Write An Essay reference from Young at Heart Video.

The following questions ask you to apply course concepts to the video Young@Heart. This
third assignment is worth 30 points. Your essay should be no longer than 5 pages, doublespaced, 12 point font with standard margins. Papers should be stapled and have a cover sheet
with your name and U of M ID# on the top left corner. You should have identifying
information (name or ID#) on top of each page of your essay. You should use APA citation
format for sources you cite in the main text and include a reference page at the end of your
assignment. This reference page is not included in your page limit. Hard copies of your
papers are due at the beginning of class on April 9th. Please keep an electronic copy of your
assignment for the duration of the semester.
Please review the GSI Tip Page for further help with this assignment. A few key points:
• A formal introduction and conclusion is not necessary—introductory and conclusion-like
sentences are fine to include. Students should only use class materials for this assignment
(Schacter, Hock, Young@Heart Video, Lecture Notes)
1. Hock described Harlow’s research on the power of attachment, social interaction and touch
and their effects on emotional and physical health. Hock also explained Langer & Rodin’s
study In Control and Glad of It! that explored how one’s sense of personal control affects
well-being and stress. 14 points
a. Briefly summarize how Harlow’s findings were applied to attachment, social
interaction and touch and what relationship they found to stress-related outcomes in
adults (2 points)
• Summarize how Harlow’s findings were applied to attachment, touch,
and social interaction in adults and its relationship to stress-related
outcomes (2 points)
b. Provide a specific example of how participation in the Young@Heart chorus
affects one of the senior’s experience of social interaction and touch and discuss
whether your example is consistent with Harlow’s findings on the power of
attachment, social interaction and health and well-being that you described above (3
points)
• Give a specific example of how participation in the Young@Heart chorus
affected one of the senior’s experience of attachment, touch, and social
interaction (1 point)
• Discuss whether your example is consistent with the applications of
Harlow’s findings about social interaction, stress, health and well-being
(2 point)
c. Briefly summarize how the findings of Langer and Rodin’s study In Control and
Glad of It! relate to well-being and stress-related outcomes (2 points)
• Summarize Langer and Rodin’s findings specific to well-being and stress
related outcomes (2 points)
d. Provide a specific example of how participation in the Young@Heart chorus
affects one of the senior’s experience of control and responsibility and discuss how it
is related to the senior’s sense of well-being making sure to identify whether your
finding is consistent with Langer & Rodin’s findings that you described above (3
points)
• Give a specific example of how participation in the Young@Heart chorus
affected one of the senior’s sense of control and responsibility (1 points)
• Discuss how this is consistent with Langer & Rodin’s findings on the
association between control and responsibility and well-being (2 points)
e. In class, we watched a video documenting the Eden Alternative in which seniors
interacted with children and animals on a daily basis. Using the findings of Harlow
and Langer & Rodin, explain how and why this program would help adults reduce
their stress (4 points)
• Explain how and why this program would help adults reduce their stress
making sure to incorporate both Harlow and Langer & Rodin’s findings
(4 points)
2. In your textbook, Schacter describes a number of theories regarding principles of
personality 8 points
a. Define personality trait.
• Definition of personality trait (1 point)
b. Using McCrae and Costa’s Big 5 Personality trait theory, select a senior in the
Young@Heart choir and describe where that senior falls on one of McCrae and Costa
Big 5 traits. Explain how that senior’s behavior with regard to that personality trait
supports the premise of stability that is posited by many trait theorists
• Give an example of a senior and describe how you would characterize
him or her on one of McCrae and Costa’s BIG 5 personality traits (2
points)
• Provide a specific example of how the senior’s behavior with regard to
the personality trait you selected supports the premise of stability in
personality traits (2 points)
c. Describe Mischel’s perspective on the consistency of personality across situations
in the social cognitive approach to personality.
• Describe Mischel’s perspective on the consistency of personality (1 point)
d. Based on Mischel’s theory, select a senior who demonstrates behaviors that would
support Mischel’s assertions on personality using a specific example and support
your response
• Provide an example of a senior who demonstrates behaviors that support
Mischel’s theory (1 point)
• Explain how your example supports Mischel’s perspective (1 point)
3. In class and your text, different forms of coping were discussed. Define the terms
!”#$”%%&'”()*#&+,(and Rational coping. For each of these two forms of coping identify one
of the seniors highlighted in Young@Heart who illustrates the use of this coping strategy to
deal with a stressor in his or her life. Make sure to briefly describe the stressor and discuss
how their behaviors and beliefs illustrate these different coping strategies (6 points)
• Define Repressive Coping (1 point)
• Provide a specific example of a senior that demonstrates repressive
coping, identifying both the stressor and describing how the senior is
using this coping strategy (2 points)
• Define Rational Coping (1 point)
• Provide a specific example of a senior that demonstrates rational coping,
identifying both the stressor and describing how the senior is using this
coping strategy (2 points)
4. For your conclusion, please briefly describe how your perception of successful aging has
or has not changed from viewing this video (2 points