Rogerian Argument Essay

(10%)

Important Dates:
Topic and working thesis due in class Friday, February 10
Essay due: Friday, February 17
See syllabus for late paper penalty
Revisions (if you choose to do one) will be due two weeks after the paper is returned to you.

Purpose and objectives

·      Demonstrate knowledge of the principles and features of a Rogerian argument by writing on a topic of your choosing

·      Address and analyze the opposing perspective (reader’s view) while establishing your position with supporting evidence

·      Propose a compromise that incorporates the collaborative and fair-minded spirit of the Rogerian argument

The Specifics

·      Must be 3-4 pages, double spaced

·      Times New Roman, 12 pt font

·      Hook and Title

·      Sources: Must include at least three acceptable sources with proper in-text citation and a Works Cited page (APA or MLA)

Choosing a topic and position

As discussed in class and mentioned in the text, Rogerian arguments are particularly effective for emotionally charged, controversial topics. So I would encourage you to select a topic that you feel connected to in some way, but please avoid general, “overly-argued” topics that have been argued excessively (not “the death penalty is bad”). ‘Controversial’ doesn’t mean your topic has to be heavy, or necessarily life or death, however. What makes you mad? What gets you fired up politically or socially? Is there a local issue you’ve been following closely that would lend itself to this type of argument? Please feel free to chat with me about your topic if there are any concerns or questions.

A word on sources

No Wikipedia or Quora or anything in that shady/academically unsuitable vein.

·       Acceptable: Credible, Updated, Trustworthy Websites (.edu, .org or .gov)

·       Relevant news articles from reputable news organizations (using the criteria we will discuss in class)

·       Academic Journal Articles (through library database)

·       Government Reports

·       Primary Sources (e.g. “Official Notices” source on page 199 under Works Cited)

As the writer, keep in mind the following goals and objectives:

• Establish an emphatic persona, using neutral, non-threatening language throughout the paper
• Identify and discuss specific points and instances in which opposing assertions are valid (this should include one of your sources)
• Show where your position and  assertions are valid and support (at least two sources here)
• In your conclusion, seek compromise, address mutual benefits and appeal to a higher interest for both parties

General Structure – below is a framework you can follow for your paper which also includes the major components I will be looking for when reviewing and grading:

Introduction

·      Hook.

·      Sets up the problem in appropriate language and establishes common ground

• Explain the issue’s significance and scope
• Two-part thesis statement that acknowledges the other side as well as your argument (using the “Despite/Although/While” language discussed in Writing Workshop)

Statement of the Reader’s view of the problem

·      Include your acknowledgement/concessions/merit in their side (one source here)

Statement of your side: Writer’s side

·      Present and discuss your evidence (two sources here)

·      Address how the reader would benefit from seeing your side (statement of mutual benefits)

Conclusion

·      Convey possible compromise 

Peer Contagion and Adolescent Depression: The Role of Failure Anticipation

Adolescents are individuals who are mostly affected by mental problems such as depression.  According to the article, several researchers have tried to conduct empirical studies in order to explain the reasons behind the development of depressive symptoms in adolescents (Zalk et al., 2010).   The process at which peers influence each other and result in development of similar depressive symptoms is known as peer contagion. Studies posited that peer depressive symptoms cause a child to have increased negative cognitions and subsequently depressive symptoms. Studies also suggest adolescent girls are more prone to depressive symptoms than boys. The article investigates which gender is affected more by peer depressive symptoms. 

Peer Contagion and Depressive Symptoms. Friends always co-ruminate as they commonly encourage “problem talk, rehash issues, speculate about problems, and dwell on negative affect” (Zalk et al., 2010). During co-rumination, peers with depressive symptoms tend to share negative thoughts and emotions that mentally affect other peers. With time the adolescents may also develop similar symptoms of depression. 

Mechanisms necessary for peer contagion. Peer contagion is impacted by failure anticipation and the likelihood of failing in one’s future expectations. In this case, the adolescents realize the outcomes of stressful situations that they have to experience at one point in their lives.  This makes an adolescent to try and find solution so as to be successful in the future.  An individual with high expectation could focus on likelihood of his failing in the future.  With time the adolescents feel pressured and self-deprecated. As the progress continues, they get trapped and develop depressive symptoms (Zalk et al., 2010). 

Gender influence in failure anticipation. Research have shown that girls are more affected by peer contagion than boys. This means depressive symptoms in girls are higher than in boys because of peer contagion. It is evident that girls’ failure anticipation is more strongly affected by their friends as compared to boys.  Studies describe girls as people who share their emotional problems with their friends more than boys.  There is a likelihood of sharing negative future anticipation and negative attributes that result to psychological problems with time. Also, female adolescents are more emotional than boys, and this affects them when their friendship is affected by negative factors and expectations. As this continues, their thoughts, expectations, and emotions are negatively affected.  According to experimental studies, when girls communicate within their friendship, they developed stress-related hormones and increased when they share emotional problems and failure anticipations (Zalk et al., 2010). 

Alternative processes. Homophily and the similarity-attraction theories argue that people with similar values, characters and behaviors have increased predictability which makes them communicate with reduced energy along with positive feelings that show understanding and belongingness. Such these conditions of improved predictability and emotions are signs that positively affect the selection of friends. Therefore, an adolescent chooses friends who have similar depressive symptoms. De-selection process also explains why teenagers chose selects allies with the same depressive symptoms. The author of the article used the theory of social corrosion to exemplify this concept, person with depression do not have social skills required to offer and support closeness. This indicates “lack of satisfaction and even de-selection by the less depressive dyadic partner in the relationship” (Zalk et al., 2010). However, adolescents with similar characteristics are likely to have increased closeness and intimacy as they can understand each other and share their own problems. De-selection and selection should be controlled to create understanding about role of contagion causing depression related problems. 

Current studies. In order to understand the mechanism behind peer contagion, adopting social network approach is essential. There are several advantages of social network approach. Firstly, it the only existing method which provides control for the challenging processes of de-selection and selection. Secondly, it has more benefits than dyadic methods as peer contagion can be experimented in youth’s entire social networks (Zalk et al., 2010). Social network approach studies peer contagion different friendship in a contemporary way, and the information they have is utilized as a result. Consequently, a third advantage is displayed as this approach is more accurate than other dyadic methods.

Methods of study.  An empirical study was conducted, and participants from all schools in Swedish city as well as those outside these schools were involved.  This community-based method helped to decrease biases as both students, and non-student adolescents contributed to the study. Annual assessments were carried out in five measurements. For the formation of network to include in the analysis of the data,   researchers started with eight graders that contributed in at least three measurements (Zalk et al., 2010).   For data collection purposes, the participants were provided with questionnaires to fill. In the study various measures were taken, that is, peer nominations, depressive symptoms, and future expectations. For analysis of data, a software application called Simulation Investigation for Empirical Network Analyses was used to examine section and de-selection processes.  

Conclusion. Findings indicated adolescents are affected by depressive symptoms of their peers with time. Peer contagion plays a key role in the development of depressive symptoms. Peers with signs of depression can increase cases of adolescent’s failure anticipation. Selection and de-selection process causes the formation of friends among peers with similar depressive symptoms. Depressive symptoms that girls face strongly influence their peers which increases failure in expectations in them resulting in signs of depression among them. In sum, boys less affected by peer contagion than girls.

References

Zalk, M. H. W. V., Kerr, M., Branje, S. J., Stattin, H., & Meeus, W. H. (2010). Peer contagion and adolescent depression: The role of failure anticipation. Journal of Clinical Child & Adolescent Psychology, 39(6), 837-848.

Final Project Information (non-research paper)

For those who did not do a research paper, the written portion of the final project is an abstract that will explain your project.  Your paper should include:

The abstract does not need to be long 1-2 pages, but should be a comprehensive explanation of your project.  Even if you worked in a group on your final project, you must submit an individual paper and include an explanation of what you specifically contributed to the project. 

Phase 2 IP Ethical Issues in Counseling

Your manager has given you a new assignment. It is time to update the employee handbook. You will be creating information to add to the handbook. You are to outline the following:

Table 1:

Provide information and support for a proposed Computer and Internet Use policy. Discuss the important factors to be considered when creating a Computer and Internet Use policy and why they are important. Remember, you are trying to convince your manager to use your language in the handbook update, so support your position.

Table 2:

Draft language for a proposed organizational standard for ethical decision making. This should describe a step-by-step process for making critical decisions about potential ethical issues faced by counselors. This process should include, where appropriate, reference to the ethical code at the state level or a model code from a nationally recognized organization.

Important Factor Why is it important? Supporting Information 1. Data maintained in electronic formats must be secured using the best security  2. Access to client health information must be appropriately limited  3. All electronically stored data must be destroyed as soon as the information is no longer needed for treatment purposes or required to be kept in client records.  4. Systems are appropriate to the client’s needs and the provision of these services must take place in a non-discriminatory fashion. 5. Software must be designed for a specific function, and in a manner that is safe for our clients. 6. Inform clients of the benefits and limitations of the technology. Counselors must determine whether our clients are intellectually, emotionally, and physically capable of using the technology. 7. Technology to use is in compliance with any federal, state, and local laws. 8. All personal must be appropriately trained.    

Steps Description of Steps Ethical Code reference or Model Code Reference Identify the problem.  

Determine what ethical, legal, and institutional policies are involved.  

Determine potential solutions.  

Choose and implement the solution.   

Evaluate the results.

PAD 540 Discussion

“Power and Purpose Revisited”

•From the second e-Activity, examine the concept of world democracy, and debate whether or not you believe that this concept is achievable. Justify your rationale.

•Examine one (1) country with which you are familiar (other than the U.S.), and predict the significant manner in which that country will affect international politics in the coming decade. Justify your response.

Global governance

•From the first e-Activity, assert whether you believe that globalization is either a cure or a curse in relation to overall global governance. Provide a rationale for your response.

•Ascertain the likelihood of future conflict and cooperation from countries within the global community on issues of transnational crime, health, and environmental problems. Justify your response.

“Looking Back”  Please respond to the following:

•Thinking back on what you have learned in this course, identify the single most important lesson learned, and explain the key reasons why that lesson was more significant than any other insight.

•Assume that you are leaving a message in a time capsule to be opened 50 years from now. Compose a message which reflects the impact that you want to leave that would potentially affect international public administration.

“Looking Ahead”  Please respond to the following:

•Discuss the fundamental ways in which you will apply what you have learned in this course in your current (or future) career.

•Determine one or two areas discussed in this course that you see having the greatest effect on the U.S. in the next ten years.