According to the article ‘Brainy Type: a look at how the brain perceives typographic information,’ Thiessen et al. (2015) indicate that people have a harder problem recognizing letterforms in harsher typefaces than in easy typefaces since the cognitive process is linked to the mind. The researchers used EEG equipment in their research to see how the brain interprets typographic information. This makes sense in terms of learning and cognition. The article ‘Developing Health Literacy Knowledge and Skills Through Case-Based Learning’ discusses pharmacy students’ literacy understanding and capacity to handle patients with inadequate health literacy through case-based learning. Students were challenged to create a care plan for patients who lacked adequate health literacy. According to a study, students who had to undertake case-based learning in the pharmacy field were effective in fulfilling their learning goals and objectives within the course they were taking. ( Lopez 2014)
Personality theories domain
Personality theories are essential in psychology since they explain how a person behaves, feels, and looks based on their behavior, emotions, and physical traits. According to the paper “Improving Work Performance for Adolescents with Emotional and Behavioral Disorders: A Comparison of Two Work-Based Learning Interventions,” “many adolescents with EBD lack practical job experience while in high school, as a result of which they experience high rates of unemployment or low-paying, unsatisfying occupations several years after graduating,” “many adolescents with EBD lack practical job experience while in high school, as a result of which they encounter high rates of unemployment or (Garcia 2011).
The article “Behavioral Perspectives on Personality and Self” discusses how one’s behavior affects one’s personality and self-concept. The five-factor model (FFM) was utilized in the essay to describe the five different traits that a person has: neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness. (Phelps 2015).
The following statement from the article “Both ‘being with’ and ‘doing to’: Borderline personality disorder and the integration of humanistic values in contemporary therapy practice” stood out: “the validity of the concept of ‘personality disorder’ has not only been questioned in itself (Steffen 2013) but doubts about its applicability to people who present with difficulties that are regarded as borderline have also been raised.
The paper “Improving Work Performance for Adolescents with Emotional and Behavioral Disorders: A Comparison of Two WorkBased Learning Interventions” looks at how students with EBD might gain the social competence needed to enter the workforce. In addition, the paper looks at two distinct types of work, paid internships and service-learning jobs, to assess which type of work EBD students would need to help them prepare for the marketplace after high school. (Curtin & Garcia 2011)
The study “Personality and Social Problem-solving: The Mediating Role of Self-esteem” examines the relationship between personality, self-esteem, and social problem-solving. Temperament and ego, personality and problem-solving, and then self-esteem and conflict resolution have all been studied before, but never all three simultaneously. The focus of this piece was on the subject. Participants were university students who were picked at random. (Koruklu, 2015).
The case study in the article “Unravelling the Roots of Personality Disorganization through Psychodynamic Lens: A Case Study” is about a 19-year-old young lady who is having behavior problems at home. Her family is concerned about her, so she will see a therapist see if she can get some assistance. The therapist used the Brief Dynamic Therapy (BDT) method. ‘Brief Dynamic Therapy aims to transform a client’s psychopathology by conceptualizing it within the frameworks of psychoanalytic thought and actively working out a focal problem area. (Mitra et al., 2013).
Clinical and CounselingCounseling Psychology domain
Clinical and counseling services are available. Psychology is an important branch of psychology since it benefits individuals and those around them. People in positions of authority over most are a good illustration. In today’s world, some require support in everyday situations. There are 33 various perspectives on guardianship, according to the article “Modern Guardianship: Legal and Clinical Perspectives.” When someone is awarded guardianship over another person, it indicates that they are assisted in making decisions. (2011, Dragon).
The article “Factors Associated with Contraceptive Use and Nonuse: Discusses the Unintended Pregnancies that Women May Be at Risk” attempts to understand what factors can be risky for the use of patterns for the programs and policies place to reduce unintended pregnancies. This study employed a telephone survey to analyze women’s diverse contraceptive use patterns. (Frost et al.,2007)
According to American Psychological Association (2014), the purpose of the article “Guideline for Prevention in Psychology” is to inform psychologists, the general public, and those who are interested in prevention about the guidelines that are part of professional practices. All of the guidelines are recommended because of their benefits to the general public and psychology professionals. The recommendations aid human functioning by allowing psychologists to engage in preventative work, research, and education.
The suggestions assist in increasing participation in various preventative actions.
Guardians are individuals who have the power to make choices on behalf of others. This is done to guarantee that persons who need a guardian have someone to help them make decisions. In the essay “Modern Guardianship: Legal and Clinical Perspectives,” those who have guardianship over others are examined. This page covers a wide range of subjects concerning modern guardianship. To name a few, guardianship was created to give “substituted judgment” to safeguard people while allowing them to participate as much as possible in decision-making. (Drogin, 2011).
According to Rivera, Drown & Banks (2007) in the essay “Prevention Actions in Professional Psychology: A Reaction to the Prevention Guidelines” is a response to the Prevention Guidelines. It discusses the historical backdrop for the various prevention activities in psychology. This page also discusses a Major Contribution published by S. M. Hage and their criticism of it. Along with the historical backdrop and analysis, the writers discuss how the rules will be used in the future. According to the article, students studying psychology are being trained as psychologists. Therefore, they should be exposed to the essential concerns in American society. Ethnic and cultural minorities, the hearing challenged, lesbian/gay/bisexual/transgender groups, and others are topics students should be taught about.
The article “Promoting Child and Family Resilience to Disasters: Effects, Interventions, and Prevention Effectiveness” examines the findings of research involving children, youth, and families to help them cope with the problems that they face. The article looks at the issues that children face, as well as the risk and protective factors, as well as the solutions that are linked to dangerous situations. (Ronan and colleagues, 2008). The essay also looks at other preventative strategies that might help children and their families deal with medical and psychological concerns that may occur. The authors connect children’s learning and enthusiasm at home and in their families.
References
Ahmadav, Anar. (2011). When Great Minds Don’t Think Alike: Using Mock Trials in Teaching Political Thought. Political Science and Politics. 625628
American Psychological Association. (2014). Guidelines for prevention in psychology. The American Psychologist, 69(3), 285-296.
Bass, Christa. (2012). Learning Theories & Their Application to Science Instruction for Adults. The American Biology Teacher. 387390.
Brown, L. B., Nicholson, T. R., Aybek, S., Kanaan R. A., Lyngstad, T. H., Prskawetz, A. (2010). Do Siblings’ Fertility Decisions Influence Each Other? Demography. 923934.
Corno, L. and Mandinach, E. B. (2004). What we Have we Have Learned about Student
Curtin, K. A., Garcia, J. (2011). Improving Work Performance for Adolescents with Emotional and Behavioral Disorders: A Comparison of Two WorkBased Learning Interventions. Journal of Rehabilitation.3139
Curtin, K. A., Garcia, J. (2011). Improving Work Performance for Adolescents with Emotional and Behavioral Disorders: A Comparison of Two WorkBased Learning Interventions. Journal of Rehabilitation. 77(1), 3139
Drogin, E. Y. (2011). Current guardianship: legal and clinical perspectives. Mental and Physical Disability Law Reporter, 35(6), 820-822.
Drogin, E. Y. (2011). Current guardianship: legal and clinical perspectives. Mental and Physical Disability Law Reporter, 35(6), 820-822.
Endacott, J. & Bowles, F. (2013). Avoiding the “It’s a Small World” Effect A Lesson Plan to Explore Diversity. Multicultural Education, 20(2), 4348.
Engagement in the Past Twenty Years. Pages. 297326
Frost, J. J., Singh, S., & Finer, L. B. (2007). Factors associated with contraceptive use and nonuse, United States, 2004. Perspectives on sexual and reproductive health, 39(2), 90-99.
Ha, H., Lopez, T. (2014). Developing Health Literacy Knowledge and Skills Through CaseBased Learning. American Journal of Pharmaceutical Education.
Hartmann, E. S. (2012). A Sociocognitive Approach to How Children with Deafblindness Understand Symbols. International Journal of Disability, Development, and Education,
Koruklua, N., (2015). Personality and Social ProblemSolving: The Mediating Role of SelfEsteem. Educational Sciences: Theory & Practice. 15(2), 481487
Matthen, M. (2010). Is memory preservation. An International Journal for Philosophy, 314.
McNally, R. J., and Geraerts, E. (2009). A New Solution to the Recovered Memory Debate. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE, 126134.
McNally, R. J., Clancy, S. A., Barrett, H. M., Parker, H. A., Ristuccia, C. S., and Perlman, C. A. (2006). Autobiographical memory specificity in adults reporting repressed, recovered, or continuous memories of childhood sexual abuse. Psychology Press, 527535.
Mitra, S., Basu, S., & Sanyal, N., (2013). Unraveling the Roots of Personality Disorganization through Psychodynamic Lens: A Case. Psy. & Ment. Health. 20, 4248
Phelps, B. J., (2015). Behavioral Perspectives on Personality and Self. Association for Behavior Analysis International. 65, 557–565
Rivera-Mosquera, E., Dowd, E. T., & Mitchell-Blanks, M. (2007). Prevention activities in professional psychology: A reaction to the prevention guidelines. The Counseling Psychologist, 35(4), 586-593.
Ronan, K. R., Crellin, K., Johnston, D. M., Finnis, K., Paton, D., & Becker, J. (2008). Promoting child and family resilience to disasters: Effects, interventions, and prevention effectiveness. Children Youth and Environments, 18(1), 332-353.
Schechtman, M. (2011). Memory and identity. Journal for Philosophy, 6579.
Steffen, E. (2013). Both ‘being with’ and ‘doing to’: Borderline personality disorder and integrating humanistic values in current therapy practice. The British Psychological Society Counselling Psychology Review. 28(1), 6471
Thiessen, M., Kohler, M., Churches, O., Coussens, S., Keage, H. (2015). Brainy Type: a look at how the brain processes typographic information. Visible Language.
