Using the Millon Inventories (MCMI & MACI), Rorschach, and Self-help books, prepare a 2100- word paper in which you compare and contrast the strengths and weaknesses of your selected personality assessment instruments. In your paper, be sure to examine the following items for each instrument:
1. Validity
2. Comprehensiveness
3. Applicability
4. Cultural Utility

PSY 6030 Personality Theory and Research

Instructions:
Create your document with the course number and title, Midterm short answering, term and year, and your name at the top.
Use 1 margins, 12 pt Arial font, and 1.5 line spacing
For each question you answer, first copy the question number and question into your response document then provide your response below the question.
Although there is no specific page requirement per answer as it is the content and expression that counts (sometimes longer responses are weaker due to not being clearly to the point) it would be difficult to answer all of these questions well in less than 4-5 pages. Therefore, the total page range could be 4-7 pages.
Proofread your final document carefully before submitting for organization of thought, quality of written expression, citations and basic technical errors (spelling, grammar, etc).

Be written in the language, tone and form of a scholarly research articles and book chapters.
Include complete citations for statements in APA format in text and in a final reference list.

As described in the course syllabus, assessment will focus on the demonstration of the ability to:
Understand the content and issues addressed in the course material.
Articulate this understanding clearly and specifically.
Express this understanding in a professional and scholarly manner.
Utilize written expression that is at the graduate level regarding content, organization, expression and format.


Assignment Include of Questions Answers


Describe and discuss the basic characteristics, tenets and methods of investigation/research for psychodynamic and cognitive perspectives regarding personality psychology, and the benefits/strengths and limitations/weaknesses of each approach.


Describe and discuss the status regarding the Big Five/Five Factor Model (FFM), cultural context, cross-cultural generalizablity/relevance, and the evidence that pertains to these issues, including related methodological issues for research.


Describe and discuss the issues, research and current status regarding the Big Five/Five Factor Model (FFM) and its applicability and relationships to adjustment problems and psychopathology.

Describe, compare and contrast the Big Five factors and the Big Three factors; the areas of experience, behavior and life that have been found to be related to each; and what relationships have been found in these areas.

Reference
1. John Text: Ch. 3 Psychoanalytic Approaches to Personality
2. John Text: Ch. 4 Paradigm Shift to the Integrative Big Five Trait Taxonomy
3. John Text: Ch. 5 The Five-Factor Theory of Personality
4. John Text: Ch. 6 When is Personality Revealed?: A Motivated Cognition Approach
5. John Text: Ch. 7 Toward a Unified Theory of Personality
6. John Text: Ch. 8 Personal Narratives and the Life Story
7. John Text: Ch. 23 The Psychological Unconscious
8. Monte, C. F. (2000). Personality psychology: Theories. In A. E. Kazdin (Ed.), Encyclopedia of psychology, Vol. 6. (pp. 128-133). Washington, DC, US: American Psychological Association.
9. Westen, D. (2002). Implications of Developments in Cognitive Neuroscience for Psychoanalytic Psychotherapy. Harvard Review of Psychiatry, 10(6), 369-373.
10. Cantor, N. (1990). From thought to behavior: 'Having' and 'doing' in the study of personality and cognition. American Psychologist, 45(6), 735-750.
11. Robinson, M. D., & Gordon, K. H. (2011). Personality dynamics: Insights from the personality social cognitive literature. Journal of Personality Assessment, 93(2), 161-176.
12. Epstein, S. (1998). Cognitive-experiential self-theory: A dual-process personality theory with implications for diagnosis and psychotherapy. In R. F. Bornstein, J. M. Masling (Eds.), Empirical perspectives on the psychoanalytic unconscious (pp. 99-140). Washington, DC, US: American Psychological Association.
13. Dweck, C. (1996). Capturing the dynamic nature of personality. Journal of Research in Personality, 30, 348-362. (Available in ScienceDirect Health & Life Sciences College Edition database)
14. Clark, L.A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319. Special Issue: Methodological issues in psychological assessment research.
15. Smith, T. W., & Ruiz, J. M. (2004). Personality theory and research in the study of health and behavior. In T. J. Boll, R. G. Frank, A. Baum, J. L. Wallander (Eds.). Handbook of clinical health psychology: Volume 3. Models and perspectives in health psychology (pp. 143-199). Washington, DC: American Psychological Association.
16. Widiger, T. A., Trull, T. J., Clarkin, J. F., Sanderson, C., & Costa, P. R. (2002). A description of the DSM-IV personality disorders with the five-factor model of personality. In P. R. Costa, T. A. Widiger (Eds.). Personality disorders and the five-factor model of personality (2nd ed.) (pp. 89-99). Washington, DC: American Psychological Association.
17. McAdams, D. P. (1992). The Five-Factor Model in personality: A critical appraisal. Journal of Personality, 60(2), 329-361.


Customer is requesting that (Dmusings) completes this order.

Customer is requesting that (Dmusings) completes this order.

Customer is requesting that (Dmusings) completes this order.

Write a 350- to 700-word summary of the personality assessment methods discussed in
Ch. 11 of Psychology: An Introduction (sent via e-mail). Be sure to include:

o Discussion of how personality assessments and personality theories correspond. In other words, identify which theories relate to which assessments.
o Identification of the test found at: http://similarminds.com/jung_word.html, as either an
objective or projective test. Discuss your opinion regarding the accuracy of this type(objective or projective) of test, and the tests accuracy regarding your personality.
There are faxes for this order.

I need this to be specific with team members names and what the results from the Jungian Personality Assessment mean they can offer to team learning.

Assess the strengths and challenges that the varity of members' types might suggest for your team. How will your team take advantage of the strengths and overcome the challenges?

Maria
ESFJ (Estraverted, Sensing, Feeling and Judging)

Kimberly
ENFP ? (Extraverted, Intuitive, Feeling, Perceiving)

Myranda
ESTJ (Extraverted Sensing Thinking Judging

SCOTT
ISFP ( introverted, sensing, feeling, and perceiving)

Select two standard personality assessments used in buisness and industry. Keep in mind that these need to be actual, reputable personality assessments which have data to support their use, such as Meyers-Briggs tool. The simple quizzes that one can find easily on the internett are not acceptable for this assignment. Research the development and use of each test and their stated reliablility and validity. Summarize the focus of each test, and address the following points: a) How the test works. b) The circumstances under which using the test would be indicated. c) The stated reliabilty and validity of the instrumnet. d) The factors that users of such tests should consider. e) Your opinion of the usefulness of the test based on your research.

1. Attitude Rating Scales.

Using guidelines from the Diem (2002), Derrington (2009) and Seibert (2002) websites, create a 5-6 item rating scale to measure a teacher?s attitude toward state-wide educational assessments. Discuss some factors that might influence a teacher to rate honestly, including issues related to self-report inventories. What advantages and disadvantages does a forced choice rating scale such as this one have over other types of measures? Conduct a critique of your own scale and discuss some of the strengths and weaknesses in your item development and scoring (e.g., how effective are the items you identified/developed with respect to the construct you are trying to measure?attitude toward state-wide assessments)?

This part should be at least 300 words.


2. Interests and Personality Assessments.

Interests and personality assessments are often used to assist people in understanding themselves and in determining patterns of interests and behaviors. Select one of the tests discussed in Chapter 14 (e.g. Strong Interest Inventory, 16-PF, MMPI-2, etc.) and conduct a thorough search online (utilizing at least three reliable websites or journal articles) regarding what the test measures, what settings and/or populations the test is intended for, and what the test?s strengths and weaknesses are.

Your discussion should include the following:

a) A brief overview of what the test measures and the settings in which it can be used.
b) Discuss some situations when personality assessments such as the one you selected might be used in the workplace. What information could a personality test provide regarding behaviors, communication style, etc., and how would that relate to a workplace setting?
c) What are the relative strengths and weaknesses of the test?
d) What factors must be considered when examining and interpreting the results of personality and self-inventories such as this?

This part should be at least 300 words.

Resources
Thorndike, R. M. & Thorndike-Christ, T. M. (2009). Measurement and evaluation in psychology and education (8th ed.). Upper Saddle River, NJ: Prentice Hall.
Chapter 11: Attitudes and Rating Scales
Chapter 14: Interest, Personality and Adjustment

Diem, K. G. (2002). A step-by-step guide to developing effective questionnaires and survey procedures for program evaluation & research. Available:http://njaes.rutgers.edu/pubs/publication.asp?pid=FS995

Derrington, M. L. (2009). A three step guide to developing effective surveys. Available: www.naesp.org/resources/2/Principal/2009/M-A_p46.pdf

Seibert, T. (2002). Designing surveys that count. Available: www.keene.edu/crc/forms/designingsurveysthatcount.pdf

Below is the paper requirements, I need one page summary based on my two personality assessments and two on why I choose and MBA citing 2 references to
(Support your point of view as part of countering objections with research. Examples include department of labor statistics, fairly current articles on the impact of education, especially graduate education on earnings. You can also cite a source to support your use of objections as well; for example, show the objection is documented as a valid concern.)


Individual Assignment: Construct and Support an Argument
Complete the Personality and Values Self-Assessment
located on our course site, under Week 2 Materials.
Your personality traits and values influence your daily choices and decisions. Your traits and values will even influence the decisions you make as a business manager. Take the Personality and Values Self-Assessment located on the student website. To access the personality self-assessment select the Assessment tab, then scroll to the What About Me section, and then to

Personality Insights. Select What?s My Jungian 16-Type Personality?

To access your values self-assessment select the Assessment tab, then scroll to the What About Me section, and then to Values and Attitudes. Select What Do I Value?

Complete both self-assessments. Write a short summary explaining the details of your results. How can these results assist you in the workplace or selecting future careers?

Jung 16 Personality type is ENTP

I am innovative, individualistic, versatile and entrepreneurial.

With a possible career as politician, strategic planner, literary agent, publicist, entrepreneur, investment broker, computer analyst ad executive.


What do I value Assessment;

Values and Interpretation
Based on Rokeach, 1973, Values are basic convictions of what is right, good or desirable. Your values reflect what you think is important. There are of course, no right or wrong values. The Basic Values Self-assessment only gives us insight into our values.

Based on this it might be helpful to assess your value structure in terms of our career goals. This is most effective when we compare our value system to people we hold in high regard as being successful. Contrary to this is how our values conflict with those we see in successful people who we aspire to be like.

My value assessment is as follows, listing them in ascending order of importance.
Terminal Values Instrumental Values
Salvation; finding eternal life Hard work and achievement
Happiness; satisfaction in life Assertiveness; standing up for yourself
Pride in accomplishment Dependability; being counted upon by others
Knowledge and wisdom Truthfulness; honesty
Lasting relationships Open-mindedness; receptivity to new ideas
Recognition from peers Be helpful or caring towards others
Security; freedom from threat Education and Intellectual Pursuits
Self-respect Obedience; following wishes of others
Peace and harmony in the world Self-sufficiency; independence
Prosperity; wealth Being well-mannered and courteous towards others

Based on Rokeach, The Nature of Human Values (New York: Free Press 1973)

1) Write an APA formatted paper of no more than 1,050 words in which you construct and support an argument on your decision to pursue an MBA degree to further your career, start a new career, or achieve a personal goal. Your paper should include consideration of the Personality and Values Self-Assessment on how others perceive you. Use and evaluate published information in support of your argument.

Support your point of view as part of countering objections with research. Examples include department of labor statistics, fairly current articles on the impact of education, especially graduate education on earnings. You can also cite a source to support your use of objections as well; for example, show the objection is documented as a valid concern.

Identify the criteria you used to evaluate the credibility of sources of information you selected.

Discuss how raising and countering objections has helped inform your own decision to get an MBA and the reason(s) you have decided to go back to school. Your paper should cite and reference at least two sources.

Format your paper consistent with APA guidelines.

Career path is Healthcare Administration

Part 1 Summary EXERCISE: Profesionalism Of all the issues that pertain to professionalism, none is more important than the issue of the ? goodness of fit? between one?s personal beliefs, characteristics, motivations, and ambitions and the nature of social work practice. At some point, you must honestly address the following questions: ? Am I personally suited for this profession? Are my beliefs, motives, attributes, and characteristics compatible with those needed by social workers? Am I capable of putting aside my own personal beliefs when they conflict with the values and ethics of the profession, and my service obligations as a social worker? Am I ready for the challenges and sacrifices that social work entails?? These questions are fundamental to the consideration of personal and professional integrity. As a way to address them, please complete the following summary exercise. It will help you explore your motives for selecting this profession and evaluate your overall readiness to pursue social work as a profession. 1. Reflect upon and integrate the results of the exercises you undertook as you completed Part 1 ( Chapters 1? 5) of the skills book by preparing a summary analysis and assessment of your overall readiness for professional social work. Prepare your assessment in the form of a four- to five- page, double- spaced, word- processed report ( 1,000? 1,250 words) titled ? Summary Assessment of My Motivation, Readiness, and Suitability for the ?Profession of Social Work.? When you have finished, include the report in your ?Social Work Skills Learning Portfolio. In your report, be sure to address the following dimensions.
a. Career Plans: Look ahead to the professional social work career to which you as-pire after graduation. Describe the setting, the nature of the issues, and the kinds of people with whom you would prefer to work. Identify and describe the personal qualities and attributes that you think will be required of you to practice social work ethically and effectively in such a context.
b. Client and Setting Preference: Identify those settings, issues, and people with whom you would prefer not to work. Discuss the reasons for these preferences. What are the implications of those reasons for your personal and professional development? Would you be able to manage and put aside your personal preferences, if and when needed, in order to provide professional services in such a situation?
c. Critical Events: Identify one or two major factors or incidents in your personal, familial, or situational experience that contributed to your choice of social work as a career. Discuss how they affect your current readiness and motivation for professional social work practice.
d. Satisfying and Challenging Aspects: What do you anticipate will be the single most rewarding or satisfying part of being a professional social worker? What will be the single most difficult, challenging, or unsatisfying part?
e. Outstanding Questions: Based upon your reflection and responses, identify two or three questions that you would want to ask an outstanding, highly experienced ?social worker.
f. Readiness for Social Work: Consider your family genogram, eco- map, timeline, and the results of the self- efficacy, personality assessment, self- control, and social support instruments. Reflect upon your responses to the critical thinking, scientific inquiry, and career- long learning exercises as well as those related to valuing diversity and difference, advancing human rights and social justice, and promoting social well- being.
Finally, review your responses to the exercises that involve understand-ing legal obligations and social work values and ethics, identifying legal and ethical obligations that might apply to professional situations, and addressing ethical dilemmas. Then, ask yourself, . . ? Do I possess or can I develop the personal capacities necessary to function ?effectively as a professional social worker?? . . ? Am I ready to accept the challenges and sacrifices that social work entails?? . . ? All things considered, am I really suited for this profession?? If your answers include a negative response, check out your conclusions by meeting with an adviser, a social work professor, or a vocational counselor. If your conclusions are confirmed through discussions with others, proceed to identify other careers for which you may be better suited. If your answers are all affirmative, make note of personal areas that require further exploration and identify those ?capacities you need to strengthen. Outline a plan to do so.

Topic Paper: Students are to choose the below personality approaches and provide a 10-15 page paper addressing the following:

(Theoretical perspective of the Biological approach to personality Psychology.)TOPIC

The paper must comply with APA Publication Manual guidance.



The Anatomy and Physiology of personality

The Brain and Personaility: Research Methods for studying the brain, The Ascending Reeticular activating system. the amygdala, the frontal lobes and the neocortex, the anterior cingulate, lessons of psychosurgery, brain systems.

Biochemistry and Personality:
The chemistry of the mind, Neurotransmitters, Hormones, Cosmetic pyshcopharmacology

The big five and the Brain:
The Five Factor Model is widely used personality assessment that describes five core traits that a person possesses:
1.Openness - degree to which people enjoy experiencing new stimuli
2.Conscientiousness - degree to which people are dutiful and goal-oriented
3.Extraversion - degree to which people seek stimuli outside of themselves
4.Agreeableness - degree to which people aim to cooperate and please others
5.Neuroticism - degree to which people are emotionally unstable

Psychoanalytic Personality Assessment:


Write a paper analyzing the components of the psychoanalytic approach to personality. Your paper should cover the following areas:

? Compare and contrast the psychoanalytic theories of Freud, Jung, and Adler. What are two characteristics of these theories with which you agree? What are two characteristics with which you disagree?

? Describe the stages of Freud?s theory and explain characteristics of personality using these components.

? Describe uses of at least three Freudian defense mechanisms with real-life examples.

Include an introduction and conclusion in your paper.
Format your paper consistent with APA guidelines

Unit 3 Communication Skills



Reading Assignment
Rathus, Chapters 8
Assignment Type: Individual Project Points Possible: 50 Deliverable Length: 2?4 pgs.


Choose one assignment. You will be graded on only one assignment.

Choice 1:

Assignment: Part of understanding personality is to understand how it is measured, how traits are recognized and assessed in others, and how your traits compare. Please complete Part I and Part II of this assignment.

Part I: Understanding the Big 5

Describe the Five Factor model (Big 5) and its dimensions (high and low)
What dimensions of traits would you expect to see from the following:
the president of a corporation
a nurse
a religious figure (e.g., pastor, nun, spiritual advisor)
an artist
Part II: Where do I fit in?

Find an online personality assessment and take the assessment.
What were your results?
Did your results surprise you? Please explain why or why not.
Please base your essay on Unit 3 course content, textbook, experience, and quality Internet materials. Sources must be properly cited using APA format.

Further Research (Additional Web Resources relevant to this task)

Recommended personality assessment Web sites:

learnmyself.com
http://www.outofservice.com/bigfive/
-OR-

Choice 2:

Assignment: To truly understand personality is to take a critical look at its evolution through the eyes of the early theorists. Their perspectives may not have always aligned, but each contributed something valuable to the ideas people embrace today. Please complete Part I, II, and III of this assignment.

Part I: The Basics of Personality

Provide a formal definition of personality from your unit materials
How do the ideas of nature and nurture contribute to the development of an individual?s personality?
Part II: Freud?s Perspective of Personality

Define and discuss Freud?s Structures of Personality Theory.
Create a brief conflict scenario, and describe how each of the structures (ID, Ego, and Superego) would handle the conflict.
Part III: Compare and Contrast

Select one of the following theorists:
Alfred Adler
Karen Horney
Erik Erikson
Use the following grid to complete a personality theory compare and contrast of your chosen theorist to Sigmund Freud:


Topics



Sigmund Freud



Your Theorist

Perspective on how personality is formed





Beliefs on what shapes and motivates people





Beliefs about internal conflicts and how they are resolved





Are these perspectives relevant in today?s world?





For assistance with your assignment, please use your text, Web resources, and all course materials.

PSY615

student.ashford.edu

WEEK 6 FINAL PAPER


Psychological Assessment Report
A psychological assessment report is created by psychology professionals to inform groups or individuals of the assessments appropriate for their current needs. This type of report also includes a summary of the services provided to these groups or individuals. This evaluation is used by the various entities to assess basic needs, competencies, preferences, skills, traits, dispositions, and abilities for different individuals in a variety of settings.

Psychological reports vary widely depending on the psychology professional creating it and the needs being assessed. Some of the psychology professionals who create this type of report include counselors, school psychologists, consultants, psychometricians, or psychological examiners. This type of report may be as short as three pages or as long as 20 or more pages depending on the needs of the stakeholders. Many reports include tables of scores that are attached either in an appendix or integrated into the report. Despite the many variations in assessment reports, most include the same essential information and headings.

Students will choose one of the personality assessment scenarios from the discussions in Weeks Two, Three, or Four to use as the basis of this psychological assessment report. Once the scenario has been chosen, students will research a minimum of four peer-reviewed articles that relate to and support the content of the scenario and the report as outlined below. The following headings and content must be included in the report:

The Reason for Referral and Background Information
In this section, students will describe the reasons for the referral and relevant background information for all stakeholders from the chosen personality assessment scenario.

Assessment Procedures
In this section, students will include a bulleted list of the test(s) and other assessment measures recommended for the evaluation of the given scenario. In addition to the assessment(s) initially provided in the personality assessment scenario from the weekly discussion, students must include at least three other measures appropriate for the scenario.

Immediately following the bulleted list, students will include a narrative description of the assessments. In the narrative, students will examine and comment on the major theoretical approaches, research methods, and assessment instruments appropriate for the situation and stakeholder needs. In order to defend the choice of recommended assessments, students will evaluate current research in the field of personality theories and provide examples of how these assessments are valid for use in the chosen scenario. For additional support of these recommended assessment measures, students will evaluate the standardization, reliability and validity, and cultural considerations present in these personality assessments that make them the most appropriate tools for the given scenario. Students will conclude the narrative by assessing types of personality measurements and research designs often used in scenarios like the one chosen and providing a rationale for why some of those assessments were not included.

General Observations and Impressions
In this section, students will describe general observations of the client during the assessment period provided in the chosen personality assessment scenario and explain whether the client's behavior might have had a negative impact on the test results. Students will analyze and comment on how the APA?s Ethical Principles and Code of Conduct affected the implementation of the personality assessment during the initial process. Based on the observations and analysis, students will assess the validity of the evaluation and make a recommendation for or against the necessity for additional testing.

Test Results and Interpretations
In this section, students will analyze the results of the assessment provided in the chosen personality assessment scenario. Based on the score, students will interpret the personality factors (conscientiousness, openness, emotional stability, introversion, extroversion, work drive, self-directedness, etc.) that are present.

Note: Typically, this section reports test results and is the longest section of a psychological assessment report because the results of all the tests administered are analyzed and reported. Some psychologists report all test results individually, while others may integrate only a portion of the test results. However, in this report, only the assessment presented in the chosen personality assessment scenario will be included.

Summary and Recommendations
In this section, students will summarize the test results. They will provide a complete explanation for the evaluation, the procedures and measures used, and the results and include any recommendations translating the evaluation into strategies and suggestions to support the client. Finally, students will provide any conclusions and diagnostic impressions drawn from the previous sections of the report.

Pathbrite Portfolio
The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Psychological Assessment Report, please implement any changes recommended by the instructor, go to Pathbrite and upload the revised Psychological Assessment Report to the portfolio. Use the Pathbrite Quick-Start Guide to create an account if you do not already have one. The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite website for information and further instructions on using this portfolio tool.

Writing the Psychological Assessment Report
The report:

Must be six to ten double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student?s name
Course name and number
Instructor?s name
Date submitted
Must include the required headings and content as listed above.
Must address the topic of the paper with critical thought.
Must utilize assessment manuals as necessary to support the inclusion and results of the assessments.
Must use a minimum of four peer-reviewed sources, at least two of which must be from the Ashford University Library.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

Hi! ISAK! Thank you for your great help.

Personality Topic 9. Reflect on the material in below resources related to:
1. personality development
2. the stability of personality across time and the potential for personality change (through life experience, psychotherapy or other factors)
3. the role of personality or personality disorders in, or implications for, psychotherapy
4. the nature of vulnerability/risk and its role in ones life experience and outcomes
5. the nature of resilience, hardiness and thriving and its role in ones life experience and outcomes
Select one of the above and regarding that area comment on the three points below:
1. what you have learned in that area that is new to you
2. what your thoughts are about it and how it has changed your thinking
3. how it might apply to or change your thinking regarding some aspect of your current or future professional work in psychology.

Reference
Davis, R. D. (1999). Millon: Essentials of his science, theory, classification, assessment, and theory. Journal Of Personality Assessment,72(3), 330-352. doi:10.1207/S15327752JP720302
Magnavita, J. J. (2005). Components of a Unified Treatment Approach: Psychopathology, Personality Theory, and Psychotherapy. In , Personality-guided relational psychotherapy (pp. 51-76). American Psychological Association. doi:10.1037/10959-003
van Lieshout, C. M. (2000). Lifespan personality development: Self-organizing goal-oriented agents and developmental outcome. International Journal of Behavioral Development, 24(3), 276-288. doi:10.1080/01650250050118259

Sutin, A. R., Costa, P. r., Wethington, E., & Eaton, W. (2010). Turning points and lessons learned: Stressful life events and personality trait development across middle adulthood. Psychology And Aging, 25(3), 524-533. doi:10.1037/a0018751

Vandewater, E. A., & Stewart, A. J. (2006). Paths to late midlife well-being for women and men: The importance of identity development and social role quality. Journal Of Adult Development, 13(2), 76-83. doi:10.1007/s10804-006-9004-1

McAdams, D. P. (1994). Can personality change? Levels of stability and growth in personality across the life span. In T. F. Heatherton, J. Weinberger (Eds.) , Can personality change? (pp. 299-313). Washington, DC US: American Psychological Association. doi:10.1037/10143-027

Whitbourne, S. K. (1986). Openness to experience, identity flexibility, and life change in adults. Journal Of Personality And Social Psychology, 50(1), 163-168. doi:10.1037/0022-3514.50.1.163

Jones, C., & Meredith, W. (1996). Patterns of personality change across the life span. Psychology And Aging, 11(1), 57-65

Costa, P. R., Yang, J., & McCrae, R. R. (1998). Aging and personality traits: Generalizations and clinical implications. In I. Nordhus, G. R. VandenBos, S. Berg, P. Fromholt (Eds.) , Clinical geropsychology (pp. 33-48). Washington, DC:American Psychological Association.

Bood, S., Archer, T., & Norlander, T. (2004). Affective Personality in Relation to General Personality, Self-Reported Stress, Coping, and Optimism. Individual Differences Research, 2(1), 26-37.

Arntn, A., Jansson, B., & Archer, T. (2008). Influence of affective personality type and gender upon coping behavior, mood, and stress. Individual Differences Research, 6(3), 139-168.

There are faxes for this order.

Customer is requesting that (ISAK) completes this order.

Directions for the Self Assessment Change Project

Individual Assignmen
This is an exciting assignment, one that will not only assist you in the present but also in the future. If you read the Wall Street Journal article, Personalities Put to the Test in Module #2, you can see how personality assessments are ubiquitous and it may not be unusual as part of the selection process the next time you seek employment. Keeping this in mind, the assignment will support you in developing a strategy to improve your OPQ scales and ultimately provide you with career growth opportunity.
The actual assignment is provided below (See Self Assessment Change Project). These are just instructions that I generally would review in class but since this section is online, I have provided some guidelines.
A few important points to keep in mind
1. General-While I have provided due date of September 25th.

2. Support Group-Your support group should be the members of your virtual office therefore you should be communicating with them weekly to discuss your progress. You will insert the actual communication into your final paper.
3. Selecting Two Sten Scores- It is not unusual for students to wonder how to select the sten scores for the assignment. While I am happy to provide you with guidance, it is even better when you consult with your employer. By doing so, you can ask them which of the scales are most important for someone seeking a supervision or management position. These are always different depending on your company and the type of job you are interested in the future. Please be future thinking. You want to be prepared for the next job, not your current one. So for example if Data Rational is really important and you did not score well in that category, that might be something you want to work on.
4. Mentor-Your mentor should preferably be your immediate supervisor as they can best provide insight as to what is important for professional growth. Sometimes students say I dont trust or like my supervisor. If this is the case find someone at work that you do trust and like, perhaps someone that will help you to network towards your next job. Be strategic!!! If you are not currently employed you can ask a professor to serve as your mentor.
9. Contemporary Research-Please refer to scholarly articles and journals, websites.

Please enjoy the project, it will get you to think a lot about yourself.



Self Assessment Change Project
Changing Behavior towards Career Growth


Background/Purpose
Alan Deutschman, author of Change or Die has written and researched on the topic of the incredible difficulty for people to change even when faced with catastrophic consequences such as death, incarceration, or other critical life changing effects.
After reading the Deutschman article, using the Three Rs model for change developed by Deutschman, including Relate, Repeat, Reframe, and develop a change process based upon two of your key areas identified in your OPQ results for professional growth."
Please identify the information requested below.
Name: Daryl
Current Employer: Military
Current Job: P-3 Analyst
Future Job: Real estate

Please identify two Attributes and Sten Scores from your OPQ that you performed low in below.
Attribute 1: Sten Score:
Attribute 2: Sten Score:

1. Describe the Sten Scores that you have identified to work on as part of your change assignment. Explain in your own words what each of the attributes mean.
a. Were you surprised that you scored weak in these areas? If yes or no, then why. Are these skills that you believe are necessary for future success as a supervisor or manager? How do you know they are or arent?
2. Mentor Opportunity-Spend some time meeting with a supervisor or manager that supervises you. If you are not currently working, interview a supervisor of a former company or friend or acquaintance that is a current supervisor. Find out what are the key behavior skills necessary for the job. Insert a review of the conversation.

3. Support Group-Discuss your two attributes with your discussion board partner that has agreed to support you. Please name the person that will serve as your support here . Be prepared to have weekly e-mail conversation with this individual and provide e-mail communication to me. You will attach this communication when you submit the final paper.

4. Contemporary Research- Review current literature by selecting a minimum of two articles for each low sten score behavior and summarize your findings.


5. Self Assessment Progress Report #1- Write up a two- page summary describing your progress. What change activities have you completed using the three r model? Submit a separate document.

6. Self Assessment Progress Report #2- Write up a two- page summary describing your progress. How successful have you been in achieving your objectives? Submit a separate document.

7. Self Assessment Progress Report #3- Write up a two- page summary describing your progress. 4. What evidence do you have that you are making progress to achieve your goals (i.e. unsolicited comments from your supervisor, coworkers, classmates, etc.)?
Self Assessment Evaluation Summary and Discussion- Refer to one of the following levels that best describe the extent of your commitment from lowest to highest levels (I-V) in attaining mastery of the attributes you identified to work on in your change project
a. Level I-New Years Resolution (Soon slips back to regular pattern of behavior).
b. Level II??"Go on a Diet (Purchase a book on a new diet and/or enroll in a seminar). You make a plan and achieve some short-term success. However, you soon slip back into regular eating habits.
c. Level III??"Join a Health Club (Pay a monthly fee for services and your amount of participation is at your discretion). You do make progress and achieve a basic level of knowledge of what you should do and some level of mastery. Requires some stretch outside of your comfort zone and some monetary investment.

d. Level IV??"Hire a Personal Trainer (Have a regular appointment and receive one on one coaching). Individual trainer holds you accountable and ensures that you stretch to attain stated goals. Requires a higher monetary investment. The more you progress your confidence builds and you attain mastery. You no longer see your goals as that big of a stretch.
e. Level V??"Learning is Internalized (Actual behavioral change occurs). No longer outside your comfort zone. Mastery is not only achieved, it becomes your preferred style.
Considering the above, what do you believe your attribute sten score(s) will be for each attribute on the post assessment? Please specify.

III. Post-Assessment Reflections??"Complete after you have been given your actual scores.

1. Record your new actual sten score(s) for each attribute on you were working on from your post assessment. Do the scores surprise you in anyway? If so, why?




2. What, if anything, would you do differently or recommend that others do to further enhance the likelihood that you would achieve mastery of the attributes that you identified?


This paper will have a cover page, including running head, short title, page numbers, and title block, but they do not count.

A. Margins: One inch on all sides (top, bottom, left, right).
B. Font Size and Type: 12-pt. font (Times Roman )
C. Line Spacing: Double-space throughout the paper, including the title page, body of the document, references, appendixes, footnotes, tables, and figure captions.
D. Spacing after Punctuation: Space once after all punctuation. This includes using one space (not two!) following punctuation marks at the ends of sentences.
E. Alignment: Flush left (creating uneven right margin)

You must also visit the schools library or submit electronically your paper through turnitin.com
Customer is requesting that (wordstress1) completes this order.

Customer is requesting that (wordstress1) completes this order.

There are faxes for this order.

Customer is requesting that (wordstress1) completes this order.

Go online and complete two intelligence tests and one personality test. List the tests you took as well as the URLs of the sites you found them on. Be sure to describe each test (if you can copy and paste the questions as an appendix to your paper, please do so). Then, prepare a 1,050 to 1,750-word analysis of your selected instruments. In your analysis be sure to address the following:
a. Critique the major definitions of intelligence. Determine which theory of intelligence best fits your selected instruments. Explain how, the definition and the measures are related.
b. Evaluate the measures of intelligence you selected for reliability, validity, normative procedures, and bias.
c. Compare and contrast your selected intelligence and personality assessments. How are the goals of the tests similar and different? How are the tests used? What are the purposes of giving these differing tests?
d. Examine the ethical considerations associated with personality and intelligence testing online.

I will EMAIL materials (Proposal, sample case study/dissertations).

The type of document is DISSERTATION/CASE STUDY

My 75 page dissertation (needs to be APA style), and is a Case Study/Dissertation on a woman/client with Dysthymia (depression) using Cognitive Behavioral Therapy. I?m including the proposal here and please incorporate the proposal into the dissertation and elaborate where needed. I will also email the proposal and sample case studies.

I need the following in the dissertation: Title page (FREE); Signature page (FREE); Preface; Acknowledgments page (FREE); Dedication page (FREE); Table of Contents (please use the table of contents from the proposal); Executive Summary; Statement of the Problem; Hypothesis; Rationale; Literature Review; write-up of the individual case notes (24) sessions; the write-up of the case notes could be a half page to a page for each of the 24 sessions; (for example, Session One; Session two, etc. (for 24 sessions) with an "assessment" at the end of each session (a paragraph or so of how the session went); Results; Discussion; Conclusion; Recommendations; 30 References (FREE) --- (APA style).

A brief duscussion of the diagnosis as it relates to the client (DSM-IV).

I also included (at the end) examples of ?sessions? from other sample dissertations.

What I wrote in the proposal needs to be included in the dissertation, for example, the different CBT techniques that I wrote in the proposal and how they helped the client, etc. --- weaved into the sessions.

FORMAT and REFERENCE STYLE
* Times New Roman font
* 12-point font size
* approximately 275 words per page
* double-spaced pages
* APA
* 1-inch margins
* FREE bibliography/references (30 references)
The references can be different from the ones that I?ve listed.

Please say something about the title (A Budding Therapist and the Caterpillar) and weave it into the case study.

This is the PROPOSAL:

A Budding Therapist and the Caterpillar
Undergoing a Metamorphosis
From a Cognitive Behavioral Perspective
by
Murrey C. Donaldson

A Proposal for a Clinical Case Study Dissertation
To be Submitted in Partial Satisfaction of the Requirements for
the degree of
Doctor of Psychology in Clinical Psychology




Case Study Proposal
Overview of the Study
Dysthymic patients are chronically depressed. Dysthymia is a depressive disorder in which irritable mood is observed by others for 2 years or more in adults and at least 1 year or more in children and adolescents. Dysthymia lasts longer and shows milder symptoms than depression (Butcher, 1987). Symptoms are similar to major depressive episodes (including low mood, fatigue, hopelessness, difficulty concentrating and disruption in appetite and sleep). Absent from the criteria are thoughts of suicide or death. There is a 6.4 percent lifetime prevalence for Dysthymia (Austrian, 2000). This is a proposal for a Clinical Case Study on the treatment of a woman diagnosed with Dysthymia.
The client selected for my dissertation study is a 43-year-old single parent. I chose this client for the following areas of clinical interest: (a) her self-esteem, depression, and anxiety issues; (b) her continuing difficulties in romantic relationships with men; and (c) her fight with obesity from an eating disorder.
The relational model I will be using, Cognitive Behavioral Therapy (CBT), is a relatively short-term, focused psychotherapy for a wide range of psychological problems including depression, anxiety, and personality problems. The focus is on how the client thinks, behaves, and communicates currently rather than on early childhood experiences.

Client Information
The client, as described above, is the oldest of three children of a Middle-Eastern family that emigrated to the United States.
The client took the initiative to request counseling and therapy as part of her own plan to help herself adjust to the demands of community living and to manage her illness. She presented herself with a flat affect and expressed anxiety related to her interpersonal situations and tasks. Interpersonally, she was withdrawn and socially isolated. Behaviorally, she was inactive and unable to work, but able to live independently.

The client reported struggling throughout childhood to live up to her mother?s expectations and secure her father?s love; failing at both. Depression and self-hate were her ever-present and unwelcome companions. They were accompanied by an insatiable craving for food, and (from adolescence on) by a similar craving for sex with inappropriate men. She was plagued with intermittent episodes of depression throughout her life.

She claims to have empathy for the needs of others, both family and friends, that is seldom reciprocal; but feels that she gets little in return. She begrudgingly admits that this is a source of annoyance and bitterness to her.
She has not formulated even vague details of a satisfying adulthood. Instead of looking ahead full of energy and plans, this client is clamped in a vise of psychic conflict and behavioral paralysis. The diagnosis was as follows:
Axis I 300.4 Dysthymic Disorder
Axis II None
Axis III None
Axis IV None
Axis V GAF = 50 (on admission)
GAF = 75-80 (at discharge)
Treatment History
As therapy commenced, the focus was on using cognitive interventions to produce changes in thinking, feeling, and behavior in the client (Kendall, 1991). The client was provided with ideas for experimentation, helped to sort through experiences, and aided in problem solving. Emphasis was placed on influencing the client to think for herself, maximize personal strengths, and acquire cognitive skills and behavior control.
Cognitive Behavioral Therapy focused on how the client responded to her cognitive interpretations and experiences rather than the environment or the experience itself, and how her thoughts and behaviors are related. It combined cognition change procedures with behavioral contingency management and learning experiences designed to help change distorted or deficient information processing (Kendall, 1991).
These new experiences helped to broaden the way the client viewed her world -- they do not remove unwanted prior history, but helped to develop healthier ways to make sense of future experiences. The focus of CBT was not to uncover unconscious early trauma or biological, neurological, and genetic contributions to psychological dysfunction, but instead endeavored to build a new, more adaptive way to process the client?s world.
CBT was used to help the client achieve lasting, positive change in therapy. This was also accomplished by modifying psychological structures through (a) relaxation strategies; (b) guided imagery; (c) meditation; (d) incentives and self-rewards; and (e) social skills training.


Outline for Dissertation
I. Introduction
II. Client Information
A. Presenting problem
B. Client's current symptoms
C. Therapist's observations of client's symptoms
D. Family history
E. Medical history
F. Psychotherapeutic history
G. Substance use/abuse
H. Initial diagnosis
I. Impressions of client
III. Theoretical Bases for Clinical Treatment
A. Beck: Cognitive Behavioral Therapy
IV. Storm Clouds ? Beginning Phase
A. Sessions 1-4
V. Unbearable Pain ? Middle Phase
Looking for Relief in All the Wrong Places
A. Sessions 5-15
VI. Making Peace ? Final Phase
A. Sessions 16-24
VII. Future Treatment Consideration
IX. Concluding Thoughts
References
THE REFERENCES DON?T HAVE TO BE THESE NECESSARILY:

References
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th Ed.). Washington, DC: Author.
Becker, J. (1991). Psychosocial aspects of depression. Hillsdale, NJ: Lawrence Erlbaum Associates.
Barsalou, L. W. (1992). Cognitive psychology: An overview for cognitive scientists. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Beck, A. T., Emery, G., & Greenberg, R. L. (1985). Anxiety disorders and phobias: A cognitive perspective. New York: Basic Books.
Beck, A. T., Steer, R. A., Ball, R., & Ranieri, W. F. (1996). Comparison of Beck depression inventories -IA And-II in psychiatric outpatients. Journal of Personality Assessment, 67(3), 588-597.
Bolton, D., Hill, J., O'Ryan, D., Udwin, O., Boyle, S., & Yule, W. (2004, July). Long-term effects of psychological trauma on psychosocial functioning. Journal of Child Psychology and Psychiatry, 45(5), 1007.
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books.
Brewin, C. R. (1996). Theoretical foundations of cognitive-behavior therapy for anxiety and depression. Annual Review of Psychology, 47, 33-57.
Brewin, C. R. (1996). Cognitive interference: Theories, methods, and findings. In G. R. Pierce, B. R. Sarason, & I. G. Sarason, (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates.
Cowan, P. A., Cowan, C. P., Cohn, D. A., & Pearson, J. L. (1996). Parents' attachment histories and children's externalizing and internalizing behaviors: Exploring family systems models of linkage. Journal of Consulting and Clinical Psychology, 64, 53-63.
Dia, D. A. (2001). Cognitive-behavioral therapy with a six-year-old boy with separation anxiety disorder: A case study. Health and Social Work, 26(2), 125.
Goble, W., & Jones, V. (Speakers). (2000). ATTACH conference session: Assessment and diagnosis. (Cassette Recording No. 26-2016). Brookfield, VT: Resourceful Recordings, Inc.
Grinberg, L. (1992). Guilt and depression. London: Karnac Books.
Jacobson, N. S., Dobson, K. S., Truax, P. A., Addis, M. E., Koerner, K., Gollan, J. K., Gortner, E., & Prince, S. E. (1996). A component analysis of cognitive-behavioral treatment for depression. Journal of Consulting and Clinical Psychology, 64, 295-304.
Levy, T. M., & Orlans, M. (1998). Attachment, trauma, and healing: Understanding and treating attachment disorder in children and families. Washington, DC: CWLA Press.
Marcotte, D. (1997). Treating depression in adolescence: A review of the effectiveness of cognitive-behavioral treatments. Journal of Youth and Adolescence, 26(3), 273.
Needleman, L. D. (1999). Cognitive case conceptualization: A guidebook for practitioners. Mahwah, NJ: Lawrence Erlbaum Associates.
Omdahl, B. L. (1995). Cognitive appraisal, emotion, and empathy. Mahwah, NJ: Lawrence Erlbaum Associates.
Perlmutter, M. R. (Ed.). (1986). Cognitive perspectives on children's social and behavioral development. Hillsdale, NJ: Lawrence Erlbaum Associates.
Reber, K. (1996) Children at risk for reactive attachment disorder: assessment, diagnosis and treatment. Progress: Family Systems Research and Therapy, 5, 83-98.
Reilly, C. E. (1998). Cognitive therapy for the suicidal patient: A case study. Perspectives in Psychiatric Care, 34(4), 26.
Schwebel, A. I., & Fine, M. A. (1994). Understanding and helping families: A cognitive-behavioral approach. Hillsdale, NJ: Lawrence Erlbaum Associates.
Sroufe, L. A., Carlson, E. A., Levy, A. K., & Egeland, B. (1999). Implications of attachment theory for developmental psychopathology. Development and Psychopathology, 11, 1-13.
Willimer, J. F. (Eds.). ams, M. B. & Som (1994). Handbook of post-traumatic therapy. Westport, CT: Greenwood Press.
Wright, L. M., Watson, W. L., & Bell, J. M. (1996). Beliefs: The heart of healing in families and illness. New York: Basic Books.


EXAMPLES OF SESSIONS FROM OTHER DISSERTATIONS

Session Seventeen

She spoke again about her altercation with this older man. She asserted that she did not want to be treated that way. She noted that he accused her of being too sensitive, which she resented. She stated, however, that she did not know how to tell him how she felt without jeopardizing what had been, in many ways, a satisfying relationship. I reflected the sadness in her recognition that this man could not be who she wanted. She became sad at this point, and almost tearful. She was more calm and centered during this session. She again took notes, using her computer notebook. As a result, there were long pauses during which she typed in notes, letter by letter.

I reframed her sensitivity in a positive light, noting that she had a right to be aware of and value her own feelings. I restated the conflict between maintaining her own integrity and safety while attempting to get her needs met.

She took note of this comment, but I failed to pursue more fully what this conflict felt like, what the risk was to her safety, how this issue had arisen and been resolved in previous relationships, etc. I think that, in part, I had been trained by her to "tie things up" at the end of sessions in such a way that the most painful but possibly important observations were left unexplored.

The next Monday was a holiday, so we did not meet until the next Wednesday.

Session Eighteen

She presented as unfocused and emotionally distant from the information she was providing. She talked about her unresolved relationship with the older male friend. She also indicated that a man with whom she had a casual acquaintance was coming to town. She hoped to spend time with him, and discussed the possibility of their becoming intimate. After some discussion, she decided that she wanted only a close, platonic relationship.

She spent the remainder of the session describing her feelings of depression, which she reported had been present much of her adult life, in greater or lesser measure. She described her lethargy, fatigue, lack of motivation, tendency toward procrastination, inability to clean her home and tendency to retire to bed early in the evening to "avoid" certain unpleasant realities, including her significant financial problems. I explored these symptoms in greater detail, including their history of development. I explored her history of treatment for depression, including a prior trial of Prozac, prescribed by an internist, which she had found helpful. She said she had thought of making an appointment to obtain another prescription for this medication. We discussed the pros and cons of this decision, and I described to her the psychiatric services offered at the Maple Center. She talked about feeling dysfunctional, and I asked her what that meant to her and felt like. I noted that it was painful to get in touch with those feelings of not functioning as she would like and needing help to feel better.


SIXTH SESSION

Frank and Nina had had a terrible fight this week. He had overheard Nina having a conversation with her family on the telephone. Frank doesn?t speak any Persian, so what he had mistaken for screaming and yelling at her family members, was actually an excited conversation about her brother?s new BMW. He had been upset by the loudness, had said that he couldn?t stand it anymore, slammed the back door and left.
Nina: I didn?t sleep all night. I thought he was gone for good. And then he comes back the next morning like nothing was wrong.
Therapist: Frank, what?s that like for you to hear your partner sound so afraid and helpless?
Frank: I don?t know . . . just everyone screaming. It felt so harsh, I just want to run away from it.
Therapist: So when you heard Nina, in your experience, screaming and seeming harsh, who did she get to be for you in that moment?
Frank: I don?t know what you mean.
Therapist: Well, who did she remind you of?
Frank: (Silence). . . My father. He would scream and yell, and then someone, usually me, would get hurt.
Therapist: I see, so, when you experienced Nina being harsh and loud, childhood memories of your father got reactivated. Nina, what's that like for you to hear?
Nina: Well, it helps me try to understand what happened. I always think about me. Me being too fat. Frank had really wanted to play tennis and I said no. For me its the same as the bathing suit. He always wants me to swim, or play tennis, or dance. And yet when I wear leggings and a sweater and ask him how I look, he makes a face and says he prefers me in a skirt and sweater. He can be so critical. He never compliments me.
Therapist: So, when you experience Frank as rejecting or critical, whose face
does he have on for you?
Nina: Oh, I get it. He gets to be my father too. My father always rejected me because of my weight. He and my brothers were so critical.
From the couples initial interview and from their individual sessions, I had understood that the parents? sexual dysfunction represented the net result of their individual histories.
Frank, like Nina had grown up in a family in which hopes for love were frustrated and substituted for physical and verbal abuse. I began to believe this resultant fear of sex was something they shared, even though both carried hopes for emotional intimacy and mutual support.
Nina?s open acknowledgement of her ?love of sex? matched Frank?s unconscious fear of sex. In trying to rid himself of his own sexual wishes, trying to protect Nina (much like his mother), he was, through projective identification, trying to protect himself from ?a bad father.? It was clear that the couple had a fear of sex and an idea that a mother would be harmed by a bad father, especially his penis. It became clear to me that I was keeping both of their fathers at bay, at least symbolically.
Progression of exercises went slowly for this anxious and phobic couple. One month later, they were still at the Sensate Stage, massaging each other including now breasts and genitals, with only a moderate level of arousal. Frank and Nina?s sexual life, as in other aspects of their coupled life was lacking in ?contextual holding? and ?centered relating,? that is, communication necessary to attenuate the strain put on the dyadic relationship. The frame around their relationship seemed almost invisible at times. In session we continued to work on the negative transferences to each other, reframing them, and understanding what was fueling them. They often experienced each other as rejecting or persecuting. Both felt unaccepted by their partner. Nina, hurting, fearing that Frank is not attracted to her and Frank because he can?t ?give? her what she wants. Both, in the meantime longing to be accepted.
We explored Frank?s inability to ?take,? rather than to ?give.? This insight was immediately relieving for Frank. We also worked on the details of communication between exercises. Specifically, telling each other what they liked and did not like the other to do. I found that with both of them, they were often saying the same things, but the other wasn?t getting ?it.? I also introduced the topic of visual of erotic material to aid in fantasy, and in distraction, so that Frank could begin to focus inwardly, and on what might please him. Nina was not open to this suggestion, again, wedded to her ?ideal? fantasy of how a couple makes love and only thinks of the other. I tried several times to normalize this for her, but to no avail. She repeatedly saw this as further proof that Frank was not attracted to her. Try as I did, I could not get Frank to begin to express any negative feelings toward her or his fantasies of other women.
At the end of the sixth session, Frank announced, that because they were both in couple?s counseling, as well as their own therapy, that they would only be able to afford to come every other week. I explored this with them, and even offered to reduce my fee so that they might be able to stay in couples work every week.
Both Nina and Frank suffered from fear of exposure. For Nina, exposing herself fully to Frank in therapy, and Frank, fearful of doing the exercises wrong, or revealing that he had sexual fantasies, or negative thought about his wife. These were equivalent of the unprotected gaze of family and peers. Sex therapy and marriage too had meant being stared at, looked at , and exposed. I made this interpretation, aimed at their resistance to actively engage in treatment.


There are faxes for this order.

Writers

APA Style

Discuss why was the Exner system so revolutionary in the use of the Rorschach? Under what conditions might a Rorschach be preferred as a personality measure to another clinical personality assessment tool (e.g., the MMPI)?

plan and play a game based on the idea of the classic prisoner's dilemma, and then write a paper with objective to

? Learn how individuals contribute to teamwork
? Experience some of the features of group work and teamwork
? Understand what managers and organizational developers do to transform groups into teams
? Articulate the tangible benefits (both quantitative and qualitative) of high-performing teams
? Finish with an interest in learning more about these concepts and techniques to apply what you learn
? Instructions
? the Big Five personality dimensions, and then consider the 3.1 Personality Insights inventory,

Write a 5 page analysis to address the following questions:

1. How well did the personality assessments reflect in the behaviors participants displayed during the game?
2. What do these assessments tell us about how we perceive ourselves versus how others perceive us?
3. What informal roles did participants assume during the game, and were they different from the planning portion from the playing portion of the exercise?
4. What did I learn about myself? For example, did the exercise show that you have characteristic ways of relating to others that are distinctive, or similar, to those the others? Did the exercise show that in a particular type of situation you acted in a particular way, or that when others acted in a particular way, you felt happy or anxious or angry, etc.?
5. What did I learn about someone else in the exercise? Did you see something new about them, such as "they seemed more capable than I imagined," or "inattentive when things were stressful?"
6. In playing your game, what could you have done to increase cooperative behaviors?
7. Based on your game experience, what are some of the key factors involved in gaining cooperation from people in a business setting?
8. How would you go about getting cooperation from a "difficult" co-worker? Give an example or scenario.

Writer Requested: infoceo

Team Leadership

Write a memo to your manager of no more than 1,400 words in which you explain how you plan to successfully lead your team. Include the following:

Evaluate the individuals, including yourself, based on the personality assessment.
Evaluate the situation in terms of urgency, culture, and so forth.
Determine leadership approaches, based on individuals and the situation. Highlight the principles you have applied from various leadership theories.

Format your memo consistent with APA guidelines.

Your manager tells you about a new department the company will be adding that is part of the company?s strategic plan to enter a particular market segment. Your manager would like you to manage one of the teams in this new department. Your manager has put together the team you will be managing. Your new team consists of the members of your current Learning Team.
To be successful in the new market segment, your team must efficiently accomplish the goals set by the company. Your manager, therefore, would like you to develop a leadership approach for each team member on your team based on the theories of leadership and each member?s individual personalities.

Assessments: What?s My Jungian 16-Type Personality Self-Assessment?

Mine I-A-1-Score1: Your score is: ISTJ
David I-A-1-Score1: Your score is: ENTJ
Heidi I-A-1-Score1: Your score is: INTJ
Caleb I-A-1-Score1: Your score is: ENTJ
Matt I-A-1-Score1: Your score is: ENTJ
Stephen I-A-1-Score1: Your score is: ISTJ

ISTJ. you?re organized, compulsive, private, trustworthy, and practical. Possible career as office manager, accountant, business manager, tax agent, public servant
INTJ: you?re skeptical; critical, independent, determined and often stubborn, possible as business analysis, environmental planner lawyer, report, engineer, and scientist
ENTJ: you?re outgoing, visionary, and argumentative, have a low tolerance for incompetence, and often seen as a natural leader. Possible career as a manager, management trainer, stockbroker, lawyer, chemical engineer, police officer.

Format your memo consistent with APA guidelines

summery of the provide source that answers the following
Guide Questions:
1. What is the assessment technique you have selected? Please provide a theoretical context from which it was drawn (ex., psychoanalytic, humanistic, etc.).
2. Explain how the measure reflects the assumptions/perspective of the theory. How was it developed?
2. How is the measure used? What is its purpose? What is its format?
3. Discuss the validity and reliability of the instrument.
4. What are the benefits and limitations of this tool in personality assessment?

Your manager tells you about a new department the company will be adding that is part of the company?s strategic plan to enter a particular market segment. Your manager would like you to manage one of the teams in this new department. Your manager has put together the team you will be managing. Your new team consists of the members of your current Learning Team.

To be successful in the new market segment, your team must efficiently accomplish the goals set by the company. Your manager, therefore, would like you to develop a leadership approach for each team member on your team based on the theories of leadership and each member?s individual personalities.

Write a memo to your manager of no more than 900- to 1,200-words in which you explain how you plan to successfully lead your team. Include the following:

?Evaluate the individuals, including yourself, based on the personality assessment.
?Evaluate the situation in terms of urgency, culture, and so forth.
?Determine leadership approaches, based on individuals and the situation. Highlight the principles you have applied from various leadership theories.

Format your memo consistent with APA guidelines.

Course title: Psychological Tests and Measurements

Term project/paper: Review a psychological test of your cchoice. My choice is preferably Taylor-Johnson Temperaments Analysis or the MMPI.

Follow the outline below in the review:
I. Test identification:
Test name
Purpose of teh test (Personality assessment, vocational
interest, and inteligence measurement)
Intended users and settings (Clinical practice, industry,
etc.)
II. Test description:
Format (Multiple choice, open ended questions, cards with pictures...)
Sub-scales -- Names and meanings of each sub-scale (if applicable)
Scoring system, including description of computer scoring available.
How the results are generally interpreted.
Ease of use -- administaring, scoring, and interpertation
Cost of various forms of teh test and where to obtain
III. Psychometric information:
Test reliability & validity, including review of major studies done with the test.
Test normative data -- how the data was accumulated, for what groups, assessment of the data's adequacy.
IV. Summary, impressions, and critique:
A general assessment of the usefulness of teh test, how you might find the test of benefit in your practice, critique of test flaws, recommendations with regard to future test revisions,. Example of actual use (if available)

1. Set up an assessment for a client include:
a. case conceptualization
b. understanding of developmental theory
c. differentiate between normal behavior and psychology
d. would you refer for medication evaluation
e. assessment instruments, including lethality, for someone with an addiction


2. Outline the plan for the above case

3. Describe how Obsessive-Compulsive Disorder is different from Obsessive Compulsive Personality Disorder

4. Counselors who work with children need to be aware of developmental theories. Why?

By developing this case study, please make sure the essay demonstrates the following:

1. An understanding of various models and approaches to clinical evaluation and their appropriate uses, including diagnostic interviews, mental status examinations, symptom inventories, and psychoeducational and personality assessments.
2. Knowledge of the principles of the diagnostic process, including differential diagnosis, and the use of current diagnostic tools, such as the current edition of the DSM.
3. Ability to conceptualize an accurate multi-axial diagnosis of disorders presented by a client and discuss the differential diagnosis with collaborating professionals.
4. Ability to assess, conceptualize, and explain an accurate multi-axial diagnosis of disorders.

You are to write 2-page paper. Read the article below and summarize the article. Do Not Use Outside Sources!

Learner Differences in Distance Learning

One important difference between distance and traditional learners is the fact that distance learners typically learn in more independent environments. As a result the concept of independence has been an important construct in the evolution of distance education theory. To establish a context for this chapter is important to make a distinction between distance learning and distributed learning. The growth in the capacity of telecommunications technologies is blurring the boundaries between distance and traditional instruction. Online and web-based instruction is becoming increasingly common in traditional as well as distant courses. As a result our resident learners are being required to learn in much more independent environments and a half in the past. This is a positive trend if we believe that experience as an independent learner will ultimately foster independent learning. But the history and may pose new challenges in our quest to accommodate the unique needs of each learner individually. So within the context of this chapter distributed learning issues reflect the fact that many of our distance technologies are being applied in traditional resident learning environments. If this is true any discussion of this issue surrounding learners learn at a distance will also inform the wider spectrum of online irrespective of physical distance. Moore and Kearsley 1996 argue that the concept of distance should not refer to physical separation of teachers and learners alone but rather to be pedagogical distance between different understandings and perceptions. Thus, transactional distance refers to a psychological separation or gap in understanding and meaning. But as Moore and Kearsley suggests transactional distance is a factor on the campus or even in a classroom. Certainly physical distance increases the transactional distance a learner experience is because some form of technical media must be used to mediate the communication between teacher and learner. The field of distance education emerged years ago within the context of serving learners who cannot otherwise come to camp is just in time for geographic constraints. But the use of distance technologies in traditional classroom settings is growing at a phenomenal rate. We may have outdistance the geographic distance, but we still have much work to do with respect to the transactional distance. So within the context of this chapter, distributive learning is used to reflect the fact that many of our distance technologies are being applied in traditional resident learning environments. However the concept of transactional distance encompasses distributed learning. One striking feature of our schools is the fact that unlike so many other sectors of our society schools have changed very little over the past century. Our aspects of our lives are for a variety and in some cases individuals seem overrun with choice. If Bellamy 2000, who wrote looking backwards, has suddenly emerged from the 19th century into a factory, an office, or a library of today, he would surely feel out of place. However, today's classroom would be quite familiar. While the marketplace is rife with choice, the classroom is still a product of the mass production mentality of the industrial age. That is why the whole the aptitude treatment interaction movement was so exciting in its day with its promise to help us designed instruction that matched the learning needs of individuals, unfortunately, the promise of aptitude treatment interaction has largely been unrealized. Researchers in the field of distance education still believe technology can help educators individualized learning experience. This is evident in the literature and its captivation with the concept of learning styles. Providing teachers and course designers with information that can prove the cognitive efficiency of each learners experience is still clearly and important goal. However this is a goal that still eludes us. This chapter poses the argument that continuing our current approach to research learning differences in distance education will rule unproductive. Following a brief review of the research on learner variables in distance education, the chapter addresses the need for re-conceptualizing our questions about learner differences and uses the argument as a basis for conceptualizing the construct of learning instructor into action. Finally, the chapter concludes that some recommendations for future research.
Learner Variables in Distance Education Research
Many researchers have attempted to identify learner factors that impact learning in distance education settings. Much of this research examines either learner style or learner psychological variables. Some of the studies examined the cognitive style constructs most often the construct of the field dependence/field independence. These studies examined the relationship between learner variables and participation, attitudes, and achievement. This review here narrows the focus to research on learner differences specifically related to achievement. Oxford, Young, Ito, and Sumrall 1993 explored motivation, language learning strategy, and learning style as predictors of language learning achievement of 107 high school students enrolled in the Japanese language class. Findings showed that motivation related to career and academic factors was a moderate predictor of language learning achievements. Learning styles were not predictors of performance although the finding showed a relationship between learning style and motivation. Students with a preference for auditory modalities demonstrated higher levels of motivation than students with preference for visual and kinds that he kinesthetic learning. Dille and Mezack 1991 examined learning styles and locus of control as predictors of success and a course delivered to both college teleport students and on-campus students. The study consisted of 151 students who were enrolled in 4 telecourses. The average age was 27.5. Kolbs learning style inventory was used to measure cognitive style preference and Rotters internal locus of control scale was used to measure the construct locus of control. Students with an internal locus of control received higher letter grades in the course than students with an external locus of control. In addition successful students scored higher than the unsuccessful students on the concrete experience scale of the learning style inventory. However when looking at the abstract conceptualization minus concrete experience the successful students scored higher than the unsuccessful students did. Multiple regression indicated that the only predictor of success was locus of control with the more successful students reporting scores in the internal range. Expanding upon the work of Dille and Mezack 1991, Biner, Bink, Huffman, and Dean 1995 use the personality assessment instrument to identify differences in personality factors between students enrolled in interactive television and traditional courses. In addition they sought to determine whether any personality types predicted successful performance in a telecourse. The sample of the study was 164 students in the interactive television treatment and 200 traditional students taking the same course on campus and the broadcast room. They reported that telecourse students differed from their traditional counterparts on four factors: intelligence (abstract thinking); emotional stability; trust; and compulsivity. An analysis of second-order factor scores suggested that telecourse students had higher scores on two factors: dependence and control. Correlations between personality factors and final course grade identifies some differences between telecourse and traditional students. For the traditional student, higher grades were associated with greater emotional stability, seriousness, shyness, imaginativeness, and liberalism. Telecourse students ith higher grades showed greater self-sufficiency and less compulsivity. In addition they found a significant relationship between grades and the expedient-conscientious factor. Telecourse students with higher grade scored higher on the expedients to mention while traditional students scored higher on the conscientious dimension. While it is important to note that the telecourse population differed in terms of age and gender telecourse students were more likely to be older and female, analyses using age and gender as independent variables did not yield effects for the variables. The relationship between telecourse persistent and psychological variables was examined by Pugliese 1994. The constructs studied were loneliness, communication apprehension, communication competence, and locus of control. A researcher used a telephone survey with 306 students participating. The sample included both traditional and nontraditional students. None of the factors predicted persistence. Using Canfields learning style inventory, Coggins 1988 surveyed a sample of 164 students all 26 years of age or older enrolled in a correspondence base external degree program. She found that positive expectancy of performance confidence favorably affects the completion rate of students enrolled in correspondence study. However the conditions of learning and preferred learning modality appear to have no impact upon completion. While not statistically significant non-completers showed a higher preference for peer and instructor affiliation than did completers.
Conceptualizing the Problem
Clearly, it is difficult to draw any conclusion from this line of research. While the research provide some evidence that learner differences should be considered clearly our best guidance teachers is to tell them to use a variety of strategies and media so that surely we can effectively teach most of the people some of the time. Perhaps our assumptions about learner differences are wrong. What if there is no such thing as learning type for style? Or if such a construct does exist what if it has nothing to do with helping individuals learn? Learning styles actually mean many different things depending upon the instrument used. Sometimes learners cells are viewed as preferences as many of the instruments used measure learners preference including modality preferences. Most of these studies fail to show a relationship between the learner's preference, instructional treatment, and performance, and there is little, if any, evidence that supports the assumption that learner preferences impact learning. In fact, some research suggests that when given the opportunity to do what they prefer learners may not make the best choices. Belland, Taylor, Canelos, Dwyer, and Baker 1985 found that first-year college students who chose the face of learning using computer-assisted instruction did not perform as well on both amount learned and performance competency as subjects whose case was controlled externally. In addition to high achievers opted for more feedback than the lower achievers. Using a sample of 65 sixth-grade students enrolled at a private school, Carrier, Davison, and Williams 1985 found that high ability students selected more elaboration options then didn't know what ability students. These researchers suggest that the assumption that allowing students to exercise their own judgment will improve performance may be faulty. Second, finding reliable and valid measures of types such as the popular learning style constructs has been difficult despite sustained efforts by researchers. Three commonly used instruments in distance education research are the Myers-Briggs type indicator, the Canfield learning style inventory, and Kolbs learning style inventory. The MBTI is based upon Jungian theory and assesses perception and judgment. The Canfield learning style inventory examines academic, structural, and achievement conditions, expectancy of performance, and mode of learning. Finally based upon experiential learning theory, the Kolb learning style inventory examines concrete experience, reflective observation, abstract conceptualization, and active experimentation. Analyses of the validity and reliability of these issuance is far from conclusive. The nature of populations used to establish the norms is one concern. The subjects used were selected from populations that were above average in terms of intellectual ability, educational level, and income levels. A second concern is that all the instruments use nominal rather than interval data. Analyses suggests that the factors examined are not dichotomous as presumed but rather interval. In addition of some of the instruments use ipsative scores. An ipsative score is one that varies based upon an individual's response on the other elements of the instrument. Therefore an individual score on one element is depended upon his or her responses to the others. Individual scores cannot be compared to others because they may differ in terms of degree. In addition the interdependent nature of the data provided by these instruments made be unsuited to measure of reliability use. Likewise with the exception of the MBTI the studies that have been conducted to establish reliability and validity are inconclusive. Finally little evidence exists to suggest that these instruments predict achievement or achievement-related behaviors such as effort. While the MBTI may be an effective instrument of assessing personality characteristics little evidence exists to support its ability to help us predict how learners will perform under given conditions. At issue it is the fact that learner styles, cognitive styles such as field dependent/field independence, and personality constructs are described in the literature as relatively constant, that is, these are factors in us that are not subject to change. Therefore the only way to approach the design of instruction when trying to accommodate learner differences is to change the instrument rather than to change that learner. But the most important goal of all education including distance education is to help them learn how to learn in a variety of situations and under a variety of conditions because that is the nature of the learning society in which we live. Our most important task as educators is indeed to help learners build a repertoire of approaches to learning so that they can learn to learn under variety of circumstances that life will surely bring. This goals is frantically critical in an environment of rapid technological change. If we focus on how we can modify the instruction to accommodate the individual are we not preparing to ended rather than independent learners. If we focus, instead, upon how learners approach of particular learning situation we can help them learn to modify their approaches to accommodate a variety of learning situations. Studies by Gibson 1996 support his conclusion by offering evidence that learners do in fact change their view of learning overtime in ways that impact how will they learn even throughout the experience of a single course. A more powerful and expedient method of addressing individual learner needs me be to identify effective approaches to learning and then help students acquire the meta-cognitive skills needed to adopt those approaches in settings where there had been found to lead us to success. Perhaps we should turn our attention from what learners are and instead focus on what learners do. A more productive line of inquiry then focuses upon how learners approach learning rather than upon learning styles or psychological traits. The construct approaches of learning refer to the characteristics that learners bring to achievement settings. Unlike traits, they can vary from setting to setting, and they defined the stance learners take toward learning in particular settings. For the purpose of this analysis approaches to learning include the goals, self- efficacy, and strategy used that student's report in different achievement settings. There are two main reasons for choosing this line o inquiry. First, there is a large body of empirical research showing that differences in approaches to learning are powerful predictors of both effort and achievement. So while there has been a scant evidence for the importance of learning styles there is an abundance of evidence supporting the importance of approaches. Second, and perhaps more important it is the ethics of continuing to focus upon how to modify instruction to accommodate learning purposes when we suspect that learners will be bettors are in the long run by instructing that encourages them to be more flexible in their approaches across the variety of learning settings they are sure to face. Instruction could then focus upon fostering goals and enhancing self-efficacy as well as upon teaching students what strategies will help them across different achievement settings.
The Approaches to Learning Constructs
Approaches to learning is operationalized in terms of achievement goals, self-efficacy, and reported strategy use following what has been a fruitful trend in motivational research since the mid-1980s. Each of these constructs is described below. First, achievement goals are the reasons students report for trying to learn individual achievement setting. There is considerable research that supports the importance of the distinction between lowering goals also call mastery or task-oriented goals and performance goals. Learning goals are goals that are related to the desire to increase one's understanding or skill level. In contrast performance goals are also called ego-oriented goals are related to the desire to perform better than others and protect one's ego. This research has constantly found a positive relationship between learning goals and self-regulation, strategy use, an effort, and has sometimes found a negative relationship between performance goals and productive achievement behaviors. Additionally, there is evidence that future polls show several positive relationships productive achievement behaviors and do learning goals. Future polls referred to distance goal e.g. eligibility for extra curriculum activities, college admission, and career opportunities that to some extent are contingent on current test performance but not inherent in the performance itself. Self-efficacy refers to the confidence learners have in their ability to successfully perform the achievement test currently confronting them. According to self-efficacy theory, when we doubt our ability to respond effectively in a given situation we often try to avoid the situation or diminish its importance to us. Task that we believe to be within our range of competence i.e. our self-efficacy is high are more likely to be approached eagerly and with considerable effort than our task that we believe are outside our range of competence i.e. our self-efficacy is low. However our efforts are learned in a particular situation are partially determined by our confidence in our abilities to successfully perform a project with fans. There is a great deal of correlation research that supports these theoretical assumptions. Importantly this research strongly supports the domain specific nature of self-efficacy. In other words, self-efficacy is not the same as global self-esteem nor is it a type that remains constant across achievement settings involving different content. However it has been found to function nearly identically to expectancy motivation as examined by Coggins. While achievement goal and self-efficacy are the abstract manifestations of approaches strategy use is the concrete manifestation in that strategies aren't the behaviors a learner employees during the learning process. In fact strategy use is generally depicted in motivation research as influenced by goals and self-efficacy. Researchers often evaluate strategies based on a distinction between deep and shallow processing. The strategies involve processing new information in terms of how it relates to the existing knowledge. The to be learned information is elaborated on an integrated with knowledge already residing in memory. Shallow strategies involve processing new information separate from existing knowledge and in the form in which it was originally encountered. The strategy of rote memorization along with other types of superficial engagement with new information e.g. simply reading a chapter twice captures the notion of shallow processing. There is evidence that deep strategy use is important for learning and achievement. There is also some evidence that shallow processing strategies may hinder learning. This construct has been studied in distance education literature, for example, Kember and Harper 1987 found a relationship between surface approach to study and non-persisters in a correspondence study program. However some research suggests that the two types of strategies are often related to one another and what is shallow in one achievement setting might be deep in another. For instance, Jouhlin, Lai, and Cottman 1992 examined the constructs of deep and surface learning with a sample of 1843 distance students. In contrast to expectations they found that the item related to memorize and loaded the deep approach and the item related questioning loaded with the surface approach. They, too suggested that the teaching context might impact which approaches to learning are successful. A series of studies is currently examining the constructs of self-efficacy, motivation, study strategies in a chemical engineering course that use primarily CD-ROM and web-based strategies. Successful and less successful students were compared using and approaches to study instrument designed to assess motivation, goals, and strategies. Students with the final grade of B or better were classified as successful; students with the final grade of D or F were classified as unsuccessful. The findings from the first phase of the study were somewhat surprising because the successful and less successful student showed little difference in the level of motivation, effort, and goal orientation. To learn more about the factors contributing to success, selected students from two groups were interviewed by Greene, Dillon, and Crynes, 2001. Analysis of the interviews identified some important differences between the successful and less successful students. The last successful students focus upon memorizing and applying what they had memorize. The successful student focused on understanding the concepts. The less successful students get the easier part of the work and in doing so may have failed to take advantage of the opportunity to activate prior learning. While the successful students reported skimming the easier parts they were also looking for areas what they fail to understand. The successful student talked about how they learned in the last successful student did not. Both groups use surface strategies but the successful students also use the deep strategies and appeared to be aware of the difference between these approaches. They seem to be able to use his surrenders to make decisions about how approach learning where is the last successful students continue to rely upon strategies that were not working. Perhaps there is some value in knowing that learners is a visual learner or has a high internal locus of control. Perhaps there is also some danger in this approach as well. For while it might be of benefit to understand that a learner is a field dependent learner, it may impact the teachers or that learners confidence in his or her ability to learn the material, particularly if those involved no with a research suggests that field dependent learners do not perform as well as the field independent learners. With literature supporting a relationship between positive self-efficacy and performance, typing a learner may indeed be self-defeating. Likewise there may be some strategy teachers can use to help field dependent learners improve their performance but since this construct is a trait those strategies may not be robust to changing conditions. However teachers can certainly help larners change their approach to study.
Learners and Differences and Learner-Instructor Interaction
Improving our understanding of how learners approach their study may improve our understanding of the construct of learning-instructor interaction. Those of us in distance education often talk about the importance of interaction in distance education Moore 1989 has defined three types of interaction: learner-learner, learner-instructor, and learner-content and argues that learner-instructor interaction is a crucial component that facilitates the other two and creates an effect of learning environment. While true, it seems equally true that learner-instructor interaction can also interfere with learning. Online communication can be easily misinterpret due to the lack of visual and facial cues. Online teachers are encouraged to provide timely and detailed feedback. However online teachers often do not have any information about how the student responds to this feedback. In fact student may interpret a high level of feedback as negative feedback when in reality a teacher is merely posing questions to stimulate student thinking. So obviously learner-instructor interaction is more than just something that should be present, it is something that should be correct arise in the terms of its quality. Independent learners exercise great autumn nominee in their learning decisions and dependent learners. This is a positive feature of independent learning environments only if the learners have the ability to make effect of learning decisions. Using Moores theory of transactional distance we might hypothesize that learners who have not learned to make effect of decisions about their approaches to learning will benefit from more structured and more dialogue. Likewise learners who are autonomous learners will require less structure and less dialogue. Some form of learner-instructor interaction is required to assess which learners will thrive in an independent environment and which will struggle. What constitutes effective learner-instructor interaction? Perhaps it focus on student approaches to learning can help us develop the construct of learner-instructor interaction by providing a basis for making judgments about the appropriate relationship between structure and die lawfully given learner. While technology provide us with the ability to tailor our enter actions in many forms be independent environment prevents us from receiving the immediate feedback we can readily see in the classroom. Our students nodding their heads... or are they nodding to sleep? Do the students seem confused or do they show nods of understanding? Right now our technologies do not communicate these nuances to us. We have to make judgments about these using other means. Perhaps greater understanding about each learners approach to learning will help us improve our enter actions with him or her. All too often students use approaches that have been successful in the past even though the problem has changed. Should he teachers and that this is a style issue and therefore modify the instruction? Or should the teacher recognize that this is a surface approach to learning and help the student change his or her behavior? While a teacher might give good detailed feedback on the specific problem, that teacher may have served the student better by providing feedback that can be generalized to other very different settings. Our learner-instructor interaction should include strategies that will help students engage in meta-cognitive processing. Teachers should provide learners with prompts to help them reflect upon what they understand and what they do not understand, what part of the problems easy and what is hard. In other words, effective learner-instructor interaction should be designed not only to help learners understand the content, but also to help them understand themselves as learners.


Future Research
Not every learner will succeed in every learning setting. However many learners have the potential to succeed but lacked skills and understanding about how they approached learning. There are skills that can be learned. Future research should just these ideas. First we should turn our focus from learner traits to learner approaches and develop instruments that we can use to help us learn more about the relationship between approaches to study and performance. Second we should place more emphasis upon research that examines within group differences than between group differences. In other words we should turn our focus on how learners in distributed settings differ in how these differences relate to the performance rather than continuing to compare the effectiveness of distributed versus traditional learning. Finally we should implement different instructional treatments within a district setting to see if we can indeed narrow the gap between the successful and less successful learners. The growth largely of learning throughout higher education will continue to place a more responsibility for learning upon the learner. However we may find it more difficult to diagnose learning needs as learners work and more independent learning environments. Garrison and Baynton 1987, independent learning is not desirable with learners like the support they need to succeed. We must strive to ensure that all learners who have the potential to be successful are ultimately successful. When designing distributed learning environments we must focus on strategies that help students learn how to learn, whether our learners are learning at a distance for learning in a more independent learning on campus. Bellamy may no longer recognize the classroom edged your vision technologies continue to pervade our schools. The recognition that learners have different needs was indeed a revolutionary theory, one that promise to move us from mass education to individualized learning. However, the step from recognition to reality has proven formidable. Rather than focusing upon how to modify the instruction to accommodate the preferences of the learners we should instead focus upon modifying the learning approaches to meet the demands of the instruction.

Your manager tells you about a new department the company will be adding that is part of the company?s strategic plan to enter a particular market segment. Your manager would like you to manage one of the teams in this new department. Your manager has put together the team you will be managing. Your new team consists of the members of your current Learning Team.

To be successful in the new market segment, your team must efficiently accomplish the goals set by the company. Your manager, therefore, would like you to develop a leadership approach for each team member on your team based on the theories of leadership and each member?s individual personalities.

Write a memo to your manager in which you explain how you plan to successfully lead your team. Include the following:

Evaluate the individuals, including yourself, based on the personality assessment.
Evaluate the situation in terms of urgency, culture, and so forth.
Determine leadership approaches, based on individuals and the situation. Highlight the principles you have applied from various leadership theories.

Format your memo consistent with APA guidelines.