For this multipart Performance Task Assessment, you will examine affective behav

For this multipart Performance Task Assessment, you will examine affective behavior as follows: In Part 1: Emotions/Emotional Regulation, you apply emotional theories to compare and contrast 2 scholarly articles about emotions; in Part 2: Stress/Depression and Anxiety, you design a community-based brochure to educate and destigmatize anyone suffering from an anxiety disorder; and in Part 3: Psychological Autopsy, you conduct a psychological analysis of a famous or fictitious creative person, including a DSM-5 diagnosis, family and social development indicators, application of related cognitive theories across the life span, and techniques to address the diagnosed psychological disorder.
Submission Length: A 6- to 9-page analysis paper about the theory of emotions/emotional regulation, a 2-slide community-based trifold brochure about an anxiety disorder, and a 10- to 12-page psychological analysis paper of a creative person.All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.
This Assessment requires submission of three (3) files: 1) Emotions/Emotional Regulation paper, 2) Stress/Depression and Anxiety brochure, and 3) Psychological Autopsy paper. Save each file as follows:
Emotions/Emotional Regulation paper: save as CA003_emotions_firstinitial_lastname (e.g., CA003_emotions_J_Smith).
Stress/Depression and Anxiety brochure: save as CA003_brochure_ firstinitial_lastname (e.g., CA003_matrix_J_Smith).
Psychological Autopsy paper: save as CA003_autopsy_firstinitial_lastname (e.g., CA003_atopsy_J_Smith)
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Affective Behavior Analysis
For this Performance Task Assessment, you will complete a multipart Affective Behavior Analysis in which you will examine affective behavior as follows: Part 1: Emotions/Emotional Regulation—you will apply emotional theories to compare and contrast two scholarly articles; Part 2: Stress/Depression and Anxiety—you will create a community-based brochure designed to educate and destigmatize anyone suffering from anxiety disorder; and Part 3: Psychological Autopsy—you will conduct a psychological analysis of a famous or fictitious creative person who has/had a DSM-5 diagnosis and examine their family and social development indicators, application of related cognitive theories across their life span, and techniques used by the person to address the diagnosed psychological disorder.To prepare for this part of the Assessment:
Part 1: Emotions/Emotional Regulation paperTo prepare for this part of the Assessment: Choose 2 of the following 6 articles about emotion, provided in the Module 1, Learning Activity 1, resources for this Competency:
Galindo-Aldana, G., Ledesma-Amaya, L., García-Gomar, L., Negrete-Cortes, A., Galarza-Del-Ángel, J., & Padilla-López, A. (2019). Risk behavior and emotionally interfered working memory in adolescents from rural areas: Normative data and correlations. Psychology & Neuroscience, 1–16 https://doi-org.ezp.waldenulibrary.org/10.1037/pne…
Nijman, S. A., Veling, W., Greaves-Lord, K., Vermeer, R. R., Vos, M., Zandee, C. E. R., Zandstra, D. C., Geraets, C. N. W.,& Pijnenborg, G. H. M. (2019). Dynamic Interactive Social Cognition Training in Virtual Reality (DiSCoVR) for social cognition and social functioning in people with a psychotic disorder: Study protocol for a multicenter randomized controlled trial. BMC Psychiatry, 19(272), 1–11. https://doi.org/10.1186/s12888-019-2250-0
Lair, E. C. (2019, August 19). Gender influences the feedback anger and disgust provide about construal use in likelihood judgments. Psychology of Men & Masculinities, 1–15. https://doi.org/10.1037/men0000235
Horan, W. P., Dolinsky, M., Lee, J., Kern, R. S., Hellemann, G., Sugar, C. A., Glynn, S. M., & Green, M. F. (2018). Social cognitive skills training for psychosis with community-based training exercises: A randomized controlled trial. Schizophrenia Bulletin, 44(6), 1254–1266. https://doi-org.ezp.waldenulibrary.org/10.1093/sch…
Hinojosa, J. A., Moreno, E. M., & Ferré, P. (2019, June 5). Affective neurolinguistics: Towards a framework for reconciling language and emotion. Language, Cognition and Neuroscience, 1–27.
Shafir, R., & Sheppes, G. (2020). How anticipatory information shapes subsequent emotion regulation. Emotion, 20(1), 68–74. https://doi-org.ezp.waldenulibrary.org/10.1037/emo…
Your Perception/Attention analysis should include the following:
IntroductionIdentify the 2 articles you selected and contrast the articles as they related to emotions.
Emotional TheoriesExplain the application of emotional theories to the 2 articles you selected.
Future DirectionsConsider your takeaways from your analysis and describe how you might apply this new learning in your future professional practice.
Be specific, provide examples, and justify your response with citations from the resources in your Learning Activities or from your search of the Walden Library. this part should be about six to nine pages
Part 2: Stress/Depression and Anxiety Brochure (2 PowerPoint slides)Using the trifold CA003_Brochure_Template, or a trifold brochure template of your own creation, create a brochure about an anxiety disorder identified in the DSM-5, found in the Module 2 resources. The brochure audience is anyone who might be suffering from the disorder or know someone who has the anxiety disorder. The purpose of the brochure is to educate and de-stigmatize the anxiety disorder.
Your brochure should include the following:
Slide 1 of the trifold brochureCauses: Identify and briefly describe 2–3 causes of the anxiety disorder (left panel of brochure).
What is ?: Define the anxiety disorder in 1–2 sentences (center panel-top of the brochure).
Symptoms: Identify 3–5 symptoms of the anxiety disorder (center panel-bottom of the brochure).
Myths: Identify/bullet what the disorder is not (right panel of the brochure).
Slide 2 of the trifold brochurePurpose: Introduce the prevalence of the anxiety disorder and explain the purpose of the brochure. (left panel of brochure).
Where to go for help: List and provide contact information for at least 2 support organizations for the disorder, one that is an international, national, or state organization and one that is a city or regional organization geographically near you. (center panel of brochure).
Title and sub-title/tagline of brochure: Give your brochure a title and sub-title or tagline (right panel of brochure)
Part 3: Psychological Autopsy AnalysisTo prepare for this part of the Assessment:
Identify a creative famous person or fictional character and conduct a psychological analysis in which you apply theories to the person or character.
Review the psychological autopsy resource “Issues in the Psychological Autopsy of a Controversial Public Figure” in your Module 3 Learning Activity resources.
Your analysis should include the following:
Identify a creative famous person or fictional character and why they are considered creative.
Identify a DSM-5 mental disorder diagnosis for the creative person you chose and provide a rationale for the diagnosis. (The DSM-5 can be accessed in the Module 2 resources.) Note: If you choose a famous person who has a known mental disorder, you may use that diagnosis or identify a different mental disorder diagnosis you feel applies. If you choose a famous person or fictional character without a known diagnosis, you will choose a diagnosis you feel applies.
Explain the role of development across the lifespan (e.g., family and peers), including the zeitgeist of the time.
Apply theories of cognition to the coping strategies and techniques useful to the famous person or fictional character. Use Learning Activity resources and search the Walden Library for additional information about cognitive theories that would support your recommended coping strategies and techniques.This part should be nine pages