Psychology Philosophy and Education

Week 11 Assignment: Create a Brochure

Activity Description

Your task this week is to create a double-sided, tri-fold brochure that describes the symptoms, their impact on emotional processing, their effects on cognitive processing, and specific treatment options for the psychological disorder you selected last week.

The intended audience for this pamphlet is college-educated adults.

Support your assignment with at least three academic scholarly sources and these sources should be cited throughout the text in your brochure. The references for these sources should be provided on the back page of the brochure.

You are allowed to use appropriate clip art to enhance your brochure. Remember to incorporate the research you located in Week 10 to support your assignment. Other resources also may be used.

Length: 1 double-sided tri-fold pamphlet

Your brochure should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

Learning Outcomes

1.0   Assess the concepts and theoretical framework of emotion, motivation, and cognition.

2.0   Interpret the critical research findings related to emotion, motivation and cognition.

4.0   Evaluate the development of emotional, motivational and cognitive skills throughout the lifespan.

6.0   Synthesize concepts of emotions, motivation and cognition using a variety of communication tools.

Emotions, and Cognition > Week 11

Week: 11

Psychological Disorders, Emotion, and Cognition

Introduction: 

Earlier in this course, you reviewed the physiological and neurological aspects of emotion. Last week, you read about some of the psychological disorders, their effects on emotional and cognitive processing, and treatment options. This week, you will consider how physiological changes may affect an individual’s emotional and cognitive states. Specifically, you will examine how neurological disorders, including those on the dementia spectrum affect not only how the individual may express emotions, but also how he or she may interpret others’ emotions.

Not only do these disorders have evident physical symptoms resulting from the damage to the brain and nervous system, but they also have emotional consequences as the individual can have difficulty accepting or adjusting to the diagnosis. In addition, it is not uncommon for medications prescribed to these individuals to result in some emotional changes. Finally, there is also the aspect of how the disorder’s progression may affect the individual’s interactions with others.

Be sure to review this week’s resources carefully. You are expected to apply the information from these resources when you prepare your assignments.

Warm-up Activity 11.1: Creating a Brochure

You will create a brochure for the Week 11 assignment. To learn how to make a brochure quickly and easily please review the tutorial “How to Make Brochures on Microsoft Word” located under your weekly resources. This resource applies to Word 2007 and Word 2010. This resource describes how to use the existing templates in Word to create a brochure.

If you have problems finding the templates, click “File”, then “New”. In the “Search Office.com for templates” area, you can type “tri-fold brochure” in the search field, and then click the arrow to the right or hit the “enter” key on your keyboard.

Week 9 Assignment: Create a Blog Entry

Activity Description

For this task, imagine that you have been asked to contribute comments for a blog that discusses research on emotional regulation throughout the lifespan. This includes developmental changes during childhood as well as how emotional regulation changes in adults over age 60. The intended audience for this blog is a general population of adults who may not necessarily have a psychology background or be familiar with terms such as “emotional regulation” and “inhibitory control.” Although you should not provide formal “dictionary” definitions for these terms, you should clearly explain these terms throughout your blog.

Length: 450-500 words

Your blog entry should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

Learning Outcomes

1.0   Assess the concepts and theoretical framework of emotion, motivation, and cognition.

2.0   Interpret the critical research findings related to emotion, motivation and cognition.

4.0   Evaluate the development of emotional, motivational and cognitive skills throughout the lifespan.

6.0   Synthesize concepts of emotions, motivation and cognition using a variety of communication tools.

 

Week: 9

Emotional Development Throughout the lifespan

Introduction: 

As you learned during Week 7, emotional intelligence consists of many factors related to the regulation of emotions within ourselves, along with the perception and interpretation of emotions in other people. Emotional regulation is crucial to success in social situations and research has found that children, who are better able to regulate their emotions, also are more successful in school and in social settings with their peers.

The ability to regulate emotions is a developmental process that appears to develop at a young age. Hudson and Jacques (2014) discuss several factors important for the development of emotional regulation and one of these is inhibitory control. You may remember from Week 4 that inhibitory control is considered an executive function and the development of which may be linked to continued brain development in children, particularly the development of the prefrontal cortex. As you may recall from your other classes, the frontal lobes are the last areas of the brain to develop in children with some research suggesting that this development continues throughout adolescence. Interestingly, we see that the frontal lobes are one of the first areas of the brain to show age-related decline in older adults (over 60 years of age).

Although frontal lobe declines tend to be negatively related to deficits in executive function, Isaacowitz and Blanchard-Fields (2012) provide evidence that emotional regulation actually increases in adults over the age of 60. These researchers suggest that this may be due to the changes in motivational strategies in older adults.

Your assignment this week is to write a newsletter article that summarizes the research on emotional regulation. This should include development during childhood as well as how emotional regulation changes in adults over the age of 60.

Be sure to review this week’s resources carefully. You are expected to apply the information from these resources when you prepare your assignments.

Social and Developmental Aspects of Emotion, Cognition, and Motivation

Evaluate the Research on Emotional Intelligence 

Your task this week is to provide a critical evaluation of the concept of emotional intelligence.

After completing your readings for the week, prepare a paper that addresses the following questions:

• Can emotional intelligence be taught or is this an innate ability?
• Conclude with your assessment if evidence exists for separate, but related, constructs such as social intelligence and ecological intelligence? Explain your answer.

Support your analysis with at least two references from scholarly sources.

Length: 2 pages

Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

Learning Outcomes

1.0   Assess the concepts and theoretical framework of emotion, motivation, and cognition.

2.0   Interpret the critical research findings related to emotion, motivation and cognition.

3.0   Assess cultural and social influences on emotions, motivation, and cognition.

6.0   Synthesize concepts of emotions, motivation and cognition using a variety of communication tools.

 

This week, you will read about several theories of emotional intelligence (EI) and some of the research on this topic. Although definitions and theories of EI vary, Mayer and Salovey (1997) described EI as consisting of four “branches” consisting of perceiving emotions, facilitating thoughts about emotions, understanding emotions, and managing emotions. Similar abilities were described by Danial Goleman in 1995. Other theories of EI are described in Cherniss (2010). Tests developed by Mayer and colleagues along with other researchers can be used to assess levels of EI in people.

Some research suggests that individuals with higher levels of EI have better social relationships and better psychological health whereas those people with lower levels of EI are associated with greater stress and other negative outcomes such as drug and alcohol abuse.

Austin, Farrelly, Black, and Moore (2007) suggest that there is also a “dark” side to high levels of EI. Their research suggests that being skilled in the perception and understanding of the emotions of others can serve as a mechanism to manipulate people and situations.

Goleman, Barlow, and Bennett (2010) discuss how the early ideas about EI have been expanded into a new area called “Ecological Intelligence.” Ecological intelligence involves an awareness and understanding of how human actions impact the environment.

You should also consider as you are reading these articles whether EI is an innate ability or something that can be improved with training.

This week, you will provide a critical evaluation of the construct of EI by answering the questions in the description of the assignment.

Be sure to review this week’s resources carefully. You are expected to apply the information from these resources when you prepare your assignments.