Nine-year-old Wandas teacher notices that for the past few weeks,.docx

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Nine-year-old Wanda's teacher notices that for the past few weeks, Wanda has not been talking to her friends and is always sitting alone in a corner. After talking to Wanda's friends, the teacher finds out that Wanda's sixteen-year-old brother was killed in a gang fight two months ago and her parents have since separated. The teacher talks to her friend Daphne, a counselor, to see if there is anything she can do about Wanda. She wants to know if there is any way in which children and families affected by exposure to violence can be assisted with emotional impact of these events. The teacher also asks Daphne, in the role of a counselor, to call Wanda's parents to see if they would be willing to talk with her about the death of their son, their separation, and Wanda's behavior at school. Daphne is not employed or affiliated with the school. What would be Daphne's role, as a counselor, in helping the teacher? What do you see as important roles of a counselor working in a community? What are the ethical responsibilities that counselors and human services professionals hold toward the community? When answering this question identify the ethical code number and definition, using your own words, of the ethical responsibilities of these professionals. Briefly speak how you, as an ethical counselor, would respond to the teacher's request for you to speak with Wanda and her family. DUE TODAY 10/25/16 @6PM eastern time .

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Similar to Nine-year-old Wandas teacher notices that for the past few weeks,.docx

Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. Working With Children and Adolescents: The Case of Dalia Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s parents have been married for 25 years. Dalia’s father works in the creative arts field with a nontraditional work schedule that has him gone overnight and sleeping late into the morning. Dalia’s mother is an executive who works long hours. Dalia was diagnosed with sickle cell anemia in early childhood and was hospitalized multiple times. At present, Dalia’s health is stable with the last serious episode occurring 2 years ago. Dalia’s parents reported that until middle school, Dalia was an easygoing, good-natured youngster who enjoyed singing and participating in activities with her peers and family. Dalia denied any problems with drugs or alcohol but admitted to drinking with friends. Dalia described her family relationships as tense, stating, “My dad lets me do what I want” and “My mother is always trying to control me.” Dalia described her relationship with her older brother, who lives in another state, as “cool,” and her relationship with her older sister, a college sophomore, as “not cool.” Dalia’s parents sought out counseling services for behavioral issues on the recommendation of her school. The issues included argumentative behavior with authority figures, physical altercations with peers, poor concentration in class, irritable mood, verbal combativeness when confronted, truancy, and highly sexualized behavior with male peers. At home, Dalia had become more argumentative and physically threatening. Her parents had discovered that she and her friends drank alcohol in their home. Dalia’s parents also reported that she was up most of the night and slept most of the day. They also reported that her mood was highly irritable and that she was extremely impulsive. She had no interest in getting involved with any extracurricular activities, stating that those things are “corny and boring.” In the first meeting, Dalia and her mother both appeared agitated with each other and became argumentative when going through the intake information. Dalia quickly told me that she was not planning to talk about anything because this meeting was her parents’ idea. She stated, “I don’t have any problems, my parents do.” Soon into this first visit, Dalia blurted out that her mother was upset with her because she had just shown her a tattoo she had had done recently, purchased by using a fake ID. I acknowledged her news and asked if this was the way that she usually shared important information with her mother. Dalia shrugged and stated, “I don’t know. I figure I better her tell her now.

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Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Project you create a bio-psycho-social assessment. By Day 7 Submit a 6- to 9-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts: Part A: Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following: Presenting issue (including referral source) Demographic information Current living situation Birth and developmental history School and social relationships Family members and relationships Health and medical issues (including psychological and psychiatric functioning, substance abuse) Spiritual development Social, community, and recreational activities Client strengths, capacities, and resources Part B: Analysis of Assessment. Address each of the following: Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc. Analyze how the social environment affects the client. Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment. Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client. Explain how you would use the identified strengths of the client(s) in a treatment plan. Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue. Analyze the ethical issues present in the case. Explain how will you address them. Describe the issues will you need to address around cultural competence. Working With Children and Adolescents: The Case of Dalia Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s pa.

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cargillfilberto

Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Project you create a bio-psycho-social assessment. Submit a 6- to 9-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts: Part A: Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following: Presenting issue (including referral source) Demographic information Current living situation Birth and developmental history School and social relationships Family members and relationships Health and medical issues (including psychological and psychiatric functioning, substance abuse) Spiritual development Social, community, and recreational activities Client strengths, capacities, and resources Part B: Analysis of Assessment. Address each of the following: Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc. Analyze how the social environment affects the client. Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment. Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client. Explain how you would use the identified strengths of the client(s) in a treatment plan. Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue. Analyze the ethical issues present in the case. Explain how will you address them. Describe the issues will you need to address around cultural competence. Working With Children and Adolescents: The Case of Dalia Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s parents have .

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One afternoon at work, Natalie received a phone call from her daughter’s teacher. It seemed that Brandi had got into trouble, and Natalie would need to meet with Brandi’s teacher and the school principal. Natalie could not imagine what the trouble could be. Brandi was a straight-A student, played soccer, and was part of the school band. She also helped out with chores at home. On the way to the school, Natalie decided she would not jump to conclusions but would hear Brandi’s side of the story. Then, she would let Brandi have a piece of her mind! At school, Natalie met the school principal; Brandi’s teacher; and a crying, red-eyed Brandi. Brandi and two other girls had stolen a pack of cigarettes from a teacher’s purse and were caught smoking in the woods behind the school. Worse, one of the other girls had stolen the teacher’s prescription medication, though Brandi said she did not know anything about that. The principal and teacher said that this was a serious breach of trust and was against school policy. They knew Brandi and were “shocked” that she was involved in this activity. In private consultation with Natalie, they said that Brandi was involved with the wrong crowd, but there was still time to intervene before she developed a pattern of bad behavior. Natalie left the meeting angry with Brandi, but also feeling guilty and responsible. She had been working extra hours and was often busy with her schoolwork. Perhaps she had neglected Brandi or missed important warning signs. She would ground Brandi, but more importantly, she would pay much closer attention to whom she befriended and where she went. Natalie decided she would establish a schedule where she would help the girls’ do their homework. Natalie felt tired. After all the years of guidance and parenting, how could “two stupid tweens” undo all her hard work? She felt she had worked hard teaching Brandi and Jenny how to make good decisions and to know right from wrong. She worried what the next ten years would bring. She pondered the possibilities of other peer influences, alcohol, drugs, and boys. Research differential association theory and social learning theory as applied to criminal behavior and crime using the textbook, the University online library resources, and the Internet. Select two scholarly, peer-reviewed articles for use in this assignment. Based on the scenario, your readings and research, respond to the following: How could Brandi’s behavior be explained using differential association theory? How could Brandi’s behavior be explained using social learning theory? What are the strengths and limitations of these two theories as applied to this example? Be sure to support your responses using the selected resources. Write your initial response in 4–6 paragraphs. Apply APA standards to citation of sources. .

One afternoon at work, Natalie received a phone call from her daught.docx

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One afternoon at work, Natalie received a phone call from her daughter’s teacher. It seemed that Brandi had got into trouble, and Natalie would need to meet with Brandi’s teacher and the school principal. Natalie could not imagine what the trouble could be. Brandi was a straight-A student, played soccer, and was part of the school band. She also helped out with chores at home. On the way to the school, Natalie decided she would not jump to conclusions but would hear Brandi’s side of the story. Then, she would let Brandi have a piece of her mind! At school, Natalie met the school principal; Brandi’s teacher; and a crying, red-eyed Brandi. Brandi and two other girls had stolen a pack of cigarettes from a teacher’s purse and were caught smoking in the woods behind the school. Worse, one of the other girls had stolen the teacher’s prescription medication, though Brandi said she did not know anything about that. The principal and teacher said that this was a serious breach of trust and was against school policy. They knew Brandi and were “shocked” that she was involved in this activity. In private consultation with Natalie, they said that Brandi was involved with the wrong crowd, but there was still time to intervene before she developed a pattern of bad behavior. Natalie left the meeting angry with Brandi, but also feeling guilty and responsible. She had been working extra hours and was often busy with her schoolwork. Perhaps she had neglected Brandi or missed important warning signs. She would ground Brandi, but more importantly, she would pay much closer attention to whom she befriended and where she went. Natalie decided she would establish a schedule where she would help the girls’ do their homework. Natalie felt tired. After all the years of guidance and parenting, how could “two stupid tweens” undo all her hard work? She felt she had worked hard teaching Brandi and Jenny how to make good decisions and to know right from wrong. She worried what the next ten years would bring. She pondered the possibilities of other peer influences, alcohol, drugs, and boys. Research differential association theory and social learning theory as applied to criminal behavior and crime using the textbook, the Argosy University online library resources, and the Internet. Select two scholarly, peer-reviewed articles for use in this assignment. Based on the scenario, your readings and research, respond to the following: How could Brandi’s behavior be explained using differential association theory? How could Brandi’s behavior be explained using social learning theory? What are the strengths and limitations of these two theories as applied to this example? Be sure to support your responses using the selected resources. Write your initial response in 4–6 paragraphs. Apply APA standards to citation of sources. .

One afternoon at work, Natalie received a phone call from her daught.docx

IlonaThornburg83

Assignment 1: Discussion—Peer Pressure and Crime One afternoon at work, Natalie received a phone call from her daughter’s teacher. It seemed that Brandi had got into trouble, and Natalie would need to meet with Brandi’s teacher and the school principal. Natalie could not imagine what the trouble could be. Brandi was a straight-A student, played soccer, and was part of the school band. She also helped out with chores at home. On the way to the school, Natalie decided she would not jump to conclusions but would hear Brandi’s side of the story. Then, she would let Brandi have a piece of her mind! At school, Natalie met the school principal; Brandi’s teacher; and a crying, red-eyed Brandi. Brandi and two other girls had stolen a pack of cigarettes from a teacher’s purse and were caught smoking in the woods behind the school. Worse, one of the other girls had stolen the teacher’s prescription medication, though Brandi said she did not know anything about that. The principal and teacher said that this was a serious breach of trust and was against school policy. They knew Brandi and were “shocked” that she was involved in this activity. In private consultation with Natalie, they said that Brandi was involved with the wrong crowd, but there was still time to intervene before she developed a pattern of bad behavior. Natalie left the meeting angry with Brandi, but also feeling guilty and responsible. She had been working extra hours and was often busy with her schoolwork. Perhaps she had neglected Brandi or missed important warning signs. She would ground Brandi, but more importantly, she would pay much closer attention to whom she befriended and where she went. Natalie decided she would establish a schedule where she would help the girls’ do their homework. Natalie felt tired. After all the years of guidance and parenting, how could “two stupid tweens” undo all her hard work? She felt she had worked hard teaching Brandi and Jenny how to make good decisions and to know right from wrong. She worried what the next ten years would bring. She pondered the possibilities of other peer influences, alcohol, drugs, and boys. Research differential association theory and social learning theory as applied to criminal behavior and crime using the textbook, the Argosy University online library resources, and the Internet. Select two scholarly, peer-reviewed articles for use in this assignment. Based on the scenario, your readings and research, respond to the following: How could Brandi’s behavior be explained using differential association theory? How could Brandi’s behavior be explained using social learning theory? What are the strengths and limitations of these two theories as applied to this example? Be sure to support your responses using the selected resources. Write your initial response in 4–6 paragraphs. Apply APA standards to citation of sources. By the due date assigned , post your response to the appropriate Discussion Area . Through the ...

Assignment 1 Discussion—Peer Pressure and CrimeOne afternoo

murgatroydcrista

Reference Counseling Across Cultures 7 th Edition by Paul Pedersen SAGE Publications Each case response must be 1 page in length, with an APA Cover and Reference page. Case Study of Donna Little - Chapter 5 Donna Little is a 39-year-old Indian woman who has a history of substance misuse and has struggled with reunification with her adolescent children over the last 6 years. She was in residential school from the age of 6 to 16 years old. She has a history of domestic violence in her previous relationships. Donna was the youngest of four children in her family. Her parents, siblings, and herself were raised in the same small northern reservation. Both her parents had gone to residential school in the early 1950s, as did her grandfathers and grandmothers on both sides of her family system in the late 1910s. Donna was raised in an environment of violence and mayhem in her early childhood, which she has talked about quite extensively in counseling. Although her parents abused alcohol, she emphasizes repeatedly that her family was quite ceremonial and participated in the big drum feast and singing within the community. When Donna was 6, an Indian agent wearing a red, white, and black checkered jacket gave her candy and took her to the residential school. She never had the opportunity to say good-bye to her mom and dad, who died of tuberculosis while she was in the residential school. Donna reflects on her residential school experience with a despondent look. While in the residential school, she had only one friend she could count on. Her siblings, who were also at the school, were older and thus not allowed to play with her or sleep near her at the residence dorms. This created an incredible loneliness that Donna did not know how to fill, and often she would use alcohol to help numb that pain. She did not like to drink, but it helped her to stop her thinking badly about the past. Donna was a victim of sexual abuse in the residential school, primarily by the Roman Catholic priest who was in charge. The first time she was assaulted she was 7; the last assault occurred right before she ran away at age 16. When Donna had attempted to tell the head nun in charge of her dorm what was happening to her, she was beaten severely, to the point of unconsciousness. Donna recalls it was her friend, Sue, who nursed her back to health. Donna describes her life as difficult. She went home to her community, only to find a partner who turned out to be as violent toward her as her father was to her mother. She loves her children and cares for them deeply. She breast-fed her three children and still today can feel that connection to them. When her children were taken from her home after the last time her husband beat her, she spiraled out of control. Donna has had long periods of abstinence, has a home in her community that is well cared for, and now has a partner who loves her deeply. Donna is on welfare but hunts and fishes to help with sustenance. Donna and her ...

Reference Counseling Across Cultures 7th Edition by Paul Pederse.docx

hennela

Discussion—Peer Pressure and Crime One afternoon at work, Natalie received a phone call from her daughter’s teacher. It seemed that Brandi had got into trouble, and Natalie would need to meet with Brandi’s teacher and the school principal. Natalie could not imagine what the trouble could be. Brandi was a straight-A student, played soccer, and was part of the school band. She also helped out with chores at home. On the way to the school, Natalie decided she would not jump to conclusions but would hear Brandi’s side of the story. Then, she would let Brandi have a piece of her mind! At school, Natalie met the school principal; Brandi’s teacher; and a crying, red-eyed Brandi. Brandi and two other girls had stolen a pack of cigarettes from a teacher’s purse and were caught smoking in the woods behind the school. Worse, one of the other girls had stolen the teacher’s prescription medication, though Brandi said she did not know anything about that. The principal and teacher said that this was a serious breach of trust and was against school policy. They knew Brandi and were “shocked” that she was involved in this activity. In private consultation with Natalie, they said that Brandi was involved with the wrong crowd, but there was still time to intervene before she developed a pattern of bad behavior. Natalie left the meeting angry with Brandi, but also feeling guilty and responsible. She had been working extra hours and was often busy with her schoolwork. Perhaps she had neglected Brandi or missed important warning signs. She would ground Brandi, but more importantly, she would pay much closer attention to whom she befriended and where she went. Natalie decided she would establish a schedule where she would help the girls’ do their homework. Natalie felt tired. After all the years of guidance and parenting, how could “two stupid tweens” undo all her hard work? She felt she had worked hard teaching Brandi and Jenny how to make good decisions and to know right from wrong. She worried what the next ten years would bring. She pondered the possibilities of other peer influences, alcohol, drugs, and boys. Research differential association theory and social learning theory as applied to criminal behavior and crime using the textbook, the Argosy University online library resources, and the Internet. Select two scholarly, peer-reviewed articles for use in this assignment. Based on the scenario, your readings and research, respond to the following: How could Brandi’s behavior be explained using differential association theory? How could Brandi’s behavior be explained using social learning theory? What are the strengths and limitations of these two theories as applied to this example? Be sure to support your responses using the selected resources. Write your initial response in 4–6 paragraphs. Apply APA standards to citation of sources. By Saturday, November 22, 2014 , post your response to the appropriate Discussion Area . Through Wednesday, November 2.

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jameywaughj

Discussion—Peer Pressure and Crime One afternoon at work, Natalie received a phone call from her daughter’s teacher. It seemed that Brandi had got into trouble, and Natalie would need to meet with Brandi’s teacher and the school principal. Natalie could not imagine what the trouble could be. Brandi was a straight-A student, played soccer, and was part of the school band. She also helped out with chores at home. On the way to the school, Natalie decided she would not jump to conclusions but would hear Brandi’s side of the story. Then, she would let Brandi have a piece of her mind! At school, Natalie met the school principal; Brandi’s teacher; and a crying, red-eyed Brandi. Brandi and two other girls had stolen a pack of cigarettes from a teacher’s purse and were caught smoking in the woods behind the school. Worse, one of the other girls had stolen the teacher’s prescription medication, though Brandi said she did not know anything about that. The principal and teacher said that this was a serious breach of trust and was against school policy. They knew Brandi and were “shocked” that she was involved in this activity. In private consultation with Natalie, they said that Brandi was involved with the wrong crowd, but there was still time to intervene before she developed a pattern of bad behavior. Natalie left the meeting angry with Brandi, but also feeling guilty and responsible. She had been working extra hours and was often busy with her schoolwork. Perhaps she had neglected Brandi or missed important warning signs. She would ground Brandi, but more importantly, she would pay much closer attention to whom she befriended and where she went. Natalie decided she would establish a schedule where she would help the girls’ do their homework. Natalie felt tired. After all the years of guidance and parenting, how could “two stupid tweens” undo all her hard work? She felt she had worked hard teaching Brandi and Jenny how to make good decisions and to know right from wrong. She worried what the next ten years would bring. She pondered the possibilities of other peer influences, alcohol, drugs, and boys. Research differential association theory and social learning theory as applied to criminal behavior and crime using the textbook, the Argosy University online library resources, and the Internet. Select two scholarly, peer-reviewed articles for use in this assignment. Based on the scenario, your readings and research, respond to the following: How could Brandi’s behavior be explained using differential association theory? How could Brandi’s behavior be explained using social learning theory? What are the strengths and limitations of these two theories as applied to this example? Be sure to support your responses using the selected resources. Write your initial response in 4–6 paragraphs. Apply APA standards to citation of sources. By Saturday, October 24, 2015 , post your response to the appropriate Discussion Area . Through Wednesday, October 28, 201.

Discussion—Peer Pressure and CrimeOne afternoon at work, Natalie r.docx

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DUE TONIGHT One afternoon at work, Natalie received a phone call from her daughter’s teacher. It seemed that Brandi had got into trouble, and Natalie would need to meet with Brandi’s teacher and the school principal. Natalie could not imagine what the trouble could be. Brandi was a straight-A student, played soccer, and was part of the school band. She also helped out with chores at home. On the way to the school, Natalie decided she would not jump to conclusions but would hear Brandi’s side of the story. Then, she would let Brandi have a piece of her mind! At school, Natalie met the school principal; Brandi’s teacher; and a crying, red-eyed Brandi. Brandi and two other girls had stolen a pack of cigarettes from a teacher’s purse and were caught smoking in the woods behind the school. Worse, one of the other girls had stolen the teacher’s prescription medication, though Brandi said she did not know anything about that. The principal and teacher said that this was a serious breach of trust and was against school policy. They knew Brandi and were “shocked” that she was involved in this activity. In private consultation with Natalie, they said that Brandi was involved with the wrong crowd, but there was still time to intervene before she developed a pattern of bad behavior. Natalie left the meeting angry with Brandi, but also feeling guilty and responsible. She had been working extra hours and was often busy with her schoolwork. Perhaps she had neglected Brandi or missed important warning signs. She would ground Brandi, but more importantly, she would pay much closer attention to whom she befriended and where she went. Natalie decided she would establish a schedule where she would help the girls’ do their homework. Natalie felt tired. After all the years of guidance and parenting, how could “two stupid tweens” undo all her hard work? She felt she had worked hard teaching Brandi and Jenny how to make good decisions and to know right from wrong. She worried what the next ten years would bring. She pondered the possibilities of other peer influences, alcohol, drugs, and boys. Research differential association theory and social learning theory as applied to criminal behavior and crime using the textbook, the Argosy University online library resources, and the Internet. Select two scholarly, peer-reviewed articles for use in this assignment. Based on the scenario, your readings and research, respond to the following: How could Brandi’s behavior be explained using differential association theory? How could Brandi’s behavior be explained using social learning theory? What are the strengths and limitations of these two theories as applied to this example? Be sure to support your responses using the selected resources. Write your initial response in 4 paragraphs. Apply APA standards to citation of sources. .

DUE TONIGHTOne afternoon at work, Natalie received a phone cal.docx

theresiarede

Peer Pressure and Crime One afternoon at work, Natalie received a phone call from her daughter’s teacher. It seemed that Brandi had got into trouble, and Natalie would need to meet with Brandi’s teacher and the school principal. Natalie could not imagine what the trouble could be. Brandi was a straight-A student, played soccer, and was part of the school band. She also helped out with chores at home. On the way to the school, Natalie decided she would not jump to conclusions but would hear Brandi’s side of the story. Then, she would let Brandi have a piece of her mind! At school, Natalie met the school principal; Brandi’s teacher; and a crying, red-eyed Brandi. Brandi and two other girls had stolen a pack of cigarettes from a teacher’s purse and were caught smoking in the woods behind the school. Worse, one of the other girls had stolen the teacher’s prescription medication, though Brandi said she did not know anything about that. The principal and teacher said that this was a serious breach of trust and was against school policy. They knew Brandi and were “shocked” that she was involved in this activity. In private consultation with Natalie, they said that Brandi was involved with the wrong crowd, but there was still time to intervene before she developed a pattern of bad behavior. Natalie left the meeting angry with Brandi, but also feeling guilty and responsible. She had been working extra hours and was often busy with her schoolwork. Perhaps she had neglected Brandi or missed important warning signs. She would ground Brandi, but more importantly, she would pay much closer attention to whom she befriended and where she went. Natalie decided she would establish a schedule where she would help the girls’ do their homework. Natalie felt tired. After all the years of guidance and parenting, how could “two stupid tweens” undo all her hard work? She felt she had worked hard teaching Brandi and Jenny how to make good decisions and to know right from wrong. She worried what the next ten years would bring. She pondered the possibilities of other peer influences, alcohol, drugs, and boys. Research differential association theory and social learning theory as applied to criminal behavior and crime using the textbook, the Argosy University online library resources, and the Internet. Select two scholarly, peer-reviewed articles for use in this assignment. Based on the scenario, your readings and research, respond to the following: How could Brandi’s behavior be explained using differential association theory? How could Brandi’s behavior be explained using social learning theory? What are the strengths and limitations of these two theories as applied to this example? Be sure to support your responses using the selected resources. Write your initial response in 5 paragraphs. Apply APA standards to citation of sources. Must have at least 2-3references .

Peer Pressure and CrimeOne afternoon at work, Natalie received.docx

rosacrosdale

Anti bias framework pamphlet

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Assignment 1: Discussion—Peer Pressure and Crime One afternoon at work, Natalie received a phone call from her daughter’s teacher. It seemed that Brandi had got into trouble, and Natalie would need to meet with Brandi’s teacher and the school principal. Natalie could not imagine what the trouble could be. Brandi was a straight-A student, played soccer, and was part of the school band. She also helped out with chores at home. On the way to the school, Natalie decided she would not jump to conclusions but would hear Brandi’s side of the story. Then, she would let Brandi have a piece of her mind! At school, Natalie met the school principal; Brandi’s teacher; and a crying, red-eyed Brandi. Brandi and two other girls had stolen a pack of cigarettes from a teacher’s purse and were caught smoking in the woods behind the school. Worse, one of the other girls had stolen the teacher’s prescription medication, though Brandi said she did not know anything about that. The principal and teacher said that this was a serious breach of trust and was against school policy. They knew Brandi and were “shocked” that she was involved in this activity. In private consultation with Natalie, they said that Brandi was involved with the wrong crowd, but there was still time to intervene before she developed a pattern of bad behavior. Natalie left the meeting angry with Brandi, but also feeling guilty and responsible. She had been working extra hours and was often busy with her schoolwork. Perhaps she had neglected Brandi or missed important warning signs. She would ground Brandi, but more importantly, she would pay much closer attention to whom she befriended and where she went. Natalie decided she would establish a schedule where she would help the girls’ do their homework. Natalie felt tired. After all the years of guidance and parenting, how could “two stupid tweens” undo all her hard work? She felt she had worked hard teaching Brandi and Jenny how to make good decisions and to know right from wrong. She worried what the next ten years would bring. She pondered the possibilities of other peer influences, alcohol, drugs, and boys. Research differential association theory and social learning theory as applied to criminal behavior and crime using the textbook, the Argosy University online library resources, and the Internet. Select two scholarly, peer-reviewed articles for use in this assignment. Based on the scenario, your readings and research, respond to the following: How could Brandi’s behavior be explained using differential association theory? How could Brandi’s behavior be explained using social learning theory? What are the strengths and limitations of these two theories as applied to this example? Be sure to support your responses using the selected resources. Write your initial response in 4–6 paragraphs. Apply APA standards to citation of sources. By Saturday, November 28, 2015 , post your response to the appropriate Discussion Area . Through Wednesday, D.

Assignment 1 Discussion—Peer Pressure and CrimeOne afternoon at w.docx

myrljjcpoarch

Circles of Support workshop Oct 2018

Cheryl Ryan Chan

SOCW 6200: Human Behavior and the Social Environment I Week 6 Discussion: Dalia’s Behavior Argumentative behavior, engagement in physical altercations, and evidence of mood swings can all indicate that an adolescent is experiencing anger and depression. Self-harming can surface in adolescents, too, as they experience difficult emotions. For this Discussion, read the case study of Dalia and consider what you, as her social worker, would do if you observed self-harm indicators. By Day 3 Post a brief explanation of self-harming behaviors that Dalia is exhibiting. Describe theoretical approaches and practical skills you would employ in working with Dalia. How might familial relationships result in Dalia’s self-harming behavior? Please use the Learning Resources to support your answer. Required Readings Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Boston, MA: Cengage Learning. Chapter 7, “Psychological Development in Adolescence” (pp. 320-360) Moorey, S. (2010). Managing the unmanageable: Cognitive behavior therapy for deliberate self-harm. Psychoanalytic Psychotherapy, 24 (2), 135–149 Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year . Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. Working With Children and Adolescents: The Case of Dalia Working With Children and Adolescents: The Case of Dalia Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s parents have been married for 25 years. Dalia’s father works in the creative arts field with a nontraditional work schedule that has him gone overnight and sleeping late into the morning. Dalia’s mother is an executive who works long hours. Dalia was diagnosed with sickle cell anemia in early childhood and was hospitalized multiple times. At present, Dalia’s health is stable with the last serious episode occurring 2 years ago. Dalia’s parents reported that until middle school, Dalia was an easygoing, good-natured youngster who enjoyed singing and participating in activities with her peers and family. Dalia denied any problems with drugs or alcohol but admitted to drinking with friends. Dalia described her family relationships as tense, stating, “My dad lets me do what I want” and “My mother is always trying to control me.” Dalia described her relationship with her older brother, who lives in another state, as “cool,” and her relationship with her older sister, a college sophomore, as “not cool.” Dalia’s parents sought out counseling services for behavioral issues on the recommendation of her school. The issues included argumentative behavior with authority figures, physical altercations with peers, poor concentrat ...

SOCW 6200 Human Behavior and the Social Environment IWeek

shandicollingwood

Wisdom Research and Development

BethanyClayton1

SIGNIFICANT-PEOPLE-IN-LIFE.pptx

KhaidenCalebOlazo

Presentation Empathylispedrero

LisPedrero

Similar to Nine-year-old Wandas teacher notices that for the past few weeks,.docx (20)

Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).Social.docx

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Summary of Family Journal

One afternoon at work, Natalie received a phone call from her daught.docx

SOCW 6200 Human Behavior and the Social Environment IDiscus.docx

One afternoon at work, Natalie received a phone call from her daught.docx

Assignment 1 Discussion—Peer Pressure and CrimeOne afternoo

Reference Counseling Across Cultures 7th Edition by Paul Pederse.docx

Discussion—Peer Pressure and CrimeOne afternoon at work, Natalie r.docx

DUE TONIGHTOne afternoon at work, Natalie received a phone cal.docx

Peer Pressure and CrimeOne afternoon at work, Natalie received.docx

Anti bias framework pamphlet

Assignment 1 Discussion—Peer Pressure and CrimeOne afternoon at w.docx

Circles of Support workshop Oct 2018

SOCW 6200 Human Behavior and the Social Environment IWeek

Wisdom Research and Development

SIGNIFICANT-PEOPLE-IN-LIFE.pptx

Presentation Empathylispedrero

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