For the most part, the theories you explored in this course focused on Western cultures. Western cultures often are the baseline when conducting cross-cultural comparisons. Miao and Wang’s (2003) article examining Chinese developmental psychology provides insight into how another culture examines human development. While major developmental theorists and researchers (e.g., Gesell) influenced Chinese researchers, the topics of interest for Chinese researchers did not necessarily reflect those of Western researchers.This course has introduced multiple perspectives and presented culturally diverse research examining all phases of human development. For this Discussion, consider what led research to be conducted to examine diverse settings and groups. Was it an attempt to broaden the population within which the findings could be applied, a reaction to a gap in the literature, or perhaps a critique of a conclusion or theory?If you have not had an opportunity to delve into a statistics or methodology course, some of the techniques in this week’s research articles might be confusing, but the process that the researchers used should be understandable.To prepare for this Discussion:Review this week’s Learning Resources and consider the applicability of American/Western developmental psychology to Non-Western countries and cultures.By Day 3Post your thoughts about the applicability of American/Western developmental psychology to Non-Western countries and cultures. Explain why it is important for developmental psychology to consider cross-cultural perspectives explaining human development. Justify your post with specific examples and citations from the Learning Resources. Use proper APA format and citations. Zero plagiarizing, Quote work, No.com's

Drawing and coloring mandalas on coloring page is a simple and effective expressive arts technique that can be used with adolescents and adults. Clients can relax and self-regulate more easily and may find it easier to open up to their counselor. They are not looking the counselor in the eye, may not feel as vulnerable, and so this activity can allow themselves to reflect and discuss their feelings. For this Assignment, you will select an expressive arts intervention to practice with a volunteer.To prepare for the Journal Assignment:Review the resources in this week’s Learning Resources.Identify and make arrangements for a volunteer that would like to participate with you in the expressive art demonstration. Your volunteer can be of any age (child, adolescent, or adult). Be sure to inform your volunteer that this exercise is for your benefit as a student in your master’s program and is not intended to provide a therapeutic benefit for the volunteer.Select an expressive arts intervention. You may select one identified in this module or you may use one that you locate elsewhere (from the library, internet, a book, a journal, etc.).Conduct the demonstration using your selected expressive arts intervention.Keep in mind that this Assignment is only for you to try out an expressive arts activity with another person. You must state to your volunteer that this activity is not for the purpose of providing a therapeutic benefit. So relax and have fun! Write a 4- to 6-paragraph Journal response in which you:Briefly identify the expressive arts intervention.Provide an overview of the demonstration. Please note that you do not need to provide any personal information about your volunteer.Explain what you thought worked well and how this would work therapeutically for an adolescent client.Share your evaluation as to why this expressive arts intervention would be, or would not be, appropriate for an adolescent client. Resources: Required ReadingsMalchiodi, C. A. (2020). Trauma and expressive arts therapy: Brain, body, and imagination in the healing process. Guilford Press.Chapter 6, “Self-Regulation: Fundamentals of Stabilization”Chapter 7, “Working With the Body’s Sense of Trauma”Chapter 8, “Trauma Narratives: Multiple Layers of Storied Expression”Chapter 9, “Resilience: Enhancing and Embodying Mastery and Competence”Chapter 10, Meaning Making: Imagining New Narratives for Brain and Body”