Here are some additional factors that would help determine if Katherine's behavior is normal or abnormal:
- Her emotional state and ability to cope with daily stressors and responsibilities. Abnormal behavior may involve dysfunctional emotions or an inability to cope.
- Insight into her thoughts and behaviors. Does she recognize areas of dysfunction? Normal behavior involves some self-awareness.
- Social/interpersonal relationships and functioning. Are relationships supportive or strained? Normal social skills are important.
- Presence of symptoms like depression, anxiety, PTSD, substance abuse. Clinical symptoms suggest abnormal psychological functioning.
- Response to previous counseling/treatment. Did past therapy help or is she still struggling? Abnormal behavior is resistant to normal interventions
Paula took the lead in organizing the group work and assigning sections for the paper, with Bryan elected as group leader to oversee the project plan and milestones. Each member contributed their section by the deadline, with Bryan compiling the final paper, though Jessica faced initial delays due to travel. The group worked collaboratively through brainstorming, outlining, research, and writing their assigned sections to successfully complete the group assignment.
The document outlines a 6-step process for teacher teams to analyze classroom assessment data and identify strengths and weaknesses to improve instruction. The steps include: 1) identifying relevant assessments and terms, 2) questions to answer, 3) patterns of student performance, 4) factors influencing weaknesses, 5) enriching/intervening for individual students, and 6) improving future instruction. The process aims to use data to inform instructional changes and monitor student progress through re-assessment.
1. The document discusses key aspects of using multimedia to engage learners, including media literacy, advantages and limitations of media in learning, and types of learning centers.
2. Media literacy involves both consuming and producing various media formats like text, audio, visuals and video. Students must learn critical thinking to analyze different media messages.
3. Advantages of multimedia in learning include interactivity, individualization, accommodating special needs, and providing diverse sensory experiences. Limitations include availability, costs, and storage of materials.
The document discusses the topic of programmed instruction. It defines programmed instruction as a method of arranging learning material into sequential steps that moves students from familiar to new concepts. Key aspects include breaking content into small frames, requiring active student responses, and providing immediate feedback. The origins of programmed instruction are traced back to thinkers like Socrates and Skinner. Principles like self-pacing and immediate reinforcement are explained. Examples of programmed material and frame formats are also provided.
Types of programmed instruction - Dr Umashree D KDr Umashree D K
This document discusses different types of programmed instruction, including linear/extrinsic programming and branching/intrinsic programming. Linear programming sequences instructional material into small steps called frames that learners progress through sequentially. Branching programming allows learners choices in their path that determine remedial or next frames, making it less externally controlled. It can use backward branching to repeat missed frames or forward branching to physically progress frames while addressing mistakes. The document provides details on the characteristics, assumptions, and advantages of these programmed instruction methods.
This study aims to determine whether PowerPoint or a chalkboard results in higher immediate information retention from presentations. 40 students will be randomly assigned to view a leadership training presentation delivered via either PowerPoint or chalkboard. Both groups will receive the same presentation from the same presenter to control for variables. Participants will then complete a quiz to assess their immediate retention of the presented information. The results could help instructors choose presentation methods that maximize audience understanding and memory of content.
In this presentation, we will be addressing the ways a teacher identifies how instruction is presented to and engage learners and discuss and the following topics:
1. Content Sequencing and Clustering
2. Learning Components of Instructional Strategies
3. Instructional Strategies
a. Pre-Instructional Activities
b. Content Presentation and Examples
c. Learner Participation
d. Assessment
e. Follow-through Activities.
Strategic teaching involves using literacy strategies before, during, and after reading to maximize understanding and retention of content. It incorporates a variety of vocabulary development and writing strategies chosen based on the lesson purpose and material. Strategic teaching is necessary in middle and high school as student performance declines without explicit comprehension instruction. It benefits all students, including struggling, striving, and expanding readers.
Paula took the lead in organizing the group work and assigning sections for the paper, with Bryan elected as group leader to oversee the project plan and milestones. Each member contributed their section by the deadline, with Bryan compiling the final paper, though Jessica faced initial delays due to travel. The group worked collaboratively through brainstorming, outlining, research, and writing their assigned sections to successfully complete the group assignment.
The document outlines a 6-step process for teacher teams to analyze classroom assessment data and identify strengths and weaknesses to improve instruction. The steps include: 1) identifying relevant assessments and terms, 2) questions to answer, 3) patterns of student performance, 4) factors influencing weaknesses, 5) enriching/intervening for individual students, and 6) improving future instruction. The process aims to use data to inform instructional changes and monitor student progress through re-assessment.
1. The document discusses key aspects of using multimedia to engage learners, including media literacy, advantages and limitations of media in learning, and types of learning centers.
2. Media literacy involves both consuming and producing various media formats like text, audio, visuals and video. Students must learn critical thinking to analyze different media messages.
3. Advantages of multimedia in learning include interactivity, individualization, accommodating special needs, and providing diverse sensory experiences. Limitations include availability, costs, and storage of materials.
The document discusses the topic of programmed instruction. It defines programmed instruction as a method of arranging learning material into sequential steps that moves students from familiar to new concepts. Key aspects include breaking content into small frames, requiring active student responses, and providing immediate feedback. The origins of programmed instruction are traced back to thinkers like Socrates and Skinner. Principles like self-pacing and immediate reinforcement are explained. Examples of programmed material and frame formats are also provided.
Types of programmed instruction - Dr Umashree D KDr Umashree D K
This document discusses different types of programmed instruction, including linear/extrinsic programming and branching/intrinsic programming. Linear programming sequences instructional material into small steps called frames that learners progress through sequentially. Branching programming allows learners choices in their path that determine remedial or next frames, making it less externally controlled. It can use backward branching to repeat missed frames or forward branching to physically progress frames while addressing mistakes. The document provides details on the characteristics, assumptions, and advantages of these programmed instruction methods.
This study aims to determine whether PowerPoint or a chalkboard results in higher immediate information retention from presentations. 40 students will be randomly assigned to view a leadership training presentation delivered via either PowerPoint or chalkboard. Both groups will receive the same presentation from the same presenter to control for variables. Participants will then complete a quiz to assess their immediate retention of the presented information. The results could help instructors choose presentation methods that maximize audience understanding and memory of content.
In this presentation, we will be addressing the ways a teacher identifies how instruction is presented to and engage learners and discuss and the following topics:
1. Content Sequencing and Clustering
2. Learning Components of Instructional Strategies
3. Instructional Strategies
a. Pre-Instructional Activities
b. Content Presentation and Examples
c. Learner Participation
d. Assessment
e. Follow-through Activities.
Strategic teaching involves using literacy strategies before, during, and after reading to maximize understanding and retention of content. It incorporates a variety of vocabulary development and writing strategies chosen based on the lesson purpose and material. Strategic teaching is necessary in middle and high school as student performance declines without explicit comprehension instruction. It benefits all students, including struggling, striving, and expanding readers.
The document discusses strategies for effective instruction of adult learners. It begins by outlining learning objectives related to understanding differences between pedagogy and andragogy, characteristics of adult learners, and factors that motivate adult learners. It then provides details on andragogy, characteristics of adult learners, strategies like jigsaw, think-pair-share, questioning, and engaged lecture, and factors that influence attention and learning like choice, relevance, and engagement.
Comprehension Strategies and Instructional Strategiescaswellj
This document defines comprehension strategies and instructional strategies used to teach reading comprehension. It describes comprehension strategies like comprehension monitoring and questioning that students can use when reading. It also explains instructional strategies teachers can use to teach these skills, such as modeling, scaffolding, and guided practice. The document also discusses cognitive and affective aspects of comprehension and provides examples of comprehension activities and programs teachers can implement, such as a Daily DEAR program and author studies.
Robert Gagne's theory of instruction outlines nine instructional events that should be followed to effectively teach intellectual skills: 1) gaining attention, 2) informing learners of objectives, 3) stimulating recall of prior learning, 4) presenting the stimulus, 5) providing learning guidance, 6) eliciting performance, 7) providing feedback, 8) assessing performance, and 9) enhancing retention and transfer. The theory also states that different types of learning outcomes require different types of instruction and that learning tasks can be organized in a hierarchy of complexity. An example is provided of how to teach students to identify equilateral triangles using the nine instructional events.
Ash edu 645 week 6 final paper curriculum based summative assessment design (...chrishjennies
This document provides guidelines for a 3-part final paper on curriculum-based summative assessment design. Part 1 describes conducting a pre-assessment to understand students' existing knowledge and tailor instruction. Part 2 describes using summative assessments to evaluate student learning at the end of a unit on environmental conservation. Part 3 involves student reflection on their experience and assessment of their achievement of learning standards and communication skills.
This document discusses different types of self-instructional materials, including programmed learning, instructional modules, computer-assisted instruction, and the personalized system of instruction. Programmed learning breaks content into small sequential steps and provides immediate feedback. Instructional modules are self-contained learning packages on single concepts. Computer-assisted instruction individualizes instruction through computer programs that present content, test students, and provide feedback. The personalized system of instruction emphasizes self-paced study with teachers available for guidance.
The document provides an overview of strategies for teaching C# computer programming. It discusses applying learning theories such as cognitivism, behaviorism, and constructivism. It summarizes the existing teaching approach which uses online modules that build on each other, requiring students to complete hands-on programming projects and discussions. The approach aims to trigger student motivation using Keller's ARCS model and engage multiple intelligences. Areas for improvement include incorporating more of Gagne's instructional events model into the lesson plan.
Programmed learning, Origin of Programmed learning, Principles of Programmed learning, Types of programming, Linear programming, branched programming, Limitations of linear programming, Intrinsic styles of programming, Features of branched programming, limitations of branched programming, Developing a programmed learning material, Advantages of using Programmed learning techniques, Difference between learner and branching programming styles
Here are the key steps in my map to achieve my target:
1. Observe my Resource Teacher teach a lesson. Pay close attention to how she introduces the lesson.
2. Take note of the lesson objective/s stated by my Resource Teacher.
3. Analyze how the lesson objective/s were formulated based on the guiding principles.
4. Reflect on the importance of clearly stated lesson objectives in guiding the teaching-learning process.
5. Document my observations, analysis and reflections in my portfolio to demonstrate my learnings.
By following these steps systematically, I will be able to deduce the lesson objective/s, see how the principles were applied in formulating them and realize the significance
The document discusses the reciprocal teaching strategy, which involves students taking turns leading a dialogue about a text by predicting, questioning, summarizing, and clarifying, and describes how reciprocal teaching benefits students by promoting reading comprehension and monitoring of their own learning. It also provides guidance on assessing students, determining how long to monitor students, and what support teachers need to implement reciprocal teaching.
This document summarizes Tim Gascoigne's reflections on attending the EARCOS 2012 conference workshop on developing mathematical practices led by Euling Monroe. Some key points from the workshop included a focus on developing students' oral language and vocabulary around mathematics, providing meaningful tasks rather than just activities, and ensuring lessons include engagement, differentiation and scaffolding to support all students. The workshop challenged Tim's approach and provided strategies to improve his mathematics instruction, particularly in supporting English language learners.
The presentation contains information about self-regulation and how it is used in teaching and learning. The factors of self-regulation are emphasized. Studies on self-regulation on teaching and learning are also included.
This document discusses formative and summative evaluation. Formative evaluation involves collecting data during instructional design to revise materials, while summative evaluation determines final materials' effectiveness. The chapter describes conducting formative evaluations through small group trials and field tests to refine materials before summative evaluation. Data is collected from learners, instructors and subject experts then analyzed to improve instruction. The goal is effective materials that function as intended and achieve desired outcomes.
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
Paraeducators in Inclusive Settings Share Their WIZdom—What Do They Do? How Do They Do It? What Do they Need to Do It Better? by Andrea Liston, Ida Malian, & Ann Nevin.
From the 2009 National Resource Center for Paraprofessionals Conference.
This document describes the process of formative evaluation for instructional materials. Formative evaluation involves testing initial drafts of instructional materials through small group and field trials to identify problems and improve the materials. It collects feedback from learners, instructors, and subject matter experts. Based on the analysis of data from these trials, the materials are revised before being finalized. The goal is to create effective instruction that achieves learning objectives and functions well in real-world learning contexts.
K–12 classroom tea chinga primer for new professionalniraj57
This document is the table of contents for the 5th edition of the textbook K–12 Classroom Teaching: A Primer for New Professionals by Andrea M. Guillaume. The textbook is intended for preservice teachers and covers a range of topics related to classroom teaching including the nature of teaching, developing an educational stance, working with students and families, instructional planning and assessment, classroom management, and professional growth. The textbook contains 11 chapters, a glossary, references, and index. Each chapter explores key aspects of classroom teaching through a balance of educational research, practical advice, and examples.
This document discusses assessment and evaluation in education. It defines assessment as the systematic collection of student performance data to guide instruction, while evaluation determines if program goals have been met. Formative assessment is ongoing to improve learning, while summative assessment evaluates learning. Authentic assessment involves real-world tasks evaluated using rubrics. Different types of traditional and alternative assessments are examined.
The document discusses various teaching strategies that can be used to assist student learning, including lecturing, group discussions, debates, case studies, simulation games, role-playing, projects and surveys, field trips and visits, press cuttings, and using information technology. These strategies range from more traditional approaches like lecturing to more interactive methods like debates, role-playing and simulations. The strategies are meant to help students learn subject knowledge, develop critical thinking skills, and apply concepts to real-world problems.
Structured peer tutoring refers to pairing students in a structured way to tutor each other on specific subjects. It is effective when teachers carefully select tutors and tutees, plan tutoring activities and lessons in advance, and provide ongoing supervision and support. Key aspects of effective structured peer tutoring include selecting motivated older students as tutors, designing detailed tutoring activities, monitoring tutoring sessions, discussing lessons with tutors and tutees, and recording student progress.
The document discusses strategies for effective instruction of adult learners. It begins by outlining learning objectives related to understanding differences between pedagogy and andragogy, characteristics of adult learners, and factors that motivate adult learners. It then provides details on andragogy, characteristics of adult learners, strategies like jigsaw, think-pair-share, questioning, and engaged lecture, and factors that influence attention and learning like choice, relevance, and engagement.
Comprehension Strategies and Instructional Strategiescaswellj
This document defines comprehension strategies and instructional strategies used to teach reading comprehension. It describes comprehension strategies like comprehension monitoring and questioning that students can use when reading. It also explains instructional strategies teachers can use to teach these skills, such as modeling, scaffolding, and guided practice. The document also discusses cognitive and affective aspects of comprehension and provides examples of comprehension activities and programs teachers can implement, such as a Daily DEAR program and author studies.
Robert Gagne's theory of instruction outlines nine instructional events that should be followed to effectively teach intellectual skills: 1) gaining attention, 2) informing learners of objectives, 3) stimulating recall of prior learning, 4) presenting the stimulus, 5) providing learning guidance, 6) eliciting performance, 7) providing feedback, 8) assessing performance, and 9) enhancing retention and transfer. The theory also states that different types of learning outcomes require different types of instruction and that learning tasks can be organized in a hierarchy of complexity. An example is provided of how to teach students to identify equilateral triangles using the nine instructional events.
Ash edu 645 week 6 final paper curriculum based summative assessment design (...chrishjennies
This document provides guidelines for a 3-part final paper on curriculum-based summative assessment design. Part 1 describes conducting a pre-assessment to understand students' existing knowledge and tailor instruction. Part 2 describes using summative assessments to evaluate student learning at the end of a unit on environmental conservation. Part 3 involves student reflection on their experience and assessment of their achievement of learning standards and communication skills.
This document discusses different types of self-instructional materials, including programmed learning, instructional modules, computer-assisted instruction, and the personalized system of instruction. Programmed learning breaks content into small sequential steps and provides immediate feedback. Instructional modules are self-contained learning packages on single concepts. Computer-assisted instruction individualizes instruction through computer programs that present content, test students, and provide feedback. The personalized system of instruction emphasizes self-paced study with teachers available for guidance.
The document provides an overview of strategies for teaching C# computer programming. It discusses applying learning theories such as cognitivism, behaviorism, and constructivism. It summarizes the existing teaching approach which uses online modules that build on each other, requiring students to complete hands-on programming projects and discussions. The approach aims to trigger student motivation using Keller's ARCS model and engage multiple intelligences. Areas for improvement include incorporating more of Gagne's instructional events model into the lesson plan.
Programmed learning, Origin of Programmed learning, Principles of Programmed learning, Types of programming, Linear programming, branched programming, Limitations of linear programming, Intrinsic styles of programming, Features of branched programming, limitations of branched programming, Developing a programmed learning material, Advantages of using Programmed learning techniques, Difference between learner and branching programming styles
Here are the key steps in my map to achieve my target:
1. Observe my Resource Teacher teach a lesson. Pay close attention to how she introduces the lesson.
2. Take note of the lesson objective/s stated by my Resource Teacher.
3. Analyze how the lesson objective/s were formulated based on the guiding principles.
4. Reflect on the importance of clearly stated lesson objectives in guiding the teaching-learning process.
5. Document my observations, analysis and reflections in my portfolio to demonstrate my learnings.
By following these steps systematically, I will be able to deduce the lesson objective/s, see how the principles were applied in formulating them and realize the significance
The document discusses the reciprocal teaching strategy, which involves students taking turns leading a dialogue about a text by predicting, questioning, summarizing, and clarifying, and describes how reciprocal teaching benefits students by promoting reading comprehension and monitoring of their own learning. It also provides guidance on assessing students, determining how long to monitor students, and what support teachers need to implement reciprocal teaching.
This document summarizes Tim Gascoigne's reflections on attending the EARCOS 2012 conference workshop on developing mathematical practices led by Euling Monroe. Some key points from the workshop included a focus on developing students' oral language and vocabulary around mathematics, providing meaningful tasks rather than just activities, and ensuring lessons include engagement, differentiation and scaffolding to support all students. The workshop challenged Tim's approach and provided strategies to improve his mathematics instruction, particularly in supporting English language learners.
The presentation contains information about self-regulation and how it is used in teaching and learning. The factors of self-regulation are emphasized. Studies on self-regulation on teaching and learning are also included.
This document discusses formative and summative evaluation. Formative evaluation involves collecting data during instructional design to revise materials, while summative evaluation determines final materials' effectiveness. The chapter describes conducting formative evaluations through small group trials and field tests to refine materials before summative evaluation. Data is collected from learners, instructors and subject experts then analyzed to improve instruction. The goal is effective materials that function as intended and achieve desired outcomes.
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
Paraeducators in Inclusive Settings Share Their WIZdom—What Do They Do? How Do They Do It? What Do they Need to Do It Better? by Andrea Liston, Ida Malian, & Ann Nevin.
From the 2009 National Resource Center for Paraprofessionals Conference.
This document describes the process of formative evaluation for instructional materials. Formative evaluation involves testing initial drafts of instructional materials through small group and field trials to identify problems and improve the materials. It collects feedback from learners, instructors, and subject matter experts. Based on the analysis of data from these trials, the materials are revised before being finalized. The goal is to create effective instruction that achieves learning objectives and functions well in real-world learning contexts.
K–12 classroom tea chinga primer for new professionalniraj57
This document is the table of contents for the 5th edition of the textbook K–12 Classroom Teaching: A Primer for New Professionals by Andrea M. Guillaume. The textbook is intended for preservice teachers and covers a range of topics related to classroom teaching including the nature of teaching, developing an educational stance, working with students and families, instructional planning and assessment, classroom management, and professional growth. The textbook contains 11 chapters, a glossary, references, and index. Each chapter explores key aspects of classroom teaching through a balance of educational research, practical advice, and examples.
This document discusses assessment and evaluation in education. It defines assessment as the systematic collection of student performance data to guide instruction, while evaluation determines if program goals have been met. Formative assessment is ongoing to improve learning, while summative assessment evaluates learning. Authentic assessment involves real-world tasks evaluated using rubrics. Different types of traditional and alternative assessments are examined.
The document discusses various teaching strategies that can be used to assist student learning, including lecturing, group discussions, debates, case studies, simulation games, role-playing, projects and surveys, field trips and visits, press cuttings, and using information technology. These strategies range from more traditional approaches like lecturing to more interactive methods like debates, role-playing and simulations. The strategies are meant to help students learn subject knowledge, develop critical thinking skills, and apply concepts to real-world problems.
Structured peer tutoring refers to pairing students in a structured way to tutor each other on specific subjects. It is effective when teachers carefully select tutors and tutees, plan tutoring activities and lessons in advance, and provide ongoing supervision and support. Key aspects of effective structured peer tutoring include selecting motivated older students as tutors, designing detailed tutoring activities, monitoring tutoring sessions, discussing lessons with tutors and tutees, and recording student progress.
This paper covers six major learning theories for Academic Advisors. It gives an overview of each theory and notes where students may struggle and strategies to help students succeed.
Computers are a familiar sight in classrooms in the 21st century, and technology has been used to streamline many educational tasks. CAL started in the 1950s and 1960s mainly in USA. Term often used interchangeably with Computer-Based Instruction (CBI), Web Based Instruction (WBI), Computer-Assisted Learning (CAL), Computer-Enriched Instruction (CEI), and Web Based Training (WBT). Logo project was the first CAL system that was based on a specific learning approach.
Improving Student Achievement For Economically Disadvantaged StudentsKay Abernathy, Ed.D.
This document discusses strategies for improving achievement for economically disadvantaged students. It identifies four keys for helping at-risk kids: creating a supportive school culture, effective communication, facilitating curriculum planning, and supporting staff development. It also discusses differentiated instruction, research-based teaching strategies including vocabulary, summarizing and note-taking, and the importance of student and parent relationships. The principal's role includes supporting interventions, ensuring properly trained staff, facilitating collaboration, and modifying programs based on data.
Improving Student Achievement For Economically Disadvantaged StudentsKay Abernathy, Ed.D.
This document discusses strategies for improving achievement for economically disadvantaged students. It identifies four keys for helping at-risk kids: setting high expectations; involving parents and community; communicating effectively with families; and facilitating effective curriculum planning. It also discusses differentiated instruction, effective instructional strategies including vocabulary, summarizing and note-taking, and cooperative learning. Strong student-teacher relationships, parental involvement, and principal support of interventions are emphasized as important for helping disadvantaged students succeed.
Improving Student Achievement For Economically Disadvantaged StudentsKay Abernathy, Ed.D.
This document discusses strategies for improving achievement for economically disadvantaged students. It identifies four keys for helping at-risk kids: creating a supportive culture, effective communication, facilitating curriculum planning, and supporting staff development. Differentiated instruction and research-based strategies like vocabulary instruction, note-taking and cooperative learning are presented. Strong student and parent relationships and involvement are also emphasized as important. The principal's role includes supporting interventions with funding, training, collaboration, community engagement and using data to modify programs.
Brown Neutral Aesthetic Minimalist Simple Bohemian Furniture Interior Design ...MaylanieLamarca1
This document discusses interactive learning and teaching. It defines interactive learning as a hands-on approach where students engage with lesson materials, each other, and teachers. Some examples of interactive learning activities provided are problem-based learning, project-based learning, simulations, group work, and peer review. Both advantages like student engagement and flexibility, and disadvantages like differing opinions are outlined. The document also discusses how to adapt texts for English learners through summarization, elaboration, rewriting, and translation to key concepts and vocabulary.
This document discusses factors that influence teaching decisions and instructional techniques from different theoretical perspectives. It provides learning objectives related to identifying techniques associated with behavioral, social cognitive, and constructivist learning principles. Technology applications that can support various instructional techniques are also discussed. The document is organized around theoretical principles presented in previous chapters and focuses on applying those principles through various teaching techniques.
A Simple Strategy for Maximizing Engagement in Online Courses (without Overwh...Daniel Hickey
This document discusses strategies for maximizing student engagement in online courses without overwhelming instructors or students. It presents Daniel Hickey's approach of personalized learning artifacts (PLA), which involves students organizing course concepts and resources around a personally meaningful context or practice. Students publicly share their work and provide feedback to each other through local reflections. Instructors privately and discreetly assess student understanding through open-ended self-assessments and selected-response exams. The approach aims to make knowledge meaningful, give students authority, establish disciplinary accountability, and allow private self-assessment while measuring achievement discreetly. Examples are provided of implementing PLA at Indiana University and collaborating high schools. Research and design principles supporting productive disciplinary engagement are
This document discusses information literacy and its importance in education. It provides several definitions of information literacy, emphasizing the ability to recognize an information need, access and evaluate information from multiple sources, and communicate findings. The document distinguishes information literacy from computer literacy and emphasizes teaching students a process for research rather than focusing on individual skills. It outlines the components of an effective research process and how project-based learning can help integrate information literacy skills across the curriculum.
Project-based learning is a student-centered teaching method where students gain knowledge through hands-on projects related to real world experiences. It encourages collaboration, communication, and critical thinking. Projects can last a class period or all year, and students compile information to perform tasks and present their findings. This helps students understand, apply, and retain the material.
The current unit focuses on helping students learn safety through creating posters for kindergarteners. Students will cut out pictures of safe and unsafe items and match them with their opposites. The teacher will guide picture selection while parents can provide additional images. Students are responsible for pairing pictures and presenting to their peers to practice collaboration and public speaking. The unit meets standards around vocabulary and
This document discusses various instructional strategies for teaching and learning, including direct instruction, indirect instruction, and independent instruction. It provides details on five key principles:
1) Education for learners with special needs which focuses on including students with disabilities.
2) Foundations for effective instruction which emphasizes respecting students, getting to know them, being fair and consistent, and making learning fun.
3) Strategies for collaboration focusing on results, relationships, and resilience to enable collaboration.
4) Various direct instruction strategies like explaining goals, demonstrations, questions, and practice.
5) Indirect instruction strategies including discovery learning, group work, analyzing concepts, and problem solving.
Online Assignment Help Services and Guaranteed A+ GradesOlsen Andersonn
The purpose of an assignment is to assess a student's understanding and knowledge of a particular topic or subject. Assignments are given to students to help them develop critical thinking, problem-solving Like: Assignment Help Services, and research skills. They also help students to apply what they have learned in class to real-world situations. Additionally, assignments serve as a way for teachers to evaluate a student's progress and provide feedback on areas where they may need improvement.
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The document provides information from a professional development evening for first year teachers on what it takes to be an effective teacher. It discusses topics such as professionalism, commitment to students, specialized knowledge, Piaget's theory of intellectual development, decision making skills, and reflective practices. The summary emphasizes the importance of understanding child development, using knowledge to make informed decisions, and continually reflecting to improve teaching.
This document discusses findings and implications from research on instructional processes and effective teaching practices. It recommends that teachers recognize students' varying abilities and styles of learning, teach concepts before details, explicitly teach thinking skills, help students understand their own learning, incorporate cooperative learning, and foster a positive classroom environment. Specific instructional strategies are also presented, such as using advance organizers, note taking, generating representations, questioning, and cooperative learning techniques.
This document outlines a capstone project for a geometry class that uses differentiated instruction to help students better retain foundational concepts. The teacher plans to group students based on their needs and have each group teach a topic to their peers using multiple methods. The goals are to engage students, promote collaboration and higher-order thinking, and determine if differentiated instruction improves retention based on assessments. Students will be provided various resources and technology to research and present their topics.
Successful strategies for social studies teaching and learningKarylle Honeybee Ako
This document discusses various strategies for effective teaching and learning in social studies. It covers five principles: education for learners with special needs, foundations for effective instruction, strategies for collaboration, written language, and study skills. It also discusses direct instruction strategies like setting clear goals, explanations and illustrations, questions, and practice. Indirect instruction strategies include inductive approaches like concept attainment and inquiry lessons. Social instructional approaches incorporate discussions, cooperative learning, panels, debates, role playing, and simulations/games. Independent approaches use learning centers and contracts. Flexible grouping and roles in groups help keep students accountable.
Similar to Au Psy492 W7 A3 E Portfrev1 Newsom B (20)
2. Personal Statement
I have been through many phases of life in
my short years. Educated professionally and
non traditionally. Served in the United States
Navy for 20 years receiving top honors.
Graduated from Argosy University with a
Baccalaureate of Arts in Psychology. I
currently work as an assistant manager at a
local salvage recycling facility. Seeking long
term employment in a company that I can
grow within.
3. Resume
850-494-1246/207-9995
newsomb@hotmail.com
5801 Sanders St.
Pensacola, FL 32504
Bryan L. Newsom
Objective
Military and Bus driving have afforded me a broad and diverse educational background as well as skills and
training that place me at a premium in the work place. I seek a position as general manager.
Experience
03/07-Present Kiker’s U Pull-it Pensacola, FL
Assistant Manager
Manages the daily operations of a automotive recycling facility
Takes calls, assesses needs and interacts with customers.
Coordinates software and hardware updates, including security
Process orders for clients to include packaging and shipment.
Provides Customer Service with a positive attitude. Handles complaint quickly and expeditiously.
01/2007-06/2009 Laidlaw Educational Services Milton, FL
Exceptional Bus Driver
Route planning, organization, and execution of all transportation needs.
One of the most valued Bench driver’s in Pace.
Safely transported hundreds of students without incident.
4. Resume
10/06-Present Self Employed Pensacola, FL
Home Remodeling and Construction
Remodeling Bathrooms, kitchens, and fencing.
Plan, prioritize, and order supplies.
Coordinate Sub Contractors, keeping within strict project guidelines and deadlines.
09/1986 – 10/2006 US Navy/CT Technician Jacksonville, FL
Leading Petty Officer
Lead an eight person shop through three deployments.
Trained, disciplined and managed the day to day operations of a division or personnel and material
assigned.
Managing multiple projects throughout the ship with 13 different departments and divisions.
Coordinated maintenance on 6 separate interconnected systems to ensure overall outstanding for every
inspection cycle.
Certified Financial Specialist, Drug and Alcohol Abuse Program Advisor and educator, Information’s systems
security.
5. Resume
Education
2003-Present Argosy University Phoenix, AZ
Baccalaureate of Arts, Psychology
2003-2003 Corry Station Pensacola , FL
Journeyman Level Technician
1987-1988 Corry Station Pensacola , FL
Basic Technician
1986-1987 Corry Station Pensacola , FL
A School
Certification
Driver Trainer
Training Specialist
Curriculum Development
Class B CDL
6. Reflection
I worked with psychology throughout my
career in the military, but really never
understood the full realm of psychology
and how it applied to everyday life. I
learned a great deal in my academic
journey. My background in the arts of
psychology has expanded ten fold. I
enjoy applying my new found tools to
everyday life.
7. Table of Contents
Cognitive Abilities: Critical Thinking and
Information Literacy
Research Skills
Communication Skills: Oral and Written
Ethics and Diversity Awareness
Foundations of Psychology
Applied Psychology
Interpersonal Effectiveness
**Include work samples and projects with a Title Page and
organized accordingly to demonstrate each of the Program
Outcomes above
8. Cognitive Abilities: Critical Thinking and
Information Literacy
For her next science lesson, Maria designs an activity that entails the students to work in pairs and create a poster and an
oral presentation on a selected endangered species. She pairs up the students deliberately based on their ability to work
together and their complementary academic skill strengths. She selects 13 endangered species and assigns each pair a species
to research at random. Although Maria provides some basic information about the assigned species to each pair, she expects
them to research further on the Internet and in the library. The students are to summarize the information on a graphic organizer
before creating the final poster and oral presentation.
Maria spends several lessons teaching her students how to use a graphic organizer. She even devotes an entire study
period to introduce the students to the purpose of the organizer and impress upon them the ease with which it could assist them
in representing content and information concisely.
Maria explains these benefits by means of an example. She uses a reading passage from a textbook and models the
mental imagery required to conjure an image of each component of the graphic organizer on this passage. During this lesson,
Maria discuses the process of thinking out loud, the way to complete the steps in the summarization process, the reason the
organizer is useful, and the circumstances under which the students could use the tool. At the end of the lesson, she asks the
students to repeat the exercise by using another passage from the same textbook. After they complete the exercise, she
provides feedback and suggestions to enhance their proficiency in summarizing information by using a graphic organizer. Now,
Maria wants her students to apply the same process in the context of the activity on the endangered species.
Outline Maria’s approach to teaching her students how to represent knowledge and how to use a learning strategy to
summarize information.
Maria’s approach is a sound approach; team work and development are keys to success later in school. While she is
talking about the graphic organizer and reinforcing its use. Maria needs to outline a good research approach for the students.
She should explain to the students that this is both a visual and oral presentation. In Maria’s outline she needs to be cognizant
of the different strategies that her students will use to gather information and remember it. She can talk to them about the use of
visual, auditory and memory. Her approach needs to include the correct way to research the subject, what is considering
unacceptable reference material. Documentation of the information in a format that is easy to remember. Using concise
statements to convey the information. Once she has taught the students a good research methodology, she should have them
conduct a small scale use of the process to ensure that the students understand the new material.
9. Cognitive Abilities: Critical Thinking and
Information Literacy
After she has assigned the students to there partner and the endangered species. She should inform the students of the timeline of
when work is to be completed. Periodic spot checks of the student’s performance should be scheduled to help the students and critique
the work. This approach will help her student keep from straying from the designed project. She can also use the new tools that she
has given the students in other daily task to aide in the instruction and reinforce the usage.
Summarizing the information is the principal discipline to be learned in this activity. Maria needs to focus on possible uses of the
prototype approach to categorization. This is used “to decide whether an object belongs to a category by determining whether it is
similar to a standard representation.” (Goldstein, 2008, p 288). Once they have a category for the endangered species, they can further
define the species to what it is closely related too. Why the animal is endangered and other significant facts about the animal. Finally,
Maria should teach her students about the sentence verifications technique. (Goldstein, 2008). This is used to validate the information
that they have summarized and test for a true answer. If the answer is true, than the information is summarized correctly.
Reference your text and lecture content to deconstruct Maria’s approach. What instructional method does she use? What
steps does she take to ensure that her students acquire the strategy?
Marias’ approach to teaching the students a new tool uses the visual imagery and appeals to the student schemas for learning.
(Argosy, 2009). Her approach is good, showing the students the benefits of the new tools as well as the usage. She should spend an
adequate amount of time to reflect and reinforce the lesson. This is the tougher task, ensuring that each student is grasping the new
material. Not all of her students are going to absorb and utilize the material at the same rate. This is a common dilemma in the
classroom, forcing the teacher to teach at the mean level of the class. Not unlike teaching the students to read, the class can only
perform as well as the slowest student. Often this creates some problems. The quicker students get bored and the slower students are
frustrated. Maria may need to make extra time for the slower students to bring them up to speed. I have seen this problem in the real
training environment. I always made the extra time necessary to help out the students. Maria needs to do the same.
If she continually engages the students they should all be able to get the strategy. During her lesson, she should make sure to ask
questions and use examples. If she tests the knowledge retention of her students in summarizing the information that she has taught.
Maria should be able to gauge the learning and comprehension. Giving her the feedback that she needs.
References
Argosy University. (2009). Cognition and Learning PSY360: Module 2. Retrieved March
14, 2009, from http://myeclassonline.com
Goldstein, E. B. (2008). Cognitive Psychology. Connecting Mind, Research, and Everyday
Experience. California: Thomson Wadsworth
10. Research
Research proposal
Can Green Building be better for the Consumer
Thesis: Green energy, building products and technology can greatly reduce the overall energy consumption of a home. Even with the
initial investment higher than the normal cost the long term effects will outweigh the expenditure.
Explanation: I plan to research the green building practices that are more prevalent in our society, and proving whether the cost is
worth the benefit. The areas to be covered are power, water, building materials and heating and cooling systems. The research will
cover the initial investment through the final cost. Each area will cover the service, defining the use, implementation, expected impact
and the expected long term benefits. My paper will provide the information educating the consumers to determine the overall benefits
and downfalls of the green movement.
Sub points:
Introduction
Building materials
Sustainable
Renewable
Reusable
Insulation and Windows
Power
Solar
Wind
Skylights
11. Research
Water
Solar
Rain
Irrigation
Reclamation
Heating and Air conditioning
Geothermal
Natural
Objections:
Existing technology is cheaper
Proven technology already exists
Why waste your time on a system that will not be rewarded.
Your reply to those objections: My reply to the objections is the facts that the resources on this planet are nearing the end of
the useful elements. No one person should have to suffer without something because the people of this planet are not willing to
reduce the consumption of the raw materials.
Reference
Harris, M. (2008). Prentice Hall Reference guide (7th ed.). Upper Saddle River, New Jersey:
Prentice Hall.
12. Ethics and Diversity
Rafael establishes a connection between this observation and the concept of self-efficacy, or the belief that
we have the capability to accomplish a task. He thinks that people who think they can do something are more
likely to try it than those who don’t think they can do it.
At this week’s research meeting, Rafael asks you to identify a published measure of self-efficacy. His advisor is
insisting that any measure Rafael uses in his thesis must have documented reliability.
Provide Rafael with citations where:
The instrument was used.
The instrument was demonstrated to be reliable.
In this week’s meeting, the team discusses the term of self efficacy and what is needed to demonstrate this
phenomenon. Initially, self efficacy is defined as a person’s belief about his or her own ability and capacity to
accomplish a task or to deal with the challenges of life. Based on this definition, every person who believes in
their own abilities can do any task presented to them. This ability has been tested on several occasions. One
occasion was used by an organization. The organization determined that the basic employee needed extra
training to transact with clients. So the organization set out to train the employees in the art of negotiation.
Training was held and each employee received specific training to deal with gender and ethnic arenas to provide
effective interaction with clients. (Gist, Stevens, & Bavetta, 1991). Another focus of training was the goal setting
and achievement process. The trainees spend hours of classroom and self paced home study to learn the new
process. Upon completion of the training, students were tested on the new abilities. Negotiation, self
management, goal setting and other cognitive self regulatory processes. The determination of this test is that
trainees self efficacy is related to performance. The study indicates “an important extension to self-efficacy
research: the addictions of interpersonal tasks to the current array or work-related tasks for which self-efficacy
has been demonstrated to predict performance.” (Gist, Stevens, & Bavetta, 1991). This test indicated a
significant influence between self-efficacy and performance.
13. Ethics and Diversity
Looking at another test. This test is based on self-efficacy as a predictor of college performance. In this test
the determination that self-efficacy is measured in varying degrees with specificity to academic performance.
Theory dictates that efficacy can be a predictor, but academic efficacy and self-concept have a limited
relationship. Testing indicated that self-efficacy and self-concept have a strong relationship, but this does not
equate to strong academics. (Choi, 2005). This test continues to indicate the same relationship as other. Self-
efficacy is a difficult ability to measure and compare to other attributes.
In the meeting, Rafael is given the two different areas of efficacy. He will most likely use the self-efficacy in
the office environment. This test indicated that there was a marketable increase with the new skills and the
student’s efficacy. Teaching the staff new techniques and testing their knowledge is a good system to see if the
person has higher self-efficacy. This method allows for both training and measurement of the newly acquired
skills. A good experimental design to use for testing his theory.
References
Argosy University. (2009). Research Methods PSY302: Module 4. Retrieved November 22,
2009, from http://myeclassonline.com
Choi, N. (2005). Self-efficacy and self-concept as predictors of college students' academic
performance. Psychology in the Schools, 42(2), 197-205. doi:10.1002/pits.20048.
Gist, M., Stevens, C., & Bavetta, A. (1991). EFFECTS OF SELF-EFFICACY AND POST-
TRAINING INTERVENTION ON THE ACQUISITION AND MAINTENANCE OF
COMPLEX INTERPERSONAL SKILLS. Personnel Psychology, 44(4), 837-861.
Retrieved from Education Research Complete database.
14. Foundations of Psychology
Analyze the case scenario, and identify Katherine’s behavior that you can classify as normal or
abnormal.
In some degree her actions would be considered normal, but she seems to be unattached when dealing with
the emotions tied to her sexual abuse. Katherine has held the emotional tide waters back from this incident early
in her life. She should be bursting into tears and experiencing all of emotions attached to this abuse. She
deviates from what is considered normal response to this type of trauma. She states that her professional and
personal life is being affected by the repressed memories of her trauma. Previous methods of therapeutic relief
are no longer effective. She also states that she feels that she believes that her relationship with her daughter is
affected.
Explain the reason for classifying Katherine’s behavior as normal or abnormal.
Her behavior is considered to be abnormal based on several inconsistencies within her behavior. She
deviates from what is considered normal response to this type of trauma. Trauma of this nature does not weaken
it hold on the psyche over time. The loss of self esteem that she has lost over the years is affecting her at every
corner. The distress of her victimization is affecting everything. She has problems with her family, co-workers
and life. Katherine admittedly she has experienced dysfunction in her sex life. No doubt caused be the memories
and similarity to her abuse and victimization. At this point she has not felt inclined to harm herself or another, but
the continued strain on her she will turn towards lashing out at another person. (Argosy, 2010).
Based on studies Katherine is on a road setting her up for further sexual abuse or re-victimization. (Reid &
Sullivan, 2009). Her behavior is no consistent with that of a healthy relationship with herself, husband or family.
Her cognitive and emotional development is in a stasis, focusing on the previous trauma of her life. The
developmental regression will force her to seek treatment to move on with her life. (Morrison & Ferris, 2009).
She is here seeking professional help for a problem that she knows must be taken care of, before she can move
on.
15. Foundations of Psychology
Describe the other information that would enable you to determine whether or not her behavior is
normal.
In talking with Katherine there are several factors that might lead a counselor towards determining her
behavior to be abnormal. Katherine is displaying some maladaptiveness and irrationality about herself. (Butcher,
Mineka & Hooley, 2010). These characteristics in themselves indicate that she is having some abnormal
performance issues. She displays some good social responses with her co-workers, in contrast with some
alternative issues with her family. She is aware of society’s views of sexual abuse and the stigma that is
attached to victims. The overwhelming anger that she has for her parents is more than a simple matter.
Understandably she would exhibit anger towards one parent who was the aggressor in the abuse. Katherine
should not be having ill will towards both parents without good reason.
Counseling will develop the issues and find the answers. Katherine is on the borderline of abnormal
problems that are directly related to her past and the inability to move beyond that point in her life. As a
counselor developing new and improved coping methods and dealing with the internal issues that plague her life
are paramount. Providing her with new techniques to deal with her issues and progress toward a fulfilling life.
References:
Argosy University. (2010). PSY410: Module 1: Maladaptive Behavior and Psychopathology. Retrieved March 08,
2010 from http://myeclassonline.com.
Butcher, J., Mineka, S., & Hooley, J., (2010). Abnormal Psychology 14th Ed., Boston, MA: Allyn & Bacon.
Morrison, A., & Ferris, J. (2009). The Satir Model with Female Adult Survivors of Childhood Sexual Abuse. Satir
Journal, 3(2), 73-100. Retrieved from Academic Search Complete database.
Reid, J., & Sullivan, C. (2009). A Model of Vulnerability for Adult Sexual Victimization: The Impact of Attachment,
Child Maltreatment, and Scarred Sexuality. Violence & Victims, 24(4), 485-501. doi:10.1891/0886-
6708.24.4.485.
16. Applied Psychology
Post Traumatic Stress Disorder
In serving over twenty years in the military, there seems to be a prevailing
problem that is growing. The problem is post traumatic stress disorder (PTSD) in
returning veterans. The reality of PTSD is not a new problem, but continues to be a
prevalent issue. People joining the military come from several different
backgrounds; some from farms and others from the city. Are there potential
psychological issues that are associated with PTSD, are some people that are
predisposed to contract this disorder. There is another difference that is noted
between the current veteran and previous conflict veterans.
Post Traumatic Stress Disorder is considered to be a very volatile anxiety
disorder that has been prevalent since the first world war. The episodes are initiated
by exposure to extraordinary stressful life events. (Bonwick & Morris, 1996). For
example: World War I, World War II, Korea, Vietnam and both Persian Gulf
Conflicts. These armed conflicts expose military personnel to front line combat.
Experiences differ between each person, branch and location. Front line combat is
one of the most arduous duties that a person can experience. Case in point, news
stories surface about explosions and attacks on troops stationed around the world.
The long term exposure to the uncertainty of daily routine develops deep in a
person’s psychological subconscious.
17. Applied Psychology
The Vietnam conflict was one such event that continues to develop more people
that suffer from PTSD. It is anticipated that up to 1.5 millions service members were
in situations that can develop PTSD. Combat research later realized that the
constant exposure to life threatening situations formed psychological problems
within the troops. (Erlinder, 1983). The legal system is recognizing more cases than
previously, but still the extent of the damage is unknown. PTSD has only recently
received the acknowledgement that it deserves. Veterans of this conflict continue to
suffer from the persecution from both citizens and the government. There is no clear
cut formula to determine what specific exposure is tied to this condition.
Current events indicate the Persian Gulf Region Veterans have been exposed to
similar combat situations to those in Vietnam. In some instances, the current
service members indicate that the current occupation may be considered worse
than those from Vietnam veterans. Urban or jungle warfare is similar in theory, but
seems to illustrate different reactions from those who served. It is anticipated that
nearly 18% of the service members who served within the confines of Iraq and
Afghanistan are affected by PTSD. (Zelenova, Lazebnaia & Tarabrina, 2001). These
are alarming numbers based on the numbers of troops in the region. The
psychological treatments are more advanced than those of 30 years ago. The media
is proof that the damage is building. Daily reports of ambushes and explosions riddle
the air waves from the reports in the region. Improved explosive and munitions are
forever engrained in the minds of those who are serving in country. The vehicle
explosions are a daily reminder to those who serve.
18. Applied Psychology
Examining all of the conflicts throughout history, one notices some similarities in
the symptoms. All of the victims of PTSD share common threads. For example:
World War, Vietnam and Gulf veterans experience combat situations on a daily
basis. The gun rattling overhead, the explosions and fear drown out the calm
reasoning of a person. Symptomatic nature of PTSD indicates that personnel
suffering from this disorder tend to be very distant and closed natured. This is
shared between all of the conflicts. Other symptoms that manifest are temper
issues, worthless feelings, suicidal ideation, failing relationships and many other
symptoms. (Pearce, Schauer, Garfield, Ohlde & Patterson, 1985). These symptoms
appear to be unilateral, not specific to any conflict.
There are some symptoms of a physical nature that seem to manifest
themselves within the victims of PTSD. Symptoms include chronic pain, overly tired
and injuries. (Otis, Keane & Kerns, 2003). A majority of the symptoms that have
been associated with PTSD are actually symptoms from the injuries that were
present when the service member was injured. Even with physical damage, some
veterans develop PTSD without actual injury. Though not actually part of the PTSD
they are often associated with the disorder.
19. Applied Psychology
New research has provided some key issues that are developing around PTSD
diagnosis. The Department of Veterans Affairs conducted a study, to determine the
validity of MMPI in determining if service members were feigning the symptoms. The
results were favorable that the MMPI identified those personnel who were
attempting to defraud the system. The study was conducted on two separate
occasions to corroborate the data. On both instances the people were identified and
removed from the pool of candidates. (Mecaffrey & Bellamy-Camprell, 1989).
The larger problem in society at this juncture is whether a person suffering from
PTSD should be medically retired or released from service. The answer is an
overwhelming yes to releasing them from service, but no to medical retirement. The
PTSD diagnosis is legitimate, but a majority of people suffering from PTSD can be
treated. The treatment regime is long and arduous. Favorable results indicate that a
person who suffers from PTSD can live a productive life and benefit their respective
community. There are several outreach groups around the world whose whole
purpose is to assist those who have been afflicted by PTSD. (Outram, Hansen,
Macdonell, Cockburn & Adams, 2009). The programs are most not for profit or
government funded and available to all of those who served.
20. Applied Psychology
Current information corroborates the diagnosis of PTSD and the validity of this in returning veterans. (PTS
Increases among Combat-Exposed Military Personnel, 2008). The service members have come from different
backgrounds and seen multiple tours of duty. Veteran Affairs is there to assist the service member in transition to
civilian life. (Shea-Porter, 2009). The branch of service is capable of finding and helping the members. The Post
Traumatic Disorder will continue to be a problem as long as there are combat zones around the world. Personnel
need to be trained in identifying the symptoms associated with PTSD, to provide early detection and treatment.
Service member who exhibit the symptoms of PTSD should seek help. Current medical research continues to
evolve, with new medications like Fluvomine showing promise. (Escalona, Canive, Calais & Davidson, 2002).
The armed services continue to develop new strategies to deal with PTSD and training to prevent the initial
experience. (Shea-Porter, 2009).
References:
(2008). Post-Traumatic Stress Increases Among Combat-Exposed Military Personnel. O&P Business News,
17(5), 84. Retrieved from SPORTDiscus with Full Text database.
Bonwick, R., & Morris, P. (1996). Post-Traumatic Stress Disorder in Elderly War Veterans. International Journal
of Geriatric Psychiatry, 11(12), 1071-1076. Retrieved from Psychology and Behavioral Sciences Collection
database.
Erbes, C., Dikel, T., Eberly, R., Page, W., & Engdahl, B. (2006). A comparative study of posttraumatic stress
disorder assessment under standard conditions and in the field. International Journal of Methods in
Psychiatric Research, 15(2), 57-63. doi:10.1002/mpr.185.
Erlinder, C. (1983). Post-Traumatic Stress Disorder, Vietnam Veterans and the Law: A Challenge to Effective
Representation. Behavioral Sciences & the Law, 1(3), 25-50. Retrieved from Psychology and Behavioral
Sciences Collection database.
Escalona, R., Canive, J., Calais, L., & Davidson, J. (2002). Fluvoxamine treatment in veterans with combat-
related post-traumatic stress disorder. Depression & Anxiety (1091-4269), 15(1), 29-33.
doi:10.1002/da.1082.
21. Applied Psychology
Koenigs, M., Huey, E., Raymont, V., Cheon, B., Solomon, J., Wassermann, E., et al. (2008). Focal brain damage
protects against post-traumatic stress disorder in combat veterans. Nature Neuroscience, 11(2), 232-237.
doi:10.1038/nn2032.
Mecaffrey, R., & Bellamy- Camprell, R. (1989). PSYCHOMETRIC DETECTION OF FABRICATED SYMPTOMS
OF COMBAT-RELATED POST-TRAUMATIC STRESS DISORDER: A SYSTEMATIC REPLICATION.
Journal of Clinical Psychology, 45(1), 76-79. Retrieved from Psychology and Behavioral Sciences Collection
database.
Otis, J., Keane, T., & Kerns, R. (2003). An Examination of the relationship between chronic pain and post-
traumatic stress disorder. Journal of Rehabilitation Research & Development, 40(5), 397-405. Retrieved
from SPORTDiscus with Full Text database.
Outram, S., Hansen, V., Macdonell, G., Cockburn, J., & Adams, J. (2009). Still living in a war zone: Perceived
health and wellbeing of partners of Vietnam veterans attending partners' support groups in New South
Wales, Australia. Australian Psychologist, 44(2), 128-135. doi:10.1080/00050060802630353.
Pearce, K., Schauer, A., Garfield, N., Ohlde, C., & Patterson, T. (1985). A STUDY OF POST TRAUMATIC
STRESS DISORDER IN VIETNAM VETERANS. Journal of Clinical Psychology, 41(1), 9-14. Retrieved from
Psychology and Behavioral Sciences Collection database.
Shea-Porter, C. (2009). Posttraumatic Stress Disorder and Government Initiatives to Relieve It. Health & Social
Work, 34(3), 235-236. Retrieved from Psychology and Behavioral Sciences Collection database.
Zelenova, M., Lazebnaia, E., & Tarabrina, N. (2001). Psychological Characteristics of Post-traumatic Stress
States in Afghan War Veterans. Journal of Russian & East European Psychology, 39(3), 3. Retrieved from
Psychology and Behavioral Sciences Collection database.
22. Intrapersonal Effectiveness
Self Analysis
I have been through several life altering situations in my life. Everyday living has been an
adventure to say the least. I recently decided to go back to college and pursue a degree program. I have always
been interested in psychology. So I decided to quit waiting and get started. Oddly enough I ran across an
internet ad on an internet job website.
Let’s start by looking at what I have learned in this course and how it may apply. We started in
module 1, with an auto biography and goal setting. These are very important areas to deal with. The
autobiography tells everyone in the class who we are and set the stage for success. Goal setting is the corner
stone of good interpersonal relations. Goals are set everyday, whether we decide to get up at 6 am or get to
work on time, each goal is S.M.A.R.T. - specific, measurable, attainable, realistic, and timely. I now that this may
sound a little mundane, but each goal we achieve will make the larger goal closer to attain. The class moved to
module 2, focusing on each person’s identity development and perception. Oddly enough these items are big
players in our lives. I know that you have heard the saying “Perception is reality and reality is perception”. Each
person has an idea of whom and what they think they are, but the outside world looks at each of us differently.
Our class moved on to module 3, looking at the verbal and non-verbal communication. Every student in out class
has seen several versions of each on a daily basis. Many of the cues we see each day may be overlooked by
the untrained eye. These types of communication include listening, gestures, hearing and several expressions.
After focusing on the forms of communication, we moving into the relationship perspective; studying friends,
romantic partners, co workers and acquaintances. Let’s move on to module 5, a personal favorite, discussing the
essential skills of listening and persuasion. These skills point towards the tools need to get each one of us closer
to our goals. Managing conflict was next on the agenda, a scary subject or some of my classmates. I know that
this was very eye opening for me. I never realized that I could do a better job at managing my conflicts. Next on
the docket was the group/ team interaction exercise. An excellent exercise, I think my team members liked the
experience and we worked well together, in spite of the accelerated time schedule
23. Intrapersonal Effectiveness
Let’s look at some of the strengths, I have found in this course:
A good group leader
Relationships
Let’s look at some areas for development:
Conflict Resolution
Listening vice Hearing
I have found through the support of this course, that I do have quite a few good habits, and some areas for
improvement. I plan to spend more time, understanding why I manage conflict in the manner I do. My long term
goal is to better my conflict resolution style from the lose-lose scenario to the win-win scenario. Analyzing my
response and triggers to different stimuli is the key to overcoming this area. Learning some new strategies for
dealing with conflict will definitely benefit me in the long run. I can use these new skills in my personal life and
professional life. Many skills of this nature transcend the boundaries. Also apparent to me is the fact that I tend
to hear people, and not always listen. Often this is a common problem, I think with hours of work on listening. I
can cure myself of this ailment. We all know that if I do not listen in my relationship with my girlfriend, I will not
have a relationship for long.
This course has definitely had a profound impact on the way I see myself and how other people see me. I
feel this course is a must for all students attending college. Many people have problems looking inward and
seeing their own fault and weakness’s. This may be centered on a lack of reflection or lack of tools to adequately
assess one own self. This course teaches the skills and tools. My experiences in this class are probably atypical
to most students. I have found that I need to continue to strive for excellence in myself and my class work.
24. Intrapersonal Effectiveness
Finally, in my analysis, I have designated some key points to provide myself with a clear guide to success.
My personal development plan is to complete my bachelor’s degree in Psychology. I plan to study harder, focus
on the little points, stop procrastinating and push myself. I know that I have not been in college for a while. I need
to get my head in the game and push myself to the next level. Through hours of study and determination I will
achieve my goals and move to the next level. I will continue to build my strengths and new skills as I work my
way through college, building on top of the excellent building block provided by this course. My growth will
continue throughout my degree program, I will reassess my self routinely and make the necessary adjustments
to ensure that I have all of the tools and skills needed. I will review my personal progress at the completion of
each course of study and refine my goals. This allows me the ability to have a continuing growth and expansion
of my goals. I feel that I have a strong plan, will and desire to finish.
References:
Adler, R. B., Rosenfeld, L. B., Proctor II, R. F. (2006). Interplay: The Process of Interpersonal
Communication. Oxford University Press, USA.
25. My Future in Learning
Learning is a lifelong process. The day I
quit learning I have passed on from this
world. I intend to continue my journey
and learn more. The true question is
what will I learn next?
26. Contact Me
Thank you for viewing my
ePortfolio.
For further information, please
contact me at the e-mail address
below.
drwho9999@yahoo.com