FPH201 First Peoples Culture, History and Healthcare Report 1 Sample

Assessment Task

Write a reflective journal of 500 words on how your opinions and views of social, historical and cultural aspects of healthcare may have been challenged so far in the trimester in relation to your learnings about the health of Aboriginal and Torres Strait Islander peoples.

Please refer to the Instructions for details on how to complete this task.

Context

This assessment aims to develop your knowledge and understanding of the key concepts of cultural diversity and cultural awareness, specifically those that impact the interpretation and delivery of culturally competent health services. Scenarios depicting different aspects of Aboriginal and Torres Strait Islander cultural diversity and concerns will be used to address the importance and benefits of cultural awareness and understanding for the health professional.

You will develop critical skills as you communicate thoughts, feelings and experiences. You will also be expected to express how the presented scenarios, and knowledge gained from the subject will guide you going forward professionally.

Task 2: Write a Reflective Journal

• Write a 500 word (+/- 10%) reflective journal explaining how your opinions and views of social, historical and cultural aspects of healthcare have changed in relation to your learnings about the health of Aboriginal and Torres Strait Islander peoples.

• Reflect upon and analyse your own cultural beliefs, attitudes and values and the influence these may have on health care with Aboriginal and Torres Strait Islander Australians.

• For more information, please refer to the attached FPH201_Assessment 1_Cultural Beliefs, Attitudes and Values.pdf.

• You are required to draw specifically from your Decision Wheel outcomes, your own opinion as well as upon the subject learning resources and independent research. 

Solution

Task 2- Reflective journal

I have always been aware of the diversity of Aboriginal and Torres Strait Islander cultures, but through this assessment, I have learned much more about the social, historical, and cultural aspects of healthcare that I had not considered before (IGI Global., 2020). However, I have an approx amount of information and resources regarding cultural diversity and cultural awareness, including “the health of Aboriginal and Torres Strait Islander peoples”. For Assignment Help, Based on this knowledge, I can provide a reflective journal on how healthcare professionals should approach and deliver culturally competent healthcare to “Aboriginal and Torres Strait Islander peoples”.

“Learning about the social, historical, and cultural aspects of healthcare for Aboriginal and Torres Strait Islander peoples has highlighted the importance of cultural awareness and sensitivity in healthcare delivery”. These factors have resulted in intergenerational trauma, loss of cultural identity, and ongoing health inequalities.

Depending on various practical examples it is possible to explain as follows:

Social:

The social structures of Indigenous communities have been challenged in the trimester. Traditional forms of healing, such as storytelling and the use of traditional medicines, have been described as ‘unscientific’ and not evidence-based.

Historical:

The historical understanding of Aboriginal and Torres Strait Islander culture and the impact of colonization has been challenged. The impact of dispossession and forced assimilation on Indigenous health and well-being has been largely ignored, with the focus being on physical health only.

Cultural:

The cultural values and beliefs of Indigenous communities have been challenged, with the focus being on Western medicine and treatments. Traditional healing practices, such as the use of traditional medicines, have been dismissed as ‘unscientific’ and not evidence-based.

Reflecting on my own cultural beliefs, attitudes, and values, I recognize the influence they may have on healthcare with “Aboriginal and Torres Strait Islander peoples” (Myall et al., 2021). For example, my belief in evidence-based medicine and my value of individualism may conflict with Indigenous beliefs in holistic health and the importance of family and community in healthcare decisions.

I also recognize the importance of acknowledging my own biases and assumptions when working with Indigenous Australians. Stereotypes and cultural misunderstandings can negatively impact the delivery of healthcare and lead to distrust and disengagement from healthcare services. To overcome these challenges, healthcare professionals must engage in ongoing cultural learning and self-reflection, to ensure they are providing appropriate, respectful, and culturally safe healthcare to Indigenous Australians. It is essential for healthcare professionals to recognize their own cultural beliefs, attitudes, and values and how these may impact the delivery of healthcare to Indigenous Australians (Hollick et al., 2019).

Overall, cultural awareness and understanding are essential for health professionals “o provide the best possible health care for Aboriginal and Torres Strait Islander peoples”. By using the Decision Wheel tool, conducting independent research, and being respectful and open to learning about different cultures, health professionals can ensure that they are delivering culturally appropriate care and that the patient is receiving the best possible health outcomes. My decision wheel score showed that I possess a high level of confidence and self-motivation. As it indicates that I am capable of making decisions and taking action under pressure and in difficult situations. I also possess a strong sense of responsibility and the ability to prioritize tasks, which I believe are essential qualities for success.

References

Appendices

SHS7000 Food Safety in Association with Campylobacter in Chicken Report Sample

Task overview

For this task you need to reflect on how your research skills have developed over the course of this module, incorporating appropriate feedback from others, and develop an action plan explaining how you will further progress and apply your research skills following completion of this module.

How to approach the task

Throughout the module, you will have been given opportunities to reflect on your research skills. Look back over these reflections, and review the self-evaluation questionnaire you completed at the start of the module, and compare this to the self-evaluation towards the end of the module.

We recommend that you use an appropriate model of reflection, such as Rolfe et al's "What? So What? Now What?" model (refer back to the learning resources in Week 1 if you need a reminder).

Make notes that address the following questions:

• How have your knowledge, skills, attitudes and behaviours changed over the course of the module?

• How confident are you about various aspects of research now?

• What feedback have you received about your work? - this could be from academic staff, your fellow students, work colleagues, family/friends, etc.

• Take an overview of your research skills: what are your areas of strength, and where can you still make improvements?

• Try some 'forward reflection’ – predicting how you would respond to situations in your future academic work and/or professional practice where research skills would be needed (or useful) - e.g. in a job or role that you aspire to hold in the future. How your response might might be affected by what you have learned in this module

• What are your goals for further development of your research skills? What improvements do you want to make over the next 2-3 months (short-term goals) and 6-12 months or more (long-term goals)?

• What are your next steps in relation to research? What actions do you need to take to achieve your stated goals? How will you know if you have been successful in improving your skills to achieve these goals?

Use these notes to help you think about how your research skills have developed. Try to take a holistic approach that considers all the different aspects of research skills - most people will have areas of strength and other areas that they find more difficult - what are these areas for you?
Advice on writing up this patch

As this patch is a piece of personal reflective writing, it is acceptable to write in the ‘first person’ (I think this ..., I felt that ..., I need to ... etc) – and we encourage you to do so. Focus mainly on reflecting and evaluating your learning, not just describing what you did or what happened.
You have 1250 words for this patch. Whilst you are free to present the work in whichever way you wish, we recommend the following structure:

• Reflection (What? So What?) - summarising your reflections on the key 'incidents' and experiences you have had during the module, how well you completed the various tasks during the module, feedback that you received, etc (approx 500 words)

• Synthesis (Now What?) - explain the development of your research skills during the module, evaluating your chief areas of strength, potential areas where further improvement or development may be useful, and considering any underlying or 'cross-cutting' issues that are influencing your research skills. Draw this together by identifying achievable goals for the short-term (e.g. next 2-3 months) and long-term (next 6-12 months or more). (approx 500 words)

• Conclusion and action plan (Now What?) - how will you achieve your goals? Based on your reflection and synthesis, present your action plan explaining how you will further develop and use your research skills in your future academic work and/or professional practice. Be specific about what you are going to do, why, how and when, and what support systems are available that could help you (through Cardiff Met or other organisations). (approx 250 words)

• References using the Harvard system: not included in the word count. We think you are unlikely to have many references for this patch as it has a personal focus.

Solution

1. Introduction

This self-reflection under evaluation discusses my reflections on the main incidents of the task regarding patch 1 and patch 2 and includes the experiences that I have gained when thoroughly examining the work. Furthermore, it gives a clear understanding of my performance and the feedback I have received, development regarding the research skills I have attained throughout the work, and chief areas of strength. For Assignment Help, Moreover, it also analyses the changes regarding the improvement in the research work that should be attained, explaining both the long and short-term goals needed to produce quality research work, the highlighted portion regarding the crosscutting issue, where improvement is a must-have fact. However, this part remained undiscovered due to the inability to access further knowledgeable theories due to time management. Thus, the feedback regarding this research was that I have to increase the accessibility of the study materials; in addition, I have to develop my critical thinking ability to solve the issues regarding the research that might come the way in future. In addition, the knowledge as to the way the time should be managed as the process of research can get lengthy, and budget can be an issue regarding the research work too. In this case, I must increase the availability of the budget needed to execute the research work.

2. Reflection: What and So What

2.1 Summarising my reflection on the key incidents and my experiences

The word Campylobacter got its essence from the Greek words Kamploys and Bacteria, which stands for “crooked stick”. This typically defines the morphology of the S-shaped bacterium 1 campylobacter. Campylobacter is a gram-negative bacterium, which has a spiral shape, and microaerophilic and biflagellate rods. This bacterium is mainly responsible for food-borne diseases that can range from mild to fatal situations. As per my observation campylobacter is a natural host for the chicken, and in the process of slaughtering the intestinal tract of the chicken can be damaged which will lead the meat to be cross-contaminated (Frosth et al., 2020). Campylobacter is a major reason behind diarrhoea, which is accompanied by watery, bloody, painful abdominal cramps for human beings.

As per my survey of patch 2, I have experienced that mass well-being and overall satisfaction are often influenced by a variety of factors. The survey that has been pulled out by The Office of National Statistics, gathered information regarding the age, working hours, and other major or minor factors of approx 270 people and reflected revealing outcomes. According to my observation, The National Survey used the quantitative data approach. The survey interview was conducted between 11000 adults aged 16 years or above. As I have observed that for sampling purposes, they usually took randomly 23517 residential addresses in the years 2017 and 2018, and divided them into small groups by 22 Welsh Local Authorities. I can say that health is a complete state the complete physical and the mental health is likely functions the processes working at their peak. According to my experience in the 3rd patch, there should be a maintain and being able for the supply of updated and assurance of personal health I have to develop my critical thinking ability to solve the issues regarding the research that might come the way in future.

2.2 Understanding the performance and feedback that I attained through the task

Through the work mentioned in patch 1 and patch 2, I have received some feedback regarding my performance. In the patch, 1 the experiment focuses on community education and farm education pulled out by Carron et al., (2022). However, the research paper has not focused on the proper practice of the management as per resolving the associated problems regarding food safety that is connected to the Campylobacter that can be found in chicken. Thus to solve this portion the need for microbiology-related factors and scientific resources are the must-have. Creativity is the important trait that the researcher has sought to develop and also utilize between the research experiences. The research papers have the management which is responsible for the creation and maintaining a harmonious working environment. I have understood what is important and what might be done for various management practices.

3. Synthesis: Now What

3.1 Explaining the development of research skills attained during the module

In the research evaluated in patch 1, there were some major findings; this study reveals the information, that small-scaled farms are not properly informed about the insecurity regarding the investigation of the risk factors of the campylobacter. Such kind of investigation needs a lot of academic research, and the ability to critically thinking, as the researcher had to investigate manually from the scratch. Furthermore, the whole process of the investigation requires time, thus it indicates that in the procedure of this particular research time management skills were a major component that lead the researcher to deliver work on this level (Morrow-Howell, Galucia, and Swinford, 2020). Long-term and short term goals have to complete and supports each other and the vital strategies for my business plans. If my long-term and short term goal is regularly attentive, then I might like to get motivated over times.

3.2 Evaluation of the chief areas of strength

According to my thorough observation regarding the research work evaluated in Patch 2, one of the strengths of the survey is that the interview was pulled out on randomly chosen people or residential addresses (Stockemer, Stockemer, and Glaeser, 2019). During the survey, if more than one person above age 16 was found, they were immediately enlisted by the kish grid methods. With this specific method, the authority avoided biases in the survey selection. Furthermore, through this survey, numeric data were obtained, which allows for comparison between organisations or groups, and, determined the extent of respondents' agreement or disagreement. I can evaluate the collections of the information based on the based on the scientific evidence. Thinking about the new practices that effect the delivery of the patient centered .

3.3 Potential areas that need improvement by underlying crosscutting issues

Guidance from the Expertise: Clear guidance from the expertise is a key requirement regarding converting aspirations into practice. Clear guidance consists of some common tools such as diagnosis, analysis of the design regarding the intervention, proper scrutiny of the environment, properly organizing the plan, evaluation and monitoring and so on (Supriyanto et al., 2019). As per my observation regarding patch 2, which consists of a survey, there are several gaps. Any method regarding mainstream will be successful if only it is converted into practice, to produce the result as per the expectations. In the case of monitoring and preparing the outline of the concepts, and giving proper direction to the whole process of the survey, the need for the proper guidelines from the expertise is measured as a vital component. I think the government should appoints a comnmission that makes the recommendation for the healthcare system and monitors the performance.

3.4 Drawing the short-term and long-term achievable goals

As for designing the short time goals, the evaluation of the chief strengths regarding patch 2 can be mentioned. For designing, the short time achievable goals the method used in the survey can be ideal. As in this method random selection process was used to execute the whole process of the survey, lots of time can be saved through this method. Thus as per my critical judgment, this method can fall under the design of the short time achievable goals. Furthermore, for long-term achievable goals proper and clear guidance from the expertise can be enlisted. For example, the research work mentioned in patch 1 can be taken. The research regarding microbiology needs clear guidelines. My goals are more likely to the parties that the parties will find the way to solve their conflicts or disputes. Although I felt the capacity for achieving the short term-goals as well as the long term goals for the vision and mission to power through the changes that are needed to overcome the hurdles that I face for achieving the short term goal.

4. Conclusion and action plan

4.1 Analysing the way I will achieve my goals through Action Plan

Table 1: Action Plan
(Source- Self-evaluated)

4.2 Conclusion

Furthermore, to conclude this present self-reflection engages my point of view regarding the whole process of Microbiological research and the possible issues that could create literature gaps or be judged as the weaknesses of the research work. Furthermore, it includes the probable solution to resolve the issues that can be hindrances in the way of the research. Lastly, it also includes the outcome of the survey work, the methods used to execute the process and so on.

5. References

HCCSSD102 Person Centred Practice Report 2 Sample

Assessment Task

The task is to keep a reflective journal in which each week you comment on your own progress in the application of counselling microskills such as empathy, summarising, reflecting, focussing and challenging. The sections of the reflective journal which deal with any three microskills need to be submitted. Each microskill should be clearly described. Please refer to the Instructions for details on how to complete this task.

Context

Reflection on practice is an important lifelong skill for counselling. For effective reflection it is helpful to engage with peers and so you are required to participate in discussion forums. You also need a reflective journal to keep track of your own progress in learning from your reading and engagement in lectures and skills practice. This assessment tests your use of a reflective journal.

Instructions

For the completion of this assessment, you will need to go back to your journal entries from

the start of the subject. Many of the weekly activities include entering your thoughts and experiences into your learning journal. You should aim to write in the journal every week, detailing your progress and commenting on ways of overcoming your perceived weaknesses.

You are not required to submit all your journal entries – you must review, select, and copy and paste into a Word document the entries that focus on the development of three microskills of your choice - e.g , empathy, reflecting and focussing, or warmth, summarising
and challenging, or any other combination.

You need to include a 300 word description of each of your three chosen microskills, followed by reflections on your developing mastery of each skill. Your journal entries will be informed by the course materials and further reading. A reference list is also required for your assessment submission.

Solution

Journal entry

Description of micro skill

Micro skill 1: Being authentic

While completing the course work during week six I have learned about micro skills for confidence and in confidence. As per core conditions mentioned by Rogers to ensure person centred therapy I have become aware of the concept of confidence and in confidence. Congruence is considered the condition that empowers therapeutic relationships for accurate matching of persons' experience with awareness (Rogers, 1957). It is a vital aspect to be considered by counsellors and it requires the presence of self awareness. While applying to the conference there is a need to ensure authenticity and being authentic is the micro skill needed for ensuring concurrence and associated self awareness. Authenticity can be explained as operations of one true or course sales in daily activities without any obstruction. Authenticity signifies presence of sincerity, autonomy, and conference along with genuineness (Jolley, 2019). In the case of psychological therapeutic relationships, presence of concurrence and genuineness is history to ensure patient trust in the therapist. It ensured authentic exploration and it supported patient value in overall practices. Presence of authenticity also empowers the presence of unconditional positive regard to motivate clients to change and grow from the condition faced (Maurer & Daukantaite, 2020). It empowers a positive relationship between the counsellor and the patient to understand the issues faced by the client as well as monitoring of the improvement.

During the coursework, I have learned about this skill's importance and I have practised ensuring authenticity by ensuring dignity and ensuring trustworthiness by improving my communication. I have learned that authenticity leads to client trust for which I have worked on my body language and communication style that can support trust. I will develop this microskill further through understanding of psychotherapeutic cases where counsellors have applied authenticity skills for managing patient conditions. In the future, I will further improve my communication skills for better persuasion.

Micro skill 2: Confidence

During week eight I learned about the importance of UPR in counselling practises. UPR as per Roger's core condition focuses on ensuring a positive environment that supports individuals to open up and speak about the difficulties they have faced and clearly express their fear without being criticised or judged. For these specifications, there is need to ensure confidence among the service user as well as reflect confidence by the counsellor itself that helps to ensure a positive environment. In this week I have learned about the stages of change that an individual goes through while accessing counselling services. During the overall process of confidence, the counsellor ensures self esteem and critically evaluates the situation necessary to be implemented to ensure a positive mindset (Zhang et al., 2019). I have gained significant understanding regarding the importance of confidence as micro skill among psychological practitioners as it ensures professionalism and positive patient outcomes. Self-confidence is reflected as individual psychological character that allows individuals to trust judgements and counsellors must ensure patient centred decision making. Thus based on understanding individuals need presence of confidence will help me to make the correct decision as per the situation.
I have developed the skill of confidence by engaging with different cases and different critical cases to understand the decisions made in each case. I will further improve my skills of confidence and decision making by going through the learning materials in the course as well as reviewing different case studies online to boost my self confidence. Awareness is the major area that empowers self confidence and I will focus on that by understanding my strengths and weaknesses I will further improve my confidence.

Micro skill 3: Empathy

During week 9 I have identified the importance of developing therapeutic relationships with patients for ensuring a patient-centred practice. This week the concept of empathy became clear to me and as per Rogers three conditions for person centred therapy empathy play a significant role. I have learned that the presence of empathy in a psychotherapist counsellor helps to ensure a strong and positive relationship with the patient. Reflecting empathy allows individuals to empower trustworthiness in the overall care settings. Empathy highlights that the counsellor is actively listening and understanding the overall experiences and it becomes beneficial for the patient to clearly explain the issues they are facing (Kaluzeviciute, 2020). As a result, the overall situation becomes clear to the Counselor and the overall treatment process becomes easier. During work, I have learned about the importance of reflecting empathy in the overall process and I have learned that communication and body language are major areas that reflect counsellors’ empathy towards individuals. As per diversified specifications in terms of age and other demographics as well as social condition individuals grow through different psychological stress and consequences. In this context, empathetic behaviour can help to solve the situation and ensure targeted treatment in terms of patient centred care facilities.

I have developed empathy till now through incorporating changes in my communication pattern and I have also ensured diligence in my communication. I have ensured my words are respectful towards individuals and empathetic to understand their feelings and the situation they are going through. In the future, I will focus on further improving my empathetic behaviour through communicating with individuals having different lifestyle preferences and actively listening to the issues they face so I can successfully decide the way I have to deal with the situation presented by the patient.

References

DFVP20002 Domestic and Family Violence Responses and Interventions Report Sample

Aim

The aim of this assessment is to extend your understanding of organizational structures, behaviours, and responses, related to domestic and family violence (DFV) victims and perpetrators.

Instructions

You are producing a portfolio that addresses two (2) main tasks. This portfolio requires you to gather and draw upon a range of research evidence. You must present your portfolio as a single Microsoft Word document, using headings to clearly identify your response to each task. You must include a single reference list in APA 7th format.

You must address the two (2) following tasks to complete your portfolio assessment:

1. Explain what is meant by primary, secondary, and tertiary responses to DFV and give an Australian example of each (approx. 750 words).

a. Define/explain each of these terms/categories (i.e. primary, secondary, and tertiary responses)

b. Explain any complexities or overlaps across these three categories

c. Give an example of an Australian DFV response for each category (i.e. one example of a primary response, one example of a secondary response, and one example of a tertiary response).

2. Several organisations/services can be involved in cases of DFV in Australia, particularly cases where the adult victim or perpetrator has children in their care. Explain challenges that emerge due to the varied organisational structures and behaviours of the services (approx. 750 words).

a. Identify two services that may be involved in cases like these (e.g. police, child safety, family courts, DFV services), and discuss the similarities and differences in their organisational structures and behaviours

b. Explain the challenges/limitations that emerge due to their varying structures and behaviours

c. Identify the potential consequences for DFV victims and perpetrators.

Solution

Introduction

Domestic and family violence or DFV is common in Australia in recent times. It is basically a sensitive social issue in the Australian community. and many people in Australian society has been experiencing this issue over the last few decades. Children are being harassed sexually, emotionally and mentally as well. Thissocial issue must be resolved to make a better society and culture among the citizens. The Australian government has already taken several steps and built certain policies to resolve this issue. This issue also affects the mental condition and cultural environment of a child or an adult person (Douglas et al., 2019). For Assignment Help, In that case, young generation will be affected by mental illness and disorders. It is essential for the government and society to resolve this issue with proper precautions and policy following mentality. In this report or portfolio, all the factors of DFV are explained along with proper categorization in different types as well. This categorization is dependent on the primary secondary tertiary responses to the DFV in Australia. Lastly, some of the examples in the Australian scenario, are also given with detailed analysis. Some of the policies and government laws are also explained in detail with limitations and involved risks. It shows the whole scenario along with essential factors and possible precautions.

Different Responses to DFV with Examples

There are several responses that people give while reacting to harassment for domestic and family violence. Different responses are given in different times and situations by the children for other victims (Trevillion et al., 2012). There are mainly three types of responses such as primary response, secondary response, and tertiary response.

Primary Response

A primary response is basically a predictive response or reaction towards possible harassment for domestic violence. When a particular child is facing a sexual approach from his or her family members, the instantaneous response of the child is called primary response (Chester et al., 2021).This response can be aggressive and can be suppressive in nature. In both of those scenarios Australian society has the responsibility to resolve that issue for a better future of the student with appropriate primary response.

Example

In April 2021, a mother in Australia was facing some domestic violence-related problems from her husband and her daughter as well. In that case, she filed a DV case against her own daughter. Apart from her own problem, she did this to ensure her own safety in further times which can be considered as a primary response to domestic violence in Australia (Cross et al., 2018).

Secondary Response

The secondary response is that reflectiveresponse which the victim gives or delivers just after receiving the violence. In any case when the victim is first harassed sexually, the first reflective action or response the person gives is called secondary response. This can be sensitive, aggressive and depressive in nature. The person must go through extreme care and support. If in any case the official reporting is missing, it can cause more struggle and can affect the mental stability and health of the victim (Usher et al., 2020). This eventually leads them to proper precaution and early treatment in terms of physical and mental health. Proper secondary response protects the victim from experiencing further violence.

Example

Australian batsman Michael Slater was arrested in Sydney for a domestic violence case. He was an experienced cricketer who played a significant role in Australian cricket history. He was reported as a person who was intensely involved in a domestic violence case (Card et al., 2011). In this case, the victim has reported early to the official authority which protected them from father violence and harassment. This can be considered as a secondary response in nature and circumstances.

Tertiary Response

When a particular person is facing domestic violence from a long period of time, her behaviour and response begins to change accordingly (Harris et al., 2019). In most of the cases this change is a depressive and sometimes aggressive in nature. If in any case the violation is increased or the intensity crosses the limitation of tolerance, the response can be more sensitive. This response to the domestic violence after a long period of time is called tertiary response.
All the categories are interconnected in nature and influence each other in terms of intensity of the reaction and steps. All of those affect the mental state of the victim in different level and terms. Improved understanding and analysis can cause better precautions against domestic violence.

Example

In 2019, an Indian woman reported a domestic violence case against her husband on a Sunday. She was based in Queensland, Australia. She was married to a doctor who threatened her with private photos which can ruin her image.

She was experiencing this thing for a long time. She even followed his instructions to protect herself from this humiliation. In this case, she reported the whole thing and took the final step after a long time which is considered as a tertiary response to domestic violence.

Two Services

The first organizational body is the Australian Childhood Foundation, which mainly operates on a national level in terms of children safety and welfare. They organization specifically focuses on children safety in Australia. They also provide their own helpline numbers where children can report their problems. Sometimes children are not able to do the reporting on time. In that case, they also maintain their own team who moderates over the families in Australian society and gives proper support and treatment to the children who are going through domestic violence. They also provide education and child abuse prevention programs which brings strong awareness among the people (Anderberg et al., 2016). All the children get support from the organisation to different contact. The organizational behaviour of helping children influence them in a positive way to start again. They also get mental and psychological support for farther personality improvement.

The second organization, RizeUp Australiais a government body that operates on Australia as national sexual assault and domestic violence. They provide their official number where people can contact directly to the government in terms of the prevention of domestic violence. The whole organizational body has already provided their contacts such as phone numbers and website. The victim just needs to report the whole incident to the government or to that organization and then they will come to moderate or assess the family and will take proper steps. As a government organizational body, they provide full security (O’Brien et al., 2012). The whole organizational structure and behaviour depend on helping victims of sexual harassment. In that case the whole organizational body is prepared with responsible members who can connect with the victims on psychological level also.

Challenges or Limitations

Both organizations have their own challenges or limitations while performing required steps or actions. In most cases, the victim is already under pressure from his or her family (Sherman et al., 2014). Usually, the person doesn't want to report the whole incident to the organizational body whether it is government or private. In that case, it becomes difficult for the organizational body to take serious steps against the person who is involved with this whole crime.

Proof and certain pieces of evidence that are very crucial in this type of case where the victim is experiencing a sensitive issue with his or her own family (Pallitto et al., 2013). Sometimes the family members already secure themselves through specific steps. It becomes more complicated for the organizational leaders or stakeholders to find all the victims. It is not possible for them to reach out every single family to protect them. In that case, finding the right victims in a proper way is a big challenge for the organisation. They also produce and perform different activities and plans to the job specifically. In spite of that this challenge affects a small percentage of the victims who are suffering through the same problem.

All of these challenges and limitations are very specific and sensitive in nature. Though with proper planning and structural approach the government can take certain precautions which will eventually improve the whole situation.

Potential Consequences

The most basic issue is the effect on mental state of a person. When a person is facing a regular molestation and sexual harassment, it is certain that she will go through mental pressure. It is hard to handle mental state in unhealthy environment is wrong. Sexual harassment mostly leads to mental disorders and abnormal personality. It also includes less control in emotions and anger. Overall, the whole scenario will lead to mental illness and other psychological issues. This will not only affect the personal life of a person but also will affect the social life.

The government has already considered this whole issue as a social disease. Private organizations are also taking serious steps towards the issue so that the whole Australian society or community and go to a better situation (Cross et al., 2018). The government has already taken to steps with certain policies and awareness programs that are eventually helping to improve the long-term consequences of DFV or domestic and family violence.

Conclusion

This whole report concludes different responses from different victims of domestic violence. Several circumstances have a separate impact on the victim. All of those responses are included with detailed analysis and case studies. Furthermore, some of the policies are mentioned which can prevent the whole issue and can improve the social culture in Australia. All the challenges and limitations which can come while implementing the policies are also documented in this report. Lastly, some potential consequences are also mentioned. In this way, the whole report can mention the proper plan of action to prevent domestic violence which will eventually develop a better Australian society or community.

References

GDECE101 Early Childhood and Education Essay Sample

Inclusive strategies and approaches when working with carers/families and communities. Inclusive strategies and approaches when working with carers/families and communities. Following the guidelines in the EYLF and the NQF, review a range of contemporary inclusive approaches and strategies related to working inclusively with  carers/families and communities. Compare and contrast the recommended practices with some of the historical approaches. Please use the APA referencing style.

Learning outcomes

On successful completion of this subject you will be able to:

A. Evaluate historical constructs of childhood and their impact on contemporary early childhood systems and curriculum in Australia.

B. Assess a range of strategies for promoting effective and respectful working relationships with diverse parents/carers and communities.

C. Debate contemporary educational issues in social, cultural, political, philosophical and historical contexts.

D. Appraise diverse Indigenous Australian and Torres Strait issues and epistemologies and their impact on early childhood care and education.

E. Advocate for children’s rights and anti-bias approaches to working with diverse cultures and identities.

Solution

Introduction

Early learning frameworks for the student help in maintaining a holistic approach to the parents for understanding the needs of their child. In this assignment help there are detailed strategies for promoting the impact of learning.

Contemporary childhood systems and curriculum

National Quality Framework and Early Years Learning Framework help to create better childcare systems and regulations to maintain an understanding among the caregivers or the families to convey the need of improvement in a child. These two contemporary systems work for a long time to sustain a developmental aspect on the child’s health and mental development (Hamilton et al. 2019). In historical context early stage of student’s development is divided into series of stages such as preoperational or sensory motor operation development. In early education system a common goal of student development is to sustain a better development of the mental health of students at an early age (Petit Early Learning Journey, 2019). Academic success and continuation to traditional process may differ in different countries.Nowadays childcare curriculum is divided into theme based, high scope based and Montessori based.

Theoretical Overview of NQF and EYLF

NQF:

The National Quality Framework, or NQF, established by the Australian Government, regulates the education provision for early childhood and promotes children's first five years education (Ghoghra, 2017).NQF includes:

- National Quality Standards
- National legislation and national legislation.
- National Education Framework.
- Evaluation and Quality Assurance Process

NQF

Source: (Petit Early Learning Journey, 2019)

The first impetus for change began with the COAG or Australian Government Council meeting in December 2007. They agreed to make "significant improvements in the educational areas, skills and development at early childhood ". The 2008 discussion paper 'National Framework for Early Childhood Education and Care' explains the reasons for these changes. These revealed that:

- More working parents are starting to work in Australia
- Increased compulsion to provide for families
- Providing high-quality care to multiple children:
- Significant benefits for disadvantaged children
- Improving short-term outcomes such as school readiness
- Less risk of abduction of "vulnerable" children.
- More classroom diversity.
- Establishing a healthy lifestyle and learning
- Significant social and economic benefits

- Differences and gaps in the rules for quality identification, assessment and monitoring in care and education across Australia.

- Removing inappropriate differences between education and care sectors create divisions between child care and kindergarten sectors.

- The children should be the priority above all (Petit Early Learning Journey, 2019).

EYLF:

The EYLF is the first Australian framework of national curriculum for education at early childhood. It emphasizes activities that are play-based to improve early childhood education and the significance of language communication (including early numeracy and literacy). In July 2009, the COAG approved five learning outcomes for children ages 0 to 5 as part of the EYLF and structured according to the following related factors: theory, practice, learning outcomes (Ghoghra, 2017).

EYLF Framework:

Source: (Ghoghra, 2017)

The framework is based on a vision of children's health characterized by participation, attendance and presence. Children at early stage are mostly connected to community, family, environmentandculture. (Ghoghra, 2017).

Belonging:The experience of being a part and is an important part of one's life. Children are part of a cultural group, a family, and an entire community. Being:Childhood is a time to understand, explore and understand the world. Being a child recognizes the value of life in the here and now. Childhood is a preparation not only for the future but also for the present (Ghoghra, 2017).

Becoming: Children's knowledge, relationships identities, abilities &skills, and understanding change during childhood. Strategies of effective relationship

Discovering Identity: Strong sense of identity is another important part for parents in the early age of their children’s of the development. It helps working parents to get a good grasp on identifying the strengths and weaknesses of their children. The EYLF system helps to maintain a proper understanding of the importance of the development of the child system (Qualityforum, 2021). Identity development is an essential phenomenon for the growing children for further development.

Connection and Contribution: In order to feel the connection to their external and internal environment it is essential for parents to keep their children in a good situation. It helps to create a better understanding to the children and they can easily learn where to contribute their intelligence. They can generate a strong sense of their rights and community values as well (Press et al. 2018).

The aims of education have different problems in clarification and it is needed to be mitigated quickly.

Mitigating Problems and Issues of Child care

Strategic plans have been developed for maintaining a better understanding of the indifferent development of the children in a positive environment. NQF and EYLF both have their own version of distinctive plans for nurturing children of working parents (Morrissey & Moore, 2021). Family engagement and care: It is an important step for strategic planning of the child care systems to maintain values to the care systems which in turn helps to the development of the child. They help to generate the thinking skills with the medium of play based learning systems (Hamilton et al. 2019). Mitigating quality gaps: It is important to maintain a better place without any discrimination at an early age. It is important to create awareness from an early childhood to maintain a discrimination free mentality. As “charity begins at home” it is important for parents to maintain these critical aspects of life and respect each other that can develop the mind of a child.

Leadership development: It is another important phenomenon of the child care units to develop the integrity of doing work that can help children in future. Sustainability: It is important for every family to care for their children from any harm whether it is external or internal. It is an important step for a family to maintain such understanding for better development of their children (Petitjourney, 2021).

Conclusion

Strategic plans for the parents and the caregivers to create a sustainable environment for the children to thrive upon. It creates an understandable environment for the children and the family both.  

Reference list

Project Progress Report Sample

Subject description

In this subject you undertake an individual project that encourages an informed, action-oriented, leadership approach to building social and/or ecological capacity in your chosen setting. You will work with university staff to develop a research informed, action project and identify the resources and support needed to achieve the project's aim. Your project must (a) be sustainability and/or resilience focused; (b) concern an aspect of education, co-operative learning and/or communication; (c) be conceived within a researched perspective of social and/or social - ecological and/or ecological sustainable practice, and (d) involve creative leadership. You will develop knowledge and skills for innovating and managing a unique small-scale action project while gaining insight to effective strategies for fostering sustainability in a professional or community setting. You will consolidate your knowledge of socio-ecological systems and processes as you undertake 130 hours of education, co-operative learning and/or communication project work.

Purpose

The progress report requires you to provide a summary of your actions and a snapshot of the informing and supporting literature you have found to date. It is intended that you highlight key points of interest, clarify your future direction and have given some consideration to measures of success as well as enablers and barriers.

Task Description – Project Progress Report

You will have allocated 100 hours to action for your project and a further 30 hours for research and writing, this progress report should be submitted at the point of completing 60 hours of action. The progress report will build on your project proposal and may repeat some information you have previously provided, though this is a chance for you to edit your writing and make statements more concise. You will add a description of actions to date to the project overview (context, aims, etc.) you developed in your proposal. At this point you are also required to include a bibliography of informing literature you have been reading and which has informed your action, highlighting the most relevant, important or interesting piece/s. If possible add some captioned photos or imagery to illustrate your project so far (do not show children’s faces without signed parental consent).

Solution

Introduction

The present assessment will be based on the topic of gender inequality in Laos and it will include the project progress report. It is designed as pre-survey work where a small village in Laos will be considered for the research. For Assignment Help, The gender differentiation in the village will be studied and 20 adult women will be selected for the project. The main aspect of the investigation is the difference in fundamental rights of men and women at homes and workplaces. It will be developed as a case study that will be applied to get a better understanding of the condition of gender inequality in Laos. As the target audience and the contextare fixed, the sustainability focus can be described as the need for the involvement of women in all the spheres of life so that a holistic environment is created for the population.

The aimof the project is to evaluate the conditions of gender equality among the people of Laos and recommend steps to reduce gender inequality for a holistic society. It will be used to get involved in gender inequality workshops so that a sustainable development programme can be arranged.

The reasonfor choosing the particular topic for investigation is because of the urgent need of working on issues related to sustainability and gender balance in day-to-day operations. As narrated by Wang et al.(2019), gender imbalance is one of the most concerning issues that hinder the national progress and the GDP in countries such as China, Laos and others. Thus, it has been considered as a major threat to national development and detailed planning will be necessary to make a country free from the consistent gender imbalance. As mitigation of the problems will lead to a solution of other social and economic problems, gender inequality in Laos has been considered as the primary topic of investigation in the project.

1. Project Implementation and Evaluation

The resources included in the project are the surveyors who are participating in conducting the survey along with 20 respondents who are willing to take part in the survey to identify better methods for creating gender equality in Laos.

The descriptionof the strategies that have been planned to proceed with the project has been discussed in this section. The planning will include the development of a survey questionnaire that can be used for the analysis of gender inequality in the population of Laos. The main aspect of the research is to identify areas where male and female involvements are not considered as same. As a result, the researchers have been aiming to find recommendations about a code of conduct that can be followed for improving the situation. Normal guidelines have been followed from the global programmes of UNESCO and others to get a broad outline of the operations that should be followed to get effective results. The study of restrictive gender norms can be worked as one of the most important aspects of the investigation on gender inequality (Heise et al. 2019).

Figure 1: Components of gender equality
(Source: Heise et al. 2019)

Apart from that, the strategies that have been planned for use by the researchers include building an empathetic dialogue between the communities to promote the cause of gender equality at houses and workplaces. In this regard, the researchers have planned not to offend the cultural sentiments of the population and make them understand the need for gender equality from a global point of view. According to Kristal &Yaish (2020), the impact of global occurrences such as the Covid-19 pandemic has left great changes in the propagation of gender equality. As a result, the contemporary population of Laos can be briefed about the global occurrences and champion the cause of gender equality. The researchers can then gain insight into the deeper social and cultural roots of the traditions that will be beneficial to prepare questions for the questionnaire. Thus, the next phase of the project implementation can be planned based on the sociological analysis.

The knowledge of the rules and policies and the social regulations will help the researchers to change the direction of the research and plan to get the best results in the area of gender inequality. The appointment of a safety officer can be conducted by the researchers who will act as a mediator among the researchers and the local inhabitants of Laos. The importance of gender equality to improve healthcare and other social practices is of utmost importance for developing nations (Heyman et al. 2019). As a result, a focus group will be prepared which will aim to track the development of the respondents in Laos and the results will be tallied with the previous findings on the related topic. The issues of liability and assurance will also be clarified to the inhabitants of Laos for ensuring the successful completion of the project.

The researchers will also develop case referrals that can help to suggest plans for removing gender inequality andcan be implemented in the case of Laos. For instance, the cases of Indonesia and other countries can be studied, which have been improving from the history of significant differences in fundamental rights between men and women. In this regard, the discussion of social integration will be carried out by the researchers to give a complete overview of the future implications of gender equality in Laos. The need for gender equality in brainstorming and implementing ideas about climate change is essential in the wake of the 21st century. Thus, the researchers have been planning to create sustainable changes to the population of Laos with the help of a study on the focus groups that can be extrapolated for the greater population.

The researchers will then develop ideas for suggesting ways of increasing women employment among the considered population of Laos. Thus, the women will be required to get more access to quality education and training so that they are capable and eligible for the job opportunities that will be created in the present and coming days in Laos. It will create awareness among the adults and parents that can create a development of a sustainable programme that can change the future ventures involving the children of the individuals. Gender inequality is a rising concern in the world and the changing of gender ratios can be studied for the holistic development of communities (Batz-Barbarich et al. 2018). The concern and the knowledge of changing gender ratios and pattern recognition as per social standards can be studied and tallied with the results of the study of Laos.

Besides, the insights gathered from the study of similarity and dissimilarity of the world standard from that of the case of Laos can be used to implement changes in the gender equality workshop conducted by the researchers. Thus, better suggestions can be provided to reduce the effects of gender inequality and contribute to the holistic social development of individuals as well as communities. According to Batz-Barbarich et al. (2018), gender differences can be studied in the form of meta-analysis that will contribute to the detailed study of gender imbalance in society. As a result, the researchers can predict the subjective well-being of the inhabitants based on the social integration of the process of gender equality. The insights improve the demographic analysis that can be tallied with the website such as UNICEF, UNESCO and others to create a condensed report on the present situation of the considered population in Laos.

Figure 2: Figurative analysis of gender equality with reference to Turkey
(Source: Landivar et al. 2020)

The programmes on gender equality have been found to leave a great impact on the mental health of children. It has led to social protection programmes that can offer joint responsibilities for the people of Laos. Long-term sustainable development programmes can be followed based on the information gathered from the ground reports by the researchers. It has been found that global occurrences such as Covid-19 has created differences in the balance of the labour force and can cause greater changes in the sociological structure in future (Landivar et al. 2020).

The timelineof the project can stretch for several weeks such as 8 weeks to provide a thorough understanding of the situation of gender inequality in the considered village of Laos. The results will also be checked in the general ratio of gender equality in the rest of the country as compared to the considered village. As narrated by Cerrato &Cifre (2018), the work-family conflict can be better managed with the help of the active involvement of women in the workforce in similar percentages to that of men. Thus, the researchers will require distributing the activities of the project to ensure successful completion of each area while paying attention to the minute detail of the aspect of gender imbalance and its consequences.

The enablersof the project will be cooperative participation of the respondents in the considered village of Laos. The evaluation of the gender gap at the workplace and other social activities can be effectively conducted with the help of information (Stoet& Geary, 2019). On the other hand, the challenge that will be faced by the researchers is the lack of accurate information on the topic. Moreover, the researchers have to deal with the problems to understand the cultural differences in the traditional villages and act accordingly.

Success in the project can be defined as a considerable increase in participation of women in the workforce in Laos. Initially, focus will be given to the participation of the women respondents selected for the survey. It will be helpful to create a balance and ensure gender equality in various social activities in Laos (Landivar et al. 2020). Thus, the non-parametric indicator that will be useful to evaluate the success is the shifting of mind-set about the involvement of women in the workforce. Hence, success of the project can be ensured based on the results of the discussed traditional and non-traditional metrics.

2. Bibliography

Annotation of important pieces of information

i. “Overcoming gender inequality for climate resilient development”

The reason for selecting this academic journal is its simplified approach to deal with the aspects of gender inequality in the light of impending global climate change. It has been noted that the communication between the communities on the aspects of job distribution is a significant factor influencing sustainable development. Thus, the discussion of climate resilient development has been taken into account and insights have been collected based on those lines, which enriched the findings of the assignment.

ii. “Gender inequality and suicide gender ratios in the world”

The reasons behind selecting the present academic journal are the alignment of the issue of gender inequality with the suicide gender ratios and have been crucial in the development of the present assignment. It has been found that gender inequality has led to disparity in income that has hampered the holistic growth of the communities. Often the aspect of gender differences and the violence associated with it has been considered as one of the factors contributing to the increasing suicide rates in society. Thus, that key information has been helpful to set the direction of the research.

3. Conclusion

Based on the above discussion, it can be concluded that the project progress report has been presented along with considering several aspects of project management. It has been found that the discussion of aim and objectives of the project has been useful to set the direction of the research. The consultation of gender equality programmes from the cited websites of UNESCO and UNICEF have helped to outline the progress of the report. Thus, the discussions of the local influences, socio-political and economic factors of Laos in the light of globalisation have been studied to form a complete overview of the project progress.

References

EDUC 9136 Education Policy, Politics and Practice Assignment Sample

Task- Choose an education policy at work in your education community and design a SIDES inspired concept map to represent the policy, accompanied by a SIDES description of the policy, how you see the policy enacted, policy impact, possible unintended consequences and how you think students are experiencing/impacted by the policy OR Design your own education policy for your education community based on your sense of need using SIDES considerations presented as a concept map with a SIDES informed discussion of your proposed policy. Product- Policy Analysis Concept map with accompanying explanatory notes (Approximately 1000 to 1500 words)

Assessment 1 Title: Choose or Design an Education Policy using the SIDES Approach

Aim: Analyse a policy in your education community using the SIDES framework or design a needed policy using SIDES.

Authenticity of assessment: Policy design and analysis of policy impacting your professional life.

Instructions of assessment:

1. Produce a concept map that illustrates the SIDES dimensions of the policy under examination or being designed.

2. Explain and critique the dimensions of the policy using the SIDES approach.

Assessment Criteria:

1. Awareness of self and others as it relates to the relational, sociological and cultural dimensions of policy initiatives

2. Development of understandings of critique/design and their import in practice

3. Insight into dimensions of policy initiatives in relation to presenting needs and possible effects.

4. Ability to express and describe the components of the policy analysis with policy understanding, clarity and argumentative rigour.

5. Include a minimum of 5 citations/references from the topic literature and /or your own searches.

Solution

Policy Introduction

Policy name: Saakshar Bharat

Country: India

Specifically targeting adult women, it was created in 2020 with the goal of raising the country's reading rate to 80%. It aspires to raise consciousness about socioeconomic inequalities and how people are deprived of resources that could improve their lives. The Indian government's Department of School Education and Literacy (DSEL) has launched a program called Saakshar Bharat to improve literacy rates among Indian women. On September 8, 2020, International Literacy Day, the prime minister unveiled it. The program aims to encourage lifelong learning within communities and drastically reduce the proportion of illiterate individuals in India.

While the literacy rate in India as a whole reached 74.04% in the 2011 census, a 9.2% rise from the 2001 census, the literacy rate for women remained much lower at 65.46%, compared to the rate for men at 82.14%. The primary goal of the program is to close the gender gap in education and help the country reach the 80 percent literacy rate set by the government. Seventy million people, including sixty million women, will have access to basic reading programs as a result. The mission's stated purpose is to encourage and bolster adult learning so that those who were denied the chance to enter or finish formal school can catch up. It encompasses not just the fundamentals of reading and writing but also the more specific areas of applied science and athletics. Saakshar Bharat has been called a "people's programme" because of its focus on empowering local communities to determine the program's direction and implementation. The latest promotional film with national superstars performing a song about the Mission with a Bollywood background is only one example of a widespread effort to publicize and highlight the importance of this initiative for assignment help.

Concept Map

Figure 2 Concept Map

Policy Objectives

- First, teach adults who are illiterate or mathematically illiterate the fundamentals of reading, writing, and arithmetic. This demonstrates proficiency in reading, writing, and arithmetic. Its overarching goal is to educate its readers about the causes of poverty and provide them with tools to combat those issues on both a personal and societal level.

- To establish learning for neo-literates beyond basic literacy and provide qualification equivalent to formal educational system. Neo literate adults can gain a credential that will open doors to further education through this program. Considered from the vantage point of lifelong education, this is a major consideration.

- And third, offer technical training. Providing students with useful skill-building courses is essential if we want to raise their standard of living and employment prospects. This is accomplished in the Vocational Education stage by tailoring training for skill development to the specific needs of each learning group and the geographical context in which the target population of illiterate or low-literate adults is located (Ruben, 2021).

- Encourage a culture of lifelong learning by making postsecondary options available to neo literate adults. The programme's Continuing Education component provides neo-literates with a long-term setting in which they can use and improve their newly acquired literacy abilities. The libraries and reading rooms found in the Adult Learning Centers serve this purpose. Short-term thematic courses on topics like health, nutrition, and the environment are also offered in such settings. It makes use of a variety of printed materials collected from inside the community and selected for their relevance.

The SIDE framework

Stakeholders

The Stakeholders, in their role as Adult Education Centres, are Saakshar Bharat's operational arm, in charge of planning and executing the actual instruction. Gram Panchayats (Village Self-Government) are required to set up Adult Education Centres at the rate of one per 5,000 residents. Every community has one AEC run by a team of two paid Preraks (coordinators), of which at least one must be a woman. This exemplifies the program's commitment to promoting and reinforcing gender equality across its central implementation, planning, and management levels. The facility features a registration desk, classroom space, library, and study rooms. It's also a hub for a variety of sports, outdoor pursuits, and cultural events.

Individuals

A variety of Continuing Education Programmes are also organized in Adult Education Centres, giving people the chance to maintain literacy through the continued use of books, media, and ICTs, so contributing to the fulfilment of the overarching purpose to build a learning society. The plan's ultimate goal is to establish a supplementary system of adult education that operates in tandem with the conventional schooling structure. The AEC play a crucial role in achieving this goal of adult education within the context of a lifelong learning approach and the development of a literate society (Hillage, 2021).

Data

ICTs such as radio and television have been utilized in order to assist in the dissemination of information on the program among the target groups. The curriculum consists of Core Content (CC), which is derived from the comprehensive National Curricular Framework for Adult Education, as well as Locally Relevant Content (LRC), which is generated in the language that is considered to be the prevalent one in the area (Clarida, 2020).

In order to generate learning material that is relevant to the needs and interests of learners, the development process begins with recognizing their needs and interests. Materials for these topics are prepared by adult educators and subject matter experts based on these topics. The Quality Assurance Committee holds review sessions on a nationwide scale to analyze these at regular intervals. After the content has been finalized, it is then field-tested and amended for the purpose of making improvements before it is eventually standardized as educational material. In addition to promoting literacy, the central subject aims to raise students' levels of awareness on principles such as democracy and gender equality. In addition, the locally relevant content is connected to the learner's way of life as well as the sociocultural realities that they face. These connections include topics such as health and hygiene, agriculture, animal husbandry, and local self-government. In order to achieve basic literacy, students normally need to complete three hundred hours of instruction. Volunteers working out of local adult literacy centres carry out the day-to-day operations of the program (Mayer, 2020).

Figure 4 Literacy

Experts/Evidence

Saakshar Bharat needs to recruit a sizable army of volunteer literacy educators if it is to succeed in its goal of bringing 70 million people up to reading proficiency. Teachers, literacy facilitators, and program supervisors all participate in ongoing professional development as part of the program's commitment to strengthening its human resources. Management training is offered to key district resource workers, and in-service training is provided to volunteer instructors in the areas of local languages, teaching methods, and the practice of instructing adults. If there aren't enough qualified volunteers living in a given village, it's possible to bring in teachers from outside the area to educate while residing among the locals (Vinovskis, 2015).

An annual average of 30 students will need to be taught by one resident teacher. Using this method, the centre is open for seven to eight hours daily, and different groups of students come in for two hours or more of instruction each day. Important to the success of the Saakshar Bharat Mission is the process of evaluating and certifying the neo-literacy of its participants. The National Literacy Mission Authority (NLMA) has certified 14,438,004 adults in the United States for their literacy levels over the course of three years. Learners have the option of taking external tests in reading, writing, and arithmetic twice a year, in March and August. Each test lasts for three hours. The National Institute for Open Schooling established the criteria for the examinations. Learners' understanding of social issues and the professional world will also be tested in this way. The issuance of certificates and the public release of all findings on the NIOS website both occur within 60 days. The purpose of the evaluation is to give students credit for their hard work and open doors to higher learning (Howlett, 2020).

Conclusion

Powerful real-time monitoring is crucial to the effective operation of the Mission. Each tier of management is accountable for assessing and inspecting the subordinate parts under its purview. Saakshar Bharat is a massive undertaking, requiring the coordination of almost 200,000 different implementing entities. The National Informatics Centre (NIC) has created WePMIS, Web Based Planning & Monitoring Information System, a tailored web-based system for planning, monitoring, and impact analysis, in order to accommodate such a vast body of knowledge. To further assess the efficacy of their programs, Adult Education Centres may now keep their students, instructors, and administrators up-to-date via an online portal. Since 2011, all of the data has been available online, facilitating public participation and a better grasp of development in a certain area. By revealing data on the enrolled students, such as assessment and certification, it makes it easier for citizens to voice their opinions and concerns. With the help of the online feedback system, program managers at different echelons may assess the situation on the ground and take appropriate action. All tiers of WePMIS users have been given training. The necessary e-infrastructure, including computers and broadband access, has been installed on a regional scale, all the way down to the block level. There is a pressing need to bring these amenities to rural areas (Walt, 2022).

References
 

PSY30008 Psychology of Personality Assignment Sample

Assignment Details

Emotion-related impulsivity and risk taking among emerging adults at university

Impulsivity involves behaviour that is “poorly conceived, prematurely expressed, unduly risky, or inappropriate to the situation and that often result in undesirable consequences” (Daruna & Barnes, 1993; p. 23) and is associated with increased behavioural problems, including substance use, addiction, and mood difficulties in both adolescents and adults. One important aspect of impulsivity is emotion- related impulsivity, referred to as the tendency to engage in impulsive behaviour in the presence of both positive emotions (positive urgency) and negative emotions (negative urgency). Both positive and negative urgency are associated with increased risk-taking behaviour, especially among emerging adults (i.e., adults aged 18-25 years), including illicit drug use, aggression, excessive alcohol consumption, and risky sexual behaviour.

Emerging adulthood coincides with a period of significant life transitions, including enrolling at university for the first time for many young people. The combination of emerging adulthood, profound psychosocial changes, and greater range of opportunities afforded at university can result in increased risk-taking behaviour among this age group, often with adverse consequences for mental and physical health.

In this study we are investigating the role that traits of positive and negative urgency play in risk-taking behaviour among emerging adults at university.

For your assignment, you will write a lab report that addresses the following research questions:

1. Are there differences between male and female emerging adults attending university in negative urgency, positive urgency, and risk-taking behaviour*?

2. Is there an association between both negative and positive urgency and risk-taking behaviour* among emerging adults attending university?

3. Do positive and negative urgency differ in the direction and strength of their prediction of risk- taking behaviour* among emerging adults attending university?

The Assignment

Note: The maximum number of words is the absolute maximum and markers will stop reading at the word limit. The word count includes everything except the title page, Method section, tables/figures, and the reference list.

You must present the assignment in the form of a lab report containing the following sections:

Title page (required)

o Come up with an informative title for the study.

o Include your details (see HD example for correct title page format)

Abstract

o 200 words (approx.); contributes 10% to your overall mark for the assignment

Introduction

o 1000 words (approx.); contributes 30% to your overall mark
o You must include four research questions/hypotheses

- One research question/hypothesis must address differences between male and female emerging adults in your selected risk-taking behaviours.

- One research question/hypothesis must address differences between male and female emerging adults in positive and negative urgency.

- One research question/hypothesis must address the association between your selected risk-taking behaviours and both positive and negative urgency.

- One research question/hypothesis must address whether positive and negative urgency differ in the direction and strength of their prediction of your selected risk-taking behaviours.

o When presenting directional hypotheses make sure they are clearly linked to theory and the studies reviewed in your Introduction. Ensure that the hypotheses and research questions can be tested using the given data.

Method

o Must be included in your assignment but there are no marks allocated to this section.
o You can copy and paste the Method section information provided on this handout into your assignment.

Results

o 400 words (approx.); contributes 20% to your overall mark

o Includes descriptive statistics (M, SD) for the variables used in your analyses, t-tests, a correlations table, and a regression table.

o Present results according to APA 7th standards.

Discussion

o 1200 words (approx.); contributes 30% to your overall mark

o Were the hypotheses supported? Why/Why not?

o What were the outcomes of the research question(s)?

o How do the results of this study compare with previous studies?

o What are the implications of the findings for the management of emotion-related impulsivity and your selected risk-taking among behaviours emerging adults attending university?

o What are the methodological limitations of the study and how could they have affected the findings? Any future directions?

o Present a coherent conclusion.
Reference list

o Along with the quality of grammar/expression in the report, adherence to APA 7th referencing style contributes 10% to your overall mark

 Solution

PSYCHOLOGY OF PERSONALITY LAB REPORT

Abstract

This study aims to explore emotional impulsivity and the associated risk-taking behaviours among adults. The relations among the personality, self-control and creativity have been investigated. However, creative performance are not related to affected or personality by directing the self-control to future research. In particular, the identification of weaknesses factors which attract negative agency across society including aggression, illegal behaviours and high consumption of alcohol. The emergency period has a significant role including the well-being of many young people and their combination of adulthood and childhood and their psychological changes and the opportunity to reactivate the desired goals path of action. This study explored the link between risk-taking behaviours and positive and negative urgency in a sample of 107 first year university students.

Introduction

The World Health Organisation (WHO) produce reports relating to risk-taking behaviours such as marijuana use, excessive consumption of alcohol, bringe drinking or sexual intercourse that influence psychological and physical health. Many countries have their own report provided by the WHO by collaborating with the national authority and further this study is related to the rigs taking behaviours in and potential level of achieving the development process of adulthood and preventing the risk in the near future (Lazuras et al. 2019). Their main goal is to identify risk-taking behaviours to minimise adverse effects related to them (Lazuras et al. 2019).
Research demonstrates that there is increasing negativity across young adults and that risk taking-behaviour is highly prevalent (Hwang et al. 2020). High consumption of alcohol is shown to lead to aggression and alcohol consumption from a young age also leads to chronic diseases. It can influence the blood pressure, stroke, , heart disease, liver disease, cancer mouth cancer, rest cancer rectum and colon as well as the high chances of weakness in the body and poor performance of the environmental development process.

The positive and negative urgency between the male and female considering the indication of positive and negative urgency creates a high rate of impulsive behaviour. The urgency in and positive factors but the emotion between the male and female about the depression and the synonym of aggression and anxiety can take a major role on the negative point of view. Positive agency for the both of sex stance with the linked factors of mini phytopathogen situation depending on the highly effective mechanism from various segment of impulsivity (Hwang et al. 2020). The negative emergency is closer enough with the substance problems, tied up with the alcohol, suicidality, disorder symptoms, and high depression areas covered and consider negative impossibility measured by the environmental factors for assignment help.

The two types of behaviour by focusing on the investigation period such as aggressive and illegal behaviours and heavy drinking are considered highly risky factors and the negative influencing factors growth of the nation.

Research Hypothesis

Hypothesis 1: There will be significant differences between male and female emerging adults in the selected risk-taking behaviours

The aggression and illegal behaviours stand with the history of abuse and discovered the violence across the nation and the aggressiveness creates a major drawback for the (Patrick et al. 2019). Due to the fact that illegal behaviours are also called and high activity of criminal activities on the other hand, detailed plans for committing violence also a sign of negative influence reading capacity across the environment related issues development process.

Hypothesis 2: There is an association between selected risk-taking behaviours and both positive and negative urgency.

The risk-taking behaviours and the positive and negative emergency between the both of male and female discussion about the two types of addressing manner high consumption of alcohol and the other addressing factors that related to the aggression and illegal behaviour approach. The survey related to addressing disrespect and high agrition comes from the highly effective behaviour on the childhood of the people. In simple words, most of the aggression and criminal activities position stands that the past experience of people overcome with the criminal activities are highly influencing factors in the future (Larson et al. 2020). The negativity surrounding the many ways of doing things in society and the environmental educated factors of production which means poor schooling and uneducated areas can develop high negative effects across the young age. The positive urgency of achieving the goal and the psychological factors related to good behaviour and the best quality of working environment can create the path of development for young people as well as the growth of the nation.

Hypothesis 4: It is hypothesized that whether positive and negative urgency differ in the direction and strength of their prediction of your selected risk-taking behaviours.

The strength and the weaknesses from the proper schooling and well-educated environment with the symptom of good working and healthy facility enlargement create the positive agency of achieving the goal of the young age psychologically. The prevention of risk taking behaviours and the conduction of campaigns mainly for the uneducated areas by the health organisation of the nation as well as the institution of well being environmental factors can create a strong environment for the growth of the nation (Kenney et al. 2018). The concept related to the development process of education can create the helping hand for minimising the criminal activities and proper uses of complex situations across the young age. The importance of a proper education system can create a helping hand for the young to maintain the proper and healthy path in order to achieve the desired goal.

Method

Participants

Participants were the students who were studying in their first year at Swinburne University of Technology. Participation was restricted with their age between 18-25 years, with the modal age of the sample being 18 years (N = 36). There were no compensation to be offered for the participation. Students who did not complete enough of the online survey to permit meaningful analysis (N = 14) were excluded from the final sample of N= 107. Eighty-six of the participants in the final sample were women and 21 were men.

Measures

Gender (Male, Female, Other) and Age (in years) information was collected for sample characterisation and demographic purposes.

Risk-taking Behaviours

The “Past Frequency” subscale of the Cognitive Appraisal of Risk Events (CARE; Fromme et al., 1997) questionnaire was used to collect data on risk-taking behaviour. Respondents were asked to report how many times in the last 6 months they had participated in 30 risk-taking activities – e.g., “Tried/used drugs other than alcohol or marijuana”, “Had sex without protection against sexually transmitted disease”, “Rock or mountain climbed”. Higher frequency scores indicate higher levels of involvement in a range of risky behaviours. In psychometric testing by Fromme et al. The Past Frequency subscale demonstrated good convergent and criterion-related validity.

Positive and Negative Urgency

The Positive Urgency and Negative Urgency subscales of the Short UPPS-P Impulsive Behavior scale (S-UPPS-P; Cyders et al., 2014) were used to measure the traits of Positive Urgency and Negative Urgency, respectively. Each subscale consists of four items – e.g., “I tend to lose control when I am in a great mood” (Positive Urgency), “When I am upset I often act without thinking” (Negative Urgency). Respondents indicate their level of agreement with each item on a 4-point scale ranging from Agree strongly (1) to Disagree strongly (4). All items on both subscales are reverse scored so that higher scores indicate higher levels of each trait. Internal consistency was good in psychometric testing for both the Positive and Negative Urgency subscales (Cronbach’s alpha = .85 and .78, respectively).

Procedure

Students completed a survey consisting of the CARE and S-UPPS-P scales online using Qualtrics. Other scales not related to the aims of the current study were also included in the survey and are not reported here. The survey was accessed via a link embedded in the Canvas site for students’ classes. Participation time was approximately 30 minutes. Students’ consent to participate was implied by their choosing to continue the study after reading the Participant Information Statement. The Statement informed them of their rights not to participate in the study, but that once they began the study they could not withdraw their data due to the anonymous nature of survey responses. They could, however, cease their participation at any time by closing the internet browser window.

Results

Descriptive Statistics

Table 1.

Descriptive table

The descriptive statistics illustrate the central tendency of the variables and their dispersion. The above table is measuring the data and helps to detect the typos and outliers that will allow to identify the link between the variables.

Table 2.

Statistics table showing Gender information

Group Statistics

a. t cannot be computed because at least one of the groups is empty.

Table 2: t-test
(Source: SPSS)

For interpreting the results of the T test it is important to find the output which is the P value of the test. In order to do the hypothesis test at a particular significance level it is significant to compare the P-value with the output of the chosen level of Alpha.

A correlation analysis revealed that gender and age were significantly correlated.

Table 4.

Standard Regression Summary Table

Discussion

This study aimed to assess the psychological personality. The results revealed that the hypothesis that was supported.

The outcomes of this research paper have multiple implications. For instance, this study contributed to the definition of impulsiveness (Carver & Johnson, 2018). The present research has focused increasingly on assessing and defining the narrow band measures for "impulsivity-like traits. Based on the findings the changes in mean level in terms of cross-sectional data implies that risk taking behaviour are the hypothesised and distinct traits that are strongly influenced through the process of neurodevelopmental aspects in adults. Some of the research suggests that risk taking behaviours are the distinct patterns for the changes in the mean level across the time and are the changes for every individual which are not related to each other (Schreiber et al. 2012). However, the present findings suggest the substantial overlapping of the changes in positive and negative urgency between men and women during their adultery such that every individual exhibits their pronounced reduction in different traits.

Emotion regulation is illustrated as the mechanism through which the individuals modified their emotions for achieving their desired goals. Many students have indicated that maladaptive regulation strategies of emotion place an important role for maintaining and developing the psychopathology which is possibly through the conflict of self regulation goals during the time of emotional distress. This conflict might result in transforming their attention far away from the long term goal of their self regulation by shifting their attention or becoming healthier for reducing their emotional dishes through an immediate relief and pleasure suggest acting impulsively or smoking (Littlefield et al. 2016). The relationship among the motion state and impulsive behaviour is supported by many neuroscience research that found a major role in terms of emotion regulation and risk taking, impulsive behaviour and decision making. This today has examined the relationship between the impulsivity and the motion regulation within the sample of the adults. Moreover the paper has been hypothesised that those of the adults with more difficulties during their emotion regulation would have high levels of impulsive behaviour and use excessive amounts of drinks, demonstrating their impaired functioning on the measures of "neurocognitive impulsive decision making".

The impulsiveness concept in this study has been a part of the psychological landscape for a long time. The methodological limitation of the study has both contributed to the psychopathology and personality property. However, this is considered as a deceptive concept which is difficult to point out. The variations in the definition are being widely used as it seems to leave all the things out such as it does not fit into the instances where the research hypotheses are unlikely to have the negative consequences (Steele et al. 2021). However, another controversy is whether it is important to think about the impulsiveness as a phenomenon class or single construct with various dynamics and origins that must be considered apart from one another. Reasons how to define impulsivity as best remaining as controversial. There are other concerns that relate to investigating the impulsivity concept and extension of other concepts. This paper illustrates the few words regarding letting commitment to the given viewpoint related to positive and negative urgency which is different to the direction and strength of the prediction of the selected risk taking behaviours.

The overlap among positive and negative urgency is consistent with the work that suggests the two facets of the higher order trait. There are various limitations existing in these findings. Firstly the measure of emotion regulation has been administered. The future study might desire to use the objectives such as subjective and physiological measures of emotions to determine various aspects and the relation with the impulsivity full stop secondly the state of emotion have pain observed with an impact of cognitive processing and further investigations have been done by outlining the current state of emotion through the impact of required impulsivity and emotion regulation. Thirdly the sample was between the age of 18 to 25 and predominantly male. Impulsivity and emotional stability has been observed to improve and minimise with age and is different based on their gender (Falco et al. 2021). Therefore this study results might not be generalised to the individuals external to the adult and also might not be accurate that illustrate the relationship among the impulsivity and emotion regulation in females. Longitudinally determining impulsivity and emotions in the sample balanced gender might help to introduce the limitations. Further, these measures may not be used accurately to capture the differences among the groups of impulsive behaviour. Besides these limitations the results are clinically important to examine the emotion regulation that will effectively help to identify the emotion dysfunction.

Conclusion

The proper data collection process in the guidelines of the nation by complying with the World health organisation report can create the good result from the negative urgency to the positivity and the growth of development process of the environment as well as the growth of the nation. The minimising the rate of aggression and criminal activities strengthens the schooling, which always finds help from the inflation rate of negative issues. The irony and the focus as well as the consistency of campaigns in the good quality of reporting factors help for the psychological changes between the 18 to 25 young age people. That is taking behaviours to attract one person to another. They have to break the chain in order to despite an effective solution through the guideline of WHO by considering the National health organisation. Additionally the effective solution in the prediction of direction as well as a strengthening by understanding the limitations of attendance and the research depends on the outcomes correlated with the result and issues. The prevention of high risk factors of production helps for the sustainable growth of the negativity issues.

References

EDUC1001 Language and Learning in Your Discipline Assignment Sample

Assignment Task:

Write an expository (or explanatory) essay discussing the topic in your discipline, as outlined below. Draw on the four readings you used in your Assessment 2 Essay Plan and find another TWO current (within the last 5 years) peer-reviewed articles or academic textbooks of your own to support your discussion. In total, you must use at least six peer-reviewed Journal articles or academic textbooks in your essay – the four journal articles you used in your Assessment 2 and at least two you find yourself.

NOTE: There are no resubmissions for this final assessment.

Discipline topics: Use the same topic as Assessment 2, which should be in the Discipline you are enrolled in Information on what to include in your essay:

You are to write an expository (or explanatory) essay, which explains and presents facts on your topic. It requires you to investigate a topic, evaluate the evidence from the literature, develop your ideas relevant to your topic, and set forth an argument concerning your topic in a clear and concise manner. It includes the following sections (Remember not to use any headings or sub-headings in your essay):

1. Introductory paragraph (usually 10% of total length or 100-150 words)

The first paragraph of an essay introduces the reader to the essay topic. It should create interest in the essay by providing background information and a definition (if relevant); outline the writer's main ideas in the order in which they appear in the essay's body paragraphs. It should be written in the present tense. The Introduction consists of three main elements: A hook, building sentences, and a thesis statement (including the main ideas to be covered).

1. Hook

The first sentence (or sentences) of an essay should catch the reader's attention. It introduces the topic of the essay in an interesting way.

2. Building sentences

After the hook, the following sentences should provide background information to give readers some context about the topic. They should build towards the thesis statement.

3. Thesis statement

The thesis statement comes towards the end of the Introduction and must have a controlling idea, which states the focus or position on your topic. It is the most important sentence in the entire essay because it presents the purpose of the essay. The thesis statement is followed by the main ideas discussed in the body paragraphs in the same order in which they appear in the essay's body paragraphs. Sometimes the thesis statement and list of topics to be discussed are in the same sentence. A good thesis statement communicates your essay’s position, the context for this position, and the scope of your essay’s supporting paragraphs. It is a decisive statement upon which your entire essay is structured.

2. Body paragraphs (80% of total length or 800 words)

The body of an essay consists of several paragraphs. In this essay, you are required to write three (3) body paragraphs. Each body paragraph explains in detail one of the main ideas expressed at the end of the Introduction. There are three parts to a body paragraph: A topic sentence, supporting sentences, and a concluding sentence.

1. Topic sentence

The first sentence of a body paragraph expresses the topic of the paragraph and provides a controlling idea about the topic. All information in the paragraph supports the controlling idea.

2. Supporting sentences

Supporting sentences explain and develop the topic sentence. They present logical thoughts, evidence, and explanations supporting the topic sentence.

3. Concluding sentence

The paragraph ends with a concluding thought on the paragraph topic. It links back either to the topic sentence or the next paragraph.

3. Concluding paragraph (usually 5-10% of total length or about 100 words)

The concluding paragraph ends the essay by reviewing the main ideas from each body paragraph and leaving the reader with a final thought. The conclusion consists of three elements: A restated thesis statement, a summary of main ideas, and a final thought.

1. Restated thesis

At the start of the conclusion, the thesis statement is restated in words different from those in the Introduction.

2. Summary of main ideas

The main ideas from each body paragraph are summarised as a reminder to the reader.

3. Final thought

The writer ends the essay by presenting a final thought on the topic. For example, providing a recommendation, a solution, or a prediction. The final thought should leave a strong impression and encourage the reader to think further about the topic.

Referencing:

You must reference consistently using EITHER APA 7th edition OR HARVARD style. Students studying Business, IT, Tourism, and Hospitality Management at The Hotel School use HARVARD style. Students studying the other disciplines, such as Health (including Psychology and Social Welfare), Education, Science, Engineering, Arts, and Social
Sciences, use APA 7th edition:
APA 7TH edition: https://libguides.scu.edu.au/apa
HARVARD: https://libguides.scu.edu.au/harvard

Solution

Social media marketing is an integral aspect for organisations through which they communicate with their stakeholders. WA small businesses have the greatest social media presence, at 56%. Incidence rates at the national level are 51%, up from 47% last year. Most small and medium-sized businesses in New South Wales and Queensland (53%) are active on social media. Half of NT residents are active on social media, compared to 48% in Tasmania, 47% in ACT, 46% in SA, and 46% in Victoria.

This essay will focus on whether small businesses are gaining as much exposure as big businesses in using social media marketing for best assignment help.

Using social media marketing can help small businesses to increase brand recognition. Using social media to promote the brand is excellent marketing for steady growth. Both social media advertising and influencer marketing fall under this category (Li et al. 2021). With these methods, a local company may raise recognition for its wares or events, find new customers, and build its fan base. If the social media campaign advertisements are interesting, useful, and educational, their target audience will be more likely to share them, helping the company expand. Facebook, Instagram, Twitter, and LinkedIn are just a few of the various social media platforms that may be used for advertising and marketing. However, it may be challenging to determine which social media advertising platform is best for the small company's expansion (Yadav and Rahman, 2018). Online social sites facilitate interaction between users. This makes it a fantastic spot to engage with clients at any point in their buying cycle. Leads, customers, and former clients all fall within this category. A small company's reach may grow if it produces something people want to discuss. For example, Wendy's witty Twitter responses. Fans went crazy, and the message was retweeted hundreds of times because they thought it so hilarious. Making something that others can laugh at, believe in, or have an emotional connection to will result in widespread distribution (Barreda et al. 2015). Many small brands release their latest blogs, videos, and other content here first. This is due to the fact that their fan base consists, at the very least, of individuals who are interested in and could benefit from what they have to say. This will help small brands increase their brand image. Thus, the more the customers will be able to recognise the brand, the more profits of the company will increase.

Using social media marketing can help businesses to interact in real-time effects improving customer awareness and satisfaction. Data about the clients may be collected in real-time through social media. More informed business decisions may be made with such information in hand (Carr and Hayes, 2015). Analytics are available on all of the most popular social networks, and they give demographic data on the individuals that engage with their information. This information may be used to hone their social media marketing strategy for a real impact on their target demographic. The proper individuals can be reached more quickly than ever before, sometimes without ever picking up a phone. It's simpler than ever before to maintain touch with the individuals who are important to a company because of the proliferation of social media (Jisana, 2014). For a long time, companies have aspired to create a time when customers could provide real feedback in the form of reviews and chats. Advertisements on social media may be directed to very specific audiences. By using sophisticated targeting tools, companies may narrow their advertising to only the people they want to see it. Campaign success rates may be monitored and adjusted in real-time (McCann and Barlow, 2015). If their followers comment on their campaign, companies immediately get qualitative feedback. This is a really helpful nugget of knowledge. They may get more for their investment, save time, and have the data they need to justify the ROI of their marketing with a well-executed social media campaign. At first, the interaction between the corporation and its consumers was restricted to the annual product introduction party. The emergence of social media, however, has made interaction between businesses and their target audiences more regular, simple, and rapid than ever before (Tsimonis and Dimitriadis, 2014). Social media sites like Facebook, Twitter, Instagram, etc., have made it possible for consumers to communicate with businesses in modern times. Customers may easily air their complaints and provide constructive feedback in real-time.

Social media marketing can help small businesses improve the website traffic of the brand. Social media sites like Facebook, Twitter, Pinterest, Instagram, etc., all make use of hashtags (Li et al. 2021). The companies use hashtags to discover what others are talking about in relation to their brand and goods and to help people find the content. They include popular hashtags in their social media postings to gain more attention. Just as with any other ingredient, too much might ruin the strategy. Optimisation is one of their major strategies if they want more people to visit their website (Yadav and Rahman, 2018). The social media profiles are optimised in the same way as the website. As a matter of fact, this is a must-follow guideline and standard SEO procedure. Specifically, they ensure that their social media bios include the right keywords and that no essential information is left out. As a result, people will have more time to spend on their computers and social media sites at a time. It acts as a portal for online commercial activity. They get more views on their site if their social media content is engaging (Barreda et al. 2015).

With social media marketing (SMM), customers communicate with their target audiences on social media platforms in an effort to raise brand awareness, boost product sales, and attract new visitors to their brands. There is more and more competition for views and clicks as the number of people using social media platforms on computers and mobile devices increases all around the globe. Learn the ins and outs of social media marketing on platforms like Facebook, Twitter, and Instagram. Then, demonstrate the skills by creating content that engages and informs. The field of social media marketing has expanded to engage several methods for reaching consumers and promoting goods and services. 

References

ECL101 Language and Print Literacy Development Assignment Sample

This is an individual essay in which you will discuss the typical patterns of child development in language and early print literacy. To complete this task, you will draw on the teaching materials and essential readings for modules one-four. The recommended readings will be a helpful resource to support students who are aiming for a high mark. We discourage the use of outside resources as these are not necessarily reliable.
You will:

a. define oral language, phonological and phonemic awareness, grapho-phonic decoding, and language comprehension

b. discuss key stages in the development of each of these skills. Please discuss at least three and no more than five stages for each skill. You may condense stages or choose up to five distinct ones. It is particularly important that you are selective with your oral language and language comprehension stages.

c. highlight how each of these skills contributes to students’ print literacy development in the early years of schooling.

Your essay will include a brief introduction and conclusion. Use either Deakin Harvard or APA referencing style to show the sources of your ideas.

Solution

In the last two decades, phonemic awareness and phoneme recognition have been identified as important factors in determining literacy development (Kardaleska & Karovska-Ristovska, 2018). The study by Bradley & Bryant (1978) found evidence pointing toward the opposite conclusion regarding the relationship between early reading and phoneme awareness. They compare two sets of people for a phoneme awareness test during their study. The first group was a group of older disabled readers to a younger group of typically reading readers who were matched by reading level with them. It was not possible to attribute the differences in learning between typical readers and the disabled to differences in orthographic knowledge because of how the study was designed (Bradley & Bryant, 1978).

One task involved detecting rhyme and alliteration by each group of young people, while the other required them to come up with their rhymes. Both of these tasks for assignment help were performed significantly worse by older disabled readers than by younger matched readers. According to Bradley and Bryant, both groups were reading at the same level of proficiency, even though Morais (1987) concluded that reading promotes phonemic awareness (Morais, 1987).

From the various test on the phoneme awareness test on the children, it was found that the conclusion that phoneme awareness tasks can teach children to recognize or write words they were never exposed to before (Ball & Blachman, 1991). Once children realize that speech can be segmented into different bits and that these segments are represented by letters, they seem to be able to understand and use sound-symbol relationships much more easily (Blachman, 1991).

(Note - The difference between Phonological Awareness and Phonemic Awareness by Christina, 2022)

Phonemic awareness has many components it includes identifying and manipulating parts of the oral language, including rimes, onsets, syllables and words. In addition to identifying and making musical rhymes, children who have phonological awareness can recognize words with similar-sounding beginnings, such as 'mother' and money' and in addition to this, they can also clap the number of syllables in a word.

Phonemic awareness refers to the skill of manipulating and focusing on individual sounds in spoken words. These smaller units make up spoken language. Syllables and words are composed of phonemes. For instance, the word 'mat' has three phonemes: /m/ /a/ /t/. Languages such as English have 44 phonemes, including combinations of letters such as /th/. A sound understanding of phonemic awareness is necessary for recognizing words and spelling well. Children's level of phonemic awareness during their first two years of school is one of the best indicators of their ability to learn to read. Phonological awareness and phonemic awareness are lower among students at risk for reading difficulties.

When it comes to students' phonological awareness, there is a continuum of progressively acquired skills. These skills are essential to a student's success in developing reading and spelling skills, as they are fundamental to being able to decode and spell written words. When children are developing their reading skills, phonological awareness is especially crucial in first grade, kindergarten and pre-school. Some students can eliminate reading problems in the future with the explicit teaching of phonological awareness during these early years. It is possible to enhance phonological awareness in struggling decoders at any age, especially in those who have difficulties in segmenting or blending phonemes.

There are five different levels according to which progress in phonemic awareness can be measured. They are discussed in this paragraph. Phoneme segmentation; the phoneme segments often deal with the segmentation of the phenome. The phenome segmentation can include the segmentation of syllables. The first segment is the sentence, then the second is the word, and finally, the third segment is the sentence; when all this segment comes together, they add meaning to the sentence. An understanding of the sound of a word involves counting and recognizing the phonemes individually. It means different things when one moves from word segments to sentence segments as phonemic awareness involves identifying the sounds of various parts of sentences, letters, and words. Learners are internalizing how each letter sounds differently when they attempt to grasp syllable segmentation. The ability to pronounce a word properly requires knowledge of which parts of the mouth are used. In addition, it can improve reading comprehension and improve word recognition (Müller et al., 2020).

The next is phoneme blending and splitting, in this expression, phonemes are blended and separated to form new words. The correct blending is required when the student has learned the sound of each phoneme. The process of onset-riming is a process by which the phonemes are split and merged in the mind to determine the end (riming) and the beginning (onset) (Singh, 2020). It is a pretext to teach spelling through phonetic splitting and blending when teachers ask students to speak.

The third is phoneme alliteration and rhyming, phoneme alliteration and rhyming involve words that sound alike to one another. Alliteration takes advantage of words that have the same sound at the beginning of the sentence, while rhyming uses the commonality of ending sounds (Singh, 2020). Learning tongue twisters is part of alliteration practice. Alliteration can be seen in phrases such as “she sells seashells at the beach”. The repetition of the same sound, over and over, acquaints the child with various sounds. Lastly, phoneme contrasting and comparing. It involves changing the sound of a word by using contrasting phonemes that change its meaning. The contrasting phonemes are f and v since they sound out differently due to the application of the phonetic difference. Furthermore, the meaning of these sounds is altered when they are replaced. The words Fan and Van may rhyme, but their differing phonetic meanings place them in separate phoneme categories. Finally, phoneme manipulation and writing. The goal of phonological manipulation is to manipulate or change individual phonemes while keeping in mind the specific roles each phoneme plays in each word. The act of reading is composed of several steps. Cognitively, students rearrange, replace, or alter sounds to arrive at the correct pronunciation. Students who can read connected texts successfully must be able to do this (Singh, 2020).

Teaching the student is a difficult job when it comes to phonological awareness. There are a few ways in which phonological awareness can be developed in children. These techniques are developed by different researchers. The first is by giving multisensory instruction ("How to Teach Phonological Awareness using a Research-Based Approach | SMARTER Intervention", 2021). The phonological awareness of many struggling writers and readers is particularly problematic. Providing these students with visual and tactile aids to show the way words are broken down is one of the best ways to help since many of them have difficulty processing the sounds. Students may be able to make this connection by using visual aids, placing their hands under their chin to feel the vowel sound drop, and using motor cues. Below are the many tips starting from visual, auditory, using different colours, and lastly kinesthetic tips.

(Note- Various styles for multisensory instruction by "How to Teach Phonological Awareness using a Research-Based Approach | SMARTER Intervention", 2021)

The above-mentioned various tips will help in teaching the small children about phoneme recognition and it will also raise phonemic awareness.

The next teaching style that helps teach phonological awareness is by focusing on every single phoneme. In the beginning, the biggest mistake was not understanding that phonological awareness activities could help with reading and writing. No letter knowledge or letter-sound pairings are needed for phonological awareness, it is simply sound understanding. Phonics-based instruction would be achieved by combining sounds with letters through phonological awareness instruction. Students could be shown the syllable pattern and the letter pattern as the teacher helps them understand how multi-syllabic words fit together as they read them. Alternatively, break out words into individual sounds (r-controlled sounds, vowel sounds, and consonant sounds) as everyone hears them.

(Note - breaking words into individual sounds by "How to Teach Phonological Awareness using a Research-Based Approach | SMARTER Intervention", 2021)

A Phonological Awareness Diagnostic Assessment can help teachers determine the level of phonological awareness students have ("Phonological awareness diagnostic assessment", 2021). Assessing student progress in developing foundational literacy skills complements existing strategies. By doing so, students have the opportunity to show what they can do and what they know, which in turn provides teachers with information about their students' skill levels. By selecting which subskills to assess, teachers can use the assessment for individual students, depending on their needs. Students are assessed by classroom teachers individually and the assessment takes 10-12 minutes ("Phonological awareness diagnostic assessment", 2021). The student assessment will be categorised into many sub-sections phoneme segmenting, phoneme blending, syllable segmentation, syllable blending, sound isolation, rhyming, auditory discrimination, and sentence segmentation ("How to Teach Phonological Awareness using a Research-Based Approach | SMARTER Intervention", 2021). Responses to the assessment are entered into the online tool by teachers for better analysis. This record will be checked to monitor the progress of the student.

(Note – Example of student assessment in Phonological awareness by "How to Teach Phonological Awareness using a Research-Based Approach | SMARTER Intervention", 2021)

A child's mind can be moulded to learn about phonological awareness, either through multisensory instruction or by breaking every phoneme down individually. It will be beneficial when using these two methods for teaching since they build a deeper understanding of the English language. In this teaching methodology, every single bit of phonological awareness will be highlighted by the teacher as part of the assessment, and the student will be able to learn the language quickly.

References

EDUC8731 Motivation, Cognition and Metacognition Assignment Sample

Assignment — Cognition & Metacognition
Weighting: 50%
Length: 2000 words

Part A: Learners are cognitive

Applying theory to practice

(1) Very briefly outline your sequence of instruction, then,
(2) Explain in detail how the steps in the sequence address different stages of information processing.

Be very brief in section (1) and give most attention to section (2)

Part B: Learners are meta-cognitive

Please stay within the word limit in your assignment response.

• Aim of assessment

- Explain key constructs in cognition and metacognition
- Analyse how cognition and metacognition affect learning and problem solving
- Relate an instance of student learning to extant theories about cognition and/or metacognition
- Contribute to informed debate about teaching and learning
- Demonstrate high standards of academic literacy

Solution

Part A: Learners are cognitive

Sequence of Instruction

The sequence of instruction for assignment help can help students in gaining a brief overview of the topic at first alongside learning objectives of the lesson (Wyer Jr & Srull, 2014). This instructional sequence for teaching the topic of “Marketing Mix” to students will consist of the following:

• Watching any video of marketing mix over video to acquire an idea on the topic,
• Whole-class discussion amongst students about the information they have gained,
• Reading the chapter 2 from pages 45 to 50 of the book: Kotler, P. and Keller, K.L., 2016. A framework for marketing management. Boston, MA: Pearson.
• Trying to answer the questions at the end of the chapter
• Discussing the answers in class by forming groups of four

Stages of Information Processing

Information processing refers to the idea of humans actively processing information that they receive through their senses (Wyer Jr & Srull, 2014). Here, the student after taking in the information, stores it as the sensory storage, thereby moving from short-term to working memory. This information is either forgotten or transferred to the long-term memory after that. There are various stages of information processing in students or humans, namely, attending, encoding, storing and retrieving (Lachman, et al., 2015). Thus, students go through these four stages while processing any information received in class.

Attending is the first stage of information processing. Here, the students are expected to listen and pay close attention to the instructions being provided in the class. Such active listening is essential for preparing themselves to receive the information or instruction that the teacher has given (Eggenberger, 2021). Here, the students pay attention to the things that they are supposed to do, such as, watching videos, reading, engaging in discussions and completing the questions and answers. In this regard, the teacher can verbally inform the students about the activities that are supposed to be done in the class for covering the required chapter. On the other hand, the teacher can also present the instructional sequence in a visual format by showing it in a PowerPoint slide (Mathew & Alidmat, 2013). Visual instruction sequence and planning can be more effective here as it tends to capture the attention of individuals more easily as compared to verbal instruction. Thus, this is the first stage of providing instruction and students attending to them.

The second stage of information process is encoding where the recipient tries to comprehend the information or message that has been shared. This step is not possible without the accomplishment of the previous step of paying attention or placing importance on the information. In this regard, the students make sense of what they are supposed to do based on the instructions provided (Klahr & Wallace, 2022). They focus on comprehending the instructions of watching video, reading chapters, discussion and answering the questions. In this stage, they also try to clear their confusions regarding the instructions or tasks that they are required to perform. Here, the teacher provides support and help to the students for enabling them to better understand their responsibilities during the class and about their homework. Students can ask questions to the teacher for clearing their confusions and further analysing the instructions that have been shared with them (Capps & Crawford, 2013). Thus, active cooperation from the teacher is of utmost importance at this stage.

Storing is the third stage in the information processing where the information or message enters the memory bank of the individuals that is called upon at some other time. Here, the information can either enter the short-term or long-term memory of the humans (Norris, 2017). The information can also be forgotten but if not, then it moves to the long-term memory. The teacher passes the instruction to the students based on the sequence mentioned in the above section. Students are required to act based on such instructions. In this step, they undergo the process of retaining such information after receiving and understanding the same. This is the consecutive step to encoding the information (Wyer Jr & Srull, 2014). Here, students who are able to encode the information effectively can retain the instructions in their memory, which them passes to their long-term memory. However, if they are unable to decode the instructions, then the information passes to the short-term memory and ultimately gets forgotten. In this stage, the students will prepare themselves for following the instructions of watching a marketing mix video and reading the chapter from the book. They focus on gaining insights on the particular topic that they are supposed to learn. Thus, this determines their ability to follow the instruction by storing it in their memory for gaining knowledge from the videos and books.

The last stage involves retrieving the information received to conscious awareness. This retrieval is essential for using the acquired information. In this stage, the students use the information by retrieving it at two different times. They retrieve the information about the instructions provided in class and accordingly, start watching the tutorial video on marketing mix and further reading this chapter on the mentioned book. Without attending, encoding and storing the information in long-term memory, this step cannot be completed (Bruning, et al., 2010). Furthermore, the students are also gaining insights and information about the marketing mix topic by reading the specific chapter and watching a video. These insights are retained again in the memory after comprehending them to be used for answering the questions at the end of the chapter. Moreover, information retrieval is also performed by the students when they engage in classroom discussions conducted on the topic of marketing mix.

Part B: Learners are meta-cognitive

Metacognitive Activity

Metacognition involves thinking about things associated with a person’s awareness alongside the ability of evaluating and organizing own thinking (Anwari, et al., 2015). Individual metacognitive activity has often been developed through effective social interaction where the discussion or conversation acts as the main tool for supporting such activity. Here, a reciprocal relationship and involvement of two or more members is required for solving problems together through the social interaction (Anwari, et al., 2015). In this regard, the three fundamental elements involved in the metacognitive activity of problem solving are awareness, regulation and evaluation. Thus, these elements help in developing problem solving strategies for responding to problems through metacognition. Furthermore, metacognitive strategies are different sequential processes used for controlling cognitive activities for achieving a cognitive goal (Ghasempour, et al., 2013). These processes are capable of regulating and supervising learning of the students or individuals through cognitive activities of planning, monitoring and checking outcomes. It has been opined that metacognitive strategies are required to be taught despite such knowledge being instinctively obtained from parent, classmates, relatives or others (Ghasempour, et al., 2013). Thus, learning about metacognitive strategies help in enabling students to monitor their own learning and further improve self-perceptions and motivation.

Ways to Enhance Students’ Metacognitive Activity

There are various ways for enhancing metacognitive activities of students that help in building their metacognitive skills including knowledge, practice, experience and intelligence. In this regard, STEM education is one of the most influential approaches for motivating students to become self-regulated learners (Anwari, et al., 2015). This education helps to engage students in metacognitive activities. This implementation of STEM education in the classroom can provide student with opportunities of comprehending the importance of integrating different disciplines and applications. It involves designing solutions for different real-world issues and problems, thereby improving metacognitive skills of the students (Anwari, et al., 2015). Here, STEM education activities can be undertaken consisting of scientific processes and engineering design. Alongside thus, concept map, taking notes and discussion, complex learning of unfamiliar problems and issues and scaffold instruction are some of the activities involved in STEM education that can help in improving metacognitive skills (Anwari, et al., 2015). Thus, this innovative approach of complex learning can help in enhancing metacognitive activities amongst students.

Furthermore, metacognitive reading strategy can also be undertaken for the students. This reading comprehension strategy can be beneficial in generating a positive effect on the students’ learning of a second language. Learners can also acquire the required skills for effectively communicating in English (Muhid, et al., 2020). Here, metacognitive strategies also facilitate this reading comprehension, thereby promoting performance and enhancing the understanding of an individual’s reading comprehension. Thus, systematic instruction about this metacognitive activity can help the students in improving their skills. Besides, problem solving activities can help in enhancing metacognition amongst students. It focuses on the three elements of awareness, regulation and evaluation for improving metacognitive skills in students (Intan, et al., 2016). This problem solving is associated with metacognitive activities that include complex, unpredictable, difficult and new tasks requiring effective skills of the individuals.

Metacognitive activity can also be enhanced with the help of metacognitive monitoring. It indicates the process of checking cognitive activities of the students (Avhustiuk, et al., 2018). Such checking also involves ascertaining how the results can help in generating solutions for various cognitive tasks that typically include doing tests, recalling answers and reading texts. This monitoring students to evaluate their own knowledge, knowledge of conditions influencing their learning process and knowledge of cognitive strategies. It also helps in reviewing explicit judgments of individuals about themselves that facilitate development of their learning processes (Avhustiuk, et al., 2018). This activity can be undertaken in the process of reading texts or in the process of words and statements learning. Thus, the complexity of tasks involved help in enhancing metacognitive abilities of the students engaging in these activities.

Metacognitive activity can be enhanced with the help of problem solving or test in the learning activity. It records the progress of a students’ learning having different academic abilities. Along with this, inquiry-based learning can also be helpful by undertaking a constructivism approach. Here, the idea and knowledge are developed by the students themselves instead of coming immediately from the teacher (Rahmat & Chanunan, 2018). This helps in improving metacognitive abilities of the students by enhancing their learning process. Thus, this learning process involves identifying, promoting and instructing the role of metacognition amongst the students.

Metacognition scaffolding is another wat for supporting metacognitive activities and facilitating problem solving processes in the classrooms. Students receiving metacognitive question prompts are expected to perform better in problem solving processes (An & Cao, 2014). This is because they display the ability of representing problems, generating solutions, providing justifications and monitoring and evaluating their own learning process. Metacognitive scaffolds further help students in developing problem solving plans and further monitor and evaluate their own progress. This is because these are effective in improving metacognitive processes of students that include planning, monitoring and evaluation (An & Cao, 2014). They also help in students’ knowledge construction and content learning alongside other metacognitive processes. In this regard, collaborative learning can further contribute towards facilitating metacognitive interaction between students (Molenaar, et al., 2014). This interaction of sharing existing knowledge and appreciating each other’s contributions without disagreement and with demands of justification help in enhancing the metacognitive activities as well. Thus, these are some of the ways that can help in enhancing metacognitive activities in students.

Improving Metacognitive Awareness

Metacognition enables students in taking charge of their own learning, thereby becoming more aware about how they learn, evaluating their learning needs, developing strategies for meeting these needs and implementing such strategies (Bahri & Corebima, 2015). The awareness of thinking and learning process through planning, monitoring and evaluation of what is learnt can help in improving metacognition awareness. Metacognitive awareness can be improved by asking students to reflect on their knowledge and things they care about in the learning process (Jaleel, 2016). This helps in developing their awareness about themselves alongside providing valuable feedback to improving metacognitive activities. Reflecting on the learning methods and performance in the classrooms and academic achievements can also improve metacognitive awareness. Besides, posing thoughtful questions to students by enabling them to use different strategies can also help in improving their awareness about academic tasks and own learning processes (Ellis, et al., 2014). Thus, this knowledge can further contribute towards increased metacognitive awareness of the students. 

References

Effect of Life Experiences on Psychology Theory Orientation Assignment Sample

Growing up in a communist society, I had a very different viewpoint than my parents, which was difficult for me as a youngster. In order to live a normal life free from danger, one had to abide by the communist principles and worldview. A careless phrase or misguided notion might endanger the safety of the whole family. My parents might end up in prison as a result. But at night, my parents would watch the news from the so-called "enemy," West Germany. At the same time, two realities had to be balanced in life since they were in the same space. It was important to carefully consider both my words and my ideas. After the reunification, the "virtual fact" reported in the press became reality, significantly altering the context of existence. My views, values, and conduct needed to adapt in light of the new reality. What had previously been normal and even life-enhancing now became risky, and in some circumstances was even referred to be pathological.

Although this was my first direct encounter with a significant cultural change, it was not the last. I live in a multi-cultural and multi-contextual world as a Korean-American wife and mother of two children of mixed background. Culture is the systematic organisation of behaviour via the use of a shared history, language, and set of traditional beliefs and values that are passed down from one generation to the next (Kagitcibasi, 2007). A person's worldviews are impacted by changes in culture as well (Koltko-Rivera, 2004). The foundation for the purpose and worth of the cosmos and of each person's existence is their worldview. A person's or a group's worldview offers a set of guiding assumptions and ideas about the social and physical reality. Furthermore, via values and beliefs, those have strong influences on cognition and behaviour (Koltko-Rivera, 2004).

The philosophical underpinnings of functional contextualism, which includes worldview and culture in this context, represent my lived experience by combining the study of how things work given a certain context (Harris & Hayes, 2009). Functional contextualism holds that every activity has a meaningful purpose and is thus adaptable, in contrast to popular psychological theories that are founded on a mechanical worldview with dysfunctional, maladaptive, and pathological occurrences (Harris et al., 2009). The purpose of an action is taken into account within a certain historical and situational context that affects the whole organism (Hayes, Levin, Plumb-Vilardaga, Villatte, & Pistorello, 2013). A deliberate activity influenced by a particular environment and assessed for workability serves as the analysis' unit of analysis (Hayes, Strosahl, & Wilson, 2012). The whole event and its meaning in action might be altered by a change in context (Hayes et al. 2013). This method of humanities assignment also accepts the presence of many realities, opening the door for the consideration of historical, contextual, and individual worldview impacts.

People's thinking, influences on emotions, and subsequent behaviours are shaped by their past and current experiences. As a result, a person's objectives, purpose, and the environment they are in all influence their functional behaviour. It is considered incomplete to concentrate simply on the internal functioning of behaviour that is dependent on ideas and emotions (Hayes, Levin, Plumb-Vilardaga, Villatte, & Pistorello, 2013). Radical behaviourism developed from B. F. Skinner's functional contextualism (Hayes et al., 2013). This kind of behaviourism views every action an organism does, including emotion and remembering, as behaviour (Harris & Hayes, 2009).

Radical behaviourism and behaviour analysis were pioneered by Skinner (Baum, 2011). Radical behaviourism, according to Harris and Hayes (2009), is based on behaviourism in that it views the study of behaviour as a natural science that can be understood through the use of animal research, the idea that the environment affects behaviour, and a focus on interventions that can change behaviour. Radical behaviourism, on the other hand, highlights how an organism's behaviour is influenced by biology, genetics, and experience elements, including its environment both now and in the past as well as its evolutionary history. Radical behaviourists differentiate between public and private behaviour. Private events can only be noticed by the individual experiencing them, but public events are acts that may be seen by others. Imagining, feeling, and daydreaming, as well as memories, rumination, and sensory impressions, are examples of private happenings. Numerous evidence-based techniques in clinical psychology that may influence human behaviour have emerged as a result of the thorough scientific research of those two areas of behaviour (Blackledge, Ciarrochi, & Deane, 2009). The field of applied behavioural analysis, which was primarily focused on creating interventions to generate perceptible changes in behaviour, sprang from radical behaviourism (Schneider & Morris, 1987). Additionally, Skinner developed the concept of verbal behaviour, suggesting that verbal conduct is an example of operant behaviour (Baum, 2011). His theory that consequences may have an impact on conduct was the third significant conceptual contribution (Baum, 2011).

Relational Frame Theory

Relational Frame Theory (RFT) is a post-Skinnerian contextualistic theory of language and cognition that seeks to provide fundamental guidelines for all varieties of cognitive occurrences (Hayes, 2016). According to RFT, humans may learn to link experiences via language and cognition. According to physical characteristics of both stimuli as well as established social practises, humans seem to be the only creature capable of correlating them (Hayes, Barnes-Holmes, & Roche, 2001). According to RFT, relational learning has three key traits. One is that it is bidirectional, which means that understanding how one event relates to another in a certain context will suggest a connection between these two seemingly unrelated occurrences. Using the name of a new species to continuously educate a young kid about it is one example. The youngster will naturally associate the image with the just discovered sound or word. Early childhood development of learning and knowledge is based on the capacity to swiftly form such connections (Harris & Hayes, 2009).

Two: These recently formed connections could be combinatorial. The presumption that A and C must also be connected, at least in this specific situation, follows from introducing a connection between A and B and B and C. A person has the capacity to build a relational network from a collection of a few presented relations.
Third, preexisting connections between stimuli may alter how those stimuli interact. This idea is illustrated by Hayes with the following example: "If you need to purchase candy and you know that a dime is valuable, it will be deduced that a nickel will be less valuable and a quarter will be more valuable, without requiring explicitly buying sweets with nickels or with quarters" (p. 875).

The term "relational frame" refers to the procedure that combines all three elements. Given that linguistic events play a role in relational framing, Skinner's theory of mind integrates them as psychological functions (Hayes, Strosahl, & Wilson, 2012). Verbal knowledge is produced by neural networks with strong connections between inputs. The development of relational networks improves language and cognition, allowing the human race to produce an endless supply of ideas and concepts (Harris & Hayes, 2009). When viewed out of context, these relational reactions are seen as the cause of human misery. The power of one changed related event to influence the function of another related event is where relational framing's therapeutic usefulness rests (Hayes, 2016). For instance, someone could discover that snakes are harmful and even lethal. They are difficult to find and have a wooded home. Given that snakes may live in woods, this connection might result in a person having a long-lasting dread of them. Now that the forest and any potential forest-related regions have all been relationally framed around snakes, the individual may avoid them. These occurrences are now seen as verbal/cognitive-related while seeming to be unconnected (Hayes, 2016). According to RFT, relational framing is a generalised operant that occurs on demand (Hooper & Larsson, 2015). The cornerstone for emotional pain is thought to be this special capacity to create and react to derived connections. Human life depends on our capacity to organise, foresee, assess, speak, and connect to events and stimuli, yet it also poses challenges (Stoddard & Afari, 2014). The emergence of unpleasant emotional responses while thinking about a terrible situation might be explained by the capacity to integrate previously learnt associations and deduce into new interactions (mutual entailment). The process of developing self-rules also involves this step. The theory and interventions of ACT are guided by the recognised principles of cognition and language.

Contextual Behavioural Science

The ultimate goal of a practitioner rooted in functional contextualism is to have a constructive and deliberate effect on the world (Hayes, Barnes-Holmes, & Wilson, 2012). Additionally, advocacy had a part in Skinner's research and influenced the creation of CBS. He urged psychologists to consider societal responsibility for problems like social equality, democracy, and education (Vilardaga, Hayes, Levin, & Muto, 2009). According to the Association of Contextual Behavioral Sciences' (ACBS) mission statement, it is committed to "alleviating human suffering and advancing human well-being via research and practise based on CBS" (Association of Contextual Behavioral Sciences, 2005). The philosophical worldview of contextualism, the theoretical and philosophical foundation of CBS, is nested inside functional contextualism (Hayes, Strosahl, & Wilson, 2012). This philosophical accord in science serves as the cornerstone around which analytical presumptions and procedures are built. The chosen scientific philosophy affects the limitations, justifications, interpretation, and logical foundations of the evidence that has been obtained (Vilardaga et al., 2009). As a framework for research and cross-disciplinary cooperation that reflected contextualism, CBS was developed. This framework allows it to drive and impact underlying research assumptions, future research orientations, creation of pathology models, assessment, and therapy development. This strategy emphasises the significance of contextually driven assumptions as the primary driver of human behaviour in an effort to explain behaviours. It aims to incorporate philosophical presuppositions, fundamental scientific concepts, fundamental and applied theoretical frameworks, intervention development, treatment testing, dissemination, and training. It encompasses several levels and aspects of evolutionary research as well as how human behaviour interacts with genetic, epigenetic, and cultural factors (Hayes et al., 2012). The social sciences' prevailing philosophical presumptions, such as that "happiness" is a natural condition of being, are challenged by CBS (Hayes, Levin, Plumb-Vilardaga, Villatte, & Pistorello, 2013). The phrase was changed to "the ubiquitousness of human misery" by CBS (Hayes et al., 2012). The likelihood of mental health issues in 17 nations, including Belgium, Colombia, France, Germany, Israel, Italy, Japan, Lebanon, Mexico, the Netherlands, New Zealand, Nigeria, China, South Africa, Spain, Ukraine, and the USA, is summarised in data from the World Health Organization (WHO), which lends support to this assumption (Kessler et al., 2009). They discovered that between 12% in Nigeria and 47.4% in the United States encounter a mental health condition in their lifetimes via the use of structured interviews that tested for diagnostic criteria. Additionally, it was discovered that, for those between the ages of 15 and 29, suicide was the second-leading cause of mortality worldwide. Every year, more than 800,000 individuals successfully commit suicide (Hooper & Larsson, 2015). The long-term goal of CBS is to develop a science that is more suited to the difficulties of the human condition. This entails empowering people to participate in transformational change, a method aimed at prosocial change (Hayes, 2016). Relational Frame Theory and Acceptance and Commitment Therapy (ACT) both have CBS as their foundational research paradigm (RFT).

Historical Background of Behavioural Therapy

From a behavioural standpoint, Watson defined psychology as "a totally objective experimental branch of natural science" in 1913. Its theoretical objective is to anticipate and manage behaviour (Benjamin, 2007, p. 145). Behaviorists believed that psychology required objective scientific measurements in order to become a natural science. There have been "three waves" of behavioural treatments using behaviorism's concepts in the last century (Hayes, 2004). Each "wave" of behaviourism has its own set of presumptions, techniques, and objectives. The development of behaviour therapy was intended as a reaction to then-dominant therapeutic ideas. The goal of behaviourists was to create a science with a solid scientific foundation and a direct connection between theory and therapeutic therapies (Hayes, 2016). This was in sharp contrast to older kinds of treatment, including the psychoanalytical model, which was primarily based on the interactions between Freud and his patients in the therapeutic setting (Hooper & Larsson, 2015). In the 1950s, behavioural therapy (BT) was practically independently and concurrently founded by Joseph Wolpe in South Africa, Ogden Lindsay in America, and Hans Eysenck in England (st, 2008). Overt behaviours were a frequent area of interest for these scholars. They influenced such overt actions using operant and classical conditioning approaches, mostly ignoring emotions and ideas (Harris & Hayes, 2009). With his renowned "Little Albert" experiment, John Watson played a pivotal contribution in the development of behavioural psychotherapy. In an experiment, a white rat was used to instil dread in a nine-month-old baby. He combined his observations of how white rats are touched and how youngsters are scared by loud sounds. A loud noise would occur each time the infant touched the mouse. Because the results of this experiment fit within the framework of classical conditioning, it had direct implications for the emergence of psychopathology. Similar to "Little Albert's" instance, an unconditioned reaction is elicited by an unconditioned stimulus (noise) (fear). The white rat served as a neutral stimulus throughout these events, and the rate thereafter served as the conditioned stimulus for the fear reaction, which was then a conditioned response. The toddler was now upset and terrified by the white rat's appearance alone (Hooper et al., 2015). The first person to use this understanding in therapeutic work was Mary Cover Jones. She created the first desensitisation experiment, which included a three-year-old kid who was first trained to dread a rabbit before gradually becoming less afraid of it (Hooper et al., 2015). Joseph Wolpe built on her study and created the systematic desensitisation approach, which includes a gradual relaxation technique to suppress the fear response, a hierarchy of feared stimuli, and relaxation exercises while in the presence of the anxious stimulus (Hooper et al., 2015). According to Skinner, who popularised the operant paradigm in psychology, changes in behaviour are correlated with their effects. This social reinforcement concept was effectively used in the treatment of agoraphobia by the researchers Agras, Leitenberg, and Barlow in 1968. It is often regarded as the first "wave" of a psychotherapeutic strategy that was founded on research (st, 2008).

Neo-behaviorists used cognitive techniques to affect behaviour based on neuroscience, linguistics, computer science, ethnography, and psychology during the "second wave" of behaviourism, which peaked in the 1970s (Hooper & Larsson, 2015). The failure of behaviourism to explain and understand language and cognition was a major factor in the transition (Hooper et al., 2015). Aaron T. Beck created cognitive therapy (CT), which he based on the idea that bad thoughts produce unpleasant feelings and behaviours (Hooper et al., 2015). The major therapies entailed challenging dysfunctional and illogical thinking patterns and replacing them with healthy, logical ones (cognitive restructuring) (Harris & Hayes, 2009). Interventions were centred on content modifications, sometimes known as first-order alterations. The use of the cognitive model led to the identification of cognition patterns that were assumed to be connected to certain illnesses (Hayes, 2016). CBT was created by the fusion of first "wave" principles and more modern cognitive ideas (Hayes, 2016). Finally, CBT and Rational Emotive Behavior Therapy (REBT) dominated the "second wave" (Harris et al., 2009).

Currently, acceptance, mindfulness, and second-order transformation are heavily emphasised in so-called "third wave" behavioural treatments (Zettle, 2007). Second-order alterations, as opposed to changing behavior's form or substance, concentrate on how well actions fit into a given environment (Zettle, 2007). This category includes therapeutic modalities including Functional Analytic Psychotherapy (FAP), Dialectical Behavior Therapy (DBT), Mindfulness-Based Cognitive Therapy (MBCT), Acceptance and Commitment Therapy (ACT), and others (Harris & Hayes, 2009). Moving away from first-order cognitive alterations and stressing the cognitive framework in which ideas originate was initiated by mindfulness-based cognitive therapy. There was growing evidence that thoughts' functions may be changed without affecting their substance. In the 1990s, it became clear that "second wave" treatment procedures would not have the expected effects on the patient and might not even be required for successful therapy (Gortner, Gollan, Dobson, & Jacobson, 1998; Zettle, 2007). Cognitive therapies were questioned by process and component analysis of cognitive techniques. The awareness of the current moment was one novel component to encourage transformation (Hayes, 2016). Behavioral treatment methods from the first and second waves are included into ACT.

Acceptance and Commitment Therapy

ACT is the particular therapeutic strategy that I mostly support. The experimental results of RFT, which claims that human language and its bidirectional and evaluative features are the source of human suffering, serve as the theoretical foundation for ACT (Hayes, Barnes-Holmes, & Roche, 2001). The bold claim made by the ACT approach's creators is that "psychological distress is a core element of human existence" (Hayes, Strosahl, & Wilson, 2012, p. 4). In our contemporary Western culture, when pleasure, health, and material success are valued as the norm, this assertion is highly divisive. a manifestation of the idea that one of life's primary objectives is to be free from bodily and emotional suffering. In contrast to this, experiencing bodily and mental challenges is often seen and regarded as abnormal (particularly in the medical industry), and it is classified as such via a collection of psychological symptoms that suggest disease (Hayes, Strosahl, & Wilson, 2012). But according to Hayes, Strosahl, and Wilson (2012), this way of view diminishes or even completely ignores the significant influence of particular settings on behaviour while ignoring the functioning of behaviour.

The historical and situational context, cultural influences, and the relationship between ideas, emotions, and behaviour depending on a person's unique context are all included in the therapeutic focus of ACT (Hayes, Levin, Plumb-Vilardaga, Villatte, & Pistorello, 2013). Contextual science challenges the conventional belief that physical health is the absence of sickness and that human pleasure is the absence of aberrant processes. According to Hayes, Strosahl, and Wilson (2012), social, cultural, and contextual factors have an effect on human suffering and are pervasive. It is believed that a person's response to distress (bad thoughts and emotions) is more important for good functioning than the actual suffering they are experiencing. According to ACT, the three essential processes of "consciousness of the present, openness to private experience, and involvement in valued activities" are all dysfunctional (Strosahl, Robinson, & Gustavsson, 2012, p. 3). According to the ACT, every issue people face is caused by or connected to experienced avoidance (Hooper & Larsson, 2015). ACT seeks to improve psychological flexibility, which is defined as the capacity to go on with cherished activities despite suffering and unfavourable private situations, in order to alter results (Hayes et al., 2012). It focuses on recognising the ideas and emotions that obstruct leading a meaningful life. Instead than concentrating on modifying the experience itself, ACT aims to change the connection to those internal experiences (Stoddard & Afari, 2014). Healthy variations in behaviour and flexibility are thought to increase the present moment's engagement with the lived experience so that behavioural choices may be made consciously and deliberately (Hayes et al., 2012). The goal of ACT is to develop internal collaboration of the whole person, including all of their unpleasant and undesirable aspects. Clients gain the confidence to learn about and recognise previously ignored and feared ideas, emotions, and sensations via the therapeutic use of metaphors, paradox, mindfulness, and experiential activities. Clients are urged to embrace and appreciate their own inner experiences, create objectives based on their values, and make a commitment to altering their behaviour in accordance with those beliefs.

As a helpful tool for practitioners to direct conceptualization and therapy, a theoretical model of psychological flexibility that is connected to RFT and behavioural principles was created (Hayes, Strosahl, & Wilson, 2012). The ACT case formulation process will be influenced by two key areas: "What type of life does the client most truly wish to build and live? What environmental or psychological factors have prevented or hampered the pursuit of that sort of life? 105 (Hayes et al., 2012). The client's proficiency with the six ACT core procedures is also assessed throughout the interview phase.

The Hexaflex

The underlying concept of psychological flexibility and concurrently the model of psychopathology in ACT is known as the "Hexaflex" (Hayes, Strosahl, & Wilson, 2012). Aspects of psychopathology, psychological well-being, and psychological therapies are depicted by the hexagonal model. The six fundamental processes that support a person's psychological flexibility are represented by the "Hexaflex" in a visual way. Processes like cognitive fusion, sensory avoidance, or individualistic self-defeating behaviours are all examples of psychological inflexibility (Hayes et al., 2012). When someone attempts to avoid what they see as "bad" emotions like melancholy or worry, they are said to be engaging in experiential avoidance. This often puts valued living at odds with it, making it the definition of psychological flexibility's negative (Hooper & Larsson, 2015). Fusion might be thought of as a flight from uncertainty and confusion. The sensation of contradiction is undesirable, and the conception of a distinct self will not let material that may not match the established narrative. Unwanted sensations are momentarily reduced as a result (Hayes et al., 2012). This process often results in a restricted or small vocabulary of verbal guidelines, behavioural possibilities, and a lack of awareness of behavioural repercussions (Hayes et al., 2012). Even if changing the path of action is manifestly impossible, it becomes more difficult. Additionally, these habits make a person concentrate on the reasons why things are not going their way, which traps them in the cycle. The term "cognitive fusion" describes the situation in which an individual becomes enmeshed in their own self-stories and is figuratively fused with their cognitions. The capacity for perspective-taking and self-awareness is referred to as the self as context. The capacity to remain in the current moment is referred to as being present. By setting value-based objectives and taking deliberate, dedicated action in the direction of a life worth living, valuable directions are being formed (Hayes et al., 2012). On the other hand, the six processes of "flexible attention to present moment, selected values, committed action, self-as-context, defusion, and acceptance" all contribute to psychological flexibility (Hayes et al., 2012, p. 63).

The fundamental premise of ACT is nested in the model, which holds that suffering is a normal byproduct of existence, but that a lack of psychological flexibility restricts one's capacity to adjust to internal or external changes (Hayes, Strosahl, & Wilson, 2012). Over-identification with language's literal interpretation results in psychological rigidity, which causes misery. The so-called six dialectical core therapeutical processes—acceptance and willingness, cognitive defusion, mindfulness, self-as-context, values, and committed action—are used in the ACT method to encourage psychological flexibility (Stoddard & Afari, 2014).

Acceptance And Willingness

The "voluntary adoption of a purposefully open, receptive, flexible, and non-judgmental stance with regard to moment-to-moment experience" is how acceptance is best defined (Hayes, Strosahl, & Wilson, 2012, p. 272). It also entails a person's readiness to actively deal with upsetting personal circumstances, events, or encounters. The idea that the person's connection to their ideas and emotions should be the major emphasis rather than the substance of those things distinguishes this approach from other therapeutic techniques (Walser & Westrup, 2007). The aim of ACT is to assist the client in accepting their ideas, emotions, memories, and experiences by holding them in the palm of their hand, like a butterfly (Walser et al., 2007, p. 19). This requires the capacity to resist being too identified with the constant buzz of the human mind.

Cognitive Defusion

The capacity to see thoughts as straightforward ideas devoid of literal meaning that governs one's conduct is referred to as defusion (Hooper & Larsson, 2015). Thoughts are considered to be unproblematic, but when a person responds to them in a blind way, that's when they become problematic. Defusion from thought content refers to the ability to be conscious of a thought without engaging in negative self-talk. Here, a person modifies its connection to the thought's substance. Defusion, like acceptance, gives one the freedom to live according to their values (Stoddard & Afari, 2014).

Mindfulness

From a psychological standpoint, mindfulness is best defined as paying attention to the experience happening in the present moment while adding present-centered awareness (Nagy & Baer, 2017). The secular Western society has adopted this age-old Eastern custom. Several of the previously listed "third wave" therapy philosophies have integrated mindfulness-based practises. These mindfulness-based therapies have been used with many different groups and diseases. Through the development of new connections with one's thoughts and emotions, the practise of mindfulness has been demonstrated to reduce rumination, improve emotion control and attention, as well as working memory (Nagy et al., 2017).

In ACT, present-moment awareness is practised with compassion so that the individual may feel openness. The technique includes being open to noticing emotions, ideas, and sensations—even when they are unpleasant. The four ACT processes of acceptance of experience, detachment from literal thought content, present-moment practise, and self-as-context are used to aid in the development of mindfulness (Walser & Westrup, 2007). These procedures provide the individual the ability to see internally experienced good and bad occurrences from the perspective of an observer, enabling a non-judgmental involvement with the material. "From a mindfulness viewpoint, our suffering originates out of our emotions and judgements about what is there as opposed to what is truly present," write Shapiro and Carlson (2017). (p. 11).

Self-as-Context

The capacity to imagine a past and future self while developing a sense of who we are as individuals is also a component of human linguistic talents. Self-as-context implies the existence of a "you" who is capable of seeing and experiencing both the inner and outside worlds but who is distinct from one's own internal activities (thoughts, feelings, roles). It may be characterised as a self that "observes" the occurrence of ideas and sensations. Instead, internal scripts that govern how people believe about themselves, about their lives, and about their past control a person who perceives a self-as-content. This individual often minimises flexible contacts outside of their self-created tale, which is often against their own beliefs. They tend to be defined by the details of that story (Stoddard & Afari, 2014). The self-as-context concept aims to change a client's viewpoint so that they become observers and active participants in their lives, with the power to make decisions based on their values.

Values

According to the ACT paradigm, values have a significant role in influencing behaviour and may be effective change agents. Values are described as "qualities of ideal conduct, giving structure and coherence to life and driving purposeful activity" by Ciarrochi, Fisher, and Lane (2011). (p. 1184). Values occur in a variety of circumstances and eras and serve as the foundation for a person's drive to accomplish their life's goals. Increased value orientation while decreasing experiencing avoidance in the context of valued living is one of the objectives of ACT therapy (Ciarrochi et al., 2011). Nine areas, including family, friends, romantic relationships, job, education, leisure, spirituality, community, and health, make up the overall description of values. Each of these areas has the potential to spur the client to action and aid in bringing emphasis to certain value-based objectives. Greater flexibility for the aim of living in line with personal ideals is promoted by the practises of acceptance, defusion, present-moment awareness, and self-as-context (Stoddard & Afari, 2014).

Committed Action

While beliefs provide behaviour direction, dedicated action is what leads to real behaviour change (Stoddard & Afari, 2014). The setting of worthwhile objectives enables customers to choose committed action items. A committed action includes specific objectives that may be fulfilled, but a value is a direction or journey without an ending. To assist clients in moving toward their ideals, committed action therapy often integrates standard behaviour therapy components, such as problem-solving techniques, exposure, skill development, etc. To overcome internal barriers that can prevent taking action, the techniques of acceptance, defusion, mindfulness, and self-as-context are combined (Stoddard et al., 2014). When values are formed, an almost infinite variety of connected objectives and particular actions follow, which increases psychological flexibility (Zettle, 2007).

The Matrix

The matrix, created by Polk and Schoendorff, is another popular ACT strategy for conceptualising psychological flexibility (2015). The matrix may be thought of as an interactive representation of the ACT processes. The diagram's horizontal line distinguishes between internal and exterior events. The upper level of the matrix is for the real world, while the bottom level is for the client's private events. The vertical line serves as a functional delineation between behaviours that advance the client's values and occurrences that the client is attempting to flee or avoid (struggles). The four quadrants are then used to characterise the client's everyday experience, recognising both functional and dysfunctional acts (Hooper & Larsson, 2015). This method may be used to assist a client comprehend their experience and as a tool to help them become more psychologically flexible.

The Therapeutic Relationship

Evidence suggesting similar variables may be responsible for a substantial amount of the treatment success is compiled by Shapiro and Carlson (2017). The connection between the client and the physician, expectations, facing difficulties head-on, mastery, and the attribution of results are only a few of the crucial common variables that have been mentioned. Relationship factors are the best predictor. The most fruitful relationships are those built on empathy, unconditional positive respect, and client-therapist congruence. Due to its promotion of positive therapeutic relationship traits including presence, warmth, trust, connection, and understanding, mindfulness has been proposed as a common component. A good therapeutic relationship requires psychological flexibility on the part of the practitioner, according to the ACT. The goal of the clinician is to provide an example of psychological flexibility for the client. The therapist creates an atmosphere where his or her emotions serve as important initiators and provide learning chances that are moulded by contingencies. The therapist must be open, accepting, cogent, and consistent with ACT principles in order to enable the flexibility model to enter the room and direct the therapy interaction. ACT suggests dealing with the client less as an authority figure and more as a fellow human being going through a similar struggle. According to Hayes, Strosahl, and Wilson (2012), soft reassurance is yet another crucial element of ACT treatment. A clinician's capacity to confirm and normalise the experience of the other person's suffering, as well as their readiness to be open to experiencing their anguish, is referred to as soft reassurance. It is said that an essential quality for a successful ACT therapist is the capacity to feel empathy and compassion for the client's situation. Additionally, the ACT practitioner has a readiness to selectively self-disclose in order to promote the development of strong interpersonal bonds. It promotes camaraderie and gives the therapist the chance to serve as a role model for acceptance and commitment by acting as a suffering human being in the same room as the client.

I respect the experiences that are happening right now in the therapy room as I support all of the aforementioned facets of the therapeutic relationship and work to improve as an ACT therapist. A "therapist's presence is defined as the ultimate state of moment-by-moment receptivity and profound relational engagement," according to Geller, Greenberg, and Watson (2010). Instead of doing anything to the customer, it entails being with them. It involves being soft, nonjudgmental, and compassionate while accepting the client's experience. It also involves being open to being moved and affected by the client's experience while being rooted and receptive to the client's needs (p. 85). As a new therapist, I want to improve my capacity for present-moment awareness while also developing the abilities to integrate mindfulness with the methods and tools required to encourage psychological flexibility.

Diversity

As an ACT therapist, I strive to accept and nurture the uniqueness of all people by being attentive to their unique social settings and individual distinctions. The social environment of a person affects how they see the world.

Many different cultural settings have seen the adaptation of mindfulness and motivational interviewing. I believe it is my responsibility to not only be aware of the cultural adaptations that therapy tools already have but also to be receptive to any modifications that may arise due to diversity in the room. Metaphors and experiential exercises within ACT may be customised and modified to the client's unique experience to maximise effectiveness. According to Hayes, Strosahl, and Wilson (2012), an ACT practitioner must be concerned with sexism, racism, degradation, and injustices since these issues also come up during therapy sessions. Community and diversity issues are crucial to the therapeutic process. ACT offers a strategy for integrating cultural adjustments that is process-focused (Masuda, 2014). The functional contextualism framework enables and directs the ACT therapist to organise and develop cultural knowledge in a practical and contextually aware way.

Efficacy Of Acceptance And Commitment Therapy

While outcome studies are often used to establish evidence-based practise, some of them lack a solid theoretical and empirical foundation (Hooper & Larsson, 2015). Due to a rise in effective outcome studies, including multiple random controlled trial treatment studies, many experts see ACT as being evidence-based (Hooper et al., 2015). A survey of 265 empirical studies on depression, anxiety disorders, significant mental disease, drug misuse, quitting smoking, eating habits, and pain is provided by Hooper and Larsson (2015). The correlation between the ACT processes and the results has been the subject of around 25% of this study. Nevertheless, st (2014) came to the conclusion in his meta-analysis that ACT did not meet the requirements to be regarded as a well-proven therapy for any condition. He noted minor impact sizes and methodological issues. A-tjak and colleagues (2015) recruited 1,821 participants with mental illnesses or physical health issues in a second efficacy study. Based on the results of this research, the authors came to the conclusion that ACT is more effective than standard care or a placebo. They added that ACT could be just as successful in treating anxiety disorders, depression, addiction, and somatic health issues as well-known psychological therapies. After reviewing st's first meta-analysis, Atkins and colleagues (2017) claim that there may have been inconsistencies in his findings. The authors highlight the multiple randomised trial publications as well as APA Division 12 designations of ACT's evidence-based effectiveness in the treatment of psychosis, obsessive-compulsive disorder, mixed anxiety, and chronic pain.

Additional Techniques and Strategies

I identify as an ACT practitioner who is rooted in functional contextualism and a member of CBS, but I also use other methods and approaches to support the ACT way of doing therapy. To encourage committed, valued action, I'm using elements of solution-focused treatment, motivational interviewing, dialectical behaviour therapy, behavioural activation, and skill-based strategies.

Conclusion

My personal experiences, exposure to many cultures, travel experiences, and interest in different worldviews, together with training that emphasised diversity and social justice, fit well with the ACT method and contextualism. I am making an effort to take cultural issues into account and to improve my cultural sensitivity and expertise. I'm actively working to cultivate mindfulness in my daily life, and I also want to do so in my therapeutic practise. To guide my therapy work, I use techniques that have been scientifically established and backed by evidence. I also use Dialectical Behavioral Therapy, Motivational Interviewing, and a number of skill-based therapies in addition to ACT. I agree with the American Psychological Association's ethical guidelines for responsible, ethical practise and understanding of existing cultural diversity as a newly qualified mental health professional.

References

Sleeping to Support: An Examination of the Relationship between Leader Sleep and Positive Support Behaviours

Introduction

The unhealthful notion that great leaders do not get enough sleep is perpetuated by the competitive workplace atmosphere of today. Many first-person testimonies from well-known leaders, such Bill Gates and Margaret Thatcher, who have acknowledged to previously forgoing sleep in order to gain an advantage as a leader or to advance their responsibilities, reflect this (Gates, 2019; Lashbrooke, 2020). Similar actions have also been taken by previous American presidents. For instance, Donald Trump has been cited as claiming that he "never sleeps and that people who sleep are lethargic" and Barack Obama was well-known for working instead of resting when he was president (Berger, 2018; Shear, 2016). (Le, 2019; Smith, 2017). Moreover, Vice President Kamala Harris said in a precampaign interview that she does not get "quite enough" sleep, while the current President of the United States, Joe Biden, is known for dozing off during President Obama's debt address in 2011. (New York Times, 2019). In fact, practically all of the Democratic contenders for president in 2020 indicated that they don't get enough sleep in the same interview (New York Times, 2019).

These stories are backed by organisational research, which indicates that people think sleeping less is associated to professional success. Participants thus believed effective leaders slept less than the typical worker (Svetieva et al., 2017). According to other studies (e.g., Kerstedt et al., 2004; Jackson et al., 2013; Luckhaupt et al., 2010; Svetieva et al., 2017; Ursin et al., 2009;), supervisor-level employees experience the shortest sleep durations and the most fatigue. This indicates that unhealthful sleep beliefs and practises are to blame.

Leaders in the workplace reinforce attitudes. A study by the United States Bureau of Labor Statistics found that paid work time was the main waking activity substituted for sleep (Basner et al.2012). This larger social tendency is mirrored in this( poll.al, 2014). Particularly, bosses are more prone to lengthen working hours at the expense of their personal time (such as sleep) (Babbar & Aspelin, 1998; Ruderman et al., 2017). When considered together, these research point to a national issue about leaders and chronic sleep deprivation (i.e., consistently obtaining less than ideal amounts of sleep).

The American Academy of Sleep Medicine, the Sleep Research Society, and the National Sleep Foundation advise a minimum of 7 hours of sleep each night for adults on a regular basis, as well as high levels of quality sleep (Hirshkowitz et al., 2015; Ohayon et al., 2017; Watson et al., 2015).

Approximately 83.6 million US people, or more than one third of Americans, were found in a recent research by the Centers for Disease Control and Prevention to consistently go below the necessary sleep guidelines (Liu et al., 2016). Given its ubiquity and accompanying effects, sleep deprivation may be highly harmful for the individual, the company, and society. Sleep has been linked to a number of health outcomes, including depressive, anxiety, depersonalization, and emotional tiredness. It has also been linked to a number of organisational outcomes, including job satisfaction, engagement, performance, safety, and absenteeism (e.g., Barnes & Watson, 2019; Litwiller et al., 2017). As a result, insufficient sleep causes roughly 1.2 million working days to be missed each year in the United States (Hafner, 2017; Shockey & Wheaton, 2017). Restricted sleep may also have a significant financial effect. For instance, National estimates of the economic impact of sleep deprivation approach $411 billion in medical and employment-related costs per year, or 2.3% of the US gross domestic product (Hafner, 2017; Kiley et al., 2019). Unfortunately, little study has been done on the possible effects of sleep deprivation on the population of business leaders.

Reviews and meta-analyses on sleep in the workplace reveal the restricted emphasis on regular employees as opposed to leaders in the industry (Khubchandani & Price, 2020). For instance, two recent meta-analyses ignored level within the company and experimentally investigated the effect of sleep on job outcomes and work performance for general workers (Henderson & Horan, 2021; Litwiller et al., 2017). A comprehensive assessment of the longitudinal intervention literature on psychosocial stresses and sleep quality among working people, but not necessarily leaders, was also carried out by Van Laethem and colleagues (2013). Barnes (2012) examines and combines sleep and self-regulation studies, concentrating on employee sleep and job results while ignoring organisational level. Another example is a meta-analysis that looked at sleep issues and safety results in the overall working population (Uehli et al., 2014). Researchers have urged for further study on the connection between sleep and performance among leaders in the workplace, notwithstanding the importance of knowing the association between sleep and job results among ordinary workers (e.g., Gaultney, 2014; Rogers et al., 2019). Due to their positions within the company, leaders' attitudes, actions, and choices are likely to have significant effects and may have an influence on a large number of individuals (Ruderman et al., 2017; Kaluza et al., 2021). Since leaders may be more prone to sleep loss, it is crucial to take into account how sleep is related to their capacity to do the specific activities associated with their position. Leaders who get enough sleep are essential to the general performance of their teams and businesses.

Individual research has recently begun to look at the connection between sleep and different leadership outcomes. The method through which leaders influence their followers is referred to as leadership (Antonakis & Day, 2018; Bass & Bass, 2008; Schonfeld & Chang, 2017; Truxillo et al., 2015). For instance, articulating a vision, securing collaboration, and modifying the attitudes and behaviours of followers are all examples of leadership.

Researchers contend that inconsistent sleep quality (i.e., feeling rested and having trouble falling and staying asleep) might be linked to abusive leadership (i.e., hostile verbal and nonverbal conduct) (Barnes et al., 2015; Tariq et al., 2019). Lack of sleep also heightens a leader's propensity to disregard and evade obligations related to their leadership job (Olsen et al., 2016). But the majority of this body of study focuses on the possible drawbacks of leader sleep for organisational performance. There are a few studies that investigate the relationship between leader sleep and subsequent effective leadership philosophies like charismatic leadership (leaders who captivate and persuade followers that their group's mission is extraordinary; Conger et al., 2000) and transformational leadership (i.e., leaders who encourage and empower followers to grow and achieve individual and collective goals; Barnes et al., 2016; Bass & Riggio, 2010; Byrne et al., 2014; Olsen et al., 2016). Although organisational research is starting to look at sleep as a significant aspect in leadership, little is understood about the function of sleep in a leader's effectiveness.

The capacity to exhibit constructive conduct at work rather than just the absence of bad behaviour. In light of this, it's critical to comprehend the connections between leader support, a closely similar but separate concept, and leader sleep. Support is one of the numerous actions that a successful, high-caliber leader must do, although it is rarely included in general definitions of leadership (e.g., van Dam & van der Helm, 2016). The relationship between supervisor support and sleep is now being studied in a similar area of study. Studies have specifically shown that leader support may enhance staff sleep (e.g., Berkman et al., 2010; Crain et al., 2014; Sianoja et al., 2020). Although significant, this line of study misses the connection between a leader's personal sleep and their capacity to exhibit helpful, supporting actions. Examining leader support is crucial since prior research indicates that it is particularly advantageous for both workers and the firm (e.g., Hammer et al., 2009; Hammer et al., 2013; Kelloway et al., 2017; Koch & Binneweis, 2015; Las Heras et al., 2015). But the causes of these effective leadership practises have largely been ignored (e.g., Crain & Stevens, 2018; Byrne et al., 2014). This is a fundamental challenge for the atmosphere and productivity of the workplace: How can managers support and assure the wellbeing of their staff members if they are themselves experiencing the negative effects of sleep deprivation? It is crucial for academics and practitioners to comprehend how to foster and sustain these supporting behaviours among leaders due to the well-established advantages of these behaviours.

Although leaders are essential for enhancing organisational and employee-level results, prior study has neglected to take into account signs of supportive leader behaviour.

Behaviours. In particular, there are three types of support behaviours that are particularly pertinent to this study: general supervisor support (i.e., the leader expressing care and concern for their employees or directly assisting them; House, 1981; Kossek et al., 2011), family-supportive supervisor behaviours (FSSB), and sleep leadership (i.e., actions that support employees in getting enough sleep). The general supervisor support is all-encompassing and concentrates on support within the workplace, the FSSB is made up of support behaviours for nonwork demands, and sleep leadership refers to support for employee sleep health. Each of these positive leader support behaviours targets a different area of the lives of the employees. By investigating leader sleep as a precursor to a deliberately selected collection of distinctive but significant positive leader support behaviours in the workplace; this research seeks to further this discourse.

Few studies have investigated probable mechanisms by why this association arises in the few research that has evaluated the connection between leader sleep and subsequent conduct. The theory that has received the greatest support in prior studies contends that resources are the processes linking sleep to subsequent results (e.g., Barnes, 2012; Barnes et al., 2015; Baumeister, 2003). However, resource-based procedures have been criticised for being overly general (e.g., "almost everything beneficial may be deemed a resource"; Halbesleben et al., 2014, p. 1337) and for impeding the advancement of research and practise (e.g., Friese et al., 2019; Thompson & Cooper, 2001). Research is thus required to pinpoint more precise resources that might be involved in the link between sleep and leadership style. The current research specifically examines emotional weariness as a significant explanatory factor. The basic component of burnout is emotional exhaustion, which is a particularly persistent, affective type of work-related stress that may manifest as weariness, job-related melancholy, psychosomatic problems, and anxiety (Demerouti et al., 2001; Gaines & Jermier, 1983; Wright & Cropanzano, 1998). Understanding the influence emotional weariness has on key organisational outcomes including job performance, organisational citizenship behaviours, and turnover intentions is crucial in the workplace (e.g., Cropanzano et al., 2003). Beyond these primary effects, little is known about how emotional tiredness may affect particular aspects of performance, such leaders' supportive actions.

Anticipated Contributions

According to humanities assignment help, current research adds three new theoretical perspectives to the existing literature on organisational health. First, little study has been done on the connection between sleep and a leader's capacity to exhibit supportive behaviours.

It's essential to know how to curb bad leadership habits at work, but concentrating just on prevention is too limited. Examining positive behaviours also teaches us how to encourage good leader support behaviours, which may lead to happier, more productive workers and organisations in the future (e.g., Hämming, 2017; Kossek et al., 2011; Mor Barak et al., 2009). Since general supervisor support, FSSB, and sleep leadership are all positive leader support behaviours, this research will be the first to investigate how leader sleep influences these activities. A distinctive aspect of this research is the inclusion of a constellation of support behaviours as outcomes. The little study on this subject usually looks at one kind of leader behaviour as a result of leader sleep. For instance, Barnes and colleagues (2020) looked at immoral leadership as the only result at the leader-level. Other examples of independent effects include aggressive leadership style or abusive supervision (Barnes et al., 2015; Tariq et al., 2019). (Guarana & Barnes, 2017). A research by Olsen and colleagues (2016) that looks at the relationship between leader sleep and future transformational and transactional leadership styles serves as an example of an exception. The current study will further knowledge by investigating the effects of leader sleep on a number of distinct, positive leader support dimensions (general supervisor support, FSSB, and sleep leadership).

The complexity of leader conduct in the workplace is oversimplified if just one form of leader behaviour is examined as a consequence. Theoretically, it is crucial to evaluate a constellation of leadership behaviours since doing so will help us create a more accurate representation of the numerous facets of effective leadership behaviour. This constellation would also reveal to researchers whether leaders are more likely to give up one form of support over the other when they are experiencing sleep restriction, and whether nonwork domain or work domain support may be more difficult for leaders to provide when experiencing sleep restriction. Practically speaking, investigating a constellation of positive leader behaviours informs next initiatives meant to encourage a particular positive leader behaviour. For instance, companies can think about creating policies and processes that safeguard and promote healthy sleep among the leader population if FSSB is valued and proven to be especially vulnerable to sleep loss.

Second, since sleep is important for restoring the resources used throughout the day, previous research points to resource-based processes as the connection between sleep and future leadership behaviour. According to a large body of studies, ego depletion—or the variation in our capacity to withstand desires and impulses as a result of a shortage of resources—is the underlying mechanism (e.g., Barnes et al., 2011; Barnes et al., 2015). Ego depletion theory's central tenet is that when resources are used up, a condition of depletion develops that renders a person unable or unwilling to exercise control over their conduct (Baumeister & Vohs, 2007). However, this body of research has come under heavy fire stating that since ego depletion is too vague and fails to pinpoint the precise resources at work, using it as a theoretical framework leads to the replicability dilemma (Hagger et al., 2010; Inzlicht & Friese, 2019; Lurquin et al., 2016; Lurquin & Miyake, 2017). Furthermore, since everything might be seen as a resource, the ambiguity of ego depletion results in possibly unfalsifiable outcomes (Halbesleben et al., 2014; Lurquin & Miyake, 2017). This argument is similar to those levelled against other resource-based theories like the conservation of resources (COR) theory (Hobfoll, 1989), whose main tenet is that individuals always want to conserve and acquire "resources," putting pressure on their relationships when those things are lost. Previous research have consistently argued for sleep-driven interactions in the workplace using resource-based theories like ego-depletion and COR (e.g., Barber et al., 2012; Crain et al., 2014; Sianoja et al., 2020). Researchers have recommended for more precision and accuracy when using resource theories like ego depletion after this extensive examination of resource-based theories (Friese et al., 2019). By mentioning the resource at work in these connections, the research on sleep and organisations can advance, and practitioners may learn more about how to effectively promote sleep in the workplace (Halbesleben et al., 2014; Lurquin & Miyake, 2017). This research will use a newer, more in-depth theoretical model to explicitly evaluate the resources at work in the expected interactions in order to overcome such shortcomings of prior works (Crain et al., 2018). Therefore, by speculating that emotional weariness is a mediating mechanism in the connection between leader sleep and future leader behaviour outcomes, our research adds to the body of knowledge.

The investigation of the relationship between leader sleep quantity and quality as predictors of emotional tiredness and downstream leader support behaviours is the third contribution of the current research. The evidence suggests that sleep quantity and quality should be evaluated as separate entities since the associations between them are often weak and non-significant (e.g., Barnes, 2012; Brossoit et al., 2019; Crain et al., 2018; Litwiller et al., 2017). As a result, recent research has shown that amount and quality of sleep may interact (Barber et al., 2010; Barnes et al., 2015). Because it may show how sleep quantity and quality interact to influence downstream leader behaviours, it is crucial to look into this possibility. This will help researchers and practitioners understand how to take both factors into account when developing workplace solutions. A new strategy for public health campaigns might be developed by accumulating empirical data on the relationship between sleep quantity and quality, since the majority of existing programmes stress having at least 7 hours of sleep every night.

Over the length of the night to ensure optimum functioning. Examples include sleepeducation.org, which offers a bedtime calculator and advice for scheduling time to sleep as part of the National Healthy Sleep Awareness Project's "7 and up" campaign relating to sleep length (American Academy of Sleep Medicine, 2021). Additionally, the "HealthyPeople2030" programme from the U.S. Department of Health & Human Services was started with a near-exclusive emphasis on increasing sleep quality (United States Department of Health and Human Services, 2020). Another example is the National Sleep Foundation's annual Sleep Awareness Week, which takes place the week before Daylight Savings Time, when individuals lose one hour of the day and emphasises length (National Sleep Foundation, 2021).

However, these programmes may put greater focus on providing health information about sleep quality if enough empirical research indicate it may be more important than we previously assumed. Furthermore, the interaction between sleep duration and quality is still developing, and the results examined thus far have been ego exhaustion or psychological distress (Barber et al., 2010; Barnes et al., 2015). Therefore, it is vital to investigate how this interaction affects other results. This research will add to the body of knowledge on the interaction between sleep quantity and quality by studying emotional tiredness as a possible result. This is in response to recommendations for more investigation of this interaction effect (Barber et al., 2010; Crain et al., 2018).

Finally, by integrating employee and supervisor self-ratings of sleep leadership and FSSB results, this research contributes methodologically to the organisational literature. using the direct reports' evaluations as well as the leader's own employees will prevent overstated correlations often discovered in same source data by using several sources of information about the same components (Podsakoff et al., 2003; Podsakoff et al., 2012). Similar to that, ratings could be less prone to supervisors' self-report bias. Additionally, common technique bias is less likely to influence the significance of the findings given the longitudinal design of the trial, which included assessments at baseline (Time 1), four months after the intervention (Time 2), and nine months after baseline (Time 3). (Podsakoff et al., 2003; Podsakoff et al., 2012). Additionally, this analytical approach could provide theoretical hints to the most recent leadership and occupational health literatures. How, for instance, do the views of support by workers and leaders differ? When a leader gets enough rest and doesn't feel as worn out emotionally, do workers regard them as being more supportive of their job (general supervisor support), nonwork (FSSB), and sleep (sleep leadership)? As a result, there are methodological as well as theoretical benefits to using various sources of data, particularly leader and employee assessments of two outcomes (i.e., FSSB, sleep leadership).

I offer the work, nonwork, and sleep (WNS) model as the theoretical framework for comprehending the relationship between leader sleep and subsequent workplace actions in the parts that follow (Crain et al., 2018). In addition, I draw attention to the taxonomy of human energy published by Quinn and colleagues in 2012 and suggest emotional weariness as a mediating mechanism. I discuss the pertinent lines of research to back up the precise suggested hypotheses about the relationships between leader sleep, emotional weariness, and positive support behaviours in the sections that follow. For the conceptual model, see Figure

1. Theoretical Rationale

I use the theoretical framework developed by Crain and colleagues (2018) to help explain the proposed connection between leader sleep and subsequent support behaviours. This framework identifies the underlying mechanisms connecting the three domains of employees' lives—work, nonwork, and sleep—and describes how these domains interact (WNS). According to the WNS model, sleep has a significant impact on our attitudes, actions, and feelings in both the work and nonwork domains. I depart from previous definitions of sleep, which typically focus on deficiencies and move toward a more positive definition of sleep to highlight its role in health and well-being by using Buysse's (2014) definition of sleep health. The current study focuses on the role of sleep in emotional health and downstream positive behaviours in the work domain. In the past, organisational research on sleep has mostly focused on the key variables of sleep duration and quality (Barnes, 2012). Contrarily, Buysse (2014) contends that there are other elements that go into "excellent" sleep, making the concept of sleep health more complex and multidimensional.

In particular, the key components of sleep health are sleep duration (the total amount of sleep received during each 24-hour period), sleep satisfaction (the subjective assessment of whether or not one had "good" or "bad" sleep), sleep efficiency (the ease with which one can fall asleep and stay asleep), and sleep timing (the timing of sleep during a 24-hour period) (Buysse, 2014). For the purposes of this research, I focus on sleep length as the primary variable indicating the amount of sleep, and sleep contentment and insomnia symptoms (which are both equated to sleep efficiency) as variables of the more general concept of sleep quality. Beyond looking at a mediating influence, this research also further advice drawn from the WNS theoretical framework. According to Crain and colleagues (2018), there may be an interaction impact between the amount and quality of sleep. Until now, few research have looked at such a connection (Barber et al., 2010; Barnes et al., 2015). Consequently, academics have suggested more investigation into this impact (Crain et al., 2018). This research will look at the relationship between sleep quantity and quality on subsequent emotional weariness and subsequent work behaviours in order to follow this advice and progress this topic.

The WNS model's central thesis is that energy resources from sleep have an impact on work behaviour. The WNS model builds on Quinn and colleagues' (2012) taxonomy of human energy to propose that sleep influences behaviours, attitudes, and states via fluctuations in two specific types of energy resources: physical energy, and energetic activation. This addresses criticisms of prior theories, which have conceptualised resources broadly and without much specification (e.g., ego depletion or COR; Ganster & Rosen, 2013). Physical energy, according to Quinn and colleagues (2012), is "the ability to work." To put it another way, it is the physiological energy required for acting, moving, and thinking (Quinn et al., 2012). As opposed to this, energetic activation refers to a person's perception or sense of being energised, full of vigour, energy, or zest, which may be seen in the emotive results that follow (Quinn et al., 2012). I explicitly concentrate on energetic activation as one sort of energy resource that is directly altered by sleep in the present investigation. According to Crain and colleagues (2018), sleep quantity and quality are resources that may yield other resources, most notably energetic activation, and that they have a positive association with it.

According to studies, there is a direct correlation between energetic activity and emotional tiredness, which is a key factor in burnout (Quinn et al., 2012l; Wright & Cropanzano, 1998). Emotional fatigue is defined as a persistent condition of emotional and physical tiredness and emotions of being overextended in seminal work on this concept (Cropanzano et al., 2003; Masclach et al., 2001; Maslach & Jackson, 1984). Given the same focus on affect and individual evaluation, this concept implies that energy activation and emotional weariness are closely related.

Particularly, low energy activation is a sign or symptom of emotional weariness. Since energetic activation is the resource that might result in sensations of emotional tiredness as a condition, these notions are connected but separate from one another. Thus, changes in sleep amount and quality should lead to a corresponding increase or decrease in energetic activation, which may be noticeable as emotional tiredness.

Additionally, Crain and colleagues (2018) assert that energetic activation effects behaviour in the workplace in a favourable way. The WNS model suggests that energetic activation may serve as a connecting mechanism through which sleep impacts work domain behaviours, which is pertinent to our investigation (Crain et al., 2018). For instance, prior research suggests that the production of positive emotional resources, such as energetic activation, may impact workplace behaviours including performance, helpful behaviours, and engagement (Brief & Weiss, 2002; Crain et al., 2018). Determining how emotional tiredness may be related to leaders' subsequent workplace actions, such as general supervisor support, FSSB, and sleep leadership, is the purpose of the current research.

The links between work, nonwork, and sleep that are predicted by the WNS model, according to Crain and colleagues (2018), are expected to develop over time. Because of how sleep works, it may have both short term and long-term consequences (Litwiller et al., 2017). Sleep has a critical role in long-term brain changes (i.e., plasticity), according to research in the cognitive neuroscience field (Carskadon & Dement, 2011). These changes have been found to affect behaviour in the future (e.g., Kolb, 1995; Kolb & Gibb, 2014; Kolb et al., 2003). The research on sleep also shows that its benefits deteriorate with time as a result of sleep deprivation (Barnes, 2012). Therefore, research indicates that evaluating sleep-related associations across time is more likely to represent significant brain changes and the ensuing behavioural changes (Kolb & Gibb, 2014). In light of this evidence, Crain and colleagues (2018) have urged longitudinal strategies for organisational sleep research, such as intervals spanning months as opposed to days. Additionally, Litwiller et al. (2017) made explicit requests for additional longitudinal sleep research to advance our knowledge of the dynamic long-term mechanisms underlying the relationship between sleep and downstream consequences. In light of these suggestions, this research investigates the proposed correlations through time. In particular, I anticipate that leaders who get enough sleep at Time 1 will feel less emotionally spent at Time 2, which will lead to an increase in supportive actions for other leaders at Time 3.

The Relationship Between Sleep Quantity and Support Behaviors

Establishing a relationship between sleep duration and downstream support behaviours is the primary goal of this research. According to the WNS theoretical paradigm, sleep energy-based resources have an impact on future work domain behaviour (Crain et al., 2018). Sleep, according to Crain and colleagues (2018), is a major factor in human energy swings. This energy is required for a leader to be able to participate in downstream positive support behaviours in the workplace. Prior research has started to demonstrate a relationship between sleep duration and results for leader performance. For instance, according to Gauntley (2014), peers tend to give leaders who have discrepancies between their weekend and weekday sleep duration worse performance evaluations. When they are sleep deprived, leaders are also more prone to participate in passive avoidant leadership, especially lassiez-faire (leaders who are often absent when required; Bass & Riggio, 2010). (Olsen et al., 2016). Additionally, leaders who lack sleep are less likely to exhibit transformative leadership (Olsen et al., 2016). Such results support the central tenet of the WNS theoretical framework, which holds that the amount of sleep might influence leaders' subsequent work behaviours (Crain et al., 2018).

It's crucial to look at leader support even if research has shown associations between leader sleep and future leadership results. Between leadership and support, there are significant distinctions. Most often, leadership has been thought of as a process, while support has been thought of as a particular behavior (Antonakis & Day, 2018; Hammer et al., 2009). According to Hogan and Kaiser (2005), leadership is defined as the way a person guides a team, group, or organisation to achieve a certain common purpose. Support, on the other hand, is more likely to happen on an individual basis between the leader-employee dyad. Furthermore, bad leadership (such as harsh supervision) or favorable (e.g., charismatic leadership), but generally speaking, showing support is a good and constructive action. Regardless of leadership style, support from leaders is generally a core requirement, as shown by empirical study. For instance, it has been demonstrated that leadership support results in a variety of positive outcomes, including increased employee creativity (e.g., Cheung & Wong, 2011), decreased work-to-family conflict and family-to-work conflict, better employee sleep (e.g., Sianoja et al., 2020), higher job satisfaction (e.g., Odle-Dusseau et al., 2012), and work engagement (e.g., May et al (e.g., Nohe & Sonntag, 2014) Consequently, support is an important and beneficial aspect of leadership that is worth looking at in isolation in order to determine how to preserve and encourage such behaviours at work.

General Supervisor Support

The influence of sleep duration on three support behaviors—general supervisor support, family-supportive supervisor behaviours (FSSB), and sleep leadership—is examined in this research. In order to promote a worker's productivity at work, a leader must provide general supervisor support. General supervisor support specifically refers to actions like offering practical aid and services (i.e., instrumental support) and exhibiting compassion, encouragement, care, and trust (i.e., emotional support) for their staff members at work (House, 1981; Langford et al., 1997; Mathieu et al., 2019; Yoon & Thye, 2000). As it has been shown to reduce employee anxiety, depression, somatic complaints, emotional tiredness, and turnover, among many other things, previous research has underlined the significance of boosting general supervisor support in the workplace.

O'Driscoll et al., 2003; Siebert, 2006; Haas et al., 2020; Mor Barak et al., 2009; Since providing practical and emotional support to a team of workers demands energy and effort, sleep is likely to have an influence on a leader's tendency to engage in general supervisor support. For instance, a manager who gets more sleep is more likely to support and care for their staff members and to have the means to help them. Therefore, it is expected that sleep duration will correlate with overall supervisor support for employees (See Figure 1).

Hypothesis 1: A leader's amount of sleep at Time 1 will be positively correlated with staff members' perceptions of overall supervisor support at Time 3.

Family-Supportive Supervisor Behaviors

The FSSB architecture lays emphasis on leaders supporting their employees' non-work needs as opposed to generic supervisor assistance. FSSB is envisioned as domain-specific leadership practises that help employees succeed in both their professional and personal life (Crain & Stevens, 2018; Hammer et al., 2009). For instance, FSSB could include actions like showing concern for employees' non-work lives, providing resources to help with demands, exemplifying how to successfully balance one's own work and non-work responsibilities, or making proactive efforts to improve employees' capacity to balance their work and non-work demands (Hammer et al., 2011). A recent review found that FSSB can have a variety of positive effects on work outcomes like job satisfaction, performance, and the quality of leader-follower relationships as well as on health outcomes like sleep (Berkman et al., 2010), employee stress (e.g., Hammer et al., 2013), and burnout (e.g., Koch & Binnewies, 2015) (Crain & Binnewies).

(2018) Stevens A leader who supports families is one who "understands the need of the employee to achieve balance between work and nonwork duties" (Thomas & Ganster, 1995, p.7). A leader's capacity to participate in FSSB is likely to be impacted by their sleep since such behaviours may be difficult because they need emotion, empathy, and proactivity to be successful. Sleep deprivation has been linked to impairments in emotional control, empathy, and proactivity, according to studies by Palmer & Alfano (2017), Guadagni et al. (2014), and Guadagni et al. (2017). (e.g., Schmitt et al., 2017). For instance, a boss who gets adequate sleep may be more empathetic and proactive in addressing and resolving a worker's non-work need. Therefore, knowing how sleep contributes to FSSB can help you promote these positive habits in the workplace (See Figure 1).

Hypothesis 2: Leader and employee reports of FSSB at Time 3 will be positively correlated with leader sleep quantity at Time 1 and vice versa.

Sleep Leadership

Although FSSB refers to supervisor actions that help workers balance professional and personal obligations, this concept does not directly address the area of sleep. Crain and colleagues (2018) claim that despite the fact that sleep takes up a large amount of a 24-hour period, previous study analysing the domains of a working person's life often neglected sleep as an important area. Sleep leadership, as opposed to FSSB, refers to supporting actions that specifically address the sleep domain of an employee's life (Gunia et al., 2015). Employers are assisted in achieving their sleep objectives by leaders who practise sleep leadership activities concern for the sleep wellness of employees. In general, sleep leadership might play a supporting role in enhancing worker sleep (Gunia et al., 2015). It is crucial to encourage sleep leadership at work, since this behaviour has been associated with better employee sleep, supervisor sleep knowledge, organisational environment, and a reduction in employee melancholy symptoms (Adler et al., 2021; Gunia et al., 2015). According to a recent study on short sleep duration among working people in the United States, managers and companies who encourage employees to get enough sleep may see advantages including enhanced workplace productivity, lower healthcare expenses, and better workplace safety and health (Khubchandani & Price, 2020). When a leader's sleep is suffering, they may not know how to have good sleep in their own lives and may be less likely to be able to teach their staff that knowledge. This may affect their capacity to give sleep leadership to their colleagues. Additionally, similar to FSSB, demonstrating care for employees' sleep is probably difficult, particularly when a leader's own sleep is compromised. Indeed, sleep research has shown that sleep limitation affects how much effort is allocated (Massar et al., 2019), indicating that leaders may be less inclined to devote effort to performance objectives like promoting and preserving staff sleep. For instance, executives who do not get enough sleep may find it difficult to support their staff members with sleep since their own sleep is being compromised. However, unlike FSSB, leader sleep may be linked to future sleep leadership actions because if a leader does not exhibit concern and care for their own sleep, it is extremely unlikely that they would do the same for others their staff members' sleep. Therefore, it's crucial to comprehend how leader sleep may affect their capacity to promote and care for employee sleep (See Figure 1).

Hypothesis 3: Leader and employee reports of sleep leadership at Time 3 will be positively correlated with leader and employee sleep quantity at Time 1.

Emotional Exhaustion as a Mediator

The second goal of this research is to determine how and why leadership behaviour and sleep quality could be connected. The WNS theoretical model's fundamental concept is that sleep affects behaviour at work by using energy sources like energetic activation (Crain et al., 2018). According to Quinn et al. (2012), emotional weariness is a symptom of low energetic activity and happens when resources are depleted or inadequate to satisfy expectations (Hobfoll, 1989). The physiological process of sleep, which is crucial, may help with the replenishment of such resources (Barnes, 2012; Toker & Melamed, 2017). Accordingly, theory predicts that the amount of sleep has a negative connection with energetic activation, leading to higher emotional tiredness (Crain et al., 2018).

Additionally, it is conceivable that emotional weariness is the cause of how leader sleep affects later pro-social activities. Affective constructs like emotions, moods, or dispositions have been connected to energetic activation and emotional weariness (Crain et al., 2018; Quinn et al., 2012). Particularly, energetic activation and emotional fatigue are linked to future emotions, moods, or dispositions; specifically, one is more likely to struggle with emotion management, leading to an increase in negative affect, when energetic activation and emotional tiredness are low (Lam et al., 2010; Quinn et al., 2012; Wright & Cropanzano, 1998). Similarly, People who are emotionally spent are prone to feel emotionally stretched out (Maslach & Jackson, 1981). Sleep and job outcomes may be linked via an affective-based construct, according to organisational health academics (Barnes, 2012; Henderson & Horan, 2021; Mullins et al., 2014). Positive leader support behaviours, such as general supervisor support, FSSB, and sleep leadership, depend on the leader believing they have the energy to show concern for the employee's work and personal life, both of which are inherently emotional and are expected to be affected by their emotional exhaustion (Quinn et al., 2012). As a result, the current model emphasises emotional weariness as a mediator in order to improve our comprehension of the fundamental affective mechanism linking sleep to leader support behaviors based on experimental sleep research, there is strong evidence connecting sleep to affective factors like mood (i.e., affective states without a clear cause and low intensity; Daus et al., 2020), emotion (i.e., affective reactions with a clear cause, short duration, and high intensity; Frijda, 1993), and interpersonal functioning (i.e., empathy toward others and quality of relationships; Killgore et al., 2008). People exhibit considerable mood abnormalities, mental tiredness, and emotional complaints (such as sadness, anxiety, and vigour), for instance, when their sleep is limited in an experimental context (e.g., Banks & Dinges, 2007; Dinges et al., 1997; Friedmann et al., 1977; Goel et al., 2009; Johnson & MacLeod, 1973; Short & Banks, 2014). Laboratory studies have also shown that sleep deprivation can affect one's capacity to recognise and appropriately respond to another person's emotions (e.g., Amicucci et al., 2021; Tempesta et al., 2020; Van der Helm et al., 2010), which is important because relationship building is a requirement for effective leadership (Riggio & Reichard, 2008). Additionally, it has been shown that experimental sleep restriction reduces one's propensity to respond in a way that promotes successful social interaction and weakens one's capacity to stifle unpleasant feelings (Kahn-Greene et al., 2006).

Finally, Killgore and colleagues (2008) discovered that experimentally controlled sleep restriction decreased behavioural coping, interpersonal functioning, stress management abilities, and intrapersonal functioning (such as assertiveness, independence, and relationship quality) (e.g., action orientation). Results from non-experimental research support the notion that sleep may have an influence on emotional tiredness. Reduced sleep duration, for instance, has been linked to interpersonal ineffectiveness and emotional weariness (Ekstedt et al., 2006; Jansson-Fröjmark & Lindblom, 2010; Litwiller et al., 2017; Nowack, 2017; Rosen et al., 2006; Söderström et al., 2012). Therefore, lack of sleep might harm interpersonal or emotional abilities that are essential for a leader to exhibit supportive actions.

The relationship between emotional tiredness and leadership conduct has also been shown in earlier research. For instance, it has been shown that emotional tiredness is a significant risk factor that might lead to abusive leader conduct (e.g., Fan et al., 2020; Lam et al., 2017). The association between sleep deprivation and magnified negative emotional reactivity, such as heightened irritability and affective volatility, is supported by studies on sleep physiology (Horne, 1985; Dinges et al., 1997; Walker et al., 2009; Zohar et al., 2005). Emotional weariness serves as a connecting variable between work instability and transformative leadership behaviour, according to an empirical research by Qian and colleagues (2020). This body of evidence backs up the hypothesis that emotional tiredness may have an impact on subsequent behaviour in the workplace (Crain et al., 2018). Little study has been done on emotional tiredness of the leader, and the majority of the literature on emotional exhaustion and leadership focuses on how leader styles and actions might affect employee emotional weariness. Studies show that emotional tiredness in leaders has serious repercussions for both workers and the business, including employee well-being and job performance (e.g., Lam et al., 2010).

The current research will investigate the function of emotional tiredness as a connecting mechanism between sleep quality and support outcomes, building on this theoretical and empirical base. Given that these activities have an affective meaning, I particularly feel that emotional weariness is directly linked to leader support behaviours including general supervisor support, FSSB, and sleep leadership (See Figure 1). To assist an employee's needs, for instance, leaders must sympathise with their worries and use their own resources (e.g., Hammer et al., 2011). As a result, emotional tiredness may have a particularly negative effect on a leader's capacity to help their workers.

Hypothesis 4a: The connection between leader sleep quantity at Time 1 and employee ratings of overall supervisor support at Time 3 will be positively mediated by leader emotional weariness at Time 2.

Hypothesis 4b-c: The association between leader sleep quantity at Time 1 and leader and employee reports of FSSB at Time 3 is positively mediated by leader emotional tiredness at Time 2 and by leader and employee reports of FSSB at Time 3.

Hypothesis 4d-e: A leader's emotional tiredness at time two will act as a mediator between the leader's amount of sleep at time one and the leader and employee reports of sleep leadership at time three.

Interaction between Sleep Quantity and Sleep Quality

This research also seeks to investigate how this link could alter if sleep quality is taken into account in the model, building on assumptions that suggest that leader support actions and sleep quantity are associated through emotional weariness. According to Barnes (2012), previous research has often looked at sleep quantity and quality as complementary aspects of sleep, which means that each sleep dimension's impacts must be considered separately and cannot be replaced. The WNS model, however, references other studies that show a link between sleep quantity and quality that interacts (Crain et al., 2018), indicating that there may possibly be a multiplicative impact between the constructs. Barber and colleagues (2010) discovered that, specifically, sleep quantity and quality interact to buffer against psychological strain as a result, such that the association between sleep quantity and psychological strain is decreased under circumstances of good sleep quality. In addition, although Barnes and colleagues (2015) predicted that sleep quantity and sleep quantity would have additive effects on ego depletion and subsequent leader behaviour, the results showed that the association between sleep quantity and daily ego depletion was weaker under conditions of high sleep quality, providing empirical support for the predicted interaction. Researchers have urged more investigation of this influence on other health and wellness outcomes due to the uniqueness of this association. Future study, according to the authors of the WNS framework, should focus on dissecting and comprehending the particular resources and processes that are impacted by various constructions of sleep (Crain et al., 2018). In order to further the body of research on the relationship between sleep amount and quality, this study looks at emotional weariness as a possible result. For instance, leaders who get enough sleep and feel refreshed and content with it will feel less emotional weariness than those who don't get enough sleep or have terrible sleep. Overall, I anticipate that getting more sleep reduces emotional weariness, and this link is strengthened when getting better sleep (H5; See Figure 1).

Hypothesis 5: The fifth hypothesis states that leader sleep quality at Time 1 will moderate the relationship between leader sleep quantity at Time 1 and leader emotional exhaustion at Time 2, such that the negative relationship between sleep quantity and emotional exhaustion will be strengthened under high (versus low) sleep quality circumstances.

Moderated Mediation Effects

The current study hypothesizes that this relationship takes place through a moderated mediating framework such that the indirect effect of sleep quantity on three distinct positive leader support behaviours via emotional exhaustion is enhanced by sleep quality. Overall, empirical and theoretical evidence suggests that sleep can impact work-related attitudes, behaviours, and states (Crain et al., 2018). A leader's tendency for making decisions is particularly influenced by high-quality and enough amounts of sleep, It is substantially less likely that participants would experience downstream emotional weariness and a subsequent decline in supportive actions at work. For instance, a leader who regularly gets adequate sleep and feels refreshed won't feel as emotionally stretched, making them better able to help staff members at work. Therefore, it is anticipated that emotional weariness, which results from insufficient sleep, moderates the indirect impact of insufficient sleep on general supervisor support, FSSB, and sleep leadership (H6; See Figure 1).

Hypotheses 6a-b: Leader emotional weariness at Time 1 will at Time 2 lessen the indirect influence of leader sleep quantity at Time 2 on employee assessments of overall supervisor support.

Hypothesis 7a-d: The indirect impact of leader sleep quantity at Time 1 on leader and employee assessments of FSSB at Time 3 will be moderated by leader sleep quality at Time 1 via leader emotional weariness at Time 2.

Hypothesis 8a–d: The indirect impact of leader sleep quantity at Time 1 on leader and employee assessments of sleep leadership at Time 3 will be moderated by leader sleep quality at Time 1 via leader emotional weariness at Time 2.

Method

Procedure and Participants

The information was gathered as a part of a wider sleep and health intervention research that spanned from 2017 to 2020. I focused on a sample of CEOs paired with their corresponding direct workers. Participants in this research were mostly full-time workers from one state in the Pacific Northwest of the United States who were members of the Army and Air National Guard. Participants held a broad range of jobs, but the majority were leaders and workers in the maintenance, logistics, finance/supply, and human resources departments. Three time periods were used to complete surveys: baseline, four months after the intervention, and nine months after the intervention (Time 3). I thus looked at emotional tiredness at Time 1, sleep length and quality at Time 2, and support behaviours at Time 3 (general supervisor support, FSSB, and sleep leadership). I controlled for the intervention indicator in all analyses since the intervention was not of significant interest in this research, as I go into more detail about below.

For comprehensive details on recruiting and study logistics, please check Hammer et al. (2021). When it came to gathering data for this thesis, the research team originally collaborated with the National Guard's headquarters and received organisational charts, breakdowns of units and their commanders, and contact information for those leaders. A person-of-contact within the National Guard was found who linked the study team with the relevant commander for smaller units and the Air branch. Using this data, leaders were emailed and given a debriefing on the research. The study team distributed an online survey to unit leaders' personal email addresses using REDCap (Research Electronic Data Capture), asking them to answer.

Additionally, managers were required to provide information about the research and a link to participate in it in an email sent to full-time staff members who directly reported to them. In addition to receiving an online survey via REDCap, participants who worked at least 32 hours per week were eligible to join up. All surveys were filled out on days off from work.

In their online survey, employees were prompted to identify their immediate supervisor (i.e., the leader that they report to if they needed to take time off work).
After all the data was gathered, participating leaders were matched with the corresponding workers based on this information and the organisational structure that was provided to the research team at the start of the study. With the help of individual unit leaders, the research team developed a final list of leaders for each unit based on who in the unit took part in the survey and was connected to workers. As a result, the final data set contains workers who are connected to each leader, where each leader may have a single direct employee or many. Specifically, as a consequence of this approach, one to thirteen workers were matched to each leader in the dataset.

Over the course of a year, participants were required to complete three 45-minute online questionnaires; the questions were the same for every participant (leaders and employees). The possible prize for finishing all survey waves was $75, with participants being given a $25 gift card as an incentive for completing each individual survey. After that, research workers went to Army and Air bases to personally inform employees about the study and sign up those who had not yet done so. In-person and online recruiting strategies were used to boost participation and reduce research attrition. Before beginning the research, all participants completed informed consent forms, and the protocol was approved by the Institutional Review Boards of the lead investigators' respective universities.

To construct the appropriate dataset for this research, data from several measuring occasions and sources (such as leaders and workers) were combined. Leaders who couldn't be paired with at least one participating employee were taken out of the dataset based on survey replies. Employees who could not be matched with a participating leader were similarly eliminated from the dataset. N = 178 and N = 393 were the final sample sizes for matched leaders and workers, respectively.

The majority of leader participants were male (80.9%), married (82.6%), Caucasian (84.3%), and in their middle age range of 40.8 years (SD = 7.30). The average number of children per leader was two (SD = 1.4), and 41.6% of them had graduated from college. Leaders worked an average of 44.83 hours per week (SD = 5.31), worked a normal day shift (89.3%), and had an average of six direct subordinates (SD = 6.18). Their average tenure was 5.39 years (SD = 5.80). The majority of employee participants were male (74%), married (65.6%), Caucasian (81.9%), and aged 35.8 on average (SD = 8.86). The average number of children per employee was two (SD = 1.4), and 43.5% of workers had merely attended some college or technical school without earning a degree. Employees worked an average of 42.37 hours per week (SD = 5.0), on a normal day shift (81.2%), and had an average tenure of 4.36 years (SD = 5.56).

Measures

Leader sleep quantity

At Time 1, leaders were asked to rate the length of their sleep in the previous month. Leaders were instructed that their responses should represent their typical sleep duration for the majority of days and nights during the previous month. The Pittsburg Sleep Quality Index's two items were used to measure the length of time spent sleeping (PSQI; Buysse et al., 1989). The questions were "When have you typically woken up in the morning over the last month?" and "When have you typically gone to bed during the past month?" (see Appendix). Leaders responded to each question by stating the time they went to sleep and woke up, including the hour (01-12), minute (00-59), and which 12-hour period of the day (AM/PM). To calculate the length of the leader's slumber, these things were employed (i.e., a difference score between when the leader reported they went to bed and when they woke up).

Leader sleep quality

At Time 1, leaders were questioned about their recent sleep hygiene and the degree to which it affected them. Eight items from the PROMIS Sleep Disturbance scale (Cella et al., 2010; PROMIS, 2016; Yu et al., 2012) were used to evaluate the sleep quality construct and were divided into two measures based on the findings of a confirmatory factor analysis. The dimension of sleep discontent is represented by four items. "I was happy with my sleep," as an example. With the exception of one question, which was graded on a 5-point scale with a different anchor (1 = extremely bad, 5 = very excellent), all of these items were assessed on a 5-point scale (1 = not at all, 5 = very much) (Cronbach's alpha =.87). The insomnia symptoms dimension is represented by the following four items. I had problems sleeping, to provide one example. On a 5-point scale, items were assessed (1 being never and 5 being always; Cronbach's alpha =.82). (See Appendix). Scale scores for both sleep quality dimensions were generated using the HealthMeasures (2021) scoring system and a t-score transformation metric, as is advised for assessments of this kind. To better examine distributions and percentiles from this sample across what we know from earlier research to be the norm (i.e., average) of sleep quality in the U.S., this t-score modification is required. Additionally, since the ratings are obtained from IRT, this choice is seen to be the most accurate (using response pattern scoring). This technique, which is advised for employing subsets of items, also deals with missing data. Overall, higher scores indicate more insomnia symptoms for one component and more sleep dissatisfaction for the other dimension.

Leader emotional exhaustion

At Time 2, leaders were asked to rate how often they had felt emotionally spent during the previous month. The scale included three items and was scored on a range of 1 to 7 (where 1 meant "never or nearly never" and 7 meant "often or virtually always"; Cronbach's alpha =.78). "I believe I am not capable of engaging emotionally in colleagues," is one such item (Shirom & Melamed, 2006). (See Appendix). If at least 75% of the questions on each scale were answered, mean imputation was used to construct scale scores for leader emotional tiredness. Otherwise, if 75% of valid item replies were missing, all scales and items were subject to list wise elimination.

Employee-rated general supervisor support

At Time 3, workers rated their agreement with each statement using three items on a 5-point scale (1 being strongly disagree, and 5 being strongly agree; Cronbach's alpha =.78). "My boss can be counted upon when things get rough in my job" is an example item (Yoon & Lim, 1999). (See Appendix). If at least 75% of the items on each scale were responded to, mean imputation was used to construct scale scores for employees rating general supervisor support.

Leader- and employee-rated family-supportive supervisor behaviors

Leaders assessed how much they concurred that they displayed FSSB at Time 3. For the current study, the short form 4-item FSSB measure (Hammer et al., 2013) was used (Cronbach's alpha =.89). On a 5-point scale, leaders were asked to react to four questions (1 being strongly disagree, and 5 being strongly agree). 'I make my subordinates feel comfortable talking to me about their problems between work and non-work,' is an example item (See Appendix).

The same scale was used to ask employees who were related to each leader to rate how much they concurred that their immediate leader displayed FSSB at Time 3. Four questions with ratings on a 5-point scale and responses from the employees were collected (Cronbach's alpha =.95). "Your boss makes you feel comfortable talking to him/her about your difficulties between work and non-work," as an example, is one of the items on the list (See Appendix). If at least 75% of the items on each scale were answered, mean imputation was used to construct scale scores for the leader and staff ratings of FSSB.
Leader- and employee-rated sleep leadership

At Time 3, leaders rated their level of agreement with eight statements using a 5-point scale (Gunia et al., 2015); 1 meant they strongly disagreed, and 5 meant they strongly agreed (Cronbach's alpha =.88). "I advise my subordinates to get enough sleep" is an example item (See Appendix).

The extent to which each leader's direct reports concurred that they displayed sleep leadership practises at Time 3 was also inquired of them. On a 5-point scale (1 = never, 5 = always), employees answered to eight items (Cronbach's alpha =.94). "My supervisor encourages subordinates to get enough sleep" is one example item (Gunia et al., 2015). (See Appendix). If at least 75% of the items on each scale were answered correctly, mean imputation was used to construct scale scores for the leader and staff ratings of sleep leadership.

Control variables

Following Bernerth and Aguinis' (2016) discussion on the usage of statistical control variables, a set of control variables for inclusion were chosen based on theory and prior research (See Appendix). This study specifically departed from the purification principle (Spector & Brannick, 2011) since current research reveals that control variables may be damaging analyses by altering the meaning of the association, lowering power, decreasing explained variance, and limiting degrees of freedom (Bernerth et al., 2018). Additionally, some researchers even assert that include too many control factors could lead to inaccurate conclusions and outcomes that are impossible to replicate, impeding the advancement of science (Becker et al., 2016). To account for alternative explanations and false links in the model, selected control variables should be theoretically and empirically related to variables of interest. The following section summarises conceptually pertinent control variables that are incorporated into analyses, in accordance with suggestions made by prior researchers (Aguinis et al., 2019; Aguinis & Vandenberg, 2014; Bernerth & Aguinis, 2016; Bernerth et al., 2018). Additionally, all analyses were conducted both with and without control variables, and standard descriptive statistics, including correlations and significance levels, were presented for all control variables (See Table 1). (Aguinis & Vandenberg, 2014; Bernerth & Aguinis, 2016; Bernerth et al., 2018). All data are provided with the inclusion of controls because there were no significant changes in the outcomes; however, I still go on to explain the theoretical justification for doing so below.

Additionally, I complied with current suggestions from leadership scholars about the inclusion of demographic control factors because the primary focus of this study was on workplace leaders. According to a systematic review by Bernerth and colleagues (2018), the relationship between leadership-relevant dimensions and frequently employed control variables like age, gender, tenure, or education has an unimpressive effect size. The inclusion of such demographic controls, according to Bernerth and colleagues (2018), is specifically suggested to be unsupported by theory and simply based on out-of-date beliefs about control variables, which has a major negative impact on analyses. Therefore, in this study, proxy demographic control variables like the leader's age, gender, tenure, or education were not included (Bernerth et al., 2018).

Work-Related Controls. According to empirical study, some work qualities may have an effect on sleep. For instance, shift work has been linked to poor sleep (e.g., Kerstedt, 2003; Van Dogen et al., 2006). This connection may be explained by the fact that our biological clock's circadian rhythm creates times of day that are better for sleeping. Additionally, it's likely that in the current study, leaders or employees who work shifts that differ from the standard day shift may interact with one another less, leading to false results because the study's hypotheses depend on contact between leaders and employees. Work schedule was therefore included as a control variable in studies since shift work may affect both leader sleep as well as leader and employee ratings of positive support behaviours.

There is a small subset of the sample that can be classified as high risk, despite the fact that the bulk of the sample members work in fields like human resources or finance/logistics. High-risk vocations are those that carry a significant and unpredictable risk (Gunia et al., 2015). Law enforcement (Russell, 2014), mining, manufacturing, agriculture (Earnest et al., 2018), and military service are a few examples of these professions (Elliman et al., 2020; Gunia et al., 2015). Due to heightened stress, those who work in high-risk occupations have been demonstrated to be especially vulnerable to sleep deficits (Akerstedt & Wright, 2009; Gunia et al., 2015; Linton et al., 2015; Seelig et al., 2016; Seelig et al., 2010). Thus, the impact of sleep on various tasks may vary. Additionally, it's feasible that various support behaviours will be more or less crucial for various vocations. For instance, in the small high-risk segment of the sample, leaders may need to exhibit sleep leadership support behaviours more so than leaders in the human resources division. Both the Army and the Air National Guard, which each perform different sorts of labour that may impair sleep and supportive behaviours, were represented in the participant sample. According to Whealin and colleagues (2015), the Army branch of the National Guard had worse health outcomes than the Air branch, including greater rates of post-traumatic stress disorder and more severe physical and mental health problems. Because of the wide range of jobs in this sample, the branch of service (Army, Air Force, etc.) was added as a control variable.
The larger study was an intervention in a randomized-controlled trial, to sum up. The intervention indicator (0 = normal practise, 1 = intervention) was included as a control variable because the intervention is not an important variable for the current investigation.

Family-Related Controls. According to empirical studies, people with kids at home sleep for shorter amounts of time than people without kids (e.g., Burgard & Ailshire, 2012; Hagen et al., 2013; Khubchandani & Price, 2020; Tienoven et al., 2014). The relationship between the two may be explained by the fact that time is limited and people with children must devote their limited free time to looking after them, which may interfere with their ability to sleep. Furthermore, having children may make leaders more sympathetic to the needs of their workforce outside of work, which could translate into more support outside of the office (e.g., FSSB, sleep leadership). Number of children was added as a control variable since it may affect both leader sleep and future support behaviours. Similar to this, people who are responsible for providing care for elderly people may experience inadequate sleep (Burch, 2019; Dugan et al., 2020), as they similarly report having less time to sleep (American Psychological Association, 2012; Caruso et al., 2006). Additionally, people who have eldercare responsibilities report poor sleep quality because they frequently have sleep interruptions and struggle to go to sleep at night (Hoyt et al., 2021). The similar theoretical justification can be given for childcare and eldercare obligations, arguing that leaders who have eldercare obligations may be more sympathetic toward employee nonwork demands and, as a result, exhibit more supportive behaviours at work. Eldercare obligations were therefore added as a control variable.

Results

Analytic Strategy

Data Cleaning And Preliminary Analyses

Data input errors, missing values, and outliers were checked for before the primary analysis were carried out. All essential variables' scale scores were generated using mean imputation, as indicated in the section on measures, and were subject to listwise deletion if a certain threshold wasn't reached. After that, SPSS was used to check if the multilevel multiple regression assumptions (i.e., normality, linearity, independence of errors, lack of multicollinearity, heteroscedasticity) were met for the suggested key variables (i.e., predictors, moderators, mediators, outcomes, and controls).

The data were originally checked for univariate outliers by viewing frequency distributions, box and whisker plots, histograms, and box and whisker plots. There were two outliers on the sleep duration and sleep dissatisfaction variables for the predictors and mediators, and five outliers on the insomnia symptoms measure. Three outliers on general supervisor support, four outliers on leader evaluations of FSSB, five outliers on employee ratings of FSSB, and four outliers on employee ratings of sleep leadership were present for the outcome variables. However, after careful inspection of the outlier values, it became clear that there was no theoretical justification for keeping these outliers, hence the detected univariate outliers were kept. Relatives analysis, Cook's D, Mahalanobis' distance (24.32 based on degrees of freedom), centred leverage values, and scatterplots were used to look for multivariate outliers. Evidence suggested that multivariate outliers were absent.

After that, the normality and linearity of the data were evaluated. Employee assessments of sleep leadership and emotional weariness were both slightly positively skewed, despite the fact that no adjustments improved estimations of kurtosis and skewness. The initial variables were kept because of this. The distribution of sleep duration, symptoms of insomnia, sleep discontent, and leader-ratings of sleep leadership was typical. Employee ratings and general supervisor support for FSSB were skewed adversely. Square root transformation was used to enhance the skewness and kurtosis of negatively skewed data, however the outcomes of modelling with and without the transformed variables were not noticeably different. As a result, analysis and reporting both used the original, untransformed numbers. All other variables satisfied the requirements of normality and linearity. Variables matched the heteroscedasticity assumptions and showed independent of mistakes, according to both histograms and scatterplots (i.e., of associations as well as residuals). Finally, psychometric tests were performed to determine the measures' reliability and validity. For each measure, Cronbach's alpha was calculated.

Multilevel Modeling. In order to assess the level of reliance inside work groups, intraclass correlation coefficients (ICCs) were computed using the organisational group variable due to the layered structure of the data, in which participating employees worked within work groups under the direction of leaders. Using multilevel modelling in later analyses can be determined by computing ICCs. A significant amount of work group dependence in the outcomes is shown by the computed ICCs for emotional exhaustion (ICC =.09), leader-ratings of FSSB (ICC =.27), and leader-ratings of sleep leadership (ICC =.16). Due to convergence problems, it was not possible to compute ICCs for general supervisor support, employee evaluations of FSSB, or sleep leadership. This is probably because there was insufficient dependency among the task groups. Multilevel modelling was performed because it is a more cautious approach to nested data and because important outcome leader variables had relatively high ICCs.

Descriptive Statistics. All research variables, including the control variables, are included in Table 1 along with descriptive statistics and bivariate correlations. At Time 1 (SD = 0.94), leaders averaged 7.36 hours per day of sleep over the previous month, and at Time 2 (M = 2.07, SD = 1.00), leaders averaged a comparatively low level of emotional exhaustion. At Time 3, the majority of workers (M = 4.23, SD = 0.84) firmly believed that their managers gave general supervisor assistance. In addition, leaders and employees differed on whether the leader offered sleep leadership at Time 3 (leader, M = 2.61, SD = 0.78; employee, M = 2.51, SD = 1.0); nevertheless, both groups concurred that the leaders supplied FSSB at Time 3 (leader, M = 4.10, SD = 0.49; employee, M = 4.11, SD = 0.09).

In order to understand the fundamental structure of interactions between variables, bivariate correlations were also examined. Leader sleep duration at Time 1 or leader sleep pleasure at Time 1 did not significantly correlate with either leader emotional weariness at Time 2 or leader sleep duration. Leader emotional weariness at Time 2 was substantially and favourably correlated with leader sleeplessness symptoms at Time 1 (r = 0.16, p .01). Interestingly, leader insomnia symptoms at Time 1 were not linked with any of the employee-rated support outcomes at Time 3 but were significantly and negatively associated with leader assessments of FSSB (r = -0.12, p .05) and sleep leadership (r = -0.14, p .01). Additionally, leader emotional weariness at Time 2 was not associated with leader ratings of sleep leadership at Time 3 (r = -0.32, p .01), but it was strongly and adversely correlated with leader ratings of FSSB at Time 3 (r = -0.32, p .01). At Time 3, however, employee perceptions of general supervisor support (r = -0.16, p .05), FSSB (r = -0.13, p .05), and sleep leadership (r = -0.14, p .05) were substantially and adversely connected with leader emotional tiredness at Time 2. Interestingly, there was no discernible correlation between the leader and employee assessments of FSSB at Time 3. Additionally, there was no discernible correlation between leader and employee assessments of sleep leadership at Time 3. Unsurprisingly, there was a high correlation between all employee ratings of general supervisor support, FSSB, and sleep leadership at Time 3 (p .01).

Hypothesis Testing

The association between Time 1 leader sleep duration and Time 3 leader behaviour outcomes (i.e., leader-reports of general supervisor support, leader and employee-reports of FSSB, and leader and employee-reports of sleep leadership) as mediated by Time 2 leader emotional exhaustion was explored in the main analyses through a series of multilevel moderated-mediation models. Time 1 leader sleep quality (i.e., sleep dissatisfaction, insomnia symptoms) was also evaluated. Finally, I looked at how sleep quality affected the leader outcomes that were mediated by leader emotional tiredness and leader sleep length. The branch of service (Army vs. Air), condition (normal practise vs. intervention), number of children, eldercare, and job schedule were all included as controls in the models (i.e., daytime vs. other). Multilevel fully-saturated path analyses were performed throughout analysis using Mplus Version 8. (Muthen & Muthen, 2018). I ran a series of five moderated mediation models due to the complexity of the overall model with all variables included and the resulting convergence issues. In these models, the predictor (i.e., sleep duration), both moderators (i.e., sleep dissatisfaction and insomnia symptoms), the mediator (i.e., emotional exhaustion), and only one outcome (i.e., general supervisor support, leader-ratings of FSSB, employee-ratings of FSSB.
Direct Effects

According to Hypothesis 1, the amount of sleep a Time 1 leader gets at Time 3 would be positively correlated with the employees' perceptions of their overall supervisor support at Time 1. There was no significant correlation between leader sleep duration at Time 1 and employee ratings of general supervisor support at Time 3 after adjusting for all other factors in the model (b = 0.62, SE = 0.05, p = 0.22, 95% CI [-.048,.146]). A positive correlation between the leader and employee reports of FSSB at Time 3 and the leader's sleep length at Time 1 was predicted by Hypothesis 2. After accounting for all other factors in the model, it was shown that there was no significant correlation between leader sleep duration at Time 1 and leader or employee reports of FSSB at Time 3 (b = -0.01, SE = 0.08, p = 0.95, 95% CI [-.13,.20]). According to Hypothesis 3, Time 1 leader sleep duration would be positively correlated with Time 3 leader and employee reports of sleep leadership. After adjusting for all other factors in the model, there was no correlation between the length of the leader's sleep at Time 1 and the leader's or the employee's reports of sleep leadership at Time 3 (b = -0.05, SE = 0.11, p = 0.64, 95% CI [-.27,.17]). As a result, None of Hypotheses 1-3 were supported. For a list of the direct impacts, see Table 2.

Mediation

According to hypotheses 4a through 4e, the positive relationship between a leader's sleep duration at Time 1 and employee reports of general supervisor support at Time 3 as well as between a leader's sleep duration at Time 1 and employee reports of FSSB and sleep leadership at Time 3 would be moderated by the leader's emotional exhaustion at Time 2. The importance of indirect effects was assessed via bootstrapping with 5,000 bootstrapped samples. This method has the advantage of producing standard errors that are robust to outlier values and distributional problems (Chernick et al., 2014). Statistical significance was assessed using 95% confidence intervals that excluded zero. The provided results are typical after accounting for all other model parameters.

Results showed that leader emotional weariness at Time 2 had a non-significant indirect effect on employee ratings of overall supervisor support at Time 3 (indirect effect = 0.01, 95% CI [-.02,.06]). As a result of leader emotional weariness at Time 2, there was a non-significant indirect effect of leader sleep duration at Time 1 on leader-rated FSSB at Time 3 (indirect effect = 0.00, 95% CI [-.01,.05]). Through leader emotional tiredness at Time 2, there was a non-significant indirect effect of leader sleep duration at Time 1 on employee-rated FSSB at Time 3 (indirect effect = 0.01, 95% CI [-.01,.05]). Additionally, there was a negligible indirect effect of leader emotional tiredness at Time 2 on leader-rated sleep leadership at Time 3 (indirect effect = 0.00, 95% CI [-.01,.03]).

Last but not least, leader emotional exhaustion at Time 2 had a non-significant indirect effect on employee ratings of the leader's sleep leadership at Time 3 (indirect effect = 0.02, 95% CI [-.02,.06]). As a result, none of Hypotheses 4a–e were verified. For a summary of indirect impacts, see Table 3.

Moderation

I suggested a potential interaction between leader sleep duration and leader sleep quality (i.e., sleep discontent and insomnia symptoms), therefore interaction terms were made with values of the predictor and moderator that were grand mean centred to prevent problems with multicollinearity (Tabachnik & Fidell, 2007). The relevant control variables were utilised depending on the outcome (e.g., employee or leader ratings) (i.e., employee work schedule vs. leader schedule) 1. The hypotheses 5a and 5b proposed that the leader's sleep quality at Time 1 (i.e., sleep dissatisfaction [5a] and symptoms of insomnia [5b]) would moderate the relationship between the leader's sleep duration at Time 1 and the leader's emotional exhaustion at Time 2, such that the negative relationship between the leader's sleep duration and leader emotional exhaustion would be enhanced under better (versus poorer) leader sleep quality conditions. Results showed that, after adjusting for all other model factors, the link between leader sleep duration at Time 1 and leader emotional weariness at Time 2 was not substantially moderated by leader insomnia symptoms at Time 1 (b = -0.00, SE = 0.02, p = 0.92, 95% CI [-.04,.04]). As a result, Hypothesis 5a was not verified. Results also showed that, after adjusting for all other factors in the model, leader sleep dissatisfaction at Time 1 did not substantially attenuate the connection between leader sleep duration at Time 1 and leader emotional weariness at Time 2 (b = 0.02, SE = 0.02, p = 0.26, 95% CI [-.01,.05]). As a result, Hypothesis 5b was not verified. For an overview of the consequences of moderation, see Table 3.

Moderated Mediation

As stated in hypotheses 6a–b, the indirect impact of leader sleep duration at Time 1 on employee ratings of general supervisor support at Time 3 would be moderated by leader sleep quality at Time 1 (i.e., sleep dissatisfaction [6a] and insomnia symptoms [6b]), via leader emotional exhaustion at Time 2. The moderated mediational (conditional indirect effect) models can be evaluated in accordance with Preacher and colleagues' (2007) recommendations by focusing the moderator at conditional values of interest, calculating model parameters, and interpreting the direct effects as straightforward slopes. In order to compute the interaction terms, the predictor variable (leader sleep duration) and the moderators (leader sleep discontent and leader insomnia symptoms) were centred.

Results showed that, after accounting for all other model variables, leader sleep dissatisfaction at Time 1 had no discernible impact on the indirect impact of leader sleep duration at Time 1 on employee ratings of general supervisor support at Time 3 (conditional indirect effect = -0.00, 95% CI [-.01,.00]). As a result, Hypothesis 6a was not verified. Results also showed that, after accounting for all other model variables, leader emotional exhaustion at Time 2 did not significantly moderate the direct effect of leader sleep duration at Time 1 on employee ratings of general supervisor support at Time 3 (conditional indirect effect = 0.00, 95% CI [-.00,.01]). As a result, Hypothesis 6b was not verified.

According to hypotheses 7a and 7b, leader emotional weariness at Time 2 would attenuate the indirect influence of leader sleep duration at Time 1 on leader (7a) and employee assessments of FSSB at Time 3. Results showed that leader sleep dissatisfaction at Time 1 did not significantly moderate the indirect effect of leader sleep duration at Time 1 on leader ratings of FSSB at Time 3 via leader emotional exhaustion at Time 2 (conditional indirect effect = 0.00, 95% CI [-.01,.00]). This is after controlling for all other variables in the model. Results also showed that, after adjusting for all other factors in the model, leader sleep dissatisfaction at Time 1 did not significantly moderate the indirect effect of leader sleep duration at Time 1 and employee ratings of FSSB at Time 3 via leader emotional exhaustion at Time 2 (conditional indirect effect = -0.00, 95% CI [-.01,.00]). As a result, Hypotheses 7a–b were not verified.

Through leader emotional tiredness at Time 2, hypotheses 7c–d suggested that leader symptoms of insomnia at Time 1 would moderate the indirect influence of leader sleep length at Time 1 on leader ratings of FSSB at Time 3. Results showed that leader insomnia symptoms at Time 1 did not significantly moderate the indirect effect of leader sleep duration at Time 1 and leader ratings of FSSB at Time 3 via leader emotional exhaustion at Time 2 (conditional indirect effect = 0.00, 95% CI [-.00,.01]). This is after controlling for all other variables in the model. Results also showed that, after adjusting for all other factors in the model, leader emotional weariness at Time 2 did not substantially reduce the indirect effect of leader sleep duration at Time 1 on employee ratings of FSSB at Time 3 (conditional indirect effect = 0.00, 95% CI [-.00,.01]). As a result, Hypotheses 7c–d were not verified.

According to hypotheses 8a–b, leader emotional weariness at Time 2 would help to attenuate the indirect influence of leader sleep duration at Time 1 on leader (8a) and employee ratings of sleep leadership at Time 3. Results showed that leader emotional exhaustion at Time 2 did not significantly moderate the indirect effect of leader sleep duration at Time 1 and leader ratings of sleep leadership at Time 3 (conditional indirect effect = 0.00, 95% CI [-.01,.02]), even after accounting for all other variables in the model.

Results also showed that, after adjusting for all other factors in the model, leader sleep dissatisfaction at Time 1 did not substantially attenuate the indirect effect of leader sleep duration at Time 1 and employee perceptions of sleep leadership at Time 3 via leader emotional tiredness at Time 2. As a result, none of Hypotheses 8a–b were verified.

According to hypotheses 8c-d, leader emotional weariness at time 2 would help to attenuate the indirect influence of leader sleep duration at time 1 on leader (8c) and employee ratings of sleep leadership at time 3. Results showed that leader insomnia symptoms at Time 1 did not significantly moderate the indirect effect of leader sleep duration at Time 1 and leader ratings of sleep leadership at Time 3 via leader emotional exhaustion at Time 2 (conditional indirect effect = 0.00, 95% CI [-.00,.01]). These findings were made after adjusting for all other variables in the model. The results also showed that, after adjusting for all other model variables, leader emotional exhaustion at Time 2 did not significantly moderate the indirect effect of leader sleep duration at Time 1 and employee ratings of sleep leadership at Time 3 (conditional indirect effect = 0.00, 95% CI [-.01,.01]). As a result, Hypotheses 8c–d was not verified. For a summary of the moderated mediation effects mentioned here, see Table 3.

Post-Hoc Life Satisfaction Analyses

Using the same predictor, moderators, outcomes, and control variables as in my thesis committee's suggestions, I also examined life satisfaction as a mediator inside fully-saturated route models. There are two different theoretical options for studying life satisfaction. First off, emotional tiredness is more indicative of a lack of resources or a loss of resources than than being a resource in and of itself. Contrarily, life satisfaction can serve as yet another resource-based mediator by serving as a proxy for the availability of resources. Second, including life satisfaction in this model adds to the body of knowledge already available and the WNS theoretical model (Crain et al., 2018). The current study's emphasis on positive framing, as discussed in the introduction section, might have been strengthened by including life satisfaction as a mediator. This would have enhanced the paper's original contribution relative to earlier work on sleep and leader behaviour, which has largely been negative. A resource-based mechanism that was implicitly suggested in the WNS framework is life satisfaction. As a result, I investigated life satisfaction as a mediator and the idea of resource availability among leaders in the relationship between leader sleep and subsequent support behaviours.

I checked the validity of the life satisfaction regression assumptions first. The distribution of life satisfaction was normal overall. Eleven univariate outliers were initially analysed, but there was no theoretical justification to exclude the instances from the analysis. Additionally, no multivariate outliers were found after assessing them. Outliers were thus kept around for analysis. According to ICC analysis, there is a significant relationship between life happiness and work group (0.18). Multilevel modelling was thus employed in the analyses. In general, leaders reported feeling content with their lives (M = 3.80, SD = 0.61). It is noteworthy that leader life happiness at Time 2 (r = -0.18, p .01) was significantly and adversely linked with leader sleep dissatisfaction at Time 1 (r = -0.18, p .01). Leader emotional weariness at Time 2 and leader life satisfaction at Time 2 had a significant negative correlation (r = -0.20, p .01). Last but not least, leader assessments of FSSB at Time 3 were significantly and positively correlated with leader life satisfaction at Time 2 (r = 0.20, p .01). Table 1 provides references (i.e., descriptives and correlations).

When considering life happiness as a mediator, there were generally no significant direct effects, indirect effects, moderation effects, or conditional indirect effects, although I do list these findings below. The results are summarised in Tables 5 and 6. First, results showed a non-significant relationship between leader sleep duration at Time 1 and employee-rated general supervisor support at Time 3 through leader life satisfaction at Time 2 (indirect effect = -0.02, 95% CI [-.06,.00]). This was true even after adjusting for all other variables in the model. Results also showed a non-significant connection between leader life satisfaction at Time 2 and leader rated FSSB at Time 3 (indirect effect = 0.01, 95% CI [-.01,.04]). As a result of leader life satisfaction at Time 2, the results showed a non-significant link between leader sleep duration at Time 1 and employee-rated FSSB at Time 3 (indirect effect = -0.02, 95% CI [-.06,.00]). As a result of leader life satisfaction at Time 2, the results showed a non-significant link between leader sleep duration at Time 1 and leader-rated FSSB at Time 3 (indirect effect = 0.01, 95% CI [-.01,.04]). Additionally, findings showed a non-significant link between leader life satisfaction at Time 2 and employee-rated sleep leadership at Time 3 (indirect effect = -0.02, 95% CI [-.07,.01]). Finally, it was discovered that there was no correlation between leader sleep duration at Time 1 and leader-rated sleep leadership at Time 3 (indirect impact = 0.00, 95% CI [-.04,.04]).

The link between leader sleep duration at Time 1 and leader life satisfaction at Time 2 was not substantially moderated, according to the results of the moderation analysis (b = 0.01, SE = 0.01, p = 0.32, 95% CI [-.01,.04]). As a result, the link between leader sleep duration at Time 1 and leader life satisfaction at Time 2 was not substantially moderated by leader insomnia symptoms at Time 1 (b = -0.01, SE = 0.01, p = 0.47, 95% CI [-.03,.01]).

Finally, data showed that leader life satisfaction at Time 2 did not significantly moderate the indirect effect of leader sleep duration at Time 1 (conditional indirect effect= -0.00, 95% CI [-.01,.00]). This was for the larger moderated mediation model. In addition, the results showed that leader symptoms of insomnia at Time 1 did not significantly moderate the indirect effect of leader sleep duration at Time 1 and employee assessments of overall supervisor support at Time 3 via leader life satisfaction at Time 2 (conditional indirect effect = 0.00, 95% CI [.00,.01]). In the case of the FSSB, the findings showed that leader sleep dissatisfaction at Time 1 did not significantly moderate the indirect effect of leader sleep duration at Time 1 and leader ratings of the FSSB at Time 3 via leader life satisfaction at Time 2 (conditional indirect effect = 0.00, 95% CI [-.00,.02]), or employee ratings of the FSSB at Time 3 via leader life satisfaction at Time 2 (conditional indirect effect = -0.00, 95% CI [-.01 The results also showed that the indirect effects of leader sleep duration at Time 1 and leader ratings of FSSB at Time 3 via leader life satisfaction at Time 2 (conditional indirect effect = -0.00, 95% CI [-.01,.00]) or employee ratings of FSSB at Time 3 via leader life satisfaction at Time 2 (conditional indirect effect = 0.00, 95% CI [.00,.01]) were not significantly moderated by leader insomnia symptoms at Time 1 (see results). Finally, the results for sleep leadership showed that leader sleep dissatisfaction at Time 1 did not significantly moderate the indirect effect of leader sleep duration at Time 1 and leader ratings of sleep leadership through leader life satisfaction at Time 2 (indirect effect = 0.00, 95% CI [-.00,.01]) or employee ratings through leader life satisfaction at Time 2 (conditional indirect effect = 0.00, 95% CI [-.01,.01]). The results also showed that the indirect effect of leader sleep duration at Time 1 and leader ratings of sleep leadership at Time 3 via leader life satisfaction at Time 2 (conditional indirect effect = 0.00, 95% CI [-.01,.00]) or employee ratings of sleep leadership at Time 3 via leader life satisfaction at Time 2 (conditional indirect effect = 0.00, 95% CI [-.00,.01]) were not significantly moderated by the leader's symptoms of insomnia at Time 1 either.

Discussion

In this study, I looked at how often and how well people sleep in relation to downstream leader support behaviours, including general supervisor support, FSSB, and sleep leadership. A further hypothesis I made was that these interactions are linked by emotional weariness. These theories matched the WNS theoretical framework (Crain et al., 2018), which contends that sleep affects subsequent work behaviours by producing energy resources. A multilevel route analysis's findings showed that no hypothesis was validated. I present alternate theoretical hypotheses for why the absence of findings may have happened in the sections that follow.

Insights Based on Leader Support

It is crucial to initially draw attention to intriguing descriptive data because they offer original lines of inquiry for subsequent research, even though there were no significant effects in this study and no evidence for hypotheses. In particular, average leader and employee ratings of FSSB (M = 4.11, SD = 0.90; M = 4.10, SD = 0.49, respectively) and employee ratings of general supervisor support (M = 4.23, SD = 0.80) were significantly higher than average employee ratings of sleep leadership (M = 2.51, SD = 0.48) and leader ratings of sleep leadership (M = 2.70, SD = 0.78) were. In organisational research, sleep leadership is a more recent concept (Adler et al., 2021; Gunia et al., 2015; Gunia et al., 2021; Sianoja et al., 2020), and as a result, little study has been done on how leaders and employees perceive sleep leadership. Therefore, it is crucial to discuss sleep leadership in this particular group. These lower sleep leadership values could mean a number of various things.

Leaders may not be practising sleep leadership because they may not feel comfortable bridging the sleep-related nonwork boundary with their staff. Comparing sleep leadership to general supervisor support and FSSB, it may be more difficult for leaders to engage in sleep leadership because both leaders and employees may need to agree on what is appropriate and comfortable to talk about in order for effective sleep leadership to be established by the leader and perceived by the employee. Given the lengthy history of the military undervaluing sleep and the overwhelming incidence of sleep-related problems in the sector, this may be more true in a military setting, where FSSB may be more of an expected type of assistance compared to sleep leadership (e.g., Gordon et al., 2021). As a result, supervisors may need to be more aggressive to engage in sleep leadership than general supervisor support or FSSB. Additionally, there may be less possibilities for sleep leadership to occur spontaneously in the workplace setting. Finally, even though the scale being used does not assess the degree to which employees may request sleep leadership, it is possible that employees dislike receiving support for their sleep because they may perceive it as an invasion of their privacy, particularly because their work leader is stepping over a line that is frequently not discussed in professional settings.

We may gain a unique perspective of how leaders rate themselves on their support behaviours compared to their direct employees by looking at both the leader and employee descriptives. It appears that leaders and workers generally agree on the amount of general, familial, and sleep support that the leader gives at work when comparing the averages and standard deviations for the support outcomes. Contrary to what has previously been shown in the supporting literature, this (e.g., Marescaux et al., 2020). Descriptive data also draw attention to the fact that, contrary to FSSB or general supervisor support, which is acknowledged by both the leader and the employee, sleep leadership was displayed by the leader in the workplace significantly less frequently. Overall, comparing accounts of support behaviours from leaders and employees offered novel early insights into the leader-employee relationship. The incorporation and analysis of data from many sources (e.g., leaders and employees) for sleep leadership and FSSB outcomes underscores the distinctive methodological contribution that the current study brings to the organisational literature, as evidenced by these intriguing descriptive findings.

The Relationship Between Sleep Quantity and Support Behaviors

Regarding the expected non-significant findings, leader sleep duration at Time 1 did not substantially correlate with leader support behaviours as evaluated by employees and leaders at Time 3. (i.e., general supervisor support, FSSB, and sleep leadership). These findings are at odds with the WNS theoretical framework's predictions (Crain et al., 2018), which contend that sleep has a significant influence on our attitudes, behaviours, and states in the work domain. These results also disagree with earlier study (Olsen et al., 2016) that explains the impact of sleep on the demonstration of laissez-faire and transformational leadership styles as well as leader performance ratings (Gaultney, 2014). To further understand how the association between sleep, emotional weariness, and downstream leader behaviours develops over time, this study also incorporated 4-month and 9-month time lags. Cross-sectional or weekly studies on sleep and leadership outcomes have already been conducted (Gaultney, 2014; Olsen et al., 201; Svetieva et al., 2017). As a result, the difference between the findings of the current study and those of previous studies may be attributable to the gaps in measurement times. As a result, when results are analysed over shorter time gaps, such as daily or weekly, they may differ. For instance, compared to typical supervisory behaviours, FSSB and sleep leadership are intrinsically more emotional, necessitating positive affect, empathy, and proactivity to be effective (e.g., Ellis et al., 2022; Crain & Stevens, 2018; Sargent et al., 2020). Previous studies have shown that variations in sleep quality are connected to corresponding variations in affect on a daily basis (e.g., Bouwmans et al., 2017; Sonnentag et al., 2008). So, rather than over the course of months, sleep may have a more significant short-term impact on support behaviours. In light of this, it is possible that the gaps in time between survey events are to blame for the differences between the findings of the current study and earlier studies.

The intriguing levels of sleep health of the National Guard leaders provide another possible explanation for the lack of findings in this study. The leaders in the current sample, in particular, had healthy sleep durations with moderate levels of variance (M = 7.37, SD = 0.99), which may have limited the ability of this study to truly uncover a link between sleep deficiency and subsequent energy and behaviour outcomes because leaders were not experiencing the effects of poor sleep quantity (Hirshkowitz et al., 2015; Ohayon et al., 2017; Watson et al., 2015). Thus, on average, there was no sleep deprivation in the present population, which might have affected the significance of the findings. When we look at each support behaviour separately, other potential alternative explanations become apparent. For instance, in this sample of the National Guard, general supervisor support may be regarded as a basic component of a leader's job description. Because of this, general supervisor support behaviours may come naturally to experienced leaders and so may not call for the same or as much energy activation as other types of behaviours that leaders are expected to engage in at work. High-stakes negotiations, representing the business, interacting with stakeholders, budgeting, performance reviews, safety, or needing to fire staff are a few examples of leadership activities that demand a lot of effort. For instance, research has demonstrated that in addition to actions requiring empathy, such as having to fire employees or resolve conflicts, safety behaviours also call for extra effort (e.g., Zohar & Luria, 2004; Wickens, 2014). (Nowack & Zak, 2020; Cameron et al.,2019). Additionally, depleted leaders are less likely to exhibit transformative leadership and more prone to engage in abusive activities (e.g., Byrne et al., 2014). As a result, leader sleep may be less significant for a leader's ability to perform small, less demanding behaviours, such as general supervisor support, compared to other leader tasks and behaviours. This is because sleep plays a role in refuelling energy and increasing one's tendency to invest effort in behaviours at work.

Emotional Exhaustion as a Mediator

As a result, leader emotional weariness at Time 2 was not a significant mediating factor between leader sleep duration at Time 1 and downstream leader support behaviours at Time 3, according to the data. These findings are at odds with the claims made by the WNS theoretical framework (Crain et al., 2018), which contends that energetic activation mediates the relationship between sleep length and quality and workplace behaviour. These results may also be at odds with claims stated in Quinn and colleagues' (2012) taxonomy of human energy in the workplace, which contends that energetic activation and emotional weariness are closely related. Additionally, sleep has frequently been connected to burnout, of which emotional tiredness is a crucial factor (e.g., Bayes et al., 2021; Ekstedt et al., 2006; Söderström et al., 2012; Toker & Melamed, 2017), indicating that the current findings are also at odds with previous studies. In the limits section that follows, I go through construct validity difficulties as a possible alternate reason for these contradictory results.

Interaction between Sleep Duration and Sleep Quality

The results of the interaction between sleep duration and sleep quality showed that there was no significant interaction between leader emotional tiredness at Time 2 and leader sleep quality and duration at Time 1 as well as a non-significant moderated mediation when looking at the entire model.

These findings run counter to the WNS theoretical framework's assertions that there may be an interaction impact between the quantity and quality of sleep (Crain et al., 2018). The few studies that have so far demonstrated a significant interaction between sleep duration and sleep quality have also reported inconsistent results (Barber et al., 2010; Barnes et al., 2015). The current study and the studies that have indicated a significant interaction differ significantly from one another. The present study specifically looked at the interaction between leader sleep duration and leader sleep quality on leader emotional exhaustion over a 4-month time lag, whereas both studies focused on a daily scale. This suggests that there may be too much time between the measurement occasions for sleep variables and emotional exhaustion, which led to non-significant results. Both studies also looked at other consequences besides emotional weariness. In particular, Barnes and colleagues (2015) discovered the strong interaction with daily ego depletion as the outcome, whereas Barber and colleagues (2010) observed a significant relationship between sleep duration and sleep quality on psychological strain. The lack of statistically significant results in the current study may be explained by the possibility that both outcomes (i.e., psychological strain and daily ego depletion) are more closely associated to sleep-related energy-related outcomes than emotional exhaustion. Last but not least, the samples used in earlier investigations are different from the sample used in this study. In comparison to the National Guard, Barnes and colleagues' (2015) data comes from private and public companies in the United States and Italy, making it more indicative of the typical civilian work.

Additionally, Barber and associates (2010) make use of data from university undergraduate students. Because various samples may exhibit different interactions between sleep duration and sleep quality due to changes in sleep detriments as well as organisational or work factors, the interaction on leader emotional tiredness may not be significant due to sample differences. For instance, unlike undergraduate students at a university, National Guard members may be required to perform potentially dangerous jobs like preparing for domestic situations like natural disasters or using heavy military equipment like aeroplanes or weapons, which may interfere with sleep. Another difference between the National Guard and undergraduate students is that the National Guard may have a more rigid timetable and less conflicting demands when participating in work for the National Guard. For instance, studies have shown that undergraduate students are particularly vulnerable to significant problems with sleep duration and quality because of varying schedules (such as overlapping deadlines, working late hours, and testing structures), competing demands (such as a second job, social obligations, and late-night activities), or financial stressors (such as the cost of living and tuition) (e.g., Gardani et al., 2022).

Unexpected and Non-hypothesized Findings

Despite the fact that none of the study's hypotheses were confirmed, a closer look at the correlation table and every modelled path inside the fully-saturated models revealed some intriguing and surprising results. I report these impacts here rather than in the results section because they weren't hypothesised. For a list of surprising and unanticipated findings, see Table 4. First, results showed significant direct effects between leader ratings of emotional exhaustion at Time 2 and employee ratings of general supervisor support at Time 3, employee ratings of FSSB at Time 3, and employee ratings of sleep leadership at Time 3. This was true even after adjusting for all other variables in the model. This implies that, five months later, employee perceptions of their leader's capacity to provide general, familial, and sleep assistance are strongly and adversely connected to leader emotional weariness. Particularly, employees notice a marked decline in their leader's supportive behaviours when their emotional tiredness level rises. These unexpected findings thus show that a leader's capacity to support workers over time is significantly influenced by their level of emotional weariness. Even more intriguing is the lack of a significant relationship between emotional exhaustion and a leader's perceptions of their own support behaviours. As a result, leaders who are more emotionally exhausted may not believe they support their staff in the same ways as those who are less emotionally exhausted. Emotional exhaustion is strongly aligned with the energetic activation component of both the WNS framework (2018) and Quinn and colleagues' (2012) taxonomy of human energy, even if results did not show potential connection mechanisms between sleep and workplace behaviour via emotional exhaustion. Both theories contend that such energy influences downstream behaviour, and these findings are consistent with both of the theories that were used.

When all other model variables were taken into account, model results also showed two significant interactions. First, there was a significant interaction between leader sleep duration at Time 1 and leader insomnia symptoms at Time 2 on employee ratings of FSSB at Time 3. As a result, under conditions of high leader insomnia symptoms, the relationship between leader sleep duration and employee ratings of FSSB was strengthened. Results also showed that leader insomnia symptoms at Time 1 significantly moderated the relationship between leader sleep duration at Time 1 and employee ratings of sleep leadership at Time 3, such that the positive relationship between leader sleep duration and employee ratings of sleep leadership was strengthened under circumstances of high leader insomnia symptoms. Therefore, leaders who typically get more sleep have a higher likelihood of offering better assistance. However, a supportive leader may be getting enough sleep (i.e., high sleep duration), but still experience high levels of insomnia symptoms because they are obsessing over work-related tasks like meeting their employees' needs in both the familial and sleep domains. As a result, their staff members report that these behaviours have increased. Finally, there was a significant interaction between leader sleep duration at Time 1 and leader sleep dissatisfaction at Time 1 on leader-ratings of sleep leadership at Time 3. In other words, under conditions of high sleep quality and low sleep dissatisfaction, the relationship between leader sleep duration and leader-ratings of sleep leadership was negative and stronger than when sleep dissatisfaction was high. Therefore, regardless of their sleep health, leaders who experience high levels of insomnia symptoms and high levels of sleep duration, or low levels of sleep dissatisfaction and high levels of sleep duration, may be more understanding toward staff members who have obligations outside of work or other sleep-related barriers, and may therefore be more likely to exhibit these support behaviours at work. Additionally, if a leader is experiencing sleep problems, they may be more conscious of how their sleep affects their productivity and may be more likely to promote or encourage sleep in the workplace.

These unexpected and unanticipated findings indicate that employee ratings of both FSSB and sleep leadership, but not employee ratings of general supervisor support, are strongly influenced by the interaction between leader sleep duration and leader insomnia symptoms. In contrast to more emotional, non-work support, like FSSB and sleep leadership, sleep may not be as closely linked to a leader's ability to provide general support. Consequently, the association of leader sleep duration on downstream general supervisor support may be reduced because general supervisor support behaviours may feel generally less taxing and be more automatic regardless of sleep, which further supports why the direct relationship between leader sleep duration and general supervisor support was found to be non-significant.

Overall, the present study answers the WNS authors' requests to investigate the interplay between sleep length and quality and to look into sleep-related connections throughout time (Crain et al., 2018). In addition to a significant interaction between leader sleep duration and leader sleep dissatisfaction, which was significantly linked to downstream leader-ratings of sleep leadership, the results support Crain and colleagues' (2018) WNS framework. Leader sleep duration and leader insomnia symptoms were significantly associated downstream with employee-rated FSSB and employee-rated sleep leadership. Informing future research, the current study identifies how the indirect association between sleep duration and several positive leader behaviours may be strengthened by sleep quality. It also adds more empirical support for this interacting relationship.

Practical Implications

In general, this work has repercussions for professionals, groups, and public health initiatives. The unanticipated and non-theorized findings have practical importance despite the fact that the hypothesised associations were shown to be non-significant. Prior studies have demonstrated that practises including refraining from caffeine use or utilising technology right before night, as well as mindfulness activities, can enhance sleep health (e.g., Harvey, 2000; Howell et al., 2010; Mastin et al., 2016; Shallcross et al., 2019). Leaders can utilise this study to support their personal sleep in a proactive manner, but organisations that value leader health and want their leaders to succeed at work should think about offering resources like sleep hygiene and mindfulness trainings. Additionally, the findings showed that employees are more likely to believe a leader is offering FSSB or sleep leadership if they have high sleep duration and high symptoms of insomnia. However, this suggests that leaders may be sacrificing restful sleep for work-related ruminating, which is causing leaders' downstream support behaviours to increase. These strong, non-hypothesized relationships imply that downstream support behaviours displayed by the leader and perceived by the employee both depend on sleep duration and quality in a special and maybe different way.

Therefore, businesses should work to promote sleep-friendly practises and regulations. Organizations might, for instance, take immediate action to remove or eliminate the negative cultural cues that promote the idea that a leader would be more successful if they work harder and sacrifice sleep. Another recommendation is for businesses to set a rigid deadline for work done beyond regular business hours. For instance, establishing a company-wide rule stating that employees are not to check their email after 5 p.m. may enable better segmentation of the work and nonwork domains, giving leaders more time and space to prioritise their sleep health and avoid work-related rumination (e.g., Melo et al., 2021; Sonnentag & Fritz, 2015).

Organizations should give priority to initiatives that lessen the emotional exhaustion that leaders are feeling, like mindfulness-based stress reduction interventions (Hülsheger et al., 2013; McFarland & Hlubocky, 2021), if they want to promote or improve employee perceptions of leader support behaviours. According to research, organisational leaders may be an excellent point of intervention as they straddle an employee's work and nonwork lives (Hammer et al., 2021; Major & Lazun, 2010). There is evidence from a variety of supervisor interventions that educating supervisors to be more understanding of an employee's outside of work life can have a positive impact on an employee's health, well-being, and outcomes connected to their employment (e.g., Brady et al., 2021; Hammer et al., 2011; Hammer et al., 2019; Hammer et al., 2020; Odle-Dusseau et al., 2016; Perry et al., 2020). Non-hypothesized findings, however, showed that leaders who are emotionally spent will not likely be perceived by their direct reports as being supportive of their needs for family time or sleep. Therefore, in order to increase the efficiency of leader-based treatments for encouraging support behaviours like FSSB and sleep leadership, practitioners should work to lessen emotional weariness among leaders.
Finally, public health initiatives can benefit from this study. The link between leader sleep length and downstream employee views of the leader's FSSB and sleep leadership as well as leader perceptions of sleep leadership was shown to be significantly strengthened by components of leader sleep quality. This emphasises how crucial good sleep is for later support behaviours in the workplace. As a result, public health campaigns could change their messaging to emphasise improving sleep quality as well as duration of sleep. For instance, the "7 and up" campaign (American Academy of Sleep Medicine, 2021) could incorporate information or tools related to sleep hygiene (i.e., sleep habits related to sleep quality such as maintaining a consistent sleep schedule or avoiding alcohol or caffeine before bed; Mastin et al., 2006) to help people improve their sleep quality and prevent insomnia symptoms as well. This is in contrast to only promoting a bedtime calculator aimed at improving sleep duration. Additionally, public health campaigns might start assisting educational activities regarding the significance of comprehending both the differences between quantity and quality of sleep.

Limitations and Future Directions

Then I go over a few of the present study's weaknesses. These restrictions include ideas about measurement, theory, generalizability, and study design. Furthermore, I highlight crucial and fascinating future research directions and talk about how to overcome these restrictions.
Study design considerations

The present study's primary limitations include sample size and statistical power.

In multilevel analyses, sample size at each level of the model determines statistical power (Snijders, 2005). Given that there were roughly 175 leaders in the final sample after matching leaders to employees and cleaning all data, it is likely that the sample size at the leader level was insufficient to identify significant connections among the research variables. Kline (2011) suggests 200 instances at the very least for multilevel modelling. Furthermore, Kline (2011) explains how 200 distinct cases can possibly be too few for sophisticated models. The majority of scholars concur that multilevel models and structural equation modelling are "large-sample" studies. Because of the intricacy of this model and the resulting lack of power in this investigation, which may be the cause of the differences between the results and the hypothesised correlations, Another drawback of this study is the time gaps between measurement instances. This study included 4-month and 9-month time lags in accordance with prior recommendations for longitudinal studies on sleep and workplace outcomes (e.g., Crain et al., 2018) to better understand how the relationship between sleep, emotional exhaustion, and downstream leader behaviours develops over time. Future studies should look at how these associations change over shorter time lags, including using day level analysis, even if longitudinal research is valuable. For instance, daily diary studies may show that supervisors reported higher emotional weariness and a decline in positive behaviours the following day on days when they got less sleep and had poorer quality sleep. Therefore, future studies should look into how sleep affects leader results utilising shorter time delays.

Generalizability considerations

The results' generalizability to other samples is another drawback. The military sample from a broader intervention research that was conducted in an effort to enhance sleep and health outcomes served as the basis for the sample used in this investigation. The use of a sample from the National Guard may limit the applicability of the study's findings to broader civilian populations.

Both to less traditional military communities and to both. Despite being full-time workers in a range of jobs, such as human resources or finance/supply, the leaders and employees included in this study nonetheless operate inside the National Guard setting, which may have some differences from non-governmental organisations. Employees of the National Guard, for instance, are regularly trained for high-risk, high-stress circumstances, such as domestic emergencies or anti-drug initiatives, indicating that they may be on call for such events. Additionally, some National Guard jobs include direct interaction with dangerous machinery like planes or weapons, making them safety-sensitive. However, compared to other studies that are solely focused on active-duty soldiers, the sample's generalizability is improved by the variety of employment kinds covered in it. Overall, because leader support is vital regardless of profession, future research should replicate this study across various occupations. Those with unusual schedules (e.g., shiftwork, night work), like those in nursing, the restaurant or hotel business, or even occupations where workers travel frequently, like flight attendants, professional athletes, or construction workers, would be particularly intriguing populations to study.

The role of sleep in downstream leader support behaviours in jobs that have moved to the "front-line" or have a more remote nature, such as first responders, personal care assistants, grocery store employees, or fast-food workers, would also be particularly interesting to investigate given the ongoing global pandemic.

Measurement considerations

The metrics employed in this study have their own drawbacks. First, the guidelines for the sleep duration and quality scales were different, therefore participants had to whereas participants were asked to evaluate their sleep quality over the previous week, they were asked to indicate their average sleep duration over the previous month. Because participants could more reliably recall their experiences of sleep quality while reflecting on the past seven days as opposed to the past month, this shorter time frame was purposefully chosen for sleep quality. The time frames provided to participants for their subjective assessments of sleep length and sleep quality should be coordinated in future investigations. This study also relies on people's subjective assessments of the quantity and quality of their sleep. Despite the fact that research has shown self-report sleep measures to be valid and reliable, objective measures using actigraph watches to record physiological measurements of activity and rest periods are advised in addition to self-reports to provide a more comprehensive understanding of a person's sleep (e.g., Ganster et al., 2018; Landry et al., 2015).

Using objective measures of sleep length and quality, future study should try to comprehend these postulated links between sleep and the results of leader behaviour. The construct validity and framing of the emotional tiredness measure are similar limitations. When examining the separate components, it becomes clear that the emotional exhaustion measure utilised does not necessarily reflect the primary aspect of burnout (i.e., low energy) as much as it does the leader's capacity for emotionally engaging in others. Although the items are in line with the generally accepted notion of emotional tiredness developed by Shirom and Melamed in 2006, it's possible that this test is actually assessing the leader's emotional interpersonal capability or emotional investment. The current work emphasises sleep's function in energy replenishment and makes use of WNS theoretical It asserts that energetic activation links sleep to subsequent behaviour results (Crain et al., 2018). The emotional fatigue measure, however, was more focused on a result of emotional tiredness's existence or absence than it was on the energy component of burnout and emotional exhaustion, as was originally expected. As a result, emotional tiredness might be acting as a stand-in for emotional energy in this study, and it might be too far removed from the theoretical hypotheses to produce meaningful associations. By taking into account mediators that were capable of more precisely and closely gauging the energy component of emotional weariness, this study may be strengthened. Other mediators that are less proximal and more directly representative of energy, such as energetic activation, ego depletion, or self-regulation, should be taken into account in future studies interested in examining energy's mediating role in the relationship between sleep and downstream behaviours. A further, possibly interesting direction would be to investigate how leader rumination at night may moderate the association between sleep predictors and support behaviour outcomes given the strong interactions of this study. Finally, perceived partner responsiveness, which shows one's assessment of marital resources, or experienced stress, which represents a lack of resources, are additional potentially fascinating mediators. The main hypotheses of this study also focus on determining the degree to which leaders experience emotional exhaustion when interacting with their staff. For example, "I feel I am unable to be sensitive to the needs of coworkers" on this scale's instructions and items asks participants to consider their interactions with "coworkers." These questions do not clearly define who "coworkers" are.

Is referring to, hence the questions did not specifically ask leaders to take into account their relationships with their direct reports. Given that leaders may take into account interactions with other individuals within the organisation, including peers at the same level, their own boss, or their employees, this may have an impact on the study's findings. Different emotional tiredness symptoms may manifest in each of these partnerships. For instance, when asked to think about their contacts with their employees as opposed to their interactions with other leaders, leaders may report feeling more emotional tiredness.

The phrasing of the emotional exhaustion scale items should be matched with the relevant dyadic relationship in future studies (for example, "I feel I am unable to be sensitive to the requirements of my employees").

This study's use of the FSSB short-form measure is another drawback. Although this was a deliberate design decision to prevent participant testing tiredness, it limits our knowledge of the potential connections between sleep and emotional exhaustion and many aspects of FSSB. In order to further understand how sleep may differentially be connected with emotional support, instrumental support, role-modeling, and creative work-family management through the mediator of emotional tiredness, future research should incorporate the entire measure of FSSB. Understanding how the four characteristics of FSSB may be differently impacted by sleep could help inform future treatments meant to promote FSSB in the workplace.

Theoretical considerations

Finally, the validity of the WNS theoretical framework is not fully tested by the current investigation. Future research should try to evaluate the entire theoretical model in order to understand how the links between sleep, emotional weariness, and leader actions may alter when analysed holistically, even if this work pulls from the key concepts proposed by Crain and colleagues (2018). In specifically, the WNS model proposes that sleep precedes and follows attitudes, behaviours, and emotions in the work and nonwork domains.

Despite the fact that the current study only looks at upstream sleep, it would be a particularly intriguing direction for future research to additionally take into account how these anticipated linkages and work behaviour results could affect downstream sleep. Rumination, for instance, can have a significant negative impact on a leader's sleep if they believe they are not supporting their people enough. Although the focus of this study is on actions in the work domain, it is equally crucial to conduct research that explains how leader sleep may affect both their work attitudes and states as well as their nonwork behaviours, attitudes, and emotions. For instance, leader sleep may be connected to feelings of job self-efficacy or even increases in creativity, and these may then be connected to downstream performance in the form of support behaviours.

Additionally, this study did not take into account the impact of physical energy and instead focused on the role of energetic activation as the mediator between sleep and behaviour outcomes. Wearable accelerometer devices should be used by researchers who are interested in examining physical energy as a mediating mechanism.

A computation of oxygen consumption at that rate (Butte et al., 2012; Hills et al., 2014). It's interesting that despite the WNS framework's suggestion that time is a limited resource, this study was unable to examine the impact of perceived time on relationship hypotheses. Future research may find it particularly useful to explore the role of time in the relationships between sleep, emotional tiredness, and leadership behaviour because time is likely to have a significant impact on the relationship between sleep and subsequent work and nonwork outcomes. Finally, given the research on how leaders sacrifice their sleep for work (Ruderman et al., 2017), it is crucial to evaluate how leader sleep may affect relationship satisfaction or work-family conflict because it may be more severe than what non-leader employees experience because of the implicit link between work hours and success among workplace leaders.

Conclusion

The purpose of the current study was to examine the effects of leader sleep on a constellation of downstream support behaviours in the workplace as measured by ratings from leaders and employees. This investigation drew on the work, nonwork, and sleep (WNS) theoretical framework (Crain et al., 2018). (i.e., general supervisor support, FSSB, and sleep leadership). This study also sought to evaluate the relationship between leader sleep duration and sleep quality, as well as the relationship between leader emotional weariness and support actions (i.e., insomnia symptoms and sleep dissatisfaction). Results showed that the correlations that had been predicted were not significant. Unexpectedly, non-hypothesized data indicated a substantial direct and adverse link between leader emotional tiredness and employee-rated support behaviours.

The association between leader sleep length and downstream employee and leader rated support behaviours is reinforced under specific conditions of leader low sleep quality, according to surprise results that also revealed significant interactions. According to these findings, activities that lessen and avoid leader emotional weariness as well as support healthy sleep habits should be given top priority by researchers, practitioners, workplace leaders, and organisations. Public health initiatives should inform the public about the significance of both the quantity and quality of sleep.

Figure 1. Time lagged moderated mediation model of leader sleep duration at Time 1 (i.e., Baseline) on emotional exhaustion at Time 2 (i.e., 4-month), moderated by supervisor sleep quality at Time 1 (i.e., Baseline), on general supervisor support, FSSB, and sleep leadership at Time 3 (i.e., 9-month). Both leaders and their direct employees provided ratings of FSSB and sleep leadership. Control variables (i.e., work schedule, Army vs. Air, child/eldercare responsibilities) not shown.

References

PSYC1003 Understanding Mind Brain and Behaviour Assignment Sample

Question

Task:

The Main Topic - Memory Retrieval Process Among Children Several studies indicate that many of the abilities and beneficial effects can be damaged by strain during remembrance, despite the fact that the Psyc10003 memory retrieval strategy can be extremely helpful in improving retention. 2018 (Weinstein et al., p. 9).

Give instructors guidance on the conditions that make recall practice most effective and whether the negative effects of increasing performance anxiety are anticipated to outweigh the good effects of memory exercise. Use neuroscience empirical findings to support your claims.

Answer

Psyc10003 memory retrieval is a technique that calls for knowledge retention to heighten comprehension and improve learning. Practice is essential because, when employed consistently, it improves students' long-term retention capacities. According to Smith et al. (2014), recalling prior knowledge enhances the brain's ability to produce linked knowledge, which makes learning easier. The retrieval exercises in Psyc10003 enhance learning, yet it is recognized that the added stress causes distress during the memory stages. As a result, extraction training's cognitive mechanism is weaker. According to the understanding Humanities assignment help understanding is that the process of recall improves learning, but as said here, if stress is present during recall, the distress prevents learning.

This Psyc10003 retrieval practice involves a cognitive mechanism that forces you to develop an explanation for the issue as just a learning exercise and an evaluation approach (Clark, Fox, and Schneider, 1998). It will allow you to revive knowledge you've frequently recovered and think about it right now. It might have come through being told about it or learning about it from a letter. In order for the recovery stage to be successful and the mental commitment to recall it to be fruitful, you must temporarily disregard the data. It is improper to employ the retrieval practice to repeat data right away after it has been accessed. Psyc10003 memory drills at school can be done by completing short forms, finishing past exams, participating in verbal vivas, using lecture notes to gauge one's progress, and answering questions (Clark, Fox, and Schneider, 1998).

Memory retrieval can succeed if the practice is spread out. The evaluation of the practice will be finished through manageable, applicable, and quick cycles. Since the learners' brains get weary, it wouldn't take very long. The window of time allows the brain to discard any material and attempt to remember the surroundings for the subsequent practice (Smith & Blunt, 2011). Their retention remains high for a long period because of the energy expended in remembering.

When replies are used in the memory process, performance improves in terms of what is remembered accurately. Participants' data can only be usefully retrieved if the intended data is correctly identified. It is the duty of the coach to offer feedback so that students can determine whether or not what they have learned is accurate. You could accomplish it by responding to the question that needs to be recalled at the last minute (Smith & Blunt, 2011). After making an attempt to gather data, having participants confirm the accurate information from reading is another way to provide them with suggestions.

Aligning the remembrance with the summative assessment becomes highly effective. Participants shouldn't waste their time trying to memorize the material. Whatever the participant is encouraged to recall should be valuable in evaluating the final outcome (Smith & Blunt, 2011). The evaluation procedure must show the participant that Psyc10003 recall exercises are required to boost memory. It could be done by using the topic or material in the end practice of the memory practice.
Even though retrieving provides benefits, when done incorrectly, it can have detrimental effects that are primarily caused by tension and anguish. This excessive strain on participants causes anxiety, especially because they are trying to remember, in particular, because they can't. When a student discovers they haven't gotten enough of what is expected of them, it makes them nervous in the long run. Since it creates an uncomfortable learning environment, it is your responsibility as a teacher to recognize pressure and deal with it in the classroom. If the participants are anxious as a result of their prior inability to learn, they won't gain much from the upcoming instruction.

Students may experience anxiety during examinations as they wonder how they will fare based on their performance. They are unsure if the correct answers from the prior knowledge event(s) will be sufficient to answer the questions. They can forget what they already know due to the pain brought on by this pressure to remember. The participant may even detest learning about the aspects that greatly rely on knowledge when Psyc10003 memory practice becomes a problem. It can be fixed by exposing the participants to various retrieving activities, so they can grow accustomed to it and get over their fear of retrieval.

Recollections in Psyc10003 are more of a training approach than an assessment tool (Karpicke & Roediger, 2008). Recalling information by applying previously learned information improves the likelihood that it will be retained and promotes connections between learned information. Recalling arranges mental information and produces contrasts and inconsistencies. Additionally, it aids in the retention of earlier fundamental knowledge when learning challenging topics. Additionally, even after recalling material and finishing the evaluation, the memory still improves learning because it always stays in the brain. This indicates that it is erroneous to view recollections as merely an evaluation mechanism because they enhance learning as well.

Many of the top-performing institutions employ the technique frequently and effectively, and smart students use it both inside and outside of the classroom to increase their memory capacity (Karpicke & Roediger, 2008). The capacity of learners to think is always expanding, and this can only be accomplished by motivating students to grow in their capacity for cognition and memory. It is one of the instructional strategies used, and it has helped many individuals perform better on assessments.

Although the act of remembering has downsides, it also has greater advantages. The main drawbacks of memory practice stem from the fact that participants become stressed out throughout the battle to recall due to excessive mental effort. The strain exists because there are frequent consequences of inability that result from the pressure of consistently performing well on exams (Rowson, Dunlosky, and Sciartelli, 2013). During the examination, it becomes competitive as learners compete. Even though the assessment's primary goal is to gauge students' comprehension abilities, it functions more like a competition in which each contestant is motivated to perform well on the examinations. It makes it harder for prospective students to remember everything they may have studied in school. The participants may eventually experience mental stress as a result of it. Psyc10003 recall practices have been linked in a number of papers to issues that can lead to irritation and emotional damage in some situations. It can be efficiently handled, and the pain is diminished when the practice research is carried out often, reviews are provided, and the information is found in the evaluative process at least partially (Rowson, Dunlosky, and Sciartelli, 2013). The tension may also be reduced if the individual is inspired to work longer hours without concentrating on the outcome, but rather, in the end, that increases awareness. It would be significantly more pertinent to teach participants the implementation strategy of the activities given in the classroom than to focus on memorization (Weinstein, Madan, and Scimeracki, 2018). There would be no need for participants to recollect any in-depth information in order to arrive at the solution; instead, they would simply need to draw connections in order to understand what has already been presented on the surface.

Psyc10003 recall practice is by far the more popular method of instruction. For the participants, the benefits of effectively remembering information are crucial. Instructors must constantly work to manage the distress of retrieval in order to provide a welcoming learning environment for the learners. According to Roediger and Butter (2011), motivation and information retention are closely related. According to the aforementioned scenarios, people that employ this practice perform exceptionally well on their tests. To connect their evaluation with their learning, participants need to be better prepared and have solid thoughts and comprehension. It has been proven to be the most effective method for helping students remember all of the teachings they've already learned in school and perform better at evaluation assessments. A very motivated person is capable of recognizing the material at a later time during the knowledge initiation stage. It makes it simpler to work on exams using the retrieval process and to acquire pieces of evidence as an evaluation strategy. It might not even be the main goal of the remembrance exercise because that would discourage people who wouldn't benefit from it.

Conclusion

The growth of Psyc10003 memory techniques must always be facilitated by the instructors, who must also provide feedback and let the students use their own initiative to their advantage. The activity also has certain disadvantages. There is no level of understanding for all participants; it is part of thinking and memorization. This task would serve as some sort of atonement for pupils who struggle with memory. Such people will find it stressful because they are having a hard time adjusting to the other students. This can eventually turn out to be the participants' social anxiety and distress when trying to understand and remember the lessons learned in the past. Following that, it will be the instructor's responsibility to monitor student abilities and identify anyone who has limited capability. Through Psyc10003, a teacher will be able to inspire the students, assist them in understanding how to gradually master all the classes, and help them interact with other students at the school.

References

Fox, P. A., Schneider, H. G., and Clark, J. W. (1998). Test anxiety, evaluations, and academic success in a college course. 82(1), 203-208 in Psychological Reports.
H. L. Roediger III and A. C. Butler (2011).

The crucial part retrieval practice plays in long-term memory. 15(1), 20–27, Trends in Cognitive Sciences.
Sumeracki, M. A., Madan, C. R., & Weinstein, Y. (2018).

educating people about learning science. Principles and Implications of Cognitive Research, 3(1), 2.

Sciartelli, S. M., Dunlosky, J., & K. A. Rawson (2013). The benefits of repeated learning include better performance on final exams and long-term memory. Journal of Educational Psychology, 25(4), 523–548.

Karpicke, J. D., Whiffen, J. W., and Smith, M. A. (2016). Does learning get better when cues are given during retrieval practice? 30(4), 544–553, Applied Cognitive Psychology.

J. D. Karpicke and J. R. Blunt (2011). Learning is increased more by retrieval practice than by concept mapping-based elaborative studying. 772–775, Science 331(6018).
2012. Tse, C.S., and Pu, X. The efficiency of test-enhanced learning depends on working memory capacity and a person's general level of test anxiety. 18(3), p. 253 of the Journal of Experimental Psychology: Applied.

SOC10012 Global Perspective On Modernity Assignment Sample

Rationale

This assessment has been designed to provide an opportunity for you to develop some fundamental academic skills, including

Summarizing
Reflecting
Referencing
Details Length: 1500 words

Reference system: Harvard Swinburne

Submission: Assignments must be submitted through the Canvas assessment

Submission system (Turnitin), with a Cover Sheet attached.

Primary Reference: Diamond, J, 2012 The world until yesterday: what can we learn from traditional societies? Viking, New York, pp.1-6 & 452-461 (see links below).

Topic for assignment help

What, according to Jared Diamond, are the key differences between living in modern societies and in traditional societies? What are the gains and losses he suggests modernity brings? What is your view?

Instructions

This assignment asks you to reflect on two questions - how has modernity changed society? and is society getting better? To make this huge topic manageable. We takes as our guide Jared Diamond comparison of the traditional lifestyle New Guinean highlanders were living in 1931 with contemporary life of los Angeles.

Solution

Introduction

The prevailing study is based on the analysis of article written by Jared Diamond. This study contains the major differences between the individuals living in modern society and traditional society. Further, discussion of key benefits and losses brought by modernity is given. Lastly, my opinion regarding the same is explained.

Main Discussion

The word traditional suggests human communities as they have presented for the millions of years of mortal history up till connectively recently. According to the author, traditional society is more interesting as compared to the modern society; it is because of the mortal interest. In other words, it can be said that, in the modern society, people were very interested in getting to understand individuals who are very identical to them and recognizable in some manner, and so dissimilar with them and typical to recognize in some other manner. On the other side, modern society’s people are not interested in getting to know each other.

Another difference between modern and traditional society is that, in the traditional society, they maintain feature of the manner in which their ancestors lived for thousands of years, until virtually previous day. Living in traditional society is what shaped them and assisted them to be what they are at present. the movement from hunting-collecting to agri-business started only approximately 11000 years before, the initial metal technique were generated only approximately 7000 years before, and the initial state government as well as the initial writing taken place only approximately 5400 years ago (Diamond, 2012). ‘Modern’ situation have conquered only for little part of human history, and therefore all human community have been conventionally very longer as compared to any community has been modern.

Apart from this, traditional community is significantly distinct in numerous of their cultural practices as compared to the modern industrialist community. In the context of cultural diversity, numerous rules and regulations of culture for modern society are distant displaced from conventional rules and regulations and lie in the direction of significant of that traditional extent of diversity. for instance, in comparison to any modern society, traditional community behave with elder individuals in much more cruel manner, while others offers elder individuals are very much fulfilling lives, modern society is proximate to former significantly as compared to the latter. It should be noted that, author has also discussed the instance of tradition embedded with a modern community that is explained in the following paragraph.

Between 150s-1960s, author has lived in the United Kingdom for 4 years and when he went first time in UK in 1950s, he observed that, in the rural areas, major aspect of traditional culture has been existed. Individuals did not shift in major manner, the men may have gone off to the World War and subsequently they came back and spend remaining lives within a mile or two of where they were born as in the traditional community (Diamond, 2012). Therefore, what this suggests is that surrounded within a modern community with its diversity is an extensive that is traditional. Apart from this, it has been noted that, individuals living in traditional society are social and they are living with their family and friends, on the other side, western community’s people normally living afar from their family and they like to live independent manner on becoming financial independent. Therefore, it can be said that, in the traditional community, there is existence of emotional connection, while it is not exists in the western society.

In a summarized manner, it can be said that, traditional communities are nearly chronically at war as there is not any proper mechanism for application of peace. There was not any existence of centralized government, which could limit the hot heads, and therefore it leads towards chronic war. Further, the other differences in the traditional society is that, individuals are fighting are not professional person aged 18-24, but they are all capable bodies male and female are drew in. the extent of death toll of violence in the traditional society is greater as compared to the modern society.

There are numerous benefits offered by modernity. It is not the situation that people of westernized communities are fleeting in droves from steel techniques, material luxury, health, and state-implemented peace, and are putting efforts in the direction to back an idyllic hunter-collected lifestyle. Rather than, the overwhelming guidance of change is that hunter-collected and trivial famers who recognize their conventional life style, but who also evidence a westernized community, are looking for entering into modern society (Comandini & Rinaldi, 2020). It is because of the compelling causes, and consists of such modern facilities as material goods that create relaxed life and more luxurious opportunities for formal education as well as employment, wellbeingof individuals, good hospitals, medical facilities, personal safety, lesser violent activities, less harm from other individuals as well as from environment, security of food, longer life, and significant lesser frequency of deaths of one’s children for example, around 66.66% of conventional Fayu children died in childhood. These are considered as among the numerous obvious and definite benefits of modernity explained by individuals who have grown up among the stress, and danger of the traditional communities.

One of the major losses that have been brought in modernity is the risk of loneliness. It is because, individuals living in the modern society actually living in long distance, their friends and children also shift in long distance in independent manner, and therefore one is probably to end up far from closet relationship or friends of childhood. Usually individuals that one meets are odder and would remain odder. Children leave houses of parents in routine manner and establish their own residence on becoming independent in financial way. Life of western societies are actually materially rick but socially or emotionally poor. Anotherloss of the western society is higher pressure of time, scheduling limits, anxiety level, as well as competitiveness. Apart from this, children of modern societies are less social as compared to traditional society (Ten Bruggencate, Luijkx, & Sturm, 2019). For instance, children of US went into their home, close doors and play indoor games, on the other side, kids of New Guinea, are regularly out of door, and interested in playing with other children. Moreover, children of western society are less creative as compared to traditional society as each aspect is pre-packaged for them. There is also less freedom in the modern society. On the basis of this, it can be said that, major loss brought by modernity is the loneliness, social and emotional vulnerability, less creativity, burden of time, stress, and some others.

By considering the aspects of traditional and modern society, it can be said that, traditional and modern society has significant differences. The individuals of the traditional society have been implementing various experiments with respect to the manner in which human society could operate. They have come up with hundreds of solution to human issues, solution distinct from those applied by our own WIERD modern communities. I observed that, some of such solutions, for example, some of the manner in which children are raised by traditional society, keep healthy, behave with elder people, address disputes, strike me, as superior to usual practice in the first world. Traditional community might not only recommend to us some good living practices, but might also support in appreciating some benefits of our own community that is taken for granted. in my opinion, I think that, modern society has offered numerous benefits to the individuals because there is existence of the peace, government regulations, material luxury, good health, education system, and some other aspects, which are not exists in the traditional society. However, the traditional society is neither romanticizes nor demonize, and it is considered as primary point. there is presence of risk in this aspect of going one of two dangerous, the danger of demonizing them – that is to say with respect to traditional communities as primeval, barbaric, they shall be succeeded, exterminated, pushed off their land, the contrary danger of romanticizing them and stating they are moral brutes who are nonviolence and spending their life in harmony with environment.

Conclusion

On the basis of above explanation, it can be seen that, there is significant differences in the modern society and traditional society. It has been identified that, in the traditional society, individuals are more interactive and they are living nearby with their family and friends, on the other side, in the modern social, such social interaction among individuals are missing. Further, it has been identified that, modernity brings several benefits inclusive of material luxury, freedom, doctors, education, and some others. Though, there was risk of loneliness in the modern society as people are living far from their family members as well as friends. Overall, it can be said that, some of the values of traditional society has been adopted by the modern society and in some rural areas, still rigid features of traditional societies could be observed.

References

Comandini, O&Rinaldi, A C 2020,‘Ethnomycology in Europe: The past, the present, and the future’,In Mushrooms, humans and nature in a changing world (pp. 341-364). Springer, Cham.

Diamond, J 2012, ‘The world until yesterday: What can we learn from traditional societies?’, Viking, NewYork, pp. 1-6

Diamond, J 2012, ‘The world until yesterday: What can we learn from traditional societies?’, Viking, NewYork, pp. 452-461

Ten Bruggencate, T Luijkx, K G& Sturm, J 2019,‘To meet, to matter, and to have fun: The development, implementation, and evaluation of an intervention to fulfil the social needs of older people’, International journal of environmental research and public health, vol 16, no 13, p.2307.

GDECE103 Language and Literacy Assignment Sample

Need Report for Assignment Help:

Write a report that evaluates contemporary play-based language and literacy theories and practices for use in the home, the community and in early learning education environments and reflect culturally appropriate practice. How can teachers, families, and professionals in other fields, work together to promote the literacy growth and development of diverse young language learners in inclusive settings?

Criteria

• Discuss contemporary theoretical perspectives on early years language and literacy
development (i.e. particularly focus on cognitive developmental, social interactionist). Refer to relevant literature.

• Discuss how can these theories inform the practices in home, community and early childhood settings. Based on these theories, how can family members and educators support children’s language and literacy development? Refer to relevant literature.

• Discuss how can educators and parents can support language development of children from
diverse cultural backgrounds? Please provide 2 strategies about supporting children’s language and literacy development in home and early childhood settings

• Academic English expression and referencing – APA style.

• Minimum 5-7 references.

Solution

Early childhood development

The stage of early childhood development is crucial for promoting the overall growth in young children, marking a significant time period of learning and literacy achievement and equality among all. The need for establishing a strong base in the early childhood days is often realized by the education providers as well as parents, the two elements who are in constant touch with the children. The theoretical frameworks established by conventional philanthropists and psychologists have been undergoing transformation, thus imbibing innovative and new views to early childhood language and literacy development (Powell & Smith, 2017). The need for regular involvement in various language development activities and experiences for better futuristic output is also evident in the various theoretical frameworks. Starting from the very onset of early childhood and not waiting until the child matures have been observed to implement better development of language and literacy, both written as well as oral skills (McLachlan, Fleer & Edwards, 2018).

Contemporary theoretical perspectives on early years language and literacy

The contemporary childhood practices and their perspectives regarding inculcation of languages, literacy, and cognition along with social behavior have undergone a wave of change through the years.

Cognitive Theory

Highlighting the cognitive-developmental perspective as proposed by Swiss psychologist Jean Piaget, who has extensively studied early childhood and implied on various developmental stages, the learning of language development is also inevitable. Piaget had thrown light on the interdependence of cognitive development and language development, both functioning amicably and developing through activities (Bormanaki & Khoshhal, 2017). Children take an active role in learning from the surrounding environment and make observations about the world. As children start interacting with the world outside and around them, the more they learn and develop various language skills and literacy. Unlike what traditional Maturist theories showcased regarding the appropriate age of language and literacy development in children as six and a half years, the contemporary theories reflect the opposite. In the middle of the 20th century, the language and literacy theories received a boost of reconceptualization, proposing that children are born with the ability to read and write (emergent literacy theory). Piaget marked the era with his modern views and proposed that children use their maturational abilities to develop and progress upon their language and literacy since early years (McLeod, 2018). Hence, it is advisable for the teachers, education providers as well as parents to offer more environmental experiences for the children to grow upon. The contemporary theorists inflict importance upon the reading readiness in the early stages of children.

Social Development Theory

Along with cognitive development, the contemporary theoretical perspectives include the involvement of the social development theory based on Vygotsky’s proposals. The main element behind this theory is the concept of how early children interact with their social environment and culture, which affects their development and mental abilities. The regular social interaction of the children with the intangible surrounding and the tangible people influences their development regarding language and literacy as well. The various forms of knowledge which are generated within the socio-cultural backdrop have a big contribution to play in early childhood learning and development (Farida & Rasyid, 2019). This concept is also entwined with the social context of play language which includes early childhood activities like playing, coloring, reading, drawing, and others. The play language involves the activity which instigates mental and physical activity with spontaneous, creative, and joyful output (Daubert, Ramani & Rubin, 2018). The contemporary theories imply the use of various literacy-related plays, shared story reading, along with other activities, enhancing early childhood progress.

Role of Play in language and literacy

The modern theories regarding language and literacy have been functioning as a helpful framework for reading instructions and related activities. The recent emergent theory has combated the concept of maturity and reading readiness in children with which they are born with. Play is a natural process of activity that children do not acquire but rather have inside them from birth and early infancy stages, which can be used as an influential tool to develop emotional, social, cognitive, physical, and cultural skills (Quinn, Donnelly & Kidd, 2018). The early stages in childhood witness the children playing with objects which leads to higher problem-solving abilities and a positive attitude towards life and the world. Creative thinking, cognitive development, and exploration can be adopted by children in their early childhood days through the medium of contemporary practices and theories of play-learning. Both Piaget’s and Vygotsky’s ideologies were similar in the platform of literacy and language development within the children during their infancy and early childhood days. The ambiance and surroundings instigate the children to form concepts and assumptions, be it either real or virtual, along with expressing their thoughts and emotions.

It is often observed that the children who lack the ability to use inter-communicative language and have a poor literacy base, often make use of physical movements and objects to express themselves. Hence, the concept of adopting a vital language skill along with literacy abilities will help children to grow into fully developed human beings, having competence and all-rounder abilities or skills. Successful reading and literacy can be derived in the later stages of development if the base of the language development is strongly instilled within the young minds (Hà, 2020). On the other hand, children having a lack of language skills or delayed literacy often face risk in the social gathering and communicative spheres along with poorly developed cognitive, empathetic, physical, and emotional stringent.

Theories helping in-home or community practices for children’s development

The various contemporary preaches and theories discussed earlier have been guiding the development of children within the family or home literacy movement as well. The home environment is equally important to the educational or academic environment, both influencing the growth and uprising of the children. Sensitivity is imbibed within the family environment, educating parents and other family members to be aware of the language skills and development of the children (Piasta et al., 2017). Teaching and implementing various literacy activities and abilities within the children becomes an agenda of the family members, teachers, school staff as well as the community as a whole. The peer and community, irrespective of their knowledge of the various theories proposed by popular psychologists and theorists in the pre-modern and post-modern era, automatically tend to undertake activities for the betterment of the children and their development. The social environment which the adults try to create and recreate in the presence of children has its links with the social development theories.

The education providers understand the importance of experience and witnessing incidents to gain skills, hence the classroom or school environment is built likewise. The involvement of various literacy and language activities is observed which bear resemblance with play language, including writing, drawing, playing, story reading, drama, singing, and dance. The idea of language acquisition is proved accurate when the heterogenous mix of children is observed in a class (McLachlan Fleer, & Edwards, 2018). Each child has a different background and is hence a byproduct of various environmental confluence. The concept of babies being born with language skills is supported by the fact that children tend to differentiate between their mother’s language from the rest of the family members. They can also discriminate between various sounds and phonemes which are included in every kind of language. The cultural environment of the family and classroom also shapes the language development of the children. Before a child gets admitted to the school, it is wholly the influence of the family and house that molds the literacy skill of the child, thus we see a variety of differentiation within a class, with one child varying from the other.

Support of family members and educators by using contemporary theories

Social pragmatism has a pivotal role in influencing language and literacy development in children. As literate citizens of the country and wanting a better future for the upcoming generation, it is essential to support and provide encouragement to the children during their early learning days. The parents, members of the families as well as educators in various educational institutes can take up the responsibility of helping the children to develop their language and skills (Sainain et al., 2020). The parent involvement in the various non-academic, as well as academic activities of the children, can prompt a heightened increase in the acquisition of literacy and language development within the young minds of the early school children. Several studies have also observed that there is an intimate connection between the various literary resources in the home backdrop which has been helping in the development of language acquisition and children’s reading skills. The parents and educators equally play a vital role in inspiring and pushing up the level of language and literacy skills.

The teachers are encouraged to adopt various practices which will bring transformation in the developmental stages of the children based on the conventional theories and frameworks. Deriving an elaborate idea about the individual child’s cultural and family background will keep the teachers informed about the various aspects involved in their individual development (Piasta et al., 2020). It is the duty of the teacher to comprehend the abilities of the child according to their own pace of development and develop upon that. Enhancing the partnership and mutual understandability between the home and the school is crucial for the betterment as well. Children who do not possess any formal education or belong to the lower rungs of society are like a blank canvas that the teachers need to fill up. Taking remedial classes and providing extra help has always led to better results for such children without much background. The teachers, as well as the parents, can also include certain exercises in the daily activities of the children to infuse more language abilities (Piasta et al., 2020). Helping children to read aloud, irrespective of the themes and faults made, making use of literacy-based prop boxes and role-plays, having extensive conversations on various topics with the children, playing with poems and rhymes, making them read signals and labels, introducing vocabulary and various words, and providing modification and prompting helps when stuck are few ways in which help can be provided.

Providing support by Parents and educators in diverse backgrounds and two strategies

Often classrooms and schools witness the presence of a heterogeneous mixture of students or learners belonging to various diverse backgrounds and families. Culturally diverse backgrounds are often seen in our community as a society as well, due to the increase in globalization and intercultural communication (Witty, 2021). There is a rise in the admission of bilingual students in various schools, where English can be used as the common language for regular communication and interaction. To promote the ability of interaction and language skill development in the children who often belong to various backgrounds and not just to English language backdrop, the parents and teachers can indulge the children in adult conversation, communication, child-caregiver and various mediums of imparting education. In the modern era of technology, making use of various learning applications, translation apps, and YouTube platforms has been empowering children to learn various languages and linguistics skills on their own without much supervision.

The strategies which can be used by the family members as well as teachers to develop the language and literacy skills within preschool children are of various types. Since visual and interactive methods tend to have a long-lasting impact on the young minds of children, the strategy of interactive storytelling classes and reading exercises will help the children to ton up their skills (Saracho, 2017). Children belonging to various backgrounds can be given the same medium of instruction that is English, for sustained uniformity within the classroom environment. At home, the parents can conduct the same exercise in the second or bilingual medium, thus helping the child to develop a bi-linguistic approach to life. Another activity of playing games of ‘recognizing letters and alphabet at the very tender age will help in the cognitive development of the children, thus enhancing the future social interaction.

References

Bormanaki, H. B., & Khoshhal, Y. (2017). The Role of Equilibration in Piaget's Theory of Cognitive Development and Its Implication for Receptive Skills: A Theoretical Study. Journal of Language Teaching & Research, 8(5). From: https://core.ac.uk/download/pdf/266996457.pdf

Daubert, E. N., Ramani, G. B., & Rubin, K. H. (2018). Play-based learning and social development. Encyclopedia on Early Childhood Development. From: https://www.ceril.net/index.php/articulos?id=849

Farida, N., & Rasyid, H. (2019, April). The effectiveness of project-based learning approach to social development of early childhood. In International Conference on Special and Inclusive Education (ICSIE 2018) (pp. 369-372). Atlantis Press. From: https://www.atlantis-press.com/article/55917585.pdf

Hà, T. A. (2020). Pretend Play and Early Language Development—Relationships and Impacts: A Comprehensive Literature Review. Journal of Education, 0022057420966761. From: https://journals.sagepub.com/doi/abs/10.1177/0022057420966761

McLachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning, assessment and implementation. Cambridge University Press. From: http://digilib.stiem.ac.id:8080/xmlui/bitstream/handle/123456789/362/Claire%20McLachlan%2C%20Marilyn%20Fleer%2C%20Susan%20Edwards-Early%20Childhood%20Curriculum_%20Planning%2C%20Assessment%2C%20and%20Implementation-Cambridge%20University%20Press%20%282010%29.pdf?sequence=1&isAllowed=y

McLeod, S. (2018). Jean Piaget’s theory of cognitive development. Simply Psychology, 1-9. From: https://www.fwsolutions.net/wp-content/uploads/2020/01/cognitive-development-theory.pdf

Piasta, S. B., Farley, K. S., Mauck, S. A., Soto Ramirez, P., Schachter, R. E., O'Connell, A. A., ... & Weber-Mayrer, M. (2020). At-scale, state-sponsored language and literacy professional development: Impacts on early childhood classroom practices and children’s outcomes. Journal of Educational Psychology, 112(2), 329. From: https://files.eric.ed.gov/fulltext/ED597343.pdf

Piasta, S. B., Justice, L. M., O'Connell, A. A., Mauck, S. A., Weber-Mayrer, M., Schachter, R. E., ... & Spear, C. F. (2017). Effectiveness of large-scale, state-sponsored language and literacy professional development on early childhood educator outcomes. Journal of Research on Educational Effectiveness, 10(2), 354-378. From: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1210&context=famconfacpub

Piasta, S. B., Park, S., Farley, K. S., Justice, L. M., & O'Connell, A. A. (2020). Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning. Dyslexia, 26(2), 137-152. From: https://files.eric.ed.gov/fulltext/ED593434.pdf

Powell, S., & Smith, K. (Eds.). (2017). An introduction to early childhood studies. Sage. From: https://books.google.com/books?hl=en&lr=&id=WDI9DwAAQBAJ&oi=fnd&pg=PT49&dq=early+childhood+development+theories&ots=pn0DRy3E0z&sig=ui0KfNacFsOTEkEPGzm2J2GJEV0

Quinn, S., Donnelly, S., & Kidd, E. (2018). The relationship between symbolic play and language acquisition: a meta-analytic review. Developmental review, 49, 121-135. From : https://pure.mpg.de/rest/items/item_2602612_9/component/file_3001229/content

Sainain, N. S. N. M., Omar, R., Ismail, H., Mamat, N., & Abdullah, R. (2020). Parental knowledge and development of languages and literacy, communication and socializations in the early childhood education. Master of Education in Sultan Idris Education University. From: https://www.researchgate.net/profile/Hazhari-Ismail-3/publication/341579315_Parental_Knowledge_And_Development_Of_Languages_And_Literacy_Communication_And_Socializations_In_The_Early_Childhood_Education/links/5fd4e0e5299bf14088042e3a/Parental-Knowledge-And-Development-Of-Languages-And-Literacy-Communication-And-Socializations-In-The-Early-Childhood-Education.pdf

Saracho, O. N. (2017). Literacy and language: new developments in research, theory, and practice. Early Child Development and Care, 187(3-4), 299-304. From: https://www.tandfonline.com/doi/full/10.1080/03004430.2017.1282235

Witty, E. A. (2021). EDUC 2134 Language and Literacy in Early Childhood. From: https://repository.yu.edu/handle/20.500.12202/7628

EAP2 English for Academic Purpose Assignment Sample

Assignment Brief

In order to meet the requirements for Academic Purposes 2, all students must write a Cause and Effect essay citing reasons from various sources for assignment help.

Cause and Effect Essay

Question: Discuss the effects of on society.

Possible Cause Examples:

• 3d printing (design, IT and business students)

• Antibiotics (health students)

• Preservatives/food additives (catering and hospitality students)

• Block chain technology (IT and business students)

• Negative gearing (accounting and business students)

• Zoning/lock out laws (hospitality students)

• Plastic (fashion, business, health students) Write a cause and effect essay based on at least 6 references (2 journal articles, 2 industry sources and 2 government sources)

Learning Outcomes:

• Can analyse and synthesize information

• Can identify relationships and/or patterns

• Can show understanding of the literature and evidence of critical evaluation

• Can provide an appropriate conclusion

In order to successfully complete this assignment, follow the steps listed below:

• Write 6 paragraphs: introduction, 2 cause paragraph, 2 effect paragraphs, conclusion, reference list (separate page)

• Read references to find evidence to support your 2 cause paragraphs and/or your 2 effect paragraphs

• See that you have explained the main reasons for the causes (e.g. why was there a need for antibiotics or plastic)

• See that you have explained the main effects of these causes (e.g. an environmental effect such as pollution from plastic or a health effect from food additives)

A well-structured Cause and Effect essay must include:

• A cover page clearly stating your name, student ID, title of the essay, your teacher's name and word count

• An appropriate introduction

• A critical analysis in 2 cause paragraphs and 2 effects paragraphs

• An appropriate conclusion in which you summarize the main points

• A reference list following the APA Gh referencing conventions

Solution

Introduction

Plastic materials are diverse products and bi-products of petrochemicals. Global plastic production has increased exponentially in the past decade. Disposability feature along with the low rate of recycling of plastics considerably increase waste production internationally. For example in Australia in between the years, 2010 and 2011 plastic waste produced was around 1,433,046 tonnes. Around 20% of t his amount was only recycled. National plastic production rate production in the year 2017-2018 was 9.4 percent (Environment.gov.au, 2018). The country’s government acknowledges the threat caused by plastic to the marine ecosystem. To combat this better understanding of the hazards of plastic waste to marine life in Australia is made through this paper.

Cause

The advantages of plastic cannot be denied. Plastic material is lightweight, easy, and cheap and this has led to the huge production and use of plastic in the world. Such a trend will continue increasing in the next decade as well. The resulting environmental degradation needs the government of Australia to understand, regulation and innovate ways to optimize the waste creation and disposal of plastic for conservation of life. Plastics as bi-products are increasingly used for the vulnerable item packaging and containerization of manufactured products due to their durability and cost effectiveness. Gradually they have become a unique commodity in their genre (Comanita, Hlihor & Ghinea, 2018). The versatility of plastic has become an increasing trend all over the world. Unfortunately, a large mass of such plastics are disposed of in the environment. The vulnerable products which go through transit and transportation need to be protected from contamination. Moisture, microorganisms, humidity, insects, gases, and lights are such external and internal contaminants that can damage such products and impact their quality. As a result, its value will be degraded (Ritchie & Roser, 2021). Plastics are used for such vulnerable products for effectively safeguarding their quality and integrity.

The main reason for using plastic packaging is to protect food from getting spoilt. The food waste in the world is extremely high. This leads to a very high environmental impact since a massive carbon footprint is caused due to the waste created from packaging with plastic. There was an acute need for using the plastic package as using this food can travel too long distances, stay on the shelves for long and large wastage of food could be avoided. A large amount of resources is used all over the world for creating food. It is natural to take steps to maintain its quality as long as it is possible (MarketResearch, 2021). Moreover, countries located in all parts of the world can get a supply of food products such as powders, spices, and liquids which are even out of season owing to special plastic protection added to them.

Effect

Plastic debris is a continuous problem in the oceans of the world. Government worldwide is recognizing the need to manage such issues. Marine debris is the consistent, processed, and manufactured solid discarded materials which are abandoned or disposed of in the coastal and marine environment (Asuquo, 2018). The bio-diverse life in the marine ecosystem comprises of species which are to be protected. The debris causes threat to their life system. Injury, death via drowning, entanglement caused by internal injuries, starvation and ingestion are the major impacts created by plastic waste and debris in the water bodies in this nation. The marine mammals, turtles, and sea birds severely get injured sometimes and even die from the entanglement of such marine debris. This can limit their mobility, cause infection, starvation, drowning, amputation, and smothering. The sea birds at times become entangled in the fishing lines. Such fishing lines and nets have plastic-packed straps. Often marine debris is lost from them when the nets are used fast in the water. When consumed marine mammals can lose their fastness in movement in the water, ability to hunt prey as well as safeguard themselves from predators. This can lead to obstructions in blood circulation and sometimes leads to asphyxiation as well as death. The skin of the turtles and marine mammals is also impacted if cut through the plastic of ropes and nets in fishing lines. This can lead to infection and also sometimes causes amputation of the tail, flippers, or flukes.

Research has suggested that around 90% of marine birds in the last two decades have consumed some kind of plastic material in their lifetime. It can puncture the internal organs as it moves through the alimentary canal. At some time the plastic debris can remain in the intestine and stomach as well. Migratory birds, as well as their young nestlings, are also at high risks of death as they ingest the plastic which leads to a full feeling in their stomach. This is a misleading feeling since it is not food and hence they attempt early migration. The nutritional value of the consumed plastics runs out soon from the body of these birds. Their energy degrees and they drop down lifeless as they do not have food to sustain themselves for reaching their destination (Gbrmpa.gov.au, 2021). The birds which are young feed from parents attempt to get the nutritional value from plastic but do not get adequate energy and nutrition. Such young birds die early and do not even reach adulthood. This leads to the less addition of adult population in such birds. Sensitive species can even go extinct in this manner as the food web is directly impacted due to their total dependence on marine environment.

Conclusion

There are varied kinds of plastics and their chemical composition is also different. Some plastics are used for protection or wrapping, food packaging, or used as fishing nets and lines and biodegradable items. Although some plastics are recyclable yet the remaining can cause a disastrous impact on marine life. The massive production of such plastic products, their toxic impacts, entanglement, strangulation, starvation, malnutrition, and micro plastic impacts on Australian marine life is life-threatening. The government of Australia has developed varied environmental acts and policies for optimizing production, use, and disposal of waste from plastic materials to conserve marine life and the environment.

References

Asuquo, I. (2018). Plastic Waste in the Aquatic Environment: Impacts and Management. Environment, 2(1), 1. https://doi.org/10.31058/j.envi.2018.21001

Comanita, E., Hlihor, R., & Ghinea, C. (2018). Occurrence Of Plastic Waste In The Environment: Ecological And Health Risks. Environmental Engineering And Management Journal, 15(3), 675-685. https://doi.org/10.30638/eemj.2016.073

Environment.gov.au. (2018). Department of Agriculture, Water and the Environment. Department of Agriculture, Water and the Environment. Retrieved 26 March 2021, from https://www.environment.gov.au/protection/waste/publications/australian-plastics-recycling-survey-report-2017-18.

Gbrmpa.gov.au. (2021). Marine debris. Retrieved 26 March 2021, from https://www.gbrmpa.gov.au/our-work/threats-to-the-reef/marine-debris.

MarketResearch. (2021). Australia Plastic Market Research Reports & Analysis page 1. Marketresearch.com. Retrieved 26 March 2021, from https://www.marketresearch.com/seek/Plastic-Australia/1606/1358/1.html.

Ritchie, H., & Roser, M. (2021). Plastic Pollution. Our World in Data. Retrieved 26 March 2021, from https://ourworldindata.org/plastic-pollution.

LC3002 English For Academic Purpose Resit Information Assignment Sample

Assignment Brief

ESSAY TASK:

You are answering the same essay question that you did last term:

• You will produce a problem / solution essay of 1500 words +/- 10%, focusing on either the problems associated with gender inequality or global migration, and some suggested solutions to those problems. You will be expected to use sourced material to support your essay and to demonstrate your ability to provide references and a bibliography.

• You must not copy text from the internet or books. You risk failing if you do this.

• You must include references and a bibliography. (Remember you have free access to Cite them right online - Home when you log in using your UEL email.)

• If you submitted an essay last term but you didn’t get a score of 40, you need to improve the essay before you resubmit it. Check your grammar and vocabulary and make sure you haven’t copied from the internet.

Include references for assignment help

ESSAY HAND IN DATE:

Essay: 15:00 Friday 19th March via the module from last term on Moodle: Course: LC3002 2021 (T1)
English for Academic Purposes (OC) (uel.ac.uk) Then go to “Assessment” and “Essay Resit”.

Solution

GENDER INEQUALITY 

Introduction

Gender is a key indicator of socioeconomic division, and therefore, of exclusion. There are significant differences between men and women in material well-being, irrespective of social status through the level of disparity that exists across sectors and regions. As a consequence, most communities have gender disparities, with males traditionally occupying higher roles in social, financial, and political structures. The aim of eliminating gender disparity has occupied a central position in international organizations and national policy proposals for more than twenty years. Millennium Development Goal 3 represents the worldwide attention to the problem of gender discrimination and has provided policymakers with the incentive to eradicate it. Gender difference is not solely propagated by unequal access to and ownership of economic resources. Also, men and women are treated differently in the same workplace, given different wages for the equal amount of work done by them. As a whole, gender roles and expectations promote gendered identities and regulate women and men's actions in ways that contribute to discrimination (Ridgeway, 2011).

Three domains of gender inequality

The following principles serve as the foundation for this framework for analyzing global developments in inequality. Gender equity in the first domain is based on skill equality, which ensures that males and females are on an equal level in terms of core functions (schooling, healthcare, and nutrition). Furthermore, in order to enhance financial equality, women must be able to turn their talents into the ability to produce income on par with men, implying that advances toward gender parity in socioeconomic well-being must be made. Although people neglect gender-disaggregated statistics on wages, data on gender differences in access to employment, credit, and land ownership rights should enable us to assess fairness in this second domain. The final component, service, is concerned with decision-making autonomy and representation in society's key resource distribution sites: the home, the office, and regulatory bodies. Women can be capable of influencing the conditions that contribute to inequalities in the skills or lifestyles domain if they have a voice in these fields. As a result, these 3 domains are interconnected (Huang et al., 2020). The shift in a single domain can be leveraged by progress in another. Furthermore, advancement in any one of these three domains is insufficient to accomplish the ultimate objective of equality of the sexes without development in the others.

Gender-based abuse

Aggressive behavior is widely accepted as a natural part of the behavior of men and a necessary part of becoming a man. In reality, violence is culturally 'masculinized.' Gender-based abuse is linked to power structures and emotions – the exploitation of women and some male groups. Gender disparity leads to the perpetuation of a violent society. Men are less hesitant to use and degrade women because of their own purposes since the wellbeing of men is considered to be of greater significance. Women are treated as anything less, as individuals entitled to male authority. Despite the fact that the strict concept of gender includes male, female, as well as other gender identities, most individuals still perceive gender discrimination issues as women’s concerns. Gender disparity, on the other hand, affects all, even men. Stereotypes or 'regulations' on how men, women, girls, and boys must behave begin in early childhood and continue throughout adulthood. Inequality does not affect everybody in an exact way. Those who are exposed to various types of prejudices face a more complicated situation, which is often more harmful.

Inequalities in wage distribution

Men and women employees earn different salaries for jobs of equal importance, which is one of the fields at work where gender disparities can be seen (Heymann et al., 2019). According to a 2013 report by the International Labor Organization, the international wage disparity is 23%. However, this figure excludes the women around the world who operate in the unregulated informal economy with no legal security. Furthermore, many nations lack reliable data to produce more detailed reports, resulting in an even higher percentage of disparity. Due to these participants and demographic implications, gender wage disparities decrease female jobs, which raise fertility and reduce economic growth. As a result, exposure to and power over properties, and lifelong social security protection is also inadequate.

Inequalities in education system

Access to higher education remains critical to closing the pay disparity. It is not, however, the only measure, since highly educated women are at the extremes of the gender divide. Unequal and uneducated communities have a lower degree of harmony. They are more likely to engage in anti-social activity and aggression. Inadequate access to education is expressed in the daily struggles of women's and girls' affairs, such as the growing number of women living below the poverty line compared to males, women's and girls' deprivation of autonomy over their identities, and abuses of sexual and reproductive freedoms, and disparities in job opportunities.

Argument on the problems

Gender equality strengthens ties between nations. Their citizens are in healthy condition and have a greater sense of well-being. For far too long, women have attempted to address these issues on their own: by balancing work and home life, undergoing further training, and struggling to smash through the power structure. However, it has become particularly important for people of all genders to work together to address the issues of gender equality. A sociological viewpoint indicates a variety of steps to resolve the behavioral and structural variables that lead to gender inequality. It is important to reduce the socialization of girls and boys into stereotypical gender norms by parents and other family members (Tay et al., 2018).

The consequences

Inequalities in the participation in economic and social benefits, such as fair jobs and wage equality, Gender disparity results in a significant loss of human resources, with consequences for both men and women. Social justice is thus central to democracy, progress, and a human rights framework in which everybody has a share (Heise et al., 2019).

Probable solutions to the problems discussed in three domains

In general, the number of men who earn is much higher than that of women. Increasing mentorship and other attempts to raise the percentage of women in predominantly male professions and political leadership roles would inculcate trust and integrity in them. Many government initiatives, such as increased monetary assistance for child care, can also contribute to having female workers who want to preach their passion.

Due to the wage-gap issues, UNI has committed to working to ensure that ILO Convention 100, which mandates fair pay for equal work, is implemented in every workplace. On the one side, Cavalcanti and Tavares' research indicates that wide wage disparities between men and women would impede economic development. Boosting government funding for elevated day-care alternatives is vital to enable families, especially mothers, to operate outside the house if they wish, without fear of jeopardizing their wealth or their kids’ well-being.

The biggest thing that can contribute to more advancement in society and let women have their say in various matters is a shift in people's attitudes. With the help of digital platforms like Facebook, Twitter, and news media, people of both genders must address gender discrimination.

There ought to be a greater public awareness of the causes for physical and sexual harassment, as well as the scope and repercussions of sexual harassment and exploitation. The effective implementation of current legislation prohibiting gender-based disparities in the workplace and sexual assault in the workplace will help to alleviate workplace gender inequality. Funding for support centers and other programs for males and females who have also been sexually abused should be increased. It is important to remember that everyone, regardless of gender, maybe assaulted and harassed. Abuse, sexual harassment, and domestic violence can decline as gender disparity decreases (Cerrato & Cifre, 2018).

Unequal expenditures in girls' schooling at the household stage, for instance, can be corrected by ensuring that government funds are provided to enhance girls' access to quality education.

Courageous women and men questioned the power structure by bringing harassment and sexual abuse, and domestic abuse into the public conscience, and by drawing attention to gender disparity in the office, school, and elsewhere. In order to continue to minimize gender inequality, a successful women's movement must continually remind us of the patriarchy that still exists in various cultures and around the world. Only by resolving the overwhelming burden of suffering, lack of accessibility to knowledge and health care, and shortage of productive opportunities faced by women will inequality be eradicated.

Conclusion

Inequality between men and women occurs in most cultures around the globe in varying degrees. Despite the fact, due to the modern women's rights movement, these disparities have diminished significantly since the early 1980s. They still exist and obstruct attempts to achieve complete gender equality. Gender discrimination is caused by a complex combination of cultural and social influences, according to sociologists, which must be resolved if gender inequality is to be minimized more than it has been since the early 1980s. Despite the changes that occurred during this era, children are still socialized from birth to conventional conceptions of male and female roles, and gender-related stereotyping centered on these notions persists (Dashper, 2019). Regardless of the fact that people should be able to follow whatever family and job commitments they choose, socialization and stereotyping continue to hinder the willingness of girls and boys, males and females, to consider less conventional options.

References

Ridgeway, C. L. (2011). Framed by gender: How gender inequality persists in the modern world. Oxford University Press.

Huang, J., Gates, A. J., Sinatra, R., & Barabási, A. L. (2020). Historical comparison of gender inequality in scientific careers across countries and disciplines. Proceedings of the National Academy of Sciences, 117(9), 4609-4616.

Heise, L., Greene, M. E., Opper, N., Stavropoulou, M., Harper, C., Nascimento, M., ... & Gupta, G. R. (2019). Gender inequality and restrictive gender norms: framing the challenges to health. The Lancet, 393(10189), 2440-2454.

Heymann, J., Levy, J. K., Bose, B., Ríos-Salas, V., Mekonen, Y., Swaminathan, H., ... & Gupta, G. R. (2019). Improving health with programmatic, legal, and policy approaches to reduce gender inequality and change restrictive gender norms. The Lancet, 393(10190), 2522-2534.

Batz-Barbarich, C., Tay, L., Kuykendall, L., & Cheung, H. K. (2018). A meta-analysis of gender differences in subjective well-being: estimating effect sizes and associations with gender inequality. Psychological science, 29(9), 1491-1503.

Cerrato, J., & Cifre, E. (2018). Gender inequality in household chores and work-family conflict. Frontiers in psychology, 9, 1330.

Dashper, K. (2019). Challenging the gendered rhetoric of success? The limitations of women?only mentoring for tackling gender inequality in the workplace. Gender, Work & Organization, 26(4), 541-557.

PSYC20038 Positive Psychology Assignment Sample

Assignment Brief

Assessment - Critical Review and Future Research Recommendations

Task Description

In this final assessment, you will source and critically evaluate two published empirical research articles, and develop a future research question based on your critical evaluation of these articles.
The two articles critically evaluated will be your choice, but must be:

a) Peer-reviewed primary source journal articles (i.e., articles reporting new research findings from an original empirical study conducted by the authors - not a review article). The articles must be published in reputable journals.

b) Relevant to one specific area of interest in the positive psychology/ wellbeing/resilience domain, but this must be a different area of focus than the choice in Assessment 1. You will source two journal articles each reporting an empirical study relevant to the chosen area of interest, ensuring that you have not previously critiqued these journal articles in this unit or other units in this course.

Please note: Assessment 3 must be completed individually., i.e., alone. It is an independent assessment piece and you cannot work with other students/people to complete it.

Your ‘critical review and future research recommendations’ assessment piece will include consideration of the following:

1) What is the predominant area of interest for the researcher/s, and why is the area considered important? (This will become the basis for the introduction.)

2) What are the main research questions in each article?

3) Compare and contrast the methodologies used by the researchers in each article (how were their samples, research methods, procedures, measures similar and different to each other?)

4) What are the key findings in each of the research publications, and do they appear to be justified? (Are the conclusions drawn justified based on the evidence gained in the study?)

5) What are the strengths and limitations of each of the chosen research publications? (This critical appraisal should be more than a repetition of the limitations that the article authors report themselves)

6) A critical evaluation of the suggestions made by the researcher(s) for future research (i.e., critique the appropriateness of the suggestions for future research that were made by the study authors, and whether other suggestions could be warranted)

7) Identification of an important ‘gap’ in the research literature (based on the 2 chosen publications) that you propose could be further explored in research, and a justification for why this proposed future research would be worthwhile (e.g., Why is this future research important?

The maximum word count for this assessment task is 2000 words (+/- 10%).

Assessment Criteria for assignment help

Using a marking rubric, your Assessment 3 submission will be assessed on:

• Identification of the predominant research area of interest in the empirical studies, and their research questions

• Quality of comparing and contrasting of the research methodologies used in the studies

• Ability to summarize, interpret, and critique the reported research findings in the studies

• Quality and comprehensiveness of the identification of the strengths, weaknesses, and future research directions

• Critical analysis of key gaps/areas for further research based on the chosen articles

• Rationale as to why the identified gap would be of benefit to address in future research

• Development of a meaningful research question using the principles of the PICO/PEO (Population, Intervention/Exposure, Comparison, and Outcomes) style framework

• Clarity, conciseness and quality of written communication and critical thinking in the assessment piece, and adherence to the word-limit

• Correct use of APA referencing style for in-text citations and the reference list.

Tips on how to critically evaluate research articles are available in Weeks 8-9 Moodle Workbook, and under the Assessment section of the Moodle page.

Assessment criteria and marking rubric for this assessment are shown on the following page.

Due date: Week 12, Tuesday 5 October 2021, 5:00pm AEST (QLD time).
Submission of Assessment 3 will be comprised of the following parts:

a) A word.doc containing your written work. The first page of the word.doc must be a title page containing your name and student number. (The APA style website contains an example you can follow)

b) The pdf files of the two chosen empirical research journal articles that you critically reviewed for Assessment 3.

Solution

 Introduction

In this both researches Mahsud et al. (2010) and Sosik et al. (2019), these both papers are still focused on to identify the leader's empathy and their ethical values. On a similar note the relation related behaviour and the good leadership behaviours based on several variables that are directly related with leader-member exchange quality are also included in this two research paper. It is true that both the papers essays and leaders' empathy and ethical values as well as relation oriented behaviour but this paper does not include how the variables are directly related in the LMX situation. It has been identified that the relationship and testing the proposed and described variables are also resulting in the leaders’ relation oriented behaviour. From this it can be stated that the relationship between leaders' empathy basically mediates the ethical relationship and leadership.

It is true that there are several recommendations present based on future research to verify and extend all the results that have been provided by the findings. Also it is recognised that these findings are providing the primary support that triggered in the mechanism forgetting the positive outcomes and also so the research conducted on the officers who have a high level of self-control and also have honesty in them. It also has been identified that the implication and future theory development as well as research and practice are also important topics to understand the interpersonal relationship and their potential influences on the business. These studies are also providing gaps that particularly help to answer the research questions based on strong ethical leadership and the leaders having antecedent characters.

Research questions

In the first research paper, Mahsud et al. (2010) explore the leader's behaviour is directly related to the quality and also how the leader's empathy is having a direct relation with the use of relation-oriented behaviour. On the other hand, in this research by Sosik et al. (2019), mainly focused on identifying all the gaps and the questions asked whether the strong leadership is directly associated with leader’s antecedent character and what are the strength and leader outcomes for the leaders having high and low levels of self-control. On a similar note, the researcher also tested how the ethical leadership meditates different leadership relations and the models also explicate how the leader's nature of character are directly related with ethical relationship and impacts the leadership outcomes (Asif et al. 2019).

Research hypothesis of the articles

This following hypothesis is stated by Mahsud et al. (2010);

H1: The LMX quality is directly related with leader’s behavior focused on relation orientation

H2: Relation oriented behavior is positively influence the use of leader’s empathy

H3: The leaders’ empathy based on LMX providing the effect on leader’s relation orientation

H4: Leaders who have good ethical values using more behavior directly related with relation oriented

H5: It has been identified that the ethical leadership mediates the leader relation oriented behavior directly based on LMX These following hypotheses are stated by Sosik et al. (2019);

H6: Ethical leadership are mainly mediating the relationship between the honesty of leader and the positive outcome of leadership as well as psychological flourishing and the leaders in role performance

H7: Ethical leadership mainly maintains the leadership and also measures the leaders out came directly based on psychological processing and there in role performance

H8: It has been identified that there is a positive relationship present between the leader’s honesty and the leaders ethical values and these things are impacting the leader’s self-control

There are a total of 9 hypotheses present in the paper written by Sosik et al (2019), from those 9 hypotheses a total of three hypotheses has been selected as this hypothesis are clearly stating the ethical leadership and the relationship between leader’s honesty and outcomes. Note from the paper it has been identified that ethical leadership mediates the relationship between their sympathy and leaders’ outcomes. It also has been identified that these hypotheses have their own psychological and in role performances and also it concludes that leadership is much stronger when leaders have a high self-control. These things are directly related to the studies provided and that is why these three hypotheses have been selected.

Methodology

Table 1: Methodology comparison

Key findings

The key findings for this research Mahsud et al. (2010), were leaders’ relationship-oriented behaviour can mediate the relationship between the leader empathy on the leader-member exchange quality and also partially mitigate the link between the ethical leadership. In the research findings, also recommended for future research is that it helps to verify and extend the results has been provided. As suggested by Ko et al. (2018), after getting the results from the regression analysis and SEM pet analysis, it has been identified that there is several evidence are present on the leaders and empathy and ethical leadership values as well as relation oriented behaviour as well as the antecedents of the LMX. On the other hand, this leadership behaviour is directly influenced by the leaders' perception and attribution regarding loyalty and dependability.

On the other hand, the key findings from Sosik et al. (2019) were consistent with the theoretical consideration that helps to determine all the moral courage in the organizations. It is also related with higher level of psychological flourishing and that role of performance providing. There are several exceptions that have indirect effect on the enrolment (Qing et al. 2020). On a similar note, these findings also provide a deep insight into motivational mechanism that is directly elevated by adapting the different actions to help the empathy.
Strengths and limitations

In this research, Mahsud et al. (2010), there are several limitations present in this study as the study is based on exactly the same data and the result pattern also supports the interpretation based on causal relationship. It also has been identified that the casualty cannot be determined by conducting any survey and also using the same respondents can help to support the same interpretation. In this study the leader's empathy can be mentioned as they are single subordinate perspective has been used but the leader sympathy rating also generates evaluation of the leader but the alternative of the leaders waiting are also subject to bias. In the hierarchical multiple regression analysis, the partial mediation model was also provided that showed the step of LMX that has been reduced to the leader's empathy and in the ethical leadership (Benevene et al. 2018).

Sosik et al (2019), there are several strains and limitations that have been present in this study and also a gap in ethical leadership has been provided by examining the honesty and empathy as well as moral courage is to the ethical leadership. On the other hand, the leaders outcomes and improved performance as well as psychological furnishing that provides the limitation of the study and future research is must to consider the character strengths from the leaders and subordinate perspective that may be limiting the leaders self-awareness and character strengths. On a similar note the limitations are mainly concerning the ethical leadership rating and it is not subordinates for each leader. On the other hand, the single subordinate ratings are types of descriptive results that are mainly followed by leader subordinate dyad. It is possible for leaders to have a list of subordinates to evaluate the ethical leadership in the most favorable way.

Future research evaluation

For the first research, Mahsud et al. (2010), it has been identified that future research can be conducted on ethical leadership that includes the others. It will also be very useful to ask the leaders about their values and check their agreement as well ratings.

For this research onSosik et al. (2019), in future research, it is very much important to assess the leadership character strengths from the leader's perspective and also subordinate perspective. The self-awareness of leaders and their character strengths also needs to be measured, and the limitations concerning the ratings of ethical leadership must be included in future research (Kock et al., 2019). For the future research 50 leaders from the different IT companies will be select as a target population to understand the leader’s character strengths. The exposure variables will include in the future research are leaders’ empathy and LMX and on a similar note the outcome variables will be relation behaviour and this will help to understand the leaders character strengths.

Research gap

The literature is based on character and ethical leadership and there are several gaps that have been identified but still remain unaddressed. It has been identified that most of the theories consist of social learning and social exchange having two theoretical frameworks that mainly explain ethical leadership and also helps to promote the subordinates to provide proper benefits to organization. It also has been identified that through the ethical role modelling the organizational benefits can be increased that also incorporate the feelings of fairness and trust. It is true that the conceptualization of the different ethical leadership are mainly results of exclusive emphasis and this evaluation of effectiveness of any particular leader and also called for additional research to identify the effects of ethical leadership on attitude and performance of the leaders. Prove that on different conditions the ethical leadership stays limited and they are becoming emerging topics that are perceived as ethical conviction. However, it is true that leaders' personal resources are coping up with stress by reducing self-control and it also has been identified that the ethical leadership boundary conditions are also based on different theories but still these theories are not tested. It is true that a gap of research is present to identify the leaders will be in a stressful nature especially in the context where ethical compliances are involved and change management and extreme dangerous missions are also included.

The gaps are present in this study Mahsud et al. (2010), as all the data was taken from a similar source, and the pattern stated in this research supports the interpretation of casual relationship whether it doesn't have the proper determination from the service study on which the data has been taken from the different respondents at the same time.

Future research question

These two research papers have population-based studies that show the leadership effects and orientation-related behaviours. It also demonstrates the leadership character strengths and leadership outcomes. The sample size will be the 100 employees from the different organisations. The future research questions are famed by using the PICO framework. In this future research questions also the research gasp is included.

1. How the leaders can effectively get the inside about career aspiration and job attitude?

2. How to fill the surveys and who will be the next subordinates of the leaders?

3. How the leaders can understand the talents and potential of their employees?

4. How much confidence the potential leaders have in their employee to complete the whole work?

5. Are the leaders being agree to extroverts to help the company during the difficulties?

6. What is the potential relationship with the leaders to their subordinates?

7. Whether the strong ethical leadership associated with leader and dissidence character strength or not?

8. How to test ethical leadership mediates and the relationship?

9. Why the military contacts are dangerous and extreme for the business and how they are promoting the professionalism?

10. How office leaders are promoting professionalism and ethical leadership as well as implementing honesty in social cognition?

11. How do the outcome variables such as relation behaviour help to understand the leader character strengths?

12. How to verify the research results on leader member exchange qualities and testing the proposed model?
Conclusion

This paper has explored the leader's sympathy and ethical values as well as relation related behaviour for good leadership and also examined how these variables are directly related to leader-member exchange quality by critically comparing the articles by Mahsudet al. (2010) and Sosik et al. (2019). Thus, it can be concluded that the impact and ethical values as well as relation-oriented behaviour is very much important for the leaders that can be useful to develop and reward the leaders. Therefore, the organisation can select the leaders who have good character strengths and also have psychological well-being. Future research based on the considered articles can be considered to identify impact of leadership skills on job related outcomes of subordinates.

References

Asif, M., Qing, M., Hwang, J., & Shi, H. (2019). Ethical leadership, affective commitment, work engagement, and creativity: Testing a multiple mediation approach. Sustainability, 11(16), 4489.doi:10.3390/su11164489

Benevene, P., Dal Corso, L., De Carlo, A., Falco, A., Carluccio, F., &Vecina, M. L. (2018). Ethical leadership as antecedent of job satisfaction, affective organizational commitment and intention to stay among volunteers of non-profit organizations. Frontiers in Psychology, 9, 2069.doi.org/10.3389/fpsyg.2018.02069

Ko, C., Ma, J., Bartnik, R., Haney, M. H., & Kang, M. (2018). Ethical leadership: An integrative review and future research agenda. Ethics &Behaviour, 28(2), 104-132.DOI:10.1080/10508422.2017.1318069

Kock, N., Mayfield, M., Mayfield, J., Sexton, S., & De La Garza, L. M. (2019). Empathetic leadership: How leader emotional support and understanding influences follower performance. Journal of Leadership & Organizational Studies, 26(2), 217-236.https://doi.org/10.1177/1548051818806

Mahsud, R., Yak, G., & Prussia, G. (2010). Leader empathy, ethical leadership, and relations?oriented behaviors as antecedents of leader?member exchange quality. Journal of Managerial Psychology.DOI 10.1108/02683941011056932

Qing, M., Asif, M., Hussain, A., & Jamaal, A. (2020). Exploring the impact of ethical leadership on job satisfaction and organizational commitment in public sector organizations: The mediating role of psychological empowerment. Review of Managerial Science, 14(6), 1405-1432.DOI: 10.1007/s11846-019-00340-9

Sosik, J. J., Chun, J. U., Ete, Z., Arenas, F. J., & Scherer, J. A. (2019). Self-control puts character into action: Examining how leader character strengths and ethical leadership relate to leader outcomes. Journal of Business Ethics, 160(3), 765-781.doi.org/10.1007/s10551-018-3908-0
 

PSYC20042 Building Wellbeing and Resilience Assignment Sample

Question

In Assessment descriptive essay help online, you are required to collect and evaluate a series of resources pertaining to wellbeing in different areas.

For Assessment 1, You will:

1. Choose five topics from a list of wellbeing topics (please see below). You are also required to include an additional (sixth) topic area of Aboriginal and Torres Strait Islander peoples and wellbeing.

2. Pertaining to the six topics (five chosen topics from the list and one of Aboriginal and Torres Strait Islander peoples and wellbeing), source and collate a collection of peer-reviewed research articles, quality relevant websites, research-oriented summary media articles, and videos.

3. Reference each resource using APA style 7th edition.

4. For the six topic areas, summarise, analyse, and evaluate the collected resources (400 words +/- 10% per topic area).

Topic areas

1. Exercise and wellbeing
2. Nutrition and wellbeing
3. Mind-body wellness
4. Positive Education
5. Ageing and wellbeing
6. Families and wellbeing
7. Eco-psychology
8. Animals and wellness/animal therapy for humans
9. Building social support/social connections
10. Play/fun/recreation
11. Spirituality, meaning, and purpose
12. Stress reduction for wellbeing and resilience
13. Complementary and alternative medicine
14. Building wellbeing, resilience, and coping skills
15. Enhancing creativity
16. Sleep and wellbeing
17. Parenting and wellbeing
18. Work and wellbeing
19. The built environment and wellbeing
20. Creative arts and wellbeing
21. The benefits of social support
22. Effects of green space on wellbeing
23. Meditation and/or mindfulness
24. Intellectual development (can include curiosity)
25. Physical therapies and practices known to enhance wellbeing
26. Particular practices (e.g., gratitude, self-compassion, savouring)
27. Other. If you wish to research a related topic(s) not listed above, please contact your Unit Coordinator regarding the suitability of the topic.

Compulsory Topic: Aboriginal and Torres Strait Islander Peoples and Wellbeing.

Sourcing and Collating Resources

It is expected that for each topic area, students collect a minimum of 4 resources. This means that you will have a minimum of 24 references for your assessment piece.

All collected resources (e.g., websites, videos) should be underpinned by peer- reviewed research. For each of the topics, the resources should include at least one review article (e.g., systematic review, narrative review) from a peer-reviewed journal. Other resources may include peer-reviewed research articles describing studies undertaken, quality relevant websites (e.g., material from Psychology Today or Scientific American), research-oriented summary media articles, and videos (e.g., TED Talks, videos posted to YouTube by experts in the area).

Topic area resources collected must have a primary focus on positive psychology and/or wellbeing and resilience.

For each topic area, your chosen resources should cover psychological, physiological/physical, and environmental approaches to wellbeing/resilience.

Each topic area must include at least one resource pertaining to a wellbeing intervention/exercise/practice pertaining to the topic area.

An Example

If you were to choose self-compassion and wellbeing as a topic, you would want to collect:

• One peer-reviewed review article, such as a review article that has explored the impact of self-compassion on some aspect of wellbeing.

You would also want to ensure that the resources you collect include material describing:

• Psychological aspects of self-compassion – for example, what are the benefits of self-compassion for wellbeing, such as happiness or better relationships

• Physiological/physical aspects – such as what happens to the body when a person experiences compassion

• Environmental aspects. For the last aspect, you might have to think carefully about this. There is probably not going to be research on self-compassion and nature/green space, for example. But perhaps you can look at sourcing an article that examines self-compassion in a particular context, such as the nursing environment where it is suggested that the nature of the work/environment means that they may benefit from building their self- compassion skills.

Summarising and Evaluating Resources

For all six of your topic areas, examine in 400 (+/- 10%) words per topic area:

• What the collected research can tell us about the wellbeing area. That is, analyse what the collected resources tell us about wellbeing and the topic area.

For example, if the topic was sleep, what do the resources tell us about the effects of sleep (e.g., sufficient sleep, lack of sleep) on our wellbeing? This is an overall or global summary of what your resources tells us.

• The links between psychological, physiological, and environmental approaches to understanding wellbeing and/or resilience in the topic area. For example, if the topic was sleep, what do the resources tell us about sleep from a physiological (e.g., how does sleep affect us physiologically?), a psychological
(e.g., how does sleep affect us psychologically?), and from an environmental
(e.g., what aspects of the environment affect our sleep?) perspective.

• The wellbeing intervention or practice, including the reasons it was chosen and its evidence base. For example, what is an intervention to improve sleep and is their evidence for its effectiveness?

• What are the strengths, weaknesses, and gaps in the literature? – that is, evaluating the resources (please see below).

Evaluating Resources

An important part of this task is to provide some critique of the resources, such as gaps or unanswered questions posed by the research; methodological strengths and weaknesses of the collected materials; and what we may need to consider when using the intervention collected.

That is, while describing what the research tells us about wellbeing and the links between psychological, physical, and environmental approaches is a part of your write-up, you will engage in critical analysis and evaluation of the resources in order to make broader conclusions about what the collected resources can tell us about the topic area.

Some of the things that you might want to consider when evaluating resources are included below. Since you have a limit of 400 words per topic, you would only want to discuss 2 or 3 of these things. You can also choose whether you discuss these things at the end of each of your write-ups, or whether you integrate the evaluation throughout your write-up.

Please also remember that you are critiquing from the perspective of the resources that you have collated on that topic area. For example, you do not need to do an exhaustive literature search to see what groups have not been investigated, or to find what questions have not been answered. What we are looking for in your critique is evidence that, based on what you have collected, you have thought logically about the resources. For example, if most of what you have collected involved younger people, you might want to suggest why some research should be conducted with older people (this may or may not have been done – you do not need to go find out).

Potential Evaluation Areas:

• What groups have not been investigated/could be investigated regarding the topic?

For example, have younger but not older people been investigated; are most of the resources focused on the Western world?

• What relationships have not been investigated?

For example, has the effect of a practice on hedonic wellbeing been investigated, but not eudaimonic wellbeing?

• What outcomes are we not aware of?

For example, did the resources collected focus on one outcome of an intervention
(e.g., better relationships) but not others (e.g., better physical health).

• Is the method of investigation used (e.g., survey, experiment) the most appropriate one for the topic?

For example, what might be the problems with a self-report survey?

• What types of measures have been used in the resources collected? Are they appropriate?

For example, were measures considered valid or reliable.

• Has the research been done with enough people?

For example, was the sample relatively large (e.g., 100 people) or much smaller (e.g., 10 people). Remember, generally quantitative studies will have larger samples than qualitative studies.

• Does the sample of participants accurately reflect the characteristics of the population of individuals about which the researchers are trying to draw conclusions – that is, is the cohort used generalisable to the broader population?

For example, did the researchers want to investigate self-compassion in nurses, but only collected data on one type of nurse (e.g., mental health nurse). Does that mean we can make conclusions about mental health nurses, but not other (e.g., surgical) nurses?

• What questions have not been answered?

For example, did the researchers focus on exercise practices indoors, but not out in nature?

• Are there conflicting results between studies?

For example, do some of your resources suggest that the topic area impacts physiological wellbeing, while others don’t? Do we need to do more studies to resolve this?

For the intervention, specifically, some of the things to consider include:

• What is the evidence for the intervention chosen? Does the evidence support the efficacy of the intervention to improve wellbeing?

For example, is there good evidence that a self-compassion exercise can improve wellbeing?

• In what types of settings, people (populations), and method of delivery has the intervention been found to work best?

For example, is the evidence for the efficacy of the intervention stronger for younger versus older people; or have most studies investigated efficacy with one type of group.

• Are there particular gaps in our knowledge?

For example, have particular groups not been investigated?

Solution

1. Positive Education

In order to adopt positive mental health and different kinds of positive functions, the momentum corresponding to the positive psychology movement has to be increased.. Along with that, different principles of positive psychology are combined through the positive education, blended with best teaching practices (TED and mendro Foundation, 2021). Moreover, through positive education, a good link is created between academic success and well-being (PESA, 2022). In such circumstances, the framework of positive education is developing the Australian schools. Various well-being domains are positive engagement, positive emotions, positive purpose, positive health, positive relationships and others. Besides, a structured process is implemented through positive education where a better evaluation and research are guided by this education layout for mental health development (White & Kern, 2018). On the other hand, feeling good and doing good are indicated by the flourishing where different types of character strengths are included.

“Martin Seligman's PERMA model” and the “Values in Action (VIA) classification” can be implemented in the programs and interventions for well-being and happiness corresponding to positive education. Besides, in the positive education programs, the PROSPER framework can be utilized which indicates the integration of multiple principles corresponding to positive psychology along with effective teaching and learning process for good outcome.

Joy, hope, gratitude is involved with the positive emotions which have to be developed through the positive education for mental happiness. Moreover, the concept of happiness, different motivation, hopes, self-esteem and empathy are aimed by the positive education where several activities can be performed like tree plantation, pollution free nature and others for mental health development. In such correspondence, psychology, physiology and environment are connected well being through the positive education.

Besides, interest, absorption and engagement are included in the positive engagement whereas the positive accomplishment included the achievement of the meaningful outcomes (Seligman & Adler, 2018). Along with that, physical and psychological health is improved by positive health. In such correspondence, for the implementation of the positive education, several positive domains have to be lived, taught and enabled. In such correspondence, the tent of positive education is lived by the well-being support staff (Halliday et al., 2019).

Less social activities and poor maintenance of mental health, less contribution from the parents can be harmful for a child that can be considered as the weakness of positive education and wellbeing. Furthermore, various traditional skills are taught through this process where it is enabled in the school community for the implementation of positive education. In such accordance, in the schools, positive education has to be implemented for the development of mental health and different positive aspects blended with the well-being of the society. 

Reference

Halliday, A. J., Kern, M. L., Garrett, D. K., & Turnbull, D. A. (2019). The student voice in well-being: A case study of participatory action research in positive education. Educational Action Research, 27(2), 173-196.https://www.tandfonline.com/doi/pdf/10.1080/09650792.2018.1436079

PESA, (2022).Personal Development opportunities.Retrieved fromhttps://www.pesa.edu.au/. [Retrieved on 25 March 2022]

Seligman, M. E. P., & Adler, A. (2018).Positive education.Global happiness policy report, 52-73.https://www.researchgate.net/profile/Alejandro-Adler/publication/331936613_Positive_Education_Seligman_M_E_P_Adler_A_2019_Positive_Education_In_J_F_Helliwell_R_Layard_J_Sachs_Eds_Global_Happiness_and_Wellbeing_Policy_Report_2019_Pp_52_-_71_Global_Council_for_Wellbeing_and_Ha/links/5c93baca92851cf0ae8e98bf/Positive-Education-Seligman-M-E-P-Adler-A-2019-Positive-Education-In-J-F-Helliwell-R-Layard-J-Sachs-Eds-Global-Happiness-and-Wellbeing-Policy-Report-2019-Pp-52-71-Global-Council-for-Wellbein.pdf

TED and mendro Foundation, (2021). How every child can thrive by five.Retrieved from https://www.ted.com/talks/molly_wright_how_every_child_can_thrive_by_five?language=en. [Retrieved on 25 March 2022]

White, M., & Kern, M. (2018). Positive education: Learning and teaching for wellbeing and academic mastery.https://hekyll.services.adelaide.edu.au/dspace/bitstream/2440/118534/3/hdl_118534.pdf