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  • [Solved] Week 8

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    – ## Week8Discussion1.TheImpactofIndustrialPsychologyintheWorkplace.docx – ## Week8Discussion2.TheImpactofOrganizationalPsychologyintheWorkplace.docx **## Week8Discussion1.TheImpactofIndustrialPsychologyintheWorkplace.docx** Week 8 DisCUSsion 1: The Impact of Industrial Psychology in the Workplace I…

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    Assignment Prompt & Instructions

    – ## Week8Discussion1.TheImpactofIndustrialPsychologyintheWorkplace.docx

    – ## Week8Discussion2.TheImpactofOrganizationalPsychologyintheWorkplace.docx

    **## Week8Discussion1.TheImpactofIndustrialPsychologyintheWorkplace.docx**

    Week 8 DisCUSsion 1: The Impact of Industrial Psychology in the Workplace

    In this Discussion, you will explore how specific principles, models, and/or theories related to selection, assessment, training, and performance evaluation have contributed to improvements in the practice of industrial psychology. Then, in your response to your peers, you will examine limitations of the principles, models, and/or theories they discussed.

    To Prepare

    · Reflect on what you learned about industrial psychology in Weeks 2–4. Focus on principles, models, and/or theories related to industrial psychology.

    · Select two principles, models, and/or theories related to industrial psychology (i.e., assessment, selection, job analysis, training, performance evaluation).

    · Think about how each principle, model, and/or theory has contributed to improvements in the practice of industrial psychology (i.e., what problems do they resolve and what barriers do they overcome).

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/172288/pages/week-8-learning-resources?module_item_id=6929006)

    · Review the Learning Resources from Weeks 2–4 in preparation for responding to this Week’s Discussion 1.

    · Review the Learning Resources from Weeks 5–7 in preparation for responding to the Week’s Discussion 2.

    INSTRUCTIONS: Post a response to the following:

    · Briefly describe the principles, models, and/or theories you selected. Then explain how each has contributed to improvements in the practice of industrial psychology. Use specific examples from your personal work experience and evidence from the literature to support your points.

    **## Week8Discussion2.TheImpactofOrganizationalPsychologyintheWorkplace.docx**

    ### Week 8 Discussion 2: The Impact of Organizational Psychology in the Workplace

    In this Discussion, you will explore how specific principles, models, and/or theories related to group dynamics, leadership, and change management have contributed to improvements in the practice of organizational psychology. Then, in your response to your peers, you will examine limitations of the principles, models, and/or theories they discussed.

    To Prepare

    · Reflect on what you learned about organizational psychology in Weeks 5–7. Then read this week’s Learning Resources, focusing on principles, models, and/or theories related to organizational psychology.

    · Select two principles, models, and/or theories related to organizational psychology (i.e., group dynamics, leadership, change management).

    · Think about how each principle, model, and/or theory has contributed to improvements in the practice of organizational psychology (i.e., what problems do they resolve and what barriers do they overcome).

    ### **Learning Resources**

    #### [**Required Readings**](https://waldenu.instructure.com/courses/172288/pages/week-8-learning-resources?module_item_id=6929006)

    · Review the Learning Resources from Weeks 2–4 in preparation for responding to this Week’s Discussion 1.

    · Review the Learning Resources from Weeks 5–7 in preparation for responding to the Week’s Discussion 2.

    INSTRUCTIONS: Post a response to the following:

    · Briefly describe the principles, models, and/or theories you selected. Then explain how each has contributed to improvements in the practice of organizational psychology. Use specific examples from your personal work experience and evidence from the literature to support your points.

    **## Week8Discussion2.TheImpactofOrganizationalPsychologyintheWorkplace.docx**

    ### Week 8 Discussion 2: The Impact of Organizational Psychology in the Workplace

    In this Discussion, you will explore how specific principles, models, and/or theories related to group dynamics, leadership, and change management have contributed to improvements in the practice of organizational psychology. Then, in your response to your peers, you will examine limitations of the principles, models, and/or theories they discussed.

    To Prepare

    · Reflect on what you learned about organizational psychology in Weeks 5–7. Then read this week’s Learning Resources, focusing on principles, models, and/or theories related to organizational psychology.

    · Select two principles, models, and/or theories related to organizational psychology (i.e., group dynamics, leadership, change management).

    · Think about how each principle, model, and/or theory has contributed to improvements in the practice of organizational psychology (i.e., what problems do they resolve and what barriers do they overcome).

    ### **Learning Resources**

    #### [**Required Readings**](https://waldenu.instructure.com/courses/172288/pages/week-8-learning-resources?module_item_id=6929006)

    · Review the Learning Resources from Weeks 2–4 in preparation for responding to this Week’s Discussion 1.

    · Review the Learning Resources from Weeks 5–7 in preparation for responding to the Week’s Discussion 2.

    INSTRUCTIONS: Post a response to the following:

    · Briefly describe the principles, models, and/or theories you selected. Then explain how each has contributed to improvements in the practice of organizational psychology. Use specific examples from your personal work experience and evidence from the literature to support your points.

    **## Week8Discussion1.TheImpactofIndustrialPsychologyintheWorkplace.docx**

    Week 8 DisCUSsion 1: The Impact of Industrial Psychology in the Workplace

    In this Discussion, you will explore how specific principles, models, and/or theories related to selection, assessment, training, and performance evaluation have contributed to improvements in the practice of industrial psychology. Then, in your response to your peers, you will examine limitations of the principles, models, and/or theories they discussed.

    To Prepare

    · Reflect on what you learned about industrial psychology in Weeks 2–4. Focus on principles, models, and/or theories related to industrial psychology.

    · Select two principles, models, and/or theories related to industrial psychology (i.e., assessment, selection, job analysis, training, performance evaluation).

    · Think about how each principle, model, and/or theory has contributed to improvements in the practice of industrial psychology (i.e., what problems do they resolve and what barriers do they overcome).

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/172288/pages/week-8-learning-resources?module_item_id=6929006)

    · Review the Learning Resources from Weeks 2–4 in preparation for responding to this Week’s Discussion 1.

    · Review the Learning Resources from Weeks 5–7 in preparation for responding to the Week’s Discussion 2.

    INSTRUCTIONS: Post a response to the following:

    · Briefly describe the principles, models, and/or theories you selected. Then explain how each has contributed to improvements in the practice of industrial psychology. Use specific examples from your personal work experience and evidence from the literature to support your points.

    **## Week8Discussion2.TheImpactofOrganizationalPsychologyintheWorkplace.docx**

    ### Week 8 Discussion 2: The Impact of Organizational Psychology in the Workplace

    In this Discussion, you will explore how specific principles, models, and/or theories related to group dynamics, leadership, and change management have contributed to improvements in the practice of organizational psychology. Then, in your response to your peers, you will examine limitations of the principles, models, and/or theories they discussed.

    To Prepare

    · Reflect on what you learned about organizational psychology in Weeks 5–7. Then read this week’s Learning Resources, focusing on principles, models, and/or theories related to organizational psychology.

    · Select two principles, models, and/or theories related to organizational psychology (i.e., group dynamics, leadership, change management).

    · Think about how each principle, model, and/or theory has contributed to improvements in the practice of organizational psychology (i.e., what problems do they resolve and what barriers do they overcome).

    ### **Learning Resources**

    #### [**Required Readings**](https://waldenu.instructure.com/courses/172288/pages/week-8-learning-resources?module_item_id=6929006)

    · Review the Learning Resources from Weeks 2–4 in preparation for responding to this Week’s Discussion 1.

    · Review the Learning Resources from Weeks 5–7 in preparation for responding to the Week’s Discussion 2.

    INSTRUCTIONS: Post a response to the following:

    · Briefly describe the principles, models, and/or theories you selected. Then explain how each has contributed to improvements in the practice of organizational psychology. Use specific examples from your personal work experience and evidence from the literature to support your points.

    **## Week8Discussion1.TheImpactofIndustrialPsychologyintheWorkplace.docx**

    Week 8 DisCUSsion 1: The Impact of Industrial Psychology in the Workplace

    In this Discussion, you will explore how specific principles, models, and/or theories related to selection, assessment, training, and performance evaluation have contributed to improvements in the practice of industrial psychology. Then, in your response to your peers, you will examine limitations of the principles, models, and/or theories they discussed.

    To Prepare

    · Reflect on what you learned about industrial psychology in Weeks 2–4. Focus on principles, models, and/or theories related to industrial psychology.

    · Select two principles, models, and/or theories related to industrial psychology (i.e., assessment, selection, job analysis, training, performance evaluation).

    · Think about how each principle, model, and/or theory has contributed to improvements in the practice of industrial psychology (i.e., what problems do they resolve and what barriers do they overcome).

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/172288/pages/week-8-learning-resources?module_item_id=6929006)

    · Review the Learning Resources from Weeks 2–4 in preparation for responding to this Week’s Discussion 1.

    · Review the Learning Resources from Weeks 5–7 in preparation for responding to the Week’s Discussion 2.

    INSTRUCTIONS: Post a response to the following:

    · Briefly describe the principles, models, and/or theories you selected. Then explain how each has contributed to improvements in the practice of industrial psychology. Use specific examples from your personal work experience and evidence from the literature to support your points.

    **## Week8Discussion2.TheImpactofOrganizationalPsychologyintheWorkplace.docx**

    ### Week 8 Discussion 2: The Impact of Organizational Psychology in the Workplace

    In this Discussion, you will explore how specific principles, models, and/or theories related to group dynamics, leadership, and change management have contributed to improvements in the practice of organizational psychology. Then, in your response to your peers, you will examine limitations of the principles, models, and/or theories they discussed.

    To Prepare

    · Reflect on what you learned about organizational psychology in Weeks 5–7. Then read this week’s Learning Resources, focusing on principles, models, and/or theories related to organizational psychology.

    · Select two principles, models, and/or theories related to organizational psychology (i.e., group dynamics, leadership, change management).

    · Think about how each principle, model, and/or theory has contributed to improvements in the practice of organizational psychology (i.e., what problems do they resolve and what barriers do they overcome).

    ### **Learning Resources**

    #### [**Required Readings**](https://waldenu.instructure.com/courses/172288/pages/week-8-learning-resources?module_item_id=6929006)

    · Review the Learning Resources from Weeks 2–4 in preparation for responding to this Week’s Discussion 1.

    · Review the Learning Resources from Weeks 5–7 in preparation for responding to the Week’s Discussion 2.

    INSTRUCTIONS: Post a response to the following:

    · Briefly describe the principles, models, and/or theories you selected. Then explain how each has contributed to improvements in the practice of organizational psychology. Use specific examples from your personal work experience and evidence from the literature to support your points.

    – 1
    – 2

  • [Solved] Discussion Response

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need a response to two discussion questions. – ## Week2Discussion.docx **## Week2Discussion.docx** **Discussion Post Guidelines:** · **Acknowledge your classmates' posts.** · **Build upon these posts by providing additional details, statistics, ideas, perspectives, or links to interesting, relevan…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    I need a response to two discussion questions.

    – ## Week2Discussion.docx

    **## Week2Discussion.docx**

    **Discussion Post Guidelines:**

    ·
    **Acknowledge your classmates' posts.**

    ·
    **Build upon these posts by providing additional details, statistics, ideas, perspectives, or links to interesting, relevant articles.**

    **Conclude with a question or new idea to further stimulate the discussion**

    **1.**

    The interaction of the family does impact each member of its unit.  When we look at the Reily family, they already have a structural break down which includes the parents' divorce, the son's rebellion in his behavior not to listen to parental restrictions on curfew also the lack of respect that the brother gives his sister in communicating with her.  The son also feels that his input is not valued and so he does not want to contribute to the welfare of the family.  The mother feels like an outsider when it comes to her children with respects to the fact that she has lost custody of the two children.  The only positive thing with this family is that they have committed to therapy, so there is still some hope.

         The changes in the family structure should come from a positive approach which the clinician tries to incorporate with the father.  First, by placing himself outside of the children's conversation, so that he can get a broader look at the dynamics of the two interacting with each other.  Helping the father not feel as if he has to be the authoritative parent in every conversation.  The counselor is helping the father to become more of an asset to each child then to just be on one side and alienating the other child.  This would help the family as a whole to come together so that no one feels left out or isolated.  The counselor then introduces the mother not as an outsider but as an integral part of the family unit making her feel a part of the whole unit eventually knitting the complete family back together again.  In some cases, this takes time, but as long as you have the bases of the family wanting to become whole then you have somewhere to start.

    **2.**

    The current American society is highly heterogeneous, with families comprising mixed cultures, and general interactions at schools, workplaces, religious associations, and other social communities also expose people to more cultures. These influences usually shape people's identities and family relationships, making it a critical factor that counselors must understand for effective and efficient counseling. Gaining this multicultural sense requires counselors to have self-reflective abilities (Joseph et al., 2023). This becomes a critical requirement because counselors should always approach clients in an open-minded and non-judgmental manner. However, achieving these abilities also requires one to be aware of their cultural assumptions.

    Structural family therapy (SFT) is a psychotherapy method by Salvador Minuchin, addressing different problems in functioning within a family. Family structure is defined to shape interactions amid cultural complexity, as shown in the two videos. In the interview, Salvador Minuchin highlights that family issues usually arise from poorly defined hierarchies and boundaries (PsychotherapyNet, 2012). Aspects like emotional expression, norms relating to discipline, authority, and gender roles can be different in diverse cultural settings. Various transitions in a family, including divorce, relocation, or remarriage, highlight this complexity. For example, these changes affect the family structure and norms, thus affecting the foundation upon which the family was built. However, scholars have researched various ways counselors can enhance their service delivery in the current diverse society. Genograms have particularly come in handy in helping counselors chart relationships, roles, and patterns of their family members and clients across different generations (Joseph et al., 2023). This approach is crucial and highly beneficial in counseling since these cultural values, such as hierarchy, collectivism, and gender roles, can be primarily realized visually, and generally provide a more profound insight into how different cultures shape behaviors, identity, and decision making in different generations.

    Lastly, changes in a family structure and stability can disrupt factors like boundaries and parental roles, thus affecting the well-being of the children while causing distress among the parents. Additionally, SFT is fundamental in mapping different family dynamics, hence allowing for the implementation of techniques relevant for restructuring interactions among family members. Also, a family should adopt new routines, clear expectations, and enhance open communication among the members to facilitate the transition process (RockinChikk, 2012). Counselors can facilitate families in these transitions by detecting areas of stress, encouraging self-expression, and finding alternative means for group members to redefine their roles more healthily. Therefore, an effective approach to SFT is essential to providing a framework for navigating various challenges and promoting healthier interactions in families.

    **References**

    Joseph, B., Dickenson, S., McCall, A., & Roga, E. (2023). Exploring the therapeutic effectiveness of genograms in family therapy: A literature review.
    _The Family Journal_,
    _31_(1), 21-30.
    [https://doi.org/10.1177/10664807221104133](https://doi.org/10.1177/10664807221104133)

    PsychotherapyNet. (2012).
    _Salvador Minuchin on Family Therapy Interview_. [Video] YouTube.
    [https://www.youtube.com/watch?v=2evU02UocpQ](https://www.youtube.com/watch?v=2evU02UocpQ)

    RockinChikk. (2012).
    _Structural family therapy example_. [Video] YouTube.
    [https://www.youtube.com/watch?v=bOrnOcHWXgA](https://www.youtube.com/watch?v=bOrnOcHWXgA)

    **3.**

    After taking the multicultural counseling course, I have developed a broader understanding of my own culture and how culture impacts all aspects of one’s life. I believe culture to be any influence in an individuals’ life that shapes their thoughts, feelings, beliefs and behaviors. There are very few aspects of a person’s identity that doesn’t impact how they move through life. While we often focus on race, ethnicity, gender, sexuality and religion, there are many more aspects to one’s culture. Our reading references institutions, traditions and rituals that knowledge is maintained and communicated through time. These components create a sense of likeness and difference between individuals and communities. The inputs to create one’s cultural identity can be as broad as their country of origin or as nuanced as how they learned to communicate within their family unit. For example, a child raised in an emotionally volatile household may believe that yelling is the only way to communicate importance. This belief can be passed on from generation to generation creating a culture of verbal violence or hostility.

    One of the interesting points from exploring Structural Theory is understanding the covert and overt rules in how family members interact. The subsystems within a family determine relationships, communication and expectations for interactions. As the family expands, rules are adopted and change based on the circumstances and events the family experiences. Children learn from an early age the spoken and unspoken rules of how the family is expected to act, handle conflict and behave. Boundaries, rules and roles are formed consciously and subconsciously. These components formed patterns of how the family interacts and these patterns become known and comfortable. When change takes place, the family will often go to lengths to maintain the known and comfortable patterns. A counselor can assist in joining the family to observe, assess and make family structures visible. Utilizing enactment and role playing can assist families in finding new structures, boundaries and rules that can ease the discomfort of the change they are experiencing. By challenging and restructuring the existing patterns the family can develop new interactions that help the family function in their new normal.

    **4.**

    Top of Form

    **Module 2 Discussion – Structural Family Therapy & Multicultural Awareness**

    Watching the
    _Reilly Family_ clip helped me see how a family’s
    **structure** shapes every move they make. In the video, the parents sit apart while the teenage daughter leans close to her younger brother. That seating alone shows a
    **loose parental subsystem and a tight sibling alliance**. Because the parents are not working as a team, the kids step into adult space—arguing, setting rules, and even calming Mom when Dad withdraws. The therapist first
    _joins_ the family by matching their everyday talk and then
    _rearranges_ seats so Mom and Dad sit together and the children sit sidebyside. That small shift gives the parents their proper role and lowers the kids’ tension. It proves Minuchin’s point that “changing the structure changes the symptoms.”

    The interview with
    **Salvador Minuchin** drove that idea deeper. He explains that he started structural therapy because he wanted practical ways to help families, especially those under social stress. He looks for clear hierarchies, strong but flexible boundaries, and space for every member to speak. He also reminds us that the therapist must “join with the family’s culture first, not fight it”. n other words, you respect the family’s customs—whether they come from ethnicity, religion, or neighborhood—before suggesting change.

    These videos tie right into this week’s theme of
    **multicultural awareness**. Today, culture is more than race or country of origin. Kids juggle school norms, sports team values, online slang, and maybe two household languages. Adults meet the same mix at work, church, and social media. When a family faces big change—divorce, remarriage, a child coming out, or a move across state lines—these layers of culture can clash. If the therapist ignores them, the plan will fail.

    **How structure affects interaction**

    · A
    **clear parent subsystem** (like parents on the same side of rules) gives kids room to be kids.

    ·
    **Diffuse boundaries** (parents acting like friends) push children to take adult roles, often causing anxiety or actingout.

    · A
    **rigid hierarchy** (one parent dominating everyone) can silence voices and stall problemsolving.

    **Easing structural transitions**

    1.
    **Map the new structure together.** Simple drawings of “who is in charge of what” let everyone see the plan.

    2.
    **Set family rituals.** Weekly meetings, shared meals, or game nights rebuild connection after a split or move.

    3.
    **Clarify roles out loud.** Teens often need to hear, “You don’t have to parent your little brother; that’s our job.”

    4.
    **Invite outside supports.** Coaches, faith leaders, or trusted relatives can reinforce the new hierarchy.

    5.
    **Stay curious about culture.** Ask how school, faith, or social media rules shape each person’s view before offering advice.

    In short, the Reilly session shows
    _how_ to spot structural trouble, while Minuchin’s words remind us
    _why_ culture matters when we fix it. Using both, we can meet families where they are, respect their many cultures, and guide them toward a structure that lets every member grow.

    **References**

    Rockinckikk. (2017, March 14).
    _Structural family therapy example: The Reilly family_ [Video]. YouTube.

    Psychotherapy.net. (2011, February 24).
    _Salvador Minuchin on family therapy_ [Video]. YouTube.

    Bottom of Form

    Reply

    **5.**

    **Top of Form**

    **As a husband to four kids with a wide range between them, business owner, and homeschooler, multicultural awareness is something that we actively engage with on multiple fronts. Living in the Memphis area, my family is constantly exposed to a rich and diverse cultural environment, whether it’s through church, community activities, or sports. Even though we homeschool, we’re very intentional about ensuring our kids experience and engage with different perspectives, especially as they get older and transition into high school, college, and other settings.**

    **My wife and I often talk with our kids about the values and beliefs that guide our family, but we also encourage them to be open and respectful when they encounter different worldviews. I’ve found that growth happens when you’re able to have honest, sometimes uncomfortable, conversations without needing to win an argument. This can be hard in my household because we are all pretty stubborn at times. In our businesses, we work with people from many backgrounds, and being able to hear where someone is coming from, even when I don’t agree, has been a game-changer for building trust and mutual respect.**

    **From a structural standpoint, our family dynamic definitely relies on clear roles and consistent expectations, which help everyone feel more secure, even when life throws curveballs. It is far from perfect, and we have experienced changes and challenges. We’ve found that the keys to managing transitions have been honest communication, flexibility, and making sure that each family member feels seen and heard. That’s something I think Structural Theory tries to embody. If the framework of the family is stable and supportive, then the individuals within it are more likely to thrive, even in times that seem uncertain or chaotic.**

    **References**

    **Capuzzi, D. & Stauffer, M. (2021).**
    **_Foundations of couples, marriage, and family counseling_ (2nd ed.). Wiley Professional Development.** [**https://reader.yuzu.com/books/9781119686071**](https://reader.yuzu.com/books/9781119686071)

    **Bottom of Form**

    **6.**

    In a world that's so diverse today, our lives are influenced by culture, experiences, and our surroundings. I grew up in a busy household in Washington, DC, where my mother struggled with Bipolar Disorder, and I had a severe speech impediment. My grandmother played a big role in raising us. During tough times, family roles and boundaries often become blurred. A third-grade teacher saw past my speech issues and inspired me. From her, I learned the importance of empathy and understanding. Just like in multicultural conversations, strong families succeed by listening, having clear roles, and showing respect, especially during times of change, loss, or transition.

    **1. How does the structure of the family impact the interaction of each member of the family unit?**

    The way a family is significantly structured affects how its members interact with each other. Having clear roles, boundaries, and leadership helps create good communication and emotional security. When the family structure is balanced, parents can guide their children effectively, and children feel secure in their roles. However, if boundaries are too strict or too loose, it can create power struggles, emotional distance, or confusion. For example, children may feel stressed if they are expected to behave like adults in a chaotic environment. Ultimately, the health of a family's structure influences trust, connection, and their ability to handle problems effectively.

    **2. When families survive changes in family structure, what steps can ease this transition?**

    Family changes like divorce, remarriage, loss, or blending can upset family roles and create emotional stress. To help manage these transitions, families need to communicate openly and clearly define roles, while also establishing new routines that foster connection. Receiving support through counseling can help you process your feelings and rebuild trust. Being respectful of each family member's culture and values also helps create a stronger bond. By taking these thoughtful steps, families can find stability and adapt to these changes.

    **## Week2Discussion.docx**

    **Discussion Post Guidelines:**

    ·
    **Acknowledge your classmates' posts.**

    ·
    **Build upon these posts by providing additional details, statistics, ideas, perspectives, or links to interesting, relevant articles.**

    **Conclude with a question or new idea to further stimulate the discussion**

    **1.**

    The interaction of the family does impact each member of its unit.  When we look at the Reily family, they already have a structural break down which includes the parents' divorce, the son's rebellion in his behavior not to listen to parental restrictions on curfew also the lack of respect that the brother gives his sister in communicating with her.  The son also feels that his input is not valued and so he does not want to contribute to the welfare of the family.  The mother feels like an outsider when it comes to her children with respects to the fact that she has lost custody of the two children.  The only positive thing with this family is that they have committed to therapy, so there is still some hope.

         The changes in the family structure should come from a positive approach which the clinician tries to incorporate with the father.  First, by placing himself outside of the children's conversation, so that he can get a broader look at the dynamics of the two interacting with each other.  Helping the father not feel as if he has to be the authoritative parent in every conversation.  The counselor is helping the father to become more of an asset to each child then to just be on one side and alienating the other child.  This would help the family as a whole to come together so that no one feels left out or isolated.  The counselor then introduces the mother not as an outsider but as an integral part of the family unit making her feel a part of the whole unit eventually knitting the complete family back together again.  In some cases, this takes time, but as long as you have the bases of the family wanting to become whole then you have somewhere to start.

    **2.**

    The current American society is highly heterogeneous, with families comprising mixed cultures, and general interactions at schools, workplaces, religious associations, and other social communities also expose people to more cultures. These influences usually shape people's identities and family relationships, making it a critical factor that counselors must understand for effective and efficient counseling. Gaining this multicultural sense requires counselors to have self-reflective abilities (Joseph et al., 2023). This becomes a critical requirement because counselors should always approach clients in an open-minded and non-judgmental manner. However, achieving these abilities also requires one to be aware of their cultural assumptions.

    Structural family therapy (SFT) is a psychotherapy method by Salvador Minuchin, addressing different problems in functioning within a family. Family structure is defined to shape interactions amid cultural complexity, as shown in the two videos. In the interview, Salvador Minuchin highlights that family issues usually arise from poorly defined hierarchies and boundaries (PsychotherapyNet, 2012). Aspects like emotional expression, norms relating to discipline, authority, and gender roles can be different in diverse cultural settings. Various transitions in a family, including divorce, relocation, or remarriage, highlight this complexity. For example, these changes affect the family structure and norms, thus affecting the foundation upon which the family was built. However, scholars have researched various ways counselors can enhance their service delivery in the current diverse society. Genograms have particularly come in handy in helping counselors chart relationships, roles, and patterns of their family members and clients across different generations (Joseph et al., 2023). This approach is crucial and highly beneficial in counseling since these cultural values, such as hierarchy, collectivism, and gender roles, can be primarily realized visually, and generally provide a more profound insight into how different cultures shape behaviors, identity, and decision making in different generations.

    Lastly, changes in a family structure and stability can disrupt factors like boundaries and parental roles, thus affecting the well-being of the children while causing distress among the parents. Additionally, SFT is fundamental in mapping different family dynamics, hence allowing for the implementation of techniques relevant for restructuring interactions among family members. Also, a family should adopt new routines, clear expectations, and enhance open communication among the members to facilitate the transition process (RockinChikk, 2012). Counselors can facilitate families in these transitions by detecting areas of stress, encouraging self-expression, and finding alternative means for group members to redefine their roles more healthily. Therefore, an effective approach to SFT is essential to providing a framework for navigating various challenges and promoting healthier interactions in families.

    **References**

    Joseph, B., Dickenson, S., McCall, A., & Roga, E. (2023). Exploring the therapeutic effectiveness of genograms in family therapy: A literature review.
    _The Family Journal_,
    _31_(1), 21-30.
    [https://doi.org/10.1177/10664807221104133](https://doi.org/10.1177/10664807221104133)

    PsychotherapyNet. (2012).
    _Salvador Minuchin on Family Therapy Interview_. [Video] YouTube.
    [https://www.youtube.com/watch?v=2evU02UocpQ](https://www.youtube.com/watch?v=2evU02UocpQ)

    RockinChikk. (2012).
    _Structural family therapy example_. [Video] YouTube.
    [https://www.youtube.com/watch?v=bOrnOcHWXgA](https://www.youtube.com/watch?v=bOrnOcHWXgA)

    **3.**

    After taking the multicultural counseling course, I have developed a broader understanding of my own culture and how culture impacts all aspects of one’s life. I believe culture to be any influence in an individuals’ life that shapes their thoughts, feelings, beliefs and behaviors. There are very few aspects of a person’s identity that doesn’t impact how they move through life. While we often focus on race, ethnicity, gender, sexuality and religion, there are many more aspects to one’s culture. Our reading references institutions, traditions and rituals that knowledge is maintained and communicated through time. These components create a sense of likeness and difference between individuals and communities. The inputs to create one’s cultural identity can be as broad as their country of origin or as nuanced as how they learned to communicate within their family unit. For example, a child raised in an emotionally volatile household may believe that yelling is the only way to communicate importance. This belief can be passed on from generation to generation creating a culture of verbal violence or hostility.

    One of the interesting points from exploring Structural Theory is understanding the covert and overt rules in how family members interact. The subsystems within a family determine relationships, communication and expectations for interactions. As the family expands, rules are adopted and change based on the circumstances and events the family experiences. Children learn from an early age the spoken and unspoken rules of how the family is expected to act, handle conflict and behave. Boundaries, rules and roles are formed consciously and subconsciously. These components formed patterns of how the family interacts and these patterns become known and comfortable. When change takes place, the family will often go to lengths to maintain the known and comfortable patterns. A counselor can assist in joining the family to observe, assess and make family structures visible. Utilizing enactment and role playing can assist families in finding new structures, boundaries and rules that can ease the discomfort of the change they are experiencing. By challenging and restructuring the existing patterns the family can develop new interactions that help the family function in their new normal.

    **4.**

    Top of Form

    **Module 2 Discussion – Structural Family Therapy & Multicultural Awareness**

    Watching the
    _Reilly Family_ clip helped me see how a family’s
    **structure** shapes every move they make. In the video, the parents sit apart while the teenage daughter leans close to her younger brother. That seating alone shows a
    **loose parental subsystem and a tight sibling alliance**. Because the parents are not working as a team, the kids step into adult space—arguing, setting rules, and even calming Mom when Dad withdraws. The therapist first
    _joins_ the family by matching their everyday talk and then
    _rearranges_ seats so Mom and Dad sit together and the children sit sidebyside. That small shift gives the parents their proper role and lowers the kids’ tension. It proves Minuchin’s point that “changing the structure changes the symptoms.”

    The interview with
    **Salvador Minuchin** drove that idea deeper. He explains that he started structural therapy because he wanted practical ways to help families, especially those under social stress. He looks for clear hierarchies, strong but flexible boundaries, and space for every member to speak. He also reminds us that the therapist must “join with the family’s culture first, not fight it”. n other words, you respect the family’s customs—whether they come from ethnicity, religion, or neighborhood—before suggesting change.

    These videos tie right into this week’s theme of
    **multicultural awareness**. Today, culture is more than race or country of origin. Kids juggle school norms, sports team values, online slang, and maybe two household languages. Adults meet the same mix at work, church, and social media. When a family faces big change—divorce, remarriage, a child coming out, or a move across state lines—these layers of culture can clash. If the therapist ignores them, the plan will fail.

    **How structure affects interaction**

    · A
    **clear parent subsystem** (like parents on the same side of rules) gives kids room to be kids.

    ·
    **Diffuse boundaries** (parents acting like friends) push children to take adult roles, often causing anxiety or actingout.

    · A
    **rigid hierarchy** (one parent dominating everyone) can silence voices and stall problemsolving.

    **Easing structural transitions**

    1.
    **Map the new structure together.** Simple drawings of “who is in charge of what” let everyone see the plan.

    2.
    **Set family rituals.** Weekly meetings, shared meals, or game nights rebuild connection after a split or move.

    3.
    **Clarify roles out loud.** Teens often need to hear, “You don’t have to parent your little brother; that’s our job.”

    4.
    **Invite outside supports.** Coaches, faith leaders, or trusted relatives can reinforce the new hierarchy.

    5.
    **Stay curious about culture.** Ask how school, faith, or social media rules shape each person’s view before offering advice.

    In short, the Reilly session shows
    _how_ to spot structural trouble, while Minuchin’s words remind us
    _why_ culture matters when we fix it. Using both, we can meet families where they are, respect their many cultures, and guide them toward a structure that lets every member grow.

    **References**

    Rockinckikk. (2017, March 14).
    _Structural family therapy example: The Reilly family_ [Video]. YouTube.

    Psychotherapy.net. (2011, February 24).
    _Salvador Minuchin on family therapy_ [Video]. YouTube.

    Bottom of Form

    Reply

    **5.**

    **Top of Form**

    **As a husband to four kids with a wide range between them, business owner, and homeschooler, multicultural awareness is something that we actively engage with on multiple fronts. Living in the Memphis area, my family is constantly exposed to a rich and diverse cultural environment, whether it’s through church, community activities, or sports. Even though we homeschool, we’re very intentional about ensuring our kids experience and engage with different perspectives, especially as they get older and transition into high school, college, and other settings.**

    **My wife and I often talk with our kids about the values and beliefs that guide our family, but we also encourage them to be open and respectful when they encounter different worldviews. I’ve found that growth happens when you’re able to have honest, sometimes uncomfortable, conversations without needing to win an argument. This can be hard in my household because we are all pretty stubborn at times. In our businesses, we work with people from many backgrounds, and being able to hear where someone is coming from, even when I don’t agree, has been a game-changer for building trust and mutual respect.**

    **From a structural standpoint, our family dynamic definitely relies on clear roles and consistent expectations, which help everyone feel more secure, even when life throws curveballs. It is far from perfect, and we have experienced changes and challenges. We’ve found that the keys to managing transitions have been honest communication, flexibility, and making sure that each family member feels seen and heard. That’s something I think Structural Theory tries to embody. If the framework of the family is stable and supportive, then the individuals within it are more likely to thrive, even in times that seem uncertain or chaotic.**

    **References**

    **Capuzzi, D. & Stauffer, M. (2021).**
    **_Foundations of couples, marriage, and family counseling_ (2nd ed.). Wiley Professional Development.** [**https://reader.yuzu.com/books/9781119686071**](https://reader.yuzu.com/books/9781119686071)

    **Bottom of Form**

    **6.**

    In a world that's so diverse today, our lives are influenced by culture, experiences, and our surroundings. I grew up in a busy household in Washington, DC, where my mother struggled with Bipolar Disorder, and I had a severe speech impediment. My grandmother played a big role in raising us. During tough times, family roles and boundaries often become blurred. A third-grade teacher saw past my speech issues and inspired me. From her, I learned the importance of empathy and understanding. Just like in multicultural conversations, strong families succeed by listening, having clear roles, and showing respect, especially during times of change, loss, or transition.

    **1. How does the structure of the family impact the interaction of each member of the family unit?**

    The way a family is significantly structured affects how its members interact with each other. Having clear roles, boundaries, and leadership helps create good communication and emotional security. When the family structure is balanced, parents can guide their children effectively, and children feel secure in their roles. However, if boundaries are too strict or too loose, it can create power struggles, emotional distance, or confusion. For example, children may feel stressed if they are expected to behave like adults in a chaotic environment. Ultimately, the health of a family's structure influences trust, connection, and their ability to handle problems effectively.

    **2. When families survive changes in family structure, what steps can ease this transition?**

    Family changes like divorce, remarriage, loss, or blending can upset family roles and create emotional stress. To help manage these transitions, families need to communicate openly and clearly define roles, while also establishing new routines that foster connection. Receiving support through counseling can help you process your feelings and rebuild trust. Being respectful of each family member's culture and values also helps create a stronger bond. By taking these thoughtful steps, families can find stability and adapt to these changes.

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    – ## Finaldraft.docx

    – ## DraftwTutorComments11.docx

    **## Finaldraft.docx**

    **Article Review on Behavioral/Non-Substance Addictions or Process Addictions–Final Article**

    **All Students:** Be sure to use a peer-reviewed article.
    Look at the list under the "Assignments" tab for a list of some professional journals or ask one of the librarians to assist you in finding peer-reviewed sources.

    Your article review should be written in minimal APA style (see item 2 of your syllabus on page 2) I don't require in-text citations for this but will need the article referenced in APA style at the end.

    The review must contain at least:

    1. a summary of each of the articles,

    2. each articles strengths and weaknesses,

    3. and a conclusion indicating what insights that you gained from both articles and their benefit to students studying this topic.

    Undergraduate Students:

    Article Review on Process Addiction – Students will review a professional article (no webpages* or magazine articles) on a process addition. A process addiction is also called a non-substance-related addiction or behavioral addiction and it includes a compulsion to repeatedly engage in an action until it causes serious negative consequences to the person's physical, mental, social, and/or financial well-being. One sign that a behavior has become addictive is if it persists despite these consequences. Examples include but are not limited to:

    gambling, sex, shopping, internet, overeating, body modification (tattoos, piercings, etc), videogames, and others

    *Note: internet sources that are based upon professional print sources are acceptable for the review. Non-professional and unverified websites are not acceptable. The paper must be at least a full page long (not including cover) and provide the reference for the article, double-spaced, New Times Roman 12-pt font, and APA format (see item #2 above). (All Objectives)

    Journals (Your paper should come from peer reviewed Journals such as the ones below, these are only suggestions bur remember that magazines and other non-peer reviewed sources are not accepted.)

    LIST OF SUBSTANCE ABUSE JOURNALS*

    Addiction. New York: Taylor & Francis.

    Addictive Biology. New York: Taylor & Francis.

    Addiction Professional. Providence, RI: Manisses Communication Group.

    Addictive Behavior. New York: Pergamon Press.

    Addictive Disorders and Their Treatments. Baltimore, MD: Lippincott Williams &  Wilkins.

    Advances in Alcohol and Substance Abuse. New York: Haworth.

    Alcohol. New York: Pergamon Press.

    Alcohol and Alcoholism [Official Journal of Medical Council on Alcoholism]. London:  Oxford University Press.

    Alcohol Health & Research World. Washington, DC: U.S. Government Printing Office. [refereed]

    Alcohol Research and Health. Washington, DC: U.S. Government Printing Office. [refereed]

    Alcoholism: Clinical and Experimental Research [Official Journal of the Research  Society on Alcoholism]. Baltimore, MD: Lippincott Williams & Wilkins.

    Alcoholism Treatment Quarterly. New York: Haworth.

    American Journal on Addiction [Official Journal of American Academy of Addiction  Psychiatry]. New York: Brunner-Routledge.

    American Journal of Drug and Alcohol Abuse. New York: Taylor & Francis. [refereed]

    British Journal of Addiction. Oxford, England: Blackwell Publishing.

    Contemporary Drug Problems. NY: Federal Legal Publications. [refereed]

    Drug and Alcohol Dependence. Philadelphia: Elsevier.

    Drug and Alcohol Review. New York: Carfax Publishing.

    Drugs, Education, Prevention, and Policy. New York: Taylor & Francis.

    Journal of Addictions and Offender Counseling. Alexandria, VA: American Counseling Association. [refereed]

    Journal of Addictive Diseases [Official Journal of American Society on Addiction Medicine]. New York: Haworth.

    Journal of Alcohol and Drug Education. Lansing, MI: American Alcohol & Drug

    Information Foundation. [refereed]

    Journal of Chemical Dependency Treatment. Binghamton, New York: Haworth.

    Journal of Child and Adolescent Substance Abuse. Binghamton, New York: Haworth.

    Journal of Drug Education. Amityville, NY: Baywood Publishing.

    Journal of Drug Issues. Tallahassee, FL: School of Criminology and Criminal Justice.

    Journal of Ethnicity and Substance Abuse. Binghamton, New York: Haworth.

    Journal of Prevention and Intervention in the Community. Binghamton, New York: Haworth.

    Journal of Primary Prevention. New York: Plenum.

    Journal of Psychoactive Drugs. San Francisco: Haight-Ashbury.

    Journal of Studies on Alcohol. Picataway, NJ: Alcohol Research Documentation.

    [refereed]

    Journal of Substance Abuse. Philadelphia: Elsevier.

    Journal of Substance Abuse Treatment. Philadelphia: Elsevier.

    Nicotine and Tobacco Research [Official Journal of the Society for Research on Nicotine and Tobacco]. New York: Carfax Publishing.

    Psychology of Addictive Behaviors. Washington, DC: American Psychological

    Association.

    Substance Abuse. New York: Plenum.

    Substance Use and Misuse. New York: Dekker.

    \* This is not a comprehensive list.

    **## DraftwTutorComments11.docx**

    Holmes 4

    **First** **Draft** Comment by TWILSO60: I notice you type your last name alongside the page number in the top right. Unless your professor states otherwise, this isn’t necessary according to APA conventions. Instead, you’d just type the page number so that it stands alone.

    Here’s a helpful resource you can use as a visual guide to APA (and what I use to review APA formatting for student papers!): https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/documents/APA%207%20Student%20Sample%20Paper.pdf. All of my comments regarding APA formatting will be based on this resource. Comment by TWILSO60: This is fine since this is a first draft, but make sure to give this a more creative title later! Typically, your title will give the reader a good idea of your paper’s contents.

    Delrion Holmes

    Auburn University in Montgomery Comment by TWILSO60: Department of ___, Auburn University at Montgomery

    ECED 6370 Comment by TWILSO60: ECED 6370: Full Course Title Comment by TWILSO60: Place your professor’s first and last name between these pieces of information.

    “Dr. Firstname Lastname

    06/19/2025 Comment by TWILSO60: 19 June 2025 Comment by TWILSO60: A lot of things are in the right place on your title page, but they need some slight edits to fully meet APA conventions.

    **Behavioral Addictions and Psychological Distress in Turkish Psychology Students** Comment by TWILSO60: Is this the title of your paper (that’s what this would typically be, but I’m just clarifying)? If so, why not replace the “First Draft” on your title page with this, maybe followed by “An Article Review of ___”?

    Gürbüzer and Gürcan-Yıldırım (2025) examined behavioral addictions and psychological distress in a sample of 329 psychology students (76.3% female) from Eastern Turkey. With the application of validated scales (Internet Addiction Test, Yale Food Addiction Scale, etc.) along with the SCL-90-R for psychological symptomatology, the study generated major findings: Comment by TWILSO60: Could we get the authors’ full names when you first introduce them? Comment by TWILSO60: I think you might use the literary present tense instead of past: typically when one writes about an article, they describe it as though it’s unfolding in the present. It’s sometimes awkward to do, but it’s the general practice. Comment by TWILSO60: I might want a little more information into the background of this study. Why was it conducted? What did they hope to discover?

    Also, the point that most participants are female is interesting, but I don’t understand its significance quite yet. Because it’s highlighted, though, I feel like it must be significant, right? Clarify this for us, just a little.

    I.
    **Prevalence Rates**: Comment by TWILSO60: Is the professor okay with how this is broken down into a bulleted list? Most article reviews I’ve read in the Learning Center have been typed as traditional paragraphs.

    Double check the expectations with your professor because they may expect paragraphs themselves, which would include a more involved process of writing than these bulleted lists.

    · Food addiction was the most common type of addiction at 21%, then Internet addiction and compulsive buying (both 10.3%).

    · Exercise and gambling latencies showed lesser figures of 5.5 and 3.3%, respectively, due to cultural/geographical considerations (e.g., religious prohibitions on gambling).

    II.
    **Demographic Predictors**:

    · Gender differences were found with compulsive buying and food addiction higher in females, whilst males were higher in exercise and gambling addictions. Income, on the other hand, was only statistically significantly associated with compulsive buying.

    · A link was found between BMI and food/exercise addictions, implying that there might be two-way interactions between weight and addictive behaviors.

    III.
    **Psychological Distress**:

    · There was a general correlation between compulsive buying, internet addiction, and food addiction and all SCL-90-R symptoms (such as depression and anxiety).

    · Exercise addiction was more strongly related to phobic anxiety and psychoticism.

    · Regression analysis determined the following predictors:

    i. Internet addiction: Depression, phobic anxiety, and paranoid ideation.

    ii. Food addiction: Phobic anxiety.

    iii. Compulsive buying: Paranoid ideation.

    IV.
    **Theoretical Implications**: Comment by TWILSO60: It’s somewhat hard to tell what’s your writing here and what’s simply you summarizing information from the study.

    The results strengthened the self-medication theory, suggesting that students might employ these addictive behaviors to relieve distress (e.g., online activity relieves depression).

    V.
    **Limitations**:

    There is no causality due to the cross-sectional study, and bias can exist because of self-reporting. The sample makeup limits generalizing (psychology students only).

    **Conclusion**: The study gave insight into culturally specific interventions addressing psychological distress to reduce behavioral addictions in students. Comment by TWILSO60: Hi Delrion,

    1.)I’ve noted a few formatting / grammar mistakes in your paper. These are mostly related to the APA formatting of your title page, which could use some edits.

    2.)Your draft features a well-done References page—it’s one of the best I’ve reviewed as a tutor! I think you also present some interesting findings from the article you reviewed, which is an important part of the assignment as I understand it.

    3.)As you’ll see in my comments, there are a few points of primary focus for revising this draft and developing it further. For instance, your Title Page almost meets APA conventions, but there are a few mistakes holding it back. Compare your Title Page to that of the sample paper available on Purdue OWL for clarity.
    More concerning, though, is the formatting of your article review. Unless your professor has asked for it to be formatted as it is, I don’t think this should be typed in the form of bulleted lists. These lists are helpful when drafting a paper (and something I’ve made use of when drafting many of my own!), but they’re not usually wanted for submitted assignments because they take up a lot of space without the same depth of content as traditional paragraphs and sentences. Consider reformatting your lists so that they read as paragraphs; as you do, consider how to make your sentences cohesive, or make sure they flow well into each other.
    Finally, consider what may be missing from your article review beyond traditional paragraphs: right now, your bulleted lists comprise the results or findings of the source, but it doesn’t quite go into its methods; likewise, you offer a summary of the source, but I believe most article reviews also review a source’s strengths/weaknesses as well as evaluate its overall argument and methodology. As I’m unfamiliar with this course assignment, I’m unsure what all it should include; however, it may be that there are key aspects of this article review that aren’t quite present (i.e., the strengths/weaknesses and evaluation sections). If you’re unsure what all you should include in your article review, please contact your professor for help and guidance.

    4.)Of the changes I recommend and remind you of, I encourage you most to develop this assignment further so that it meets all expectations of an article review. As is, I’m concerned the assignment is incomplete. This may be fine for a draft, where not everything has to quite be in order, but you’ll want to make sure you fill the gaps of what may be missing. As you reformat your bulleted lists as paragraphs, you’ll naturally work toward completing the summary of your article; that’ll still leave the strengths/weaknesses and evaluation sections of your article review. For guidance, consider revisiting the LC, contacting your professor, or reading examples of article reviews.

    **References**

    Gürbüzer, N., & Gürcan-Yıldırım, D. (2025). Behavioral addictions and psychological distress: Insights from psychology students in Eastern Turkey.
    _Humanities and Social Sciences Communications_,
    _12_(1). https://doi.org/10.1057/s41599-025-04623-3 Comment by TWILSO60: This citation looks really nice. Just one small thing: does this source have page numbers? If so, you need to include them after the volume and issue numbers

    “12(1), 431-44. http…”

    **## DraftwTutorComments11.docx**

    Holmes 4

    **First** **Draft** Comment by TWILSO60: I notice you type your last name alongside the page number in the top right. Unless your professor states otherwise, this isn’t necessary according to APA conventions. Instead, you’d just type the page number so that it stands alone.

    Here’s a helpful resource you can use as a visual guide to APA (and what I use to review APA formatting for student papers!): https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/documents/APA%207%20Student%20Sample%20Paper.pdf. All of my comments regarding APA formatting will be based on this resource. Comment by TWILSO60: This is fine since this is a first draft, but make sure to give this a more creative title later! Typically, your title will give the reader a good idea of your paper’s contents.

    Delrion Holmes

    Auburn University in Montgomery Comment by TWILSO60: Department of ___, Auburn University at Montgomery

    ECED 6370 Comment by TWILSO60: ECED 6370: Full Course Title Comment by TWILSO60: Place your professor’s first and last name between these pieces of information.

    “Dr. Firstname Lastname

    06/19/2025 Comment by TWILSO60: 19 June 2025 Comment by TWILSO60: A lot of things are in the right place on your title page, but they need some slight edits to fully meet APA conventions.

    **Behavioral Addictions and Psychological Distress in Turkish Psychology Students** Comment by TWILSO60: Is this the title of your paper (that’s what this would typically be, but I’m just clarifying)? If so, why not replace the “First Draft” on your title page with this, maybe followed by “An Article Review of ___”?

    Gürbüzer and Gürcan-Yıldırım (2025) examined behavioral addictions and psychological distress in a sample of 329 psychology students (76.3% female) from Eastern Turkey. With the application of validated scales (Internet Addiction Test, Yale Food Addiction Scale, etc.) along with the SCL-90-R for psychological symptomatology, the study generated major findings: Comment by TWILSO60: Could we get the authors’ full names when you first introduce them? Comment by TWILSO60: I think you might use the literary present tense instead of past: typically when one writes about an article, they describe it as though it’s unfolding in the present. It’s sometimes awkward to do, but it’s the general practice. Comment by TWILSO60: I might want a little more information into the background of this study. Why was it conducted? What did they hope to discover?

    Also, the point that most participants are female is interesting, but I don’t understand its significance quite yet. Because it’s highlighted, though, I feel like it must be significant, right? Clarify this for us, just a little.

    I.
    **Prevalence Rates**: Comment by TWILSO60: Is the professor okay with how this is broken down into a bulleted list? Most article reviews I’ve read in the Learning Center have been typed as traditional paragraphs.

    Double check the expectations with your professor because they may expect paragraphs themselves, which would include a more involved process of writing than these bulleted lists.

    · Food addiction was the most common type of addiction at 21%, then Internet addiction and compulsive buying (both 10.3%).

    · Exercise and gambling latencies showed lesser figures of 5.5 and 3.3%, respectively, due to cultural/geographical considerations (e.g., religious prohibitions on gambling).

    II.
    **Demographic Predictors**:

    · Gender differences were found with compulsive buying and food addiction higher in females, whilst males were higher in exercise and gambling addictions. Income, on the other hand, was only statistically significantly associated with compulsive buying.

    · A link was found between BMI and food/exercise addictions, implying that there might be two-way interactions between weight and addictive behaviors.

    III.
    **Psychological Distress**:

    · There was a general correlation between compulsive buying, internet addiction, and food addiction and all SCL-90-R symptoms (such as depression and anxiety).

    · Exercise addiction was more strongly related to phobic anxiety and psychoticism.

    · Regression analysis determined the following predictors:

    i. Internet addiction: Depression, phobic anxiety, and paranoid ideation.

    ii. Food addiction: Phobic anxiety.

    iii. Compulsive buying: Paranoid ideation.

    IV.
    **Theoretical Implications**: Comment by TWILSO60: It’s somewhat hard to tell what’s your writing here and what’s simply you summarizing information from the study.

    The results strengthened the self-medication theory, suggesting that students might employ these addictive behaviors to relieve distress (e.g., online activity relieves depression).

    V.
    **Limitations**:

    There is no causality due to the cross-sectional study, and bias can exist because of self-reporting. The sample makeup limits generalizing (psychology students only).

    **Conclusion**: The study gave insight into culturally specific interventions addressing psychological distress to reduce behavioral addictions in students. Comment by TWILSO60: Hi Delrion,

    1.)I’ve noted a few formatting / grammar mistakes in your paper. These are mostly related to the APA formatting of your title page, which could use some edits.

    2.)Your draft features a well-done References page—it’s one of the best I’ve reviewed as a tutor! I think you also present some interesting findings from the article you reviewed, which is an important part of the assignment as I understand it.

    3.)As you’ll see in my comments, there are a few points of primary focus for revising this draft and developing it further. For instance, your Title Page almost meets APA conventions, but there are a few mistakes holding it back. Compare your Title Page to that of the sample paper available on Purdue OWL for clarity.
    More concerning, though, is the formatting of your article review. Unless your professor has asked for it to be formatted as it is, I don’t think this should be typed in the form of bulleted lists. These lists are helpful when drafting a paper (and something I’ve made use of when drafting many of my own!), but they’re not usually wanted for submitted assignments because they take up a lot of space without the same depth of content as traditional paragraphs and sentences. Consider reformatting your lists so that they read as paragraphs; as you do, consider how to make your sentences cohesive, or make sure they flow well into each other.
    Finally, consider what may be missing from your article review beyond traditional paragraphs: right now, your bulleted lists comprise the results or findings of the source, but it doesn’t quite go into its methods; likewise, you offer a summary of the source, but I believe most article reviews also review a source’s strengths/weaknesses as well as evaluate its overall argument and methodology. As I’m unfamiliar with this course assignment, I’m unsure what all it should include; however, it may be that there are key aspects of this article review that aren’t quite present (i.e., the strengths/weaknesses and evaluation sections). If you’re unsure what all you should include in your article review, please contact your professor for help and guidance.

    4.)Of the changes I recommend and remind you of, I encourage you most to develop this assignment further so that it meets all expectations of an article review. As is, I’m concerned the assignment is incomplete. This may be fine for a draft, where not everything has to quite be in order, but you’ll want to make sure you fill the gaps of what may be missing. As you reformat your bulleted lists as paragraphs, you’ll naturally work toward completing the summary of your article; that’ll still leave the strengths/weaknesses and evaluation sections of your article review. For guidance, consider revisiting the LC, contacting your professor, or reading examples of article reviews.

    **References**

    Gürbüzer, N., & Gürcan-Yıldırım, D. (2025). Behavioral addictions and psychological distress: Insights from psychology students in Eastern Turkey.
    _Humanities and Social Sciences Communications_,
    _12_(1). https://doi.org/10.1057/s41599-025-04623-3 Comment by TWILSO60: This citation looks really nice. Just one small thing: does this source have page numbers? If so, you need to include them after the volume and issue numbers

    “12(1), 431-44. http…”

    **## Finaldraft.docx**

    **Article Review on Behavioral/Non-Substance Addictions or Process Addictions–Final Article**

    **All Students:** Be sure to use a peer-reviewed article.
    Look at the list under the "Assignments" tab for a list of some professional journals or ask one of the librarians to assist you in finding peer-reviewed sources.

    Your article review should be written in minimal APA style (see item 2 of your syllabus on page 2) I don't require in-text citations for this but will need the article referenced in APA style at the end.

    The review must contain at least:

    1. a summary of each of the articles,

    2. each articles strengths and weaknesses,

    3. and a conclusion indicating what insights that you gained from both articles and their benefit to students studying this topic.

    Undergraduate Students:

    Article Review on Process Addiction – Students will review a professional article (no webpages* or magazine articles) on a process addition. A process addiction is also called a non-substance-related addiction or behavioral addiction and it includes a compulsion to repeatedly engage in an action until it causes serious negative consequences to the person's physical, mental, social, and/or financial well-being. One sign that a behavior has become addictive is if it persists despite these consequences. Examples include but are not limited to:

    gambling, sex, shopping, internet, overeating, body modification (tattoos, piercings, etc), videogames, and others

    *Note: internet sources that are based upon professional print sources are acceptable for the review. Non-professional and unverified websites are not acceptable. The paper must be at least a full page long (not including cover) and provide the reference for the article, double-spaced, New Times Roman 12-pt font, and APA format (see item #2 above). (All Objectives)

    Journals (Your paper should come from peer reviewed Journals such as the ones below, these are only suggestions bur remember that magazines and other non-peer reviewed sources are not accepted.)

    LIST OF SUBSTANCE ABUSE JOURNALS*

    Addiction. New York: Taylor & Francis.

    Addictive Biology. New York: Taylor & Francis.

    Addiction Professional. Providence, RI: Manisses Communication Group.

    Addictive Behavior. New York: Pergamon Press.

    Addictive Disorders and Their Treatments. Baltimore, MD: Lippincott Williams &  Wilkins.

    Advances in Alcohol and Substance Abuse. New York: Haworth.

    Alcohol. New York: Pergamon Press.

    Alcohol and Alcoholism [Official Journal of Medical Council on Alcoholism]. London:  Oxford University Press.

    Alcohol Health & Research World. Washington, DC: U.S. Government Printing Office. [refereed]

    Alcohol Research and Health. Washington, DC: U.S. Government Printing Office. [refereed]

    Alcoholism: Clinical and Experimental Research [Official Journal of the Research  Society on Alcoholism]. Baltimore, MD: Lippincott Williams & Wilkins.

    Alcoholism Treatment Quarterly. New York: Haworth.

    American Journal on Addiction [Official Journal of American Academy of Addiction  Psychiatry]. New York: Brunner-Routledge.

    American Journal of Drug and Alcohol Abuse. New York: Taylor & Francis. [refereed]

    British Journal of Addiction. Oxford, England: Blackwell Publishing.

    Contemporary Drug Problems. NY: Federal Legal Publications. [refereed]

    Drug and Alcohol Dependence. Philadelphia: Elsevier.

    Drug and Alcohol Review. New York: Carfax Publishing.

    Drugs, Education, Prevention, and Policy. New York: Taylor & Francis.

    Journal of Addictions and Offender Counseling. Alexandria, VA: American Counseling Association. [refereed]

    Journal of Addictive Diseases [Official Journal of American Society on Addiction Medicine]. New York: Haworth.

    Journal of Alcohol and Drug Education. Lansing, MI: American Alcohol & Drug

    Information Foundation. [refereed]

    Journal of Chemical Dependency Treatment. Binghamton, New York: Haworth.

    Journal of Child and Adolescent Substance Abuse. Binghamton, New York: Haworth.

    Journal of Drug Education. Amityville, NY: Baywood Publishing.

    Journal of Drug Issues. Tallahassee, FL: School of Criminology and Criminal Justice.

    Journal of Ethnicity and Substance Abuse. Binghamton, New York: Haworth.

    Journal of Prevention and Intervention in the Community. Binghamton, New York: Haworth.

    Journal of Primary Prevention. New York: Plenum.

    Journal of Psychoactive Drugs. San Francisco: Haight-Ashbury.

    Journal of Studies on Alcohol. Picataway, NJ: Alcohol Research Documentation.

    [refereed]

    Journal of Substance Abuse. Philadelphia: Elsevier.

    Journal of Substance Abuse Treatment. Philadelphia: Elsevier.

    Nicotine and Tobacco Research [Official Journal of the Society for Research on Nicotine and Tobacco]. New York: Carfax Publishing.

    Psychology of Addictive Behaviors. Washington, DC: American Psychological

    Association.

    Substance Abuse. New York: Plenum.

    Substance Use and Misuse. New York: Dekker.

    \* This is not a comprehensive list.

    **## DraftwTutorComments11.docx**

    Holmes 4

    **First** **Draft** Comment by TWILSO60: I notice you type your last name alongside the page number in the top right. Unless your professor states otherwise, this isn’t necessary according to APA conventions. Instead, you’d just type the page number so that it stands alone.

    Here’s a helpful resource you can use as a visual guide to APA (and what I use to review APA formatting for student papers!): https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/documents/APA%207%20Student%20Sample%20Paper.pdf. All of my comments regarding APA formatting will be based on this resource. Comment by TWILSO60: This is fine since this is a first draft, but make sure to give this a more creative title later! Typically, your title will give the reader a good idea of your paper’s contents.

    Delrion Holmes

    Auburn University in Montgomery Comment by TWILSO60: Department of ___, Auburn University at Montgomery

    ECED 6370 Comment by TWILSO60: ECED 6370: Full Course Title Comment by TWILSO60: Place your professor’s first and last name between these pieces of information.

    “Dr. Firstname Lastname

    06/19/2025 Comment by TWILSO60: 19 June 2025 Comment by TWILSO60: A lot of things are in the right place on your title page, but they need some slight edits to fully meet APA conventions.

    **Behavioral Addictions and Psychological Distress in Turkish Psychology Students** Comment by TWILSO60: Is this the title of your paper (that’s what this would typically be, but I’m just clarifying)? If so, why not replace the “First Draft” on your title page with this, maybe followed by “An Article Review of ___”?

    Gürbüzer and Gürcan-Yıldırım (2025) examined behavioral addictions and psychological distress in a sample of 329 psychology students (76.3% female) from Eastern Turkey. With the application of validated scales (Internet Addiction Test, Yale Food Addiction Scale, etc.) along with the SCL-90-R for psychological symptomatology, the study generated major findings: Comment by TWILSO60: Could we get the authors’ full names when you first introduce them? Comment by TWILSO60: I think you might use the literary present tense instead of past: typically when one writes about an article, they describe it as though it’s unfolding in the present. It’s sometimes awkward to do, but it’s the general practice. Comment by TWILSO60: I might want a little more information into the background of this study. Why was it conducted? What did they hope to discover?

    Also, the point that most participants are female is interesting, but I don’t understand its significance quite yet. Because it’s highlighted, though, I feel like it must be significant, right? Clarify this for us, just a little.

    I.
    **Prevalence Rates**: Comment by TWILSO60: Is the professor okay with how this is broken down into a bulleted list? Most article reviews I’ve read in the Learning Center have been typed as traditional paragraphs.

    Double check the expectations with your professor because they may expect paragraphs themselves, which would include a more involved process of writing than these bulleted lists.

    · Food addiction was the most common type of addiction at 21%, then Internet addiction and compulsive buying (both 10.3%).

    · Exercise and gambling latencies showed lesser figures of 5.5 and 3.3%, respectively, due to cultural/geographical considerations (e.g., religious prohibitions on gambling).

    II.
    **Demographic Predictors**:

    · Gender differences were found with compulsive buying and food addiction higher in females, whilst males were higher in exercise and gambling addictions. Income, on the other hand, was only statistically significantly associated with compulsive buying.

    · A link was found between BMI and food/exercise addictions, implying that there might be two-way interactions between weight and addictive behaviors.

    III.
    **Psychological Distress**:

    · There was a general correlation between compulsive buying, internet addiction, and food addiction and all SCL-90-R symptoms (such as depression and anxiety).

    · Exercise addiction was more strongly related to phobic anxiety and psychoticism.

    · Regression analysis determined the following predictors:

    i. Internet addiction: Depression, phobic anxiety, and paranoid ideation.

    ii. Food addiction: Phobic anxiety.

    iii. Compulsive buying: Paranoid ideation.

    IV.
    **Theoretical Implications**: Comment by TWILSO60: It’s somewhat hard to tell what’s your writing here and what’s simply you summarizing information from the study.

    The results strengthened the self-medication theory, suggesting that students might employ these addictive behaviors to relieve distress (e.g., online activity relieves depression).

    V.
    **Limitations**:

    There is no causality due to the cross-sectional study, and bias can exist because of self-reporting. The sample makeup limits generalizing (psychology students only).

    **Conclusion**: The study gave insight into culturally specific interventions addressing psychological distress to reduce behavioral addictions in students. Comment by TWILSO60: Hi Delrion,

    1.)I’ve noted a few formatting / grammar mistakes in your paper. These are mostly related to the APA formatting of your title page, which could use some edits.

    2.)Your draft features a well-done References page—it’s one of the best I’ve reviewed as a tutor! I think you also present some interesting findings from the article you reviewed, which is an important part of the assignment as I understand it.

    3.)As you’ll see in my comments, there are a few points of primary focus for revising this draft and developing it further. For instance, your Title Page almost meets APA conventions, but there are a few mistakes holding it back. Compare your Title Page to that of the sample paper available on Purdue OWL for clarity.
    More concerning, though, is the formatting of your article review. Unless your professor has asked for it to be formatted as it is, I don’t think this should be typed in the form of bulleted lists. These lists are helpful when drafting a paper (and something I’ve made use of when drafting many of my own!), but they’re not usually wanted for submitted assignments because they take up a lot of space without the same depth of content as traditional paragraphs and sentences. Consider reformatting your lists so that they read as paragraphs; as you do, consider how to make your sentences cohesive, or make sure they flow well into each other.
    Finally, consider what may be missing from your article review beyond traditional paragraphs: right now, your bulleted lists comprise the results or findings of the source, but it doesn’t quite go into its methods; likewise, you offer a summary of the source, but I believe most article reviews also review a source’s strengths/weaknesses as well as evaluate its overall argument and methodology. As I’m unfamiliar with this course assignment, I’m unsure what all it should include; however, it may be that there are key aspects of this article review that aren’t quite present (i.e., the strengths/weaknesses and evaluation sections). If you’re unsure what all you should include in your article review, please contact your professor for help and guidance.

    4.)Of the changes I recommend and remind you of, I encourage you most to develop this assignment further so that it meets all expectations of an article review. As is, I’m concerned the assignment is incomplete. This may be fine for a draft, where not everything has to quite be in order, but you’ll want to make sure you fill the gaps of what may be missing. As you reformat your bulleted lists as paragraphs, you’ll naturally work toward completing the summary of your article; that’ll still leave the strengths/weaknesses and evaluation sections of your article review. For guidance, consider revisiting the LC, contacting your professor, or reading examples of article reviews.

    **References**

    Gürbüzer, N., & Gürcan-Yıldırım, D. (2025). Behavioral addictions and psychological distress: Insights from psychology students in Eastern Turkey.
    _Humanities and Social Sciences Communications_,
    _12_(1). https://doi.org/10.1057/s41599-025-04623-3 Comment by TWILSO60: This citation looks really nice. Just one small thing: does this source have page numbers? If so, you need to include them after the volume and issue numbers

    “12(1), 431-44. http…”

    **## Finaldraft.docx**

    **Article Review on Behavioral/Non-Substance Addictions or Process Addictions–Final Article**

    **All Students:** Be sure to use a peer-reviewed article.
    Look at the list under the "Assignments" tab for a list of some professional journals or ask one of the librarians to assist you in finding peer-reviewed sources.

    Your article review should be written in minimal APA style (see item 2 of your syllabus on page 2) I don't require in-text citations for this but will need the article referenced in APA style at the end.

    The review must contain at least:

    1. a summary of each of the articles,

    2. each articles strengths and weaknesses,

    3. and a conclusion indicating what insights that you gained from both articles and their benefit to students studying this topic.

    Undergraduate Students:

    Article Review on Process Addiction – Students will review a professional article (no webpages* or magazine articles) on a process addition. A process addiction is also called a non-substance-related addiction or behavioral addiction and it includes a compulsion to repeatedly engage in an action until it causes serious negative consequences to the person's physical, mental, social, and/or financial well-being. One sign that a behavior has become addictive is if it persists despite these consequences. Examples include but are not limited to:

    gambling, sex, shopping, internet, overeating, body modification (tattoos, piercings, etc), videogames, and others

    *Note: internet sources that are based upon professional print sources are acceptable for the review. Non-professional and unverified websites are not acceptable. The paper must be at least a full page long (not including cover) and provide the reference for the article, double-spaced, New Times Roman 12-pt font, and APA format (see item #2 above). (All Objectives)

    Journals (Your paper should come from peer reviewed Journals such as the ones below, these are only suggestions bur remember that magazines and other non-peer reviewed sources are not accepted.)

    LIST OF SUBSTANCE ABUSE JOURNALS*

    Addiction. New York: Taylor & Francis.

    Addictive Biology. New York: Taylor & Francis.

    Addiction Professional. Providence, RI: Manisses Communication Group.

    Addictive Behavior. New York: Pergamon Press.

    Addictive Disorders and Their Treatments. Baltimore, MD: Lippincott Williams &  Wilkins.

    Advances in Alcohol and Substance Abuse. New York: Haworth.

    Alcohol. New York: Pergamon Press.

    Alcohol and Alcoholism [Official Journal of Medical Council on Alcoholism]. London:  Oxford University Press.

    Alcohol Health & Research World. Washington, DC: U.S. Government Printing Office. [refereed]

    Alcohol Research and Health. Washington, DC: U.S. Government Printing Office. [refereed]

    Alcoholism: Clinical and Experimental Research [Official Journal of the Research  Society on Alcoholism]. Baltimore, MD: Lippincott Williams & Wilkins.

    Alcoholism Treatment Quarterly. New York: Haworth.

    American Journal on Addiction [Official Journal of American Academy of Addiction  Psychiatry]. New York: Brunner-Routledge.

    American Journal of Drug and Alcohol Abuse. New York: Taylor & Francis. [refereed]

    British Journal of Addiction. Oxford, England: Blackwell Publishing.

    Contemporary Drug Problems. NY: Federal Legal Publications. [refereed]

    Drug and Alcohol Dependence. Philadelphia: Elsevier.

    Drug and Alcohol Review. New York: Carfax Publishing.

    Drugs, Education, Prevention, and Policy. New York: Taylor & Francis.

    Journal of Addictions and Offender Counseling. Alexandria, VA: American Counseling Association. [refereed]

    Journal of Addictive Diseases [Official Journal of American Society on Addiction Medicine]. New York: Haworth.

    Journal of Alcohol and Drug Education. Lansing, MI: American Alcohol & Drug

    Information Foundation. [refereed]

    Journal of Chemical Dependency Treatment. Binghamton, New York: Haworth.

    Journal of Child and Adolescent Substance Abuse. Binghamton, New York: Haworth.

    Journal of Drug Education. Amityville, NY: Baywood Publishing.

    Journal of Drug Issues. Tallahassee, FL: School of Criminology and Criminal Justice.

    Journal of Ethnicity and Substance Abuse. Binghamton, New York: Haworth.

    Journal of Prevention and Intervention in the Community. Binghamton, New York: Haworth.

    Journal of Primary Prevention. New York: Plenum.

    Journal of Psychoactive Drugs. San Francisco: Haight-Ashbury.

    Journal of Studies on Alcohol. Picataway, NJ: Alcohol Research Documentation.

    [refereed]

    Journal of Substance Abuse. Philadelphia: Elsevier.

    Journal of Substance Abuse Treatment. Philadelphia: Elsevier.

    Nicotine and Tobacco Research [Official Journal of the Society for Research on Nicotine and Tobacco]. New York: Carfax Publishing.

    Psychology of Addictive Behaviors. Washington, DC: American Psychological

    Association.

    Substance Abuse. New York: Plenum.

    Substance Use and Misuse. New York: Dekker.

    \* This is not a comprehensive list.

    **## DraftwTutorComments11.docx**

    Holmes 4

    **First** **Draft** Comment by TWILSO60: I notice you type your last name alongside the page number in the top right. Unless your professor states otherwise, this isn’t necessary according to APA conventions. Instead, you’d just type the page number so that it stands alone.

    Here’s a helpful resource you can use as a visual guide to APA (and what I use to review APA formatting for student papers!): https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/documents/APA%207%20Student%20Sample%20Paper.pdf. All of my comments regarding APA formatting will be based on this resource. Comment by TWILSO60: This is fine since this is a first draft, but make sure to give this a more creative title later! Typically, your title will give the reader a good idea of your paper’s contents.

    Delrion Holmes

    Auburn University in Montgomery Comment by TWILSO60: Department of ___, Auburn University at Montgomery

    ECED 6370 Comment by TWILSO60: ECED 6370: Full Course Title Comment by TWILSO60: Place your professor’s first and last name between these pieces of information.

    “Dr. Firstname Lastname

    06/19/2025 Comment by TWILSO60: 19 June 2025 Comment by TWILSO60: A lot of things are in the right place on your title page, but they need some slight edits to fully meet APA conventions.

    **Behavioral Addictions and Psychological Distress in Turkish Psychology Students** Comment by TWILSO60: Is this the title of your paper (that’s what this would typically be, but I’m just clarifying)? If so, why not replace the “First Draft” on your title page with this, maybe followed by “An Article Review of ___”?

    Gürbüzer and Gürcan-Yıldırım (2025) examined behavioral addictions and psychological distress in a sample of 329 psychology students (76.3% female) from Eastern Turkey. With the application of validated scales (Internet Addiction Test, Yale Food Addiction Scale, etc.) along with the SCL-90-R for psychological symptomatology, the study generated major findings: Comment by TWILSO60: Could we get the authors’ full names when you first introduce them? Comment by TWILSO60: I think you might use the literary present tense instead of past: typically when one writes about an article, they describe it as though it’s unfolding in the present. It’s sometimes awkward to do, but it’s the general practice. Comment by TWILSO60: I might want a little more information into the background of this study. Why was it conducted? What did they hope to discover?

    Also, the point that most participants are female is interesting, but I don’t understand its significance quite yet. Because it’s highlighted, though, I feel like it must be significant, right? Clarify this for us, just a little.

    I.
    **Prevalence Rates**: Comment by TWILSO60: Is the professor okay with how this is broken down into a bulleted list? Most article reviews I’ve read in the Learning Center have been typed as traditional paragraphs.

    Double check the expectations with your professor because they may expect paragraphs themselves, which would include a more involved process of writing than these bulleted lists.

    · Food addiction was the most common type of addiction at 21%, then Internet addiction and compulsive buying (both 10.3%).

    · Exercise and gambling latencies showed lesser figures of 5.5 and 3.3%, respectively, due to cultural/geographical considerations (e.g., religious prohibitions on gambling).

    II.
    **Demographic Predictors**:

    · Gender differences were found with compulsive buying and food addiction higher in females, whilst males were higher in exercise and gambling addictions. Income, on the other hand, was only statistically significantly associated with compulsive buying.

    · A link was found between BMI and food/exercise addictions, implying that there might be two-way interactions between weight and addictive behaviors.

    III.
    **Psychological Distress**:

    · There was a general correlation between compulsive buying, internet addiction, and food addiction and all SCL-90-R symptoms (such as depression and anxiety).

    · Exercise addiction was more strongly related to phobic anxiety and psychoticism.

    · Regression analysis determined the following predictors:

    i. Internet addiction: Depression, phobic anxiety, and paranoid ideation.

    ii. Food addiction: Phobic anxiety.

    iii. Compulsive buying: Paranoid ideation.

    IV.
    **Theoretical Implications**: Comment by TWILSO60: It’s somewhat hard to tell what’s your writing here and what’s simply you summarizing information from the study.

    The results strengthened the self-medication theory, suggesting that students might employ these addictive behaviors to relieve distress (e.g., online activity relieves depression).

    V.
    **Limitations**:

    There is no causality due to the cross-sectional study, and bias can exist because of self-reporting. The sample makeup limits generalizing (psychology students only).

    **Conclusion**: The study gave insight into culturally specific interventions addressing psychological distress to reduce behavioral addictions in students. Comment by TWILSO60: Hi Delrion,

    1.)I’ve noted a few formatting / grammar mistakes in your paper. These are mostly related to the APA formatting of your title page, which could use some edits.

    2.)Your draft features a well-done References page—it’s one of the best I’ve reviewed as a tutor! I think you also present some interesting findings from the article you reviewed, which is an important part of the assignment as I understand it.

    3.)As you’ll see in my comments, there are a few points of primary focus for revising this draft and developing it further. For instance, your Title Page almost meets APA conventions, but there are a few mistakes holding it back. Compare your Title Page to that of the sample paper available on Purdue OWL for clarity.
    More concerning, though, is the formatting of your article review. Unless your professor has asked for it to be formatted as it is, I don’t think this should be typed in the form of bulleted lists. These lists are helpful when drafting a paper (and something I’ve made use of when drafting many of my own!), but they’re not usually wanted for submitted assignments because they take up a lot of space without the same depth of content as traditional paragraphs and sentences. Consider reformatting your lists so that they read as paragraphs; as you do, consider how to make your sentences cohesive, or make sure they flow well into each other.
    Finally, consider what may be missing from your article review beyond traditional paragraphs: right now, your bulleted lists comprise the results or findings of the source, but it doesn’t quite go into its methods; likewise, you offer a summary of the source, but I believe most article reviews also review a source’s strengths/weaknesses as well as evaluate its overall argument and methodology. As I’m unfamiliar with this course assignment, I’m unsure what all it should include; however, it may be that there are key aspects of this article review that aren’t quite present (i.e., the strengths/weaknesses and evaluation sections). If you’re unsure what all you should include in your article review, please contact your professor for help and guidance.

    4.)Of the changes I recommend and remind you of, I encourage you most to develop this assignment further so that it meets all expectations of an article review. As is, I’m concerned the assignment is incomplete. This may be fine for a draft, where not everything has to quite be in order, but you’ll want to make sure you fill the gaps of what may be missing. As you reformat your bulleted lists as paragraphs, you’ll naturally work toward completing the summary of your article; that’ll still leave the strengths/weaknesses and evaluation sections of your article review. For guidance, consider revisiting the LC, contacting your professor, or reading examples of article reviews.

    **References**

    Gürbüzer, N., & Gürcan-Yıldırım, D. (2025). Behavioral addictions and psychological distress: Insights from psychology students in Eastern Turkey.
    _Humanities and Social Sciences Communications_,
    _12_(1). https://doi.org/10.1057/s41599-025-04623-3 Comment by TWILSO60: This citation looks really nice. Just one small thing: does this source have page numbers? If so, you need to include them after the volume and issue numbers

    “12(1), 431-44. http…”

    – 1
    – 2

  • [Solved] 6530-7a1

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    please follow up with the instruction . No AI – ## Week2_Assignment4.pdf **## Week2_Assignment4.pdf** Due Jul 20 by 10:59pm Points 90 Submitting a text entry box or a file upload Attempts 1 Allowed Attempts 2 New Attempt Back to Week at a Glance (https://waldenu.instructure.com/courses/178209/mod…

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    – ## Week2_Assignment4.pdf

    **## Week2_Assignment4.pdf**

    Due Jul 20 by 10:59pm
    Points 90
    Submitting a text entry box or a file upload
    Attempts 1
    Allowed Attempts 2

    New Attempt

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/178209/modules/items/7303288

    To understand those around you and society as a whole, it is important to understand yourself—that
    is, to have self-knowledge. Conversely, your understanding of self is informed by your social world.
    Development of self-knowledge is influenced by family and those around you, culture, and the
    countless experiences in one’s life.

    For this Assignment, you examine different facets of your self-knowledge.

    SELF-KNOWLEDGE
    (https://cdn-

    media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

    RESOURCES

    [https://waldenu.instructure.com/courses/178209/modules/items/7303288](https://waldenu.instructure.com/courses/178209/modules/items/7303288)

    [https://waldenu.instructure.com/courses/178209/modules/items/7303288](https://waldenu.instructure.com/courses/178209/modules/items/7303288)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

    Resources

     

    Open-Source Psychometrics Project. (n.d.). Self-monitoring scale
    (https://openpsychometrics.org/tests/SMS/) [Interactive].
    https://openpsychometrics.org/tests/SMS/

    Time Estimate: 10 min
    High5 Content and Review Team. (2024, October 17). What is self-monitoring?
    Examples & how to do it (https://high5test.com/self-monitoring/#) . High5 Test.
    https://high5test.com/self-monitoring/#

    Time Estimate: 10 min
    Garcia, S. & Halldorsson, A. (2025). Social comparison (http://noba.to/y4urxhvj) .
    In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. DEF
    publishers. http://noba.to/y4urxhvj

    Read from the beginning through "Direction of Comparison".
    Time Estimate: 7 min

    Copyright © 2025 by R. R. Biswas-Diener and E. Diener is licensed under a Creative
    Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except
    where otherwise noted.

    LibreText Social Sciences. (n.d.). Principles of social psychology.
    https://socialsci.libretexts.org/Bookshelves/Psychology/Social_Psychology_and_Person

    Chapter 1.2, Affect, Behavior, and Cognition (Summary) (PDF)
    (https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)
    (https://waldenu.instructure.com/courses/178209/files/14324152/download?
    download_frd=1)

    Time Estimate: 1 min
    Walden University, LLC. (2023). Cognitive dissonance (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html) [Interactive]. Walden
    University Canvas. https://waldenu.instructure.com

    Time Estimate: 15 min
    Luttrell, A. (2016, July 7). Cognitive dissonance theory – A crash course
    (https://www.youtube.com/watch?v=9Y17YaZRRvY) [Video]. YouTube.
    https://www.youtube.com/watch?v=9Y17YaZRRvY

    Time Estimate: 7 min

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1](https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1](https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    PSYC_2005_Week2_Assignment_Rubric

    Submit a 300- to 500-word paper, in which you:

    Based on Open-Source Psychometrics Project (2019)
    (https://openpsychometrics.org/tests/SMS/) and Self-monitoring scale (2024)
    (https://high5test.com/self-monitoring/#) , define self-monitoring in your own words, and
    provide an example in which you exhibited high or low self-monitoring.
    Based on Garcia and Halldorsson (2025) (http://noba.to/y4urxhvj) , define upward or
    downward comparison, and provide an example in which you engaged in that type of social
    comparison.

    Identify who you compared yourself to.
    Describe a positive or negative effect of that social comparison on yourself.

    Based on LibreText Social Sciences. (n.d.)
    (https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)
    (https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1) ,
    the learning activity on cognitive dissonance (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html) , and Luttrell’s (2016) video

    (https://www.youtube.com/watch?v=9Y17YaZRRvY) , briefly describe a time you
    experienced cognitive dissonance. Explain the source of your cognitive dissonance.

    To demonstrate what you learned this week, be sure to support your work with information from
    the Learning Resources.

    Be sure to review the Week 2 Assignment Rubric to understand the specific grading criteria
    your Instructor will use to evaluate your work.

    Before submitting your final assignment, you can check your draft for originality. To check your
    draft, access the Turnitin Drafts from the Start Here area.

    To submit your completed assignment, save your Assignment.

    1. Then, click on Start Assignment near the top of the page.
    2. Next, click on Upload File and select Submit Assignment for review.

    BY DAY 7

    SUBMISSION INFORMATION

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1](https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1](https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    Criteria Ratings Pts

    Definition of
    self-
    monitoring
    and example
    in which
    student
    exhibited high
    or low self-
    monitoring

    20 pts

    Definition of
    upward or
    downward
    social
    comparison
    and example
    in which
    student
    engaged in
    upward or
    downward
    comparison,
    including who
    student
    compared
    self to and a
    positive or
    negative
    effect of the
    social
    comparison

    25 pts

    Description of
    an
    experience of
    cognitive
    dissonance
    and the

    25 pts

    20 to >17.0 pts
    Exemplary (Exceeds
    expectations)
    This component is fully
    addressed and logically
    presented.

    17 to >13.0 pts
    Proficient (Meets
    expectations)
    This component is
    addressed. Further
    development would
    strengthen this
    component.

    13 to >0 pts
    Developing (Does not
    fully meet expectations)
    This component is not
    present or not clearly
    addressed.

    25 to >21.0 pts
    Exemplary (Exceeds
    expectations)
    This component is fully
    addressed and logically
    presented.

    21 to >17.0 pts
    Proficient (Meets
    expectations)
    This component is
    addressed. Further
    development would
    strengthen this
    component.

    17 to >0 pts
    Developing (Does not
    fully meet expectations)
    This component is not
    present or not clearly
    addressed.

    25 to >21.0 pts
    Exemplary (Exceeds
    expectations)
    This component is fully
    addressed and logically
    presented.

    21 to >17.0 pts
    Proficient (Meets
    expectations)
    This component is
    addressed. Further
    development would

    17 to >0 pts
    Developing (Does not
    fully meet expectations)
    This component is not
    present or not clearly
    addressed.

    Criteria Ratings Pts

    source of
    cognitive
    dissonance

    Format and
    writing

    10 pts

    Timeliness

    10 pts

    Total Points: 90

    strengthen this
    component.

    10 to >8.0 pts
    Exemplary (Exceeds
    expectations)

    Any spelling, grammar,
    and/or punctuation
    deviations from Standard
    Academic English are
    minor and do not affect
    clear communication.
    Work includes more than
    one explicit mention of
    concepts or ideas from the
    required sources, and an
    effort to cite the original
    source was made if
    specified by the
    assignment/discussion’s
    directions.

    8 to >6.0 pts
    Proficient (Meets
    expectations)

    The submission contains
    few spelling, grammar,
    and/or punctuation
    deviations from Standard
    Academic English, OR
    these deviations do not
    affect clear
    communication.     Work
    includes at least one
    explicit mention of a
    concept or idea from the
    required sources if
    specified by the
    assignment/discussion’s
    directions and a clear
    attempt at citing the source
    has been made.

    6 to >0 pts
    Developing (Does not
    fully meet expectations)

    Multiple spelling, grammar,
    and/or punctuation
    deviations from Standard
    Academic English affect
    clear communication.
    Work does not include any
    explicit mention of
    concepts or ideas from the
    required sources, OR it
    contains one or more
    explicit mentions of a
    concept or idea from the
    required sources, if
    specified by the
    assignment/discussion’s
    directions, but without
    attempting to cite the
    source.

    10 to >8.0 pts
    Exemplary (Exceeds
    expectations)

    The assignment is
    submitted according to
    posted due dates and
    times or late with prior
    consent from the
    instructor.

    8 to >6.0 pts
    Proficient (Meets
    expectations)

    The assignment is
    submitted within the
    allowed time.

    6 to >0 pts
    Developing (Does not
    fully meet expectations)

    The assignment is not
    submitted on time.

    **## Week2_Assignment4.pdf**

    Due Jul 20 by 10:59pm
    Points 90
    Submitting a text entry box or a file upload
    Attempts 1
    Allowed Attempts 2

    New Attempt

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/178209/modules/items/7303288

    To understand those around you and society as a whole, it is important to understand yourself—that
    is, to have self-knowledge. Conversely, your understanding of self is informed by your social world.
    Development of self-knowledge is influenced by family and those around you, culture, and the
    countless experiences in one’s life.

    For this Assignment, you examine different facets of your self-knowledge.

    SELF-KNOWLEDGE
    (https://cdn-

    media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

    RESOURCES

    [https://waldenu.instructure.com/courses/178209/modules/items/7303288](https://waldenu.instructure.com/courses/178209/modules/items/7303288)

    [https://waldenu.instructure.com/courses/178209/modules/items/7303288](https://waldenu.instructure.com/courses/178209/modules/items/7303288)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

    Resources

     

    Open-Source Psychometrics Project. (n.d.). Self-monitoring scale
    (https://openpsychometrics.org/tests/SMS/) [Interactive].
    https://openpsychometrics.org/tests/SMS/

    Time Estimate: 10 min
    High5 Content and Review Team. (2024, October 17). What is self-monitoring?
    Examples & how to do it (https://high5test.com/self-monitoring/#) . High5 Test.
    https://high5test.com/self-monitoring/#

    Time Estimate: 10 min
    Garcia, S. & Halldorsson, A. (2025). Social comparison (http://noba.to/y4urxhvj) .
    In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. DEF
    publishers. http://noba.to/y4urxhvj

    Read from the beginning through "Direction of Comparison".
    Time Estimate: 7 min

    Copyright © 2025 by R. R. Biswas-Diener and E. Diener is licensed under a Creative
    Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except
    where otherwise noted.

    LibreText Social Sciences. (n.d.). Principles of social psychology.
    https://socialsci.libretexts.org/Bookshelves/Psychology/Social_Psychology_and_Person

    Chapter 1.2, Affect, Behavior, and Cognition (Summary) (PDF)
    (https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)
    (https://waldenu.instructure.com/courses/178209/files/14324152/download?
    download_frd=1)

    Time Estimate: 1 min
    Walden University, LLC. (2023). Cognitive dissonance (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html) [Interactive]. Walden
    University Canvas. https://waldenu.instructure.com

    Time Estimate: 15 min
    Luttrell, A. (2016, July 7). Cognitive dissonance theory – A crash course
    (https://www.youtube.com/watch?v=9Y17YaZRRvY) [Video]. YouTube.
    https://www.youtube.com/watch?v=9Y17YaZRRvY

    Time Estimate: 7 min

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1](https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1](https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    PSYC_2005_Week2_Assignment_Rubric

    Submit a 300- to 500-word paper, in which you:

    Based on Open-Source Psychometrics Project (2019)
    (https://openpsychometrics.org/tests/SMS/) and Self-monitoring scale (2024)
    (https://high5test.com/self-monitoring/#) , define self-monitoring in your own words, and
    provide an example in which you exhibited high or low self-monitoring.
    Based on Garcia and Halldorsson (2025) (http://noba.to/y4urxhvj) , define upward or
    downward comparison, and provide an example in which you engaged in that type of social
    comparison.

    Identify who you compared yourself to.
    Describe a positive or negative effect of that social comparison on yourself.

    Based on LibreText Social Sciences. (n.d.)
    (https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)
    (https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1) ,
    the learning activity on cognitive dissonance (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html) , and Luttrell’s (2016) video

    (https://www.youtube.com/watch?v=9Y17YaZRRvY) , briefly describe a time you
    experienced cognitive dissonance. Explain the source of your cognitive dissonance.

    To demonstrate what you learned this week, be sure to support your work with information from
    the Learning Resources.

    Be sure to review the Week 2 Assignment Rubric to understand the specific grading criteria
    your Instructor will use to evaluate your work.

    Before submitting your final assignment, you can check your draft for originality. To check your
    draft, access the Turnitin Drafts from the Start Here area.

    To submit your completed assignment, save your Assignment.

    1. Then, click on Start Assignment near the top of the page.
    2. Next, click on Upload File and select Submit Assignment for review.

    BY DAY 7

    SUBMISSION INFORMATION

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1](https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1](https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    Criteria Ratings Pts

    Definition of
    self-
    monitoring
    and example
    in which
    student
    exhibited high
    or low self-
    monitoring

    20 pts

    Definition of
    upward or
    downward
    social
    comparison
    and example
    in which
    student
    engaged in
    upward or
    downward
    comparison,
    including who
    student
    compared
    self to and a
    positive or
    negative
    effect of the
    social
    comparison

    25 pts

    Description of
    an
    experience of
    cognitive
    dissonance
    and the

    25 pts

    20 to >17.0 pts
    Exemplary (Exceeds
    expectations)
    This component is fully
    addressed and logically
    presented.

    17 to >13.0 pts
    Proficient (Meets
    expectations)
    This component is
    addressed. Further
    development would
    strengthen this
    component.

    13 to >0 pts
    Developing (Does not
    fully meet expectations)
    This component is not
    present or not clearly
    addressed.

    25 to >21.0 pts
    Exemplary (Exceeds
    expectations)
    This component is fully
    addressed and logically
    presented.

    21 to >17.0 pts
    Proficient (Meets
    expectations)
    This component is
    addressed. Further
    development would
    strengthen this
    component.

    17 to >0 pts
    Developing (Does not
    fully meet expectations)
    This component is not
    present or not clearly
    addressed.

    25 to >21.0 pts
    Exemplary (Exceeds
    expectations)
    This component is fully
    addressed and logically
    presented.

    21 to >17.0 pts
    Proficient (Meets
    expectations)
    This component is
    addressed. Further
    development would

    17 to >0 pts
    Developing (Does not
    fully meet expectations)
    This component is not
    present or not clearly
    addressed.

    Criteria Ratings Pts

    source of
    cognitive
    dissonance

    Format and
    writing

    10 pts

    Timeliness

    10 pts

    Total Points: 90

    strengthen this
    component.

    10 to >8.0 pts
    Exemplary (Exceeds
    expectations)

    Any spelling, grammar,
    and/or punctuation
    deviations from Standard
    Academic English are
    minor and do not affect
    clear communication.
    Work includes more than
    one explicit mention of
    concepts or ideas from the
    required sources, and an
    effort to cite the original
    source was made if
    specified by the
    assignment/discussion’s
    directions.

    8 to >6.0 pts
    Proficient (Meets
    expectations)

    The submission contains
    few spelling, grammar,
    and/or punctuation
    deviations from Standard
    Academic English, OR
    these deviations do not
    affect clear
    communication.     Work
    includes at least one
    explicit mention of a
    concept or idea from the
    required sources if
    specified by the
    assignment/discussion’s
    directions and a clear
    attempt at citing the source
    has been made.

    6 to >0 pts
    Developing (Does not
    fully meet expectations)

    Multiple spelling, grammar,
    and/or punctuation
    deviations from Standard
    Academic English affect
    clear communication.
    Work does not include any
    explicit mention of
    concepts or ideas from the
    required sources, OR it
    contains one or more
    explicit mentions of a
    concept or idea from the
    required sources, if
    specified by the
    assignment/discussion’s
    directions, but without
    attempting to cite the
    source.

    10 to >8.0 pts
    Exemplary (Exceeds
    expectations)

    The assignment is
    submitted according to
    posted due dates and
    times or late with prior
    consent from the
    instructor.

    8 to >6.0 pts
    Proficient (Meets
    expectations)

    The assignment is
    submitted within the
    allowed time.

    6 to >0 pts
    Developing (Does not
    fully meet expectations)

    The assignment is not
    submitted on time.

  • [Solved] 6202-7dr

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    see attachment – ## HSmodule7asig2.docx – ## HSmodule6classPSYC360_M6_PDF.pdf – HSmudole7classPSYC360_M7_PDF.pdf **## HSmodule7asig2.docx** **Instructions** Make a short learning reflection by answering the following questions with 3 to 5 sentences: 1. What is the most important thing you have …

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    see attachment

    – ## HSmodule7asig2.docx

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    – HSmudole7classPSYC360_M7_PDF.pdf

    **## HSmodule7asig2.docx**

    **Instructions**

    Make a short learning reflection by answering the following questions with 3 to 5 sentences:

    1. What is the most important thing you have learned from the information presented in modules 6 and 7?

    2. What relevance do you see for your future career?

    3. Briefly share any questions, topics of interest, or other items related to the material in modules 6 and 7.

    **Note:** Watch the announcement area for publication deadlines

    Contribute a minimum of 2–4 pages. It should include at least 2 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Saturday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through Turnitin to check for plagiarism

    **## HSmodule6classPSYC360_M6_PDF.pdf**

    Module 6
    Sexually Transmitted
    Diseases (STD)
    PSYC 360 Human Sexuality Seminar

    Objectives
    At the end of the module the student will:

    You will be able to explain STDs and their consequences and
    analyze the severe impact that lack of information and stigma
    about the issue can have on society in the short and long
    term.

    You will be able to develop educational material to inform the
    general population about STDs and their effect on mental
    health, and advocate for its inclusion in sex education
    programs aimed at children, adolescents, and adults.

     STDs are a public health problem in most developed societies in the
    world. Ignorance and rejection of the subject can take a great
    emotional, physical and financial toll on individuals and the
    community at large. Discussion of these diseases or infections is an
    important part of any course on human sexuality and should be
    included in the sex education provided to adolescents as well.

     This module provides an introduction to the topic of STDs and how
    mismanagement and lack of prevention has severe effects on
    individuals and communities. It also discusses information related to
    the origin of STDs, the most common infections, relevant statistics,
    treatments and intervention programs.

    Introduction

     It is important to clarify that the better-known term is sexually
    transmitted disease (STD). But there has been a recent change to
    call it sexually transmitted infection (STI). Both refer to the same
    thing.

     STDs are infectious diseases that are transmitted from person to
    person through sexual contact. Millions of new cases occur each
    year, and the majority of new infections in the United States occur
    between the ages of 15 and 24.

    Sexually Transmitted Diseases or Infections

     The only completely safe way to prevent an STD is sexual abstinence, including avoiding all
    sexual contact (oral, vaginal and anal).

    o To reduce the likelihood of contracting an STD, it is recommended:

    • Be in an exclusive (monogamous) relationship where both were tested for STDs before
    having sexual contact.

    • Use condoms (male or female) correctly every time you have sexual contact (condoms are
    not 100% safe, some STDs can be transmitted even if used correctly).

    • Avoid sexual activity at an early age.

    • Frequent testing.

    • Learn more about STDs and know how to recognize symptoms to seek immediate
    treatment. Some STDs can be easily cured, others have no cure yet.

    STD Protection

    Most Common STDs:

    This list includes some of
    the most common STDs,
    but there are many more
    examples.
    Some STDs cannot be
    cured, such as HIV and
    HPV.

    HIV

    Human Papilloma Virus (HPV)

    Clamidia

    Gonorrhea

    Genital herpes

    Syphilis

    ETS: Stigma and Discrimination

     Negative stigma is created when prejudice comes from labeling an individual as part of a group
    that is considered socially unacceptable.

    • Some examples of stigma associated with STDs:

    • Believing that only homosexuals contract HIV.

    • Judging a person for having syphilis.

    • Thinking that people who have an STD deserve it because of their sexual behavior.

    • Associate the person's value with his or her sexual behavior or STD diagnosis.

     Mental health experts have an ethical and social responsibility to avoid stigma and
    prejudice in their professional performance.

     Discrimination refers to behaviors that result from negative stigma. It is the act of treating badly or differently
    those groups that have a negative stigma.

    o Some examples of discrimination associated with STDs:

    • A mental health professional who refuses to see a client because he or she is HIV positive.

    • A physician who will not see a patient because he or she has gonorrhea or HIV.

    • Socially isolating a person for having herpes, or thinking they have an STD because of their sexual
    behavior.

    • Making offensive and hurtful comments about the person for having AIDS.

     Stigma and discrimination affect people's mental health and emotional well-being. It can cause fear of
    seeking medical help, feelings of shame, isolation and hopelessness.

    ETS: Stigma and Discrimination

    STDs and Their Consequences

    Bacterial
    vaginosis

    • Occurs when there are too many bacteria in the vagina and changes
    the normal balance of bacteria.

    • Common in women aged 15-44 years.
    • It is not known what causes it, but it occurs mainly in sexually active

    women.
    • There may be no symptoms.

    Clamidia

    • It is common in both men and women and can be easily cured.
    • If left untreated, it can cause infertility in women.
    • Infection in a pregnant woman has high risks to the fetus.
    • Most people have no symptoms, it is diagnosed with laboratory tests.

    Gonorrhea

    • It is common in both men and women and can be cured with
    appropriate medications.

    • It can cause infection in the genitals, rectum and throat.
    • It is very common in young people between 15-24 years old.
    • May have no symptoms.

    Stds and Their Consequences

    Genital herpes

    • It is an infection caused by two types of viruses (HSV-1 and HSV-2). HSV-1 is responsible for oral
    herpes around the mouth.

    • Most people with oral herpes were infected without sexual contact, as children or adolescents, by
    contact with saliva from someone infected.

    • It is very common in the United States, approximately 1 in 6 people between the ages of 14-49 years.
    • Herpes has no cure, only medication for management.

    HIV/AIDS

    • People with HIV are more likely to contract other STDs.
    • HIV (human immunodeficiency virus) attacks the immune system. If left untreated, it can develop into

    AIDS.
    • There is no effective cure at this time. But it can be controlled and people who take proper care of

    themselves can lead regular lives with sexual contact.
    • HIV comes from animals; it is believed that humans came into contact with the virus by handling the

    infected blood of monkeys while trying to hunt them.

    Human
    papillomavirus

    (HPV)

    • It is the most common STD, and has several types; some can cause cancer, others cause genital
    warts.

    • HPV vaccines can protect against some types of cancer.
    • HPV can cause cancer of the cervix, vulva, throat, vagina, penis or anus. It is one of the most

    dangerous and common STDs.

    Stds and Their Consequences

    Pelvic
    inflammatory

    disease

    • It is an infection of the female reproductive organs. It is a complication
    commonly caused by the presence of other STDs, such as chlamydia and
    gonorrhea.

    • When diagnosed in the early stages, it can be managed with medication.
    But treatment may not be able to repair the damage done to the
    reproductive organs.

    Sífilis

    • Infection that can cause serious health problems if not managed correctly.
    • Infection is divided into primary, secondary, latent and tertiary stages.

    Patients in the tertiary stage are the most affected, as the infection can
    affect their heart, brain (neurosyphilis), and other body organs.

    Tricomoniasis

    • One of the most common STDs and is caused by infection with a parasite..
    • It can be cured with medical treatment.
    • May increase the risk of contracting other STDs and affect pregnancy.

    STD Statistics in Puerto Rico and the United States

    Puerto Rico (2016) United States (2019)

    • Chlamydia: 7,198 positive cases were
    reported.

    • Gonorrhea: 743 positive cases were
    reported.

    • Syphilis: 1,179 positive cases were
    reported.

    • Congenital syphilis: 4 positive cases.
    • Genital herpes: 2,183 positive cases

    were reported.

    • Chlamydia: 1.8 million cases
    reported.

    • Gonorrhea: 616,392 reported cases.
    • Syphilis: 129,813 cases reported.
    • Congenital syphilis: 1,870 cases

    reported.

    In general, prevention and control of STDs or STIs focuses on five main
    strategies:
    • Accurate and objective risk assessment, as well as education and

    counseling for at-risk individuals, with a focus on prevention methods
    through changes in sexual behaviors and the use of preventive services.

    • Emphasis on vaccination for STIs that can be prevented by this type of
    method.

    • Identify persons with asymptomatic infections and persons with any
    symptoms associated with an STD/STI.

    • Effective diagnosis, treatment, counseling, and follow-up for people
    suffering from an STD or STI.

    • Evaluation, treatment and counseling for sexual partners of persons
    suffering from an STD or STI.

    Treatment

    You are encouraged to watch the following lectures to
    learn more about the topics in this module:

    Insights on HIV, in stunning data visuals

    https://www.ted.com/talks/hans_rosling_insights_on_hiv_in_stunning_

    data_visuals

    Talking to Teens and Young Adults About Sexually Transmitted Infections

    https://youtu.be/K3WRLxOgOEQ

    Drug-Resistant Gonorrhea: An Urgent Public Health Issue

    https://youtu.be/iFwlnljV2Go

    What is HPV and how can you protect yourself from it?

    https://www.ted.com/talks/emma_bryce_what_is_hpv_and_how_can_y

    ou_protect_yourself_from_it

    Summary
    In this sixth module we work with sexually transmitted diseases or infections to

    understand their consequences on physical and mental health. This topic is very

    relevant in the area of study of human sexuality, and it is important that behavioral

    experts seek to continue learning about these topics in order to provide a better

    service in the environment in which they work professionally. The student is

    encouraged to relate the topic of this module to the previous module to highlight the

    importance of sexual education that includes a focus on these infections.

    In the next module we shift the focus to laws, social influences and the concept of

    justice in sexuality issues.

    Centers for Disease Control and Prevention. (2021). Sexually Transmitted Disease
    Surveillance. U.S. Department of Health and Human Services; 2019.
    https://www.cdc.gov/std/statistics/2019/default.htm

    CDC — Centers for Disease Control and Prevention. (2008, November 28).
    “Abortion Surveillance — United States, 2005.” Morbidity and Mortality Weekly
    Report, 57 (SS-13). [Online].
    http://www.cdc.gov/mmwr/preview/mmwrhtml/ss5713a1.htm.

    Centers for Disease Control and Prevention (2021). HIV Stigma and Discrimination.
    U.S. Department of Health and Human Services.
    https://www.cdc.gov/hiv/basics/hiv-stigma/index.html

    Johns Hopkins Medicine. (2021). Sexually transmitted diseases.
    https://www.hopkinsmedicine.org/health/conditions-and-diseases/sexually-
    transmitted-diseases

    References

    **HSmudole7classPSYC360_M7_PDF.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hsmudole7classpsyc360-m7-pdf-pdf)

    **HSmudole7classPSYC360_M7_PDF.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hsmudole7classpsyc360-m7-pdf-pdf)

    **## HSmodule7asig2.docx**

    **Instructions**

    Make a short learning reflection by answering the following questions with 3 to 5 sentences:

    1. What is the most important thing you have learned from the information presented in modules 6 and 7?

    2. What relevance do you see for your future career?

    3. Briefly share any questions, topics of interest, or other items related to the material in modules 6 and 7.

    **Note:** Watch the announcement area for publication deadlines

    Contribute a minimum of 2–4 pages. It should include at least 2 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Saturday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through Turnitin to check for plagiarism

    **## HSmodule6classPSYC360_M6_PDF.pdf**

    Module 6
    Sexually Transmitted
    Diseases (STD)
    PSYC 360 Human Sexuality Seminar

    Objectives
    At the end of the module the student will:

    You will be able to explain STDs and their consequences and
    analyze the severe impact that lack of information and stigma
    about the issue can have on society in the short and long
    term.

    You will be able to develop educational material to inform the
    general population about STDs and their effect on mental
    health, and advocate for its inclusion in sex education
    programs aimed at children, adolescents, and adults.

     STDs are a public health problem in most developed societies in the
    world. Ignorance and rejection of the subject can take a great
    emotional, physical and financial toll on individuals and the
    community at large. Discussion of these diseases or infections is an
    important part of any course on human sexuality and should be
    included in the sex education provided to adolescents as well.

     This module provides an introduction to the topic of STDs and how
    mismanagement and lack of prevention has severe effects on
    individuals and communities. It also discusses information related to
    the origin of STDs, the most common infections, relevant statistics,
    treatments and intervention programs.

    Introduction

     It is important to clarify that the better-known term is sexually
    transmitted disease (STD). But there has been a recent change to
    call it sexually transmitted infection (STI). Both refer to the same
    thing.

     STDs are infectious diseases that are transmitted from person to
    person through sexual contact. Millions of new cases occur each
    year, and the majority of new infections in the United States occur
    between the ages of 15 and 24.

    Sexually Transmitted Diseases or Infections

     The only completely safe way to prevent an STD is sexual abstinence, including avoiding all
    sexual contact (oral, vaginal and anal).

    o To reduce the likelihood of contracting an STD, it is recommended:

    • Be in an exclusive (monogamous) relationship where both were tested for STDs before
    having sexual contact.

    • Use condoms (male or female) correctly every time you have sexual contact (condoms are
    not 100% safe, some STDs can be transmitted even if used correctly).

    • Avoid sexual activity at an early age.

    • Frequent testing.

    • Learn more about STDs and know how to recognize symptoms to seek immediate
    treatment. Some STDs can be easily cured, others have no cure yet.

    STD Protection

    Most Common STDs:

    This list includes some of
    the most common STDs,
    but there are many more
    examples.
    Some STDs cannot be
    cured, such as HIV and
    HPV.

    HIV

    Human Papilloma Virus (HPV)

    Clamidia

    Gonorrhea

    Genital herpes

    Syphilis

    ETS: Stigma and Discrimination

     Negative stigma is created when prejudice comes from labeling an individual as part of a group
    that is considered socially unacceptable.

    • Some examples of stigma associated with STDs:

    • Believing that only homosexuals contract HIV.

    • Judging a person for having syphilis.

    • Thinking that people who have an STD deserve it because of their sexual behavior.

    • Associate the person's value with his or her sexual behavior or STD diagnosis.

     Mental health experts have an ethical and social responsibility to avoid stigma and
    prejudice in their professional performance.

     Discrimination refers to behaviors that result from negative stigma. It is the act of treating badly or differently
    those groups that have a negative stigma.

    o Some examples of discrimination associated with STDs:

    • A mental health professional who refuses to see a client because he or she is HIV positive.

    • A physician who will not see a patient because he or she has gonorrhea or HIV.

    • Socially isolating a person for having herpes, or thinking they have an STD because of their sexual
    behavior.

    • Making offensive and hurtful comments about the person for having AIDS.

     Stigma and discrimination affect people's mental health and emotional well-being. It can cause fear of
    seeking medical help, feelings of shame, isolation and hopelessness.

    ETS: Stigma and Discrimination

    STDs and Their Consequences

    Bacterial
    vaginosis

    • Occurs when there are too many bacteria in the vagina and changes
    the normal balance of bacteria.

    • Common in women aged 15-44 years.
    • It is not known what causes it, but it occurs mainly in sexually active

    women.
    • There may be no symptoms.

    Clamidia

    • It is common in both men and women and can be easily cured.
    • If left untreated, it can cause infertility in women.
    • Infection in a pregnant woman has high risks to the fetus.
    • Most people have no symptoms, it is diagnosed with laboratory tests.

    Gonorrhea

    • It is common in both men and women and can be cured with
    appropriate medications.

    • It can cause infection in the genitals, rectum and throat.
    • It is very common in young people between 15-24 years old.
    • May have no symptoms.

    Stds and Their Consequences

    Genital herpes

    • It is an infection caused by two types of viruses (HSV-1 and HSV-2). HSV-1 is responsible for oral
    herpes around the mouth.

    • Most people with oral herpes were infected without sexual contact, as children or adolescents, by
    contact with saliva from someone infected.

    • It is very common in the United States, approximately 1 in 6 people between the ages of 14-49 years.
    • Herpes has no cure, only medication for management.

    HIV/AIDS

    • People with HIV are more likely to contract other STDs.
    • HIV (human immunodeficiency virus) attacks the immune system. If left untreated, it can develop into

    AIDS.
    • There is no effective cure at this time. But it can be controlled and people who take proper care of

    themselves can lead regular lives with sexual contact.
    • HIV comes from animals; it is believed that humans came into contact with the virus by handling the

    infected blood of monkeys while trying to hunt them.

    Human
    papillomavirus

    (HPV)

    • It is the most common STD, and has several types; some can cause cancer, others cause genital
    warts.

    • HPV vaccines can protect against some types of cancer.
    • HPV can cause cancer of the cervix, vulva, throat, vagina, penis or anus. It is one of the most

    dangerous and common STDs.

    Stds and Their Consequences

    Pelvic
    inflammatory

    disease

    • It is an infection of the female reproductive organs. It is a complication
    commonly caused by the presence of other STDs, such as chlamydia and
    gonorrhea.

    • When diagnosed in the early stages, it can be managed with medication.
    But treatment may not be able to repair the damage done to the
    reproductive organs.

    Sífilis

    • Infection that can cause serious health problems if not managed correctly.
    • Infection is divided into primary, secondary, latent and tertiary stages.

    Patients in the tertiary stage are the most affected, as the infection can
    affect their heart, brain (neurosyphilis), and other body organs.

    Tricomoniasis

    • One of the most common STDs and is caused by infection with a parasite..
    • It can be cured with medical treatment.
    • May increase the risk of contracting other STDs and affect pregnancy.

    STD Statistics in Puerto Rico and the United States

    Puerto Rico (2016) United States (2019)

    • Chlamydia: 7,198 positive cases were
    reported.

    • Gonorrhea: 743 positive cases were
    reported.

    • Syphilis: 1,179 positive cases were
    reported.

    • Congenital syphilis: 4 positive cases.
    • Genital herpes: 2,183 positive cases

    were reported.

    • Chlamydia: 1.8 million cases
    reported.

    • Gonorrhea: 616,392 reported cases.
    • Syphilis: 129,813 cases reported.
    • Congenital syphilis: 1,870 cases

    reported.

    In general, prevention and control of STDs or STIs focuses on five main
    strategies:
    • Accurate and objective risk assessment, as well as education and

    counseling for at-risk individuals, with a focus on prevention methods
    through changes in sexual behaviors and the use of preventive services.

    • Emphasis on vaccination for STIs that can be prevented by this type of
    method.

    • Identify persons with asymptomatic infections and persons with any
    symptoms associated with an STD/STI.

    • Effective diagnosis, treatment, counseling, and follow-up for people
    suffering from an STD or STI.

    • Evaluation, treatment and counseling for sexual partners of persons
    suffering from an STD or STI.

    Treatment

    You are encouraged to watch the following lectures to
    learn more about the topics in this module:

    Insights on HIV, in stunning data visuals

    https://www.ted.com/talks/hans_rosling_insights_on_hiv_in_stunning_

    data_visuals

    Talking to Teens and Young Adults About Sexually Transmitted Infections

    https://youtu.be/K3WRLxOgOEQ

    Drug-Resistant Gonorrhea: An Urgent Public Health Issue

    https://youtu.be/iFwlnljV2Go

    What is HPV and how can you protect yourself from it?

    https://www.ted.com/talks/emma_bryce_what_is_hpv_and_how_can_y

    ou_protect_yourself_from_it

    Summary
    In this sixth module we work with sexually transmitted diseases or infections to

    understand their consequences on physical and mental health. This topic is very

    relevant in the area of study of human sexuality, and it is important that behavioral

    experts seek to continue learning about these topics in order to provide a better

    service in the environment in which they work professionally. The student is

    encouraged to relate the topic of this module to the previous module to highlight the

    importance of sexual education that includes a focus on these infections.

    In the next module we shift the focus to laws, social influences and the concept of

    justice in sexuality issues.

    Centers for Disease Control and Prevention. (2021). Sexually Transmitted Disease
    Surveillance. U.S. Department of Health and Human Services; 2019.
    https://www.cdc.gov/std/statistics/2019/default.htm

    CDC — Centers for Disease Control and Prevention. (2008, November 28).
    “Abortion Surveillance — United States, 2005.” Morbidity and Mortality Weekly
    Report, 57 (SS-13). [Online].
    http://www.cdc.gov/mmwr/preview/mmwrhtml/ss5713a1.htm.

    Centers for Disease Control and Prevention (2021). HIV Stigma and Discrimination.
    U.S. Department of Health and Human Services.
    https://www.cdc.gov/hiv/basics/hiv-stigma/index.html

    Johns Hopkins Medicine. (2021). Sexually transmitted diseases.
    https://www.hopkinsmedicine.org/health/conditions-and-diseases/sexually-
    transmitted-diseases

    References

    **HSmudole7classPSYC360_M7_PDF.pdf**

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    **## HSmodule7asig2.docx**

    **Instructions**

    Make a short learning reflection by answering the following questions with 3 to 5 sentences:

    1. What is the most important thing you have learned from the information presented in modules 6 and 7?

    2. What relevance do you see for your future career?

    3. Briefly share any questions, topics of interest, or other items related to the material in modules 6 and 7.

    **Note:** Watch the announcement area for publication deadlines

    Contribute a minimum of 2–4 pages. It should include at least 2 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Saturday.

    · Review the rubric to determine how your assignment will be graded.

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    **## HSmodule6classPSYC360_M6_PDF.pdf**

    Module 6
    Sexually Transmitted
    Diseases (STD)
    PSYC 360 Human Sexuality Seminar

    Objectives
    At the end of the module the student will:

    You will be able to explain STDs and their consequences and
    analyze the severe impact that lack of information and stigma
    about the issue can have on society in the short and long
    term.

    You will be able to develop educational material to inform the
    general population about STDs and their effect on mental
    health, and advocate for its inclusion in sex education
    programs aimed at children, adolescents, and adults.

     STDs are a public health problem in most developed societies in the
    world. Ignorance and rejection of the subject can take a great
    emotional, physical and financial toll on individuals and the
    community at large. Discussion of these diseases or infections is an
    important part of any course on human sexuality and should be
    included in the sex education provided to adolescents as well.

     This module provides an introduction to the topic of STDs and how
    mismanagement and lack of prevention has severe effects on
    individuals and communities. It also discusses information related to
    the origin of STDs, the most common infections, relevant statistics,
    treatments and intervention programs.

    Introduction

     It is important to clarify that the better-known term is sexually
    transmitted disease (STD). But there has been a recent change to
    call it sexually transmitted infection (STI). Both refer to the same
    thing.

     STDs are infectious diseases that are transmitted from person to
    person through sexual contact. Millions of new cases occur each
    year, and the majority of new infections in the United States occur
    between the ages of 15 and 24.

    Sexually Transmitted Diseases or Infections

     The only completely safe way to prevent an STD is sexual abstinence, including avoiding all
    sexual contact (oral, vaginal and anal).

    o To reduce the likelihood of contracting an STD, it is recommended:

    • Be in an exclusive (monogamous) relationship where both were tested for STDs before
    having sexual contact.

    • Use condoms (male or female) correctly every time you have sexual contact (condoms are
    not 100% safe, some STDs can be transmitted even if used correctly).

    • Avoid sexual activity at an early age.

    • Frequent testing.

    • Learn more about STDs and know how to recognize symptoms to seek immediate
    treatment. Some STDs can be easily cured, others have no cure yet.

    STD Protection

    Most Common STDs:

    This list includes some of
    the most common STDs,
    but there are many more
    examples.
    Some STDs cannot be
    cured, such as HIV and
    HPV.

    HIV

    Human Papilloma Virus (HPV)

    Clamidia

    Gonorrhea

    Genital herpes

    Syphilis

    ETS: Stigma and Discrimination

     Negative stigma is created when prejudice comes from labeling an individual as part of a group
    that is considered socially unacceptable.

    • Some examples of stigma associated with STDs:

    • Believing that only homosexuals contract HIV.

    • Judging a person for having syphilis.

    • Thinking that people who have an STD deserve it because of their sexual behavior.

    • Associate the person's value with his or her sexual behavior or STD diagnosis.

     Mental health experts have an ethical and social responsibility to avoid stigma and
    prejudice in their professional performance.

     Discrimination refers to behaviors that result from negative stigma. It is the act of treating badly or differently
    those groups that have a negative stigma.

    o Some examples of discrimination associated with STDs:

    • A mental health professional who refuses to see a client because he or she is HIV positive.

    • A physician who will not see a patient because he or she has gonorrhea or HIV.

    • Socially isolating a person for having herpes, or thinking they have an STD because of their sexual
    behavior.

    • Making offensive and hurtful comments about the person for having AIDS.

     Stigma and discrimination affect people's mental health and emotional well-being. It can cause fear of
    seeking medical help, feelings of shame, isolation and hopelessness.

    ETS: Stigma and Discrimination

    STDs and Their Consequences

    Bacterial
    vaginosis

    • Occurs when there are too many bacteria in the vagina and changes
    the normal balance of bacteria.

    • Common in women aged 15-44 years.
    • It is not known what causes it, but it occurs mainly in sexually active

    women.
    • There may be no symptoms.

    Clamidia

    • It is common in both men and women and can be easily cured.
    • If left untreated, it can cause infertility in women.
    • Infection in a pregnant woman has high risks to the fetus.
    • Most people have no symptoms, it is diagnosed with laboratory tests.

    Gonorrhea

    • It is common in both men and women and can be cured with
    appropriate medications.

    • It can cause infection in the genitals, rectum and throat.
    • It is very common in young people between 15-24 years old.
    • May have no symptoms.

    Stds and Their Consequences

    Genital herpes

    • It is an infection caused by two types of viruses (HSV-1 and HSV-2). HSV-1 is responsible for oral
    herpes around the mouth.

    • Most people with oral herpes were infected without sexual contact, as children or adolescents, by
    contact with saliva from someone infected.

    • It is very common in the United States, approximately 1 in 6 people between the ages of 14-49 years.
    • Herpes has no cure, only medication for management.

    HIV/AIDS

    • People with HIV are more likely to contract other STDs.
    • HIV (human immunodeficiency virus) attacks the immune system. If left untreated, it can develop into

    AIDS.
    • There is no effective cure at this time. But it can be controlled and people who take proper care of

    themselves can lead regular lives with sexual contact.
    • HIV comes from animals; it is believed that humans came into contact with the virus by handling the

    infected blood of monkeys while trying to hunt them.

    Human
    papillomavirus

    (HPV)

    • It is the most common STD, and has several types; some can cause cancer, others cause genital
    warts.

    • HPV vaccines can protect against some types of cancer.
    • HPV can cause cancer of the cervix, vulva, throat, vagina, penis or anus. It is one of the most

    dangerous and common STDs.

    Stds and Their Consequences

    Pelvic
    inflammatory

    disease

    • It is an infection of the female reproductive organs. It is a complication
    commonly caused by the presence of other STDs, such as chlamydia and
    gonorrhea.

    • When diagnosed in the early stages, it can be managed with medication.
    But treatment may not be able to repair the damage done to the
    reproductive organs.

    Sífilis

    • Infection that can cause serious health problems if not managed correctly.
    • Infection is divided into primary, secondary, latent and tertiary stages.

    Patients in the tertiary stage are the most affected, as the infection can
    affect their heart, brain (neurosyphilis), and other body organs.

    Tricomoniasis

    • One of the most common STDs and is caused by infection with a parasite..
    • It can be cured with medical treatment.
    • May increase the risk of contracting other STDs and affect pregnancy.

    STD Statistics in Puerto Rico and the United States

    Puerto Rico (2016) United States (2019)

    • Chlamydia: 7,198 positive cases were
    reported.

    • Gonorrhea: 743 positive cases were
    reported.

    • Syphilis: 1,179 positive cases were
    reported.

    • Congenital syphilis: 4 positive cases.
    • Genital herpes: 2,183 positive cases

    were reported.

    • Chlamydia: 1.8 million cases
    reported.

    • Gonorrhea: 616,392 reported cases.
    • Syphilis: 129,813 cases reported.
    • Congenital syphilis: 1,870 cases

    reported.

    In general, prevention and control of STDs or STIs focuses on five main
    strategies:
    • Accurate and objective risk assessment, as well as education and

    counseling for at-risk individuals, with a focus on prevention methods
    through changes in sexual behaviors and the use of preventive services.

    • Emphasis on vaccination for STIs that can be prevented by this type of
    method.

    • Identify persons with asymptomatic infections and persons with any
    symptoms associated with an STD/STI.

    • Effective diagnosis, treatment, counseling, and follow-up for people
    suffering from an STD or STI.

    • Evaluation, treatment and counseling for sexual partners of persons
    suffering from an STD or STI.

    Treatment

    You are encouraged to watch the following lectures to
    learn more about the topics in this module:

    Insights on HIV, in stunning data visuals

    https://www.ted.com/talks/hans_rosling_insights_on_hiv_in_stunning_

    data_visuals

    Talking to Teens and Young Adults About Sexually Transmitted Infections

    https://youtu.be/K3WRLxOgOEQ

    Drug-Resistant Gonorrhea: An Urgent Public Health Issue

    https://youtu.be/iFwlnljV2Go

    What is HPV and how can you protect yourself from it?

    https://www.ted.com/talks/emma_bryce_what_is_hpv_and_how_can_y

    ou_protect_yourself_from_it

    Summary
    In this sixth module we work with sexually transmitted diseases or infections to

    understand their consequences on physical and mental health. This topic is very

    relevant in the area of study of human sexuality, and it is important that behavioral

    experts seek to continue learning about these topics in order to provide a better

    service in the environment in which they work professionally. The student is

    encouraged to relate the topic of this module to the previous module to highlight the

    importance of sexual education that includes a focus on these infections.

    In the next module we shift the focus to laws, social influences and the concept of

    justice in sexuality issues.

    Centers for Disease Control and Prevention. (2021). Sexually Transmitted Disease
    Surveillance. U.S. Department of Health and Human Services; 2019.
    https://www.cdc.gov/std/statistics/2019/default.htm

    CDC — Centers for Disease Control and Prevention. (2008, November 28).
    “Abortion Surveillance — United States, 2005.” Morbidity and Mortality Weekly
    Report, 57 (SS-13). [Online].
    http://www.cdc.gov/mmwr/preview/mmwrhtml/ss5713a1.htm.

    Centers for Disease Control and Prevention (2021). HIV Stigma and Discrimination.
    U.S. Department of Health and Human Services.
    https://www.cdc.gov/hiv/basics/hiv-stigma/index.html

    Johns Hopkins Medicine. (2021). Sexually transmitted diseases.
    https://www.hopkinsmedicine.org/health/conditions-and-diseases/sexually-
    transmitted-diseases

    References

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