Bias and Stereotypes in Modern Society Personal Learning Journal Reflection is the individual equivalent of review and evaluation and is an essential compo

Bias and Stereotypes in Modern Society Personal Learning Journal Reflection is the individual equivalent of review and evaluation and is an essential component of the learning process. The subject has a considerable applied component which requires students to trial and practice theories, ideas and tools learned in class and on-line. This assessment takes this one step further.

Students are required to select one topic from the material in weeks one to four and reflect on how this topic impacted their life, career, studies and personal or professional relationships. The assignment should discuss personal learning experiences based on topics covered in weeks one to four. They should not include what was discussed in class, but how these topics relate to previous learning, such as work or childhood experiences. The topics that students may choose from include:

Flow
Engagement
Bias and stereotypes
Strengths (limit it to your top three) – do not discuss weaknesses
One of the four components of HERO – Hope, Self-efficacy, Resilience or Optimism

6. Appreciative focus – learning from success

The learning journal should consist of the following sections:1. Your Learning experience (1000 words)

Choosing a topic, write a story about what happened in your life and how the topic you have chosen (see above) relates to this event.

While you can structure the journal as best suits the event, you might like to include the following in the learning experience, these are not headings just something you might like to weave into your story:

Give your experience a name
When did it happen? e.g. month / year
A description of the event, your personal learning and the situation / context
Your actions and reactions
What did you learn from the event as a result?
Tie the event into the academic literature, how does it align with what the researchers say about the topic?

As you write it up you may want to write about the event and then discuss the literature separately, tying the literature to the event in a separate paragraph. Alternatively, you might like to combine the literature with the discussion of your event, highlighting where your life event supports or contradicts the research. Include at least eight (8) academic references in your discussion. Start with the readings from the reading list but make certain you go beyond these readings in your literature search. Please use academic articles, not websites and do not reference the workshops. Do not use topics from other subjects in your discussion, stick with the content from this subject. You might like to aim for 300-400 words for your story and the remainder to discuss how the story fits in with the academic research on the topic area.

This section answers the ‘who’; you obviously and anyone else that is in your story, the ‘what’, specifically what topic you have chosen for your journal and lastly, the ‘why’, the impact that this event had that made you realise you needed to shift or address. The impact of the event can be either positive or negative. Your story may be about something that went well, that you want to use or see more of in your life, or something that showed clearly how you needed to change. Our preference is that you choose a positive event, however if you have a negative event that you deem as offering more value to your future, use it.

2. Vision for the future (500 words)

Based on your learnings in the previous section, describe your best possible life in some detail at a future point in time. You might like to use a 12 month period or a little further out, up to a maximum of three years. Try and sit back and dream about what your future would look like with these changes in place, or you may have already identified where you will be. Have some fun putting this into words. Make sure you discuss how your chosen topic impacts upon your future success. Discuss not only your career but your life as a whole.

This section answers the ‘where’ question, such as a country, or business sector.

3. Action Plan (500 words)

In this section you must outline how you will go about developing / bridging the identified areas for growth in sections one and two. The action plan should highlight what you expect to achieve, time frames, how you will assess your improvements and the necessary resources you will need to get you there. Where necessary the plan should be supported by appropriate literature and use of self-assessment tools and diagnostics (e.g. – the articles and self-assessment resources available on Moodle).

This section answers the ‘how’ and ‘when’ questions. Specifically, what will you do to accomplish your goals and when will you have completed it. The when is important as it is likely that you will have subsections of tasks that you need to do to accomplish your overall goal. Consider using S.M. A.R.T. goals in this section (Specific, Measurable, Achievable, Relevant and Time-based). Using a table works well for your Action Plan which outlines the goals and specific actions you will take by specific dates. Use landscape mode for your table so it is easier to mark.

Release date: Not applicable

Word limit: 2000 words

Presentation requirements:

All writing must be in typed, 12 font size, double spaced. Margins should be 2cm all sides.
Assessments must show a high standard of presentation. Marks will be deducted for unprofessional presentation including lack of appropriate in-text citation and referencing, poor grammar, spelling, lack of paragraphs, and punctuation. Carefully PROOF READ your documents before submission.
Ensure each section is clearly titled
This report, as all your work, MUST show evidence of your understanding of the relevant concepts, literature and theoretical frameworks, and be referenced correctly, using the Harvard or APA (6th edition) style outlined in the Student Q Manual which is on Moodle.
Try and stay away from direct quotes, discussion is easier to read and comprehend if the theory is incorporated rather than just ‘plonked in’ via quotes.

Learning objectives assessed: At the end of this assessment, students are expected to:

Have developed better self awareness, acceptance and effective goal setting
Enhance skills in reflection, developing personal strengths, values, decision making, and optimism and resiliency
Develop skills to achieve enhanced individual success Reading List
Bias & Stereotype Resources
Have a look at this site
https://implicit.harvard.edu/implicit/
Wegner, D. M., Schneider, D. J., Carter, S. R., & White, T. L. (1987).
Paradoxical effects of thought suppression. Journal of personality and social
psychology, 53(1), 5.
Lambert, L., Passmore, H. A., & Joshanloo, M. (2019). A positive psychology
intervention program in a culturally-diverse university: Boosting happiness and
reducing fear. Journal of Happiness Studies, 20(4), 1141-1162.
Greenwald, A. G., & Banaji, M. R. (1995). Implicit social cognition: attitudes,
self-esteem, and stereotypes. Psychological review, 102(1), 4.
Quadflieg, S., Turk, D. J., Waiter, G. D., Mitchell, J. P., Jenkins, A. C., &
Macrae, C. N. (2009). Exploring the neural correlates of social
stereotyping. Journal of Cognitive Neuroscience, 21(8), 1560-1570.
Nelson, D. W. (2009). Feeling good and open-minded: The impact of positive
affect on cross cultural empathic responding. The journal of positive
psychology, 4(1), 53-63.
Fredrickson, B. L. (2001). The role of positive emotions in positive
psychology: The broaden-and-build theory of positive emotions. American
psychologist, 56(3), 218.
Hart, A. J., Whalen, P. J., Shin, L. M., McInerney, S. C., Fischer, H., & Rauch,
S. L. (2000). Differential response in the human amygdala to racial outgroup
vs ingroup face stimuli. NeuroReport, 11, 2351–2354.
Mitchell, J. P., Macrae, C. N., & Banaji, M. R. (2006). Dissociable Medial
Prefrontal Contributions to Judgments of Similar and Dissimilar Others.
Neuron, 50(4), 655–663. https://doi.org/10.1016/j.neuron.2006.03.040
Krumrei-Mancuso, E. J. (2017). Intellectual humility and prosocial values:
Direct and mediated effects. The Journal of Positive Psychology, 12(1), 13-28.
Psychological Capital Resources
Psychological Capital
Luthans, F., Luthans, K. W., & Luthans, B. C. (2004). Positive psychological
capital: Beyond human and social capital.
Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive
psychological capital: Measurement and relationship with performance and
satisfaction. Personnel psychology, 60(3), 541-572.
Avey, J. B., Luthans, F., & Jensen, S. (2009). Psychological capital: A
positive resource for combating stress and turnover. Human Resource
Management, 48, 677–693.
Luthans, F., Avey, J. B., Avolio, B. J., & Peterson, S. J. (2010). The
development and resulting performance impact of positive psychological
capital. Human resource development quarterly, 21(1), 41-67.
Avey, J. G., Wernsing, T. S., & Luthans, F. (2008). Can positive employees
help positive organization change? The Journal of Applied Behavioral
Science, 44, 48–70.
Luthans, F., Avolio, B. J., Walumbwa, F. O., & Li, W. (2005). The
psychological capital of Chinese workers: Exploring the relationship with
performance. Management and Organization Review, 1(2), 249-271.
Shahnawaz, M. G., & Jafri, M. H. (2009). Psychological capital as predictors
of organizational commitment and organizational citizenship
behaviour. Journal of the Indian Academy of Applied Psychology, 35(Special
Issue), 78-84.
Vanno, V., Kaemkate, W., & Wongwanich, S. (2014). Relationships between
academic performance, perceived group psychological capital, and positive
psychological capital of Thai undergraduate students. Procedia-Social and
Behavioral Sciences, 116, 3226-3230.
Siu, O. L., Bakker, A. B., & Jiang, X. (2014). Psychological capital among
university students: Relationships with study engagement and intrinsic
motivation. Journal of Happiness Studies, 15(4), 979-994.
Riolli, L., Savicki, V., & Richards, J. (2012). Psychological capital as a buffer
to student stress. Psychology, 3(12), 1202.
Hope Theory
Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological
inquiry, 13(4), 249-275.
Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., &
Sigmon, S. T. (2007). Adult Hope Scale (AHS). Journal of Personality and
social psychology, 60, 570-585.
Cheavens, J. S., Heiy, J. E., Feldman, D. B., Benitez, C., & Rand, K. L.
(2019). Hope, goals, and pathways: Further validating the hope scale with
observer ratings. The Journal of Positive Psychology, 14(4), 452-462.
Rand, K. L. (2017). Hope, Self-Efficacy, and Optimism. In The Oxford
Handbook of Hope.
Magaletta, P. R., & Oliver, J. M. (1999). The hope construct, will and ways:
Their relations with self-efficacy, optimism, and well being. Journal of Clinical
Psychology, 55, 539–551.
Snyder, C. R., Lopez, S. J., Shorey, H. S., Rand, K. L., & Feldman, D. B.
(2003). Hope theory, measurements, and applications to school
psychology. School psychology quarterly, 18(2), 122.
Feldman, D. B., Rand, K. L., & Kahle-Wrobleski, K. (2009). Hope and goal
attainment: Testing a basic prediction of hope theory. Journal of Social and
Clinical Psychology, 28(4), 479-497.
Snyder, C. R. (Ed.). (2000). Handbook of hope: Theory, measures, and
applications. Academic press.
Luthans, F., & Jensen, S. M. (2002). Hope: A new positive strength for human
resource development. Human resource development review, 1(3), 304-322.
Peterson, S. J., & Byron, K. (2007). Exploring the role of hope in job
performance: Results from four studies. Journal of Organizational Behavior,
28, 785–803.
eterson, S. J., & Luthans, F. (2003). The positive impact and development of
hopeful leaders. Leadership and Organization Development Journal, 24, 26–
31.
Self Effiicacy
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral
change. Psychological Review, 84, 191-215.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York:
Freeman.
Bandura, A. (2000). Cultivate self-efficacy for personal and organizational
effectiveness. In E. Locke (Ed.), Handbook of principles of organizational
behavior (pp. 120–136). Oxford, United Kingdom: Blackwell.
Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy
beliefs of adolescents, 5(1), 307-337. (This chapter has examples of how you
can measure your self-efficacy in different circumstances)
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual
review of psychology (Vol. 52, pp. 1-26). Palo Alto, CA: Annual Reviews.
Boyer, D. A., Zollo, J. S., Thompson, C. M., Vancouver, J. B., Shewring, K., &
Sim
Bandura, A., & Locke, E. A. (2003). Negative self-efficacy and goal effects
revisited. Journal of applied psychology, 88(1), 87.
Parker, S. (1998). Enhancing role-breadth self efficacy: The roles of job
enrichment and other organizational interventions. Journal of Applied
Psychology, 83, 835–852.
Stajkovic, A. D. (2006). Development of a core confidence higher-order
construct. Journal of Applied Psychology, 91, 1208–1224.
Stajkovic, A. D., & Luthans, F. (1998a). Self-efficacy and work-related
performance: A metaanalysis. Psychological Bulletin, 124, 240–261.
Stajkovic, A. D., & Luthans, F. (1998b). Social cognitive theory and self
efficacy: Going beyond traditional motivational and behavioral approaches.
Organizational Dynamics, 26, 62–74. Stajkovic, A. D., & Luthans, F. (1997)
Optimism
Seligman, M. E. (2006). Learned optimism: How to change your mind and
your life. Vintage.
Carver, C. S., Scheier, M. F., & Segerstrom, S. C. (2010). Optimism. Clinical
psychology review, 30(7), 879-889.
Scheier, M. F., & Carver, C. S. (1985). Optimism, coping, and health:
assessment and implications of generalized outcome expectancies. Health
psychology, 4(3), 219.
Carver, C. S., & Scheier, M. F. (2001). Optimism, pessimism, and selfregulation.
Scheier, M. F., Carver, C. S., & Bridges, M. W. (2001). Optimism, pessimism,
and psychological well-being.
Gillham, J. E., Shatté, A. J., Reivich, K. J., & Seligman, M. E. (2001).
Optimism, pessimism, and explanatory style.
Buchanan, G. M., & Seligman, M. E. (2014). Explanatory style in anxiety and
depression. In Explanatory style (pp. 145-168). Routledge.
Seligman, M. E., & Schulman, P. (1986). Explanatory style as a predictor of
productivity and quitting among life insurance sales agents. Journal of
personality and social psychology, 50(4), 832.
Fredrickson, B. L. (1998).What good are positive emotions? Review of
General Psychology, 2, 300–319.
Fredrickson, B. L. (2001). The role of positive emotions in positive
psychology: The broaden and build theory of positive emotions. American
Psychologist, 56, 218–226.
Resilience
Block, J., & Kremen, A. M. (1996). IQ and ego-resilience: Conceptual and
empirical connections and separateness. Journal of Personality and Social
Psychology, 70, 349–361.
Bonanno, G. A. (2004). Loss, trauma and human resilience: Have we
underestimated the human capacity to thrive after extremely aversive events?
American Psychologist, 59, 20–28.
Bonanno, G. A. (2005). Clarifying and extending the construct of adult
resilience. American Psychologist, 60, 265–267.
Coutu, D. L. (2002). How resilience works. Harvard Business Review, 80(5),
45–55.
Masten, A. S. (2001). Ordinary magic: Resilience processes in development.
American Psychologist, 56, 227–239.
Masten, A. S., & Reed, M.G. J. (2002). Resilience in development. In C. R.
Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 74–88).
Oxford, United Kingdom: Oxford University Press. Nelson, D., & Cooper, C. L.
(Eds.). (2007). Posi
Richardson, G. E. (2002). The metatheory of resilience and resiliency. Journal
of Clinical Psychology, 58, 307–321.
Werner, E. E., & Smith, R. S. (1982). Vulnerable but invincible: A study of
resilient children. New York: McGraw-Hill.
Werner, E. E., & Smith, R. S. (1992). Overcoming the odds: High risk children
from birth to adulthood. Ithaca, NY: Cornell University Press. Wright, T. A.
(2003).
Youssef, C. M., & Luthans, F. (2005). Resiliency development of
organizations, leaders and employees: Multi-level theory building for
sustained performance. In W. L. Gardner, B. J. Avolio, & F. O. Walumbwa
(Eds.), Authentic leadership theory and practice (pp. 303–343). Oxford, United
Kingdom: Elsevier.
Youssef, C. M., & Luthans, F. (2007). Positive organizational behavior in the
workplace: The impact of hope, optimism, and resiliency. Journal of
Management, 33, 774–800.
flow/engagement
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Nakamura, J., & Csikszentmihalyi, M. (2014). The concept of
flow. In Flow and the foundations of positive psychology (pp.
239-263). Springer, Dordrecht.
Wrzesniewski, A., Berg, J. M., & Dutton, J. E. (2010). Managing
yourself: Turn the job you have into the job you want. Harvard
Business Review, 88(6), 114-117.
Owens, B. P., Baker, W. E., Sumpter, D. M., & Cameron, K. S.
(2016). Relational energy at work: Implications for job
engagement and job performance. Journal of Applied
Psychology, 101(1), 35.
Ouweneel, E., Le Blanc, P. M., & Schaufeli, W. B. (2011).
Flourishing students: A longitudinal study on positive
emotions, personal resources, and study engagement. The
journal of positive psychology, 6(2), 142-153.
Tims, M., Bakker, A. B., Derks, D., & Van Rhenen, W. (2013).
Job crafting at the team and individual level: Implications for
work engagement and performance. Group & Organization
Management, 38(4), 427-454.
Arnold B. Bakker, Wilmar B. Schaufeli, Michael P. Leiter & Toon
W. Taris (2008) Work engagement: An emerging concept in
occupational health psychology, Work & Stress, 22:3, 187200, DOI: 10.1080/02678370802393649
“Is good character good enough? The effects of situational
variables on the relationship between integrity and
counterproductive work
behaviors”: https://www.sciencedirect.com/science/article/pii/
S1053482209000400
Crabb, S. (2011). The use of coaching principles to foster
employee engagement. The Coaching Psychologist, 7(1), 27-34.
Personal Learning Journal (2000wds; 25% of grade; due April 26th.)
Section 1: Learning Events (1000 words)
• Choose a topic from Weeks 1 – 4; flow, engagement, bias and stereotypes, VIA character strengths,
psychological capital (one component: Hope, Optimism, Efficacy, Resilience), appreciative focus
• Reflect on a personal event that has given you a learning experience.
• Cite at least eight academic references to support your self-analysis.
Section 2: Vision for the future (500 words)
• an integrative statement of your best possible self and desired future
Section 3: Action Plan (500 words)
• Table and/or SMART goals that specify your action plan for the next 12 months to move towards
your vision.
Include: Assignment Cover Sheet and Reference List (APA format) Upload one document.
Section 1: Journal (1000 wds) event + topic
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The journal combines a relevant event in your life with a topic from the course content.
The event is a specific situation or time that you can use to show learning about yourself. For
example: moving to Australia; OR being in COVID lockdown; OR learning a new language/skill; OR
dealing with a work challenge.
Tell the story about the event, reflect on the experience, from your current understanding. Use first
person (I, me).
Topic = choose one of: flow, engagement, strengths, bias & stereotypes;
Psycap: HERO (one of Hope, Optimism, Efficacy or Resilience); Appreciative inquiry/focus.
PROOFREAD carefully! (e.g., spelling, grammar, citation and reference information)
Section 2, Vision Writing Tips
! Based on your learnings from your journal, describe your best possible future
life in detail
! Keep the future to between 1 and three years
! Sit back and imagine what various aspects of your life will look like: career;
location/city; health and fitness; relationships/family; travel; adventure/fun; etc.
! You could also use the Best Possible Self exercise
King, L. A. (2001). The health benefits of writing about life goals. Personality and Social
Psychology Bulletin, 27(7), 798–807. doi:10.1177/0146167201277003.
! You must incorporate your chosen topic from section 1 in your vision
Section 3, Action Plan Writing tips
! In this section you answer how, and when
! Specifically and in some detail, what are you going to do to THIS YEAR to
achieve your vision?
! How will this help you overcome or extend on the topic you discussed in
Journal section?
! You should consider using a table (landscape) to maximise your ability to
outline your action plan. A written outline of an action plan rarely offers the
reader sufficient detail
! Include what you will use to record your progress and how you will know
when you have achieved your goals

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