Anne is 10 years old and lives in a major metropolitan U.S. city and.docx
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Anne is 10 years old and lives in a major metropolitan U.S. city and is currently in the 4 th grade. Today, during gym class, Anne's teacher notices several large bruises on all of Anne's arms and legs and that her clothing is torn and dirty. When the teacher questions Anne about how she got the bruises, Anne replies "I fell on the playground." The teacher reports the bruising to the school principal. The teacher and principal request Anne's mother attend a conference after school. During the conference, Anne's mother is difficult to communicate with. She appears to be intoxicated, but denies having had anything to drink. She is also very defensive, states that Anne is a clumsy, lazy child and that Anne lies to get attention. The mother denies that anyone has physically hurt Anne. During the conference, Anne sits next to her mother but does not make eye contact with anyone in the room, nor does she speak. When questioned as to why Anne's father could not attend the conference, Anne's mother replies that he was too tired because he works two jobs and has to sleep during the day. Anne and her mother leave the conference and Anne is not in school the next day. In 2-3 paragraphs, using your own words: List 3 signs and/or symptoms of possible child abuse and neglect with respect to Anne. List 3 risk factors present in Anne's family that could contribute to abuse. What do you think would be the best course of action for Anne regarding treatment, placement, and services? When responding to peers, consider whether you agree with the course of action suggested by your peers. Why might that be the best course of action, or why might another action be more appropriate. Provide support for your choices. .
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Anne is 10 years old and lives in a major metropolitan U.S. city and.docx
Anne is 10 years old and lives in a major metropolitan U.S. city and is currently in the 4
th
grade. Today, during gym class, Anne's teacher notices several large bruises on all of Anne's arms and legs and that her clothing is torn and dirty. When the teacher questions Anne about how she got the bruises, Anne replies "I fell on the playground." The teacher reports the bruising to the school principal. The teacher and principal request Anne's mother attend a conference after school.
During the conference, Anne's mother is difficult to communicate with. She appears to be intoxicated, but denies having had anything to drink. She is also very defensive, states that Anne is a clumsy, lazy child and that Anne lies to get attention. The mother denies that anyone has physically hurt Anne. During the conference, Anne sits next to her mother but does not make eye contact with anyone in the room, nor does she speak. When questioned as to why Anne's father could not attend the conference, Anne's mother replies that he was too tired because he works two jobs and has to sleep during the day. Anne and her mother leave the conference and Anne is not in school the next day.
As Anne's teacher, you are a mandated reporter, meaning you must notify authorities of suspected cases of child abuse and neglect. You are very concerned about Anne, but you aren't sure if what you have observed rises to the level of abuse or neglect.
Write a 1-2 page memo to the principal regarding Anne. You are allowed to take one of two positions.
Anne is the victim of abuse/neglect.
If you take this position, you must list the rationale including signs/symptoms, parental concerns, and contacts with Anne.
Anne is not the victim of abuse/neglect.
If you take this position, you must list the rationale including mitigating factors, parental strengths, and contacts with Anne.
Make a recommendation to your principal about whether or not you should contact child welfare services.
.
Task NamePhase 2 Individual ProjectDeliverable Length1-2 pag.docx
Task Name:
Phase 2 Individual Project
Deliverable Length:
1-2 pages
Details:
Weekly tasks or assignments (Individual or Group Projects) will be due
by
Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
Anne is 10 years old and lives in a major metropolitan U.S. city and is currently in the 4
th
grade. Today, during gym class, Anne's teacher notices several large bruises on all of Anne's arms and legs and that her clothing is torn and dirty. When the teacher questions Anne about how she got the bruises, Anne replies "I fell on the playground." The teacher reports the bruising to the school principal. The teacher and principal request Anne's mother attend a conference after school.
During the conference, Anne's mother is difficult to communicate with. She appears to be intoxicated, but denies having had anything to drink. She is also very defensive, states that Anne is a clumsy, lazy child and that Anne lies to get attention. The mother denies that anyone has physically hurt Anne. During the conference, Anne sits next to her mother but does not make eye contact with anyone in the room, nor does she speak. When questioned as to why Anne's father could not attend the conference, Anne's mother replies that he was too tired because he works two jobs and has to sleep during the day. Anne and her mother leave the conference and Anne is not in school the next day.
As Anne's teacher, you are a mandated reporter, meaning you must notify authorities of suspected cases of child abuse and neglect. You are very concerned about Anne, but you aren't sure if what you have observed rises to the level of abuse or neglect.
Write a 1-2 page memo to the principal regarding Anne. You are allowed to take one of two positions.
Anne is the victim of abuse/neglect.
If you take this position, you must list the rationale including signs/symptoms, parental concerns, and contacts with Anne.
Anne is not the victim of abuse/neglect.
If you take this position, you must list the rationale including mitigating factors, parental strengths, and contacts with Anne.
Make a recommendation to your principal about whether or not you should contact child welfare services.
.
Assessing Mood DisordersMood problems often constitute a pri.docx
Assessing Mood Disorders
Mood problems often constitute a primary reason why parents seek professional help for their children or adolescents. Most often, mood problems include irritability, sadness, or anger. A certain amount of moodiness and impulsivity is normal during childhood and adolescence; therefore, it makes it exceptionally difficult to diagnose children and adolescents with conditions such as clinical depression or bipolar disorders. One of the most challenging elements in counseling is objectively assessing whether a child or adolescent has a mood disorder. Cultural and family factors are one reason this is challenging. At times, these factors are directly the cause of the mood disorder or contribute to the stress or distress of children and adolescents. Therefore, it is important to use a systematic, objective, and dispassionate procedure for gathering data about children and adolescents when conducting assessments.
For this Discussion and subsequent Discussions, consider these questions: a) Where does the child’s or adolescent’s problem originate from, and b) Does the problem stem from the child or adolescent, or is it the family or other factors? By asking these questions, you can more accurately assess a child’s or adolescent’s problems and create evidence-based interventions to address the right problem effectively. Select a case study from the Child and Adolescent Counseling Cases: Mood Disorders and Self-harm document from this week’s resources and consider the child’s or adolescent’s presenting problem and where the presenting problem may originate. Conduct an Internet search or a Walden Library search and select one peer-reviewed article related to the interventions that might be used to address the child or adolescent in your case.
With these thoughts in mind:
Post a brief description of the presenting symptoms of the child or adolescent in the case study you selected. Then, explain one possible reason the child’s or adolescent’s problem exists and why. Finally, explain one evidence-based intervention you might use to address the child/adolescent in this case study and how it will be used. Be specific and support your response using the week’s resources and your research.
These are the Cases below choose one
Child and Adolescent Counseling Cases:
Mood Disorders and Self-Harm
Case 1
Salena is a 16-year-old Native American girl who is a sophomore at a local high school. Her mother, who accompanied her to the initial session, referred her for counseling. During the first session, you spent about 25 minutes with Salena and her mother and then about 25 minutes with Salena alone. While you are interviewing Salena along with her mother, you observe that they appear to have a reasonably good relationship. Her mother is worried about her and primarily attributes Salena’s symptoms to the fact they recently moved from the Indian reservation to a more urban area. She believes Salena is having trouble adjusting to the new sch ...
answers to questions on anxiety disorders.docx
The document discusses two case studies, Jennifer and Tommy, and asks questions about diagnosing and treating them.
For Jennifer, a 6-year-old girl with anxiety about school separation, the diagnosis would likely be separation anxiety disorder given her fears of harm coming to her mother and difficulty separating from her. Her symptoms have impacted her peer relationships and could affect her academics if left untreated.
For Tommy, a 13-year-old boy who is increasingly worried and engages in rituals and compulsions, the diagnosis would be obsessive-compulsive disorder. His symptoms have begun interfering with his schoolwork and social life. Initial treatment would involve cognitive behavioral therapy, and medication could be considered if symptoms are not fully relieved
Bullying
The document summarizes key points from three articles about bullying. It discusses what behaviors teachers consider bullying, how teachers respond to different types of bullying, and factors that influence bullying. It notes that teachers are more likely to intervene in cases of physical bullying than verbal bullying or exclusion. Environmental factors like one's home life, peer groups, and classroom dynamics can impact bullying situations. The document concludes that bullying is a serious problem and that teachers need to intervene anytime they suspect bullying is occurring.
Supporting Participants who may have Children with Learning Disabilities or SEN
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The document describes 14 different "worst experiences" students had with teachers making mistakes. Some of the mistakes include a teacher taping a student's mouth for talking, beating a student with a paddle, publicly humiliating and ridiculing students, showing clear favoritism towards certain students, making inappropriate physical contact and comments towards students, engaging in inappropriate relationships with students, deliberately mistreating a student due to a personal grudge, isolating and discriminating against a student for not speaking English, humiliating a student for a pronunciation, being rude and inflexible about a make-up test, denying a student's request to use the bathroom resulting in an accident, and being unprepared and using inappropriate strategies to teach physics. Many
C:\fakepath\family experience summary
The child was abandoned at birth in China and near death from malnourishment. She lived in an institute until age 3.5, when a missionary family adopted her thinking she would die within days. At age 5, she was adopted by her current family. She is now 18 and graduating high school. She has autism and other disabilities. Her family aims to help her gain independence through therapies, community activities, and a future job. Her goals are to graduate, get a job, and live with her family forever.
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Anne is 10 years old and lives in a major metropolitan U.S. city and.docx
Anne is 10 years old and lives in a major metropolitan U.S. city and is currently in the 4
th
grade. Today, during gym class, Anne's teacher notices several large bruises on all of Anne's arms and legs and that her clothing is torn and dirty. When the teacher questions Anne about how she got the bruises, Anne replies "I fell on the playground." The teacher reports the bruising to the school principal. The teacher and principal request Anne's mother attend a conference after school.
During the conference, Anne's mother is difficult to communicate with. She appears to be intoxicated, but denies having had anything to drink. She is also very defensive, states that Anne is a clumsy, lazy child and that Anne lies to get attention. The mother denies that anyone has physically hurt Anne. During the conference, Anne sits next to her mother but does not make eye contact with anyone in the room, nor does she speak. When questioned as to why Anne's father could not attend the conference, Anne's mother replies that he was too tired because he works two jobs and has to sleep during the day. Anne and her mother leave the conference and Anne is not in school the next day.
As Anne's teacher, you are a mandated reporter, meaning you must notify authorities of suspected cases of child abuse and neglect. You are very concerned about Anne, but you aren't sure if what you have observed rises to the level of abuse or neglect.
Write a 1-2 page memo to the principal regarding Anne. You are allowed to take one of two positions.
Anne is the victim of abuse/neglect.
If you take this position, you must list the rationale including signs/symptoms, parental concerns, and contacts with Anne.
Anne is not the victim of abuse/neglect.
If you take this position, you must list the rationale including mitigating factors, parental strengths, and contacts with Anne.
Make a recommendation to your principal about whether or not you should contact child welfare services.
.
Task NamePhase 2 Individual ProjectDeliverable Length1-2 pag.docx
Task Name:
Phase 2 Individual Project
Deliverable Length:
1-2 pages
Details:
Weekly tasks or assignments (Individual or Group Projects) will be due
by
Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
Anne is 10 years old and lives in a major metropolitan U.S. city and is currently in the 4
th
grade. Today, during gym class, Anne's teacher notices several large bruises on all of Anne's arms and legs and that her clothing is torn and dirty. When the teacher questions Anne about how she got the bruises, Anne replies "I fell on the playground." The teacher reports the bruising to the school principal. The teacher and principal request Anne's mother attend a conference after school.
During the conference, Anne's mother is difficult to communicate with. She appears to be intoxicated, but denies having had anything to drink. She is also very defensive, states that Anne is a clumsy, lazy child and that Anne lies to get attention. The mother denies that anyone has physically hurt Anne. During the conference, Anne sits next to her mother but does not make eye contact with anyone in the room, nor does she speak. When questioned as to why Anne's father could not attend the conference, Anne's mother replies that he was too tired because he works two jobs and has to sleep during the day. Anne and her mother leave the conference and Anne is not in school the next day.
As Anne's teacher, you are a mandated reporter, meaning you must notify authorities of suspected cases of child abuse and neglect. You are very concerned about Anne, but you aren't sure if what you have observed rises to the level of abuse or neglect.
Write a 1-2 page memo to the principal regarding Anne. You are allowed to take one of two positions.
Anne is the victim of abuse/neglect.
If you take this position, you must list the rationale including signs/symptoms, parental concerns, and contacts with Anne.
Anne is not the victim of abuse/neglect.
If you take this position, you must list the rationale including mitigating factors, parental strengths, and contacts with Anne.
Make a recommendation to your principal about whether or not you should contact child welfare services.
.
Assessing Mood DisordersMood problems often constitute a pri.docx
Assessing Mood Disorders
Mood problems often constitute a primary reason why parents seek professional help for their children or adolescents. Most often, mood problems include irritability, sadness, or anger. A certain amount of moodiness and impulsivity is normal during childhood and adolescence; therefore, it makes it exceptionally difficult to diagnose children and adolescents with conditions such as clinical depression or bipolar disorders. One of the most challenging elements in counseling is objectively assessing whether a child or adolescent has a mood disorder. Cultural and family factors are one reason this is challenging. At times, these factors are directly the cause of the mood disorder or contribute to the stress or distress of children and adolescents. Therefore, it is important to use a systematic, objective, and dispassionate procedure for gathering data about children and adolescents when conducting assessments.
For this Discussion and subsequent Discussions, consider these questions: a) Where does the child’s or adolescent’s problem originate from, and b) Does the problem stem from the child or adolescent, or is it the family or other factors? By asking these questions, you can more accurately assess a child’s or adolescent’s problems and create evidence-based interventions to address the right problem effectively. Select a case study from the Child and Adolescent Counseling Cases: Mood Disorders and Self-harm document from this week’s resources and consider the child’s or adolescent’s presenting problem and where the presenting problem may originate. Conduct an Internet search or a Walden Library search and select one peer-reviewed article related to the interventions that might be used to address the child or adolescent in your case.
With these thoughts in mind:
Post a brief description of the presenting symptoms of the child or adolescent in the case study you selected. Then, explain one possible reason the child’s or adolescent’s problem exists and why. Finally, explain one evidence-based intervention you might use to address the child/adolescent in this case study and how it will be used. Be specific and support your response using the week’s resources and your research.
These are the Cases below choose one
Child and Adolescent Counseling Cases:
Mood Disorders and Self-Harm
Case 1
Salena is a 16-year-old Native American girl who is a sophomore at a local high school. Her mother, who accompanied her to the initial session, referred her for counseling. During the first session, you spent about 25 minutes with Salena and her mother and then about 25 minutes with Salena alone. While you are interviewing Salena along with her mother, you observe that they appear to have a reasonably good relationship. Her mother is worried about her and primarily attributes Salena’s symptoms to the fact they recently moved from the Indian reservation to a more urban area. She believes Salena is having trouble adjusting to the new sch ...
answers to questions on anxiety disorders.docx
The document discusses two case studies, Jennifer and Tommy, and asks questions about diagnosing and treating them.
For Jennifer, a 6-year-old girl with anxiety about school separation, the diagnosis would likely be separation anxiety disorder given her fears of harm coming to her mother and difficulty separating from her. Her symptoms have impacted her peer relationships and could affect her academics if left untreated.
For Tommy, a 13-year-old boy who is increasingly worried and engages in rituals and compulsions, the diagnosis would be obsessive-compulsive disorder. His symptoms have begun interfering with his schoolwork and social life. Initial treatment would involve cognitive behavioral therapy, and medication could be considered if symptoms are not fully relieved
Bullying
The document summarizes key points from three articles about bullying. It discusses what behaviors teachers consider bullying, how teachers respond to different types of bullying, and factors that influence bullying. It notes that teachers are more likely to intervene in cases of physical bullying than verbal bullying or exclusion. Environmental factors like one's home life, peer groups, and classroom dynamics can impact bullying situations. The document concludes that bullying is a serious problem and that teachers need to intervene anytime they suspect bullying is occurring.
Supporting Participants who may have Children with Learning Disabilities or SEN
This document outlines a 4-week program to support participants who have children with truancy or behavioral problems at school. Week 1 focuses on identifying the causes of truancy and its impacts, as well as how to deal with bullying. Week 2 focuses on developing communication skills and identifying available support. Week 3 focuses on practicing communication skills like being assertive without being aggressive. The overarching goal is for participants to create an action plan to address their child's specific issues and access relevant support.
Teachers mistakes in classrooms
The document describes 14 different "worst experiences" students had with teachers making mistakes. Some of the mistakes include a teacher taping a student's mouth for talking, beating a student with a paddle, publicly humiliating and ridiculing students, showing clear favoritism towards certain students, making inappropriate physical contact and comments towards students, engaging in inappropriate relationships with students, deliberately mistreating a student due to a personal grudge, isolating and discriminating against a student for not speaking English, humiliating a student for a pronunciation, being rude and inflexible about a make-up test, denying a student's request to use the bathroom resulting in an accident, and being unprepared and using inappropriate strategies to teach physics. Many
C:\fakepath\family experience summary
The child was abandoned at birth in China and near death from malnourishment. She lived in an institute until age 3.5, when a missionary family adopted her thinking she would die within days. At age 5, she was adopted by her current family. She is now 18 and graduating high school. She has autism and other disabilities. Her family aims to help her gain independence through therapies, community activities, and a future job. Her goals are to graduate, get a job, and live with her family forever.
Child and Adolescent Counseling Cases Mood Disorders and Self.docx
Child and Adolescent Counseling Cases: Mood Disorders and Self-Harm
© 2014 Laureate Education, Inc. Page 1 of 2
Cases Week 7: Case 1
Salena is a 16-year-old Native American girl who is a sophomore at a local high school.
Her mother, who accompanied her to the initial session, referred her for counseling.
During the first session, you spent about 25 minutes with Salena and her mother and
then about 25 minutes with Salena alone. While you are interviewing Salena along with
her mother, you observe that they appear to have a reasonably good relationship. Her
mother is worried about her and primarily attributes Salena’s symptoms to the fact they
recently moved from the Indian reservation to a more urban area. She believes Salena
is having trouble adjusting to the new school and neighborhood. The move was
prompted by the fact that Salena’s mother is in a new romantic relationship; Salena and
her mother moved in with the mother’s boyfriend. Salena’s father has not been involved
in her life since she was about 6 years old.
Salena’s mother reports that Salena is often irritable and difficult at home. This irritability
has increased substantially in the past 3 months. Salena basically agrees with her
mother on this point. They also both agree that Salena is engaging in fewer recreational
activities and reporting little enjoyment from the activities in which she participates.
During the interview, Salena’s mother describes one of her major concerns: “Salena
keeps talking about not really caring if she’s alive or not anymore.” Salena interrupts at
this point and says, “Mom, you’re making way too much of that. It’s not that big a deal.”
But her mother goes on and says, “What about the other day when you said, ‘Maybe if I
get hit by a truck I won’t have to take that algebra test’? What am I supposed to do
when you say things like that?” Salena responded that she was just expressing her
feelings about her upcoming algebra test.
Based on your time with Salena and her mother and with Salena alone, you discover
she has unintentionally lost 14 pounds and reports little appetite. She also recently quit
her part-time job. Her grades have been going down (from low As to low Bs and high
Cs) and her attendance has been poor recently; otherwise, she has a relatively positive
behavioral record at school. Salena also reports to you that she is having difficulty
concentrating and that school is “boring and stupid.” Also, Salena denies using
alcohol/drugs, and this seems to be valid information as it is consistent with what her
mother reports. Finally, there is no evidence that Salena is suffering from any medical
disorders. She has no history of any mental disorders and no trauma history.
Child and Adolescent Counseling Cases: Mood Disorders and Self-Harm
© 2014 Laureate Education, Inc. Page 2 of 2
Week 7, Case 2
Monte is a 9-year-old white male who has been referred to you by a local school. In the
referral ...
Instructions Read the case study to inform the assignment that foll.docx
Instructions: Read the case study to inform the assignment that follows.
Case Study: Ana
9th grade, Age 14
Background Information
Ana's mother, who became pregnant while in high school, is a single parent who completed her GED after Ana's birth. Her mother works full-time. Ana's parent never married and her biological father has had very limited contact with her. Ana has no siblings, but does have two male same-age cousins. Her mother wants Ana to finish school, as she wants her to be different from other family members.
Medical Information
Ana had delayed physical growth from second grade to eighth grade. Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history.
School History
Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother's neighborhood and has had no grade retentions.
Attendance
Ana has missed an average of 10 days of school from grades K through 7. She had 50 days of absence in grade 8 and missed the first several weeks of grade 9. Ana has had no disciplinary referrals in any grades up to present time.
Grade 8 (last academic year)
Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. By this time, a pattern of tardiness to school in the morning also began. Ana's mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon.
Soon she was absent as many days as she attended and by April, Ana rarely attended school at all.
Grade 9 (current academic year)
Ana's physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes.
Testing and Evaluation
Ana was given both verbal (WISC) and non-verbal (UNIT) IQ testing. Both tests placed her in the average intelligence range with an IQ of 105.
Woodcock-Johnson III Tests of Achievement
Please see attachment.
Classroom Teacher Input
Ana’s English teacher reports that Ana is able to write complete sentences, but is unable to complete a paragraph that f ...
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Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Directions:
1. Rate yourself on the following criteria. Try to be as honest with yourself as possible.
2. When you have completed the checklist, make a list of areas you think need improvement.
3. Create specific goals for becoming more non-discriminatory.
Self-Discriminatory Behavior:
Rate yourself - Use rating scale from 1 (lowest) to 5 (highest)
1.
I educate myself about the culture and experience of other racial/religious/ethnic/economic groups by attending classes, workshops, cultural events, reading, etc.
2.
I spend time reflecting on my own childhood/upbringing to analyze where and how I received racist, sexist, anti-Semitic, heterosexist or other prejudiced messages.
3.
4.
I look at my own attitudes and behaviors as an adult to determine how I am colluding with or combating racism in our society.
5.
I evaluate my own use of language to see if I use terms or phrases that are degrading or hurtful to another group.
6.
I avoid stereotyping and generalizing about person based on their group identity, gender, etc.
7.
I value cultural differences and avoid statements such as "I never think of you as a [blank],” which discredits differences.
8.
I am aware of, and can explore and discuss with comfort, issues of racism and pluralism.
9.
I am open to having someone of another race point out ways in which my behavior may be insensitive.
10.
I give equal attention to all staff whom I supervise regardless of race, religion, socioeconomic class, or physical ability.
11.
I am comfortable giving constrictive criticism to someone of another race, gender, age or physical ability.
12.
I include material about all racial/religious/ethnic/economic groups in my programs even though other groups may not be represented, because pluralistic program material is important for all.
13.
I take special efforts in my job to develop practices that are, inclusive, such as scheduling meetings, locating meetings, and changing participation costs, when needed.
14.
I consciously monitor TV programs, newspapers and advertising for biased content.
15.
I monitor the environment in my home, my office, my house of worship and my children's school for multicultural visuals and request such materials if they are lacking.
16.
I feel free to ask persons who are using discriminatory language and behavior to refrain, and am comfortable stating my reasons.
17.
I am willing to be proactive within my organization to achieve diversity goals in hiring and programming.
18.
...
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The AssignmentRespond to at least two of your colleagues .docx
The Assignment:
Respond to at least two of your colleagues by providing feedback on each colleague’s therapeutic approach based on a narrative family therapeutic perspective. Support your feedback with evidence-based literature and/or your own experiences with clients.
Support your responses with evidence-based literature with at least two references in each colleagues response.
Colleagues #: 1
The family client is made up of a father, mother, and their son, a ten-year-old boy. The family is biracial and is made up of four people; father, mother, a ten-year-old son, and a seven-year-old daughter. Initially, they had visited the clinic on a referral basis from the family’s psychiatrist. They had concerns with the behavioral issues their ten-year-old son exhibited while at home as well as at school. The son is currently in fifth grade and attends a public school, the mother runs a local coffee shop in their neighborhood, and the father is a construction worker. The mother was talkative and soon started talking about stressors in life, including their son’s behavioral issues. She states that besides receiving services and extra help her son gets while at school, he is still lagging behind. The exact services had not been explained. The father did not talk much. In fact, he sat away from the family and always displayed a sarcastic grin on his face every time the mother complained. The son was friendly but did not talk much.
After assessments and evaluations, diagnostic evaluations established that the kid had ADHD. In addition to this, the family displayed tendencies of dysfunctional interactions. Once the family unit was mentioned, the mother was quick to state that she believes that there was an issue with the way the whole family functioned. She further suggested that they needed help as a family to understand their situation better as we as know why their son was having behavioral issues. Family therapy was suggested. Everyone but the father readily consented to the suggestion. He later on consented.
Over the past two sessions, the father seemed uncomfortable and hardly participated. He would once in a while tell his wife to shut up when confronted and criticized. The mother always brought up her dissatisfaction with the way her husband lacked warmth and concern for their son’s issues. She felt that the whole burden of raising their kids was on her. She further stated that without him interfering, the son would soon influence their younger daughter, which was already happening. The son spent much of the time stooped over the table due to attention being always on him. He was always silent and uncomfortable.
Interactions between the clients were more complicated than anticipated, and too much time was spent on the interaction between the mother and the therapist. A therapeutic relationship was easily formed between the mother and the therapist. The other members of the family hesitated, with a continual alli.
TheorytoPractice
The document summarizes the author's observations of classrooms in two school districts applying Danielson's four domains of effective teaching. In District 1, the author observed an AVID teacher and chemistry teacher who connected well with students and maintained an organized classroom environment conducive to learning. District 2 placed more emphasis on helping below-grade level students and using technology. Across districts, the author saw teachers forging relationships with students, including them as partners in learning, and clearly communicating expectations.
Essay About Mothers
Essay on Appreciating Mom
Motherhood and Pregnancy
Essay about Mother-daughter Relationships
Characteristics Of My Mother
Essay on Working Mothers
Mothers & Daughters Essay
Becoming a Teenage Mother Essay
Narrative Essay : My Mom
formal- community health
The document summarizes the author's experience volunteering at Head Start, a program that helps prepare young children from low-income families for school. The author assisted teachers, reading to children, helping with arts and crafts, and supervising activities like outdoor play and meals. Most children were African American and from low-income local families. Through volunteering, the author gained experience working with young kids and learned about their developmental needs, despite not planning to work with children in the future. The experience taught the author patience and helped understand what community health work might entail.
Course Case ManagementText Book Fundamentals of Case Manage.docx
Course: Case Management
Text Book: Fundamentals of Case Management Practice: Skills for the Human Services (HSE 210 Human Services Issues) Author: Summers, Nancy
1. Ecological Model: Case due 26 October - 1 November
Discuss the utility or lack thereof of the Ecological Model. Using this model, design interventions for 2 cases found at the end of Ch. 3.
Exercise 1: Looking at Florence’s Problem on Three Levels
Instructions: Looking at Florence’s problem as she presented it to the case manager. Decide which parts of her problem are on the micro level.
Florence came in to see a case manager in an agency that addresses child abuse and neglect. Recently her daughter, Crystal, was removed from the home because of complaints by neighbors that she was abusing the child. An investigation of the situation by child-care worker indicated the abuse was severed. The discipline she was administering was discipline she had experience and witnessed as a child from her parents and her aunts and uncles who lived on farms near her family. Florence related that she was the oldest daughter, third of nine children, of a farm family of 12 people. Her parents worked hard from sun up until long after dark. Much of the housework was done by Florence and her aunt, who lived with them. Her mother was ill, often in her room in bed. Florence does not know what the illness was, but does not recall her mother ever seem a doctor. She tells the case manager that she knows her mother and her aunt did not like her.
At 18, Florence ran away with Dave, who did mechanical work on cars. “He was my first and only boyfriend”, she explains, weeping. Florence and Dave never married, and they had one child, Crystal. Last April, Dave died in a car accident on the interstate. Florence cries as she describes that night and the way the police came to her trailer and how kind they were to her. She describes how alone she has felt ever since.
Florence received welfare. She completed eight grades before her father “yanked me out of school to do housework. Said it was no place for a girl. A girl didn’t need any schooling.” “Florence has enjoyed school, mostly from the companionship of other girls.” I’m shy of people, you know. But at school I had friends”.” Florence remembers school as hard, and she had trouble with subjects like math and science. ‘Mostly I sat there and worried about what would happen when I got home from school. It was always something: Mom was worse, I was in trouble, and there was some big push to get in a harvest. I was glad when I quit.
Leaving with Dave has alienated Florence from her family. “Dave use to say, “They’re just mad “cause they can’t use you no more. “For this reason, Florence has not seen her family since Dave’s funeral, and they have made no attempt to get in touch with her even though they are only a few miles apart. The welfare agency reports that their workers have rarely seen Florence and have not as yet offered her any services for going t.
Call reading lesson
This document summarizes a passage about a woman named Alice Thompson who participated in a 24-hour experiment without using her mobile phone.
The passage describes how Alice regularly uses text messaging to coordinate social plans with friends and to communicate with acquaintances, finding it less intimidating than phone calls. It also notes how texting and email allow Alice to stay in touch with old school friends more easily.
The document also discusses perspectives from experts on the popularity of texting. A psychologist believes people enjoy crafting messages through texting and are able to present themselves in a controlled way. A teacher encourages students to text her with questions, finding it a less disruptive way for them to connect.
Mock exam rationale + pitch
This document outlines Destiny Greenwood's rationale for creating a promotional video on bullying prevention for pre-teens and teenagers. Their target audience research found that video is the preferred medium and bullying is a widespread issue. Two sources of inspiration for the project were statistics on bullying prevalence and an emotional anti-bullying video Destiny saw previously. The charity Mind, which aims to reduce bullying and promote mental health, is the client. Three story ideas are presented involving characters being bullied at school or online and dealing with the consequences. The second idea, about a depressed teenage boy being secretly bullied, is selected to pitch as most relevant.
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
AristotleBelow is the second assignment for your assistance. Th.docx
Aristotle
Below is the second assignment for your assistance. Thanks for your help
Directions:
Using your research topic, design a short research proposal for an ethnographic study that answers questions only answerable through qualitative research. Include a discussion of steps 1-6 from Chapter 10, including but not limited to , how you would enter the field, present yourself, how you will build rapport and trust, your level of involvement, the types of questions you will ask etc. Be sure to justify each decision position. There are many ways of doing things, so be purposeful in your decisions.
Format:
Your paper must be at least 1000 words (approx. 4 pages at 12 point, Times New Roman, double spaced)
APA format with a correctly formatted title page
Correctly formatted page numbers
Double spaced
No extra spaces between paragraphs
Include a works cited page and use internal citation with page numbers
This is the book where the attached pages came from:
Neuman, L. W. (2008). Understanding research (1st Edition). Upper Saddle River, New Jersey:
Pearson.
Thanks for all your help!
V/r
AV102
.
Argument and Persuasion is a somewhat more challenging rhetorica.docx
Argument and Persuasion is a somewhat more challenging rhetorical mode to employ (than description or cause and effect) because it has to function successfully on three levels simultaneously. These are called the three “Levels of Appeal.” The levels are:
Logical/rational
Moral/ethical
Emotional
Other rhetorical modes only operate on the logical/rational level. As you study READ3, notice and think about how Jefferson, Lincoln, King, and Hughes use Argumentation and Persuasion while satisfying the three “Levels of Appeal.” Then, in the discussion board
Discuss the issues you find in these writers that you feel are most important today.
.
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Child and Adolescent Counseling Cases Mood Disorders and Self.docx
Child and Adolescent Counseling Cases: Mood Disorders and Self-Harm
© 2014 Laureate Education, Inc. Page 1 of 2
Cases Week 7: Case 1
Salena is a 16-year-old Native American girl who is a sophomore at a local high school.
Her mother, who accompanied her to the initial session, referred her for counseling.
During the first session, you spent about 25 minutes with Salena and her mother and
then about 25 minutes with Salena alone. While you are interviewing Salena along with
her mother, you observe that they appear to have a reasonably good relationship. Her
mother is worried about her and primarily attributes Salena’s symptoms to the fact they
recently moved from the Indian reservation to a more urban area. She believes Salena
is having trouble adjusting to the new school and neighborhood. The move was
prompted by the fact that Salena’s mother is in a new romantic relationship; Salena and
her mother moved in with the mother’s boyfriend. Salena’s father has not been involved
in her life since she was about 6 years old.
Salena’s mother reports that Salena is often irritable and difficult at home. This irritability
has increased substantially in the past 3 months. Salena basically agrees with her
mother on this point. They also both agree that Salena is engaging in fewer recreational
activities and reporting little enjoyment from the activities in which she participates.
During the interview, Salena’s mother describes one of her major concerns: “Salena
keeps talking about not really caring if she’s alive or not anymore.” Salena interrupts at
this point and says, “Mom, you’re making way too much of that. It’s not that big a deal.”
But her mother goes on and says, “What about the other day when you said, ‘Maybe if I
get hit by a truck I won’t have to take that algebra test’? What am I supposed to do
when you say things like that?” Salena responded that she was just expressing her
feelings about her upcoming algebra test.
Based on your time with Salena and her mother and with Salena alone, you discover
she has unintentionally lost 14 pounds and reports little appetite. She also recently quit
her part-time job. Her grades have been going down (from low As to low Bs and high
Cs) and her attendance has been poor recently; otherwise, she has a relatively positive
behavioral record at school. Salena also reports to you that she is having difficulty
concentrating and that school is “boring and stupid.” Also, Salena denies using
alcohol/drugs, and this seems to be valid information as it is consistent with what her
mother reports. Finally, there is no evidence that Salena is suffering from any medical
disorders. She has no history of any mental disorders and no trauma history.
Child and Adolescent Counseling Cases: Mood Disorders and Self-Harm
© 2014 Laureate Education, Inc. Page 2 of 2
Week 7, Case 2
Monte is a 9-year-old white male who has been referred to you by a local school. In the
referral ...
Instructions Read the case study to inform the assignment that foll.docx
Instructions: Read the case study to inform the assignment that follows.
Case Study: Ana
9th grade, Age 14
Background Information
Ana's mother, who became pregnant while in high school, is a single parent who completed her GED after Ana's birth. Her mother works full-time. Ana's parent never married and her biological father has had very limited contact with her. Ana has no siblings, but does have two male same-age cousins. Her mother wants Ana to finish school, as she wants her to be different from other family members.
Medical Information
Ana had delayed physical growth from second grade to eighth grade. Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history.
School History
Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother's neighborhood and has had no grade retentions.
Attendance
Ana has missed an average of 10 days of school from grades K through 7. She had 50 days of absence in grade 8 and missed the first several weeks of grade 9. Ana has had no disciplinary referrals in any grades up to present time.
Grade 8 (last academic year)
Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. By this time, a pattern of tardiness to school in the morning also began. Ana's mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon.
Soon she was absent as many days as she attended and by April, Ana rarely attended school at all.
Grade 9 (current academic year)
Ana's physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes.
Testing and Evaluation
Ana was given both verbal (WISC) and non-verbal (UNIT) IQ testing. Both tests placed her in the average intelligence range with an IQ of 105.
Woodcock-Johnson III Tests of Achievement
Please see attachment.
Classroom Teacher Input
Ana’s English teacher reports that Ana is able to write complete sentences, but is unable to complete a paragraph that f ...
Field Study 1 (Episode 6) - Home School Link
The document summarizes an observation and interview conducted for a learner named Renz D. Ocampo. The observation examines Renz's physical, social, emotional, and cognitive development based on observations of Renz and interviews with his teacher and parents. Key findings include that Renz is physically healthy and developing typically. He is social and friendly. His parents provide a nurturing home environment and use authoritative parenting styles with rules and discipline. Renz is doing well academically and his parents support his education. The home and school environments positively contribute to Renz's development.
Wisdom Research and Development
The aims of Wisdom are to improve the wellbeing of young carers through communication, bring young carers together within one virtual space and provide young carers with the tools to help them take back some control of their own lives.
Supporting SEND in Mainstream Classrooms for Trainee Teachers
The document provides 5 tips for trainee teachers to support students with special educational needs (SEN) in mainstream classrooms. Tip 1 is to understand why a student may be behaving in a certain way by considering their perspective and context. Tip 2 is to carefully consider assessment of students. Tip 3 is to have a toolkit of resources ready to support students with different needs. Tip 4 is to structure conversations with parents using questions. And Tip 5 is to be empathetic with students. The document aims to equip trainee teachers with strategies for teaching students with SEN.
Role of parents in drug prevention
This document discusses the important role that parents play in preventing substance abuse. It provides tips for parents on how to get involved in their children's lives, communicate effectively, build their self-esteem, set rules, and be good role models. It also outlines steps to take if a child is using drugs or alcohol, including getting support, staying calm during confrontation, and following treatment recommendations. The overall message is that parents need to spend quality time with their children, make them feel loved and valued, and help them develop life skills to build resiliency against substance abuse.
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Directions:
1. Rate yourself on the following criteria. Try to be as honest with yourself as possible.
2. When you have completed the checklist, make a list of areas you think need improvement.
3. Create specific goals for becoming more non-discriminatory.
Self-Discriminatory Behavior:
Rate yourself - Use rating scale from 1 (lowest) to 5 (highest)
1.
I educate myself about the culture and experience of other racial/religious/ethnic/economic groups by attending classes, workshops, cultural events, reading, etc.
2.
I spend time reflecting on my own childhood/upbringing to analyze where and how I received racist, sexist, anti-Semitic, heterosexist or other prejudiced messages.
3.
4.
I look at my own attitudes and behaviors as an adult to determine how I am colluding with or combating racism in our society.
5.
I evaluate my own use of language to see if I use terms or phrases that are degrading or hurtful to another group.
6.
I avoid stereotyping and generalizing about person based on their group identity, gender, etc.
7.
I value cultural differences and avoid statements such as "I never think of you as a [blank],” which discredits differences.
8.
I am aware of, and can explore and discuss with comfort, issues of racism and pluralism.
9.
I am open to having someone of another race point out ways in which my behavior may be insensitive.
10.
I give equal attention to all staff whom I supervise regardless of race, religion, socioeconomic class, or physical ability.
11.
I am comfortable giving constrictive criticism to someone of another race, gender, age or physical ability.
12.
I include material about all racial/religious/ethnic/economic groups in my programs even though other groups may not be represented, because pluralistic program material is important for all.
13.
I take special efforts in my job to develop practices that are, inclusive, such as scheduling meetings, locating meetings, and changing participation costs, when needed.
14.
I consciously monitor TV programs, newspapers and advertising for biased content.
15.
I monitor the environment in my home, my office, my house of worship and my children's school for multicultural visuals and request such materials if they are lacking.
16.
I feel free to ask persons who are using discriminatory language and behavior to refrain, and am comfortable stating my reasons.
17.
I am willing to be proactive within my organization to achieve diversity goals in hiring and programming.
18.
...
Preschool Cases
A pediatric dental hygienist must be prepared to work with patients of all ages and temperaments. Effective communication and behavioral guidance techniques are important to help young children feel at ease during their dental visits. It is also crucial to partner with parents to understand each child's needs and ensure they have a positive dental experience.
PAGE Running head ETHICAL AND LEGAL ISSUES 1Responding t.docx
The document describes several case studies involving ethical and legal issues that counselors may face, including school counseling, marriage and family counseling, mental health counseling, career counseling, and addictions counseling. It provides details of each case study situation and the issues presented. The document instructs the reader to choose one case study to analyze using an ethical decision-making model, discussing how they would apply the model to respond effectively to the legal and ethical concerns. It also prompts the reader to reflect on how their personal values and beliefs may influence their understanding and choices when handling such situations.
Journal1 psy
1) The document contains journal entries from a student named Agnes Yeo Shu Yuan discussing various concepts in psychology including observational learning, cognitive dissonance, confirmation bias, and social facilitation.
2) Agnes provides examples from her life where she exhibited observational learning by imitating the behaviors of family members, cognitive dissonance in justifying unhealthy behaviors, and confirmation bias in making assumptions about others.
3) She also describes experiencing social facilitation, where she performed worse on a complex sketching task when being observed by her lecturer compared to working alone.
Learning to Love Behavior and the IEP
Learn about the IEP (individual education plan) and common EC (exceptional children) acronyms. Learn strategies to deal with the hardest of students. Leave with usable materials and realistic methods to implement in any classroom. Focus will be on behavior and classroom management, the IEP and basic EC terms.
FS 1: Episode 5
The document discusses a home visit report for a 13-year-old student named Arwin Mallari. It describes Arwin's family background and home environment. The parents employ a balanced parenting style, with some rules around homework and chores but also allowing free time. Communication between Arwin's home and school is important for his development and adjustment in school. Close contact helps the student perform better and the school gain family support.
The AssignmentRespond to at least two of your colleagues .docx
The Assignment:
Respond to at least two of your colleagues by providing feedback on each colleague’s therapeutic approach based on a narrative family therapeutic perspective. Support your feedback with evidence-based literature and/or your own experiences with clients.
Support your responses with evidence-based literature with at least two references in each colleagues response.
Colleagues #: 1
The family client is made up of a father, mother, and their son, a ten-year-old boy. The family is biracial and is made up of four people; father, mother, a ten-year-old son, and a seven-year-old daughter. Initially, they had visited the clinic on a referral basis from the family’s psychiatrist. They had concerns with the behavioral issues their ten-year-old son exhibited while at home as well as at school. The son is currently in fifth grade and attends a public school, the mother runs a local coffee shop in their neighborhood, and the father is a construction worker. The mother was talkative and soon started talking about stressors in life, including their son’s behavioral issues. She states that besides receiving services and extra help her son gets while at school, he is still lagging behind. The exact services had not been explained. The father did not talk much. In fact, he sat away from the family and always displayed a sarcastic grin on his face every time the mother complained. The son was friendly but did not talk much.
After assessments and evaluations, diagnostic evaluations established that the kid had ADHD. In addition to this, the family displayed tendencies of dysfunctional interactions. Once the family unit was mentioned, the mother was quick to state that she believes that there was an issue with the way the whole family functioned. She further suggested that they needed help as a family to understand their situation better as we as know why their son was having behavioral issues. Family therapy was suggested. Everyone but the father readily consented to the suggestion. He later on consented.
Over the past two sessions, the father seemed uncomfortable and hardly participated. He would once in a while tell his wife to shut up when confronted and criticized. The mother always brought up her dissatisfaction with the way her husband lacked warmth and concern for their son’s issues. She felt that the whole burden of raising their kids was on her. She further stated that without him interfering, the son would soon influence their younger daughter, which was already happening. The son spent much of the time stooped over the table due to attention being always on him. He was always silent and uncomfortable.
Interactions between the clients were more complicated than anticipated, and too much time was spent on the interaction between the mother and the therapist. A therapeutic relationship was easily formed between the mother and the therapist. The other members of the family hesitated, with a continual alli.
TheorytoPractice
The document summarizes the author's observations of classrooms in two school districts applying Danielson's four domains of effective teaching. In District 1, the author observed an AVID teacher and chemistry teacher who connected well with students and maintained an organized classroom environment conducive to learning. District 2 placed more emphasis on helping below-grade level students and using technology. Across districts, the author saw teachers forging relationships with students, including them as partners in learning, and clearly communicating expectations.
Essay About Mothers
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Becoming a Teenage Mother Essay
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formal- community health
The document summarizes the author's experience volunteering at Head Start, a program that helps prepare young children from low-income families for school. The author assisted teachers, reading to children, helping with arts and crafts, and supervising activities like outdoor play and meals. Most children were African American and from low-income local families. Through volunteering, the author gained experience working with young kids and learned about their developmental needs, despite not planning to work with children in the future. The experience taught the author patience and helped understand what community health work might entail.
Course Case ManagementText Book Fundamentals of Case Manage.docx
Course: Case Management
Text Book: Fundamentals of Case Management Practice: Skills for the Human Services (HSE 210 Human Services Issues) Author: Summers, Nancy
1. Ecological Model: Case due 26 October - 1 November
Discuss the utility or lack thereof of the Ecological Model. Using this model, design interventions for 2 cases found at the end of Ch. 3.
Exercise 1: Looking at Florence’s Problem on Three Levels
Instructions: Looking at Florence’s problem as she presented it to the case manager. Decide which parts of her problem are on the micro level.
Florence came in to see a case manager in an agency that addresses child abuse and neglect. Recently her daughter, Crystal, was removed from the home because of complaints by neighbors that she was abusing the child. An investigation of the situation by child-care worker indicated the abuse was severed. The discipline she was administering was discipline she had experience and witnessed as a child from her parents and her aunts and uncles who lived on farms near her family. Florence related that she was the oldest daughter, third of nine children, of a farm family of 12 people. Her parents worked hard from sun up until long after dark. Much of the housework was done by Florence and her aunt, who lived with them. Her mother was ill, often in her room in bed. Florence does not know what the illness was, but does not recall her mother ever seem a doctor. She tells the case manager that she knows her mother and her aunt did not like her.
At 18, Florence ran away with Dave, who did mechanical work on cars. “He was my first and only boyfriend”, she explains, weeping. Florence and Dave never married, and they had one child, Crystal. Last April, Dave died in a car accident on the interstate. Florence cries as she describes that night and the way the police came to her trailer and how kind they were to her. She describes how alone she has felt ever since.
Florence received welfare. She completed eight grades before her father “yanked me out of school to do housework. Said it was no place for a girl. A girl didn’t need any schooling.” “Florence has enjoyed school, mostly from the companionship of other girls.” I’m shy of people, you know. But at school I had friends”.” Florence remembers school as hard, and she had trouble with subjects like math and science. ‘Mostly I sat there and worried about what would happen when I got home from school. It was always something: Mom was worse, I was in trouble, and there was some big push to get in a harvest. I was glad when I quit.
Leaving with Dave has alienated Florence from her family. “Dave use to say, “They’re just mad “cause they can’t use you no more. “For this reason, Florence has not seen her family since Dave’s funeral, and they have made no attempt to get in touch with her even though they are only a few miles apart. The welfare agency reports that their workers have rarely seen Florence and have not as yet offered her any services for going t.
Call reading lesson
This document summarizes a passage about a woman named Alice Thompson who participated in a 24-hour experiment without using her mobile phone.
The passage describes how Alice regularly uses text messaging to coordinate social plans with friends and to communicate with acquaintances, finding it less intimidating than phone calls. It also notes how texting and email allow Alice to stay in touch with old school friends more easily.
The document also discusses perspectives from experts on the popularity of texting. A psychologist believes people enjoy crafting messages through texting and are able to present themselves in a controlled way. A teacher encourages students to text her with questions, finding it a less disruptive way for them to connect.
Mock exam rationale + pitch
This document outlines Destiny Greenwood's rationale for creating a promotional video on bullying prevention for pre-teens and teenagers. Their target audience research found that video is the preferred medium and bullying is a widespread issue. Two sources of inspiration for the project were statistics on bullying prevalence and an emotional anti-bullying video Destiny saw previously. The charity Mind, which aims to reduce bullying and promote mental health, is the client. Three story ideas are presented involving characters being bullied at school or online and dealing with the consequences. The second idea, about a depressed teenage boy being secretly bullied, is selected to pitch as most relevant.
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
Similar to Anne is 10 years old and lives in a major metropolitan U.S. city and.docx (20)
Child and Adolescent Counseling Cases Mood Disorders and Self.docx
Child and Adolescent Counseling Cases Mood Disorders and Self.docx
Instructions Read the case study to inform the assignment that foll.docx
Instructions Read the case study to inform the assignment that foll.docx
Supporting SEND in Mainstream Classrooms for Trainee Teachers
Supporting SEND in Mainstream Classrooms for Trainee Teachers
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
PAGE Running head ETHICAL AND LEGAL ISSUES 1Responding t.docx
PAGE Running head ETHICAL AND LEGAL ISSUES 1Responding t.docx
The AssignmentRespond to at least two of your colleagues .docx
The AssignmentRespond to at least two of your colleagues .docx
Course Case ManagementText Book Fundamentals of Case Manage.docx
Course Case ManagementText Book Fundamentals of Case Manage.docx
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2 Child, Family, and Community Relationships .docx
More from hirstcruz
AristotleBelow is the second assignment for your assistance. Th.docx
Aristotle
Below is the second assignment for your assistance. Thanks for your help
Directions:
Using your research topic, design a short research proposal for an ethnographic study that answers questions only answerable through qualitative research. Include a discussion of steps 1-6 from Chapter 10, including but not limited to , how you would enter the field, present yourself, how you will build rapport and trust, your level of involvement, the types of questions you will ask etc. Be sure to justify each decision position. There are many ways of doing things, so be purposeful in your decisions.
Format:
Your paper must be at least 1000 words (approx. 4 pages at 12 point, Times New Roman, double spaced)
APA format with a correctly formatted title page
Correctly formatted page numbers
Double spaced
No extra spaces between paragraphs
Include a works cited page and use internal citation with page numbers
This is the book where the attached pages came from:
Neuman, L. W. (2008). Understanding research (1st Edition). Upper Saddle River, New Jersey:
Pearson.
Thanks for all your help!
V/r
AV102
.
Argument and Persuasion is a somewhat more challenging rhetorica.docx
Argument and Persuasion is a somewhat more challenging rhetorical mode to employ (than description or cause and effect) because it has to function successfully on three levels simultaneously. These are called the three “Levels of Appeal.” The levels are:
Logical/rational
Moral/ethical
Emotional
Other rhetorical modes only operate on the logical/rational level. As you study READ3, notice and think about how Jefferson, Lincoln, King, and Hughes use Argumentation and Persuasion while satisfying the three “Levels of Appeal.” Then, in the discussion board
Discuss the issues you find in these writers that you feel are most important today.
.
Argumentative Synthesis AssignmentThis assignment creates an opp.docx
Argumentative Synthesis Assignment
This assignment creates an opportunity for you to practice research and demonstrate the writing skills you have developed this semester while engaging with important issues.
Your task is to write a 5-to-5.25-page argument concerning surveillance, privacy, and digital identity. You may wish to consider these questions or others that you formulate: What are the benefits of surveillance and for who? What is the value of privacy? What is the importance of digital identity? Use your anecdotal experience, assigned readings, and independent research to make sense of these topics. Your essay should have a clear point/explanation/thesis and be organized with great care. Use MLA conventions to format your paper. Use at least 5 external sources. 250 points.
Suggested Readings or Source Material:
*
Journalism:
No Place to Hide
by Glenn Greenwald
*
Journalism Focused on Surveillance and Privacy Issues:
https://firstlook.org/theintercept/
*
Academic/Theoretical Excerpt
:
http://foucault.info/documents/disciplineandpunish/foucault.disciplineandpunish.panopticism.html
*
Novel:
1984
by George Orwell
*
Novel:
Brave New World
by Aldous Huxley
*
Novel:
Neuromancer
by William Gibson
*
Lecture:
https://www.ted.com/talks/hubertus_knabe_the_dark_secrets_of_a_surveillance_state?language=en
*
Speech
:
http://www.ted.com/talks/glenn_greenwald_why_privacy_matters?language=en
*
Documentary:
http://www.pbs.org/wgbh/pages/frontline/united-states-of-secrets/
*
Civil Liberties Organization:
https://www.eff.org/
*
Film:
Rear Window
*
Film:
Minority Report
*
Film and Graphic Novel
:
V for Vendetta
*
Documentary in Theaters:
Citizenfour
.
Argumentative EssayThis writing assignment involves .docx
Argumentative Essay
This writing assignment involves writing your Argumentative essay. Once you draft your essay and
revise, you may submit it for feedback. The feedback will help you revise the draft so you can submit it
as a final. The final version will be graded.
Option #1: Your Position on Pirated Movies
Develop a
thesis statement
on the topic of pirated movies (piracy hurts the economy by…, society can
prevent movie piracy by…, etc.) and write an argumentative essay. Strive for
at least three strong
arguments
in addition to a
counterargument and refutation
(see counterargument and refutation
details in the Top Ten Tips section). Using
argumentative topic sentences
that include your opinion for
each section can help ensure the majority of your essay is argumentative. Beginning of a sample topic
sentence: “The first way movie piracy hurts the economy is….” Then be sure to support that claim with
researched data.
Conclude each paragraph
with a sentence that summarizes the paragraph’s main
ideas.
Sample Thesis Statement:
Ideally, a thesis would include the major assignment objectives for the essay, which in this case would
be your claim/opinion, reasons why you have that opinion, and the counter-argument: “Movie piracy is
unethical because (add argument 1), (add argument 2), and (add argument 3), even though (add
counterargument focus).”
Note that a thorough thesis statement will include the
counterargument
in addition to your own
arguments.
See Top Ten Tips section for more thesis statement assistance.
Use
at least three
credible sources
(the author should be considered an expert on the topic in which he
or she writes; try Google Scholar to search), such as books, articles, and websites, to support your thesis.
Include a mix of
cited paraphrases, summaries, and quotes
in your argumentative research paper. Use
MLA format to create proper parenthetical citations as well as a
Works Cited
page at the end of your
essay. For additional Works Cited assistance visit
http://owl.english.purdue.edu/owl/resource/747/08/
and use the left navigation menu to locate the type of reference you need.
Option #2: Your Position on Electronic Policing
Develop a
thesis statement
on the topic of electronic policing and anti-plagiarism software and write an
argumentative essay. Your chosen topic needs to be specific and might address a question like the ones
you see in these examples:
•
Should student writers be subject to having their work checked by anti-plagiarism software?
Why or why not?
•
Is anti-plagiarism software an effective deterrent to stealing published work? Why or why not?
•
You may choose another topic regarding electronic policing as well; just be sure that your main
thesis addresses the topic of
electronic policing
.
If the assignment does not address one of the .
Are we civilizing these nations, or making them conform to our belie.docx
Are we civilizing these nations, or making them conform to our beliefs? Has any nation appointed America as guardians or rulers over political structures throughout the world? How are we justified in our actions?
Use one of these countries as a foundation for your opinion:
Syria
Iraq
Libya
Korea
Vietnam
China
Your paper needs to be a minimum of 500 words.
.
Are humans experiencing microevolution due to natural selection I.docx
Are humans experiencing microevolution due to natural selection? If yes, propose an example. If no, explain why not. Cite your source(s) at the end of your post.
What is the distinction between micro and macroevolution?
Can one accept one idea and not the other? Explain your answer and cite your source(s).
If we maintain a strict biological definition of “species”, H. sapiens and H. neanderthalensis were NOT separate species as they successfully interbred.
What impact might this information have on assigning a date to the origin of humans?
Are there any other implications?
Cite your source(s) at the end of your post.
Throughout the past seven modules you have been presented with an introduction to evolutionary theory and some lines of evidence for its validity. There are many websites that purport to illustrate the falsity of evolution. Go online and research a single argument that one of these sites makes against evolution. Select one that you find interesting or support or find most plausible.
Make a post with the following components:
A) Explain the specific argument against evolutionary theory.
B) Evaluate the argument. Support or Refute it. Use citations from trusted sources to support your work.
.
Appraise the effectiveness of the Integrated Marketing Communication.docx
Appraise the effectiveness of the Integrated Marketing Communications planning process as part of managing the advertising for a brand. Illustrate two to four techniques for using the different elements of Integrated Marketing Communications to manage the image of the brand. Support your response with an example.
.
Apply the reading on the MyArtsLab Closer Look at Édouard Manet, .docx
Apply the reading on the MyArtsLab Closer Look at “Édouard Manet,
Olympia
,” The image of Manet's "Olympia" may at first appear to be nothing more than another painting like so many using many images and symbols to depict some element of higher culture. But if one were to take the time and look at Titian's "Venus of Urbino", you would realize Manet's work is making specific reference to this painting with a strong social commentary about the morals and values of the times and the way in which poverty have taken its toll on the poor in Paris.
Art continues to be a powerful force in drawing attention to social issues. For your discussion topic, briefly identify one instance in present-day culture where an individual communicated a social message in the form of a painting, film, commercial, billboard, poster, or any other visual mode of communication. Analyze your selection and describe the visual message represented.
.
APPLY THE CONCEPTS LIFO inventory calculationClick here to re.docx
APPLY THE CONCEPTS: LIFO inventory calculation
Click here
to review an illustrated example of the LIFO calculation. The steps illustrated in the example are recapped below.
1. Start with beginning inventory.
2. Add inventory layers as purchases are made.
3. Compute the cost of merchandise sold as sales occur. Use only the cost of merchandise available for sale as of the sales date.
4. Update the inventory balance after each transaction. (Be sure you do not use an amount more than once.)
5. Determine the ending inventory for the period.
Below is the data for the month of January, 2011.
1/1 Beg. Inv.
150 Units @ $10
1/8 Purchase
120 Units @ $12
1/14 Sale
84 Units
1/22 Purchase
100 Units @ $8
1/25 Sale
124 Units
Compute the LIFO layers amounts for the cost of merchandise available for sale after each purchase and sale.
After 1/8 Purchase
Layer 1
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Layer 2
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
After 1/14 Sale
Layer 1
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Layer 2
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
After 1/22 Purchase
Layer 1
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Layer 2
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Layer 3
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
After 1/25 Sale
Layer 1
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Layer 2
[removed]
units $
[removed]
price per unit $
[removed]
value of the layer
Based on your answers above, complete the worksheet below.
LIFO Inventory Worksheet
Transaction
Purchases
Cost of Merchandise Sold
Inventory balance
1/1 Beg. Inv.
150 Units @ $10
$1,500
1/8 Purchase
120 Units @ $12
$
[removed]
$
[removed]
1/14 Sale
84 Units
$
[removed]
$
[removed]
1/22 Purchase
100 Units @ $8
$
[removed]
$
[removed]
1/25 Sale
124 Units
$
[removed]
$
[removed]
Total
$
[removed]
$
[removed]
$
[removed]
Hide
APPLY THE CONCEPTS: Recording changes in inventory under LIFO valuation
Under the perpetual system, two journal entries are are required to record sales; one to record the sale and one to record the cost of merchandise sold. Click on the links below to review the journal entries for purchases and sales transactions.
Purchase
Sales
After a purchase or sale occurs, the transaction must be recorded or journalized. In the following journal, record the purchases and sales for the month, assuming that all inventory purchases were made with cash and all sales were made on account at a fixed unit price of $22 per unit. Several facts to remember: (1) All inventory
purchases
are made with cash and cash only; (2) All
sales
are made on account and on account only; and (3) when recording sales, Schiphol wants .
Apply a sociological perspective to the social world.Analyze conte.docx
Apply a sociological perspective to the social world.
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Recognize and define social structure and social interaction
Explain the reciprocal relationship in the influence between societal and structural factors, individual behavior and the self’s development
Develop written communication skills and critical thinking skills.
.
Applied social psychology is a field unto itself and provides rese.docx
Applied social psychology
is a field unto itself and provides researchers with a direct connection between academic social psychology and their desire to have an impact on social change. Social psychology is a highly applicable field, and social psychological research influences such areas as: consumer behavior, immigration, cultural diversity, education, the environment, organizational functioning, health/mental health, and politics, to name a few (Steg, Buunk, & Rothengatter, 2008).
For this Discussion, review this week’s Learning Resources. Think about how you might use applied social psychology in your field of interest and ways in which to have an impact on social change.
With these thoughts in mind:
Post by Day 3
a brief definition of applied social psychology. Then explain how you might apply one element of applied social psychology in your field of interest. Finally, explain one way using applied social psychology in your field of interest may affect social change.
Book Excerpt:
Steg, L., & Rothengatter, T. (2008).
Introduction to applied social psychology
. In Steg, L., Buunk, A. P., & Rothengatter, T. (Eds.),
Applied social psychology: Understanding and managing social problems
(pp. 1–27). Cambridge, UK: Cambridge University Press.
Copyright 2008 by Cambridge University Press - US - Books. Reprinted by permission of Cambridge University Press - US - Books via the Copyright Clearance Center.
Book Excerpt:
Van Der Zee, K., & Paulus, P. (2008).
Social psychology and modern organizations: Balancing between innovativeness and comfort
. In Steg, L., Buunk, A. P., & Rothengatter, T. (Eds.),
Applied social psychology: Understanding and managing social problems
(pp. 271–290). Cambridge, UK: Cambridge University Press.
Copyright 2008 by Cambridge University Press - US - Books. Reprinted by permission of Cambridge University Press - US - Books via the Copyright Clearance Center.
Article:
Lent, R. W., & Brown, S. D. (2008). Social cognitive career theory and subjective well-being in the context of work.
Journal of Career Assessment, 16
(1), 6–21.
Retrieved from the Walden Library databases.
Article:
Verbruggen, M. & Sels, L. (2010). Social-cognitive factors affecting clients’ career and life satisfaction after counseling.
Journal of Career Assessment, 18
(1), 3–15.
Retrieved from the Walden library databases
.
ApplicationVolunteers Roles and RelationshipsBoard Governanc.docx
Application:
Volunteers: Roles and Relationships
Board Governance & Volunteer Management
ASSIGNMENT DUE SUNDAY 3/15/20 8:00 pm NEW YORK TIME
APA format 1-3 pages within the references and in paper citations
Many nonprofit organizations cannot afford to employ staff for all the work that must be done to achieve organizational goals. Volunteers, then, are often integral contributors to organizational success. In order to ensure high volunteer retention, special care must be taken to design volunteer positions that are both interesting and meaningful to the volunteer and important to the organization.
Paid staff members are usually responsible for designing and delegating work to volunteers, so the relationship between the two groups is important. Volunteers need to know they are valued and appreciated for their contribution to the overall mission of the organization. Tensions arise when paid staff regard volunteers as somehow "less than" the staff or as an impediment to their getting their work done. The goal is for there to be a working relationship that satisfies the needs and desires of both groups.
To prepare for this assignment:
Review
Chapter 4 in the course text,
Volunteer Managemen
t
. Think about how you might include nongoverning volunteers in an organization.
Consider what positions might foster an active and highly-motivated commitment to the mission of an organization.
Review
Chapter 13 in the course text,
Volunteer Management
. Pay close attention to the importance of staff–volunteer relationships and how integration and support of the two groups might enhance the mission of an organization.
Consider how volunteer and staff diversity might influence an organization and what strategies you might use to foster positive attitudes and relationships within your organization.
The assignment (1-3 pages):
Briefly describe a volunteer position in an organization with which you are familiar (your Final Project organization or another).
Explain the roles and tasks of this volunteer position based on the four "game characteristics" described in Chapter 4 of
Volunteer Management
.
Based on the position you selected and the roles and tasks associated with it, predict what might be required of a supervising staff member to ensuOr will will will contact with the part of the
Month after the
id staff and a nongoverning volunteer in this position.
Describe how you might address each issue.
Explain how you would address diversity issues among staff members and nongoverning volunteers.
.
ApplicationIncorporating a Nonprofit OrganizationIntroduction.docx
Application:
Incorporating a Nonprofit Organization
Introduction to the Nonprofit Sector
ASSIGNMENT DUE SUNDAY 3/15/20 8:00 pm NEW YORK TIME
APA format 1-2 pages use uploaded resources within the references and in paper citations
Passion for the mission of a proposed organization is not enough to make it a reality. In order to operate legally and obtain tax-deductible donations or grant funding, individuals must incorporate an NPO and apply for tax-exempt status. In the U.S., resources are published that help individuals create new NPOs and guide their operations. These resources include directions on how to incorporate an NPO and apply for tax-exempt status. In this Application Assignment, you will review the requirements for incorporation of an NPO and identify resources to help you fulfill them.
To prepare for this assignment:
Review Chapter 14 in
The Complete Guide to Nonprofit Management
, focusing on the incorporation process.
Examine the guidelines and resources for creating a nonprofit organization in your location.
Select two NPO incorporation requirements that you think might be the most challenging. Think in terms of the NPO you will be creating for your Final Project.
Identify support agencies or officials who understand the nonprofit incorporation process and might be a resource for you. Make a list of these support systems.
The assignment: (1—2 pages)
Describe the two incorporation requirements you selected.
Explain why these incorporation requirements would pose challenges and how you would address the challenges. Provide specific examples.
Describe and evaluate at least one local resource that might guide or help you through the incorporation process.
.
ApplicationKnowing When to Make a ReferralSupporting the develo.docx
Application:
Knowing When to Make a Referral
Supporting the development and learning of young children and their families often requires taking into consideration rapidly changing needs, as well as carefully considering the ongoing impact of environment, culture, and community.
As a child development professional, you may grapple with when to refer a young child and his or her family to infant mental health services. For this Application Assignment, you will develop a checklist and information sheet highlighting factors that need to be considered when determining whether to make a referral to infant mental health services. To prepare for this assignment, review pages 18–22 of
Building Strong Foundations: Practical Guidance for Promoting the Social-Emotional Development of Infants and Toddlers
, starting with the section "When to Consider Referring a Child for Infant Mental Health Services." Also draw on resources you have read previously in the course when developing your checklist.
Develop a checklist that includes the following:
Factors that need to be considered prior to making a referral with regard to each of the following categories:
Child factors
Environmental factors
Family factors
An overview of processes you would use to gather information prior to making a referral
Then, create an information sheet that includes general guidelines with regard to the following:
Any special considerations (such as culture, ability, linguistics) that should be taken into account when determining if a referral should be made
Strategies that can be utilized to support the family through the referral process
Assignment length:
1–2 pages
.
Application Special Needs From a Variety of PerspectivesThroughou.docx
Application: Special Needs From a Variety of Perspectives
Throughout this course, you will be studying many topics related to children with special needs. The readings, content reviews, and Discussions will help you gain a valuable base of information. To expand your knowledge, the course Applications will offer ways to explore areas of special needs in more depth and increase your awareness of what it is like to teach and to parent a child with special needs, or to be someone who has been identified with a special need.
Before you begin the Week 1 Application, review the outline below in order to plan effectively.
Week 1: Write a Brochure on Early Intervention Services.
You will imagine yourself in the role of a Child Development Community Liaison for a nonprofit organization that provides programs related to infant/toddler healthy development. Your job is to create a brochure for infant/toddler program directors and caregivers informing them about your services.
Week 2: Interview with a Teacher or Caregiver.
You will have a choice of interviewing a teacher whose expertise is special education and who works with children ages 3–8, or a teacher or caregiver who has a child or children in his/her setting who have been identified with special needs.
Week 3: Research and Information Exchange, Part 1.
You will research a category of special needs that is of interest to you in order to gain a greater depth of knowledge.
Week 4: Research and Information Exchange, Part 2.
You will share, review, and reflect on fellow students' research on different categories of special needs.
Week 5: Interview with a Parent of a Child with Special Needs or with a Student or Adult with Special Needs.
You will have a choice of interviewing a parent or other close adult family member of a child with special needs, or a person with special needs who would like to share his or her experiences and perspectives.
Week 1: Write a Brochure on Early Intervention Services
As you have learned this week, early intervention services can include programs for infants and toddlers who may be at risk from biological or environmental issues that could lead to developmental delays or other special needs. One challenge to early intervention service providers is to ensure that they reach out and connect with families. All of the various types of infant and toddler programs in a community, including family day care homes, Early Start, faith-based programs, community organizations, can play an important role in connecting families to available early intervention services.
For your Application Assignment this week, imagine that you have been hired as a Child Development Community Liaison for a community organization called The Guidance Center Inc. In reality, this respected, not-for-profit organization serves the communities of Cambridge and Somerville in Massachusetts. As part of The Guidance Center's Early Childhood Services for ages 0–6 , their Infant-Toddler Services include four p.
Application Theoretical FrameworksEarlier weeks have focused on t.docx
Application: Theoretical Frameworks
Earlier weeks have focused on the importance of identifying and evaluating relevant scholarly literature, and then creating a synthesis that forms the literature review. In designing studies on social problems and in policy arenas, researchers build on these findings from earlier studies, often with new topics in the same or a related field, or with new populations, research design, or research methods.
This is described in your research text in the context of identifying elements to study, together with their relevance and relationships, as “investigators integrate their ideas, the observations of others, the research literature, and their own research” (O’Sullivan, Rassel, & Berner, 2008, p. 7). Just as scholarly researchers base their study designs on related research literature, so, too, must they investigate and apply various theories. Theories, in both researchers’ own and related disciplines, are built on and developed from earlier theories. In order to understand and be able to apply theories to research in public policy and administration, one must “appreciate the historical contexts through which it has developed and the cultural milieus during which important contributions were made to its body of ideas and knowledge” (Shafritz, Ott, & Jang, 2016, p. 2).
An illustration of the networks, connections, and processes among three theories in a theoretical framework will provide the visual that may help to stimulate your thinking about your work on a theoretical framework, and its relationship to your literature synthesis .
Examine the literature in your readings and search peer-reviewed journal articles, to analyze how the theoretical frameworks you are considering using have been used in other research. In 1–2 pages, justify your selection of the two theoretical frameworks you identified in this week’s Discussion. In what way are the theoretical frameworks applicable to your proposed research? Provide examples from the literature. Explain the appropriateness to public policy and administration.
Support your Application Assignment with specific references to all resources used in its preparation
.
Application The Civil Service SystemHow do public adminis.docx
Application: The Civil Service System
How do public administrators become public administrators? Who recruits, selects, and hires them? How are they paid, promoted, and evaluated? The civil service system is similar to the human resources (HR) department at a private organization. That is, it is concerned with all of the issues and tasks related to employment within the organization. Since the "organization" in this case is the government, there also are many differences between the civil service system and the human resources practices at most private companies. Government organizations have very specific, rigid processes for recruitment, selection, promotion, and appraisal of employees. Many of these processes have been in place since the 19th century. For example, prospective civil servants must pass exams before even being considered for a government position. This is part of the merit system, which is one of the foundational principles of the civil service system. The merit system is based on the idea that the most qualified person should fill each position, rather than a person who simply has the "right" political connections. In addition, government positions all are given a specific classification, which determines the rate of pay. Although these rules sound logical in theory, in practice they often become extremely complicated, leading to dishonesty and inefficiency. As a result, efforts at civil service reform are common and span throughout history, from the Pendleton Act of 1881, to President George W. Bush's push for competitive sourcing in 2001. In this assignment, you examine what the civil service system comprises, as well as how it might be improved.
The assignment (2–3 pages):
Due Thursday 6/11/2015
In your own words, define the civil service system.
Explain the major components of the civil service system.
Explain one way in which you might improve the civil service system.
Explain why you would choose to implement this improvement and what its positive results might be.
Application Assignments must be in
APA style and format
.
Application Public Versus Private AdministratorsReflect o.docx
Application: Public Versus Private Administrators
Reflect on your past experiences within the private sector, whether as a manager, an employee, and/or an observer (e.g., customer, client, patron, etc.). In light of knowledge gained from the Learning Resources, consider how the roles that private administrators play in their professional lives are both similar to and different from the roles that public administrators play.
The assignment (2–3 pages):
Submit your assignment by Sunday June 7, 2015.
Explain at least two specific similarities between the roles that public administrators and private administrators play in their professional lives.
Explain at least two specific differences between the roles of public and private administrators.
Explain at least one insight you have or conclusion you can draw about public administrators as a result of this comparison.
Application Assignments must be in
APA style and format
.
Application Health Promotion organizations, non-profits, and agenci.docx
Application: Health Promotion organizations, non-profits, and agencies
our
University provides a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they may transform society.
—The University Mission
The university mission is a key component of the Walden experience, and throughout your program of study you will be asked to consider how you might apply what you have learned toward the "greater good" of your community.
The Application Assignment for this week is intended to focus on the mission and to encourage you to consider personal or community action you could take in order to affect meaningful change in the health of individuals in your community.
To prepare
for this Application Assignment, locate at least four organizations that contribute to the health of your own community. For each, consider how you might participate in any of their activities—how you could make a difference personally. Examples of ways that you could personally foster a change in your community include:
Buying locally grown produce
Donating food to community organizations
Building homes for the underprivileged
Volunteering at an after-school program
To complete
this Application Assignment, write a
1- to 2-page paper
that includes the following:
A list of the four organizations you located. Describe the mission or purpose of each. (Some examples or organizations and non-profits are listed in the website area).
Select one of the organizations for which you might like to volunteer or make some kind of contribution. Then describe the type(s) of personal actions you could take, with the support of the organization, to contribute to your community. Explain why you chose these particular actions and how this involvement aligns with Walden’s mission.
If you are already involved in community service activities, name and describe the organization with which you work. Also explain how you contribute to the organization’s activities.
Note
: The purpose of this Application is to encourage you to begin thinking about what you might do to contribute to your community. You are not required to volunteer or take part in any activities. The objective is to begin thinking about ways you could apply the Walden mission.
Be sure to support your work with specific citations from this week's Learning Resources and additional scholarly sources as appropriate. Refer to the
Essential Guide to APA Style for Walden Students
to ensure that your in-text citations and reference list are correct.
Learning Resources
Required Resources
Media
Video:
Laureate Education, Inc. (Executive Producer). (2009).
Concepts of health promotion:
Health promotion and prevention in practice.
Baltimore, MD: Author.
Note:
The approximate length of this media piece is 18 minutes.
Dr. Beilenson begins this media program by describing the types of prevention that are normally used in maintaining health or avoiding disease. Dr. Jeffery Levi pr.
Application Emergency Preparedness and Disaster ResponseIn thi.docx
Application
Emergency Preparedness and Disaster Response
In this week's readings media program, Ms. Marren discussed how the nurses in New York responded during the 9/11 crisis. Ms. Marren also discussed how the Visiting Nurse Services emergency preparedness/disaster response plan has changed since 9/11. In addition, Dr. Guerra and Dr. DiFerdinando both discussed disaster response
activities and strategies. Finally, the readings this week discussed the role of the nurse in bioterrorism and disaster management.
Select a disaster that could happen in your community. Then, write a 3 pages paper outlining the following:
The disaster
How the professional nurse would use clinical judgment and decision-making skills to provide appropriate nursing care
Other health care professionals that may be involved in a response
Suggest strategies for improving your community's response to your identified disaster
READING RESOURCES/TEXTBOOK:
Video: Laureate Education, Inc. (Executive Producer). (2009).
Family, community and population-based care: Emergency preparedness and disaster response in community health nursing
. Baltimore: Author.
Note:
The approximate length of this media piece is 13 minutes.
In this week's media, Ms. Joan Marren, Dr. George DiFerdinando, and Dr. Guerra discuss finding ways to ensure the delivery of nursing care during disasters through emergency preparedness and disaster response. Ms. Marren shares her experiences of providing care to 1,400 patients immediately following 9/11, Dr. Guerra discusses how San Antonio responded when faced with evacuees from Hurricane Katrina, and Dr. DiFerdinando shares his experiences as the Acting Commissioner of Health in New Jersey during the Anthrax emergency
.
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