This document summarizes research on programs and initiatives related to emotional intelligence, social ecology, and moral development. It provides annotations for several studies that developed and evaluated interventions targeting social and emotional skills. Key findings include that emotional intelligence can be improved through focused efforts; environmental characteristics influence individual functioning; and moral reasoning can be promoted to higher stages through targeted interventions, especially for individuals in institutional settings. The Appleby College Life Strategies Programme appears to be based on research showing the importance of these factors for success beyond grades.
How to choose thesis topic | Bed | Med Thesis description | Guidelines | AIOU...NaumanMalik30
AOA #is tutorials ma meny apko aiou and vu thesis solve kraya; guide kia .
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About : Nauman Malik is actually a YouTube Channel, where you will find #University
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Attachment Security and Perceived Parental Psychological Control as Parameter...ijtsrd
The study examined attachment security and perceived parental psychological control as parameters of social value orientation among early adolescents. Participants for the study were 210 early adolescents who volunteered from NnamdiAzikiwe University High Awka. Participants’ age ranged from 11 to 15 years, with mean age of 13.26 years and standard deviation of 1.34. Three instruments were deployed for data collection secure domain of the attachment style questionnaire SDASQ by Van Oudenhoven, Hofstra, and Bakker 2003 , adopted version of psychological control domain of the parental control scale developed by Barber 1996 and social value orientation SVO developed by Schwartz 1994 . The study adopted correlation design and statistics appropriate for data analysis were correlation and multiple regression analysis enter method. Hypothesis one was confirmed and result showed that attachment security significantly and positively predicted social value orientation at B = .73 , P . 001. Hypothesis two result was not confirmed at B = .06, p .05. Hence, attachment security is a significant predictor of social value orientation. It was recommended that parents, teachers and care givers should ensure that they establish low anxiety type of relationship with their new born children in order to enhance low anxiety and low avoidance as this will help them at early adolescents to withstand peer pressure of during early adolescent. Nweke, Kingsley Onyibor | Dike Ibiwari Caroline | Dike, Adannia Amarachukwu | Umeaku Ndubuisi Nkemakonam "Attachment Security and Perceived Parental Psychological Control as Parameters of Social Value Orientation among Early Adolescents" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42368.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/psychology/42368/attachment-security-and-perceived-parental-psychological-control-as-parameters-of-social-value-orientation-among-early-adolescents/nweke-kingsley-onyibor
How to choose thesis topic | Bed | Med Thesis description | Guidelines | AIOU...NaumanMalik30
AOA #is tutorials ma meny apko aiou and vu thesis solve kraya; guide kia .
Here is my #slideshare #link for downloading thesis.
.
Asssignments k lia facebook link per contact krain
umeed hai ki aapko ye video achi lgi.
Please Share, Support, follow , Subscribe!!! or if u Need help me?
Facebook: https://web.facebook.com/Nauman1
Linkedin : https://bit.ly/2DYFgTg
Download #Artificial_intelligence_slides https://bit.ly/2HTb3dD
Subscribe Nauman Malik channel: https://bit.ly/2t1P3Dd
Cs607 #playlist on Youtube: https://bit.ly/2DNUjQM
Instagram: https://www.instagram.com/nauman_mlik/
Google Plus: https://bit.ly/2MSJq3n
BLOGspot https://naumanai.blogspot.com/
About : Nauman Malik is actually a YouTube Channel, where you will find #University
courses videos #Artificial_intelligence #cs607 #robotic technological videos in Urdu_
Hindi, #keep in touch for your Future #needs So don’t forgot to subscribe :)
Attachment Security and Perceived Parental Psychological Control as Parameter...ijtsrd
The study examined attachment security and perceived parental psychological control as parameters of social value orientation among early adolescents. Participants for the study were 210 early adolescents who volunteered from NnamdiAzikiwe University High Awka. Participants’ age ranged from 11 to 15 years, with mean age of 13.26 years and standard deviation of 1.34. Three instruments were deployed for data collection secure domain of the attachment style questionnaire SDASQ by Van Oudenhoven, Hofstra, and Bakker 2003 , adopted version of psychological control domain of the parental control scale developed by Barber 1996 and social value orientation SVO developed by Schwartz 1994 . The study adopted correlation design and statistics appropriate for data analysis were correlation and multiple regression analysis enter method. Hypothesis one was confirmed and result showed that attachment security significantly and positively predicted social value orientation at B = .73 , P . 001. Hypothesis two result was not confirmed at B = .06, p .05. Hence, attachment security is a significant predictor of social value orientation. It was recommended that parents, teachers and care givers should ensure that they establish low anxiety type of relationship with their new born children in order to enhance low anxiety and low avoidance as this will help them at early adolescents to withstand peer pressure of during early adolescent. Nweke, Kingsley Onyibor | Dike Ibiwari Caroline | Dike, Adannia Amarachukwu | Umeaku Ndubuisi Nkemakonam "Attachment Security and Perceived Parental Psychological Control as Parameters of Social Value Orientation among Early Adolescents" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42368.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/psychology/42368/attachment-security-and-perceived-parental-psychological-control-as-parameters-of-social-value-orientation-among-early-adolescents/nweke-kingsley-onyibor
Communication For Change: A Short Guide to Social and Behavior Change (SBCC) ...CChangeProgram
Many theories and models have been used to guide health and development communication work . This PowerPoint presentation provides more detailed background on the theories and models leading to Social and Behavior Change Communication (SBCC).
Jessica Tomes Educational Psychology Poster Presentation at CAMHS, 3-5 July 2013SalfordPsych
Poster by Jessica Tomes, BSc (Hons) Psychology and Counselling graduate from the University of Salford. Poster presentation of an assignment for Educational Psychology final year module.
Work by Jessica Tomes final year BSc Hons Psychology and Counselling student, submitted for assessment for the Educational Psychology module in the Directorate of Psychology and Public Health, University of Salford.
Risk Reduction Through Family Therapy (RRFT)BASPCAN
An integrative approach to treating substance use problems and PTSD among maltreated youth.
Carla Kmett Danielson PhD
Medical University of South Caolina
Communication For Change: A Short Guide to Social and Behavior Change (SBCC) ...CChangeProgram
Many theories and models have been used to guide health and development communication work . This PowerPoint presentation provides more detailed background on the theories and models leading to Social and Behavior Change Communication (SBCC).
Jessica Tomes Educational Psychology Poster Presentation at CAMHS, 3-5 July 2013SalfordPsych
Poster by Jessica Tomes, BSc (Hons) Psychology and Counselling graduate from the University of Salford. Poster presentation of an assignment for Educational Psychology final year module.
Work by Jessica Tomes final year BSc Hons Psychology and Counselling student, submitted for assessment for the Educational Psychology module in the Directorate of Psychology and Public Health, University of Salford.
Risk Reduction Through Family Therapy (RRFT)BASPCAN
An integrative approach to treating substance use problems and PTSD among maltreated youth.
Carla Kmett Danielson PhD
Medical University of South Caolina
Jails and PrisonsLooking inside total institutionsDefini.docxvrickens
Jails and Prisons
Looking inside total institutions
Definition of total institution
Canadian Erving Goffman coined this term
He wrote, “A total institution may be defined as a place of residence and work where a large number of like-situated individuals cut off from the wider society for an appreciable period of time together lead an enclosed formally administered round of life (Goffman, 1968: 11).
"Total institutions (such as prisons, boarding schools, psychiatric hospitals, concentration camps, etc. ) are distinctive and have much in common" (Goffman, 1968: 15) because, as Goffman points out, they depart from the basic social arrangements in modern western society "that the individual tends to sleep, play and work in different places with different co-participants, under different authorities and without an overall rational plan" (Goffman, 1968: 17).
Glimpses inside the total institution
It is very difficult to appreciate what life is like in jail or prison so I have selected a few videos, and stories for you
Please listen to Ismael Nazario who speaks about his experience in Rikers as a youth https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail?language=en#t-671125
Also, please read a piece published by the Marshall project here https://www.themarshallproject.org/2018/07/12/a-day-in-the-life-of-a-prisoner
Finally, hear the story of Mr. Melendez who spent 17 years on death row for a crime he did not commit. Now exonerated, he has visited UTA and spoken about this experience. He paints a vivid picture of those 17 years here https://www.youtube.com/watch?v=9k6C7ZVhaHE
Why is working in prisons important for social workers?
Criminal justice system is marked by the confluence of race, class, gender, and inequality in the United States
Mass incarceration has been called one the most pressing social problems of our time (Mauer & Chesney-Lind, 2002)
The CJ system is fragmented
Over 50,000 different agencies responsible
Prisons account for the fastest growing segment of government employment (nearly 750,000 people in 2004)
Most people are imprisoned for non-violent crimes
Remember that Race, Class, Gender Matter
African American men disproportionately imprisoned
Women account for the fastest growing prison population
African American women: 571% increase in 20 years
Latinas: 131% increase in 20 years
Caucasian women: 75% increase in 20 years
More women are incarcerated per capita for drug crimes than men (about 34% of women and 19% of men)
60% of men and 40% of women unemployed at arrest, 1/3 earned less than 5000$ last year.
Privatization of prisons – total institutions and turning a profit for shareholders
Beck, A.J. (2000). Prisoners in 1999. Washington, DC: Bureau of Justice Statistics; Guerino, P., Harrison, P.M., & Sabol, P.M. (2011). Prisoners in 2010. Washington, DC: Bureau of Justice Statistics. Prisoners in 1999 available online here: http://bjs.ojp.usdoj.gov/content/pub/pdf/p99.pdf
Private prisons in Te ...
Jails and PrisonsLooking inside total institutionsDefini.docxdonnajames55
Jails and Prisons
Looking inside total institutions
Definition of total institution
Canadian Erving Goffman coined this term
He wrote, “A total institution may be defined as a place of residence and work where a large number of like-situated individuals cut off from the wider society for an appreciable period of time together lead an enclosed formally administered round of life (Goffman, 1968: 11).
"Total institutions (such as prisons, boarding schools, psychiatric hospitals, concentration camps, etc. ) are distinctive and have much in common" (Goffman, 1968: 15) because, as Goffman points out, they depart from the basic social arrangements in modern western society "that the individual tends to sleep, play and work in different places with different co-participants, under different authorities and without an overall rational plan" (Goffman, 1968: 17).
Glimpses inside the total institution
It is very difficult to appreciate what life is like in jail or prison so I have selected a few videos, and stories for you
Please listen to Ismael Nazario who speaks about his experience in Rikers as a youth https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail?language=en#t-671125
Also, please read a piece published by the Marshall project here https://www.themarshallproject.org/2018/07/12/a-day-in-the-life-of-a-prisoner
Finally, hear the story of Mr. Melendez who spent 17 years on death row for a crime he did not commit. Now exonerated, he has visited UTA and spoken about this experience. He paints a vivid picture of those 17 years here https://www.youtube.com/watch?v=9k6C7ZVhaHE
Why is working in prisons important for social workers?
Criminal justice system is marked by the confluence of race, class, gender, and inequality in the United States
Mass incarceration has been called one the most pressing social problems of our time (Mauer & Chesney-Lind, 2002)
The CJ system is fragmented
Over 50,000 different agencies responsible
Prisons account for the fastest growing segment of government employment (nearly 750,000 people in 2004)
Most people are imprisoned for non-violent crimes
Remember that Race, Class, Gender Matter
African American men disproportionately imprisoned
Women account for the fastest growing prison population
African American women: 571% increase in 20 years
Latinas: 131% increase in 20 years
Caucasian women: 75% increase in 20 years
More women are incarcerated per capita for drug crimes than men (about 34% of women and 19% of men)
60% of men and 40% of women unemployed at arrest, 1/3 earned less than 5000$ last year.
Privatization of prisons – total institutions and turning a profit for shareholders
Beck, A.J. (2000). Prisoners in 1999. Washington, DC: Bureau of Justice Statistics; Guerino, P., Harrison, P.M., & Sabol, P.M. (2011). Prisoners in 2010. Washington, DC: Bureau of Justice Statistics. Prisoners in 1999 available online here: http://bjs.ojp.usdoj.gov/content/pub/pdf/p99.pdf
Private prisons in Te.
What did you learn about yourself and your abilities to be a t.docxlillie234567
What did you learn about yourself and your abilities to be a teacher of
young children, and how you worked as part of a teaching team?
As I take this class, I see my teacher skills build every day when I come to the
lab. I see patience in all the teachers and also in me. When I have to convince
the children to make good choices, solve problems, and deal with challenging
behaviors. As a teacher, I’m a role model and a friend to the children. When I set
up an activity, I think about how I can challenge the children to do things that I
think they will learn from that activity. For example, I want the children to do math
patterns, balance with one leg, or walk on the beam without helping hands. The
children need to practice and build on their knowledge, and they learn the skills
through all the activities that they are engaged in in the class.
As a teaching team member, communication is the most important thing.
Teachers need to keep track of the ratio throughout the day. They must
communicate with other teachers in the room when they take the children to the
restroom. Announcing the change in the routine to ensure the children know what
will happen differently that day and let coworkers expect what to do. Never let
down your guard when you are with the children.
What did you learn most about planning emergent curriculum for young
children?
I learned that an emergent curriculum is a program that plans lessons based on
the children's interests. Planning needs a lot of experience, and teachers must
decide what is important for the children to learn. The activity setup layout needs
to be welcoming, and the color and materials must be related. The material and
objects need to stand out to catch the children’s eyes. I need to support diversity,
math, or literacy in the activity. The teacher creates intentional teaching material
that encourages the children to build on what they already know.
What did you find challenging and rewarding about your lead days?
The lead day sounded scary to me in the middle of the semester. Lead day
practice takes place over two days, and these two days are helpful for me in
learning the routine and keeping track of time. It is important to be flexible about
what is happening in the environment and make sure to make the transition at
the right time. When I ask other teachers to do something, I find myself being
weird, especially if they are the teachers and already know what needs to be
done. The lead days taught me how important communication is with team
members.
STIGMATIZATION AND SELF-ESTEEM OF PERSONS IN RECOVERY
FROM MENTAL ILLNESS: THE ROLE OF PEER SUPPORT
MIEKE VERHAEGHE, PIET BRACKE & KEVIN BRUYNOOGHE
ABSTRACT
Background: Persons with mental health problems often experience stigmat-
ization, which can have detrimental consequences for their objective and subjective
quality of life. Previous research seeking for elements buffering this negative
association focused on coping strategies and revealed that no.
Impacts of Mentor’s Strategic Communication on Adjustment Problems among Adol...Arun Varghese
ABSTRACT Introduction: Adolescence is the period of rapid changes in physical and mental state. Rapid storm of physiological changes brigs a great deal of stress and adjustment difficulties. It represents one of the critical transitions in the life span with a wide range of adjustment and mental health problems. The present study is aimed to assess the impact of Mentor’s Strategic Communication on adjustment problems among adolescents. Methodology: A quasi experimental non-equivalent control group design was chosen to assess the impact of Mentor’s Strategic Communication by using Self developed Adjustment Inventory among 60 adolescents (30 each experimental and control group) with mild and moderate adjustment problems at selected schools, Kerala. The Samples were selected based on simple random sampling. Appropriate descriptive & inferential statistics was applied to compute the results. Results: Finding reveals that out of 30 students, 70% reported moderate adjustment problems while 30% were in mild adjustment issues in experimental group. There was a significant difference for adjustment problems among experimental and control group after Mentor’s strategic communication (p<0.001). Further, number of siblings (p<0.032) and education status of father (p<0.008) found significant association to adjustment problems among schools going adolescents. Conclusion: The results of the study revealed that majority of adolescents face adjustment problems and Mentor’s strategic communication had significant impact on improvement in adjustment problems. A planned and timely infusion of mentorship strategy may help them to deal with their day to day adjustment problems and help them to focus in studies in a better way. Keywords: Adolescence, Adjustment problems, coping, stress, behavioural problems
Discussion 1 Relationship Between Purpose of Study and Data Analysi.docxowenhall46084
Discussion 1: Relationship Between Purpose of Study and Data Analysis Techniques
In order to make decisions about the value of any research study for practice, it is important to understand the general processes involved in analyzing research data. By now, you have examined enough research studies to be aware that there are some common ways that data are reported and summarized in research studies. For example, the sample is often described by numbers of participants and by certain characteristics of those participants that help us determine how representative the sample is of a population. The information about the sample is commonly reported in tables and graphs, making use of frequency distributions, measures of central tendency, and dispersion. Information about the variables (or concepts) of interest when quantified are also reported in similar manner.
Although the actual data analysis takes place after data have been collected, from the initial planning of a research study, the researcher needs to have an awareness of the types of questions that can be answered by particular data analysis techniques.
For this Discussion, review the case study entitled "Social Work Research: Measuring Group Success." Consider the data analysis described in that case. Recall the information presented in the earlier chapters of your text about formulating research questions to inform a hypotheses or open-ended exploration of an issue.
·
Post
an explanation of the types of descriptive and/or inferential statistics you might use to analyze the data gathered in the case study.
·
Also explain how the statistics you identify can guide you in evaluating the applicability of the study's findings for your own practice as a social worker.
Please use the resources to support your answer.
Needs to be 1 page or more in length.
References (use at least 2)
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2012).
Research methods for social workers
(7th ed.). Upper Saddle River, NJ: Allyn & Bacon.
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year
. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Social Work Research: Measuring Group Success
The 12-week psychoeducational support group for survivors of trauma I facilitated consisted of eight women (five of whom identified as Caucasian and three of whom were Hispanic in origin) who had a history of sexual abuse and/or incest. All of the women spoke English, were between 30 and 50 years old, and identified as heterosexual. One woman in the group was married, and the rest were either divorced or single. Five of the women had children. The majority were gainfully employed except for one group member who had multiple sclerosis and was on Social Security Disability Insurance. Members were recruited via internal agency referrals or referrals from other social workers. All members were required to meet individually with a s.
10 STRATEGIC POINTS DOCUMENT 2 THE 10 STRATEGIC POsimisterchristen
10 STRATEGIC POINTS DOCUMENT 2
THE 10 STRATEGIC POINTS 2
SAMPLE 10 STRATEGIC POINTS
Grand Canyon University
DNP-820A: Translational Research and Evidence-Based Practice
10 Strategic Points Document for a Quality Improvement Project
Ten Strategic Points
The 10 Strategic Points
Title of Project
1)
Title of Project
Impact the number of depression screenings and referrals to a child psychologist
Background
Theoretical Foundation
Literature Synthesis
Practice Change Recommendation
2)
Background to Chosen Evidence-Based Intervention:
List the primary points for six sections.
i) Background of the practice problem/gap at the project site
One of the primary causes of disability worldwide, depression affects a sizable percentage of the population. Persistent feelings of sadness and guilt, changes in sleeping patterns (insomnia or oversleeping), changes in appetite, decreased mental and physical energy, unusual irritability, inability to enjoy once-enjoyed activities, difficulty working, and thoughts of death or suicide are all symptoms that can be associated with any type of depressive disorder. These "down" symptoms alone may indicate a unipolar depressive disorder like dysthymia or severe depression if they are present. A person may be diagnosed with bipolar illness if they experience alternating spells of depression and euphoria. Adolescents and young adults increasingly have difficulties with their mental health (Poppen et al., 2016). An individual's mental health is something only they can fully comprehend, making it difficult for friends and loved ones to spot warning signs in time to intervene. Juvenile and young adult suicide is a major problem in today's world. A lack of life experiences, self-confidence, and faith in one's own skills contribute to the suicides of many young individuals.
ii) Significance of the practice problem/gap at the project site
Mental illness has been a problem that is affected the population for a long period and worryingly young people and adolescents are experiencing many effects that lead to some committing suicide. The stress that today's youth encounter nowadays is the most significant of all these issues, especially the pressure they receive based on their academic expectations and poor communication about their troubles to their parents. There is also a gap in the schools in terms of students receiving counseling services because there are limited professional counselors that attend to student needs. Despite the fact that psychologists claim stress could be caused by anything, many young people find the rapid pace of modern life to be a significant source of anxiety. Many young individuals are inspired to take their own lives by the media's glorified depiction of suicide (Poppen et al., 2016). The reality that suicide is always fatal seems to be lost on many young people. Young people, in other words, consider suicide an o ...
Treating Traumatized Children Israel Trip 1 2009 Finalpaseinc
NEW YORK CITY – January 9, 2009: Dr. Shelly Wimpfheimer, LMSW, the executive director of the Partnership for After School Education (PASE), recently traveled to Jerusalem to present on PASE’s Partners in Healing program, which builds the capacity of community-based organizations to help youth deal with traumatic experiences.
Exploring Adventure Therapy as an Early Intervention for Struggling AdolescentsWill Dobud
This paper presents an account of a research project that explored the experiences of adolescents struggling with behavioural and emotional issues, who participated in a 14-day adventure therapy program in Australia referred to by the pseudonym, ”Onward Adventures.” All participants of this program over the age of 16 who completed within the last two years were asked to complete a survey. Additionally, the parents of these participants were invited to complete a similar survey. The qualitative surveys were designed to question participants’ and parents’ perceptions of the program (pre- and post-), the relationships (therapeutic alliance) built with program therapists, follow-up support, and outcomes of the program. Both participants and parents reported strong relationships with program leaders, stressed the importance of effective follow-up services, and perceived positive outcomes when it came to self-esteem and social skills, seeing comparable improvement in self-concept, overall behaviour, and coping skills.
For Dr. Biocca's class, I wanted to post this literature review I did for Professor Chock last semester. It could be relevant to the child-rearing gaming study.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxtodd581
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxglendar3
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Running Head LIFE SPAN PARENTING PROJECT1LIFE SPAN PARENTING.docxwlynn1
Running Head: LIFE SPAN PARENTING PROJECT 1
LIFE SPAN PARENTING PROJECT 2
Student's name: Emmanuel Domenech
Professor's name: Dr. Suzi Hundemer
Class: BEHS 343
Topic: Chapter 2: Theoretical Perspectives on Parenting (trait theory) Chapter 3: Approaches to parenting research(Group counseling and psychotherapy with children and adolescents)
Institution: University of Maryland University College
Date: June 9, 2019
Life Span Parenting Project
Children ought to be evaluated when it comes to their entire environment with the inclusion of whatever negative or positive parental influences that could exist, this is according to Group counseling and psychotherapy with children and adolescents. I have learned that one of the most refreshing impacts concerning parents is because mainly we work with their kids who are reaching the adolescent stage in regions of their personal/social, academic success, career development, and realm. Their work comprises of working in intervention and prevention (Denno et al., 2015). Counselors help students like who undergo rough times, for instance, in adolescent and help them in enlightening their skills of resilience to be equipped better in case of hitting tough times in the future.
The adolescent stage is characterized by uneven and dramatic integration of changes that are developmental into the day to day lives of young persons. Simultaneously, teenagers experience growing independence from their families, mood swings, and at times, rapidly increasing sexuality. The tasks of talking to them usually start within the units of the family. Often, as guardians, we tend to view our teens as fragile thus visit our pediatricians or doctors since we see them as people whom to seek advice from regarding both behavioral and physiologic issues (Shechtman, 2017). The ongoing relationship with the pediatrician and the family gives for enough prospects to offer support and guidance that is anticipated as our kids get into and move through the stage of adolescence.
Determinants of Parenting
As we all know, the parent-child relationship has a massive influence on most aspects of the development of a child. When behaviors, parenting skills, and optimal capabilities have a positive effect on the school achievement or self-esteem of a child, there is positive behavior and development on the kids.
Fig: Family-Based Therapy
Some other treatment programs that can be used to work in families include family therapy, family-centered therapy, or family-based therapy. These programs change from one to the other. These are effective when it comes to family counseling and help in coming to terms with the stage or any disorder that could arise in the process.
As far as I am concerned, therapy is vital when looking at parenting approaches. This is because when an individual is a child, through adolescent to when they mature to being adults, they require guideline on being better per.
Ray Pidzamecky M.S.W. RSW says “Youth of today are the promise of the future and represent a tremendous untapped resource. They are energetic, positive and are extremely well positioned to support others in their peer groups. Through inexpensive and purposeful training, young people themselves can provide an effective and efficient resource to one another and support caregivers responsible for the well-being of today’s youth.”
Contact Person:
Raymond Pidzamecky (905) 466-0444 raypidzamecky@gmail.com
Primary Goals:
To create a youth-oriented programme which:
1) engages the participants in a First Nation’s culturally rich experience;
2) trains participants with valuable skills for supporting other youth;
3) exposes youth to the wisdom of the Elders who are valuable resources;
4) provides youth with supports for social issues faced within their community;
5) creates a long-term youth-oriented program providing non-athletic options.
To create a program, which the community sees as a positive and supportive agenda, benefitting the community through the involvement of youth.
To train the adult leadership for on-going training and support of the students in the program.
To build a common or shared set of peer skills between Elders and youth.
Ray Pidzamecky M.S.W. RSW says “Youth of today are the promise of the future and represent a tremendous untapped resource. They are energetic, positive and are extremely well positioned to support others in their peer groups. Through inexpensive and purposeful training, young people themselves can provide an effective and efficient resource to one another and support caregivers responsible for the well-being of today’s youth.”
Contact Person:
Raymond Pidzamecky (905) 466-0444 raypidzamecky@gmail.com
Primary Goals:
To create a youth-oriented programme which:
1) engages the participants in a First Nation’s culturally rich experience;
2) trains participants with valuable skills for supporting other youth;
3) exposes youth to the wisdom of the Elders who are valuable resources;
4) provides youth with supports for social issues faced within their community;
5) creates a long-term youth-oriented program providing non-athletic options.
To create a program, which the community sees as a positive and supportive agenda, benefitting the community through the involvement of youth.
To train the adult leadership for on-going training and support of the students in the program.
To build a common or shared set of peer skills between Elders and youth.
Adolescent Drug Abuse In Halton
In recent months there have been several media stories relating directly and indirectly to our youth and their use of drugs. As a result of these stories and the parents' need for information, Parent Watch hosted a drug presentation on December 18, 1996. There were approximately 120 people in attendance. Officer Michalski of the Halton Regional Police conducted a drug awareness presentation that was followed by a student panel discussion. At the end of the presentation we made a commitment to hold a follow-up meeting, which was held on January 15, 1997.
The purpose of the meeting was to address some of the issues raised and facilitate community discussion. The exercise was most informative and to some degree therapeutic for those of us struggling to address the issues of drug abuse.
We would ask that readers of this report be aware that although some of the recommendations may already be in place, unattainable or unrealistic, it is the process of community involvement that is important. In addition, parent Watch and its members would hope that they are not perceived to be pontificating, but rather participating.
1. Appleby College
Life Strategies Programme:
Relevant Research
Annotations
Ray Pidzamecky M.S.W. RSW
raypidzamecky@gmail.com
Director of Youth Support Programs
2003
2. 2
To identify and validate a need is a crucially important prerequisite to action. Action
intended to address the need, solve a problem or make things better requires not only
courage but also tenacity of the highest degree. It is no wonder that social science
literature is painfully full of surveys or other systematically obtained information that
describe how bad things are. Unfortunately, there is proportionately little reported about
efforts to make things better. People who undertake such efforts, while few, have made,
however great contributions to understanding what works and in so doing encouragement
for others to do likewise. The Appleby College Life Strategies Programme components
are based on the soundly evaluated efforts of such courageous people. A sampling of
their contribution follows.
EMOTIONAL INTELLIGENCE
Introduction
The empirical evidence pertaining to emotional intelligence falls into two kinds. The first
is of the survey kind whereby emotional quotient factors are correlated with success/best
performance in an occupational group. There is an exponentially growing array of
information in this regard available from the publisher of both currently available
measurement tools. The EQi is a self-report standardized instrument, which has been
correlated with success in an ever broadening list of occupations. The MSCEIT is more
of an ability measure of emotional intelligence. It too is being correlated with
occupational group success. Less information is available about this instrument because
of its more recent introduction.
The Life Strategies initiative at Appleby College while based on the research that
occupational success is influenced less by grades and more by emotional intelligence, is
justified essentially by the data that emotional intelligence can be promoted/improved
upon by deliberate/focused effort.
The emotional – literacy/intelligence educational courses have remote roots in the
‘affective-education’ movement of the 1960’s. Many of these courses and the
momentum for their spread came from an ongoing series of school-based prevention
programs, each targeting a specific problem: teen smoking, drug abuse, pregnancy,
dropping out, and most recently violence. Prevention programs were found to be far
more effective when they teach a core of emotional and social competencies, such as
impulse control, managing anger, and finding creative solutions to social predicaments.
3. 3
W.T. Grant Consortium on the School-Based Promotion of Social Competence, Drug and
alcohol prevention curricula. In David Hawkins et al., (eds) Communities that care, San
Francisco: Jossey-Bass, 1992.
This was a five-year project sponsored by the W.T. Grant Foundation, in which a
consortium of researchers studied prevention programs identifying the
ingredients crucial to the success of the ones that worked. The list of
competencies, regardless of the specific problem a program was designed to
prevent are virtually identical with the competencies that define emotional
intelligence.
Clarke, Gregory, The prevention of depression in at-risk high school adolescents. Paper
presented at the American Academy of Child and Adolescent Psychiatry, Oct. 1993.
In a special after-school class, seventy-five mildly depressed students learned to
challenge their thinking patterns associated with depression. They learned to
become more adept at making friends, to get along better with their parents, and
to engage in more social activities they found pleasant. By the end of the eight-
week program, 55% of the students had ‘recovered’ from their mild depression,
while only about 25% of equally depressed students who were not in the program
had begun to pull out of their depression. A year later 25% of those in the
comparison group had gone on to fall into a major depression, as opposed to
only 14% of the students in the depression prevention program. While only eight
sessions long, the program cut the risk of depression in half.
Asher, Steven & Williams, Gladys, Helping children without friends in home and school
contexts. Children’s social development: Information for parents and teachers. Illinois;
University of Illinois Press, 1987.
Third and fourth graders least liked in their classes were identified. They were
given six sessions in how to ‘make playing games more fun” through being
“friendly, fun and nice.” To avoid stigma, the children were told that they were
acting as ‘consultants’ to the coach, who was trying to learn what kinds of things
make it more enjoyable to play games. The children were than coached to act in
ways that were found to be typical of more popular students. This minicourse in
getting along had a remarkable effect: a year later the children who were
coached were solidly in the middle of classroom popularity. None were social
stars, but none were rejects.
4. 4
Nowicki, Stephen. A remedial procedure for nonverbal processing deficits. Unpublished
manuscript, Duke University, 1989.
Social outcasts were trained to hone their ability to reach and respond adaptively
to other children’s feelings. The children, for example, were videotaped while
practicing expression of feelings such as happiness and sadness, and then
coached to improve their emotional expressiveness. They then tried out their
newly honed skills with a child they wanted to make friends. A 50% to 60%
success rate was found in raising the popularity of rejected children.
Woods, Don, Developing problem solving skills: The McMaster problem solving program.
Journal of Engineering Education, 1997.
A 120 hour program designed to develop skills in: self-management, problem
solving, interpersonal and group kills, self-assessment, change management,
and lifetime learning were made compulsory for engineering students.
Improvements were obtained not only between baseline and post program
results but also in job performance as reported by those who recruit exclusively
from the engineering program before and after the introduction of the mandatory
problem-solving component.
5. 5
SOCIAL ECOLOGY
The importance of environment on individual and group functioning has a long tradition
of being examined and interventions evaluated. Social ecologists have focused their
attention on correlating well-defined environmental characteristics with the psychosocial
functioning of its inhabitants. Repressive environments, for example have been shown to
inhibit development or to regress its inhabitants to lower stages/phases of functioning in a
desperate attempt to find a way of being which was previously associated with comfort.
Similarly, regressive environments have been found to precipitate authoritarian, self-
serving cognitions and behaviours from its inhabitants. In contrast supportive social
networks, opportunities to participate and influence one’s environment have been found
to be positively correlated with psychosocial well being and positive development.
Most social ecological research has been conducted in institutional settings, focusing on
what variables combine to create a certain ‘climate’ and how conditions in a particular
environment are perceived from the perspective of staff and those who the environment is
intended to serve.
Moos, R.H. Systems for the assessment and classification of human environments: An
overview. In Rudolf H. Moos and Paul M. Insel (eds.), Issues in social ecology. Palo Alto:
National Press Books, 1974.
Environmental assessment systems for a variety of settings ranging from homes
for the aged to correctional facilities are described. The organizational specific
assessment tools were found to characterize settings in a valid and reliable
manner. Predominant features (eg a program focus) are described as associated
with individual positive benefits whereas other features (eg rules and regulations
focus) are described as having less beneficial impact on individuals. The
environmental assessment tools’ capability to tap into how staff and clients view
the climate is described as revealing where, and how to intervene so that agreed
upon objectives can be pursued.
DeLeon, G. & Melnick, G. Therapeutic community scale of essential elements
questionnaire. New York: Community Studies Institute, 1993.
The tool assesses the extent to which a program has the generic characteristics
of a therapeutic community by measuring treatment approach and structure,
community as a positive change agent, education and other activities. The
instrument is reported to have good reliability and validity and when used to
characterize an environment to predict within acceptable confidence levels
individual functioning.
6. 6
Wells, L.M. Singer, C., & Polgar, A.T. To enhance quality of life in institutions: An
empowerment model. Toronto: University of Toronto Press, 1986.
With the use of a Multiphasic Environmental Assessment Procedure this
demonstration project characterized control and experimental group facilities also
including the perceptions of staff compared to the perceptions of clients. The
information was then used to design interventions with which to impact on
conditions that were found to be divergent from the theoretical ideal. The
interventions are reported to have achieved the intended results including
congruence between staff and client perceptions. When combined with other
changes a significant improvement in the quality of life as experienced by the
people who work and live in the experimental group facilities is reported.
7. 7
MORAL DEVELOPMENT
The study of moral development can be categorized into longitudinal studies which
produced and confirm a cross cultural, invariant hierarchical sequence and interventions
specifically designed to promote the acquisitions of the next stage of moral reasoning to
where the individual currently functions.
The intervention programs invariably take place in institutional settings and rely on
environmental conditions as well as, clearly defined interventions by staff. Additionally,
some research has also focused on the family as a qualitatively different and perhaps
more primary social environment for development. In all, the basis for intervention and
evaluation is grounded in what has come to be known as the Kohlbergian view that
‘development is the aim of education’ and that ‘just education’ is best achieved through a
just community approach that includes moral discussion.
Power, Clark. The just community approach to moral education. Journal of Moral
Education, Vol. 17, Number 3, October 1988.
This paper describes the evolution of the just community approach to moral
education. It examines the evolution from the discussion of moral issues as a
means of promoting moral development to the introduction of more
comprehensive approaches that successfully combine democratic and collectivist
values. The experimental programs described were located in public high
schools. Evaluation of the programs support a conclusion that it is possible and
desirable to establish cultures based on principles of a just community because
such cultures are conducive to the development of socio-moral reasoning and
action.
Lickona, Thomas. Creating the just community with children. Theory Into Practice, Vol.
XVI, Number 2, April, 1977.
This paper examines the benefits of moral discussion with elementary school
students. Class meetings, which involved the whole group, conducted in a circle
for 15-30 minutes, were most effective when held every day. Some teachers
held the meetings twice a day, once at the end of the morning and once at the
end of the afternoon. The positive moral atmosphere created by the discussions
are reported to have precipitated changes in stage of moral reasoning although
small and slow to appear when measured by traditional ‘interview’ methods. An
observational rating scale, however, that measures 12 dimensions in a class
room setting is described as more easily applied and capable of quantifying
children’s developmental gains.
8. 8
Lind, G. Educational environments which promote self-sustaining moral development.
Paper presented at the 1996 meeting of AERA/Division E. New York.
Lind, G., & Althof, W. Does the just community program make a difference? Measuring and
evaluating the effect of the DES project. Moral Education Forum, 17 19-28, 1992.
Lind, G. & Wakenhut, R. Testing for moral judgment competence. In G. Lind, H.A.
Hartmann, & R. Wakenhut (eds), Moral development and the social environment: Studies in
the philosophy and psychology of moral judgment and education. Chicago: Precedent
Publishing Inc., 1985.
All three references describe the basic tenants of just community/democratic
education, correlating quantitative and qualitative environmental features with
moral developmental gains. The ‘better’ the environment the more pronounced
are the moral developmental gains which are also evidenced by concomitant
(socially responsible) behaviours.
Kohlberg, L., Scharf, P., & Hickey, J. The Justice structure of the prison: A theory and an
intervention. The Prison Journal, Vol. 11, No. 2, 1971.
This is considered to be one of the most seminal works in the design of a just
community and measuring the impact it has on the moral perspective and
behaviour of individuals. In part the just community design was based on
understanding how the prison’s autharian, repressive sometimes punitive
environment is antithetical to development and to survive require regressive
ideas and behaviours from those who have achieved higher stages of moral
reasoning. In part the just community was also modeled on high school
initiatives, which produced a one-stage upward movement in 33% to 50% of the
students compared to 5% of the students in control populations. The greatest
accomplishment of the program initially is described as a move to socially
responsible self-government followed by moral stage perspective development.