STATEMENT OF LEADERSHIP (EXAMPLE)

When considering what leadership means to me, I would define it as one who creates conditions that help a group or organization effectively accomplish a specific set of goals and/or objectives. Ensuring adequate leadership is important because it can propel and advance most areas within our current social and economic structure. In order to be an effective leader, I also believe that some of the most important elements are as follows:

·         High level of organizational skills and an eye for detail

·         Be able to provide goals that are clear and attainable for the group

·         Involves all people within the group and offers continuous praise for good effort

·         Be willing to take on the tasks that are required from the group to lead by example

·         Always be respectful, ethical, enthusiastic, and encouraging to everyone in the group

After considering these major elements, I also believe that they have become a part of who I am due to certain leaders who have inspired me in my personal and professional life. This initially began from the daily guidance, support, encouragement, and leadership style that was continuously offered by my own parents. My father was a sergeant major in the United States Army and my mom worked for AAFES which is also known as the PX. They taught me and my siblings, that people must always strive to be the best they can be and to always try and help others achieve this goal whenever possible. One example of this is when I decided to become an artist during childhood, and my mother supported every aspect of that personal goal to help build my overall level of artistic skill. This ultimately led to my current artistic hobby, which is designing Sharpie Marker books that are intended to reach children & adolescents who are experiencing thoughts & issues that make them feel alone or completely lost in the world. I'm hoping that the words and pictures will help them understand that most of what they feel and think is completely normal & we all have the same exact mental struggles. They just need to be strong & we'll all get through it together. Spreading this message to that age group is also more important to me than all the money in the world, so I have never charged a penny for any of the work. Prior to beginning the 1^st book, my mother also passed away from an unexpected heart attack, so one other goal is to keep her memory and 35 years of support, encouragement, and leadership skill alive by continuing on with this work.

Furthermore, I also believe that the people in my professional life who inspired me the most to want to become a leader, are previous teachers. This inspiration began when I was in my senior year of high school, with an English teacher who taught me that I had a special skill for writing. She then continuously worked to foster and increase this level of ability with constant praise and positive feedback. After graduating, I got my first job at a daycare center because I wanted to give back to other students like she had done with me. This assistant daycare provider position then led to becoming a substitute teacher at the same high school were I had initially experienced this outstanding leadership skill from a caring and compassionate English teacher. Since then, I have worked with countless children in the local area because it’s my goal to offer them a more positive and fulfilling quality of life. Working in this field, has also become one of my main interests because there are so many children who are hurting and they just need someone to reach out and offer help. Therefore, one of my future goals as a leader is to create and implement programs that cater to the individual needs of children, adolescents and young adults.

COGNITIVE ASPECTS OF CELL PHONE USE & CONVERSATIONS WHILE DRIVING

Over the last several years, there are many people who have started using cell phones as their main form of telephone communication with others. Unfortunately, this has also caused an increase in people who choose to use these devices while driving and/or operating a vehicle. Since, this rise in mobile use has occurred there has also been an increase in traffic fatalities, property damage, and injuries due to this new growing distraction.

With this new growing trend, researchers have decided to study or identify how lack of proper cognitive ability may cause safety issues when trying to simultaneously perform both driving tasks and talking on the phone. The results of some studies do indicate that cognitive ability is negatively affected in several ways and this is why so many people may be experiencing traffic accidents while performing these tasks at the same time. This is because when an individual is driving, they may not be able to mentally carry out multiple tasks that involve talking or texting on a phone at the same time. This is due to a divide in attention which can then cause a delayed reaction when attempting to complete certain driving tasks. One other issue that may affect cognitive ability or focus while driving is when talking to a person that is riding in the car. This is because there may be a certain level of distraction involved during the overall conversation. Since, these issues and/or concerns may exist within our present society this paper will further address how divided attention may affect cognitive ability while driving, possible differences in cognitive ability when using a hand held or hands free device, any possible differences in talking on a phone and talking to a passenger while driving, along with, what cognitive demands are also required when text-messaging while driving.

How does divided attention affect cognitive ability while driving?

According to (Anderson. 2010), a study by the Harvard Center for Risk Analysis estimates that cell phone distraction results in 2,600 deaths, 330,000 injuries, and 1.5 million instances of property damage in the United States each year” (p.85). This is because individuals may experience divided attention in cognitive ability reaction time, when attempting to process and carry out multiple tasks while driving. The reason that this lack in cognitive ability occurs is due to a cognitive filtering process known as serial bottlenecks. This is the point when all incoming information may no longer be processed at the same time because it interferes with the procession of an individual stimuli and/or message. Therefore, when driving a person may need to carry out various tasks but will only be able to focus or filter attention on one particular task and/or stimuli at a time. This would also support Treisman’s Attenuation Theory which believes that individuals process multiple stimuli or messages while being filtered through the unattended channel based on word importance of the stimuli. This process is also known as the threshold effect. Stimuli with a low threshold are more likely to be filtered into one’s conscious awareness, while stimuli with a high threshold are more likely to get filtered out by one’s conscious awareness. Since, this is the case there may also be a decrease of focused attention on important stimuli and an increase in focused attention on stimuli that is more familiar or pleasant to the individual. Therefore, when this occurs, the individual may be more likely to miss or (filter out) certain environmental stimuli like traffic lights that have turned red or exits that are supposed to be taken. Since, this is the case, many accidents can occur simply because certain environmental stimuli has been filtered out versus being filtered in the way it should to accomplish safe driving. 

Are there differences in cognitive ability when using a hand held or hands free device?

Although, research has confirmed that serial bottlenecks affect one’s ability to successfully carry out the tasks of talking on a phone and driving, some people question if using a hands free phone device may be safer. This is because many assume that an individual may be able to focus better attention on all of the environmental stimuli that is required to drive safely, while talking to a hands free phone device that doesn’t require physical contact. Although, many believe this to be true, research has shown that there is no difference in the level of divided attention that occurs during this process. One particular study was conducted by the University of Utah which included an analysis of cell phone records that were acquired from 699 drivers who had been in car accidents. According to (Marinova. 2001), the results indicated that the risk of getting in to an accident when talking on a cell phone had increased by four times and that “a hands free cell phone did not seem to reduce the risk of an accident, compared to a hand held phone” (p.7). This is because the drivers where distracted due to certain stimuli and had filtered out the type that could have prevented an accident from occurring. Since, this is the case, many researchers believe that when talking on a hand held phone or a hand’s free phone, there will still be serial bottlenecks that occur and therefore, cognitive ability to complete these mental processes simultaneously have a greater chance of  being unsuccessfully completed.  

Is there a difference between talking on a phone and talking to a passenger while driving?

Although, there is a significant lack in cognitive ability when trying to focus attention on driving and talking on a cell phone, some may wonder if this improves when only talking to a passenger that is riding in the car. This is because many may believe that simply having a conversation with someone in the car is safer and less distracting then talking on a hand held or hands free phone device. However, research has indicated that there may be no difference when trying to accomplish this type of cognitive multi-tasking when driving. According to (Horrey & Wickens. 2004), a meta-analytical study was conducted to determine if lack of focus and performance may be different among hands on and hands free cell phone use and conversations that take place with a passenger in the car. This included sixteen studies and results were acquired after closer analysis of 37 total entries. These results indicated that overall “driving performance were roughly equivalent whether the conversation was with a passenger or whether over a cell phone” (p.1). This is because certain distractions were present in all of these situations. Therefore, the conclusion is that a lack of cognitive attention and focus can be affected no matter which of these tasks are being performed while driving.  

What additional task demands are required when text-messaging while driving?

After learning that communication via a hand held phone, hands free phone, and with passengers can cause issues with focused attention, one other aspect that must be considered is how texting may affect cognitive ability while driving. This is because performing the action of texting may also require other aspects of one’s focused attention or cognitive ability. One major thing that must be done is that the driver will need to physically type when carrying on a conversation with others. When the person chooses to complete this physical action, most of the time, he or she will need to look at the phone screen in order to properly type a message. While, a second major issue is that the driver will need to look at the phone screen to read any incoming messages in order to reply. Since, this is the case, the individuals attention will most likely be directed toward typing or reading versus environmental stimuli that is occurring outside of that action. This can also cause several accidents because important stimuli may be focused out during the minutes or seconds that it takes to focus on stimuli associated with texting or reading. Since this is the case, completing these additional demands in attention has quickly become another major cause of accidents and fatalities among drivers.

Summary

Over the last few years, a dramatic increase in cell phone use has occurred within our society. Unfortunately, this has also caused an increase in people who regularly use this device while driving. Since this is occurring, there has also been a dramatic increase in traffic fatalities and other injuries which are directly related to performing this action. In order to address this growing need, researchers have also been studying how lack of proper cognitive ability may cause safety issues when trying to simultaneously perform both driving tasks and talking on the phone. The results of these studies indicate that cognitive ability is negatively affected because when an individual is driving, they may experience delayed reaction time due to a divide in attention and/or focus on more crucial stimuli. This is also true when an individual chooses to use a hand held phone versus that of a hands free device, when talking to a person that is riding in the car, and when texting on a mobile device. Since, these issues are a growing concern within our society, I also chose to further address how divided attention can specifically affect cognitive ability and/or focus when; using a hand held device, hands free device, talking to a passenger, and text-messaging while driving. This issue is also extremely important because if more people learn that a lack of proper attention and focus affect driving, then less may be killed or injured. 

References:

Horrey, J. W. Wickens, D. C. (2044). The impact of cell phone conversations on driving: A Meta-Analytic Approach. Retrieved on October 7 2012 via the World Wide Web at http://www.humanfactors.illinois.edu/Reports&PapersPDFs/TechReport/04-02.pdf

Anderson, R. J. (2010). Cognitive psychology and its implications (7th Edition). Worth Publishers. New York, NY.

Marinova, M. (2001). Testing driver cognitive distraction caused by cell phone use. Retrieved on October 6 2012 via the World Wide Web at http://web.mit.edu/16.62X/www/Marinova_Margarita_621.pdf

DOES A MIDLIFE CRISIS REALLY OCCUR DURING MIDLIFE & WHAT ARE SOME CAUSES?

Within our society, many believe that experiencing a midlife crisis is normal, while others believe that this psychological phenomenon is not a common occurrence during middle age. According to (Lachman. 2004. p. 312), “if you ask people of all ages to free-associate to the word “midlife,” usually a large percentage will quickly offer the word “crisis.” This likely reflects a widespread, cultural stereotype about this period, but not an accurate portrayal, as only a small percentage seem to experience a midlife crisis.” This author also believes that if a midlife crisis does occur during this particular age span, it is likely due to challenging life events or other reasons versus a chronological timeline. Furthermore, many of these events and/or reasons can cause a psychological state of crisis during any age throughout one’s lifespan. Some of these can also include the following:

Cognitive Functioning - The level of cognitive functioning can vary among all middle-aged individuals. In some, there may be an increase in intelligence, while in others there is a decline in this ability. When this decline occurs, it may leave the individual feeling frustrated and overall incompetent.

Personality and the Self - Individual personality and/or self-identity can play a key role in determining which individuals may experience a crisis during certain transition points throughout the lifespan. One example is if an individual is neurotic with no sense of control. He or she may be more likely to experience a midlife crisis, over someone who handles things using rational and calm thinking.

Emotional Development - There are several things that can occur which affect the emotional development of middle-aged individuals. Some of these may include the aging or death of parents, growing children or children moving out (empty nest syndrome), being married or going through a divorce, having a good education versus no education, and experiencing anxiety and/or depression due to responsibility overload with multiple roles, or as a result of risky behavior.  

Social Relationships - It is important during this stage to have positive relationships with friends, coworkers and fellow family members. Some things can hinder this positive development which may cause added feelings of stress. One specific issue is when people are caring for elderly parents and growing children at the same, which is identified as the sandwich generation. A second issue that can affect a healthy social development is when a person quits a job to care for elderly parents. This is because it can eventually leave them with severe feelings of isolation and loneliness.

Work - During midlife, people may question their overall performance and/or abilities associated with work related duties. This cognitive thinking may also help individuals establish their overall identity. Therefore, when these thoughts are negative, it may leave the individual feeling inadequate or useless. One other work related aspect that can cause a psychological state of crises, is added financial obligations. One example of this is if a parent works full time but still can’t afford college tuition charges for his or her child.

Health and Physical Changes - There are many middle-aged individuals who may experience negative health and physical changes which cause a crises situation. Some of these factors include chronic illnesses, disease, or some other health problem that causes limited mobility. Many of these issues can also be a direct result of unhealthy lifestyle choices during earlier years of life. One example of this can be the onset of diabetes, due to years of poor food choices.

After reviewing the authors reasons concerning why a midlife crisis may occur, I agree that it can happen at any stage of life and is not some psychological phenomenon associated with a particular age group. This is because factors like cognitive functioning, personality, self-identity, emotional development, social relationships, work related concerns and physical differences constantly change throughout the course of one’s life. Some of these things can also cause an individual to experience a state of psychological crisis because the burden is just too great to handle in a logical and rational manner. 

One example of this is when I personally experienced the death of my mother. She suffered from 3 sudden heart attacks in one weekend and was left on life support. Myself and immediate family members were forced to make the decision to turn off the support or let her live like that indefinitely. In the end we chose to let her go because she lived her life trying to never be a burden on anyone and we knew it’s what she would have wanted. After experiencing that emotional trauma, I mentally and physically shut down from those around me for several months. However, for several years after that initial day, I also questioned and feared the mortality of myself, children, and other family members, while life kept slowly slipping by. 

After approximately two years, I was able to accept and overcome this state of emotional turmoil, by acquiring the realization that I can live on or continue to mentally die and therefore sacrifice the one life that I’ll have in this world. With this said, I’m also confident that all people can experience a psychological state of crisis during any stage of their overall lives, and not just between the approximate ages of 40 and 65. Whether they get through this experience will also be determined based on the level of psychological strength they can find within themselves and from those around them.   

Although, there are several issues that can cause what is identified as midlife crises, I chose “Emotional Development” for further discussion. The main reason that I chose this issue is because symptoms associated with anxiety and depression are affecting several people between 10 and 65 years of age within my own life.

Scenario

Name: Jane Doe

Age: 41

Gender: Female

Statement of main issue according to the client: A mother of 2 is experiencing symptoms of severe anxiety after surviving a recent physical attack at a local club. She stated that this attack occurred due to her previous boyfriend starting a verbal altercation with 2 men and 3 women at the club. According to Jane, she and her boyfriend were then physically attacked by all five of these individuals after entering the clubs parking lot. Two of the women were killed by multiple stab wounds during the attack, while she and 2 others were hospitalized on a long-term basis due to other severe injuries. She also recently identified the man who stabbed the individuals that died and he received a life sentence in a prison just 1 mile from her home. 

Since, this whole thing took place, Jane has become so anxious that she stopped interacting with her grown daughters on a regular basis, attending social events, and is considering quitting her job as a kindergarten teacher due to random panic attacks and a growing fear of the outside world. She is also having nightmares about the man in prison and doesn’t feel safe no matter where she is. Other than work, she has also become so isolated that she spends most of her free time locked in her bedroom, with 2 pet birds that she has identified as her only safe friends. Her major concern at this point is that she will never get rid of the anxiety and get to be the independent, confident, trusting, loving woman that she was prior to this incident. She has also stated that fearing her own fear is what has given her the strength needed to come in and see me.

Possible affects: If Jane’s issue is not properly addressed, it may eventually leave her completely unable to psychological and physically meet the daily demands of her life in a normal middle aged manner. This is because her trauma induced anxiety has already hindered several factors associated with healthy developmental growth. One major factor is the dramatic decrease in her prior level of emotional well-being. Without proper therapy and possible medications, I’m confident that she may also experience further emotional distress, along with possible decline in cognitive functioning, individual personality, self-identity, social relationships, work opportunities, and physical health. Therefore, I feel that this is a crises situation which needs an immediate treatment plan and would also like to request assistance from fellow colleagues to ensure the best possible resolution.

Reference:

Lachman, M.E. (2004). Development in midlife. Annual Review of Psychology. Retrieved on June 5 2012 via the Kaplan Library.

COMPLETING AN ASSESSMENT VIA THE WECHSLER ADULT INTELLIGENCE SCALE IV

Referral Question: “Please assess this individual in terms of her ability to qualify for enrollment in a university for gifted adults.”

Client Demographics: 19-year-old single female named Paige, no children, lives alone, graduated high school with 4.0 GPA. Works as a laboratory assistant at local hospital. Both parents are alive and live nearby. Mom is a brain surgeon and father is a bio nuclear engineer. Has 1 brother who is 15 years of age and in top 2 percent of class. Also, has 1 sister 22 years of age who was previously assessed as highly advanced.

Assessment Instrument: When conducting an assessment to determine if Paige will make a good candidate for enrollment at a university for gifted students, I will use the Wechsler Adult Intelligence Scale IV, to measure her current degree of intelligence. When using this assessment instrument, I will acquire measurements via four index scores that represent what are considered major components, and then two broad scores which are:

1. Full Scale IQ (FSIQ) - this is the score that identifies the total performance of VCI, PRI, WMI, and PSI.
2. General Ability Index (GAI) - this is the score of all six subtests which are included in the VCI and PRI.

There are also 10 subtests within each of the four major components and “five supplemental subtests” that can be measured, if needed. (Cohen, Swerdlik. 2010) A complete WAIS-IV, what each score is suppose too measure, and how these scores will contribute to the referral question, has also been provided below:

1. Verbal Comprehension Index (VCI)

• Similarities (subtest) - abstract verbal reasoning 
• Vocabulary (subtest) - learned, comprehension and verbal expression 
• Information (subtest) - general information that is acquired from culture
• Comprehension (supplemental) - abstract social conventions, rules and expressions

These scores will contribute to the referral question by identifying the overall cognitive degree of verbal comprehension that Paige has developed. Although, the first 3 scores are initially measured to identify the FSIQ and GAI, the supplemental score can also be used when needed. One example of when this can be used is if there was an error when acquiring any of the initial subtest scores.

2. Perceptual Reasoning Index (PRI)

• Block Design (subtest) - spatial perception, problem solving, and visual abstract processing
• Matrix Reasoning (subtest) - spatial inductive reasoning, nonverbal abstract problem solving
• Visual Puzzles (subtest) - spatial reasoning only
• Picture Completion (supplemental) - how quickly one perceives visual details
• Figure Weights (supplemental) - analogical/quantitative reasoning 

These scores will contribute to the referral question by identifying the overall cognitive degree of perceptual reasoning that Paige has developed. Although, the first 3 scores are initially measured to identify the FSIQ and GAI, but the two supplemental scores can also be used when needed. One example of when these can be used is if there was an error when acquiring any of the initial subtest scores.

3. Working Memory Index (WMI)

• Digit Span (subtest) - mental control, concentration and attention
• Arithmetic (subtest) - concentration when manipulating mathematical problems
• Letter-Number Sequencing (supplemental) - attention, mental control and concentration

These scores will contribute to the referral question by identifying the overall cognitive degree of working memory that Paige has developed. Although, the first 2 scores are initially measured to identify the FSIQ, the supplemental score can also be used when needed. One example of when this can be used is if there was an error when acquiring any of the initial subtest scores.

4. Processing Speed Index (PSI)

• Symbol Search (subtest) - visual perception, visual analysis and scanning speed
• Coding (subtest) - visual/motor coordination, motor/mental speed and visual working memory
• Cancellation (supplemental) - visual and perceptual speed

These scores will contribute to the referral question by identifying the overall cognitive degree of processing speed that Paige has developed. Although, the first 2 scores are initially measured to identify the FSIQ, the supplemental score can also be used when needed. One example of when this can be used is if there was an error when acquiring any of the initial subtest scores.

Reference:Cohen, R. J., & Swerdlik, M. E. (2010). Psychological testing and assessment: An introduction to tests and measurement. Boston, MA: McGraw-Hill Higher Education.

INDUSTRY VS INFERIORITY - HOW TO HELP AN INFERIOR CHILD GAIN MORE CONFIDENCE & SELF ESTEEM

INDUSTRY VERSUS INFERIORITY

According to the Erikson’s psychosocial theory, “the combination of adult expectations and children’s drive toward mastery sets the stage for the psychological conflict of middle childhood, industry versus inferiority, which is resolved positively when children develop a sense of competence at useful skills and tasks” (Berk, 2009. p. 330). This means that a child’s overall sense of self will develop in a positive manner, each time he or she successfully completes a useful skill and/or task. However, a child can also develop feelings of inferiority each time he or she is unsuccessful at completing a useful skill or task, which then leads to a lack of confidence and/or low self esteem. 

During this stage of development, peer and adult social interactions greatly determine whether the child’s sense of self will develop in an industry or inferiority direction. According to Erikson’s theory, this is because a child’s overall sense of self is based on whether peer and adult social interactions positively or negatively affect specific aspects of individual development. These specific aspects are also as follows:

Self-Concept - Children develop this mental impression of self, which is based on social comparisons that can include appearance, abilities, and behaviors that others exhibit toward them. A positive example of this is when a young boy performs with peers in a concert and realizes that he is member of a talented group of people (industry). One negative example of this is when he performs with peers in a concert and doesn’t play correctly. Fellow peers in the group than give him looks of disgust that make him question is own self worth (inferiority).

Pride In Accomplishment - This is when a child will gain a sense of inner pride because he or she successfully completed a task and/or possesses a certain skill. However, this sense of pride may be undeveloped or never gained, if the child can’t successfully complete a certain task or does not possess a specific skill. One positive example is if a young girl plays the piano and receives praise by a fellow classmate or teacher which increases her overall level of pride (industry). One negative example is when a young girl plays the piano and is told she’s the worst player in the world by a classmate or teacher. Her overall level and/or sense of pride is reduced because she realizes that she is unable to accomplish a task that others can (inferiority).

Moral Responsibility - This is determined by how a child is able to develop and choose to practice the difference between right and wrong. One example of this is when a young boy lies for a peer because the outcome will be considered more beneficial for both parties. In this example, each child may also develop an increased but skewed sense of industry, versus inferiority.

Cooperative Participation - This sense of accomplishment occurs when a child feels good about being involved and offers individual contributions in a social situation. One example of this is when a child helps the teacher grade papers (industry). One example of how this may not occur is when a child won’t or cannot participate in a class treasure hunt. This child may then be left with feelings of inferiority because he or she questions the unwilling/selfish behavior, due to possibly "missing out" on something great.

Things That Can Be Done To Help An Inferior Child Gain Confidence & Self Esteem

There are several things that can be done to help children reduce their feelings of inferiority and develop an increased sense of industry. Three of these are as follows:

1. When a child attempts to complete a new task or skill with peers, always use encouragement and praise versus demeaning and/or hurtful words. Even if a child is unable to successfully complete the task or develop a new skill like fellow peers, it is still important to praise his or her individual effort.

2. Try to select activities that are age appropriate and meaningful to the child. This can ensure that the child will be developmental able to complete the activity, and enjoy doing it as well.

3. Teachers can also encourage team studies or work times so it gives the child a chance to work together in an effort to meet a common goal with fellow peers. This may also give the child an opportunity to help peers who can’t comprehend aspects of the assigned task.

Reference:

L.E. Berk. (2009). Development through the lifespan. Boston, Massachusetts. Allyn & Bacon.

THE LANCASTER LOOKING UP LADDER

After considering several different constructs within the area of well-being, I have decided to design a new basic way to measure varying levels of individual happiness. The reason for this choice is based on a personal belief that some people seem to be so happy that they could emotionally combust while others, are so unhappy that they wish they had never been born at all.

In order to acquire research data, I have also designed an instrument called the Lancaster Looking Up Ladder. This is a written questionnaire that rates individual levels of happiness, which are based on the following 1 through 6 rating scale:

1 = slightly agree
2 = moderately agree 
3 = strongly agree
4 = slightly disagree
5 = moderately disagree
6 = strongly disagree

There are also 10 basic questions that will be used to acquire individual rating scores. These are as follows:

1. I’m not impressed with the person that I am.

2. I am way more interested in other people than in myself.

3. I feel like my life is extremely rewarding.

4. I feel a strong sense of warmth toward all fellow human beings.

5. There are few mornings when I wake up feeling refreshed and excited about the day.

6. I find humor in things even when others may not and also laugh at least once a day.

7. Past events are affecting my ability to live in the present, and look forward to the future.  

8. I have no control over my own life, because I normally let the opinions of others take the wheel.

9. I spend more time feeling like I don’t belong versus understanding my true place in this world.

10. Life is BEAUTIFUL and so am I!

Currently, I am still considering the best technique to calculate individual scores, and would appreciate any ideas or feedback in this area. 

HOW TO CREATE A MULTIPLE REGRESSION EQUATION

According to (Aron., Aron., Coups. 2009. p. 506), multiple regression is a procedure that is used “for predicting scores on a criterion variable from scores on two or more predictor variables.” The criterion variable is what is being predicted and usually represents (Y) while, the predictor variable is what we will predict from, and normally represents (X). With this is mind, I chose to develop a hypothetical multiple regression equation that will predict “success in course MM570-01: Applied Statistics for Psychology” as a criterion variable and/or (Y). There are also three predictor variables that will represent (X) in this equation. These are as follows:

(1) current level of interest in course – I chose this variable because an individual’s interest in a course and/or subject matter could affect his or her overall level of success.  

(2) current level of knowledge in course - I chose this variable because comprehension of material and/or subject matter could measure varying levels that may affect overall success.

(3) current level of motivation to succeed - I chose this variable because altering levels of individual motivation can be measured and might definitely affect overall success in the course.  

My expected results are that the three predictor variables above will predict a particular value for my chosen criterion variable. This is mainly because these three variables can be valuable factors to determine an individual’s overall success in a course. I also believe that the two strongest predictor variables would be one’s current level of interest in the course and level of motivation to succeed. This is because if a person is interested in a course, then it may peak a desire to learn. The individual will then choose what motivational level he or she will use to carry out the overall learning process. Since this is true, I think that variable 3 would also be the most important of all three variables. This is because if an individual is motivated enough to learn, then he or she can develop the interest and knowledge that is needed to become a success.

In order to develop a multiple regression equation that represents my criterion variable and/or an initial hypothesis, I will first need to determine what all of the values will be. I will acquire the predictor variable values (X) by using a 1-10 rating system with all current students who are in the course. 10 will represent the highest predictive value while 1 will represent the lowest. An (a) will equal the value that represents the regression constant, (b1) (b2) and (b3) will represent regression coefficients for the three predictor variables and (X1) (X2) and (X3) will represent a student’s scores on the three predicted variables.

According to (Aron., Aron., Coups. 2009. p. 506), (Y) or the criterion variable “is the regression constant, plus the regression coefficient for the first predictor variable multiplied by the person’s score on the first predictor variable, plus the regression coefficient for the second predictor variable multiplied by the person’s score on the second predictor variable, plus the regression coefficient for the third predictor variable multiplied by the person’s score on the third predictor variable.” Once, all of this data is provided, the completed equation will then look like this:

“Y or predictive success = a + (b1)(X1) + (b2)(X2) + (b3)(X3).”

After reviewing the above equation with all pertinent data applied, a predicted value for the criterion variable can then be determined.

Reference:

Aron, Aron, & Coups (2009). Statistics for Psychology. Pearson/Prentice-Hall.

IMPORTANCE OF HEALTH & WELLNESS

I - Introduction:

Why is it important for health and wellness professionals to develop psychologically, spiritually and physically? What areas do you need to develop to achieve the goals you have for yourself?

 It is crucial for professionals in the health and wellness field to incorporate integral health practices into their own lives before offering treatment to others. The reason for this is because it will help these professionals offer more expansive health care to each and every patient.

According to (Elliot S. Dacher, 2006. p.167), when professionals implement integral health in to their own lives, they “will come to know that the alleviation of suffering and the ascent to human flourishing are more than ideas.” These professionals will than want to end needless suffering to the best of their ability and therefore, “the soul of medicine returns.”  
  

Two areas that I need to develop in order to achieve optimal psychological, spiritual and physical wellness are the implementation of regular meditation and daily exercise. I’m confident that if I do develop these two strategies then my overall psychological, spiritual and physical health will improve drastically because these three factors will become more balanced as one.

    
II - Assessment:

How have you assessed your health in each domain? How do you score your wellness spiritually, physically, and psychologically?

There are several exercises and/or processes which will successfully assess an individual’s need for psychological, spiritual and physical improvement. According to (Elliot S. Dacher, 2006), a mini meditation exercise “can be quite powerful in expanding your mind and heart. It can serve as an antidote to anger and hatred. It can help to shift your focus from personal love to universal loving-kindness.” (p.93) According to (Elliot S. Dacher, 2006. p.115), an assessment process can also be completed by asking a series of questions. Five questions which may focus on healing and promoting integral development are:

1. “What aspect of my life-psychospiritual, biological, interpersonal, or worldly- is the source of difficulty and suffering?” (HEALING)

2. “What line of development is most essential for me at this time?” (HEALING)

3. “What is my current level of development and what can I aim for.” (HEALING)

4. “What area of my life is ready for growth and development?” (PROMOTING)

5. “What would the next level of development look like?” (PROMOTING)

Currently, my physical, spiritual and psychological wellbeing are scored as a 5 to 7. This is because I don’t get enough physical exercise, my spirituality is tested with negative drama and due to moments of anxiety and depression my psychological state is sometimes in turmoil.

III - Goal development:

List at least one goal you have for yourself in each area, Physical, Psychological (mental health) and Spiritual.

Three goals that could be set to improve these elements in my own life are to start jogging regularly (physical), believe in others and look for their positive qualities (spiritual), and learn to pick my battles by alleviating factors that cause undue stress (psychological).   

IV - Practices for personal health:

What strategies can you implement to foster growth in each of the following domains; Physical, Psychological, and Spiritual. Provide at least two examples of exercises or practices in each domain. Explain how you will implement each example.

I can implement positive psychological growth and development within my personal life. I currently feel that my personal life needs work because there are times when my psychological state is in complete turmoil due to moments of anxiety and depression. Two ways that I can foster my psychological health are by practicing mini meditations and yoga exercises.

For many years my spirituality has also been tested due to the negative actions of others. Two ways that I can foster my spirituality are by believing in others for their good qualities and in me for being a beautiful human being. I can also improve my physical wellness by developing strategies to decrease periodic fatigue. Two ways that I can accomplish this task is to implement regular daily exercise and eat healthy foods.

V - Commitment:

How will you assess your progress or lack of progress in the next six months? What strategies can you use to assist in maintaining your long-term practices for health and wellness?

In order to successfully achieve my goals to acquire optimal health and experience human flourishing, I will need to evaluate my progress on a regular basis. One strategy that I can use to accomplish this task is to keep a daily diary of progress levels. If certain levels appear to be lower than others, I can implement new processes which foster further growth in these areas. 

After a few months of monitoring these levels of progress, I’m confident that I will be able to experience a balance between my psychological, spiritual and physical health. Once this balance is obtained, I will then try to ensure that this evaluation process remains a regular part of my daily life.

Reference:

Elliot S. Dacher (2006). INTEGRAL HEALTH. The Path To Human Flourishing

THE PATH TO INTEGRAL HEALTH BEGINS BY RE-CHANNELING OUR ENERGY WITH FAITH

In today’s world, it is crucial for all professionals in the health and wellness field to incorporate integral health practices into their own lives before offering treatment to others. The reason for this is because it helps professionals offer a more expansive and beneficial health care plan to each individual patient. When professionals implement integral health in to their own lives, they will also "come to know that the alleviation of suffering and the ascent to human flourishing are more than ideas.” These individuals will than want to end needless suffering to the best of their ability and therefore, “the soul of medicine returns" (Dacher. 2006. p. 167).

When choosing to pursue the path to integral health, it must always "begin with specific preparations" (p. 49). The first and most crucial preparation is to use our inner faith to re-channel "energy from the exclusive pursuit of outer health and healing to a holistic and evolutionary integral approach" (p. 50). Once faith has been effectively implemented, further preparations that can be done to incorporate integral health in to our lives include:

Loving-Kindness - This is when an individual can willingly embrace others. It’s also considered to be the most powerful tool to avoid negative emotions like anger and jealousy, which prevent the mind from positive healthy development. This also relates to my own life because I have based some actions or decisions on negative emotions like anger, jealousy and/or biased thinking. These actions or decisions have then caused major negative turmoil in the relationships where I initially applied them. Therefore, I can implement the practice of loving-kindness by trying to embrace and meet the needs of others on a higher level. Completing this process may also ensure that I become a more loving kind human being and mentally develop in a positive healthy direction versus a negative unhealthy one. 

Skillfull Action - This is when an individual can learn how to replace unskillful behavior with skillful behavior. Behavior that may be classified as “unskillful” is that which prevents positive inner development of the mind due to creation of negative obstacles. This relates to my own life because from time to time I may possess or reveal factors which would be considered unskillful. This is because when I'm in uncompromising, unforgiving and/or dog-eat-dog situations, it can be difficult to reverse unskillful behavior to that of skillful in order to exhibit positive mental health. However, after learning more about the overall benefits of integral health, I am going to make a more conscious effort to develop a higher level of skillfill action.

Silence & Stillness - Three aspects of silence and stillness are the outer, the inner, and the innermost. This preparation will be successfully achieved when one can let go of unnecessary and/or trivial factors that may have a negative effect on positive mental development. For many, these negative factors can include everyday activities like watching television, playing in the cyber world, or listening to music. My personal health has also definitely been affected when taking part in these trivial and/or negative activities. This is because when these things occur, I don't always get more important things successfully accomplished. I have always known that daily factors like these may be considered to have little to no value in personal growth and they can distract me from more important things, but I sure do enjoy them very much. Therefore, acquiring a higher level of silence and stillness in my life may be a continuous struggle, but I will still try on a daily basis.

Unity Consciousness - [There is only one difference between this level of consciousness and primal consciousness, and it is a huge difference. This matured “innocence” - this very difficult and earned rebirth into a second oneness and simplicity-arrives with wisdom and consciousness. We now know our interconnectedness with all, and we can meaningfully use it to help others and, further, to assist in creating a better world] (Dacher. 2006. pgs. 61-62).

Reference:

Dacher, E. S. (2006). Integral Health. The Path To Human Flourishing

MEETING ASCIEPIUS

1. Completing the "Meeting Asciepius" exercise. Describe your meditative practice(s) for the week and discuss the experience. Explain how mindfulness or meditation has fostered an increase in your psychological or spiritual wellness. How can you continue to apply these practices in your life to foster greater health and wellness?

This week we completed the Meeting Asciepius exercise. This meditation session was based on learning how to quiet the mind by concentrating on one specific wise and guiding person in my life. Overall, my experience was very pleasant. I especially enjoyed the sound of gentle waves and soft music, along with relaxing vocals. After experiencing this exercise I believe that meditation has increased my psychological and spiritual wellness in the following way:

“I have been given a life changing tool that is needed to quiet my life-robbing noisy-mind so I can gradually improve the quality of life as I have known it. To ensure this continued mental improvement, I am going to implement these valuable meditation exercises as part of a regular daily routine. I’m confident that over time, this type of positive psychological training will enhance my psychological and spiritual wellness even further.  

2. Describe the saying: "One cannot lead another where one has not gone himself” How does this apply to the health and wellness professional? Do you have an obligation to your clients to be developing your health psychologically, physically, and spiritually? Why or why not? How can you implement psychological and spiritual growth in your personal life?

According to (Schlitz, Amorok, Micozzi, pg. 477), the quote “One cannot lead another where one has not gone himself” means that I can’t expect another to acquire psychological, physical and spiritual growth if I haven’t developed it within myself. According to (Elliot S. Dacher, 2006, p. 59), the four reasons that I should explore psychological and/or spiritual growth and development are because “it is the most undeveloped aspect of our life, it is a principal source of modern-day epidemics of mental suffering and premature disease, it is the one area of development that will most directly catalyze the full development of our life, and the development of our inner life is the most unique and precious opportunity given to us as humans.” This means that if I acquire psychological and spiritual wellness then my physical health may naturally improve.

I also believe that in order to be a true professional, I should only advise clients after fully treating my own psychological, physical, and spiritual growth and development via integral medicine. This is because the benefit of practicing integral medicine will allow me “the opportunity to end needless suffering and to gain health, happiness, and wholeness” (p.59) for both myself and the patient/client.

I can also implement positive psychological, physical, and spiritual growth and development within my personal life. I currently feel that my personal life needs work because there are times when my psychological state is in complete turmoil due to moments of anxiety and depression, my spirituality is constantly tested with useless drama, and I have periodic fatigue due to lack of physical exercise. One way that I could combat these negative factors while improving my personal health is to implement daily mental and physical exercises like meditation, yoga, Tia Chi and brisk walking.

References:

Schlitz, Amorok & Micozzi. (2005). Consciousness & Healing: Integral Approaches to Mind-Body Medicine.

Elliot S. Dacher (2006). INTEGRAL HEALTH. The Path To Human Flourishing.