To prepare for this discussion, please read Chapter 7 of your textbook. Watch Stress:  Portrait of a Killer, read “Dr. Seuss, the Coping Machine, and “Oh, the Places You’ll Go”’” and complete the Holmes-Rahe Stress Inventory (Links to an external site.)Links to an external site. (The American Institute of Stress, n.d.).  Finally, review Instructor Guidance and Announcements.  In this discussion, you will consider psychological explanations and solutions for stress by examining your own stress level and relating strategies to combat stressors in your own life. Be sure to use your own academic voice (Links to an external site.)Links to an external site. and apply in-text citations (Links to an external site.)Links to an external site. appropriately throughout your post.

• Summarize the information you learned about stress and health, including emotional and motivational factors as presented in the video.
• Describe how stress impacts physical and mental health.
• Read “Dr. Seuss, the Coping Machine, and “Oh, the Places You’ll Go’”
  • Identify variables that influence the appraisal of a stressor as a challenge or threat.
  • Generate various factors that may influence one’s ability to cope with stress, such as perceived control, optimism, and social support.
• Complete the Holmes-Rahe Stress Inventory (Links to an external site.)Links to an external site. (The American Institute of Stress, n.d.).
• Interpret your score.  What are the implications of this?
  • Apply your knowledge about assessing (appraising) and coping to your own experience with stress.  What are your biggest stressors?  What is the impact of stress on your health?  Are there any factors in your own life that buffer the effects of stress?
  • Examine specific ways in which you might better manage your stress, such as aerobic exercise, relaxation and meditation, spirituality.
  • Explain how cultural and social diversity might influence perception and experience of stress. (Why could one situation increase stress for one person but not for another?).
• Remember to use your own academic voice (Links to an external site.)Links to an external site. and apply in-text citations (Links to an external site.)Links to an external site. appropriately throughout your post.

Post your initial response of 250 words or more

Psychology Practitioner-Scholars

As stated in the unit introduction, connecting scholarship and practice is critical for professionals in psychology. In one of the unit studies, you examined both the scholar-practitioner model, as presented in the McClintock article, and Capella’s learning model, which is based on the ideas in the McClintock article. In Capella’s learning model, the master’s level degree program is described as practitioner-scholar, to distinguish it from the doctoral degree program, which is described as scholar-practitioner.

This discussion will provide you with an opportunity to enhance and deepen your understanding of the scholar-practitioner model in general and the practitioner-scholar expectations at Capella in particular. At the same time, it will enable you to get valuable feedback from your peers on your vision statement and action plan. Your thinking and exchanges in this discussion will support your success in the assignment that you will submit in the next unit.

In your initial post:

• Compare McClintock’s scholar-practitioner model and Capella’s scholar-practitioner learning model. You probably notice that only Capella uses the term practitioner-scholar. What aspects of McClintock’s model supports Capella’s learning model?
• Describe the role of a practitioner-scholar within the field of psychology.
• Discuss how the role of a practitioner-scholar will influence you to become a wise consumer of research and theory.
• Summarize your vision of a career in psychology and your main SMART goals. How did the practitioner-scholar model help clarify and strengthen your vision of your future in the field, and your professional goals?
• Explain how this model might apply to your studies as a graduate learner in psychology at Capella.

If you had any trouble understanding the scholar-practitioner model or its application in the field of psychology, use this discussion to receive support from your peers and instructor to work through your challenges.

Be sure to integrate both readings into your discussion response and cite them in APA style.

References

Capella University. (2003). Learning model quick reference and examples. Minneapolis, MN: Author.

McClintock, C. (2004). Scholar practitioner model. In A. DiStefano, K. E. Rudestam, & R. J. Silverman (Eds.), Encyclopedia of distributed learning (pp. 394–397). Thousand Oaks, CA: SAGE.

Response Guidelines

Read your peers’ posts, and respond to at least two. Try to choose posts that have had the fewest responses thus far.

• What can you add to clarify your peers’ understanding?
• What strategies can you suggest to help your peers connect this model to their vision and goals for their future careers?
• Do their goals meet the criteria of being specific, measurable, achievable, relevant, and time-bound (SMART)?
• Can you think of any way the goals could be improved to better meet these criteria?

Be sure to provide substantive responses to help your peers build on their learning. Reference any relevant assigned readings, additional resources, or professional literature to support your response.

Resources

• Discussion Participation Scoring Guide.
• Scholar Practitioner Model.
• Learning Model Quick Reference and Examples [PDF].
• Attributes and Evaluation of Discussion Contributions [DOC].
• Professional Communications and Writing Guide [PDF].

PSY 101 – General Psychology

USE psychology 8th edition

• Read the article on the next page from The Philadelphia Inquirer entitled “Is blackout drinking the same as passing out from alcohol? A Penn psychologist explains” by Stacey Burling.

• Type responses to the following:

1) Specify at least two fields of psychology that the article content falls into and explain a) the nature of each field and b) why the article content falls into each field. Be sure to include specific content from the news article to illustrate your points in this section.

2) Explain in detail how this news event connects to two distinct and specific course concepts, theories, or research findings (write at least one paragraph per connection). You must use your textbook to find these course connections and provide the page number of the material you are using from the textbook for each connection. The material you connect to the article content may come from any section of the textbook, but be sure to connect to specific, rather than general, concepts. For example, conditioning is a general concept, operant conditioning is more specific, and negative reinforcement is even more specific. The more specific you are in your connections, the better. Be sure to include specific content from the news article to illustrate your points in this section.

• To submit your homework, click on the Homework #2 assignment link in the Homework module of Canvas.

NOTES:

Is blackout drinking the same as passing out from alcohol? A Penn psychologist explains Stacey Burling – The Philadelphia Inquirer – 10/4/18

 

There’s been a lot of talk lately about drinking and memory, particularly about blackouts during heavy drinking. As he was questioned about allegations that he engaged in sexual assault while drunk in high school, Supreme Court nominee Brett Kavanaugh denied ever blacking out. This may clear up some misconceptions.

 

What does it mean to black out while drinking? First, it does not mean that you pass out or become unconscious. In fact, by definition, people who have had alcohol related blackouts have retained consciousness, said Reagan Wetherill, a University of Pennsylvania psychologist who does addiction research. “A person in a blackout is conscious and interacting with their environment,” she said.

 

What happens? Alcohol has broad effects on the brain regions involved in creating new memories, Wetherill said. It affects not only the hippocampus, the brain’s memory center, but all the other parts of the brain that help transfer information. “The brain itself is not creating memories,” Wetherill said. Drinkers may be able to participate in events, even emotionally charged ones, that they are unable to remember later. They may have partial amnesia – remembering some details but not others – or complete loss of memory for larger blocks of time.

 

Even in the absence of blackouts, alcohol impairs the formation of long-term memories. The more you drink, the more your memory is affected.

 

Who’s at risk? Some people may be more genetically vulnerable to blackouts than others. The risk seems to be higher for people with a family history of problem drinking, Wetherill said.

 

Blackouts are more common in people who drink quickly or on an empty stomach. In one small study of 50 students who said they had blacked out, most said they had been drinking liquor alone or combined with beer. Just one reported drinking nothing but beer. Because of their body composition, women are more susceptible than men, Wetherill said.

 

If you blacked out while drinking, how would you know?  You might not, Wetherill said. If you can’t remember the whole night or a big chunk of it, you’d probably figure that out. If you forgot a smaller chunk of time or details of an incident, you might not know what happened unless someone told you. Some people find they have “hazy” memories when friends describe what happened.

 

If someone is drunk enough to vomit, are they more likely to experience blackouts? Vomiting is generally associated with higher blood alcohol concentrations (BAC), from 0.09 to 0.25, Wetherill said. (In Pennsylvania, your driving is considered impaired at 0.08.) Studies have found blackouts in people with BACs as low as 0.06, but most, she said, found them more common at 0.14 and above.

 

Is a young drinker who has blacked out more likely to become a problem drinker? Blackouts were once considered a sign of alcoholism. This is no longer true. Studies have shown that blackouts are common in college students. One found that about half of college students who had ever consumed alcohol said they had blacked out at some point.

 

Wetherill said drinking tends to rise sharply when young people get to college and reach drinking age. Current studies have found that many people age out of heavy drinking as they take on more adult responsibilities like parenthood and jobs. Some young heavy drinkers, of course, do develop alcohol-use disorder. That needs more study, but Wetherill said it is because of a constellation of factors that go well beyond high school and college binge drinking. ditt