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  • [Solved] WAQP Week 7 Assignment 2

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    Complete the Nature of the Study section (including the data collection tools and sources) in the Prospectus Form (the Appendix located in the Prospectus Form describes how this should be completed with examples). **To prepare:** – Use your Prospectus Form to complete this Assignment. **Assignment 2…

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    Assignment Prompt & Instructions

    Complete the Nature of the Study section (including the data collection tools and sources) in the Prospectus Form (the Appendix located in the Prospectus Form describes how this should be completed with examples).

    **To prepare:**

    – Use your Prospectus Form to complete this Assignment.

    **Assignment 2:**

    Complete the Nature of the Study section (including the data collection tools and sources) in the Prospectus Form (the Appendix located in the Prospectus Form describes how this should be completed with examples).

  • [Solved] WAQP Week 7 Assignment 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    This week, you will write **the Nature of the Study section**( **including data collection tools and sources) in two concise paragraphs**. After completing the writing assignment, you will complete the Nature of the Study section in the Prospectus Form. First, provide a concise paragraph that (a) pr…

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    Assignment Prompt & Instructions

    This week, you will write **the Nature of the Study section**( **including data collection tools and sources) in two concise paragraphs**. After completing the writing assignment, you will complete the Nature of the Study section in the Prospectus Form.  First, provide a concise paragraph that (a) presents the approach that will be used to address the research question(s) and (b) discusses how this approach aligns with the problem. The examples of study design are as follows:

    – Quantitative—for experimental, quasiexperimental, or nonexperimental designs; treatment-control; repeated measures; causal-comparative; single-subject; predictive studies; or other quantitative approaches
    – Qualitative—for ethnography, case study, grounded theory, narrative inquiry, phenomenological research, policy analysis, or other qualitative traditions
    – Mixed methods, primarily quantitative—for sequential, concurrent, or transformative studies, with the main focus on quantitative methods
    – Mixed methods, primarily qualitative—for sequential, concurrent, or transformative studies, with the main focus on qualitative methods
    – Other—for another design, to be specified with a justification provided for its use

    **To prepare:**

    – Review examples of study design (listed above)

    ###### **Assignment 1:**

    – Write the Nature of the Study section (including data collection tools and sources) in two concise paragraphs.
    – After completing the writing assignment, you will complete the Nature of the Study section in the Prospectus Form.  First, provide a concise paragraph that (a) presents the approach that will be used to address the research question(s) and (b) discusses how this approach aligns with the problem.

  • [Solved] assig 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    attached **files (2)** – ## module9.docx – Assignment22.pdf **## module9.docx** Module 9 Introduction Readings: 1. Cooper et al. Chapter 19 Topics: 1. Introduction to the course 2. Equivalence-based instruction Module 9 Lesson We start this course with a topic many seasoned behavior analysts find…

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    Assignment Prompt & Instructions

    attached

    **files (2)**

    – ## module9.docx

    – Assignment22.pdf

    **## module9.docx**

    Module 9 Introduction

    Readings:

    1. Cooper et al.  Chapter 19

    Topics:

    1. Introduction to the course

    2. Equivalence-based instruction

    Module 9 Lesson

    We start this course with a topic many seasoned behavior analysts find a bit daunting – mostly because of the newer vocabulary terms not common in ABA yet. Chapter 19 in the Cooper text is quite long and packed with a lot of information – but do not panic. We will take time to highlight the most important features and you can continue to revisit the topic as you become more familiar with its content. The second part of the chapter also relates to implementation – so do not feel defeated if you are still struggling with the concept portion of stimulus equivalence.

    First, a little history . . .

    Stimulus Equivalence

    Sidman (1971) conducted a landmark study using the common
    **matching-to-sample** procedure.
    **Matching-to-sample** is a discrete trial procedure in which the participant makes a response that presents or reveals a sample stimulus. Next, with or without the original stimulus, two or more comparison stimuli are presented. The participant then selects one of the comparison stimuli. If it matches the sample stimulus, the response is reinforced. Here is a most simple, non-arbitrary example – would you be able to match-to-sample? In other words, would you be able to take the image that is by itself (
    **the sample stimulus**) and match it to the same one in the array of three (
    **the comparison stimulus**)

    Here we see what is known as
    **reflexivity.** Reflexivity is a type of stimuli-to-stimulus relation in which the learner – without any prior or training or reinforcement – selects a stimulus that is the
    **same** as the sample stimulus. In math, we would simply say A = A.

    Of course, most when it comes to language and most samples, things do not physically look, feel, or sound the same – but they are equivalent to the sample. The
    **same** can take many different forms. Let us look at this sample:

    Here we see an image of a Cat (A), an image representing the spoken word “Cat” (B), and an image of the written word C-A-T (C).

    Since we already know about reflexivity, we can expand our mathematical representation to each of these stimuli:  A=A, B=B, and C=C. In other words, we recognize that if provided two identical pictures of the image of the cat, we would say they were the “same”. And so on with the written and spoken word “cat”.

    Now – we can teach that the image of the black cat (the sample stimulus) is the same as hearing the spoken word “cat” (comparison stimulus). Once we make this assertion, we can say that A (the image of the cat) is equivalent to B (the spoken word “cat”). Using our mathematical model again, we can assert that A = B. BUT – this has an exciting property – hold onto your hats – it is called
    **symmetry**. We can also say that B = A. It is reversible! We do
    **not** have to teach this separately!!
    **Symmetry** is a type of stimuli-to-stimulus relation in which the learner – without any prior or training or reinforcement – demonstrates the reversibility of the sample stimulus and the comparison stimulus. So, not only does an image of a cat mean the same as the spoken word “cat” – the spoken word “cat” means the same as the image of the cat! Wow!

    Not excited? Perhaps that is understandable. You want more excitement for your investment.

    Lucky for you, we can also demonstrate
    **transitivity**.

    Once we know that A = B, we can toss in another stimulus – C. The thing is – as Sidman discovered in the 1970’s – you do not have to directly teach the relationship between A and C or B and C or C and A and on and on. It is endless.
    **Transitivity** describes the stimulus-stimulus relations that emerge as a product of training two other stimulus-stimulus relations.  Freebie in teaching! Just imagine the implications if all of education adopted a more economic way of learning.

    When we test for all three of these properties – we can say there is
    **stimulus equivalence.**

    ****Stimulus equivalence** describes a behavior analytic approach to understanding and establishing symbolic function.  This discovery is significant because:**

    **· Many relations are generated after teaching only a small number of relations.**

    **· The defining criteria for equivalence provide a compelling operational definition of symbolic function and make it possible to analyze complex human repertoires.**

    **What if we added a “D” to the mix by teaching “A cat says meow!”? Guess how many more free relations we get?!?**

    **The “exponential”, if you will, progress demonstrates what we know as**
    ****generativity.** G**
    ****enerativity** means that we can create and understand an infinite number of meaningful relations.**

    **Stimulus equivalence has contributed to application by the following concepts:**

    **· Class formation**

    **· Delayed emergence**

    **· Class expansion**

    **· Class merger**

    **· Transfer of function**

    **· Contextual control**

    **Relational Frame Theory (RFT)**

    **Relational Frame Theory (RFT) is an expansion of Sidman’s Stimulus Equivalence and aligns with a behaviorist analysis of language. Look at the following concept map from FoxyLearning.com:**

    **[Relational Frame Theory concept map – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184569/download?wrap=1) [Download Relational Frame Theory concept map – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184569/download?download_frd=1)**

    **Functional Contextualism**

    **It is recommended that you read the concept map out loud – moving through each area. If is ok if you do not know what all the terms mean; rather, you are practicing the verbal behavior behind to explanation of RFT. You may notice the first box indicates a "theory". Applied behavior analysis does not discuss theories when articulating the science, but it is not harmful to explore some of these philosophical derivatives. You do not have to understand much about functional contextualism for the certification exam, but if you are interested in pursuing more information on the topic, it is helpful to be able to summarize its key features.**

    **Purpose of Functional Contextualism**

    **· Predict and Influence psychological events (aka operants)**

    **· Includes observable behaviors and private events**

    **Method:**

    **· Focus on manipulable variables ( things we can change or modify) in the**
    **_context_ of psychological events**

    **· Context can be environment and setting, or learning history**

    **· Cannot change someone else’s psychological events – but can change the context that influences the event!**

    **To make you feel a little more comfortable with clinical practice that is influenced by functional contextualism, consider the following two examples from clinicians. Which one would be using functional contextualism and which one would be using some other mentalistic, therapeutic approach?  The correct answer will seem in line with ABA. Read the following:**

    ****Psychologist A:** Ezekiel shared that he is very depressed – often feeling sad and does not want to get out of bed. The psychologist decides that the depression is due to Ezekiel’s low self esteem in social situations and rehearses appropriate self affirmations with him.**

    ****Psychologist B:** Ezekiel shared that he is very depressed – often feeling sad and does not want to get out of bed. The psychologist decides he should plan one quick activity outside of the home each morning that he enjoys, gradually increasing the duration and number of activities each day.**

    **Stimulus Relations**

    **Next on the concept map is something we may be able to determine from what we have learned so far – that RFT was derived from the concept of**
    ****stimulus relations**.**

    **A**
    ****derived stimulus relation** is a relation between two or more stimuli that is not directly trained or taught and is not based solely on the physical properties of the stimuli. “Physical properties” just means the way a stimulus looks, sounds, smells, feels, or tastes.**

    **This is where RFT pulls back in the concept of stimulus equivalence.**

    **And we have done these kinds of exercises as children without even know it. Here is an example from FoxyLearning:**

    **Let us say that Ross is slower than Joey, and that Chandler is faster than Joey. Who do you think would win a race between these three people?**

    **If you said Chandler would probably win the race, you are correct!. But how did you know that? You weren’t**
    ****told** that Chandler was faster than both Ross and Joey, and you haven’t**
    ****observed** him running faster. You were only told that Ross is slower than Joey and that Chandler is faster than Joey. You weren’t told anything about Chandler’s speed compared to Ross’s speed, and you haven’t seen any of them actually run a race.**

    **You**
    ****derived** the relation that Chandler is also faster than Ross (and would thus win the race). We call this a**
    ****derived stimulus relation** because it was not directly taught, and it is not based solely on the physical properties of the stimuli.**

    **We are capable of an unfathomable number of derived relations – based on a very small number of directly training stimulus relations! This is why these concepts make a great model for understanding the**
    ****symbolism** and**
    ****generativity** of language.**

    **One last term before we pause until next week. A relational frame is a particular type of responding. It is actually more accurate to speak of**
    ****framing relationally** or**
    ****relational framing**. A relational frame, or framing relationally, is more like playing Bach on the cello than it is picking up the cello to play.   We will discuss more in the next module.**

    **[Unlocking Stimulus Equivalence – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184555/download?wrap=1) [Download Unlocking Stimulus Equivalence – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184555/download?download_frd=1)**

    **[Rogue ABA Stimulus Equivalence – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184568/download?wrap=1) [Download Rogue ABA Stimulus Equivalence – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184568/download?download_frd=1)**

    **Assignment22.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignment22-pdf-10572213)

    **Assignment22.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignment22-pdf-10572213)

    **## module9.docx**

    Module 9 Introduction

    Readings:

    1. Cooper et al.  Chapter 19

    Topics:

    1. Introduction to the course

    2. Equivalence-based instruction

    Module 9 Lesson

    We start this course with a topic many seasoned behavior analysts find a bit daunting – mostly because of the newer vocabulary terms not common in ABA yet. Chapter 19 in the Cooper text is quite long and packed with a lot of information – but do not panic. We will take time to highlight the most important features and you can continue to revisit the topic as you become more familiar with its content. The second part of the chapter also relates to implementation – so do not feel defeated if you are still struggling with the concept portion of stimulus equivalence.

    First, a little history . . .

    Stimulus Equivalence

    Sidman (1971) conducted a landmark study using the common
    **matching-to-sample** procedure.
    **Matching-to-sample** is a discrete trial procedure in which the participant makes a response that presents or reveals a sample stimulus. Next, with or without the original stimulus, two or more comparison stimuli are presented. The participant then selects one of the comparison stimuli. If it matches the sample stimulus, the response is reinforced. Here is a most simple, non-arbitrary example – would you be able to match-to-sample? In other words, would you be able to take the image that is by itself (
    **the sample stimulus**) and match it to the same one in the array of three (
    **the comparison stimulus**)

    Here we see what is known as
    **reflexivity.** Reflexivity is a type of stimuli-to-stimulus relation in which the learner – without any prior or training or reinforcement – selects a stimulus that is the
    **same** as the sample stimulus. In math, we would simply say A = A.

    Of course, most when it comes to language and most samples, things do not physically look, feel, or sound the same – but they are equivalent to the sample. The
    **same** can take many different forms. Let us look at this sample:

    Here we see an image of a Cat (A), an image representing the spoken word “Cat” (B), and an image of the written word C-A-T (C).

    Since we already know about reflexivity, we can expand our mathematical representation to each of these stimuli:  A=A, B=B, and C=C. In other words, we recognize that if provided two identical pictures of the image of the cat, we would say they were the “same”. And so on with the written and spoken word “cat”.

    Now – we can teach that the image of the black cat (the sample stimulus) is the same as hearing the spoken word “cat” (comparison stimulus). Once we make this assertion, we can say that A (the image of the cat) is equivalent to B (the spoken word “cat”). Using our mathematical model again, we can assert that A = B. BUT – this has an exciting property – hold onto your hats – it is called
    **symmetry**. We can also say that B = A. It is reversible! We do
    **not** have to teach this separately!!
    **Symmetry** is a type of stimuli-to-stimulus relation in which the learner – without any prior or training or reinforcement – demonstrates the reversibility of the sample stimulus and the comparison stimulus. So, not only does an image of a cat mean the same as the spoken word “cat” – the spoken word “cat” means the same as the image of the cat! Wow!

    Not excited? Perhaps that is understandable. You want more excitement for your investment.

    Lucky for you, we can also demonstrate
    **transitivity**.

    Once we know that A = B, we can toss in another stimulus – C. The thing is – as Sidman discovered in the 1970’s – you do not have to directly teach the relationship between A and C or B and C or C and A and on and on. It is endless.
    **Transitivity** describes the stimulus-stimulus relations that emerge as a product of training two other stimulus-stimulus relations.  Freebie in teaching! Just imagine the implications if all of education adopted a more economic way of learning.

    When we test for all three of these properties – we can say there is
    **stimulus equivalence.**

    ****Stimulus equivalence** describes a behavior analytic approach to understanding and establishing symbolic function.  This discovery is significant because:**

    **· Many relations are generated after teaching only a small number of relations.**

    **· The defining criteria for equivalence provide a compelling operational definition of symbolic function and make it possible to analyze complex human repertoires.**

    **What if we added a “D” to the mix by teaching “A cat says meow!”? Guess how many more free relations we get?!?**

    **The “exponential”, if you will, progress demonstrates what we know as**
    ****generativity.** G**
    ****enerativity** means that we can create and understand an infinite number of meaningful relations.**

    **Stimulus equivalence has contributed to application by the following concepts:**

    **· Class formation**

    **· Delayed emergence**

    **· Class expansion**

    **· Class merger**

    **· Transfer of function**

    **· Contextual control**

    **Relational Frame Theory (RFT)**

    **Relational Frame Theory (RFT) is an expansion of Sidman’s Stimulus Equivalence and aligns with a behaviorist analysis of language. Look at the following concept map from FoxyLearning.com:**

    **[Relational Frame Theory concept map – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184569/download?wrap=1) [Download Relational Frame Theory concept map – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184569/download?download_frd=1)**

    **Functional Contextualism**

    **It is recommended that you read the concept map out loud – moving through each area. If is ok if you do not know what all the terms mean; rather, you are practicing the verbal behavior behind to explanation of RFT. You may notice the first box indicates a "theory". Applied behavior analysis does not discuss theories when articulating the science, but it is not harmful to explore some of these philosophical derivatives. You do not have to understand much about functional contextualism for the certification exam, but if you are interested in pursuing more information on the topic, it is helpful to be able to summarize its key features.**

    **Purpose of Functional Contextualism**

    **· Predict and Influence psychological events (aka operants)**

    **· Includes observable behaviors and private events**

    **Method:**

    **· Focus on manipulable variables ( things we can change or modify) in the**
    **_context_ of psychological events**

    **· Context can be environment and setting, or learning history**

    **· Cannot change someone else’s psychological events – but can change the context that influences the event!**

    **To make you feel a little more comfortable with clinical practice that is influenced by functional contextualism, consider the following two examples from clinicians. Which one would be using functional contextualism and which one would be using some other mentalistic, therapeutic approach?  The correct answer will seem in line with ABA. Read the following:**

    ****Psychologist A:** Ezekiel shared that he is very depressed – often feeling sad and does not want to get out of bed. The psychologist decides that the depression is due to Ezekiel’s low self esteem in social situations and rehearses appropriate self affirmations with him.**

    ****Psychologist B:** Ezekiel shared that he is very depressed – often feeling sad and does not want to get out of bed. The psychologist decides he should plan one quick activity outside of the home each morning that he enjoys, gradually increasing the duration and number of activities each day.**

    **Stimulus Relations**

    **Next on the concept map is something we may be able to determine from what we have learned so far – that RFT was derived from the concept of**
    ****stimulus relations**.**

    **A**
    ****derived stimulus relation** is a relation between two or more stimuli that is not directly trained or taught and is not based solely on the physical properties of the stimuli. “Physical properties” just means the way a stimulus looks, sounds, smells, feels, or tastes.**

    **This is where RFT pulls back in the concept of stimulus equivalence.**

    **And we have done these kinds of exercises as children without even know it. Here is an example from FoxyLearning:**

    **Let us say that Ross is slower than Joey, and that Chandler is faster than Joey. Who do you think would win a race between these three people?**

    **If you said Chandler would probably win the race, you are correct!. But how did you know that? You weren’t**
    ****told** that Chandler was faster than both Ross and Joey, and you haven’t**
    ****observed** him running faster. You were only told that Ross is slower than Joey and that Chandler is faster than Joey. You weren’t told anything about Chandler’s speed compared to Ross’s speed, and you haven’t seen any of them actually run a race.**

    **You**
    ****derived** the relation that Chandler is also faster than Ross (and would thus win the race). We call this a**
    ****derived stimulus relation** because it was not directly taught, and it is not based solely on the physical properties of the stimuli.**

    **We are capable of an unfathomable number of derived relations – based on a very small number of directly training stimulus relations! This is why these concepts make a great model for understanding the**
    ****symbolism** and**
    ****generativity** of language.**

    **One last term before we pause until next week. A relational frame is a particular type of responding. It is actually more accurate to speak of**
    ****framing relationally** or**
    ****relational framing**. A relational frame, or framing relationally, is more like playing Bach on the cello than it is picking up the cello to play.   We will discuss more in the next module.**

    **[Unlocking Stimulus Equivalence – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184555/download?wrap=1) [Download Unlocking Stimulus Equivalence – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184555/download?download_frd=1)**

    **[Rogue ABA Stimulus Equivalence – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184568/download?wrap=1) [Download Rogue ABA Stimulus Equivalence – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184568/download?download_frd=1)**

    **Assignment22.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignment22-pdf-10572213)

    **## module9.docx**

    Module 9 Introduction

    Readings:

    1. Cooper et al.  Chapter 19

    Topics:

    1. Introduction to the course

    2. Equivalence-based instruction

    Module 9 Lesson

    We start this course with a topic many seasoned behavior analysts find a bit daunting – mostly because of the newer vocabulary terms not common in ABA yet. Chapter 19 in the Cooper text is quite long and packed with a lot of information – but do not panic. We will take time to highlight the most important features and you can continue to revisit the topic as you become more familiar with its content. The second part of the chapter also relates to implementation – so do not feel defeated if you are still struggling with the concept portion of stimulus equivalence.

    First, a little history . . .

    Stimulus Equivalence

    Sidman (1971) conducted a landmark study using the common
    **matching-to-sample** procedure.
    **Matching-to-sample** is a discrete trial procedure in which the participant makes a response that presents or reveals a sample stimulus. Next, with or without the original stimulus, two or more comparison stimuli are presented. The participant then selects one of the comparison stimuli. If it matches the sample stimulus, the response is reinforced. Here is a most simple, non-arbitrary example – would you be able to match-to-sample? In other words, would you be able to take the image that is by itself (
    **the sample stimulus**) and match it to the same one in the array of three (
    **the comparison stimulus**)

    Here we see what is known as
    **reflexivity.** Reflexivity is a type of stimuli-to-stimulus relation in which the learner – without any prior or training or reinforcement – selects a stimulus that is the
    **same** as the sample stimulus. In math, we would simply say A = A.

    Of course, most when it comes to language and most samples, things do not physically look, feel, or sound the same – but they are equivalent to the sample. The
    **same** can take many different forms. Let us look at this sample:

    Here we see an image of a Cat (A), an image representing the spoken word “Cat” (B), and an image of the written word C-A-T (C).

    Since we already know about reflexivity, we can expand our mathematical representation to each of these stimuli:  A=A, B=B, and C=C. In other words, we recognize that if provided two identical pictures of the image of the cat, we would say they were the “same”. And so on with the written and spoken word “cat”.

    Now – we can teach that the image of the black cat (the sample stimulus) is the same as hearing the spoken word “cat” (comparison stimulus). Once we make this assertion, we can say that A (the image of the cat) is equivalent to B (the spoken word “cat”). Using our mathematical model again, we can assert that A = B. BUT – this has an exciting property – hold onto your hats – it is called
    **symmetry**. We can also say that B = A. It is reversible! We do
    **not** have to teach this separately!!
    **Symmetry** is a type of stimuli-to-stimulus relation in which the learner – without any prior or training or reinforcement – demonstrates the reversibility of the sample stimulus and the comparison stimulus. So, not only does an image of a cat mean the same as the spoken word “cat” – the spoken word “cat” means the same as the image of the cat! Wow!

    Not excited? Perhaps that is understandable. You want more excitement for your investment.

    Lucky for you, we can also demonstrate
    **transitivity**.

    Once we know that A = B, we can toss in another stimulus – C. The thing is – as Sidman discovered in the 1970’s – you do not have to directly teach the relationship between A and C or B and C or C and A and on and on. It is endless.
    **Transitivity** describes the stimulus-stimulus relations that emerge as a product of training two other stimulus-stimulus relations.  Freebie in teaching! Just imagine the implications if all of education adopted a more economic way of learning.

    When we test for all three of these properties – we can say there is
    **stimulus equivalence.**

    ****Stimulus equivalence** describes a behavior analytic approach to understanding and establishing symbolic function.  This discovery is significant because:**

    **· Many relations are generated after teaching only a small number of relations.**

    **· The defining criteria for equivalence provide a compelling operational definition of symbolic function and make it possible to analyze complex human repertoires.**

    **What if we added a “D” to the mix by teaching “A cat says meow!”? Guess how many more free relations we get?!?**

    **The “exponential”, if you will, progress demonstrates what we know as**
    ****generativity.** G**
    ****enerativity** means that we can create and understand an infinite number of meaningful relations.**

    **Stimulus equivalence has contributed to application by the following concepts:**

    **· Class formation**

    **· Delayed emergence**

    **· Class expansion**

    **· Class merger**

    **· Transfer of function**

    **· Contextual control**

    **Relational Frame Theory (RFT)**

    **Relational Frame Theory (RFT) is an expansion of Sidman’s Stimulus Equivalence and aligns with a behaviorist analysis of language. Look at the following concept map from FoxyLearning.com:**

    **[Relational Frame Theory concept map – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184569/download?wrap=1) [Download Relational Frame Theory concept map – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184569/download?download_frd=1)**

    **Functional Contextualism**

    **It is recommended that you read the concept map out loud – moving through each area. If is ok if you do not know what all the terms mean; rather, you are practicing the verbal behavior behind to explanation of RFT. You may notice the first box indicates a "theory". Applied behavior analysis does not discuss theories when articulating the science, but it is not harmful to explore some of these philosophical derivatives. You do not have to understand much about functional contextualism for the certification exam, but if you are interested in pursuing more information on the topic, it is helpful to be able to summarize its key features.**

    **Purpose of Functional Contextualism**

    **· Predict and Influence psychological events (aka operants)**

    **· Includes observable behaviors and private events**

    **Method:**

    **· Focus on manipulable variables ( things we can change or modify) in the**
    **_context_ of psychological events**

    **· Context can be environment and setting, or learning history**

    **· Cannot change someone else’s psychological events – but can change the context that influences the event!**

    **To make you feel a little more comfortable with clinical practice that is influenced by functional contextualism, consider the following two examples from clinicians. Which one would be using functional contextualism and which one would be using some other mentalistic, therapeutic approach?  The correct answer will seem in line with ABA. Read the following:**

    ****Psychologist A:** Ezekiel shared that he is very depressed – often feeling sad and does not want to get out of bed. The psychologist decides that the depression is due to Ezekiel’s low self esteem in social situations and rehearses appropriate self affirmations with him.**

    ****Psychologist B:** Ezekiel shared that he is very depressed – often feeling sad and does not want to get out of bed. The psychologist decides he should plan one quick activity outside of the home each morning that he enjoys, gradually increasing the duration and number of activities each day.**

    **Stimulus Relations**

    **Next on the concept map is something we may be able to determine from what we have learned so far – that RFT was derived from the concept of**
    ****stimulus relations**.**

    **A**
    ****derived stimulus relation** is a relation between two or more stimuli that is not directly trained or taught and is not based solely on the physical properties of the stimuli. “Physical properties” just means the way a stimulus looks, sounds, smells, feels, or tastes.**

    **This is where RFT pulls back in the concept of stimulus equivalence.**

    **And we have done these kinds of exercises as children without even know it. Here is an example from FoxyLearning:**

    **Let us say that Ross is slower than Joey, and that Chandler is faster than Joey. Who do you think would win a race between these three people?**

    **If you said Chandler would probably win the race, you are correct!. But how did you know that? You weren’t**
    ****told** that Chandler was faster than both Ross and Joey, and you haven’t**
    ****observed** him running faster. You were only told that Ross is slower than Joey and that Chandler is faster than Joey. You weren’t told anything about Chandler’s speed compared to Ross’s speed, and you haven’t seen any of them actually run a race.**

    **You**
    ****derived** the relation that Chandler is also faster than Ross (and would thus win the race). We call this a**
    ****derived stimulus relation** because it was not directly taught, and it is not based solely on the physical properties of the stimuli.**

    **We are capable of an unfathomable number of derived relations – based on a very small number of directly training stimulus relations! This is why these concepts make a great model for understanding the**
    ****symbolism** and**
    ****generativity** of language.**

    **One last term before we pause until next week. A relational frame is a particular type of responding. It is actually more accurate to speak of**
    ****framing relationally** or**
    ****relational framing**. A relational frame, or framing relationally, is more like playing Bach on the cello than it is picking up the cello to play.   We will discuss more in the next module.**

    **[Unlocking Stimulus Equivalence – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184555/download?wrap=1) [Download Unlocking Stimulus Equivalence – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184555/download?download_frd=1)**

    **[Rogue ABA Stimulus Equivalence – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184568/download?wrap=1) [Download Rogue ABA Stimulus Equivalence – accessible version.docx](https://uwf.instructure.com/courses/68673/files/17184568/download?download_frd=1)**

    **Assignment22.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignment22-pdf-10572213)

  • [Solved] Nursing

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    – [\ \ IMG-20260624-WA0011.jpg](https://www.sweetstudy.com/files/img-20260624-wa0011-jpg "IMG-20260624-WA0011.jpg") – [\ \ IMG-20260624-WA0013.jpg](https://www.sweetstudy.com/files/img-20260624-wa0013-jpg "IMG-20260624-WA0013.jpg") – [\ \ IMG-20260624-WA0009.jpg](https://www.sweetstudy.com/fil…

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    \
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  • [Solved] D8 – Resp

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    Follow Instructions 2 responses At least 200 words **files (3)** – ## ResponsesInstructions.doc – ## ReplytoAndi.docx – ## ReplytoLorelei.docx **## ResponsesInstructions.doc** EDCO 747 **Discussion Response Instructions** The student must then post 2 replies of at least 100 words. Any sources cited …

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    Follow Instructions

    2 responses

    At least 200 words

    **files (3)**

    – ## ResponsesInstructions.doc

    – ## ReplytoAndi.docx

    – ## ReplytoLorelei.docx

    **## ResponsesInstructions.doc**

    EDCO 747

    **Discussion Response Instructions**

    The student must then post 2 replies of at least 100 words. Any sources cited must have been published within the last five years and all references must be formatted in current APA style.

    **## ReplytoAndi.docx**

    [**Andi Slusser**](https://canvas.liberty.edu/courses/1035064/users/1523006)

    **What have you learned in this class that has yielded the most significant transformation in your thoughts and/or understanding about research in general and qualitative research in particular?**

                One of the most significant transformations in my understanding of research has been recognizing that qualitative research is more than simply collecting stories, it is a rigorous, systematic process that weeks to understand the meaning individuals assign to their lived experiences.

    **What learning experiences (readings, assignments, presentations, etc.) contributed most significantly to your learning (and why do you think that is so)?**

                The assignment that contributed most significantly to my learning were the development of the research overview plan and the field notes interviews. These assignments required me to go beyond understanding research conceptually and begin applying qualitative methods to my own study. While conducting the two interviews and documenting fields notes, o was able to appreciate the importance of active listening, asking open-ended questions, and allowing participants to describe their experiences in their own worlds.

    **How (if at all) do you think the insights you gained about research in general—and qualitative research in particular—have prepared you for starting your dissertation?**

                This course has allowed me to gain confidence within myself in beginning the dissertation process. I now have a better understanding of how each component of a qualitative study sits together and the importance of methodological alignment. Instead of looking at the dissertation as an overwhelming project, I now see it as a series of intentional and interconnected steps grounded in qualitative research principles.

    **What insights have you gleaned during this class that you are most likely to continue to investigate through research literature and/or experientially exploration?**

                The insight I am most interested in continuing to explore is the value of giving voice to populations whose experiences are often underrepresented in research. I believe the dissertation process will allow me to continue to explore this perspective.

    **## ReplytoLorelei.docx**

    **Reply to** [**Lorelei Copper**](https://canvas.liberty.edu/courses/1035064/users/1140496)

    **What You Have Learned?**

    **What have you learned in this class that has yielded the most significant transformation in your thoughts and/or understanding about research in general and qualitative research in particular?**

    What I have learned in this class that has yielded the most significant transformation I’ve experienced is my elevated appreciation for the philosophical underpinnings and rigor inherent in qualitative research. My views were challenged as they effectively articulated the five qualitative approaches—narrative research, phenomenology, grounded theory, ethnography, and case study—and connected them to philosophical assumptions about ontology, epistemology, and method. The reading helped me to recognize that qualitative research is systematic, reliable, and crucial for capturing the intricate nature of human experiences in counseling and education.

    **What learning experiences (readings, assignments, presentations, etc.) contributed most significantly to your learning (and why do you think that is so)?**

    The collection and analysis assignments, including interview practice and initial coding, were real learning experiences, which contributed most significantly to my learning. The reason I think this is so, is that when applying ideas it showed me the iterative, reflexive nature of qualitative analysis and the importance of managing bias through reflexivity. Article critiques and peer discussions allowed me to evaluate real studies against the standards outlined by Creswell and Poth (2025) reinforcing how these principles apply in published counselor education research.

    **How (if at all) do you think the insights you gained about research in general—and qualitative research in particular—have prepared you for starting your dissertation?**

    The insights that I have gained from researching in general and qualitative research have prepared me for starting my dissertation journey I now feel equipped to:

    · Articulate a strong qualitative research question.

    · Choose a proper method and justify it philosophically.

    · Plan for ethical considerations and trustworthiness strategies from the outset.

    · Recognize that the dissertation is not just about “getting it done,” but about contributing meaningfully to the field through rich, contextual understanding.

    I’m particularly excited about the potential of using qualitative methods to explore topics in counselor education or clinical supervision. This course has lessened my anxiety about the qualitative dissertation process by providing a clear framework to follow.

    **What insights have you gleaned during this class that you are most likely to continue to investigate through research literature and/or experientially exploration?**

    The insights that I have gleaned during this class that I will most likely continue reading primary source for phenomenology or more works by Creswell and Poth (2025) and seek experiential opportunities through pilot studies or collaborative projects. Thank you, Professor Milacci and my classmates, for a rich, supportive learning experience and community. This course has equipped me not only with skills but with a renewed excitement for qualitative inquiry as a tool for meaningful discovery.

    **References**

    Creswell, J. W., & Poth, C. N. (2025).
    _Qualitative inquiry & research design: Choosing among five approaches_ (5th ed.). Sage Publications.

    **## ReplytoLorelei.docx**

    **Reply to** [**Lorelei Copper**](https://canvas.liberty.edu/courses/1035064/users/1140496)

    **What You Have Learned?**

    **What have you learned in this class that has yielded the most significant transformation in your thoughts and/or understanding about research in general and qualitative research in particular?**

    What I have learned in this class that has yielded the most significant transformation I’ve experienced is my elevated appreciation for the philosophical underpinnings and rigor inherent in qualitative research. My views were challenged as they effectively articulated the five qualitative approaches—narrative research, phenomenology, grounded theory, ethnography, and case study—and connected them to philosophical assumptions about ontology, epistemology, and method. The reading helped me to recognize that qualitative research is systematic, reliable, and crucial for capturing the intricate nature of human experiences in counseling and education.

    **What learning experiences (readings, assignments, presentations, etc.) contributed most significantly to your learning (and why do you think that is so)?**

    The collection and analysis assignments, including interview practice and initial coding, were real learning experiences, which contributed most significantly to my learning. The reason I think this is so, is that when applying ideas it showed me the iterative, reflexive nature of qualitative analysis and the importance of managing bias through reflexivity. Article critiques and peer discussions allowed me to evaluate real studies against the standards outlined by Creswell and Poth (2025) reinforcing how these principles apply in published counselor education research.

    **How (if at all) do you think the insights you gained about research in general—and qualitative research in particular—have prepared you for starting your dissertation?**

    The insights that I have gained from researching in general and qualitative research have prepared me for starting my dissertation journey I now feel equipped to:

    · Articulate a strong qualitative research question.

    · Choose a proper method and justify it philosophically.

    · Plan for ethical considerations and trustworthiness strategies from the outset.

    · Recognize that the dissertation is not just about “getting it done,” but about contributing meaningfully to the field through rich, contextual understanding.

    I’m particularly excited about the potential of using qualitative methods to explore topics in counselor education or clinical supervision. This course has lessened my anxiety about the qualitative dissertation process by providing a clear framework to follow.

    **What insights have you gleaned during this class that you are most likely to continue to investigate through research literature and/or experientially exploration?**

    The insights that I have gleaned during this class that I will most likely continue reading primary source for phenomenology or more works by Creswell and Poth (2025) and seek experiential opportunities through pilot studies or collaborative projects. Thank you, Professor Milacci and my classmates, for a rich, supportive learning experience and community. This course has equipped me not only with skills but with a renewed excitement for qualitative inquiry as a tool for meaningful discovery.

    **References**

    Creswell, J. W., & Poth, C. N. (2025).
    _Qualitative inquiry & research design: Choosing among five approaches_ (5th ed.). Sage Publications.

    **## ResponsesInstructions.doc**

    EDCO 747

    **Discussion Response Instructions**

    The student must then post 2 replies of at least 100 words. Any sources cited must have been published within the last five years and all references must be formatted in current APA style.

    **## ReplytoAndi.docx**

    [**Andi Slusser**](https://canvas.liberty.edu/courses/1035064/users/1523006)

    **What have you learned in this class that has yielded the most significant transformation in your thoughts and/or understanding about research in general and qualitative research in particular?**

                One of the most significant transformations in my understanding of research has been recognizing that qualitative research is more than simply collecting stories, it is a rigorous, systematic process that weeks to understand the meaning individuals assign to their lived experiences.

    **What learning experiences (readings, assignments, presentations, etc.) contributed most significantly to your learning (and why do you think that is so)?**

                The assignment that contributed most significantly to my learning were the development of the research overview plan and the field notes interviews. These assignments required me to go beyond understanding research conceptually and begin applying qualitative methods to my own study. While conducting the two interviews and documenting fields notes, o was able to appreciate the importance of active listening, asking open-ended questions, and allowing participants to describe their experiences in their own worlds.

    **How (if at all) do you think the insights you gained about research in general—and qualitative research in particular—have prepared you for starting your dissertation?**

                This course has allowed me to gain confidence within myself in beginning the dissertation process. I now have a better understanding of how each component of a qualitative study sits together and the importance of methodological alignment. Instead of looking at the dissertation as an overwhelming project, I now see it as a series of intentional and interconnected steps grounded in qualitative research principles.

    **What insights have you gleaned during this class that you are most likely to continue to investigate through research literature and/or experientially exploration?**

                The insight I am most interested in continuing to explore is the value of giving voice to populations whose experiences are often underrepresented in research. I believe the dissertation process will allow me to continue to explore this perspective.

    **## ReplytoLorelei.docx**

    **Reply to** [**Lorelei Copper**](https://canvas.liberty.edu/courses/1035064/users/1140496)

    **What You Have Learned?**

    **What have you learned in this class that has yielded the most significant transformation in your thoughts and/or understanding about research in general and qualitative research in particular?**

    What I have learned in this class that has yielded the most significant transformation I’ve experienced is my elevated appreciation for the philosophical underpinnings and rigor inherent in qualitative research. My views were challenged as they effectively articulated the five qualitative approaches—narrative research, phenomenology, grounded theory, ethnography, and case study—and connected them to philosophical assumptions about ontology, epistemology, and method. The reading helped me to recognize that qualitative research is systematic, reliable, and crucial for capturing the intricate nature of human experiences in counseling and education.

    **What learning experiences (readings, assignments, presentations, etc.) contributed most significantly to your learning (and why do you think that is so)?**

    The collection and analysis assignments, including interview practice and initial coding, were real learning experiences, which contributed most significantly to my learning. The reason I think this is so, is that when applying ideas it showed me the iterative, reflexive nature of qualitative analysis and the importance of managing bias through reflexivity. Article critiques and peer discussions allowed me to evaluate real studies against the standards outlined by Creswell and Poth (2025) reinforcing how these principles apply in published counselor education research.

    **How (if at all) do you think the insights you gained about research in general—and qualitative research in particular—have prepared you for starting your dissertation?**

    The insights that I have gained from researching in general and qualitative research have prepared me for starting my dissertation journey I now feel equipped to:

    · Articulate a strong qualitative research question.

    · Choose a proper method and justify it philosophically.

    · Plan for ethical considerations and trustworthiness strategies from the outset.

    · Recognize that the dissertation is not just about “getting it done,” but about contributing meaningfully to the field through rich, contextual understanding.

    I’m particularly excited about the potential of using qualitative methods to explore topics in counselor education or clinical supervision. This course has lessened my anxiety about the qualitative dissertation process by providing a clear framework to follow.

    **What insights have you gleaned during this class that you are most likely to continue to investigate through research literature and/or experientially exploration?**

    The insights that I have gleaned during this class that I will most likely continue reading primary source for phenomenology or more works by Creswell and Poth (2025) and seek experiential opportunities through pilot studies or collaborative projects. Thank you, Professor Milacci and my classmates, for a rich, supportive learning experience and community. This course has equipped me not only with skills but with a renewed excitement for qualitative inquiry as a tool for meaningful discovery.

    **References**

    Creswell, J. W., & Poth, C. N. (2025).
    _Qualitative inquiry & research design: Choosing among five approaches_ (5th ed.). Sage Publications.

    **## ResponsesInstructions.doc**

    EDCO 747

    **Discussion Response Instructions**

    The student must then post 2 replies of at least 100 words. Any sources cited must have been published within the last five years and all references must be formatted in current APA style.

    **## ReplytoAndi.docx**

    [**Andi Slusser**](https://canvas.liberty.edu/courses/1035064/users/1523006)

    **What have you learned in this class that has yielded the most significant transformation in your thoughts and/or understanding about research in general and qualitative research in particular?**

                One of the most significant transformations in my understanding of research has been recognizing that qualitative research is more than simply collecting stories, it is a rigorous, systematic process that weeks to understand the meaning individuals assign to their lived experiences.

    **What learning experiences (readings, assignments, presentations, etc.) contributed most significantly to your learning (and why do you think that is so)?**

                The assignment that contributed most significantly to my learning were the development of the research overview plan and the field notes interviews. These assignments required me to go beyond understanding research conceptually and begin applying qualitative methods to my own study. While conducting the two interviews and documenting fields notes, o was able to appreciate the importance of active listening, asking open-ended questions, and allowing participants to describe their experiences in their own worlds.

    **How (if at all) do you think the insights you gained about research in general—and qualitative research in particular—have prepared you for starting your dissertation?**

                This course has allowed me to gain confidence within myself in beginning the dissertation process. I now have a better understanding of how each component of a qualitative study sits together and the importance of methodological alignment. Instead of looking at the dissertation as an overwhelming project, I now see it as a series of intentional and interconnected steps grounded in qualitative research principles.

    **What insights have you gleaned during this class that you are most likely to continue to investigate through research literature and/or experientially exploration?**

                The insight I am most interested in continuing to explore is the value of giving voice to populations whose experiences are often underrepresented in research. I believe the dissertation process will allow me to continue to explore this perspective.

    **## ReplytoLorelei.docx**

    **Reply to** [**Lorelei Copper**](https://canvas.liberty.edu/courses/1035064/users/1140496)

    **What You Have Learned?**

    **What have you learned in this class that has yielded the most significant transformation in your thoughts and/or understanding about research in general and qualitative research in particular?**

    What I have learned in this class that has yielded the most significant transformation I’ve experienced is my elevated appreciation for the philosophical underpinnings and rigor inherent in qualitative research. My views were challenged as they effectively articulated the five qualitative approaches—narrative research, phenomenology, grounded theory, ethnography, and case study—and connected them to philosophical assumptions about ontology, epistemology, and method. The reading helped me to recognize that qualitative research is systematic, reliable, and crucial for capturing the intricate nature of human experiences in counseling and education.

    **What learning experiences (readings, assignments, presentations, etc.) contributed most significantly to your learning (and why do you think that is so)?**

    The collection and analysis assignments, including interview practice and initial coding, were real learning experiences, which contributed most significantly to my learning. The reason I think this is so, is that when applying ideas it showed me the iterative, reflexive nature of qualitative analysis and the importance of managing bias through reflexivity. Article critiques and peer discussions allowed me to evaluate real studies against the standards outlined by Creswell and Poth (2025) reinforcing how these principles apply in published counselor education research.

    **How (if at all) do you think the insights you gained about research in general—and qualitative research in particular—have prepared you for starting your dissertation?**

    The insights that I have gained from researching in general and qualitative research have prepared me for starting my dissertation journey I now feel equipped to:

    · Articulate a strong qualitative research question.

    · Choose a proper method and justify it philosophically.

    · Plan for ethical considerations and trustworthiness strategies from the outset.

    · Recognize that the dissertation is not just about “getting it done,” but about contributing meaningfully to the field through rich, contextual understanding.

    I’m particularly excited about the potential of using qualitative methods to explore topics in counselor education or clinical supervision. This course has lessened my anxiety about the qualitative dissertation process by providing a clear framework to follow.

    **What insights have you gleaned during this class that you are most likely to continue to investigate through research literature and/or experientially exploration?**

    The insights that I have gleaned during this class that I will most likely continue reading primary source for phenomenology or more works by Creswell and Poth (2025) and seek experiential opportunities through pilot studies or collaborative projects. Thank you, Professor Milacci and my classmates, for a rich, supportive learning experience and community. This course has equipped me not only with skills but with a renewed excitement for qualitative inquiry as a tool for meaningful discovery.

    **References**

    Creswell, J. W., & Poth, C. N. (2025).
    _Qualitative inquiry & research design: Choosing among five approaches_ (5th ed.). Sage Publications.

  • [Solved] D3-MC

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Follow the uploaded instructions **files (4)** – ## DiscussionThread-CommunicationDecisionMakingAndConflictResolutionParts2and3.docx – ## Clinicalhandbookofcoupletherapy6thed.Chap.6.pdf – ## WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart2.txt – WatchTranscript-CommunicationDeci…

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    Follow the uploaded instructions

    **files (4)**

    – ## DiscussionThread-CommunicationDecisionMakingAndConflictResolutionParts2and3.docx

    – ## Clinicalhandbookofcoupletherapy6thed.Chap.6.pdf

    – ## WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart2.txt

    – WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart3.txt

    **## DiscussionThread-CommunicationDecisionMakingAndConflictResolutionParts2and3.docx**

    **Discussion Thread: Communication, Decision Making And Conflict Resolution – Parts 2 and 3**

    In the video lecture by Dr. Scalise entitled, “Communication, Decision Making and Conflict Resolution – Parts 2 and 3,” he discusses the last 7 of 10 “rules” for ensuring “good confrontations” of couples. These are really components of conflict resolution.

    You will hear discussions on focusing on the issue, allowing a time-out, choosing a neutral time/place, owning one’s feelings, and being responsive as opposed to reactive.

    For this Discussion Activity, reflect on what it means to be responsive as opposed to reactive. Why is this important? What does this look like in a healthy marriage? Discuss an illustration or two that might help us to understand.

    Demonstrate incorporation of materials from Lebow and Snyder (2023). You may also use scripture.

    **Discussion Assignment Instructions**

    The student will complete 6 Discussion Activities in this course. The student will post one thread of at least 500 words. For each thread, students must support their assertions with at least 2 scholarly references (with accompanying citations) in current APA format. Any sources cited must have been published within the last 12 years. Acceptable sources include our textbooks, scholarly articles, and the Bible.

    **## Clinicalhandbookofcoupletherapy6thed.Chap.6.pdf**

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    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
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    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
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    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
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    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
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    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
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    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
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    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
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    **## WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart2.txt**

    Hi and welcome
    to part two of this short little series where we're looking
    at communication, decision making, and conflict resolution
    for couples. In part one, we laid
    out a little bit of some core, basic
    foundational principles. And we covered the first three ground rules as
    you're working with couples to help in
    these areas so they can have vibrant and
    healthy relationships. Before we move on
    and we're going to cover rules four through seven
    in this segment, I was thinking
    about expectations. And the reality is most
    husbands and wives, they fell in
    love with each other because
    they spent time, they got to know
    what they like, they didn't like two. Let me go back to my pens from that I used
    in the first one. If two couples,
    since they were far apart on almost
    everything in life, most people would not
    marry at that point. They, we're just not
    that compatible. The reality is
    that husbands and wives who get married because they've spent some time dating, courting, whatever,
    understood, Hey, there's some
    compatibility. There's some overlap. What happens is stress, the stress of life, financial stress,
    kids, whatever. It drives us to
    our comfort zones, it drives us to
    where we feel. No, this is really good. But the reality is overlap probably still exists. We just have to
    help couples find it when you're thinking about finding
    that overlap, when there's no
    understanding, like we've talked about that in rule number three. What happens is the game, if I can use that or
    the issue becomes not, let's figure
    out what to do, right, as a couple. That's not the process. It's not what's right, but it becomes
    who's right. When the game
    becomes who's right. By definition, there's
    a winner and a loser. Listen, basketball court
    win, lose is okay. Even an armed conflict or a war win, lose is okay. But in a marriage, win, lose is not a good deal. You have to figure out how to help couples figure out how to make it a win win, that's the goal. All right, Let's pick up with Rule number four. And remember,
    these rules are now geared a
    little bit toward helping couples stay
    on the path that hopefully you have
    guided them to. Rule number
    four says this. I will focus on resolving
    the issues and not attempt to make
    my spouse or the relationship
    the problem. What happens when people get angry or frustrated? Or if there is some
    history of that? After a while,
    spouses stop talking to the issue and they start
    attacking the person. And when we feel like
    we are being blamed, when we're being made out to be the problem again, what kind of posture
    do we get into? We get into a
    defensive posture. We want to run to
    the nearest foxhole, grab or grenade and launch it back at the
    other person. What happens is
    when couples focus on making
    the other person the problem for any
    length of time, it actually goes
    beyond that and the relationship itself
    becomes a problem. For example, it
    might be, oh, let's say the checkbook
    is never balanced or money's not
    always spent wisely. And so couples are
    fussing with each other about that
    issue, right? Checkbook is not
    balanced issue. And that becomes,
    you know what, you are a bad
    financial manager, see the shift from issue to you're the problem. And then after a while it becomes, you know what, We just don't have a
    good marriage here and the relationship
    becomes the problem. I tell couples, listen, don't ever let
    the relationship become the problem. Because when
    husbands and wives make the relationship
    the problem, what is the way they
    solve the problem? The relationship, and they think that
    ends the problem, which isn't
    always the case. Avoid making the
    relationship the problem. And you have to work at not making each
    other the problem. Defensiveness
    is a great clue that a couple is
    getting off track. If one or the other person feels overly defensive, that means they're
    feeling attacked. And that should be a clue to help
    the couple say, hey, you've gotten
    off track here, you've got to get back on the issue and make the
    issue the problem, not get into
    the blame game. Okay? Rule number five. I will give myself and my spouse permission
    to take a time out from the
    discussion when it's requested as I
    have a part two here. As long as I also give
    a time frame when we will resume our talking or our problem solving, it's not enough just to say I'm done
    and walk away. It happens though, right? Oh, husband and wife are fussing in
    the kitchen. Someone gets frustrated
    and they say, I don't want to talk
    about it anymore. They get up, they walk
    down the hallway, often with their
    husband or wife in tow, fussing at them
    right behind them. Don't walk away from me, we're not done talking. It takes it into
    the bedroom. Nothing ever gets solved. It's probably better to help them learn how
    to call the time out. Research says
    there's actually some benefit to
    the counting to ten because it gives
    a person a chance to get out of their
    gut for a minute. Get out of their
    emotions into the head, calm down, think, breathe, and all those
    kinds of things. But my time out
    rule has a part B. There must be a time in. In other words, it's no fair just to walk away. Think of basketball
    again for a moment. Let me use that
    as an example. In basketball, each team is given six time
    outs, a half, right? They get, I believe, two minute timeouts and
    three 22nd timeouts. If the coach or
    the player calls a timeout and the referee
    blows the whistle, the referee
    doesn't look over at the coach or
    player and go, I'm going to give you the short one this time. Coach no, you
    called the timeout. You instruct me,
    short or long. Same thing in a
    marriage, it's like, okay, you're asking for some time or some space. Great. You're calling
    the time out. You tell me what you need. I tell couples, listen, anything between
    about 15:20 minutes and one overnight, depending on when
    the fun starts, is probably a
    reasonable time out. I remember talking
    to a couple once, one of the spouses
    said, yeah, but the Bible
    says don't let the sun set on your anger. In other words,
    pushing back a little bit on
    the time out. And I said, listen, if the fireworks started
    at 11:00 at night, the sun's been
    down for 3 hours. Don't sweat it.
    It's probably smarter to get a
    good night's sleep. Think about it,
    pray about it. Settle down a little bit and try to
    pick it up in the morning over a cup of coffee
    or something. We have to help
    people call effective timeouts when
    they're overly tired. When you know
    you're about to say something that you're going to regret or do something or it
    gets emotional. Those are all good times to call the time out. We just have to help
    couples understand, they must call the
    time in as well. Okay? Rule number six. I will accept a
    neutral place and a neutral time that's
    mutually satisfactory in order to
    discuss the issues of the problems
    and not give one partner an unfair advantage over the other. Again, when we feel
    like the sides aren't even when
    it's not balanced, when it's not fair,
    what posture do people get into
    defensive mode? That's not what we want. And so you have to be careful about
    unbalancing. Listen, human nature often tries to seek
    the high ground. The, the advantage, right? That sometimes, oh,
    we'll bring a friend or a family member
    into the argument, hey, whose side
    are you on, or whatever the
    case might be. I tell couples don't fuss at each
    other in the car. It's not a neutral place. What are you going
    to do if someone wants to call a timeout? Jump. You know, it
    doesn't work that way. And I remember I had
    a client years ago who worked at one of the tunnels in the
    Virginia Beach, Hampton Roads area. He monitored all that
    and there's no sound, but the cameras
    pick up a lot. And of course, they're
    always looking for traffic that stopped
    for a flat tire, an accident or a car
    breakdown or something. He sees traffic building
    up in the tunnel. Finds the right camera, zoos in, can't
    hear anything. But he zooms in on the car that apparently is stuck, and he sees two people
    in the front seat that look like
    they're having a pretty heated argument. The woman was driving
    and they're waving hands and you could tell that somebody
    both shouting. She gets out of the car, slams the door in the
    middle of the tunnel, stands there for a minute, opens the door again, yells something
    and then slams the door and starts walking out of the tunnel. Not a neutral
    place, right? Not a neutral
    time. Don't do it when you're both
    angry, don't do it. When you're both upset, you find the best way
    and the best time to do it if you have
    small children. I'll illustrate this point because if you've
    been a parent and you've had that
    4567 year old that you have to have
    a little bit of a corrective
    conversation with. And you can sense that they're sort of resisting the jaw sticks out a little bit and they're
    just kind of like, no, we all have sense that as parents it's
    because of this rule. See, the child
    understands, The sides aren't even the parent is the giant. They have all
    the power, they have all the money. They have the car keys. And they know where the
    cookie jar is hidden. It's not fair.
    They're looking for a way to bring some balance back
    into the equation. That's why I tell parents
    of small children, if you have to have that conversation
    with your kid, I'll say go to their
    room and have it. Why? I know you're paying the rent
    or the mortgage, but they think it's
    their territory. And you'll
    actually see kids calm down a little bit. Or I'll say instead
    of towering above them, sit
    down on the bed. Or get down at eye level, because it takes away
    the height advantage. Human nature, I
    feel disadvantaged, so I get into a
    defensive posture. Um, adults, We're just more
    sophisticated about how we do it. But the principle
    remains and it's there. Okay, and then
    rule number seven, let's talk through that one before we wrap up. It says, I'll take
    ownership of and be completely accountable
    for my own feelings, thoughts, attitudes, behaviors without
    plain detective or blaming my spouse. This is difficult
    because when we're upset with our spouse
    or another person, we often want to
    say, what about you? Right? But as long
    as we're focused on what about you, right, the other person, what
    are we not tuned into or not willing to
    address what about me? It's pretty common
    that we have to help them turn
    that back into a place of accountability
    and responsibility. I said to a
    couple who were fussing and the husband, he was just a
    negative person in general,
    pretty critical. And I stopped the session. I looked at him,
    I said, listen, be careful about
    criticizing all of your
    wife's judgments. Look who she married. Are you telling her
    she made a poor choice in married? But I get it. Human nature wants
    to keep the focus out there because that's
    more comfortable, but that's not helpful. Let me give you a biblical
    example if I can. Do you remember
    post Resurrection, Jesus and Peter are having a little bit
    of fish breakfast. Although I can't say I've had fish for
    breakfast a lot, but it must be okay, culturally, they're
    having breakfast. Jesus is saying to
    Peter, do you love me? Remember that
    portion of scripture he asked him three times, do you love me,
    do you love me? And Peter, of course,
    says yes, yes, yes. It's his makeup
    test, right? He denied him three times. Now he's saying that he reaffirms his love in
    that conversation. If you read that
    portion of scripture, Jesus looks at
    Peter and he says, Peter, when you
    were young, you could go anywhere
    you wanted to, but when you grow old, you're going to
    be bound up and you're not going
    to be able to go where you want to go. The scripture even says that Jesus was speaking to Peter about what manner of death he was
    going to experience. Now, think about the
    conversation for a moment. They're having this
    very intimate, probably somewhat
    private conversation about his denials, reaffirming his love, and how he's going
    to be martyred. Do you remember
    Peter's response to Jesus in the moment? If you don't,
    let me quote it. Peter looked over at the disciple whom
    Jesus loved. John said, master.
    What about him? Do you see the human
    nature principle? What about him? Jesus,
    in essence said, and I'm paraphrasing,
    He said, Pete, tell you what? Right now we're
    talking about you, Why don't we stick with that Because he
    said to Peter, he said, What's
    that to you, Peter? You follow me. But human
    nature wants to go, but Lord, what
    about my wife? What about my hand? What about them? And God is often
    saying, yeah, let's talk about,
    what about you first? This next set of
    four rules, again, are to help a couple
    stay on track. When we have part three, we'll cover the
    last three rules and give a little
    wrap to this.

    **WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart3.txt**

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    **## DiscussionThread-CommunicationDecisionMakingAndConflictResolutionParts2and3.docx**

    **Discussion Thread: Communication, Decision Making And Conflict Resolution – Parts 2 and 3**

    In the video lecture by Dr. Scalise entitled, “Communication, Decision Making and Conflict Resolution – Parts 2 and 3,” he discusses the last 7 of 10 “rules” for ensuring “good confrontations” of couples. These are really components of conflict resolution.

    You will hear discussions on focusing on the issue, allowing a time-out, choosing a neutral time/place, owning one’s feelings, and being responsive as opposed to reactive.

    For this Discussion Activity, reflect on what it means to be responsive as opposed to reactive. Why is this important? What does this look like in a healthy marriage? Discuss an illustration or two that might help us to understand.

    Demonstrate incorporation of materials from Lebow and Snyder (2023). You may also use scripture.

    **Discussion Assignment Instructions**

    The student will complete 6 Discussion Activities in this course. The student will post one thread of at least 500 words. For each thread, students must support their assertions with at least 2 scholarly references (with accompanying citations) in current APA format. Any sources cited must have been published within the last 12 years. Acceptable sources include our textbooks, scholarly articles, and the Bible.

    **## Clinicalhandbookofcoupletherapy6thed.Chap.6.pdf**

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    **## WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart2.txt**

    Hi and welcome
    to part two of this short little series where we're looking
    at communication, decision making, and conflict resolution
    for couples. In part one, we laid
    out a little bit of some core, basic
    foundational principles. And we covered the first three ground rules as
    you're working with couples to help in
    these areas so they can have vibrant and
    healthy relationships. Before we move on
    and we're going to cover rules four through seven
    in this segment, I was thinking
    about expectations. And the reality is most
    husbands and wives, they fell in
    love with each other because
    they spent time, they got to know
    what they like, they didn't like two. Let me go back to my pens from that I used
    in the first one. If two couples,
    since they were far apart on almost
    everything in life, most people would not
    marry at that point. They, we're just not
    that compatible. The reality is
    that husbands and wives who get married because they've spent some time dating, courting, whatever,
    understood, Hey, there's some
    compatibility. There's some overlap. What happens is stress, the stress of life, financial stress,
    kids, whatever. It drives us to
    our comfort zones, it drives us to
    where we feel. No, this is really good. But the reality is overlap probably still exists. We just have to
    help couples find it when you're thinking about finding
    that overlap, when there's no
    understanding, like we've talked about that in rule number three. What happens is the game, if I can use that or
    the issue becomes not, let's figure
    out what to do, right, as a couple. That's not the process. It's not what's right, but it becomes
    who's right. When the game
    becomes who's right. By definition, there's
    a winner and a loser. Listen, basketball court
    win, lose is okay. Even an armed conflict or a war win, lose is okay. But in a marriage, win, lose is not a good deal. You have to figure out how to help couples figure out how to make it a win win, that's the goal. All right, Let's pick up with Rule number four. And remember,
    these rules are now geared a
    little bit toward helping couples stay
    on the path that hopefully you have
    guided them to. Rule number
    four says this. I will focus on resolving
    the issues and not attempt to make
    my spouse or the relationship
    the problem. What happens when people get angry or frustrated? Or if there is some
    history of that? After a while,
    spouses stop talking to the issue and they start
    attacking the person. And when we feel like
    we are being blamed, when we're being made out to be the problem again, what kind of posture
    do we get into? We get into a
    defensive posture. We want to run to
    the nearest foxhole, grab or grenade and launch it back at the
    other person. What happens is
    when couples focus on making
    the other person the problem for any
    length of time, it actually goes
    beyond that and the relationship itself
    becomes a problem. For example, it
    might be, oh, let's say the checkbook
    is never balanced or money's not
    always spent wisely. And so couples are
    fussing with each other about that
    issue, right? Checkbook is not
    balanced issue. And that becomes,
    you know what, you are a bad
    financial manager, see the shift from issue to you're the problem. And then after a while it becomes, you know what, We just don't have a
    good marriage here and the relationship
    becomes the problem. I tell couples, listen, don't ever let
    the relationship become the problem. Because when
    husbands and wives make the relationship
    the problem, what is the way they
    solve the problem? The relationship, and they think that
    ends the problem, which isn't
    always the case. Avoid making the
    relationship the problem. And you have to work at not making each
    other the problem. Defensiveness
    is a great clue that a couple is
    getting off track. If one or the other person feels overly defensive, that means they're
    feeling attacked. And that should be a clue to help
    the couple say, hey, you've gotten
    off track here, you've got to get back on the issue and make the
    issue the problem, not get into
    the blame game. Okay? Rule number five. I will give myself and my spouse permission
    to take a time out from the
    discussion when it's requested as I
    have a part two here. As long as I also give
    a time frame when we will resume our talking or our problem solving, it's not enough just to say I'm done
    and walk away. It happens though, right? Oh, husband and wife are fussing in
    the kitchen. Someone gets frustrated
    and they say, I don't want to talk
    about it anymore. They get up, they walk
    down the hallway, often with their
    husband or wife in tow, fussing at them
    right behind them. Don't walk away from me, we're not done talking. It takes it into
    the bedroom. Nothing ever gets solved. It's probably better to help them learn how
    to call the time out. Research says
    there's actually some benefit to
    the counting to ten because it gives
    a person a chance to get out of their
    gut for a minute. Get out of their
    emotions into the head, calm down, think, breathe, and all those
    kinds of things. But my time out
    rule has a part B. There must be a time in. In other words, it's no fair just to walk away. Think of basketball
    again for a moment. Let me use that
    as an example. In basketball, each team is given six time
    outs, a half, right? They get, I believe, two minute timeouts and
    three 22nd timeouts. If the coach or
    the player calls a timeout and the referee
    blows the whistle, the referee
    doesn't look over at the coach or
    player and go, I'm going to give you the short one this time. Coach no, you
    called the timeout. You instruct me,
    short or long. Same thing in a
    marriage, it's like, okay, you're asking for some time or some space. Great. You're calling
    the time out. You tell me what you need. I tell couples, listen, anything between
    about 15:20 minutes and one overnight, depending on when
    the fun starts, is probably a
    reasonable time out. I remember talking
    to a couple once, one of the spouses
    said, yeah, but the Bible
    says don't let the sun set on your anger. In other words,
    pushing back a little bit on
    the time out. And I said, listen, if the fireworks started
    at 11:00 at night, the sun's been
    down for 3 hours. Don't sweat it.
    It's probably smarter to get a
    good night's sleep. Think about it,
    pray about it. Settle down a little bit and try to
    pick it up in the morning over a cup of coffee
    or something. We have to help
    people call effective timeouts when
    they're overly tired. When you know
    you're about to say something that you're going to regret or do something or it
    gets emotional. Those are all good times to call the time out. We just have to help
    couples understand, they must call the
    time in as well. Okay? Rule number six. I will accept a
    neutral place and a neutral time that's
    mutually satisfactory in order to
    discuss the issues of the problems
    and not give one partner an unfair advantage over the other. Again, when we feel
    like the sides aren't even when
    it's not balanced, when it's not fair,
    what posture do people get into
    defensive mode? That's not what we want. And so you have to be careful about
    unbalancing. Listen, human nature often tries to seek
    the high ground. The, the advantage, right? That sometimes, oh,
    we'll bring a friend or a family member
    into the argument, hey, whose side
    are you on, or whatever the
    case might be. I tell couples don't fuss at each
    other in the car. It's not a neutral place. What are you going
    to do if someone wants to call a timeout? Jump. You know, it
    doesn't work that way. And I remember I had
    a client years ago who worked at one of the tunnels in the
    Virginia Beach, Hampton Roads area. He monitored all that
    and there's no sound, but the cameras
    pick up a lot. And of course, they're
    always looking for traffic that stopped
    for a flat tire, an accident or a car
    breakdown or something. He sees traffic building
    up in the tunnel. Finds the right camera, zoos in, can't
    hear anything. But he zooms in on the car that apparently is stuck, and he sees two people
    in the front seat that look like
    they're having a pretty heated argument. The woman was driving
    and they're waving hands and you could tell that somebody
    both shouting. She gets out of the car, slams the door in the
    middle of the tunnel, stands there for a minute, opens the door again, yells something
    and then slams the door and starts walking out of the tunnel. Not a neutral
    place, right? Not a neutral
    time. Don't do it when you're both
    angry, don't do it. When you're both upset, you find the best way
    and the best time to do it if you have
    small children. I'll illustrate this point because if you've
    been a parent and you've had that
    4567 year old that you have to have
    a little bit of a corrective
    conversation with. And you can sense that they're sort of resisting the jaw sticks out a little bit and they're
    just kind of like, no, we all have sense that as parents it's
    because of this rule. See, the child
    understands, The sides aren't even the parent is the giant. They have all
    the power, they have all the money. They have the car keys. And they know where the
    cookie jar is hidden. It's not fair.
    They're looking for a way to bring some balance back
    into the equation. That's why I tell parents
    of small children, if you have to have that conversation
    with your kid, I'll say go to their
    room and have it. Why? I know you're paying the rent
    or the mortgage, but they think it's
    their territory. And you'll
    actually see kids calm down a little bit. Or I'll say instead
    of towering above them, sit
    down on the bed. Or get down at eye level, because it takes away
    the height advantage. Human nature, I
    feel disadvantaged, so I get into a
    defensive posture. Um, adults, We're just more
    sophisticated about how we do it. But the principle
    remains and it's there. Okay, and then
    rule number seven, let's talk through that one before we wrap up. It says, I'll take
    ownership of and be completely accountable
    for my own feelings, thoughts, attitudes, behaviors without
    plain detective or blaming my spouse. This is difficult
    because when we're upset with our spouse
    or another person, we often want to
    say, what about you? Right? But as long
    as we're focused on what about you, right, the other person, what
    are we not tuned into or not willing to
    address what about me? It's pretty common
    that we have to help them turn
    that back into a place of accountability
    and responsibility. I said to a
    couple who were fussing and the husband, he was just a
    negative person in general,
    pretty critical. And I stopped the session. I looked at him,
    I said, listen, be careful about
    criticizing all of your
    wife's judgments. Look who she married. Are you telling her
    she made a poor choice in married? But I get it. Human nature wants
    to keep the focus out there because that's
    more comfortable, but that's not helpful. Let me give you a biblical
    example if I can. Do you remember
    post Resurrection, Jesus and Peter are having a little bit
    of fish breakfast. Although I can't say I've had fish for
    breakfast a lot, but it must be okay, culturally, they're
    having breakfast. Jesus is saying to
    Peter, do you love me? Remember that
    portion of scripture he asked him three times, do you love me,
    do you love me? And Peter, of course,
    says yes, yes, yes. It's his makeup
    test, right? He denied him three times. Now he's saying that he reaffirms his love in
    that conversation. If you read that
    portion of scripture, Jesus looks at
    Peter and he says, Peter, when you
    were young, you could go anywhere
    you wanted to, but when you grow old, you're going to
    be bound up and you're not going
    to be able to go where you want to go. The scripture even says that Jesus was speaking to Peter about what manner of death he was
    going to experience. Now, think about the
    conversation for a moment. They're having this
    very intimate, probably somewhat
    private conversation about his denials, reaffirming his love, and how he's going
    to be martyred. Do you remember
    Peter's response to Jesus in the moment? If you don't,
    let me quote it. Peter looked over at the disciple whom
    Jesus loved. John said, master.
    What about him? Do you see the human
    nature principle? What about him? Jesus,
    in essence said, and I'm paraphrasing,
    He said, Pete, tell you what? Right now we're
    talking about you, Why don't we stick with that Because he
    said to Peter, he said, What's
    that to you, Peter? You follow me. But human
    nature wants to go, but Lord, what
    about my wife? What about my hand? What about them? And God is often
    saying, yeah, let's talk about,
    what about you first? This next set of
    four rules, again, are to help a couple
    stay on track. When we have part three, we'll cover the
    last three rules and give a little
    wrap to this.

    **WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart3.txt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/watchtranscript-communicationdecisionmakingandconflictresolutionpart3-txt-10572475)

    **## DiscussionThread-CommunicationDecisionMakingAndConflictResolutionParts2and3.docx**

    **Discussion Thread: Communication, Decision Making And Conflict Resolution – Parts 2 and 3**

    In the video lecture by Dr. Scalise entitled, “Communication, Decision Making and Conflict Resolution – Parts 2 and 3,” he discusses the last 7 of 10 “rules” for ensuring “good confrontations” of couples. These are really components of conflict resolution.

    You will hear discussions on focusing on the issue, allowing a time-out, choosing a neutral time/place, owning one’s feelings, and being responsive as opposed to reactive.

    For this Discussion Activity, reflect on what it means to be responsive as opposed to reactive. Why is this important? What does this look like in a healthy marriage? Discuss an illustration or two that might help us to understand.

    Demonstrate incorporation of materials from Lebow and Snyder (2023). You may also use scripture.

    **Discussion Assignment Instructions**

    The student will complete 6 Discussion Activities in this course. The student will post one thread of at least 500 words. For each thread, students must support their assertions with at least 2 scholarly references (with accompanying citations) in current APA format. Any sources cited must have been published within the last 12 years. Acceptable sources include our textbooks, scholarly articles, and the Bible.

    **## Clinicalhandbookofcoupletherapy6thed.Chap.6.pdf**

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    **## WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart2.txt**

    Hi and welcome
    to part two of this short little series where we're looking
    at communication, decision making, and conflict resolution
    for couples. In part one, we laid
    out a little bit of some core, basic
    foundational principles. And we covered the first three ground rules as
    you're working with couples to help in
    these areas so they can have vibrant and
    healthy relationships. Before we move on
    and we're going to cover rules four through seven
    in this segment, I was thinking
    about expectations. And the reality is most
    husbands and wives, they fell in
    love with each other because
    they spent time, they got to know
    what they like, they didn't like two. Let me go back to my pens from that I used
    in the first one. If two couples,
    since they were far apart on almost
    everything in life, most people would not
    marry at that point. They, we're just not
    that compatible. The reality is
    that husbands and wives who get married because they've spent some time dating, courting, whatever,
    understood, Hey, there's some
    compatibility. There's some overlap. What happens is stress, the stress of life, financial stress,
    kids, whatever. It drives us to
    our comfort zones, it drives us to
    where we feel. No, this is really good. But the reality is overlap probably still exists. We just have to
    help couples find it when you're thinking about finding
    that overlap, when there's no
    understanding, like we've talked about that in rule number three. What happens is the game, if I can use that or
    the issue becomes not, let's figure
    out what to do, right, as a couple. That's not the process. It's not what's right, but it becomes
    who's right. When the game
    becomes who's right. By definition, there's
    a winner and a loser. Listen, basketball court
    win, lose is okay. Even an armed conflict or a war win, lose is okay. But in a marriage, win, lose is not a good deal. You have to figure out how to help couples figure out how to make it a win win, that's the goal. All right, Let's pick up with Rule number four. And remember,
    these rules are now geared a
    little bit toward helping couples stay
    on the path that hopefully you have
    guided them to. Rule number
    four says this. I will focus on resolving
    the issues and not attempt to make
    my spouse or the relationship
    the problem. What happens when people get angry or frustrated? Or if there is some
    history of that? After a while,
    spouses stop talking to the issue and they start
    attacking the person. And when we feel like
    we are being blamed, when we're being made out to be the problem again, what kind of posture
    do we get into? We get into a
    defensive posture. We want to run to
    the nearest foxhole, grab or grenade and launch it back at the
    other person. What happens is
    when couples focus on making
    the other person the problem for any
    length of time, it actually goes
    beyond that and the relationship itself
    becomes a problem. For example, it
    might be, oh, let's say the checkbook
    is never balanced or money's not
    always spent wisely. And so couples are
    fussing with each other about that
    issue, right? Checkbook is not
    balanced issue. And that becomes,
    you know what, you are a bad
    financial manager, see the shift from issue to you're the problem. And then after a while it becomes, you know what, We just don't have a
    good marriage here and the relationship
    becomes the problem. I tell couples, listen, don't ever let
    the relationship become the problem. Because when
    husbands and wives make the relationship
    the problem, what is the way they
    solve the problem? The relationship, and they think that
    ends the problem, which isn't
    always the case. Avoid making the
    relationship the problem. And you have to work at not making each
    other the problem. Defensiveness
    is a great clue that a couple is
    getting off track. If one or the other person feels overly defensive, that means they're
    feeling attacked. And that should be a clue to help
    the couple say, hey, you've gotten
    off track here, you've got to get back on the issue and make the
    issue the problem, not get into
    the blame game. Okay? Rule number five. I will give myself and my spouse permission
    to take a time out from the
    discussion when it's requested as I
    have a part two here. As long as I also give
    a time frame when we will resume our talking or our problem solving, it's not enough just to say I'm done
    and walk away. It happens though, right? Oh, husband and wife are fussing in
    the kitchen. Someone gets frustrated
    and they say, I don't want to talk
    about it anymore. They get up, they walk
    down the hallway, often with their
    husband or wife in tow, fussing at them
    right behind them. Don't walk away from me, we're not done talking. It takes it into
    the bedroom. Nothing ever gets solved. It's probably better to help them learn how
    to call the time out. Research says
    there's actually some benefit to
    the counting to ten because it gives
    a person a chance to get out of their
    gut for a minute. Get out of their
    emotions into the head, calm down, think, breathe, and all those
    kinds of things. But my time out
    rule has a part B. There must be a time in. In other words, it's no fair just to walk away. Think of basketball
    again for a moment. Let me use that
    as an example. In basketball, each team is given six time
    outs, a half, right? They get, I believe, two minute timeouts and
    three 22nd timeouts. If the coach or
    the player calls a timeout and the referee
    blows the whistle, the referee
    doesn't look over at the coach or
    player and go, I'm going to give you the short one this time. Coach no, you
    called the timeout. You instruct me,
    short or long. Same thing in a
    marriage, it's like, okay, you're asking for some time or some space. Great. You're calling
    the time out. You tell me what you need. I tell couples, listen, anything between
    about 15:20 minutes and one overnight, depending on when
    the fun starts, is probably a
    reasonable time out. I remember talking
    to a couple once, one of the spouses
    said, yeah, but the Bible
    says don't let the sun set on your anger. In other words,
    pushing back a little bit on
    the time out. And I said, listen, if the fireworks started
    at 11:00 at night, the sun's been
    down for 3 hours. Don't sweat it.
    It's probably smarter to get a
    good night's sleep. Think about it,
    pray about it. Settle down a little bit and try to
    pick it up in the morning over a cup of coffee
    or something. We have to help
    people call effective timeouts when
    they're overly tired. When you know
    you're about to say something that you're going to regret or do something or it
    gets emotional. Those are all good times to call the time out. We just have to help
    couples understand, they must call the
    time in as well. Okay? Rule number six. I will accept a
    neutral place and a neutral time that's
    mutually satisfactory in order to
    discuss the issues of the problems
    and not give one partner an unfair advantage over the other. Again, when we feel
    like the sides aren't even when
    it's not balanced, when it's not fair,
    what posture do people get into
    defensive mode? That's not what we want. And so you have to be careful about
    unbalancing. Listen, human nature often tries to seek
    the high ground. The, the advantage, right? That sometimes, oh,
    we'll bring a friend or a family member
    into the argument, hey, whose side
    are you on, or whatever the
    case might be. I tell couples don't fuss at each
    other in the car. It's not a neutral place. What are you going
    to do if someone wants to call a timeout? Jump. You know, it
    doesn't work that way. And I remember I had
    a client years ago who worked at one of the tunnels in the
    Virginia Beach, Hampton Roads area. He monitored all that
    and there's no sound, but the cameras
    pick up a lot. And of course, they're
    always looking for traffic that stopped
    for a flat tire, an accident or a car
    breakdown or something. He sees traffic building
    up in the tunnel. Finds the right camera, zoos in, can't
    hear anything. But he zooms in on the car that apparently is stuck, and he sees two people
    in the front seat that look like
    they're having a pretty heated argument. The woman was driving
    and they're waving hands and you could tell that somebody
    both shouting. She gets out of the car, slams the door in the
    middle of the tunnel, stands there for a minute, opens the door again, yells something
    and then slams the door and starts walking out of the tunnel. Not a neutral
    place, right? Not a neutral
    time. Don't do it when you're both
    angry, don't do it. When you're both upset, you find the best way
    and the best time to do it if you have
    small children. I'll illustrate this point because if you've
    been a parent and you've had that
    4567 year old that you have to have
    a little bit of a corrective
    conversation with. And you can sense that they're sort of resisting the jaw sticks out a little bit and they're
    just kind of like, no, we all have sense that as parents it's
    because of this rule. See, the child
    understands, The sides aren't even the parent is the giant. They have all
    the power, they have all the money. They have the car keys. And they know where the
    cookie jar is hidden. It's not fair.
    They're looking for a way to bring some balance back
    into the equation. That's why I tell parents
    of small children, if you have to have that conversation
    with your kid, I'll say go to their
    room and have it. Why? I know you're paying the rent
    or the mortgage, but they think it's
    their territory. And you'll
    actually see kids calm down a little bit. Or I'll say instead
    of towering above them, sit
    down on the bed. Or get down at eye level, because it takes away
    the height advantage. Human nature, I
    feel disadvantaged, so I get into a
    defensive posture. Um, adults, We're just more
    sophisticated about how we do it. But the principle
    remains and it's there. Okay, and then
    rule number seven, let's talk through that one before we wrap up. It says, I'll take
    ownership of and be completely accountable
    for my own feelings, thoughts, attitudes, behaviors without
    plain detective or blaming my spouse. This is difficult
    because when we're upset with our spouse
    or another person, we often want to
    say, what about you? Right? But as long
    as we're focused on what about you, right, the other person, what
    are we not tuned into or not willing to
    address what about me? It's pretty common
    that we have to help them turn
    that back into a place of accountability
    and responsibility. I said to a
    couple who were fussing and the husband, he was just a
    negative person in general,
    pretty critical. And I stopped the session. I looked at him,
    I said, listen, be careful about
    criticizing all of your
    wife's judgments. Look who she married. Are you telling her
    she made a poor choice in married? But I get it. Human nature wants
    to keep the focus out there because that's
    more comfortable, but that's not helpful. Let me give you a biblical
    example if I can. Do you remember
    post Resurrection, Jesus and Peter are having a little bit
    of fish breakfast. Although I can't say I've had fish for
    breakfast a lot, but it must be okay, culturally, they're
    having breakfast. Jesus is saying to
    Peter, do you love me? Remember that
    portion of scripture he asked him three times, do you love me,
    do you love me? And Peter, of course,
    says yes, yes, yes. It's his makeup
    test, right? He denied him three times. Now he's saying that he reaffirms his love in
    that conversation. If you read that
    portion of scripture, Jesus looks at
    Peter and he says, Peter, when you
    were young, you could go anywhere
    you wanted to, but when you grow old, you're going to
    be bound up and you're not going
    to be able to go where you want to go. The scripture even says that Jesus was speaking to Peter about what manner of death he was
    going to experience. Now, think about the
    conversation for a moment. They're having this
    very intimate, probably somewhat
    private conversation about his denials, reaffirming his love, and how he's going
    to be martyred. Do you remember
    Peter's response to Jesus in the moment? If you don't,
    let me quote it. Peter looked over at the disciple whom
    Jesus loved. John said, master.
    What about him? Do you see the human
    nature principle? What about him? Jesus,
    in essence said, and I'm paraphrasing,
    He said, Pete, tell you what? Right now we're
    talking about you, Why don't we stick with that Because he
    said to Peter, he said, What's
    that to you, Peter? You follow me. But human
    nature wants to go, but Lord, what
    about my wife? What about my hand? What about them? And God is often
    saying, yeah, let's talk about,
    what about you first? This next set of
    four rules, again, are to help a couple
    stay on track. When we have part three, we'll cover the
    last three rules and give a little
    wrap to this.

    **WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart3.txt**

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    EDCO 811

    **Discussion Response Instructions**

    The student must then post 1 reply of at least 350 words. Each reply must incorporate at least 1 scholarly citation in current APA format. Any sources cited must have been published within the last 12 years. Acceptable sources include our textbooks, scholarly articles, and the Bible.

    **## ReplytoAltavia.docx**

    **Altavia Fonville**

    Jul 6 1:48pm

    Reply from Altavia Fonville

    **Expectations, Assumptions, and Understanding in Marital Conflict**

    Healthy marital communication requires more than expressing feelings; it requires more than expressing feelings, but it requires an intentional order in how couples will approach conflict. According to Scalise’s teaching on “Communication, Decision Making, and Conflict Resolution,” many relational breakdowns take place not because of disagreement itself, but because of expectations not being met, assumptions being made, and a failure to really understand a spouse’s internal world. These three elements significantly shape whether confrontation becomes detrimental or beneficial.

    **Expectations**

                Expectations are unavoidable in close relationships, but problems arise when they are not vocalized, when they are unrealistic, and assumed rather than communicated. Scalise highlights that couples often enter conflict believing that their expectations are clear and “obvious”, when in reality, they have not been communicated or defined. When couples don’t take the time to communicate expectations or expectations appear to be unclear, disappointment increases and emotional responses are heightened. Research supports this idea. Lavner, Karney, and Bradbury (2016) found that couples with higher clarity in communicated expectations demonstrate greater long-term relational satisfaction and lower conflict escalation. In simple terms, having clarity protects the connection.

                A practical example of this rule could be seen in a couple who is disagreeing about household tasks. One spouse may expect shared responsibility without actually vocalizing specific tasks, while the other spouse believes their contribution is enough. After a while resentment begins to build on both sides. Once expectations are discussed properly, the tension will decrease significantly. The issue was never a lack of care, but clarity.  The Bible gives us wisdom about intentional planning and clarity through scripture such as Proverbs 15:22 (NIV) which states “Plans fail for the lack of counsel, but with many advisers they succeed.” Clear expectations are a form of wise counsel within marriage.

    **Assumptions**

                Scalise also brought awareness against assumptions, specifically the tendency to “mind-read” a spouse’s intentions or emotional state. Assumptions are often replacing the truth with interpretation which leads to emotional reactions that are very disconnected from reality. Once assumptions take root, couples stop seeking clarification and begin to defend positions that may not even be accurate. Gottman and Gottman (2017) notes that negative interpretation bias (assuming negative intent without evidence) is one of the strongest indicators of marital distress.

    This connects closely with Scalise’s warning that assumptions distort communication and escalate conflict unnecessarily. An example of this could be that everyone a stressful day one of the spouses come home and is quiet, and the other spouse could perceive it as being anger or rejection and becomes defensive. Later, it is revealed that the silence was due to being exhausted and had nothing to do with relational conflict. This is a perfect example of an argument being created entirely based on assumptions or misinterpretations. The Bible provides direct instructions through scripture in James 1:19 (NIV) which states “Everyone should be quick to listen, slow to speak, and slow to become angry.” When we listen, it replaces assumptions.

    **Thoughts and Feelings**

                The third rule focuses on moving beyond surface level statements into emotional understanding. Scalise teaches that effective confrontation requires curiosity meaning asking questions, active listening, and reflecting understanding before responding. Without having understanding, coming up with a resolution can be difficult and oftentimes temporary. Emotionally focused research supports this approach. Johnson (2019) explains that relational repair occurs when partners both feel like they are emotionally understood and validated, not corrected or advised. When there is understanding, there is safety and when there is safety, there is space for resolution.

                An example could be when a spouse says “You don’t support me” the natural response is to become defensive which escalates conflict. However, when the spouse asks, “Can you help me understand what aspect of support is missing in this moment?” the conversation then shifts. The conversation now reveals the underlying emotional need and resolution becomes possible. The Bible teaches us in Proverbs 20:5 (NIV) which says “The purposes in a person’s heart are deep waters, but one who has insights draws them out. Scripture tells us that understanding requires drawing out, not shutting down.

    **Conclusion**

                Expectations provide clarity, assumptions cause confusion and understanding bridges connection. All three of these together, form a foundation for healthy confrontation in marriage. When couples practice clarity, stay away from assumptions, and focus on understanding, conflict becomes a pathway to growth instead of division.

    **References**

    Gottman, J. M., & Gottman, J. S. (2017).
    _The natural principles of love_. Journal of Family

    Theory & Review, 9(1), 7–26.

    Johnson, S. M. (2019).
    _Attachment theory in practice: Emotionally focused therapy (EFT) with_

    _individuals, couples, and families_. Guilford Press.

    Lavner, J. A., Karney, B. R., & Bradbury, T. N. (2016). Does couples’ communication predict

    marital satisfaction?
    _Journal of Marriage and Family, 78_(3), 586–600.

    Holy Bible, New International Version. (2011).

    **## ReplytoAltavia.docx**

    **Altavia Fonville**

    Jul 6 1:48pm

    Reply from Altavia Fonville

    **Expectations, Assumptions, and Understanding in Marital Conflict**

    Healthy marital communication requires more than expressing feelings; it requires more than expressing feelings, but it requires an intentional order in how couples will approach conflict. According to Scalise’s teaching on “Communication, Decision Making, and Conflict Resolution,” many relational breakdowns take place not because of disagreement itself, but because of expectations not being met, assumptions being made, and a failure to really understand a spouse’s internal world. These three elements significantly shape whether confrontation becomes detrimental or beneficial.

    **Expectations**

                Expectations are unavoidable in close relationships, but problems arise when they are not vocalized, when they are unrealistic, and assumed rather than communicated. Scalise highlights that couples often enter conflict believing that their expectations are clear and “obvious”, when in reality, they have not been communicated or defined. When couples don’t take the time to communicate expectations or expectations appear to be unclear, disappointment increases and emotional responses are heightened. Research supports this idea. Lavner, Karney, and Bradbury (2016) found that couples with higher clarity in communicated expectations demonstrate greater long-term relational satisfaction and lower conflict escalation. In simple terms, having clarity protects the connection.

                A practical example of this rule could be seen in a couple who is disagreeing about household tasks. One spouse may expect shared responsibility without actually vocalizing specific tasks, while the other spouse believes their contribution is enough. After a while resentment begins to build on both sides. Once expectations are discussed properly, the tension will decrease significantly. The issue was never a lack of care, but clarity.  The Bible gives us wisdom about intentional planning and clarity through scripture such as Proverbs 15:22 (NIV) which states “Plans fail for the lack of counsel, but with many advisers they succeed.” Clear expectations are a form of wise counsel within marriage.

    **Assumptions**

                Scalise also brought awareness against assumptions, specifically the tendency to “mind-read” a spouse’s intentions or emotional state. Assumptions are often replacing the truth with interpretation which leads to emotional reactions that are very disconnected from reality. Once assumptions take root, couples stop seeking clarification and begin to defend positions that may not even be accurate. Gottman and Gottman (2017) notes that negative interpretation bias (assuming negative intent without evidence) is one of the strongest indicators of marital distress.

    This connects closely with Scalise’s warning that assumptions distort communication and escalate conflict unnecessarily. An example of this could be that everyone a stressful day one of the spouses come home and is quiet, and the other spouse could perceive it as being anger or rejection and becomes defensive. Later, it is revealed that the silence was due to being exhausted and had nothing to do with relational conflict. This is a perfect example of an argument being created entirely based on assumptions or misinterpretations. The Bible provides direct instructions through scripture in James 1:19 (NIV) which states “Everyone should be quick to listen, slow to speak, and slow to become angry.” When we listen, it replaces assumptions.

    **Thoughts and Feelings**

                The third rule focuses on moving beyond surface level statements into emotional understanding. Scalise teaches that effective confrontation requires curiosity meaning asking questions, active listening, and reflecting understanding before responding. Without having understanding, coming up with a resolution can be difficult and oftentimes temporary. Emotionally focused research supports this approach. Johnson (2019) explains that relational repair occurs when partners both feel like they are emotionally understood and validated, not corrected or advised. When there is understanding, there is safety and when there is safety, there is space for resolution.

                An example could be when a spouse says “You don’t support me” the natural response is to become defensive which escalates conflict. However, when the spouse asks, “Can you help me understand what aspect of support is missing in this moment?” the conversation then shifts. The conversation now reveals the underlying emotional need and resolution becomes possible. The Bible teaches us in Proverbs 20:5 (NIV) which says “The purposes in a person’s heart are deep waters, but one who has insights draws them out. Scripture tells us that understanding requires drawing out, not shutting down.

    **Conclusion**

                Expectations provide clarity, assumptions cause confusion and understanding bridges connection. All three of these together, form a foundation for healthy confrontation in marriage. When couples practice clarity, stay away from assumptions, and focus on understanding, conflict becomes a pathway to growth instead of division.

    **References**

    Gottman, J. M., & Gottman, J. S. (2017).
    _The natural principles of love_. Journal of Family

    Theory & Review, 9(1), 7–26.

    Johnson, S. M. (2019).
    _Attachment theory in practice: Emotionally focused therapy (EFT) with_

    _individuals, couples, and families_. Guilford Press.

    Lavner, J. A., Karney, B. R., & Bradbury, T. N. (2016). Does couples’ communication predict

    marital satisfaction?
    _Journal of Marriage and Family, 78_(3), 586–600.

    Holy Bible, New International Version. (2011).

    **## ResponsesInstructions.docx**

    EDCO 811

    **Discussion Response Instructions**

    The student must then post 1 reply of at least 350 words. Each reply must incorporate at least 1 scholarly citation in current APA format. Any sources cited must have been published within the last 12 years. Acceptable sources include our textbooks, scholarly articles, and the Bible.

    **## ReplytoAltavia.docx**

    **Altavia Fonville**

    Jul 6 1:48pm

    Reply from Altavia Fonville

    **Expectations, Assumptions, and Understanding in Marital Conflict**

    Healthy marital communication requires more than expressing feelings; it requires more than expressing feelings, but it requires an intentional order in how couples will approach conflict. According to Scalise’s teaching on “Communication, Decision Making, and Conflict Resolution,” many relational breakdowns take place not because of disagreement itself, but because of expectations not being met, assumptions being made, and a failure to really understand a spouse’s internal world. These three elements significantly shape whether confrontation becomes detrimental or beneficial.

    **Expectations**

                Expectations are unavoidable in close relationships, but problems arise when they are not vocalized, when they are unrealistic, and assumed rather than communicated. Scalise highlights that couples often enter conflict believing that their expectations are clear and “obvious”, when in reality, they have not been communicated or defined. When couples don’t take the time to communicate expectations or expectations appear to be unclear, disappointment increases and emotional responses are heightened. Research supports this idea. Lavner, Karney, and Bradbury (2016) found that couples with higher clarity in communicated expectations demonstrate greater long-term relational satisfaction and lower conflict escalation. In simple terms, having clarity protects the connection.

                A practical example of this rule could be seen in a couple who is disagreeing about household tasks. One spouse may expect shared responsibility without actually vocalizing specific tasks, while the other spouse believes their contribution is enough. After a while resentment begins to build on both sides. Once expectations are discussed properly, the tension will decrease significantly. The issue was never a lack of care, but clarity.  The Bible gives us wisdom about intentional planning and clarity through scripture such as Proverbs 15:22 (NIV) which states “Plans fail for the lack of counsel, but with many advisers they succeed.” Clear expectations are a form of wise counsel within marriage.

    **Assumptions**

                Scalise also brought awareness against assumptions, specifically the tendency to “mind-read” a spouse’s intentions or emotional state. Assumptions are often replacing the truth with interpretation which leads to emotional reactions that are very disconnected from reality. Once assumptions take root, couples stop seeking clarification and begin to defend positions that may not even be accurate. Gottman and Gottman (2017) notes that negative interpretation bias (assuming negative intent without evidence) is one of the strongest indicators of marital distress.

    This connects closely with Scalise’s warning that assumptions distort communication and escalate conflict unnecessarily. An example of this could be that everyone a stressful day one of the spouses come home and is quiet, and the other spouse could perceive it as being anger or rejection and becomes defensive. Later, it is revealed that the silence was due to being exhausted and had nothing to do with relational conflict. This is a perfect example of an argument being created entirely based on assumptions or misinterpretations. The Bible provides direct instructions through scripture in James 1:19 (NIV) which states “Everyone should be quick to listen, slow to speak, and slow to become angry.” When we listen, it replaces assumptions.

    **Thoughts and Feelings**

                The third rule focuses on moving beyond surface level statements into emotional understanding. Scalise teaches that effective confrontation requires curiosity meaning asking questions, active listening, and reflecting understanding before responding. Without having understanding, coming up with a resolution can be difficult and oftentimes temporary. Emotionally focused research supports this approach. Johnson (2019) explains that relational repair occurs when partners both feel like they are emotionally understood and validated, not corrected or advised. When there is understanding, there is safety and when there is safety, there is space for resolution.

                An example could be when a spouse says “You don’t support me” the natural response is to become defensive which escalates conflict. However, when the spouse asks, “Can you help me understand what aspect of support is missing in this moment?” the conversation then shifts. The conversation now reveals the underlying emotional need and resolution becomes possible. The Bible teaches us in Proverbs 20:5 (NIV) which says “The purposes in a person’s heart are deep waters, but one who has insights draws them out. Scripture tells us that understanding requires drawing out, not shutting down.

    **Conclusion**

                Expectations provide clarity, assumptions cause confusion and understanding bridges connection. All three of these together, form a foundation for healthy confrontation in marriage. When couples practice clarity, stay away from assumptions, and focus on understanding, conflict becomes a pathway to growth instead of division.

    **References**

    Gottman, J. M., & Gottman, J. S. (2017).
    _The natural principles of love_. Journal of Family

    Theory & Review, 9(1), 7–26.

    Johnson, S. M. (2019).
    _Attachment theory in practice: Emotionally focused therapy (EFT) with_

    _individuals, couples, and families_. Guilford Press.

    Lavner, J. A., Karney, B. R., & Bradbury, T. N. (2016). Does couples’ communication predict

    marital satisfaction?
    _Journal of Marriage and Family, 78_(3), 586–600.

    Holy Bible, New International Version. (2011).

    **## ResponsesInstructions.docx**

    EDCO 811

    **Discussion Response Instructions**

    The student must then post 1 reply of at least 350 words. Each reply must incorporate at least 1 scholarly citation in current APA format. Any sources cited must have been published within the last 12 years. Acceptable sources include our textbooks, scholarly articles, and the Bible.

    **## ReplytoAltavia.docx**

    **Altavia Fonville**

    Jul 6 1:48pm

    Reply from Altavia Fonville

    **Expectations, Assumptions, and Understanding in Marital Conflict**

    Healthy marital communication requires more than expressing feelings; it requires more than expressing feelings, but it requires an intentional order in how couples will approach conflict. According to Scalise’s teaching on “Communication, Decision Making, and Conflict Resolution,” many relational breakdowns take place not because of disagreement itself, but because of expectations not being met, assumptions being made, and a failure to really understand a spouse’s internal world. These three elements significantly shape whether confrontation becomes detrimental or beneficial.

    **Expectations**

                Expectations are unavoidable in close relationships, but problems arise when they are not vocalized, when they are unrealistic, and assumed rather than communicated. Scalise highlights that couples often enter conflict believing that their expectations are clear and “obvious”, when in reality, they have not been communicated or defined. When couples don’t take the time to communicate expectations or expectations appear to be unclear, disappointment increases and emotional responses are heightened. Research supports this idea. Lavner, Karney, and Bradbury (2016) found that couples with higher clarity in communicated expectations demonstrate greater long-term relational satisfaction and lower conflict escalation. In simple terms, having clarity protects the connection.

                A practical example of this rule could be seen in a couple who is disagreeing about household tasks. One spouse may expect shared responsibility without actually vocalizing specific tasks, while the other spouse believes their contribution is enough. After a while resentment begins to build on both sides. Once expectations are discussed properly, the tension will decrease significantly. The issue was never a lack of care, but clarity.  The Bible gives us wisdom about intentional planning and clarity through scripture such as Proverbs 15:22 (NIV) which states “Plans fail for the lack of counsel, but with many advisers they succeed.” Clear expectations are a form of wise counsel within marriage.

    **Assumptions**

                Scalise also brought awareness against assumptions, specifically the tendency to “mind-read” a spouse’s intentions or emotional state. Assumptions are often replacing the truth with interpretation which leads to emotional reactions that are very disconnected from reality. Once assumptions take root, couples stop seeking clarification and begin to defend positions that may not even be accurate. Gottman and Gottman (2017) notes that negative interpretation bias (assuming negative intent without evidence) is one of the strongest indicators of marital distress.

    This connects closely with Scalise’s warning that assumptions distort communication and escalate conflict unnecessarily. An example of this could be that everyone a stressful day one of the spouses come home and is quiet, and the other spouse could perceive it as being anger or rejection and becomes defensive. Later, it is revealed that the silence was due to being exhausted and had nothing to do with relational conflict. This is a perfect example of an argument being created entirely based on assumptions or misinterpretations. The Bible provides direct instructions through scripture in James 1:19 (NIV) which states “Everyone should be quick to listen, slow to speak, and slow to become angry.” When we listen, it replaces assumptions.

    **Thoughts and Feelings**

                The third rule focuses on moving beyond surface level statements into emotional understanding. Scalise teaches that effective confrontation requires curiosity meaning asking questions, active listening, and reflecting understanding before responding. Without having understanding, coming up with a resolution can be difficult and oftentimes temporary. Emotionally focused research supports this approach. Johnson (2019) explains that relational repair occurs when partners both feel like they are emotionally understood and validated, not corrected or advised. When there is understanding, there is safety and when there is safety, there is space for resolution.

                An example could be when a spouse says “You don’t support me” the natural response is to become defensive which escalates conflict. However, when the spouse asks, “Can you help me understand what aspect of support is missing in this moment?” the conversation then shifts. The conversation now reveals the underlying emotional need and resolution becomes possible. The Bible teaches us in Proverbs 20:5 (NIV) which says “The purposes in a person’s heart are deep waters, but one who has insights draws them out. Scripture tells us that understanding requires drawing out, not shutting down.

    **Conclusion**

                Expectations provide clarity, assumptions cause confusion and understanding bridges connection. All three of these together, form a foundation for healthy confrontation in marriage. When couples practice clarity, stay away from assumptions, and focus on understanding, conflict becomes a pathway to growth instead of division.

    **References**

    Gottman, J. M., & Gottman, J. S. (2017).
    _The natural principles of love_. Journal of Family

    Theory & Review, 9(1), 7–26.

    Johnson, S. M. (2019).
    _Attachment theory in practice: Emotionally focused therapy (EFT) with_

    _individuals, couples, and families_. Guilford Press.

    Lavner, J. A., Karney, B. R., & Bradbury, T. N. (2016). Does couples’ communication predict

    marital satisfaction?
    _Journal of Marriage and Family, 78_(3), 586–600.

    Holy Bible, New International Version. (2011).

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    Follow the uploaded instructions **files (5)** – ## Assignment-MarriageTherapistInterviewAssignmentInstructions.docx – ## MarriageTherapistInterviewGradingRubric.pdf – ## Clinicalhandbookofcoupletherapy6thed.Chap.6.pdf – ## WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart2.txt – …

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    – ## WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart2.txt

    – WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart3.txt

    **## Assignment-MarriageTherapistInterviewAssignmentInstructions.docx**

    EDCO 811

    **Marriage Therapist Interview Assignment Instructions**

    **Overview**

    Schedule and conduct an interview with a licensed marriage therapist or mental health professional. Analyze and discuss the merits and limitations of marriage counseling models and methods. The interview should also address theological perspectives.

    **Instructions**

    · Summarize and submit a 4-page summary of interview.

    · Excluding Title Page and References

    · Use current APA format.

    · Incorporate 3 references.

    · Use scholarly articles published within the last five years.

    · What is the therapist’s training and educational background, and how long has he or she been working with couples?

    · What are the 3 most commonly presented issues that are observed when couples come for counseling?

    · What theoretical orientations and/or models are primarily incorporated into the counseling process?

    · What are some specific tools and techniques the therapist utilizes in working with couples?

    · How does the therapist address/manage couples who are considering separation, divorce, and/or remarriage?

    · What role does faith play and how are biblical principles integrated with the counseling process?

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## MarriageTherapistInterviewGradingRubric.pdf**

    Criteria Ratings Points

    Content 105 to >96 pts

    Advanced

    All components as
    described in the
    assignment have been
    thoroughly addressed.
    Interview questions are
    sufficiently covered.
    Assertions are relevant
    and properly supported
    by evidence. The
    conclusion offers a
    good summary of
    issues treated in the
    paper and offers
    practical application.
    All required elements
    are included and
    presented with strong
    headings and
    organizational clarity.
    There are clear
    transitions between
    paragraphs and
    sections. The
    treatment of the topic
    is logically oriented.
    The paper meets the
    page length
    requirement. The
    paper meets the
    reference requirement.

    96 to >87 pts

    Proficient

    All components as
    described in the
    assignment have
    been addressed.
    Interview questions
    are covered.
    Assertions are
    mostly relevant and
    mostly supported by
    evidence. The
    conclusion offers a
    summary of issues
    treated in the paper
    and offers
    application. All
    required elements
    are included and
    organized. There are
    transitions between
    paragraphs and
    sections. The
    treatment of the topic
    is logically oriented.
    The paper meets the
    page length
    requirement or
    comes very close.
    The paper meets the
    reference
    requirement or
    comes very close.

    87 to >52 pts

    Developing

    Most components
    as described in the
    assignment have
    been addressed, or
    all components are
    present but need
    improvement.
    Some assertions
    are relevant and
    supported by
    evidence. The
    conclusion may
    need improvement.
    Most required
    elements are
    included and are
    mostly organized.
    Most paragraphs
    and sections have
    transitions. The
    logical treatment of
    the topic needs
    improvement. The
    paper may not
    meet the page
    length requirement.
    The paper may not
    meet the reference
    requirement.

    52 to >0 pts

    Below
    Expectations

    Few
    components as
    described in the
    assignment
    have been
    addressed, or
    all components
    are missing.
    The conclusion
    is weak or is
    not present in
    the paper. Few
    or no required
    elements are
    included. Few
    or no transitions
    exist between
    paragraphs and
    sections. There
    may not be a
    logical
    treatment of the
    topic. The
    paper does not
    meet the page
    length
    requirement.
    The paper does
    not meet the
    reference
    requirement.

    0 pts

    Not
    Present

    / 105
    pts

    Mechanics 45 to >40 pts

    Advanced

    Student demonstrated
    exemplary grammar,
    diction and APA
    formatting.

    40 to >37 pts

    Proficient

    Student
    demonstrated
    appropriate
    grammar, diction and
    APA formatting.

    37 to >22 pts

    Developing

    Student
    demonstrated
    average quality
    grammar, diction
    and APA
    formatting.

    22 to >0 pts

    Below
    Expectations

    Student
    demonstrated
    poor grammar,
    diction and APA
    formatting.

    0 pts

    Not
    Present

    / 45
    pts

    Total Points: 0

    Marriage Therapist Interview Grading Rubric | EDCO811_D01_202630

    **## Clinicalhandbookofcoupletherapy6thed.Chap.6.pdf**

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
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    permission. Violators will be prosecuted.

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    permission. Violators will be prosecuted.

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    permission. Violators will be prosecuted.

    **## WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart2.txt**

    Hi and welcome
    to part two of this short little series where we're looking
    at communication, decision making, and conflict resolution
    for couples. In part one, we laid
    out a little bit of some core, basic
    foundational principles. And we covered the first three ground rules as
    you're working with couples to help in
    these areas so they can have vibrant and
    healthy relationships. Before we move on
    and we're going to cover rules four through seven
    in this segment, I was thinking
    about expectations. And the reality is most
    husbands and wives, they fell in
    love with each other because
    they spent time, they got to know
    what they like, they didn't like two. Let me go back to my pens from that I used
    in the first one. If two couples,
    since they were far apart on almost
    everything in life, most people would not
    marry at that point. They, we're just not
    that compatible. The reality is
    that husbands and wives who get married because they've spent some time dating, courting, whatever,
    understood, Hey, there's some
    compatibility. There's some overlap. What happens is stress, the stress of life, financial stress,
    kids, whatever. It drives us to
    our comfort zones, it drives us to
    where we feel. No, this is really good. But the reality is overlap probably still exists. We just have to
    help couples find it when you're thinking about finding
    that overlap, when there's no
    understanding, like we've talked about that in rule number three. What happens is the game, if I can use that or
    the issue becomes not, let's figure
    out what to do, right, as a couple. That's not the process. It's not what's right, but it becomes
    who's right. When the game
    becomes who's right. By definition, there's
    a winner and a loser. Listen, basketball court
    win, lose is okay. Even an armed conflict or a war win, lose is okay. But in a marriage, win, lose is not a good deal. You have to figure out how to help couples figure out how to make it a win win, that's the goal. All right, Let's pick up with Rule number four. And remember,
    these rules are now geared a
    little bit toward helping couples stay
    on the path that hopefully you have
    guided them to. Rule number
    four says this. I will focus on resolving
    the issues and not attempt to make
    my spouse or the relationship
    the problem. What happens when people get angry or frustrated? Or if there is some
    history of that? After a while,
    spouses stop talking to the issue and they start
    attacking the person. And when we feel like
    we are being blamed, when we're being made out to be the problem again, what kind of posture
    do we get into? We get into a
    defensive posture. We want to run to
    the nearest foxhole, grab or grenade and launch it back at the
    other person. What happens is
    when couples focus on making
    the other person the problem for any
    length of time, it actually goes
    beyond that and the relationship itself
    becomes a problem. For example, it
    might be, oh, let's say the checkbook
    is never balanced or money's not
    always spent wisely. And so couples are
    fussing with each other about that
    issue, right? Checkbook is not
    balanced issue. And that becomes,
    you know what, you are a bad
    financial manager, see the shift from issue to you're the problem. And then after a while it becomes, you know what, We just don't have a
    good marriage here and the relationship
    becomes the problem. I tell couples, listen, don't ever let
    the relationship become the problem. Because when
    husbands and wives make the relationship
    the problem, what is the way they
    solve the problem? The relationship, and they think that
    ends the problem, which isn't
    always the case. Avoid making the
    relationship the problem. And you have to work at not making each
    other the problem. Defensiveness
    is a great clue that a couple is
    getting off track. If one or the other person feels overly defensive, that means they're
    feeling attacked. And that should be a clue to help
    the couple say, hey, you've gotten
    off track here, you've got to get back on the issue and make the
    issue the problem, not get into
    the blame game. Okay? Rule number five. I will give myself and my spouse permission
    to take a time out from the
    discussion when it's requested as I
    have a part two here. As long as I also give
    a time frame when we will resume our talking or our problem solving, it's not enough just to say I'm done
    and walk away. It happens though, right? Oh, husband and wife are fussing in
    the kitchen. Someone gets frustrated
    and they say, I don't want to talk
    about it anymore. They get up, they walk
    down the hallway, often with their
    husband or wife in tow, fussing at them
    right behind them. Don't walk away from me, we're not done talking. It takes it into
    the bedroom. Nothing ever gets solved. It's probably better to help them learn how
    to call the time out. Research says
    there's actually some benefit to
    the counting to ten because it gives
    a person a chance to get out of their
    gut for a minute. Get out of their
    emotions into the head, calm down, think, breathe, and all those
    kinds of things. But my time out
    rule has a part B. There must be a time in. In other words, it's no fair just to walk away. Think of basketball
    again for a moment. Let me use that
    as an example. In basketball, each team is given six time
    outs, a half, right? They get, I believe, two minute timeouts and
    three 22nd timeouts. If the coach or
    the player calls a timeout and the referee
    blows the whistle, the referee
    doesn't look over at the coach or
    player and go, I'm going to give you the short one this time. Coach no, you
    called the timeout. You instruct me,
    short or long. Same thing in a
    marriage, it's like, okay, you're asking for some time or some space. Great. You're calling
    the time out. You tell me what you need. I tell couples, listen, anything between
    about 15:20 minutes and one overnight, depending on when
    the fun starts, is probably a
    reasonable time out. I remember talking
    to a couple once, one of the spouses
    said, yeah, but the Bible
    says don't let the sun set on your anger. In other words,
    pushing back a little bit on
    the time out. And I said, listen, if the fireworks started
    at 11:00 at night, the sun's been
    down for 3 hours. Don't sweat it.
    It's probably smarter to get a
    good night's sleep. Think about it,
    pray about it. Settle down a little bit and try to
    pick it up in the morning over a cup of coffee
    or something. We have to help
    people call effective timeouts when
    they're overly tired. When you know
    you're about to say something that you're going to regret or do something or it
    gets emotional. Those are all good times to call the time out. We just have to help
    couples understand, they must call the
    time in as well. Okay? Rule number six. I will accept a
    neutral place and a neutral time that's
    mutually satisfactory in order to
    discuss the issues of the problems
    and not give one partner an unfair advantage over the other. Again, when we feel
    like the sides aren't even when
    it's not balanced, when it's not fair,
    what posture do people get into
    defensive mode? That's not what we want. And so you have to be careful about
    unbalancing. Listen, human nature often tries to seek
    the high ground. The, the advantage, right? That sometimes, oh,
    we'll bring a friend or a family member
    into the argument, hey, whose side
    are you on, or whatever the
    case might be. I tell couples don't fuss at each
    other in the car. It's not a neutral place. What are you going
    to do if someone wants to call a timeout? Jump. You know, it
    doesn't work that way. And I remember I had
    a client years ago who worked at one of the tunnels in the
    Virginia Beach, Hampton Roads area. He monitored all that
    and there's no sound, but the cameras
    pick up a lot. And of course, they're
    always looking for traffic that stopped
    for a flat tire, an accident or a car
    breakdown or something. He sees traffic building
    up in the tunnel. Finds the right camera, zoos in, can't
    hear anything. But he zooms in on the car that apparently is stuck, and he sees two people
    in the front seat that look like
    they're having a pretty heated argument. The woman was driving
    and they're waving hands and you could tell that somebody
    both shouting. She gets out of the car, slams the door in the
    middle of the tunnel, stands there for a minute, opens the door again, yells something
    and then slams the door and starts walking out of the tunnel. Not a neutral
    place, right? Not a neutral
    time. Don't do it when you're both
    angry, don't do it. When you're both upset, you find the best way
    and the best time to do it if you have
    small children. I'll illustrate this point because if you've
    been a parent and you've had that
    4567 year old that you have to have
    a little bit of a corrective
    conversation with. And you can sense that they're sort of resisting the jaw sticks out a little bit and they're
    just kind of like, no, we all have sense that as parents it's
    because of this rule. See, the child
    understands, The sides aren't even the parent is the giant. They have all
    the power, they have all the money. They have the car keys. And they know where the
    cookie jar is hidden. It's not fair.
    They're looking for a way to bring some balance back
    into the equation. That's why I tell parents
    of small children, if you have to have that conversation
    with your kid, I'll say go to their
    room and have it. Why? I know you're paying the rent
    or the mortgage, but they think it's
    their territory. And you'll
    actually see kids calm down a little bit. Or I'll say instead
    of towering above them, sit
    down on the bed. Or get down at eye level, because it takes away
    the height advantage. Human nature, I
    feel disadvantaged, so I get into a
    defensive posture. Um, adults, We're just more
    sophisticated about how we do it. But the principle
    remains and it's there. Okay, and then
    rule number seven, let's talk through that one before we wrap up. It says, I'll take
    ownership of and be completely accountable
    for my own feelings, thoughts, attitudes, behaviors without
    plain detective or blaming my spouse. This is difficult
    because when we're upset with our spouse
    or another person, we often want to
    say, what about you? Right? But as long
    as we're focused on what about you, right, the other person, what
    are we not tuned into or not willing to
    address what about me? It's pretty common
    that we have to help them turn
    that back into a place of accountability
    and responsibility. I said to a
    couple who were fussing and the husband, he was just a
    negative person in general,
    pretty critical. And I stopped the session. I looked at him,
    I said, listen, be careful about
    criticizing all of your
    wife's judgments. Look who she married. Are you telling her
    she made a poor choice in married? But I get it. Human nature wants
    to keep the focus out there because that's
    more comfortable, but that's not helpful. Let me give you a biblical
    example if I can. Do you remember
    post Resurrection, Jesus and Peter are having a little bit
    of fish breakfast. Although I can't say I've had fish for
    breakfast a lot, but it must be okay, culturally, they're
    having breakfast. Jesus is saying to
    Peter, do you love me? Remember that
    portion of scripture he asked him three times, do you love me,
    do you love me? And Peter, of course,
    says yes, yes, yes. It's his makeup
    test, right? He denied him three times. Now he's saying that he reaffirms his love in
    that conversation. If you read that
    portion of scripture, Jesus looks at
    Peter and he says, Peter, when you
    were young, you could go anywhere
    you wanted to, but when you grow old, you're going to
    be bound up and you're not going
    to be able to go where you want to go. The scripture even says that Jesus was speaking to Peter about what manner of death he was
    going to experience. Now, think about the
    conversation for a moment. They're having this
    very intimate, probably somewhat
    private conversation about his denials, reaffirming his love, and how he's going
    to be martyred. Do you remember
    Peter's response to Jesus in the moment? If you don't,
    let me quote it. Peter looked over at the disciple whom
    Jesus loved. John said, master.
    What about him? Do you see the human
    nature principle? What about him? Jesus,
    in essence said, and I'm paraphrasing,
    He said, Pete, tell you what? Right now we're
    talking about you, Why don't we stick with that Because he
    said to Peter, he said, What's
    that to you, Peter? You follow me. But human
    nature wants to go, but Lord, what
    about my wife? What about my hand? What about them? And God is often
    saying, yeah, let's talk about,
    what about you first? This next set of
    four rules, again, are to help a couple
    stay on track. When we have part three, we'll cover the
    last three rules and give a little
    wrap to this.

    **WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart3.txt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/watchtranscript-communicationdecisionmakingandconflictresolutionpart3-txt)

    **WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart3.txt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/watchtranscript-communicationdecisionmakingandconflictresolutionpart3-txt)

    **## Assignment-MarriageTherapistInterviewAssignmentInstructions.docx**

    EDCO 811

    **Marriage Therapist Interview Assignment Instructions**

    **Overview**

    Schedule and conduct an interview with a licensed marriage therapist or mental health professional. Analyze and discuss the merits and limitations of marriage counseling models and methods. The interview should also address theological perspectives.

    **Instructions**

    · Summarize and submit a 4-page summary of interview.

    · Excluding Title Page and References

    · Use current APA format.

    · Incorporate 3 references.

    · Use scholarly articles published within the last five years.

    · What is the therapist’s training and educational background, and how long has he or she been working with couples?

    · What are the 3 most commonly presented issues that are observed when couples come for counseling?

    · What theoretical orientations and/or models are primarily incorporated into the counseling process?

    · What are some specific tools and techniques the therapist utilizes in working with couples?

    · How does the therapist address/manage couples who are considering separation, divorce, and/or remarriage?

    · What role does faith play and how are biblical principles integrated with the counseling process?

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## MarriageTherapistInterviewGradingRubric.pdf**

    Criteria Ratings Points

    Content 105 to >96 pts

    Advanced

    All components as
    described in the
    assignment have been
    thoroughly addressed.
    Interview questions are
    sufficiently covered.
    Assertions are relevant
    and properly supported
    by evidence. The
    conclusion offers a
    good summary of
    issues treated in the
    paper and offers
    practical application.
    All required elements
    are included and
    presented with strong
    headings and
    organizational clarity.
    There are clear
    transitions between
    paragraphs and
    sections. The
    treatment of the topic
    is logically oriented.
    The paper meets the
    page length
    requirement. The
    paper meets the
    reference requirement.

    96 to >87 pts

    Proficient

    All components as
    described in the
    assignment have
    been addressed.
    Interview questions
    are covered.
    Assertions are
    mostly relevant and
    mostly supported by
    evidence. The
    conclusion offers a
    summary of issues
    treated in the paper
    and offers
    application. All
    required elements
    are included and
    organized. There are
    transitions between
    paragraphs and
    sections. The
    treatment of the topic
    is logically oriented.
    The paper meets the
    page length
    requirement or
    comes very close.
    The paper meets the
    reference
    requirement or
    comes very close.

    87 to >52 pts

    Developing

    Most components
    as described in the
    assignment have
    been addressed, or
    all components are
    present but need
    improvement.
    Some assertions
    are relevant and
    supported by
    evidence. The
    conclusion may
    need improvement.
    Most required
    elements are
    included and are
    mostly organized.
    Most paragraphs
    and sections have
    transitions. The
    logical treatment of
    the topic needs
    improvement. The
    paper may not
    meet the page
    length requirement.
    The paper may not
    meet the reference
    requirement.

    52 to >0 pts

    Below
    Expectations

    Few
    components as
    described in the
    assignment
    have been
    addressed, or
    all components
    are missing.
    The conclusion
    is weak or is
    not present in
    the paper. Few
    or no required
    elements are
    included. Few
    or no transitions
    exist between
    paragraphs and
    sections. There
    may not be a
    logical
    treatment of the
    topic. The
    paper does not
    meet the page
    length
    requirement.
    The paper does
    not meet the
    reference
    requirement.

    0 pts

    Not
    Present

    / 105
    pts

    Mechanics 45 to >40 pts

    Advanced

    Student demonstrated
    exemplary grammar,
    diction and APA
    formatting.

    40 to >37 pts

    Proficient

    Student
    demonstrated
    appropriate
    grammar, diction and
    APA formatting.

    37 to >22 pts

    Developing

    Student
    demonstrated
    average quality
    grammar, diction
    and APA
    formatting.

    22 to >0 pts

    Below
    Expectations

    Student
    demonstrated
    poor grammar,
    diction and APA
    formatting.

    0 pts

    Not
    Present

    / 45
    pts

    Total Points: 0

    Marriage Therapist Interview Grading Rubric | EDCO811_D01_202630

    **## Clinicalhandbookofcoupletherapy6thed.Chap.6.pdf**

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    **## WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart2.txt**

    Hi and welcome
    to part two of this short little series where we're looking
    at communication, decision making, and conflict resolution
    for couples. In part one, we laid
    out a little bit of some core, basic
    foundational principles. And we covered the first three ground rules as
    you're working with couples to help in
    these areas so they can have vibrant and
    healthy relationships. Before we move on
    and we're going to cover rules four through seven
    in this segment, I was thinking
    about expectations. And the reality is most
    husbands and wives, they fell in
    love with each other because
    they spent time, they got to know
    what they like, they didn't like two. Let me go back to my pens from that I used
    in the first one. If two couples,
    since they were far apart on almost
    everything in life, most people would not
    marry at that point. They, we're just not
    that compatible. The reality is
    that husbands and wives who get married because they've spent some time dating, courting, whatever,
    understood, Hey, there's some
    compatibility. There's some overlap. What happens is stress, the stress of life, financial stress,
    kids, whatever. It drives us to
    our comfort zones, it drives us to
    where we feel. No, this is really good. But the reality is overlap probably still exists. We just have to
    help couples find it when you're thinking about finding
    that overlap, when there's no
    understanding, like we've talked about that in rule number three. What happens is the game, if I can use that or
    the issue becomes not, let's figure
    out what to do, right, as a couple. That's not the process. It's not what's right, but it becomes
    who's right. When the game
    becomes who's right. By definition, there's
    a winner and a loser. Listen, basketball court
    win, lose is okay. Even an armed conflict or a war win, lose is okay. But in a marriage, win, lose is not a good deal. You have to figure out how to help couples figure out how to make it a win win, that's the goal. All right, Let's pick up with Rule number four. And remember,
    these rules are now geared a
    little bit toward helping couples stay
    on the path that hopefully you have
    guided them to. Rule number
    four says this. I will focus on resolving
    the issues and not attempt to make
    my spouse or the relationship
    the problem. What happens when people get angry or frustrated? Or if there is some
    history of that? After a while,
    spouses stop talking to the issue and they start
    attacking the person. And when we feel like
    we are being blamed, when we're being made out to be the problem again, what kind of posture
    do we get into? We get into a
    defensive posture. We want to run to
    the nearest foxhole, grab or grenade and launch it back at the
    other person. What happens is
    when couples focus on making
    the other person the problem for any
    length of time, it actually goes
    beyond that and the relationship itself
    becomes a problem. For example, it
    might be, oh, let's say the checkbook
    is never balanced or money's not
    always spent wisely. And so couples are
    fussing with each other about that
    issue, right? Checkbook is not
    balanced issue. And that becomes,
    you know what, you are a bad
    financial manager, see the shift from issue to you're the problem. And then after a while it becomes, you know what, We just don't have a
    good marriage here and the relationship
    becomes the problem. I tell couples, listen, don't ever let
    the relationship become the problem. Because when
    husbands and wives make the relationship
    the problem, what is the way they
    solve the problem? The relationship, and they think that
    ends the problem, which isn't
    always the case. Avoid making the
    relationship the problem. And you have to work at not making each
    other the problem. Defensiveness
    is a great clue that a couple is
    getting off track. If one or the other person feels overly defensive, that means they're
    feeling attacked. And that should be a clue to help
    the couple say, hey, you've gotten
    off track here, you've got to get back on the issue and make the
    issue the problem, not get into
    the blame game. Okay? Rule number five. I will give myself and my spouse permission
    to take a time out from the
    discussion when it's requested as I
    have a part two here. As long as I also give
    a time frame when we will resume our talking or our problem solving, it's not enough just to say I'm done
    and walk away. It happens though, right? Oh, husband and wife are fussing in
    the kitchen. Someone gets frustrated
    and they say, I don't want to talk
    about it anymore. They get up, they walk
    down the hallway, often with their
    husband or wife in tow, fussing at them
    right behind them. Don't walk away from me, we're not done talking. It takes it into
    the bedroom. Nothing ever gets solved. It's probably better to help them learn how
    to call the time out. Research says
    there's actually some benefit to
    the counting to ten because it gives
    a person a chance to get out of their
    gut for a minute. Get out of their
    emotions into the head, calm down, think, breathe, and all those
    kinds of things. But my time out
    rule has a part B. There must be a time in. In other words, it's no fair just to walk away. Think of basketball
    again for a moment. Let me use that
    as an example. In basketball, each team is given six time
    outs, a half, right? They get, I believe, two minute timeouts and
    three 22nd timeouts. If the coach or
    the player calls a timeout and the referee
    blows the whistle, the referee
    doesn't look over at the coach or
    player and go, I'm going to give you the short one this time. Coach no, you
    called the timeout. You instruct me,
    short or long. Same thing in a
    marriage, it's like, okay, you're asking for some time or some space. Great. You're calling
    the time out. You tell me what you need. I tell couples, listen, anything between
    about 15:20 minutes and one overnight, depending on when
    the fun starts, is probably a
    reasonable time out. I remember talking
    to a couple once, one of the spouses
    said, yeah, but the Bible
    says don't let the sun set on your anger. In other words,
    pushing back a little bit on
    the time out. And I said, listen, if the fireworks started
    at 11:00 at night, the sun's been
    down for 3 hours. Don't sweat it.
    It's probably smarter to get a
    good night's sleep. Think about it,
    pray about it. Settle down a little bit and try to
    pick it up in the morning over a cup of coffee
    or something. We have to help
    people call effective timeouts when
    they're overly tired. When you know
    you're about to say something that you're going to regret or do something or it
    gets emotional. Those are all good times to call the time out. We just have to help
    couples understand, they must call the
    time in as well. Okay? Rule number six. I will accept a
    neutral place and a neutral time that's
    mutually satisfactory in order to
    discuss the issues of the problems
    and not give one partner an unfair advantage over the other. Again, when we feel
    like the sides aren't even when
    it's not balanced, when it's not fair,
    what posture do people get into
    defensive mode? That's not what we want. And so you have to be careful about
    unbalancing. Listen, human nature often tries to seek
    the high ground. The, the advantage, right? That sometimes, oh,
    we'll bring a friend or a family member
    into the argument, hey, whose side
    are you on, or whatever the
    case might be. I tell couples don't fuss at each
    other in the car. It's not a neutral place. What are you going
    to do if someone wants to call a timeout? Jump. You know, it
    doesn't work that way. And I remember I had
    a client years ago who worked at one of the tunnels in the
    Virginia Beach, Hampton Roads area. He monitored all that
    and there's no sound, but the cameras
    pick up a lot. And of course, they're
    always looking for traffic that stopped
    for a flat tire, an accident or a car
    breakdown or something. He sees traffic building
    up in the tunnel. Finds the right camera, zoos in, can't
    hear anything. But he zooms in on the car that apparently is stuck, and he sees two people
    in the front seat that look like
    they're having a pretty heated argument. The woman was driving
    and they're waving hands and you could tell that somebody
    both shouting. She gets out of the car, slams the door in the
    middle of the tunnel, stands there for a minute, opens the door again, yells something
    and then slams the door and starts walking out of the tunnel. Not a neutral
    place, right? Not a neutral
    time. Don't do it when you're both
    angry, don't do it. When you're both upset, you find the best way
    and the best time to do it if you have
    small children. I'll illustrate this point because if you've
    been a parent and you've had that
    4567 year old that you have to have
    a little bit of a corrective
    conversation with. And you can sense that they're sort of resisting the jaw sticks out a little bit and they're
    just kind of like, no, we all have sense that as parents it's
    because of this rule. See, the child
    understands, The sides aren't even the parent is the giant. They have all
    the power, they have all the money. They have the car keys. And they know where the
    cookie jar is hidden. It's not fair.
    They're looking for a way to bring some balance back
    into the equation. That's why I tell parents
    of small children, if you have to have that conversation
    with your kid, I'll say go to their
    room and have it. Why? I know you're paying the rent
    or the mortgage, but they think it's
    their territory. And you'll
    actually see kids calm down a little bit. Or I'll say instead
    of towering above them, sit
    down on the bed. Or get down at eye level, because it takes away
    the height advantage. Human nature, I
    feel disadvantaged, so I get into a
    defensive posture. Um, adults, We're just more
    sophisticated about how we do it. But the principle
    remains and it's there. Okay, and then
    rule number seven, let's talk through that one before we wrap up. It says, I'll take
    ownership of and be completely accountable
    for my own feelings, thoughts, attitudes, behaviors without
    plain detective or blaming my spouse. This is difficult
    because when we're upset with our spouse
    or another person, we often want to
    say, what about you? Right? But as long
    as we're focused on what about you, right, the other person, what
    are we not tuned into or not willing to
    address what about me? It's pretty common
    that we have to help them turn
    that back into a place of accountability
    and responsibility. I said to a
    couple who were fussing and the husband, he was just a
    negative person in general,
    pretty critical. And I stopped the session. I looked at him,
    I said, listen, be careful about
    criticizing all of your
    wife's judgments. Look who she married. Are you telling her
    she made a poor choice in married? But I get it. Human nature wants
    to keep the focus out there because that's
    more comfortable, but that's not helpful. Let me give you a biblical
    example if I can. Do you remember
    post Resurrection, Jesus and Peter are having a little bit
    of fish breakfast. Although I can't say I've had fish for
    breakfast a lot, but it must be okay, culturally, they're
    having breakfast. Jesus is saying to
    Peter, do you love me? Remember that
    portion of scripture he asked him three times, do you love me,
    do you love me? And Peter, of course,
    says yes, yes, yes. It's his makeup
    test, right? He denied him three times. Now he's saying that he reaffirms his love in
    that conversation. If you read that
    portion of scripture, Jesus looks at
    Peter and he says, Peter, when you
    were young, you could go anywhere
    you wanted to, but when you grow old, you're going to
    be bound up and you're not going
    to be able to go where you want to go. The scripture even says that Jesus was speaking to Peter about what manner of death he was
    going to experience. Now, think about the
    conversation for a moment. They're having this
    very intimate, probably somewhat
    private conversation about his denials, reaffirming his love, and how he's going
    to be martyred. Do you remember
    Peter's response to Jesus in the moment? If you don't,
    let me quote it. Peter looked over at the disciple whom
    Jesus loved. John said, master.
    What about him? Do you see the human
    nature principle? What about him? Jesus,
    in essence said, and I'm paraphrasing,
    He said, Pete, tell you what? Right now we're
    talking about you, Why don't we stick with that Because he
    said to Peter, he said, What's
    that to you, Peter? You follow me. But human
    nature wants to go, but Lord, what
    about my wife? What about my hand? What about them? And God is often
    saying, yeah, let's talk about,
    what about you first? This next set of
    four rules, again, are to help a couple
    stay on track. When we have part three, we'll cover the
    last three rules and give a little
    wrap to this.

    **WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart3.txt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/watchtranscript-communicationdecisionmakingandconflictresolutionpart3-txt)

    **## Assignment-MarriageTherapistInterviewAssignmentInstructions.docx**

    EDCO 811

    **Marriage Therapist Interview Assignment Instructions**

    **Overview**

    Schedule and conduct an interview with a licensed marriage therapist or mental health professional. Analyze and discuss the merits and limitations of marriage counseling models and methods. The interview should also address theological perspectives.

    **Instructions**

    · Summarize and submit a 4-page summary of interview.

    · Excluding Title Page and References

    · Use current APA format.

    · Incorporate 3 references.

    · Use scholarly articles published within the last five years.

    · What is the therapist’s training and educational background, and how long has he or she been working with couples?

    · What are the 3 most commonly presented issues that are observed when couples come for counseling?

    · What theoretical orientations and/or models are primarily incorporated into the counseling process?

    · What are some specific tools and techniques the therapist utilizes in working with couples?

    · How does the therapist address/manage couples who are considering separation, divorce, and/or remarriage?

    · What role does faith play and how are biblical principles integrated with the counseling process?

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## MarriageTherapistInterviewGradingRubric.pdf**

    Criteria Ratings Points

    Content 105 to >96 pts

    Advanced

    All components as
    described in the
    assignment have been
    thoroughly addressed.
    Interview questions are
    sufficiently covered.
    Assertions are relevant
    and properly supported
    by evidence. The
    conclusion offers a
    good summary of
    issues treated in the
    paper and offers
    practical application.
    All required elements
    are included and
    presented with strong
    headings and
    organizational clarity.
    There are clear
    transitions between
    paragraphs and
    sections. The
    treatment of the topic
    is logically oriented.
    The paper meets the
    page length
    requirement. The
    paper meets the
    reference requirement.

    96 to >87 pts

    Proficient

    All components as
    described in the
    assignment have
    been addressed.
    Interview questions
    are covered.
    Assertions are
    mostly relevant and
    mostly supported by
    evidence. The
    conclusion offers a
    summary of issues
    treated in the paper
    and offers
    application. All
    required elements
    are included and
    organized. There are
    transitions between
    paragraphs and
    sections. The
    treatment of the topic
    is logically oriented.
    The paper meets the
    page length
    requirement or
    comes very close.
    The paper meets the
    reference
    requirement or
    comes very close.

    87 to >52 pts

    Developing

    Most components
    as described in the
    assignment have
    been addressed, or
    all components are
    present but need
    improvement.
    Some assertions
    are relevant and
    supported by
    evidence. The
    conclusion may
    need improvement.
    Most required
    elements are
    included and are
    mostly organized.
    Most paragraphs
    and sections have
    transitions. The
    logical treatment of
    the topic needs
    improvement. The
    paper may not
    meet the page
    length requirement.
    The paper may not
    meet the reference
    requirement.

    52 to >0 pts

    Below
    Expectations

    Few
    components as
    described in the
    assignment
    have been
    addressed, or
    all components
    are missing.
    The conclusion
    is weak or is
    not present in
    the paper. Few
    or no required
    elements are
    included. Few
    or no transitions
    exist between
    paragraphs and
    sections. There
    may not be a
    logical
    treatment of the
    topic. The
    paper does not
    meet the page
    length
    requirement.
    The paper does
    not meet the
    reference
    requirement.

    0 pts

    Not
    Present

    / 105
    pts

    Mechanics 45 to >40 pts

    Advanced

    Student demonstrated
    exemplary grammar,
    diction and APA
    formatting.

    40 to >37 pts

    Proficient

    Student
    demonstrated
    appropriate
    grammar, diction and
    APA formatting.

    37 to >22 pts

    Developing

    Student
    demonstrated
    average quality
    grammar, diction
    and APA
    formatting.

    22 to >0 pts

    Below
    Expectations

    Student
    demonstrated
    poor grammar,
    diction and APA
    formatting.

    0 pts

    Not
    Present

    / 45
    pts

    Total Points: 0

    Marriage Therapist Interview Grading Rubric | EDCO811_D01_202630

    **## Clinicalhandbookofcoupletherapy6thed.Chap.6.pdf**

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
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    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

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    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

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    permission. Violators will be prosecuted.

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    permission. Violators will be prosecuted.

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    permission. Violators will be prosecuted.

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    permission. Violators will be prosecuted.

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    permission. Violators will be prosecuted.

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    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

    Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior
    permission. Violators will be prosecuted.

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    permission. Violators will be prosecuted.

    **## WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart2.txt**

    Hi and welcome
    to part two of this short little series where we're looking
    at communication, decision making, and conflict resolution
    for couples. In part one, we laid
    out a little bit of some core, basic
    foundational principles. And we covered the first three ground rules as
    you're working with couples to help in
    these areas so they can have vibrant and
    healthy relationships. Before we move on
    and we're going to cover rules four through seven
    in this segment, I was thinking
    about expectations. And the reality is most
    husbands and wives, they fell in
    love with each other because
    they spent time, they got to know
    what they like, they didn't like two. Let me go back to my pens from that I used
    in the first one. If two couples,
    since they were far apart on almost
    everything in life, most people would not
    marry at that point. They, we're just not
    that compatible. The reality is
    that husbands and wives who get married because they've spent some time dating, courting, whatever,
    understood, Hey, there's some
    compatibility. There's some overlap. What happens is stress, the stress of life, financial stress,
    kids, whatever. It drives us to
    our comfort zones, it drives us to
    where we feel. No, this is really good. But the reality is overlap probably still exists. We just have to
    help couples find it when you're thinking about finding
    that overlap, when there's no
    understanding, like we've talked about that in rule number three. What happens is the game, if I can use that or
    the issue becomes not, let's figure
    out what to do, right, as a couple. That's not the process. It's not what's right, but it becomes
    who's right. When the game
    becomes who's right. By definition, there's
    a winner and a loser. Listen, basketball court
    win, lose is okay. Even an armed conflict or a war win, lose is okay. But in a marriage, win, lose is not a good deal. You have to figure out how to help couples figure out how to make it a win win, that's the goal. All right, Let's pick up with Rule number four. And remember,
    these rules are now geared a
    little bit toward helping couples stay
    on the path that hopefully you have
    guided them to. Rule number
    four says this. I will focus on resolving
    the issues and not attempt to make
    my spouse or the relationship
    the problem. What happens when people get angry or frustrated? Or if there is some
    history of that? After a while,
    spouses stop talking to the issue and they start
    attacking the person. And when we feel like
    we are being blamed, when we're being made out to be the problem again, what kind of posture
    do we get into? We get into a
    defensive posture. We want to run to
    the nearest foxhole, grab or grenade and launch it back at the
    other person. What happens is
    when couples focus on making
    the other person the problem for any
    length of time, it actually goes
    beyond that and the relationship itself
    becomes a problem. For example, it
    might be, oh, let's say the checkbook
    is never balanced or money's not
    always spent wisely. And so couples are
    fussing with each other about that
    issue, right? Checkbook is not
    balanced issue. And that becomes,
    you know what, you are a bad
    financial manager, see the shift from issue to you're the problem. And then after a while it becomes, you know what, We just don't have a
    good marriage here and the relationship
    becomes the problem. I tell couples, listen, don't ever let
    the relationship become the problem. Because when
    husbands and wives make the relationship
    the problem, what is the way they
    solve the problem? The relationship, and they think that
    ends the problem, which isn't
    always the case. Avoid making the
    relationship the problem. And you have to work at not making each
    other the problem. Defensiveness
    is a great clue that a couple is
    getting off track. If one or the other person feels overly defensive, that means they're
    feeling attacked. And that should be a clue to help
    the couple say, hey, you've gotten
    off track here, you've got to get back on the issue and make the
    issue the problem, not get into
    the blame game. Okay? Rule number five. I will give myself and my spouse permission
    to take a time out from the
    discussion when it's requested as I
    have a part two here. As long as I also give
    a time frame when we will resume our talking or our problem solving, it's not enough just to say I'm done
    and walk away. It happens though, right? Oh, husband and wife are fussing in
    the kitchen. Someone gets frustrated
    and they say, I don't want to talk
    about it anymore. They get up, they walk
    down the hallway, often with their
    husband or wife in tow, fussing at them
    right behind them. Don't walk away from me, we're not done talking. It takes it into
    the bedroom. Nothing ever gets solved. It's probably better to help them learn how
    to call the time out. Research says
    there's actually some benefit to
    the counting to ten because it gives
    a person a chance to get out of their
    gut for a minute. Get out of their
    emotions into the head, calm down, think, breathe, and all those
    kinds of things. But my time out
    rule has a part B. There must be a time in. In other words, it's no fair just to walk away. Think of basketball
    again for a moment. Let me use that
    as an example. In basketball, each team is given six time
    outs, a half, right? They get, I believe, two minute timeouts and
    three 22nd timeouts. If the coach or
    the player calls a timeout and the referee
    blows the whistle, the referee
    doesn't look over at the coach or
    player and go, I'm going to give you the short one this time. Coach no, you
    called the timeout. You instruct me,
    short or long. Same thing in a
    marriage, it's like, okay, you're asking for some time or some space. Great. You're calling
    the time out. You tell me what you need. I tell couples, listen, anything between
    about 15:20 minutes and one overnight, depending on when
    the fun starts, is probably a
    reasonable time out. I remember talking
    to a couple once, one of the spouses
    said, yeah, but the Bible
    says don't let the sun set on your anger. In other words,
    pushing back a little bit on
    the time out. And I said, listen, if the fireworks started
    at 11:00 at night, the sun's been
    down for 3 hours. Don't sweat it.
    It's probably smarter to get a
    good night's sleep. Think about it,
    pray about it. Settle down a little bit and try to
    pick it up in the morning over a cup of coffee
    or something. We have to help
    people call effective timeouts when
    they're overly tired. When you know
    you're about to say something that you're going to regret or do something or it
    gets emotional. Those are all good times to call the time out. We just have to help
    couples understand, they must call the
    time in as well. Okay? Rule number six. I will accept a
    neutral place and a neutral time that's
    mutually satisfactory in order to
    discuss the issues of the problems
    and not give one partner an unfair advantage over the other. Again, when we feel
    like the sides aren't even when
    it's not balanced, when it's not fair,
    what posture do people get into
    defensive mode? That's not what we want. And so you have to be careful about
    unbalancing. Listen, human nature often tries to seek
    the high ground. The, the advantage, right? That sometimes, oh,
    we'll bring a friend or a family member
    into the argument, hey, whose side
    are you on, or whatever the
    case might be. I tell couples don't fuss at each
    other in the car. It's not a neutral place. What are you going
    to do if someone wants to call a timeout? Jump. You know, it
    doesn't work that way. And I remember I had
    a client years ago who worked at one of the tunnels in the
    Virginia Beach, Hampton Roads area. He monitored all that
    and there's no sound, but the cameras
    pick up a lot. And of course, they're
    always looking for traffic that stopped
    for a flat tire, an accident or a car
    breakdown or something. He sees traffic building
    up in the tunnel. Finds the right camera, zoos in, can't
    hear anything. But he zooms in on the car that apparently is stuck, and he sees two people
    in the front seat that look like
    they're having a pretty heated argument. The woman was driving
    and they're waving hands and you could tell that somebody
    both shouting. She gets out of the car, slams the door in the
    middle of the tunnel, stands there for a minute, opens the door again, yells something
    and then slams the door and starts walking out of the tunnel. Not a neutral
    place, right? Not a neutral
    time. Don't do it when you're both
    angry, don't do it. When you're both upset, you find the best way
    and the best time to do it if you have
    small children. I'll illustrate this point because if you've
    been a parent and you've had that
    4567 year old that you have to have
    a little bit of a corrective
    conversation with. And you can sense that they're sort of resisting the jaw sticks out a little bit and they're
    just kind of like, no, we all have sense that as parents it's
    because of this rule. See, the child
    understands, The sides aren't even the parent is the giant. They have all
    the power, they have all the money. They have the car keys. And they know where the
    cookie jar is hidden. It's not fair.
    They're looking for a way to bring some balance back
    into the equation. That's why I tell parents
    of small children, if you have to have that conversation
    with your kid, I'll say go to their
    room and have it. Why? I know you're paying the rent
    or the mortgage, but they think it's
    their territory. And you'll
    actually see kids calm down a little bit. Or I'll say instead
    of towering above them, sit
    down on the bed. Or get down at eye level, because it takes away
    the height advantage. Human nature, I
    feel disadvantaged, so I get into a
    defensive posture. Um, adults, We're just more
    sophisticated about how we do it. But the principle
    remains and it's there. Okay, and then
    rule number seven, let's talk through that one before we wrap up. It says, I'll take
    ownership of and be completely accountable
    for my own feelings, thoughts, attitudes, behaviors without
    plain detective or blaming my spouse. This is difficult
    because when we're upset with our spouse
    or another person, we often want to
    say, what about you? Right? But as long
    as we're focused on what about you, right, the other person, what
    are we not tuned into or not willing to
    address what about me? It's pretty common
    that we have to help them turn
    that back into a place of accountability
    and responsibility. I said to a
    couple who were fussing and the husband, he was just a
    negative person in general,
    pretty critical. And I stopped the session. I looked at him,
    I said, listen, be careful about
    criticizing all of your
    wife's judgments. Look who she married. Are you telling her
    she made a poor choice in married? But I get it. Human nature wants
    to keep the focus out there because that's
    more comfortable, but that's not helpful. Let me give you a biblical
    example if I can. Do you remember
    post Resurrection, Jesus and Peter are having a little bit
    of fish breakfast. Although I can't say I've had fish for
    breakfast a lot, but it must be okay, culturally, they're
    having breakfast. Jesus is saying to
    Peter, do you love me? Remember that
    portion of scripture he asked him three times, do you love me,
    do you love me? And Peter, of course,
    says yes, yes, yes. It's his makeup
    test, right? He denied him three times. Now he's saying that he reaffirms his love in
    that conversation. If you read that
    portion of scripture, Jesus looks at
    Peter and he says, Peter, when you
    were young, you could go anywhere
    you wanted to, but when you grow old, you're going to
    be bound up and you're not going
    to be able to go where you want to go. The scripture even says that Jesus was speaking to Peter about what manner of death he was
    going to experience. Now, think about the
    conversation for a moment. They're having this
    very intimate, probably somewhat
    private conversation about his denials, reaffirming his love, and how he's going
    to be martyred. Do you remember
    Peter's response to Jesus in the moment? If you don't,
    let me quote it. Peter looked over at the disciple whom
    Jesus loved. John said, master.
    What about him? Do you see the human
    nature principle? What about him? Jesus,
    in essence said, and I'm paraphrasing,
    He said, Pete, tell you what? Right now we're
    talking about you, Why don't we stick with that Because he
    said to Peter, he said, What's
    that to you, Peter? You follow me. But human
    nature wants to go, but Lord, what
    about my wife? What about my hand? What about them? And God is often
    saying, yeah, let's talk about,
    what about you first? This next set of
    four rules, again, are to help a couple
    stay on track. When we have part three, we'll cover the
    last three rules and give a little
    wrap to this.

    **WatchTranscript-CommunicationDecisionMakingAndConflictResolutionPart3.txt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/watchtranscript-communicationdecisionmakingandconflictresolutionpart3-txt)

  • [Solved] LP737-L1 week 8

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    https://www.youtube.com/watch?v=rHnNRKU1tVM **files (7)** – ## AIReadingsVisualizations_LP737-L1_AdultDevelopmentalPsychology.pdf – ## Topic_Week8-LIVEQuadDiscussion.pdf – ## ActivityE_DiagnoseanOrganization.pdf – ## LP737Week8_OrgCultureandAdultDevelopment_LP737-L1_AdultDevelopmentalPsycholo…

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    https://www.youtube.com/watch?v=rHnNRKU1tVM

    **files (7)**

    – ## AIReadingsVisualizations_LP737-L1_AdultDevelopmentalPsychology.pdf

    – ## Topic_Week8-LIVEQuadDiscussion.pdf

    – ## ActivityE_DiagnoseanOrganization.pdf

    – ## LP737Week8_OrgCultureandAdultDevelopment_LP737-L1_AdultDevelopmentalPsychology.pdf

    – Screenshot2026-07-07at6.24.56PM.png
    – Screenshot2026-07-07at6.25.04PM.png
    – LP737-L7v.3-OrganizationalCultureandAdultDevelopment.pptx

    **## AIReadingsVisualizations_LP737-L1_AdultDevelopmentalPsychology.pdf**

    AI Readings Visualizations
    The visuals for Week 8:

    Version 1 (Perplexity)

    Version 2 (ChatGPT Plus)

    Version 3 (ChatGPT Plus)

    **## Topic_Week8-LIVEQuadDiscussion.pdf**

    Hi Everyone!

    In this week's discussion board, we explore how organizational structure, culture, and lifecycle
    stages shape effectiveness and development in practice.  Click here for your quad
    assignment. (https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-
    vnHrNLh_7s/edit?usp=sharing)

    In your live quad virtual calls, discuss the following (30-45 minute live video call):

    Things to consider during this call.  Think critically about what the theorists are saying.  Be
    sure to incorporate readings in your discussion.

    1.  Kegan & Lahey argue that most organizations have a hidden competing commitment that
    limits development.

    What might be an example of a hidden competing commitment in an organization you
    know?

    How does this undermine the idea of culture truly functioning as strategy?

    2.  Reflect on the three dimensions: developmental aspirations, developmental practices, and
    developmental community.

    Which of these is most difficult for organizations to authentically implement?

    Where do you see partial or superficial adoption vs. full integration?

    3. Quinn & Cameron highlight that effectiveness shifts (e.g., innovation – cohesion – efficiency –
    adaptability).

    Which stage do organizations tend to overvalue today?

    [https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

    [https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

    [https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

    **## ActivityE_DiagnoseanOrganization.pdf**

    Activity E: Diagnose an Organization
    7/12/2026

    6 Points Possible

    Add Comment

    Details

    Overview

    We've explored LaLoux's take on how developmental levels or stages can appear in organizational culture. This assignment is
    an opportunity to go find an organization and see if you can determine at what level it is operating, using LaLoux's levels, then
    tell us about it–showing what level you think it demonstrates using some kind of evidence (either things you've found
    published or online, things you've heard from a reliable source, or things you've experienced).

    Sift through all the organizations you know about or could find out about and do the following:

    1. Select an organization for which you can find some evidence that lets you guess at what level their culture might be
    operating.

    2. Describe the organization.
    3. Explain what LaLoux level you think they are operating at, using the evidence you've gathered, and being sure also

    to describe (in your own words) how the LaLoux level works.
    4. Note: Avoid the organizations LaLoux uses as his examples and try to find your own!

    Slide Format

    1-3 slides in the [Shared Google Presentation] (link provided). Shared Google Presentation linked Here
    (https://docs.google.com/presentation/d/1s9tXByC2QSCb0dkrzjE5fcMLBhOqbpdo1a_fRb6E790/edit?slide=id.p#slide=id.p)
    IMPORTANT: Put your name on each slide
    Design your slides creatively—use images, colors, or layouts that help convey something about your source or are just fun
    and expressive.
    Do not edit others’ slides—only add your own.
    Save a backup (e.g., screenshot) in case of accidental changes.

    Guidance & Expectations

    This is a chance to try your hand at assessing organizational culture a little bit — but as usual, no "perfect" answer exists,
    so feel free to take a little risk.
    Start again like a curious private investigator—where are places you could find information about a company's culture?
    What organizations are you familiar with?
    You may have thought of some companies immediately when you read LaLoux's level descriptions: that may provide you
    with a direction. There may be companies or organizations you have always followed (or conversely, avoided)? Those might
    be good candidates.
    Need help? Ask for feedback if unsure—we’re here to support you!

    This assignment is meant to be low-pressure and engaging. Trust your insights—you know discover more than you think!

    ASSIGNMENT: 6 POINTS TOTAL – to earn full points, follow the rubric below:

    1.Select and describe an organization for which you can find some evidence that lets you guess at what level their
    culture might be operating. (1 points)

    Clearly identifies and describes an organization in sufficient detail for the reader to understand the organizational context.

    [https://docs.google.com/presentation/d/1s9tXByC2QSCb0dkrzjE5fcMLBhOqbpdo1a_fRb6E790/edit?slide=id.p#slide=id.p](https://docs.google.com/presentation/d/1s9tXByC2QSCb0dkrzjE5fcMLBhOqbpdo1a_fRb6E790/edit?slide=id.p#slide=id.p)

    [https://docs.google.com/presentation/d/1s9tXByC2QSCb0dkrzjE5fcMLBhOqbpdo1a_fRb6E790/edit?slide=id.p#slide=id.p](https://docs.google.com/presentation/d/1s9tXByC2QSCb0dkrzjE5fcMLBhOqbpdo1a_fRb6E790/edit?slide=id.p#slide=id.p)

    2. Explain what LaLoux level you think they are operating at, using the evidence you've gathered, and being sure also to
    describe (in your own words) the LaLoux level. (3 points)

    Identifies what LaLoux level the organization is operating at
    Uses evidence to support the selection of the level
    Describes the LaLoux level well enough that the comparison seems valid

    3.  Discuss the relationship between the organization's LaLoux level and it's effectiveness. (1 point)

    Is the organization's LaLoux level well matched to it's objectives?
    Is there a different level that might lead to greater effectiveness?

    4. Extra Credit: Unexpected or unique answer (1 point)

    Choice pleasantly shocks the teachers with its awesome creativity, unexpected location, uniqueness, or suitability
    (subjective grading on this one)

    5. Creativity & Presentation (1 point)

    Slides are visually engaging, well-organized, and demonstrate creativity in design (e.g., images, thoughtful layout).

    View Rubric

    Some Rubric

    Criteria Comments Points

    Select and describe an
    organization

    view longer description

    Comment /2 pts

    Explain LaLoux level

    view longer description
    Comment /3 pts

    Extra Credit: Unexpected or
    unique answer

    view longer description

    Comment /0 pts

    Creativity & Presentation

    view longer description
    Comment /1 pts

    Previous

    (https://canvas.williamjames.edu/courses/10838/modules/items/467060)

    Next

    (https://canvas.williamjames.edu/courses/10838/modules/items/

    [https://canvas.williamjames.edu/courses/10838/modules/items/467060](https://canvas.williamjames.edu/courses/10838/modules/items/467060)

    [https://canvas.williamjames.edu/courses/10838/modules/items/467332](https://canvas.williamjames.edu/courses/10838/modules/items/467332)

    **## LP737Week8_OrgCultureandAdultDevelopment_LP737-L1_AdultDevelopmentalPsychology.pdf**

    LP737 Week 8: Org Culture and Adult
    Development

    Overview
    This week we shift our focus from individual development to organizations — specifically how the structure and
    culture of organizations both influences and is influenced by the developmental levels of their members. We'll
    explore typical organizational structures and cultures associated with each developmental level, and also learn
    about "deliberately developmental organizations." We'll also begin exploring whether and how the
    developmental lens we have been using to study individuals can also be usefully applied to groups and
    organizations.

    Readings
    Links to electronic versions of the required readings are in a Google folder here
    (https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing) .

    Required

    1. LaLoux, F. (2014) Chap. 1.1 “Changing Paradigms: Past and Present Organizational Models,” in
    Reinventing Organizations, pp. 13-36.

    2. Kegan, R. & Lahey, L. (2016) An Everyone Culture: Becoming a Deliberately Developmental
    Organization (http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?
    direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1) , “Introduction:
    Culture as Strategy,” pp. 1-10, and Chap. 1, “Meet the DDO’s,” pp.11-56. (Links to library for access to
    eBook)

    3. Quinn and Cameron (1983), “Organizational Lifecycles and Shifting Criteria of Effectiveness,” Journal of
    Management Science, Vol. 29, No. 1, pp. 33-51.

    4. Next Jump. (2016). Next Jump as a Deliberately Developmental Organization. [Video].
    https://www.youtube.com/watch?v=rHnNRKU1tVM (https://www.youtube.com/watch?v=rHnNRKU1tVM)

    Optional Reading

    Bugenhagen, M.J. & Barbuto, J. E. (2012). Testing the Developmental Nature of Work Motivation Using
    Kegan’s Constructive-Development Theory
    Kegan, R., Lahey, L., Fleming, A., & Miller, M. (2014). Making business personal. Harvard Business Review,
    92(4), 44-52.

    Lectures and Videos

    [https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing](https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing)

    [https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing](https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing)

    [https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing](https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing)

    [https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing](https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing)

    [http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1](http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1)

    [http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1](http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1)

    [http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1](http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1)

    [http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1](http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1)

    [http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1](http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1)

    [https://www.youtube.com/watch?v=rHnNRKU1tVM](https://www.youtube.com/watch?v=rHnNRKU1tVM)

    [https://www.youtube.com/watch?v=rHnNRKU1tVM](https://www.youtube.com/watch?v=rHnNRKU1tVM)

    [https://www.youtube.com/watch?v=rHnNRKU1tVM](https://www.youtube.com/watch?v=rHnNRKU1tVM)

    LP737 – L7v.3 – Organizational Culture and Adult Development.pptx
    (https://canvas.williamjames.edu/courses/10838/files/1004953/download?wrap=1)
    (https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1)

    Next Jump

    Next Jump as a Deliberately Developmental OrganizationNext Jump as a Deliberately Developmental Organization

    Watch on

    [https://canvas.williamjames.edu/courses/10838/files/1004953/download?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004953/download?wrap=1)

    [https://canvas.williamjames.edu/courses/10838/files/1004953/download?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004953/download?wrap=1)

    [https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1)

    [https://www.youtube.com/channel/UClxt05oUbYNWQTfhDw5G7qA](https://www.youtube.com/channel/UClxt05oUbYNWQTfhDw5G7qA)

    [https://www.youtube.com/channel/UClxt05oUbYNWQTfhDw5G7qA](https://www.youtube.com/channel/UClxt05oUbYNWQTfhDw5G7qA)

    [https://www.youtube.com/watch?v=rHnNRKU1tVM](https://www.youtube.com/watch?v=rHnNRKU1tVM)

    [https://www.youtube.com/watch?v=rHnNRKU1tVM](https://www.youtube.com/watch?v=rHnNRKU1tVM)

    Note: OK to skim last 30 minutes of this DDO video. [Note to the very observant: "Where's Bill?" in the first
    couple of the minutes of the video, if you look closely at the front row on the left side up right by the stage, you
    will see a big bald head. That is me!! 🙂 Next to me is a blond haired guy with reading glasses on his head —
    Peter Senge. My oh so brief brush with greatness!! 🙂 Dave was also present but out of the frame, sadly.]

    **Screenshot2026-07-07at6.24.56PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-07-07at6-24-56pm-png)

    **Screenshot2026-07-07at6.25.04PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-07-07at6-25-04pm-png)

    **LP737-L7v.3-OrganizationalCultureandAdultDevelopment.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lp737-l7v-3-organizationalcultureandadultdevelopment-pptx)

    **LP737-L7v.3-OrganizationalCultureandAdultDevelopment.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lp737-l7v-3-organizationalcultureandadultdevelopment-pptx)

    **## AIReadingsVisualizations_LP737-L1_AdultDevelopmentalPsychology.pdf**

    AI Readings Visualizations
    The visuals for Week 8:

    Version 1 (Perplexity)

    Version 2 (ChatGPT Plus)

    Version 3 (ChatGPT Plus)

    **## Topic_Week8-LIVEQuadDiscussion.pdf**

    Hi Everyone!

    In this week's discussion board, we explore how organizational structure, culture, and lifecycle
    stages shape effectiveness and development in practice.  Click here for your quad
    assignment. (https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-
    vnHrNLh_7s/edit?usp=sharing)

    In your live quad virtual calls, discuss the following (30-45 minute live video call):

    Things to consider during this call.  Think critically about what the theorists are saying.  Be
    sure to incorporate readings in your discussion.

    1.  Kegan & Lahey argue that most organizations have a hidden competing commitment that
    limits development.

    What might be an example of a hidden competing commitment in an organization you
    know?

    How does this undermine the idea of culture truly functioning as strategy?

    2.  Reflect on the three dimensions: developmental aspirations, developmental practices, and
    developmental community.

    Which of these is most difficult for organizations to authentically implement?

    Where do you see partial or superficial adoption vs. full integration?

    3. Quinn & Cameron highlight that effectiveness shifts (e.g., innovation – cohesion – efficiency –
    adaptability).

    Which stage do organizations tend to overvalue today?

    [https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

    [https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

    [https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

    **## ActivityE_DiagnoseanOrganization.pdf**

    Activity E: Diagnose an Organization
    7/12/2026

    6 Points Possible

    Add Comment

    Details

    Overview

    We've explored LaLoux's take on how developmental levels or stages can appear in organizational culture. This assignment is
    an opportunity to go find an organization and see if you can determine at what level it is operating, using LaLoux's levels, then
    tell us about it–showing what level you think it demonstrates using some kind of evidence (either things you've found
    published or online, things you've heard from a reliable source, or things you've experienced).

    Sift through all the organizations you know about or could find out about and do the following:

    1. Select an organization for which you can find some evidence that lets you guess at what level their culture might be
    operating.

    2. Describe the organization.
    3. Explain what LaLoux level you think they are operating at, using the evidence you've gathered, and being sure also

    to describe (in your own words) how the LaLoux level works.
    4. Note: Avoid the organizations LaLoux uses as his examples and try to find your own!

    Slide Format

    1-3 slides in the [Shared Google Presentation] (link provided). Shared Google Presentation linked Here
    (https://docs.google.com/presentation/d/1s9tXByC2QSCb0dkrzjE5fcMLBhOqbpdo1a_fRb6E790/edit?slide=id.p#slide=id.p)
    IMPORTANT: Put your name on each slide
    Design your slides creatively—use images, colors, or layouts that help convey something about your source or are just fun
    and expressive.
    Do not edit others’ slides—only add your own.
    Save a backup (e.g., screenshot) in case of accidental changes.

    Guidance & Expectations

    This is a chance to try your hand at assessing organizational culture a little bit — but as usual, no "perfect" answer exists,
    so feel free to take a little risk.
    Start again like a curious private investigator—where are places you could find information about a company's culture?
    What organizations are you familiar with?
    You may have thought of some companies immediately when you read LaLoux's level descriptions: that may provide you
    with a direction. There may be companies or organizations you have always followed (or conversely, avoided)? Those might
    be good candidates.
    Need help? Ask for feedback if unsure—we’re here to support you!

    This assignment is meant to be low-pressure and engaging. Trust your insights—you know discover more than you think!

    ASSIGNMENT: 6 POINTS TOTAL – to earn full points, follow the rubric below:

    1.Select and describe an organization for which you can find some evidence that lets you guess at what level their
    culture might be operating. (1 points)

    Clearly identifies and describes an organization in sufficient detail for the reader to understand the organizational context.

    [https://docs.google.com/presentation/d/1s9tXByC2QSCb0dkrzjE5fcMLBhOqbpdo1a_fRb6E790/edit?slide=id.p#slide=id.p](https://docs.google.com/presentation/d/1s9tXByC2QSCb0dkrzjE5fcMLBhOqbpdo1a_fRb6E790/edit?slide=id.p#slide=id.p)

    [https://docs.google.com/presentation/d/1s9tXByC2QSCb0dkrzjE5fcMLBhOqbpdo1a_fRb6E790/edit?slide=id.p#slide=id.p](https://docs.google.com/presentation/d/1s9tXByC2QSCb0dkrzjE5fcMLBhOqbpdo1a_fRb6E790/edit?slide=id.p#slide=id.p)

    2. Explain what LaLoux level you think they are operating at, using the evidence you've gathered, and being sure also to
    describe (in your own words) the LaLoux level. (3 points)

    Identifies what LaLoux level the organization is operating at
    Uses evidence to support the selection of the level
    Describes the LaLoux level well enough that the comparison seems valid

    3.  Discuss the relationship between the organization's LaLoux level and it's effectiveness. (1 point)

    Is the organization's LaLoux level well matched to it's objectives?
    Is there a different level that might lead to greater effectiveness?

    4. Extra Credit: Unexpected or unique answer (1 point)

    Choice pleasantly shocks the teachers with its awesome creativity, unexpected location, uniqueness, or suitability
    (subjective grading on this one)

    5. Creativity & Presentation (1 point)

    Slides are visually engaging, well-organized, and demonstrate creativity in design (e.g., images, thoughtful layout).

    View Rubric

    Some Rubric

    Criteria Comments Points

    Select and describe an
    organization

    view longer description

    Comment /2 pts

    Explain LaLoux level

    view longer description
    Comment /3 pts

    Extra Credit: Unexpected or
    unique answer

    view longer description

    Comment /0 pts

    Creativity & Presentation

    view longer description
    Comment /1 pts

    Previous

    (https://canvas.williamjames.edu/courses/10838/modules/items/467060)

    Next

    (https://canvas.williamjames.edu/courses/10838/modules/items/

    [https://canvas.williamjames.edu/courses/10838/modules/items/467060](https://canvas.williamjames.edu/courses/10838/modules/items/467060)

    [https://canvas.williamjames.edu/courses/10838/modules/items/467332](https://canvas.williamjames.edu/courses/10838/modules/items/467332)

    **## LP737Week8_OrgCultureandAdultDevelopment_LP737-L1_AdultDevelopmentalPsychology.pdf**

    LP737 Week 8: Org Culture and Adult
    Development

    Overview
    This week we shift our focus from individual development to organizations — specifically how the structure and
    culture of organizations both influences and is influenced by the developmental levels of their members. We'll
    explore typical organizational structures and cultures associated with each developmental level, and also learn
    about "deliberately developmental organizations." We'll also begin exploring whether and how the
    developmental lens we have been using to study individuals can also be usefully applied to groups and
    organizations.

    Readings
    Links to electronic versions of the required readings are in a Google folder here
    (https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing) .

    Required

    1. LaLoux, F. (2014) Chap. 1.1 “Changing Paradigms: Past and Present Organizational Models,” in
    Reinventing Organizations, pp. 13-36.

    2. Kegan, R. & Lahey, L. (2016) An Everyone Culture: Becoming a Deliberately Developmental
    Organization (http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?
    direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1) , “Introduction:
    Culture as Strategy,” pp. 1-10, and Chap. 1, “Meet the DDO’s,” pp.11-56. (Links to library for access to
    eBook)

    3. Quinn and Cameron (1983), “Organizational Lifecycles and Shifting Criteria of Effectiveness,” Journal of
    Management Science, Vol. 29, No. 1, pp. 33-51.

    4. Next Jump. (2016). Next Jump as a Deliberately Developmental Organization. [Video].
    https://www.youtube.com/watch?v=rHnNRKU1tVM (https://www.youtube.com/watch?v=rHnNRKU1tVM)

    Optional Reading

    Bugenhagen, M.J. & Barbuto, J. E. (2012). Testing the Developmental Nature of Work Motivation Using
    Kegan’s Constructive-Development Theory
    Kegan, R., Lahey, L., Fleming, A., & Miller, M. (2014). Making business personal. Harvard Business Review,
    92(4), 44-52.

    Lectures and Videos

    [https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing](https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing)

    [https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing](https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing)

    [https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing](https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing)

    [https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing](https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing)

    [http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1](http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1)

    [http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1](http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1)

    [http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1](http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1)

    [http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1](http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1)

    [http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1](http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1)

    [https://www.youtube.com/watch?v=rHnNRKU1tVM](https://www.youtube.com/watch?v=rHnNRKU1tVM)

    [https://www.youtube.com/watch?v=rHnNRKU1tVM](https://www.youtube.com/watch?v=rHnNRKU1tVM)

    [https://www.youtube.com/watch?v=rHnNRKU1tVM](https://www.youtube.com/watch?v=rHnNRKU1tVM)

    LP737 – L7v.3 – Organizational Culture and Adult Development.pptx
    (https://canvas.williamjames.edu/courses/10838/files/1004953/download?wrap=1)
    (https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1)

    Next Jump

    Next Jump as a Deliberately Developmental OrganizationNext Jump as a Deliberately Developmental Organization

    Watch on

    [https://canvas.williamjames.edu/courses/10838/files/1004953/download?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004953/download?wrap=1)

    [https://canvas.williamjames.edu/courses/10838/files/1004953/download?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004953/download?wrap=1)

    [https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1)

    [https://www.youtube.com/channel/UClxt05oUbYNWQTfhDw5G7qA](https://www.youtube.com/channel/UClxt05oUbYNWQTfhDw5G7qA)

    [https://www.youtube.com/channel/UClxt05oUbYNWQTfhDw5G7qA](https://www.youtube.com/channel/UClxt05oUbYNWQTfhDw5G7qA)

    [https://www.youtube.com/watch?v=rHnNRKU1tVM](https://www.youtube.com/watch?v=rHnNRKU1tVM)

    [https://www.youtube.com/watch?v=rHnNRKU1tVM](https://www.youtube.com/watch?v=rHnNRKU1tVM)

    Note: OK to skim last 30 minutes of this DDO video. [Note to the very observant: "Where's Bill?" in the first
    couple of the minutes of the video, if you look closely at the front row on the left side up right by the stage, you
    will see a big bald head. That is me!! 🙂 Next to me is a blond haired guy with reading glasses on his head —
    Peter Senge. My oh so brief brush with greatness!! 🙂 Dave was also present but out of the frame, sadly.]

    **Screenshot2026-07-07at6.24.56PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-07-07at6-24-56pm-png)

    **Screenshot2026-07-07at6.25.04PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-07-07at6-25-04pm-png)

    **LP737-L7v.3-OrganizationalCultureandAdultDevelopment.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lp737-l7v-3-organizationalcultureandadultdevelopment-pptx)

    **## AIReadingsVisualizations_LP737-L1_AdultDevelopmentalPsychology.pdf**

    AI Readings Visualizations
    The visuals for Week 8:

    Version 1 (Perplexity)

    Version 2 (ChatGPT Plus)

    Version 3 (ChatGPT Plus)

    **## Topic_Week8-LIVEQuadDiscussion.pdf**

    Hi Everyone!

    In this week's discussion board, we explore how organizational structure, culture, and lifecycle
    stages shape effectiveness and development in practice.  Click here for your quad
    assignment. (https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-
    vnHrNLh_7s/edit?usp=sharing)

    In your live quad virtual calls, discuss the following (30-45 minute live video call):

    Things to consider during this call.  Think critically about what the theorists are saying.  Be
    sure to incorporate readings in your discussion.

    1.  Kegan & Lahey argue that most organizations have a hidden competing commitment that
    limits development.

    What might be an example of a hidden competing commitment in an organization you
    know?

    How does this undermine the idea of culture truly functioning as strategy?

    2.  Reflect on the three dimensions: developmental aspirations, developmental practices, and
    developmental community.

    Which of these is most difficult for organizations to authentically implement?

    Where do you see partial or superficial adoption vs. full integration?

    3. Quinn & Cameron highlight that effectiveness shifts (e.g., innovation – cohesion – efficiency –
    adaptability).

    Which stage do organizations tend to overvalue today?

    [https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

    [https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

    [https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing](https://docs.google.com/spreadsheets/d/1Ul7Vod8xxB4O7FXuRCgp6GrmcKkmfDWs-vnHrNLh_7s/edit?usp=sharing)

    **## ActivityE_DiagnoseanOrganization.pdf**

    Activity E: Diagnose an Organization
    7/12/2026

    6 Points Possible

    Add Comment

    Details

    Overview

    We've explored LaLoux's take on how developmental levels or stages can appear in organizational culture. This assignment is
    an opportunity to go find an organization and see if you can determine at what level it is operating, using LaLoux's levels, then
    tell us about it–showing what level you think it demonstrates using some kind of evidence (either things you've found
    published or online, things you've heard from a reliable source, or things you've experienced).

    Sift through all the organizations you know about or could find out about and do the following:

    1. Select an organization for which you can find some evidence that lets you guess at what level their culture might be
    operating.

    2. Describe the organization.
    3. Explain what LaLoux level you think they are operating at, using the evidence you've gathered, and being sure also

    to describe (in your own words) how the LaLoux level works.
    4. Note: Avoid the organizations LaLoux uses as his examples and try to find your own!

    Slide Format

    1-3 slides in the [Shared Google Presentation] (link provided). Shared Google Presentation linked Here
    (https://docs.google.com/presentation/d/1s9tXByC2QSCb0dkrzjE5fcMLBhOqbpdo1a_fRb6E790/edit?slide=id.p#slide=id.p)
    IMPORTANT: Put your name on each slide
    Design your slides creatively—use images, colors, or layouts that help convey something about your source or are just fun
    and expressive.
    Do not edit others’ slides—only add your own.
    Save a backup (e.g., screenshot) in case of accidental changes.

    Guidance & Expectations

    This is a chance to try your hand at assessing organizational culture a little bit — but as usual, no "perfect" answer exists,
    so feel free to take a little risk.
    Start again like a curious private investigator—where are places you could find information about a company's culture?
    What organizations are you familiar with?
    You may have thought of some companies immediately when you read LaLoux's level descriptions: that may provide you
    with a direction. There may be companies or organizations you have always followed (or conversely, avoided)? Those might
    be good candidates.
    Need help? Ask for feedback if unsure—we’re here to support you!

    This assignment is meant to be low-pressure and engaging. Trust your insights—you know discover more than you think!

    ASSIGNMENT: 6 POINTS TOTAL – to earn full points, follow the rubric below:

    1.Select and describe an organization for which you can find some evidence that lets you guess at what level their
    culture might be operating. (1 points)

    Clearly identifies and describes an organization in sufficient detail for the reader to understand the organizational context.

    [https://docs.google.com/presentation/d/1s9tXByC2QSCb0dkrzjE5fcMLBhOqbpdo1a_fRb6E790/edit?slide=id.p#slide=id.p](https://docs.google.com/presentation/d/1s9tXByC2QSCb0dkrzjE5fcMLBhOqbpdo1a_fRb6E790/edit?slide=id.p#slide=id.p)

    [https://docs.google.com/presentation/d/1s9tXByC2QSCb0dkrzjE5fcMLBhOqbpdo1a_fRb6E790/edit?slide=id.p#slide=id.p](https://docs.google.com/presentation/d/1s9tXByC2QSCb0dkrzjE5fcMLBhOqbpdo1a_fRb6E790/edit?slide=id.p#slide=id.p)

    2. Explain what LaLoux level you think they are operating at, using the evidence you've gathered, and being sure also to
    describe (in your own words) the LaLoux level. (3 points)

    Identifies what LaLoux level the organization is operating at
    Uses evidence to support the selection of the level
    Describes the LaLoux level well enough that the comparison seems valid

    3.  Discuss the relationship between the organization's LaLoux level and it's effectiveness. (1 point)

    Is the organization's LaLoux level well matched to it's objectives?
    Is there a different level that might lead to greater effectiveness?

    4. Extra Credit: Unexpected or unique answer (1 point)

    Choice pleasantly shocks the teachers with its awesome creativity, unexpected location, uniqueness, or suitability
    (subjective grading on this one)

    5. Creativity & Presentation (1 point)

    Slides are visually engaging, well-organized, and demonstrate creativity in design (e.g., images, thoughtful layout).

    View Rubric

    Some Rubric

    Criteria Comments Points

    Select and describe an
    organization

    view longer description

    Comment /2 pts

    Explain LaLoux level

    view longer description
    Comment /3 pts

    Extra Credit: Unexpected or
    unique answer

    view longer description

    Comment /0 pts

    Creativity & Presentation

    view longer description
    Comment /1 pts

    Previous

    (https://canvas.williamjames.edu/courses/10838/modules/items/467060)

    Next

    (https://canvas.williamjames.edu/courses/10838/modules/items/

    [https://canvas.williamjames.edu/courses/10838/modules/items/467060](https://canvas.williamjames.edu/courses/10838/modules/items/467060)

    [https://canvas.williamjames.edu/courses/10838/modules/items/467332](https://canvas.williamjames.edu/courses/10838/modules/items/467332)

    **## LP737Week8_OrgCultureandAdultDevelopment_LP737-L1_AdultDevelopmentalPsychology.pdf**

    LP737 Week 8: Org Culture and Adult
    Development

    Overview
    This week we shift our focus from individual development to organizations — specifically how the structure and
    culture of organizations both influences and is influenced by the developmental levels of their members. We'll
    explore typical organizational structures and cultures associated with each developmental level, and also learn
    about "deliberately developmental organizations." We'll also begin exploring whether and how the
    developmental lens we have been using to study individuals can also be usefully applied to groups and
    organizations.

    Readings
    Links to electronic versions of the required readings are in a Google folder here
    (https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing) .

    Required

    1. LaLoux, F. (2014) Chap. 1.1 “Changing Paradigms: Past and Present Organizational Models,” in
    Reinventing Organizations, pp. 13-36.

    2. Kegan, R. & Lahey, L. (2016) An Everyone Culture: Becoming a Deliberately Developmental
    Organization (http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?
    direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1) , “Introduction:
    Culture as Strategy,” pp. 1-10, and Chap. 1, “Meet the DDO’s,” pp.11-56. (Links to library for access to
    eBook)

    3. Quinn and Cameron (1983), “Organizational Lifecycles and Shifting Criteria of Effectiveness,” Journal of
    Management Science, Vol. 29, No. 1, pp. 33-51.

    4. Next Jump. (2016). Next Jump as a Deliberately Developmental Organization. [Video].
    https://www.youtube.com/watch?v=rHnNRKU1tVM (https://www.youtube.com/watch?v=rHnNRKU1tVM)

    Optional Reading

    Bugenhagen, M.J. & Barbuto, J. E. (2012). Testing the Developmental Nature of Work Motivation Using
    Kegan’s Constructive-Development Theory
    Kegan, R., Lahey, L., Fleming, A., & Miller, M. (2014). Making business personal. Harvard Business Review,
    92(4), 44-52.

    Lectures and Videos

    [https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing](https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing)

    [https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing](https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing)

    [https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing](https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing)

    [https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing](https://drive.google.com/drive/folders/1XD6SloRnTuqTJodmx5tYXIa_0A3e-dZv?usp=sharing)

    [http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1](http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1)

    [http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1](http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1)

    [http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1](http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1)

    [http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1](http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1)

    [http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1](http://search.ebscohost.com.williamjames.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1798416&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-1)

    [https://www.youtube.com/watch?v=rHnNRKU1tVM](https://www.youtube.com/watch?v=rHnNRKU1tVM)

    [https://www.youtube.com/watch?v=rHnNRKU1tVM](https://www.youtube.com/watch?v=rHnNRKU1tVM)

    [https://www.youtube.com/watch?v=rHnNRKU1tVM](https://www.youtube.com/watch?v=rHnNRKU1tVM)

    LP737 – L7v.3 – Organizational Culture and Adult Development.pptx
    (https://canvas.williamjames.edu/courses/10838/files/1004953/download?wrap=1)
    (https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1)

    Next Jump

    Next Jump as a Deliberately Developmental OrganizationNext Jump as a Deliberately Developmental Organization

    Watch on

    [https://canvas.williamjames.edu/courses/10838/files/1004953/download?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004953/download?wrap=1)

    [https://canvas.williamjames.edu/courses/10838/files/1004953/download?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004953/download?wrap=1)

    [https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1)

    [https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1](https://canvas.williamjames.edu/courses/10838/files/1004953/download?download_frd=1)

    [https://www.youtube.com/channel/UClxt05oUbYNWQTfhDw5G7qA](https://www.youtube.com/channel/UClxt05oUbYNWQTfhDw5G7qA)

    [https://www.youtube.com/channel/UClxt05oUbYNWQTfhDw5G7qA](https://www.youtube.com/channel/UClxt05oUbYNWQTfhDw5G7qA)

    [https://www.youtube.com/watch?v=rHnNRKU1tVM](https://www.youtube.com/watch?v=rHnNRKU1tVM)

    [https://www.youtube.com/watch?v=rHnNRKU1tVM](https://www.youtube.com/watch?v=rHnNRKU1tVM)

    Note: OK to skim last 30 minutes of this DDO video. [Note to the very observant: "Where's Bill?" in the first
    couple of the minutes of the video, if you look closely at the front row on the left side up right by the stage, you
    will see a big bald head. That is me!! 🙂 Next to me is a blond haired guy with reading glasses on his head —
    Peter Senge. My oh so brief brush with greatness!! 🙂 Dave was also present but out of the frame, sadly.]

    **Screenshot2026-07-07at6.24.56PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-07-07at6-24-56pm-png)

    **Screenshot2026-07-07at6.25.04PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-07-07at6-25-04pm-png)

    **LP737-L7v.3-OrganizationalCultureandAdultDevelopment.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lp737-l7v-3-organizationalcultureandadultdevelopment-pptx)

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