1. Consider the questions posed by the author of our textbook: People, Progress, and Nature, Is Conflict Inevitable? Do you think that conflict is inevitable if we are to progress as a society and why?

2. what do you feel is the most important environmental problem or issue that we face today and why?

3. Do you feel that we as a society are doing enough to address environmental problems? If yes, provide an example. If no, identify who or what is preventing society from addressing these problems?

2) Explain what each of Aristotle’s “four causes” would be for a batch of chocolate chip cookies.

Background: In December 2017, 9-year old Jack and his mother (Harriet) were visiting their extended family in Melbourne. They were shopping in the city on 21 December when a driver drove his car into pedestrians at the corner of Flinders and Elizabeth streets. Jack and his mum witnessed this event (in which 18 people were injured, with an elderly man subsequently dying from his injuries). They were not in harm’s way (with the car travelling away from them and the driver quickly apprehended. However, Jack and his mum had multiple conversations about how they each thought they could have been killed during the attack. Two days later, Jack and his mum returned to their home in Brisbane.

Jack lives in an intact family consisting of his biological parents, Harriet and Peter, and his older sister Natalie. He is in Grade 4 at the local primary school and has lots of friends. He is also close to his parents and his grandparents (who are involved in his care during the week).

Immediately following his return home, Jack experienced nightmares on a few occasions about cars driving towards him. After the first nightmare, Jack’s dad (who has a history of anxiety and depression) encouraged Jack to sleep in the parents’ bedroom on a camp mattress. Despite mum’s suggestion that it is time for Jack to move back to his own bedroom, he is still sleeping in his parents’ room. Jack’s mum and dad have had many arguments about this situation. Peter’s (dad) perspective is that:

Jack is a very sensitive child who (even as a newborn baby) is more easily upset than other children;

Jack has been exposed to a traumatic experience in which he could have been killed;

Loving support (including avoidance of going into Brisbane city) is required to prevent Jack from developing ongoing mental health problems following this exposure; and

He (dad) could not cope if he lost one of his children.

From Harriet’s (mum) perspective:

The experience was upsetting but she and Jack were not hurt and were never likely to have been hurt (as she has discussed with Jack);

Peter (dad) needs to talk about the attack less; and

Jack is a healthy boy who seems to be handling the experience well.

Question: How likely do you think it is that Jack might develop a diagnosable mental health problem following his exposure to the attack in Melbourne? [Note, you are not being asked to identify possible mental health problems]. Identify 8 factors (a mixture of risk and protective factors – does not need to be 4 of each; but rather 8 in total) to justify your answer, and explain why each is either  a risk or a protective factor.

Fire behavior and combustion have evolved throughout time due to changes in fuel loads, building construction, and the application of science and research to firefighting strategy and tactics. What is the most prolific changes in fire behavior and combustion are being utilized in fire operations today and why the members of the fire service are resit's I've to adapt to these changes?

a) explain in detail the theoretical foundations of therapeutic psychology
b) name the four steps of the therapeutic process and give a short example of each step

Relaxation as a Coping Strategy:

College Swim Team

Introduction:

In February of this year, the captains of both the men's and women's swim teams at my college met with a sport psychologist with a request to help them deal with some of the problems that they were facing in the competitive environment. With very little time to the target meets of the season (6 weeks to conference and only 8 weeks to the NCAA meet), the project took on more of a "fix-it" approach than an educational approach.

Intervention:

A "trouble-shooting" meeting was set up so that the athletes could help prioritize their concerns. A simple strengths/weaknesses chart was filled out by each swimmer. From this list a list of perceived weaknesses were used to develop the focus of the program. The most frequently occurring weakness responses were:

a . Lack of Confidence
b . Fear of Failure
c . Inability to Relax

Following the initial meeting, an impromptu meeting was scheduled to help the athletes put their perceived weaknesses into perspective. At this time, the progressive implementation strategy was explained. The strategies were implemented every Sunday evening until the target meets (with each athlete received a paper fully explaining the strategy at each session). The strategy meetings consisted of:

I . Troubleshooting Meeting
2. Self-led Relaxation
3. Visualizing Success
4. Affirmation
5. Mastery Rehearsal and Mastery/Coping Tapes

Each session lasted from 1-11/2 hours and were well attended. After completion of the Conference Swim Championships, the athletes evaluated their performances and the
effectiveness of the program on their performances. Eleven participants completed a survey asking for responses based on a Likert scale. We also asked for responses to open-ended questions and for comments on each section.

Overview:

Troubleshooting: The Likert scale indicated a very strong positive response to the troubleshooting section. Most respondents agreed with the question regarding whether this portion aided in identifying weaknesses and focusing, with only one person disagreeing.
Relaxation: The relaxation portion showed similar positive responses. The athletes found the guided exercise to be the most helpful, but seven athletes were able to successfully utilize this strategy independently two or more times each week. The athletes had the most difficulty implementing the relaxation strategy during the meet situation.

Imagery: Responses were also favorable for the imagery portion of the project, illustrating to the athletes and us that we all have the ability to visualize. The guided exercise was once again the most helpful section. The response to the independent usage was moderate. Visualization requires practice, and the time was limited for implementation, therefore, we assumed that the swimmers did not feel as comfortable using this strategy on their own. We inquired about the type of situation the athletes visualized. Ten respondents visualized their event at race pace. Many also used a combination of visualizing different speeds and particular points of their event as well as the total performance. Seven athletes visualized one or more times each week. Five utilized imagery daily or nearly every day.

Affirmation: The respondents felt that this section was very important. The written exercise to identify low confidence areas appeared to have been very helpful. Affirmation is a very personal tool and, as a result, is very subjective. The Likert scale indicated a positive response overall. However, the athletes felt that setting their own strategies was more helpful than the written exercise we provided. All respondents felt the affirmation exercises had a positive effect outside of swimming. The methods of positive affirmation most commonly used were talking to oneself and signs and notes in visible places. One respondent also commented that "Believing" was an important aspect of affirmation.

Mental Rehearsal and Coping Scripts: Most respondents felt that the guidelines we provided were helpful, although there were three requests for more detailed instructions and possibly samples of tapes and scripts. The responses to questions based on the Likert scale were more widely distributed than those for the other sections. It is our belief that the more moderate positive feedback is due to the lack of time necessary to become comfortable with the tapes.

The athletes concentrated on the areas of imagery most frequently. Affirmation and relaxation were commonly combined with imagery or used alone. One comment identifies an important feature of mental arousal, "And I was nervous, but was 'OK' about it." Arousal is necessary for performance as long as it is under control. Mental Rehearsal and Coping tapes help build the confidence necessary to attain this control.

Nine respondents answered affirmatively when asked whether our method of mental training was effective in helping to achieve their goals. One respondent answered negatively, and one was unsure. One swimmer responded that simply making the script and tape had a strong effect on her concentration level and performance, even though she only listened to the tape two or three times.
We also inquired as to how each respondent felt the program was effective. Relaxation, focus, and positive feelings helped the respondents believe they were capable. The aspects of the program found to be most helpful were the affirmation and relaxation phases. One respondent found the affirmation "extremely helpful." One respondent felt that the troubleshooting session was useless, but the overall response to this was positive.

When we asked if the athletes would recommend the program to another coach or athlete, eight participants responded positively. Comments included the assertion that the athlete must wholeheartedly believe in the method of it to work. Another felt that "even with limited involvement the method works." Five felt the program would be beneficial to sports other than swimming, cross-country and baseball specifically. Other comments included feelings of being rushed throughout the whole process, with which we fully agree. The program should be initiated during the first weeks of the season. Another respondent had difficulty with every aspect of the program and didn't feel it was especially helpful other than making him slightly more relaxed.

Overall, the responses to the program were positive. Very few respondents did not agree that the methods helped to some extent. The comments and open responses were positive and helpful. The comments expressing problems with the athlete or the program were enlightening and were taken into consideration when recommending changes for future use of the program.

(3) The swimmers in the case study above found it difficult to practice the relaxation during the actual swim meet. The four relaxation methods discussed in our text takes hours and weeks to master. How then could any of these methods be utilized by an athlete who must be able to bring on the relaxation response in a matter of minutes or even seconds? Be sure to support your opinion with research in the field.

I have to identify an aspect of developing people that I would like to explore. So i have to design a survey to gather information from at least ten people. And i have to analyse the responses with reference to the literature about using questionnaires and staff development.

Questions:

1. What aspects of development can i use in the education sector?

2. How can i proceed with the survey and how do i start my survey?

Choose a historical or fictional character from a book or movie with a psychological problem. Write 1,000 words describing the problem and explaining it from two of the theoretical models (biological, psychodynamic, behavioral, cognitive, humanistic, and socio-cultural).

This goes without saying; the media plays a monumental role in shaping morals, values, and behaviors in our society. In this particular day in age, social media has rendered itself a very powerful socializing agent, especially in our youth. Adolescents are particularly susceptible and sensitive to the messages that the media "sends", thus becomes internalized and imprinted in the teenage psyche. Look through some popular social media sites (i.e. Instagram, Snapchat, whatever other media outlet that's out there). Choose a celebrity or popular user page to scroll through. What values do their posts espouse? What do they "market" as beautiful, masculine, feminine, and ideal in our society? Please discuss in two paragraphs how these images shape self-esteem and overall social-emotional development in adolescents. Be sure to identify which social media page you used OR describe the image or attach the image (make sure to include the web course) to your discussion AND explain why you chose it.

based on 7 thinking hats. Use a blue hat to explore all the possible aspects of choosing the right spouse.

1. Use a blue hat to generate 5 good ideas

2. observe the rules of blue hat

Family configurations are quite diverse. As the culture has evolved and changed, one "typical" family structure is no longer the norm. Today, the children and adolescents with whom you work might come from families that take many forms. Blended families, single-parent families, grandparents as guardians, and same-sex parents are far more common now than in the past.

To prepare:

• Consider how family configurations have evolved from years past.
• Consider the family configurations in your own experience and how they compare to those of your friends, extended family members, and any configurations identified in the Learning Resources, if applicable.
• As you review the Learning Resources, think about how various configurations and situations affect children within a household.

Post by Day 3:

Explain how personal experience influences assumptions one might have about family configurations. Support your post with examples from your personal experience and the Learning Resources, as applicable.