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Reflect on your experience so far in starting the Group Wiki Project. Describe how your group initiated contact and your level of comfort in working on a project with a group online. Discuss the advantages and disadvantages of completing this project as a group. Group Process Assignments should integrate course concepts related to group process. Assignments should demonstrate critical thought when applying course material to your group experience. Support ideas in your Assignment with APA citations from this week's required resources. Holosko, M. J., Dulmus, C. N., & Sowers, K. M. (2013). Social work practice with individuals and families: Evidence-informed assessments and interventions . Hoboken, NJ: John Wiley & Sons, Inc. Chapter 10, “Intervention With Families” (pp. 265–294) Saltzman, W. R. (2016). The FOCUS Family Resilience Program: An innovative family intervention for trauma and loss. Family process , 55 (4), 647-659 Wheeler, D. P., & Bragin, M. (2007). Bringing it all back home: Social work and the challenge of returning veterans. Health & Social Work , 32 (4), 297–300. Mullen, E. J., Bledsoe, S. E., & Bellamy, J. L. (2008). Implementing evidence-based social work practice. Research on Social Work Practice , 18 (4), 325–338. By Day 7 Submit your Assignment (2page .

Education

loss.
Family process
,
55
(4), 647-659
Wheeler, D. P., & Bragin, M. (2007). Bringing it all back home:
Social work and the challenge of returning veterans.
Health & Social Work
,
32
(4), 297–300.
Mullen, E. J., Bledsoe, S. E., & Bellamy, J. L. (2008).
Implementing evidence-based social work practice.
Research on Social Work Practice
,
18
(4), 325–338.
By Day 7
Submit
your Assignment (2page

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Task Groups in the School Setting: Promoting Children’s Social and Emotional Learning Patricia Van Velsor San Francisco State University Through social and emotional learning (SEL), individuals develop skill in negotiating relationships successfully and expressing emotions appropriately. The socially and emotionally intelligent child reaps benefits in school and later life. Counselors are best qualified to promote children’s SEL and the task group in the classroom provides an excellent opportunity for them to do so. In the task group, students can learn and practice crucial skills in vivo while they work together to complete a task. The counselor’s strategic attention to promoting task completion while facilitating SEL can serve to highlight the benefits of group work in the school learning environment. Keywords: schools; social and emotional learning; task groups Because humans are social beings, they spend a great deal of time interacting with others and much of that interaction takes place in groups. As Sonstegard and Bitter (1998) so aptly stated, ‘‘to be human is to ‘live’ in groups’’ (p. 251). The group (e.g., family, peer) serves as the ‘‘primary socializing influence’’ in children’s development (Kulic, Horne, & Dagley, 2004) and the nature of the social environment in those groups leads children down a path toward either prosocial or antisocial behavior and beliefs (Hawkins, Smith, & Catalano, 2004). Children develop social skills and prosocial behaviors through social and emotional learning (SEL). Although there are various defi- nitions of SEL, Zins, Bloodworth, Weissberg and Walberg (2007) define it succinctly as ‘‘the process through which children enhance their ability to integrate thinking, feeling, and behaving to achieve important life tasks’’ (p. 6). Five competency areas—self-awareness, self-management, social awareness, relationship skills, and responsible Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at San Francisco State University. Correspondence concerning this article should be addressed to Patricia Van Velsor, Department of Counseling, San Francisco State University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail: [email protected] THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276–292 DOI: 10.1080/01933920903033495 # 2009 ASGW 276 decision-making—are basic to negotiating school, work, and life responsibilities effectively (Collaborative for Academic, Social, and Emotional Learning, 2000–2009). Social and emotional intelligence, acquired through SEL, has been associated with various positive outcomes in school and life. A socially and emotionally intelligent child is less likely to develop aggressive- ness, depression, and=or violent behaviors (Poulou, 2005). Children who develop social and emotional intelligence are also more resistant to difficulties related to drugs, teen pregnancy, and gangs (Elias et al., 1997). Moreo.

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Reflection AssignmentThis week there will be no formal discu.docx

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Reflection assignments 1. Action-observation-reflection model: Leadership development is enhanced when people do something (act), note what happened (observe), and think about what occurred (reflect). 2. Leadership and Maxims: You will write down the leadership maxims (three to five that are of most interest to you) of a personal or famous leader. In what situations do they work or not work, how would you go about testing the maxims. 3. Upon completing your personality profile, describe the results of each section or facet of the profile, discuss if you believe the profile fits your self-perception or image and share the profile with a good friend or family member and record their reactions concerning how well they believe the profile fits you. 4. Chapter 8 discussed several skills identified important to good leaders. These skills were: (a) Building Credibility, (b) Communication, (c) Listening, (d) Assertiveness, (e) Conducting Meetings, (f) Effective Stress Management, (g) Problem solving, and (h) Improving creativity. Although you might not engage in all of these activities at work or in school, choose four of the eight skills that you believe are most important, and discuss how you personally improve these skills for effective leadership development. 5. Stages: There are four well-known stages all groups move through prior to becoming cohesive, they are: (a) Forming, (b) Storming, (c) Norming, and (d) Performing first developed by Bruce Tuckman in 1965. Later, adjouring was added to the original four to make: (a) Forming, (b) Storming, (c) Norming, (d) Performing, and (e) Adjourning. Describe a recent school, work or family group you were a part of; did you notice these various stages? Now you are aware of these stages, do you believe any of these stages can be skipped and is there a “price” in skipping any of these stages? 6. In Chapter 13, p. 522, Highlight 13.6, Edgar Schein is introduced as a significant figure in the theory of organizational development, career development, group process consultation, and organizational culture. Briefly provide a historical background on Schein’s theory’s and describe an organization you were or are a part of in terms of these 4 factors: myths/symbols/ritual/language. How do you think those factors affect leadership in that organization? 7. Level 5 Leadership: In chapter 15, pp. 614-615, Highlight 15.9 discussed the concept of Good to Great. Within the confines of leadership and change discussed throughout much of the chapter, answer the first question focused on Level 5 leadership. The chapter spent a good deal of time discussing three types of leadership personalities: (a) Charismatic leadership, (b) Transformational leadership, and (c) Transactional leadership, how would each of these personalities fit into the Level 5 leadership model? 8. Week 7 Memo In the article, “All Hits Are Flukes” by William Bielby and Denise Bielby, they showed how entertainment in the culture industry .

Reflection assignments1. Action-observation-reflection model.docx

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Reflection assignments are essays, based on the assigned chapters noted in the syllabus. Type your reflection using correct grammar, spelling, writing mechanics and articulation. Each reflection assignment should be a minimum of 2 pages (it can be longer), double-spaced with one inch margins and size 12 font. Upload your reflection into D2L. Follow these directions: Identify one passage from the assigned book (introduction through chapter 4), The Collapse of American Criminal Justice, that you find interesting, thought-provoking, controversial or one with which you agree or disagree. Begin your reflection assignment by reprinting the quoted passage and also provide the page #. Then reflect on the passage, explaining why you chose it, what you think about it, why it is or is not important, and/or how the passage relates to other theories, ideas, concepts, history, or findings from the lectures, reading and/or from other credible sources. In addition to the book, cite other sources as you analyze each passage in order to support your opinions, reasoning and observations. Use APA Edition 6 for all sources. A rubric will be used to grade your reflections; if instructor feedback seems auto-generated, that’s because it is. The best two or three reflection assignments will be posted so that great work can be recognized and other students have examples on how to improve. To be considered for this honor, permission must be granted in the form of a quiz to be completed in the week 1 module. EXAMPLE “Violence was not controlled chiefly through criminal punishment… it was controlled through local democracy in the network of relationships that supported it… criminal punishment was embedded in that network of relationships. Police officer sometimes lived in the neighborhood they patrolled, and had political ties to those neighborhoods through the ward bosses who represented their cities’ political machines. Those patrols happened on foot: officers, those whom they targeted, and those whom they served knew one another. Cops, crime victims, criminals, and the jurors who judged them-these were not wholly district communities; they overlapped, and the overlaps could be large.” (Stuntz, 2011, p. 31). I specifically chose this passage for two reasons. First, it addresses current issues that are relevant today; racial profiling, stereotyping, and the large incarcerated population of minorities. Second, it presents an upstream solution, which I will define and discuss further along in the reflection, to the large incarcerated population of minority that I personally quite agree with. “Crime victims in black neighborhoods have difficulty convincing local police to take their victimization seriously… Cab drivers are slow to pick up” African Americans, and “pedestrians… hold their possession more tightly when they approach young black males” (Stuntz, 2011, p.22). All these scenarios demonstrate what is formally known as stereotyping. It’s wrong, but.

Reflection assignments are essays, based on the assigned chapters no.docx

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Reflection Assignment Chose to reflect on number, either 1, 2, or 3. No response to Peers required. After reading chapters 16 and 17 post a short reflection, approximately one paragraph in length, discussing your thoughts and opinions about the use of : 1. Internet in Research or 2. Concerns of Ethics in Internet Research. 3. What do you understand about Interventions. *** Chose to reflect on number, either 1, 2, or 3. Reading Assignment Chapter 16 – Internet, Secondary Analysis and Historical Research Chapter 17 - Intervention .

Reflection AssignmentChose to reflect on number, either 1, 2.docx

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Reflection Assignment (Required for All Students) For this assignment, I want you to complete the prompt below and to post your response to this discussion board. Click on "reply" below and type your response in at least 4 paragraphs with at least 3 sentences in each paragraph. For full credit: · Your response must be at least 4 paragraphs long with each paragraph having at least 3 complete sentences. I highly recommend typing your response into a separate file first, then copying/pasting and submitting your response here. · Your writing must reflect proper spelling, grammar, and punctuation. · All information that is obtained and discussed beyond the lecture and/or required or optional readings are appropriately cited and are only peer-reviewed scientific journal articles. Prompt: Reflection on Your Experience during the ACT Seminar Please address each of the following points (please follow the directions "For full credit" above when completing this prompt): · If you were talking with a friend, how would you describe what ACT is? Try using what was discussed during the seminar. · What was the most difficult part of the ACT seminar? This may include the exercises or discussions you found most challenging to engage in. In addition, why was it the most difficult part? · What was the most engaging/interesting part of the ACT seminar? This may include the exercises or discussions you found the most interesting or fulfilling. In addition, why was it the most engaging/interesting part? · In your opinion, what are at least three key take-away points from the ACT seminar? Acceptance and Commitment Therapy-PSYC 498/598 Spring 2020 quarter Kevin Criswell, Ph.D. Just so you all are aware, students with the accommodation to do so may be audio recording this seminar. As Steve Hayes said in his TEDx talk in Nevada, “Life asks us questions…and one of the most important questions it asks us is, ‘What are you going to do about difficult thoughts and feelings?’” 1 Open Up Open Up: Defusion “Defusion”? “Fusion”? What are you talking about? Cognitive fusion: becoming “fused” with an idea that the mind brought up. What “cognitive fusion” can look like: Clipboard metaphor “I am angry.” “It would be great to see my good friend, but I am tired right now.” And other ways we buy into the thoughts our mind brings up… Open up: Defusion What cognitive defusion can look like: Feeding the tiger metaphor Chessboard metaphor Fix-it metaphor “I am having the feeling of anger right now.” (see relationship to mindfulness here) “It would be great to see my good friend, and I am tired right now.” (a glimpse into how DBT and ACT are similar in some emphases) Titchener’s repetition Leaves on a stream Open up: Titchener’s repetition Literally saying a word repeatedly for at least 40 seconds. I want you to imagine cookies. Freshly-baked, your favorite variety (if you don’t like cookies, this will still work; just imagine them as best you can!). Now say “cookies” rap.

Reflection Assignment (Required for All Students)For this assi.docx

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Reflection as an Educational Strategy in Nursing Professional Development An Integrative Review Robbin Miraglia, MSN, RN ƒ Marilyn E. Asselin, PhD, RN-BC Reflection is a critical component of professional nursing practice and a strategy for learning through practice. This integrative review synthesizes the literature addressing the use of reflection as an educational strategy and reports outcomes from the use of reflective strategies. Reflection education is primarily nested in programs to meet specific clinical goals, structured with group facilitation. Findings suggest that reflective strategies stimulate learning in practice, enhance readiness to apply new knowledge, and promote practice change. INTRODUCTION In recent years, reflection has gained increased recognition as a critical component of professional nursing practice and as an educational strategy to acquire knowledge and learn through practice (Asselin & Fain, 2013; Kim, 1999; Perry, 2000). Although there is no agreed upon definition, reflection is generally understood as the deliberate process of critically thinking about a clinical experience, which leads to development of insights for potential practice change (Asselin & Fain, 2013). Scholars contend that reflection offers nurses the opportunity to build on existing knowledge through clinical experiences (Johns, 1995; Kuiper & Pesut, 2004; Perry, 2000), develop clinical judgment (Nielsen, Stragnell, & Jester, 2007; Tanner, 2006), promote strong communication skills, build collaborative practice, and improve patient care (Horton-Deutsch, 2012; Peden-McAlpine, Tomlinson, Forneris, Genck, & Meiers, 2005). Although it is generally assumed that nurses know how to reflect, findings from recent studies suggest that nurses’ reflective thinking may be prolonged by pauses and they may need assistance in systematically moving insights to practice change (Asselin & Fain, 2013; Asselin, Schwartz- Barcott, & Osterman, 2013). Consequently, continuing education on reflection and reflective practice is viewed as a vehicle to enhance professional practice, promote evidence- based practice, and potentially improve patient outcomes. As an educational strategy, reflection allows nurses to explore clinical experiences and the thoughts and feelings associated with the experience, allowing for a change in beliefs and assumptions, emergence of new knowledge, and a transformation of clinical practice (Asselin & Fain, 2013; Dube & Ducharme, 2014; Horton-Deutsch, 2012; Johns, 1995; Perry, 2000). Although numerous articles have been published exploring the concept of reflection and the use of reflection as an educational strategy, there has been no attempt to synthesize existing literature presenting the use of reflection as an educational strategy in nursing professional development (NPD). This article provides an integrative review of the literature addressing the use of reflection as an educational strategy for nurses. The rev.

Reflection as an Educational Strategyin Nursing Professional.docx

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Reflection and Discussion Forum Reflection and Discussion Forum Reflect on the assigned readings for this Week and then type a two page paper regarding what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding. Define and describe what you thought was worthy of your understanding in half a page, and then explain why you felt it was important, how you will use it, and/or how important it is in project planning. Submit your two page paper by Thursday 12:00 pm EST. .

Reflection and Discussion ForumReflection and Discussion Forum .docx

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Reflection and Discussion Forum Week 9 Reflect on the assigned readings for the week. Identify what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding. Also, provide a graduate-level response to each of the following questions: California passes regulations that address pesticides. These regulations are much stricter on the use and production of pesticides than the federal regulations. Is this permissible under current law? What if California’s regulations are much less strict than the federal regulations? Discuss the required elements of a valid contract analyzing when an agreement rises tothe level of a legally enforceable contract and when it does not Week 9 - Short Essays Question I - Explain some of the hurdles litigants have encountered when it comes to the Endangered Species Act and standing to bring a lawsuit. Question II - A contract is made between two parties. The terms of the contract are complete and unambiguous. A dispute arises between the Parties. Party A wants to pull out of the contract without penalty. Party B argues that Party A’s proposed action is prohibited by the express terms of the contract. Party A argues that the Parties verbally agreed to ignore that provision of the contract that would impose a penalty on Party A. Which Party will prevail and why? .

Reflection and Discussion Forum Week 9Reflect on the assigne.docx

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Reflection and Discussion Forum Week 3 1.What is the chief purpose of configuration management? In your opinion, why has it become increasingly popular in recent years as a part of the project management process? 2.Sustainable project development has many features and can mean many things when beginning a project. If you were to identify three critical messages that explain what sustainable project management really means, what would they be? 3.Identify the five major methods for resolving conflict. Give an example of how each might be applied in a hypothetical project team conflict episode. [Your initial post should be at least 450+ words and in APA format (including Times New Roman with font size 12 and double spaced). Post the actual body of your paper in the discussion thread then attach a Word version of the paper for APA review] Activity 3 Case Study 5.2: California’s High-Speed Rail Project A goal of the Obama administration has been to promote high-speed rail across the most populous and geographically-dispersed states in the United States. The idea is to adopt more energy-saving initiatives while also helping to improve state’s infrastructure. It is with this in mind that the Federal Government made billions available to various states in the 2008–2010 budget cycles. After the Fall, 2010 elections, several states that had elected Republican governors refused the grants, suspicious that this seed money would not be sufficient to pay for what they viewed as unnecessary construction based on over-optimistic expectations of the need for and use of high-speed rail. One of the states that accepted the money and has moved forward strongly into high-speed rail has been California, which has already begun work on a 65-mile section in the middle of the state, earning the derisive nickname, the “train to nowhere.” This case details the state’s projections regarding the need for high-speed rail, against the views of infrastructure experts and critics who charge that for a state that is already in a severe budget crisis, this is just the sort of project that makes no sense economically or demographically. Questions Assess the benefits and drawbacks of the high-speed rail project. In your opinion, do benefits outweigh drawbacks, or vice versa? Why? Justify your answer. What are the implications of starting a project based on tenuous projections that may or may not come true 10 years from now? Could you justify the California high-speed rail project from the perspective of a massive public works initiative? In other words, what other factors enter into the decision of whether to pursue a high-speed rail project? Why are they important? Case Study 6.1: Columbus Instruments This case is based on a true story of a once-successful organization that had allowed its project management practices to degenerate to the point where assignment to a project team was often a mark of disfavor and a sign of pending termination. The case.

Reflection and Discussion Forum Week 31.What is the chief purpos.docx

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Reflection and Discussion Forum Week 14 Reflect on the assigned readings for the week. Identify what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding. Also, provide a graduate-level response to each of the following questions: Summarize the required elements for the various business entities described in Chapter 17, providing examples of each and specifically describing the similarities and differences in each. What factors would be considered when a director of a company makes a large trade of the company’s stock? Week 14 - Short Essays Question I - Paul is the sole incorporator of Hemp Co., a company that processes hemp into clothing. Prior to incorporation, Paul enters into a contract on Hemp Co.’s behalf with a local farmer for the purchase of the crop. After formation of the corporation, the board does not ratify the contract because Paul bought the crop at 3 times the market price. Who is liable to the farmer? Question II - Tina Technology is looking to raise $85,000 worth of capital, and she is looking to raise that money through the internet and still fall under an SEC exemption. How should Tina go about raising that money? Due to the amount of capital she is looking to raise, will Tina be subject to any other special requirements? .

Reflection and Discussion Forum Week 14Reflect on the assign.docx

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Reflection 1: In no more than 3 and no less than 2 full double spaced page(s) of text, APA format respond to the following about the information you have already covered (Ch. 7) about oppression and microaggressions. Also read "Confronting a Bias" that is attached to this assignment. (Don't forget to cite and source!) 1. How do you see yourself in relation to the information presented in your textbook about racism and prejudice? (remember that we all have some prejudices and that the purpose here is to help you explore within yourself so you can increase your own self-awareness) 2. What did you read in the microaggressions chart in Ch. 6 that resonated within you? This is likely to be among the things you read that you had the strongest reactions to. Be SPECIFIC in your responses. Describing generally what you didn't like or don't ascribe to is too general. 3. What are your thoughts and reactions to the reading "Confronting a Bias?" Use the information about oppression and microaggressions thatyou have read, and analyze the situation described in the reading. Confronting a Bias: Personal Example of Communicating an Observed Bias Initially upon reading the text about racism and prejudice, I was able to identify times when I was on the receiving end. A recent encounter at the Michael Kors store came to mind as it resonated within me for some time. Just for background purposes, when you enter the Michael Kors store you are greeted by the salesperson and they will let you know of any specials they have. On this particular day I entered right behind a daughter, her mother, and grandchild in a stroller, which were white. As soon as they got in the middle store area the sales person greeted them and told them about the sale they were having. I was within a couple feet of them and received no greeting or sales pitch. Often I believe that in order to be sure it is not just me that I need to observe. In my observation, there was an Asian female that entered the store and she also did not receive a greeting or sales pitch. At this point, I am feeling offended an aggravated and felt that this behavior needed to be pointed out. So I politely explained to the manager that because of my current class at school I am being more observant with regards to interactions and treatment. Furthermore, “I observed the discriminative behaviors of your worker and it should be addressed.” Initially the manager was contributing the busyness of the store to the worker being distracted. However I was able to show the manager that as another white female walked in the worker was always readily available but I still had not received a greeting. At this point, I was thinking of the Pretty Woman scene when she was able to come back and let the sales person know that their prejudgment of her had cost them big on commission and sales. Unfortunately, I was unable to spend big and the commission would not have resulted too much. I definite.

Reflection 1In no more than 3 and no less than 2 full doubl.docx

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Reflection #4 Select a Nursing Theory that closely aligns with your current practice or personal viewpoint. Reflect why you chose your theory and how it applies to your nursing practice or personal nursing philosophy. Reference Smith, M. & Parker, M. (2014). Nursing Theories and Nursing Practice. (4th ed.). Philadelphia, PA: F. A. Davis Company. ISBN-13: 978-0-8036-3312-4 All assignments must be completed and submitted as Microsoft Word documents. All assignments must follow APA 7th edition format. minimum of 250 words three references needed (one the reference’s book ) .

Reflection #4Select a Nursing Theory that closely aligns wit.docx

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Reflection #4 Follow the guidelines already provided for reflection papers (200 words, double spaced, Word doc). Choose from one of the following prompts below and reflect, do not report . 1. Reflecting back on Heraclitus and Parmenides, what makes for the identity of a thing? Is it the way it changes over time or is it the way that it stays the same? 2. What do you make of Kant’s claim that we never reach the true nature of something? Do you agree that all we ever reach is the way things appear to us or can we reach some form of ultimate reality? 3. Which form of metaphysics did you agree with the most and why? 4. Reflect on some key aspect of Plotinus or Aquinas. What did you take away from them? 5. How did you grow a greater appreciation for art after the class on beauty? What did you think of art before this? Reflection #4 Follow the guidelines already provided for reflection papers (200 words, double spaced, Word doc). Choose from one of the following prompts below and reflect, do not report . 1. Reflecting back on Heraclitus and Parmenides, what makes for the identity of a thing? Is it the way it changes over time or is it the way that it stays the same? 2. What do you make of Kant’s claim that we never reach the true nature of something? Do you agree that all we ever reach is the way things appear to us or can we reach some form of ultimate reality? 3. Which form of metaphysics did you agree with the most and why? 4. Reflect on some key aspect of Plotinus or Aquinas. What did you take away from them? 5. How did you grow a greater appreciation for art after the class on beauty? What did you think of art before this? .

Reflection #4Follow the guidelines already provided for refl.docx

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