Need quizzes nd literature review Need help with 1 paper and quizzes Literature Review Instructions Prompt: In 1,000-1,200 words and using at lea

Need quizzes nd literature review
Need help with 1 paper and quizzes

Literature Review Instructions

Prompt: In 1,000-1,200 words and using at least five scholarly, relevant, and appropriate
sources, create a literature review of the scholarship around the topic of your research proposal.

Requirements:

1. A literature review requires two things: it summarizes the context of other scholars work
related to your topic, and it mentions the research gap that you propose to fill. Both of
these are important to mention and to emphasize.

2. You must use third person
3. Your grammar, spelling, and punctuation should be flawless. Visit the Liberty University

writing centers if you want extra help:
https://www.liberty.edu/academics/casas/academicsuccess/index.cfm?PID=38382

4. APA formatting including a title page but not an abstract
5. Your title must include your areas of study.
6. In the context of this assignment, it is important to remember that you are summarizing

the most current and relevant research to your topic. This means that even many books
will not be considered scholarly sources. A self-help book, a book published for a general
audience, or a textbook will usually not be appropriate as a scholarly source for this
assignment (though they may mention sources that are more trustworthy). Generally,
journal articles, peer-reviewed books, and books published by university presses (for the
purpose of scholarship) are good sources to begin with.

Additional Suggestions:

1. It will be VERY tempting to argue for your point. If you are researching tent-making
missionary success in Peru, it will be VERY tempting to make the literature review an
argument for why more missionaries need to go to Peru as tent-makers. Resist the
temptation. Instead, identify contexts of your research and report on those without bias.
In this case, you could find out what recent scholars have said about recent developments
in Peru regarding missions, tent-making ministries, and missionary experiences in South
America. Report on these to set a framework for the research you are proposing and
mention the gap in scholarship that your research might fillwhat part of the
conversation is missing that you hope to provide? Only report on the state of scholarship
regarding the context of your question and mention the research gap. That is what a
literature review does.

2. An easy way to organize a literature review might look like this:
A. Have an introduction paragraph introducing scholarship and the research gap
B. Have separate body paragraphs summarizing and discussing the relevancy of one

source each (though feel free to mention the sources in each others paragraphs or
to not dedicate a paragraph to each source if not needed)

C. Have a conclusion paragraph that summarizes the research and emphasizes the
research gap

3. At the end of your introduction paragraph, you should include a non-argumentative thesis
statement that summarizes the general idea of what you found in your research,
mentioning scholarship and the research gap.

4. Be sure to include introduction and conclusion paragraphs. Your body paragraphs should
be unified and have strong controlling and concluding sentences. COMMUNICATION AND PSYCHOLOGY IN COUNSELING/COACHING 6

Communication and Psychology in Counseling/Coaching
C. J. Student
Liberty University
Running head: COMMUNICATION AND PSYCHOLOGY IN COUNSELING/COACHING 1

Literature Review

Clinton and Ohlschlager tell us that life is an ongoing journey full of ups and downs. Often people are searching for something in their life and they have a hard time finding what exactly it is they are searching for (Clinton, & Ohlschlager, 2002). Despair overcomes people and because they are discontent in their life, they begin to look for someone who can guide them out of their troubles (Clinton et al., 2002). The people who are overwhelmed by past hurts and want to move forward into the future often seek counselors (Clinton et al., 2002). The individuals who have a goal in mind but are unsure of how to accomplish that goal, seek out the help of a life coach (Collins, 2009). Whether they are stuck in the past or they are focused on the future, they are both looking for the same thing: guidance from a person who is more experienced and wise than they are. These people are looking for competent counselors or coaches who can lead them to find more success in their life. It has been found that building bridges between the fields of communication and psychology, and allowing psychology and communication to work hand in hand during the counseling process leads to more successful outcomes (Ivey, & Daniels, 2016).
Communication is a process where people are able to infer and create meaning through message exchanges. Those messages can either be verbal or nonverbal. The third edition of Human Communication in Society defines human communication as “a transactional process in which people generate meaning through the exchanges of verbal and nonverbal messages in specific contexts, influenced by individuals and societal forces and embedded in culture” (Alberts, Nakayama, & Martin, 2012, p. 9). Verbal communication is instrumental which means that people use verbal communication to get what they want or need. Verbal communication is also regulatory, which means it is used to control others’ behaviors (Alberts et al., 2012). It is also informative so it reports facts and sends information from one person to another (Alberts et al., 2012). It is also heuristic and is used to acquire knowledge and understanding of the message (Alberts et al., 2012). Verbal communication is interactional, so it helps to establish relationships and define them (Alberts et al., 2012). It is a personal language, which means people are able to express themselves through verbal communication (Alberts et al., 2012).
Nonverbal communication is present in every interaction and social experience. It involves the face, the body, and the voice without the words and it relates heavily to the behavior of a person. Nonverbal communication involves the process of encoding and decoding nonverbal cues. To encode is to take ideas and thoughts and convert them into a message that can be easily understood by the receiver of the message (Hall, Horgan, & Murphy, 2019). Decoding requires an interpretation of the meaning of the message received (Hall et al., 2019). Nonverbal cues help to express emotion. Behind every verbal interaction, there are nonverbal cues that counselors should pay close attention to in order to fully understand the message that is being sent by their client.
Another key component of effective communication and effective counseling/coaching deals with listening and responding. Experts say that people spend 55 percent of their time listening, 16 percent speaking, 17 percent reading, and 11 percent writing (Alberts, et al., 2012). By those statistics, it is easy to see that listening is the most frequent part of communication. Improving listening skills can lead to better client relationships.
Every person is unique and has their own set of needs, goals, fears, desires, and stressors, etc. It is necessary for coaches/counselors to accommodate these differences between people and help them move forward in the direction they want to go (Collins, 2009). Allen E. Ivey from the University of Massachusetts and Thomas Daniels from Memorial University of Newfoundland say that it is absolutely critical for counselors to be trained with an emphasis on diversity and that they must also be aware of the different backgrounds of each individual, and be able to change in accordance to those individual differences (Ivey et al., 2016). This adjustment takes skill and must be done with care. Allen E. Ivey and Thomas Daniels also share that the two skills/fields that are very important to the counseling process are the fields of communication and psychology (Ivey et al., 2016). Developing bridges between the fields of communication and counseling psychology changes the brain of clients and helps to develop new and improved neural networks (Ivey et al., 2016). The involvement of listening skills and effective communication is crucial for clients well being, mental health, and growth (Ivey et al., 2016). Furthermore, the use of effective communication in counseling psychology leads to a multicultural understanding that can improve relationships in the counseling process (Ivey et al., 2016). Every act of communication leads to the activation of neural networks, and the creation of new neural networks for both parties in the counselor-client relationship (Ivey et al., 2016). The involvement of communication in counseling psychology rewires the brain and allows the client to grow, change, and progress (Ivey et al., 2016). This shows the interdisciplinarity within the counseling process which involves the bringing together of distinctive components of two or more disciplines (Nissani, 1995).
Counselors and coaches usually possess some level of emotional intelligence (Odaci, Deerli, & Bolat, 2017). A person with high emotional intelligence is able to evaluate their own feelings and the feelings of others (Odaci et al., 2017). Then they are able to use their feelings to direct their thoughts, actions, and behaviors (Odaci et al., 2017). In order to understate the feelings and behaviors of another person, counselors have to understand the human mind and its functions (Odaci et al., 2017). Studying those topics is the study of psychology. Once a counselor can comprehend the motivation behind a person’s behavior, they are more likely to help their client understand what needs to change to move forward in a given situation. Every counselor has a different approach and a different set of specialized skills, however, each counselor and life coach should have the basic understanding of the human mind, and communication (Odaci et al., 2017). Understanding and awareness of the function of the brain are necessary for success in the counseling process (Odaci et al., 2017). Developing effective listening skills, empathic approaches, supplying feedback to the clients, and fostering coach/counselor-client relationships also leads to success (Odaci et al., 2017).
The purpose of this literature review was to consider how counselors and coaches use the areas of communication and psychology together during the counseling/coaching process and whether or not the counselor/coach and client find more success if communication and psychology are interwoven during the sessions. In studying this topic regarding counseling and coaching, it is important to note the gap in scholarship pertaining to the study of psychology. More information is needed on which areas of psychology are most helpful in the coaching and counseling process.

References
Alberts, J. K., Nakayama, T. K., & Martin, J. N. (2012). Human communication in society (3rd
ed.). Hoboken, NJ: Pearsonon.
Clinton, T., & Ohlschlager, G. (2002). Competent Christian Counseling. Colorado Springs, Col.:
Waterbrook Press.
Collins, G. R. (2009). Christian coaching: Helping others turn potential into reality. Colorado
Springs, CO: NavPress.
Hall, J. A., Horgan, T. G., & Murphy, N. A. (2019). Nonverbal Communication. Annual Review

of Psychology, 70, 24.1-24.24. Retrieved December 9, 2018.
Ivey, A. E., & Daniels, T. (2016). Systematic Interviewing Microskills and Neuroscience:
Developing Bridges between the Fields of Communication and Counseling Psychology.
International Journal of Listening, 30(3), 99-119. doi:10.1080/10904018.2016.1173815
Nissani, M. (1995). Fruits, Salads, and Smoothies: A Working Definition of Interdisciplinarity.
Journal of Educational Thought, 29(2), 121-128.
Odaci, H., Deerli, F. I., & Bolat, N. (2017). Emotional intelligence levels and counselling skills
of prospective psychological counsellors. British Journal of Guidance & Counselling,

45(5), 622-631. doi:10.1080/03069885.2017.1379596 1

Social Inclusion of Deaf with Hearing Congregants within a Ministerial Setting

Sample Student

Liberty University

Language (ASL) and Religion

Commented [SCJ(AS&AS1]: As you review this sample
student paper, please keep in mind that there are some
flaws in this paper (as with any piece of writing). However, it
is one of the best INDS 400 research proposals received to
date, so it is an excellent reference point.

Commented [SCJ(AS&AS2]: Also, remember that what
you are looking at is an example of the overall research
proposal, not just the literature review. If you are working
on your literature review, refer to the portion marked
literature review and remember that within that literature
review portion, there is a unique introduction, body
paragraphs, and conclusion. The first paragraph is the
introduction for the proposal as a whole, which is different
from the kind of introduction you should write for the
literature review itself. Also remember that while this
research proposal has an abstract, you do not need one for
the literature review.

2

Abstract

Culture can influence how people interact and the level of inclusion of different cultures in a

particular setting. While numerous studies have been conducted examining deaf studies and deaf

culture, there is a curious lack of research that has specifically considered the level of inclusion

of deaf people in evangelical hearing churches. This research proposal includes an

interdisciplinary including a literature review that examines a handful of studies on interactions

among deaf and hearing populations to consider challenges of hearing and deaf integration.

Examining these diverse perspectives, including Catholic ministry, disability ministry and deaf

culture, provides a fresh interdisciplinary perspective to approach the challenges of deaf

inclusion in ministerial settings. It was found through this literature review that a gap in scholarly

research exists in this area. As further research would be necessary to address this gap, the goal

of this research proposal is to conduct a qualitative study for further research by petitioning deaf

perspective through online interviews utilizing the social media platform of Facebook. Although

a low budget would be necessary, the implications of this research would provide a platform to

open community conversation to address challenges and provide ideas on integration of deaf and

hearing congregants in evangelical hearing churches. Examining deaf perspectives may provide

additional information for fellowship, growth and exposure to the Gospel for deaf congregants in

these settings. The purpose of this qualitative study on social inclusion of deaf people is to

discover experiences, perspective and ideas of deaf visitors and attendees in an evangelical

hearing church in a northeastern state of the United States in order to explore issues, raise

awareness and improve practices within the church for inclusion of the local deaf population.

Keywords: deaf studies, ministry, church,

Commented [SCJ(AS&AS3]: Notice how the abstract
gives a brief overview of the elements of the research
proposal without arguing or getting ahead of itself by
predicting results.

3

Social Inclusion of Deaf with Hearing Congregants within a Ministerial Setting

In an age when minority groups are finding much societal integration, social integration

and inclusion of deaf and hearing congregants within the context of evangelical ministerial

settings creates a unique challenge for ministry leadership who seek to provide opportunities for

inclusion of deaf with hearing congregants for fellowship and spiritual growth in local

communities. The purpose of this study in examining existing research from diverse perspectives

through an interdisciplinary approach was to identify the gap in scholarship regarding deaf

inclusion in evangelical hearing churches. A handful of studies have examined interactions

among deaf and hearing populations from a number of perspectives, which prove beneficial

when examining the subject through Deaf Studies and Ministry lenses. The goal of this research

is to propose further study in order to address the gap in research through opening the

community conversation to deaf perspective. In consideration of the diverse perspectives

examined, including mainstreamed deaf and hearing college students, deaf inclusion in Catholic

ministry and ministry to teens with disabilities, an opportunity to approach the subject from an

interdisciplinary vantage point to address this gap in scholarship exists and reveals the need for

further study regarding inclusion of deaf in ministerial settings in evangelical hearing churches

and initiate a community conversation.

Literature Review

Culturally deaf people in the United States define themselves by their shared experiences

and language as a cultural and linguistic minority group. However, many in the hearing

community perceive people who are deaf as disabled and see what they cannot do over what they

can do in spite of not having the ability to hear. These differing perspectives impact inclusion of

deaf people in ministerial settings. Portolano (2015) examined one such setting in a study

Commented [SCJ(AS&AS4]: This thesis statement is a
little long, but notice how it establishes the topic, the
research question, and the gap all while proposing future
research? Remember that this is a research proposal, so
your thesis should propose research.

Commented [SCJ(AS&AS5]: Notice how there is an
introduction before the literature review? When you write
your literature review, only write the literature reviews
individual introduction (modeled just below here). Wait to
write the overall introduction to your research proposal in
the research proposal assignment in a later week.

4

conducted on the history of deaf Catholics from 1949 to 1977, noting the struggle for inclusion

in parish life. This study found a robust field of scholarship in America in deaf studies while

noting there still exists a curious lack of studies on the experience of deaf Catholics in the United

States and few studies acknowledging deaf Catholics as a minority group (Portolano, 2015). The

study found differing perspectives in the deaf Catholic community where some saw deafness as a

disability that needed intervention and others viewed it as a cultural and linguistic minority

group, noting that while some progress has been made, isolation and inequality among the

hearing continued to present closed doors for the deaf (Portolano, 2015). Recognizing deafness

as a cultural and linguistic minority while actively seeking that deaf perspective be added to the

conversation may provide insight toward ministerial inclusion and integration in hearing

congregations for this people group.

Another interdisciplinary perspective to be considered is one of ministry with people with

disabilities. While deaf people do not view themselves as disabled, insight can be gained in

reviewing research conducted around this type of ministry. Jacober (2007) studied experiences of

families of teens with disabilities with church ministries with the purpose of raising awareness

and interest in ministry for this group. In this study, Jacober (2007) administered interviews

across nine states between 2004 and 2006 with the parent or parents of 17 families with an

adolescent with a disability. The results indicated common themes including feeling ignored,

being overlooked and feeling that people made no attempt to engage the persons with disabilities

(Jacober, 2007). While the need for integration is evident for people with disabilities, including

and raising awareness of deaf perspective through interviews can bring a fresh perspective in

considering inclusion of the deaf in ministerial settings.

5

Another perspective considered in the nature of deaf and hearing interaction is found in

research concerning deaf and hearing student populations mainstreamed together in colleges.

One such study by Foster and DeCaro (1991) examined social interaction levels and

communication barriers between deaf and hearing students living on mainstreamed dorm floors

at the Rochester Institute of Technology in which the goal was to promote interaction between

deaf and hearing college students. They found that deaf students were more likely than hearing

students to focus on the opportunity of interacting with their hearing counterparts in choosing to

live in the mainstreamed setting, whereas the hearing students focused on the dorms physical

benefits for determining the choice (Foster & DeCaro, 1991).

Through interviews with students, they also found that students noted that an attempt to

communicate drew people together and intentional persistent attempts resulted in mutual respect

(Foster & DeCaro, 1991). They found that hearing student perceptions on deafness were seldom

based on experience with deaf people and many had no experience with deaf people, while deaf

students brought varied experience with the hearing world with them (Foster & DeCaro, 1991).

They found that fear was a common factor in which primarily hearing students had a fear of the

unfamiliar and unpredictable nature of relating to deaf students (Foster & DeCaro, 1991).

Considering this perspective and the similar goal of promoting interaction between deaf and

hearing in evangelical church settings can shed light on perceptions of deaf and hearing church

congregants.

Additionally, deaf students noted the snobbery of the hearing students and noted their

unfriendliness and refusal to strive for communication (Foster & DeCaro, 1991). Both

populations experienced embarrassment and discomfort; however Foster & DeCaro (1991) found

that most concluded that deaf and hearing could live side by side without much difficulty. Deaf

6

students also noted that respect from the deaf were given to the hearing for attempts to learn sign

language and Deaf culture (Foster & DeCaro, 1991). Another study by Miller (2010) examined

the epistemological perspectives of deaf and hearing perspectives in their understanding of deaf

people, their language of ASL, their culture and views of the hearing worlds treatment of deaf

people. Examining how deaf and hearing interact and perceive one another contributes fresh

perspective to deaf inclusion in the ministerial setting of the hearing church and demonstrates the

need for further research in the deaf perspective in these settings.

Another study by Carter, Bumble, Griffin and Curcio (2017) was conducted to investigate

how congregation members perceived how to foster a sense of inclusion and support among

people in the congregation who had teenagers with disabilities. In this study, Carter et al. (2017)

used communication conversation events in two locations in a southeastern state in the United

States, analyzing over 1,000 ideas generated by 175 participants. They found that community

dialogue revealed recommendations including family supports, hospitality initiatives, awareness

efforts and intentional reflection and teaming within ministerial leadership as pertaining to

presenting needs (Carter et al., 2017). They also found congregants had a number of ideas for

supporting the involvement of teenagers with disabilities including worship services, religious

education, small groups and other inclusive congregational activities (Carter et al., 2017). These

findings from community conversations regarding populations of people with disabilities

highlight possibilities for community dialogue including deaf perspective regarding deaf

integration and inclusion in ministerial settings of hearing churches.

The purpose of this literature review was to consider diverse perspectives including

mainstreamed deaf and hearing college students, deaf inclusion in Catholic ministry and ministry

to teens with disabilities with an interdisciplinary approach. In studying these varied

7

perspectives, it becomes significant to note the gap in scholarship pertaining to the study of

inclusion and integration of deaf people in ministerial settings in evangelical hearing churches.

Much scholarship exists in the area of deaf studies including deaf culture and mainstreaming

deaf in hearing educational settings, but there remains a lack of interdisciplinary perspective of

the topic of inclusion and integration of the deaf in the evangelical ministry setting. While

scholarship mentions ministry with teens with disabilities and Catholic ministry with the deaf, it

is curiously silent regarding this issue.

Methodology

Twenty deaf people who have visited and/or attended an evangelical church of 1,000

congregants in the northeastern United States will be interviewed utilizing a specific list of

questions through a private Facebook platform (Jacober, 2007). Questions regarding how to

foster a sense of inclusion and support, recommendations for awareness efforts and ideas for

involvement will be asked (Carter et al., 2017). Individual deaf people who have visited or

attended the church will be sent a private Facebook invitation to participate and offered an

incentive gift certificate to a local restaurant in order to increase response rate. Permission from

the individual interviewees will be attained. The online platform was chosen for the comfort of

the interviewees to use their first language ASL for responses as many deaf people regularly use

Facebook to discuss issues and are familiar and comfortable with this platform. As ASL is a

visual language and facial expressions and gestures are important, the video recording will

capture the content for later viewing with the added benefit of alleviating the distraction of the

interviewers presence.

Each of the recorded interview responses will subsequently be interpreted by an ASL

interpreter and transcribed for the researcher for further study. If there is a participant response to

Commented [SCJ(AS&AS6]: Notice how she calls
attention to the research gap.

8

a particular question that is different from the responses of other participants, a follow-up in-

person interview will be requested of that participant to allow an opportunity for more

understanding of the response. An ASL interpreter would be present for follow-up face-to-face

interviews. The resulting qualitative data from all interview responses and follow-up interviews

will be analyzed for patterns and trends. Although in a small sample of twenty participants,

drawing of statistical conclusions will not be possible, a coding process will be used to measure

common responses and patterns. This coding will thus be used to create a presentation table to

display common responses for analysis by the researcher and presentation to churches.

Rationale

Research in the local perspectives and ideas from a deaf cultural perspective is important

to study because findings will impact deaf inclusion in the local evangelical church setting. The

purpose of this qualitative study in a northeastern state in the United States is to discover the

experiences of the deaf in a hearing church setting and opportunities for their integration within

the church (Jacober, 2007). The main objective hoped to be accomplished in this study is to

determine specific ideas from a deaf cultural perspective regarding deaf inclusion in the hearing

evangelical church setting, bringing more understanding to the hearing community regarding

deaf culture and recognizing deaf input into the conversation of integration. This study aims to

address the difference in the deaf cultural perspective with the goal of integrating deaf

congregants in the hearing ministerial setting and striving toward social inclusion, while

discovering the value deaf people add to the community of believers (Kyle, 1988). By giving the

deaf a voice in the conversation, the local deaf have the opportunity to become part of the

community of believers and contribute a unique value to that community (Kyle, 1988). The goal

is to foster meaningful input of deaf perspective that leads to inclusion of deaf congregants in the

Commented [SCJ(AS&AS7]: A really good model for a
simple methodology follows this pattern:

1.Explain who/what your sample population is
2.Explain your intervention/analysis/independent
variable
3.Explain how you will collect data
4.Explain how you will analyze the data
5.Explain what a significant result will look like by
comparing it to normal or your base (i.e. one result will
be higher than another)

9

evangelical hearing church setting (Kyle, 1988). Seeking to add cultural deaf perspective to the

conversation can promote deaf-hearing integration and inclusion with the goal of uncovering the

value and unique contributions deaf individuals have to add to the community of believers (Kyle,

1988).

Findings will be provided to the church leadership teams of northeastern churches in the

United States that have attempted to provide sign language interpreters for deaf congregants.

Results of analysis of interviews will be presented to church leadership teams with the intention

to understand the perspective of the deaf community and to help identify opportunities and ideas

for inclusion. This study seeks to explore issues and raise awareness to improve practices within

the church for inclusion of the deaf population in order to provide opportunities for fellowship,

growth and access to the Gospel (Jacober, 2007). While much scholarship exists regarding deaf

studies and deaf culture, there is a notable lack of research regarding deaf culture from an

evangelical ministerial perspective. As church leadership teams in northeastern churches seek to

include and minister to deaf congregants, ample opportunity exists to reach and foster inclusion

of this marginalized minority group in local evangelical Christian ministries.

Conclusion

Examining diverse perspectives in Deaf Studies and Ministry in the literature review

revealed a gap in scholarship regarding the social inclusion of deaf people in evangelical church

settings and presented an opportunity to approach the subject from an interdisciplinary vantage

point while revealing a need for further study. Cultural deaf perspective in the literature review

revealed varied perspectives of the definition of deaf culture as some view deafness as a

disability and some view it as a cultural and linguistic minority. Differing perspectives of deaf

and hearing congregants of evangelical hearing churches presents an opportunity for more

Commented [SCJ(AS&AS8]: In your rationale, avoid
assuming the result of your study or arguing for one result.
Instead, focus on explaining why asking the question is
important (why the gap should be filled) regardless of what
the answer will be.

10

understanding through community conversation that will foster social inclusion and integration

of deaf congregants. The goal of this research proposal is to add deaf perspective, experiences

and ideas to the community conversation to raise awareness and fresh perspective. Determining

specific ideas from a deaf cultural perspective regarding deaf inclusion in the hearing evangelical

church setting can bring more understanding to the hearing community while including deaf

contribution in the community conversation. Understanding deaf cultural perspective on issues of

inclusion in local churches will allow leadership of hearing churches to more readily assess the

convergence of deaf and hearing congregants and more successfully approach challenges

associated with including this minority group in ministerial settings.

Commented [SCJ(AS&AS9]: In your conclusion,
summarize the elements of your proposal and explain again
why this question is important to ask keeping in mind that
your audience is scholars. So filling the gap (as long as its an
important gap) is really important to them.

11

References

An Ecological Model of Social Interaction between Deaf and Hearing Students within a

Postsecondary Educational Setting. (1991). Disability, Handicap & Society, 6(3), 181-

201.

Antia, S. D., & Kreimeyer, K. H. (1996). Social interaction and acceptance of deaf or hard-of-

hearing children and their peers: A comparis