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  • [Solved] Death and life

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    https://youtu.be/O-rQ3tIabvM?si=AKGkA-mOz1pgCbJJ 500-600 words – ## SantrockTopical11e_Chapter17DeathDyingandGrievingcopy.pdf – IMG_1989.png **## SantrockTopical11e_Chapter17DeathDyingandGrievingcopy.pdf** Because learning changes everything.® A Topical Approach to Life-Span Development 11th Edit…

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    – ## SantrockTopical11e_Chapter17DeathDyingandGrievingcopy.pdf

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    Because learning changes everything.®

    A Topical Approach to
    Life-Span Development

    11th Edition
    John W. Santrock

    Chapter 17

    Death, Dying, and Grieving

    © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

    © McGraw Hill LLC

    Learning Goals

    Describe the death system and its cultural and historical
    contexts.

    Evaluate issues in determining death and decisions regarding
    death.

    Discuss the causes of death and suicide at different points in
    development.

    Explain the psychological aspects involved in facing one’s
    own death and the contexts in which people die.

    Identify ways to cope with the death of another person.

    2

    © McGraw Hill LLC

    The Death System and Its Cultural Variations 1

    Components of death systems across cultures:

    • People—everyone is involved in death at some point.

    • Places or contexts—hospitals, funeral homes, cemeteries,
    hospices, battlefields, memorials.

    • Times—time/occasions set aside to honor those who
    have died.

    • Objects—many objects in a culture are associated with
    death.

    • Symbols—symbols and religious ceremonies are
    connected to death.

    3

    © McGraw Hill LLC

    The Death System and Its Cultural Variations 2

    In the United States, it is not uncommon to reach adulthood
    without having seen someone die.

    Most societies have philosophical or religious beliefs about
    death.

    • Rituals that deal with death.

    In most societies, death is not viewed as the end of
    existence.

    • Spiritual body believed to live on.

    • Perspective favored by most Americans.

    4

    © McGraw Hill LLC

    The Death System and Its Cultural Variations 3

    Forms of death avoidance and denial in the United States:

    • Funeral industry glosses over death and fashions lifelike
    qualities in the dead.

    • Adoption of euphemistic language for death that implies
    forever.

    • Persistent search for a fountain of youth.

    • Rejection and isolation of the aged, who may remind us
    of death.

    • Adoption of the concept of a pleasant and rewarding
    afterlife, suggesting that we are immortal.

    • Medical community’s emphasis on prolonging biological
    life instead of diminishing human suffering.

    5

    © McGraw Hill LLC

    Changing Historical Circumstances

    Today, death occurs most often among older adults.

    • Two hundred years ago, nearly half of all children died
    before the age of 10.

    Larger number of older adults today die apart from their
    families.

    • More than 80% of deaths occur in institutions or hospitals.

    • Minimizes exposure to death and painful surroundings.

    6

    © McGraw Hill LLC

    Defining Death and Life/Death Issues

    In the past, the end of certain biological functions were
    considered clear signs of death.

    • Breathing, blood pressure, rigidity of body (rigor mortis).

    Brain death: a neurological definition of death.

    • Person is brain dead when all electrical activity of the brain
    ceases for a specific period of time.

    • Higher brain regions may die but lower portions may allow
    for continued breathing and a heartbeat.

    • Current definition among most physicians includes death
    of both the higher cortical functions and the lower brain
    stem functions.

    7

    © McGraw Hill LLC

    Decisions Regarding Life, Death, and Health Care 1

    Advance care planning is the process of patients thinking
    about and communicating their preferences for end-of-life
    care.

    Laws in all 50 states now accept an advance directive, such
    as a living will.

    Advance directive states preferences such as whether life-
    sustaining procedures may be used to prolong life.

    Living will: designed to be completed while the individual
    can still think clearly.

    • Expresses desires regarding extraordinary medical procedures that
    may sustain life when medical situation becomes hopeless.

    8

    © McGraw Hill LLC

    Decisions Regarding Life, Death, and Health Care 2

    Euthanasia: the act of painlessly ending the lives of
    individuals who are suffering from an incurable disease or
    severe disability.

    • Passive euthanasia: when a person is allowed to die by
    withholding available treatment, such as withdrawing a
    life-sustaining device.

    • Active euthanasia: when death is deliberately induced,
    as when a legal dose of a drug is injected.

    9

    © McGraw Hill LLC

    Decisions Regarding Life, Death, and Health Care 3

    Assisted suicide is now legal in six countries.

    • In the United States, it is allowed in California, Colorado,
    Hawaii, Maine, New Jersey, Oregon, Vermont, New
    Mexico, Washington, and Washington, DC.

    • Those in favor of euthanasia argue death should be calm
    and dignified, not full of suffering.

    • Those against euthanasia stress it is murder; and many
    religious individuals say it is against God’s will.

    Too often, death in American is lonely, prolonged, and
    painful.

    10

    © McGraw Hill LLC

    Decisions Regarding Life, Death, and Health Care 4

    Care providers are increasingly interested in helping
    individuals experience a “good death.”

    • Physical comfort, support from loved ones, acceptance,
    and appropriate medical care.

    Hospice: a program committed to making the end of life as
    free from pain, anxiety, and depression as possible.

    • Emphasizes palliative care—reducing pain and suffering
    and helping individuals die with dignity.

    • Today a majority of hospice programs are home-based.

    11

    © McGraw Hill LLC

    A Developmental Perspective on Death

    In the United States, deaths of older adults account for
    approximately two thirds of the 2 million deaths that occur
    each year.

    • What is known about death, dying, and grieving is mainly
    based on information about older adults.

    • Youthful death is much less common.

    12

    © McGraw Hill LLC

    Causes of Death

    Death can occur at any point in the life span.

    In infancy, sudden infant death syndrome (SIDS).

    In childhood, most often due to accidents or illness.

    • Major illnesses that cause death in children: heart disease, cancer,
    birth defects.

    Death in adolescence is most likely to occur because of
    motor vehicle accidents, suicide, and homicide.

    Older adults are more likely to die from chronic diseases.

    • Often incapacitated before death, producing a long course of dying.

    Many young and middle-aged adults die of illnesses such
    as heart disease and cancer.

    13

    © McGraw Hill LLC

    Suicide

    Suicide risk factors:

    • Serious physical illness.

    • Mental disorders.

    • Feelings of hopelessness.

    • Social isolation.

    • Failure in school and work.

    • Loss of loved ones.

    • Serious financial difficulties.

    • Drug use.

    • Prior suicide attempt.

    14

    © McGraw Hill LLC

    Suicide: Adolescence 1

    Suicidal behavior escalates in adolescence and further
    increases in emerging adulthood.

    • Second leading cause of death among adolescents in the
    United States.

    Far more adolescents think about or attempt suicide
    unsuccessfully than actually die by it.

    Suicidal behavior varies by both gender and ethnicity.

    • Females make more attempts.

    • Native Americans have the highest rates.

    15

    © McGraw Hill LLC

    Suicide: Adolescence 2

    Depression is the most frequently cited factor associated with
    adolescent suicide.

    • Sense of hopelessness, low self-esteem, high self-blame.

    In some instances, suicides occur in clusters.

    • “Copycat” suicides raise the issue of whether suicides
    should be reported in the media.

    16

    © McGraw Hill LLC

    Suicide: Adulthood and Aging

    Suicide is increasing among U.S. adults.

    Females are three times more likely to attempt suicide; but
    males are four times more likely to die by suicide.

    Older adult most likely to die by suicide is male, lives alone,
    has lost his spouse, and is experiencing failing health.

    • Perceiving oneself as burdensome may contribute.

    • Protective factors include a supportive network of family
    and friends, emotional control, and comfort from religion.

    17

    © McGraw Hill LLC

    Figure 2 What to Do and What Not to Do When Someone
    Is Likely to Attempt Suicide

    What to do

    Ask direct, straightforward questions in a
    calm manner: “Are you thinking about
    hurting yourself?”

    Assess the seriousness of the suicidal
    intent by asking questions about feelings,
    important relationships, who else the
    person has talked with, and the amount of
    thought given to the means to be used. If
    a gun, pills, a rope, or other means have
    been obtained and a precise plan has
    been developed, clearly the situation is
    dangerous. Stay with the person until help
    arrives.

    Be a good listener and be very supportive
    without being falsely reassuring.

    Try to persuade the person to obtain
    professional help and assist them in
    getting this help.

    What not to do

    Do not ignore the warning signs.

    Do not refuse to talk about suicide if a
    person approaches you about it.

    Do not react with humor, disapproval, or
    repulsion.

    Do not give false reassurances by saying
    such things as “Everything is going to be
    OK.” Also do not give out simple answers
    or platitudes, such as “You have
    everything to be thankful for.”

    Do not abandon the individual after the
    crisis has passed or after professional
    help has commenced.

    18

    © McGraw Hill LLC

    Facing One’s Own Death 1

    As we age, values concerning our most important uses of
    time change.

    When asked how they would want to spend a remaining 6
    months of life:

    • Younger adults prioritize travel and making
    accomplishments.

    • Older adults prioritize inner-focused activities such as
    contemplation and meditation.

    Most dying individuals want to make some decisions about
    their own life and death and may want to complete unfinished
    business.

    19

    © McGraw Hill LLC

    Facing One’s Own Death 2

    Kübler–Ross’ stages of dying:

    • Denial and isolation—denies death is taking place.

    • Anger—anger, resentment, rage, and envy.

    • Bargaining—develops a hope that death can be delayed.

    • Depression—perceives the certainty of death.

    • Acceptance—develops a sense of peace, acceptance of
    one’s own fate, and often a desire to be left alone.

    Not demonstrated by independent research; and fail to take
    into account individual situations.

    • Some psychologists prefer to describe them not as stages
    but as potential reactions.

    20

    © McGraw Hill LLC

    Perceived Control and Denial

    Perceived control may work as an adaptive strategy for some
    older adults facing death.

    • When individuals believe they can prolong their life, they
    become more alert and cheerful.

    Denial can be an adaptive or a maladaptive approach to
    death.

    • Can insulate people from having to cope with intense
    feelings of anger and hurt.

    • Can keep them from having a life-saving operation.

    21

    © McGraw Hill LLC

    The Contexts in Which People Die

    More than 50% of Americans die in hospitals, and nearly
    20% die in nursing homes.

    Hospitals offer important advantages to the dying individual:

    • Professional staff members are readily available.

    • Medical technology may prolong life.

    Most individuals say they would rather die at home.

    • Many worry, however, about being a burden, about limited
    space, and about the competency and availability of
    emergency medical treatment.

    22

    © McGraw Hill LLC

    Communicating With a Dying Person

    Most psychologists stress the importance of dying individuals
    knowing that they are dying.

    Advantages of an open awareness of dying:

    • Can close their lives according to their own ideas about
    dying.

    • Opportunity to complete plans or projects, make
    arrangements for survivors, and participate in decisions
    about funeral and burial.

    • Opportunity to reminisce, converse with others, and end
    life conscious of what life has been like.

    • Better understanding of what is happening and what
    medical staff is doing.

    23

    © McGraw Hill LLC

    Grieving 1

    Grief: the emotional numbness, disbelief, separation anxiety,
    despair, sadness, and loneliness that accompany the loss of
    loved one.

    Pining for the lost person and separation anxiety are
    important dimensions of grief.

    • Intermittent, recurrent wish or need to recover the lost
    person; and a focus on places and things associated with
    the deceased.

    Feelings of grief occur repeatedly after a loss.

    • Become more manageable over time.

    24

    © McGraw Hill LLC

    Grieving 2

    Estimated 80%–90% of survivors experience normal or
    uncomplicated grief reactions.

    • By 6 months, the loss is accepted as reality, and
    individuals become more optimistic about the future and
    function competently in everyday life.

    At 6 months after their loss, approximately 7%–10% of
    survivors have difficulty moving on.

    • Enduring despair that remains unresolved is known as
    complicated grief or prolonged grief disorder.

    • Greatest risk for a person who loses someone they were
    emotionally dependent on.

    25

    © McGraw Hill LLC

    Grieving 3

    Another type of grief is disenfranchised grief:
    an individual’s grief over a deceased person that is a socially
    ambiguous loss that can’t be openly mourned or supported.

    • Relationship that isn’t socially recognized; a hidden loss
    such as an abortion; and circumstances that are
    stigmatized.

    • May intensify grief because the loss cannot be publicly
    acknowledged.

    • Often hidden or repressed and may be reawakened by
    later deaths.

    26

    © McGraw Hill LLC

    Grieving 4

    Dual-process model of coping with bereavement
    emphasizes two dimensions:

    • Loss-oriented stressors focus on the deceased individual
    and can include grief work and both positive and negative
    reappraisal of the loss.

    • Restoration-oriented stressors involve secondary
    stressors that emerge as indirect outcomes of
    bereavement.

    Coping with loss and engaging in restoration can be carried
    out simultaneously.

    • Oscillation may occur over short term or longer term.

    27

    © McGraw Hill LLC

    Grieving: Coping and Type of Death

    Deaths that are sudden, untimely, violent, or traumatic are
    likely to have more intense and prolonged effects on
    survivors.

    Coping process is more difficult.

    Often accompanied by symptoms of post-traumatic stress
    disorder (PTSD).

    • Intrusive thoughts, flashbacks, nightmares, sleep disturbance,
    concentration problems, and so on.

    There is no ideal way to grieve.

    • Healthy coping with death involves growth, flexibility, and
    appropriateness within a cultural context.

    28

    © McGraw Hill LLC

    Making Sense of the World

    Stimulating individuals to try to make sense of their world is
    one beneficial aspect to grieving.

    • Close family members share with each other and
    reminisce about family experiences.

    When death is caused by accident or disaster, the effort to
    make sense of it is pursued more vigorously.

    • Bereaved want to put the death into a perspective they
    can understand.

    29

    © McGraw Hill LLC

    Losing a Life Partner 1

    Spouses left behind after the death of an intimate partner
    suffer profound grief.

    • Often endure financial loss, loneliness, increased physical
    illness, and psychological disorders, including depression.

    Surviving spouses seek to cope with their loss in various
    ways.

    • Intensified religious and spiritual beliefs.

    • Finding meaning in death.

    30

    © McGraw Hill LLC

    Losing a Life Partner 2

    Women often experience better adjustment after their loss
    due to:

    • Larger network of friends.

    • Closer relationships with relatives.

    • Experience in taking care of themselves psychologically.

    Older widows adjust more optimally than younger widows,
    perhaps because the death of a partner is more expected.

    Widowers are usually left with more money than widows and
    are more likely to remarry.

    31

    © McGraw Hill LLC

    Losing a Life Partner 3

    Psychological and religious factors are related to the
    psychological well-being of older adults following the loss of
    a spouse.

    Volunteering and helping behaviors also appear to reduce
    feelings of loneliness.

    Social support helps widows or widowers adjust to the death
    of a spouse.

    • Widow-to-Widow program provides support for newly
    widowed women.

    32

    © McGraw Hill LLC

    Forms of Mourning

    In the United States in 2018, 53.1% of deaths were followed
    by cremation.

    • Americans have been moving away from public funerals
    toward private funerals followed by a memorial ceremony.

    Funeral industry has been a source of controversy.

    • Help to provide a form of closure.

    • Critics claim funeral directors are there to make money
    and embalming is a grotesque practice.

    Traditional forms of mourning vary greatly across cultures.

    33

    © McGraw Hill LLC

    Review

    • Describe the death system and its cultural and
    historical contexts.

    • Evaluate issues in determining death and
    decisions regarding death.

    • Discuss the causes of death and suicide at
    different points in development.

    • Explain the psychological aspects involved in
    facing one’s own death and the contexts in which
    people die.

    • Identify ways to cope with the death of another
    person.

    34

    Because learning changes everything.®

    www.mheducation.com

    © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

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    **## SantrockTopical11e_Chapter17DeathDyingandGrievingcopy.pdf**

    Because learning changes everything.®

    A Topical Approach to
    Life-Span Development

    11th Edition
    John W. Santrock

    Chapter 17

    Death, Dying, and Grieving

    © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

    © McGraw Hill LLC

    Learning Goals

    Describe the death system and its cultural and historical
    contexts.

    Evaluate issues in determining death and decisions regarding
    death.

    Discuss the causes of death and suicide at different points in
    development.

    Explain the psychological aspects involved in facing one’s
    own death and the contexts in which people die.

    Identify ways to cope with the death of another person.

    2

    © McGraw Hill LLC

    The Death System and Its Cultural Variations 1

    Components of death systems across cultures:

    • People—everyone is involved in death at some point.

    • Places or contexts—hospitals, funeral homes, cemeteries,
    hospices, battlefields, memorials.

    • Times—time/occasions set aside to honor those who
    have died.

    • Objects—many objects in a culture are associated with
    death.

    • Symbols—symbols and religious ceremonies are
    connected to death.

    3

    © McGraw Hill LLC

    The Death System and Its Cultural Variations 2

    In the United States, it is not uncommon to reach adulthood
    without having seen someone die.

    Most societies have philosophical or religious beliefs about
    death.

    • Rituals that deal with death.

    In most societies, death is not viewed as the end of
    existence.

    • Spiritual body believed to live on.

    • Perspective favored by most Americans.

    4

    © McGraw Hill LLC

    The Death System and Its Cultural Variations 3

    Forms of death avoidance and denial in the United States:

    • Funeral industry glosses over death and fashions lifelike
    qualities in the dead.

    • Adoption of euphemistic language for death that implies
    forever.

    • Persistent search for a fountain of youth.

    • Rejection and isolation of the aged, who may remind us
    of death.

    • Adoption of the concept of a pleasant and rewarding
    afterlife, suggesting that we are immortal.

    • Medical community’s emphasis on prolonging biological
    life instead of diminishing human suffering.

    5

    © McGraw Hill LLC

    Changing Historical Circumstances

    Today, death occurs most often among older adults.

    • Two hundred years ago, nearly half of all children died
    before the age of 10.

    Larger number of older adults today die apart from their
    families.

    • More than 80% of deaths occur in institutions or hospitals.

    • Minimizes exposure to death and painful surroundings.

    6

    © McGraw Hill LLC

    Defining Death and Life/Death Issues

    In the past, the end of certain biological functions were
    considered clear signs of death.

    • Breathing, blood pressure, rigidity of body (rigor mortis).

    Brain death: a neurological definition of death.

    • Person is brain dead when all electrical activity of the brain
    ceases for a specific period of time.

    • Higher brain regions may die but lower portions may allow
    for continued breathing and a heartbeat.

    • Current definition among most physicians includes death
    of both the higher cortical functions and the lower brain
    stem functions.

    7

    © McGraw Hill LLC

    Decisions Regarding Life, Death, and Health Care 1

    Advance care planning is the process of patients thinking
    about and communicating their preferences for end-of-life
    care.

    Laws in all 50 states now accept an advance directive, such
    as a living will.

    Advance directive states preferences such as whether life-
    sustaining procedures may be used to prolong life.

    Living will: designed to be completed while the individual
    can still think clearly.

    • Expresses desires regarding extraordinary medical procedures that
    may sustain life when medical situation becomes hopeless.

    8

    © McGraw Hill LLC

    Decisions Regarding Life, Death, and Health Care 2

    Euthanasia: the act of painlessly ending the lives of
    individuals who are suffering from an incurable disease or
    severe disability.

    • Passive euthanasia: when a person is allowed to die by
    withholding available treatment, such as withdrawing a
    life-sustaining device.

    • Active euthanasia: when death is deliberately induced,
    as when a legal dose of a drug is injected.

    9

    © McGraw Hill LLC

    Decisions Regarding Life, Death, and Health Care 3

    Assisted suicide is now legal in six countries.

    • In the United States, it is allowed in California, Colorado,
    Hawaii, Maine, New Jersey, Oregon, Vermont, New
    Mexico, Washington, and Washington, DC.

    • Those in favor of euthanasia argue death should be calm
    and dignified, not full of suffering.

    • Those against euthanasia stress it is murder; and many
    religious individuals say it is against God’s will.

    Too often, death in American is lonely, prolonged, and
    painful.

    10

    © McGraw Hill LLC

    Decisions Regarding Life, Death, and Health Care 4

    Care providers are increasingly interested in helping
    individuals experience a “good death.”

    • Physical comfort, support from loved ones, acceptance,
    and appropriate medical care.

    Hospice: a program committed to making the end of life as
    free from pain, anxiety, and depression as possible.

    • Emphasizes palliative care—reducing pain and suffering
    and helping individuals die with dignity.

    • Today a majority of hospice programs are home-based.

    11

    © McGraw Hill LLC

    A Developmental Perspective on Death

    In the United States, deaths of older adults account for
    approximately two thirds of the 2 million deaths that occur
    each year.

    • What is known about death, dying, and grieving is mainly
    based on information about older adults.

    • Youthful death is much less common.

    12

    © McGraw Hill LLC

    Causes of Death

    Death can occur at any point in the life span.

    In infancy, sudden infant death syndrome (SIDS).

    In childhood, most often due to accidents or illness.

    • Major illnesses that cause death in children: heart disease, cancer,
    birth defects.

    Death in adolescence is most likely to occur because of
    motor vehicle accidents, suicide, and homicide.

    Older adults are more likely to die from chronic diseases.

    • Often incapacitated before death, producing a long course of dying.

    Many young and middle-aged adults die of illnesses such
    as heart disease and cancer.

    13

    © McGraw Hill LLC

    Suicide

    Suicide risk factors:

    • Serious physical illness.

    • Mental disorders.

    • Feelings of hopelessness.

    • Social isolation.

    • Failure in school and work.

    • Loss of loved ones.

    • Serious financial difficulties.

    • Drug use.

    • Prior suicide attempt.

    14

    © McGraw Hill LLC

    Suicide: Adolescence 1

    Suicidal behavior escalates in adolescence and further
    increases in emerging adulthood.

    • Second leading cause of death among adolescents in the
    United States.

    Far more adolescents think about or attempt suicide
    unsuccessfully than actually die by it.

    Suicidal behavior varies by both gender and ethnicity.

    • Females make more attempts.

    • Native Americans have the highest rates.

    15

    © McGraw Hill LLC

    Suicide: Adolescence 2

    Depression is the most frequently cited factor associated with
    adolescent suicide.

    • Sense of hopelessness, low self-esteem, high self-blame.

    In some instances, suicides occur in clusters.

    • “Copycat” suicides raise the issue of whether suicides
    should be reported in the media.

    16

    © McGraw Hill LLC

    Suicide: Adulthood and Aging

    Suicide is increasing among U.S. adults.

    Females are three times more likely to attempt suicide; but
    males are four times more likely to die by suicide.

    Older adult most likely to die by suicide is male, lives alone,
    has lost his spouse, and is experiencing failing health.

    • Perceiving oneself as burdensome may contribute.

    • Protective factors include a supportive network of family
    and friends, emotional control, and comfort from religion.

    17

    © McGraw Hill LLC

    Figure 2 What to Do and What Not to Do When Someone
    Is Likely to Attempt Suicide

    What to do

    Ask direct, straightforward questions in a
    calm manner: “Are you thinking about
    hurting yourself?”

    Assess the seriousness of the suicidal
    intent by asking questions about feelings,
    important relationships, who else the
    person has talked with, and the amount of
    thought given to the means to be used. If
    a gun, pills, a rope, or other means have
    been obtained and a precise plan has
    been developed, clearly the situation is
    dangerous. Stay with the person until help
    arrives.

    Be a good listener and be very supportive
    without being falsely reassuring.

    Try to persuade the person to obtain
    professional help and assist them in
    getting this help.

    What not to do

    Do not ignore the warning signs.

    Do not refuse to talk about suicide if a
    person approaches you about it.

    Do not react with humor, disapproval, or
    repulsion.

    Do not give false reassurances by saying
    such things as “Everything is going to be
    OK.” Also do not give out simple answers
    or platitudes, such as “You have
    everything to be thankful for.”

    Do not abandon the individual after the
    crisis has passed or after professional
    help has commenced.

    18

    © McGraw Hill LLC

    Facing One’s Own Death 1

    As we age, values concerning our most important uses of
    time change.

    When asked how they would want to spend a remaining 6
    months of life:

    • Younger adults prioritize travel and making
    accomplishments.

    • Older adults prioritize inner-focused activities such as
    contemplation and meditation.

    Most dying individuals want to make some decisions about
    their own life and death and may want to complete unfinished
    business.

    19

    © McGraw Hill LLC

    Facing One’s Own Death 2

    Kübler–Ross’ stages of dying:

    • Denial and isolation—denies death is taking place.

    • Anger—anger, resentment, rage, and envy.

    • Bargaining—develops a hope that death can be delayed.

    • Depression—perceives the certainty of death.

    • Acceptance—develops a sense of peace, acceptance of
    one’s own fate, and often a desire to be left alone.

    Not demonstrated by independent research; and fail to take
    into account individual situations.

    • Some psychologists prefer to describe them not as stages
    but as potential reactions.

    20

    © McGraw Hill LLC

    Perceived Control and Denial

    Perceived control may work as an adaptive strategy for some
    older adults facing death.

    • When individuals believe they can prolong their life, they
    become more alert and cheerful.

    Denial can be an adaptive or a maladaptive approach to
    death.

    • Can insulate people from having to cope with intense
    feelings of anger and hurt.

    • Can keep them from having a life-saving operation.

    21

    © McGraw Hill LLC

    The Contexts in Which People Die

    More than 50% of Americans die in hospitals, and nearly
    20% die in nursing homes.

    Hospitals offer important advantages to the dying individual:

    • Professional staff members are readily available.

    • Medical technology may prolong life.

    Most individuals say they would rather die at home.

    • Many worry, however, about being a burden, about limited
    space, and about the competency and availability of
    emergency medical treatment.

    22

    © McGraw Hill LLC

    Communicating With a Dying Person

    Most psychologists stress the importance of dying individuals
    knowing that they are dying.

    Advantages of an open awareness of dying:

    • Can close their lives according to their own ideas about
    dying.

    • Opportunity to complete plans or projects, make
    arrangements for survivors, and participate in decisions
    about funeral and burial.

    • Opportunity to reminisce, converse with others, and end
    life conscious of what life has been like.

    • Better understanding of what is happening and what
    medical staff is doing.

    23

    © McGraw Hill LLC

    Grieving 1

    Grief: the emotional numbness, disbelief, separation anxiety,
    despair, sadness, and loneliness that accompany the loss of
    loved one.

    Pining for the lost person and separation anxiety are
    important dimensions of grief.

    • Intermittent, recurrent wish or need to recover the lost
    person; and a focus on places and things associated with
    the deceased.

    Feelings of grief occur repeatedly after a loss.

    • Become more manageable over time.

    24

    © McGraw Hill LLC

    Grieving 2

    Estimated 80%–90% of survivors experience normal or
    uncomplicated grief reactions.

    • By 6 months, the loss is accepted as reality, and
    individuals become more optimistic about the future and
    function competently in everyday life.

    At 6 months after their loss, approximately 7%–10% of
    survivors have difficulty moving on.

    • Enduring despair that remains unresolved is known as
    complicated grief or prolonged grief disorder.

    • Greatest risk for a person who loses someone they were
    emotionally dependent on.

    25

    © McGraw Hill LLC

    Grieving 3

    Another type of grief is disenfranchised grief:
    an individual’s grief over a deceased person that is a socially
    ambiguous loss that can’t be openly mourned or supported.

    • Relationship that isn’t socially recognized; a hidden loss
    such as an abortion; and circumstances that are
    stigmatized.

    • May intensify grief because the loss cannot be publicly
    acknowledged.

    • Often hidden or repressed and may be reawakened by
    later deaths.

    26

    © McGraw Hill LLC

    Grieving 4

    Dual-process model of coping with bereavement
    emphasizes two dimensions:

    • Loss-oriented stressors focus on the deceased individual
    and can include grief work and both positive and negative
    reappraisal of the loss.

    • Restoration-oriented stressors involve secondary
    stressors that emerge as indirect outcomes of
    bereavement.

    Coping with loss and engaging in restoration can be carried
    out simultaneously.

    • Oscillation may occur over short term or longer term.

    27

    © McGraw Hill LLC

    Grieving: Coping and Type of Death

    Deaths that are sudden, untimely, violent, or traumatic are
    likely to have more intense and prolonged effects on
    survivors.

    Coping process is more difficult.

    Often accompanied by symptoms of post-traumatic stress
    disorder (PTSD).

    • Intrusive thoughts, flashbacks, nightmares, sleep disturbance,
    concentration problems, and so on.

    There is no ideal way to grieve.

    • Healthy coping with death involves growth, flexibility, and
    appropriateness within a cultural context.

    28

    © McGraw Hill LLC

    Making Sense of the World

    Stimulating individuals to try to make sense of their world is
    one beneficial aspect to grieving.

    • Close family members share with each other and
    reminisce about family experiences.

    When death is caused by accident or disaster, the effort to
    make sense of it is pursued more vigorously.

    • Bereaved want to put the death into a perspective they
    can understand.

    29

    © McGraw Hill LLC

    Losing a Life Partner 1

    Spouses left behind after the death of an intimate partner
    suffer profound grief.

    • Often endure financial loss, loneliness, increased physical
    illness, and psychological disorders, including depression.

    Surviving spouses seek to cope with their loss in various
    ways.

    • Intensified religious and spiritual beliefs.

    • Finding meaning in death.

    30

    © McGraw Hill LLC

    Losing a Life Partner 2

    Women often experience better adjustment after their loss
    due to:

    • Larger network of friends.

    • Closer relationships with relatives.

    • Experience in taking care of themselves psychologically.

    Older widows adjust more optimally than younger widows,
    perhaps because the death of a partner is more expected.

    Widowers are usually left with more money than widows and
    are more likely to remarry.

    31

    © McGraw Hill LLC

    Losing a Life Partner 3

    Psychological and religious factors are related to the
    psychological well-being of older adults following the loss of
    a spouse.

    Volunteering and helping behaviors also appear to reduce
    feelings of loneliness.

    Social support helps widows or widowers adjust to the death
    of a spouse.

    • Widow-to-Widow program provides support for newly
    widowed women.

    32

    © McGraw Hill LLC

    Forms of Mourning

    In the United States in 2018, 53.1% of deaths were followed
    by cremation.

    • Americans have been moving away from public funerals
    toward private funerals followed by a memorial ceremony.

    Funeral industry has been a source of controversy.

    • Help to provide a form of closure.

    • Critics claim funeral directors are there to make money
    and embalming is a grotesque practice.

    Traditional forms of mourning vary greatly across cultures.

    33

    © McGraw Hill LLC

    Review

    • Describe the death system and its cultural and
    historical contexts.

    • Evaluate issues in determining death and
    decisions regarding death.

    • Discuss the causes of death and suicide at
    different points in development.

    • Explain the psychological aspects involved in
    facing one’s own death and the contexts in which
    people die.

    • Identify ways to cope with the death of another
    person.

    34

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    www.mheducation.com

    © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

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    Because learning changes everything.®

    A Topical Approach to
    Life-Span Development

    11th Edition
    John W. Santrock

    Chapter 17

    Death, Dying, and Grieving

    © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

    © McGraw Hill LLC

    Learning Goals

    Describe the death system and its cultural and historical
    contexts.

    Evaluate issues in determining death and decisions regarding
    death.

    Discuss the causes of death and suicide at different points in
    development.

    Explain the psychological aspects involved in facing one’s
    own death and the contexts in which people die.

    Identify ways to cope with the death of another person.

    2

    © McGraw Hill LLC

    The Death System and Its Cultural Variations 1

    Components of death systems across cultures:

    • People—everyone is involved in death at some point.

    • Places or contexts—hospitals, funeral homes, cemeteries,
    hospices, battlefields, memorials.

    • Times—time/occasions set aside to honor those who
    have died.

    • Objects—many objects in a culture are associated with
    death.

    • Symbols—symbols and religious ceremonies are
    connected to death.

    3

    © McGraw Hill LLC

    The Death System and Its Cultural Variations 2

    In the United States, it is not uncommon to reach adulthood
    without having seen someone die.

    Most societies have philosophical or religious beliefs about
    death.

    • Rituals that deal with death.

    In most societies, death is not viewed as the end of
    existence.

    • Spiritual body believed to live on.

    • Perspective favored by most Americans.

    4

    © McGraw Hill LLC

    The Death System and Its Cultural Variations 3

    Forms of death avoidance and denial in the United States:

    • Funeral industry glosses over death and fashions lifelike
    qualities in the dead.

    • Adoption of euphemistic language for death that implies
    forever.

    • Persistent search for a fountain of youth.

    • Rejection and isolation of the aged, who may remind us
    of death.

    • Adoption of the concept of a pleasant and rewarding
    afterlife, suggesting that we are immortal.

    • Medical community’s emphasis on prolonging biological
    life instead of diminishing human suffering.

    5

    © McGraw Hill LLC

    Changing Historical Circumstances

    Today, death occurs most often among older adults.

    • Two hundred years ago, nearly half of all children died
    before the age of 10.

    Larger number of older adults today die apart from their
    families.

    • More than 80% of deaths occur in institutions or hospitals.

    • Minimizes exposure to death and painful surroundings.

    6

    © McGraw Hill LLC

    Defining Death and Life/Death Issues

    In the past, the end of certain biological functions were
    considered clear signs of death.

    • Breathing, blood pressure, rigidity of body (rigor mortis).

    Brain death: a neurological definition of death.

    • Person is brain dead when all electrical activity of the brain
    ceases for a specific period of time.

    • Higher brain regions may die but lower portions may allow
    for continued breathing and a heartbeat.

    • Current definition among most physicians includes death
    of both the higher cortical functions and the lower brain
    stem functions.

    7

    © McGraw Hill LLC

    Decisions Regarding Life, Death, and Health Care 1

    Advance care planning is the process of patients thinking
    about and communicating their preferences for end-of-life
    care.

    Laws in all 50 states now accept an advance directive, such
    as a living will.

    Advance directive states preferences such as whether life-
    sustaining procedures may be used to prolong life.

    Living will: designed to be completed while the individual
    can still think clearly.

    • Expresses desires regarding extraordinary medical procedures that
    may sustain life when medical situation becomes hopeless.

    8

    © McGraw Hill LLC

    Decisions Regarding Life, Death, and Health Care 2

    Euthanasia: the act of painlessly ending the lives of
    individuals who are suffering from an incurable disease or
    severe disability.

    • Passive euthanasia: when a person is allowed to die by
    withholding available treatment, such as withdrawing a
    life-sustaining device.

    • Active euthanasia: when death is deliberately induced,
    as when a legal dose of a drug is injected.

    9

    © McGraw Hill LLC

    Decisions Regarding Life, Death, and Health Care 3

    Assisted suicide is now legal in six countries.

    • In the United States, it is allowed in California, Colorado,
    Hawaii, Maine, New Jersey, Oregon, Vermont, New
    Mexico, Washington, and Washington, DC.

    • Those in favor of euthanasia argue death should be calm
    and dignified, not full of suffering.

    • Those against euthanasia stress it is murder; and many
    religious individuals say it is against God’s will.

    Too often, death in American is lonely, prolonged, and
    painful.

    10

    © McGraw Hill LLC

    Decisions Regarding Life, Death, and Health Care 4

    Care providers are increasingly interested in helping
    individuals experience a “good death.”

    • Physical comfort, support from loved ones, acceptance,
    and appropriate medical care.

    Hospice: a program committed to making the end of life as
    free from pain, anxiety, and depression as possible.

    • Emphasizes palliative care—reducing pain and suffering
    and helping individuals die with dignity.

    • Today a majority of hospice programs are home-based.

    11

    © McGraw Hill LLC

    A Developmental Perspective on Death

    In the United States, deaths of older adults account for
    approximately two thirds of the 2 million deaths that occur
    each year.

    • What is known about death, dying, and grieving is mainly
    based on information about older adults.

    • Youthful death is much less common.

    12

    © McGraw Hill LLC

    Causes of Death

    Death can occur at any point in the life span.

    In infancy, sudden infant death syndrome (SIDS).

    In childhood, most often due to accidents or illness.

    • Major illnesses that cause death in children: heart disease, cancer,
    birth defects.

    Death in adolescence is most likely to occur because of
    motor vehicle accidents, suicide, and homicide.

    Older adults are more likely to die from chronic diseases.

    • Often incapacitated before death, producing a long course of dying.

    Many young and middle-aged adults die of illnesses such
    as heart disease and cancer.

    13

    © McGraw Hill LLC

    Suicide

    Suicide risk factors:

    • Serious physical illness.

    • Mental disorders.

    • Feelings of hopelessness.

    • Social isolation.

    • Failure in school and work.

    • Loss of loved ones.

    • Serious financial difficulties.

    • Drug use.

    • Prior suicide attempt.

    14

    © McGraw Hill LLC

    Suicide: Adolescence 1

    Suicidal behavior escalates in adolescence and further
    increases in emerging adulthood.

    • Second leading cause of death among adolescents in the
    United States.

    Far more adolescents think about or attempt suicide
    unsuccessfully than actually die by it.

    Suicidal behavior varies by both gender and ethnicity.

    • Females make more attempts.

    • Native Americans have the highest rates.

    15

    © McGraw Hill LLC

    Suicide: Adolescence 2

    Depression is the most frequently cited factor associated with
    adolescent suicide.

    • Sense of hopelessness, low self-esteem, high self-blame.

    In some instances, suicides occur in clusters.

    • “Copycat” suicides raise the issue of whether suicides
    should be reported in the media.

    16

    © McGraw Hill LLC

    Suicide: Adulthood and Aging

    Suicide is increasing among U.S. adults.

    Females are three times more likely to attempt suicide; but
    males are four times more likely to die by suicide.

    Older adult most likely to die by suicide is male, lives alone,
    has lost his spouse, and is experiencing failing health.

    • Perceiving oneself as burdensome may contribute.

    • Protective factors include a supportive network of family
    and friends, emotional control, and comfort from religion.

    17

    © McGraw Hill LLC

    Figure 2 What to Do and What Not to Do When Someone
    Is Likely to Attempt Suicide

    What to do

    Ask direct, straightforward questions in a
    calm manner: “Are you thinking about
    hurting yourself?”

    Assess the seriousness of the suicidal
    intent by asking questions about feelings,
    important relationships, who else the
    person has talked with, and the amount of
    thought given to the means to be used. If
    a gun, pills, a rope, or other means have
    been obtained and a precise plan has
    been developed, clearly the situation is
    dangerous. Stay with the person until help
    arrives.

    Be a good listener and be very supportive
    without being falsely reassuring.

    Try to persuade the person to obtain
    professional help and assist them in
    getting this help.

    What not to do

    Do not ignore the warning signs.

    Do not refuse to talk about suicide if a
    person approaches you about it.

    Do not react with humor, disapproval, or
    repulsion.

    Do not give false reassurances by saying
    such things as “Everything is going to be
    OK.” Also do not give out simple answers
    or platitudes, such as “You have
    everything to be thankful for.”

    Do not abandon the individual after the
    crisis has passed or after professional
    help has commenced.

    18

    © McGraw Hill LLC

    Facing One’s Own Death 1

    As we age, values concerning our most important uses of
    time change.

    When asked how they would want to spend a remaining 6
    months of life:

    • Younger adults prioritize travel and making
    accomplishments.

    • Older adults prioritize inner-focused activities such as
    contemplation and meditation.

    Most dying individuals want to make some decisions about
    their own life and death and may want to complete unfinished
    business.

    19

    © McGraw Hill LLC

    Facing One’s Own Death 2

    Kübler–Ross’ stages of dying:

    • Denial and isolation—denies death is taking place.

    • Anger—anger, resentment, rage, and envy.

    • Bargaining—develops a hope that death can be delayed.

    • Depression—perceives the certainty of death.

    • Acceptance—develops a sense of peace, acceptance of
    one’s own fate, and often a desire to be left alone.

    Not demonstrated by independent research; and fail to take
    into account individual situations.

    • Some psychologists prefer to describe them not as stages
    but as potential reactions.

    20

    © McGraw Hill LLC

    Perceived Control and Denial

    Perceived control may work as an adaptive strategy for some
    older adults facing death.

    • When individuals believe they can prolong their life, they
    become more alert and cheerful.

    Denial can be an adaptive or a maladaptive approach to
    death.

    • Can insulate people from having to cope with intense
    feelings of anger and hurt.

    • Can keep them from having a life-saving operation.

    21

    © McGraw Hill LLC

    The Contexts in Which People Die

    More than 50% of Americans die in hospitals, and nearly
    20% die in nursing homes.

    Hospitals offer important advantages to the dying individual:

    • Professional staff members are readily available.

    • Medical technology may prolong life.

    Most individuals say they would rather die at home.

    • Many worry, however, about being a burden, about limited
    space, and about the competency and availability of
    emergency medical treatment.

    22

    © McGraw Hill LLC

    Communicating With a Dying Person

    Most psychologists stress the importance of dying individuals
    knowing that they are dying.

    Advantages of an open awareness of dying:

    • Can close their lives according to their own ideas about
    dying.

    • Opportunity to complete plans or projects, make
    arrangements for survivors, and participate in decisions
    about funeral and burial.

    • Opportunity to reminisce, converse with others, and end
    life conscious of what life has been like.

    • Better understanding of what is happening and what
    medical staff is doing.

    23

    © McGraw Hill LLC

    Grieving 1

    Grief: the emotional numbness, disbelief, separation anxiety,
    despair, sadness, and loneliness that accompany the loss of
    loved one.

    Pining for the lost person and separation anxiety are
    important dimensions of grief.

    • Intermittent, recurrent wish or need to recover the lost
    person; and a focus on places and things associated with
    the deceased.

    Feelings of grief occur repeatedly after a loss.

    • Become more manageable over time.

    24

    © McGraw Hill LLC

    Grieving 2

    Estimated 80%–90% of survivors experience normal or
    uncomplicated grief reactions.

    • By 6 months, the loss is accepted as reality, and
    individuals become more optimistic about the future and
    function competently in everyday life.

    At 6 months after their loss, approximately 7%–10% of
    survivors have difficulty moving on.

    • Enduring despair that remains unresolved is known as
    complicated grief or prolonged grief disorder.

    • Greatest risk for a person who loses someone they were
    emotionally dependent on.

    25

    © McGraw Hill LLC

    Grieving 3

    Another type of grief is disenfranchised grief:
    an individual’s grief over a deceased person that is a socially
    ambiguous loss that can’t be openly mourned or supported.

    • Relationship that isn’t socially recognized; a hidden loss
    such as an abortion; and circumstances that are
    stigmatized.

    • May intensify grief because the loss cannot be publicly
    acknowledged.

    • Often hidden or repressed and may be reawakened by
    later deaths.

    26

    © McGraw Hill LLC

    Grieving 4

    Dual-process model of coping with bereavement
    emphasizes two dimensions:

    • Loss-oriented stressors focus on the deceased individual
    and can include grief work and both positive and negative
    reappraisal of the loss.

    • Restoration-oriented stressors involve secondary
    stressors that emerge as indirect outcomes of
    bereavement.

    Coping with loss and engaging in restoration can be carried
    out simultaneously.

    • Oscillation may occur over short term or longer term.

    27

    © McGraw Hill LLC

    Grieving: Coping and Type of Death

    Deaths that are sudden, untimely, violent, or traumatic are
    likely to have more intense and prolonged effects on
    survivors.

    Coping process is more difficult.

    Often accompanied by symptoms of post-traumatic stress
    disorder (PTSD).

    • Intrusive thoughts, flashbacks, nightmares, sleep disturbance,
    concentration problems, and so on.

    There is no ideal way to grieve.

    • Healthy coping with death involves growth, flexibility, and
    appropriateness within a cultural context.

    28

    © McGraw Hill LLC

    Making Sense of the World

    Stimulating individuals to try to make sense of their world is
    one beneficial aspect to grieving.

    • Close family members share with each other and
    reminisce about family experiences.

    When death is caused by accident or disaster, the effort to
    make sense of it is pursued more vigorously.

    • Bereaved want to put the death into a perspective they
    can understand.

    29

    © McGraw Hill LLC

    Losing a Life Partner 1

    Spouses left behind after the death of an intimate partner
    suffer profound grief.

    • Often endure financial loss, loneliness, increased physical
    illness, and psychological disorders, including depression.

    Surviving spouses seek to cope with their loss in various
    ways.

    • Intensified religious and spiritual beliefs.

    • Finding meaning in death.

    30

    © McGraw Hill LLC

    Losing a Life Partner 2

    Women often experience better adjustment after their loss
    due to:

    • Larger network of friends.

    • Closer relationships with relatives.

    • Experience in taking care of themselves psychologically.

    Older widows adjust more optimally than younger widows,
    perhaps because the death of a partner is more expected.

    Widowers are usually left with more money than widows and
    are more likely to remarry.

    31

    © McGraw Hill LLC

    Losing a Life Partner 3

    Psychological and religious factors are related to the
    psychological well-being of older adults following the loss of
    a spouse.

    Volunteering and helping behaviors also appear to reduce
    feelings of loneliness.

    Social support helps widows or widowers adjust to the death
    of a spouse.

    • Widow-to-Widow program provides support for newly
    widowed women.

    32

    © McGraw Hill LLC

    Forms of Mourning

    In the United States in 2018, 53.1% of deaths were followed
    by cremation.

    • Americans have been moving away from public funerals
    toward private funerals followed by a memorial ceremony.

    Funeral industry has been a source of controversy.

    • Help to provide a form of closure.

    • Critics claim funeral directors are there to make money
    and embalming is a grotesque practice.

    Traditional forms of mourning vary greatly across cultures.

    33

    © McGraw Hill LLC

    Review

    • Describe the death system and its cultural and
    historical contexts.

    • Evaluate issues in determining death and
    decisions regarding death.

    • Discuss the causes of death and suicide at
    different points in development.

    • Explain the psychological aspects involved in
    facing one’s own death and the contexts in which
    people die.

    • Identify ways to cope with the death of another
    person.

    34

    Because learning changes everything.®

    www.mheducation.com

    © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

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  • [Solved] 500 Brochure

    ✓ Verified Academic Solution Available

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    Students learn in a variety of ways. It is important for teachers to be aware of the various learning theories and models mentioned in the text and topic materials related to the history of how students learn. This knowledge will provide a foundation to create learning experiences that promote stude…

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    Assignment Prompt & Instructions

    Students learn in a variety of ways. It is important for teachers to be aware of the various learning theories and models mentioned in the text and topic materials related to the history of how students learn. This knowledge will provide a foundation to create learning experiences that promote student development and acquisition of knowledge.
    Using a free tool, such as Canva or Genially, create a digital tri-fold brochure to be used as a resource for beginning teachers. Provide information about how learning occurs and strategies that support a variety of learning modalities by including the following:
    – A detailed description of how students learn in various modalities (in-person, virtual, and hybrid), including principles and theories related to the development and acquisition of knowledge.
    – Provide 3-4 strategies to teach collaboration in the classroom environment, including at least one technology tool that would support collaboration and expand students’ authentic, real-world experiences by helping them engage virtually with others locally and globally.
    – Provide 3-4 strategies for encouraging students to monitor their work and engage in self-reflection in a way that also promotes motivation.
    – A description of different teaching styles, how they are demonstrated, and the type of classroom environments they create.
    – A description of how your teaching practices will support various learning preferences of students based on researched learning theories.
    – Explain 3-4 ways a teacher can ensure all students are learning when there are diverse needs in the classroom.
    Support your brochure with a minimum of 2-3 scholarly resources.
    ****TIPS FOR SUCCESS**: For your tri-fold brochure, be sure to include SUBHEADINGS that match the rubric components, graphics and text. No need for a Title Page either. Make it look nice and keep in mind how teachers would use this info. See the following links for ideas and templates.
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    Executive Solution Overview

    Many parents/guardians of students from birth to age 8 do not have a firm understanding of the Individual with Disabilities Education Act (IDEA), particularly Parts B and C. Often times general education teachers at the preschool and kindergarten grade levels are the first to identify potential disa…

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    Assignment Prompt & Instructions

    Many parents/guardians of students from birth to age 8 do not have a firm understanding of the Individual with Disabilities Education Act (IDEA), particularly Parts B and C. Often times general education teachers at the preschool and kindergarten grade levels are the first to identify potential disabilities in students and initiate the referral process. Ensuring that these teachers can accurately explain IDEA and the legal requirements of IDEA to parents/guardians using family-friendly language is a must.
    You have been tasked with providing a professional development session focused on IDEA for a group of preschool and kindergarten teachers to ensure they know the legal compliance requirements related to IDEA Parts B and C.
    Using the topic Resources and your own research, create a 12-15 slide digital presentation that can be used to educate preschool and kindergarten teachers about IDEA. The presentation should address the following:
    – Explanation of why it is important to know and understand IDEA Parts B and C and what is necessary for legal compliance
    – Summary of IDEA Part B including eligibility criteria and specific guidelines, procedures, and timelines that must be followed in order to be compliant with the law
    – Summary of IDEA Part C including eligibility criteria and specific guidelines, procedures, and timelines that must be followed in order to be compliant with the law
    – Explanation of the key differences between IDEA Part B and Part C and include discussion about when students might transition from one to the other
    – Title slide, reference slide, and presenter notes
    Support the assignment with 3-5 scholarly resources.
    Refer to the resource, "Creating Effective PowerPoint Presentations," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
    While APA format is not required for this assignment, academic writing is expected. In-text citation shall be present within the presentation where appropriate. Additionally, full citations shall be provided at the end of the presentation

  • [Solved] week 5 med table

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    Explain why it is important for parents/guardians to participate in regular wellness checks for infants and toddlers. Include discussion of factors that might prevent parents/guardians from participating in wellness checks.

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    Explain why it is important for parents/guardians to participate in regular wellness checks for infants and toddlers. Include discussion of factors that might prevent parents/guardians from participating in wellness checks.

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    Describe the main differences between Part B and Part C of IDEA, focusing specifically on how you can be involved as an early childhood educator. Share one resource that you can provide to families to help them understand these differences.

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    Describe the main differences between Part B and Part C of IDEA, focusing specifically on how you can be involved as an early childhood educator. Share one resource that you can provide to families to help them understand these differences.

  • [Solved] Project #1: Cybersecurity Strategy & Plan of Action

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    ## Project #1: Cybersecurity Strategy & Plan of Action ### Your Task: You have been assigned to support the Padgett-Beale Merger & Acquisition (M&A) team working under the direct supervision of Padgett-Beale’s Chief Information Security Officer (CISO). The M&A team is in the planning stages for how…

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    ## Project #1: Cybersecurity Strategy & Plan of Action
    ### Your Task:
    You have been assigned to support the Padgett-Beale Merger & Acquisition (M&A) team working under the direct supervision of Padgett-Beale’s Chief Information Security Officer (CISO). The M&A team is in the planning stages for how it will integrate a new acquisition, Island Banking Services, into the company as its financial services arm (PBI-FS). Initially, PBI-FS will function as a wholly owned subsidiary which means that it must have its own separate cybersecurity program.
    Your first major task (Project #1) will be to help develop a Cybersecurity Strategy & Plan of Action for PBI-FS. Island Banking Services never had a formal cybersecurity program so you’re starting from scratch. You will need to research best practices as well as relying heavily upon what you learned in your undergraduate studies in Cybersecurity Management and Policy. The CISO has provided detailed instructions for this task. (These appear after the Background section below.)
    ### Background
    After five years of operation, Island Banking Services — a non-U.S. firm — was forced into bankruptcy after criminal money laundering charges were filed against the company and its officers. Padgett-Beale, Inc. purchased the digital assets and records of this financial services firm from the bankruptcy courts. The purchased assets include licenses for office productivity software, financial transactions processing software, database software, and operating systems for workstations and servers. Additional assets included in the sale include the hardware, software, and licensing required to operate the company’s internal computer networks.
    ![](https://www.sweetstudy.com/questions/project-1-cybersecurity-strategy-and-plan-of-action-20924775)
    **Figure 1. Island Banking Services IT Infrastructure Purchased by Padgett-Beale, Inc.**
    Padgett-Beale’s legal counsel successfully negotiated with the bankruptcy court and the criminal courts for the return of copies of the company’s records so that it could restart Island Banking Service’s operations. The courts agreed to do so after Padgett-Beale committed in writing to reopening the customer service call center (but not the branch offices) on the island. Reopening the call center will provide continued employment for 10 island residents including 2 call center supervisors. Padgett-Beale intends to relocate the call center to a company owned property approximately 10 miles away from the current location and adjacent to a newly opened Padgett-Beale resort.
    Padgett-Beale’s Risk Manager has recommended that the Merger & Acquisition plan be amended such that Island Banking Services would be operated as a wholly owned subsidiary for a period of 5 years rather than being immediately and fully integrated as an operating element of Padgett-Beale. The company’s attorneys agreed that this would be the best approach given the potential for additional legal troubles related to the actions of the previous owners and employees. The Board of Directors has signed off on this amendment to the M&A plan and stipulated that the new subsidiary will be named PBI Financial Services (PBI-FS). The company officers and senior managers for PBI-FS will be named at a later date. For now, the leader of the M&A Team will serve as the Chief Operating Officer. Padgett-Beale’s Chief Information Security Officer will be loaned to PBI-FS while a search is conducted for a dedicated CISO for the subsidiary.
    ## CISO’s Detailed Instructions to You
    The CISO has given you and your team mates a set of instructions (below) which you should follow as you complete this task.
    ### Task #1: Read and Analyze the Background Materials
    If you have not already done so, read the Background information in this file. Next, review the Padgett-Beale M&A Profile 2020 which was posted to the LEO classroom. You should also review all materials from the classroom for Weeks 1 – 4 as these provide needed information about the Financial Services industry and the legal and regulatory requirements which apply to this industry.
    ### Task #2: Perform a Gap Analysis & Construct a Risk Register
    Using the information available to you, determine the most likely information technology/security gaps which existed at Island Banking Services prior to its being acquired by PBI. Next, determine which of these, if not addressed, will likely exist in the newly formed subsidiary PBI-FS. Document your analysis and evaluation in a Gap Analysis.
    Your Gap Analysis should address operating issues relating to confidentiality, integrity, and availability (CIA) of information, information systems, and information infrastructures owned or used by PBI-FS. Your analysis should also consider and use the _People, Process, and Technology_ framework.
    **Step 1**: Identify 10 or more significant cybersecurity issues/challenges/risks which the background information and M&A profile indicate currently exist at PBI-FS / Island Banking Services. You are allowed to “read between the lines” but must be able to map your analysis and findings to specific statements from these documents. These items will become your “Gaps” for the _Gap Analysis_. Use one or more cybersecurity frameworks or standards (e.g. NIST CSF; People, Processes, and Technologies; Confidentiality, integrity, availability) to organize your analysis.
    Note: there was significant criminal behavior found at Island Banking Services. Your analysis must address internal weaknesses which allowed this to occur without being discovered by the employees who were not involved in the crimes.
    **Step 2:** Using your Gap Analysis (step 1) create a Risk Register (see Table 1 at the end of this file) in which you list 10 or more specific and separate risks. For each risk, assign a category (confidentiality, integrity, availability, people, process, technology) and a severity (impact level using a 1 – 5 scale with 5 being the highest potential impact).
    **Step 3**: Review the laws and regulatory guidance which apply to the Financial Services industry and companies like Island Banking Services. For each entry in your risk register, identify and record the laws, regulations, or standards which provide guidance as to how the identified risks must be addressed or mitigated. Record this in your risk register.
    **Step 4:** Review laws and regulations which apply to all companies, i.e. Sarbanes Oxley, IRS regulations for Business Records, SEC regulations and reporting requirements, etc. Review your Risk Register and either map these requirements to existing entries in your risk register or insert new entries for significant legal or regulatory requirements which you were not able to map to your previously identified risks. (Include risk related to non-compliance.)
    **Step 5**: Review section 1.2 Risk Management and the Cybersecurity Framework in the NIST Cybersecurity Framework v1.1 ( [https://‌nvlpubs.nist.gov/‌nistpubs/‌CSWP/‌NIST. ‌CSWP. ‌04162018.pdf](https://nvlpubs.nist.gov/nistpubs/CSWP/NIST.CSWP.04162018.pdf))
    Using this information, determine the best strategy for addressing (“treating”) each of your identified risks. Remember the four types of risk mitigation strategies (accept, avoid, control, transfer).
    Consider the business impact for each of your mitigation strategies (e.g. if you applied an “avoid” strategy across the board, the company would not be able to operate in the financial services industry because it would need to shut down all operations).
    Record your risk mitigation strategy for each risk in your risk register. For each of your “control” entries, include the corresponding control category and subcategory (if applicable) from the NIST _Cybersecurity Framework_(see Tables 1 and 2 in version 1.1). Examples: ID.AM Asset Management or PR.AC Identity Management and Access Control. Remember to cite your sources.
    **Step 6:** Develop a _Cybersecurity Strategy_ that presents five or more specific actions (strategies) that the company should take to implement your recommended risk mitigations. Include information from your gap analysis, legal and regulatory analysis, risk analysis and proposed risk mitigations. Under each strategy include information about how the strategy will affect or leverage people, policies, processes, and technologies (hardware, software, infrastructure). Include examples and other pertinent information about Island Banking Services and Padgett-Beale. You should have at least one technology related strategy which includes an updated Network Diagram. This diagram must show the to-be state of the IT infrastructure including recommended mitigating or “control” technologies, e.g. intrusion detection, firewalls, DMZ’s, etc. (start with the diagram provided in this assignment file).
    Note: Your strategy will be presented to the Board of Directors by the executive who is leading the Merger & Acquisition Team so make sure that you write in appropriate language and include sufficient detail to explain your recommended strategy.
    **Step 7**: Develop and document a proposed plan of action and implementation timeline that addresses each element of the cybersecurity strategy that you identified previously (in step 6). Provide time, effort, and cost estimates for implementing your recommended actions (include appropriate explanations of your reasoning). Include the resources (people, money, etc.) necessary for completing each task in the timeline.
    **Step 8**: Develop a set of 5 or more high-level summary of recommendations regarding the next steps to take in mitigating the risks that you identified in steps 1-7. These recommendations should logically flow from your analysis and be supported by your Cybersecurity Strategy and Plan of Action.
    ### Putting It All Together
    1. **Format your work for Steps 1-7 as a** _**Cybersecurity Strategy and Plan of Action**_ **.** The six major elements listed below should appear in this order in a single file. Your MS Word format document file must include:
    · Introduction (what is in this document and to what organization does it apply)
    · Gap Analysis (Step 1)
    · Legal & Regulatory Requirements Analysis (Steps 3, 4)
    · Risk Analysis & Risk Register (Steps 2, 3, 4, 5)
    · Cybersecurity Strategy (Step 6)
    · Plan of Action and Implementation Timeline (Step 7)
    The _Cybersecurity Strategy and Plan of Action_ is a comprehensive MS Word document that includes a separate title page followed by the six major elements (see list under step 7) and ending with a reference list. Your document must include a reference list and appropriate citations throughout. **You will need 10 – 12 pages to fully document your strategy and plan.** Use section headings and sub headings to organize your work. You may use internal title pages (section titles) to make it clear where each of the major elements begins and ends. Title pages and reference pages are not included in the recommended length.
    2. **Format your recommendations from Step 8 as a Cover Letter / Recommendations Memo** to accompany your Security Strategy document.
    The Recommendation Memo is a 2 page, professionally formatted memorandum addressed to the Merger & Acquisition Team. This cover letter / memo should summarize why this package is being forwarded to the M&A team for “review and action.” The memo should introduce and provide a brief summary of the purpose and contents of the _Cybersecurity Strategy and Plan of Action_ (name and describe each of the major sections). Use a professional format for your memo (consider using one of the MS Word templates). The memo does not include citations or references but, you may need to name laws or regulations.
    ### Notes on Constructing Your Network Diagram (for step 6):
    Your diagram must be based upon the provided network diagram with additions or deletions that are clearly your own work. You may use MS Word’s drawing tools, Power Point, or other drawing program. When you have completed your diagram, you may find it helpful to take a screen snapshot and then pasted that into your deliverable file(s).
    You may use commercial or “free” clip-art to represent individual end point devices or network appliances such as routers, firewalls, IDPS, etc.) Clip art does not need to be cited provided that it is clip art (not screen captures from another author’s work).
    ### Additional Information
    1. Consult the grading rubric for specific content and formatting requirements for this assignment.
    2. Your paper should be professional in appearance with consistent use of fonts, font sizes, margins, etc. You should use headings and page breaks to organize your paper.
    3. Your paper should use standard terms and definitions for cybersecurity.
    4. The CSIA program recommends that you follow standard APA formatting since this will give you a document that meets the “professional appearance” requirements. APA formatting guidelines and examples are found under Course Resources. An APA template file (MS Word format) has also been provided for your use CSIA_Paper_Template(TOC+TOF,2021).docx.
    5. All submission files must begin with a cover page with the assignment title, your name, and the due date. Your reference list must be on a separate page at the end of your file.
    6. You are expected to write grammatically correct English in every assignment that you submit for grading. Do not turn in any work without (a) using spell check, (b) using grammar check, (c) verifying that your punctuation is correct and (d) reviewing your work for correct word usage and correctly structured sentences and paragraphs.
    7. You are expected to credit your sources using in-text citations and reference list entries. Both your citations and your reference list entries must follow a consistent citation style (APA, etc.).
    Table 1. Risk Profile Table (example)
    See attached file for full details. Rubric also attached
    \
    CSIA485Project1-CybersecurityStrategyandPlanofActionv2022.docx](https://www.sweetstudy.com/files/csia485project1-cybersecuritystrategyandplanofactionv2022-docx-10334439 "CSIA485Project1-CybersecurityStrategyandPlanofActionv2022.docx")
    \
    rubricforproject1.pdf](https://www.sweetstudy.com/files/rubricforproject1-pdf "rubricforproject1.pdf")

  • [Solved] ogl 540 final project.

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    – ## Module6fnalprojectogl540.docx – ## topicofinterestogl540.docx – ## GuidetoWritingaResearchProp.docx – ## technologyaddictionogl540.docx – wk5ogl540writingass.docx – exampleproposal.docx **## Module6fnalprojectogl540.docx** Module 6: Writing Assignment: Research Proposal · **Due** Friday by 11:5…

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    – ## Module6fnalprojectogl540.docx

    – ## topicofinterestogl540.docx

    – ## GuidetoWritingaResearchProp.docx

    – ## technologyaddictionogl540.docx

    – wk5ogl540writingass.docx
    – exampleproposal.docx

    **## Module6fnalprojectogl540.docx**

    Module 6: Writing Assignment: Research Proposal

    ·
    **Due** Friday by 11:59pm

    This assignment – the proposal – is the culmination of the other pieces of writing that you have done up to this point. For this, put the different pieces together and write a coherent and structured research proposal.

    **This is the final project that you did for me on The Psychological Effects of Technological effects of Addiction many weeks back. I will send you the papers that you did for me to help you with this assignment. I will include them in separate papers. There is also an example paper for use to see. Please let me know if there is anything else you might need from me.**

    1. Project Background and Description – the introduction and will include the purpose statement and research questions or hypotheses.

    2.  Approach and design and pilot data.

    3.  Anticipated deliverables and contribution of the anticipated research.

    4.  Proposed advisor (Information about faculty (their names and areas of expertise)  in the School of Applied Professional  Studies is available here:
    [https://cisa.asu.edu/saps-directoryLinks to an external site.](https://cisa.asu.edu/saps-directory)

    5. Implementation timeline

    Here's a
    [document](https://asu.instructure.com/courses/220224/files/110486040?wrap=1)

    that might help with how you structure the paper.

    1. . The goal is for you to learn how to put together a proposal and end up with something helpful to you.

    ———-

    **## topicofinterestogl540.docx**

    1

    Thaddeus Cain
    OGL 540

    The Psychological Effects of Technology Addiction

    **Topic/Issue:**
    The impact of excessive technology use on mental health, including anxiety, depression, and social isolation.

    **My Personal Interest:**
    I am drawn to the subject because I have seen firsthand the impact of technology addiction on individuals in my life, both friends and relatives. At a personal level, I have felt some discomfort when not with my smartphone, and hence being curious about the general psychological impact. The subject is of interest to me because it deals with a prevalent trend in our world full of technology.

    **Philosophical Worldview: Constructivism**

    I am a constructivist world view since I believe that individuals' experience of technology addiction is constructed according to their own personal meaning and social situation. It will help me in the research of the personal meaning which people attribute to their technology use.

    **Research Approach: Qualitative**

    Qualitative approach will suit this problem because it facilitates the veiled observation of the lived experience and feelings of the people toward technology addiction.

    **Research Method: Interviews**

    Semi-structured interviews will be organized to gather qualitative, in-depth data from the participants about how they use technology and their psychological impacts. It would allow me to realize their lived experiences.

    **Rationale for Choice of Approach and Method**

    Qualitative methodology and interview technique are most suitable because they provide room for profound understanding of the subjective reality of technology addiction. Quantitative techniques or questionnaires would never be able to obtain subtleties required in emotional and psychological influences, which are the subject of this research.

    **Brief Description of the Topic**

    It is a phenomenon everywhere today, as mobile phones, social media, and other internet technology dominated the lives of people. It aims to investigate the psychological effects of excessive use of technology like anxiety, depression, and isolation (Putra et al., 2023). It will examine how a person perceives his or her technological addiction and the emotional experience of it. With emphasis on subjective experience, this study will place in the limelight the experiential experience of the afflicted, which includes the broad range of mental health conditions associated with technology addiction (Xie et al., 2023). The results can be translated into policy, therapy intervention, and awareness campaigns for the healthier use of technology. The topic is especially pertinent in today's digital age, where the dividing line between useful application and harmful addiction is increasingly thin. These psycho-social effects must be discerned at the earliest possible moment as a basis for establishing mechanisms that minimize negative fallout and maximize overall well-being.

    **Tentative Outline:**

    1.
    **Introduction and Purpose Statement:** Overview of technology addiction and its societal relevance.

    2.
    **Theoretical Framework:** Constructivism and its application to the study.

    3.
    **Research Methodology:** Qualitative design using interviews.

    4.
    **Key Issues:**
    a) Symptoms of technology addiction (e.g., anxiety, depression)
    b) Impact on social relationships and isolation
    c) Coping mechanisms and strategies for reducing dependency

    5.
    **Research Findings:** Analysis of interview data

    6.
    **Discussion:** Implications for mental health and future research

    7.
    **Conclusion:** Summary of findings and recommendations

    **References**

    Putra, P. Y., Fithriyah, I., & Zahra, Z. (2023). Internet addiction and online gaming disorder in children and adolescents during COVID-19 pandemic: a systematic review.
    _Psychiatry Investigation_,
    _20_(3), 196.
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10064211/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10064211/)

    Xie, X., Cheng, H., & Chen, Z. (2023). Anxiety predicts internet addiction, which predicts depression among male college students: A cross-lagged comparison by sex.
    _Frontiers in Psychology_,
    _13_, 1102066.
    [https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1102066/full](https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1102066/full)

    **## GuidetoWritingaResearchProp.docx**

    2

    ## **Guide to Writing a Research Proposal**

    **1. **Introduction****

    The introduction should include the following elements:

    ### **Background and Context**

    Lead the reader into the topic and scope of your research.

    ****Problem/Purpose Statement****

    Describe the theoretical or practical research problem that you want to address. What is already known about the problem? What is missing from current knowledge?

    ****Research Questions****

    State the specific question(s) that you aim to answer or hypotheses that you want to disprove.

    ****Relevance and Importance of the Research****
    Make it clear what new insights you will contribute, the target audience, and why the research is worth doing.

    ## 2. **Literature review**

    The literature review summarizes, compares and critiques the most relevant scholarly sources on the topic. There are many different ways to structure a literature review, but it should explore:
    ****Key Concepts, Theories and Studies****

    Compare, contrast, and establish the theories and concepts that will be most important for your project.

    ****Key Debates and Controversies****

    Identify points of conflict in the existing body of research and situate your own position.

    ****Gaps in Existing Knowledge****
    Show what is missing and how your project will fit in.

    ## 3. **Research design and methods**

    Here, you should explain your approach to the research and describe exactly what steps you will take to answer your questions or address your hypotheses.

    ### **Research design**

    Explain how you will design the research. Qualitative, quantitative
    , or mixed methods
    ? Original data collection or primary/secondary sources? Descriptive, survey or experimental, etc.?

    ****Methods and Sources****
    Describe the tools, procedures, participants, research site and sources of the research. When, where and how will you collect, select and analyze data?

    4.
    **Initial Research (Pilot Data)**

    Present the results (data) of the initial research. Address some of the points from the Module 5 assignment, namely: the process of data collection, organization, and analysis of the data, etc.

    ### **Practical Considerations**

    Address any potential obstacles, limitations and ethical or practical issues. How will you plan for and deal with problems?

    ## 5. **Implications and contributions to knowledge**

    Finish the proposal by emphasizing why your proposed project is important and what it will contribute to practice or theory.

    ### **Practical Implications**

    Will your findings help improve a process, inform policy, or make a case for concrete change?

    ### **Theoretical Implications**

    Will your work help strengthen a theory or model, challenge current assumptions, or create a basis for further research?

    ## **References**

    AuthorLastName, FirstInitial., & Author LastName, FirstInitial. (Year). Title of article. Title of Journal, Volume(Issue), Page Number(s). https://doi.org/number

    AuthorLastName, FirstInitial., & Author LastName, FirstInitial. (Year). Title of article. Title of Journal, Volume(Issue), Page Number(s). https://doi.org/number

    AuthorLastName, FirstInitial., & Author LastName, FirstInitial. (Year). Title of article. Title of Journal, Volume(Issue), Page Number(s). https://doi.org/number

    **## technologyaddictionogl540.docx**

    6

    Thaddeus Cain

    Arizona State University

    OGL 540

    Dr.
    Patience Akpan-Obong

    June 13, 2025

    **Research Questions for a Qualitative Study on the Psychological Effects of Technology Addiction**

    Technology addiction has now gained broader relevance as a public health issue, with an increasing number of studies linking the use of digital devices, among others, to bad psychological outcomes like anxiety, depression, and social isolation. While such quantitative analyses have shown that correlations do exist between technology use and mental health-related issues, there remains a paucity in understanding the subjective experiences of people who suffer from this addiction. A qualitative method would best suit researching these lived experiences through their narratives, perhaps providing insights into their feelings, experiences, and coping strategies. The following research questions will guide the construction of the study, aiming to uncover the meanings that individuals apply to their technology use and the psychological implications thereof.

    **Central Research Question**

    **What are the lived experiences of individuals struggling with technology addiction, and how do they perceive the impact on their psychological well-being, interpersonal relationships, and daily functioning?**

                 The central question is aimed to serve as the basis of the study and is aligned with the qualitative research paradigm, focusing on exploration rather than prediction. The question is purposely broad to allow participants to share their unique viewpoints without being forced into previously set categories. The question looks at three main dimensions, psychological well-being, interpersonal relationships, and day-to-day functioning, to understand how technology addiction impacts the various dimensions of life. By employing the notion of "lived experiences," the study emphasizes a phenomenological approach, giving greater weight to the subjective interpretations of the participants than to any external theorizing.

    **Sub-questions**

                The process of making an inquiry more focused involves putting forth five sub-questions, each addressing a particular notion in and around technology addiction:

    i.
    **How do individuals describe the onset and development of their technology addiction?**

                This question looks into how these addictive behaviors start, their triggers, the habitual nature of the alpha phases, and when the addicted ones become aware of their addiction. Comprehending the creation of addiction as time goes along may inform key depictions of intervention: early alarms, such as signifiers, or environmental influences (e.g., social media algorithms, demands of the workplace).

    ii.
    **What sorts of psychological changes do participants associate with their technology use? (Anxiety, depression, sleep disturbances, etc.)**

    While past research statistically correlated technology with mental health problems, this inquiry seeks personal accounts of emotional distress. For example, do people feel guilty after too much "screen time"? Do they notice any changes in their mood when they try to cut down on screen time? These insights may be essential in carving the way toward people-centered approaches.

    iii.
    **How has technology addiction affected participants' relationships with family, friends, and coworkers?**

                Such social life is, otherwise, very haywire from excessive technology use, either through neglect of face-to-face interactions or by producing conflicts among those trying to communicate with one hand while looking at the other. This question examines relational strain, isolation, and compensating behaviors (i.e., preference for online friendships versus real-life connections).

    iv.
    **What coping mechanisms may participants have developed to deal with their technology use and its associated psychosocial consequences?**

                Some individuals may self-regulate their usage via digital detoxes and applications that block usage, while others may find themselves relapsing. Searching through success and failure stories may further elucidate barriers to recovery and strategies that might be incorporated into clinical interventions.

    v.
    **How do participants interpret the role of societal or cultural factors in their experiences of technology addiction and its consequences?**

                More far-reaching influences like societal pressure to stay connected, workplace expectations for employees to always be available, or culture regarding screen time are factors that could aggravate addictive behavior. This question tries to place individual experiences within broader structural contexts, providing implications for policy or education.

    **Reasoning for Qualitative Approach**

                The research questions aligned with the focus areas for qualitative inquiry described by Creswell (2018). Qualitative methodology is best suited to delve into a relatively complicated and multifaceted phenomenon such as technology addiction because it emphasizes depth rather than breadth. In contrast with quantitative studies, which focus on measuring predefined variables, this approach allows participants to decide what aspects of their experience are most salient.

    The paramount question conforms to Creswell's guidelines in that:

    · It begins with "what" and "how" to remain open-ended.

    · It focuses on a single phenomenon (technology addiction) while allowing for different expressions of that phenomenon.

    · It uses exploratory verbs ("perceive," "describe") while shying away from directional language (such as "affect" or "cause").

    · It specifies the participants (persons with technology addiction) but does not constrain the research site, as experiences may differ in the home, work, or social environments.

                The subquestions restrict the focus just enough while preserving flexibility. For example, the question on coping strategies does not presuppose which methods are effective; instead, it asks participants to share their attempts at coping, whether they were successful or not. At the same time, the question of societal influences sets up the premise that addiction is not an isolated event; cultural norms and institutional policies might have something to do with it.

    **Theoretical and Practical Implications**

                The findings of this study could contribute to the general academic discourse and, if so, can be applied in practice. Theoretically, such research may challenge or expand the existing behavioral addiction models by incorporating firsthand descriptions of compulsive technology use. For instance, if the participants describe the addiction as the result of the unmet need for psychological gratification (validation, escapism), then this may be viewed as support for theories such as Self-Determination Theory (Ryan & Deci, 2000), which proposes that maladaptive behaviors derive from deficiencies in autonomy, competence, or relatedness.

    An example of some interventions that the findings could inform includes:

    · Mental health-based interventions: Therapists will be able to tailor their treatment plans more intricately concerning how their clients view their addiction.

    · Educational programs: Schools or universities can develop curricula on digital wellness grounded on the struggles encountered by the participants.

    · Corporate policies: In cases where burnout has been described as arising from always-on or constant connectivity, corporate policies could be reconsidered.

    · Public health campaigns: Awareness initiatives could somehow address some pain points, perhaps sleep disruption or social withdrawal, identified in this study.

    **Conclusion**

    Focusing on the voices of persons with technological addiction, the study attempts to bridge gaps in the present literature, wherein quantitative indicators or penurious samples afford the analyses. These proposed research questions are supposed to permit the collection of rich narratives into addiction's emotional, social, and behavioral aspects. Findings from this research may lead to developing more empathetic and effective approaches toward lessening the psychological impact of excessive technology use.

    **References**

    Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.

    Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

    **wk5ogl540writingass.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk5ogl540writingass-docx)

    **exampleproposal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/exampleproposal-docx-10334483)

    **exampleproposal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/exampleproposal-docx-10334483)

    **## Module6fnalprojectogl540.docx**

    Module 6: Writing Assignment: Research Proposal

    ·
    **Due** Friday by 11:59pm

    This assignment – the proposal – is the culmination of the other pieces of writing that you have done up to this point. For this, put the different pieces together and write a coherent and structured research proposal.

    **This is the final project that you did for me on The Psychological Effects of Technological effects of Addiction many weeks back. I will send you the papers that you did for me to help you with this assignment. I will include them in separate papers. There is also an example paper for use to see. Please let me know if there is anything else you might need from me.**

    1. Project Background and Description – the introduction and will include the purpose statement and research questions or hypotheses.

    2.  Approach and design and pilot data.

    3.  Anticipated deliverables and contribution of the anticipated research.

    4.  Proposed advisor (Information about faculty (their names and areas of expertise)  in the School of Applied Professional  Studies is available here:
    [https://cisa.asu.edu/saps-directoryLinks to an external site.](https://cisa.asu.edu/saps-directory)

    5. Implementation timeline

    Here's a
    [document](https://asu.instructure.com/courses/220224/files/110486040?wrap=1)

    that might help with how you structure the paper.

    1. . The goal is for you to learn how to put together a proposal and end up with something helpful to you.

    ———-

    **## topicofinterestogl540.docx**

    1

    Thaddeus Cain
    OGL 540

    The Psychological Effects of Technology Addiction

    **Topic/Issue:**
    The impact of excessive technology use on mental health, including anxiety, depression, and social isolation.

    **My Personal Interest:**
    I am drawn to the subject because I have seen firsthand the impact of technology addiction on individuals in my life, both friends and relatives. At a personal level, I have felt some discomfort when not with my smartphone, and hence being curious about the general psychological impact. The subject is of interest to me because it deals with a prevalent trend in our world full of technology.

    **Philosophical Worldview: Constructivism**

    I am a constructivist world view since I believe that individuals' experience of technology addiction is constructed according to their own personal meaning and social situation. It will help me in the research of the personal meaning which people attribute to their technology use.

    **Research Approach: Qualitative**

    Qualitative approach will suit this problem because it facilitates the veiled observation of the lived experience and feelings of the people toward technology addiction.

    **Research Method: Interviews**

    Semi-structured interviews will be organized to gather qualitative, in-depth data from the participants about how they use technology and their psychological impacts. It would allow me to realize their lived experiences.

    **Rationale for Choice of Approach and Method**

    Qualitative methodology and interview technique are most suitable because they provide room for profound understanding of the subjective reality of technology addiction. Quantitative techniques or questionnaires would never be able to obtain subtleties required in emotional and psychological influences, which are the subject of this research.

    **Brief Description of the Topic**

    It is a phenomenon everywhere today, as mobile phones, social media, and other internet technology dominated the lives of people. It aims to investigate the psychological effects of excessive use of technology like anxiety, depression, and isolation (Putra et al., 2023). It will examine how a person perceives his or her technological addiction and the emotional experience of it. With emphasis on subjective experience, this study will place in the limelight the experiential experience of the afflicted, which includes the broad range of mental health conditions associated with technology addiction (Xie et al., 2023). The results can be translated into policy, therapy intervention, and awareness campaigns for the healthier use of technology. The topic is especially pertinent in today's digital age, where the dividing line between useful application and harmful addiction is increasingly thin. These psycho-social effects must be discerned at the earliest possible moment as a basis for establishing mechanisms that minimize negative fallout and maximize overall well-being.

    **Tentative Outline:**

    1.
    **Introduction and Purpose Statement:** Overview of technology addiction and its societal relevance.

    2.
    **Theoretical Framework:** Constructivism and its application to the study.

    3.
    **Research Methodology:** Qualitative design using interviews.

    4.
    **Key Issues:**
    a) Symptoms of technology addiction (e.g., anxiety, depression)
    b) Impact on social relationships and isolation
    c) Coping mechanisms and strategies for reducing dependency

    5.
    **Research Findings:** Analysis of interview data

    6.
    **Discussion:** Implications for mental health and future research

    7.
    **Conclusion:** Summary of findings and recommendations

    **References**

    Putra, P. Y., Fithriyah, I., & Zahra, Z. (2023). Internet addiction and online gaming disorder in children and adolescents during COVID-19 pandemic: a systematic review.
    _Psychiatry Investigation_,
    _20_(3), 196.
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10064211/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10064211/)

    Xie, X., Cheng, H., & Chen, Z. (2023). Anxiety predicts internet addiction, which predicts depression among male college students: A cross-lagged comparison by sex.
    _Frontiers in Psychology_,
    _13_, 1102066.
    [https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1102066/full](https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1102066/full)

    **## GuidetoWritingaResearchProp.docx**

    2

    ## **Guide to Writing a Research Proposal**

    **1. **Introduction****

    The introduction should include the following elements:

    ### **Background and Context**

    Lead the reader into the topic and scope of your research.

    ****Problem/Purpose Statement****

    Describe the theoretical or practical research problem that you want to address. What is already known about the problem? What is missing from current knowledge?

    ****Research Questions****

    State the specific question(s) that you aim to answer or hypotheses that you want to disprove.

    ****Relevance and Importance of the Research****
    Make it clear what new insights you will contribute, the target audience, and why the research is worth doing.

    ## 2. **Literature review**

    The literature review summarizes, compares and critiques the most relevant scholarly sources on the topic. There are many different ways to structure a literature review, but it should explore:
    ****Key Concepts, Theories and Studies****

    Compare, contrast, and establish the theories and concepts that will be most important for your project.

    ****Key Debates and Controversies****

    Identify points of conflict in the existing body of research and situate your own position.

    ****Gaps in Existing Knowledge****
    Show what is missing and how your project will fit in.

    ## 3. **Research design and methods**

    Here, you should explain your approach to the research and describe exactly what steps you will take to answer your questions or address your hypotheses.

    ### **Research design**

    Explain how you will design the research. Qualitative, quantitative
    , or mixed methods
    ? Original data collection or primary/secondary sources? Descriptive, survey or experimental, etc.?

    ****Methods and Sources****
    Describe the tools, procedures, participants, research site and sources of the research. When, where and how will you collect, select and analyze data?

    4.
    **Initial Research (Pilot Data)**

    Present the results (data) of the initial research. Address some of the points from the Module 5 assignment, namely: the process of data collection, organization, and analysis of the data, etc.

    ### **Practical Considerations**

    Address any potential obstacles, limitations and ethical or practical issues. How will you plan for and deal with problems?

    ## 5. **Implications and contributions to knowledge**

    Finish the proposal by emphasizing why your proposed project is important and what it will contribute to practice or theory.

    ### **Practical Implications**

    Will your findings help improve a process, inform policy, or make a case for concrete change?

    ### **Theoretical Implications**

    Will your work help strengthen a theory or model, challenge current assumptions, or create a basis for further research?

    ## **References**

    AuthorLastName, FirstInitial., & Author LastName, FirstInitial. (Year). Title of article. Title of Journal, Volume(Issue), Page Number(s). https://doi.org/number

    AuthorLastName, FirstInitial., & Author LastName, FirstInitial. (Year). Title of article. Title of Journal, Volume(Issue), Page Number(s). https://doi.org/number

    AuthorLastName, FirstInitial., & Author LastName, FirstInitial. (Year). Title of article. Title of Journal, Volume(Issue), Page Number(s). https://doi.org/number

    **## technologyaddictionogl540.docx**

    6

    Thaddeus Cain

    Arizona State University

    OGL 540

    Dr.
    Patience Akpan-Obong

    June 13, 2025

    **Research Questions for a Qualitative Study on the Psychological Effects of Technology Addiction**

    Technology addiction has now gained broader relevance as a public health issue, with an increasing number of studies linking the use of digital devices, among others, to bad psychological outcomes like anxiety, depression, and social isolation. While such quantitative analyses have shown that correlations do exist between technology use and mental health-related issues, there remains a paucity in understanding the subjective experiences of people who suffer from this addiction. A qualitative method would best suit researching these lived experiences through their narratives, perhaps providing insights into their feelings, experiences, and coping strategies. The following research questions will guide the construction of the study, aiming to uncover the meanings that individuals apply to their technology use and the psychological implications thereof.

    **Central Research Question**

    **What are the lived experiences of individuals struggling with technology addiction, and how do they perceive the impact on their psychological well-being, interpersonal relationships, and daily functioning?**

                 The central question is aimed to serve as the basis of the study and is aligned with the qualitative research paradigm, focusing on exploration rather than prediction. The question is purposely broad to allow participants to share their unique viewpoints without being forced into previously set categories. The question looks at three main dimensions, psychological well-being, interpersonal relationships, and day-to-day functioning, to understand how technology addiction impacts the various dimensions of life. By employing the notion of "lived experiences," the study emphasizes a phenomenological approach, giving greater weight to the subjective interpretations of the participants than to any external theorizing.

    **Sub-questions**

                The process of making an inquiry more focused involves putting forth five sub-questions, each addressing a particular notion in and around technology addiction:

    i.
    **How do individuals describe the onset and development of their technology addiction?**

                This question looks into how these addictive behaviors start, their triggers, the habitual nature of the alpha phases, and when the addicted ones become aware of their addiction. Comprehending the creation of addiction as time goes along may inform key depictions of intervention: early alarms, such as signifiers, or environmental influences (e.g., social media algorithms, demands of the workplace).

    ii.
    **What sorts of psychological changes do participants associate with their technology use? (Anxiety, depression, sleep disturbances, etc.)**

    While past research statistically correlated technology with mental health problems, this inquiry seeks personal accounts of emotional distress. For example, do people feel guilty after too much "screen time"? Do they notice any changes in their mood when they try to cut down on screen time? These insights may be essential in carving the way toward people-centered approaches.

    iii.
    **How has technology addiction affected participants' relationships with family, friends, and coworkers?**

                Such social life is, otherwise, very haywire from excessive technology use, either through neglect of face-to-face interactions or by producing conflicts among those trying to communicate with one hand while looking at the other. This question examines relational strain, isolation, and compensating behaviors (i.e., preference for online friendships versus real-life connections).

    iv.
    **What coping mechanisms may participants have developed to deal with their technology use and its associated psychosocial consequences?**

                Some individuals may self-regulate their usage via digital detoxes and applications that block usage, while others may find themselves relapsing. Searching through success and failure stories may further elucidate barriers to recovery and strategies that might be incorporated into clinical interventions.

    v.
    **How do participants interpret the role of societal or cultural factors in their experiences of technology addiction and its consequences?**

                More far-reaching influences like societal pressure to stay connected, workplace expectations for employees to always be available, or culture regarding screen time are factors that could aggravate addictive behavior. This question tries to place individual experiences within broader structural contexts, providing implications for policy or education.

    **Reasoning for Qualitative Approach**

                The research questions aligned with the focus areas for qualitative inquiry described by Creswell (2018). Qualitative methodology is best suited to delve into a relatively complicated and multifaceted phenomenon such as technology addiction because it emphasizes depth rather than breadth. In contrast with quantitative studies, which focus on measuring predefined variables, this approach allows participants to decide what aspects of their experience are most salient.

    The paramount question conforms to Creswell's guidelines in that:

    · It begins with "what" and "how" to remain open-ended.

    · It focuses on a single phenomenon (technology addiction) while allowing for different expressions of that phenomenon.

    · It uses exploratory verbs ("perceive," "describe") while shying away from directional language (such as "affect" or "cause").

    · It specifies the participants (persons with technology addiction) but does not constrain the research site, as experiences may differ in the home, work, or social environments.

                The subquestions restrict the focus just enough while preserving flexibility. For example, the question on coping strategies does not presuppose which methods are effective; instead, it asks participants to share their attempts at coping, whether they were successful or not. At the same time, the question of societal influences sets up the premise that addiction is not an isolated event; cultural norms and institutional policies might have something to do with it.

    **Theoretical and Practical Implications**

                The findings of this study could contribute to the general academic discourse and, if so, can be applied in practice. Theoretically, such research may challenge or expand the existing behavioral addiction models by incorporating firsthand descriptions of compulsive technology use. For instance, if the participants describe the addiction as the result of the unmet need for psychological gratification (validation, escapism), then this may be viewed as support for theories such as Self-Determination Theory (Ryan & Deci, 2000), which proposes that maladaptive behaviors derive from deficiencies in autonomy, competence, or relatedness.

    An example of some interventions that the findings could inform includes:

    · Mental health-based interventions: Therapists will be able to tailor their treatment plans more intricately concerning how their clients view their addiction.

    · Educational programs: Schools or universities can develop curricula on digital wellness grounded on the struggles encountered by the participants.

    · Corporate policies: In cases where burnout has been described as arising from always-on or constant connectivity, corporate policies could be reconsidered.

    · Public health campaigns: Awareness initiatives could somehow address some pain points, perhaps sleep disruption or social withdrawal, identified in this study.

    **Conclusion**

    Focusing on the voices of persons with technological addiction, the study attempts to bridge gaps in the present literature, wherein quantitative indicators or penurious samples afford the analyses. These proposed research questions are supposed to permit the collection of rich narratives into addiction's emotional, social, and behavioral aspects. Findings from this research may lead to developing more empathetic and effective approaches toward lessening the psychological impact of excessive technology use.

    **References**

    Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.

    Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

    **wk5ogl540writingass.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk5ogl540writingass-docx)

    **exampleproposal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/exampleproposal-docx-10334483)

    **## Module6fnalprojectogl540.docx**

    Module 6: Writing Assignment: Research Proposal

    ·
    **Due** Friday by 11:59pm

    This assignment – the proposal – is the culmination of the other pieces of writing that you have done up to this point. For this, put the different pieces together and write a coherent and structured research proposal.

    **This is the final project that you did for me on The Psychological Effects of Technological effects of Addiction many weeks back. I will send you the papers that you did for me to help you with this assignment. I will include them in separate papers. There is also an example paper for use to see. Please let me know if there is anything else you might need from me.**

    1. Project Background and Description – the introduction and will include the purpose statement and research questions or hypotheses.

    2.  Approach and design and pilot data.

    3.  Anticipated deliverables and contribution of the anticipated research.

    4.  Proposed advisor (Information about faculty (their names and areas of expertise)  in the School of Applied Professional  Studies is available here:
    [https://cisa.asu.edu/saps-directoryLinks to an external site.](https://cisa.asu.edu/saps-directory)

    5. Implementation timeline

    Here's a
    [document](https://asu.instructure.com/courses/220224/files/110486040?wrap=1)

    that might help with how you structure the paper.

    1. . The goal is for you to learn how to put together a proposal and end up with something helpful to you.

    ———-

    **## topicofinterestogl540.docx**

    1

    Thaddeus Cain
    OGL 540

    The Psychological Effects of Technology Addiction

    **Topic/Issue:**
    The impact of excessive technology use on mental health, including anxiety, depression, and social isolation.

    **My Personal Interest:**
    I am drawn to the subject because I have seen firsthand the impact of technology addiction on individuals in my life, both friends and relatives. At a personal level, I have felt some discomfort when not with my smartphone, and hence being curious about the general psychological impact. The subject is of interest to me because it deals with a prevalent trend in our world full of technology.

    **Philosophical Worldview: Constructivism**

    I am a constructivist world view since I believe that individuals' experience of technology addiction is constructed according to their own personal meaning and social situation. It will help me in the research of the personal meaning which people attribute to their technology use.

    **Research Approach: Qualitative**

    Qualitative approach will suit this problem because it facilitates the veiled observation of the lived experience and feelings of the people toward technology addiction.

    **Research Method: Interviews**

    Semi-structured interviews will be organized to gather qualitative, in-depth data from the participants about how they use technology and their psychological impacts. It would allow me to realize their lived experiences.

    **Rationale for Choice of Approach and Method**

    Qualitative methodology and interview technique are most suitable because they provide room for profound understanding of the subjective reality of technology addiction. Quantitative techniques or questionnaires would never be able to obtain subtleties required in emotional and psychological influences, which are the subject of this research.

    **Brief Description of the Topic**

    It is a phenomenon everywhere today, as mobile phones, social media, and other internet technology dominated the lives of people. It aims to investigate the psychological effects of excessive use of technology like anxiety, depression, and isolation (Putra et al., 2023). It will examine how a person perceives his or her technological addiction and the emotional experience of it. With emphasis on subjective experience, this study will place in the limelight the experiential experience of the afflicted, which includes the broad range of mental health conditions associated with technology addiction (Xie et al., 2023). The results can be translated into policy, therapy intervention, and awareness campaigns for the healthier use of technology. The topic is especially pertinent in today's digital age, where the dividing line between useful application and harmful addiction is increasingly thin. These psycho-social effects must be discerned at the earliest possible moment as a basis for establishing mechanisms that minimize negative fallout and maximize overall well-being.

    **Tentative Outline:**

    1.
    **Introduction and Purpose Statement:** Overview of technology addiction and its societal relevance.

    2.
    **Theoretical Framework:** Constructivism and its application to the study.

    3.
    **Research Methodology:** Qualitative design using interviews.

    4.
    **Key Issues:**
    a) Symptoms of technology addiction (e.g., anxiety, depression)
    b) Impact on social relationships and isolation
    c) Coping mechanisms and strategies for reducing dependency

    5.
    **Research Findings:** Analysis of interview data

    6.
    **Discussion:** Implications for mental health and future research

    7.
    **Conclusion:** Summary of findings and recommendations

    **References**

    Putra, P. Y., Fithriyah, I., & Zahra, Z. (2023). Internet addiction and online gaming disorder in children and adolescents during COVID-19 pandemic: a systematic review.
    _Psychiatry Investigation_,
    _20_(3), 196.
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10064211/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10064211/)

    Xie, X., Cheng, H., & Chen, Z. (2023). Anxiety predicts internet addiction, which predicts depression among male college students: A cross-lagged comparison by sex.
    _Frontiers in Psychology_,
    _13_, 1102066.
    [https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1102066/full](https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1102066/full)

    **## GuidetoWritingaResearchProp.docx**

    2

    ## **Guide to Writing a Research Proposal**

    **1. **Introduction****

    The introduction should include the following elements:

    ### **Background and Context**

    Lead the reader into the topic and scope of your research.

    ****Problem/Purpose Statement****

    Describe the theoretical or practical research problem that you want to address. What is already known about the problem? What is missing from current knowledge?

    ****Research Questions****

    State the specific question(s) that you aim to answer or hypotheses that you want to disprove.

    ****Relevance and Importance of the Research****
    Make it clear what new insights you will contribute, the target audience, and why the research is worth doing.

    ## 2. **Literature review**

    The literature review summarizes, compares and critiques the most relevant scholarly sources on the topic. There are many different ways to structure a literature review, but it should explore:
    ****Key Concepts, Theories and Studies****

    Compare, contrast, and establish the theories and concepts that will be most important for your project.

    ****Key Debates and Controversies****

    Identify points of conflict in the existing body of research and situate your own position.

    ****Gaps in Existing Knowledge****
    Show what is missing and how your project will fit in.

    ## 3. **Research design and methods**

    Here, you should explain your approach to the research and describe exactly what steps you will take to answer your questions or address your hypotheses.

    ### **Research design**

    Explain how you will design the research. Qualitative, quantitative
    , or mixed methods
    ? Original data collection or primary/secondary sources? Descriptive, survey or experimental, etc.?

    ****Methods and Sources****
    Describe the tools, procedures, participants, research site and sources of the research. When, where and how will you collect, select and analyze data?

    4.
    **Initial Research (Pilot Data)**

    Present the results (data) of the initial research. Address some of the points from the Module 5 assignment, namely: the process of data collection, organization, and analysis of the data, etc.

    ### **Practical Considerations**

    Address any potential obstacles, limitations and ethical or practical issues. How will you plan for and deal with problems?

    ## 5. **Implications and contributions to knowledge**

    Finish the proposal by emphasizing why your proposed project is important and what it will contribute to practice or theory.

    ### **Practical Implications**

    Will your findings help improve a process, inform policy, or make a case for concrete change?

    ### **Theoretical Implications**

    Will your work help strengthen a theory or model, challenge current assumptions, or create a basis for further research?

    ## **References**

    AuthorLastName, FirstInitial., & Author LastName, FirstInitial. (Year). Title of article. Title of Journal, Volume(Issue), Page Number(s). https://doi.org/number

    AuthorLastName, FirstInitial., & Author LastName, FirstInitial. (Year). Title of article. Title of Journal, Volume(Issue), Page Number(s). https://doi.org/number

    AuthorLastName, FirstInitial., & Author LastName, FirstInitial. (Year). Title of article. Title of Journal, Volume(Issue), Page Number(s). https://doi.org/number

    **## technologyaddictionogl540.docx**

    6

    Thaddeus Cain

    Arizona State University

    OGL 540

    Dr.
    Patience Akpan-Obong

    June 13, 2025

    **Research Questions for a Qualitative Study on the Psychological Effects of Technology Addiction**

    Technology addiction has now gained broader relevance as a public health issue, with an increasing number of studies linking the use of digital devices, among others, to bad psychological outcomes like anxiety, depression, and social isolation. While such quantitative analyses have shown that correlations do exist between technology use and mental health-related issues, there remains a paucity in understanding the subjective experiences of people who suffer from this addiction. A qualitative method would best suit researching these lived experiences through their narratives, perhaps providing insights into their feelings, experiences, and coping strategies. The following research questions will guide the construction of the study, aiming to uncover the meanings that individuals apply to their technology use and the psychological implications thereof.

    **Central Research Question**

    **What are the lived experiences of individuals struggling with technology addiction, and how do they perceive the impact on their psychological well-being, interpersonal relationships, and daily functioning?**

                 The central question is aimed to serve as the basis of the study and is aligned with the qualitative research paradigm, focusing on exploration rather than prediction. The question is purposely broad to allow participants to share their unique viewpoints without being forced into previously set categories. The question looks at three main dimensions, psychological well-being, interpersonal relationships, and day-to-day functioning, to understand how technology addiction impacts the various dimensions of life. By employing the notion of "lived experiences," the study emphasizes a phenomenological approach, giving greater weight to the subjective interpretations of the participants than to any external theorizing.

    **Sub-questions**

                The process of making an inquiry more focused involves putting forth five sub-questions, each addressing a particular notion in and around technology addiction:

    i.
    **How do individuals describe the onset and development of their technology addiction?**

                This question looks into how these addictive behaviors start, their triggers, the habitual nature of the alpha phases, and when the addicted ones become aware of their addiction. Comprehending the creation of addiction as time goes along may inform key depictions of intervention: early alarms, such as signifiers, or environmental influences (e.g., social media algorithms, demands of the workplace).

    ii.
    **What sorts of psychological changes do participants associate with their technology use? (Anxiety, depression, sleep disturbances, etc.)**

    While past research statistically correlated technology with mental health problems, this inquiry seeks personal accounts of emotional distress. For example, do people feel guilty after too much "screen time"? Do they notice any changes in their mood when they try to cut down on screen time? These insights may be essential in carving the way toward people-centered approaches.

    iii.
    **How has technology addiction affected participants' relationships with family, friends, and coworkers?**

                Such social life is, otherwise, very haywire from excessive technology use, either through neglect of face-to-face interactions or by producing conflicts among those trying to communicate with one hand while looking at the other. This question examines relational strain, isolation, and compensating behaviors (i.e., preference for online friendships versus real-life connections).

    iv.
    **What coping mechanisms may participants have developed to deal with their technology use and its associated psychosocial consequences?**

                Some individuals may self-regulate their usage via digital detoxes and applications that block usage, while others may find themselves relapsing. Searching through success and failure stories may further elucidate barriers to recovery and strategies that might be incorporated into clinical interventions.

    v.
    **How do participants interpret the role of societal or cultural factors in their experiences of technology addiction and its consequences?**

                More far-reaching influences like societal pressure to stay connected, workplace expectations for employees to always be available, or culture regarding screen time are factors that could aggravate addictive behavior. This question tries to place individual experiences within broader structural contexts, providing implications for policy or education.

    **Reasoning for Qualitative Approach**

                The research questions aligned with the focus areas for qualitative inquiry described by Creswell (2018). Qualitative methodology is best suited to delve into a relatively complicated and multifaceted phenomenon such as technology addiction because it emphasizes depth rather than breadth. In contrast with quantitative studies, which focus on measuring predefined variables, this approach allows participants to decide what aspects of their experience are most salient.

    The paramount question conforms to Creswell's guidelines in that:

    · It begins with "what" and "how" to remain open-ended.

    · It focuses on a single phenomenon (technology addiction) while allowing for different expressions of that phenomenon.

    · It uses exploratory verbs ("perceive," "describe") while shying away from directional language (such as "affect" or "cause").

    · It specifies the participants (persons with technology addiction) but does not constrain the research site, as experiences may differ in the home, work, or social environments.

                The subquestions restrict the focus just enough while preserving flexibility. For example, the question on coping strategies does not presuppose which methods are effective; instead, it asks participants to share their attempts at coping, whether they were successful or not. At the same time, the question of societal influences sets up the premise that addiction is not an isolated event; cultural norms and institutional policies might have something to do with it.

    **Theoretical and Practical Implications**

                The findings of this study could contribute to the general academic discourse and, if so, can be applied in practice. Theoretically, such research may challenge or expand the existing behavioral addiction models by incorporating firsthand descriptions of compulsive technology use. For instance, if the participants describe the addiction as the result of the unmet need for psychological gratification (validation, escapism), then this may be viewed as support for theories such as Self-Determination Theory (Ryan & Deci, 2000), which proposes that maladaptive behaviors derive from deficiencies in autonomy, competence, or relatedness.

    An example of some interventions that the findings could inform includes:

    · Mental health-based interventions: Therapists will be able to tailor their treatment plans more intricately concerning how their clients view their addiction.

    · Educational programs: Schools or universities can develop curricula on digital wellness grounded on the struggles encountered by the participants.

    · Corporate policies: In cases where burnout has been described as arising from always-on or constant connectivity, corporate policies could be reconsidered.

    · Public health campaigns: Awareness initiatives could somehow address some pain points, perhaps sleep disruption or social withdrawal, identified in this study.

    **Conclusion**

    Focusing on the voices of persons with technological addiction, the study attempts to bridge gaps in the present literature, wherein quantitative indicators or penurious samples afford the analyses. These proposed research questions are supposed to permit the collection of rich narratives into addiction's emotional, social, and behavioral aspects. Findings from this research may lead to developing more empathetic and effective approaches toward lessening the psychological impact of excessive technology use.

    **References**

    Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.

    Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

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