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PSY FPX 5120 Assessment 4 Team Training Program to Minimize Group Thinking

PSY FPX 5120 Assessment 4 Team Training Program to Minimize Group Thinking Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (163) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 5120 Assessment 4 Team Training Program to Minimize Group Thinking Name Capella University PSY FPX 5120 Social Psychology Prof. Name Date Team Training Program to Mitigate Groupthink Groupthink, a phenomenon where group members prioritize consensus over critical thinking to avoid conflict (Katopol, 2005), can hinder creativity and innovation within organizations. It fosters a culture of conformity, stifling diverse perspectives and inhibiting the exploration of alternative solutions (Levitan & Verhulst, 2015). To address this issue, a comprehensive team training program is proposed, drawing on various strategies to promote independent, creative, and innovative thinking within groups. Small Group Approach to Brainstorming Implementing a small group approach to brainstorming can reduce the negative impact of group dynamics on creativity (McCauley, 1998). By dividing the team into smaller units, individuals are provided with a conducive environment to freely express their ideas without fear of judgment or pressure to conform. This approach not only encourages participation from all members but also facilitates the generation of a wider range of innovative solutions (McCauley, 1998). Leaderless Decision-Making Sessions The absence of a dominant team leader during decision-making processes can help reduce the influence of authority on individual opinions (Schöbel, Rieskamp, & Huber, 2016). While leaders play a vital role in providing organizational insights, their absence during brainstorming and idea evaluation sessions allows for unbiased exploration of ideas. This fosters a more democratic decision-making process, where all members feel empowered to contribute and challenge the status quo. Devil’s Advocate Role Introducing the role of a devil’s advocate within the group encourages critical evaluation of ideas and fosters constructive debate (Sarver, 2013). By challenging prevailing assumptions and viewpoints, the devil’s advocate stimulates deeper analysis and encourages the consideration of alternative perspectives. This approach promotes a culture of intellectual honesty and rigorous decision-making, ultimately enhancing the quality of outcomes (Sarver et al., 2015). PSY FPX 5120 Assessment 4 Team Training Program to Minimize Group Thinking Conclusion Minimizing groupthink in workplace decision-making is essential for fostering a culture of creativity and innovation. By implementing strategies such as small group brainstorming, leaderless decision-making sessions, and the introduction of a devil’s advocate, organizations can encourage independent thinking and diverse perspectives, leading to more effective decision-making processes. References Katopol, P. F. (2005). An exploratory study of the information culture of city government support staff in relation to managerial decision-making. Knowledge Management. https://doi.org/10.1142/9789812701527_0070 Levitan, L. C., & Verhulst, B. (2015). Conformity in groups: The effects of others’ views on expressed attitudes and Attitude Change. Political Behavior, 38(2), 277–315. https://doi.org/10.1007/s11109-015-9312-x McCauley, C. (1998). Group Dynamics in Janis’s theory of Groupthink: Backward and forward. Organizational Behavior and Human Decision Processes, 73(2-3), 142–162. https://doi.org/10.1006/obhd.1998.2759 Sarver, C. C. (2013). Countering groupthink: The inner-circle of influence (Doctoral dissertation). Retrieved from ProQuest Dissertations Publishing. (UMI Number: 3595837) Schöbel, M., Rieskamp, J., & Huber, R. (2016). Social influences in Sequential Decision making. PLOS ONE, 11(1). https://doi.org/10.1371/journal.pone.0146536 PSY FPX 5120 Assessment 4 Team Training Program to Minimize Group Thinking Whyte, G. (1998). Recasting Janis’s groupthink model: The key role of collective efficacy in decision fiascoes. Organizational Behavior and Human Decision Processes, 73(2-3), 185–209. https://doi.org/10.1006/obhd.1998.2761 Also Read PSY FPX 5120 Assessment 4 Team Training Program to Minimize Group Thinking Read More PSY FPX 5120 Assessment 3 Aggression Intervention Training Read More PSY FPX 5120 Assessment 2 Policy Statement Read More PSY FPX 5120 Assessment 1 Participating in Politics: Executive Summary Read More Load More

PSY FPX 5120 Assessment 3 Aggression Intervention Training

PSY FPX 5120 Assessment 3 Aggression Intervention Training Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (162) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 5120 Assessment 3 Aggression Intervention Training Name Capella University PSY FPX 5120 Social Psychology Prof. Name Date Aggression Intervention Training in Schools Aggression within school settings is a critical issue, necessitating that all staff understand and employ appropriate response mechanisms. High levels of aggression in students are linked with various mental health problems, making it a significant risk factor that affects their social, mental, and physical well-being (Belden et al., 2012). The impact of aggression extends beyond the individual student, influencing peers and teachers as well. Social interactions and relationships shape children’s emotions and reasoning significantly, affecting their social information processing (Yaros et al., 2014). Hostile environments can foster hostile attributions, potentially leading to aggressive behaviors in classrooms (Yaros et al., 2014). Therefore, it is crucial for teachers to understand their own reactions and triggers, grasp the aggressors’ self-concept, and have the skills to de-escalate aggressive situations. Program Focus and Structure This aggression intervention plan is designed to equip teachers with the tools necessary to promote positive social skills and reduce classroom aggression. Social learning is pivotal, where teachers model appropriate behavior to deter aggression and encourage prosocial behavior (Swit et al., 2018). The program consists of a 2.5-hour session structured as follows: Session Component Duration Pre-Test 20 minutes Framing the Importance of Aggression Intervention 30 minutes Defining Goals and Objectives 20 minutes Aggression Intervention Strategies (interactive) 60 minutes Post-Test 15 minutes Recommendations for Future Development 5 minutes Goals and Objectives The primary objectives of the program are to: Enhance staff awareness of their reactions and triggers. Enable staff to quickly assess aggressors’ self-concept. Provide staff with techniques to de-escalate aggressive situations. Support ongoing staff development in aggression intervention. Create a safe and inclusive school environment for staff and students. Interventions Effective interventions to reduce aggression include neutral redirection, cognitive reappraisal, and preventative measures. Neutral Redirection Intervention Neutral redirection involves guiding children away from aggressive behavior without punitive actions (Austin, 2023). For example, instead of scolding a student for hitting peers, teachers can redirect them to use verbal communication to express their needs. Cognitive Reappraisal Intervention Cognitive reappraisal involves recognizing and re-evaluating negative thoughts to regulate emotions and responses (Denson, 2015). This method promotes mindfulness, encourages problem-solving, and enhances self-esteem (Field et al., 2014). Preventative Measures Providing timely praise, maintaining engaging classroom activities, and understanding student preferences are crucial preventative measures (Austin, 2023). These strategies foster positive behaviors and reduce frustration, thereby lowering the likelihood of aggression. Social Self-Concept Educators’ understanding of their social self-concept impacts their ability to manage aggression effectively (Swit et al., 2018). By modeling positive social skills, teachers contribute to a supportive classroom environment conducive to conflict resolution and social growth. Evaluation The Attitudes Toward Aggression Scale (ATAS) assesses attitudes towards aggression, encompassing various components such as offensive and communicative attitudes (Olabisis et al., 2020). Pre- and post-tests using this scale will evaluate the effectiveness of the intervention. PSY FPX 5120 Assessment 3 Aggression Intervention Training Recommendations Upon completing the training, teachers should undertake a post-test and recognize the need for ongoing training to reinforce intervention strategies. References Austin, C. (2023, April 20). Intervention strategies for aggression: Hitting. Special Learning. https://speciallearning.com/blog/intervention-strategies-for-aggression-hitting/ Belden, A. C., Gaffrey, M. S., & Luby, J. L. (2012). Relational aggression in children with preschool-onset psychiatric disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 51(9), 889–901. Denson, T. F. (2015). Four promising psychological interventions for reducing reactive aggression. Current Opinion in Behavioral Sciences, 3, 136–141. https://doi.org/10.1016/j.cobeha.2015.04.003 Field, R. D., Tobin, R. M., & Reese-Weber, M. (2014). Agreeableness, social self-efficacy, and conflict resolution strategies. Journal of Individual Differences, 35(2), 95–102. Olabisi, O., Lawal, A., Ajao, O., Adeolu, E., & Oriola, O. (2020). Experience and attitude of psychiatric nurses toward inpatient aggression in a Nigerian psychiatric hospital. Salimi, N., Karimi-Shahanjarini, A., Rezapur-Shahkolai, F., Hamzeh, B., Roshanaei, G., & Babamiri, M. (2019). Aggression and its predictors among elementary students. Journal of Injury & Violence Research, 11(2), 159–170. https://doi.org/10.5249/jivr.v11i2.1102 Swit, C. S., McMaugh, A. L., & Warburton, W. A. (2018). Teacher and parent perceptions of relational and physical aggression during early childhood. Journal of Child and Family Studies, 27(1), 118–130. https://doi.org/10.1007/s10826-017-0861-y PSY FPX 5120 Assessment 3 Aggression Intervention Training Yaros, A., Lochman, J. E., Rosenbaum, J., & Jimenez‐Camargo, L. A. (2014). Real‐time hostile attribution measurement and aggression in children. Aggressive Behavior, 40(5), 409–420   Also Read PSY FPX 5120 Assessment 3 Aggression Intervention Training Read More PSY FPX 5120 Assessment 2 Policy Statement Read More PSY FPX 5120 Assessment 1 Participating in Politics: Executive Summary Read More PSYC FPX 2700 Assessment 5 Attachment Theory Read More Load More

PSY FPX 5120 Assessment 2 Policy Statement

PSY FPX 5120 Assessment 2 Policy Statement Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (161) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 5120 Assessment 2 Policy Statement Name Capella University PSY FPX 5120 Social Psychology Prof. Name Date   Also Read PSY FPX 5120 Assessment 2 Policy Statement Read More PSY FPX 5120 Assessment 1 Participating in Politics: Executive Summary Read More PSYC FPX 2700 Assessment 5 Attachment Theory Read More PSYC FPX 2700 Assessment 4 Read More Load More

PSY FPX 5120 Assessment 1 Participating in Politics: Executive Summary

PSY FPX 5120 Assessment 1 Participating in Politics: Executive Summary Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (160) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 5120 Assessment 1 Participating in Politics: Executive Summary Name Capella University PSY FPX 5120 Social Psychology Prof. Name Date Executive Summary Proposal Name: Enhancing Voting IntegrityProposal Author: Madison OvittProposal Client: John Doe, Town Hall PresidentProposal Stakeholders: All VotersProposal Due Date: June 14th, 2022 Objectives Preserving the integrity of voting, a fundamental human right, requires protection from undue external influences. This proposal aims to establish voting guidelines that minimize the impact of social and mainstream media, thereby promoting autonomous decision-making among voters (Ovitt, 2022). Research has demonstrated that media and social influences significantly affect political self-expression (Bond et al., 2012). Consequently, the proposal seeks to mitigate these influences, ensuring voters make choices without undue external pressures. Proposed Solution The proposal recommends forming a dedicated team to provide unbiased, factual information on candidates or issues. This team will curate and filter media content to enhance the integrity of votes by reducing biased influences. Accountability measures, similar to those implemented in Germany, will ensure that sponsors and advertisers are responsible for fair representation (Krause, 2015). Final Deliverable The final proposal includes the establishment of strict guidelines to govern media and social representations during voting and public debates. It advocates for maintaining impartiality and refraining from influencing others’ decisions, ensuring fair and ethical practices (Ovitt, 2022). Similar initiatives have proven effective in other countries and are essential for promoting informed decision-making. Risks Several challenges may hinder the effectiveness of the proposed measures, including the persistence of social influences despite media filtering and potential personal biases among those filtering content. Additionally, enforcing consequences for biased representations may pose logistical difficulties (Ovitt, 2022). Project Budget/Spending Estimate While a precise budget is yet to be determined, allocating resources for the team responsible for media filtering is essential for safeguarding voting integrity. Further assessment will refine the budgetary requirements as the proposal progresses (Ovitt, 2022). Proposal Priorities The primary priorities include facilitating fair and unbiased voting practices, ensuring equal opportunities for all voters, and discouraging unethical influence tactics (Ovitt, 2022). PSY FPX 5120 Assessment 1 Participating in Politics: Executive Summary Proposed Guidelines Establishing research-backed guidelines is crucial for fostering ethical public debates and media coverage during elections. These guidelines aim to eliminate misinformation and promote factual discourse, aligning with principles of good governance (Krause, 2015). References Bond, R. M., Fariss, C. J., Jones, J. J., Kramer, A. D., Marlow, C., Settle, J. E., & Fowler, J. H. (2012). A 61-million-person experiment in social influence and political mobilization. Nature, 489(7415), 295–298. https://doi.org/10.1038/nature11421 Capella University. (n.d.). Retrieved June 13, 2022, from https://courseroomc.capella.edu/ bbcswebdav/institution/PSY-FPX/PSY-FPX5201/220100/Course_Files/cf_concept_paper_template.docx Krause, T. (2015). A natural experiment on media attention and public enterprise accountability. Public Organization Review, 15(2), 297-315. https://doi.org/10.1007/s11115-014-0270-2 Ovitt, M. (2022). Enhancing Voting Integrity. Unpublished manuscript. Protess, D. L., & McCombs, M. (Eds.). (1991). Agenda setting: Readings on media, public opinion, and policymaking. Communication textbook series. Hillsdale: Erlbaum. PSY FPX 5120 Assessment 1 Participating in Politics: Executive Summary Smith, A. (2020, August 28). Cell phones, social media and campaign 2014. Pew Research Center: Internet, Science & Tech. Retrieved June 14, 2022, from https://www.pewresearch.org/internet/2014/11/03/cellphones-social-media-and-campaign-2014 Also Read PSY FPX 5120 Assessment 1 Participating in Politics: Executive Summary Read More PSYC FPX 2700 Assessment 5 Attachment Theory Read More PSYC FPX 2700 Assessment 4 Read More PSYC FPX 2700 Assessment 3 Child Development Theory Read More Load More

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