Capstone Integration of Applied Psychology in Occupational Settings

Capstone Integration of Applied Psychology in Occupational Settings
[WLOs: 1, 3, 4] [CLOs: 1, 2, 3, 4, 5]
Prior to beginning work on this final paper,

Review the article Conducting Integrative Reviews: A Guide for Novice Nursing ResearchersLinks to an external site..
Review the webpage Writing a Literature ReviewLinks to an external site..
For this final paper,

You will expand on your selected topic from this week’s discussion forum.
You may review the recommended resources for additional information on literature reviews.
While you may use information from your papers in Weeks 2, 3, 4, and 5, it should not be copied directly into this final paper. Instead, you can integrate and synthesize the key points into your topic to comprehensively review your selected problem and any proposed solutions.
You do not need to cite the synthesized portions of those assignments but be sure to cite any references used in those papers.
In your final paper,

Describe your selected problem of human behavior in an occupational setting.
Elaborate on the psychological concepts, theoretical frameworks, and their disciplines that will help solve your selected problem of human behavior in an occupational setting.
This should be a comprehensive and integrative literature review of the current research and theory on the topic.
Popular literature and references from textbooks are not acceptable sources for this literature review.
The review should demonstrate an integrated understanding of the topic and should not be written like a book report or annotated bibliography.
Propose an evidence-based solution to your selected problem of human behavior based on the literature review.
Evaluate the strengths and weaknesses of the evidence used in the proposal.
Examine alternate perspectives and evidence that counter the proposed solution.
Explain the ethical issues involved in implementing the proposed solution.
The Capstone Integration of Applied Psychology in Occupational Settings final paper

must be 20 to 25 double-spaced pages in length (not including title and references pages) and formatted according to APA StyleLinks to an external site. as outlined in the Writing Center’s APA Formatting for Microsoft WordLinks to an external site. resource.
must include a separate title page with the following in title case:
title of paper in bold font
Space should appear between the title and the rest of the information on the title page.
student’s name
name of institution (The University of Arizona Global Campus)
course name and number
instructor’s name
due date
must utilize academic voice.
Review the Academic VoiceLinks to an external site. resource for additional guidance.
must include an introduction and conclusion paragraph.
Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
For assistance in writing Introductions & ConclusionsLinks to an external site. and Writing a Thesis StatementLinks to an external site., refer to the Writing Center resources.
must use at least 25 scholarly, peer-reviewed sources.
The Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
To assist you in completing the research required for this assignment, refer to this Quick and Easy Library ResearchLinks to an external site. tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.
You may also refer to the How to Use Library OneSearchLinks to an external site. tutorial, which explains keyword searching process in the library to find scholarly articles, or the Advanced Internet Search TechniquesLinks to an external site. tip sheet, which provides some tips and strategies to make finding credible online research in a search engine such as Google easier and more efficient.
must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your PaperLinks to an external site. guide.
must include a separate references page that is formatted according to APA Style as outlined in the Writing Center.
Refer to the APA: Formatting Your References ListLinks to an external site. resource in the Writing Center for specifications.
Carefully review the Grading RubricLinks to an external site. for the criteria that will be used to evaluate your final paper.
According to Triplett (1898), the physical presence of another racer serves as a stimulus that activates the competitive instinct within the individual. Consequently, another rider can facilitate the release of nervous energy that the racer may find challenging to expel on their own. Moreover, the visual indication of movement, which implies a heightened velocity, further inspires enhanced exertion.
Socratic Dialogue Summary: Social Psychology & Social Facilitation
You began by exploring social facilitation, asserting that the presence of others can enhance performance, particularly in competitive contexts like sports, debate, and academia. This improvement, you suggested, often stems from internal drives such as pride, though it may also be influenced by anxiety, depending on the individual.
You emphasized that these responses are profoundly personal and shape one’s upbringing and early conditioning. For instance, adolescents with siblings may be more familiar with competition and thus thrive under pressure, while only children may experience greater anxiety due to unfamiliarity with social performance dynamics.
From this, we moved into the idea that social facilitation acts less like a universal rule and more like a mirror, revealing who we are under pressure. You noted that individuals can be retrained to perform well in stressful group settings with the right environment and tailored motivation. Your experience in the military served as a key example: instructors use rapport, observation, and individualized coaching to help people discover and push their limits.
You stressed that systems seeking to bring out the best in people must prioritize quality over quantity. Instructors, mentors, and counselors should regularly check in with students or trainees, especially in a world increasingly lacking meaningful interpersonal interaction. Without this, burnout can occur for the instructors and the individuals being guided.
When we discussed new definitions of success, you cautioned against chasing unproven, flashy paths at the expense of time-tested ones. You likened this to gambling with your livelihood, and the future generations called for a hybrid model that keeps what works while integrating thoughtful innovation. You argued that many modern systems lack real data, methods, or outcomes that genuinely improve people’s lives. The shift toward “the “unobtainable and inconceivable, as you put it, has come at the cost of valuable traditions.
Finally, you agreed that actual progress lies in evolution, not revolution—refining and carrying forward proven methods while remaining open to change. You saw yourself and those like you as bridges between eras: people who can interpret and translate tradition into modern relevance.
Week 3
Here is a concise recap of our Socratic journey through personality, growth, and self-mastery:
Nature and Nurture in Personality
We began by asking what personality is—innate, experiential, or both—and landed on your view that genetics, biology, environment, and experience all co-shape who we are.
We explored how early influences (even prenatal stress or parental coping) set initial patterns yet acknowledged our adult capacity to make informed choices and recondition ourselves.
Limits, Agency, and Responsibility
You argued that most real limitations are mental—and that while environment and upbringing exert strong force, individuals ultimately choose whether to accept or transcend those limits.
We tested edge cases (systemic poverty, disability, trauma) and saw how love, support, and opportunity can unlock potential that might otherwise seem out of reach.
Resilience in Action
You shared inspiring examples—people overcoming paralysis and your nephew’s journey from poverty and autism to academic and athletic success—to illustrate how drive, supportive communities, and belief in oneself converge.
We probed what differentiates those who seize opportunity from those who do not and agreed that drive, self-belief, and accountability all play key roles.
Art of Sublimation & Coping with Trauma
You described using sublimation to channel PTSD/TBI and learned helplessness into growth—turning negative emotions into fuel for progress.
As Freud (1914) wrote Eros articulated sublimation and directed aggressive and libidinal energies toward elevated social values by fostering a greater consensus, such as painting or reading. This methodology enables the expression of an unbecoming desire without constraint. Furthermore, this mechanism facilitates the transformation of these energies into non-sexual objectives of higher social significance, thereby offering a means to express potentially threatening or socially unacceptable desires without resorting to repression. This mechanism allows individuals to articulate threatening or socially unacceptable desires without resorting to repression.
We examined how to tell when fear becomes paralysis versus productive energy and how to keep challenging yourself without burning out.
Foundations of Skill Development
Drawing on your martial arts background, we outlined a framework:
Establish a baseline
Set flexible, SMART goals. – specific, Measurable, Attainable, Repeatable, and Time-specific (SMART). The SMART approach ensures that your goals are transparent and reachable, supplying a clear path to success.
Record and track every incremental gain.
An example would be conducting a fitness challenge to increase the number of pull-ups you can do in two minutes. If it were in a professional capacity, it could be receiving glowing feedback from a supervisor.
Use successive approximation (crawl → walk → run → sprint)
Vary methods and schedule regular check-ins.
Leveraging peer feedback for that competitive edge originates from constructive criticism; leveraging peer feedback can supply valuable insights and assist you in enhancing, giving you a competitive edge in your personal and professional growth.
Reflect qualitatively (journaling, debriefs) as well as quantitatively.
Detecting and Overcoming Plateaus
We identified early warning signs (stalled improvements, decreased energy, frustration, reduced feedback) and discussed Socratic questions to determine whether the goals or the methods needed revision.
We covered cognitive biases (“creeping confidence”) and proposed accountability loops—peer review sessions and honest self-assessment prompts—to keep progress honest.
Sustaining Long-Term Motivation
Beyond numbers, we agreed on anchoring practices to a deeper “why,” so that meaning endures when immediate feedback slows.
Daily/weekly reflection—capturing mindset shifts, emotional highs, and lows—fills in the gaps metrics miss and keeps the work connected to purpose.
Our dialogue stayed true to the Socratic spirit: each question peeling back another layer of how we become—and can deliberately reshape—our best selves.

V/R

Jerod

References

Freud, S. (1914). On Narcissism. The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume XIV(1914-1916): On the History of the Psycho-Analytic Movement, Papers on Metapsychology and Other Works, 67–102.

Discussion 4
Absolutely. Here is a summary of our Socratic dialogue, woven together with the spirit and insight you brought to it:
Theme: Biopsychology Through the Lens of Culture, Conditioning, and Personal Evolution
1. Mind vs. Brain and the Role of Culture
We began by exploring the distinction between the brain as a biological organ and the mind as a product of cultural and environmental shaping. You proposed that our early immersion in systems—like family, religion, education—forms the bedrock of our cognitive and behavioral development.
🧠 Key idea: The mind is not separate from the brain but significantly molded by cultural conditioning and environmental context.
2. The Military as a Cultural Forge
You brought in your experience as a military service member, describing the military as a structured system that transforms individuals through conditioning. It promotes critical thinking within boundaries, not complete autonomy, to preserve unity and ethical conduct.
🪖 Key idea: The military restrains free-thinking to ensure cohesion but refines decision-making through ethical constraints and mission-oriented logic.
3. The Tension Between Individuality and Structure
We discussed whether the mind can retain individuality when immersed in rigid systems. You acknowledged a personal shift—a redirection of creativity from free expression to structured problem-solving—and reflected on how your youthful creativity was rechanneled to serve the military purpose.
🔄 Key idea: Creativity was not lost but repressed and redirected. It served a higher function, operating at a different capacity, shaped by necessity and environment.
4. The Post-Military Self: Rediscovery and Integration
You shared that, after retirement, you have started recognizing how specific perspectives were shaped—or limited—by conditioning. Yet now, you are open to reawakening creativity through dialogue, civilian perspectives, artistic expression, and philosophical thought.
🌱 Key idea: Growth does not require sameness—it requires openness. Dialogue and curiosity are the catalysts for intellectual and personal evolution.
5. Creativity Now: Purposeful, Grounded, Evolving
You described your current phase as focused on mental presence, physical discipline, and life balance. This isn’t a pause from creativity—it’s a preparation for deeper creative work: writing, mentoring, and problem-solving with imagination.
💡 Key idea: True creativity now means creating with intent—rooted in wisdom, patience, and lived experience. The next chapter is coming, and you are already preparing for it.
✨ Final Reflection:
The journey we explored was not just philosophical—it was deeply personal. From early conditioning to disciplined service, to reflection, release, and eventual reintegration of your creative self, your story illustrates a powerful truth:
The mind is not static—it adapts, contracts, expands, and, when given space, returns with a deeper purpose.
You are not just rediscovering creativity. You are evolving into it.

Discussion 5
Of course — there is a clear and cohesive summary of our entire Socratic dialogue on psychopathology:
Central Theme:
Psychopathology is best understood through a biopsychosocial model, where biological realities, individual psychology, and sociocultural contexts dynamically interact.
Key Discussion Points:
Biology and Social Interpretation Interact
Mental disorders like PTSD and depression have biological underpinnings (e.g., genetics, neurobiology).
However, the way they are named, diagnosed, and understood is shaped by historical and cultural contexts (e.g., “shell shock” vs. PTSD).
The Double-Edged Nature of Diagnostic Labels
Benefits: Diagnosis can validate suffering, provide a framework for understanding symptoms, and enable access to care.
Harms: Social stigma, misunderstanding, and reductionist labeling can confine people to rigid identities (e.g., being viewed only as “the person with PTSD”).
A More Humane Approach to Diagnosis
Emphasize the person over the label.
Use education and storytelling (exemplified in the Air Force Wounded Warrior Program) to normalize experiences and foster understanding.
Human resources and workplaces can facilitate awareness while setting clear expectations about respectful behavior.
The Importance of Choice and Control
Sharing one’s story should always be voluntary.
For those with PTSD or trauma, the freedom to disclose or not reaffirms agency, which trauma often strips away.
The Ethic of Listening
Listeners have an ethical responsibility to:
Suspend assumptions and resist the urge to “fix.”
Offer presence and allow silence.
Respect boundaries and emotional pace.
Ensure complete understanding before offering advice.
Recognize that listening to oneself can restore agency and dignity.
Practical Wisdom from Your Experience
You illustrated how balancing your protective instincts (from law enforcement training) with quiet, respectful listening was key in supporting a survivor of sexual assault.
You emphasized the importance of checking one’s emotions, allowing the speaker to guide the conversation, and avoiding reductionist judgments.
Conclusion:
Psychopathology — and especially trauma-related conditions like PTSD — calls for compassionate understanding, informed dialogue, and respect for individual agency.
In supporting others and healing ourselves, patient, non-judgmental listening is a powerful, restorative act.

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