DOC7 14S Cognitive Empathy and Biases Responses
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
DOC7 14S Cognitive Empathy and Biases Responses
Question 1: Review the classmates’ posts and respond
Empathy is the ability of a person to identify and comprehend the mental states of other people, and the ability to share others’ feelings. Kerr-Gaffney, Harrison, & Tchanturia (2019), consider empathy as a valuable part of prosocial behavior, social cognition, and cooperation because it enables individuals to respond appropriately and make sense of the behavior of others. Empathy can either be affective or cognitive. Cognitive empathy is the ability to understand and recognize another person’s mental state. Affective empathy refers to the ability to share other people’s feelings in the absence of direct stimulation to oneself. Our society depends on empathy to foster connections and its absence would only mean becoming more disconnected and less effective in our innovation and productivity. Empathy is even more crucial for leaders as it is a critical tool for directing and collaborating with employees and team members. It is crucial to understand the difference between affective and cognitive empathy to know when and how to apply either.
Affective empathy is less important for technical leaders because it can easily interfere with one’s productivity. A leader must understand the team and their feelings and eventually make deductions regarding their work and thoughts but without letting his or her feelings interfere with their goal/mission. Thus as a leader, cognitive empathy is the best form of empathy to practice. Cognitive empathy demands understanding and not sympathy and reciprocation. In the same light, as a professional and a researcher, it is also important to focus more on exercising cognitive empathy instead of affective empathy to avoid developing emotions that can easily create bias on a work’s project or work.
References
Kerr-Gaffney, J., Harrison, A., & Tchanturia, K. (2019). Cognitive and affective empathy in eating disorders: A systematic review and meta-analysis. Frontiers in Psychiatry, 10. doi:10.3389/fpsyt.2019.00102
Questions 2: Review the classmates’ posts and respond to at least one in a minimum of 150 words.?Explain why you agree or disagree. Then, share an example from your professional experience to support your assertions.
Hi Class,
What is your dissertation topic, and how is that topic in alignment with your program of study?
The dissertation topic of choice is to examine the use of a peer support intervention in discharge planning and exit strategies of single adult homeless males. Working in the single adult homeless shelter system, a lack of adequate support services leading to higher recidivism rates was observed. According to Om et al (2022) older homeless adults reported higher incidence of cardiovascular disease, vision problems and reported limited social support from family, friends and acquaintances as well as limited medical or hospital care. The idea of a peer support intervention inquiring of the use of intentional peer support intervention in understanding interpersonal relationships between homeless individuals who are transitioning to permanent housing and support services in retaining housing stability with the help of those who have lived experiences and integrated into a case management model will be studied. Simone (2022) noted many individuals return to the shelter system after they have moved to permanent or supportive housing because they don’t know where to turn for assistance or how to access clinical and supportive services. This study aligns with the Doctor of Health Administration as it looks at establishing policy and program implementation in homeless shelter as a way to help mitigate homelessness. It can inform policy makers on additional supportive and wrap-around services that in homeless shelters as a program service in strategic planning policy to help in the fight to end homelessness.
Which personal biases have you identified in formulating your research plan?
Through formulating my research plan, I have noticed that I have a bias as to what studies I choose to read and review versus all the studies whether they are positive and support my topic or negative and have found this intervention does not work. It is important to remember to report the data and findings as they are revealed without trying to manipulate the data to form the desired outcome. However, as noted by Pannucci et al (2010), some degree of bias is nearly always present in published studies and readers must consider how bias may influence a study’s conclusion. According to Pannucci bias can occur in the planning, data collection, analysis and publication phases of research and reviewers of the literature must consider the degree to which bias was prevented in the proper study design and implementation
How have you mitigated those biases?
As a researcher, it is human nature to wish that all research were positive and supported the topic of choice, however through classroom participation and discussion, it has been observed and learned that not every research study will prove or disprove a study. In reading the conclusions and recommendation of each study, it is found what could be furthered studied and recommendations on how or why additional studies and research should be conducted.
Om, P., Whitehead, L., Vafeas, C., & Towell-Barnard, A. (2022). A qualitative systematic review on the experiences of homelessness among older adults. BMC Geriatrics, 22(1), 363. https://doi.org/10.1186/s12877-022-02978-9
Pannucci, C. J., & Wilkins, E. G. (2010). Identifying and avoiding bias in research. Plastic and reconstructive surgery, 126(2), 619–625. https://doi.org/10.1097/PRS.0b013e3181de24bc
Simone, J. (2022). State of the homeless 2022. Coalition for the Homeless. https://www.coalitionforthehomeless.org/state-of-the-homeless-2022/
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
|
|
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
|
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!! |
|
|
PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!