Psychology Assignment: Emotionality and Resilience

I strongly recommend you can read the samples before you start to write the paper. Thanks.
Part A: Short Answer Questions:
Answer any four of the following six questions that relate to the Module 2 readings, using full sentences and short paragraphs as appropriate. Your responses should be clear and succinct, approximately 75 words in length per question. No single question should exceed 125 words.

1. In “The Contribution of Emotionality and Self-Regulation to the Understanding of Children’s Response to Multiple Risk,” Lengua suggests ideas for future research. Can you think of two other ideas?
2. According to Tiet et al., why might a higher IQ be beneficial in coping with adverse life events? Can you think of another reason?
3. Why do Tiet et al. conclude that IQ is a more generalizable protective factor, compared to gender?

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4. The results of the study by Qouta found that mental flexibility increased resilience under what circumstance, but not under what other circumstance? Can you suggest a possible explanation for this finding?
5. One study of adolescents found that more adolescents with bulimia nervosa recovered after receiving a family-based treatment than those receiving supportive psychotherapy. Can you suggest how resilience could be an aspect of prevention or either an integral component of successful treatment?
6. According to Wong, what changes in emotional factors may help learning-disabled children make and keep friends? Why was this proposed as an important area for longitudinal research?

Part B: Essay
Write an essay (500 words maximum) (2–3 double-spaced word-processed pages) on one of the following topics. Be sure that you are presenting the concepts in your own words and that you include current information.

Option 1: Shortage of Resilience Research on Canadian Aboriginals
Although there is a relatively large body of research on individual resilience factors for African-American individuals, there is very little research on individual resilience factors for Canadian Aboriginal individuals. What factors may put this cultural group at increased risk for poor adjustment? Why is it important to study individual resilience factors in this group? Can you think of any particular challenges to doing research on Canadian Aboriginals?

Option 2: Research on an Intervention Program for Individual Risk Factors to Increase Resilience
Find at least two peer-reviewed journal articles that discuss the results of intervention programs aimed at increasing individual protective factors and thus resilience. Who are the identified at-risk groups? What individual factors are targeted? Was the program successful? Why or why not?

Required Readings

  • Lengua, L. J. (2002). The contribution of emotionality and self-regulation to the understanding of children’s response to multiple risk. Child Development, 73(1), 144–161. Retrieved from PsycINFO database.

Tiet, Q. Q., Bird, H. R., Hoven, C. W., Wu, P., Moore, R., & Davies, M. (2001). Resilience in the face of maternal psychopathology and adverse life events. Journal of Child and Family Studies, 10(3), 347–365. Retrieved from PsycINFO database.

  1. S. Department of Health and Human Services. (n.d.) Office of Head Start. Retrieved from http:http://www.acf.hhs.gov/programs/ohs

Wong, B. Y. L. (2003). General and specific issues for researchers’ consideration in applying the risk and resilience framework to the social domain of learning disabilities. Learning Disabilities Research & Practice, 18(2), 68–76. Retrieved from PsycINFO database.

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  • Recommended Resources

Chudler, E. H. (n.d.). Interactive Stroop Effect Experiment. Retrieved from http://faculty.washington.edu/chudler/java/ready.html

Hyman, S., Aubry, T. & Klodakwsky, F. (2011). Resilient educational outcomes: Participation in school by youth with histories of homelessness. Youth Society, 43(1), 253–273.

Mendez, J. L., Fantuzzo, J., & Cicchetti, D. (2003). Profiles of social competence among low-income African American preschool children. Child Development, 73(4), 1085–1100. Retrieved from PsycINFO database.

Vessey, J. A., & O’Neill, K. (2011). Helping students with disabilities better address teasing and bullying situations: A MASNRN study. The Journal of School Nursing, 27(2), 139–148.

 

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