psychology perspective,
    mindfulness leaves out
    important Christian

    worldview components
    that can produce different

    therapeutic results
    with clients.”

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    Basic HTML VersionPage / 16

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  • [Solved] Week 8 PSY

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Respond to one of the following prompts: Describe mindfulness meditation and identify the impact meditation has on the brain. How could you utilize meditation during your academic journey? (USLO 8.1) Describe three sleep disorders and describe possible treatment options. (USLO 8.2) Discuss substance…

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    Assignment Prompt & Instructions

    Respond to one of the following prompts:

    Describe mindfulness meditation and identify the impact meditation has on the brain. How could you utilize meditation during your academic journey? (USLO 8.1)

    Describe three sleep disorders and describe possible treatment options. (USLO 8.2)

    Discuss substance use (what it is and how to recognize it) and how this can impact nursing students and nurses. (USLO 8.3)

    Identify and discuss at least 3 types of stressors, the impact stress has on the body and well-being, and 2 methods of coping and stress reduction. (USLOs 8.5, 8.6, 8.7)

    – a year ago

  • [Solved] Explicit and implicit bias discussion

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    Watch the video segment “Roots of Prejudice and Hate Groups” in the [University Library](https://library.phoenix.edu/PSY400rZ/w2) before participating in the discussion. Know that there are no right or wrong answers in this discussion and that being aware of explicit and implicit bias is essential f…

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    Assignment Prompt & Instructions

    Watch the video segment “Roots of Prejudice and Hate Groups” in the [University Library](https://library.phoenix.edu/PSY400rZ/w2) before participating in the discussion.

    Know that there are no right or wrong answers in this discussion and that being aware of explicit and implicit bias is essential for our future, particularly in professional relationships.

    Think of an experience when you observed prejudice, stereotyping, or discrimination at work or school.

    Respond to the following in a minimum of 175 words:

    – How was it received by those who witnessed it? Do you think this bias was implicit or explicit?
    – How did it personally make you feel?

    – a year ago

  • [Solved] Doing Social Psychology (Discussion)

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    Our textbook authors, Myers and Twenge (2021), start off talking about _Cinderella_, a popular folktale. They then deconstruct the message into two versions of the folktale. For many of us, folktales represent some of our earliest moments of understanding how the social environment impacts individua…

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    Our textbook authors, Myers and Twenge (2021), start off talking about _Cinderella_, a popular folktale. They then deconstruct the message into two versions of the folktale. For many of us, folktales represent some of our earliest moments of understanding how the social environment impacts individual attitudes, behaviors, and ways of thinking. Think about the folktales you know and the messages or wisdom they communicate as you discuss this week’s topics.

    Respond to the following _**in a minimum of 175 words**_: Answer both parts of The Discussion Starter:

    – Which folktale has influenced how you think and relate to others as a child, adolescent, or even young adult? You may, also, choose a children's movie or a childhood book for this discussion.  What lessons or influence did the story have on you? Explain your answer with an example.
    – What is a question, related to social psychology, that you would like to have answered by research? _**This question should be a question related to a concept in social psychology, not related to your chosen fairly tale.**_ State the question and describe the steps you would take to answer your question.

    – a year ago

  • [Solved] Foundations and Themes & Theories I/O

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    – a year ago **files (2)** – ## WeekOneDiscussion_Foundations.docx – ## WEEKONEDISCUSSION.THEDEFINITIONINDUSTRIAL.ORGANIZATIONALPSYCHOLOGY.docx **## WeekOneDiscussion_Foundations.docx** [Foundations Grad Study in Psyc-Summer 2025](https://waldenu.instructure.com/courses/170669) Week One Discussion…

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    – a year ago

    **files (2)**

    – ## WeekOneDiscussion_Foundations.docx

    – ## WEEKONEDISCUSSION.THEDEFINITIONINDUSTRIAL.ORGANIZATIONALPSYCHOLOGY.docx

    **## WeekOneDiscussion_Foundations.docx**

    [Foundations Grad Study in Psyc-Summer 2025](https://waldenu.instructure.com/courses/170669)

    Week One Discussion:

    Hopes, Challenges, and Strategies

    As you begin your studies at Walden, you have probably thought about what you hope to gain from the program of study you will complete. What are your hopes and aspirations as an emerging professional beginning graduate-level study? Apart from a degree in psychology, also think about what you will gain from engaging with the scholarly community at Walden University. Your Program of Study (POS) document can help you anticipate the topics you will learn about and perhaps the kinds of skills you will master as you complete your graduate degree.

    This week, you will discuss potential challenges you and your classmates foresee in the coming weeks. Together, you can share strategies that could help you overcome these challenges, as a group and individually.

    This dialogue through the Discussion Board is designed to connect you with your new colleagues so that you can develop community and engage with each other in a supportive manner as you begin the educational journey together.

    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/170669/modules/items/7041729)

    **To Prepare for this Discussion:**

    · Locate and download your Program Progress Guide (PPG) from your DegreeWorks, found on your myWalden portal. Note: if you have difficulty, please contact your academic advisor to help you.

    · Review Walden's mission and vision statements and Walden's goals and values in this week's Learning Resources.

    · Explore the web page "Social Change," located in this week's Learning Resources.

    · Reflect on what you hope to achieve as a graduate student personally, professionally, and within the larger community.

    · Consider factors that could pose a challenge to the successful completion of your chosen degree.

    · Reflect on your values, ideals, and goals in relation to what you have learned about Walden.

    · Think about how you will incorporate a commitment to social change, particularly as it relates to the area(s) of interest represented by your program/specialization, into your professional, personal, and academic goals.

    · Review the
    ["Meet the Faculty" media programLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/6002/01/index.html) found in this week's Learning Resources and consider the inspiring messages from the faculty.

    **INSTRUCTIONS: With these thoughts in mind:**

    by Day 3

    **Post by Day 3** a description of at least two expectations that you have about your program (e.g., something you hope to get out of the graduate program, for yourself, your family, or your community). Apply those expectations and hopes to Walden's mission, vision, and values. Then, describe at least two challenges or barriers you foresee in completing your degree. Share and explain at least one strategy you will use to help you overcome those challenges that might also be useful to your colleagues. Then explain why you chose this particular field of study at Walden and how you intend to use your degree.

    Our Mission

    Walden University provides a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can effect positive social change.

    Our Vision

    Walden University envisions a premier, inclusive online learning community where knowledge and professional competencies are valued for their contributions to solving critical societal challenges and advancing the greater global good.

    Social Change

    For more than 50 years, Walden has been empowering passionate people to make a difference—in their lives and in their communities.

    Last month, I completed my Master's degree in Psychology with a focus on Positive Thinking. I have decided to maintain the momentum and begin my PhD in Industrial-Organizational Psychology with a focus on Evidence-Based Coaching.

    Merging the two psychology degrees will equip me to establish True North Coaching and Consulting with the primary focus of Coaching and/or consulting small- to medium-sized organizations, aiming to:

    1. Develop positive and healthy work teams focusing on strengths and character.

    2. To foster motivating and supportive organizational environments for individuals and teams.

    3. Develop a comprehensive approach to organizational transformation and career fulfillment.

    4. Provide an organization with the assessment tools and toolbox to maintain a positive and productive environment, even during periods of employee change.

    5. Offer credible, high-level training and development workshops that enable organizations, individuals, and teams to define and communicate their "True North."

    I am excited about the journey ahead and the impact I can make in Coaching and consulting!

    After reviewing at least five other schools, I chose Walden to pursue my PhD in Psychology with an emphasis on Industrial-Organizational Psychology and Evidence-Based Coaching due to its detailed curriculum and global renown reputation.

    During my Master's degree program, I faced many family health challenges that required my attention. I can see the possibility of these types of challenges arising again due to the age of my mom and my husband's parents. What I learned from them during my Master's program was to do my best to stay calm and focused and communicate effectively with my professors.

    Although I am a well-organized and planned person, some challenges cannot be anticipated or planned for in advance. You have to accept that it's okay to make adjustments in real time. It's necessary to make the adjustments and keep going.

    **## WEEKONEDISCUSSION.THEDEFINITIONINDUSTRIAL.ORGANIZATIONALPSYCHOLOGY.docx**

    Week one discussion. The Definition
    **Industrial/Organizational Psychology**

    Before embarking on any long-term scholarly pursuit of a discipline, it is useful to consider its definition. Exploring the key questions of what I/O psychology is and what I/O psychologists do, you will gain an understanding of the type of specialized discipline I/O psychology is within the study of psychology. I/O psychology has its own distinct historical origins, career paths, and practices that occur primarily in organizational, rather than therapeutic settings.

    **Learning Resources**

    **Required Readings:**

    Introduction to I/O Psychology: History and Theories

    1. Campbell, J. P. & Wilmot, M. P. (2018). The functioning of theory in industrial, work, and organizational psychology (IWOP). In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work, and organizational psychologyLinks to an external site. (2nd ed., Vol. 1, pp. 3-38). London, UK: SAGE Publications, Ltd.

    Note: Volume 1, Chapter 1, Read pages 3-14 only

    Time Estimate: 60 minutes

    2. Zickar, M., & Austin, J. (2018). History of industrial work and organizational psychology in North America. In D. S. Ones, N. Anderson, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work and organizational psychologyLinks to an external site. (2nd ed., Vol. 3, pp. 3-42). London, UK: SAGE Publications, Ltd.

    Note: Volume 2, Chapter 1

    Time Estimate: 85 minutes

    **I/O PSYCHOLOGY CAREER INFORMATION**

    3. Society for Industrial Organizational Psychology (SIOP). (n.d.). Career paths for industrial-organizational psychologistsLinks to an external site.. Retrieved from https://www.siop.org/Career-Center/I-O-Career-Paths

    Time Estimate: 15 minutes

    Society for Industrial Organizational Psychology (SIOP). (n.d.). SIOP surveysLinks to an external site.. https://www.siop.org/Membership/Surveys

    Time Estimate: 20 minutes

    **Required Media:**

    1.
    **Walden University, LLC. (2015).**
    **Defining I/O psychology [Video]. Walden University Canvas. https://waldenu.instructure.com**

    **TRANSCRIPT**: [music playing] DONNA DIMATTEO

    GIBSON: Industrial organizational psychology is the application of the study of human behavior within the workplace. What sets us apart from management or business careers is the application of research and theory, and the study of human behavior within the workplace. With I/O psychology It's an evidence-based approach where we use data, and statistics, and research in order to investigate organizational issues and determine solutions. It's a lot of what I do. And I feel strong when I go into organizations, evaluating organizational issues and making recommendations. In my background, I do a lot of organizational assessment work, evaluating the effectiveness of organizations and make suggested improvements. I do a lot of focus groups. And by the time I've left an 0rganization, I always feel strong about leaving it in a much better place than when I started. So the opportunities within this field are vast. In my own experience, there are so many things that I have been able to do. And so many things that I am excited, even with my experience, that lie ahead.

    Note: The approximate length of this media piece is 1 minute.

    2.
    **Walden University, LLC. (2015).**
    **I v. O in I/O psychology [Video]. Walden University Canvas.** [**https://waldenu.instructure.com**](https://waldenu.instructure.com/)

    **TRANSCRIPT:**

    [music playing] DONNA DIMATTEO-GIBSON, PHD: When we look at industrial

    organizational psychology, often it's important to look at what we mean from the I

    versus the O side. The I is the industrial side. The O is the organizational piece. And really, the way that I differentiate the two is the I, or the industrial, is more the statistics, the

    data-driven, the research pieces. So a lot of this selection work,assessment work that we do, is a part of that I side. A lot of the statistics that I run, and things of that nature, are based on the industrial side. Even things like ergonomics and evaluating how people work would fall into that area. The O side is more of taking that data, and then working with the people. So the O side is more organizational development, training, just working with people to make improvements. So it's getting out there. It's using those people skills, things of that nature. Really, in order to be a strong industrial organizational psychologist, in my opinion, having a background or strengths in both areas is really beneficial. So I would suggest working on your skills in both areas, because really, being a good practitioner requires both. [music playing]

    Note: The approximate length of this media piece is 1 minute.

    3.
    **Walden University, LLC. (2015).**
    **Pathways to the I/O psychology profession [Video]. Walden University Canvas. https://waldenu.instructure.com**

    **TRANSCRIPT:**

    DONNA DIMATTEO-GIBSON,

    PHD: My advice as a student working within this field, and really trying to get the most that you can out of the opportunities, involve being involved as a student affiliate in different types of professional organizations. The one I recommend the most is SIOP, the Society of Industrial Organizational Psychology. As a student, the opportunities in research, practice, and application are extensive. And the cost of being involved in a professional organization such as SIOP is so minimal. And the opportunities to network, gain new experience and skills in research and application, are enormous. As a practitioner and who got my start back in the late '90s, it's been huge with my abilities to get into the field. As a student, networking is so important– to determine different opportunities that you have available, and also to connect with other professionals in the field. I've had a few different opportunities that really helped to lay the foundation of my work as an industrial organizational psychologist. In graduate school, I had the opportunity to work on a research project in performance management with one of my professors. And it was a government-based project. So we were all—a few students working with him were able to gain a lot of research experience. Other opportunities that I've had included developing workforce planning systems for organizations and career path training systems. And just having a few

    projects like that, where I was working internally on project-based assignments, was enough to open the door to my next step, which involved being an internal consultant for a LA and San Diego-based organization. It was actually Sempra Energy where I was able to work as a consultant for the different affiliate companies. The value of that was I got to do so many different types of industrial organizational psychology projects as an internal consultant, and learned different skill sets, and really got to determine what my interests and where my strengths lie from that type of experience. I don't know if I would suggest

    one career path over another, but I have found in my own experience that being an internal consultant and working on varying projects really helped to determine my strengths. And then it has allowed me currently to do what I do now, which is to have my own consulting company, and to have more control of my own career and career path. So I'm able to utilize a lot of my skills and strengths, and have applied that to my own consulting practice, which I've had since 2005. Some of the opportunities that I had as an internal consultant just starting off that I really recommend any student that's going into the field to obtain, would involve doing job analysis-type projects. That's really where you get a lot of specific skills that are important to industrial organizational psychology. You learn about the tools that are available, and then you learn how to apply job analysis-type results in a variety of situations, from training, selection, determining of compensation. So there's a lot of different ways of just learning that particular skill set. I also was able to do organizational effectiveness research, and then use that data in order to make suggested managerial improvements and department-level improvements. Another opportunity that I had was to develop HR metrics. But it was by company. And so I created different dashboards that I gave to the vice presidents within the company. And then they used the different benchmarks and metrics in order to make decisions. All these are just examples of how industrial organizational psychology is evidence based. And we do create. And we examine. And we utilize data in order to make informed decisions. And as a practitioner, I'd much rather have data in order to support the suggestions and the points that I'm making. That's really what sets industrial organizational psychology apart from other fields.

    Note: The approximate length of this media piece is 5 minutes.

    To prepare for this Discussion:

    · Review the video TRANSCRIPTS, “Defining I/O Psychology.” Consider the definition of I/O psychology and how it is distinct from management and business.

    · Read the first 14 pages of Chapter 1 in Volume 1 of
    _The SAGE Handbook_. Pay particular attention to how organizations benefit from I/O psychology theory, research, and practice.

    · Review the media resources about the field and profession of I/O psychology and the web article, “Career Paths for Industrial-Organizational Psychologists.” Review the career paths in I/O psychology.

    · Review the web article, “SIOP Surveys.” Click on the most recent survey conducted and review the income information related to different I/O psychology career paths and credentials.

    · Based on your review of the Learning Resources, reflect on the career path you might like to pursue and why.

    INSTRUCTIONS:

    By Day 3 of Week 1

    **Post** a response to the following APA 7th Edition:

    · Briefly define I/O psychology. Then summarize how I/O practitioners benefit organizations.

    · Use at least one specific example to illustrate your response.

    · Describe the career in I/O psychology you would like to pursue and explain why.

    **## WEEKONEDISCUSSION.THEDEFINITIONINDUSTRIAL.ORGANIZATIONALPSYCHOLOGY.docx**

    Week one discussion. The Definition
    **Industrial/Organizational Psychology**

    Before embarking on any long-term scholarly pursuit of a discipline, it is useful to consider its definition. Exploring the key questions of what I/O psychology is and what I/O psychologists do, you will gain an understanding of the type of specialized discipline I/O psychology is within the study of psychology. I/O psychology has its own distinct historical origins, career paths, and practices that occur primarily in organizational, rather than therapeutic settings.

    **Learning Resources**

    **Required Readings:**

    Introduction to I/O Psychology: History and Theories

    1. Campbell, J. P. & Wilmot, M. P. (2018). The functioning of theory in industrial, work, and organizational psychology (IWOP). In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work, and organizational psychologyLinks to an external site. (2nd ed., Vol. 1, pp. 3-38). London, UK: SAGE Publications, Ltd.

    Note: Volume 1, Chapter 1, Read pages 3-14 only

    Time Estimate: 60 minutes

    2. Zickar, M., & Austin, J. (2018). History of industrial work and organizational psychology in North America. In D. S. Ones, N. Anderson, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work and organizational psychologyLinks to an external site. (2nd ed., Vol. 3, pp. 3-42). London, UK: SAGE Publications, Ltd.

    Note: Volume 2, Chapter 1

    Time Estimate: 85 minutes

    **I/O PSYCHOLOGY CAREER INFORMATION**

    3. Society for Industrial Organizational Psychology (SIOP). (n.d.). Career paths for industrial-organizational psychologistsLinks to an external site.. Retrieved from https://www.siop.org/Career-Center/I-O-Career-Paths

    Time Estimate: 15 minutes

    Society for Industrial Organizational Psychology (SIOP). (n.d.). SIOP surveysLinks to an external site.. https://www.siop.org/Membership/Surveys

    Time Estimate: 20 minutes

    **Required Media:**

    1.
    **Walden University, LLC. (2015).**
    **Defining I/O psychology [Video]. Walden University Canvas. https://waldenu.instructure.com**

    **TRANSCRIPT**: [music playing] DONNA DIMATTEO

    GIBSON: Industrial organizational psychology is the application of the study of human behavior within the workplace. What sets us apart from management or business careers is the application of research and theory, and the study of human behavior within the workplace. With I/O psychology It's an evidence-based approach where we use data, and statistics, and research in order to investigate organizational issues and determine solutions. It's a lot of what I do. And I feel strong when I go into organizations, evaluating organizational issues and making recommendations. In my background, I do a lot of organizational assessment work, evaluating the effectiveness of organizations and make suggested improvements. I do a lot of focus groups. And by the time I've left an 0rganization, I always feel strong about leaving it in a much better place than when I started. So the opportunities within this field are vast. In my own experience, there are so many things that I have been able to do. And so many things that I am excited, even with my experience, that lie ahead.

    Note: The approximate length of this media piece is 1 minute.

    2.
    **Walden University, LLC. (2015).**
    **I v. O in I/O psychology [Video]. Walden University Canvas.** [**https://waldenu.instructure.com**](https://waldenu.instructure.com/)

    **TRANSCRIPT:**

    [music playing] DONNA DIMATTEO-GIBSON, PHD: When we look at industrial

    organizational psychology, often it's important to look at what we mean from the I

    versus the O side. The I is the industrial side. The O is the organizational piece. And really, the way that I differentiate the two is the I, or the industrial, is more the statistics, the

    data-driven, the research pieces. So a lot of this selection work,assessment work that we do, is a part of that I side. A lot of the statistics that I run, and things of that nature, are based on the industrial side. Even things like ergonomics and evaluating how people work would fall into that area. The O side is more of taking that data, and then working with the people. So the O side is more organizational development, training, just working with people to make improvements. So it's getting out there. It's using those people skills, things of that nature. Really, in order to be a strong industrial organizational psychologist, in my opinion, having a background or strengths in both areas is really beneficial. So I would suggest working on your skills in both areas, because really, being a good practitioner requires both. [music playing]

    Note: The approximate length of this media piece is 1 minute.

    3.
    **Walden University, LLC. (2015).**
    **Pathways to the I/O psychology profession [Video]. Walden University Canvas. https://waldenu.instructure.com**

    **TRANSCRIPT:**

    DONNA DIMATTEO-GIBSON,

    PHD: My advice as a student working within this field, and really trying to get the most that you can out of the opportunities, involve being involved as a student affiliate in different types of professional organizations. The one I recommend the most is SIOP, the Society of Industrial Organizational Psychology. As a student, the opportunities in research, practice, and application are extensive. And the cost of being involved in a professional organization such as SIOP is so minimal. And the opportunities to network, gain new experience and skills in research and application, are enormous. As a practitioner and who got my start back in the late '90s, it's been huge with my abilities to get into the field. As a student, networking is so important– to determine different opportunities that you have available, and also to connect with other professionals in the field. I've had a few different opportunities that really helped to lay the foundation of my work as an industrial organizational psychologist. In graduate school, I had the opportunity to work on a research project in performance management with one of my professors. And it was a government-based project. So we were all—a few students working with him were able to gain a lot of research experience. Other opportunities that I've had included developing workforce planning systems for organizations and career path training systems. And just having a few

    projects like that, where I was working internally on project-based assignments, was enough to open the door to my next step, which involved being an internal consultant for a LA and San Diego-based organization. It was actually Sempra Energy where I was able to work as a consultant for the different affiliate companies. The value of that was I got to do so many different types of industrial organizational psychology projects as an internal consultant, and learned different skill sets, and really got to determine what my interests and where my strengths lie from that type of experience. I don't know if I would suggest

    one career path over another, but I have found in my own experience that being an internal consultant and working on varying projects really helped to determine my strengths. And then it has allowed me currently to do what I do now, which is to have my own consulting company, and to have more control of my own career and career path. So I'm able to utilize a lot of my skills and strengths, and have applied that to my own consulting practice, which I've had since 2005. Some of the opportunities that I had as an internal consultant just starting off that I really recommend any student that's going into the field to obtain, would involve doing job analysis-type projects. That's really where you get a lot of specific skills that are important to industrial organizational psychology. You learn about the tools that are available, and then you learn how to apply job analysis-type results in a variety of situations, from training, selection, determining of compensation. So there's a lot of different ways of just learning that particular skill set. I also was able to do organizational effectiveness research, and then use that data in order to make suggested managerial improvements and department-level improvements. Another opportunity that I had was to develop HR metrics. But it was by company. And so I created different dashboards that I gave to the vice presidents within the company. And then they used the different benchmarks and metrics in order to make decisions. All these are just examples of how industrial organizational psychology is evidence based. And we do create. And we examine. And we utilize data in order to make informed decisions. And as a practitioner, I'd much rather have data in order to support the suggestions and the points that I'm making. That's really what sets industrial organizational psychology apart from other fields.

    Note: The approximate length of this media piece is 5 minutes.

    To prepare for this Discussion:

    · Review the video TRANSCRIPTS, “Defining I/O Psychology.” Consider the definition of I/O psychology and how it is distinct from management and business.

    · Read the first 14 pages of Chapter 1 in Volume 1 of
    _The SAGE Handbook_. Pay particular attention to how organizations benefit from I/O psychology theory, research, and practice.

    · Review the media resources about the field and profession of I/O psychology and the web article, “Career Paths for Industrial-Organizational Psychologists.” Review the career paths in I/O psychology.

    · Review the web article, “SIOP Surveys.” Click on the most recent survey conducted and review the income information related to different I/O psychology career paths and credentials.

    · Based on your review of the Learning Resources, reflect on the career path you might like to pursue and why.

    INSTRUCTIONS:

    By Day 3 of Week 1

    **Post** a response to the following APA 7th Edition:

    · Briefly define I/O psychology. Then summarize how I/O practitioners benefit organizations.

    · Use at least one specific example to illustrate your response.

    · Describe the career in I/O psychology you would like to pursue and explain why.

    **## WeekOneDiscussion_Foundations.docx**

    [Foundations Grad Study in Psyc-Summer 2025](https://waldenu.instructure.com/courses/170669)

    Week One Discussion:

    Hopes, Challenges, and Strategies

    As you begin your studies at Walden, you have probably thought about what you hope to gain from the program of study you will complete. What are your hopes and aspirations as an emerging professional beginning graduate-level study? Apart from a degree in psychology, also think about what you will gain from engaging with the scholarly community at Walden University. Your Program of Study (POS) document can help you anticipate the topics you will learn about and perhaps the kinds of skills you will master as you complete your graduate degree.

    This week, you will discuss potential challenges you and your classmates foresee in the coming weeks. Together, you can share strategies that could help you overcome these challenges, as a group and individually.

    This dialogue through the Discussion Board is designed to connect you with your new colleagues so that you can develop community and engage with each other in a supportive manner as you begin the educational journey together.

    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/170669/modules/items/7041729)

    **To Prepare for this Discussion:**

    · Locate and download your Program Progress Guide (PPG) from your DegreeWorks, found on your myWalden portal. Note: if you have difficulty, please contact your academic advisor to help you.

    · Review Walden's mission and vision statements and Walden's goals and values in this week's Learning Resources.

    · Explore the web page "Social Change," located in this week's Learning Resources.

    · Reflect on what you hope to achieve as a graduate student personally, professionally, and within the larger community.

    · Consider factors that could pose a challenge to the successful completion of your chosen degree.

    · Reflect on your values, ideals, and goals in relation to what you have learned about Walden.

    · Think about how you will incorporate a commitment to social change, particularly as it relates to the area(s) of interest represented by your program/specialization, into your professional, personal, and academic goals.

    · Review the
    ["Meet the Faculty" media programLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/6002/01/index.html) found in this week's Learning Resources and consider the inspiring messages from the faculty.

    **INSTRUCTIONS: With these thoughts in mind:**

    by Day 3

    **Post by Day 3** a description of at least two expectations that you have about your program (e.g., something you hope to get out of the graduate program, for yourself, your family, or your community). Apply those expectations and hopes to Walden's mission, vision, and values. Then, describe at least two challenges or barriers you foresee in completing your degree. Share and explain at least one strategy you will use to help you overcome those challenges that might also be useful to your colleagues. Then explain why you chose this particular field of study at Walden and how you intend to use your degree.

    Our Mission

    Walden University provides a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can effect positive social change.

    Our Vision

    Walden University envisions a premier, inclusive online learning community where knowledge and professional competencies are valued for their contributions to solving critical societal challenges and advancing the greater global good.

    Social Change

    For more than 50 years, Walden has been empowering passionate people to make a difference—in their lives and in their communities.

    Last month, I completed my Master's degree in Psychology with a focus on Positive Thinking. I have decided to maintain the momentum and begin my PhD in Industrial-Organizational Psychology with a focus on Evidence-Based Coaching.

    Merging the two psychology degrees will equip me to establish True North Coaching and Consulting with the primary focus of Coaching and/or consulting small- to medium-sized organizations, aiming to:

    1. Develop positive and healthy work teams focusing on strengths and character.

    2. To foster motivating and supportive organizational environments for individuals and teams.

    3. Develop a comprehensive approach to organizational transformation and career fulfillment.

    4. Provide an organization with the assessment tools and toolbox to maintain a positive and productive environment, even during periods of employee change.

    5. Offer credible, high-level training and development workshops that enable organizations, individuals, and teams to define and communicate their "True North."

    I am excited about the journey ahead and the impact I can make in Coaching and consulting!

    After reviewing at least five other schools, I chose Walden to pursue my PhD in Psychology with an emphasis on Industrial-Organizational Psychology and Evidence-Based Coaching due to its detailed curriculum and global renown reputation.

    During my Master's degree program, I faced many family health challenges that required my attention. I can see the possibility of these types of challenges arising again due to the age of my mom and my husband's parents. What I learned from them during my Master's program was to do my best to stay calm and focused and communicate effectively with my professors.

    Although I am a well-organized and planned person, some challenges cannot be anticipated or planned for in advance. You have to accept that it's okay to make adjustments in real time. It's necessary to make the adjustments and keep going.

    **## WEEKONEDISCUSSION.THEDEFINITIONINDUSTRIAL.ORGANIZATIONALPSYCHOLOGY.docx**

    Week one discussion. The Definition
    **Industrial/Organizational Psychology**

    Before embarking on any long-term scholarly pursuit of a discipline, it is useful to consider its definition. Exploring the key questions of what I/O psychology is and what I/O psychologists do, you will gain an understanding of the type of specialized discipline I/O psychology is within the study of psychology. I/O psychology has its own distinct historical origins, career paths, and practices that occur primarily in organizational, rather than therapeutic settings.

    **Learning Resources**

    **Required Readings:**

    Introduction to I/O Psychology: History and Theories

    1. Campbell, J. P. & Wilmot, M. P. (2018). The functioning of theory in industrial, work, and organizational psychology (IWOP). In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work, and organizational psychologyLinks to an external site. (2nd ed., Vol. 1, pp. 3-38). London, UK: SAGE Publications, Ltd.

    Note: Volume 1, Chapter 1, Read pages 3-14 only

    Time Estimate: 60 minutes

    2. Zickar, M., & Austin, J. (2018). History of industrial work and organizational psychology in North America. In D. S. Ones, N. Anderson, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work and organizational psychologyLinks to an external site. (2nd ed., Vol. 3, pp. 3-42). London, UK: SAGE Publications, Ltd.

    Note: Volume 2, Chapter 1

    Time Estimate: 85 minutes

    **I/O PSYCHOLOGY CAREER INFORMATION**

    3. Society for Industrial Organizational Psychology (SIOP). (n.d.). Career paths for industrial-organizational psychologistsLinks to an external site.. Retrieved from https://www.siop.org/Career-Center/I-O-Career-Paths

    Time Estimate: 15 minutes

    Society for Industrial Organizational Psychology (SIOP). (n.d.). SIOP surveysLinks to an external site.. https://www.siop.org/Membership/Surveys

    Time Estimate: 20 minutes

    **Required Media:**

    1.
    **Walden University, LLC. (2015).**
    **Defining I/O psychology [Video]. Walden University Canvas. https://waldenu.instructure.com**

    **TRANSCRIPT**: [music playing] DONNA DIMATTEO

    GIBSON: Industrial organizational psychology is the application of the study of human behavior within the workplace. What sets us apart from management or business careers is the application of research and theory, and the study of human behavior within the workplace. With I/O psychology It's an evidence-based approach where we use data, and statistics, and research in order to investigate organizational issues and determine solutions. It's a lot of what I do. And I feel strong when I go into organizations, evaluating organizational issues and making recommendations. In my background, I do a lot of organizational assessment work, evaluating the effectiveness of organizations and make suggested improvements. I do a lot of focus groups. And by the time I've left an 0rganization, I always feel strong about leaving it in a much better place than when I started. So the opportunities within this field are vast. In my own experience, there are so many things that I have been able to do. And so many things that I am excited, even with my experience, that lie ahead.

    Note: The approximate length of this media piece is 1 minute.

    2.
    **Walden University, LLC. (2015).**
    **I v. O in I/O psychology [Video]. Walden University Canvas.** [**https://waldenu.instructure.com**](https://waldenu.instructure.com/)

    **TRANSCRIPT:**

    [music playing] DONNA DIMATTEO-GIBSON, PHD: When we look at industrial

    organizational psychology, often it's important to look at what we mean from the I

    versus the O side. The I is the industrial side. The O is the organizational piece. And really, the way that I differentiate the two is the I, or the industrial, is more the statistics, the

    data-driven, the research pieces. So a lot of this selection work,assessment work that we do, is a part of that I side. A lot of the statistics that I run, and things of that nature, are based on the industrial side. Even things like ergonomics and evaluating how people work would fall into that area. The O side is more of taking that data, and then working with the people. So the O side is more organizational development, training, just working with people to make improvements. So it's getting out there. It's using those people skills, things of that nature. Really, in order to be a strong industrial organizational psychologist, in my opinion, having a background or strengths in both areas is really beneficial. So I would suggest working on your skills in both areas, because really, being a good practitioner requires both. [music playing]

    Note: The approximate length of this media piece is 1 minute.

    3.
    **Walden University, LLC. (2015).**
    **Pathways to the I/O psychology profession [Video]. Walden University Canvas. https://waldenu.instructure.com**

    **TRANSCRIPT:**

    DONNA DIMATTEO-GIBSON,

    PHD: My advice as a student working within this field, and really trying to get the most that you can out of the opportunities, involve being involved as a student affiliate in different types of professional organizations. The one I recommend the most is SIOP, the Society of Industrial Organizational Psychology. As a student, the opportunities in research, practice, and application are extensive. And the cost of being involved in a professional organization such as SIOP is so minimal. And the opportunities to network, gain new experience and skills in research and application, are enormous. As a practitioner and who got my start back in the late '90s, it's been huge with my abilities to get into the field. As a student, networking is so important– to determine different opportunities that you have available, and also to connect with other professionals in the field. I've had a few different opportunities that really helped to lay the foundation of my work as an industrial organizational psychologist. In graduate school, I had the opportunity to work on a research project in performance management with one of my professors. And it was a government-based project. So we were all—a few students working with him were able to gain a lot of research experience. Other opportunities that I've had included developing workforce planning systems for organizations and career path training systems. And just having a few

    projects like that, where I was working internally on project-based assignments, was enough to open the door to my next step, which involved being an internal consultant for a LA and San Diego-based organization. It was actually Sempra Energy where I was able to work as a consultant for the different affiliate companies. The value of that was I got to do so many different types of industrial organizational psychology projects as an internal consultant, and learned different skill sets, and really got to determine what my interests and where my strengths lie from that type of experience. I don't know if I would suggest

    one career path over another, but I have found in my own experience that being an internal consultant and working on varying projects really helped to determine my strengths. And then it has allowed me currently to do what I do now, which is to have my own consulting company, and to have more control of my own career and career path. So I'm able to utilize a lot of my skills and strengths, and have applied that to my own consulting practice, which I've had since 2005. Some of the opportunities that I had as an internal consultant just starting off that I really recommend any student that's going into the field to obtain, would involve doing job analysis-type projects. That's really where you get a lot of specific skills that are important to industrial organizational psychology. You learn about the tools that are available, and then you learn how to apply job analysis-type results in a variety of situations, from training, selection, determining of compensation. So there's a lot of different ways of just learning that particular skill set. I also was able to do organizational effectiveness research, and then use that data in order to make suggested managerial improvements and department-level improvements. Another opportunity that I had was to develop HR metrics. But it was by company. And so I created different dashboards that I gave to the vice presidents within the company. And then they used the different benchmarks and metrics in order to make decisions. All these are just examples of how industrial organizational psychology is evidence based. And we do create. And we examine. And we utilize data in order to make informed decisions. And as a practitioner, I'd much rather have data in order to support the suggestions and the points that I'm making. That's really what sets industrial organizational psychology apart from other fields.

    Note: The approximate length of this media piece is 5 minutes.

    To prepare for this Discussion:

    · Review the video TRANSCRIPTS, “Defining I/O Psychology.” Consider the definition of I/O psychology and how it is distinct from management and business.

    · Read the first 14 pages of Chapter 1 in Volume 1 of
    _The SAGE Handbook_. Pay particular attention to how organizations benefit from I/O psychology theory, research, and practice.

    · Review the media resources about the field and profession of I/O psychology and the web article, “Career Paths for Industrial-Organizational Psychologists.” Review the career paths in I/O psychology.

    · Review the web article, “SIOP Surveys.” Click on the most recent survey conducted and review the income information related to different I/O psychology career paths and credentials.

    · Based on your review of the Learning Resources, reflect on the career path you might like to pursue and why.

    INSTRUCTIONS:

    By Day 3 of Week 1

    **Post** a response to the following APA 7th Edition:

    · Briefly define I/O psychology. Then summarize how I/O practitioners benefit organizations.

    · Use at least one specific example to illustrate your response.

    · Describe the career in I/O psychology you would like to pursue and explain why.

    **## WeekOneDiscussion_Foundations.docx**

    [Foundations Grad Study in Psyc-Summer 2025](https://waldenu.instructure.com/courses/170669)

    Week One Discussion:

    Hopes, Challenges, and Strategies

    As you begin your studies at Walden, you have probably thought about what you hope to gain from the program of study you will complete. What are your hopes and aspirations as an emerging professional beginning graduate-level study? Apart from a degree in psychology, also think about what you will gain from engaging with the scholarly community at Walden University. Your Program of Study (POS) document can help you anticipate the topics you will learn about and perhaps the kinds of skills you will master as you complete your graduate degree.

    This week, you will discuss potential challenges you and your classmates foresee in the coming weeks. Together, you can share strategies that could help you overcome these challenges, as a group and individually.

    This dialogue through the Discussion Board is designed to connect you with your new colleagues so that you can develop community and engage with each other in a supportive manner as you begin the educational journey together.

    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/170669/modules/items/7041729)

    **To Prepare for this Discussion:**

    · Locate and download your Program Progress Guide (PPG) from your DegreeWorks, found on your myWalden portal. Note: if you have difficulty, please contact your academic advisor to help you.

    · Review Walden's mission and vision statements and Walden's goals and values in this week's Learning Resources.

    · Explore the web page "Social Change," located in this week's Learning Resources.

    · Reflect on what you hope to achieve as a graduate student personally, professionally, and within the larger community.

    · Consider factors that could pose a challenge to the successful completion of your chosen degree.

    · Reflect on your values, ideals, and goals in relation to what you have learned about Walden.

    · Think about how you will incorporate a commitment to social change, particularly as it relates to the area(s) of interest represented by your program/specialization, into your professional, personal, and academic goals.

    · Review the
    ["Meet the Faculty" media programLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/6002/01/index.html) found in this week's Learning Resources and consider the inspiring messages from the faculty.

    **INSTRUCTIONS: With these thoughts in mind:**

    by Day 3

    **Post by Day 3** a description of at least two expectations that you have about your program (e.g., something you hope to get out of the graduate program, for yourself, your family, or your community). Apply those expectations and hopes to Walden's mission, vision, and values. Then, describe at least two challenges or barriers you foresee in completing your degree. Share and explain at least one strategy you will use to help you overcome those challenges that might also be useful to your colleagues. Then explain why you chose this particular field of study at Walden and how you intend to use your degree.

    Our Mission

    Walden University provides a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can effect positive social change.

    Our Vision

    Walden University envisions a premier, inclusive online learning community where knowledge and professional competencies are valued for their contributions to solving critical societal challenges and advancing the greater global good.

    Social Change

    For more than 50 years, Walden has been empowering passionate people to make a difference—in their lives and in their communities.

    Last month, I completed my Master's degree in Psychology with a focus on Positive Thinking. I have decided to maintain the momentum and begin my PhD in Industrial-Organizational Psychology with a focus on Evidence-Based Coaching.

    Merging the two psychology degrees will equip me to establish True North Coaching and Consulting with the primary focus of Coaching and/or consulting small- to medium-sized organizations, aiming to:

    1. Develop positive and healthy work teams focusing on strengths and character.

    2. To foster motivating and supportive organizational environments for individuals and teams.

    3. Develop a comprehensive approach to organizational transformation and career fulfillment.

    4. Provide an organization with the assessment tools and toolbox to maintain a positive and productive environment, even during periods of employee change.

    5. Offer credible, high-level training and development workshops that enable organizations, individuals, and teams to define and communicate their "True North."

    I am excited about the journey ahead and the impact I can make in Coaching and consulting!

    After reviewing at least five other schools, I chose Walden to pursue my PhD in Psychology with an emphasis on Industrial-Organizational Psychology and Evidence-Based Coaching due to its detailed curriculum and global renown reputation.

    During my Master's degree program, I faced many family health challenges that required my attention. I can see the possibility of these types of challenges arising again due to the age of my mom and my husband's parents. What I learned from them during my Master's program was to do my best to stay calm and focused and communicate effectively with my professors.

    Although I am a well-organized and planned person, some challenges cannot be anticipated or planned for in advance. You have to accept that it's okay to make adjustments in real time. It's necessary to make the adjustments and keep going.

    **## WEEKONEDISCUSSION.THEDEFINITIONINDUSTRIAL.ORGANIZATIONALPSYCHOLOGY.docx**

    Week one discussion. The Definition
    **Industrial/Organizational Psychology**

    Before embarking on any long-term scholarly pursuit of a discipline, it is useful to consider its definition. Exploring the key questions of what I/O psychology is and what I/O psychologists do, you will gain an understanding of the type of specialized discipline I/O psychology is within the study of psychology. I/O psychology has its own distinct historical origins, career paths, and practices that occur primarily in organizational, rather than therapeutic settings.

    **Learning Resources**

    **Required Readings:**

    Introduction to I/O Psychology: History and Theories

    1. Campbell, J. P. & Wilmot, M. P. (2018). The functioning of theory in industrial, work, and organizational psychology (IWOP). In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work, and organizational psychologyLinks to an external site. (2nd ed., Vol. 1, pp. 3-38). London, UK: SAGE Publications, Ltd.

    Note: Volume 1, Chapter 1, Read pages 3-14 only

    Time Estimate: 60 minutes

    2. Zickar, M., & Austin, J. (2018). History of industrial work and organizational psychology in North America. In D. S. Ones, N. Anderson, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work and organizational psychologyLinks to an external site. (2nd ed., Vol. 3, pp. 3-42). London, UK: SAGE Publications, Ltd.

    Note: Volume 2, Chapter 1

    Time Estimate: 85 minutes

    **I/O PSYCHOLOGY CAREER INFORMATION**

    3. Society for Industrial Organizational Psychology (SIOP). (n.d.). Career paths for industrial-organizational psychologistsLinks to an external site.. Retrieved from https://www.siop.org/Career-Center/I-O-Career-Paths

    Time Estimate: 15 minutes

    Society for Industrial Organizational Psychology (SIOP). (n.d.). SIOP surveysLinks to an external site.. https://www.siop.org/Membership/Surveys

    Time Estimate: 20 minutes

    **Required Media:**

    1.
    **Walden University, LLC. (2015).**
    **Defining I/O psychology [Video]. Walden University Canvas. https://waldenu.instructure.com**

    **TRANSCRIPT**: [music playing] DONNA DIMATTEO

    GIBSON: Industrial organizational psychology is the application of the study of human behavior within the workplace. What sets us apart from management or business careers is the application of research and theory, and the study of human behavior within the workplace. With I/O psychology It's an evidence-based approach where we use data, and statistics, and research in order to investigate organizational issues and determine solutions. It's a lot of what I do. And I feel strong when I go into organizations, evaluating organizational issues and making recommendations. In my background, I do a lot of organizational assessment work, evaluating the effectiveness of organizations and make suggested improvements. I do a lot of focus groups. And by the time I've left an 0rganization, I always feel strong about leaving it in a much better place than when I started. So the opportunities within this field are vast. In my own experience, there are so many things that I have been able to do. And so many things that I am excited, even with my experience, that lie ahead.

    Note: The approximate length of this media piece is 1 minute.

    2.
    **Walden University, LLC. (2015).**
    **I v. O in I/O psychology [Video]. Walden University Canvas.** [**https://waldenu.instructure.com**](https://waldenu.instructure.com/)

    **TRANSCRIPT:**

    [music playing] DONNA DIMATTEO-GIBSON, PHD: When we look at industrial

    organizational psychology, often it's important to look at what we mean from the I

    versus the O side. The I is the industrial side. The O is the organizational piece. And really, the way that I differentiate the two is the I, or the industrial, is more the statistics, the

    data-driven, the research pieces. So a lot of this selection work,assessment work that we do, is a part of that I side. A lot of the statistics that I run, and things of that nature, are based on the industrial side. Even things like ergonomics and evaluating how people work would fall into that area. The O side is more of taking that data, and then working with the people. So the O side is more organizational development, training, just working with people to make improvements. So it's getting out there. It's using those people skills, things of that nature. Really, in order to be a strong industrial organizational psychologist, in my opinion, having a background or strengths in both areas is really beneficial. So I would suggest working on your skills in both areas, because really, being a good practitioner requires both. [music playing]

    Note: The approximate length of this media piece is 1 minute.

    3.
    **Walden University, LLC. (2015).**
    **Pathways to the I/O psychology profession [Video]. Walden University Canvas. https://waldenu.instructure.com**

    **TRANSCRIPT:**

    DONNA DIMATTEO-GIBSON,

    PHD: My advice as a student working within this field, and really trying to get the most that you can out of the opportunities, involve being involved as a student affiliate in different types of professional organizations. The one I recommend the most is SIOP, the Society of Industrial Organizational Psychology. As a student, the opportunities in research, practice, and application are extensive. And the cost of being involved in a professional organization such as SIOP is so minimal. And the opportunities to network, gain new experience and skills in research and application, are enormous. As a practitioner and who got my start back in the late '90s, it's been huge with my abilities to get into the field. As a student, networking is so important– to determine different opportunities that you have available, and also to connect with other professionals in the field. I've had a few different opportunities that really helped to lay the foundation of my work as an industrial organizational psychologist. In graduate school, I had the opportunity to work on a research project in performance management with one of my professors. And it was a government-based project. So we were all—a few students working with him were able to gain a lot of research experience. Other opportunities that I've had included developing workforce planning systems for organizations and career path training systems. And just having a few

    projects like that, where I was working internally on project-based assignments, was enough to open the door to my next step, which involved being an internal consultant for a LA and San Diego-based organization. It was actually Sempra Energy where I was able to work as a consultant for the different affiliate companies. The value of that was I got to do so many different types of industrial organizational psychology projects as an internal consultant, and learned different skill sets, and really got to determine what my interests and where my strengths lie from that type of experience. I don't know if I would suggest

    one career path over another, but I have found in my own experience that being an internal consultant and working on varying projects really helped to determine my strengths. And then it has allowed me currently to do what I do now, which is to have my own consulting company, and to have more control of my own career and career path. So I'm able to utilize a lot of my skills and strengths, and have applied that to my own consulting practice, which I've had since 2005. Some of the opportunities that I had as an internal consultant just starting off that I really recommend any student that's going into the field to obtain, would involve doing job analysis-type projects. That's really where you get a lot of specific skills that are important to industrial organizational psychology. You learn about the tools that are available, and then you learn how to apply job analysis-type results in a variety of situations, from training, selection, determining of compensation. So there's a lot of different ways of just learning that particular skill set. I also was able to do organizational effectiveness research, and then use that data in order to make suggested managerial improvements and department-level improvements. Another opportunity that I had was to develop HR metrics. But it was by company. And so I created different dashboards that I gave to the vice presidents within the company. And then they used the different benchmarks and metrics in order to make decisions. All these are just examples of how industrial organizational psychology is evidence based. And we do create. And we examine. And we utilize data in order to make informed decisions. And as a practitioner, I'd much rather have data in order to support the suggestions and the points that I'm making. That's really what sets industrial organizational psychology apart from other fields.

    Note: The approximate length of this media piece is 5 minutes.

    To prepare for this Discussion:

    · Review the video TRANSCRIPTS, “Defining I/O Psychology.” Consider the definition of I/O psychology and how it is distinct from management and business.

    · Read the first 14 pages of Chapter 1 in Volume 1 of
    _The SAGE Handbook_. Pay particular attention to how organizations benefit from I/O psychology theory, research, and practice.

    · Review the media resources about the field and profession of I/O psychology and the web article, “Career Paths for Industrial-Organizational Psychologists.” Review the career paths in I/O psychology.

    · Review the web article, “SIOP Surveys.” Click on the most recent survey conducted and review the income information related to different I/O psychology career paths and credentials.

    · Based on your review of the Learning Resources, reflect on the career path you might like to pursue and why.

    INSTRUCTIONS:

    By Day 3 of Week 1

    **Post** a response to the following APA 7th Edition:

    · Briefly define I/O psychology. Then summarize how I/O practitioners benefit organizations.

    · Use at least one specific example to illustrate your response.

    · Describe the career in I/O psychology you would like to pursue and explain why.

  • [Solved] Social Psychology Observation

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    We often aren’t aware of how much influence attitudes and norms of our social environments have on our views, preferences, and decisions until we take a closer look. Studying social psychology aims to better understand the interchange between our social environment and our personal development. This…

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    Assignment Prompt & Instructions

    We often aren’t aware of how much influence attitudes and norms of our social environments have on our views, preferences, and decisions until we take a closer look. Studying social psychology aims to better understand the interchange between our social environment and our personal development. This assessment invites you to conduct a simple observational study to examine your environment for influence factors.

    **Imagine** you’ve been asked to evaluate an organization’s marketing practices. After your evaluation is complete, you must present your findings to the organization’s board of directors.

    **Conduct** an observation of a local store, food chain, or box store to identify what tactics the organization uses to influence people to buy services or products based on attributions, attitude development, biases, and factors such as gender or age.

    **Focus** on one section of the store and note how someone might be induced to buy a product because of how it’s marketed or presented.

    **Create** a 10- to 12-slide PowerPoint® presentation with detailed speaker notes that includes the following:

    – Introduce the topic (1 slide).
    – Choose 2 or 3 principles within social perception theory and describe them. These may be stereotyping, gender bias, in-group/out-group, attitude, reward, stereotype threat, or others (2–3 slides).
    – Explain how your identified principles are used to persuade or condition consumers to buy the products (2–4 slides).
    – Describe one illusory correlation or control that keeps consumers coming back. An example of an illusion correlation would be a health and beauty sign (1–2 slides).
    – Summarize what you have learned from your observations (1 slide).
    – References (1 slide)

    **Cite** at least 2 academic or scholarly sources to support your assignment.

    **Format** your sources according to APA guidelines.

    – a year ago