Discussion: Capella University Good Bad Loving Case Study Presentation

Discussion: Capella University Good Bad Loving Case Study Presentation

Discussion: Capella University Good Bad Loving Case Study Presentation

Question Description
I’m working on a Psychology question and need guidance to help me study.

Create an 11–16 slide presentation in which you apply theories and concepts from social psychology, behavioral ethics, and critical thinking to a case study you choose. Focus on a theory related to prosocial or antisocial behavior, attraction, rejection, or close relationships.

Prosocial behavior is doing what’s best for others and involves being fair, respectful, cooperative, forgiving, and sometimes obedient and conforming. It enables us to get along with others, to build trust, and to learn to like and love others. Antisocial behavior is behavior that either damages interpersonal relationships or is culturally undesirable, and it can even involve aggressive or criminal behavior. Social psychologists study what drives us to act in both of these ways.

SHOW LESS
Social psychologists also study our need for social acceptance and how we form relationships. Human beings are wired for relationships. We engage in relationships of all kinds from family to acquaintances and friends to romantic partners. We all have a need to belong

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Select credible and scholarly sources in the field of social psychology using information literacy and research skills.
Describe credible and scholarly sources, relevant to a particular theory.
Competency 2: Apply social psychological theory to topics in the field.
Apply a social psychological theory to a chosen case study.
Competency 3: Apply social psychological research to topics in the field.
Explain how social psychological research studies relate to a particular social psychological theory.
Competency 4: Apply ethical reasoning to social psychology topics.
Apply an ethical reasoning concept to a chosen case study.
Competency 5: Apply critical thinking to social psychology topics.
Apply a critical thinking concept to a chosen case study.
Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Demonstrate an academic writing style through well-organized prose that follows assessment guidelines.
Demonstrate compliance with APA style, citation, and referencing guidelines.
RESOURCES
SOCIAL PSYCHOLOGY
Reciprocity
Baumeister, R. F., & Bushman, B. J. (2017). Social psychology and human nature (4th ed.). Boston, MA: Cengage. Available in the courseroom via the VitalSource Bookshelf link.
Chapter 9, “Prosocial Behavior: Doing What’s Best for Others,” pages 290–329, contains information about why people do things that bring benefits to others and help their culture and society to operate successfully. You will also find information about the reciprocity theory.
Mahmoodi, A., Bahrami, B., & Mehring, C. (2018). Reciprocity of social influence. Nature Communications, 9(1), 1–9.
You can use this article to support your arguments if you choose reciprocity to apply to your case study.
SHOW LESS
Unrequited Love
Baumeister, R. F., & Bushman, B. J. (2017). Social psychology and human nature (4th ed.). Boston, MA: Cengage. Available in the courseroom via the VitalSource Bookshelf link.
Chapter 11, “Interpersonal Attraction and Rejection,” pages 370–401, contains information about how our behavior influences our social acceptance or rejection. You will also find information about the concept of unrequited love.
Bamford, R. (2015). Unrequited: Neurochemical enhancement of love. Cambridge Quarterly of Healthcare Ethics, 24(3), 355–360.
You can use this article to support your arguments if you choose unrequited love to apply to your case study.
Social Exchange Theory
Baumeister, R. F., & Bushman, B. J. (2017). Social psychology and human nature (4th ed.). Boston, MA: Cengage. Available in the courseroom via the VitalSource Bookshelf link.
Chapter 12, “Close Relationships: Passion, Intimacy, and Sexuality,” pages 402–445, contains information about how our behavior influences our ability to maintain close relationships and intimacy. You will also find information about the social exchange theory.
Fallis, E. E., Rehman, U. S., Woody, E. Z., & Purdon, C. (2016). The longitudinal association of relationship satisfaction and sexual satisfaction in long-term relationships. Journal of Family Psychology, 30(7), 822–831.
You can use this article to support your arguments if you choose social exchange theory to apply to your case study.
BEHAVIOR ETHICS
These resources, courtesy of Ethics Unwrapped, The University of Texas at Austin, provide you with the basic concepts involved in behavioral ethics:
The University of Texas at Austin. (n.d.). Ethics defined: Behavioral ethics. Retrieved from https://ethicsunwrapped.utexas.edu/glossary/behavi…
Behavioral ethics is the study of why people make the ethical and unethical decisions that they do. Its teachings arise from research in fields such as behavioral psychology, cognitive science, and evolutionary biology.
The University of Texas at Austin. (n.d.). Concepts unwrapped: Introduction to behavioral ethics. Retrieved from https://ethicsunwrapped.utexas.edu/video/intro-to-…
This resource investigates why people make the ethical (and unethical) decisions that they do in order to gain insights into how people can improve their ethical decision-making and behavior.
For your assessment, you will choose to apply one of the following concepts, moral awareness or causing harm, to a case study:
The University of Texas at Austin. (n.d.). Concepts unwrapped: Being your best self, part 1: Moral awareness. Retrieved from https://ethicsunwrapped.utexas.edu/video/best-self…
Moral awareness is the ability to detect and appreciate the ethical aspects of a decision that one must make.
The University of Texas at Austin. (n.d.). Concepts unwrapped: Causing harm. Retrieved from https://ethicsunwrapped.utexas.edu/video/causing-h…
This resource explores the different types of harm that may be caused to people or groups and the potential reasons we may have for justifying these harms.
CRITICAL THINKING
Critical thinkers routinely apply intellectual standards to the elements of reasoning in order to develop intellectual traits. These resources introduce you to critical thinking using the model developed by Paul and Elder:
Meegan, G. (n.d.). What is critical thinking? [Blog post]. Retrieved from https://theelementsofthought.org/what-is-critical-…
This resource describes the basics of critical thinking.
Qualities of Thinking: Evaluative Stage.
This resource provides a concise overview with links to further resources.
University of Louisville. (n.d.). Paul-Elder critical thinking framework. Retrieved from http://louisville.edu/ideastoaction/about/critical…
This resource provides a good summary with a graphic to show how standards, elements, and traits work together.
Paul, R., & Elder, L. (2013). Critical thinking: Intellectual standards essential to reasoning well within every domain of human thought, part 2 [PDF]. Journal of Developmental Education, 37(1), 32–36.
This journal article provides a strong description of the standards.
For your assessment, you will choose to apply one of the following concepts, confidence in reason or fair-mindedness, to a case study.
Qualities of the Thinker: Traits of the Mind.
Two of the qualities are confidence in reason and fair-mindedness.
POWERPOINT
For this assessment you will be creating a PowerPoint presentation. The following resources can help you with basic PowerPoint skills as well as best practices.
Skillsoft. (n.d.). PowerPoint Office 365 (Windows): Creating presentations [Tutorial].
Skillsoft. (n.d.). Microsoft PowerPoint 2016 for Mac: Building and structuring a presentation [Tutorial].
Skillsoft. (n.d.). Working with graphic, audio, and video content in PowerPoint 2016 [Tutorial].
Guidelines for Effective PowerPoint Presentations.
LIBRARY RESEARCH GUIDE
You need to find other resources to prepare for this assessment, and you will need to ensure that they are appropriate, credible, and valid. The Introduction to Social Psychology Library Guide can help direct your researchPREPARATIONS
PREPARATION
Access the Good, Bad, and Loving Case Studies multimedia to choose which case study you want to focus on and the social psychology theory, behavioral ethics concept, and critical thinking concept you have identified as being embedded in your case study.
Use the Capella library to find two scholarly journal articles related to the social psychology theory you chose. You may choose to use one of the following articles as one of the two you are required to use:
Reciprocity: Mahmoodi, A., Bahrami, B., & Mehring, C. (2018). Reciprocity of social influence. Nature Communications, 9(1), 1–9.
Unrequited Love: Bamford, R. (2015). Unrequited: Neurochemical enhancement of love. Cambridge Quarterly of Healthcare Ethics, 24(3), 355–360.
Social Exchange Theory: Fallis, E. E., Rehman, U. S., Woody, E. Z., & Purdon, C. (2016). The longitudinal association of relationship satisfaction and sexual satisfaction in long-term relationships. Journal of Family Psychology, 30(7), 822–831.
INSTRUCTIONS
Create a PowerPoint presentation. Be sure to use the Notes area to provide further explanation of each of your slides. In your presentation, include the following:
Summarize the case study (1 slide).
Describe credible and scholarly sources, relevant to a particular theory (1–2 slides).
Apply a social psychological theory to a chosen case study (2–3 slides).
Explain how social psychological research studies relate to a particular social psychological theory (2–3 slides).
Apply an ethical reasoning concept to a chosen case study (2–3 slides).
Apply a critical thinking concept to a chosen case study (2–3 slides).
Conclusion (1 slide).
Demonstrate an academic writing style through well-organized prose that follows assessment guidelines.
Demonstrate compliance with APA style, citation, and referencing guidelines.
ADDITIONAL REQUIREMENTS
Written communication: Should be free of errors that detract from the overall message.
APA formatting: References and citations are formatted according to current APA style guidelines.
Resources: Minimum of 2 scholarly or professional resources.
Length: Minimum of 11 slides plus a title slide and a reference slide.

ORDER NOW FOR AN EXCELLENT PAPER FROM HEALTH CARE PAPER GURUS: Discussion: Capella University Good Bad Loving Case Study Presentation

 

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.