Tourism Management

San Francisco State University, College of Business, Department of Hospitality and Tourism Management

HTM 424 – Tourism Management

Assignment – Traveler, Tourist

Instructions: You are required to answer the following questions. You should save your answers in a Word document for submission. Please do not repeat the questions on your answer sheet. Instead, please list the answers numerically/sequentially by simply utilizing 1, 2, 3, and 4. Each assignment must have a cover page listing your name, the name of the assignment, and the date. The cover page does not count towards the word count. For each assignment, you are expected to answer the assigned questions in your own words. Each assignment paper should be at least 250 words. Papers less than the required 250 words will get zero. This does not mean each question requires a 250-word response; rather, the total number of words for answering the questions must total more than 250 words. Assignment – Read the assigned article then answer the questions/prompts below. Reading 1. Caputo, P. and W. L. Heat-Moon (2013). To See America, Be a Traveler, Not a Tourist.

The New York Times. New York

Questions/prompts

1. Reflect on your own personal travels. What have you learned about yourself? About others?
2. As a future tourism/hospitality business leader, how does knowledge of traveler/tourist motivations and personal lessons learned help you run your business?

Sample Reflection Paper Format/Outline • The following outline should be used for your reflection paper. You are not required

to use the titles (e.g., Brief Introduction, Body, etc.) but should use this general format when writing your paper.

• Cover Page o Title of paper to include the following: o Reflection Paper Title o Student Name and ID o Course Title and Section o Professor Name and Title o Due Date of Submission

• Main Paper o Brief Introduction

§ Introduce the topic to the reader and summarize your reflection of this topic/article.

o Body § Address the following prompts as prescribed in the assignment.

Include 3-4 examples for each prompt o Conclusion

§ Conclude the reflection paper by summarizing your comments and main points to the reader.

o References § Include any references that were used in your reflection paper

including the main authors. Use APA style. Plagiarism – Unless noted otherwise, assignments will be submitted through Turnitin.com. It is strongly encouraged that you provide citations for any source/reference that is used in your writing. Turnitin.com provides both a “match” analysis and grammar analysis. Your “match” rating must be under 20% and ideally under 15%. Points will be deducted for high match ratings, including failure of the assignment.

Reflection Paper Assignment Title Goes Here

John Q Student

HTM424 – Tourism Management

ID: 123456789

San Francisco State University

Faculty: Dr. Andrew Walls

January 1, 2000

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Comparison Between Cognitive–Behavioral Therapy

Adult Attachment as a Moderator of Treatment Outcome for Generalized Anxiety Disorder: Comparison Between Cognitive–Behavioral Therapy

(CBT) Plus Supportive Listening and CBT Plus Interpersonal and Emotional Processing Therapy

Michelle G. Newman, Louis G. Castonguay, Nicholas C. Jacobson, and Ginger A. Moore The Pennsylvania State University

Objective: To determine whether baseline dimensions of adult insecure attachment (avoidant and anxious) moderated outcome in a secondary analysis of a randomized controlled trial comparing cognitive–behavioral therapy (CBT) plus supportive listening (CBT � SL) versus CBT plus interpersonal and emotional processing therapy (CBT � I/EP). Method: Eighty-three participants diagnosed with generalized anxiety disorder (GAD) were recruited from the community and assigned randomly to CBT � SL (n � 40) or to CBT � I/EP (n � 43) within a study using an additive design. PhD-level psychologists treated participants. Blind assessors evaluated participants at pretreatment, posttreatment, 6-month, 12-month, and 2-year follow-up with a composite of self-report and assessor-rated GAD symptom measures (Penn State Worry Questionnaire, Hamilton Anxiety Rating Scale, Clinician’s Severity Rating). Avoidant and anxious attachment were assessed using self-reported dismissing and angry states of mind, respectively, on the Perceptions of Adult Attachment Questionnaire. Results: Consistent with our prediction, at all assessments higher levels of dismissing styles in those who received CBT � I/EP predicted greater change in GAD symptoms compared with those who received CBT � SL for whom dismissiveness was unrelated to the change. At postassessment, higher angry attachment was associated with less change in GAD symptoms for those receiving CBT � I/EP, compared with CBT � SL, for whom anger was unrelated to change in GAD symptoms. Pretreatment attachment- related anger failed to moderate outcome at other time points and therefore, these moderation effects were more short-lived than the ones for dismissing attachment. Conclusions: When compared with CBT � SL, CBT � I/EP may be better for individuals with GAD who have relatively higher dismissing styles of attachment.

What is the public health significance of this article? When choosing a treatment for individuals with generalized anxiety disorder, this study suggests the potential importance of taking adult attachment into account.

Keywords: GAD, emotional processing, attachment, interpersonal problems, CBT

According to attachment theory, children’s experiences with care- givers are internalized as cognitive–affective models of interpersonal relationships (e.g., Ainsworth, Blehar, Waters, & Wall, 1978). Such internal working models are carried forward into adulthood and in- fluence the quality of close relationships (e.g., parent–child, romantic relationships; Bowlby, 1973; Bowlby, 1969; Hazan & Shaver, 1994), including the therapeutic relationship (e.g., Dozier, Cue, & Barnett, 1994; Skourteli & Lennie, 2011). Insecure attachment has been linked theoretically and empirically to interpersonal problems and difficul- ties regulating emotion (e.g., Cassidy & Berlin, 1994; Moutsiana et al., 2015). Although attachment has been conceptualized as a typol-

ogy, dimensions better characterize the quality of attachment in both childhood and adulthood (Fraley & Spieker, 2003; Fraley & Waller, 1998). In adulthood, insecure attachment has been characterized along two primary dimensions (Brennan, Clark, & Shaver, 1998; Fraley & Shaver, 2000): avoidance and anxiety. These dimensions specify behavioral response styles in close relationships, and therefore, may be useful in guiding predictions about interpersonal behavior within the therapeutic relationship and thus, treatment response (e.g., Bowlby, 1973; Mikulincer & Shaver, 2008).1

1 Numerous terms are used in the attachment literature depending on the ages of individuals studied and methods for assessing attachment. For readability, we adopt Brennan’s (Brennan et al., 1998) dimensional model of adult attachment and use the terms avoidance (or avoidant) and anxiety (or anxious). These map onto categorical patterns of insecure attachment and are functionally equivalent across development (Fraley & Spieker, 2003; Fraley & Shaver, 2000). Avoidant and anxious dimensions respec- tively also map onto the dismissing and angry current states of mind subscales of the Perceptions of Adult Attachment Questionnaire (PAAQ) used in this study. Thus, we use the terms dismissing (or dismissiveness) and angry (or anger) to refer to the analogous current states of mind assessed dimensionally in the current study.

This article was published Online First June 8, 2015. Michelle G. Newman, Louis G. Castonguay, Nicholas C. Jacobson, and

Ginger A. Moore, Department of Psychology, The Pennsylvania State University. A National Institute of Mental Health Research Grant RO1 MH58593-02

supported this study. We thank Thomas D. Borkovec for his crucial collabo- ration on the original RCT.

Correspondence concerning this article should be addressed to Michelle G. Newman, Department of Psychology, The Pennsylvania State University, 371 Moore Building, University Park, PA 16802-3103. E-mail: [email protected]

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