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Category: Clinical & Abnormal Psychology

  • [Solved] SOAP 1 Response

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    – a month ago **files (1)** – ## SOAP1RESPONSE.docx **## SOAP1RESPONSE.docx** SOAP 1 RESPONSE: 250 WORDS with references- Strong, recent (5-7 years), scholarly, peer- reviewed support of topics. No grammar, spelling, and punctuation errors. Client: CJ Date: 09/03/2026 Session Type/Length: Complete E…

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    – a month ago

    **files (1)**

    – ## SOAP1RESPONSE.docx

    **## SOAP1RESPONSE.docx**

    SOAP 1 RESPONSE: 250 WORDS with references- Strong, recent (5-7 years), scholarly, peer- reviewed support of topics. No grammar, spelling, and punctuation errors.

    Client: CJ

    Date: 09/03/2026

    Session Type/Length: Complete Evaluation/Intake, 11:00 a.m.–12:00 p.m. VIA telehealth

    Duration: 60 minutes

    Subjective:

    Chief complaint: Patient states that she is having anxiety and depression.

    Patient is a 23-year-old Caucasian female reporting that she is experiencing anxiety and depression from a traumatic car accident that she causes six years ago when she was 17 years old when she ran a red light. She reports that people were significantly injured. She reported that this has left her feeling emotionally drained and has altered her life. She describes feelings of feeing not good enough and inadequate. She says that in her first year of college she failed every class for two semesters straight. Before the accident she excelled in school. She says that there are repeated thoughts of self-blame, thinking about the other accident victims and the grief over perceived loss. She reports that the anniversary of the accident was recent and discussing it in therapy today took a toll on her emotionally. She says that she has been suppressing the accident and feels like she has not fully processed the totality of the accident and that it is taking a toll on her mentally.

    CJ reports that she has been having worsening depression. She is in an accelerated nursing program and although she was doing well in the program, she says that she has failed two validations during this most recent term despite multiple attempts. She says after failing she has had increasing self-doubt, crying for prolonged periods of time and feeling that she may not be good enough to be a nurse. She says that she feels isolated and does not have family support from her parents because they did not attend college and her mother advised her to get help.

    She states that she has difficulty concentrating while she is driving and in school. She says that sometimes she has to pass the intersection where her car accident was and she has flash backs and questions as should she still be driving. She reports she didn’t drive for two years after the accident. She says that her energy level fluctuates and she feels more lows than highs. She says that her sleeping cycle is off due to the demands of the nursing program that she is in. She reports no nightmares

    CJ reports that from the age of 19-22 she smoked marijuana daily; she says that smoking went from recreational to being emotionally dependent. She continues to smoke at least three or four times a week now and would smoke more if she was not in school. She expressed a desire to quit smoking and described it as entering substance use disorder territory. CJ reports state her mom has poor mental health and on her father side there is a history of substance abuse and neither has a formal diagnosis.

    Past Medical History: Diabetes type 2, depression

    Allergies: NKDA

    Medications and Supplements:

    Metformin–Prescribed for type 2 diabetes—has not taken in the last 6 months, plans to reevaluate with her primary care doctor

    Sertraline 25mg, 1 tablet daily for depression- has not taken in the last 6 month

    Objective:

    Appearance: Patient appears to be well groomed; eye makeup observed.

    Behavior: Patient was cooperative, engaged and talkative. Speech was a normal pattern and was willing to elaborate on sensitive topics without hesitation.

    Mood: Describes feeling sad, depressed most days but there are days with happiness. Reports self-doubt, not feeling worthy, feeling overwhelmed and having the world on her shoulders.

    Affect: Affect appears broad in range, becomes visibly and verbally emotional when discussing the car accident 3 years ago. Seem to block certain aspects of the accident out of her mind.

    Thought process: CJ is able to provided detailed events chronologically of her personal history, social history and academic history.

    Thought content: Denies any suicidal or homicidal ideation but states that she feels inadequate, has past regrets and has a since of failure when she thinks about her future. Compares herself to her peers states she feels like a failure because most of them have started their careers and she is still in school failing test.

    Cognition: CJ is oriented and fully alert. Memory intact, able to recall timelines, dates, events. Self-reported difficulties having trouble staying focused in class and while driving.

    Insight: CJ acknowledges her mental health difficulties’; states she needs help. She recognizes her use of marijuana and that the car accident has left her with undealt emotional issues and impact on her self-esteem and self-perception.

    Judgement: Patient appears to have good judgement. Patient is also in therapy. Patient expressed positive consideration for medication but has concerns because she has an upcoming trip for her birthday.

    Rating scales

    PHQ- score 8

    Interpretation: Mild depression

    Generalized Anxiety Scale – Socre 7

    Interpretation: Mild Anxiety

    Diagnosis:

    Anxiety disorder, unspecified F41.9 (ICD-10)

    Post -traumatic stress disorder, chronic F43.12 (ICD-10)

    Assessment:

    Patient exhibits post-traumatic stress disorder related to the auto accident she caused and anxious features. Nonfatal traffic accidents can negatively affect an individual’s emotional well-being and may contribute to mental health conditions such as post-traumatic stress disorder, depression, and anxiety (Boelen et al., 2022).

    She also reports a history of cannabis use as a way of emotionally coping. Cannabis use may also be contributing with her concentration moods and academics. Cannabis intoxication may cause mild to moderate problems in several areas of cognitive functioning. Some of these difficulties may continue even after the immediate effects of cannabis have worn off (Dellazizzo et al., 2022). She appears to have difficulty processing prior accident memories, maladaptive beliefs, self- blame, unworthiness, failure, negative self-concept

    Patient will continue to need outpatient therapy treatment. She exhibits symptoms of emotional disorders that interfere with her daily function and unable to alleviate these symptoms on her own and will benefit from medication management.

    Plan:

    –To start with the following medications:

    –Fluoxetine 10mg to take 1 tablet by mouth every day

    –Avoid grapefruit juice while taking this medication. Limit alcohol use if decides to drink and to continue therapy. Check in weekly after starting this medication.

    –Engage in one enjoyable activity daily

    –Continue with talk therapy, focus on self-compassion, and trauma processing

    –Practice breathing exercises

    –Try to establish a daily bedtime

    Cannabis disorder:

    –Start taking N-amethystine 600 mg twice daily, increase 1200 mg after 1 week if tolerated

    –Gradual try to reduce cannabis use try smoking on non-school days

    –Try chewing gum when thinking about smoking or sucking on sugar free candy

    –Continue to address cannabis use in therapy

    –Patient to schedule an appointment with her primary doctor to address her diabetes.

    –Follow up weekly for the next four weeks

    References

    Boelen, P. A., Eisma, M. C., de Keijser, J., & Lenferink, L. I. M. (2022). Traumatic stress, depression, and non-bereavement grief following non-fatal traffic accidents: Symptom patterns and correlates. PLOS ONE, 17(2), e0264497. https://doi.org/10.1371/journal.pone.0264497

    Dellazizzo, L., Potvin, S., Giguère, S., & Dumais, A. (2022). Evidence on the acute and residual neurocognitive effects of cannabis use in adolescents and adults: A systematic meta-review of meta-analyses. Addiction, 117(7), 1857–1870. https://doi.org/10.1111/add.15764

    **## SOAP1RESPONSE.docx**

    SOAP 1 RESPONSE: 250 WORDS with references- Strong, recent (5-7 years), scholarly, peer- reviewed support of topics. No grammar, spelling, and punctuation errors.

    Client: CJ

    Date: 09/03/2026

    Session Type/Length: Complete Evaluation/Intake, 11:00 a.m.–12:00 p.m. VIA telehealth

    Duration: 60 minutes

    Subjective:

    Chief complaint: Patient states that she is having anxiety and depression.

    Patient is a 23-year-old Caucasian female reporting that she is experiencing anxiety and depression from a traumatic car accident that she causes six years ago when she was 17 years old when she ran a red light. She reports that people were significantly injured. She reported that this has left her feeling emotionally drained and has altered her life. She describes feelings of feeing not good enough and inadequate. She says that in her first year of college she failed every class for two semesters straight. Before the accident she excelled in school. She says that there are repeated thoughts of self-blame, thinking about the other accident victims and the grief over perceived loss. She reports that the anniversary of the accident was recent and discussing it in therapy today took a toll on her emotionally. She says that she has been suppressing the accident and feels like she has not fully processed the totality of the accident and that it is taking a toll on her mentally.

    CJ reports that she has been having worsening depression. She is in an accelerated nursing program and although she was doing well in the program, she says that she has failed two validations during this most recent term despite multiple attempts. She says after failing she has had increasing self-doubt, crying for prolonged periods of time and feeling that she may not be good enough to be a nurse. She says that she feels isolated and does not have family support from her parents because they did not attend college and her mother advised her to get help.

    She states that she has difficulty concentrating while she is driving and in school. She says that sometimes she has to pass the intersection where her car accident was and she has flash backs and questions as should she still be driving. She reports she didn’t drive for two years after the accident. She says that her energy level fluctuates and she feels more lows than highs. She says that her sleeping cycle is off due to the demands of the nursing program that she is in. She reports no nightmares

    CJ reports that from the age of 19-22 she smoked marijuana daily; she says that smoking went from recreational to being emotionally dependent. She continues to smoke at least three or four times a week now and would smoke more if she was not in school. She expressed a desire to quit smoking and described it as entering substance use disorder territory. CJ reports state her mom has poor mental health and on her father side there is a history of substance abuse and neither has a formal diagnosis.

    Past Medical History: Diabetes type 2, depression

    Allergies: NKDA

    Medications and Supplements:

    Metformin–Prescribed for type 2 diabetes—has not taken in the last 6 months, plans to reevaluate with her primary care doctor

    Sertraline 25mg, 1 tablet daily for depression- has not taken in the last 6 month

    Objective:

    Appearance: Patient appears to be well groomed; eye makeup observed.

    Behavior: Patient was cooperative, engaged and talkative. Speech was a normal pattern and was willing to elaborate on sensitive topics without hesitation.

    Mood: Describes feeling sad, depressed most days but there are days with happiness. Reports self-doubt, not feeling worthy, feeling overwhelmed and having the world on her shoulders.

    Affect: Affect appears broad in range, becomes visibly and verbally emotional when discussing the car accident 3 years ago. Seem to block certain aspects of the accident out of her mind.

    Thought process: CJ is able to provided detailed events chronologically of her personal history, social history and academic history.

    Thought content: Denies any suicidal or homicidal ideation but states that she feels inadequate, has past regrets and has a since of failure when she thinks about her future. Compares herself to her peers states she feels like a failure because most of them have started their careers and she is still in school failing test.

    Cognition: CJ is oriented and fully alert. Memory intact, able to recall timelines, dates, events. Self-reported difficulties having trouble staying focused in class and while driving.

    Insight: CJ acknowledges her mental health difficulties’; states she needs help. She recognizes her use of marijuana and that the car accident has left her with undealt emotional issues and impact on her self-esteem and self-perception.

    Judgement: Patient appears to have good judgement. Patient is also in therapy. Patient expressed positive consideration for medication but has concerns because she has an upcoming trip for her birthday.

    Rating scales

    PHQ- score 8

    Interpretation: Mild depression

    Generalized Anxiety Scale – Socre 7

    Interpretation: Mild Anxiety

    Diagnosis:

    Anxiety disorder, unspecified F41.9 (ICD-10)

    Post -traumatic stress disorder, chronic F43.12 (ICD-10)

    Assessment:

    Patient exhibits post-traumatic stress disorder related to the auto accident she caused and anxious features. Nonfatal traffic accidents can negatively affect an individual’s emotional well-being and may contribute to mental health conditions such as post-traumatic stress disorder, depression, and anxiety (Boelen et al., 2022).

    She also reports a history of cannabis use as a way of emotionally coping. Cannabis use may also be contributing with her concentration moods and academics. Cannabis intoxication may cause mild to moderate problems in several areas of cognitive functioning. Some of these difficulties may continue even after the immediate effects of cannabis have worn off (Dellazizzo et al., 2022). She appears to have difficulty processing prior accident memories, maladaptive beliefs, self- blame, unworthiness, failure, negative self-concept

    Patient will continue to need outpatient therapy treatment. She exhibits symptoms of emotional disorders that interfere with her daily function and unable to alleviate these symptoms on her own and will benefit from medication management.

    Plan:

    –To start with the following medications:

    –Fluoxetine 10mg to take 1 tablet by mouth every day

    –Avoid grapefruit juice while taking this medication. Limit alcohol use if decides to drink and to continue therapy. Check in weekly after starting this medication.

    –Engage in one enjoyable activity daily

    –Continue with talk therapy, focus on self-compassion, and trauma processing

    –Practice breathing exercises

    –Try to establish a daily bedtime

    Cannabis disorder:

    –Start taking N-amethystine 600 mg twice daily, increase 1200 mg after 1 week if tolerated

    –Gradual try to reduce cannabis use try smoking on non-school days

    –Try chewing gum when thinking about smoking or sucking on sugar free candy

    –Continue to address cannabis use in therapy

    –Patient to schedule an appointment with her primary doctor to address her diabetes.

    –Follow up weekly for the next four weeks

    References

    Boelen, P. A., Eisma, M. C., de Keijser, J., & Lenferink, L. I. M. (2022). Traumatic stress, depression, and non-bereavement grief following non-fatal traffic accidents: Symptom patterns and correlates. PLOS ONE, 17(2), e0264497. https://doi.org/10.1371/journal.pone.0264497

    Dellazizzo, L., Potvin, S., Giguère, S., & Dumais, A. (2022). Evidence on the acute and residual neurocognitive effects of cannabis use in adolescents and adults: A systematic meta-review of meta-analyses. Addiction, 117(7), 1857–1870. https://doi.org/10.1111/add.15764

  • [Solved] Psychology Week 9 Assignment: Ethics and Diversity in Research

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    How can psychological researchers ethically include vulnerable and culturally diverse populations while protecting participants from harm and ensuring equitable representation in research? https://campus.capella.edu/library/home https://capellauniversity.libguides.com/EthicalResearch – [\ \ Untitl…

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    Assignment Prompt & Instructions

    How can psychological researchers ethically include vulnerable and culturally diverse populations while protecting participants from harm and ensuring equitable representation in research?

    https://campus.capella.edu/library/home

    https://capellauniversity.libguides.com/EthicalResearch

    – [\
    \
    Untitleddocument13.pdf](https://www.sweetstudy.com/files/untitleddocument13-pdf-10595901 "Untitleddocument13.pdf")

    – a month ago

  • [Solved] Explain how you would use your understanding of each of the major theories of development

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    Executive Solution Overview

    Recently, we learned about nature vs. nurture, development, and cultural influences on development. **Initial Post** Using your textbook, the course powerpoints, and other course material, answer the following prompt: Explain how you would use your understanding of each of the major theories of deve…

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    Assignment Prompt & Instructions

    Recently, we learned about nature vs. nurture, development, and cultural influences on development.

    **Initial Post**

    Using your textbook, the course powerpoints, and other course material, answer the following prompt:

    Explain how you would use your understanding of each of the major theories of development (Piaget, Erikson, and Kholberg) to deal with both of the "difficulties" listed below. Specifically, (1) what stage are these individuals in?; (2) what is the issue/focus of this stage?; (3) how do you help them navigate this stage?.

    – Your teenager has decided not to attend college in favor of joining the stage crew for a touring rock band.
    – Your sixty-eight-year-old neighbor is chronically depressed and feels she has wasted her life.

    BE SURE TO INCLUDE MULTIPLE TERMS/CONCEPTS FROM THE COURSE MATERIAL IN YOUR DISCUSSION.

    – a month ago

  • [Solved] D3-Resp2

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    Executive Solution Overview

    Follow instructions – a month ago **files (1)** – ## GinareplytomyDiscussion.docx **## GinareplytomyDiscussion.docx** **Gina Terry** Sep 11 9:40am **Introduction** Your discussion of immune dysregulation following chronic traumatic stress helped me to have a better understanding of how psychological…

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    Follow instructions

    – a month ago

    **files (1)**

    – ## GinareplytomyDiscussion.docx

    **## GinareplytomyDiscussion.docx**

    **Gina Terry**

    Sep 11 9:40am

    **Introduction**

    Your discussion of immune dysregulation following chronic traumatic stress helped me to have a better understanding of how psychological and physical responses to trauma can be connected. One point that especially stood out to me was the importance of not assuming biological changes will look the same in everyone. Although research does support a relationship between PTSD and changes in immune and inflammatory functioning, the variability you discussed reinforces the need to consider the whole person instead of solely relying on biomarkers.

    **Comparative Feedback**

    Research does support your discussion of the relationship between PTSD and immune dysregulation. Yontar and Aktan Mutlu (2024) examined systemic inflammatory indicators in those with PTSD and found them to have much higher neutrophil-to-lymphocyte ratios and systemic immune-inflammation index values. These findings clearly align with your argument that traumatic stress can produce measurable physiological changes beyond the expected psychological symptoms. At the same time, these findings should be considered as a broader part of the assessment rather than as evidence that everyone experiencing trauma will experience the same physiological responses.

    **Contrasting Feedback**

    In contrast, Petakh et al. (2024) found through meta-analysis that there were no significant differences between individuals with PTSD and comparison groups across the inflammatory biomarkers. Their findings demonstrate the complicated relationship between trauma and immune functioning, which supports your caution about using specific biomarkers as an indication of PTSD. This contrast is important because it suggests that immune dysregulation may be present in individuals with PTSD without appearing consistently.

    **Biblical Integration**

    I also appreciate your emphasis on viewing trauma from the whole-person perspective. Psalm 147:3 states, “He heals the brokenhearted and binds up their wound” (English Standard Version Bible, 2001, Psalm 147:3). This scripture passage reflects the importance of recognizing and understanding suffering beyond one area of an individual’s life. As Shannonhouse et al. (2024) explain, Christian meaning-making following trauma can explain how faith influences an individual’s understanding of traumatic experiences and how they find meaning within them. From a counseling perspective, acknowledging a client’s spiritual beliefs, when appropriate, can complement psychological, social, and physical functioning. This idea supports the whole-person approach to trauma you discuss, where the complexity of suffering and the importance of individualized healing are both recognized.

    **Conclusion**

    Overall, your discussion demonstrates the complex relationship that exists between chronic traumatic stress and immune functioning. Current research provides evidence that there can be measurable inflammatory changes while also highlighting significant variability among individuals. I think this strengthens your point that effective trauma counseling requires an individualized, whole-person approach that considers biological findings along with psychological, social, and spiritual factors.

    **References**

    English Standard Version Bible. (2001).
    _ESV Bible_. Crossway.

    Petakh, P., Oksenych, V., Kamyshna, I., Boisak, I., Lyubomirskaya, K., & Kamyshnyi, O. (2024). Exploring the interplay between posttraumatic stress disorder, gut microbiota, and inflammatory biomarkers: A comprehensive meta-analysis.
    _Frontiers in Immunology, 15_, 1349883. https://doi.org/10.3389/fimmu.2024.1349883

    Shannonhouse, L., Dosal-Terminel, D., Kwag, D., Hall, M. E. L., Davis, E. B., Aten, J. D., O’Grady, K. A., & Captari, L. E. (2024). “God was with me”: A qualitative study of Christian meaning-making among refugees.
    _Journal of Traumatic Stress, 37_(1), 166–177. https://doi.org/10.1002/jts.22997

    Yontar, G., & Aktan Mutlu, E. (2024). Neutrophil-to-lymphocyte, platelet-to-lymphocyte ratios and systemic immune-inflammation index in patients with post-traumatic stress disorder.
    _BMC Psychiatry, 24_, 966. https://doi.org/10.1186/s12888-024-06439-y

    **## GinareplytomyDiscussion.docx**

    **Gina Terry**

    Sep 11 9:40am

    **Introduction**

    Your discussion of immune dysregulation following chronic traumatic stress helped me to have a better understanding of how psychological and physical responses to trauma can be connected. One point that especially stood out to me was the importance of not assuming biological changes will look the same in everyone. Although research does support a relationship between PTSD and changes in immune and inflammatory functioning, the variability you discussed reinforces the need to consider the whole person instead of solely relying on biomarkers.

    **Comparative Feedback**

    Research does support your discussion of the relationship between PTSD and immune dysregulation. Yontar and Aktan Mutlu (2024) examined systemic inflammatory indicators in those with PTSD and found them to have much higher neutrophil-to-lymphocyte ratios and systemic immune-inflammation index values. These findings clearly align with your argument that traumatic stress can produce measurable physiological changes beyond the expected psychological symptoms. At the same time, these findings should be considered as a broader part of the assessment rather than as evidence that everyone experiencing trauma will experience the same physiological responses.

    **Contrasting Feedback**

    In contrast, Petakh et al. (2024) found through meta-analysis that there were no significant differences between individuals with PTSD and comparison groups across the inflammatory biomarkers. Their findings demonstrate the complicated relationship between trauma and immune functioning, which supports your caution about using specific biomarkers as an indication of PTSD. This contrast is important because it suggests that immune dysregulation may be present in individuals with PTSD without appearing consistently.

    **Biblical Integration**

    I also appreciate your emphasis on viewing trauma from the whole-person perspective. Psalm 147:3 states, “He heals the brokenhearted and binds up their wound” (English Standard Version Bible, 2001, Psalm 147:3). This scripture passage reflects the importance of recognizing and understanding suffering beyond one area of an individual’s life. As Shannonhouse et al. (2024) explain, Christian meaning-making following trauma can explain how faith influences an individual’s understanding of traumatic experiences and how they find meaning within them. From a counseling perspective, acknowledging a client’s spiritual beliefs, when appropriate, can complement psychological, social, and physical functioning. This idea supports the whole-person approach to trauma you discuss, where the complexity of suffering and the importance of individualized healing are both recognized.

    **Conclusion**

    Overall, your discussion demonstrates the complex relationship that exists between chronic traumatic stress and immune functioning. Current research provides evidence that there can be measurable inflammatory changes while also highlighting significant variability among individuals. I think this strengthens your point that effective trauma counseling requires an individualized, whole-person approach that considers biological findings along with psychological, social, and spiritual factors.

    **References**

    English Standard Version Bible. (2001).
    _ESV Bible_. Crossway.

    Petakh, P., Oksenych, V., Kamyshna, I., Boisak, I., Lyubomirskaya, K., & Kamyshnyi, O. (2024). Exploring the interplay between posttraumatic stress disorder, gut microbiota, and inflammatory biomarkers: A comprehensive meta-analysis.
    _Frontiers in Immunology, 15_, 1349883. https://doi.org/10.3389/fimmu.2024.1349883

    Shannonhouse, L., Dosal-Terminel, D., Kwag, D., Hall, M. E. L., Davis, E. B., Aten, J. D., O’Grady, K. A., & Captari, L. E. (2024). “God was with me”: A qualitative study of Christian meaning-making among refugees.
    _Journal of Traumatic Stress, 37_(1), 166–177. https://doi.org/10.1002/jts.22997

    Yontar, G., & Aktan Mutlu, E. (2024). Neutrophil-to-lymphocyte, platelet-to-lymphocyte ratios and systemic immune-inflammation index in patients with post-traumatic stress disorder.
    _BMC Psychiatry, 24_, 966. https://doi.org/10.1186/s12888-024-06439-y

  • [Solved] D3- Resp

    ✓ Verified Academic Solution Available

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    Follow the uploaded attachments – a month ago **files (3)** – ## Discussion-AnalysisintheStudyofTraumaAssignmentInstructions.docx – ## Peer-ReviewDiscussionAnalysisintheStudyofTraumaAssignmentInstructions.docx – ## ReplytoGina.docx **## Discussion-AnalysisintheStudyofTraumaAssignmentInstructions.doc…

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    Assignment Prompt & Instructions

    Follow the uploaded attachments

    – a month ago

    **files (3)**

    – ## Discussion-AnalysisintheStudyofTraumaAssignmentInstructions.docx

    – ## Peer-ReviewDiscussionAnalysisintheStudyofTraumaAssignmentInstructions.docx

    – ## ReplytoGina.docx

    **## Discussion-AnalysisintheStudyofTraumaAssignmentInstructions.docx**

    EDCO 790

    **Peer-Review Discussion: Analysis of the Study of Trauma Assignment Instructions**

    The skills of comparison and contrast are crucial to scholarly writing and presentation as required in doctoral study and completion of the dissertation. This discussion is one of three parts
    **,** the
    **Analysis in the Study of Trauma: Part One Assignment,** a
    **Peer-Review Discussion: Analysis of the Study of Trauma,** and the
    **Analysis in the Study of Trauma: Part Two Assignment.**

    In this discussion, each learner will post a thread that is an abstract of the assignment that was submitted in for the
    **Analysis of the Study of Trauma: Part One Assignment**. This abstract should follow the current seventh edition manual APA standard for abstracts. Learners will also attach their Part One paper to the thread.

    Learners are to reply to a classmate who has either no replies or only one reply from fellow classmates. Learners are to also respond back to those classmates who respond to their original thread.

    The student reply will include the following sections with noted headings.

    ·
    **Introduction – no heading**. Give brief paragraph of summary of insight gained from reviewing the classmate’s Part One paper.

    ·
    **Comparative Feedback** – Provide comparison of one peer-reviewed journal article published in the last three years that shares similar insight to the classmate’s discussion on comparison in Part One.

    ·
    **Contrasting Feedback** – Provide contrast per one peer-reviewed journal article published in the last three years that shares different insight to the classmate’s discussion in Part One – this can reflect difference in insight with either the classmate’s comparison or contrast discussion. The content of the reply should clarify what is being contrasted.

    ·
    **Biblical Integration**– Provide integration of a relevant scripture passage to classmate’s thread and a relevant scholarly reference that has a focus in Christian or Faith-based Counseling.

    ·
    **Conclusion** – Summary of remarks shared with classmate.

    · APA style reference list at the end of the reply.

    **## Peer-ReviewDiscussionAnalysisintheStudyofTraumaAssignmentInstructions.docx**

    EDCO 790

    **Peer-Review Discussion: Analysis of the Study of Trauma Assignment Instructions**

    The skills of comparison and contrast are crucial to scholarly writing and presentation as required in doctoral study and completion of the dissertation. This discussion is one of three parts
    **,** the
    **Analysis in the Study of Trauma: Part One Assignment,** a
    **Peer-Review Discussion: Analysis of the Study of Trauma,** and the
    **Analysis in the Study of Trauma: Part Two Assignment.**

    In this discussion, each learner will post a thread that is an abstract of the assignment that was submitted in for the
    **Analysis of the Study of Trauma: Part One Assignment**. This abstract should follow the current seventh edition manual APA standard for abstracts. Learners will also attach their Part One paper to the thread.

    Learners are to reply to a classmate who has either no replies or only one reply from fellow classmates. Learners are to also respond back to those classmates who respond to their original thread.

    The student reply will include the following sections with noted headings.

    ·
    **Introduction – no heading**. Give brief paragraph of summary of insight gained from reviewing the classmate’s Part One paper.

    ·
    **Comparative Feedback** – Provide comparison of one peer-reviewed journal article published in the last three years that shares similar insight to the classmate’s discussion on comparison in Part One.

    ·
    **Contrasting Feedback** – Provide contrast per one peer-reviewed journal article published in the last three years that shares different insight to the classmate’s discussion in Part One – this can reflect difference in insight with either the classmate’s comparison or contrast discussion. The content of the reply should clarify what is being contrasted.

    ·
    **Biblical Integration**– Provide integration of a relevant scripture passage to classmate’s thread and a relevant scholarly reference that has a focus in Christian or Faith-based Counseling.

    ·
    **Conclusion** – Summary of remarks shared with classmate.

    · APA style reference list at the end of the reply.

    The reply should be 400 to 450 words in length with use of APA standard in headings for sections, citations of articles in respective sections, and reference list according to the current APA style manual edition (7th).

    **## ReplytoGina.docx**

    SOCIAL SUPPORT 2

    **Social Support: A Protective Factor Following Trauma**

    Gina Terry

    School of Behavioral Sciences, Liberty University

    **Author Note**

    I have no known conflict of interest to disclose.

    Correspondence concerning this article should be addressed to Gina Terry

    Email: gpterry@liberty.edu

    **Social Support: A Protective Factor Following Trauma**

    **Introduction**

    Trauma can affect an individual’s sense of safety, well-being, and relationships long after the event ends. Although responses vary from person to person, social support can serve as an important protective factor during the recovery process. Supportive relationships may reduce feelings of isolation, strengthen coping skills, and help regain a sense of connection and safety.

    **Comparison of Trauma**

    As Briere and Scott (2025) and Levers (2023) explain, trauma occurs within a broader interpersonal context, while recovery is influenced by the resources available to the individual. Research supports this idea. Posttraumatic recovery through the use of a biopsychosocial model shows that stress is responsive when interpersonal relationships interact with coping and self-efficacy (Calhoun et al., 2022). Similarly, Wang et al. (2021) found greater social support predicted lower subsequent PTSD symptoms. Together, these findings demonstrate the important role that supportive relationships play in recovery.

    **Contrast of Trauma**

    The literature differs in its emphasis on trauma and recovery. Saplosky (2004) primarily approaches stress through physiological processes and the prolonged negative impact on the body. However, Briere and Scott (2025) and Levers (2023) emphasize psychological symptoms and the interpersonal environment of the trauma. Research shows that social support is not equally protective across all situations. Wang et al. (2021) found there is a directional relationship between social support and PTSD symptoms, while Cusack et al. (2024) found that the influence of support varied depending on the trauma. Thus, social support matters, but its impact depends on the individual and circumstances of the trauma.

    **Biblical Integration**

    Scripture emphasizes the importance of support. Galatians 6:2, instructs us to “bear one another’s burdens” (English Standard Version Bible, 2001/2016, Galatians 6:2), while Romans 12:15 says “rejoice with those who rejoice, weep with those who weep” (ESV Bible, 2001/2016, Romans 12:15). Ecclesiastes 4:9-10 illustrates having support during difficult times. These teachings align with trauma literature because they recognize that connection is important, while calling for compassion and sharing of responsibility.

    **Conclusion**

    Social support can be a meaningful protective factor following trauma, but it is not the same for everyone. In some situations, it can play a significant role in healing, while in others, it may only represent a small part of the complex process of recovery. Integrating physiological, psychological, relational, and biblical perspectives provides counselors with a broader understanding of trauma and recovery.

    **References**

    Briere, J., & Scott, C. (2025). Principles of trauma therapy: A guide to symptoms, evaluation, and treatment (3rd ed.). SAGE Publications.

    Calhoun, C. D., Stone, K. J., Cobb, A. R., Patterson, M. W., Danielson, C. K., & Bendezu, J. J. (2022). The role of social support in coping with psychological trauma: An integrated biopsychosocial model for posttraumatic stress recovery. Psychiatric Quarterly, 93(4), 949–970. https://doi.org/10.1007/s11126-022-10003-w

    Cusack, S. E., Ridings, L. E., Davidson, T. M., Espeleta, H. C., Wilson, D. A., & Ruggiero, K. J. (2024). Social support in relation to posttraumatic stress disorder symptoms among patients with violent versus nonviolent injury. Psychological Trauma: Theory, Research, Practice, and Policy, 16(3), 504–512. https://doi.org/10.1037/tra0001509

    English Standard Version Bible. (2016). Crossway. (Original work published 2001)

    Levers, L. L. (2023). Trauma counseling: Theories and interventions for managing trauma, stress, crisis and disaster. Springer Publishing Company.

    Sapolsky, R. M. (2004). Why zebras don't get ulcers: The acclaimed guide to stress, stress-related diseases and coping(3rd ed.). St. Martin's Griffin.

    Wang, Y., Chung, M. C., Wang, N., Yu, X., & Kenardy, J. (2021). Social support and posttraumatic stress disorder: A meta-analysis of longitudinal studies. Clinical Psychology Review, 85, Article 101998. https://doi.org/10.1016/j.cpr.2021.101998

    **## ReplytoGina.docx**

    SOCIAL SUPPORT 2

    **Social Support: A Protective Factor Following Trauma**

    Gina Terry

    School of Behavioral Sciences, Liberty University

    **Author Note**

    I have no known conflict of interest to disclose.

    Correspondence concerning this article should be addressed to Gina Terry

    Email: gpterry@liberty.edu

    **Social Support: A Protective Factor Following Trauma**

    **Introduction**

    Trauma can affect an individual’s sense of safety, well-being, and relationships long after the event ends. Although responses vary from person to person, social support can serve as an important protective factor during the recovery process. Supportive relationships may reduce feelings of isolation, strengthen coping skills, and help regain a sense of connection and safety.

    **Comparison of Trauma**

    As Briere and Scott (2025) and Levers (2023) explain, trauma occurs within a broader interpersonal context, while recovery is influenced by the resources available to the individual. Research supports this idea. Posttraumatic recovery through the use of a biopsychosocial model shows that stress is responsive when interpersonal relationships interact with coping and self-efficacy (Calhoun et al., 2022). Similarly, Wang et al. (2021) found greater social support predicted lower subsequent PTSD symptoms. Together, these findings demonstrate the important role that supportive relationships play in recovery.

    **Contrast of Trauma**

    The literature differs in its emphasis on trauma and recovery. Saplosky (2004) primarily approaches stress through physiological processes and the prolonged negative impact on the body. However, Briere and Scott (2025) and Levers (2023) emphasize psychological symptoms and the interpersonal environment of the trauma. Research shows that social support is not equally protective across all situations. Wang et al. (2021) found there is a directional relationship between social support and PTSD symptoms, while Cusack et al. (2024) found that the influence of support varied depending on the trauma. Thus, social support matters, but its impact depends on the individual and circumstances of the trauma.

    **Biblical Integration**

    Scripture emphasizes the importance of support. Galatians 6:2, instructs us to “bear one another’s burdens” (English Standard Version Bible, 2001/2016, Galatians 6:2), while Romans 12:15 says “rejoice with those who rejoice, weep with those who weep” (ESV Bible, 2001/2016, Romans 12:15). Ecclesiastes 4:9-10 illustrates having support during difficult times. These teachings align with trauma literature because they recognize that connection is important, while calling for compassion and sharing of responsibility.

    **Conclusion**

    Social support can be a meaningful protective factor following trauma, but it is not the same for everyone. In some situations, it can play a significant role in healing, while in others, it may only represent a small part of the complex process of recovery. Integrating physiological, psychological, relational, and biblical perspectives provides counselors with a broader understanding of trauma and recovery.

    **References**

    Briere, J., & Scott, C. (2025). Principles of trauma therapy: A guide to symptoms, evaluation, and treatment (3rd ed.). SAGE Publications.

    Calhoun, C. D., Stone, K. J., Cobb, A. R., Patterson, M. W., Danielson, C. K., & Bendezu, J. J. (2022). The role of social support in coping with psychological trauma: An integrated biopsychosocial model for posttraumatic stress recovery. Psychiatric Quarterly, 93(4), 949–970. https://doi.org/10.1007/s11126-022-10003-w

    Cusack, S. E., Ridings, L. E., Davidson, T. M., Espeleta, H. C., Wilson, D. A., & Ruggiero, K. J. (2024). Social support in relation to posttraumatic stress disorder symptoms among patients with violent versus nonviolent injury. Psychological Trauma: Theory, Research, Practice, and Policy, 16(3), 504–512. https://doi.org/10.1037/tra0001509

    English Standard Version Bible. (2016). Crossway. (Original work published 2001)

    Levers, L. L. (2023). Trauma counseling: Theories and interventions for managing trauma, stress, crisis and disaster. Springer Publishing Company.

    Sapolsky, R. M. (2004). Why zebras don't get ulcers: The acclaimed guide to stress, stress-related diseases and coping(3rd ed.). St. Martin's Griffin.

    Wang, Y., Chung, M. C., Wang, N., Yu, X., & Kenardy, J. (2021). Social support and posttraumatic stress disorder: A meta-analysis of longitudinal studies. Clinical Psychology Review, 85, Article 101998. https://doi.org/10.1016/j.cpr.2021.101998

    **## Discussion-AnalysisintheStudyofTraumaAssignmentInstructions.docx**

    EDCO 790

    **Peer-Review Discussion: Analysis of the Study of Trauma Assignment Instructions**

    The skills of comparison and contrast are crucial to scholarly writing and presentation as required in doctoral study and completion of the dissertation. This discussion is one of three parts
    **,** the
    **Analysis in the Study of Trauma: Part One Assignment,** a
    **Peer-Review Discussion: Analysis of the Study of Trauma,** and the
    **Analysis in the Study of Trauma: Part Two Assignment.**

    In this discussion, each learner will post a thread that is an abstract of the assignment that was submitted in for the
    **Analysis of the Study of Trauma: Part One Assignment**. This abstract should follow the current seventh edition manual APA standard for abstracts. Learners will also attach their Part One paper to the thread.

    Learners are to reply to a classmate who has either no replies or only one reply from fellow classmates. Learners are to also respond back to those classmates who respond to their original thread.

    The student reply will include the following sections with noted headings.

    ·
    **Introduction – no heading**. Give brief paragraph of summary of insight gained from reviewing the classmate’s Part One paper.

    ·
    **Comparative Feedback** – Provide comparison of one peer-reviewed journal article published in the last three years that shares similar insight to the classmate’s discussion on comparison in Part One.

    ·
    **Contrasting Feedback** – Provide contrast per one peer-reviewed journal article published in the last three years that shares different insight to the classmate’s discussion in Part One – this can reflect difference in insight with either the classmate’s comparison or contrast discussion. The content of the reply should clarify what is being contrasted.

    ·
    **Biblical Integration**– Provide integration of a relevant scripture passage to classmate’s thread and a relevant scholarly reference that has a focus in Christian or Faith-based Counseling.

    ·
    **Conclusion** – Summary of remarks shared with classmate.

    · APA style reference list at the end of the reply.

    **## Peer-ReviewDiscussionAnalysisintheStudyofTraumaAssignmentInstructions.docx**

    EDCO 790

    **Peer-Review Discussion: Analysis of the Study of Trauma Assignment Instructions**

    The skills of comparison and contrast are crucial to scholarly writing and presentation as required in doctoral study and completion of the dissertation. This discussion is one of three parts
    **,** the
    **Analysis in the Study of Trauma: Part One Assignment,** a
    **Peer-Review Discussion: Analysis of the Study of Trauma,** and the
    **Analysis in the Study of Trauma: Part Two Assignment.**

    In this discussion, each learner will post a thread that is an abstract of the assignment that was submitted in for the
    **Analysis of the Study of Trauma: Part One Assignment**. This abstract should follow the current seventh edition manual APA standard for abstracts. Learners will also attach their Part One paper to the thread.

    Learners are to reply to a classmate who has either no replies or only one reply from fellow classmates. Learners are to also respond back to those classmates who respond to their original thread.

    The student reply will include the following sections with noted headings.

    ·
    **Introduction – no heading**. Give brief paragraph of summary of insight gained from reviewing the classmate’s Part One paper.

    ·
    **Comparative Feedback** – Provide comparison of one peer-reviewed journal article published in the last three years that shares similar insight to the classmate’s discussion on comparison in Part One.

    ·
    **Contrasting Feedback** – Provide contrast per one peer-reviewed journal article published in the last three years that shares different insight to the classmate’s discussion in Part One – this can reflect difference in insight with either the classmate’s comparison or contrast discussion. The content of the reply should clarify what is being contrasted.

    ·
    **Biblical Integration**– Provide integration of a relevant scripture passage to classmate’s thread and a relevant scholarly reference that has a focus in Christian or Faith-based Counseling.

    ·
    **Conclusion** – Summary of remarks shared with classmate.

    · APA style reference list at the end of the reply.

    The reply should be 400 to 450 words in length with use of APA standard in headings for sections, citations of articles in respective sections, and reference list according to the current APA style manual edition (7th).

    **## ReplytoGina.docx**

    SOCIAL SUPPORT 2

    **Social Support: A Protective Factor Following Trauma**

    Gina Terry

    School of Behavioral Sciences, Liberty University

    **Author Note**

    I have no known conflict of interest to disclose.

    Correspondence concerning this article should be addressed to Gina Terry

    Email: gpterry@liberty.edu

    **Social Support: A Protective Factor Following Trauma**

    **Introduction**

    Trauma can affect an individual’s sense of safety, well-being, and relationships long after the event ends. Although responses vary from person to person, social support can serve as an important protective factor during the recovery process. Supportive relationships may reduce feelings of isolation, strengthen coping skills, and help regain a sense of connection and safety.

    **Comparison of Trauma**

    As Briere and Scott (2025) and Levers (2023) explain, trauma occurs within a broader interpersonal context, while recovery is influenced by the resources available to the individual. Research supports this idea. Posttraumatic recovery through the use of a biopsychosocial model shows that stress is responsive when interpersonal relationships interact with coping and self-efficacy (Calhoun et al., 2022). Similarly, Wang et al. (2021) found greater social support predicted lower subsequent PTSD symptoms. Together, these findings demonstrate the important role that supportive relationships play in recovery.

    **Contrast of Trauma**

    The literature differs in its emphasis on trauma and recovery. Saplosky (2004) primarily approaches stress through physiological processes and the prolonged negative impact on the body. However, Briere and Scott (2025) and Levers (2023) emphasize psychological symptoms and the interpersonal environment of the trauma. Research shows that social support is not equally protective across all situations. Wang et al. (2021) found there is a directional relationship between social support and PTSD symptoms, while Cusack et al. (2024) found that the influence of support varied depending on the trauma. Thus, social support matters, but its impact depends on the individual and circumstances of the trauma.

    **Biblical Integration**

    Scripture emphasizes the importance of support. Galatians 6:2, instructs us to “bear one another’s burdens” (English Standard Version Bible, 2001/2016, Galatians 6:2), while Romans 12:15 says “rejoice with those who rejoice, weep with those who weep” (ESV Bible, 2001/2016, Romans 12:15). Ecclesiastes 4:9-10 illustrates having support during difficult times. These teachings align with trauma literature because they recognize that connection is important, while calling for compassion and sharing of responsibility.

    **Conclusion**

    Social support can be a meaningful protective factor following trauma, but it is not the same for everyone. In some situations, it can play a significant role in healing, while in others, it may only represent a small part of the complex process of recovery. Integrating physiological, psychological, relational, and biblical perspectives provides counselors with a broader understanding of trauma and recovery.

    **References**

    Briere, J., & Scott, C. (2025). Principles of trauma therapy: A guide to symptoms, evaluation, and treatment (3rd ed.). SAGE Publications.

    Calhoun, C. D., Stone, K. J., Cobb, A. R., Patterson, M. W., Danielson, C. K., & Bendezu, J. J. (2022). The role of social support in coping with psychological trauma: An integrated biopsychosocial model for posttraumatic stress recovery. Psychiatric Quarterly, 93(4), 949–970. https://doi.org/10.1007/s11126-022-10003-w

    Cusack, S. E., Ridings, L. E., Davidson, T. M., Espeleta, H. C., Wilson, D. A., & Ruggiero, K. J. (2024). Social support in relation to posttraumatic stress disorder symptoms among patients with violent versus nonviolent injury. Psychological Trauma: Theory, Research, Practice, and Policy, 16(3), 504–512. https://doi.org/10.1037/tra0001509

    English Standard Version Bible. (2016). Crossway. (Original work published 2001)

    Levers, L. L. (2023). Trauma counseling: Theories and interventions for managing trauma, stress, crisis and disaster. Springer Publishing Company.

    Sapolsky, R. M. (2004). Why zebras don't get ulcers: The acclaimed guide to stress, stress-related diseases and coping(3rd ed.). St. Martin's Griffin.

    Wang, Y., Chung, M. C., Wang, N., Yu, X., & Kenardy, J. (2021). Social support and posttraumatic stress disorder: A meta-analysis of longitudinal studies. Clinical Psychology Review, 85, Article 101998. https://doi.org/10.1016/j.cpr.2021.101998

    **## Discussion-AnalysisintheStudyofTraumaAssignmentInstructions.docx**

    EDCO 790

    **Peer-Review Discussion: Analysis of the Study of Trauma Assignment Instructions**

    The skills of comparison and contrast are crucial to scholarly writing and presentation as required in doctoral study and completion of the dissertation. This discussion is one of three parts
    **,** the
    **Analysis in the Study of Trauma: Part One Assignment,** a
    **Peer-Review Discussion: Analysis of the Study of Trauma,** and the
    **Analysis in the Study of Trauma: Part Two Assignment.**

    In this discussion, each learner will post a thread that is an abstract of the assignment that was submitted in for the
    **Analysis of the Study of Trauma: Part One Assignment**. This abstract should follow the current seventh edition manual APA standard for abstracts. Learners will also attach their Part One paper to the thread.

    Learners are to reply to a classmate who has either no replies or only one reply from fellow classmates. Learners are to also respond back to those classmates who respond to their original thread.

    The student reply will include the following sections with noted headings.

    ·
    **Introduction – no heading**. Give brief paragraph of summary of insight gained from reviewing the classmate’s Part One paper.

    ·
    **Comparative Feedback** – Provide comparison of one peer-reviewed journal article published in the last three years that shares similar insight to the classmate’s discussion on comparison in Part One.

    ·
    **Contrasting Feedback** – Provide contrast per one peer-reviewed journal article published in the last three years that shares different insight to the classmate’s discussion in Part One – this can reflect difference in insight with either the classmate’s comparison or contrast discussion. The content of the reply should clarify what is being contrasted.

    ·
    **Biblical Integration**– Provide integration of a relevant scripture passage to classmate’s thread and a relevant scholarly reference that has a focus in Christian or Faith-based Counseling.

    ·
    **Conclusion** – Summary of remarks shared with classmate.

    · APA style reference list at the end of the reply.

    **## Peer-ReviewDiscussionAnalysisintheStudyofTraumaAssignmentInstructions.docx**

    EDCO 790

    **Peer-Review Discussion: Analysis of the Study of Trauma Assignment Instructions**

    The skills of comparison and contrast are crucial to scholarly writing and presentation as required in doctoral study and completion of the dissertation. This discussion is one of three parts
    **,** the
    **Analysis in the Study of Trauma: Part One Assignment,** a
    **Peer-Review Discussion: Analysis of the Study of Trauma,** and the
    **Analysis in the Study of Trauma: Part Two Assignment.**

    In this discussion, each learner will post a thread that is an abstract of the assignment that was submitted in for the
    **Analysis of the Study of Trauma: Part One Assignment**. This abstract should follow the current seventh edition manual APA standard for abstracts. Learners will also attach their Part One paper to the thread.

    Learners are to reply to a classmate who has either no replies or only one reply from fellow classmates. Learners are to also respond back to those classmates who respond to their original thread.

    The student reply will include the following sections with noted headings.

    ·
    **Introduction – no heading**. Give brief paragraph of summary of insight gained from reviewing the classmate’s Part One paper.

    ·
    **Comparative Feedback** – Provide comparison of one peer-reviewed journal article published in the last three years that shares similar insight to the classmate’s discussion on comparison in Part One.

    ·
    **Contrasting Feedback** – Provide contrast per one peer-reviewed journal article published in the last three years that shares different insight to the classmate’s discussion in Part One – this can reflect difference in insight with either the classmate’s comparison or contrast discussion. The content of the reply should clarify what is being contrasted.

    ·
    **Biblical Integration**– Provide integration of a relevant scripture passage to classmate’s thread and a relevant scholarly reference that has a focus in Christian or Faith-based Counseling.

    ·
    **Conclusion** – Summary of remarks shared with classmate.

    · APA style reference list at the end of the reply.

    The reply should be 400 to 450 words in length with use of APA standard in headings for sections, citations of articles in respective sections, and reference list according to the current APA style manual edition (7th).

    **## ReplytoGina.docx**

    SOCIAL SUPPORT 2

    **Social Support: A Protective Factor Following Trauma**

    Gina Terry

    School of Behavioral Sciences, Liberty University

    **Author Note**

    I have no known conflict of interest to disclose.

    Correspondence concerning this article should be addressed to Gina Terry

    Email: gpterry@liberty.edu

    **Social Support: A Protective Factor Following Trauma**

    **Introduction**

    Trauma can affect an individual’s sense of safety, well-being, and relationships long after the event ends. Although responses vary from person to person, social support can serve as an important protective factor during the recovery process. Supportive relationships may reduce feelings of isolation, strengthen coping skills, and help regain a sense of connection and safety.

    **Comparison of Trauma**

    As Briere and Scott (2025) and Levers (2023) explain, trauma occurs within a broader interpersonal context, while recovery is influenced by the resources available to the individual. Research supports this idea. Posttraumatic recovery through the use of a biopsychosocial model shows that stress is responsive when interpersonal relationships interact with coping and self-efficacy (Calhoun et al., 2022). Similarly, Wang et al. (2021) found greater social support predicted lower subsequent PTSD symptoms. Together, these findings demonstrate the important role that supportive relationships play in recovery.

    **Contrast of Trauma**

    The literature differs in its emphasis on trauma and recovery. Saplosky (2004) primarily approaches stress through physiological processes and the prolonged negative impact on the body. However, Briere and Scott (2025) and Levers (2023) emphasize psychological symptoms and the interpersonal environment of the trauma. Research shows that social support is not equally protective across all situations. Wang et al. (2021) found there is a directional relationship between social support and PTSD symptoms, while Cusack et al. (2024) found that the influence of support varied depending on the trauma. Thus, social support matters, but its impact depends on the individual and circumstances of the trauma.

    **Biblical Integration**

    Scripture emphasizes the importance of support. Galatians 6:2, instructs us to “bear one another’s burdens” (English Standard Version Bible, 2001/2016, Galatians 6:2), while Romans 12:15 says “rejoice with those who rejoice, weep with those who weep” (ESV Bible, 2001/2016, Romans 12:15). Ecclesiastes 4:9-10 illustrates having support during difficult times. These teachings align with trauma literature because they recognize that connection is important, while calling for compassion and sharing of responsibility.

    **Conclusion**

    Social support can be a meaningful protective factor following trauma, but it is not the same for everyone. In some situations, it can play a significant role in healing, while in others, it may only represent a small part of the complex process of recovery. Integrating physiological, psychological, relational, and biblical perspectives provides counselors with a broader understanding of trauma and recovery.

    **References**

    Briere, J., & Scott, C. (2025). Principles of trauma therapy: A guide to symptoms, evaluation, and treatment (3rd ed.). SAGE Publications.

    Calhoun, C. D., Stone, K. J., Cobb, A. R., Patterson, M. W., Danielson, C. K., & Bendezu, J. J. (2022). The role of social support in coping with psychological trauma: An integrated biopsychosocial model for posttraumatic stress recovery. Psychiatric Quarterly, 93(4), 949–970. https://doi.org/10.1007/s11126-022-10003-w

    Cusack, S. E., Ridings, L. E., Davidson, T. M., Espeleta, H. C., Wilson, D. A., & Ruggiero, K. J. (2024). Social support in relation to posttraumatic stress disorder symptoms among patients with violent versus nonviolent injury. Psychological Trauma: Theory, Research, Practice, and Policy, 16(3), 504–512. https://doi.org/10.1037/tra0001509

    English Standard Version Bible. (2016). Crossway. (Original work published 2001)

    Levers, L. L. (2023). Trauma counseling: Theories and interventions for managing trauma, stress, crisis and disaster. Springer Publishing Company.

    Sapolsky, R. M. (2004). Why zebras don't get ulcers: The acclaimed guide to stress, stress-related diseases and coping(3rd ed.). St. Martin's Griffin.

    Wang, Y., Chung, M. C., Wang, N., Yu, X., & Kenardy, J. (2021). Social support and posttraumatic stress disorder: A meta-analysis of longitudinal studies. Clinical Psychology Review, 85, Article 101998. https://doi.org/10.1016/j.cpr.2021.101998

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    Please follow ALL uploaded attachments – a month ago **files (6)** – ## TraumatologyAnnotatedOutlineAssignmentInstructions1.docx – ## GuidanceandExampleAnnotatedOutline.docx – Reading-Chapt.14-15LeversL.L.2023.Traumacounseling.pdf – Reading-Chapt.5-7LeversL.L.2023.Traumacounseling.pdf – Reading-Chap…

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    **files (6)**

    – ## TraumatologyAnnotatedOutlineAssignmentInstructions1.docx

    – ## GuidanceandExampleAnnotatedOutline.docx

    – Reading-Chapt.14-15LeversL.L.2023.Traumacounseling.pdf
    – Reading-Chapt.5-7LeversL.L.2023.Traumacounseling.pdf
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    **## TraumatologyAnnotatedOutlineAssignmentInstructions1.docx**

    EDCO 790

    **Traumatology Annotated Outline Assignment Instructions**

    **Overview**

    This assignment is part of a series of 5 assignments designed to allow a learner to intentionally focus on and narrow in on a specific topic and population of interest across the 8 weeks of the term. to help prepare the learner for the dissertation requirements of deepening a single topic of interest over a period of time and presenting the findings in more than one modality.

    · The Annotated Outline is a structured plan for a research paper that builds on the outline of the main sections and sub-sections with brief annotations that describe the purpose, content, and references of each part.

    · The learner will review the document for
    _Guidance and Example Annotated Outline_ for understanding and an example to follow.

    · The learner will expand on the outline with annotations for at least 3 points with support from peer-reviewed scholarly articles. Each annotation will be a brief statement of facts from the articles or summary of the relevant issues of that article.

    **Note**: It is expected that this assignment will demonstrate continuation of points made and references used for these previous assignments and will exhibit further depth
    . This will be considered in examination of the learner’s Turnitin report for the paper. Problem matches on Turnitin would be matches with course work outside what the learner has been building through the course.

    **Instructions** Include the following components in your
    **Traumatology Annotated Outline Assignment**:

    The outline must include the following:

    ·
    **Professional APA style Title Page**

    ·
    **The Following Sections Must be Included in the Outline:**

    ·
    **Discussion of the Topic of Study**

    · Annotations may include research on topics such as: overview of to the topic and information of what the current research states regarding what is currently known about the topic.
    **Note:** this paper’s audience is a scholarly audience of emerging traumatology experts. Do not include information that would be well known to this audience (i.e. a long discussion of the features of PTSD or definition of what the DSM defines as trauma would not be appropriate here).

    · At least 3 annotations from peer-reviewed scholarly articles are required for this section.

    ·
    **Population of Interest**

    · Annotations in this section must identify a specific population of interest and the relevance of studying this population.

    · Other annotations may include sources on information regarding risk factors, population data (including country or countries of interest), base rate or incidence rate of the topic within the population, and other pertinent information that offers a clear view of topic related to the population of interest for the paper.

    · Information on the relevance of studying a population could include sources discussing rationales such as: poor representation of the population of interest in the literature, a personal interest in the population (i.e. ministry or vocation), local community concern, vulnerability issues, and etc.

    · At least 3 annotations from peer-reviewed scholarly articles are required for this section.

    ·
    **Variables Associated with the Topic**

    · This section should include annotations that specifically expand the topic in a way that is specific to the population of interest and the factors that affect how this topic in traumatology is experienced by the population indicated.

    · Annotations in this section could include sources with elements such as relevant symptoms, short- and long-term effects associated with the topic, frequently occurring comorbidities, and an overview of recommended treatment methodologies for the type of trauma selected for the focus of this paper.
    **Note: the population of interest must be discussed throughout.**

    · At least 3 annotations from peer-reviewed scholarly articles are required for this section.

    ·
    **Biblical Integration**

    · This section must present annotations for building a scholarly discussion of biblical integration, Christian counseling, Christian accommodative practices, Chaplain work, pastoral counseling, or other published topics related to the topic and population of interest.

    · Bible verses and Christian or faith-based topics can be discussed along with appropriate scholarship (commentaries, theology references, etc.).
    **Note:** the audience for this paper is a Professional APA, scholarly reader.

    · At least 3 annotations from peer-reviewed scholarly articles are required for this section.

    ·
    **Topics for Future Research**

    · This section should include annotation from sources that include information on what research has found as gaps in the literature and what should continue to be the focus for future researchers.

    · At least 3 annotations from peer-reviewed scholarly articles are required for this section.

    ·
    **Other Requirements**

    · A minimum of 10 peer-reviewed journal articles with publication dates in the last 3 years are required.

    · Texts from this course or other references may be used as sources; they will be in addition
    to the other required sources.

    Be sure to review the criteria on the
    **Traumatology Annotated Outline Grading Rubric** before beginning this assignment.

    Refer to the
    **Guidance and Examples Annotated Outline** document within the assignment resources section for further guidance on constructing your annotated outline.
    **Note that the initial information is guidance and explanation about an annotated outline. The example from a student annotated outline in EDCO 790 is at the end of this document. This example is a section versus a complete outline. Use the format of this example section with which to construct all of your sections.**

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    Page 2 of 2

    **## GuidanceandExampleAnnotatedOutline.docx**

    **Guidance and Example Annotated Outline**

    **What is an Annotated Outline?**

    An annotated outline is a structured plan for a research paper that includes not only an outline of the main sections and sub-sections but also brief annotations that describe the purpose, content and references of each part. This tool is especially useful when writing literature reviews in the human services field, as it helps organize research, clarify arguments, and identify gaps in the existing literature.

    **Why Are Annotated Outlines Useful?**

    1.
    **Organize Complex Information**: Community care and counseling research often involves diverse populations, various service models, and complex social issues. An annotated outline helps to organize this information coherently.

    2.
    **Focus the Research**: By detailing what each section of the paper will cover, this ensures that the literature review remains focused and
    **directly related** to the research question.

    3.
    **Identify Service Gaps**: For areas of community care and counseling, identifying gaps in the literature often leads to recognizing areas where service delivery can be improved or where further research is needed to better serve communities/populations impacted. This is also a skill necessary for approaching a dissertation topic.

    4.
    **Prepare for Advanced Research**: Developing skills in creating annotated outlines is excellent preparation for more extensive projects, such as a dissertation, where a comprehensive literature review is essential.

    **How to Construct an Annotated Outline for EDCO 790**

    **Start with the Traumatology Outline completed in the Effects of Stress Module.**

    1.
    **Use the Professor’s feedback from the Outline assignment and expand that outline to include additional points as suggested with the assignment instructions.**

    2.
    **Add Annotations**:

    · For each outline point, write a brief annotation (1-3 sentences) that explain what each point will cover, why it is important, or how it contributes to the overall analysis. These sentences should be referenced with scholarly support (journal articles) or the support for these sentences should be clearly listed (see examples below).

    3.
    **Use Clear Headings and Subheadings**:

    · Organize the outline with clear headings and subheadings that align with the structure of the paper. This helps in maintaining a logical flow and makes it easier for readers to follow the argument.

    4.
    **List References:**

    · List both in text citations within the outline and again on an APA style reference list at the end of the annotated outline.

    5.
    **Be Detailed but Concise**:

    · Include enough detail to guide the writing but keep annotations concise. They should provide clarity without being overwhelmed with information.

    6.
    **Review and Refine**:

    · Revisit the annotated outline to ensure it logically flows and covers all necessary points. Adjust as needed, especially as the topics develop.

    **Tips for Success:**

    1.
    **No Direct Quotes**: Consider synthesizing information from sources to ensure the paper is made up of original writing that demonstrates a unique understanding of the materials. Remember, take great care with paraphrasing, as changing a few words from a direct quote is not paraphrasing. This style of writing still requires quotation marks and page numbers because these are still considered a direct quote.

    2.
    **Analyzing the Topic from Multiple Sources**: Compare and contrast different viewpoints and findings from at least two sources for each main point to provide a well- rounded analysis.

    3.
    **Ensuring Quality Sources**: Use peer-reviewed journals, academic books, and credible publications from the last three to five years to ensure the information is up-to-date and reliable. Course materials are acceptable, but they should likely be supported by more recent research that directly reflects the population of interest.

    4.
    **Narrow Topic and Population**: Keep this theme throughout each section of the Annotated Outline.

    **APA Style Organization:**

    ·
    **Summary Introduction**: Clearly outline what will be covered in the paper.

    ·
    **Transitions**: Use clear transitions between sections to maintain the flow of the paper.

    ·
    **Headings and Subheadings**: Organize the paper with appropriate headings and subheadings (e.g., Main Point 1: Types of Traumas, Subheading: Psychological Trauma).

    ·
    **Font**: Times New Roman, 12 point.

    ·
    **Conclusion**: Conclude with a summary of the findings and their implications based on the findings in the scholarship that will be used for the paper. Implications for future research or practice are included in scholarly based articles and should be synthesized within the conclusion across all the articles used.

    By following this outline and these tips, a focused, well-organized, and scholarly paper on trauma can be constructed.

    **The next page has a section example from the EDCO 790 Annotated Outline Assignment. Use this example as a model for each of your sections.**

    EDCO 790

    Page 2 of 2

    **Traumatology Annotated Outline: Compassion Fatigue Among Hospice Nurses**

    1.
    **Discussion of Topic of Study**

    a. Overview of topic

    i. What is now known about the topic in current research: Compassion fatigue (CF) is an emotional, cognitive, and behavioral response to trauma exposure (Leland & Armstrong, 2015; Sanderson, 2014; Stoewen, 2019) that affects various populations, including hospice and palliative care nurses.

    Compassion fatigue can also afflict those who constantly witness and hear other’s pain and trauma in the workplace, as is also the case within the hospice and palliative care fields (Chen et al., 2018; Robino, 2019; Sanderson, 2014).

    ii. Why there is a need to study the topic:

    1. Hospice nursing requires that its personnel provide emotional, psychological, physical, and spiritual support to their patients and the patient’s family and friends (Barnett & Ruiz, 2018; Cho & Cho, 2021).

    2. This can result in compassion fatigue due to the physical and emotional labor that the process requires (Barnett et al., 2022).

    3. Nurse compassion fatigue is not well understood, and assessment measures have a difficult time assessing compassion (Ledoux, 2015).

    iii. Definitions:

    1. Compassion is the ability of one to have empathy and engage in empathetic communications and interactions with others (Zhang et al., 2018).

    2. Compassion fatigue, or secondary trauma is the result of excessive exposure to trauma, multidimensional stress, and witnessing the trauma of others, resulting in psychological distress including the inability to be empathetic (Sanderson, 2014; Zhang et al., 2018).

    3. Burnout is the result of excess stress and job strain that has the potential to create feelings of dissatisfaction, depression, and inability to complete tasks (Zhang et al., 2018).

    4. Empathy, or compassion is when an individual utilizes warmth, tenderness, and care to communicate and interact with individuals, ensuring they feel safe, seen, and heard (Hansen et al., 2018; Seligman et al., 2021; Tan, 2022). Empathy also involves being conscientious of the feelings of others (Sahin et al., 2023).

    iv. Etiology (Ledoux, 2015):

    1. Burnout

    2. Secondary/Vicarious trauma

    3. PTSD

    b. Other current information on the topic:

    i. Feeling other’s negative emotions can activate brain activity similar to when someone experiences pain (Hansen et al., 2018)

    **Reading-Chapt.14-15LeversL.L.2023.Traumacounseling.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapt-14-15leversl-l-2023-traumacounseling-pdf-10597283)

    **Reading-Chapt.5-7LeversL.L.2023.Traumacounseling.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapt-5-7leversl-l-2023-traumacounseling-pdf-10597285)

    **Reading-Chapt.11-13LeversL.L.2023.Traumacounseling.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapt-11-13leversl-l-2023-traumacounseling-pdf-10597287)

    **Reading-Chapt.8-10LeversL.L.2023.Traumacounseling.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapt-8-10leversl-l-2023-traumacounseling-pdf-10597289)

    **Reading-Chapt.8-10LeversL.L.2023.Traumacounseling.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapt-8-10leversl-l-2023-traumacounseling-pdf-10597289)

    **## TraumatologyAnnotatedOutlineAssignmentInstructions1.docx**

    EDCO 790

    **Traumatology Annotated Outline Assignment Instructions**

    **Overview**

    This assignment is part of a series of 5 assignments designed to allow a learner to intentionally focus on and narrow in on a specific topic and population of interest across the 8 weeks of the term. to help prepare the learner for the dissertation requirements of deepening a single topic of interest over a period of time and presenting the findings in more than one modality.

    · The Annotated Outline is a structured plan for a research paper that builds on the outline of the main sections and sub-sections with brief annotations that describe the purpose, content, and references of each part.

    · The learner will review the document for
    _Guidance and Example Annotated Outline_ for understanding and an example to follow.

    · The learner will expand on the outline with annotations for at least 3 points with support from peer-reviewed scholarly articles. Each annotation will be a brief statement of facts from the articles or summary of the relevant issues of that article.

    **Note**: It is expected that this assignment will demonstrate continuation of points made and references used for these previous assignments and will exhibit further depth
    . This will be considered in examination of the learner’s Turnitin report for the paper. Problem matches on Turnitin would be matches with course work outside what the learner has been building through the course.

    **Instructions** Include the following components in your
    **Traumatology Annotated Outline Assignment**:

    The outline must include the following:

    ·
    **Professional APA style Title Page**

    ·
    **The Following Sections Must be Included in the Outline:**

    ·
    **Discussion of the Topic of Study**

    · Annotations may include research on topics such as: overview of to the topic and information of what the current research states regarding what is currently known about the topic.
    **Note:** this paper’s audience is a scholarly audience of emerging traumatology experts. Do not include information that would be well known to this audience (i.e. a long discussion of the features of PTSD or definition of what the DSM defines as trauma would not be appropriate here).

    · At least 3 annotations from peer-reviewed scholarly articles are required for this section.

    ·
    **Population of Interest**

    · Annotations in this section must identify a specific population of interest and the relevance of studying this population.

    · Other annotations may include sources on information regarding risk factors, population data (including country or countries of interest), base rate or incidence rate of the topic within the population, and other pertinent information that offers a clear view of topic related to the population of interest for the paper.

    · Information on the relevance of studying a population could include sources discussing rationales such as: poor representation of the population of interest in the literature, a personal interest in the population (i.e. ministry or vocation), local community concern, vulnerability issues, and etc.

    · At least 3 annotations from peer-reviewed scholarly articles are required for this section.

    ·
    **Variables Associated with the Topic**

    · This section should include annotations that specifically expand the topic in a way that is specific to the population of interest and the factors that affect how this topic in traumatology is experienced by the population indicated.

    · Annotations in this section could include sources with elements such as relevant symptoms, short- and long-term effects associated with the topic, frequently occurring comorbidities, and an overview of recommended treatment methodologies for the type of trauma selected for the focus of this paper.
    **Note: the population of interest must be discussed throughout.**

    · At least 3 annotations from peer-reviewed scholarly articles are required for this section.

    ·
    **Biblical Integration**

    · This section must present annotations for building a scholarly discussion of biblical integration, Christian counseling, Christian accommodative practices, Chaplain work, pastoral counseling, or other published topics related to the topic and population of interest.

    · Bible verses and Christian or faith-based topics can be discussed along with appropriate scholarship (commentaries, theology references, etc.).
    **Note:** the audience for this paper is a Professional APA, scholarly reader.

    · At least 3 annotations from peer-reviewed scholarly articles are required for this section.

    ·
    **Topics for Future Research**

    · This section should include annotation from sources that include information on what research has found as gaps in the literature and what should continue to be the focus for future researchers.

    · At least 3 annotations from peer-reviewed scholarly articles are required for this section.

    ·
    **Other Requirements**

    · A minimum of 10 peer-reviewed journal articles with publication dates in the last 3 years are required.

    · Texts from this course or other references may be used as sources; they will be in addition
    to the other required sources.

    Be sure to review the criteria on the
    **Traumatology Annotated Outline Grading Rubric** before beginning this assignment.

    Refer to the
    **Guidance and Examples Annotated Outline** document within the assignment resources section for further guidance on constructing your annotated outline.
    **Note that the initial information is guidance and explanation about an annotated outline. The example from a student annotated outline in EDCO 790 is at the end of this document. This example is a section versus a complete outline. Use the format of this example section with which to construct all of your sections.**

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    Page 2 of 2

    **## GuidanceandExampleAnnotatedOutline.docx**

    **Guidance and Example Annotated Outline**

    **What is an Annotated Outline?**

    An annotated outline is a structured plan for a research paper that includes not only an outline of the main sections and sub-sections but also brief annotations that describe the purpose, content and references of each part. This tool is especially useful when writing literature reviews in the human services field, as it helps organize research, clarify arguments, and identify gaps in the existing literature.

    **Why Are Annotated Outlines Useful?**

    1.
    **Organize Complex Information**: Community care and counseling research often involves diverse populations, various service models, and complex social issues. An annotated outline helps to organize this information coherently.

    2.
    **Focus the Research**: By detailing what each section of the paper will cover, this ensures that the literature review remains focused and
    **directly related** to the research question.

    3.
    **Identify Service Gaps**: For areas of community care and counseling, identifying gaps in the literature often leads to recognizing areas where service delivery can be improved or where further research is needed to better serve communities/populations impacted. This is also a skill necessary for approaching a dissertation topic.

    4.
    **Prepare for Advanced Research**: Developing skills in creating annotated outlines is excellent preparation for more extensive projects, such as a dissertation, where a comprehensive literature review is essential.

    **How to Construct an Annotated Outline for EDCO 790**

    **Start with the Traumatology Outline completed in the Effects of Stress Module.**

    1.
    **Use the Professor’s feedback from the Outline assignment and expand that outline to include additional points as suggested with the assignment instructions.**

    2.
    **Add Annotations**:

    · For each outline point, write a brief annotation (1-3 sentences) that explain what each point will cover, why it is important, or how it contributes to the overall analysis. These sentences should be referenced with scholarly support (journal articles) or the support for these sentences should be clearly listed (see examples below).

    3.
    **Use Clear Headings and Subheadings**:

    · Organize the outline with clear headings and subheadings that align with the structure of the paper. This helps in maintaining a logical flow and makes it easier for readers to follow the argument.

    4.
    **List References:**

    · List both in text citations within the outline and again on an APA style reference list at the end of the annotated outline.

    5.
    **Be Detailed but Concise**:

    · Include enough detail to guide the writing but keep annotations concise. They should provide clarity without being overwhelmed with information.

    6.
    **Review and Refine**:

    · Revisit the annotated outline to ensure it logically flows and covers all necessary points. Adjust as needed, especially as the topics develop.

    **Tips for Success:**

    1.
    **No Direct Quotes**: Consider synthesizing information from sources to ensure the paper is made up of original writing that demonstrates a unique understanding of the materials. Remember, take great care with paraphrasing, as changing a few words from a direct quote is not paraphrasing. This style of writing still requires quotation marks and page numbers because these are still considered a direct quote.

    2.
    **Analyzing the Topic from Multiple Sources**: Compare and contrast different viewpoints and findings from at least two sources for each main point to provide a well- rounded analysis.

    3.
    **Ensuring Quality Sources**: Use peer-reviewed journals, academic books, and credible publications from the last three to five years to ensure the information is up-to-date and reliable. Course materials are acceptable, but they should likely be supported by more recent research that directly reflects the population of interest.

    4.
    **Narrow Topic and Population**: Keep this theme throughout each section of the Annotated Outline.

    **APA Style Organization:**

    ·
    **Summary Introduction**: Clearly outline what will be covered in the paper.

    ·
    **Transitions**: Use clear transitions between sections to maintain the flow of the paper.

    ·
    **Headings and Subheadings**: Organize the paper with appropriate headings and subheadings (e.g., Main Point 1: Types of Traumas, Subheading: Psychological Trauma).

    ·
    **Font**: Times New Roman, 12 point.

    ·
    **Conclusion**: Conclude with a summary of the findings and their implications based on the findings in the scholarship that will be used for the paper. Implications for future research or practice are included in scholarly based articles and should be synthesized within the conclusion across all the articles used.

    By following this outline and these tips, a focused, well-organized, and scholarly paper on trauma can be constructed.

    **The next page has a section example from the EDCO 790 Annotated Outline Assignment. Use this example as a model for each of your sections.**

    EDCO 790

    Page 2 of 2

    **Traumatology Annotated Outline: Compassion Fatigue Among Hospice Nurses**

    1.
    **Discussion of Topic of Study**

    a. Overview of topic

    i. What is now known about the topic in current research: Compassion fatigue (CF) is an emotional, cognitive, and behavioral response to trauma exposure (Leland & Armstrong, 2015; Sanderson, 2014; Stoewen, 2019) that affects various populations, including hospice and palliative care nurses.

    Compassion fatigue can also afflict those who constantly witness and hear other’s pain and trauma in the workplace, as is also the case within the hospice and palliative care fields (Chen et al., 2018; Robino, 2019; Sanderson, 2014).

    ii. Why there is a need to study the topic:

    1. Hospice nursing requires that its personnel provide emotional, psychological, physical, and spiritual support to their patients and the patient’s family and friends (Barnett & Ruiz, 2018; Cho & Cho, 2021).

    2. This can result in compassion fatigue due to the physical and emotional labor that the process requires (Barnett et al., 2022).

    3. Nurse compassion fatigue is not well understood, and assessment measures have a difficult time assessing compassion (Ledoux, 2015).

    iii. Definitions:

    1. Compassion is the ability of one to have empathy and engage in empathetic communications and interactions with others (Zhang et al., 2018).

    2. Compassion fatigue, or secondary trauma is the result of excessive exposure to trauma, multidimensional stress, and witnessing the trauma of others, resulting in psychological distress including the inability to be empathetic (Sanderson, 2014; Zhang et al., 2018).

    3. Burnout is the result of excess stress and job strain that has the potential to create feelings of dissatisfaction, depression, and inability to complete tasks (Zhang et al., 2018).

    4. Empathy, or compassion is when an individual utilizes warmth, tenderness, and care to communicate and interact with individuals, ensuring they feel safe, seen, and heard (Hansen et al., 2018; Seligman et al., 2021; Tan, 2022). Empathy also involves being conscientious of the feelings of others (Sahin et al., 2023).

    iv. Etiology (Ledoux, 2015):

    1. Burnout

    2. Secondary/Vicarious trauma

    3. PTSD

    b. Other current information on the topic:

    i. Feeling other’s negative emotions can activate brain activity similar to when someone experiences pain (Hansen et al., 2018)

    **Reading-Chapt.14-15LeversL.L.2023.Traumacounseling.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapt-14-15leversl-l-2023-traumacounseling-pdf-10597283)

    **Reading-Chapt.5-7LeversL.L.2023.Traumacounseling.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapt-5-7leversl-l-2023-traumacounseling-pdf-10597285)

    **Reading-Chapt.11-13LeversL.L.2023.Traumacounseling.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapt-11-13leversl-l-2023-traumacounseling-pdf-10597287)

    **Reading-Chapt.8-10LeversL.L.2023.Traumacounseling.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapt-8-10leversl-l-2023-traumacounseling-pdf-10597289)

    **## TraumatologyAnnotatedOutlineAssignmentInstructions1.docx**

    EDCO 790

    **Traumatology Annotated Outline Assignment Instructions**

    **Overview**

    This assignment is part of a series of 5 assignments designed to allow a learner to intentionally focus on and narrow in on a specific topic and population of interest across the 8 weeks of the term. to help prepare the learner for the dissertation requirements of deepening a single topic of interest over a period of time and presenting the findings in more than one modality.

    · The Annotated Outline is a structured plan for a research paper that builds on the outline of the main sections and sub-sections with brief annotations that describe the purpose, content, and references of each part.

    · The learner will review the document for
    _Guidance and Example Annotated Outline_ for understanding and an example to follow.

    · The learner will expand on the outline with annotations for at least 3 points with support from peer-reviewed scholarly articles. Each annotation will be a brief statement of facts from the articles or summary of the relevant issues of that article.

    **Note**: It is expected that this assignment will demonstrate continuation of points made and references used for these previous assignments and will exhibit further depth
    . This will be considered in examination of the learner’s Turnitin report for the paper. Problem matches on Turnitin would be matches with course work outside what the learner has been building through the course.

    **Instructions** Include the following components in your
    **Traumatology Annotated Outline Assignment**:

    The outline must include the following:

    ·
    **Professional APA style Title Page**

    ·
    **The Following Sections Must be Included in the Outline:**

    ·
    **Discussion of the Topic of Study**

    · Annotations may include research on topics such as: overview of to the topic and information of what the current research states regarding what is currently known about the topic.
    **Note:** this paper’s audience is a scholarly audience of emerging traumatology experts. Do not include information that would be well known to this audience (i.e. a long discussion of the features of PTSD or definition of what the DSM defines as trauma would not be appropriate here).

    · At least 3 annotations from peer-reviewed scholarly articles are required for this section.

    ·
    **Population of Interest**

    · Annotations in this section must identify a specific population of interest and the relevance of studying this population.

    · Other annotations may include sources on information regarding risk factors, population data (including country or countries of interest), base rate or incidence rate of the topic within the population, and other pertinent information that offers a clear view of topic related to the population of interest for the paper.

    · Information on the relevance of studying a population could include sources discussing rationales such as: poor representation of the population of interest in the literature, a personal interest in the population (i.e. ministry or vocation), local community concern, vulnerability issues, and etc.

    · At least 3 annotations from peer-reviewed scholarly articles are required for this section.

    ·
    **Variables Associated with the Topic**

    · This section should include annotations that specifically expand the topic in a way that is specific to the population of interest and the factors that affect how this topic in traumatology is experienced by the population indicated.

    · Annotations in this section could include sources with elements such as relevant symptoms, short- and long-term effects associated with the topic, frequently occurring comorbidities, and an overview of recommended treatment methodologies for the type of trauma selected for the focus of this paper.
    **Note: the population of interest must be discussed throughout.**

    · At least 3 annotations from peer-reviewed scholarly articles are required for this section.

    ·
    **Biblical Integration**

    · This section must present annotations for building a scholarly discussion of biblical integration, Christian counseling, Christian accommodative practices, Chaplain work, pastoral counseling, or other published topics related to the topic and population of interest.

    · Bible verses and Christian or faith-based topics can be discussed along with appropriate scholarship (commentaries, theology references, etc.).
    **Note:** the audience for this paper is a Professional APA, scholarly reader.

    · At least 3 annotations from peer-reviewed scholarly articles are required for this section.

    ·
    **Topics for Future Research**

    · This section should include annotation from sources that include information on what research has found as gaps in the literature and what should continue to be the focus for future researchers.

    · At least 3 annotations from peer-reviewed scholarly articles are required for this section.

    ·
    **Other Requirements**

    · A minimum of 10 peer-reviewed journal articles with publication dates in the last 3 years are required.

    · Texts from this course or other references may be used as sources; they will be in addition
    to the other required sources.

    Be sure to review the criteria on the
    **Traumatology Annotated Outline Grading Rubric** before beginning this assignment.

    Refer to the
    **Guidance and Examples Annotated Outline** document within the assignment resources section for further guidance on constructing your annotated outline.
    **Note that the initial information is guidance and explanation about an annotated outline. The example from a student annotated outline in EDCO 790 is at the end of this document. This example is a section versus a complete outline. Use the format of this example section with which to construct all of your sections.**

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    Page 2 of 2

    **## GuidanceandExampleAnnotatedOutline.docx**

    **Guidance and Example Annotated Outline**

    **What is an Annotated Outline?**

    An annotated outline is a structured plan for a research paper that includes not only an outline of the main sections and sub-sections but also brief annotations that describe the purpose, content and references of each part. This tool is especially useful when writing literature reviews in the human services field, as it helps organize research, clarify arguments, and identify gaps in the existing literature.

    **Why Are Annotated Outlines Useful?**

    1.
    **Organize Complex Information**: Community care and counseling research often involves diverse populations, various service models, and complex social issues. An annotated outline helps to organize this information coherently.

    2.
    **Focus the Research**: By detailing what each section of the paper will cover, this ensures that the literature review remains focused and
    **directly related** to the research question.

    3.
    **Identify Service Gaps**: For areas of community care and counseling, identifying gaps in the literature often leads to recognizing areas where service delivery can be improved or where further research is needed to better serve communities/populations impacted. This is also a skill necessary for approaching a dissertation topic.

    4.
    **Prepare for Advanced Research**: Developing skills in creating annotated outlines is excellent preparation for more extensive projects, such as a dissertation, where a comprehensive literature review is essential.

    **How to Construct an Annotated Outline for EDCO 790**

    **Start with the Traumatology Outline completed in the Effects of Stress Module.**

    1.
    **Use the Professor’s feedback from the Outline assignment and expand that outline to include additional points as suggested with the assignment instructions.**

    2.
    **Add Annotations**:

    · For each outline point, write a brief annotation (1-3 sentences) that explain what each point will cover, why it is important, or how it contributes to the overall analysis. These sentences should be referenced with scholarly support (journal articles) or the support for these sentences should be clearly listed (see examples below).

    3.
    **Use Clear Headings and Subheadings**:

    · Organize the outline with clear headings and subheadings that align with the structure of the paper. This helps in maintaining a logical flow and makes it easier for readers to follow the argument.

    4.
    **List References:**

    · List both in text citations within the outline and again on an APA style reference list at the end of the annotated outline.

    5.
    **Be Detailed but Concise**:

    · Include enough detail to guide the writing but keep annotations concise. They should provide clarity without being overwhelmed with information.

    6.
    **Review and Refine**:

    · Revisit the annotated outline to ensure it logically flows and covers all necessary points. Adjust as needed, especially as the topics develop.

    **Tips for Success:**

    1.
    **No Direct Quotes**: Consider synthesizing information from sources to ensure the paper is made up of original writing that demonstrates a unique understanding of the materials. Remember, take great care with paraphrasing, as changing a few words from a direct quote is not paraphrasing. This style of writing still requires quotation marks and page numbers because these are still considered a direct quote.

    2.
    **Analyzing the Topic from Multiple Sources**: Compare and contrast different viewpoints and findings from at least two sources for each main point to provide a well- rounded analysis.

    3.
    **Ensuring Quality Sources**: Use peer-reviewed journals, academic books, and credible publications from the last three to five years to ensure the information is up-to-date and reliable. Course materials are acceptable, but they should likely be supported by more recent research that directly reflects the population of interest.

    4.
    **Narrow Topic and Population**: Keep this theme throughout each section of the Annotated Outline.

    **APA Style Organization:**

    ·
    **Summary Introduction**: Clearly outline what will be covered in the paper.

    ·
    **Transitions**: Use clear transitions between sections to maintain the flow of the paper.

    ·
    **Headings and Subheadings**: Organize the paper with appropriate headings and subheadings (e.g., Main Point 1: Types of Traumas, Subheading: Psychological Trauma).

    ·
    **Font**: Times New Roman, 12 point.

    ·
    **Conclusion**: Conclude with a summary of the findings and their implications based on the findings in the scholarship that will be used for the paper. Implications for future research or practice are included in scholarly based articles and should be synthesized within the conclusion across all the articles used.

    By following this outline and these tips, a focused, well-organized, and scholarly paper on trauma can be constructed.

    **The next page has a section example from the EDCO 790 Annotated Outline Assignment. Use this example as a model for each of your sections.**

    EDCO 790

    Page 2 of 2

    **Traumatology Annotated Outline: Compassion Fatigue Among Hospice Nurses**

    1.
    **Discussion of Topic of Study**

    a. Overview of topic

    i. What is now known about the topic in current research: Compassion fatigue (CF) is an emotional, cognitive, and behavioral response to trauma exposure (Leland & Armstrong, 2015; Sanderson, 2014; Stoewen, 2019) that affects various populations, including hospice and palliative care nurses.

    Compassion fatigue can also afflict those who constantly witness and hear other’s pain and trauma in the workplace, as is also the case within the hospice and palliative care fields (Chen et al., 2018; Robino, 2019; Sanderson, 2014).

    ii. Why there is a need to study the topic:

    1. Hospice nursing requires that its personnel provide emotional, psychological, physical, and spiritual support to their patients and the patient’s family and friends (Barnett & Ruiz, 2018; Cho & Cho, 2021).

    2. This can result in compassion fatigue due to the physical and emotional labor that the process requires (Barnett et al., 2022).

    3. Nurse compassion fatigue is not well understood, and assessment measures have a difficult time assessing compassion (Ledoux, 2015).

    iii. Definitions:

    1. Compassion is the ability of one to have empathy and engage in empathetic communications and interactions with others (Zhang et al., 2018).

    2. Compassion fatigue, or secondary trauma is the result of excessive exposure to trauma, multidimensional stress, and witnessing the trauma of others, resulting in psychological distress including the inability to be empathetic (Sanderson, 2014; Zhang et al., 2018).

    3. Burnout is the result of excess stress and job strain that has the potential to create feelings of dissatisfaction, depression, and inability to complete tasks (Zhang et al., 2018).

    4. Empathy, or compassion is when an individual utilizes warmth, tenderness, and care to communicate and interact with individuals, ensuring they feel safe, seen, and heard (Hansen et al., 2018; Seligman et al., 2021; Tan, 2022). Empathy also involves being conscientious of the feelings of others (Sahin et al., 2023).

    iv. Etiology (Ledoux, 2015):

    1. Burnout

    2. Secondary/Vicarious trauma

    3. PTSD

    b. Other current information on the topic:

    i. Feeling other’s negative emotions can activate brain activity similar to when someone experiences pain (Hansen et al., 2018)

    **Reading-Chapt.14-15LeversL.L.2023.Traumacounseling.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapt-14-15leversl-l-2023-traumacounseling-pdf-10597283)

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    help me answer my assignment

    – a month ago

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    – ## cf_killing_us_softly_worksheet.docx

    **## cf_killing_us_softly_worksheet.docx**

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    ## _Killing Us Softly_ Worksheet

    ### Directions

    Follow the directions carefully for each part. Complete each of the
    **boxes** across the
    **5 parts**.

    ### Preparation

    If you haven’t already, before completing the worksheet for this assignment, watch
    _Killing Us Softly 4: Advertising's Image of Women_ from this week’s studies.

    ### Part 1: Connecting Concepts

    Scoring Criterion: Describe the effects of culture, ethnicity, and diversity on the human experience.

    Purpose: To identify related pieces of information in two (2) different sources. Then put the two (2) pieces together to create a stronger paragraph.

    Directions: Read the prompts and fill in all blocks in both tables.

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | **A.** **Find** where your textbook explains <br>**how stereotypes are expressed in media** in Chapter 3, and their effects (hint: start at page 55). <br>**Quote**(copy the <br>**exact** sentence or phrase) from the book and put quotation marks around it. After the quotation, <br>**add a proper APA in-text citation with the page number**, like this: (Blaine & Brenchley, 2020, p. #)<br>**Example:** “The quoted sentence here” (Blaine & Brenchley, 2020, p. #).<br>**Remember**:<br> <br>· Replace the <br>**#** with the correct page number.<br> <br>· The citation goes right after the quotation mark, before the period. | |
    | **B. Watch** the film <br>_Killing Us Softly_ (and review the transcript found on <br>[this link](https://media.capella.edu/CourseMedia/PSYC3540element23124/wrapper.asp) to the video) to <br>**find a direct quote** that shows <br>**how media stereotypes affect people**. <br> <br>**Copy the exact sentence or phrase** from the film and put quotation marks around it. After the closing quotation mark, add this citation at the end: (Kilbourne, 2010). <br>**Example:** “The quoted sentence here” (Kilbourne, 2010).<br>**Then, in 1–2 sentences, explain why you think this quote is important**.<br>**Response starter:**<br>“The quoted sentence here” (Kilbourne, 2010). This quote is important because it shows… | |
    | **C. Compare and Contrast** the direct quotes from the film used above to the direct quote from the textbook you provided earlier.<br>**Explain** one (1) way they are <br>**similar** and one (1) way they are <br>**different.**<br>**Next, describe** what these pieces of evidence together tell us about how stereotypes in media can affect culture, ethnicity, or human diversity.<br> <br>**An example of how you might start this:**<br>“Both the film and the textbook show that stereotypes can form when ____. However, they differ because ____.” | |

    #### Putting It Together

    Directions: Using the information you gathered above, put together a paragraph.

    Main Idea for Your Paragraph:

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | **D. Review** your three (3) responses listed above (A–C) in the <br>_Part 1_ Connecting Concepts table. <br> <br>**Write one (1) sentence that states a Main Idea that ties all three items together.** **Remember:** Keep it short and clear—<br>**only one (1) sentence** that covers all three items. | |

    Paragraph Using the MEAL Plan.

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | Now it’s time to bring your work together. <br>**Create one (1) paragraph** by putting the sentences you already wrote in <br>**this order (D, A, B, C)**:<br> <br>· Start with your <br>**Main Idea sentence** (D).<br> <br>· Add your <br>**APA-cited textbook quote** (A).<br> <br>· Include your <br>**APA-cited film quote** and <br>**sentence** (B).<br> <br>· Finish with your <br>**analysis comparing and contrasting** the textbook and film (C).<br> <br>**Note:** Your paragraph should be written as one smooth, scholarly paragraph—not as separate bullet points. <br>**Use transition words** (for example: <br>_also, in contrast, together,_ etc.) so the paragraph flows smoothly and explains the effects of <br>**stereotypes in media** on people. | |

    **Part 2: Thinking Errors**
    Scoring Criterion: Describe the relationship between common fallacies in thinking and inaccurate conclusions.

    Purpose: To build critical thinking skills.

    Directions: Read the prompts and fill in all blocks in both tables.

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | **A.** **Go** to the Capella webpage on <br>**_Sociocentric Thinking_** (<br>[this link](https://campus.capella.edu/critical-thinking/qualities-of-the-thinker/egocentric-and-sociocentric-thinking/sociocentric-thinking) will open when logged into Campus, you may need to click more than once ).<br>**Find the statement(s) that explains what sociocentric thinking is and how it affects critical thinking**. <br>**Quote** (copy the exact sentence or phrase) and put quotation marks around it. After the quotation, <br>**add this citation**: (Capella University, n.d.).<br>**Example**: “The quoted sentence here” (Capella University, n.d.). | |
    | **B.**<br>**Watch** the film <br>_Killing Us Softly_ (and review the transcript (on <br>[this link](https://media.capella.edu/CourseMedia/PSYC3540element23124/wrapper.asp)). <br>**Find** a part that explains <br>**the social assumptions behind how women are portrayed in advertising**.<br>**Quote**(copy the exact sentence) <br>OR **summarize** (explain it in your own words) what the film shares, using this citation at the end: (Kilbourne, 2010) . <br>**Quote example**: “The quoted sentence here” (Kilbourne, 2010).<br>**Summary example:** The film discussed a concept this way (Kilbourne, 2010).<br>**Next, explain why you think this point is important in 1-2 sentences.**<br>**Response starters:**<br>“The quoted sentence here” (Kilbourne, 2010). This is important because it shows ….<br> <br>**OR**<br>The film talked about the concept this way (Kilbourne, 2010). This is important because it shows …. | |
    | **C. Compare and contrast** the quote on <br>**sociocentric thinking** that you found to your film quote (or summary) that focused on <br>**social assumptions** in advertising. <br>**Explain** one (1) way they are<br>**similar** and one (1) way they are<br>**different.** Then,<br>**describe what these pieces of evidence together tell us about how stereotypes in media can affect culture, ethnicity, or human diversity.**<br>**An example of how you might start this:**<br>“Both the Capella webpage and the film show that stereotypes in media affect thinking ____. However, they differ because ____.”<br> <br>**Note:** Use terminology from your webpage quote, and APA citations from your two sources to support your scholarly writing. | |

    **Putting It Together**
    Directions: Using the information you gathered above, put together a paragraph.

    Main Idea for Your Paragraph:

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | **D. Review** your three (3) responses listed above (A–C) in the <br>_Part 2_ Connecting Concepts table. <br> <br>**Write one (1) sentence that states a Main Idea that ties all three items together.** **Remember:**<br>· Your sentence should cover all three items, not just one.<br>· Keep it short and clear—<br>**only one (1) sentence**. | |

    Paragraph Using the MEAL Plan.

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | Now it’s time to bring your work together. <br>**Create one (1) paragraph** by putting the sentences you already wrote in <br>**this order (D, A, B, C)**:<br> <br>· Start with your <br>**Main Idea sentence** (D).<br> <br>· Add your <br>**APA-cited webpage quote** (A).<br> <br>· Include your <br>**APA-cited film quote** **or Summary** and sentence (B).<br> <br>· Finish with your <br>**analysis comparing and contrasting** the textbook and film (C).<br> <br>**Note:** Your paragraph should be written as one smooth, scholarly paragraph—not as separate bullet points. <br>**Use transition words** (for example: <br>_also, in contrast, together,_ etc.) so the paragraph flows smoothly and explains how <br>**social assumptions** in media and <br>**sociocentric thinking** affect people. | |

    **Part 3: Self-Reflection**
    Scoring Criterion: Describe the potential for prejudice and discrimination in oneself and others.

    Preparation: Compete an Implicit Association Test using this link
    [https://implicit.harvard.edu/implicit/takeatest.html](https://implicit.harvard.edu/implicit/takeatest.html)

    Purpose: To gain a deeper understanding of ourselves.

    Directions: Read the prompts and fill in all blocks in the table below.

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | **Complete one (1)** Implicit Association Test (<br>[linked here](https://implicit.harvard.edu/implicit/takeatest.html)): <br> <br>· <br>**Share** the name of the <br>_specific_ Implicit Association Test (IAT) you took.<br> <br>· <br>**Describe** what your experience was like during the test in one (1) or two (2) sentences. <br> <br>· <br>**Describe,** in one (1) or two (2) sentences, how you feel the Implicit Association Test and the output explaining your specific IAT results can be helpful (or unhelpful) in identifying one’s potential for <br>**prejudice** or <br>**discrimination**. <br> <br>**Note:** Use terminology from your textbook quote, and APA citations to support your scholarly writing. | |
    | Describe how there is potential for <br>**prejudice** and<br>**discrimination** in all of us <br>**using specific examples**. <br> <br>You can use examples from your own life, the textbook, or the video <br>_Killing Us Softly._ Support your example with terminology from the textbook to support your writing. | |

    ### Part 4: Bias and Communication

    Scoring Criterion: Describe the relationship between culture, value, bias and misunderstandings in communication.

    Purpose: Use the information you’ve learned to help improve communication skills.

    Directions: Read the prompts and fill in all blocks in the table below.

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | 1. <br>**Quote**(copy the exact sentence or phrase and put quotation marks around it) your textbook’s explanation of the<br>**effects of stereotypes on communication.**<br>**Cite** your source with the page number where you found the quote using this citation: (Blaine & Brenchley, 2020, p. #). <br> <br>**Example:** “The quoted sentence here” (Blaine & Brenchley, 2020, p. #). | |
    | 2. <br>**Describe** a detailed example of communication between diverse people from your life, or from the media, where stereotypes may have been a <br>**biasing** influence that led to <br>**misunderstanding** in the interaction.<br>**Note:** Use terminology from your textbook to support your scholarly writing. | |
    | 3. <br>**Compare and contrast** the textbook’s quote (#1 above) to the example you provided (#2 above) <br>**in two (2) or three (3) sentences**. <br>**Explain** how these <br>**two (2) pieces of evidence** help us <br>**understand how communication** across culture, ethnicity, or human <br>**diversity is vulnerable** to <br>**bias** and <br>**misunderstanding.** **An example of how you might start this:**<br>The textbook quote highlighted bias and misunderstanding when stated “this quoted information” (Blaine & Brenchley, 2020, p #). This is similar to my example of biased communication where I wrote about____. However, they differ because ____. | |

    **Part 5: Diversity and Careers**
    Scoring Criterion: Describe the importance of working effectively in diverse work environments.

    Preparation: Find a job opening that interests you.

    Purpose: Connect course content to workplace skills.

    Directions: Read the prompts and fill in all blocks in the table below.

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | **Job Research Activity**<br>Even if you are already employed, or are not currently seeking a job, research a <br>**current job opening** **in the psychology field** that interests you. <br>Be sure to include all of the following in your response:<br> <br>1. <br>**Job Title** – List the title of the position.<br> <br>2. <br>**Position Description** – Copy and paste a direct quote from the posting that explains the job duties (don’t worry about citing this).<br> <br>3. <br>**Link/URL** – Provide a link to the posting that is <br>**working and/or can be copied and pasted into a web browser**.<br> <br>4. <br>**Populations Statement** – If the posting mentions diversity, working with diverse populations, or being an Equal Opportunity/EOE employer, copy that portion of the posting as a direct quote.<br> <br>· If the posting does <br>**not** mention this, explain in 1–2 sentences whether you think this might affect potential applicants. | |
    | **Reflect** on the job posting you found above: <br> <br>· <br>**Share** your thoughts on why this position is a good fit for you and your professional goals in two (2) or three (3) sentences. <br> <br>· Also <br>**describe** the importance of being prepared to work effectively in diverse work environments, even if a position doesn’t explicitly mention that expectation. | |

    **References**

    **Blaine, B. E., & Brenchley, K.J. M. (2020).  _Understanding the psychology of diversity_ (4th ed.). Sage.** **Capella University. (n.d.). _Sociocentric thinking_. https://campus.capella.edu/critical-thinking/qualities-of-the-thinker/egocentric-and-sociocentric-thinking/sociocentric-thinking** **Kilbourne (Producer). (2010). _Killing us softly 4: Advertising’s image of women_[Video].****1 1 **image1.emf****

    **## cf_killing_us_softly_worksheet.docx**

    ![](https://www.sweetstudy.com/questions/psychology-answer-my-assignment)**Remove or Replace: Header Is Not Doc Title**

    ![](https://www.sweetstudy.com/questions/psychology-answer-my-assignment)

    ## _Killing Us Softly_ Worksheet

    ### Directions

    Follow the directions carefully for each part. Complete each of the
    **boxes** across the
    **5 parts**.

    ### Preparation

    If you haven’t already, before completing the worksheet for this assignment, watch
    _Killing Us Softly 4: Advertising's Image of Women_ from this week’s studies.

    ### Part 1: Connecting Concepts

    Scoring Criterion: Describe the effects of culture, ethnicity, and diversity on the human experience.

    Purpose: To identify related pieces of information in two (2) different sources. Then put the two (2) pieces together to create a stronger paragraph.

    Directions: Read the prompts and fill in all blocks in both tables.

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | **A.** **Find** where your textbook explains <br>**how stereotypes are expressed in media** in Chapter 3, and their effects (hint: start at page 55). <br>**Quote**(copy the <br>**exact** sentence or phrase) from the book and put quotation marks around it. After the quotation, <br>**add a proper APA in-text citation with the page number**, like this: (Blaine & Brenchley, 2020, p. #)<br>**Example:** “The quoted sentence here” (Blaine & Brenchley, 2020, p. #).<br>**Remember**:<br> <br>· Replace the <br>**#** with the correct page number.<br> <br>· The citation goes right after the quotation mark, before the period. | |
    | **B. Watch** the film <br>_Killing Us Softly_ (and review the transcript found on <br>[this link](https://media.capella.edu/CourseMedia/PSYC3540element23124/wrapper.asp) to the video) to <br>**find a direct quote** that shows <br>**how media stereotypes affect people**. <br> <br>**Copy the exact sentence or phrase** from the film and put quotation marks around it. After the closing quotation mark, add this citation at the end: (Kilbourne, 2010). <br>**Example:** “The quoted sentence here” (Kilbourne, 2010).<br>**Then, in 1–2 sentences, explain why you think this quote is important**.<br>**Response starter:**<br>“The quoted sentence here” (Kilbourne, 2010). This quote is important because it shows… | |
    | **C. Compare and Contrast** the direct quotes from the film used above to the direct quote from the textbook you provided earlier.<br>**Explain** one (1) way they are <br>**similar** and one (1) way they are <br>**different.**<br>**Next, describe** what these pieces of evidence together tell us about how stereotypes in media can affect culture, ethnicity, or human diversity.<br> <br>**An example of how you might start this:**<br>“Both the film and the textbook show that stereotypes can form when ____. However, they differ because ____.” | |

    #### Putting It Together

    Directions: Using the information you gathered above, put together a paragraph.

    Main Idea for Your Paragraph:

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | **D. Review** your three (3) responses listed above (A–C) in the <br>_Part 1_ Connecting Concepts table. <br> <br>**Write one (1) sentence that states a Main Idea that ties all three items together.** **Remember:** Keep it short and clear—<br>**only one (1) sentence** that covers all three items. | |

    Paragraph Using the MEAL Plan.

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | Now it’s time to bring your work together. <br>**Create one (1) paragraph** by putting the sentences you already wrote in <br>**this order (D, A, B, C)**:<br> <br>· Start with your <br>**Main Idea sentence** (D).<br> <br>· Add your <br>**APA-cited textbook quote** (A).<br> <br>· Include your <br>**APA-cited film quote** and <br>**sentence** (B).<br> <br>· Finish with your <br>**analysis comparing and contrasting** the textbook and film (C).<br> <br>**Note:** Your paragraph should be written as one smooth, scholarly paragraph—not as separate bullet points. <br>**Use transition words** (for example: <br>_also, in contrast, together,_ etc.) so the paragraph flows smoothly and explains the effects of <br>**stereotypes in media** on people. | |

    **Part 2: Thinking Errors**
    Scoring Criterion: Describe the relationship between common fallacies in thinking and inaccurate conclusions.

    Purpose: To build critical thinking skills.

    Directions: Read the prompts and fill in all blocks in both tables.

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | **A.** **Go** to the Capella webpage on <br>**_Sociocentric Thinking_** (<br>[this link](https://campus.capella.edu/critical-thinking/qualities-of-the-thinker/egocentric-and-sociocentric-thinking/sociocentric-thinking) will open when logged into Campus, you may need to click more than once ).<br>**Find the statement(s) that explains what sociocentric thinking is and how it affects critical thinking**. <br>**Quote** (copy the exact sentence or phrase) and put quotation marks around it. After the quotation, <br>**add this citation**: (Capella University, n.d.).<br>**Example**: “The quoted sentence here” (Capella University, n.d.). | |
    | **B.**<br>**Watch** the film <br>_Killing Us Softly_ (and review the transcript (on <br>[this link](https://media.capella.edu/CourseMedia/PSYC3540element23124/wrapper.asp)). <br>**Find** a part that explains <br>**the social assumptions behind how women are portrayed in advertising**.<br>**Quote**(copy the exact sentence) <br>OR **summarize** (explain it in your own words) what the film shares, using this citation at the end: (Kilbourne, 2010) . <br>**Quote example**: “The quoted sentence here” (Kilbourne, 2010).<br>**Summary example:** The film discussed a concept this way (Kilbourne, 2010).<br>**Next, explain why you think this point is important in 1-2 sentences.**<br>**Response starters:**<br>“The quoted sentence here” (Kilbourne, 2010). This is important because it shows ….<br> <br>**OR**<br>The film talked about the concept this way (Kilbourne, 2010). This is important because it shows …. | |
    | **C. Compare and contrast** the quote on <br>**sociocentric thinking** that you found to your film quote (or summary) that focused on <br>**social assumptions** in advertising. <br>**Explain** one (1) way they are<br>**similar** and one (1) way they are<br>**different.** Then,<br>**describe what these pieces of evidence together tell us about how stereotypes in media can affect culture, ethnicity, or human diversity.**<br>**An example of how you might start this:**<br>“Both the Capella webpage and the film show that stereotypes in media affect thinking ____. However, they differ because ____.”<br> <br>**Note:** Use terminology from your webpage quote, and APA citations from your two sources to support your scholarly writing. | |

    **Putting It Together**
    Directions: Using the information you gathered above, put together a paragraph.

    Main Idea for Your Paragraph:

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | **D. Review** your three (3) responses listed above (A–C) in the <br>_Part 2_ Connecting Concepts table. <br> <br>**Write one (1) sentence that states a Main Idea that ties all three items together.** **Remember:**<br>· Your sentence should cover all three items, not just one.<br>· Keep it short and clear—<br>**only one (1) sentence**. | |

    Paragraph Using the MEAL Plan.

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | Now it’s time to bring your work together. <br>**Create one (1) paragraph** by putting the sentences you already wrote in <br>**this order (D, A, B, C)**:<br> <br>· Start with your <br>**Main Idea sentence** (D).<br> <br>· Add your <br>**APA-cited webpage quote** (A).<br> <br>· Include your <br>**APA-cited film quote** **or Summary** and sentence (B).<br> <br>· Finish with your <br>**analysis comparing and contrasting** the textbook and film (C).<br> <br>**Note:** Your paragraph should be written as one smooth, scholarly paragraph—not as separate bullet points. <br>**Use transition words** (for example: <br>_also, in contrast, together,_ etc.) so the paragraph flows smoothly and explains how <br>**social assumptions** in media and <br>**sociocentric thinking** affect people. | |

    **Part 3: Self-Reflection**
    Scoring Criterion: Describe the potential for prejudice and discrimination in oneself and others.

    Preparation: Compete an Implicit Association Test using this link
    [https://implicit.harvard.edu/implicit/takeatest.html](https://implicit.harvard.edu/implicit/takeatest.html)

    Purpose: To gain a deeper understanding of ourselves.

    Directions: Read the prompts and fill in all blocks in the table below.

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | **Complete one (1)** Implicit Association Test (<br>[linked here](https://implicit.harvard.edu/implicit/takeatest.html)): <br> <br>· <br>**Share** the name of the <br>_specific_ Implicit Association Test (IAT) you took.<br> <br>· <br>**Describe** what your experience was like during the test in one (1) or two (2) sentences. <br> <br>· <br>**Describe,** in one (1) or two (2) sentences, how you feel the Implicit Association Test and the output explaining your specific IAT results can be helpful (or unhelpful) in identifying one’s potential for <br>**prejudice** or <br>**discrimination**. <br> <br>**Note:** Use terminology from your textbook quote, and APA citations to support your scholarly writing. | |
    | Describe how there is potential for <br>**prejudice** and<br>**discrimination** in all of us <br>**using specific examples**. <br> <br>You can use examples from your own life, the textbook, or the video <br>_Killing Us Softly._ Support your example with terminology from the textbook to support your writing. | |

    ### Part 4: Bias and Communication

    Scoring Criterion: Describe the relationship between culture, value, bias and misunderstandings in communication.

    Purpose: Use the information you’ve learned to help improve communication skills.

    Directions: Read the prompts and fill in all blocks in the table below.

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | 1. <br>**Quote**(copy the exact sentence or phrase and put quotation marks around it) your textbook’s explanation of the<br>**effects of stereotypes on communication.**<br>**Cite** your source with the page number where you found the quote using this citation: (Blaine & Brenchley, 2020, p. #). <br> <br>**Example:** “The quoted sentence here” (Blaine & Brenchley, 2020, p. #). | |
    | 2. <br>**Describe** a detailed example of communication between diverse people from your life, or from the media, where stereotypes may have been a <br>**biasing** influence that led to <br>**misunderstanding** in the interaction.<br>**Note:** Use terminology from your textbook to support your scholarly writing. | |
    | 3. <br>**Compare and contrast** the textbook’s quote (#1 above) to the example you provided (#2 above) <br>**in two (2) or three (3) sentences**. <br>**Explain** how these <br>**two (2) pieces of evidence** help us <br>**understand how communication** across culture, ethnicity, or human <br>**diversity is vulnerable** to <br>**bias** and <br>**misunderstanding.** **An example of how you might start this:**<br>The textbook quote highlighted bias and misunderstanding when stated “this quoted information” (Blaine & Brenchley, 2020, p #). This is similar to my example of biased communication where I wrote about____. However, they differ because ____. | |

    **Part 5: Diversity and Careers**
    Scoring Criterion: Describe the importance of working effectively in diverse work environments.

    Preparation: Find a job opening that interests you.

    Purpose: Connect course content to workplace skills.

    Directions: Read the prompts and fill in all blocks in the table below.

    | | |
    | — | — |
    | **Directions** | **Your Response** |
    | **Job Research Activity**<br>Even if you are already employed, or are not currently seeking a job, research a <br>**current job opening** **in the psychology field** that interests you. <br>Be sure to include all of the following in your response:<br> <br>1. <br>**Job Title** – List the title of the position.<br> <br>2. <br>**Position Description** – Copy and paste a direct quote from the posting that explains the job duties (don’t worry about citing this).<br> <br>3. <br>**Link/URL** – Provide a link to the posting that is <br>**working and/or can be copied and pasted into a web browser**.<br> <br>4. <br>**Populations Statement** – If the posting mentions diversity, working with diverse populations, or being an Equal Opportunity/EOE employer, copy that portion of the posting as a direct quote.<br> <br>· If the posting does <br>**not** mention this, explain in 1–2 sentences whether you think this might affect potential applicants. | |
    | **Reflect** on the job posting you found above: <br> <br>· <br>**Share** your thoughts on why this position is a good fit for you and your professional goals in two (2) or three (3) sentences. <br> <br>· Also <br>**describe** the importance of being prepared to work effectively in diverse work environments, even if a position doesn’t explicitly mention that expectation. | |

    **References**

    **Blaine, B. E., & Brenchley, K.J. M. (2020).  _Understanding the psychology of diversity_ (4th ed.). Sage.** **Capella University. (n.d.). _Sociocentric thinking_. https://campus.capella.edu/critical-thinking/qualities-of-the-thinker/egocentric-and-sociocentric-thinking/sociocentric-thinking** **Kilbourne (Producer). (2010). _Killing us softly 4: Advertising’s image of women_[Video].****1 1 **image1.emf****

  • [Solved] LP763-L1- week 4

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    – a month ago **files (11)** – ## Topic_Week4DB-DBWeek4GroupBoard2.pdf – ## LeaderAnalysisReflectionPaper.pdf – ## WakingUpatWorkPracticeInstructions_LP763-L1_LeadershipUseofSelfandMulticulturalCompetence.pdf – Week4OverviewAssignmentsReadingsLectures_LP763-L1_LeadershipUseofSelfandMulticultura…

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    Assignment Prompt & Instructions

    – a month ago

    **files (11)**

    – ## Topic_Week4DB-DBWeek4GroupBoard2.pdf

    – ## LeaderAnalysisReflectionPaper.pdf

    – ## WakingUpatWorkPracticeInstructions_LP763-L1_LeadershipUseofSelfandMulticulturalCompetence.pdf

    – Week4OverviewAssignmentsReadingsLectures_LP763-L1_LeadershipUseofSelfandMulticulturalCompetence.pdf
    – VIAStepbystepinstructions_free.pdf
    – CQBrief.pdf
    – LP763Week4LectureSlides.pdf
    – HBRCulturalIntelligencecopy.pdf
    – Gonzalez-CanovasA.TrilloA.Lopez-PenaB.BretonesF.D.2026.ExploringtheBoundariesofTransformationalandAuthenticLeadership-AComparativeAnalysisofIntrapreneurialBehaviour.JournalofWorkandOrganizationalPs.pdf
    – HansonR.ShapiroS.Hutton-ThammE.HagertyM.R.SullivanK.P.2023.Learningtolearnfrompositiveexperiences.TheJournalofPositivePsychology181142-153-1.pdf
    – chua-et-al-2023-making-sense-of-cultural-diversity-s-complexity-addressing-an-emerging-challenge-for-leadership-2.pdf

    **## Topic_Week4DB-DBWeek4GroupBoard2.pdf**

    This week’s discussion provides an opportunity for you to share your thoughts as you
    prepare for the Leader Analysis Reflection Paper
    (https://canvas.williamjames.edu/courses/11052/assignments/134319) due on Sunday. By
    testing your ideas here, you can gain diverse perspectives and practice connecting theory
    to practice.

    Linking the discussion board this week to the paper also reinforces that leadership learning
    is not only about producing an individual written product, but also about engaging in
    dialogue, perspective-taking, and co-constructing meaning with others. This aligns with the
    course’s emphasis on leadership as a relational process and on unlocking slices of genius
    in organizations; sometimes our clearest insights emerge when we listen to how others are
    making sense of similar challenges.

    I ns t ruc t ions
    1. Share Your Leader Choice: Which leader (current, historical, or organizational) have you
    chosen for your analysis?

    What drew you to this person as a case study for leadership in practice?

    2. Connect to Slices of Genius: How does this leader unlock “slices of genius” in
    themselves, in others, or in their organization?

    Where do you see hidden strengths, untapped potential, or unique ways of leading
    come to life?

    Which course concepts (e.g., authentic leadership, use of self, multicultural
    competence, power and influence) help you make sense of these dynamics?

    3. Reflect on Your Learning Using the Material: What insights are you gaining about
    leadership through this analysis that connect to your own learning edges?

    How is this shaping your evolving sense of your own “use of self” as a leader?

    Best,

    Dr. E's



    [https://canvas.williamjames.edu/courses/11052/assignments/134319](https://canvas.williamjames.edu/courses/11052/assignments/134319)

    [https://canvas.williamjames.edu/courses/11052/assignments/134319](https://canvas.williamjames.edu/courses/11052/assignments/134319)

    **## LeaderAnalysisReflectionPaper.pdf**

    Leader Analysis Reflection Paper
    9/20/2026

    100 Points Possible

    In Progress
    NEXT UP: Submit Assignment

    Unlimited Attempts Allowed

    Attempt 1 Add Comment

    Details

    Leader Analysis Reflection Paper
    Points: 100

    Weight: 15%

    Purpose: This paper provides an opportunity to integrate the foundational theories, concepts,
    and perspectives explored in the first part of the course with your own critical analysis of
    leadership in practice. By selecting and analyzing one leader, you will demonstrate your ability
    to:

    Connect leadership theory to practice.

    Examine leadership as a relationship (not just a position).

    Apply a “use of self” lens to understanding leadership dynamics.

    Submission: Submit your paper as a Word document via this page by the due date. Late
    submissions will be subject to the course's late policy
    (https://canvas.williamjames.edu/courses/11052/assignments/101112#transformedModal0Content)
    . Feel free to reach out if you have any questions or need clarification.

    Instructions

    A. Select a Leader: Choose one leader (current, historical, or organizational) whose leadership you can analyze
    with sufficient depth.

    B. Analyze Leadership Approach: Critically evaluate their leadership style, behaviors, and effectiveness
    through the lens of course concepts (e.g., authentic leadership, power and influence, use of self, triggers,
    multicultural competence).

    C. Integrate Theory: Draw explicitly on course readings, lectures, and discussions to support your analysis.

    D. Reflective Lens: Discuss what this leader’s example means for your own understanding of leadership and
    your development as a leader.

    [https://canvas.williamjames.edu/courses/11052/assignments/101112#transformedModal0Content](https://canvas.williamjames.edu/courses/11052/assignments/101112#transformedModal0Content)

    [https://canvas.williamjames.edu/courses/11052/assignments/101112#transformedModal0Content](https://canvas.williamjames.edu/courses/11052/assignments/101112#transformedModal0Content)

    Guiding Questions: When writing your paper, be sure to address the following:

    1. Leader Background and Context

    1a. Who is the leader you selected, and why did you choose them?

    1b. What is the context of their leadership (e.g., organization, culture, historical moment)?

    2. Leadership Style and Behaviors

    2a. How does this leader demonstrate leadership as relationship versus position?

    2b. Which theories, models, or perspectives from the course best explain their leadership approach?

    3. Use of Self Lens

    3a. How does this leader appear to understand and use their own identity, strengths, and limitations
    in their leadership role?

    3b. What triggers, values, or formative experiences seem to shape their leadership story?

    4. Power, Influence, and Ethics

    4a. How does the leader use formal, informal, or relational power?

    4b. What ethical or moral considerations are evident in their leadership?

    5. Personal Reflection

    5a. What insights did you gain from analyzing this leader that connect to your own leadership learning
    edges?

    5b. How does this analysis influence your evolving understanding of your “use of self” as a leader?

    Requirements

    7-10 pages (including title page and reference page)

    APA 7 Student Paper Style and Formatting (please use template linked below!)

    _APA 7 student-paper template_explained_Heilman.docx
    (https://canvas.williamjames.edu/courses/11052/files/1036152?wrap=1)

    Minimum of 4 references from this course

    Evaluation Criteria (100 points total)

    Completeness (40 pts): Following instructions and responding to all guiding questions (posted in Canvas).

    Depth of Thought (35 pts): Demonstrates meaningful integration of course concepts (4 sources minimum)
    with analysis and reflection.

    [https://canvas.williamjames.edu/courses/11052/files/1036152?wrap=1](https://canvas.williamjames.edu/courses/11052/files/1036152?wrap=1)

    [https://canvas.williamjames.edu/courses/11052/files/1036152?wrap=1](https://canvas.williamjames.edu/courses/11052/files/1036152?wrap=1)

    Choose a submission type

    APA 7 Style & Formatting (10 pts): Follows APA 7 student paper cover page, page formatting, in-text
    citations, references, heading levels, etc.

    Quality of Writing (15 pts): Clear, organized, polished, and professional and academic writing.

    View Rubric

    Leader Analysis Paper

    Criteria Comments Points

    Completeness –
    Responded to all guiding
    questions

    view longer description

    Comment /40 pts

    Depth of Thought
    meaningful integration
    of at least 5 readings

    view longer description

    Comment /35 pts

    APA 7 Student Paper
    Style and Formatting

    view longer description

    Comment /10 pts

    Quality of Writing – Clear,
    organized, polished, and
    professional and
    academic writing

    view longer description

    Comment /15 pts

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    **## WakingUpatWorkPracticeInstructions_LP763-L1_LeadershipUseofSelfandMulticulturalCompetence.pdf**

    'Waking Up at Work' Practice Instructions

    Rationale: Taking time each day to pause and simply notice how you feel in your own body, as well as the flow
    of your thoughts, has been shown by recent research to aid in dealing with complexity and stress. For the
    duration of the course, you are being asked to take at least one moment per day to pause and practice a
    moment of mindfulness.

    Detailed instructions:

    Sit in a quiet, comfortable place. Close your eyes or keep them open and just notice your breathing. Notice the
    weight of your body on the chair. Notice how your hands feel, your feet, your head, etc.

    Next, notice the flow of your thoughts and visualize letting go of each thought as it comes to mind. Whatever
    you notice, make sure not to judge it in any way. Just notice it. That's it. Nothing mind-blowing is expected to
    happen; there is no wrong way to do this. The key is to relax and be fully in the present moment. BUT in
    relation to this, once you have the technique of pausing and slowing down and embodying mindfulness, try it
    when you are in the middle of a difficult or stressful situation.

    Note, if you are at work, you can do a waking up moment without closing your eyes and simply focusing on your
    computer screen.

    A. The Waking Up @ Work practice is a daily mindfulness exercise where you take a moment each day to
    pause and practice mindfulness, enhancing your leadership capacity, self-awareness, and multicultural
    competency.

    A. No, this practice is not graded nor does anything need to be submitted. This component of the course is
    intended solely for your use and development.

    A. In a quiet and comfortable place, take a moment to focus on your breathing. Notice how the air feels as it
    enters and leaves your body. Acknowledge any thoughts without judgment and gently refocus on your
    breath.

    Settle into a Comfortable Position where you won't be disturbed or interrupted for the duration of your
    practice (~5 mins minimum). Close your eyes if that feels comfortable.
    Start by paying attention to your breath, noticing the rhythm of your inhale and exhale. Stay present
    and focused on your breath using the "4-2-4 Breathing" mindfulness technique, where you inhale for four
    counts, hold for two counts, and exhale for four counts and repeat, which is commonly referred to as "4-
    2-4." This technique is a variation of the more widely known "4-4-4 Breathing" or "Box Breathing" with a
    shorter hold. These techniques can help regulate the nervous system, calm the mind, and bring you into
    the present moment.

    Q. What is the "Waking Up @ Work" practice? 

    Q. Is this practice graded or required to be submitted? 

    Q. How do I perform the Waking Up mindfulness practice? 

    Notice Your Thoughts: As you focus on your breath, you'll likely notice thoughts beginning to arise.
    Instead of engaging with these thoughts or trying to push them away, simply observe them.
    Visualize Letting Go: When a thought comes to mind, visualize yourself gently letting it go
    (visualization techniques are provided below). The key is to observe the thought without judgment and
    then let it pass, returning your focus to your breath.
    Return to the Present Moment: After letting go of each thought, bring your attention back to your
    breathing. Repeat this process each time a new thought arises.
    Practice Non-Judgment: It’s normal for your mind to wander during this process. If you notice yourself
    getting caught up in a thought, gently guide your focus back to your breath without criticizing yourself.
    The goal is to practice being present and letting go.

    A. "Noticing the flow of your thoughts and visualizing letting go of each thought as it comes to mind" is a
    mindfulness technique that helps you become aware of your thoughts without getting attached to
    them. Instead of getting swept up in thoughts, engaging with them, or trying to push them away, simply
    observe them in your mind's eye. Here are some different visualization examples – practice whichever
    works best for you.

    Label the Thoughts: Instead of engaging with the content of each thought, simply label it. For example,
    you might mentally note "worry," "planning," "judgment," or "memory" as each thought arises. This
    labeling helps create distance between you and the thought.
    Imagine Thoughts as Passing Cars: Picture each thought as a car passing by on a busy road. You’re
    standing on the sidewalk, watching the cars go by without getting in the car or trying to stop it. The
    thoughts come and go, and you remain an observer.
    Use the Breath as an Anchor: As each thought arises, acknowledge it briefly, then return your focus to
    the sensation of your breath. Your breath becomes an anchor that keeps you grounded in the present
    moment, allowing thoughts to float by without taking over your attention.
    Visualize Thoughts as Bubbles: Imagine each thought as a bubble that appears and then gently floats
    away, eventually popping or drifting out of sight. This visualization emphasizes the temporary and
    insubstantial nature of thoughts.
    See Thoughts as Clouds: Similar to the bubble technique, visualize each thought as a cloud passing
    through the sky. You watch it come into view, move across the sky, and then disappear, reminding
    yourself that thoughts are transient.
    Imagine Thoughts on a Conveyor Belt: Picture a conveyor belt slowly moving in front of you, with each
    thought appearing on the belt and then moving away, out of sight. This helps you observe the thought
    without holding onto it.
    Picture Thoughts as Leaves on a Stream: Visualize your thoughts as leaves floating on a stream, carried
    away by the current. Each leaf represents a thought, and you simply watch it float by without trying to

    Q. What does "noticing the flow of your thoughts and visualizing
    letting go of each thought as it comes to mind" look like, or how
    can I do this?



    catch it or change its direction.
    Treat Thoughts as Background Noise: Imagine your thoughts as background noise, like a distant radio
    playing in another room. You hear the noise, but you don’t focus on it or let it distract you from the task
    at hand (such as breathing or being present).
    Visualize Thoughts as Balloons: Imagine each thought as a balloon that you gently release into the air.
    Watch it rise and drift away until it’s out of sight, signifying your decision to let go of the thought.
    Use a Mental Notepad: Imagine that you have a notepad or whiteboard in your mind. When a thought
    arises, jot it down mentally and then set aside or erase signaling that you’ve acknowledged the thought
    without needing to engage further with it.

    visualize putting the note or notepad aside – seeing yourself not needing to engage further with it.
    visualize using disappearing ink – seeing your thought written out and then disappearing
    visualize writing on a whiteboard – seeing yourself write out the thought and then erase it

    A. While daily practice is encouraged for maximum benefit, missing a day is okay. Simply resume the
    practice the next day.

    A. You are encouraged to explore different mindfulness practices provided in the course materials. You can
    follow the sample instructions or choose a practice that resonates with you.

    A. This practice supports your overall leadership development by improving self-awareness, stress
    management, and cultural competency—skills that are critical for effective leadership.

    A. We recommend taking a moment after the practice to capturing any insights, experiences, or challenges
    you encountered during your practice. These notes can be valuable when creating your leadership
    development plan for the final paper.

    Q. What should I do if I miss a day of practice? 

    Q. Can I choose my own mindfulness practice, or do I need to
    follow the instructions provided? 

    Q. How will this practice help me in the course? 

    Q. Should I take notes on my experiences during the practice? 

    A. There is no set duration; just 5-10 minutes each day can be beneficial. The key is to be consistent with
    the practice.

    A. You can practice mindfulness anywhere, including at work. The practice is designed to be flexible and
    integrated into your daily routine.

    A. This page provides all of the information and instruction details. Below are resources around general
    mindfulness practices. Feel free to adopt them for your Waking Up at Work practice during the course or
    design your own.

    PositivePsychology.com: Mindfulness Exercises, Techniques, and Activities

    This resource from PositivePsychology.com offers a comprehensive collection of mindfulness
    exercises, techniques, and activities designed to help individuals integrate mindfulness into their
    daily lives. The site includes practical tools, worksheets, and guided practices that are useful for both
    beginners and experienced practitioners. The exercises are backed by psychological research and
    are designed to enhance well-being, reduce stress, and improve focus.
    positivepsychology.com/mindfulness-exercises-techniques-activities
    (https://positivepsychology.com/mindfulness-exercises-techniques-activities/)

    Headspace: A popular app that offers guided meditation sessions, mindfulness exercises, and courses
    on mindfulness for beginners and advanced practitioners. headspace.com
    (https://www.headspace.com/)
    Calm: An app providing guided meditations, breathing exercises, sleep stories, and mindfulness
    programs designed to help reduce stress and anxiety. calm.com (https://www.calm.com/)
    Mindful.org: An online resource offering articles, guided practices, and videos on mindfulness
    meditation and how to incorporate mindfulness into daily life. mindful.org (https://www.mindful.org/)
    The Mindfulness App: This app offers a variety of guided meditations, mindfulness exercises, and
    personalized meditation plans for users of all levels. themindfulnessapp.com
    (https://themindfulnessapp.com/)

    Q. How long should each mindfulness session last? 

    Q. Can I practice mindfulness at work, or does it need to be
    done in a specific setting? 

    Q. Where can I find more information or detailed instructions for
    practicing the Waking Up mindfulness moments? 

    [https://positivepsychology.com/mindfulness-exercises-techniques-activities/](https://positivepsychology.com/mindfulness-exercises-techniques-activities/)

    [https://positivepsychology.com/mindfulness-exercises-techniques-activities/](https://positivepsychology.com/mindfulness-exercises-techniques-activities/)

    [https://positivepsychology.com/mindfulness-exercises-techniques-activities/](https://positivepsychology.com/mindfulness-exercises-techniques-activities/)

    [https://positivepsychology.com/mindfulness-exercises-techniques-activities/](https://positivepsychology.com/mindfulness-exercises-techniques-activities/)

    [https://www.headspace.com/](https://www.headspace.com/)

    [https://www.headspace.com/](https://www.headspace.com/)

    [https://www.headspace.com/](https://www.headspace.com/)

    [https://www.headspace.com/](https://www.headspace.com/)

    [https://www.calm.com/](https://www.calm.com/)

    [https://www.calm.com/](https://www.calm.com/)

    [https://www.calm.com/](https://www.calm.com/)

    [https://www.mindful.org/](https://www.mindful.org/)

    [https://www.mindful.org/](https://www.mindful.org/)

    [https://www.mindful.org/](https://www.mindful.org/)

    [https://themindfulnessapp.com/](https://themindfulnessapp.com/)

    [https://themindfulnessapp.com/](https://themindfulnessapp.com/)

    [https://themindfulnessapp.com/](https://themindfulnessapp.com/)

    [https://themindfulnessapp.com/](https://themindfulnessapp.com/)

    Insight Timer: A free app with a large library of guided meditations, mindfulness practices, and talks
    from mindfulness teachers around the world. insighttimer.com (https://insighttimer.com/)

    [https://insighttimer.com/](https://insighttimer.com/)

    [https://insighttimer.com/](https://insighttimer.com/)

    [https://insighttimer.com/](https://insighttimer.com/)

    **Week4OverviewAssignmentsReadingsLectures_LP763-L1_LeadershipUseofSelfandMulticulturalCompetence.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week4overviewassignmentsreadingslectures-lp763-l1-leadershipuseofselfandmulticulturalcompetence-pdf)

    **VIAStepbystepinstructions_free.pdf**

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

    **CQBrief.pdf**

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

    **LP763Week4LectureSlides.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lp763week4lectureslides-pdf)

    **HBRCulturalIntelligencecopy.pdf**

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

    **Gonzalez-CanovasA.TrilloA.Lopez-PenaB.BretonesF.D.2026.ExploringtheBoundariesofTransformationalandAuthenticLeadership-AComparativeAnalysisofIntrapreneurialBehaviour.JournalofWorkandOrganizationalPs.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/gonzalez-canovasa-trilloa-lopez-penab-bretonesf-d-2026-exploringtheboundariesoftransformationalandauthenticleadership-acomparativeanalysisofintrapreneurialbehaviour-journalofworkandorganizationalps-pdf)

    **HansonR.ShapiroS.Hutton-ThammE.HagertyM.R.SullivanK.P.2023.Learningtolearnfrompositiveexperiences.TheJournalofPositivePsychology181142-153-1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hansonr-shapiros-hutton-thamme-hagertym-r-sullivank-p-2023-learningtolearnfrompositiveexperiences-thejournalofpositivepsychology181142-153-1-pdf)

    **chua-et-al-2023-making-sense-of-cultural-diversity-s-complexity-addressing-an-emerging-challenge-for-leadership-2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chua-et-al-2023-making-sense-of-cultural-diversity-s-complexity-addressing-an-emerging-challenge-for-leadership-2-pdf)

    **chua-et-al-2023-making-sense-of-cultural-diversity-s-complexity-addressing-an-emerging-challenge-for-leadership-2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chua-et-al-2023-making-sense-of-cultural-diversity-s-complexity-addressing-an-emerging-challenge-for-leadership-2-pdf)

    **## Topic_Week4DB-DBWeek4GroupBoard2.pdf**

    This week’s discussion provides an opportunity for you to share your thoughts as you
    prepare for the Leader Analysis Reflection Paper
    (https://canvas.williamjames.edu/courses/11052/assignments/134319) due on Sunday. By
    testing your ideas here, you can gain diverse perspectives and practice connecting theory
    to practice.

    Linking the discussion board this week to the paper also reinforces that leadership learning
    is not only about producing an individual written product, but also about engaging in
    dialogue, perspective-taking, and co-constructing meaning with others. This aligns with the
    course’s emphasis on leadership as a relational process and on unlocking slices of genius
    in organizations; sometimes our clearest insights emerge when we listen to how others are
    making sense of similar challenges.

    I ns t ruc t ions
    1. Share Your Leader Choice: Which leader (current, historical, or organizational) have you
    chosen for your analysis?

    What drew you to this person as a case study for leadership in practice?

    2. Connect to Slices of Genius: How does this leader unlock “slices of genius” in
    themselves, in others, or in their organization?

    Where do you see hidden strengths, untapped potential, or unique ways of leading
    come to life?

    Which course concepts (e.g., authentic leadership, use of self, multicultural
    competence, power and influence) help you make sense of these dynamics?

    3. Reflect on Your Learning Using the Material: What insights are you gaining about
    leadership through this analysis that connect to your own learning edges?

    How is this shaping your evolving sense of your own “use of self” as a leader?

    Best,

    Dr. E's



    [https://canvas.williamjames.edu/courses/11052/assignments/134319](https://canvas.williamjames.edu/courses/11052/assignments/134319)

    [https://canvas.williamjames.edu/courses/11052/assignments/134319](https://canvas.williamjames.edu/courses/11052/assignments/134319)

    **## LeaderAnalysisReflectionPaper.pdf**

    Leader Analysis Reflection Paper
    9/20/2026

    100 Points Possible

    In Progress
    NEXT UP: Submit Assignment

    Unlimited Attempts Allowed

    Attempt 1 Add Comment

    Details

    Leader Analysis Reflection Paper
    Points: 100

    Weight: 15%

    Purpose: This paper provides an opportunity to integrate the foundational theories, concepts,
    and perspectives explored in the first part of the course with your own critical analysis of
    leadership in practice. By selecting and analyzing one leader, you will demonstrate your ability
    to:

    Connect leadership theory to practice.

    Examine leadership as a relationship (not just a position).

    Apply a “use of self” lens to understanding leadership dynamics.

    Submission: Submit your paper as a Word document via this page by the due date. Late
    submissions will be subject to the course's late policy
    (https://canvas.williamjames.edu/courses/11052/assignments/101112#transformedModal0Content)
    . Feel free to reach out if you have any questions or need clarification.

    Instructions

    A. Select a Leader: Choose one leader (current, historical, or organizational) whose leadership you can analyze
    with sufficient depth.

    B. Analyze Leadership Approach: Critically evaluate their leadership style, behaviors, and effectiveness
    through the lens of course concepts (e.g., authentic leadership, power and influence, use of self, triggers,
    multicultural competence).

    C. Integrate Theory: Draw explicitly on course readings, lectures, and discussions to support your analysis.

    D. Reflective Lens: Discuss what this leader’s example means for your own understanding of leadership and
    your development as a leader.

    [https://canvas.williamjames.edu/courses/11052/assignments/101112#transformedModal0Content](https://canvas.williamjames.edu/courses/11052/assignments/101112#transformedModal0Content)

    [https://canvas.williamjames.edu/courses/11052/assignments/101112#transformedModal0Content](https://canvas.williamjames.edu/courses/11052/assignments/101112#transformedModal0Content)

    Guiding Questions: When writing your paper, be sure to address the following:

    1. Leader Background and Context

    1a. Who is the leader you selected, and why did you choose them?

    1b. What is the context of their leadership (e.g., organization, culture, historical moment)?

    2. Leadership Style and Behaviors

    2a. How does this leader demonstrate leadership as relationship versus position?

    2b. Which theories, models, or perspectives from the course best explain their leadership approach?

    3. Use of Self Lens

    3a. How does this leader appear to understand and use their own identity, strengths, and limitations
    in their leadership role?

    3b. What triggers, values, or formative experiences seem to shape their leadership story?

    4. Power, Influence, and Ethics

    4a. How does the leader use formal, informal, or relational power?

    4b. What ethical or moral considerations are evident in their leadership?

    5. Personal Reflection

    5a. What insights did you gain from analyzing this leader that connect to your own leadership learning
    edges?

    5b. How does this analysis influence your evolving understanding of your “use of self” as a leader?

    Requirements

    7-10 pages (including title page and reference page)

    APA 7 Student Paper Style and Formatting (please use template linked below!)

    _APA 7 student-paper template_explained_Heilman.docx
    (https://canvas.williamjames.edu/courses/11052/files/1036152?wrap=1)

    Minimum of 4 references from this course

    Evaluation Criteria (100 points total)

    Completeness (40 pts): Following instructions and responding to all guiding questions (posted in Canvas).

    Depth of Thought (35 pts): Demonstrates meaningful integration of course concepts (4 sources minimum)
    with analysis and reflection.

    [https://canvas.williamjames.edu/courses/11052/files/1036152?wrap=1](https://canvas.williamjames.edu/courses/11052/files/1036152?wrap=1)

    [https://canvas.williamjames.edu/courses/11052/files/1036152?wrap=1](https://canvas.williamjames.edu/courses/11052/files/1036152?wrap=1)

    Choose a submission type

    APA 7 Style & Formatting (10 pts): Follows APA 7 student paper cover page, page formatting, in-text
    citations, references, heading levels, etc.

    Quality of Writing (15 pts): Clear, organized, polished, and professional and academic writing.

    View Rubric

    Leader Analysis Paper

    Criteria Comments Points

    Completeness –
    Responded to all guiding
    questions

    view longer description

    Comment /40 pts

    Depth of Thought
    meaningful integration
    of at least 5 readings

    view longer description

    Comment /35 pts

    APA 7 Student Paper
    Style and Formatting

    view longer description

    Comment /10 pts

    Quality of Writing – Clear,
    organized, polished, and
    professional and
    academic writing

    view longer description

    Comment /15 pts

    Upload Office 365

    Drag a file here, or
    Choose a file to upload

    Webcam Photo

    Canvas Files

    I agree to the tool's End-User License Agreement (https://api.turnitin.com/api/lti/1p0/user/static_eula)
    This assignment submission is my own, original work
    *

    Submit Assignment

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    [https://api.turnitin.com/api/lti/1p0/user/static_eula](https://api.turnitin.com/api/lti/1p0/user/static_eula)

    **## WakingUpatWorkPracticeInstructions_LP763-L1_LeadershipUseofSelfandMulticulturalCompetence.pdf**

    'Waking Up at Work' Practice Instructions

    Rationale: Taking time each day to pause and simply notice how you feel in your own body, as well as the flow
    of your thoughts, has been shown by recent research to aid in dealing with complexity and stress. For the
    duration of the course, you are being asked to take at least one moment per day to pause and practice a
    moment of mindfulness.

    Detailed instructions:

    Sit in a quiet, comfortable place. Close your eyes or keep them open and just notice your breathing. Notice the
    weight of your body on the chair. Notice how your hands feel, your feet, your head, etc.

    Next, notice the flow of your thoughts and visualize letting go of each thought as it comes to mind. Whatever
    you notice, make sure not to judge it in any way. Just notice it. That's it. Nothing mind-blowing is expected to
    happen; there is no wrong way to do this. The key is to relax and be fully in the present moment. BUT in
    relation to this, once you have the technique of pausing and slowing down and embodying mindfulness, try it
    when you are in the middle of a difficult or stressful situation.

    Note, if you are at work, you can do a waking up moment without closing your eyes and simply focusing on your
    computer screen.

    A. The Waking Up @ Work practice is a daily mindfulness exercise where you take a moment each day to
    pause and practice mindfulness, enhancing your leadership capacity, self-awareness, and multicultural
    competency.

    A. No, this practice is not graded nor does anything need to be submitted. This component of the course is
    intended solely for your use and development.

    A. In a quiet and comfortable place, take a moment to focus on your breathing. Notice how the air feels as it
    enters and leaves your body. Acknowledge any thoughts without judgment and gently refocus on your
    breath.

    Settle into a Comfortable Position where you won't be disturbed or interrupted for the duration of your
    practice (~5 mins minimum). Close your eyes if that feels comfortable.
    Start by paying attention to your breath, noticing the rhythm of your inhale and exhale. Stay present
    and focused on your breath using the "4-2-4 Breathing" mindfulness technique, where you inhale for four
    counts, hold for two counts, and exhale for four counts and repeat, which is commonly referred to as "4-
    2-4." This technique is a variation of the more widely known "4-4-4 Breathing" or "Box Breathing" with a
    shorter hold. These techniques can help regulate the nervous system, calm the mind, and bring you into
    the present moment.

    Q. What is the "Waking Up @ Work" practice? 

    Q. Is this practice graded or required to be submitted? 

    Q. How do I perform the Waking Up mindfulness practice? 

    Notice Your Thoughts: As you focus on your breath, you'll likely notice thoughts beginning to arise.
    Instead of engaging with these thoughts or trying to push them away, simply observe them.
    Visualize Letting Go: When a thought comes to mind, visualize yourself gently letting it go
    (visualization techniques are provided below). The key is to observe the thought without judgment and
    then let it pass, returning your focus to your breath.
    Return to the Present Moment: After letting go of each thought, bring your attention back to your
    breathing. Repeat this process each time a new thought arises.
    Practice Non-Judgment: It’s normal for your mind to wander during this process. If you notice yourself
    getting caught up in a thought, gently guide your focus back to your breath without criticizing yourself.
    The goal is to practice being present and letting go.

    A. "Noticing the flow of your thoughts and visualizing letting go of each thought as it comes to mind" is a
    mindfulness technique that helps you become aware of your thoughts without getting attached to
    them. Instead of getting swept up in thoughts, engaging with them, or trying to push them away, simply
    observe them in your mind's eye. Here are some different visualization examples – practice whichever
    works best for you.

    Label the Thoughts: Instead of engaging with the content of each thought, simply label it. For example,
    you might mentally note "worry," "planning," "judgment," or "memory" as each thought arises. This
    labeling helps create distance between you and the thought.
    Imagine Thoughts as Passing Cars: Picture each thought as a car passing by on a busy road. You’re
    standing on the sidewalk, watching the cars go by without getting in the car or trying to stop it. The
    thoughts come and go, and you remain an observer.
    Use the Breath as an Anchor: As each thought arises, acknowledge it briefly, then return your focus to
    the sensation of your breath. Your breath becomes an anchor that keeps you grounded in the present
    moment, allowing thoughts to float by without taking over your attention.
    Visualize Thoughts as Bubbles: Imagine each thought as a bubble that appears and then gently floats
    away, eventually popping or drifting out of sight. This visualization emphasizes the temporary and
    insubstantial nature of thoughts.
    See Thoughts as Clouds: Similar to the bubble technique, visualize each thought as a cloud passing
    through the sky. You watch it come into view, move across the sky, and then disappear, reminding
    yourself that thoughts are transient.
    Imagine Thoughts on a Conveyor Belt: Picture a conveyor belt slowly moving in front of you, with each
    thought appearing on the belt and then moving away, out of sight. This helps you observe the thought
    without holding onto it.
    Picture Thoughts as Leaves on a Stream: Visualize your thoughts as leaves floating on a stream, carried
    away by the current. Each leaf represents a thought, and you simply watch it float by without trying to

    Q. What does "noticing the flow of your thoughts and visualizing
    letting go of each thought as it comes to mind" look like, or how
    can I do this?



    catch it or change its direction.
    Treat Thoughts as Background Noise: Imagine your thoughts as background noise, like a distant radio
    playing in another room. You hear the noise, but you don’t focus on it or let it distract you from the task
    at hand (such as breathing or being present).
    Visualize Thoughts as Balloons: Imagine each thought as a balloon that you gently release into the air.
    Watch it rise and drift away until it’s out of sight, signifying your decision to let go of the thought.
    Use a Mental Notepad: Imagine that you have a notepad or whiteboard in your mind. When a thought
    arises, jot it down mentally and then set aside or erase signaling that you’ve acknowledged the thought
    without needing to engage further with it.

    visualize putting the note or notepad aside – seeing yourself not needing to engage further with it.
    visualize using disappearing ink – seeing your thought written out and then disappearing
    visualize writing on a whiteboard – seeing yourself write out the thought and then erase it

    A. While daily practice is encouraged for maximum benefit, missing a day is okay. Simply resume the
    practice the next day.

    A. You are encouraged to explore different mindfulness practices provided in the course materials. You can
    follow the sample instructions or choose a practice that resonates with you.

    A. This practice supports your overall leadership development by improving self-awareness, stress
    management, and cultural competency—skills that are critical for effective leadership.

    A. We recommend taking a moment after the practice to capturing any insights, experiences, or challenges
    you encountered during your practice. These notes can be valuable when creating your leadership
    development plan for the final paper.

    Q. What should I do if I miss a day of practice? 

    Q. Can I choose my own mindfulness practice, or do I need to
    follow the instructions provided? 

    Q. How will this practice help me in the course? 

    Q. Should I take notes on my experiences during the practice? 

    A. There is no set duration; just 5-10 minutes each day can be beneficial. The key is to be consistent with
    the practice.

    A. You can practice mindfulness anywhere, including at work. The practice is designed to be flexible and
    integrated into your daily routine.

    A. This page provides all of the information and instruction details. Below are resources around general
    mindfulness practices. Feel free to adopt them for your Waking Up at Work practice during the course or
    design your own.

    PositivePsychology.com: Mindfulness Exercises, Techniques, and Activities

    This resource from PositivePsychology.com offers a comprehensive collection of mindfulness
    exercises, techniques, and activities designed to help individuals integrate mindfulness into their
    daily lives. The site includes practical tools, worksheets, and guided practices that are useful for both
    beginners and experienced practitioners. The exercises are backed by psychological research and
    are designed to enhance well-being, reduce stress, and improve focus.
    positivepsychology.com/mindfulness-exercises-techniques-activities
    (https://positivepsychology.com/mindfulness-exercises-techniques-activities/)

    Headspace: A popular app that offers guided meditation sessions, mindfulness exercises, and courses
    on mindfulness for beginners and advanced practitioners. headspace.com
    (https://www.headspace.com/)
    Calm: An app providing guided meditations, breathing exercises, sleep stories, and mindfulness
    programs designed to help reduce stress and anxiety. calm.com (https://www.calm.com/)
    Mindful.org: An online resource offering articles, guided practices, and videos on mindfulness
    meditation and how to incorporate mindfulness into daily life. mindful.org (https://www.mindful.org/)
    The Mindfulness App: This app offers a variety of guided meditations, mindfulness exercises, and
    personalized meditation plans for users of all levels. themindfulnessapp.com
    (https://themindfulnessapp.com/)

    Q. How long should each mindfulness session last? 

    Q. Can I practice mindfulness at work, or does it need to be
    done in a specific setting? 

    Q. Where can I find more information or detailed instructions for
    practicing the Waking Up mindfulness moments? 

    [https://positivepsychology.com/mindfulness-exercises-techniques-activities/](https://positivepsychology.com/mindfulness-exercises-techniques-activities/)

    [https://positivepsychology.com/mindfulness-exercises-techniques-activities/](https://positivepsychology.com/mindfulness-exercises-techniques-activities/)

    [https://positivepsychology.com/mindfulness-exercises-techniques-activities/](https://positivepsychology.com/mindfulness-exercises-techniques-activities/)

    [https://positivepsychology.com/mindfulness-exercises-techniques-activities/](https://positivepsychology.com/mindfulness-exercises-techniques-activities/)

    [https://www.headspace.com/](https://www.headspace.com/)

    [https://www.headspace.com/](https://www.headspace.com/)

    [https://www.headspace.com/](https://www.headspace.com/)

    [https://www.headspace.com/](https://www.headspace.com/)

    [https://www.calm.com/](https://www.calm.com/)

    [https://www.calm.com/](https://www.calm.com/)

    [https://www.calm.com/](https://www.calm.com/)

    [https://www.mindful.org/](https://www.mindful.org/)

    [https://www.mindful.org/](https://www.mindful.org/)

    [https://www.mindful.org/](https://www.mindful.org/)

    [https://themindfulnessapp.com/](https://themindfulnessapp.com/)

    [https://themindfulnessapp.com/](https://themindfulnessapp.com/)

    [https://themindfulnessapp.com/](https://themindfulnessapp.com/)

    [https://themindfulnessapp.com/](https://themindfulnessapp.com/)

    Insight Timer: A free app with a large library of guided meditations, mindfulness practices, and talks
    from mindfulness teachers around the world. insighttimer.com (https://insighttimer.com/)

    [https://insighttimer.com/](https://insighttimer.com/)

    [https://insighttimer.com/](https://insighttimer.com/)

    [https://insighttimer.com/](https://insighttimer.com/)

    **Week4OverviewAssignmentsReadingsLectures_LP763-L1_LeadershipUseofSelfandMulticulturalCompetence.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week4overviewassignmentsreadingslectures-lp763-l1-leadershipuseofselfandmulticulturalcompetence-pdf)

    **VIAStepbystepinstructions_free.pdf**

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

    **CQBrief.pdf**

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

    **LP763Week4LectureSlides.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lp763week4lectureslides-pdf)

    **HBRCulturalIntelligencecopy.pdf**

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

    **Gonzalez-CanovasA.TrilloA.Lopez-PenaB.BretonesF.D.2026.ExploringtheBoundariesofTransformationalandAuthenticLeadership-AComparativeAnalysisofIntrapreneurialBehaviour.JournalofWorkandOrganizationalPs.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/gonzalez-canovasa-trilloa-lopez-penab-bretonesf-d-2026-exploringtheboundariesoftransformationalandauthenticleadership-acomparativeanalysisofintrapreneurialbehaviour-journalofworkandorganizationalps-pdf)

    **HansonR.ShapiroS.Hutton-ThammE.HagertyM.R.SullivanK.P.2023.Learningtolearnfrompositiveexperiences.TheJournalofPositivePsychology181142-153-1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hansonr-shapiros-hutton-thamme-hagertym-r-sullivank-p-2023-learningtolearnfrompositiveexperiences-thejournalofpositivepsychology181142-153-1-pdf)

    **chua-et-al-2023-making-sense-of-cultural-diversity-s-complexity-addressing-an-emerging-challenge-for-leadership-2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chua-et-al-2023-making-sense-of-cultural-diversity-s-complexity-addressing-an-emerging-challenge-for-leadership-2-pdf)

    **## Topic_Week4DB-DBWeek4GroupBoard2.pdf**

    This week’s discussion provides an opportunity for you to share your thoughts as you
    prepare for the Leader Analysis Reflection Paper
    (https://canvas.williamjames.edu/courses/11052/assignments/134319) due on Sunday. By
    testing your ideas here, you can gain diverse perspectives and practice connecting theory
    to practice.

    Linking the discussion board this week to the paper also reinforces that leadership learning
    is not only about producing an individual written product, but also about engaging in
    dialogue, perspective-taking, and co-constructing meaning with others. This aligns with the
    course’s emphasis on leadership as a relational process and on unlocking slices of genius
    in organizations; sometimes our clearest insights emerge when we listen to how others are
    making sense of similar challenges.

    I ns t ruc t ions
    1. Share Your Leader Choice: Which leader (current, historical, or organizational) have you
    chosen for your analysis?

    What drew you to this person as a case study for leadership in practice?

    2. Connect to Slices of Genius: How does this leader unlock “slices of genius” in
    themselves, in others, or in their organization?

    Where do you see hidden strengths, untapped potential, or unique ways of leading
    come to life?

    Which course concepts (e.g., authentic leadership, use of self, multicultural
    competence, power and influence) help you make sense of these dynamics?

    3. Reflect on Your Learning Using the Material: What insights are you gaining about
    leadership through this analysis that connect to your own learning edges?

    How is this shaping your evolving sense of your own “use of self” as a leader?

    Best,

    Dr. E's



    [https://canvas.williamjames.edu/courses/11052/assignments/134319](https://canvas.williamjames.edu/courses/11052/assignments/134319)

    [https://canvas.williamjames.edu/courses/11052/assignments/134319](https://canvas.williamjames.edu/courses/11052/assignments/134319)

    **## LeaderAnalysisReflectionPaper.pdf**

    Leader Analysis Reflection Paper
    9/20/2026

    100 Points Possible

    In Progress
    NEXT UP: Submit Assignment

    Unlimited Attempts Allowed

    Attempt 1 Add Comment

    Details

    Leader Analysis Reflection Paper
    Points: 100

    Weight: 15%

    Purpose: This paper provides an opportunity to integrate the foundational theories, concepts,
    and perspectives explored in the first part of the course with your own critical analysis of
    leadership in practice. By selecting and analyzing one leader, you will demonstrate your ability
    to:

    Connect leadership theory to practice.

    Examine leadership as a relationship (not just a position).

    Apply a “use of self” lens to understanding leadership dynamics.

    Submission: Submit your paper as a Word document via this page by the due date. Late
    submissions will be subject to the course's late policy
    (https://canvas.williamjames.edu/courses/11052/assignments/101112#transformedModal0Content)
    . Feel free to reach out if you have any questions or need clarification.

    Instructions

    A. Select a Leader: Choose one leader (current, historical, or organizational) whose leadership you can analyze
    with sufficient depth.

    B. Analyze Leadership Approach: Critically evaluate their leadership style, behaviors, and effectiveness
    through the lens of course concepts (e.g., authentic leadership, power and influence, use of self, triggers,
    multicultural competence).

    C. Integrate Theory: Draw explicitly on course readings, lectures, and discussions to support your analysis.

    D. Reflective Lens: Discuss what this leader’s example means for your own understanding of leadership and
    your development as a leader.

    [https://canvas.williamjames.edu/courses/11052/assignments/101112#transformedModal0Content](https://canvas.williamjames.edu/courses/11052/assignments/101112#transformedModal0Content)

    [https://canvas.williamjames.edu/courses/11052/assignments/101112#transformedModal0Content](https://canvas.williamjames.edu/courses/11052/assignments/101112#transformedModal0Content)

    Guiding Questions: When writing your paper, be sure to address the following:

    1. Leader Background and Context

    1a. Who is the leader you selected, and why did you choose them?

    1b. What is the context of their leadership (e.g., organization, culture, historical moment)?

    2. Leadership Style and Behaviors

    2a. How does this leader demonstrate leadership as relationship versus position?

    2b. Which theories, models, or perspectives from the course best explain their leadership approach?

    3. Use of Self Lens

    3a. How does this leader appear to understand and use their own identity, strengths, and limitations
    in their leadership role?

    3b. What triggers, values, or formative experiences seem to shape their leadership story?

    4. Power, Influence, and Ethics

    4a. How does the leader use formal, informal, or relational power?

    4b. What ethical or moral considerations are evident in their leadership?

    5. Personal Reflection

    5a. What insights did you gain from analyzing this leader that connect to your own leadership learning
    edges?

    5b. How does this analysis influence your evolving understanding of your “use of self” as a leader?

    Requirements

    7-10 pages (including title page and reference page)

    APA 7 Student Paper Style and Formatting (please use template linked below!)

    _APA 7 student-paper template_explained_Heilman.docx
    (https://canvas.williamjames.edu/courses/11052/files/1036152?wrap=1)

    Minimum of 4 references from this course

    Evaluation Criteria (100 points total)

    Completeness (40 pts): Following instructions and responding to all guiding questions (posted in Canvas).

    Depth of Thought (35 pts): Demonstrates meaningful integration of course concepts (4 sources minimum)
    with analysis and reflection.

    [https://canvas.williamjames.edu/courses/11052/files/1036152?wrap=1](https://canvas.williamjames.edu/courses/11052/files/1036152?wrap=1)

    [https://canvas.williamjames.edu/courses/11052/files/1036152?wrap=1](https://canvas.williamjames.edu/courses/11052/files/1036152?wrap=1)

    Choose a submission type

    APA 7 Style & Formatting (10 pts): Follows APA 7 student paper cover page, page formatting, in-text
    citations, references, heading levels, etc.

    Quality of Writing (15 pts): Clear, organized, polished, and professional and academic writing.

    View Rubric

    Leader Analysis Paper

    Criteria Comments Points

    Completeness –
    Responded to all guiding
    questions

    view longer description

    Comment /40 pts

    Depth of Thought
    meaningful integration
    of at least 5 readings

    view longer description

    Comment /35 pts

    APA 7 Student Paper
    Style and Formatting

    view longer description

    Comment /10 pts

    Quality of Writing – Clear,
    organized, polished, and
    professional and
    academic writing

    view longer description

    Comment /15 pts

    Upload Office 365

    Drag a file here, or
    Choose a file to upload

    Webcam Photo

    Canvas Files

    I agree to the tool's End-User License Agreement (https://api.turnitin.com/api/lti/1p0/user/static_eula)
    This assignment submission is my own, original work
    *

    Submit Assignment

    or

    [https://api.turnitin.com/api/lti/1p0/user/static_eula](https://api.turnitin.com/api/lti/1p0/user/static_eula)

    **## WakingUpatWorkPracticeInstructions_LP763-L1_LeadershipUseofSelfandMulticulturalCompetence.pdf**

    'Waking Up at Work' Practice Instructions

    Rationale: Taking time each day to pause and simply notice how you feel in your own body, as well as the flow
    of your thoughts, has been shown by recent research to aid in dealing with complexity and stress. For the
    duration of the course, you are being asked to take at least one moment per day to pause and practice a
    moment of mindfulness.

    Detailed instructions:

    Sit in a quiet, comfortable place. Close your eyes or keep them open and just notice your breathing. Notice the
    weight of your body on the chair. Notice how your hands feel, your feet, your head, etc.

    Next, notice the flow of your thoughts and visualize letting go of each thought as it comes to mind. Whatever
    you notice, make sure not to judge it in any way. Just notice it. That's it. Nothing mind-blowing is expected to
    happen; there is no wrong way to do this. The key is to relax and be fully in the present moment. BUT in
    relation to this, once you have the technique of pausing and slowing down and embodying mindfulness, try it
    when you are in the middle of a difficult or stressful situation.

    Note, if you are at work, you can do a waking up moment without closing your eyes and simply focusing on your
    computer screen.

    A. The Waking Up @ Work practice is a daily mindfulness exercise where you take a moment each day to
    pause and practice mindfulness, enhancing your leadership capacity, self-awareness, and multicultural
    competency.

    A. No, this practice is not graded nor does anything need to be submitted. This component of the course is
    intended solely for your use and development.

    A. In a quiet and comfortable place, take a moment to focus on your breathing. Notice how the air feels as it
    enters and leaves your body. Acknowledge any thoughts without judgment and gently refocus on your
    breath.

    Settle into a Comfortable Position where you won't be disturbed or interrupted for the duration of your
    practice (~5 mins minimum). Close your eyes if that feels comfortable.
    Start by paying attention to your breath, noticing the rhythm of your inhale and exhale. Stay present
    and focused on your breath using the "4-2-4 Breathing" mindfulness technique, where you inhale for four
    counts, hold for two counts, and exhale for four counts and repeat, which is commonly referred to as "4-
    2-4." This technique is a variation of the more widely known "4-4-4 Breathing" or "Box Breathing" with a
    shorter hold. These techniques can help regulate the nervous system, calm the mind, and bring you into
    the present moment.

    Q. What is the "Waking Up @ Work" practice? 

    Q. Is this practice graded or required to be submitted? 

    Q. How do I perform the Waking Up mindfulness practice? 

    Notice Your Thoughts: As you focus on your breath, you'll likely notice thoughts beginning to arise.
    Instead of engaging with these thoughts or trying to push them away, simply observe them.
    Visualize Letting Go: When a thought comes to mind, visualize yourself gently letting it go
    (visualization techniques are provided below). The key is to observe the thought without judgment and
    then let it pass, returning your focus to your breath.
    Return to the Present Moment: After letting go of each thought, bring your attention back to your
    breathing. Repeat this process each time a new thought arises.
    Practice Non-Judgment: It’s normal for your mind to wander during this process. If you notice yourself
    getting caught up in a thought, gently guide your focus back to your breath without criticizing yourself.
    The goal is to practice being present and letting go.

    A. "Noticing the flow of your thoughts and visualizing letting go of each thought as it comes to mind" is a
    mindfulness technique that helps you become aware of your thoughts without getting attached to
    them. Instead of getting swept up in thoughts, engaging with them, or trying to push them away, simply
    observe them in your mind's eye. Here are some different visualization examples – practice whichever
    works best for you.

    Label the Thoughts: Instead of engaging with the content of each thought, simply label it. For example,
    you might mentally note "worry," "planning," "judgment," or "memory" as each thought arises. This
    labeling helps create distance between you and the thought.
    Imagine Thoughts as Passing Cars: Picture each thought as a car passing by on a busy road. You’re
    standing on the sidewalk, watching the cars go by without getting in the car or trying to stop it. The
    thoughts come and go, and you remain an observer.
    Use the Breath as an Anchor: As each thought arises, acknowledge it briefly, then return your focus to
    the sensation of your breath. Your breath becomes an anchor that keeps you grounded in the present
    moment, allowing thoughts to float by without taking over your attention.
    Visualize Thoughts as Bubbles: Imagine each thought as a bubble that appears and then gently floats
    away, eventually popping or drifting out of sight. This visualization emphasizes the temporary and
    insubstantial nature of thoughts.
    See Thoughts as Clouds: Similar to the bubble technique, visualize each thought as a cloud passing
    through the sky. You watch it come into view, move across the sky, and then disappear, reminding
    yourself that thoughts are transient.
    Imagine Thoughts on a Conveyor Belt: Picture a conveyor belt slowly moving in front of you, with each
    thought appearing on the belt and then moving away, out of sight. This helps you observe the thought
    without holding onto it.
    Picture Thoughts as Leaves on a Stream: Visualize your thoughts as leaves floating on a stream, carried
    away by the current. Each leaf represents a thought, and you simply watch it float by without trying to

    Q. What does "noticing the flow of your thoughts and visualizing
    letting go of each thought as it comes to mind" look like, or how
    can I do this?



    catch it or change its direction.
    Treat Thoughts as Background Noise: Imagine your thoughts as background noise, like a distant radio
    playing in another room. You hear the noise, but you don’t focus on it or let it distract you from the task
    at hand (such as breathing or being present).
    Visualize Thoughts as Balloons: Imagine each thought as a balloon that you gently release into the air.
    Watch it rise and drift away until it’s out of sight, signifying your decision to let go of the thought.
    Use a Mental Notepad: Imagine that you have a notepad or whiteboard in your mind. When a thought
    arises, jot it down mentally and then set aside or erase signaling that you’ve acknowledged the thought
    without needing to engage further with it.

    visualize putting the note or notepad aside – seeing yourself not needing to engage further with it.
    visualize using disappearing ink – seeing your thought written out and then disappearing
    visualize writing on a whiteboard – seeing yourself write out the thought and then erase it

    A. While daily practice is encouraged for maximum benefit, missing a day is okay. Simply resume the
    practice the next day.

    A. You are encouraged to explore different mindfulness practices provided in the course materials. You can
    follow the sample instructions or choose a practice that resonates with you.

    A. This practice supports your overall leadership development by improving self-awareness, stress
    management, and cultural competency—skills that are critical for effective leadership.

    A. We recommend taking a moment after the practice to capturing any insights, experiences, or challenges
    you encountered during your practice. These notes can be valuable when creating your leadership
    development plan for the final paper.

    Q. What should I do if I miss a day of practice? 

    Q. Can I choose my own mindfulness practice, or do I need to
    follow the instructions provided? 

    Q. How will this practice help me in the course? 

    Q. Should I take notes on my experiences during the practice? 

    A. There is no set duration; just 5-10 minutes each day can be beneficial. The key is to be consistent with
    the practice.

    A. You can practice mindfulness anywhere, including at work. The practice is designed to be flexible and
    integrated into your daily routine.

    A. This page provides all of the information and instruction details. Below are resources around general
    mindfulness practices. Feel free to adopt them for your Waking Up at Work practice during the course or
    design your own.

    PositivePsychology.com: Mindfulness Exercises, Techniques, and Activities

    This resource from PositivePsychology.com offers a comprehensive collection of mindfulness
    exercises, techniques, and activities designed to help individuals integrate mindfulness into their
    daily lives. The site includes practical tools, worksheets, and guided practices that are useful for both
    beginners and experienced practitioners. The exercises are backed by psychological research and
    are designed to enhance well-being, reduce stress, and improve focus.
    positivepsychology.com/mindfulness-exercises-techniques-activities
    (https://positivepsychology.com/mindfulness-exercises-techniques-activities/)

    Headspace: A popular app that offers guided meditation sessions, mindfulness exercises, and courses
    on mindfulness for beginners and advanced practitioners. headspace.com
    (https://www.headspace.com/)
    Calm: An app providing guided meditations, breathing exercises, sleep stories, and mindfulness
    programs designed to help reduce stress and anxiety. calm.com (https://www.calm.com/)
    Mindful.org: An online resource offering articles, guided practices, and videos on mindfulness
    meditation and how to incorporate mindfulness into daily life. mindful.org (https://www.mindful.org/)
    The Mindfulness App: This app offers a variety of guided meditations, mindfulness exercises, and
    personalized meditation plans for users of all levels. themindfulnessapp.com
    (https://themindfulnessapp.com/)

    Q. How long should each mindfulness session last? 

    Q. Can I practice mindfulness at work, or does it need to be
    done in a specific setting? 

    Q. Where can I find more information or detailed instructions for
    practicing the Waking Up mindfulness moments? 

    [https://positivepsychology.com/mindfulness-exercises-techniques-activities/](https://positivepsychology.com/mindfulness-exercises-techniques-activities/)

    [https://positivepsychology.com/mindfulness-exercises-techniques-activities/](https://positivepsychology.com/mindfulness-exercises-techniques-activities/)

    [https://positivepsychology.com/mindfulness-exercises-techniques-activities/](https://positivepsychology.com/mindfulness-exercises-techniques-activities/)

    [https://positivepsychology.com/mindfulness-exercises-techniques-activities/](https://positivepsychology.com/mindfulness-exercises-techniques-activities/)

    [https://www.headspace.com/](https://www.headspace.com/)

    [https://www.headspace.com/](https://www.headspace.com/)

    [https://www.headspace.com/](https://www.headspace.com/)

    [https://www.headspace.com/](https://www.headspace.com/)

    [https://www.calm.com/](https://www.calm.com/)

    [https://www.calm.com/](https://www.calm.com/)

    [https://www.calm.com/](https://www.calm.com/)

    [https://www.mindful.org/](https://www.mindful.org/)

    [https://www.mindful.org/](https://www.mindful.org/)

    [https://www.mindful.org/](https://www.mindful.org/)

    [https://themindfulnessapp.com/](https://themindfulnessapp.com/)

    [https://themindfulnessapp.com/](https://themindfulnessapp.com/)

    [https://themindfulnessapp.com/](https://themindfulnessapp.com/)

    [https://themindfulnessapp.com/](https://themindfulnessapp.com/)

    Insight Timer: A free app with a large library of guided meditations, mindfulness practices, and talks
    from mindfulness teachers around the world. insighttimer.com (https://insighttimer.com/)

    [https://insighttimer.com/](https://insighttimer.com/)

    [https://insighttimer.com/](https://insighttimer.com/)

    [https://insighttimer.com/](https://insighttimer.com/)

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