Psychology Discussion Requirements
1. You are required to have 3 posts in each discussion and these three posts must be made on three separate days. The first post is the initial response to the question that appropriately and completely addresses the topic. This must be completed by 11:59 p.m.(EST) Thursday night. It is best to post it at the beginning of the week. The remaining two posts are responses to two different classmates. The first response to a classmate is due Saturday at 11:59 p.m.(EST) and the second response to a classmate is due on Sunday at 11:59 p.m.(EST). Responses to me do not count as a response to another student; however, I will interact with each of you throughout the course. I encourage you to respond back. If you do not post on three separate days you will lose points (possible 15 point deduction). There will be a deduction of 5 points per day that the initial post is late. Posts are not accepted after the week closes on Sunday night.
2. Your initial post (your response to the topic) must contain a citation. It is your ideas supported by research. Please refer to the APA Power Point in the Start Here section of the classroom for information on proper formatting. There will be a deduction of 20 points for failure to cite a source within your initial post and to provide a reference at the end of your initial post.
3. Your initial post must be a minimum of 200 words and each response must be a minimum of 150 words. Please double-check your word count. Only posts that meet the word count requirements receive credit.
4. Post your word count at the end of each post. There will be a 5 point deduction for each failure to provide a word count.
5. Please address fellow students and professor by name. There will be a 5 point deduction for each failure to address by name.
6. Please use spell-check and proper grammar. Points will be deducted for each spelling and grammatical error up to 10 points for each post.
|
Psych Discussion Post |
Due By |
Cited Source – In Text and Reference |
Word Count |
Point Value |
|
Post 1 – Initial Response is well organized, includes a citation, addresses topic, and demonstrates critical thinking |
Thursday |
Yes – mandatory |
200 |
50 points |
|
Post 2 – Response to 1st student is well organized, includes classmate’s name, addresses topic, and demonstrates critical thinking |
Saturday |
Not required, but must cite any work used |
150 |
25 points |
|
Post 3 – Response to 2nd student is well organized, includes classmate’s name, addresses topic, and demonstrates critical thinking |
Sunday |
Not required, but must cite any work used |
150 |
25 points |
|
PSYCHOLOGY DISCUSSION RUBRIC |
||||||
|
Criteria |
Exemplary (100%) 50/50 |
Above Average (89%) 45/ 50 |
Satisfactory (79%) 40/ 50 |
Approaches Standard (69%) 35/ 50 |
Needs Improvement (59%) 30/ 50 |
Unsatisfactory (0) 0/ 50 |
|
Initial Post (50) |
Reveals mastery of the material, critical assessment, and thorough exploration of the subject matter. Demonstrates mastery of grammar, punctuation, spelling, mechanics, and usage and with no errors. |
Reveals some mastery of the material although further exploration would have increased the value of the post; some critical assessment although portions of the material may be vague. Demonstrates proficiency of grammar, punctuation, spelling, mechanics, and usage with fewer than three errors |
Reveals knowledge of the subject matter although more exploration is needed; some critical assessment was noted although more in-depth perspective would have enhanced the work. Understanding of grammar, punctuation, spelling, mechanics, and usage with fewer than five errors
|
May highlight what the reading material offers but does not apply further exploration of the subject matter; critical assessment is lacking. Improvement in some areas of grammar, punctuation, spelling, mechanics, and usage; fewer than ten errors but retains clarity throughout most of post.
|
Uses personal opinion only without any exploration of additional possibilities; no critical assessment is noted. Needs improvement in grammar, punctuation, spelling, mechanics, and usage; more than fifteen errors; errors affect clarity of post.
|
Unable to score because there was no engagement in the discussion. |
|
Criteria |
22/ 25 per post |
20/ 25 per post |
17/ 25 per post |
15/ 25 per post |
0/ 25 per post |
|
|
Peer Responses (25 per post) |
|
Promotes further discussion on the subject matter through meaningful comments that demonstrate understanding of topic and peer’s post. Source support may not fully use proper APA format, grammar, punctuation, spelling, mechanics and usage with fewer than three errors
|
Engages peers but does not promote further consideration of the material so that additional learning takes place. Source support may not be scholarly or in the appropriate APA format, grammar, punctuation, spelling, mechanics and usage with fewer than five errors.
|
Peer engagement does not encourage depth of academic thought or is based on personal opinion only. Source support may not be scholarly or in the appropriate APA format, with fewer than ten errors in grammar, spelling, mechanics and usage
|
Peer responses do not add substance or promote engagement in the discussion in a meaningful way; comments are superficial or off topic. Extremely limited or no source support noted; improper or missing APA format, and grammar, spelling, mechanics affect clarity |
Unable to score because there was no engagement in the discussion. |
Professionalism is a very serious matter in your online class at Keiser University and in the field of psychology. Our mission is to provide you with an education that prepares you to succeed in the workplace and in graduate programs. Please use the following guidelines in our discussion forum and in all communication at Keiser University:
• I will “listen” to others respectfully.
• I recognize that online learning is devoid of physical cues that often support communication and will strive to use language that clearly
expresses my views.
• I will strive to utilize language that is thoughtful, respectful, and collegial when communicating with my fellow students.
• When I disagree with someone, I will critique his/her ideas in a respectful and constructive manner.
• I will try to understand other people’s behaviors and perspectives rather than simply criticize them.
• I will avoid stereotypes and humor that is disparaging of others.
• I will avoid texting language, slang, or other non-professional communication.
Who Am I?
Read pages 108-113, 479-480
Most of us have asked ourselves the question “Who am I?” at one point or another in our lives. The authors of our textbook discuss the difficulties teenagers face in establishing their own identity (Coon & Mitterer, 2016). They state, “Many problems stem from the unclear standards about the role adolescents should play within society” (p. 110). Our text also explains that teenagers experience “ambiguity,” or unclear interpretations, when defining their roles. This adds to their confusion of a clear and solid sense of self.
More often we are seeing cases presented in the media about teens who have taken their own lives as a result of bullying. Sadly, “Between 1950 and 1990, suicide rates for adolescents and young adults doubled” (Durand & Barlow as cited in Coon and Mitterer, 2016, p. 480). This emphasizes Coon & Mitterers’ statement that “In many ways adolescence and young adulthood are more emotionally turbulent than midlife or old age” (p. 111). Do you agree or disagree?
Coon, D. & Mitterer, J.O. (2016). Introduction to Psychology: Gateways to Mind and Behavior, 14th ed. Belmont, California: Cengage.
For this week’s main post, answer the following questions. Be sure to include factual, properly cited information in your post.
What are some specific strategies that you would suggest for supporting a young person who is experiencing an identity crisis? Consider Kohlberg’s levels of moral development, Gilligan’s ethic of caring and justice, and Erikson’s psychosocial theory when considering the way a teenager thinks. Why do you think a teenager would resort to attempting or committing suicide due to a bullying incident?
**Before responding you might want to watch this week’s movie moments which feature news and information on some cyber bullying incidents.
To post to the discussion, click on Week 1 Psy Discussion Forum below, then Create Thread.
Example of in-text citation with a referenceMany people are aware of the benefits of cardiovascular exercise, but to experience the body mind connection, it is recommended to do slow movement exercise such as tai chi or dance (Fogel, 2010). Moving slowly and with awareness has many neural benefits (Fogel). In addition to cardiovascular exercise, Fogel advocated moving slowly with awareness, incorporating body sense into exercise. Fogel recommended tai chi or dance, because they allow us to be more aware of our movements, restoring a mind body connection (Fogel). In addition, “regular slow movement [provides] essential “nutrients” for the body” (Fogel, para 2). This is because “links between parasympathetic and immune systems are amplified and strengthened via neural circuitry that connects peripheral sensors and effectors in the body with brain-based limbic prefrontal-sensorimotor networks for embodied self-awareness (body sense) and self-regulatory prefrontal areas” (Fogel, para 2). Moving slowly with awareness would conceivably increase balance in those who are aging (Fogel). To gain the most benefit from slow movement we should engage our minds and body sense (Fogel). We should be mentally focused and not thinking of other things when we do our slow movements.
Prof. Wellman
Reference
Fogel, A. (2010, Jul 10). Slow movement with awareness: Better than exercise? Psychology Today. Retrieved from https://www.psychologytoday.com/blog/body-sense/201007/slow-movement-awareness-better-exercise
Kyra Hertel
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