Describe a specific behavior that you changed in response to an external stimulus.

Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?Overview
Although their self-awareness is limited, newborns demonstrate some degree of it; this can be observed in the rooting response and what triggers it. From their earliest moments of life, newborns learn that their own crying may result in the attention of a caretaker on a continuous, interval, or ratio reinforcement schedule. This conditioning process, which involves a stimulus and a response, represents the fundamental basis of classical conditioning. Likewise, small children may get teased by their classmates or scolded by a teacher for picking their noses, causing them to refrain from engaging in the behavior in front of others. This associative learning process, or operant conditioning, continues throughout the life span.
These scenarios suggest that our self-awareness and self-regulation have social origins, which are influenced by our environment and experiences.
Self-awareness, understanding what affects our behaviors, enables us not only to build upon our strengths, but to identify opportunities to improve upon those strengths. Self-regulation, the ability to control our emotions, thoughts, and behaviors, enables us to learn new behaviors and change existing ones. Recall that both self-awareness and self-regulation are elements of emotional intelligence (El).
Prompt
The following resource supports your work on the activity:
•Module Three Activity Template Word Document
For this journal activity, in order to better understand the principles of behaviorism, you will review the overview as well as thoughtfully apply theory to your lived experiences to complete the Module Three Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences
Describe a specific behavior that you learned in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
•Were you aware that your behavior was being influenced by the stimulus? If so, how did you know?
Explain whether the conditioned behavior was positive or negative.
• If positive, in what ways can you continue to reinforce this behavior?
• If negative, what are some steps you can take to change this behavior?
Describe a specific behavior that you changed in response to an external stimulus. Address the following in your response:
• What external stimulus affected your behavior?
As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).
References
Papadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.
Prompt
The following resource supports your work on the activity:
• Module Four Activity Template Word Document
For this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.
Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.
. Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
• Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
•Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
Guidelines for Submission
Submit your completed Module Four Activity Template. Sources should be cited according to APA style.
PSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
SearchPSY 211 Module Four Activity Template
In the Module Four Activity Guldelines and Rubric, review the Overvlew, Scenario, and Prompt sections.
Then answer each of the following questions with a minimum of 2 to 5 sentences, Complete this template by replacing the bracketed text with the relevant information.
• Describe which of Kübler-Ross’s stages of grief are most applicable to Jackle’s situation. Explain your response.
[Insert text.]
• Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:
o
Does a person move through the stages in a linear fashion?
• What have you read or experienced about grief to support your answer?
[Insert text.]
Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.
[Insert text.]
• Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.
[Insert text.]
Q
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