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Instructions:
Factors Addressing Diverse and Complex Issues
Relevancy
When confronted with a stressful situation, it is important to put it into perspective. If
we see the situation as a matter of life and death, we will likely act much differently
than if we see the situation as temporary or unlikely to cause lasting harm. In the same
way that we are able to work to modify our patterns of thought, we are able to work to
modify our perspectives. In doing so, we alter the way in which we respond to
potentially stressful situations and are able to assess such situations more accurately
(Reivich and Shatté, 2002).
Prior Learning
One of the most powerful ways that we can reduce stress in our lives is to change the
way we think about a situations or individuals likely to cause us stress. This does not
mean that we should remain stubbornly optimistic, in spite of all evidence. It simply
means that we are most resilient when we approach stressful situations realistically
and constructively, neither minimizing nor catastrophizing (a cognitive distortion
consisting of a belief that something is far worse than it actually is) the circumstances
with which we are presented. To do this, we must strive to assess the situation as
objectively as possible, avoiding the traps of self-defeating patterns of thought. Such
patterns of thinking limit our problem-solving abilities and impair our ability to be
resilient.
I’ve had many catastrophes in my life, some of which actually happened. — Mark Twain
Pretest
What does perspective mean to you?
How would changing your perspective improve your resiliency?
Activity
One of the tools that we can use to help maximize our resiliency in the face of a
stressful situation is to change our perspective about that situation. The process
considers the probabilities of the worst-case and best-case outcomes. The following
process is similar to that described by Reivich and Shatté (2002):
o Identify the stressful situation.
o Identify your worst fears.
o Predict the likelihood that these worst fears will come true.
o Identify alternatives that would improve the situation.
o Predict the likelihood that these prospects will come true.
o Given the best and worst outcomes, describe a scenario of what is most likely to
occur.
o Predict the likelihood that the scenario you just described will come true.
By example, describe what you believe to be a personally stressful situation.
What are your worst fears relative to that situation?
What is the likelihood that these fears will come true (probabilities of worst fears)?
Rate its probability from 0 to 100, 0 being not at all probable, and 100 being totally
inevitable.
What could you do to make the situation better (best prospects)?
What is the likelihood that these prospects will come true (probabilities of best
prospects)? Rate its probability from 0 to 100, 0 being not at all probable, and 100
being totally inevitable.
Given the best and worst outcomes, what is most likely to occur (most likely
implications)?
What is the likelihood that the scenario you just described will come true? Rate its
probability from 0 to 100, 0 being not at all probable, and 100 being totally inevitable.
What do you need to perform to make the desired scenario come about (problem
solve the most likely)?
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
chart the steps of Putting It in Perspective: identify the stressful situation, identify your
worst fears, predict the likelihood that these worst fears will come true, identify
alternatives that would improve the situation, predict the likelihood that these
prospects will come true, given the best and worst outcomes, describe a scenario of
what is most likely to occur, predict the likelihood that the scenario you just described
will come true.
Follow-up
Do you feel more in control and empowered to address a stressful event?
Whole Task Objectives Follow-up
How would you relate the concept of perspective to diverse and complex issues?
Toolbox
Perspective
19.2 Objective
Understand the differences between Post Traumatic Stress Disorder (PTSD) and Post
Traumatic Growth (PTG).
Whole Task Objective
Describe factors addressing diverse and complex issues.
Relevancy
How we view situations or events that confront us can impact how we feel about
ourselves, others and the world. If, for example, an open-heart surgery patient views
him/herself as being a “cardiac cripple,” what are some potential implications of this
view in terms of self-defeating patterns of thought and personal resiliency?
How would you think this patient would respond to efforts required for recovery?
If this patient had lived a perfect life and the problem was purely a matter of “bad
genetics,” how do you think the patient might feel?
How might this patient respond, given a new lease on life, having experienced a total
recovery?
We are all veterans of something –Greg Burham, Navy SEAL (Vietnam 70-71)
Prior Learning
We have seen that by understanding the ways that we think, we can change the ways
we think and thus help deal with events that confront us in more resilient ways. We
have also seen that by changing our perspective of a situation that we can cope with
events that will confront us in our lives.
Pretest
From your understanding, define Post Traumatic Stress Disorder (PTSD).
From your understanding, define Post Traumatic Growth (PTG).
Activity
According to the Diagnostic and Statistical Manual of Mental Disorders-IV-TR
(American Psychiatric Association, 2000), Post Traumatic Stress Disorder (PTSD) falls
under the category of anxiety disorders. In fact, members of some mental health
circles regard PTSD as a composite of multiple anxiety disorders, including social
phobia, obsessive compulsive disorder, generalized anxiety disorder, claustrophobia,
agoraphobia, etc. The symptoms of PTSD generally fall into the following pattern: 1)
re-experiencing the traumatic event, 2) arousal and 3) avoidance. In the first six
months following a traumatic event, such symptoms fall under the label of “Acute
Stress Disorder.” If the symptoms remain six months or more following the traumatic
event, PTSD, a chronic condition, is the standard diagnosis.
How does this information make you feel?
While there is little debate in the mental health community as to the validity of post
traumatic stress disorder as a legitimate mental illness, some psychologists have
pointed to evidence suggesting that many survivors of traumatic events, even some
with PTSD, respond to those events with great resilience and personal growth in one
or more areas of their lives. Post Traumatic Growth (PTG) (Tedeschi, Park, and
Calhoun, 1998; Tedeschi, and Calhoun ,2004) refers to the positive behaviors, attitudes
and skills developed by individuals when confronted with traumatic situations. Such
growth does not occur as a result of the trauma itself, but as the result of the adaptive
skills, behaviors and attitudes developed in response to trauma. The PTG model
reminds us that trauma survivors are not impotent victims — even in the greatest
adversity, the potential for growth exists.
Are you a victim or survivor? Consider the following characteristics.
Figure 19.2. Victim/Survivor Characteristics.
All of us will suffer some form of personal trauma in the course of our lives. Knowing
that, do you see the world as an unsafe place, or do you see opportunities for building
stronger relationships with others? Explain in the context of victim or survivor.
Follow-up
Describe how changing your perspective of a situation can help you to be more
resilient.
How much do you believe that by changing your perspective you can improve the
quality of your life? Rate your level of belief from 0 to 100, 0 being no belief, and 100
being total belief.
If you view yourself as “damaged goods” as a consequence of your traumatic
experiences, how does this perspective impact your views of others, yourself and the
world?
If you view yourself as someone who survived some traumatic experiences, how does
this perspective impact your views of others, yourself and the world?
For the next week, at the end of each day, write about the goods things that have
happened to you. Note how these events impact your perspective of the day’s other
events.
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Whole Task Objectives Follow-up
How would you relate the concept of victim and survivor to diverse and complex
issues?
Toolbox Victim/survivor
References
Diagnostic and Statistical Manual of Mental Disorders IV-TR.
Reivich, K. and Shatté, A. (2002) The Resiliency Factor. New York: Broadway Books.
Tedeschi, R., Park, C. and Calhoun, L. (Eds.) (1998). Posttraumatic Growth: Positive
Change in the Aftermath of Crisis. Mahwah NJ: Lawrence Erlbaum Publishers.
Tedeschi, R. and Calhoun, L. (2004). Posttraumatic Growth: Conceptional
foundations and empirical evidency. Psychological Inquiry, 15, pp. 1-18.
Q&A
Address any issues from prior session.
20.1 Objective
Describe the importance of critical thinking.
Whole Task Objective
Describe factors addressing diverse and complex issues.
Relevancy
Have you ever made a decision that turned out poorly? Have you ever made a decision
that turned out exceptionally well? The development of a judgment is inherent to the
process of critical thinking. And, your academic and out-of-class experiences both
make positive, statistically significant, and unique contributions to gains in critical
thinking (Terenzini, 1995).
The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations
have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered. — Jean Piaget
Pretest
What is your definition of critical thinking?
Activity
Critical thinking can be defined as a purposeful and reflective judgment of whether we
should accept, reject, or suspend judgment about a claim and the degree of
confidence with which we accept or reject it (Wikipedia contributors, 2009).
The article Critical Thinking: What It Is and Why It Counts (2006) provides an applied
example of critical thinking. Consider effective trial lawyers, apart from how they
conduct their personal lives or whether their client is really guilty or innocent, look at
how the lawyers develop their cases in court. They use reasons to try to convince the
judge and jury of their client’s claim to guilt or innocence. They offer evidence and
evaluate the significance of the evidence presented by the opposition lawyers. They
interpret testimony. They analyze and evaluate the arguments advanced by the other
side. Thus, the goal of critical thinking is to distinguish fact from opinion, determine
the reliability of the source, distinguish accuracy and relevancy of information,
identifying bias and unstated assumptions, and recognize “logical inconsistencies”.
Follow-up
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Factors Addressing Diverse and Complex Issues |
Factors Addressing Diverse and Complex Issues