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. 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. .
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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.
.
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.
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.
.
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 ...
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 ...
image1.pngimage2.pngExample Slide 1Yeung.docx
image1.png
image2.png
Example Slide 1
Yeung Yi: Yeung Yi is a Gifted and Talented student from an educated and
economically well-off family. Both of his parents are doctors, and they hold high
expectations for Yeung Yi. The family has toured Harvard while on vacation and
discusses college regularly. Yeung Yi’s grades are outstanding, and he stays busy
participating in art club, orchestra, National Geography Bee, baseball, and UIL
academic competitions. He puts a lot of pressure on himself because he wants to
get into a highly selective college after high school. Though he loves playing his
cello, he has had a few panic attacks while practicing his solo. He has told his
mother that he isn’t good enough to have a solo, though his teacher believes
differently. When he makes a grade he feels is unacceptable, he gets very upset
and may hit the wall with his hand.
Example Slide 2
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700.2PBP The Learner: Performance-Based Assessment
TNT 700.2P KNOWLEDGE OF STUDENTS AND STUDENT NEEDS Effective teaching begins with understanding your students: how they learn, their background and issues that they might face. In the course, TCR 300 Meet Your Students, you were introduced to twenty-four students who are representative of the students in Texas. Several of these students have significant academic issues and/or emotional issues that may impact their performance. This performance-based assessment requires you to identify and research the societal or cultural issues that are faced by four of these students and how they impact their achievement.
Using PowerPoint or Google Slides, you are to create a presentation appropriate for use with other educators or parents. In this presentation you are to do the following:
• Identify each student and the issue he or she is facing.
• Identify the developmental impact of each issue. You will need to include the research that is directly related to the issues and aligned to the developmental goals for the students. For example, you might include a statement such as “According to
Dr. I. M. Expert, cyber-bullying is detrimental to a student’s development because it makes students feel unsafe.”
• Research and provide resources that are directly related to the issue and are aligned to the developmental goals for students. These are resources a parent or teacher could use to learn more about the issue and how to address the impact of the issue. These are resources that may be available in your community, such as food banks, language lessons for parents, etc. You may also choose to include resources that are available from federal, state, and local governments. These are NOT the resources used in your research.
• You will suggest supports teachers can use in the classroom to mitigate the impacts of the issue. • Your presentation should be at least 11 slides long. You are expected to have an introductory slide, two slides per student, and a clo.
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.
Recommended
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.
.
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.
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.
.
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 ...
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 ...
image1.pngimage2.pngExample Slide 1Yeung.docx
image1.png
image2.png
Example Slide 1
Yeung Yi: Yeung Yi is a Gifted and Talented student from an educated and
economically well-off family. Both of his parents are doctors, and they hold high
expectations for Yeung Yi. The family has toured Harvard while on vacation and
discusses college regularly. Yeung Yi’s grades are outstanding, and he stays busy
participating in art club, orchestra, National Geography Bee, baseball, and UIL
academic competitions. He puts a lot of pressure on himself because he wants to
get into a highly selective college after high school. Though he loves playing his
cello, he has had a few panic attacks while practicing his solo. He has told his
mother that he isn’t good enough to have a solo, though his teacher believes
differently. When he makes a grade he feels is unacceptable, he gets very upset
and may hit the wall with his hand.
Example Slide 2
image1.png
image2.png
700.2PBP The Learner: Performance-Based Assessment
TNT 700.2P KNOWLEDGE OF STUDENTS AND STUDENT NEEDS Effective teaching begins with understanding your students: how they learn, their background and issues that they might face. In the course, TCR 300 Meet Your Students, you were introduced to twenty-four students who are representative of the students in Texas. Several of these students have significant academic issues and/or emotional issues that may impact their performance. This performance-based assessment requires you to identify and research the societal or cultural issues that are faced by four of these students and how they impact their achievement.
Using PowerPoint or Google Slides, you are to create a presentation appropriate for use with other educators or parents. In this presentation you are to do the following:
• Identify each student and the issue he or she is facing.
• Identify the developmental impact of each issue. You will need to include the research that is directly related to the issues and aligned to the developmental goals for the students. For example, you might include a statement such as “According to
Dr. I. M. Expert, cyber-bullying is detrimental to a student’s development because it makes students feel unsafe.”
• Research and provide resources that are directly related to the issue and are aligned to the developmental goals for students. These are resources a parent or teacher could use to learn more about the issue and how to address the impact of the issue. These are resources that may be available in your community, such as food banks, language lessons for parents, etc. You may also choose to include resources that are available from federal, state, and local governments. These are NOT the resources used in your research.
• You will suggest supports teachers can use in the classroom to mitigate the impacts of the issue. • Your presentation should be at least 11 slides long. You are expected to have an introductory slide, two slides per student, and a clo.
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.
Case Study JohnnyJohnny is a 9 year old boy brought to the .docx
Case Study: Johnny
Johnny is a 9 year old boy brought to the emergency room where you are employed as a crisis therapist. The patient was transported by a crisis mobile team who was called by the school. The evaluation by the ER physician as well as the urine drug screen is unremarkable: there are no acute or chronic concerns with this patient. In the chart, you note the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 form completed by the mother (attached). Admission paperwork identifies that Johnny has had numerous visits to the principal’s office in the past year, all triggered by various disruptive behaviors.
Today’s crisis started when Johnny refused to follow directions regarding an in-class assignment. When the teacher attempted to redirect his behavior things escalated rapidly: Johnny yelled at the teacher, cursed at him using vulgar language, and when the teacher grabbed him by the shoulders to take him to the principal’s office Johnny impulsively stabbed the teacher in the arm with a pencil he was clenching in his hand. Johnny was escorted to the principal’s office who immediately called the police and Johnny’s parents. The police officer was compelled to contact the county crisis hotline who dispatched a crisis mobile team. The crisis clinicians made the determination that Johnny is a danger to others and he must be taken immediately to the nearest emergency room for emergency psychiatric evaluation. Johnny has refused to speak to the ER physician or his nurse.
You gather most of your clinical information from his mother who is at the bedside. Johnny’s mother reports that he has always been a clever, charming, and very playful boy. She informed that for the past year Johnny has been increasingly stubborn, repeatedly challenging his mother’s and his teacher’s authority when compliance with home and/or classroom rules is required. Johnny used to be an A+ student. For the past year, however he has been averaging Bs in most subjects, grades that he earned effortlessly.
His mother repeatedly assures you that his drop in grades is not due to lack of intellectual ability but rather because Johnny prefers playing over any type of work. His mother denies any changes in sleep, appetite, or any mood fluctuations. Furthermore, his mom reports that Johnny is a healthy and happy boy who is interested in sports, the outdoors, videogames, and that he wishes to become a software engineer when he grows up. She reports that the school counselor has mentioned that Johnny may be suffering from ADHD or even bipolar disorder. The thought of these diagnoses appear very disturbing to Johnny’s mom. She quickly assures you that she has not observed Johnny to ever struggle with depression, or distractibility, and reports that he has always been a good sleeper. She reports that Johnny has never made any statements amounting to thoughts or impulses to harm self or others.
Johnny’s mother presents shaken by today’s events ...
Fiore (2011) makes the statement, Its not what you said, but how y.docx
Fiore (2011) makes the statement, "It's not what you said, but how you said it" (p. 64). Share an incident where you were on the receiving end of the non-verbal communication and how it impacted your reaction to the situation. Continue by sharing a time when your non-verbal communication sent the wrong message about something you were attempting to communicate. Focus on professional settings and the impact the non-verbal communication had on the outcome.
REPLY TO MY CLASSMATE’S POST. EXPLAINING WHY YOU AGREE WITH HIS POST TO THE ABOVE DISCUSSION (A MINIMUM OF 150 WORDS EACH)
CLASSMATE’S POST
In the field of sociology, I as a student studied the human, but in my second field work in the field of anthropology I as a student was better able to study the human in society. In the field of education, I work as a Freedom Writer for Teacher Training Institute's and for the foundation we work through convention in the field of education for teacher teaching curriculum K-12. Each year we host teacher training programs for teachers locally, internationally, and nationally across America focusing on cross-cultural and universal experiences in the field of education. We focus on activities that lend itself to verbal and nonverbal communication. As Freedom Writers we role play one activity is to invite teachers to participant in an activity that focuses on Dad and Mom meeting their daughters first boyfriend.
He knocks on the door they invite him in. After the initial meeting there is nervousness, insecurities, and fidgeting from boyfriend as Dad clears his throat the boyfriend consistently avoids eye contact during this activity. Mom on the receiving end of the non-verbal communication let's Dad lead out of fear of rebellion and their daughter never returning home after their first date. They sit down to eat dinner before allowing their daughter to leave and the boyfriend begins to perspire. Perspiring is a non-verbal sign that is non-threatening as he is trying to impress his girlfriend’s mother and Father.
He brought her flowers and was polite at the end of diner they said yes and allowed him to take out their daughter. As they left with verbal communication thanking the mom and Dad in this activity the two began to smile expressing non-verbal communication after their approval. This is only one of many activities created for a safe environment and a safe learning outcome by The Freedom Writers and teacher training program in the field of education. This activity really works, is effective and does resonate with teacher student communications.0
.
GU101 Student SuccessScenarios for Discussion Board Week 2
GU101 Student Success
Scenarios for Discussion Board Week 2
Scenario #1:
Amaya
Amaya is a 40-year old female who lives with her four children in her mother’s home. She is a single mother who works one full-time job Monday-Friday and works part-time (8 hours) every Saturday at the local supermarket. Her children are 11, 9, and 6 (twins). Her mother is retired and takes care of the kids when they get home from school. Amaya gives her mother money to do the grocery shopping (etc.) during the day when the kids are at school, and her mother cooks all the meals.
When Amaya gets home every day, she eats dinner, helps the kids with their homework, gets them to bed, and then begins her homework around 9:00 at night. She usually can get to bed around 10:30 at night, and she studies every night. She enjoys her online discussions, and she has been able to apply some of what she is learning to her job. She counts on Sundays to do massive work on her papers – except last Sunday was the twins’ birthday, so she didn’t do any work and did not submit her paper. Amaya figured she would finish it as soon as she could.
Yesterday, while her mother was carrying laundry to the washer, she slipped, fell, and broke her ankle. It was her right ankle, and she cannot put weight on it or drive. Although she has crutches and can get around the home a little bit, she is now unable to grocery shop, do laundry, and cook.
Amaya opted to stay in her course. She has not told her professor or her advisor what is going on because she didn’t want to sound like a complainer. She now has taken on all the household responsibilities, is working the same amount, and often cannot begin her homework until midnight. She is beginning to fall behind and is hoping she can hang on and earn some type of passing grade.
Scenario #2:
Bob
Bob is 24-years old and married. His wife is 6 months pregnant with their first child, and she is a librarian at the neighborhood elementary school. Bob is excited to become a father! He currently has a salaried position as an assistant manager at a large retail store he started working at when he was 16 years old, but the company will not promote him to any higher position (manager or above) until he has his degree in business.
Even though his company is paying for him to go to school, he has begun his degree only because he feels he has to do it, and he resents being in school. He does the minimum work possible and spends as little time studying as he can. He didn’t like high school even though he graduated with a 3.3 GPA.
Recently, business at the store has picked up significantly, and Bob has been required to work longer hours. When he finally got home last night around 8:30PM, he found his wife in bed, and his in-laws were there. He learned that his wife had been put on bed rest for the rest of her pregnancy, and his in-laws, who lived 10 minutes away, were there to offer support and help out with whatever they needed.
Bob talked to his wi ...
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.
PAGE Running head ETHICAL AND LEGAL ISSUES 1Responding t.docx
PAGE
Running head: ETHICAL AND LEGAL ISSUES
1
Responding to Ethical and Legal Issues
Learner Name
Capella University
Responding to Ethical and Legal Issues
Briefly list the case study in which you are choosing to focus on in this paper as well as the ethical decision making model which you will be using to analyze this case. The total length of your paper should be 8-10 double-spaced pages. Please use 12pt Times New Roman font and include references to five peer-reviewed journal articles and/or textbooks in your paper.
Case Study
Summarize the key legal and ethical issues presented in the case.
Ethical Response to Case
If you were the counselor working with this case, discuss how you would apply each step of the ethical decision-making model you have selected in order to respond effectively to these legal and ethical issues.
A. Include specific examples to illustrate the actions you would take at each step.
B. Include the specific ethical standards and state laws that you would consult when determining your response to the situation. How would these laws and standards influence the choices you might make in responding to the situation?
C. Describe how you would demonstrate developmental and cultural sensitivity when addressing the legal and ethical issues presented. Use specific examples to illustrate your ideas.
Self-Awareness
How do your personal values and beliefs impact your understanding of the situation and the choices you might make when deciding how to respond to the legal and ethical issues that may arise in working with this client?
A. Include at least two examples of specific values and beliefs you hold that may influence your reactions to this case and the actions you may take.
B. Present at least two specific strategies that you will develop to address the influence that your personal values and beliefs may have on ethical decision making with clients.
References
Albert, D. (2002). Cognition in students: An analysis of information processing. In M.R.
Zelder (Ed.), Advances in school counseling (pp. 100-107). New York, NY: Fielders.
John, D. (2011). Effects of advocacy on the professional school counseling field: A literature
review. Journal of School Systems, 9(5), 101-111. doi: 10.011125/jjj.123
Peterson, L. (2009). An exploration of social justice. New York, NY: Thompson-Hire.
Responding to Ethical and Legal Issues - Case Study
School Counseling
Marty is a 10-year-old boy whose family moved to the United States from South America two years ago. Marty's father was promoted to a new job, so Marty needed to transfer to a different school in the middle of the year. Marty is having a difficult time making this transition. He is small for his age and has a speech impairment that can make it challenging for others to understand him. Marty is not confident in social situations and has not had an ea.
Supporting Participants who may have Children with Learning Disabilities or SEN
Supporting Participants who may have Children with Learning Disabilities or SEN is part of the Supporting Families, Pathway2work activities which help families to connect and work through problems together.
If you would like more information about the services that Pathway2work: Supporting Families does please call: 0121 707 0550 or e-mail: info@pathwaygroup.co.uk
Dear Expert I have some question about Virtual Family Proje.pdf
Dear Expert, I have some question about Virtual Family Project (Child Deverlopment 208 - Chil,
Family and Community). I would like to ask an experts and I am looking forward to the help of
experts.
For this Activity you are to provide the following information for your Virtual Family Project: (all 3
items are due for this learning activity)
1. Community Agencies/Organizations - Provide the following information for at least three
Community Agencies/Organizations:
- The name of the agency/organization - sometimes they are referred to as Community Based
Organizations or CBO's
- A brief description of what the agency/organization does; how it supports families - How this
agency/organization will help your Virtual Family
2. Online resources that will support your virtual family (at least three online resources)
- Name of the resource
- Link to the online resource
- The focus of the resource; how they help families Brief description of how this resource will
support your virtual family
3. Articles (at least three articles that would be beneficial to your virtual family) Include the
following information for each article
- Title/Author/Date (current within the last 10 years)
- Topic
- Brief description of how the article will support your virtual family
- Copy of each article
Please see my attach file about my virtual family. Thank you so much.
Meet the Soon Family School/ Teacher Information: You are a preschool teacher at a community-
based preschool program in a wealthy area. Your classroom is comprised of 18,4 -year-old
children and 2 teachers. You have been teaching at this school for over 5 years and absolutely
enjoy working with the director and your fellow co-workers because of their passion for teaching
children and helping families. Child enrolled in your class: Ethan Soon (4 years-old) Family
Information: Raymond and Josephine Soon are the maternal grandparents of 4-year-old Ethan.
Ethan's mother, Judy, is divorced from Ethan's father. Ethan's father lives in China, and has no
contact with Ethan or the rest of the family. Grandfather Raymond, Grandmother Josephine,
mother Judy, and Ethan all live together in the same house. Judy works all day in a high paying
professional job and is the sole source of income for the family. Judy's father, Raymond, has
failing health and requires the constant care and attention of Josephine. Ethan, as a result, is
enrolled in and attending a full day preschool program from 630am630pm. Ethan is an English
language learner, as previous to starting at his preschool this past fall, he was at home with his
grandparents all day who only speak in Mandarin. Ethan is not adjusting to his preschool program
well, he arrives to school with Grandmother and then when she leaves, Ethan sits silently at a
classroom table refusing to eat much, talk, or interact with the other children for most of the day.
He will not separate from his blanket and takes it with him when teachers assist him in toileting,
moving to his cot f.
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.
The closest frame of reference I have similar to the situationadver.docx
The closest frame of reference I have similar to the situation/adversity facing today was when I entered middle school. Where I grew up there five elementary schools, four were for the “average” students and one for the “gifted” students. There was only one middle school. All of the gifted students were placed in advanced classes. I was fortunate to be one of the few from the average school to place in advanced classes. After the first month of class, I received my first “C+” ever and it was in English. I was sick to my stomach and holding back tears. I told my teacher Mrs. Eaves that I was sick and went to
the principal’s office
to call my parents. I balled my eyes out while I waited for them partly due to fear of my parents finding out I scored low, and partly because I was disappointed in myself. When my parents
arrived, they
kept asking me what was wrong, but I stayed silent. Your have to understand I come from a culture where getting a 99% meant that there was 1% room for improvement. When I returned to school the next day I was determined to never feel like that again. I worked hard, completed all my assignments on time, and took every chance I could for extra-credit. Mrs. Eaves would task me with getting her mail and other small tasks. Everyone would just say I was the “teachers pet”, but I didn’t think anything of it. Despite all my hard work, I still ended the school year with “B” in English. Growing up in a bilingual household was tough, trust me trying to explain the movie “Inception “ in
Urdu
to my grandpa was insane. At the end of year awards ceremony as I watched many of my friends get
awards
for science, math, social studies, ENGLISH, etc. I felt sad because the chances of me getting an award were slim. Mrs. Eaves comes on stage and presents the last award before she announces recipient or subject she explained that the award was the most important and has only given it out twice in her career. The room was silent because she goes into depth about its importance and meaning, but to be
honest, I
was scratching my head because all the smart kids in the class had already received
their
award. Then I hear my name and presents me with
his
“Mr Dependability” award and I just ecstatic. Not because of what the award meant, but just the fact I got an award. From that year on, I used that motivation and I pushed harder and harder eventually ending each year with awards in math, science, or social studies. I kept in touch with Mrs. Eaves throughout the years and she came to my wedding. At my wedding, I asked her why she gave me that award and was it just
a consolation prize
. She told me that when her father passed
away, I
was the only student to come up to her and console her and it eased her day. I do not even remember what I said or even that her father passed away. She said that she had not seen that level of maturity in any sixth grader. Dependable person is reliable, responsible, and trustworthy. In the world of Inf.
NameInstitutionProfessorDateCase study of Alicia and M.docx
Name:
Institution:
Professor:
Date:
Case study of Alicia and Montford.
Alicia and Montford.
As the mental health service coordinator for both Alicia and Montford, I have investigated there bad grades and can attribute the low grades to their living conditions. It is important to bring to light the exact conditions that the two siblings stay in, first, they live in a homeless compound and their parents are generally people who have given up hope and also given up responsibility of their 6 &7 year old son and daughter. Parents are expected to supervise their young ones daily activities including their education to ensure that they are brought up upright and also have good morals. In the homeless institution, Alicia’s and Montford’s parents are not obliged to take care of their young ones since basic facilities such as food, shelter and care is provided by the state through the homeless institution.
Neglect of the children by their parents has resulted has resulted in their drop in school grades. A homeless institution is also not a good environment to bring up young children since they share the same environment with social wrecks such as drunks and drug addicts. This people communicate mostly in foul language based on their environment. The two children have adapted this foul language which can be explained by their swearing and foul language between the parents and other next of kin and relatives.
Before creating a problem solving strategy it is important to identify the problems to ensure that the correct resolutions are identified. The current and past living conditions of Alicia and Montford which have negatively affected their character and social skills. The parents have neglected them and have no major input in their education or social interactions. Lack of a permanent home has also resulted in the children’s behavior and bad performance in school. This neglect has resulted in the children’s studies dipping due to lack of parental supervision. The homeless institution is also not a good environment to bring up 6 & 7 year old children due to the characters found in such institutions are generally bad mannered and can only influence children negatively. The parents have also shown a disregard to the welfare of their children neglecting their education and social life, they are therefore one of the main causes of the children’s non performance in education and even socially. Getting them to a children’s home where the parents can visit them will help the kids get away from bad influences since their parents are irresponsible and one of the causes of the neglect.
To solve the problem, the children should e sent to special schools where they will be given special attention to help them improve their social skills and education. Special institutions provide such young children with basic needs thus ensuring they do not waste their energy in thinking about food or shelter. They also provide constant supervision thus can help supervise .
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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Motherhood and Pregnancy
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Characteristics Of My Mother
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Victim of Peer Violence At the age of nine, Anita moved from.docx
Victim of Peer Violence
At the age of nine, Anita moved from a small town to a big city because her father was transferred to a new job. Anita entered fifth grade in the middle of the term and was immediately ostracized by her female classmates. Anita begged her parents to send her back to her old school. Her parents assumed she was lonely and reassured her that things would get better soon.
Two girls began tripping Anita in the halls and taking items from her, starting with small items such as school supplies and graduating to larger items such as jewelry and clothes. They would “accidentally” elbow her in the stomach as they walked by, threw things at Anita when teachers were not looking, and whispered derogatory names to her. Anita started leaving for school in the morning, then circling back home when her parents left for work.
One day, Anita’s mother caught her in the attempt, but Anita refused to explain her actions. Reluctantly, she returned to school only to find the same two girls waiting for her in the restroom. They kicked her and pulled her hair. Anita returned to class teary-eyed and disheveled, but refused to talk to the teacher. After class, her teacher encouraged her to talk to the school counselor, where Anita finally broke down and confessed what had been occurring.
We have learned that taking a social ecological approach (i.e., altering the environment) can be an important component to an intervention plan. As the school counselor, you must work with the school and Anita’s family to intervene on her behalf.
Write your initial response in at least 5
00 Words
.
Apply APA standards to citation of sources.
All must be addressed
Based on this scenario, what environmental alterations might you suggest based on what you have learned?
How will you foster resiliency as part of a community-intervention plan?
Include issues of gender, diversity, and ethics in your plan.
As the counselor meeting with Anita, how will you manage state-mandated reporting laws and maintaining Anita’s confidentiality within the community?
V.
How will you incorporate Anita’s parents and school into your plan?
Please do not use Wikipedia.
Must use two references
Must use as one of references:
Title:
Handbook of Children, Culture, and Violence
Author:
Dorothy G. Singer (Editor); Robin Fretwell Wilson (Editor); Nancy E. Dowd
Edition:
1
Copyright Date:
2006-01-01
Publisher:
SAGE Publications, Incorporated
ISBN:
9781412913690
.
Hernandez Family Episode 1 Hernandez Family Episode 1 Program Tran.docx
Hernandez Family Episode 1 Hernandez Family Episode 1 Program Transcript JUAN HERNANDEZ: But we didn't do anything wrong. That woman, that social worker, who came to our house, I told her, me and Elena, we decide what's best for our boys, not her. Telling us we punish to hard. She doesn't know anything about us. ELENA HERNANDEZ: We give our sons a good life. We love them very much. It's not fair what she said about Juan and me. We're good parents. FEMALE SPEAKER: Mrs. Hernandez, I understand how difficult this is for you-- JUAN HERNANDEZ: I don't think you do. Everything that we do, we do for them, everything. We work hard. We take care of them. And when they don't follow the rules, they get punished, strictly. The old fashioned way. ELENA HERNANDEZ: Shh. Quiet. I told you. JUAN HERNANDEZ: Sometimes I'm not strict enough with them. Look, I punish my sons the way I see fit. That's the only way they are going to learn. That's how we learned from our parents, right? Nobody took parenting classes. That's ridiculous. FEMALE SPEAKER: I understand you're angry. And you're raising your children the way you were brought up to do. But ACS has required that you do this. JUAN HERNANDEZ: What if I don't want to be required? ELENA HERNANDEZ: I have a question. FEMALE SPEAKER: Of course. ELENA HERNANDEZ: If we go through with this, the things we talk about with you, will it be private? JUAN HERNANDEZ: But we have not agreed to do this. ELENA HERNANDEZ: I don't want to be here either. But I don't want to loose our children. Would it be private, what we talk about? FEMALE SPEAKER: The information we share is between us. The only exception to that is if one of you says you're going to hurt yourself or hurt someone else. In that case, I have to report it to the ACS worker. But everything else is strictly confidential. © 2017 Laureate Education, Inc. 1 Hernandez Family Episode 1 So how do you think we can work together to make this a positive experience for both of you? JUAN HERNANDEZ: Parenting classes, really? What about the bills? I'm not going to be able to work overtime. ELENA HERNANDEZ: If we do what we're supposed to do, would it be OK with our family? FEMALE SPEAKER: There are no guarantees. But here's what I can say. We'll all work together to create a plan based on what the ACS worker has required and recommended. Then it will be up to her what the outc
Hernandez Family Episode 2 Hernandez Family Episode 2 Program Transcript FEMALE SPEAKER: It's good to see all our parents again tonight. And I want to say thank you for being here these last few weeks. Today, we're going to talk about child development, specifically the behavior of our children, and what are some realistic expectations we can have about how they behave, depending on how old they are. Part of understanding human behavior is looking at where someone is in their life, as well at the impact of their environment, whether it's school, home life, family, or friends. MALE SPEAKER: What's there .
Mental Health Case StudyMelanie is a 16 year old who lived with he.docx
Mental Health Case Study
Melanie is a 16 year old who lived with her parents and two siblings in a suburban neighborhood until her parents separated 6 months ago. At that time her school performance began to decline and she was truant from school, frequently not returning home until after dark. When she arrived home, she was verbally abusive to her mother when asked where she had been. Three days ago, her relationship with her boyfriend of 1 year ended when he told her she had “changed” and he didn’t know how to “relate to her anymore”. That evening, Melanie became very disruptive at home, breaking lamps and mirrors and turning over furniture. When her mother attempted to talk to Melanie, her daughter threatened her. Melanie was admitted to the children’s psychiatric unit of the local inpatient mental health facility.
Since her admission, Melanie has refused to attend any group sessions or talk to staff and spends most of her time in her room. At change of shifts today, the staff heard a loud noise after which the nurse practitioner and two psychiatric technologists rushed to Melanie’s room. There they observed Melanie screaming incoherently and throwing chairs against the wall; clothes were littered across the floor (Broyles, 2006). You will need to answer the following questions and summarize in 1-2 paragraphs.
What is a potential diagnosis for Melanie?
What impact might Melanie’s level of growth and development have on her response to life stressors?
What are the priorities of care for Melanie at this time?
What other assessment data would be helpful for the nurse practitioner to have?
What factors should the nurse practitioner consider prior to approaching Melanie?
Do you think that Melanie’s behavior at home warranted hospitalization and why or why not?
Do you think Melanie’s present behavior warrants continued hospitalization, why or why not?
Melanie’s mother calls the unit every day to check on her daughter but is not sure whether she should visit Melanie because as she says, “I’m afraid I’ll upset her. I think she feels that this whole situation is my fault. I love my daughter and I just want her to get well.” How would you respond to Melanie’s mother?
At least 350 words APA with 3 intext citations no older than 5 years DUE TONIGHT!!!!!
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Answer questions on the attached doc each answer must be minimum 250.docx
Answer questions on the attached doc each answer must be minimum 250 words original due time is (GMT -6) US CST
The book being used is here
Gomez-Mejia, L. R., Balkin, D. B., & Cardy, R. L. (2010).
Managing human resources
(6th ed.)
.
Upper Saddle River, NJ: Prentice Hall.
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Answer QuestionCompare and contrast the two types of totalitaria.docx
Answer Question
Compare and contrast the two types of totalitarian governments that arose after 1917, that is, communism and fascism. What were the origins of these governments, their accomplishments, and their failures? What accounts for the fact that the masses mobilized to support these movements? Elaborate.
Answer Question
What were reasons that led to the ultimate failure of the Treaty of Versailles? What were the challenges facing the newly-formed League of Nations, and why was it so difficult to form a lasting agreement that would prevent another war? Elaborate.
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Similar to Anne is 10 years old and lives in a major metropolitan U.S. city and.docx
Case Study JohnnyJohnny is a 9 year old boy brought to the .docx
Case Study: Johnny
Johnny is a 9 year old boy brought to the emergency room where you are employed as a crisis therapist. The patient was transported by a crisis mobile team who was called by the school. The evaluation by the ER physician as well as the urine drug screen is unremarkable: there are no acute or chronic concerns with this patient. In the chart, you note the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 form completed by the mother (attached). Admission paperwork identifies that Johnny has had numerous visits to the principal’s office in the past year, all triggered by various disruptive behaviors.
Today’s crisis started when Johnny refused to follow directions regarding an in-class assignment. When the teacher attempted to redirect his behavior things escalated rapidly: Johnny yelled at the teacher, cursed at him using vulgar language, and when the teacher grabbed him by the shoulders to take him to the principal’s office Johnny impulsively stabbed the teacher in the arm with a pencil he was clenching in his hand. Johnny was escorted to the principal’s office who immediately called the police and Johnny’s parents. The police officer was compelled to contact the county crisis hotline who dispatched a crisis mobile team. The crisis clinicians made the determination that Johnny is a danger to others and he must be taken immediately to the nearest emergency room for emergency psychiatric evaluation. Johnny has refused to speak to the ER physician or his nurse.
You gather most of your clinical information from his mother who is at the bedside. Johnny’s mother reports that he has always been a clever, charming, and very playful boy. She informed that for the past year Johnny has been increasingly stubborn, repeatedly challenging his mother’s and his teacher’s authority when compliance with home and/or classroom rules is required. Johnny used to be an A+ student. For the past year, however he has been averaging Bs in most subjects, grades that he earned effortlessly.
His mother repeatedly assures you that his drop in grades is not due to lack of intellectual ability but rather because Johnny prefers playing over any type of work. His mother denies any changes in sleep, appetite, or any mood fluctuations. Furthermore, his mom reports that Johnny is a healthy and happy boy who is interested in sports, the outdoors, videogames, and that he wishes to become a software engineer when he grows up. She reports that the school counselor has mentioned that Johnny may be suffering from ADHD or even bipolar disorder. The thought of these diagnoses appear very disturbing to Johnny’s mom. She quickly assures you that she has not observed Johnny to ever struggle with depression, or distractibility, and reports that he has always been a good sleeper. She reports that Johnny has never made any statements amounting to thoughts or impulses to harm self or others.
Johnny’s mother presents shaken by today’s events ...
Fiore (2011) makes the statement, Its not what you said, but how y.docx
Fiore (2011) makes the statement, "It's not what you said, but how you said it" (p. 64). Share an incident where you were on the receiving end of the non-verbal communication and how it impacted your reaction to the situation. Continue by sharing a time when your non-verbal communication sent the wrong message about something you were attempting to communicate. Focus on professional settings and the impact the non-verbal communication had on the outcome.
REPLY TO MY CLASSMATE’S POST. EXPLAINING WHY YOU AGREE WITH HIS POST TO THE ABOVE DISCUSSION (A MINIMUM OF 150 WORDS EACH)
CLASSMATE’S POST
In the field of sociology, I as a student studied the human, but in my second field work in the field of anthropology I as a student was better able to study the human in society. In the field of education, I work as a Freedom Writer for Teacher Training Institute's and for the foundation we work through convention in the field of education for teacher teaching curriculum K-12. Each year we host teacher training programs for teachers locally, internationally, and nationally across America focusing on cross-cultural and universal experiences in the field of education. We focus on activities that lend itself to verbal and nonverbal communication. As Freedom Writers we role play one activity is to invite teachers to participant in an activity that focuses on Dad and Mom meeting their daughters first boyfriend.
He knocks on the door they invite him in. After the initial meeting there is nervousness, insecurities, and fidgeting from boyfriend as Dad clears his throat the boyfriend consistently avoids eye contact during this activity. Mom on the receiving end of the non-verbal communication let's Dad lead out of fear of rebellion and their daughter never returning home after their first date. They sit down to eat dinner before allowing their daughter to leave and the boyfriend begins to perspire. Perspiring is a non-verbal sign that is non-threatening as he is trying to impress his girlfriend’s mother and Father.
He brought her flowers and was polite at the end of diner they said yes and allowed him to take out their daughter. As they left with verbal communication thanking the mom and Dad in this activity the two began to smile expressing non-verbal communication after their approval. This is only one of many activities created for a safe environment and a safe learning outcome by The Freedom Writers and teacher training program in the field of education. This activity really works, is effective and does resonate with teacher student communications.0
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GU101 Student SuccessScenarios for Discussion Board Week 2
GU101 Student Success
Scenarios for Discussion Board Week 2
Scenario #1:
Amaya
Amaya is a 40-year old female who lives with her four children in her mother’s home. She is a single mother who works one full-time job Monday-Friday and works part-time (8 hours) every Saturday at the local supermarket. Her children are 11, 9, and 6 (twins). Her mother is retired and takes care of the kids when they get home from school. Amaya gives her mother money to do the grocery shopping (etc.) during the day when the kids are at school, and her mother cooks all the meals.
When Amaya gets home every day, she eats dinner, helps the kids with their homework, gets them to bed, and then begins her homework around 9:00 at night. She usually can get to bed around 10:30 at night, and she studies every night. She enjoys her online discussions, and she has been able to apply some of what she is learning to her job. She counts on Sundays to do massive work on her papers – except last Sunday was the twins’ birthday, so she didn’t do any work and did not submit her paper. Amaya figured she would finish it as soon as she could.
Yesterday, while her mother was carrying laundry to the washer, she slipped, fell, and broke her ankle. It was her right ankle, and she cannot put weight on it or drive. Although she has crutches and can get around the home a little bit, she is now unable to grocery shop, do laundry, and cook.
Amaya opted to stay in her course. She has not told her professor or her advisor what is going on because she didn’t want to sound like a complainer. She now has taken on all the household responsibilities, is working the same amount, and often cannot begin her homework until midnight. She is beginning to fall behind and is hoping she can hang on and earn some type of passing grade.
Scenario #2:
Bob
Bob is 24-years old and married. His wife is 6 months pregnant with their first child, and she is a librarian at the neighborhood elementary school. Bob is excited to become a father! He currently has a salaried position as an assistant manager at a large retail store he started working at when he was 16 years old, but the company will not promote him to any higher position (manager or above) until he has his degree in business.
Even though his company is paying for him to go to school, he has begun his degree only because he feels he has to do it, and he resents being in school. He does the minimum work possible and spends as little time studying as he can. He didn’t like high school even though he graduated with a 3.3 GPA.
Recently, business at the store has picked up significantly, and Bob has been required to work longer hours. When he finally got home last night around 8:30PM, he found his wife in bed, and his in-laws were there. He learned that his wife had been put on bed rest for the rest of her pregnancy, and his in-laws, who lived 10 minutes away, were there to offer support and help out with whatever they needed.
Bob talked to his wi ...
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.
PAGE Running head ETHICAL AND LEGAL ISSUES 1Responding t.docx
PAGE
Running head: ETHICAL AND LEGAL ISSUES
1
Responding to Ethical and Legal Issues
Learner Name
Capella University
Responding to Ethical and Legal Issues
Briefly list the case study in which you are choosing to focus on in this paper as well as the ethical decision making model which you will be using to analyze this case. The total length of your paper should be 8-10 double-spaced pages. Please use 12pt Times New Roman font and include references to five peer-reviewed journal articles and/or textbooks in your paper.
Case Study
Summarize the key legal and ethical issues presented in the case.
Ethical Response to Case
If you were the counselor working with this case, discuss how you would apply each step of the ethical decision-making model you have selected in order to respond effectively to these legal and ethical issues.
A. Include specific examples to illustrate the actions you would take at each step.
B. Include the specific ethical standards and state laws that you would consult when determining your response to the situation. How would these laws and standards influence the choices you might make in responding to the situation?
C. Describe how you would demonstrate developmental and cultural sensitivity when addressing the legal and ethical issues presented. Use specific examples to illustrate your ideas.
Self-Awareness
How do your personal values and beliefs impact your understanding of the situation and the choices you might make when deciding how to respond to the legal and ethical issues that may arise in working with this client?
A. Include at least two examples of specific values and beliefs you hold that may influence your reactions to this case and the actions you may take.
B. Present at least two specific strategies that you will develop to address the influence that your personal values and beliefs may have on ethical decision making with clients.
References
Albert, D. (2002). Cognition in students: An analysis of information processing. In M.R.
Zelder (Ed.), Advances in school counseling (pp. 100-107). New York, NY: Fielders.
John, D. (2011). Effects of advocacy on the professional school counseling field: A literature
review. Journal of School Systems, 9(5), 101-111. doi: 10.011125/jjj.123
Peterson, L. (2009). An exploration of social justice. New York, NY: Thompson-Hire.
Responding to Ethical and Legal Issues - Case Study
School Counseling
Marty is a 10-year-old boy whose family moved to the United States from South America two years ago. Marty's father was promoted to a new job, so Marty needed to transfer to a different school in the middle of the year. Marty is having a difficult time making this transition. He is small for his age and has a speech impairment that can make it challenging for others to understand him. Marty is not confident in social situations and has not had an ea.
Supporting Participants who may have Children with Learning Disabilities or SEN
Supporting Participants who may have Children with Learning Disabilities or SEN is part of the Supporting Families, Pathway2work activities which help families to connect and work through problems together.
If you would like more information about the services that Pathway2work: Supporting Families does please call: 0121 707 0550 or e-mail: info@pathwaygroup.co.uk
Dear Expert I have some question about Virtual Family Proje.pdf
Dear Expert, I have some question about Virtual Family Project (Child Deverlopment 208 - Chil,
Family and Community). I would like to ask an experts and I am looking forward to the help of
experts.
For this Activity you are to provide the following information for your Virtual Family Project: (all 3
items are due for this learning activity)
1. Community Agencies/Organizations - Provide the following information for at least three
Community Agencies/Organizations:
- The name of the agency/organization - sometimes they are referred to as Community Based
Organizations or CBO's
- A brief description of what the agency/organization does; how it supports families - How this
agency/organization will help your Virtual Family
2. Online resources that will support your virtual family (at least three online resources)
- Name of the resource
- Link to the online resource
- The focus of the resource; how they help families Brief description of how this resource will
support your virtual family
3. Articles (at least three articles that would be beneficial to your virtual family) Include the
following information for each article
- Title/Author/Date (current within the last 10 years)
- Topic
- Brief description of how the article will support your virtual family
- Copy of each article
Please see my attach file about my virtual family. Thank you so much.
Meet the Soon Family School/ Teacher Information: You are a preschool teacher at a community-
based preschool program in a wealthy area. Your classroom is comprised of 18,4 -year-old
children and 2 teachers. You have been teaching at this school for over 5 years and absolutely
enjoy working with the director and your fellow co-workers because of their passion for teaching
children and helping families. Child enrolled in your class: Ethan Soon (4 years-old) Family
Information: Raymond and Josephine Soon are the maternal grandparents of 4-year-old Ethan.
Ethan's mother, Judy, is divorced from Ethan's father. Ethan's father lives in China, and has no
contact with Ethan or the rest of the family. Grandfather Raymond, Grandmother Josephine,
mother Judy, and Ethan all live together in the same house. Judy works all day in a high paying
professional job and is the sole source of income for the family. Judy's father, Raymond, has
failing health and requires the constant care and attention of Josephine. Ethan, as a result, is
enrolled in and attending a full day preschool program from 630am630pm. Ethan is an English
language learner, as previous to starting at his preschool this past fall, he was at home with his
grandparents all day who only speak in Mandarin. Ethan is not adjusting to his preschool program
well, he arrives to school with Grandmother and then when she leaves, Ethan sits silently at a
classroom table refusing to eat much, talk, or interact with the other children for most of the day.
He will not separate from his blanket and takes it with him when teachers assist him in toileting,
moving to his cot f.
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.
The closest frame of reference I have similar to the situationadver.docx
The closest frame of reference I have similar to the situation/adversity facing today was when I entered middle school. Where I grew up there five elementary schools, four were for the “average” students and one for the “gifted” students. There was only one middle school. All of the gifted students were placed in advanced classes. I was fortunate to be one of the few from the average school to place in advanced classes. After the first month of class, I received my first “C+” ever and it was in English. I was sick to my stomach and holding back tears. I told my teacher Mrs. Eaves that I was sick and went to
the principal’s office
to call my parents. I balled my eyes out while I waited for them partly due to fear of my parents finding out I scored low, and partly because I was disappointed in myself. When my parents
arrived, they
kept asking me what was wrong, but I stayed silent. Your have to understand I come from a culture where getting a 99% meant that there was 1% room for improvement. When I returned to school the next day I was determined to never feel like that again. I worked hard, completed all my assignments on time, and took every chance I could for extra-credit. Mrs. Eaves would task me with getting her mail and other small tasks. Everyone would just say I was the “teachers pet”, but I didn’t think anything of it. Despite all my hard work, I still ended the school year with “B” in English. Growing up in a bilingual household was tough, trust me trying to explain the movie “Inception “ in
Urdu
to my grandpa was insane. At the end of year awards ceremony as I watched many of my friends get
awards
for science, math, social studies, ENGLISH, etc. I felt sad because the chances of me getting an award were slim. Mrs. Eaves comes on stage and presents the last award before she announces recipient or subject she explained that the award was the most important and has only given it out twice in her career. The room was silent because she goes into depth about its importance and meaning, but to be
honest, I
was scratching my head because all the smart kids in the class had already received
their
award. Then I hear my name and presents me with
his
“Mr Dependability” award and I just ecstatic. Not because of what the award meant, but just the fact I got an award. From that year on, I used that motivation and I pushed harder and harder eventually ending each year with awards in math, science, or social studies. I kept in touch with Mrs. Eaves throughout the years and she came to my wedding. At my wedding, I asked her why she gave me that award and was it just
a consolation prize
. She told me that when her father passed
away, I
was the only student to come up to her and console her and it eased her day. I do not even remember what I said or even that her father passed away. She said that she had not seen that level of maturity in any sixth grader. Dependable person is reliable, responsible, and trustworthy. In the world of Inf.
NameInstitutionProfessorDateCase study of Alicia and M.docx
Name:
Institution:
Professor:
Date:
Case study of Alicia and Montford.
Alicia and Montford.
As the mental health service coordinator for both Alicia and Montford, I have investigated there bad grades and can attribute the low grades to their living conditions. It is important to bring to light the exact conditions that the two siblings stay in, first, they live in a homeless compound and their parents are generally people who have given up hope and also given up responsibility of their 6 &7 year old son and daughter. Parents are expected to supervise their young ones daily activities including their education to ensure that they are brought up upright and also have good morals. In the homeless institution, Alicia’s and Montford’s parents are not obliged to take care of their young ones since basic facilities such as food, shelter and care is provided by the state through the homeless institution.
Neglect of the children by their parents has resulted has resulted in their drop in school grades. A homeless institution is also not a good environment to bring up young children since they share the same environment with social wrecks such as drunks and drug addicts. This people communicate mostly in foul language based on their environment. The two children have adapted this foul language which can be explained by their swearing and foul language between the parents and other next of kin and relatives.
Before creating a problem solving strategy it is important to identify the problems to ensure that the correct resolutions are identified. The current and past living conditions of Alicia and Montford which have negatively affected their character and social skills. The parents have neglected them and have no major input in their education or social interactions. Lack of a permanent home has also resulted in the children’s behavior and bad performance in school. This neglect has resulted in the children’s studies dipping due to lack of parental supervision. The homeless institution is also not a good environment to bring up 6 & 7 year old children due to the characters found in such institutions are generally bad mannered and can only influence children negatively. The parents have also shown a disregard to the welfare of their children neglecting their education and social life, they are therefore one of the main causes of the children’s non performance in education and even socially. Getting them to a children’s home where the parents can visit them will help the kids get away from bad influences since their parents are irresponsible and one of the causes of the neglect.
To solve the problem, the children should e sent to special schools where they will be given special attention to help them improve their social skills and education. Special institutions provide such young children with basic needs thus ensuring they do not waste their energy in thinking about food or shelter. They also provide constant supervision thus can help supervise .
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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Victim of Peer Violence At the age of nine, Anita moved from.docx
Victim of Peer Violence
At the age of nine, Anita moved from a small town to a big city because her father was transferred to a new job. Anita entered fifth grade in the middle of the term and was immediately ostracized by her female classmates. Anita begged her parents to send her back to her old school. Her parents assumed she was lonely and reassured her that things would get better soon.
Two girls began tripping Anita in the halls and taking items from her, starting with small items such as school supplies and graduating to larger items such as jewelry and clothes. They would “accidentally” elbow her in the stomach as they walked by, threw things at Anita when teachers were not looking, and whispered derogatory names to her. Anita started leaving for school in the morning, then circling back home when her parents left for work.
One day, Anita’s mother caught her in the attempt, but Anita refused to explain her actions. Reluctantly, she returned to school only to find the same two girls waiting for her in the restroom. They kicked her and pulled her hair. Anita returned to class teary-eyed and disheveled, but refused to talk to the teacher. After class, her teacher encouraged her to talk to the school counselor, where Anita finally broke down and confessed what had been occurring.
We have learned that taking a social ecological approach (i.e., altering the environment) can be an important component to an intervention plan. As the school counselor, you must work with the school and Anita’s family to intervene on her behalf.
Write your initial response in at least 5
00 Words
.
Apply APA standards to citation of sources.
All must be addressed
Based on this scenario, what environmental alterations might you suggest based on what you have learned?
How will you foster resiliency as part of a community-intervention plan?
Include issues of gender, diversity, and ethics in your plan.
As the counselor meeting with Anita, how will you manage state-mandated reporting laws and maintaining Anita’s confidentiality within the community?
V.
How will you incorporate Anita’s parents and school into your plan?
Please do not use Wikipedia.
Must use two references
Must use as one of references:
Title:
Handbook of Children, Culture, and Violence
Author:
Dorothy G. Singer (Editor); Robin Fretwell Wilson (Editor); Nancy E. Dowd
Edition:
1
Copyright Date:
2006-01-01
Publisher:
SAGE Publications, Incorporated
ISBN:
9781412913690
.
Hernandez Family Episode 1 Hernandez Family Episode 1 Program Tran.docx
Hernandez Family Episode 1 Hernandez Family Episode 1 Program Transcript JUAN HERNANDEZ: But we didn't do anything wrong. That woman, that social worker, who came to our house, I told her, me and Elena, we decide what's best for our boys, not her. Telling us we punish to hard. She doesn't know anything about us. ELENA HERNANDEZ: We give our sons a good life. We love them very much. It's not fair what she said about Juan and me. We're good parents. FEMALE SPEAKER: Mrs. Hernandez, I understand how difficult this is for you-- JUAN HERNANDEZ: I don't think you do. Everything that we do, we do for them, everything. We work hard. We take care of them. And when they don't follow the rules, they get punished, strictly. The old fashioned way. ELENA HERNANDEZ: Shh. Quiet. I told you. JUAN HERNANDEZ: Sometimes I'm not strict enough with them. Look, I punish my sons the way I see fit. That's the only way they are going to learn. That's how we learned from our parents, right? Nobody took parenting classes. That's ridiculous. FEMALE SPEAKER: I understand you're angry. And you're raising your children the way you were brought up to do. But ACS has required that you do this. JUAN HERNANDEZ: What if I don't want to be required? ELENA HERNANDEZ: I have a question. FEMALE SPEAKER: Of course. ELENA HERNANDEZ: If we go through with this, the things we talk about with you, will it be private? JUAN HERNANDEZ: But we have not agreed to do this. ELENA HERNANDEZ: I don't want to be here either. But I don't want to loose our children. Would it be private, what we talk about? FEMALE SPEAKER: The information we share is between us. The only exception to that is if one of you says you're going to hurt yourself or hurt someone else. In that case, I have to report it to the ACS worker. But everything else is strictly confidential. © 2017 Laureate Education, Inc. 1 Hernandez Family Episode 1 So how do you think we can work together to make this a positive experience for both of you? JUAN HERNANDEZ: Parenting classes, really? What about the bills? I'm not going to be able to work overtime. ELENA HERNANDEZ: If we do what we're supposed to do, would it be OK with our family? FEMALE SPEAKER: There are no guarantees. But here's what I can say. We'll all work together to create a plan based on what the ACS worker has required and recommended. Then it will be up to her what the outc
Hernandez Family Episode 2 Hernandez Family Episode 2 Program Transcript FEMALE SPEAKER: It's good to see all our parents again tonight. And I want to say thank you for being here these last few weeks. Today, we're going to talk about child development, specifically the behavior of our children, and what are some realistic expectations we can have about how they behave, depending on how old they are. Part of understanding human behavior is looking at where someone is in their life, as well at the impact of their environment, whether it's school, home life, family, or friends. MALE SPEAKER: What's there .
Mental Health Case StudyMelanie is a 16 year old who lived with he.docx
Mental Health Case Study
Melanie is a 16 year old who lived with her parents and two siblings in a suburban neighborhood until her parents separated 6 months ago. At that time her school performance began to decline and she was truant from school, frequently not returning home until after dark. When she arrived home, she was verbally abusive to her mother when asked where she had been. Three days ago, her relationship with her boyfriend of 1 year ended when he told her she had “changed” and he didn’t know how to “relate to her anymore”. That evening, Melanie became very disruptive at home, breaking lamps and mirrors and turning over furniture. When her mother attempted to talk to Melanie, her daughter threatened her. Melanie was admitted to the children’s psychiatric unit of the local inpatient mental health facility.
Since her admission, Melanie has refused to attend any group sessions or talk to staff and spends most of her time in her room. At change of shifts today, the staff heard a loud noise after which the nurse practitioner and two psychiatric technologists rushed to Melanie’s room. There they observed Melanie screaming incoherently and throwing chairs against the wall; clothes were littered across the floor (Broyles, 2006). You will need to answer the following questions and summarize in 1-2 paragraphs.
What is a potential diagnosis for Melanie?
What impact might Melanie’s level of growth and development have on her response to life stressors?
What are the priorities of care for Melanie at this time?
What other assessment data would be helpful for the nurse practitioner to have?
What factors should the nurse practitioner consider prior to approaching Melanie?
Do you think that Melanie’s behavior at home warranted hospitalization and why or why not?
Do you think Melanie’s present behavior warrants continued hospitalization, why or why not?
Melanie’s mother calls the unit every day to check on her daughter but is not sure whether she should visit Melanie because as she says, “I’m afraid I’ll upset her. I think she feels that this whole situation is my fault. I love my daughter and I just want her to get well.” How would you respond to Melanie’s mother?
At least 350 words APA with 3 intext citations no older than 5 years DUE TONIGHT!!!!!
.
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Answer questions on the attached doc each answer must be minimum 250.docx
Answer questions on the attached doc each answer must be minimum 250 words original due time is (GMT -6) US CST
The book being used is here
Gomez-Mejia, L. R., Balkin, D. B., & Cardy, R. L. (2010).
Managing human resources
(6th ed.)
.
Upper Saddle River, NJ: Prentice Hall.
.
Answer QuestionCompare and contrast the two types of totalitaria.docx
Answer Question
Compare and contrast the two types of totalitarian governments that arose after 1917, that is, communism and fascism. What were the origins of these governments, their accomplishments, and their failures? What accounts for the fact that the masses mobilized to support these movements? Elaborate.
Answer Question
What were reasons that led to the ultimate failure of the Treaty of Versailles? What were the challenges facing the newly-formed League of Nations, and why was it so difficult to form a lasting agreement that would prevent another war? Elaborate.
.
Answer question in 8 or more sentences.1. In the colonial world,.docx
Answer question in 8 or more sentences.
1. In the colonial world, there was patriarchy. What are examples of colonial patriarchy? Do we have patriarchy today?
2.
What do you think of the idea of America as a "city upon a hill?" How does this relate to the reading, "Wickedness Breaks Forth?"
3.
What do the readings from the recent study guide show us about homosexuality and sexual orientation in the colonial period?
.
Answer T for True or F for False (write clearly!)16._____.docx
Answer
T
for True or
F
for False (write clearly!)
16._____
Romantic music is characterized by order, objectivity, and harmonious proportion.
17._____ Haydn, Mozart, Beethoven, were members of the Parisian school
18._____ The Classical melody is singable and lyrical
19._____All Classical music-making revolved around public ticket sales
20._____During the Classical period, women did not hold court positions as musicians and teachers
21._____The Romantic Period is the golden age of chamber music
22._____The string quartet consists of 2 violins, viola, cello and basso continuo
23._____Beethoven worked under the patronage of the Esterházy court.
24._____Mozart was a child prodigy who started to write music before the age of five.
25._____The French
Revolution destroyed
the
middle- class
26._____The Industrial Revolution spurred many technical advances in musical instruments
27._____ Classical composers used nationalistic, folkloric, and exotic subjects.
28._____ Romantic composers used richly expressive harmony, and broad, expanded forms.
29._____During the Romantic Period, women musicians excelled as performers, teachers, composers, music patrons
30._____The Lied is French
for solo voice and piano
31._____Absolute instrumental music depicts a literary or pictorial association
32._____Political unrest throughout Europe stimulated schools of nationalistic composers
33._____Dates for the Classical Period are 450-1450
34._____Dates for the Romantic Period are 1750-1820
35._____The
idée fixe
was used by Berlioz
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I agree/disagree the Second Great Awakening had a negative impact on women, African-Americans, and Indians for the following reasons:
First, (50 words or more)
source:
Second, (50 words or more)
Source:
Third, (50 words or more)
Source:
Fourth, (50 words or more)
Source:
.
answer must begin as follows and have 4 points and 4 sourcesI a.docx
answer must begin as follows and have 4 points and 4 sources:
I agree/disagree the Missouri Compromise of 1820 was a good idea for the following reasons:
First, (50 words or more)
source:
Second, (50 words or more)
Source:
Third, (50 words or more)
Source:
Fourth, (50 words or more)
Source:
.
answer must begin as follows and have 4 points and 4 sourcesI.docx
answer must begin as follows and have 4 points and 4 sources:
I agree/disagree Andrew Jackson was a villain and that his image should be removed from the $20 bill for the following reasons:
First, (50 words or more)
source:
Second, (50 words or more)
Source:
Third, (50 words or more)
Source:
Fourth, (50 words or more)
Source:
.
Answer follow question1. Explain what sociologists mean by t.docx
Answer follow question
1. Explain what sociologists mean by the social construction of reality. How has the social construction of reality affected you? How does social interaction shape who we are and how we see ourselves?
2.
What are some of the various groups discussed in our readings for this week? What groups have you been a part of? What is a bureaucracy and why do they often get labeled as inefficient?
3.
How much of who we are as people do you think comes from our expectations and roles in society and how much do we decide? What would happen if we didn't try to conform at all?
4.
what are bureaucracies? How are these related to groups? What type of group are they? Formal or informal? Why are they classified as inefficient by some and why have they become so important in our society today?
.
Answer each question with a high quality response. Please provide an.docx
Answer each question with a high quality response. Please provide any reference that you use.
1.
What is the Statement of Cash Flows and what information does it present?
Also, what is the relationship between the statement of cash flows and the balance sheet?
2.
Why is financial statement important and who could it benefit?
.
Answer each question fully. The finance department of a large co.docx
Answer each question fully.
The finance department of a large corporation has evaluated a possible capital project using the NPV method, the Payback Method, and the IRR method. The analysts are puzzled, since the NPV indicated rejection, but the IRR and Payback methods both indicated acceptance. Explain why this conflicting situation might occur and what conclusions the analyst should accept, indicating the shortcomings and the advantages of each method. Assuming the data is correct, which method will most likely provide the most accurate decisions and why?
.
Answer each part in essay format.Explain rights and procedures of .docx
Answer each part in essay format.
Explain rights and procedures of accused persons from initial court appearance to verdict.
Discuss the exclusionary rule and the Fourth Amendment ban on unreasonable searches and seizures.
Discuss the exclusionary rule in regard to the Fifth Amendment protection against self-incrimination.
Discuss the exclusionary rule and the Sixth Amendment right to counsel.
Discuss lawsuits against federal and state government.
Describe civil rights actions under Title 42 of the Civil Rights Act.
Prepare a case brief of the landmark case in Chapter 10 of your textbook,
Mapp v. Ohio
, including facts, procedural history, issue, rule, analysis, and conclusion.
Label each component of the brief
.
Answer each part in essay format.
Define the exclusionary rule. There are three justifications for the exclusionary rule. What are they? Explain the rationale behind each one. Which justification does the US Supreme Court use today?
List five exceptions to the exclusionary rule. Define and explain each one.
Reference
Samaha, Joel. (2015). Criminal Procedure, 9th, Ed. Boston, MA: Cengage.
.
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ANSWER QUESTION
Compare and contrast the personalities and policies of Hitler and Stalin. How and why was Hitler able to become a dictator in Germany? Elaborate.
ANSWER QUESTION
The following statement is taken from a contemporary account of Germany in 1939:
“…Though the Fuehrer’s anti-Semitic program furnished the National Socialist party in the first instance with a nucleus and rallying-cry, it was swept into office by two things with which the 'Jewish Problem' did not have the slightest connection. One the one side was economic distress and the revulsion against Versailles; on the other, chicanery and intrigue…Hitler and his party had promised the unhappy Germans a new heaven and a new earth, coupled with the persecution of the Jews. Unfortunately, a new heaven and earth cannot be manufactured to order. But a persecution of the Jews can…”
How do you interpret this contemporary account of the persecution of people who are Jewish? Elaborate.
.
answer questions attached.. 21). Give the name, date, location o.docx
answer questions attached..
21). Give the name, date, location of this statue. Write a short essay (a paragraph or two) explaining the significance of this statue in the development of Greek statues.
22). Give the name, date, location of this statue. Write a short essay (a paragraph or two) explaining how this statue goes beyond naturalism.
23). Give a brief summary of the Fibonacci Sequence and the Golden Mean (the number
φ
)
, and briefly explain its role in the architecture of the Parthenon.
.
Answer each of the following questions in regards to the two pieces .docx
Answer each of the following questions in regards to the two pieces of writing you’ve chosen to analyze in essay #2:
What are the key features that define each genre you have chosen?
What are the assumed audiences for each genre?
Are there any specific conventions used in one genre that aren't found in the other?
How are the two genres similar?
What are the reasons for what is conveyed visually? For what is conveyed via text? How do the visual and verbal texts in the ad interact?
.
answer each with at least 100 words.PromptTopic Anton grew u.docx
answer each with at least 100 words.
Prompt/Topic
: Anton grew up in France and has come to America for college. He lived with an French family during his freshman year, but then he moved into an apartment with two other students, all from different countries. They all study very hard and do not want to take time to cook, so he eats mostly fast or convenience food. He has found some French convenience foods; they are not as great as home cooking, but he does enjoy the familiar taste of his native country. Anton is acquiring a taste for American food and pizza, and he often eats fast food for lunch because it is inexpensive and quick to eat.
What concerns would you have about Anton’s eating habits?
What practical changes could Anton make to make his eating habits more consistent with the Dietary Guidelines for Americans?
.
Answer each of the following 4 questions with a 3-5 sentence.docx
Answer
each of the following 4 questions
with a 3-5 sentence paragraph. Write legibly and in full sentences. You may write on the back of the sheet.
What philosopher used the idea of
Tetrapharmakon
? What does this word mean? What is the purpose of this teaching?List and describe the different parts of this idea.
answer :
Epicurus
2. Who argued that a healthy state must be built on a “noble lie”? What is this lie? Why is it necessary?
3.
What are the main differences between the pre-Socratics and the Sophists? Name
one philosopher from each group, and describe how they demonstrate the main features of pre-Socratic and sophistic philosophy.
.
Answer questions1. Describe various forms of internal and ext.docx
Answer questions:
1
. Describe various forms of internal and external threats to an organization.
2.
Describe methods to detect internal and external threats to the organization.
3.
Evaluate methods to protect the organization from internal and external threats.
4.
Develop a proactive plan of environmental scanning to evaluate any existing threats to AGC.
.
Answer 5 question2 pagessingle space 12 font1.How do.docx
Answer 5 question
2 pages
single space 12 font
1.
How do you define the term family?
2.
What causes inequality among families?
3.
Do you think there are benefits to living together with someone before getting married? Give two reasons for your response.
4.
Do you think persons are predisposed to commit crimes (born to commit crimes)? Give two reasons for your response.
5.
What do you think are two possible explanations for the racial disparities in criminal arrests?
.
Answer all three questions. Write 3 pages for each answer. 1.B.docx
Answer all three questions. Write 3 pages for each answer.
1.
Briefly outline some of the basic components that define the Cognitive Revolution.
2.
Describe some of the studies and findings in the beginning of the 20
th
century that call into question the basic tenants of Behaviorism and Learning Theory.
3.
For Aristotle, the problem of representation (in memory) was similar to the impression of a signet ring making an impression in a tablet of wax. How do the findings of contemporary studies match up to Aristotle’s ideas about representation in memory?
NO OUTSIDE SOURCES ALLOWED! I WILL ATTACH THE ARTICLES AS RESOURCES TO USE.
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Answer both of the questions below 1.Discuss two differences i.docx
Answer both of the questions below
1.
Discuss two differences in cultural values between Americans and Thai people as observed by the author in the article
,( I attack in the file)
2.
Briefly explain how
applied anthropology
is used to create a program to improve child nutrition in Malawi in Chapter 38 of
C
onformity & Conflict
("Medical Anthropology: Improving Nutrition in Malawi").
.
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Film vocab for eal 3 students: Australia the movie
Anne is 10 years old and lives in a major metropolitan U.S. city and.docx
- 1. 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.
- 2. Make a recommendation to your principal about whether or not you should contact child welfare services.