You are to complete this assignment as follows:

Access the Psych Central Personality Test:

Navigate to Quizzes then scroll down to Personality. Take the test by answering the questions as honestly as possible.  Upon completion, find your comprehensive personality report on the five personality traits and reflect upon the positive aspects of your relationship with each trait.  Choose the most positive information in the report and reflect upon how that trait is a personal strength that you possess. 

To begin your essay, state and highlight or indicate in italics or bold your positive Trait.  It is not necessary to define the trait or reiterate the description of it from your results.

Now, describe your reaction in the following ways:  How does this trait represent who you are as a person? Were you surprised by the results?  How does this trait act as a personal strength, and in what ways do you find having it important and helpful to your quality of life?  Aside from the test results, what other character strength(s) do you feel you have, and how are they important or helpful in reference to your psychological well-being?  Some examples include leadership, gratitude, spirituality, bravery, honesty, justice, perseverance, appreciation of beauty, wisdom, etc. You will want to address the answers to these questions clearly and completely as this is 25% of your grade on the essay.    

Next, explain how you can apply this personality trait / strength or your other strengths to the important areas of your life such as work, school, relationships, play, and/or parenting.  You may even wish to use your strengths in a way that you have not done before and report on that.  Again, please provide a thorough discussion, as this part is also worth another 25% of your grade on the essay. 

Submit your Traits to Strength Project to the assignment folder no later than Sunday 11:59 PM EST/EDT. (This folder may be linked to Turnitin.)

  Step 1: In your Learning Team, read and discuss the Week Three Electronic Reserve Readings.

As you discuss these articles, pay special attention to the following topics and issues:

Cultural      influences on toys

Write a one-paragraph summary of the main findings from these articles, as they relate to the bulleted topics and issues.

Step 2: Within your Learning Team, investigate popular toys on the market today. You can use the internet or visit a toy store to do this research. See if you can find toys that fall into the four categories above: those that may promote aggression; those that may promote pro-social behavior; those that seem to encourage or discourage gender stereotyping; and those that seem to encourage or discourage cultural differences and/or stereotyping. Identify and investigate a minimum of four toys; one from each category. Discuss your observations about these four categories. Use the questions below as guidance for your team’s analysis of the toys.

How do      toys influence behavior, self-concept, and identity? What      did you observe concerning positive and negative gender stereotyping? How      has your research on toys and gender influenced your views on the relative      influences of environment and heredity on gender and identity development      in children? From      your review of the literature and your examination of actual toys on the      market, do you believe that some toys may increase the likelihood of      aggressive behavior in children?  Under what circumstances might this      occur?  Explain. How      has your research on toys and aggression influenced your views on the      relative influences of environment and heredity on aggressive behavior in      children? Do any      of the toys that you have examined promote stereotypes? Do any discourage      stereotypes? Explain.  Do any      of the toys reflect or indicate cultural and ethnic stereotypes? What      effect can you see this having on the development of self-concept and      identity? How do      toys that promote pro-social behavior benefit development during      childhood?

Create a 2-slide Microsoft® PowerPoint® presentation of your findings including detailed speakers notes. Your presentation should summarize the four or more toys you investigated and present your findings on how toys influence development.  Conclude your presentation with a discussion of the following:

After      evaluating toys, what would you advise parents concerning how toys can      influence the development of their children? What would you want them to      be aware of and why? Have      your views about the relative influences of heredity and environment on      human development changed in any way?  For example, are there things      you once attributed to heredity that you now believe to be more strongly      influenced by the environment, or vice versa?

Having conducted a job analysis for commercial pilots and examined their training and development needs, you now need to examine other factors that may affect their ability to perform optimally. This week, you look at employee performance as it relates to the CRM case study. You will examine factors such as counterproductive behavior and other job stressors that may affect employee performance.

Imagine you are an I/O psychologist consultant.

Develop a 1050-1100 word paper

need a Qu, using those guidelines for the attached article. 


• Write two DQs per article. Questions must be typed and submitted to Canvas by the beginning of class time on the day that the relevant article is to be discussed (see syllabus). 

• As you read each article, take notes. Underline important points and jot down ideas or questions that come to mind while reading it; this will help you write DQs more easily. 

• D Qs should neither be too specific (“What does the fourth word on p. 27 mean?”) nor too general (“Was this a good article? Why or why not?”). Try to strike a balance between the specific and general. Try to ask thought-provoking questions that make connections to other areas of study and other realms of life—what you saw on the news, read in the paper or a magazine, etc. Note that questions that could be asked of any article are not good questions (e.g., What were the weaknesses of the methodology?). Your questions should center around content that pertains specifically to the assigned article. 

• Be sure to point the reader to the specific content of the article that your question addresses. 

• Avoid questions with “yes/no” or “either/or” answers. Good DQs are open-ended. Also avoid leading questions. See below for examples of good DQs. 

• Go for controversy! Try to pose questions that would easily engage the class in discussion. 

• If you miss class on the day that DQs are due, you must post them to Canvas by the beginning of class time in order to avoid a late penalty on your questions. 

• When it is your turn to lead class discussion on an article, you must still turn in typed DQs on the article, but these may be the same questions you used to stimulate class discussion during your presentation. Note that you should be sure to turn in two different DQs per discussion leader. 

Example Discussion Questions 

1. What negative consequences could result if parents followed Bem’s suggestion to raise androgynous boys and girls? How might peers respond to boys with stereotypically feminine characteristics and girls with stereotypically masculine characteristics? What are the positive consequences of raising androgynous boys and girls? Where does one draw the line between a healthy de-emphasis on gender and a healthy acknowledgment of gender in raising children? 

2. Josephs, Markus, and Tafarodi argue that individuation (distinguishing the self from others on the basis of talents or accomplishments) does not serve as a significant source of esteem for American women (because of gender-role socialization). How accurately does their argument describe women in the U.S.? Explain your response. How do women in the U.S. compare, in terms of how individualistic they are, to men and women in Asian cultures? How does the pressure that women feel in our society to be appropriately “feminine” interact with the individualistic norms that all Americans experience?

Professional Issues in Sport Psychology  The readings for this unit discuss some important current issues within the field of sport psychology. It is important to be aware of these issues as they influence training, job opportunities, perception by consumers, and relationships among professionals within the broader field. Pick one current issue discussed in the readings, summarize the issue, and provide an explanation for how this influences the profession. Then, analyze the impact that the issue has on your professional plans for applying sport psychology principles.

Required 7-8 Page Paper Focus: A comparison of the sinking of the R.M.S. Lusitania disaster to a student’s choice modern day disaster with primary emphasis on applicable psychology of disaster concepts relevant to each disaster. Resource documents on the Lusitania disaster are located in the Resources folder on the classroom navigation screen.    The goal for this paper is the application of course knowledge to real world disaster events, rather than writing a history report. Descriptions of the two events being compared should be covered briefly and succinctly.  In this paper, compare the public’s reaction to a modern day (mid-20th century through 21st century current year) disaster of your choice (9/11, Hurricanes Katrina or Sandy, the Pakistan/India earthquakes, the London Subway/Bus or Mumbai bombings, the Paris terrorist attacks, the Pakistan/India earthquakes) to public reaction to the Lusitania disaster; briefly describe your chosen disaster and the public’s reaction and then compare it to the public’s reaction to the Lusitania disaster; then identify three major psychology of disaster concepts and apply them to the public’s reactions to the two disasters. 

 A minimum of 5 sources are required, with at least 3 being scholarly publications such as journal articles or academic texts.

This module’s readings discuss organizing the content of an essay: thesis statements, key points, and supporting points. Remember these elements while composing your writing essays. A strong, clear thesis and a logically structured argument will enhance your credibility.   Using the critical thinking and argumentation skills, respond to the following: •Should companies market to children? If so, what are your reasons for supporting this point of view? If not, then what is the basis for your opinion? Provide outside support for your opinion.   Write your initial response in about 150–200 words. Apply APA standards to citation of sources. Make sure to quote or paraphrase at least two outside sources in your answer.


DISCUSSION #1.Synesthesia is a neurological phenomenon in which stimulation of one sensory or cognitive pathway leads to involuntary experiences in a second sensory or cognitive pathway. For this discussion, complete the following:

Describe the differences between top-down and bottom-up theories of perception.

Test your perceptual patterns to determine whether you think synesthesia is based more on low-level or higher level cognitive processes, then discuss. You will need the resources on synesthesia for this part of the discussion.

Name at least one famous person who is reported to have synesthesia and describe the type of synesthesia he or she experiences.

DISCUSSION #2.Attitudes help guide behavior, although sometimes people act in ways that contradict their attitudes (Baumeister & Bushman, 2014). Some have said that attitudes are directly related to behavior; others say there is no strong relationship between attitude and behavior.

Explain what is meant by attitude. How do people develop attitudes? Support your explanation with theory.

Describe the relationship between behavior and attitude. Apply one theory to support your position, and provide at least one example to illustrate your understanding of the relationship or lack of relationship between behavior and attitude.

DISCUSSSION #3.This activity for this discussion should be conducted over several days to assess both the level of use and the discomfort associated with caffeine or nicotine withdrawal. You should use one or both of these topics only, do not share other addictive substances or personal addictive issues. Through this exercise, you will gain an appreciation for how addiction happens, why it may go unnoticed, and how withdrawal can be a difficult process both physically and mentally. If you are not a smoker and do not drink coffee (even though you used to), you will need to interview someone who currently does smoke or drink caffeine.

Task: Two of the most popular legal drugs of abuse are caffeine and nicotine. Many people use one, or both, of these drugs. To complete this discussion:

Quantify intake using the charts provided on the Web sites related to caffeine and nicotine, located in Resources.

Track your (or your subject’s) caffeine or nicotine use over three days.

Refrain from using the drug for 48 hours.

Document any withdrawal symptoms you (or your partner) may experience. Also, keep a record of any drugs you use to combat withdrawal symptoms, and note its active ingredients. If a relapse occurs, document that as well. Use the following questions as a guide to record your results:

o When are the drugs used? Is there any difference in the social situations surrounding each use?

o What withdrawal symptoms did you (or your subject) experience for each drug respectively?

o How have these symptoms made you or your subject feel about the use of these drugs?

o Did you or your subject have social support during the 48 hours abstinence from the drug? Did that help prevent relapses?

o Did you or your subject take other drugs to relieve some of the symptoms (such as aspirin for headaches)? Did it help keep you from relapsing? Did these drugs contain caffeine?

Based upon your results (and it is optional to share your results with peers), post your discussion to the following question:

· Would you or your subject still seek these drugs if they were made illegal? Why or why not? Using the Neurotransmitters Matching presentation from Unit 2, can you trace the neural pathways involved in the addiction cycle? In withdrawal?


Imagine you are a consultant for an organization, and they would like you to work on developing their core values. The organization would like their core values to reflect key attributes of their culture.

Select an organization, such as a company, community group, or nonprofit organization.

Create a 10- to 12- slide Microsoft® PowerPoint® presentation describing cultural, research-based models and how they help clarify the organization’s core values w/Speaker Notes

Include at least three credible, peer-reviewed references.

Format the citations in your presentation consistent with APA guidelines

Respond to at least two colleagues by explaining how they could use strategies to advocate for a client with a somatic symptom disorder given the reasons for advocacy they described.

 Colleague 1: Brooke

Somatic symptom disorders are mental disorders that manifest with physical symptoms that are not always clear to explain with medical diagnosis (APA, 2013).  One specific example of such a disorder is the Illness Anxiety Disorder (F45.21). This disorder is diagnosed when there is a pervasive and impacting preoccupation with having a serious medical condition in circumstances when no predisposition or existing symptomatology indicate there should be medical concern (APA, 2013).  The diagnosed individual will exhibit heightened anxiety regarding their perceived condition.  Furthermore, the diagnosis is classified as either “care-seeking type,” whereby the individual frequently seeks out medical guidance from professionals or “care-avoidant type: whereby the individual avoids medical care despite their ongoing concerns (APA, 2013).  

 This can present a unique challenge for guiding professionals, as the client is potentially in need of both medical and mental health care.  Therefore, a biopsychosocial assessment is recommended to gain the most thorough, comprehensive picture of the client and their current set of circumstances.  This multi aspect evaluation serves to understand the biological, or physical, contributors to the individual’s somatic diagnosis, while also delving into their perceptions and beliefs (psychological) and their social environment and experiences. When this information is gathered from these varied perspectives, intervention can be designed to target specific areas of need, with the understanding that medical care may be required, concurrently, with mental health support (Dimsdale, Patel, Xin and Kleinman, 2007).

 Because of the complexity of such diagnoses, a multidisciplinary approach is deemed most effective when working with such clients.  Because of the psychological involvement in this disorder, psychotherapy aimed at modifying existing thought patterns would be considered sound practice (Kirmayer and Sartorius, 2007).  To expand, cognitive behavioral therapy (CBT) can be applied, increasing the client’s awareness of their current thought patterns, possible triggers and strategies to combat negative thinking.  Additionally, the prescription of medication to address the co-occurring anxiety or other resulting physical symptoms would be provided by a medical professional, such as a psychiatrist. This approach, widely accepted, allows for the client’s case to be viewed through different lenses.  

 While there is certainly significant validity in approaching such cases through a multidisciplinary team, the professionals required to ensure this effective intervention all have to be “on board.”  This may require advocacy on the part of a social worker to convey the importance of employing this approach.  It can be assumed that while medical doctors may certainly understand the benefit of treating medically based symptoms, they may choose to end their involvement at this point.  A social worker is in a unique position to share the benefits of combining perspectives for the benefit of the client.  Additionally, a social worker can advocate for their client by explaining these benefits and helping the client to explore available treatment modalities.  As with any client, working with those diagnosed with somatic disorders, a social worker can employ advocacy skills on an ongoing basis, in an effort to achieve the most positive outcomes.  


American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders

(5th ed.). Arlington, VA: American Psychiatric Publishing.

Dimsdale, J. E., Patel, V., Xin, Y., & Kleinman, A. (2007). Somatic presentations—A challenge for 

DSM-V. Psychosomatic Medicine, 69, 829.

Kirmayer, L. J., & Sartorius, N. (2007). Cultural models and somatic syndromes. Psychosomatic 

Medicine, 69, 832–840.

Colleague 2: Pascha 

   Research indicates that somatic presentations are arguably present in virtually every psychiatric diagnosis (Dimsdale, Patel, Xin & Kleinman, 2007). Somatic symptoms are usually geared towards symptoms that include pain, discomfort and physical complaints. With illnesses that fall in this category, they typically occur before the age of 30 and the typical symptoms include headaches, dizziness, chest pain, abdominal and limb pain (Kirmayer & Sartorious, 2007). These disorders can often be difficult to differentiate from related disorders just like those of medical disorders.

                      The Somatic Symptom Disorder (F45.1) is noted in the DSM as: one or more somatic symptoms that are distressing or result in significant disruption of daily life, excessive thoughts or feelings relating to health concerns being manifested, persistent thoughts about the seriousness of one’s symptoms, high level of anxiety about health, excessive time and energy devoted to these symptoms or health concerns and lasting typically more than six months (APA, 20123). Social works should take a biopsychosocial approach when working with clients who have this somatic disorder because this perspective explains how some people are seemingly “healthy” can get mental illnesses and why some are more prone to mental illness than others. Using treatment plans and interventions for somatic disorders provides evidence that although someone can be mentally healthy at some point in their life, they can still experience mental illness is their biopsychosocial balance is disturbed (Dimsdale, Patel, Xin & Kleinman, 2007).

                        A multidisciplinary approach that is necessary when working with clients who have this disorder would consist of psychiatry, social work, medical, neurology, physical therapy, occupational therapy and speech and language pathology. Each of these team members would bring resources that would specialize in the various areas of somatic symptoms. The specialty that each team member could bring to the treatment plan includes practicing stress management, getting physically active, relaxation and de-stressing activities that include skills such as yoga and stretching. Teamwork and team effectiveness are higher in teams working with the interdisciplinary team approach. Therefore, the interdisciplinary approach can be recommended, particularly for clinics in the somatic indication field. Team development can help to move from the multidisciplinary to the interdisciplinary approach (Kirmayer & Sartorious, 2007).

                         Advocating for clients who suffer from somatic disorders would be important because of the stigma this disorder carries. These somatic disorders can be present when a client has experienced trauma, abuse or devastation (such as a natural disaster) and may not even know how to safely express the feelings they have inside. It is already far too easy and common for doctors to dismiss their client’s concerns about their physical symptoms with a spoken or unspoken, “it’s all in your head”. This is insulting, stigmatizing and risks missing specific medical and psychiatric conditions that need treatment. The importance of advocating for clients with this disorder is because the controversy continues between legitimate physical conditions (such as fibromyalgia) and that of mental somatic disorders. Many social workers have found that women and minorities are more likely to be diagnosed with somatic disorders because their health problems are not taken as seriously (Lee, Creed, Ma & McLeung, 2015). Many of the somatic disorders have symptoms that were previously associated with hysteria, a diagnosis primarily given to women. In this era of concern about our client’s health and mental health, it is clear that social workers who have been trained to make biopsychological assessments can play a prominent role (Barsky, Ettner, Horsky & Bates, 2001). The interaction of psyche (mind) and soma (body) is strong and the distress in one area affects the other. This is a prime example of the need for advocacy for interdisciplinary teams when working with somatic disorders.


American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American

                      Psychiatric Publishing.

Barsky, A. J., Ettner, S. L., Horsky, J., & Bates, D. W. (2001). Resource utilization of Patients with hypochondriacal health anxiety and

                     somatization. Medical Care, 39(7), 705-715.

Dimsdale, J.E., Patel, V., Xin, Y. & Kleinman, A. (2007). Somatic presentations – A challenge for DSM-V. Psychosomatic Medicine, 69,


Kirmayer, L.J. & Sartorious, N. (2007). Cultural models and somatic syndromes. Psychosomatic Medicine, 69, 832-840.

Lee, S., Creed, F.H., Ma, Y., & McLeung, C. (2015). Somatic symptom burden and Health anxiety in the population and their correlates.

                      Journal of Psychosomatic Research, 78, 71-76.

Respond to a colleague who identified and selected a power resource different from the one you selected. Offer a supportive perspective to his or her choice. Include in your perspective some thoughts on how a social worker can manage the use of his or her power resource. 

Colleague 1: Katie

Being that I have always been a people person, the power resource that I most often and effectively utilize is person-to-person power.  According to Jansson (2018) person-to-person power refers to exerting power in personal discussion with others (p. 337).  Jansson (2018) describes nine kinds of power resources, expert power, coercive power, reward power, referent power, charismatic power, power of authority, power of position, information power, connections power, and value-based power (pp. 337-339).  While I do not claim that I am an expert, I have conducted a lot of research into the geriatric population, and I utilized that expertise to talk with the CEO of our company in regards to developing a specialized assessment for our geriatric clientele.  I’ve also utilized value-based power, appealing to others based on similar ethical commitments (Jansson, 2018, p. 339), when working with agencies in my community to help vulnerable populations acquire needed resources to thrive within the community. 

While utilizing person-to-person power can be done tastefully and ethically, there are instances where ethical issues or concerns arise.  Take for example the use of coercive power and reward power.  Coercive power refers to those who threaten penalties such a loss of job, promotion, desirable position, if there is not support for a policy, defiantly unethical (Jansson, 2018, p. 337).  Reward power, also can be very unethical, since it refers to offering inducements such as, pay, support and bribes in assurance for policy support (Jansson, 2018, p. 338). 

I think that personal communication is crucial to policy advocacy, but I understand that there are ethical ways to use this power resource.  According to Jansson (2018) the most effective way to use person-to-person power is to choose one that the receiver is likely to honor (p. 339).


Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.

****RESPONSES NEED TO BE ½ page in length****