Assignment Prompt & Instructions
[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)
– 2 years ago
**files (1)**
– ## WeekOneDiscussionResponses.docx
**## WeekOneDiscussionResponses.docx**
Week One Discussion Responses
INSTRUCTIONS: Read and Respond to the 1.1, 1.2, and 1.3 posts listed below.
1.1 Listen, for Heaven's sake
**Jami**
I love both of the verses that we are discussing this week. They are both a reminder of how we need to act when communicating with our peers and those around us on a daily basis. “Let people finish speaking before you try to answer them. That way you will not embarrass yourself and look foolish” (
_Easy-to-Read Version_, 2006, Proverbs 18:13). This verse speaks clearly to me. I have historically stepped into conversations and stopped people from talking only to feel like I have put my foot in my mouth. One of the skills of being an active communicator is to allow the other party to fully express their side of the story or conversation. Allowing them to be a full contributor to the conversation shows respect and allows you to respond appropriately. For example, someone could say “I got caught up in the moment”, and you jump in and assume they were not faithful in their marriage. In reality they were expressing they were caught up in a moment of happiness and moved forward with advancing their career. By assuming they were guilty of something the level of understanding and communication has been broken. Allowing to fulfill the full conversation we would be able to praise the individual instead.
**1.2**
**Carlisha**
**1.2 Discussion: Learning to Listen as a Coach**
**The majority of people assess themselves as “good listeners.” But research has shown that most of us tend to overestimate the effectiveness of our listening skills. Why do you think we tend to overestimate our actual listening abilities?**
Many people believe they are good listeners, but research suggests that most overestimate their listening skills. One reason for this disconnect is that listening is often mistaken for only hearing or waiting for one’s turn to talk. Active listening, which includes fully engaging with the person who is talking and understanding their perspective, is a skill that requires intention and practice (Williams & Menendez, 2015).
In addition, cognitive biases, including the Dunning-Kruger effect, may lead people to think they are more skilled than they are especially in areas like communication that feel intuitive (Duignan, 2019). This overestimation can result in missed opportunities for deeper understanding and meaningful connection (Duignan, 2019).
**In the video “Listening Skills,” there are several suggestions on how to listen more effectively. Which of these suggestions represents a skill you need to work on? Explain.**
The video “Listening Skills” emphasizes several ways to increase listening skills, such as maintaining eye contact, practicing open listening, and displaying what the speaker shares. One skill I need to work on is avoiding inner distractions. While focusing on listening seriously, I sometimes find my mind wandering to my thoughts or putting together a response instead of staying fully focused. This can take away from truly understanding the speaker’s message.
To improve, I can apply active listening techniques, including paraphrasing or summarizing the speaker's words to confirm understanding. Also, mindfulness practices can help me emphasize the present moment, decrease distractions, and allow me to participate more effectively in conversations.
**What specific listening skills do you need to keep your coaching conversations focused on “possibilities, goals, dreams, and aspirations”? Be specific.**
In coaching, listening is essential for examining possibilities, goals, dreams, and aspirations. To keep conversations interesting in these areas, I need to increase several listening skills like asking open-ended questions. This will inspire clients to elaborate on their thoughts and dreams, making space for studying and clarity. Reflective listening helps you paraphrase the client's words, which not only makes them understand but also makes them feel valid and inspires them to delve deeper. Attentive silence allows breaks in the conversation giving clients the chance to think and express themselves more easily. These skills make sure that coaching conversations remain client-centered and forward-looking, helping clients look at their strengths and aspirations.
**How does positive psychology reinforce listening to another person that focuses on “possibilities, goals, dreams, and aspirations”? Provide at least one concept from positive psychology that supports that approach.**
Positive psychology highlights building on strengths and promoting well-being, which aligns with a coaching approach emphasizing possibilities and aspirations. One concept from positive psychology is active constructive responding which includes showing real interest and passion when someone shares their ideas or goals (Seligman, 2011). This approach strengthens the client's sense of agency and hope, inspiring them to pursue their aspirations.
Moreover, positive psychology underscores the significance of flow, a state of deep emphasis and engagement. When a coach listens closely and promotes a meaningful dialogue, clients are more likely to enter a state of flow, enabling them to envision their goals and pathways more clearly (Csikszentmihalyi, 1990).
**Reference:**
Williams, P., & Menendez, D. S. (2015).
_Becoming a Professional Life Coach: Lessons from the Institute for Life Coach Training_. W. W. Norton & Company.
Duignan, B. (2019). Dunning-Kruger effect. In
_Encyclopædia Britannica_. https://www.britannica.com/science/Dunning-Kruger-effect
Seligman, M. E. P. (2011).
_Flourish: A Visionary New Understanding of Happiness and Well-being_. Free Press.
Csikszentmihalyi, M. (1990).
_Flow: The Psychology of Optimal Experience_. Harper & Row.
Smith, F. (2005).
_Corporate Creativity_. [Video].
**Crystal**
**The majority of people assess themselves as “good listeners.” But research has shown that most of us tend to overestimate the effectiveness of our listening skills. Why do you think we tend to overestimate our actual listening abilities?**
We overestimate our listening abilities because we like to view ourselves positively. Since we engage in conversations almost constantly, we assume we understand the concept of listening. While many people possess the skills to be effective listeners, receiving feedback is the only way to know if they are applying these skills correctly. Without feedback, people continue to assume they are good listeners.
Additionally, many people confuse hearing with listening. Hearing is a passive activity, whereas listening requires active engagement and understanding. Most importantly, during conversations, our minds are often busy processing information, planning responses, or dealing with distractions. This cognitive load can hinder our listening ability, even if we believe we’re paying full attention.
Improving our listening skills requires self-awareness, practice, and a willingness to receive feedback. By recognizing these tendencies, we can work towards becoming more effective listeners.
.
**In the video “Listening Skills,” there are several suggestions on how to listen more effectively. Which of these suggestions represents a skill you need to work on? Explain.**
In the video “Listening Skills,” several suggestions are provided to help us become more effective listeners:
· Put emotions on hold.
· Assume the best.
· Avoid the soapbox.
· Listen with your heart (Films Media Group, 2010).
From these suggestions, the skill I need to work on is number two: assuming the best. I naturally assume the worst and hope for the best. The benefit of this approach is that I am not blindsided when presented with “bad news.” On the other hand, the effect of receiving good news is doubled. However, a downside of this approach is that it can create unnecessary stress and anxiety. Constantly assuming the worst can lead to a negative mindset, which might affect my overall well-being and interactions with others. Balancing a realistic outlook with optimism can help mitigate these downsides.
**What specific listening skills do you need to keep your coaching conversations focused on “possibilities, goals, dreams, and aspirations”? Be specific.**
For coaching conversations focused on possibilities, goals, dreams, and aspirations, coaches need to listen for. At this listening level, coaches search for clues to push the client’s agenda forward. They are listening for the “Big Picture.” The coach listens for the client’s vision, values, commitment, and purpose in their words and demeanor (Williams & Menendez, 2014). By mastering these listening skills, coaches can create a supportive environment that empowers clients to pursue their dreams and achieve their goals.
**How does positive psychology reinforce listening to another person that focuses on “possibilities, goals, dreams, and aspirations”? Provide at least one concept from positive psychology that supports that approach.**
Positive psychology emphasizes focusing on strengths, potential, and positive outcomes. One key concept from positive psychology that supports listening to another person with a focus on possibilities, goals, dreams, and aspirations is Appreciative Inquiry (AI). AI is a strengths-based approach that involves exploring and amplifying what works well. It encourages individuals to envision their ideal future and build on their strengths to achieve it (Moore, 2019). By incorporating AI into a listening approach, coaches can create a supportive and empowering environment that encourages individuals to pursue their dreams and aspirations.
**References**
Films Media Group (Director). (2010).
_Listening Essentials_ [Film]. In Films On Demand. https://fod.infobase.com/PortalPlaylists.aspx?wID=98671&xtid=40422
Moore, C. (2019, April 26).
_119+ Appreciative Inquiry Interview Questions and Examples_. PositivePsychology.com. https://positivepsychology.com/appreciative-inquiry-questions/#model
Williams, P., & Menendez, D. S. (2014).
_Becoming a Professional Life Coach: Lessons from the Institute for Life Coach Training._ (2nd ed.). W. W. Norton & Company. https://platform.virdocs.com/read/464087/2/#/4/2
**1.3**
**Heather**
The responsibilities and struggles of life can lead you down a winding path. Before you know it, middle age has hit, and you are in a place of stagnation, not knowing how you got there or the path to get out. Doubt may set in, causing hesitation in moving toward personal growth. Their low confidence and self-efficacy may hinder them from believing that change can happen. Bandura viewed a person’s self-efficacy as their perception to accomplish their goals. He emphasized that these beliefs significantly impact the success of making changes. Bandura recognized that abilities are not fixed and that how one approaches change can influence the outcome (Bandura, 1977b).
My capstone project will involve a group of middle-aged adults from diverse backgrounds and life experiences. These individuals come from various demographics and have faced different challenges, taking different paths throughout their lives. The common thread among them is their stage of life; midlife is a transitional period characterized by changes in relationships, careers, health, and more. The goal of the capstone project is not to suggest that change is necessary but to provide thought-provoking statements intended to encourage self-reflection. This will help participants consider whether they are content with their current lives or if it might be time for a change.
The project will start with participants completing a Satisfaction with Life Scale, a brief survey designed to evaluate their overall life satisfaction. The survey comprises five questions and uses a seven-point response scale (Mead, 2019). Once each participant has finished the questionnaire, they will be added to an anonymous group chat to receive daily thought-provoking and inspirational messages. These messages will reflect the principles of positive psychology, specifically addressing the five elements of Seligman's PERMA model: Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment (Seligman, 2018). The messages will encourage participants to reflect on their satisfaction in these areas. Over two to three weeks, the prompts will help participants identify areas they need to focus on to enhance their well-being. Towards the end of the project, the tone of the messages will shift from reflection to encouragement for positive change. After the project, participants will complete the Satisfaction with Life Scale again to measure any changes in their scores. Participants will be asked to provide feedback to assess the project's influence on their outlook and motivation for change.
Many seek consistency, but the boundary between stability and stagnancy can become blurred. Recognizing the need for change and having the courage to act comes from an inner strength. Although change can be intimidating, it is necessary for personal growth. Embracing it can lead to the discovery of hidden potential and new opportunities. By approaching change with an open mind and a positive attitude, we can spark our imagination and explore new possibilities, rekindling dreams that may have faded over time. Engaging with principles of positive psychology allows individuals to reflect on their life path. A positive mindset fosters greater self-efficacy, enhanced empathy toward others, improved personal relationships, and a deeper sense of spirituality (McMillen, n.d.). The idea of positive change can be daunting, but the benefits to our well-being make it worthwhile. My project aims not to disrupt the contentment and flow of a well-lived life but to encourage reflection and growth for those who feel stagnant and seek personal development.
**References**
Bandura, A. (1997b).
_Self-Efficacy: The Exercise of Control_. New York: Freeman.
McMillen, J. C. (n.d.).
_EBSCO Publishing Service Selection Page_. Better for It: How People Benefit from Adversity.
[https://web.a.ebscohost.com/ehost/](https://web.a.ebscohost.com/ehost/)
Mead, E. (2019, August).
_4 scales to measure Satisfaction with life (SWLS)_. PositivePsychology.com.
[https://positivepsychology.com/life-satisfaction-scales/](https://positivepsychology.com/life-satisfaction-scales/)
Seligman, M. (2018). PERMA and the building blocks of well-being.
_The Journal of Positive Psychology, 13_(4), 333–335.
[https://doi.org/10.1080/17439760.2018.1437466Teonna](https://doi.org/10.1080/17439760.2018.1437466Teonna)
**Branson**
Your project needs to engage a small group of people.
Yes, my project will have a small group of women virtually no more than 15 women.
It needs to be related to life coaching and/or positive psychology.
It is related to life coaching, I will be helping women become their best self.
It needs to reflect the work you’ve completed in your literature review from PSY-561.
Yes, I will be over fitness and how women would need to change their mindset to be successful in their fitness journey. Changing them from the inside out.
Explain who the target audience for your project will be.
The target audience is ladies that I have met via social media who are ready to start a fitness journey and work on their mindset.
Explain how you plan to implement your Capstone Project during PSY 590. Typically, your project implementation takes place over a two-to-three week period, but it can extend longer than that.
The program will start on Feb 1st and go for a month, and we will meet once a week via Zoom.
Discuss the main benefit your target audience will receive from your effort.
I will help with their mindset and help them see that they can become their best self it's just waiting for them.
State the main positive psychology theory or concept that is shaping your idea and implementation.
**Looking for Women Ready to Transform in 30 Days – Virtually!**
I’m looking for
**women** who are ready to
**shift their mindset** and
**transform their body from the inside out** in just
**one month!**
**What’s Included?** A
**fitness journal** to track your progress
**Weekly virtual meetings** for support, motivation & accountability
 Mindset coaching to help you stay committed
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**## WeekOneDiscussionResponses.docx**
Week One Discussion Responses
INSTRUCTIONS: Read and Respond to the 1.1, 1.2, and 1.3 posts listed below.
1.1 Listen, for Heaven's sake
**Jami**
I love both of the verses that we are discussing this week. They are both a reminder of how we need to act when communicating with our peers and those around us on a daily basis. “Let people finish speaking before you try to answer them. That way you will not embarrass yourself and look foolish” (
_Easy-to-Read Version_, 2006, Proverbs 18:13). This verse speaks clearly to me. I have historically stepped into conversations and stopped people from talking only to feel like I have put my foot in my mouth. One of the skills of being an active communicator is to allow the other party to fully express their side of the story or conversation. Allowing them to be a full contributor to the conversation shows respect and allows you to respond appropriately. For example, someone could say “I got caught up in the moment”, and you jump in and assume they were not faithful in their marriage. In reality they were expressing they were caught up in a moment of happiness and moved forward with advancing their career. By assuming they were guilty of something the level of understanding and communication has been broken. Allowing to fulfill the full conversation we would be able to praise the individual instead.
**1.2**
**Carlisha**
**1.2 Discussion: Learning to Listen as a Coach**
**The majority of people assess themselves as “good listeners.” But research has shown that most of us tend to overestimate the effectiveness of our listening skills. Why do you think we tend to overestimate our actual listening abilities?**
Many people believe they are good listeners, but research suggests that most overestimate their listening skills. One reason for this disconnect is that listening is often mistaken for only hearing or waiting for one’s turn to talk. Active listening, which includes fully engaging with the person who is talking and understanding their perspective, is a skill that requires intention and practice (Williams & Menendez, 2015).
In addition, cognitive biases, including the Dunning-Kruger effect, may lead people to think they are more skilled than they are especially in areas like communication that feel intuitive (Duignan, 2019). This overestimation can result in missed opportunities for deeper understanding and meaningful connection (Duignan, 2019).
**In the video “Listening Skills,” there are several suggestions on how to listen more effectively. Which of these suggestions represents a skill you need to work on? Explain.**
The video “Listening Skills” emphasizes several ways to increase listening skills, such as maintaining eye contact, practicing open listening, and displaying what the speaker shares. One skill I need to work on is avoiding inner distractions. While focusing on listening seriously, I sometimes find my mind wandering to my thoughts or putting together a response instead of staying fully focused. This can take away from truly understanding the speaker’s message.
To improve, I can apply active listening techniques, including paraphrasing or summarizing the speaker's words to confirm understanding. Also, mindfulness practices can help me emphasize the present moment, decrease distractions, and allow me to participate more effectively in conversations.
**What specific listening skills do you need to keep your coaching conversations focused on “possibilities, goals, dreams, and aspirations”? Be specific.**
In coaching, listening is essential for examining possibilities, goals, dreams, and aspirations. To keep conversations interesting in these areas, I need to increase several listening skills like asking open-ended questions. This will inspire clients to elaborate on their thoughts and dreams, making space for studying and clarity. Reflective listening helps you paraphrase the client's words, which not only makes them understand but also makes them feel valid and inspires them to delve deeper. Attentive silence allows breaks in the conversation giving clients the chance to think and express themselves more easily. These skills make sure that coaching conversations remain client-centered and forward-looking, helping clients look at their strengths and aspirations.
**How does positive psychology reinforce listening to another person that focuses on “possibilities, goals, dreams, and aspirations”? Provide at least one concept from positive psychology that supports that approach.**
Positive psychology highlights building on strengths and promoting well-being, which aligns with a coaching approach emphasizing possibilities and aspirations. One concept from positive psychology is active constructive responding which includes showing real interest and passion when someone shares their ideas or goals (Seligman, 2011). This approach strengthens the client's sense of agency and hope, inspiring them to pursue their aspirations.
Moreover, positive psychology underscores the significance of flow, a state of deep emphasis and engagement. When a coach listens closely and promotes a meaningful dialogue, clients are more likely to enter a state of flow, enabling them to envision their goals and pathways more clearly (Csikszentmihalyi, 1990).
**Reference:**
Williams, P., & Menendez, D. S. (2015).
_Becoming a Professional Life Coach: Lessons from the Institute for Life Coach Training_. W. W. Norton & Company.
Duignan, B. (2019). Dunning-Kruger effect. In
_Encyclopædia Britannica_. https://www.britannica.com/science/Dunning-Kruger-effect
Seligman, M. E. P. (2011).
_Flourish: A Visionary New Understanding of Happiness and Well-being_. Free Press.
Csikszentmihalyi, M. (1990).
_Flow: The Psychology of Optimal Experience_. Harper & Row.
Smith, F. (2005).
_Corporate Creativity_. [Video].
**Crystal**
**The majority of people assess themselves as “good listeners.” But research has shown that most of us tend to overestimate the effectiveness of our listening skills. Why do you think we tend to overestimate our actual listening abilities?**
We overestimate our listening abilities because we like to view ourselves positively. Since we engage in conversations almost constantly, we assume we understand the concept of listening. While many people possess the skills to be effective listeners, receiving feedback is the only way to know if they are applying these skills correctly. Without feedback, people continue to assume they are good listeners.
Additionally, many people confuse hearing with listening. Hearing is a passive activity, whereas listening requires active engagement and understanding. Most importantly, during conversations, our minds are often busy processing information, planning responses, or dealing with distractions. This cognitive load can hinder our listening ability, even if we believe we’re paying full attention.
Improving our listening skills requires self-awareness, practice, and a willingness to receive feedback. By recognizing these tendencies, we can work towards becoming more effective listeners.
.
**In the video “Listening Skills,” there are several suggestions on how to listen more effectively. Which of these suggestions represents a skill you need to work on? Explain.**
In the video “Listening Skills,” several suggestions are provided to help us become more effective listeners:
· Put emotions on hold.
· Assume the best.
· Avoid the soapbox.
· Listen with your heart (Films Media Group, 2010).
From these suggestions, the skill I need to work on is number two: assuming the best. I naturally assume the worst and hope for the best. The benefit of this approach is that I am not blindsided when presented with “bad news.” On the other hand, the effect of receiving good news is doubled. However, a downside of this approach is that it can create unnecessary stress and anxiety. Constantly assuming the worst can lead to a negative mindset, which might affect my overall well-being and interactions with others. Balancing a realistic outlook with optimism can help mitigate these downsides.
**What specific listening skills do you need to keep your coaching conversations focused on “possibilities, goals, dreams, and aspirations”? Be specific.**
For coaching conversations focused on possibilities, goals, dreams, and aspirations, coaches need to listen for. At this listening level, coaches search for clues to push the client’s agenda forward. They are listening for the “Big Picture.” The coach listens for the client’s vision, values, commitment, and purpose in their words and demeanor (Williams & Menendez, 2014). By mastering these listening skills, coaches can create a supportive environment that empowers clients to pursue their dreams and achieve their goals.
**How does positive psychology reinforce listening to another person that focuses on “possibilities, goals, dreams, and aspirations”? Provide at least one concept from positive psychology that supports that approach.**
Positive psychology emphasizes focusing on strengths, potential, and positive outcomes. One key concept from positive psychology that supports listening to another person with a focus on possibilities, goals, dreams, and aspirations is Appreciative Inquiry (AI). AI is a strengths-based approach that involves exploring and amplifying what works well. It encourages individuals to envision their ideal future and build on their strengths to achieve it (Moore, 2019). By incorporating AI into a listening approach, coaches can create a supportive and empowering environment that encourages individuals to pursue their dreams and aspirations.
**References**
Films Media Group (Director). (2010).
_Listening Essentials_ [Film]. In Films On Demand. https://fod.infobase.com/PortalPlaylists.aspx?wID=98671&xtid=40422
Moore, C. (2019, April 26).
_119+ Appreciative Inquiry Interview Questions and Examples_. PositivePsychology.com. https://positivepsychology.com/appreciative-inquiry-questions/#model
Williams, P., & Menendez, D. S. (2014).
_Becoming a Professional Life Coach: Lessons from the Institute for Life Coach Training._ (2nd ed.). W. W. Norton & Company. https://platform.virdocs.com/read/464087/2/#/4/2
**1.3**
**Heather**
The responsibilities and struggles of life can lead you down a winding path. Before you know it, middle age has hit, and you are in a place of stagnation, not knowing how you got there or the path to get out. Doubt may set in, causing hesitation in moving toward personal growth. Their low confidence and self-efficacy may hinder them from believing that change can happen. Bandura viewed a person’s self-efficacy as their perception to accomplish their goals. He emphasized that these beliefs significantly impact the success of making changes. Bandura recognized that abilities are not fixed and that how one approaches change can influence the outcome (Bandura, 1977b).
My capstone project will involve a group of middle-aged adults from diverse backgrounds and life experiences. These individuals come from various demographics and have faced different challenges, taking different paths throughout their lives. The common thread among them is their stage of life; midlife is a transitional period characterized by changes in relationships, careers, health, and more. The goal of the capstone project is not to suggest that change is necessary but to provide thought-provoking statements intended to encourage self-reflection. This will help participants consider whether they are content with their current lives or if it might be time for a change.
The project will start with participants completing a Satisfaction with Life Scale, a brief survey designed to evaluate their overall life satisfaction. The survey comprises five questions and uses a seven-point response scale (Mead, 2019). Once each participant has finished the questionnaire, they will be added to an anonymous group chat to receive daily thought-provoking and inspirational messages. These messages will reflect the principles of positive psychology, specifically addressing the five elements of Seligman's PERMA model: Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment (Seligman, 2018). The messages will encourage participants to reflect on their satisfaction in these areas. Over two to three weeks, the prompts will help participants identify areas they need to focus on to enhance their well-being. Towards the end of the project, the tone of the messages will shift from reflection to encouragement for positive change. After the project, participants will complete the Satisfaction with Life Scale again to measure any changes in their scores. Participants will be asked to provide feedback to assess the project's influence on their outlook and motivation for change.
Many seek consistency, but the boundary between stability and stagnancy can become blurred. Recognizing the need for change and having the courage to act comes from an inner strength. Although change can be intimidating, it is necessary for personal growth. Embracing it can lead to the discovery of hidden potential and new opportunities. By approaching change with an open mind and a positive attitude, we can spark our imagination and explore new possibilities, rekindling dreams that may have faded over time. Engaging with principles of positive psychology allows individuals to reflect on their life path. A positive mindset fosters greater self-efficacy, enhanced empathy toward others, improved personal relationships, and a deeper sense of spirituality (McMillen, n.d.). The idea of positive change can be daunting, but the benefits to our well-being make it worthwhile. My project aims not to disrupt the contentment and flow of a well-lived life but to encourage reflection and growth for those who feel stagnant and seek personal development.
**References**
Bandura, A. (1997b).
_Self-Efficacy: The Exercise of Control_. New York: Freeman.
McMillen, J. C. (n.d.).
_EBSCO Publishing Service Selection Page_. Better for It: How People Benefit from Adversity.
[https://web.a.ebscohost.com/ehost/](https://web.a.ebscohost.com/ehost/)
Mead, E. (2019, August).
_4 scales to measure Satisfaction with life (SWLS)_. PositivePsychology.com.
[https://positivepsychology.com/life-satisfaction-scales/](https://positivepsychology.com/life-satisfaction-scales/)
Seligman, M. (2018). PERMA and the building blocks of well-being.
_The Journal of Positive Psychology, 13_(4), 333–335.
[https://doi.org/10.1080/17439760.2018.1437466Teonna](https://doi.org/10.1080/17439760.2018.1437466Teonna)
**Branson**
Your project needs to engage a small group of people.
Yes, my project will have a small group of women virtually no more than 15 women.
It needs to be related to life coaching and/or positive psychology.
It is related to life coaching, I will be helping women become their best self.
It needs to reflect the work you’ve completed in your literature review from PSY-561.
Yes, I will be over fitness and how women would need to change their mindset to be successful in their fitness journey. Changing them from the inside out.
Explain who the target audience for your project will be.
The target audience is ladies that I have met via social media who are ready to start a fitness journey and work on their mindset.
Explain how you plan to implement your Capstone Project during PSY 590. Typically, your project implementation takes place over a two-to-three week period, but it can extend longer than that.
The program will start on Feb 1st and go for a month, and we will meet once a week via Zoom.
Discuss the main benefit your target audience will receive from your effort.
I will help with their mindset and help them see that they can become their best self it's just waiting for them.
State the main positive psychology theory or concept that is shaping your idea and implementation.
**Looking for Women Ready to Transform in 30 Days – Virtually!**
I’m looking for
**women** who are ready to
**shift their mindset** and
**transform their body from the inside out** in just
**one month!**
**What’s Included?** A
**fitness journal** to track your progress
**Weekly virtual meetings** for support, motivation & accountability
 Mindset coaching to help you stay committed
## image3.png
## image4.png
## image5.png
## image6.png
## image7.png
## image1.png
## image2.png