In chapter 9, Dr. Corey discussed theories that emphasize current behavior as opposed to historical antecedents. Self-management strategies have become increasingly popular. These strategies include teaching clients how to select realistic goals, how to translate these goals into target behaviors, how to create an action plan for change, and ways to self-monitor and evaluate their actions. Select some behavior you might like to change (stopping excessive eating, drinking, or smoking; teaching yourself relaxation skills in the face of tense situations you must encounter; developing a regular program of physical exercising or meditating; and so forth). Show how you would specifically design, implement, and evaluate your self-change program. Ideally, you will consider actually trying out such a program for some behavior changes you want to make in your everyday life. Write a 3 page paper answering the questions in the attached document. Papers should be double-spaced, 12-point font, Times New Roman. APA style only. Please use the rubric posted in canvas as a guide.
Please remember that this assessment is meant to be a learning tool designed to assist you in having a more in depth understanding of this particular theory of personality. It is not intended nor designed to serve as therapy. Feel free to share within your comfort zone.
Chapter 9 Designing a Self-Management Program-1.docx
Rubric
Mini Project Rubric
| Criteria | Ratings | Pts | ||||
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This criterion is linked to a Learning OutcomeQUALITY INTRODUCTIONAvoids flat or clichéd introduction to the topic (e.g., “X has long been researched…”). Presents focal message and summarizes thesis or purpose. Provides explicit overview of what will be covered in the presentation that corresponds to headings used in the paper. |
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10 pts |
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This criterion is linked to a Learning OutcomeENGAGEMENT/ LANGUAGE MGTUses language tailored to audience understanding (avoids jargon, vagueness). Avoids writing that is deadening (e.g., “It should be noted that….). Uses engaging, compelling word choice. Incorporates creative features consistent with assignment demands. |
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10 pts |
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This criterion is linked to a Learning OutcomeARGUMENT ORGANIZATION & QUALITYExpresses ideas accurately, precisely, coherently, logically. Achieves appropriate depth of argument or creative work. Provides helpful transitions to assist audience comprehension. Avoids introducing unrelated ideas. |
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10 pts |
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This criterion is linked to a Learning OutcomeQUALITY OF EVIDENCE/ SOURCESDevelops and distinguishes ideas appropriately from resources. Embeds formal citations (authors, year) in main body, where appropriate. Shows skilled paraphrasing. Uses quotations sparingly. Does not solely rely on personal testimony as source of evidence. |
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10 pts |
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This criterion is linked to a Learning OutcomeQUALITY CONCLUSIONSummarizes key points. States a formal conclusion or final position. Considers possible broader implications. Crafts clear sense of closure without abrupt ending. |
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10 pts |
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This criterion is linked to a Learning OutcomeDISCIPLINARY STYLE/ PROFESSIONAL EXPRESSIONAdheres to appropriate APA conventions in reference citations in text, where appropriate. Provides citations in proper APA format at end of presentation. Adopts appropriate “voice” associated with the discipline or creative work (e.g., active voice, precision, objective rather vs. emotive tone). Conveys accurate representation of the discipline’s concepts. |
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10 pts |
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This criterion is linked to a Learning OutcomeDELIVERYExhibits standard rules of professional grammar. Submits professional quality draft, free of typos or other distractions. Employs readable 12 point font. |
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10 pts |
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Total Points: 70 |
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