Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
Stress and Wellness
Chapter 6 of the course textbook addresses the issues of adult personality development. For this journal, reflect on how stress impacts overall wellness, how stress can be managed, and how you have managed it in your own life.
In this journal entry, address the following:
- Comment on how this week’s learning and materials compliment, oppose, and/or affect change in your positions and attitudes on the relevant subject matter.
- Identify what you consider to be the most significant sources of stress in adult life and the most relevant and effective stress management tools and methods; include comments on factors such as nutrition, exercise, cognitive appraisal, heredity, work, family, etc.
- From this reflection, formulate and describe examples of stress management strategies you might share with an adult client to manage sources of stress and enhance wellness.
- Share one example of an area in which you would like to make a change to better manage your own stress and enhance your wellness.
Required Text
Constellation: Mossler, R. A., & Ziegler, M. (2016). Understanding Development: A Lifespan Perspective. San Diego, CA: Bridgepoint Education, Inc
Required References
American Psychological Association. (2011). Practice guidelines for LGB clients: Guidelines for psychological practice with lesbian, gay, and bisexual clients. Retrieved from http://www.apa.org/pi/lgbt/resources/guidelines.aspx (Links to an external site.) (Skim and familiarize yourself with the 21 Guidelines for LGBT Clients.)
Colorado Community Media. (2007). Bully prevention part of District 28 teachings. Retrieved from http://coloradocommunitymedia.com/stories/Bully-prevention-part-of-District-38-teachings,51506 (Links to an external site.)
Finkelstein, S. (2006). 20/20: Exploring sexual orientation: Gay or straight, Part 1 [Video file]. New York, NY: CBS Corporation. Retrieved from60 Minutes 8/27/06 – Gay or Straight – Part 1 of 3 (Links to an external site.)
Finkelstein, S. (2006). 20/20: Exploring sexual orientation: Gay or straight, Part 2 [Video file]. New York, NY: CBS Corporation. Retrieved from60 Minutes 8/27/06 – Gay or Straight – Part 2 of 3 (Links to an external site.)
National Geographic. (2011a, Apr 29). Inside the living body, video 1 of 9 [Video file]. Retrieved fromNational Geographic – Inside the Living Body 1 9 (Links to an external site.)
National Geographic. (2011b, Apr 29). Inside the living body, video 2 of 9 [Video file]. Retrieved fromNational Geographic – Inside the Living Body 2 9 (Links to an external site.)
National Geographic. (2011c, Apr 29). Inside the living body, video 3 of 9 [Video file]. Retrieved fromNational Geographic – Inside the Living Body 3 9 (Links to an external site.)
National Geographic. (2011d, Apr 29). Inside the living body, video 4 of 9 [Video file]. Retrieved fromNational Geographic – Inside the Living Body 4 9 (Links to an external site.)
National Geographic. (2011e, Apr 29). Inside the living body, video 5 of 9 [Video file]. Retrieved fromNational Geographic – Inside the Living Body 5 9 (Links to an external site.)
National Geographic. (2011f, Apr 29). Inside the living body, video 6 of 9 [Video file]. Retrieved fromNational Geographic – Inside the Living Body 6 9 (Links to an external site.)
National Geographic. (2011g, Apr 29). Inside the living body, video 7 of 9 [Video file]. Retrieved fromNational Geographic – Inside the Living Body 7 9 (Links to an external site.)
National Geographic. (2011h, Apr 29). Inside the living body, video 8 of 9 [Video file]. Retrieved fromNational Geographic – Inside the Living Body 8 9 (Links to an external site.)
National Geographic. (2011i, Apr 29). Inside the living body, video 9 of 9 [Video file]. Retrieved fromNational Geographic – Inside the Living Body 9 9 (Links to an external site.)
Perry, B. D. (2009). Examining child maltreatment through a neurodevelopmental lens: Clinical applications of the neurosequential mode of therapeutics. Journal of Loss and Trauma, 14(4), 240-255. doi: 10.1080/15325020903004350 (PsychINFO: 2009-10040-002). Full text article available at http://childtrauma.org/wp-content/uploads/2013/09/TraumaLoss_BDP_Final_7_09.pdf (Links to an external site.)
Smith-Osborne, A. (2007). Life span and resiliency theory: A critical review. Advances in Social Work, 8(1), 152-168. Retrieved from http://journals.iupui.edu/index.php/advancesinsocialwork/article/view/138/139 (Links to an external site.)
Recommended References
American Psychological Association. (2011). Practice guidelines for LGB clients: Guidelines for psychological practice with lesbian, gay, and bisexual clients. Retrieved from http://www.apa.org/pi/lgbt/resources/guidelines.aspx (Links to an external site.) (Skim and familiarize yourself with the 21 Guidelines for LGBT Clients.)
Arnett, J.J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469-480. doi: 10.1037//0003-066X.55.5.469
AssistGuide Information Services. (n.d.). Types of grief and loss. Retrieved from, http://www.agis.com/Eldercare-Basics/Support-Services/End-of-Life/Grief-and-Loss/Types-of-Grief-and-Loss/default.aspx (Links to an external site.)
Blogspot. (2011). The grief cycle and loss of control. Retrieved from http://drawingablake.blogspot.com/2011/12/grief-cycle-and-loss-of-control.html (Links to an external site.).
Center for Disease Control and Prevention. (2015). Mortality tables. Retrieved from http://www.cdc.gov/nchs/nvss/mortality_tables.htm (Links to an external site.)
Changing Minds. (n.d.). Kubler-Ross grief cycle. Retrieved from http://changingminds.org/disciplines/change_management/kubler_ross/kubler_ross.htm (Links to an external site.)
Center on the Developing Child at Harvard University. (2013, Oct 31). InBrief: The science of neglect [Video file]. Retrieved fromInBrief: The Science of Neglect (Links to an external site.)
Finkelstein, S. (2006). 20/20: Exploring sexual orientation: Gay or straight, Part 3 [Video file]. New York, NY: CBS Corporation. Retrieved from60 Minutes 8/27/06 – Gay or Straight – Part 3 of 3 (Links to an external site.)
Gersick, C. J. G., & Kram, K. E. (2002). High-achieving women at midlife: An exploratory study. Journal of Management Inquiry, 11(2), 104-127.
Holland, J. L. (1958). A personality inventory employing occupational titles. Journal of Applied Psychology, 42, 336-342.
Infed. (n.d). Lifespan development and lifelong learning. Retrieved from http://www.infed.org/biblio/lifecourse_development.htm (Links to an external site.)
Mayo Clinic. (n.d.). Complicated grief. Retrieved from http://www.mayoclinic.org/diseases-conditions/complicated-grief/basics/definition/con-20032765 (Links to an external site.)
Mercer, J. (2011). Attachment theory and its vicissitudes: Toward an updated theory. Theory Psychology, 21(25), 25-45. doi: 10.1177/0959354309356136 (Available through SAGE Journals).
Meridian Education Corporation. (2006). Taking a stand: The bullying prevention series. [Pdf file]. Retrieved from http://fod.infobase.com/HTTP/29900/29938%20Bullies%202006%20TG.pdf (Links to an external site.)
Moules, N. J., Simonson, K., Fleiszer, A. R., Prins, M., & Glasgow, B. (2007). The soul of sorrow work. Journal of Family Nursing, 13(1), 117-141.
National Institute of Health (NIS). (n.d.). NIH senior health. Retrieved from https://www.nia.nih.gov/health/topics (Links to an external site.)
Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage versus career stage: A comparative test of the theories of Levinson and Super. Journal of Organizational Behavior (1986-1998), 10(2), 117.
Shenk, J. W. (2009, June). What makes us happy? The Atlantic. Retrieved from http://www.theatlantic.com/magazine/archive/2009/06/what-makes-us-happy/7439/ (Links to an external site.)
Siegel, D. J. (2004). Attachment and self-understanding: Parenting with the brain in mind. Journal of Prenatal & Perinatal Psychology and Health, 18(4), 273-285.
University of the Rockies. (2006). Cognitive buffers against stress [Video file]. Intelecom Online Resources Network.
University of the Rockies. (2006). Developmental tasks of the elder years [Video file]. Intelecom Online Resources Network.
University of the Rockies. (2006). Myths and realities of the aging adult [Video file]. Intelecom Online Resources Network.
University of the Rockies. (2006). Observational learning: The research of Albert Bandura. [Video file]. Intelecom Online Resources Network.
University of the Rockies. (2006). Social support and emotional correlates with health [Video file]. Intelecom Online Resources Network.
University of the Rockies. (2006). Use of reinforcements and punishment in shaping a child’s behavior. [Video file]. Intelecom Online Resources Network.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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