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Values and Social Dimensions Social psychology

Values and Social Dimensions Social psychology is impacted by culture in virtually every aspect. For instance, culture influences values, social perceptions and cognitions, and basic social psychological processes such as self-identity, beliefs about love, and behaviors relating to conforming or not conforming to groups. Scholars have devoted entire careers to examining how cultures may affect the values and beliefs group members have about such topics as masculinity and femininity, or about whether love is something best arranged by families and authorities or best left to the individuals involved. Understanding how values and social dimensions vary by culture can immensely assist you in many domains of your own life, both professionally and personally, such as at work or at leisure. Helping you gain deeper insights into individuals and how their backgrounds and experiences are in part formed by cultural factors, will be critical importance. For this week, you will explore how the basic concepts of social psychology are influenced by culture. You also will explore how socialization, social roles, social cognition, and social behavior are influenced by culture. The impact of group culture on individual behavior will be examined based on a topic of your choosing. Learning Objectives Students will: Analyze the impact of culture on basic concepts of social psychology Analyze the influence of culture on socialization, social roles, social cognition, and social behavior Analyze the impact of group culture on individual behavior Analyze solutions for group think and individualism vs. collectivism (MA)* Analyze solutions and their impact of socio-emotional, cognitive, and behavior aspects in conflicts (MA)* Analyze the impact of​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​ gender, cultural values, and dimensions, and group dynamics (MA)* Analyze implications of working between and within groups (MA)* Discussion 1: Values and Culture Cultures vary widely in the values to which members adhere. For example, some cultures may highly value personal achievement, where other cultures value religious convictions as a core value. One culture may emphasize the importance of being independent while another culture may focus on the importance of being a supportive group member. As you review the Learning Resources for this Discussion, think about your own culture and the many values you hold dear. Then, think about the other cultures you will read about and why their value systems may be different from your own. How might understanding values and culture help you to develop as a professional and promote a sense of appreciation for others personally?

Sample Solution

dure, but as it was the Senior Social Worker who made the request, I didn’t challenge this. Smith {2009] argues there is a hierarchy within professionals in a multidisciplinary setting, with the medical profession holding more authority. In this scenario as a practitioner in a voluntary setting, I viewed Social Services as having the authority and I didn’t feel comfortable challenging this. The decision to exclude Miss Y from the beginning alienated her from the decision making process. I raised this in supervision and reflection on action, as a social worker in a voluntary agency I have the ‘luxury’ of time with a limited case load, in comparison statutory workers have higher caseloads therefore more pressure on time constraints. It is sometimes difficult to get all professionals involved around a table due to diary constraints, therefore I could understand why the decision was made to have a core group first, however this does not negate from the negative experience Miss Y encountered. To prevent this from happening again, I should clarify if a core group is taking place prior to the risk management meeting so I could prepare the Service User and give her the choice to wait outside or to be taken to the meeting she would be attending at the appropriate time. As 18 Miss Y is legally viewed as an adult, as such she falls outside the remit for services such as DAMH’s. Educational work from other voluntary agencies have been offered to her but Miss Y believes she does not need this as she is aware of the risks involved in substance misuse. This is challenging as a practitioner as without her consent or engagement in services Miss Y is placing herself at significant risk and her emotional health has deteriorated. With this rationale in mind, I employed Motivational Interviewing (MI) techniques to progress Miss Y, in the cycle of change (Miller& Rollnic 2002). As its non-confrontational approach allowed Miss Y to examine her thoughts, feelings and behaviours with the aim, that she herself would gain the motivation to sustain long term change. However, while Miss Y could recognise the dangers associated with her drug misuse, her association with her peer group and their pull acted as a barrier to change.
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