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1.Describe how a student who appears to be dismissing the value of an education might be encouraged to move out of a lower level and into subsequent stages of reflective judgment. 2.Integrate the possible selves and stages of reflective judgment theories
This assignment needs to follow APA guidelines, less than 10% plagiarized and have three scholarly references including the text and it needs to be private.
I have attached a document that I thought I had purchased and it is 97% plagiarized which I cannot turn in for my assignment. See the document attached. It should be in Times Roman font with 12 pt and double spaced. I need this paper as soon as possible as it was due on 3/28/2018.
PCN 518-Human Growth and Development
REFLECTIVE JUDGMENT AND POSSIBLE SELVES
Susan Boyd
PCN-518-Human Growth and Development
March 28, 2018
2|Page
POSSIBLE SELVES
Abstract
This paper address the different stages of reflective judgement. It will provide an overview of the
concept of selves especially for a person who makes their decisions based on what they believe.
The article addresses the importance of critical thinking and how the child will gain insight into
the benefits of education. By providing this insight into the critical thinking, the child is able to
make decisions based on reflective judgement and ensures the student understands the need for a
higher level of education.
POSSIBLE SELVES
3|Page
As an adult, we are forced to make decisions every day. In the later adult years, we make
decisions based on life experiences and gained knowledge. We gain this knowledge by asking
questions that In the contemporary society, it is evident that in the face of dilemmas, adults are
forced to reason. As an individual progresses and grows into an adult, they face special situations
and life experiences that require them to make various decisions. Thus, it is reasonable to accept
that analytical growth can occur naturally or through asking questions that prompt a person to
provide information or seek information before progressing to the analysis stage, (Kant, I).
Besides, an individual who is at a particular point where they need to make a life decision and
gains prior knowledge and personal interpretation is more receptive, and the decision suddenly
becomes a lot easier to make.
In this particular situation, the student has already taken the decision to quit school perceived to
not be the best choice for future success in life, (Hart, D). The student makes such a decision out
of the failure to recognize the role and value of education. That thus places the student in one of
the first three stages of reflective judgment (pre-reflective). Here, the student is confident in what
they have perceived. The student has constructed knowledge through applying their perceptual
filters and thus fails to understand that there exists more than a single correct approach and
solution to the advantages of higher education.
During that stage, the student can benefit from discussions whereby the student is given
examples of people who have previously benefited from receiving higher education thus
ensuring the student moves on to the next stage (quasi-reflective). The person thus obtains
knowledge and insight through the use of authority figures, (Kail, R). They, therefore,
acknowledge that every individual is entitled to personal opinions as well as the result of their
POSSIBLE SELVES
4|Page
actions even though the student may still fail to identify with the value of education personally.
Providing information in an organized and thoughtful manner gives time for the student to digest
the information, (Kant, I). The student may even discuss the information and build on what they
were advised. It is fundamental to progress methodically by tapping into their thinking processes.
That allows the child to integrate emotions with thoughts.
Besides, it is important to engage the youth in informal discussions. That ensures that you
identify areas here the student means what they say and areas where decisions are made based on
rash. One can then decide which areas they need to bring to the attention of the student. These
may include areas where the student seems to have some uncertainty (quasi-reflective). In such
situations, it is fundamental to provide information that is backed up with solid evidentiary
details from which the student can construct their beliefs and perceptions and possibly reevaluate prior beliefs based on the provided new information.
It is also important to provide a vision of what the future looks like as well as compare it to the
present. That referred to as creating the possible selves, (Kant, I). It entails applying motivation
and utilizing imagination to a maximum. It also involves ensuring the learner overcomes their
preconceived negative ideas of the self and overcomes whatever fears they may have, (Hart, D).
It also entails assisting the student to realize the real person, their abilities, and talents through
visualization. Helping the student see the bigger picture is a step by step process, and they can
eventually gain self-confidence and experience to achieve their goals.
The most challenging stage is helping the student realize their dreams and goals by connecting
whatever interests they have to the future outcome. Thus, to ensure that one overcomes such a
challenge, the need to make sure they provide the child with a role model from an area of
interest. For example, if the child loves music, use a professional from the music industry.
POSSIBLE SELVES
5|Page
Providing such insight helps the person make long-term decisions that require reflective
judgment.
In summary, the possible selves aim at applying concepts regarding self, who we want to be or
fear to be. It implies the idea that the possible self-creates the idea of an individual in an
upcoming condition. It is an expression of a person`s fears, purpose or target and they thus
ensure the individual becomes a self-regulated learner by allowing them to handle a problem
they face in life, (Kail, R). It involves motivating an individual by providing a bridge between
the present and the future state by avoiding the negative undesired state of self. Reflective
judgment then evaluates the performance of a situation by examining relevant information and
obtaining a solution.
6|Page
POSSIBLE SELVES
REFERENCES.
Hart, D., & Fegley, S. (1995). The relations to selfâunderstanding and social judgment. Child
development, 66(5), 1346-1359.
Kail, R., & Cavanaugh, J. (2016). Human Development. Boston: Cengage Learning.
Kant, I., & Pluhar, W. S. (1987). Critique of judgment. Hackett Publishing.
Purchase answer to see full
attachment
REFLECTIVE JUDGMENT AND POSSIBLE SELVES
Susan Boyd
PCN-518-Human Growth and Development
March 28, 2018
2|Page
POSSIBLE SELVES
Abstract
This paper address the different stages of reflective judgement. It will provide an overview of the
concept of selves especially for a person who makes their decisions based on what they believe.
The article addresses the importance of critical thinking and how the child will gain insight into
the benefits of education. By providing this insight into the critical thinking, the child is able to
make decisions based on reflective judgement and ensures the student understands the need for a
higher level of education.
POSSIBLE SELVES
3|Page
As an adult, we are forced to make decisions every day. In the later adult years, we make
decisions based on life experiences and gained knowledge. We gain this knowledge by asking
questions that In the contemporary society, it is evident that in the face of dilemmas, adults are
forced to reason. As an individual progresses and grows into an adult, they face special situations
and life experiences that require them to make various decisions. Thus, it is reasonable to accept
that analytical growth can occur naturally or through asking questions that prompt a person to
provide information or seek information before progressing to the analysis stage, (Kant, I).
Besides, an individual who is at a particular point where they need to make a life decision and
gains prior knowledge and personal interpretation is more receptive, and the decision suddenly
becomes a lot easier to make.
In this particular situation, the student has already taken the decision to quit school perceived to
not be the best choice for future success in life, (Hart, D). The student makes such a decision out
of the failure to recognize the role and value of education. That thus places the student in one of
the first three stages of reflective judgment (pre-reflective). Here, the student is confident in what
they have perceived. The student has constructed knowledge through applying their perceptual
filters and thus fails to understand that there exists more than a single correct approach and
solution to the advantages of higher education.
During that stage, the student can benefit from discussions whereby the student is given
examples of people who have previously benefited from receiving higher education thus
ensuring the student moves on to the next stage (quasi-reflective). The person thus obtains
knowledge and insight through the use of authority figures, (Kail, R). They, therefore,
acknowledge that every individual is entitled to personal opinions as well as the result of their
POSSIBLE SELVES
4|Page
actions even though the student may still fail to identify with the value of education personally.
Providing information in an organized and thoughtful manner gives time for the student to digest
the information, (Kant, I). The student may even discuss the information and build on what they
were advised. It is fundamental to progress methodically by tapping into their thinking processes.
That allows the child to integrate emotions with thoughts.
Besides, it is important to engage the youth in informal discussions. That ensures that you
identify areas here the student means what they say and areas where decisions are made based on
rash. One can then decide which areas they need to bring to the attention of the student. These
may include areas where the student seems to have some uncertainty (quasi-reflective). In such
situations, it is fundamental to provide information that is backed up with solid evidentiary
details from which the student can construct their beliefs and perceptions and possibly reevaluate prior beliefs based on the provided new information.
It is also important to provide a vision of what the future looks like as well as compare it to the
present. That referred to as creating the possible selves, (Kant, I). It entails applying motivation
and utilizing imagination to a maximum. It also involves ensuring the learner overcomes their
preconceived negative ideas of the self and overcomes whatever fears they may have, (Hart, D).
It also entails assisting the student to realize the real person, their abilities, and talents through
visualization. Helping the student see the bigger picture is a step by step process, and they can
eventually gain self-confidence and experience to achieve their goals.
The most challenging stage is helping the student realize their dreams and goals by connecting
whatever interests they have to the future outcome. Thus, to ensure that one overcomes such a
challenge, the need to make sure they provide the child with a role model from an area of
interest. For example, if the child loves music, use a professional from the music industry.
POSSIBLE SELVES
5|Page
Providing such insight helps the person make long-term decisions that require reflective
judgment.
In summary, the possible selves aim at applying concepts regarding self, who we want to be or
fear to be. It implies the idea that the possible self-creates the idea of an individual in an
upcoming condition. It is an expression of a person`s fears, purpose or target and they thus
ensure the individual becomes a self-regulated learner by allowing them to handle a problem
they face in life, (Kail, R). It involves motivating an individual by providing a bridge between
the present and the future state by avoiding the negative undesired state of self. Reflective
judgment then evaluates the performance of a situation by examining relevant information and
obtaining a solution.
6|Page
POSSIBLE SELVES
REFERENCES.
Hart, D., & Fegley, S. (1995). The relations to selfâunderstanding and social judgment. Child
development, 66(5), 1346-1359.
Kail, R., & Cavanaugh, J. (2016). Human Development. Boston: Cengage Learning.
Kant, I., & Pluhar, W. S. (1987). Critique of judgment. Hackett Publishing.
Purchase answer to see full
attachment
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