CASE STUDY EXPERIENTIAL FAMILY THERAPY
1
CASE STUDY EXPERIENTIAL FAMILY THERAPY
6
Case Study: Experiential Family Therapy
Cassandra Howery
Marriage and Family
American Public University
July 12th, 2015
Case Study: Experiential Family Therapy
I would use experiential family therapy with Judy. From the doctor's diagnosis, it is apparent that Judy's drastic weight loss is due to anorexia nervosa. This eating disorder is not directly linked to food and weight problems but rather caused by feelings of depression, insecurity, loneliness, feeling out of control or pressure from family, friends or the society to be perfect. Anorexia may also occur when individuals try to distract themselves from painful emotions. In other words, this condition acts like a way to fulfill a particular need in someone's life. For this reason, employing the experiential therapy can help Judy to discover her emotional need that her poor eating habit fulfills. Nevertheless, it is important to comprehend that anorexia is not only caused by psychological as well as family and social pressures but also caused by biological grounds. Research shows that the genetic disposition to anorexia may run in generations. Therefore, there is a possibility that a family member from Judy's generational family had the disorder and hence the family therapy will help both Judy and her family to understand better the disorder.
The experiential family therapy entails movements, actions and activities rather than the customary talk-therapy. It inspires patients to recognize and address the subconscious issues though performing activities such as guided imagery, role-playing and other active encounters (Gerstein, 2013). Since Judy is possibly suffering from hidden emotional issues, this therapeutic approach will help her to identify and unravel her problems. Throughout the therapy period, the experiences and activities that are key to assisting Judy may provide a frontier to observe her response and behavior particularly in cases where she may appear unfocused on the therapy.
Furthermore, since anorexia involves both the body and mind, a combined strategy is the best treatment. Treating the disorder involves three major phases: regaining the healthy weight, eating more food and changing one's thought regarding himself and food. Thus, besides employing the experiential technique, Judy must first focus on getting back to her healthy weight through beginning to eat more nutritious food. The therapy session will assist to recognize the negative thoughts and feelings that influence Judy's eating disorder and substitute them with less distorted and healthier beliefs (Frisch, Franko, & Herzog, 2006). Notably, experiential therapy will aid in teaching Judy to deal with challenging emotions, family problems, stress, and other pressures in a productive, instead of a self-destructive manner. Moreover, involving the other family members in the therapy will further give Judy the support and encourag ...
Running head ATTITUDE AND SOCIAL SUPPORT .docxjoellemurphey
Running head: ATTITUDE AND SOCIAL SUPPORT 1
ATTITUDE AND SOCIAL SUPPORT 2
Attitude and Social Support
PSYCH 628
November 17, 2014
Attitude and Social Support
Attitude and social support can greatly prescribe the ability of patients to cope and deal with their conditions. In the case of Aunt Phyllis, her negative attitude and lack of a stable social support network are negatively affecting her breast cancer prognosis. This is due to her views and her condition as a threat rather than a challenge. She lacks positivity, hardiness and optimism, all of which are vital for coping well with breast cancer. By eliminating maladaptive thoughts and maintaining a positive attitude in regard to her illness will aid Phyllis to thrive more fully in her current situation. In addition, some evidence-based interventions that can help Phyllis cope with her circumstances include psychotherapeutic techniques such as individual therapy, family therapy and group therapy, complementary therapies and psychopharmacological interventions. Relying on Phyllis’s case, this paper explores the effects of attitudes and social support on the prognosis of diseases such as breast cancer.
Concepts of Positivity, Hardiness and Optimism
The concepts of positivity, hardiness and optimism are clearly seen in Phyllis’ case. Positivity is an affirmative outlook that enables a person to endure stressful events with a belief in good possibilities of life. Currently, Phyllis does not show any positivity with her thinking and actions. She is no longer active and vibrant like she used to be before her husband’s death and her diagnosis with breast cancer. Hardiness is also an important factor that can help determine how patients cope with breast cancer and other complications. According to Matthews & Cook (2009), the three main features of psychological hardiness are control, challenge and commitment. From the case scenario involving Phyllis, it is evident that Phyllis lacks hardiness. This is due impart because she perceives the cancer as a threat rather than as a challenge. The problem has overwhelmed Phyllis and caused her to feel hopeless about life, blaming God for her cancer.
Optimism on the other hand implies a positive attitude and outlook of the world (Matthews & Cook, 2009). In the case of Phyllis, she holds pessimistic thoughts about her condition and life in general. For example, she has a negative attitude towards her exercise routine and no longer goes to play bridge with her friends. Furthermore, her thoughts about the prospects of death are making her very pessimistic. This type of attitude can have detrimental effects on the treatment she receives.
Phyllis’s Views of Her Situation
From the case scenario, it is apparent that Aunt Phyllis views her cancer as a threat rather than as a challenge. This is because she has ...
guidance & counselling in the field of education unit-5-1.pptxtayyabsubhan
Person-centered therapy, also known as client-centered therapy, places responsibility for treatment on the client. The therapist takes a nondirective role, creating a supportive environment through their relationship with the client to help increase insight and self-understanding. Developed in the 1930s by Carl Rogers, it departed from traditional psychoanalysis by emphasizing the client's experience in the present moment rather than past events. The therapy aims to improve self-esteem, openness, and the ability to cope with life's difficulties through exploring feelings and gaining a less defensive understanding of oneself.
This proposal suggests studying the potential benefits of yoga in treating eating disorders by evaluating its effects on stress levels. It hypothesizes that since stress is commonly co-occurring with eating disorders, reducing stress through yoga may also benefit eating disorder patients. The study would recruit local yoga studio participants and use a pre-/post-test design to analyze if yoga decreases stress scores. If successful, it provides preliminary evidence that yoga may help address the disconnect between mind and body experienced by many with eating disorders.
Introduction care approach is considered to have deep.pdfbkbk37
This document discusses the importance of person-centered care for individuals with psychiatric conditions. It presents a case study of Mr. Y, a 67-year-old man diagnosed with clinical depression. A thorough assessment found behavioral, emotional, social, and medical factors contributing to his condition. Recommended interventions included antidepressants, cognitive behavioral therapy, and lifestyle changes. The nurse employed person-centered and strength-based approaches, engaging the patient and family in treatment and focusing on the patient's interests and social support to facilitate his recovery.
This document provides an overview of a case study involving a 67-year-old man named Mr. X who was experiencing symptoms of clinical depression. After an assessment, he was recommended pharmacological interventions like antidepressants as well as cognitive behavioral therapy. As the mental health nurse, the author focused on person-centered care for Mr. X, engaging with him and his family to develop a treatment plan involving medications, therapy, physical activity, and social support to facilitate his recovery.
In dealing with problems in life, there's a more humanistic type of psychology called the Gestalt therapy. Read to know more about this effective approach.
The document discusses various treatment options that have been studied for their effectiveness in treating Battered Woman Syndrome (BWS). Cognitive behavioral therapy approaches like Prolonged Exposure therapy and Stress Inoculation Training were found to be most effective in reducing PTSD symptoms for women with BWS. Other treatment models discussed include the HOPE therapy, Barrier Model, Wilderness Therapy, and Feminist MRI Brief therapy. The research into different therapeutic approaches for BWS has provided an understanding of the psychological impacts of abuse and established treatment protocols to help women recover from intimate partner violence.
Reply to Comment· Collapse SubdiscussionEmilia EgwimEmil.docxlillie234567
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·
Collapse SubdiscussionEmilia Egwim
Emilia Egwim
8:33amDec 21 at 8:33am
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Discussion for Comprehensive Focused Soap Psychiatric Evaluation
Hello Lovelyne
Great presentation; I really enjoy reading your presentation about your patient Joey which is very informative. Autism Spectrum disorder is a neurodevelopmental disorder that is associated with tenacious predicaments in social communication and interaction in addition with limited, continual model of behaviors. According to study by Fitzpatrick et al; indicated that aggression behavior are noted to be increased in individual with ASD than when compared with other neurodevelopmental impairments (2016). This aggressive behavioral issues has been indicated by studies to relate with obstructive consequences for children diagnosed with ASD and their care providers resulting in reduced quality of life, heightened stress levels and decreased accessibility of educational and social adaptation/acceptance. Studies indicated that establishing effective therapeutic and pharmacological intervention approach for treatment as well as preventing aggressive behavior is imperative for reaching to better outcomes for individual with ASD. The patient in this case presentation had history of ASD and endorses aggression and self-injuries behaviors which have been indicated by various studies to associated with ASD and other manifestation including hyperactive, impulsive, inattentive behavior, unusual mood or emotional reaction.
To answer your question “
Is Risperidone FDA approved for patients with Autism”
Based on various studies, Risperidone and aripiprazole are approved by FDA and recommended for treatment of schizophrenia and bipolar for adult and adolescent including children with Autism Spectrum disorder around age 5 to 16 years. The Risperidone an antipsychotic medication was recommended to treat the aggression, irritability and mood swings associated with ASD. According to study; Risperidone has been effecting in treating symptoms of aggression and irritability between the age of 5 and 6 years distinctly that is associated with ASD, however, there’s no FDA approved medication for treatment of core sign and symptoms of ASD (Alayouf et al, 2021). There have been several controversy surrounding the use of Risperidone in which several clinician trials conducted reported that the medication was effective for the agitation, aggression and irritability often observed in autism patient, but was less effective in treating the core symptoms of Autism and other argument including the undesirable side effects that are associated with the medication and most significant of which is weight gain from an increased appetite. Other several medication as well as off-label prescription has been indicated to be effective such as treatment with SSRIs, CNS stimulants, NMDA-receptor antagonists, and including other agents (LeClerc & Easley, 2015). I completely agree with th.
Running head ATTITUDE AND SOCIAL SUPPORT .docxjoellemurphey
Running head: ATTITUDE AND SOCIAL SUPPORT 1
ATTITUDE AND SOCIAL SUPPORT 2
Attitude and Social Support
PSYCH 628
November 17, 2014
Attitude and Social Support
Attitude and social support can greatly prescribe the ability of patients to cope and deal with their conditions. In the case of Aunt Phyllis, her negative attitude and lack of a stable social support network are negatively affecting her breast cancer prognosis. This is due to her views and her condition as a threat rather than a challenge. She lacks positivity, hardiness and optimism, all of which are vital for coping well with breast cancer. By eliminating maladaptive thoughts and maintaining a positive attitude in regard to her illness will aid Phyllis to thrive more fully in her current situation. In addition, some evidence-based interventions that can help Phyllis cope with her circumstances include psychotherapeutic techniques such as individual therapy, family therapy and group therapy, complementary therapies and psychopharmacological interventions. Relying on Phyllis’s case, this paper explores the effects of attitudes and social support on the prognosis of diseases such as breast cancer.
Concepts of Positivity, Hardiness and Optimism
The concepts of positivity, hardiness and optimism are clearly seen in Phyllis’ case. Positivity is an affirmative outlook that enables a person to endure stressful events with a belief in good possibilities of life. Currently, Phyllis does not show any positivity with her thinking and actions. She is no longer active and vibrant like she used to be before her husband’s death and her diagnosis with breast cancer. Hardiness is also an important factor that can help determine how patients cope with breast cancer and other complications. According to Matthews & Cook (2009), the three main features of psychological hardiness are control, challenge and commitment. From the case scenario involving Phyllis, it is evident that Phyllis lacks hardiness. This is due impart because she perceives the cancer as a threat rather than as a challenge. The problem has overwhelmed Phyllis and caused her to feel hopeless about life, blaming God for her cancer.
Optimism on the other hand implies a positive attitude and outlook of the world (Matthews & Cook, 2009). In the case of Phyllis, she holds pessimistic thoughts about her condition and life in general. For example, she has a negative attitude towards her exercise routine and no longer goes to play bridge with her friends. Furthermore, her thoughts about the prospects of death are making her very pessimistic. This type of attitude can have detrimental effects on the treatment she receives.
Phyllis’s Views of Her Situation
From the case scenario, it is apparent that Aunt Phyllis views her cancer as a threat rather than as a challenge. This is because she has ...
guidance & counselling in the field of education unit-5-1.pptxtayyabsubhan
Person-centered therapy, also known as client-centered therapy, places responsibility for treatment on the client. The therapist takes a nondirective role, creating a supportive environment through their relationship with the client to help increase insight and self-understanding. Developed in the 1930s by Carl Rogers, it departed from traditional psychoanalysis by emphasizing the client's experience in the present moment rather than past events. The therapy aims to improve self-esteem, openness, and the ability to cope with life's difficulties through exploring feelings and gaining a less defensive understanding of oneself.
This proposal suggests studying the potential benefits of yoga in treating eating disorders by evaluating its effects on stress levels. It hypothesizes that since stress is commonly co-occurring with eating disorders, reducing stress through yoga may also benefit eating disorder patients. The study would recruit local yoga studio participants and use a pre-/post-test design to analyze if yoga decreases stress scores. If successful, it provides preliminary evidence that yoga may help address the disconnect between mind and body experienced by many with eating disorders.
Introduction care approach is considered to have deep.pdfbkbk37
This document discusses the importance of person-centered care for individuals with psychiatric conditions. It presents a case study of Mr. Y, a 67-year-old man diagnosed with clinical depression. A thorough assessment found behavioral, emotional, social, and medical factors contributing to his condition. Recommended interventions included antidepressants, cognitive behavioral therapy, and lifestyle changes. The nurse employed person-centered and strength-based approaches, engaging the patient and family in treatment and focusing on the patient's interests and social support to facilitate his recovery.
This document provides an overview of a case study involving a 67-year-old man named Mr. X who was experiencing symptoms of clinical depression. After an assessment, he was recommended pharmacological interventions like antidepressants as well as cognitive behavioral therapy. As the mental health nurse, the author focused on person-centered care for Mr. X, engaging with him and his family to develop a treatment plan involving medications, therapy, physical activity, and social support to facilitate his recovery.
In dealing with problems in life, there's a more humanistic type of psychology called the Gestalt therapy. Read to know more about this effective approach.
The document discusses various treatment options that have been studied for their effectiveness in treating Battered Woman Syndrome (BWS). Cognitive behavioral therapy approaches like Prolonged Exposure therapy and Stress Inoculation Training were found to be most effective in reducing PTSD symptoms for women with BWS. Other treatment models discussed include the HOPE therapy, Barrier Model, Wilderness Therapy, and Feminist MRI Brief therapy. The research into different therapeutic approaches for BWS has provided an understanding of the psychological impacts of abuse and established treatment protocols to help women recover from intimate partner violence.
Reply to Comment· Collapse SubdiscussionEmilia EgwimEmil.docxlillie234567
Reply to Comment
·
Collapse SubdiscussionEmilia Egwim
Emilia Egwim
8:33amDec 21 at 8:33am
Manage Discussion Entry
Discussion for Comprehensive Focused Soap Psychiatric Evaluation
Hello Lovelyne
Great presentation; I really enjoy reading your presentation about your patient Joey which is very informative. Autism Spectrum disorder is a neurodevelopmental disorder that is associated with tenacious predicaments in social communication and interaction in addition with limited, continual model of behaviors. According to study by Fitzpatrick et al; indicated that aggression behavior are noted to be increased in individual with ASD than when compared with other neurodevelopmental impairments (2016). This aggressive behavioral issues has been indicated by studies to relate with obstructive consequences for children diagnosed with ASD and their care providers resulting in reduced quality of life, heightened stress levels and decreased accessibility of educational and social adaptation/acceptance. Studies indicated that establishing effective therapeutic and pharmacological intervention approach for treatment as well as preventing aggressive behavior is imperative for reaching to better outcomes for individual with ASD. The patient in this case presentation had history of ASD and endorses aggression and self-injuries behaviors which have been indicated by various studies to associated with ASD and other manifestation including hyperactive, impulsive, inattentive behavior, unusual mood or emotional reaction.
To answer your question “
Is Risperidone FDA approved for patients with Autism”
Based on various studies, Risperidone and aripiprazole are approved by FDA and recommended for treatment of schizophrenia and bipolar for adult and adolescent including children with Autism Spectrum disorder around age 5 to 16 years. The Risperidone an antipsychotic medication was recommended to treat the aggression, irritability and mood swings associated with ASD. According to study; Risperidone has been effecting in treating symptoms of aggression and irritability between the age of 5 and 6 years distinctly that is associated with ASD, however, there’s no FDA approved medication for treatment of core sign and symptoms of ASD (Alayouf et al, 2021). There have been several controversy surrounding the use of Risperidone in which several clinician trials conducted reported that the medication was effective for the agitation, aggression and irritability often observed in autism patient, but was less effective in treating the core symptoms of Autism and other argument including the undesirable side effects that are associated with the medication and most significant of which is weight gain from an increased appetite. Other several medication as well as off-label prescription has been indicated to be effective such as treatment with SSRIs, CNS stimulants, NMDA-receptor antagonists, and including other agents (LeClerc & Easley, 2015). I completely agree with th.
Group therapy involves 5 to 15 patients led by one or more psychologists. It meets weekly to target specific problems like depression or substance abuse. Key figures who developed group therapy include Joseph Moreno, Wilfred Bion, and Irvin Yalom. Yalom identified 11 therapeutic factors of group therapy including universality, altruism, and catharsis. Group therapy involves stages from orientation to adjourning. It is used to treat diagnoses like depression, anxiety disorders, and grief through approaches like cognitive behavioral therapy.
Gestalt therapy is a form of psychotherapy founded in the 1940s by Fritz and Laura Perls that focuses on experiencing and expressing emotions in the present moment rather than discussing past experiences. It views humans holistically as a unified body, mind and soul. The goal of gestalt therapy is for clients to become more self-aware by discovering and resolving unmet needs and interpersonal issues through exercises and experiments in both individual and group settings. This allows clients to better understand how their thoughts and behaviors impact their health and relationships.
This document discusses abnormal psychology and different therapeutic processes. It begins by defining normal and abnormal psychology and how they relate to cultural values and societal acceptance. Two specific mental disorders are then examined: general anxiety disorder and post-traumatic stress disorder. The document outlines several therapeutic approaches used to treat mental illnesses, including psychodynamic, cognitive-behavioral, exposure, and humanistic therapies. It emphasizes that therapy can help individuals better understand and cope with their disorders to live fulfilled lives.
Bipolar depression is a debilitating mental illness that affects around 2.6% of adults in the United States. It involves alternating periods of mania and depression. If left untreated, bipolar depression can lead to suicidal thoughts or actions. Effective treatment involves therapy and medication to stabilize moods and prevent episodes. Proper diagnosis is also important and involves assessing symptoms over time according to standardized diagnostic criteria.
Bipolar depression is a debilitating mental illness that affects approximately 5.7 million adults in the United States. It involves extreme shifts in mood from excessive highs to severe lows. If left untreated, bipolar depression can lead to suicidal thoughts or actions. Effective treatment requires a combination of medication and psychotherapy to manage symptoms and prevent mood episodes.
Surname 1
Student’s Name
Professor’s Name
Course
Title
Mindfulness Among Healthcare Professionals
Currently, cases of disrespect, stress, prejudgment, reduced concentration at work, poor conflict resolution skills, reduced resilience, reduced engagement in physical activities, and reduced expression of creative arts, among others, have increased significantly among various professionals. These actions have derailed the reputation of various professionals. They have also compromised the professionals’ deliverables, thus leaving their clients unsatisfied. This study, therefore, is specific to healthcare professionals. Healthcare is a very vital service in the life of humans, such that the people providing it must always be keen and sober when on duty. This argumentative essay will aim to teach healthcare professionals on the importance of mindfulness and how such knowledge can improve the quality of the delivery of healthcare services.
Shea (2016) states that “The present defines the future. The future builds on the foundation of the past” (15). Mindfulness has a history chronologically describing how it came about. The practice of mindfulness practice was employed in various religious and philosophical teachings such as Buddhism, Hinduism, and Yoga. More recently, the practice has expanded into non-religious meditation. Mindfulness was mainly popular in the religious and spiritual communities of the East. Its spread in the Western world can only be linked to particular people and secular institutions. It is important to note that some commentators argue that the history of mindfulness should not only be confined to Buddhism and Hinduism, as the practice also has origin in Islam, Judaism, and Christianity (Shea 20). Depending on people’s thoughts, many theories can be applied to explain the history of mindfulness, leading to conflicting conclusions.
The possible arguments of the theories can be traced to its origin in the field of medicine, Christianity, and Islam. Mindfulness might indeed have been much applied in the Christian, Islam, and the medicine set up. However, at the time of this research, there existed no material pieces of evidence to support that. The available materials show that mindfulness was popularly used in Buddhism and Hinduism. The modern western world later came to learn the practice of mindfulness from the traditions of Buddhists and Hindus. Therefore, this paper will focus on mindfulness from a Buddhist and Hindu perspective. In the succeeding paragraphs, we will get to know the different mental and emotional issues that healthcare professionals struggle with, the general definition of mindful practices, specific mindful practices that may help the healthcare professionals. The paper will address any opposing arguments and, finally, offer opportunities for future research.
From the resources employed to develop this paper, there is significant evidence that shows that the increase in anxiety disorders, sleep diso ...
Reply Reply to 2 other classmates by offering 1 new piece of info.docxsodhi3
This document discusses how trauma can affect individuals differently depending on factors like type of trauma, age, culture, and spirituality. It provides examples of types of trauma like physical, sexual, or emotional abuse. Trauma can cause neurological disorders like PTSD and affect brain development. Treatment options discussed include medications, therapies like CBT, and how spirituality may help healing. The document also discusses how trauma may impact children's emotional and educational development. It notes trauma affects individuals and cultures differently but can be treated.
This document discusses psychological interventions and their goals. It defines psychological intervention as methods to induce changes in a person's behavior, thoughts, or feelings. The goals of interventions are to promote health, prevent disorders, and treat existing disorders. Interventions can target behaviors, emotions, thoughts, biology, and environments. They are used in psychotherapy, health psychology, and prevention programs. The overall goals of psychotherapy are to relieve distress, modify problems, and promote personal growth.
1Comment by Perjessy, Caroline SubstanEttaBenton28
1
Comment by Perjessy, Caroline:
Substance use Anxiety Group Curriculum
Southern New Hampshire University
Clinical Mental Health Counseling Department, COU660
Dr. Caroline P.
Rationale for the group
In Massachusetts, we have several groups for substance use both such as AA meetings and , NA meetings that are held in most area areasjust not a sufficient amount. Some. So me groups are also held at treatment centers by alumni which is a great thing because it will provide members with great responsibility skills. Some of the groups like psychoeducation and 12 steps meetings are mainly for those who are going through andchallenges and have a past with substance use. I plan to hold a group not only for those who have been through it but also withhave family members that are looking for resources and better understanding of the disease. The need for substance use group in the Boston, MassMassachusetts community is in high demand. Although Boston is a wide community where the rent can be high and have good paying jobs, many still struggle s with the everyday life stressors that can lead to excessive drinking. In my community I believe that the need for substance use group can benefit so many specifically those in the poverty area, because they are dealing with these issues every day. Also, due to therapy being frown upon in their environment and some lack the ability to seek professional help. Although some may have the need but will not attend due to therapy being frown upon in their environment. Comment by Perjessy, Caroline: Make sure you are revising for clarity. I know you said this was a draft, so keeping that In mind Comment by Perjessy, Caroline: Revise for clarity
The purpose of substance use group is to help individuals who are have dealing with anxiety and have an underlining issue like anxiety. Substance use clients with underlining issues like anxiety lack coping skills and the ability to perform everyday tasks. Evidence by, the lack of motivation, traumatic event, exposure to violence, withdrawal, and continuing alcohol or drug use. However, the misuse of alcohol not only can lead to neurological as well as anxiety. Several individuals who are actively using have an underlining issue that has cause them to use excessively rather its depression, bipolar, or anxiety. I will be focusing mainly on anxiety. Anxiety can be something that several deal with in silent or out loud, those who have been impacted by the disease either way many are not getting the help they deservemerit. Especially those who have been impacted with the disease For example, not they feeling at time they are not good enoughenough, the uncertainty of their job,; and will they have their job back; doubts about being accepted back into their familywill they have a family after. Comment by Perjessy, Caroline: This is uinclear…how are they dealing with anxiety and have an underlying issue of anxiety?
All those factors are negative im ...
Running head: SCHIZOPHRENIA 1
Working with Families
1. Effects of a psych educational intervention program on the attitudes and health perceptions of relatives of patients with schizophrenia
The article highlights the importance of both family and relatives to support the victim who has schizophrenia. Moreover, the article goes further and highlights the purpose of the study. The article assesses the effectiveness of a family psych educational program in the different outlook and health insights of the relatives of the patient with suffering from schizophrenia. Various programs aid in supporting both the family and relatives to gain more information about the schizophrenia and how they can best offer support to them.
The psych educational program was efficient in adjusting to the caregivers’ outlooks. Nonetheless, the program did not influence the perceptions of healthcare. Moreover, the family and relative psych educational management program transforms the deleterious approaches of both family and relatives to schizophrenia. On the other hand, not all the agenda of this type may advance health difficulties; otherwise, their consequences might only appear in a long-term condition or situation.
The psycho-educational plan gave an enhancement in the outlooks of families to schizophrenia. Besides, this signifies that they have known how to think, feel, and act, in a positive method in regards to the disorder.
Seeing the unfortunate result of the majority of people who have schizophrenia, the process has made it possible for individuals to discover the influence of psych educational programs, which may aid indirectly or directly to advancing the quality and the course of life of these people and their families. Besides, it is vital to evaluate the efficiency of the agendas in diverse cultures and nations.
2. The Mediating Effect of Family Cohesion in Reducing Patient Symptoms and Family Distress in a Culturally Informed Family Therapy for Schizophrenia: A Parallel-Process Latent-Growth Model
The paper examines whether a CIT-S (Culturally Informed Family Therapy for Schizophrenia outdid the usual family psych education (PSY-ED) by not only in reducing patient schizophrenia signs but also in diminishing a person’s DASS. Since CIT-S nurtured family consistency in therapy; moreover, it is anticipated that an increase in family solidity would facilitate the cure effects.
The procedure permitted individual’s to be fixed in latent-change or latent-growth models to check the treatment impacts and guarantee the model fit was sufficient prior to joining them to parallel-procedure models and investigating the secondary outcomes. The latent-change model is assessing the medication influence on family solidity from standard to average, as shown in a Time Treatment Interaction (TTI). The CIT-S team displayed a natural growth of approximately on.
EDUC 742EDUC 742Reading Summary and Reflective Comments .docxtidwellveronique
EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
Brummelen
First of all, I love this book. It goes into practices and prospective within the interaction between theory and practice. It explains why in public schools that God cannot be taught and how the Christian schools central theme is focused in the teachings of Jesus Christ. In this chapter it.
EDUC 380 Blog Post Samples Module 1 The Brain Below .docxtidwellveronique
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
By jumping off the rock with them, I thought this would change their view of me as an
older and more mature teenager. When they changed their opinion about me, it would
allow me to hang out with them all the time. I was taking more risks because I would get
a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
the tallest rock, it gave me the reward of spending more time with the older teenagers.
If I had jumped off the shorter rock, I could have not been accepted into the group
because they did not view me as mature as themselves. Therefore, I would have been
penalized for not.
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docxtidwellveronique
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
EDUC 740
Prayer Reflection Report Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Structure & Organization
33 to 35 points
The paper has a clearly constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses excellent transitions from previous paragraphs. The paper has a clear conclusion. Overall writing style is appropriate for a graduate-level course.
30 to 32 points
The paper has a constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses transitions from previous paragraphs. The paper has a conclusion. Overall writing style is appropriate for a graduate-level course.
1 to 29 points
The paper has a constructed introduction that is beginning to build the foundation for further reflection. The structure is vague and difficult to follow. Not all paragraphs are focused and don’t always use transitions from previous paragraphs. The paper has a conclusion. Overall writing style is not appropriate for a graduate-level course.
0 points
Not present
Analysis
19 to 20 points
The content reflects higher-level thinking through critical self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes specific examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes specific examples of the impact of the assignment on your own life.
17 to 18 points
The content reflects thinking through self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes examples of the impact of the assignment on your own life.
1 to 16 points
The content does not reflect higher-level thinking through critical self-evaluation and application of principles learned. Includes a vague discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes minimal examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes ambiguous examples of the impact of the assignment on your own life.
0 points
Not present
Support
14 to 15 points
Biblical references and principles are integrated into the paper appropriately, demonstrating an excellent understanding of biblical leadership principles.
13 points
Biblical references and principles are integrated.
EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docxtidwellveronique
EDUC 6733 Action Research for Educators
Reading Literacy
Draft
Part A
The context of the classroom setting
In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy?
In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books.
The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session.
Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about.
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docxtidwellveronique
EDUC 364: The Role of Cultural Diversity in Schooling
A dialectical journal is one in which you engage in conversation with the text. This involves pulling quotes from the text, and providing your reaction, thoughts, analysis and/or questions about what you’ve read. When reading a chapter from Spring(chapter2 and 3), choose 3-5 short passages/selections from each assigned chapter on which to reflect. See the example below. You can format your DJ in a chart format (see next page for template), or you can format it simply as a question/answer format like below. The goal is to use the DJ to think through your reactions and prepare for discussion. Submit your DJ to Cougar Courses prior to class, and if you don’t have your computer with you in class, print it out so you have it with you for a class discussion
Example
Quote: “Faced with the world’s migration of people’s, some countries, such as Singapore, have maintained cultural pluralism by providing public schools that use the child’s home language and reflect the cultural values of the child’s home. Through the use of educational methods that promote cultural pluralism, Singapore has been able to maintain Chinese, Malay, and Indian cultures and languages. Therefore, there have been different educational approaches to the intersection of cultures resulting from globalization...Minority cultures in the United State have primarily experienced cultural genocide, deculturalization, and denial of education. Immigrant groups have mostly experienced assimilation and hybridity.” (Chapter 1).
Response: This is always what I come back to when thinking about American education. We could have chosen a different path, a different approach educating the various groups of children that have come through the school system. But instead of seeing schooling primarily as a democratizing tool, the founders and those in government who came after them saw schooling as a tool for deculturalization, for imposing hegemony. What is most frustrating is how to tease out how our current system still contains the legacy of those oppressive institutional choices. Seeing those remnants for what they are--clearly--is the only way to change the system to truly benefit all kids.
.
EDUC 144 Writing Tips The writing assignments in this cla.docxtidwellveronique
EDUC 144 Writing Tips
The writing assignments in this class require students to engage in critical thinking and analysis,
producing papers that go beyond simple summaries of course readings by utilizing concepts, ideas, and
findings in course readings to critically analyze contemporary schooling and academic achievement in
the United States. Below is a list of suggestions to help you write strong papers that are critical and
analytical.
The introductory paragraph should briefly mention the topic and purpose/focus of your paper and state
your thesis in clear, specific terms (i.e. “In this paper, I will argue…” or “I will contend...,” or “I will
demonstrate…”).
Each paragraph in the body of the paper should be tightly organized around one main idea. Each
paragraph should build on previous ones and provide concrete examples/findings from the week’s
readings that serve as data that support your analysis, or examples from your own experiences and
observations of schooling that serve as evidence in support of your analysis. If you are drawing on a
specific theoretical concept(s) or idea(s) in your analysis, remember to clearly define and explain the
concept(s) or idea(s) before using that concept(s) or idea(s) to investigate and analyze particular aspects
of contemporary schooling.
The concluding paragraph needs to restate the thesis and main points addressed in the paper.
Sometimes writers do not know what their argument is until they have reached the end of the paper—or
the thesis has changed by the end. If either of these happens to you, be sure to put your thesis in the first
paragraph as well and/or make sure that you are making the same argument throughout the paper.
Things to keep in mind, at the level of the paragraph:
Make sure your comments are relevant to the topic at hand: one way to do this is to make an outline of
each paragraph’s main idea; each one should clearly relate to the topic and focus/purpose or thesis of
your paper. It is writer’s responsibility to select relevant concepts or ideas, examples of research
findings from the week’s readings, and/or personal experiences and observations that relate directly to
the topic and purpose/focus of the paper. It is not appropriate to expect the reader to do this instead.
Remember, examples/research findings and personal experiences and observations are not “obviously”
evidence in support of your analysis until you explicitly explain how these examples/findings/
experiences/observations support the claims in your analysis.
Make sure each paragraph’s main idea is clearly connected to your thesis.
*Smoothly transition between paragraphs: connect first line of new paragraph with main idea of
previous paragraph.
*Stick to the facts at hand—do not overstate your case.
Things to keep in mind, at the level of the sentence:
*Tighten sentence structure: combine sentences when possible by eliminating redundant information.
*Employ p.
EDUC 1300- LEARNING FRAMEWORK
Portfolio Page Prompts
INTRODUCTION
This page introduces, not you, but your portfolio. . Invite people into the portfolio and give them a reason for
exploring further Convey your purpose in creating the portfolio. Include a picture of yourself, and a quote
that is meaningful to you. No attachment is needed on this page. (10 points)
ABOUT ME
This page introduces you. Share information about yourself – your family, hobbies, work, and what you enjoy.
Don’t just TELL people, SHOW who you are, too. Things you might include: photos, images, or video/links
that interest you. Attach your Quality World Essay or another paper about yourself to this page. (10 points)
GOALS
List your long-term goals: personal, education, career. Identify the short-term and intermediate goals that will
help you progress toward these long-term goals. Include images that help you and your viewer visualize your
goals. Attach your degree plan/Timeline assignment to show your academic plans/goals. (10 points)
LEARNING
This page showcases what you’ve learned about your learning. Collect information you’ve gathered about
yourself and how you learn, such as learning styles inventories, personality type indicators, and your
Strengthsquest assessment. Interpret those results and draw conclusions about yourself from this evidence and
write about it. Attach your Insight Report from Strengthsquest so your viewer can learn more about your top
5 strengths or another assessment report which have helped you identify how you learn. (15 points)
THINKING
What have you learned this semester about critical thinking? What have you created that demonstrates the
quality of your thinking? Select examples and identify these qualities in your reflection. Attach an
assignment/paper from this class or another that show your thinking abilities. (15 points)
RESEARCH
On this page, post a question that you’ve selected to research and write what you found. What did you learn
about using the online databases? How will that help you in future classes? Attach your annotated
bibliography/research organizers and/or a research paper from another course. (15 points)
REFLECTION:
Your Introduction page described the purpose of the portfolio. On this page, provide a conclusion. Reflect on
your experience in the course and semester in creating this portfolio. Consider the following prompts:
What expectations or assumptions did you have before the course began? Were they valid or invalid?
How has the course contributed to your understanding of yourself and others?
What impact did the course have on your understanding of your quality world?
How do you now assume responsibility for your learning? What thinking and behaviors will you further
develop on your journey to becoming an autonomous learner?
(15 points)
EDUC 1300 Learning Framework Grading Rubric
Page Unsatisfactory
.
EDU734 Teaching and Learning Environment Week 5.docxtidwellveronique
EDU734: Teaching and
Learning Environment
Week 5: Curriculum
Development
Topic goals
To gain an understanding of the concept of
curriculum development and its importance
To gain an understanding of how curriculum
is implemented in different cultural contexts
Task – Forum
Do you think that the current school curriculum needs
to be adapted more to the modern culture? If so, in
what ways do you think it can be done?
What do you consider to be the implications for the
nature of valid knowledge in the future school curriculum?
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
5.1 Introduction
Curriculum lies at the heart of educational policies and practices.
They are are highly political documents which convey ideological positions about
the type of education that should be given in different cultural contexts and the
citizenship values that can be shared by the citizen of a state (Apple, 2004).
Each society has its own values and beliefs which they want to be translated into
educational objectives via the curriculum.
“Curriculum is a comprehensive plan for an educational programme/institute/
course to offer new or improved manpower to accomplish the rising needs of a
dynamic society” (Pillai, 2015).
5.1.1 Orientations to curriculum
Child-centred
Society-centred
Knowledge-centred
Eclectic
5.1.2 Determinants of the curriculum
Basic needs
Social aspects
Cultural factors
Individual talents
Ideals: intellectual, moral, aesthetic, religious
Tradition
(Pillai, 2015)
EDU734: Teaching and Learning Environment Page 2
EDU734: Teaching and
Learning Environment
5.2 Definition of Curriculum Development
Curriculum development is defined as the process which is planned, purposeful,
progressive, and systematic in order to create positive improvements in the
educational system.
The curriculum is affected by any changes or developments that affect society
(Alvior, 2014).
It needs to correspond to those changes but at the same time to respect all
people despite of gender, ethnicity, disability, religion etc. (Symeonidou and
Mavrou, 2014).
2. How can
1. What learning 3. How can
4. How can the
educational experiences learning
effectiveness of
purposes that are likely to experiences be
learning
should the be useful in organised for
experiences be
school seek to attaining these effective
evaluated?
attain? objectives be instruction?
selected?
Diagram 5.1: Four questions for the organization and development of the
curriculum (Tyler, 1949, cited in Howard, 2007)
EDU734: Teaching and Learning Environment Page 3
EDU734: Teaching and
Learning Environment
5.2.1 Four principles for the development of any curriculum:
Def.
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Mindfulness Among Healthcare Professionals
Currently, cases of disrespect, stress, prejudgment, reduced concentration at work, poor conflict resolution skills, reduced resilience, reduced engagement in physical activities, and reduced expression of creative arts, among others, have increased significantly among various professionals. These actions have derailed the reputation of various professionals. They have also compromised the professionals’ deliverables, thus leaving their clients unsatisfied. This study, therefore, is specific to healthcare professionals. Healthcare is a very vital service in the life of humans, such that the people providing it must always be keen and sober when on duty. This argumentative essay will aim to teach healthcare professionals on the importance of mindfulness and how such knowledge can improve the quality of the delivery of healthcare services.
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1
Comment by Perjessy, Caroline:
Substance use Anxiety Group Curriculum
Southern New Hampshire University
Clinical Mental Health Counseling Department, COU660
Dr. Caroline P.
Rationale for the group
In Massachusetts, we have several groups for substance use both such as AA meetings and , NA meetings that are held in most area areasjust not a sufficient amount. Some. So me groups are also held at treatment centers by alumni which is a great thing because it will provide members with great responsibility skills. Some of the groups like psychoeducation and 12 steps meetings are mainly for those who are going through andchallenges and have a past with substance use. I plan to hold a group not only for those who have been through it but also withhave family members that are looking for resources and better understanding of the disease. The need for substance use group in the Boston, MassMassachusetts community is in high demand. Although Boston is a wide community where the rent can be high and have good paying jobs, many still struggle s with the everyday life stressors that can lead to excessive drinking. In my community I believe that the need for substance use group can benefit so many specifically those in the poverty area, because they are dealing with these issues every day. Also, due to therapy being frown upon in their environment and some lack the ability to seek professional help. Although some may have the need but will not attend due to therapy being frown upon in their environment. Comment by Perjessy, Caroline: Make sure you are revising for clarity. I know you said this was a draft, so keeping that In mind Comment by Perjessy, Caroline: Revise for clarity
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Running head: SCHIZOPHRENIA 1
Working with Families
1. Effects of a psych educational intervention program on the attitudes and health perceptions of relatives of patients with schizophrenia
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The psych educational program was efficient in adjusting to the caregivers’ outlooks. Nonetheless, the program did not influence the perceptions of healthcare. Moreover, the family and relative psych educational management program transforms the deleterious approaches of both family and relatives to schizophrenia. On the other hand, not all the agenda of this type may advance health difficulties; otherwise, their consequences might only appear in a long-term condition or situation.
The psycho-educational plan gave an enhancement in the outlooks of families to schizophrenia. Besides, this signifies that they have known how to think, feel, and act, in a positive method in regards to the disorder.
Seeing the unfortunate result of the majority of people who have schizophrenia, the process has made it possible for individuals to discover the influence of psych educational programs, which may aid indirectly or directly to advancing the quality and the course of life of these people and their families. Besides, it is vital to evaluate the efficiency of the agendas in diverse cultures and nations.
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EDUC 742EDUC 742Reading Summary and Reflective Comments .docxtidwellveronique
EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
Brummelen
First of all, I love this book. It goes into practices and prospective within the interaction between theory and practice. It explains why in public schools that God cannot be taught and how the Christian schools central theme is focused in the teachings of Jesus Christ. In this chapter it.
EDUC 380 Blog Post Samples Module 1 The Brain Below .docxtidwellveronique
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
By jumping off the rock with them, I thought this would change their view of me as an
older and more mature teenager. When they changed their opinion about me, it would
allow me to hang out with them all the time. I was taking more risks because I would get
a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
the tallest rock, it gave me the reward of spending more time with the older teenagers.
If I had jumped off the shorter rock, I could have not been accepted into the group
because they did not view me as mature as themselves. Therefore, I would have been
penalized for not.
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docxtidwellveronique
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
EDUC 740
Prayer Reflection Report Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Structure & Organization
33 to 35 points
The paper has a clearly constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses excellent transitions from previous paragraphs. The paper has a clear conclusion. Overall writing style is appropriate for a graduate-level course.
30 to 32 points
The paper has a constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses transitions from previous paragraphs. The paper has a conclusion. Overall writing style is appropriate for a graduate-level course.
1 to 29 points
The paper has a constructed introduction that is beginning to build the foundation for further reflection. The structure is vague and difficult to follow. Not all paragraphs are focused and don’t always use transitions from previous paragraphs. The paper has a conclusion. Overall writing style is not appropriate for a graduate-level course.
0 points
Not present
Analysis
19 to 20 points
The content reflects higher-level thinking through critical self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes specific examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes specific examples of the impact of the assignment on your own life.
17 to 18 points
The content reflects thinking through self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes examples of the impact of the assignment on your own life.
1 to 16 points
The content does not reflect higher-level thinking through critical self-evaluation and application of principles learned. Includes a vague discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes minimal examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes ambiguous examples of the impact of the assignment on your own life.
0 points
Not present
Support
14 to 15 points
Biblical references and principles are integrated into the paper appropriately, demonstrating an excellent understanding of biblical leadership principles.
13 points
Biblical references and principles are integrated.
EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docxtidwellveronique
EDUC 6733 Action Research for Educators
Reading Literacy
Draft
Part A
The context of the classroom setting
In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy?
In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books.
The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session.
Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about.
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docxtidwellveronique
EDUC 364: The Role of Cultural Diversity in Schooling
A dialectical journal is one in which you engage in conversation with the text. This involves pulling quotes from the text, and providing your reaction, thoughts, analysis and/or questions about what you’ve read. When reading a chapter from Spring(chapter2 and 3), choose 3-5 short passages/selections from each assigned chapter on which to reflect. See the example below. You can format your DJ in a chart format (see next page for template), or you can format it simply as a question/answer format like below. The goal is to use the DJ to think through your reactions and prepare for discussion. Submit your DJ to Cougar Courses prior to class, and if you don’t have your computer with you in class, print it out so you have it with you for a class discussion
Example
Quote: “Faced with the world’s migration of people’s, some countries, such as Singapore, have maintained cultural pluralism by providing public schools that use the child’s home language and reflect the cultural values of the child’s home. Through the use of educational methods that promote cultural pluralism, Singapore has been able to maintain Chinese, Malay, and Indian cultures and languages. Therefore, there have been different educational approaches to the intersection of cultures resulting from globalization...Minority cultures in the United State have primarily experienced cultural genocide, deculturalization, and denial of education. Immigrant groups have mostly experienced assimilation and hybridity.” (Chapter 1).
Response: This is always what I come back to when thinking about American education. We could have chosen a different path, a different approach educating the various groups of children that have come through the school system. But instead of seeing schooling primarily as a democratizing tool, the founders and those in government who came after them saw schooling as a tool for deculturalization, for imposing hegemony. What is most frustrating is how to tease out how our current system still contains the legacy of those oppressive institutional choices. Seeing those remnants for what they are--clearly--is the only way to change the system to truly benefit all kids.
.
EDUC 144 Writing Tips The writing assignments in this cla.docxtidwellveronique
EDUC 144 Writing Tips
The writing assignments in this class require students to engage in critical thinking and analysis,
producing papers that go beyond simple summaries of course readings by utilizing concepts, ideas, and
findings in course readings to critically analyze contemporary schooling and academic achievement in
the United States. Below is a list of suggestions to help you write strong papers that are critical and
analytical.
The introductory paragraph should briefly mention the topic and purpose/focus of your paper and state
your thesis in clear, specific terms (i.e. “In this paper, I will argue…” or “I will contend...,” or “I will
demonstrate…”).
Each paragraph in the body of the paper should be tightly organized around one main idea. Each
paragraph should build on previous ones and provide concrete examples/findings from the week’s
readings that serve as data that support your analysis, or examples from your own experiences and
observations of schooling that serve as evidence in support of your analysis. If you are drawing on a
specific theoretical concept(s) or idea(s) in your analysis, remember to clearly define and explain the
concept(s) or idea(s) before using that concept(s) or idea(s) to investigate and analyze particular aspects
of contemporary schooling.
The concluding paragraph needs to restate the thesis and main points addressed in the paper.
Sometimes writers do not know what their argument is until they have reached the end of the paper—or
the thesis has changed by the end. If either of these happens to you, be sure to put your thesis in the first
paragraph as well and/or make sure that you are making the same argument throughout the paper.
Things to keep in mind, at the level of the paragraph:
Make sure your comments are relevant to the topic at hand: one way to do this is to make an outline of
each paragraph’s main idea; each one should clearly relate to the topic and focus/purpose or thesis of
your paper. It is writer’s responsibility to select relevant concepts or ideas, examples of research
findings from the week’s readings, and/or personal experiences and observations that relate directly to
the topic and purpose/focus of the paper. It is not appropriate to expect the reader to do this instead.
Remember, examples/research findings and personal experiences and observations are not “obviously”
evidence in support of your analysis until you explicitly explain how these examples/findings/
experiences/observations support the claims in your analysis.
Make sure each paragraph’s main idea is clearly connected to your thesis.
*Smoothly transition between paragraphs: connect first line of new paragraph with main idea of
previous paragraph.
*Stick to the facts at hand—do not overstate your case.
Things to keep in mind, at the level of the sentence:
*Tighten sentence structure: combine sentences when possible by eliminating redundant information.
*Employ p.
EDUC 1300- LEARNING FRAMEWORK
Portfolio Page Prompts
INTRODUCTION
This page introduces, not you, but your portfolio. . Invite people into the portfolio and give them a reason for
exploring further Convey your purpose in creating the portfolio. Include a picture of yourself, and a quote
that is meaningful to you. No attachment is needed on this page. (10 points)
ABOUT ME
This page introduces you. Share information about yourself – your family, hobbies, work, and what you enjoy.
Don’t just TELL people, SHOW who you are, too. Things you might include: photos, images, or video/links
that interest you. Attach your Quality World Essay or another paper about yourself to this page. (10 points)
GOALS
List your long-term goals: personal, education, career. Identify the short-term and intermediate goals that will
help you progress toward these long-term goals. Include images that help you and your viewer visualize your
goals. Attach your degree plan/Timeline assignment to show your academic plans/goals. (10 points)
LEARNING
This page showcases what you’ve learned about your learning. Collect information you’ve gathered about
yourself and how you learn, such as learning styles inventories, personality type indicators, and your
Strengthsquest assessment. Interpret those results and draw conclusions about yourself from this evidence and
write about it. Attach your Insight Report from Strengthsquest so your viewer can learn more about your top
5 strengths or another assessment report which have helped you identify how you learn. (15 points)
THINKING
What have you learned this semester about critical thinking? What have you created that demonstrates the
quality of your thinking? Select examples and identify these qualities in your reflection. Attach an
assignment/paper from this class or another that show your thinking abilities. (15 points)
RESEARCH
On this page, post a question that you’ve selected to research and write what you found. What did you learn
about using the online databases? How will that help you in future classes? Attach your annotated
bibliography/research organizers and/or a research paper from another course. (15 points)
REFLECTION:
Your Introduction page described the purpose of the portfolio. On this page, provide a conclusion. Reflect on
your experience in the course and semester in creating this portfolio. Consider the following prompts:
What expectations or assumptions did you have before the course began? Were they valid or invalid?
How has the course contributed to your understanding of yourself and others?
What impact did the course have on your understanding of your quality world?
How do you now assume responsibility for your learning? What thinking and behaviors will you further
develop on your journey to becoming an autonomous learner?
(15 points)
EDUC 1300 Learning Framework Grading Rubric
Page Unsatisfactory
.
EDU734 Teaching and Learning Environment Week 5.docxtidwellveronique
EDU734: Teaching and
Learning Environment
Week 5: Curriculum
Development
Topic goals
To gain an understanding of the concept of
curriculum development and its importance
To gain an understanding of how curriculum
is implemented in different cultural contexts
Task – Forum
Do you think that the current school curriculum needs
to be adapted more to the modern culture? If so, in
what ways do you think it can be done?
What do you consider to be the implications for the
nature of valid knowledge in the future school curriculum?
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
5.1 Introduction
Curriculum lies at the heart of educational policies and practices.
They are are highly political documents which convey ideological positions about
the type of education that should be given in different cultural contexts and the
citizenship values that can be shared by the citizen of a state (Apple, 2004).
Each society has its own values and beliefs which they want to be translated into
educational objectives via the curriculum.
“Curriculum is a comprehensive plan for an educational programme/institute/
course to offer new or improved manpower to accomplish the rising needs of a
dynamic society” (Pillai, 2015).
5.1.1 Orientations to curriculum
Child-centred
Society-centred
Knowledge-centred
Eclectic
5.1.2 Determinants of the curriculum
Basic needs
Social aspects
Cultural factors
Individual talents
Ideals: intellectual, moral, aesthetic, religious
Tradition
(Pillai, 2015)
EDU734: Teaching and Learning Environment Page 2
EDU734: Teaching and
Learning Environment
5.2 Definition of Curriculum Development
Curriculum development is defined as the process which is planned, purposeful,
progressive, and systematic in order to create positive improvements in the
educational system.
The curriculum is affected by any changes or developments that affect society
(Alvior, 2014).
It needs to correspond to those changes but at the same time to respect all
people despite of gender, ethnicity, disability, religion etc. (Symeonidou and
Mavrou, 2014).
2. How can
1. What learning 3. How can
4. How can the
educational experiences learning
effectiveness of
purposes that are likely to experiences be
learning
should the be useful in organised for
experiences be
school seek to attaining these effective
evaluated?
attain? objectives be instruction?
selected?
Diagram 5.1: Four questions for the organization and development of the
curriculum (Tyler, 1949, cited in Howard, 2007)
EDU734: Teaching and Learning Environment Page 3
EDU734: Teaching and
Learning Environment
5.2.1 Four principles for the development of any curriculum:
Def.
EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docxtidwellveronique
This course examines contemporary issues in education through analyzing theories, research, and practices. It discusses national and global education initiatives and how public policy impacts schools. The course also evaluates the future of education in developed and developing countries. Students will examine the historical context of issues, identify components of educational perspectives, and analyze how demographics, technology, teaching/learning, and funding sources affect education. Required readings include textbook chapters and research articles on topics like the history of public education, teacher professionalization, equity and diversity, school reform movements, standards-based education, and school climate/bullying issues. Coursework involves discussions, analyses of case studies, and a final project.
EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docxtidwellveronique
EDU 3338 Lesson Plan Template
Candidate Name:
Cooperating Teacher Name:
Placement Site:
Grade Level:
Subject:
Length of Lesson:
Lesson Title:
Date of Lesson:
Learning Central Focus
Central Focus
What is the central focus for the content in the learning segment?
Content Standard
What standard(s) are most relevant to the learning goals?
Student Learning Goal(s)/ Objective(s)
Skills/procedures
What are the specific learning goal(s) for student in this lesson?
Concepts and reasoning/problem solving/thinking/strategies[footnoteRef:1] [1: The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject specific components. ]
What are the specific learning goal(s) for students in this lesson?
Prior Academic Knowledge and Conceptions
What knowledge, skills, and concepts must students already know to be successful with this lesson?
What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?
Theoretical Principles and/or Research–Based Best Practices
Why are the learning tasks for this lesson appropriate for your students?
Materials
What materials does the teacher need for this lesson?
What materials do the students need for this lesson?
Assessments, Instructional Strategies, and Learning Tasks
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch
__________ Minutes
How will you start the lesson to engage and motivate students in learning?
Pre-Assessment
How will you find out what students already know about the lesson objective?
What tangible pre-assessments will you administer?
How will you evaluate student performance on the pre-assessment?
Instruction
__________ Minutes
What will you do to engage students in developing understanding of the lesson objective(s)?
How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?
What will you say and do? What questions will you ask?
How will you engage students to help them understand the concepts?
What will students do?
How will you determine if students are meeting the intended learning objectives?
Structured Practice and
Application
__________ Minutes
How will you give students the opportunity to practice so you can provide feedback?
How will students apply what they have learned?
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?
Formative Assessment
What formative assessment techniques will you utilize to determine if students are meeting the intended learning objectives?
Differentiation/ Planned Support
How will you provide students access to learning based on individual and group need.
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docxtidwellveronique
This lesson plan template provides guidelines for developing a lesson plan that integrates an English Language Arts standard with a standard from another subject area. The template includes sections for listing applicable Common Core standards, crafting essential questions, outlining objectives and instructional sequences, identifying vocabulary, planning for differentiation and assessment, and anticipating outcomes and difficulties. The template is meant to guide teachers in developing interdisciplinary lessons that incorporate ELA skills into other content areas.
EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docxtidwellveronique
EDST 1100R: SITUATED LEARNING
EDST 1100 N: Situated Learning
Thursdays, 2.30 – 5.30
Keele Campus, Mac 050B
Winter, 2020
Instructor: Dr. Lorin Schwarz
Email: [email protected]
Office Hours: ½ hour after class, or by appointment
*
Learning is intentional and contextual, and it involves developing systems and structures that not only allow but also encourage organization members to learn and grow together –to develop “communities of practice.”
-Preskill and Torres
The idea of a subject that calls to us is more than metaphor. In the community of truth, the knower is not the only active agent –the subject itself participates in the dialectic of knowing...geologists are people who hear rocks speak, historians are people who hear the voices of the long dead, writers are people who hear the music of words. The things of the world call to us, and we are drawn to them –each of us to different things, as each is drawn to different friends.
--Parker J. Palmer
Teaching is a complex, relational, and creative event. When I teach, I am simultaneously involved in several dynamic relations: with myself, with my everyday world, with my subject matter, and with my students. I cannot really teach if I am not engaged with my students or if my students are not involved with me.
--Carol S. Becker
The relationship between our physical constraints and the assertion of our freedom is not a 'problem' requiring a solution. It is simply the way human beings are. Our condition is to be ambiguous to the core, and our task is to learn to manage the movement and uncertainty in our existence, not banish it...the ambiguous human condition means tirelessly trying to take control of things. We have to do two near-impossible things at once: understand ourselves as limited by circumstances, and yet continue to pursue our projects as though we are truly in control.
--Sarah Bakewell
Course Description
Welcome to EDST 1100: “Situated Learning.” As described in the university calendar, the aims of this seminar are as follows:
“This course is framed around situated learning theories in relation to the provisioning of educational experiences in a variety of contexts (e.g., early familial experiences, formal educational experiences, cultural educational experiences, employment educational experiences). Students are first introduced to the major principles of families of learning theories (e.g., behaviourism, cognitivism, social learning theory, social constructivism). This introduction is followed by in-depth study of situated learning theory drawing from Lave and Wenger (1991) a seminal text in the field. Students engage in exploring exemplars of situated learning drawing from theory to understand the factors at play in the exemplars because, as situated learning theory would suggest, the representations of situated learning theory must be situated in relation to reference points. Given any particular learning engagement’s situational parameters, stu.
EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docxtidwellveronique
EDU 151 Thematic Unit Required Components
Thematic Unit Requirements
Component Parts of Selected Thematic Unit
A) Study Topic - Select a specific appropriate topic reflecting children’s interests and experiences. Topics that are too broad or not developmentally applicable will not be considered. Examples of this type of topic include Ocean, Rain Forest, Outer Space. Examples of specific appropriate topics are shoes, worms, rocks.
A)
B) Age Level –“Birth through Second Grade” Select an age or grade level.
B)
C) Focus - Develop a one-sentence focus statement that summarizes the direction and intent of the unit.
C)
D) Objectives - Identify three or four specific objectives you wish children to master by the completion of the unit, use the appropriate NC Early Learning Standards for the age of the child.
D)
E) Resources - You will need to cite all resources used throughout the study topic. For example: Internet resources (specific web site), printed resources, magazines, newspaper, journals, audio/visual resources, field trips, etc.
E)
F) Extensions Activities - Complete the attached Lesson Plan Forms in detail. You should also include two extension activities (extended activities or enrichment activities).
F)
G) Discussion Questions – Include at least three open-ended questions that will help children think about the topic in varied and divergent ways.
G)
H) Literature Selections - Select children’s books that relate to the theme and are developmentally appropriate for the children you will be working with
H)
I) Culminating activity - The culminating activity is a project or activity that engages children in a meaningful summarization of their discoveries and leads to new ideas, understandings and connections.
J) Evaluation - Devise appropriate means of evaluating children’s progress throughout the unit based on the objectives chosen above.
Student Name: _________ Date: _________
Assessment Name: Study Topic Unit
This assessment is used in every section of EDU 151
This assessment is designed to focus on Standards #4 and #5
This assessment is designed to focus on Supportive Skill # 3, #4, and #5
D/F
C
B
A
100
Unsatisfactory
Average
Good
Very Good
Standard or
Supportive Skill
Key Elements
Basic Knowledge
Comprehension
Application
Synthesis
Comments
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
(Attach Weekly Planning Form to Standard 4c in School Chapters)
4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches
Activities are not developmentally appropriate and do not incorporate a range of teaching approaches
0 – 12
Activities are mostly developmentally appropriate and incorporate a few teaching approaches
13
Activities are developmentally appropriate and incorporate varied teaching approaches
14
Activities are developmentally appropriate and incorporate a wide array of teaching approache.
EDSP 429
Differentiated Instruction PowerPoint Instructions
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction. In practice, it involves offering several different learning experiences in response to students’ varied needs. You will use theories, vocabulary, and models to construct a PowerPoint presentation that gives an overview of differentiated instruction.
1. Construct the PowerPoint presentation as if you were addressing peers in an in-service training on differentiated instruction.
2. The PowerPoint presentation must be 7–12 slides.
3. The PowerPoint presentation must address the following topics:
· Definition of differentiated instruction
· Advantages to students with special needs
· At least 3 specific examples of differentiated instruction
· References page
The Differentiated Instruction PowerPoint is due by 11:59 p.m. (ET) on Monday of Module/Week 5.
EDSP 429
D
IFFERENTIATED
I
NSTRUCTION
P
OWER
P
OINT
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
PowerPoint
p
resentation that demonstrates
your
ability to apply course concepts and vocabulary to the topic of
d
ifferentiated
i
nstruction
.
Differentiated
instruction is a form of instruction that seeks to maximize each student
’
s growth
by recognizing that students have different ways of learning, different interests, and different
ways of responding to instruction. In practice, it involves offering several
different learning
experiences in response to students
’
varied needs.
You will
use theories, vocabulary, and models
to construct a
PowerPoint
p
resentation that gives an overview of differentiated
instruction
.
1.
Construct the
PowerPoint
presentation as if yo
u were addressing peers in an in
-
service
training on differentiated instruction.
2.
The
PowerPoint
presentation
must
be 7
–
12
slides
.
3.
The
PowerPoint
presentation
must
address the following topics:
·
Definition of differentiated
i
nstruction
·
Advantages to student
s with special needs
·
At least 3
specific examples
of differentiated instruction
·
References
page
The
Differentiated Instruction
PowerPoint
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
5
.
EDSP 429
DIFFERENTIATED INSTRUCTION POWERPOINT INSTRUCTIONS
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your
ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth
by recognizing that students have different ways of learning, different interests,.
EDSP 429Fact Sheet on Disability Categories InstructionsThe pu.docxtidwellveronique
EDSP 429
Fact Sheet on Disability Categories Instructions
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to eligible children with disabilities. It specifically identifies 13 categories of disabilities that are entitled to special education services. Using relevant reliable websites and your text, you are to construct a Fact Sheet that explains each of the disability categories in terms that are understandable for the general public.
1. Develop the Fact Sheet as if it would be used to educate parents or others in the general public about disabilities that receive special education services.
2. Include an introduction stating the purpose of the fact sheet and the information provided.
3. Each disability category must be fully defined.
4. A minimum of 3 sources should be cited and referenced, one of which should be the textbook.
5. A reference page must be included.
The Fact Sheet on Disability Categories is due by 11:59 p.m. (ET) on Monday of Module/Week 2.
EDSP 429
F
ACT
S
HEET ON
D
ISABILITY
C
ATEGORIES
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
Fact Sheet
that demonstrates
your
ability to
articulate the charac
teristics of each of the IDEA
recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using
relevan
t reliable websites and your text, you are to
construct a Fact Sheet that explains each of the disability categories in terms that are
understandable for the general public.
1.
Develop the Fact Sheet as if it would be used to educate parents or others in th
e general
public about disabilities that receive special education services.
2.
Include an introduction stating the purpose of the fact sheet and the information provided.
3.
Each disability category must be fully defined
.
4.
A minimum of 3 sources should be cited
and referenced, one of which should be the
textbook.
5.
A reference page must be included.
The
Fact Sheet on Disability Categories
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
2
.
EDSP 429
FACT SHEET ON DISABILITY CATEGORIES INSTRUCTIONS
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to
articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using relevant reliable websites and your.
EDSP 370Individualized Education Plan (IEP) InstructionsThe .docxtidwellveronique
EDSP 370
Individualized Education Plan (IEP) Instructions
The purpose of this assignment is to provide a means of practice in IEP development. You will be expected to produce an IEP – full in its overall scope but not in-depth. This will allow you to apply the knowledge learned within the course as a whole. The IEP will be written in three phases in order to provide assistance and feedback as well as allow for improvements. ONLY DO PHASE 1. STOP WORKING WHEN YOU SEE THIS:
THIS IS THE END OF THE WEEK 3 ASSIGNMENT.
· Phase 1
You will complete the following components of the IEP:
Notice
Cover Page
Factors
Present Level of Performance (PLOP)
Diploma Status
Phase 11 and 111 will get competed in weeks to follow (DO NOT COMPLETE THIS PORTION).
· Phase II
You will revise IEP 1 based on instructor comments and complete the
following additional components:
Goals
Objectives
Accommodations/Modifications
Participation in State Accountability and Assessment System
· Phase III
You will revise IEP II based on instructor comments and complete the
following additional components:
Least Restrictive Environment (LRE)
Transition
Extended School Year (ESY)
Parent Consent
You will be using the Michael Jones case study which has been provided with the instucstions to this. All portions of the IEP will pertain to Michael. It is understood that it will be difficult to fully consider the development of an IEP without more exhaustive details considering Michael’s educational and functional strengths and weaknesses.
To complete the IEP, it will be necessary to review all of the assigned reading and presentations. You may also research current information on Virginia Department of Education’s website. These resources provide valuable information and examples to help create the IEP. You will use the IEP template that is a sample created from the VA DOE’s sample IEP, also located in the Assignment Instruction folder for Module/Week 3.
Page 1 of 1
SAMPLE
School Division Letterhead
IEP MEETING NOTICE
Date:
To:
Susie and Robert Jones________________
and
Michael______________________________________
Parent(s)/Adult Student Student (if appropriate or if transition will be discussed)
You are invited to attend an IEP meeting regarding Michael Jones
Student’s Name
PURPOSE OF MEETING (check all that apply):
· IEP Development or Review
· IEP Amendment
· Transition: Postsecondary Goals, Transition Services
· Manifestation Determination
· Other: ________________________________________________________________________________
The meeting has been scheduled for:
Date Time Location
Meetings are scheduled at a mutually agreed upon place and time by y.
The document provides instructions for an assignment in EDSP 377 that involves creating a lesson plan to teach a pre-K student with autism named Johnsaan to ask for help using words. Students are asked to develop a 2-page lesson plan incorporating the 5 major components outlined in Chapter 5 and a 1-page reflection. The lesson plan should teach Johnsaan to replace grunting and hand waving with asking for help verbally in order to reduce his challenging behaviors. The reflection should address the rationale for the lesson, review the planning process, and identify challenges and solutions.
EDSP 377
Autism Interventions
1. Applied Behavior Analysis (ABA)
2. Auditory Integration Training (AIT)
3. Biochemical Therapies
4. Circle of Friends
5. Computer Aided Instruction
6. Dietary Restrictions and/or Supplements (including enzymes and vitamins)
7. DIR/Floortime Approach (Greenspan)
8. Discrete Trial Training (DTT)
9. Early Intervention Behavioral Intervention (EIBI)
10. Early Start Denver Model (ESDM), for young children with autism
11. Functional Communication Training (FCT)
12. Holding Therapies
13. Hyperbaric Oxygen Chamber Treatments
14. Joint Attention Interventions
15. Music Therapy
16. Naturalistic Intervention
17. Options Therapy (Son Rise)
18. Peer Mediated Instruction and Intervention
19. Pharmacological Approaches
20. Picture Exchange Communication System (PECS)
21. Pivotal Response Training (PRT)
22. Play Groups
23. Power Cards
24. Relationship Development Intervention (RDI)
25. Research on Connection with Mercury and the MMR to autism
26. Research on Siblings of Children with Autism
27. Research on Transition Services for Employment
28. Research on Transition to the Adult World
29. Research on Twin Studies
30. SCERTS Model (Social Communication, Emotional Regulation, and Transactional Support)
31. Sensory Integration
32. Sign Language
33. Social Stories
34. TEACCH (Treatment and Education of Autistic and related Communication-handicapped Children)
35. Visual Strategies and Supports
36. Video Modeling
A
UTISM
I
NTERVENTIONS
1.
Applied Behavior Analysis (ABA)
2.
Aud
itory Integration Training (AIT)
3.
Biochemical Therapies
4.
Circle of Friends
5.
Computer Aided Instruction
6.
Dietary
R
estrictions and/or
S
upplements (including enzymes and vitamins)
7.
DIR/Floortime Approach (Greenspan)
8.
Discrete Trial Training
(DTT)
9.
Early Intervention Behavioral Intervention (EIBI)
10.
Early Start Denver Model (ESDM)
,
for young children with autism
11.
Functional Communication Training (FCT)
12.
Holding Therapies
13.
Hyperbaric Oxygen C
hamber Treatments
14.
Joint
Attention Interventions
15.
Music Therapy
16.
Naturalistic Intervention
17.
Options Therapy (Son Rise)
18.
Peer
M
ediated
I
nstruction and
I
ntervention
19.
Pharmacological
A
pproaches
20.
Picture Exchange Communication System (PECS)
21.
Pivotal Response Training
(PRT)
22.
Play Groups
23.
Power Cards
24.
Relationship Development Intervention (RDI)
25.
Research on
C
onnection with
M
ercury and the MMR to autism
26.
Research on
S
iblings of
C
hildren with
A
utism
27.
Research on
T
ransition
S
ervices for
E
mployment
28.
Research on
T
ransition to the
A
dult
W
orld
29.
Research on
T
win
S
tudies
30.
SCERTS Model (Social
Communication
,
Emotional Regulation
, and
Transactional Support)
31.
Sensory Integration
32.
Sign
L
anguage
33.
Social Stories
34.
TEACCH (Treatment and Education of Autistic and related
Communication
-
handicapped C
h
ildren)
35.
Visual Strategies
and .
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
CASE STUDY EXPERIENTIAL FAMILY THERAPY 1CASE STUDY EXPERIENT.docx
1. CASE STUDY EXPERIENTIAL FAMILY THERAPY
1
CASE STUDY EXPERIENTIAL FAMILY THERAPY
6
Case Study: Experiential Family Therapy
Cassandra Howery
Marriage and Family
American Public University
July 12th, 2015
Case Study: Experiential Family Therapy
I would use experiential family therapy with Judy. From the
doctor's diagnosis, it is apparent that Judy's drastic weight loss
is due to anorexia nervosa. This eating disorder is not directly
linked to food and weight problems but rather caused by
feelings of depression, insecurity, loneliness, feeling out of
control or pressure from family, friends or the society to be
perfect. Anorexia may also occur when individuals try to
distract themselves from painful emotions. In other words, this
condition acts like a way to fulfill a particular need in
someone's life. For this reason, employing the experiential
therapy can help Judy to discover her emotional need that her
poor eating habit fulfills. Nevertheless, it is important to
comprehend that anorexia is not only caused by psychological
as well as family and social pressures but also caused by
biological grounds. Research shows that the genetic disposition
to anorexia may run in generations. Therefore, there is a
possibility that a family member from Judy's generational
2. family had the disorder and hence the family therapy will help
both Judy and her family to understand better the disorder.
The experiential family therapy entails movements, actions and
activities rather than the customary talk-therapy. It inspires
patients to recognize and address the subconscious issues
though performing activities such as guided imagery, role-
playing and other active encounters (Gerstein, 2013). Since
Judy is possibly suffering from hidden emotional issues, this
therapeutic approach will help her to identify and unravel her
problems. Throughout the therapy period, the experiences and
activities that are key to assisting Judy may provide a frontier
to observe her response and behavior particularly in cases where
she may appear unfocused on the therapy.
Furthermore, since anorexia involves both the body and mind, a
combined strategy is the best treatment. Treating the disorder
involves three major phases: regaining the healthy weight,
eating more food and changing one's thought regarding himself
and food. Thus, besides employing the experiential technique,
Judy must first focus on getting back to her healthy weight
through beginning to eat more nutritious food. The therapy
session will assist to recognize the negative thoughts and
feelings that influence Judy's eating disorder and substitute
them with less distorted and healthier beliefs (Frisch, Franko, &
Herzog, 2006). Notably, experiential therapy will aid in
teaching Judy to deal with challenging emotions, family
problems, stress, and other pressures in a productive, instead of
a self-destructive manner. Moreover, involving the other family
members in the therapy will further give Judy the support and
encouragement to address her issue since they will understand
the emotional problems that she faces.
Through this therapeutic approach, Judy will have an
opportunity to identify obstacles, experience success, develop
enhanced self-esteem as well as take responsibility for her
3. actions. The regular activities performed during the sessions
will result in change, personal empowerment, and emotional
growth (Gerstein, 2013). Research suggests that the experiential
therapy strategy helps patients to focus on the activity at hand
hence are likely to act in a genuine and more guarded way
(Frisch, Franko, & Herzog, 2006). Therefore, this approach will
assist in better understanding Judy's behavior that will in turn
help to identify her emotional needs. At the same time, Judy
will have an opportunity to evaluate her behaviors throughout
the experiential therapy as well as the prior encounters and
thoughts that may have triggered those behaviors.
Experiential therapy also offers a wide variety of other
treatments like yoga, art therapy, adventure therapy and other
experiential techniques. These treatments allow patients to re-
enact momentous experiences, relationships or feelings in their
lives and address the depression. Through working out the
trauma, individuals develop skills that help them to avoid
masking their emotional issues with eating disorders, drugs,
alcohol and other unhealthy managing methods. Thus, Judy will
most likely benefit from this approach since she will ultimately
find ways to deal with her emotional pain.
Based on recent studies, individuals who have engaged in
experiential therapy have recounted success in the counseling
technique and recorded several benefits. First, the technique
leads to increased self-confidence and self-belief in their
abilities (Frisch, Franko, & Herzog, 2006). For Judy, it is likely
that she has a low self-esteem, and she believes she is a total
failure thereby concentrates on pleasing others. She is hiding
these emotional problems through having a negative attitude
towards food and starving herself. Therefore, this therapeutic
mechanism will likely heighten her self-esteem and confidence.
Secondly, the same reports state that the individuals who have
participated in experiential therapy possess a greater ability to
4. concentrate on the present as well as trust themselves (Frisch,
Franko, & Herzog, 2006). The experiences and activities they
undertake during the sessions help them to discover themselves
as well as focus on the positive aspects of life. The individuals
also report having felt more connected with themselves as the
process enhanced their communication and self-expression
skills (Frisch, Franko, & Herzog, 2006). Ultimately, they
realized reduced feelings of anxiety, hopelessness and
depression while at the same time improved their problem-
solving skills. Moreover, so, based on this studies, it is apparent
that the experiential therapy is the most effective technique to
assist Judy to counter her eating disorder.
Additionally, Gerstein (2013) states that the technique provides
a therapeutic experience with family members, inspiring
mutually open, truthful and direct expression of feelings and
emotions. Its self-disclosure role has four major functions. It
helps to model an honest and open communication of feelings
among family members. As such, Judy's family can develop a
more open relationship and truthful relationship with each other
that can assist in reducing the family pressure that is likely to
affect her. The method also helps to lessen the distance between
the therapist and patient as well as the family members. This is
because the process involves a series of activities that bond
both the therapist and the family members. As a result, the
patient and the family members can learn the origin of the
problem and develop amicable ways to solve them. On the other
hand, the therapist can easily observe the progress of the family
members together with the patient and assess the next course of
action. Judy's family will most likely benefit since the method
serves as a faster and easier way to treat her anorexia nervosa.
Thirdly, the process helps to enhance the degree of empathy in
the counseling context. It also provides feedback on how a
patient's behavior affects the rest of the family members. This
will in turn help to formulate ways to deal with a patient in such
5. circumstances. For instance, Judy's family can learn how to
encourage her to take up good eating habits so that she regain a
healthy weight. Also, Judy will be in a position to reveal and
share her innermost thoughts and feelings that are likely to be
masked by defensive and distancing behaviors. The sharing of
emotions and thoughts will thus strengthen the emotional bonds
in Judy's family (Frisch, Franko, & Herzog, 2006).
In conclusion, experiential therapy provides an active,
charismatic and careful technique of counseling that does not
undermine a patient's autonomy. In other words, it provides a
self-healing approach where the session is facilitative instead of
instructive. As a result, patients can identify and address their
emotional issues without coercion. Accordingly, this method
will help Judy to identify her emotional needs and find ways to
deal with them since they are the source of her eating disorder.
Moreover, Judy's family members will learn how to deal with
and support Judy throughout her challenging time.
References
Frisch, M. J., Franko, D. L., & Herzog, D. B. (2006). Arts-based
therapies in the treatment of eating disorders. Eating Disorders,
14(2), 131-142.
Gerstein, J. S. (2013). Sticking Together: Experiential
Activities For Family Counselling. New York: Taylor &
Francis.
Industrial-Organizational Psychology
1
INDUSTRIAL-ORGANIZATIONAL PSYCHOLOGY
5
Industrial-Organizational Psychology
Cassandra Howery
6. Professional Careers and Education in Psychology
American Public University
July 5th, 2015
Introduction
The workplace at times can be a frustrating place for
employees. This has compelled organizations to seek services of
industrial and organizational psychologist to smoothen the
operations of a firm. Industrial and organizational psychology
mostly referred to as I/O psychology deals with organizations,
workplace environment, and their employees. Industrial
psychologists concentrate on the relationship between
employees and their workplace. This involves employee
training, job performance measurement, employee hiring
systems, and job analysis (Kuther& Morgan, 2013).
The types of work professionals in specialty areas within the
larger field of psychology do
It is important to note that there are various forms of industrial
physiologists. For example, recruitment and selection
psychologists analyze jobs, develop recruits, develop selection
procedures and validate tests.Training and development
psychologists, on the other hand, formulate and implement
training programs, evaluate the effectiveness of a training
program and coach employees. There are also performance
measurement psychologists who evaluate the effectiveness of an
organization, develop criteria, and determine the economic
utility of a given performance. Other psychologists include
motivation and reward psychologists, organizational
development psychologist who analyze a firm’s structure, and
consumer behavior psychologists who assess consumer
preference(Kuther& Morgan, 2013).
7. The type and level of education one must achieve to work in
those specialty areas
Anyone aspiring to be an industrial psychologist must possess a
master's degree. Master's programs require at least two years of
postsecondary study. The master’s program includes topics such
as research methods, psychology statistics, employee selection
techniques, career coaching and team coaching. However,
before going for a master’s program, individual ought to have a
bachelor’s degree in psychology(Kuther& Morgan, 2013).
A description of work settings and average incomes one can
expect in careers within the specialty areas.
Industrial and organizational psychologists can be described in
three forms; scientists who develop principles of groups,
organizations and individual behavior through research.
Secondly, they are consultants who derive scientific knowledge
and use it to solve various problems, and lastly as teachers who
train learners in research as well as application of Industrial-
Organizational Psychology(Kuther& Morgan, 2013).
The salary for I/O psychologists depends on their experience
and the organizations they are working for. However, as per a
survey carried out by the Society for Industrial and
Organizational Psychology in 2012, the starting salary for any
I/O specialist in public sector who had a master’s degree was
averaged at $65,000 per year whereas those with a doctoral
degree was averaged at $81,000. Their counterparts in the
private sector earned around $100,000.
Whether after researching the areas you find them to be career
possibilities you are interested in or careers that don’t capture
your interest and why
A career as a consumer behavior psychologist looks more
interesting. This is because one can study the relationship
8. between the producer and consumer of goods and services. This
includes examining features of a product that influence a
customer to buy it, brand preferences, buying habits and
patterns as well as the study of the economic expectations of
people. On the other hand, a career as career development
psychologist was not appealing. This is because most
individuals already know what they want to be and have already
made plans for their careers(Kuther& Morgan, 2013).
A description of the most interesting thing not previously
known that you learned about the specialty areas
The most interesting thing I learnt was how I/O psychologists
utilize quantitative research as well as evaluation methods to
develop effective practices for a firm. Their research method is
involved observing how employees work in various
environments, study issues surrounding their working
environment and come up with mechanisms of enhancing
productivity, and increase workplace quality(Kuther& Morgan,
2013).
A description of everyday and real-world human experience
related to two podcasts you select to listen to on the specialty
web pages provided
Careful analysis ofI/O psychologists revealed that their day to
day lives are characterized by increasing productivity at
workplace, increasing the quality workplace to make workers
comfortable, to guide and counsel employees on various
matters, screening procedures for recruiting employees, and
lastly develop firm policies that benefit everyone. Their work
also involves dealing with business owners, supervisors, CEOs
and employees on a daily basis to figure out ways of enhancing
the operation of a firm(Kuther& Morgan, 2013).
A description of a “Hot Topic that fits with what you know
about each specialty area after researching it and how the two
are related
9. Job employment is related to recruitment and selection
psychologists. This is because the specialists are able to
develop criteria for selecting qualified employees. Career
development is linked to training and development
psychologists because they develop methods of enhancing
employee’s careers. Lastly, job promotion aligned to motivation
and reward psychologists because they develop criteria for
promoting employees (Kuther& Morgan, 2013).
References
Kuther, T. L., & Morgan, R. D. (2013).Careers in Psychology:
Opportunities in a changing world.
WEEK 4 MODULE REPORT
1
WEEK 4 MODULE REPORT
7
Week 4 Module Report
Cassandra Howery
Professional Careers and Education in Psychology
American Public University
06/26/2015
Week 4 Module Report
1. Career and Interest Self-assessment Results
Interests are fundamental to comprehend in relation to career
10. planning. As such career interests encompass both skills and
activities that one enjoys or is interested in. The results of my
career and interest self-assessment based on the RIASEC
spectrum are as follows:
My Strongest Inventory Interest
RIASEC traits
Realistic
Social
Enterprising
Occupations
Drafter
Manufacturing worker
Quality control inspector
Counselor
Social worker
Minister
Marketing manager
Realtor
Buyer
Subject areas
Administrative of justice
Engineering
Architecture
Human development
Health sciences
Occupational therapy
11. Business administration
Finance
Purchasing
Activities
Building things
Using tools or machinery
Solving concrete problems
Guiding and counseling
Encouraging others
Helping others
Convincing others
Managing people
Selling or purchasing
Skills
Mechanical dexterity
Problem solving with machine or tools
Repairing things
Understanding and listening to others
Developing relationships
Verbal communication
Business savvy
Social interaction
12. Accomplishing organizational goals
Values
Bodily strength
Craftsmanship
Common sense
Personal growth
Others welfare
communication
Influencing others
Leadership positions
Risk taking
From self-assessing myself, I learned more about the possible
avenues for my career path. The results displayed a full set of
the probable careers that I can undertake in the future based on
my interests and skills. Also, I learned that self-assessment
provides an opportunity to reflect and enunciate personal
values, abilities, interests and personality preferences.
Accordingly, my responses provided a criteria for evaluating the
pros and cons of varying career paths or jobs.
2. What can I do with a degree in psychology?
A degree in psychology is a highly marketable, flexible and
useful liberal arts course that any student can undertake (Kuther
& Morgan, 2012). Psychology provides students with insights
into the behavior of human beings which is important to all
careers. Therefore, psychology students are well prepared for
many careers. A degree in psychology offers students with a
vast amount of knowledge and skills including human service
and research skills which form a basis for any career path that
13. one chooses. In other words, one is not bound to follow a career
path that is directly related to the degree.
All the same, the job options that are directly linked to a degree
in Psychology include: education lecturer, clinical, forensic,
educational, counseling, sports and exercise as well as
occupational psychologist. Then again, other careers in
psychology that are not directly related to it include:
psychotherapist, careers adviser, human resource officer,
counselor, advice worker, social worker, advertising account
planner as well as market researcher.
3. Do I Have to Go to Grad School and What Should My
Undergraduate Degree Plan Be
It is important to go through undergraduate training so as to
gain the necessary skills and understanding that can be useful in
the field of psychology (Kuther & Morgan, 2012). Nevertheless,
comprehending self-interests and abilities is also crucial in
choosing a career path particularly in the area of psychology.
For my case, the three areas of specialty in psychology would
include a counseling, forensic and human factors psychology.
Counseling psychologist tend to concentrate more on human
adjustment problems rather than psychological disorders. This
is parallel to my career interest in that I enjoy encouraging
others, guiding and counseling as well as understanding and
listening to others. Forensic psychologists focus on analyzing
crime evidence and assisting in enforcement of law. This
matches my interests in craftsmanship and problem solving.
Lastly, human factor psychologist assist in making appliances
or designing machinery for humans. This is in line with my
interests in building things as well using tools or machinery.
To be successful in the three areas of specialty, is necessary to
gain formal training from Schools of Education or Psychology
14. Departments. Thus, the educational requirements and road map
for each of the areas are as follows (American Psychological
Association, n.d.):
Counseling psychologist
· Minimum doctorate degree in counseling psychology
· A specialty certification
· A license
Forensic Psychologist
· Minimum master’s degree in psychology, though a Doctor of
Psychology degree is recommended.
· Certification in forensic psychology
· Licensure in psychology specialty
Human factor psychologist
· Minimum Doctor of Philosophy in Psychology, major in
Engineering
· Ph.D. in Human Factors Psychology recommended
The undergraduate courses in the APUS BA in Psychology that
best match the three areas above include; Bachelor of Arts in
Psychology with a major in law, counseling, human services or
law enforcement.
4. I need to know more
The most interesting information I recognized in completing the
report is the benefits of studying psychology. It is apparent that
pursuing a degree in psychology not only provides you with
skills and knowledge that can help define your career path, but
also offers an avenue to better understand oneself. It also helps
in gaining good career prospects through self-assessment of
personal interests.
15. Of particular interest, the second section, “What can I do with a
degree in Psychology?” provides an insight to better understand
the course. It also offers a foundation to further the degree to
higher levels so as to attain top career positions. Therefore,
learning more on the significance of taking up a psychology
degree would be beneficial in choosing a career road map as
well as gaining extra knowledge on human behavior.
References
American Psychological Association. (n.d.). Retrieved from
http://www.apa.org
Bureau of Labor Statistics. (n.d.). Retrieved from
http://www.bls.gov/oco/
Kuther, T., & Morgan, R. (2012). Careers in Psychology:
Opportunities in a Changing World. Boston: Cengage Learning.
FIELDS OF PSYCHOLOGY
1
FIELDS OF PSYCHOLOGY
7
FIELDS OF PSYCHOLOGY
Cassandra Howery
American Public University
Dr. Thomas
Professional Careers and Education in Psychology
16. June 22nd, 2015
Psychology is the science of behavior and mental processes.
Over half of the number of psychologists are actively engaged
in the practice so as to help people with various mental and
nervous problems while the rest perform other professional
activities. There is a big difference between psychiatry and
psychology, but both require a degree to practice. There are
four approaches to the psychology subject matter. The
biological perspective focuses on the nervous system; the
cognitive approach emphasizes the processing of information in
the mind and the behavioral approach measures the activity of a
person and how he responds to his environment. The last
approach is the phenomenological approach that studies things
as they appear to individuals.
According to (Toomela & Valsiner, 2010), there are various
fields in psychology namely clinical, community, counseling,
developmental, educational, environmental, experimental,
forensic, industrial, social and school psychology. The largest
psychology specialty is clinical psychology. A clinical
psychologist helps emotionally and mentally disturbed patients
to adjust to everyday life or surgical patients in physical
rehabilitation centers. Patients that require clinical psychology
are those suffering from spinal cord injuries, stroke, arthritis,
and neurological conditions. A clinical psychologist can also
help with a personal crisis such as the death of a loved one,
divorce or death. He/she can also develop and implement
treatment and programs that the patients are required to follow.
Clinical psychologists can also train graduate students in
medical schools to deliver mental health and services as well as
administer community health programs.
Community psychologist focuses on social issues, institutions
and other factors that influence individuals and organizations by
17. focusing on the person-environment interactions, and how the
community impacts on the functioning of an individual.
Counseling psychology focuses on the developmental approach.
In this case, a professional counselor helps clients to overcome
challenges they face through support and therapy. This form of
therapy is very important in human development. Development
psychology is the study of physiological, social and cognitive
development through all stages of life. This also includes the
study of developmental disabilities and their consequences.
With this knowledge, studies can be carried out to develop ways
to assist old people to remain independent as long as possible.
Education psychologists study student’s characteristics, their
learning outcomes, and institutional processes so as to establish
where there is an academic or behavioral problem among the
teachers or parents. Information gathered can also be used to
evaluate students thinking and assessing weaknesses and
strengths. School psychologist are trained to work on children
and teachers so as to make the schooling experience more
rewarding. The science of psychology is applied in forensic
psychology so as to combat crime, establish rehabilitation
programs in prisons and courtroom dynamics and select
candidate for police force. Psychology knowledge is used to
treat mentally ill offenders and analyze a criminal’s intent and
mind. Industrial and organization psychology helps to create
strategy to make better staffing and workforce development
decisions.
As maintained by (Helms & Rogers, 2015), the minimum
requirement for a psychologist is a graduate degree after which
the graduate is required to meet professional standards for
certification and a practicing license. After one gets a license,
he needs to complete a supervised residency, internship or
experience. School and industrial-organizational psychologists
require specialist degrees or masters’ degrees, while clinical,
counseling, research and counseling psychologists require
18. doctorate degrees. Psychologists have analytical, problem
solving, observational and communication skills and are also
competent with client data, statistical, test scoring and
scheduling software.
Since psychology has diverse professions, there is a wide range
of potential salary earnings. Some of these fields are lucrative
and can even fetch up to quarter a million dollars annually. As
written in (Occupational outlook handbook 2014-2015), one of
the highest paid fields is that of a psychiatrist and with a mean
annual salary of $177, 520, which is about $85.35 as mean
hourly wage. These positions require intense dedication,
specialty degree, four-year residency, four years of practice in
the field and approval from a psychology and neurology
examination board. It is, therefore, clear that a psychiatrist must
have a deep desire to help people with mental illnesses.
Industrial-organizational psychologists use their expertise to
improve overall performance in a workplace by boosting
efficiency and productivity. They are also involved in business
administration, marketing, human resource and employee
training. This field is suitable for students who are fascinated
by business and statistics and enjoy research. Job and salary for
this field increases when an individual gains a masters degree.
On average, an industrial organizational psychologist earns a
mean annual wage of $98, 900, that is, a mean hourly wage
$47.50.
A neuropsychologist specializes in the study of cognition and
the human brain; including the study of how different drugs
affect the nervous system and mental processes of learning and
cognition. The average annual salary is $86, 645. Another
lucrative field is engineering psychology that focuses on
improving machinery, technology that in turn enhances human
behavior by understanding abilities and limitation of human and
adjusting the factory’s systems accordingly. By minimizing
19. risks and fatal errors in the workplace, they are able to save the
lives of the workers. The engineering psychologists begin to
work with a master’s degree but can expand chances for higher
salaries and employment by getting a doctorate. Engineering
psychologists earn between $48,000 and $ 75, 367 depending on
the expertise and area of employment.
A clinical psychologist can find employment in private practice,
schools, mental health clinics, inpatient and outpatient centers,
and government hospitals. In most cases, clinical psychologist
are required to have a doctorate degree, pass a licensing
examination, and complete a supervised residency. A clinical
psychologist earns approximately $72,220 annually with a
$34.72 hourly wage rate. Psychologists’ salaries may vary
depending on the years of expertise, location of employment,
industry sector, and the level of education qualification. In the
current state of the economy, students interested in a rewarding
career and a good income should consider pursuing one of these
psychology professions.
I have learned that a psychologists’ work is draining and
stressful and, therefore, one must learn how to separate work
and personal life. Psychologists on call must deal with issues of
the clients at very inconvenient times.
Psychologists help patients to overcome behavioral and
emotional problems and develop and implement treatment plans.
They also engage in further research of the human mind and
nervous system and study the human behavior in different
environments. They are driven by the ability to improve human
life by helping different people overcome their challenges.
One of the most common psychological disorders among the
elderly is dementia. Despite having excellent physical health, a
99-year-old man is most likely to have bad short term memory
and an average long-term memory. For example, when he meets
20. a new person, he keeps asking for the name of that person
repeatedly and, therefore, living with a person suffering from
dementia requires a lot of patience. The advantage of this is that
patients with dementia live in the moment and are less likely to
hold on to anger (Chapter 2). On the downside, patients require
home health care and feel like strangers in their homes. Most
progressive stages of dementia cannot be cured, but
psychologists manage the condition by administering
medications and recommending medicine that reduce neuro-
degeneration. These medications prevent symptoms of the
disease from getting worse. Unfortunately, dementia patients
are likely to suffer from depression and therefore the
psychologist can prescribe anti-depressants and more
importantly, provide support and care to the patients.
References
Helms, J. L., & Rogers, D. T. (2015). Majoring in psychology:
Achieving your educational and career goals. 138
Plotnik, R., & Kouyoumjian, H. (2011). Introduction to
psychology. Belmont, CA: Wadsworth/Cengage Learning. 158
Top of Form
Toomela, A., & Valsiner, J. (2010). Methodological thinking in
psychology: 60 years gone astray?. Charlotte, NC: Information
Age Pub.
Top of Form
United States. (2014). Occupational outlook handbook 2014-
2015. New York: Skyhorse Publishing.
Top of Form
Top of Form
Bottom of Form
Bottom of Form
21. Bottom of Form
Bottom of Form
BIOPSYCHOLOGY AND PERCEPTION
1
BIOPSYCHOLOGY AND PERCEPTION
4
Biopsychology and Perception
Cassandra Howery
Professional Careers and Education in Psychology
June 14th, 2015
Biopsychology and Perception
Biopsychology and perception are specialities in the larger field
of psychology. Biopsychology merges the disciplines of biology
and psychology. It focuses on the interactions between the
environment and the mind, body and the consequent behaviour.
It studies the effect of the environment on the brain and
behaviour and with the ways individuals interact and respond to
stimuli. On the other hand, perception is a speciality of
psychology that deals with how sensory information is
perceived from the environment. It entails memory, cognition
and perception and how the stimulus is perceived and the
processes involved in the interpretation of stimuli into
meaningful data (Pinel, 2009).
There are various careers for students studying Biopsychology
and perception. One can become a teacher and teach the field
of biopsychology. Markedly, teaching can be done at all levels
including high schools, college, or the universities. Similarly,
22. one can become a research assistant and work depending on the
interests of the researcher or supervising professor. One can do
teaching and work as a research assistant concurrently. There is
the career of being a scientific researcher. It involves
neuroscientists who study the brain. Scientific researchers study
the various causes and effects of brain and mental illness and
the effectiveness of drugs. Additionally one can embark on the
profession of being a mental health counselling and work in
clinics, hospitals or mental institutions. Such a career deals
with counselling, monitoring and advocating for patients with
mental disorders.
The salary for such professions is approximately 39460 dollars
for a research assistant. For the teaching profession, the salary
ranges around 68690 dollars per month. On the other hand,
researchers such as scientists in the field of biopsychology have
a minimum salary of 75600 dollars monthly. Counsellors have a
minimum salary of 40850 dollars. Notably one has to be
qualified so as to engage in the above career. Such
qualifications include; having a bachelor's degree in the field of
biopsychology for the career of high school teaching and a
beginner in the career of a research assistant. Seemingly,
college and university teaching requires one to have master’s
degree in the field of biopsychology (Norwich, 1993).
Researchers and counsellors must have a doctorate in the
relevant fields for them to embark on their respective careers.
Worth noting is that thorough research was done on the
speciality of biopsychology and perception within the field of
psychology. The careers are really capturing. The profession of
doing counselling and research captured my attention. Such
careers will enable me to be in the field and discover more
interesting facts in the field of biopsychology (Helms & Rogers,
2015). This has made me gain interesting information and facts
that were unknown to me before. There are various careers that
one can embark on when specialising in the above disciplines. I
23. had initially thought that the speciality of biopsychology only
allowed me to do the profession of teaching of the high school.
However, my assumptions were proved wrong as I have come to
realize that there are diverse, exciting professions that I can do
(Jensen, 1970).
One of the interesting facts derived from the hot topics is about
depth perception and how the brains see what there is is how the
brain. I have learned how the brain synthesizes and processes
ambiguous information. Similarly, I have learnt about the
psychology of success. This explains how the environment, our
perception of success and positive thinking are great factors that
necessitate one to become successful. Watching the episode
about brains games enabled me to realize how the simple
critical thinking done on a daily basis are influential in
enhancing memory and help in preventing brain decline.
References
Helms, J. L., & Rogers, D. T. (2015). Majoring in psychology:
achieving your educational and career goals. John Wiley &
Sons. Retrieved from
https://books.google.com/books?hl=en&lr=&id=v0qVBgAAQB
AJ&oi=fnd&pg=PA3&dq=Biopsychology+and+Helms,+J.L.,%2
6+Rogers,+D.T.+(2015).+Majoring+in+Psychology:+achieving+
your+educational+and+career+goals+Perception&ots=bqKloi-
SPy&sig=XuXShulIsS-aeA6DZSd5ksp5qzM
Jensen, D. D. (1970). Polythetic biopsychology: An alternative
to behaviorism. Current Issues in Animal Learning, JH Reverse,
Ed, 1–31.
Norwich, K. H. (1993). Information, sensation, and perception.
Academic Press San Diego. Retrieved from
http://biopsychology.org/norwich/isp/cc.pdf
Pinel, J. P. (2009). Biopsychology. Pearson Education.
24. The Psych Files. (n.d.-a). Ep 199: Depth Perception – How Your
Brain Sees What’s Not There. Retrieved June 10, 2015, from
http://www.thepsychfiles.com/2013/08/ep-199-depth-
perception-how-your-brain-sees-whats-not-there/
The Psych Files. (n.d.-b). Ep 235: Want to Swap Bodies?
Retrieved June 10, 2015, from
http://www.thepsychfiles.com/2015/01/ep-235-want-to-swap-
bodies/
PSYCHOLOGY SPECIALTIES
1
PSYCHOLOGY SPECIALTIES
7
Psychology Specialties
Cassandra Howery
American Public University
Dr. Kathy Lewis-Thomas, Instructor
Developmental Psychology
Developmental psychology can be defined as the scientific
study of how human beings change in the course of their lives.
This branch of psychology was initially concerned with the
infants and childhood and later expanded its focus into
development in adolescents, development in adult, aging and the
entire life span. The field also emphasizes lifespan perspective
and examines the process of typical and atypical development in
humans, the normative transitions and the effect of non-
25. normative events too (Kaslow, 2004).
There are various professional careers to enter into on
completion of studies in developmental psychology. These
include gerontologist who studies the aspects of aging, military
psychologist who uses psychological research in the
identification, treatment and prevention, and combating mental,
emotional and developmental issues with military work, a health
psychologist is concerned with the emotional, mental and
socioeconomic factors that lead to certain illnesses and how to
prevent the diseases. Other professionals include
biogerontologist, the child psychologist, a clinical psychologist
but all are referred to as developmental psychologist.
The practitioners in this field require a methodology of
developmental research as an effort to generate knowledge and
theories that have the potential for application to social issues
related to the development of individuals in life. Therefore, for
one to qualify for the profession of a developmental
psychologist and related professions, he or she will have to
develop substantive knowledge bases necessary for teaching,
intervention, and research. The areas of developmental
psychology to be studied fit into three categories that include
cognitive development, socio-emotional development, and
psychopathological development (Kaslow, 2004). In cognitive
development studies, the focus is research in cognition that
includes memory, cognitive changes, cognitive styles and meta-
cognition in human beings. In socio-emotional development, the
studies focus on social and emotional development in infants,
early childhood, during adolescence and later in one’s life. This
includes education on attachment friendship and parenting
behaviors and support. The level of education required for one
to become a developmental psychologist is to earn a Ph.D. in
psychology development that involves a 4-year bachelor’s
degree, a master’s degree and 2 to 4- year PHD program in the
field.
26. The developmental psychologists specialize in certain ages and
stages during people’s lifespan, and this includes focus from
childhood to old age. The work setting of a developmental
psychologist included schools and learning centers such as
children homes, homes for the orphaned and aged, hospitals and
mental health facilities, and nursing and retirement home. The
average salary for developmental psychologist depends on
various factors such as the level of education attained and level
of experience. The average salary is set to be $86, 510 in
general. Those who work in substance abuse clinics and
psychiatric hospitals earn an average wage of $69, 150 while
those who work in physicians’ offices earn an average wage of
$109, 600.
After researching the different areas of psychology, I found
some of them to be a career possibility especially the area of
socio-emotional development because it is my area of interest.
The interesting course taught at the Air Force Academy was an
interesting area that offers me a career possibility as an air
force psychologist (Raimy, 1950).
The most interesting and new thing I learnt from developmental
psychology research is that Jean Piaget was one of the most
influential professionals in the field who theorized that humans
go through four stages of development that are sensorimotor
stage, the preoperational, concrete operational and formal
operational stages of in human development.
In the real world and day to day activities, the behavior of
adolescents feeling better and more experienced than others,
and the imaginary audience; a perception that they are being
watched and constantly judged by others is related to the
podcast of the “Mother Nature and Blaming victim”. These
feelings are mostly exaggerated, and this is, therefore, the
reason, for example, an adolescent feels offended when
27. punished or advised for doing wrong.
A hot topic that fits the specialty is “How anthropomorphism
affects a person’s attitude towards taking care of the world”.
Anthropomorphism is the giving of living things human
characters or abilities.
Personality Psychology
Personality psychology studies personality and its variation
from one individual to the other. It also focuses on the
construction of a coherent picture of the individual and the
psychological processes of that individual. This specialty in
depth focuses on the study if the personality in traits of people
and creates employment opportunities in areas such as clinical
psychology, counseling, research, teaching, marketing, and
business (Kaslow, 2004).
The various professionals in the personality psychology include
personality psychologist, mental health counselor, and clinical
social worker, consumer psychologist whose work is to study
the consumer and business trends and community psychologist,
etc. Personality psychology examines the nature of humans, the
individual characteristics and personality theories that are used
to understand behavior and actions in people. Professionals,
therefore, need to explore the social and personal influences
that impact people and applications in fields such as counseling,
health care, advertising and in business.
For one to qualify as a personality psychologist or a profession
in the field of personality psychologist, he or she has to attain a
doctoral degree in personality psychology or psychology related
courses. This entails four years in studying a degree course in
the field, a 2-year master’s degree and a Ph.D. doctorate in
personality psychology. The type of education required is the
understanding of personality and its variations. This involves a
well understanding of the theories of personality; trait theories,
behavioral theories and human theories, personality disorders
28. and tests. The personality psychologist examines individual
traits and how they influence the outcome of a particular
individual and group actions. As a result, the career requires
them o have substantial education culminating a doctorate and
great deal of research experience in the field.
The work of a personality psychologist is to observe situations
and how they influence individual emotions and conduct of a
person. They also explain a behavior in areas such as aggression
and persuasion, the theories of attraction conformity and group
interactions and actions and related aspects. Therefore, they
specialize in aspects of leadership, group behaviors and conflict
resolution niches. Their work settings include industries in
research and analysis, applied concepts and consultation
(Raimy, 1950). These personality psychologists also train
government officials and develop programs to improve attitudes
at the workplace and analyze the business and consumer trends.
They also offer consultation practices in hospitals and other
health care work settings. The average salary for a personality
psychologist and other professions in the field vary. Clinical
counselors and school psychologists earn an average salary of
$72, 710, industrial organization psychologists earn $87, 960
and others earn an average of $88, 400 per year.
During the research, I did not find anything interesting in
personality psychology. It appeared to be a very challenging
field and less valued no career possibility hence.
The most interesting thing I learned from the research is the
mnemonic trick of memorizing Freud’s stages of psychosexual
development in human beings. The psychoanalyst gives the
mnemonic and explains the five stages of development which
are the Oral, the anal, the phallic, latency and the genital stages
of psychosexual development. The mnemonic trick given is
OAPLG and in full it means Orangutans Always Play with Little
Gorillas.
29. Bullying and racism encountered in day to day activities in real
world is an experience that is related to the podcasts used, the
immersion or strong interest one feels in watching a movie or
reading a book or the development of high interest and feeling
of joy or pain of a character in a movie is explained in the
podcasts. The immersion is the result of certain factors that can
also help combat racism and bullying that is experienced in
society.
A hot topic fitting the personality development is “study of
personality psychology can help eliminate racism”. Racism
refers to the personal or group feeling or perception their ethnic
group of origin or community is better or superior compared to
others. Therefore, the topic should examine whether personality
factors discussed in the podcasts can help combat racism.
References
Kaslow, N. J. (2004). Competencies in professional psychology.
American Psychologist, 59(8), 774.
Raimy, V. (1950). Training in clinical psychology. Prentice-
Hall.