Click to view the Death with Dignity scenario.
In the scenario assignments, you are asked to reflect on responses to the presented scenario. It should not just be writing down your first reaction or what you already know.
Reflection involves critical thinking, which means rethinking your existing knowledge and previously held opinions in light of what we have learned about theories of ethics, logic, and reasoning. You will need to question your current knowledge and beliefs.
Discuss the main points of the debate, what stance you take, support that stance, and discuss the opposing argument. Also discuss an ethical theory that would apply to defend your view.
To complete each scenario assignment:
1. Complete the entire scenario.
2. Compose your reflection in a Word document and be sure to address, at a minimum, the following questions:
· Why do you feel the way you do about the issue presented?
· Of the four responses offered in the scenario, which do you think is the most ethical and why?
3. Support your conclusions with evidence and specific examples from the textbook, including a minimum of one theory of ethics to defend your stance.
4. Your reflection must be 1-2 pages in length and follow APA formatting and citation guidelines as appropriate, making sure to cite at least two sources.
5. Review the rubric for specific grading criteria.
Points: 50 eac
Rubric
PHIL_434_OL - Learning Scenario Reflection (1)
PHIL_434_OL - Learning Scenario Reflection (1)
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeIdentification of Main Issues
20 to >15.8 pts
Meets Expectations
Identifies and demonstrates a sophisticated understanding of the main issues in the scenario.
15.8 to >11.8 pts
Approaches Expectations
Identifies and demonstrates an accomplished understanding of some of the issues in the scenario.
11.8 to >0 pts
Does Not Meet Expectations
Does not identify an acceptable understanding of of the issues in the scenario.
20 pts
This criterion is linked to a Learning OutcomeLinks to Course Readings and Additional Research
20 to >15.8 pts
Meets Expectations
Makes appropriate and powerful connections between identified issues and the concepts studied in the course readings and presentations; supplements the reflection with relevant and thoughtful research and documents all sources of information, conclusions with evidence and specific examples from the textbook, including a minimum of one theory of ethics to defend points made
15.8 to >11.8 pts
Approaches Expectations
Makes somewhat vague connections between identified issues and concepts studied in readings and presentations; supplements the reflection with limited research.
11.8 to >0 pts
Does Not Meet Expectations
Makes inappropriate or little connection between issues identified and the concepts studied in the readings; supplements the reflection, if at all, with incomplete research and documentation.
20 pts
This criterion is linked to a Learning OutcomeWriting Mechanics and APA Fo ...
SW 411 HBSE MIDTERM RUBRICINTRODUCTIONIntroduce your t.docxssuserf9c51d
SW 411 HBSE MIDTERM RUBRIC
INTRODUCTION
Introduce your topic
Include the Case Description and;
Introduce two Sanchez family members
Up to 10 points possible
Person-in-environment – Up to 15 points Possible
Provide a clear definition of Person-in-Environment as a whole perspective.
Levels of conceptualization, dynamic, interactional relationship between person and environment, problems are understood in the context of the environment in which they occur, and may exist in individual and environmental levels and/or in relationship between the two)
Application of PIE to 2 members of the Sanchez Family
Person in Environment
The environment in which we live is not a stage set before which we live out our lives
A living part of our existence from which we take what we need;
Control what we can and;
Adjust to those elements beyond our control.
As we, at any age, act on our environment, the environment also acts upon us. With aging, the process of acting upon the environment may become more difficult, the process of the environment acting upon us, more prominent. The trick, as we age, is to maintain a healthy and comfortable balance.
Think about some of the ways in which the aging process might impact the ability to function in the world. For example, does getting from one place to the other become more complicated as we age? As we accommodate our aging bodies, do we allow more time for even short trips? Do we limit our driving and rely more on public transportation? Do we rely more on others to get us where we are going? In what ways can you imagine the social worker addressing these issues on an individual level? On a community level? On a policy level?
4
Biopsychosocial lens – up to 15 points possible
Provide a clear definition of Biospychosocial Lens
Focus on individual and immediate environment, biological, psychological, and social aspects of the presenting problems, generally problem-oriented and narrow in scope
Theory or Theories are selected that are appropriate to the lens
The Theory and Lens are thoroughly and appropriately applied to the two family members.
The use of the BioPsychoSocial Model is an attempt to develop a better understanding of addiction using a multidimensional lens that describes the complex nature of proposed causal factors. It is the interaction of biological, psychological and social factors that is important
5
BPS LENS
How often do you hear people say things like, “Everything about psychology is biology and genes,” or “Everything about psychology is about your thinking and beliefs,” or “Everything about psychology is your environment and upbringing.”
All of these factors influence our psychology and mental health to some degree.
Biological factors: Genes, Health and illness, Exercise, Diet, Medication and drugs and Sleep
Psychological factors: Beliefs, Emotions, Habits, Knowledge, Memories, Stress, and Perspective
Social factors: Family, Relationships, Culture, Society & Politics, Educatio ...
Terminal Course ObjectivesDeVry University course content is con.docxmehek4
Terminal Course Objectives
DeVry University course content is constructed from curriculum guides developed for each course that are in alignment with specific Terminal Course Objectives. The Terminal Course Objectives (TCOs) define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The TCOs that will be covered in detail each week can be found in the Objectives section for that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the TCO that it emphasizes.
1
Given a social problem such as homelessness, use sociological imagination to interpret the problem, assess possible solutions, and illustrate how a social scientist may view this issue in a cultural context.
2
Given a hypothesis such as, "Using a cell phone while driving is as dangerous as driving under the influence," apply the scientific method and use appropriate scientific techniques in refining the hypothesis, applying operational definitions, and selecting the appropriate research method for validating the hypothesis.
3
Given a social issue or case study involving an applied sociological situation, such as the current state of the educational, prison, health care or public assistance system in a state or province, analyze the situation from the major sociological, theoretical perspectives, determine if one theory seems more applicable to this issue than another, and provide basic guidelines for improving the system.
4
Given a sample reading, such as Lois Lowry's The Giver (1993), or a film such as Avatar, analyze the meaning of culture within society and demonstrate how the concepts of culture and society are inseparable.
5
Given a case study dealing with issues of the interactions of ethnic or racial groups within social organizations, identify areas of social stratification, discrimination, differentiate between racial and ethnic groups, illustrate stereotypes and analyze these interactions based on the cultural characteristics of the groups within the case study.
6
Given the changing demographics of the United States and the globalization of markets, compare and contrast cultural differences and illustrate their impact on providing services to members of different cultures, especially non-dominant populations in the United States.
7
Given a case study on a multicultural issue other than race and ethnicity, such as the aging North American population, changing family forms, marriage equality, undocumented workers, the location of religious houses of worship, etc., analyze this issue in the context of a subgroup within a larger "normative" population and evaluate the extent to which the subgroup fits in with society's overall norms.
8
Given a film involving a multicultural issue or issues, such as Higher Learning, A Class Divided, or Do the Right Thing, extrapolate at least three major and two minor sociological concepts and demonstrate in a well written essay how ...
For my final project I am choosing the environmental influences on.docxrhetttrevannion
For my final project I am choosing the environmental influences on personality particularly about childhood experiences and their effect on an individual’s personalities. I am contrasting childhood experiences that are caused by their environment to the effect on their personality, I will use the correlation research method. A questionnaire will be used in order to obtain the information I would need. This method would admit me to have a larger sample base, have a better image of the relationship, and numerous variables providing for better research circumstances down the road. The disadvantage to this technique would be, I would not have a personal relationship from those apart of the study and this could cause a lack of dishonesty. Second, establishing a questionnaire that was both dependable and accurate could be an issue. Lastly, I would only get a view at what those in the group went through.
Ethically, I would run into a problem of confidentiality and making sure all of the questionnaires were kept secret and those taking them were offered secrecy. Anyone who take part in the activity would be able to eliminate themselves from the research if they wanted to and if they left the documents it would be destroyed. I would maintain their best interest and would be real and honest with them regarding what the study is being used for and why it was being done. Still, because there isn’t a personal relationship but just general on this could be difficult to prove and cause doubt and that could be an ethical crisis.
References:
APA Ethical Principles of Psychologists and Code of Conduct (2017) (PDF, 272KB)
APA Manual (Publication manual of the American Psychological Association). (2010). Washington, DC: American Psychological Association.
Cervone, D. (2019). Personality theory and research (14th ed.). Danvers, MA: John Wiley &sons.
1
PSY 216 LITERATURE REVIEW TEMPLATE 7
PSY 216 Literature Review Template
Student Name
Institution Affiliation
Course Number and Name
Submission Date
Article One
What is the title of the article? Provide a citation for the article in APA format.
Birth Order Effects on Personality and Various Achievement within Families.
Paulhus, D.L., Trapnell, P.D.,& Chen, D. (1999). Birth Order Effects on Personality and various Achievement within Families. Psychology Science, 10(6), 482-488.
What is the purpose of the article, and how does the purpose relate to personality development?
The main objective of this research article is generally to investigate on the effect of character and diverse achievements that occur due to confinement order.
What is the hypothesis of the study? In other words, what claims do the authors make in the article?
Throughout the literature review reading, it is clear that firstborn mostly stayed nominated as attaining and contentious. Concurrent, most children, born later, were profoundly stated to be most insubordinate and courteous.
What variables (factors) are being looked .
AsthmaYour NameWalden UniversityCourse number an.docxikirkton
Asthma
Your Name
Walden University
Course number and section
Instructor’s name
Date
(Note: This last assignment is due in four hours)
Asthma
Type your introductory paragraph here for asthma including:
- An explanation of Asthma and why you selected it and
- A description of the audience you are addressing and the reason why you chose that group. (Research and cite)
- On the next page, create your fact sheet (handout).
Keep in mind that originality is always welcome, but quality content is the goal.
· Summary
· you need a Ref. list relating to the citations in your narrative ONLY. DO NOT include in the RL the authors you may have used to build your handout.
References Comment by JDG: Not bold.
As you know, the Ref. List refers to the citations you made in your text. If an author is not cited in your narrative (text), it should not be in the RL.
In a scholarly paper, several scholarly references are expected.
Look at the Course Information - Assignment Grading Rubric; this will give you a guidance as to what is expected.
Textbooks are not considered as scholarly sources. One of the goals behind writing a paper is to bring to light information from research already available.
This RL pertains to your text only, not the handout. Only citations in the narrative should be included in the RL.
Don’t include in the RL the websites or references you used to build your handout.
(These references are samples only)
About Stroke (2015). The American Stroke Association. Retrieved from http://www.strokeassociation.org/STROKEORG/AboutStroke/About-Stroke_UCM_308529_SubHomePage.jsp.
Baum, N. H., & Dowling, R. A. (2011). Health literacy: How do your patients rate? Urology Times, 39(9), 32. Retrieved from http://web.a.ebscohost.ezp.com.waldenulirbrary.org
Caruso, K. (n.d.). Elderly suicide. Retrieved from http://www.suicide.org/elderly-suicide.html
IMPORTANT
· Read and understand ALL the instructions before starting your paper.
· Meet ALL the requirements.
· Avoid websites such as Wikipedia, Answers.com, etc… Instead, use your course material, and if more references are required, browse the University library to find quality journal articles.
· Remember: title page + introduction + handout + RL.
Good luck!!
Dr. D
Note: Because of formatting issues, you may find it easier to place your handout at the very end; that’s okay.
If you work your handout with Microsoft Publisher and have difficulty inserting the handout in your WORD file, you can save each page of the handout as a JPEG and drag those files in your work.
That said, there are many ways/programs to design a flyer. It is your responsibility to find out (Google, YouTube, etc…) how to insert the handout in your work. I would suggest that you don’t wait at the last minute; I expect 1 WORD file only.
Running head: ASTHMA 1
Sample EDUCATIONAL FLYER 6
THIS IS JUST A FORMA ...
Assessment 4Create and analyze a 1–2-page simulated casVinaOconner450
Assessment 4:
Create and analyze a 1–2-page
simulated
case study of an adult with developmental challenges. Then, create a 5–7-page intervention plan based on evidence-based strategies that have proven effective in similar cases and make projections of possible long-term impacts that current challenges may produce across the individual's remaining lifespan.
Theorists and researchers focus on these phases to understand the developmental trajectories of adults:
Early adulthood, often referred to as young adulthood or emerging adulthood, is a period from 18 to 25 years, where the focus on relationships and career choice and success can become primary. Young adulthood is often understood by applying lifespan development theories that help in understanding social-emotional and career development issues that emerge in young adulthood. Examples are adult attachment theory, Holland's personality type theory linked to career development, Super's vocational self-concept stages, as well as Erikson's stage of identity development.
Middle adulthood, or
midlife
is a period where, according to developmental theory, there is evidence of growth, maintenance, and regulation of loss in various contexts such as family and work. Middle adulthood is often understood by applying lifespan development theories that help in understanding the cognitive and social development issues that emerge in midlife. Concepts of maintenance and loss as well and coping strategies linked to stress such as Hobfoll's theory of conservation of resources (COR) are often useful. Cognitive changes are often understood in terms of fluid and crystallized intelligence. Social development is often understood in terms of Erikson's concept of generativity.
Adulthood or
late
adulthood is a period when people move into their 60s, 70s, 80s and 90s, with various challenges and losses that can define developmental trajectories. Late adulthood is often understood by applying lifespan development theories that help in understanding the gains and losses that are hallmarks of this stage of adulthood, such as the lifespan theory developed by Baltes and colleagues.
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
Consider these questions
· How do changes in the brain during adulthood affect success in school or the workplace?
· In what ways does adult female development differ from adult male development? In what ways is it similar?
· How might your knowledge of adult development be useful in your current or future professional pursuits?
· What factors promote stability in adult life? What factors promote change?
· How do the different measures of health in middle age contribute to the cognitive and social changes assoc ...
SW 411 HBSE MIDTERM RUBRICINTRODUCTIONIntroduce your t.docxssuserf9c51d
SW 411 HBSE MIDTERM RUBRIC
INTRODUCTION
Introduce your topic
Include the Case Description and;
Introduce two Sanchez family members
Up to 10 points possible
Person-in-environment – Up to 15 points Possible
Provide a clear definition of Person-in-Environment as a whole perspective.
Levels of conceptualization, dynamic, interactional relationship between person and environment, problems are understood in the context of the environment in which they occur, and may exist in individual and environmental levels and/or in relationship between the two)
Application of PIE to 2 members of the Sanchez Family
Person in Environment
The environment in which we live is not a stage set before which we live out our lives
A living part of our existence from which we take what we need;
Control what we can and;
Adjust to those elements beyond our control.
As we, at any age, act on our environment, the environment also acts upon us. With aging, the process of acting upon the environment may become more difficult, the process of the environment acting upon us, more prominent. The trick, as we age, is to maintain a healthy and comfortable balance.
Think about some of the ways in which the aging process might impact the ability to function in the world. For example, does getting from one place to the other become more complicated as we age? As we accommodate our aging bodies, do we allow more time for even short trips? Do we limit our driving and rely more on public transportation? Do we rely more on others to get us where we are going? In what ways can you imagine the social worker addressing these issues on an individual level? On a community level? On a policy level?
4
Biopsychosocial lens – up to 15 points possible
Provide a clear definition of Biospychosocial Lens
Focus on individual and immediate environment, biological, psychological, and social aspects of the presenting problems, generally problem-oriented and narrow in scope
Theory or Theories are selected that are appropriate to the lens
The Theory and Lens are thoroughly and appropriately applied to the two family members.
The use of the BioPsychoSocial Model is an attempt to develop a better understanding of addiction using a multidimensional lens that describes the complex nature of proposed causal factors. It is the interaction of biological, psychological and social factors that is important
5
BPS LENS
How often do you hear people say things like, “Everything about psychology is biology and genes,” or “Everything about psychology is about your thinking and beliefs,” or “Everything about psychology is your environment and upbringing.”
All of these factors influence our psychology and mental health to some degree.
Biological factors: Genes, Health and illness, Exercise, Diet, Medication and drugs and Sleep
Psychological factors: Beliefs, Emotions, Habits, Knowledge, Memories, Stress, and Perspective
Social factors: Family, Relationships, Culture, Society & Politics, Educatio ...
Terminal Course ObjectivesDeVry University course content is con.docxmehek4
Terminal Course Objectives
DeVry University course content is constructed from curriculum guides developed for each course that are in alignment with specific Terminal Course Objectives. The Terminal Course Objectives (TCOs) define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The TCOs that will be covered in detail each week can be found in the Objectives section for that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the TCO that it emphasizes.
1
Given a social problem such as homelessness, use sociological imagination to interpret the problem, assess possible solutions, and illustrate how a social scientist may view this issue in a cultural context.
2
Given a hypothesis such as, "Using a cell phone while driving is as dangerous as driving under the influence," apply the scientific method and use appropriate scientific techniques in refining the hypothesis, applying operational definitions, and selecting the appropriate research method for validating the hypothesis.
3
Given a social issue or case study involving an applied sociological situation, such as the current state of the educational, prison, health care or public assistance system in a state or province, analyze the situation from the major sociological, theoretical perspectives, determine if one theory seems more applicable to this issue than another, and provide basic guidelines for improving the system.
4
Given a sample reading, such as Lois Lowry's The Giver (1993), or a film such as Avatar, analyze the meaning of culture within society and demonstrate how the concepts of culture and society are inseparable.
5
Given a case study dealing with issues of the interactions of ethnic or racial groups within social organizations, identify areas of social stratification, discrimination, differentiate between racial and ethnic groups, illustrate stereotypes and analyze these interactions based on the cultural characteristics of the groups within the case study.
6
Given the changing demographics of the United States and the globalization of markets, compare and contrast cultural differences and illustrate their impact on providing services to members of different cultures, especially non-dominant populations in the United States.
7
Given a case study on a multicultural issue other than race and ethnicity, such as the aging North American population, changing family forms, marriage equality, undocumented workers, the location of religious houses of worship, etc., analyze this issue in the context of a subgroup within a larger "normative" population and evaluate the extent to which the subgroup fits in with society's overall norms.
8
Given a film involving a multicultural issue or issues, such as Higher Learning, A Class Divided, or Do the Right Thing, extrapolate at least three major and two minor sociological concepts and demonstrate in a well written essay how ...
For my final project I am choosing the environmental influences on.docxrhetttrevannion
For my final project I am choosing the environmental influences on personality particularly about childhood experiences and their effect on an individual’s personalities. I am contrasting childhood experiences that are caused by their environment to the effect on their personality, I will use the correlation research method. A questionnaire will be used in order to obtain the information I would need. This method would admit me to have a larger sample base, have a better image of the relationship, and numerous variables providing for better research circumstances down the road. The disadvantage to this technique would be, I would not have a personal relationship from those apart of the study and this could cause a lack of dishonesty. Second, establishing a questionnaire that was both dependable and accurate could be an issue. Lastly, I would only get a view at what those in the group went through.
Ethically, I would run into a problem of confidentiality and making sure all of the questionnaires were kept secret and those taking them were offered secrecy. Anyone who take part in the activity would be able to eliminate themselves from the research if they wanted to and if they left the documents it would be destroyed. I would maintain their best interest and would be real and honest with them regarding what the study is being used for and why it was being done. Still, because there isn’t a personal relationship but just general on this could be difficult to prove and cause doubt and that could be an ethical crisis.
References:
APA Ethical Principles of Psychologists and Code of Conduct (2017) (PDF, 272KB)
APA Manual (Publication manual of the American Psychological Association). (2010). Washington, DC: American Psychological Association.
Cervone, D. (2019). Personality theory and research (14th ed.). Danvers, MA: John Wiley &sons.
1
PSY 216 LITERATURE REVIEW TEMPLATE 7
PSY 216 Literature Review Template
Student Name
Institution Affiliation
Course Number and Name
Submission Date
Article One
What is the title of the article? Provide a citation for the article in APA format.
Birth Order Effects on Personality and Various Achievement within Families.
Paulhus, D.L., Trapnell, P.D.,& Chen, D. (1999). Birth Order Effects on Personality and various Achievement within Families. Psychology Science, 10(6), 482-488.
What is the purpose of the article, and how does the purpose relate to personality development?
The main objective of this research article is generally to investigate on the effect of character and diverse achievements that occur due to confinement order.
What is the hypothesis of the study? In other words, what claims do the authors make in the article?
Throughout the literature review reading, it is clear that firstborn mostly stayed nominated as attaining and contentious. Concurrent, most children, born later, were profoundly stated to be most insubordinate and courteous.
What variables (factors) are being looked .
AsthmaYour NameWalden UniversityCourse number an.docxikirkton
Asthma
Your Name
Walden University
Course number and section
Instructor’s name
Date
(Note: This last assignment is due in four hours)
Asthma
Type your introductory paragraph here for asthma including:
- An explanation of Asthma and why you selected it and
- A description of the audience you are addressing and the reason why you chose that group. (Research and cite)
- On the next page, create your fact sheet (handout).
Keep in mind that originality is always welcome, but quality content is the goal.
· Summary
· you need a Ref. list relating to the citations in your narrative ONLY. DO NOT include in the RL the authors you may have used to build your handout.
References Comment by JDG: Not bold.
As you know, the Ref. List refers to the citations you made in your text. If an author is not cited in your narrative (text), it should not be in the RL.
In a scholarly paper, several scholarly references are expected.
Look at the Course Information - Assignment Grading Rubric; this will give you a guidance as to what is expected.
Textbooks are not considered as scholarly sources. One of the goals behind writing a paper is to bring to light information from research already available.
This RL pertains to your text only, not the handout. Only citations in the narrative should be included in the RL.
Don’t include in the RL the websites or references you used to build your handout.
(These references are samples only)
About Stroke (2015). The American Stroke Association. Retrieved from http://www.strokeassociation.org/STROKEORG/AboutStroke/About-Stroke_UCM_308529_SubHomePage.jsp.
Baum, N. H., & Dowling, R. A. (2011). Health literacy: How do your patients rate? Urology Times, 39(9), 32. Retrieved from http://web.a.ebscohost.ezp.com.waldenulirbrary.org
Caruso, K. (n.d.). Elderly suicide. Retrieved from http://www.suicide.org/elderly-suicide.html
IMPORTANT
· Read and understand ALL the instructions before starting your paper.
· Meet ALL the requirements.
· Avoid websites such as Wikipedia, Answers.com, etc… Instead, use your course material, and if more references are required, browse the University library to find quality journal articles.
· Remember: title page + introduction + handout + RL.
Good luck!!
Dr. D
Note: Because of formatting issues, you may find it easier to place your handout at the very end; that’s okay.
If you work your handout with Microsoft Publisher and have difficulty inserting the handout in your WORD file, you can save each page of the handout as a JPEG and drag those files in your work.
That said, there are many ways/programs to design a flyer. It is your responsibility to find out (Google, YouTube, etc…) how to insert the handout in your work. I would suggest that you don’t wait at the last minute; I expect 1 WORD file only.
Running head: ASTHMA 1
Sample EDUCATIONAL FLYER 6
THIS IS JUST A FORMA ...
Assessment 4Create and analyze a 1–2-page simulated casVinaOconner450
Assessment 4:
Create and analyze a 1–2-page
simulated
case study of an adult with developmental challenges. Then, create a 5–7-page intervention plan based on evidence-based strategies that have proven effective in similar cases and make projections of possible long-term impacts that current challenges may produce across the individual's remaining lifespan.
Theorists and researchers focus on these phases to understand the developmental trajectories of adults:
Early adulthood, often referred to as young adulthood or emerging adulthood, is a period from 18 to 25 years, where the focus on relationships and career choice and success can become primary. Young adulthood is often understood by applying lifespan development theories that help in understanding social-emotional and career development issues that emerge in young adulthood. Examples are adult attachment theory, Holland's personality type theory linked to career development, Super's vocational self-concept stages, as well as Erikson's stage of identity development.
Middle adulthood, or
midlife
is a period where, according to developmental theory, there is evidence of growth, maintenance, and regulation of loss in various contexts such as family and work. Middle adulthood is often understood by applying lifespan development theories that help in understanding the cognitive and social development issues that emerge in midlife. Concepts of maintenance and loss as well and coping strategies linked to stress such as Hobfoll's theory of conservation of resources (COR) are often useful. Cognitive changes are often understood in terms of fluid and crystallized intelligence. Social development is often understood in terms of Erikson's concept of generativity.
Adulthood or
late
adulthood is a period when people move into their 60s, 70s, 80s and 90s, with various challenges and losses that can define developmental trajectories. Late adulthood is often understood by applying lifespan development theories that help in understanding the gains and losses that are hallmarks of this stage of adulthood, such as the lifespan theory developed by Baltes and colleagues.
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
Consider these questions
· How do changes in the brain during adulthood affect success in school or the workplace?
· In what ways does adult female development differ from adult male development? In what ways is it similar?
· How might your knowledge of adult development be useful in your current or future professional pursuits?
· What factors promote stability in adult life? What factors promote change?
· How do the different measures of health in middle age contribute to the cognitive and social changes assoc ...
Research Paper Options and GuidelinesFor the individual final pa.docxmandygoatesxio0
Research Paper Options and Guidelines
For the individual final paper, students can choose one of the following four options (A, B, C, and D).
All papers should be a minimum of (6) typed pages and a maximum of (10) pages.
In addition to your 6-10 pages,
please include a title page, a table of contents, and reference pages.
At least 2/3 of the references should have been published within the last 5 years.
Papers should be in APA format, double-spaced using Times New Roman, size 12 for the font.
Option A:
The purpose of this final paper is to enhance your knowledge and understanding of normal development during adolescence or adulthood. You should select a developmental task (or tasks) appropriate for either adolescence or adulthood.
For example, the development of an identity is a task that typically occurs during adolescence in Erickson’s theory of psychosocial development. You should review the literature related to this developmental task and write a comprehensive literature review that addresses not only the traditional views and theoretical explanations for this task, but also explores non-traditional explanations as well. For example, if you choose the issue of spousal abuse, you must address the traditional views outlined in the literature which define the cause and role of battering in interpersonal relationships including the alternative view of some theorists that violence in relationships can be viewed as acceptable behavior.
In so doing, you must identify the value systems underlying both traditional and alternative views on the issues. Your literature review may focus on normal development in adolescence or adulthood, or abnormal development.
Illustrating your literature with case examples, either from your field experiences or the literature is required.
For example, you may focus on abnormal development in adolescence, providing a case example of how teenage pregnancy, substance abuse, or depression may derail the normal development process.
Additionally, each student will be responsible for interviewing a MSW faculty member who has experience with your topic to learn how the individual applies and integrates knowledge and values relating to human behavior and the social environment in their practice with clients with your selected developmental task.
The student must also discuss the implications of the research for social work practice and social policy. (See Objectives 1, 7, 8, 11, 12).
If you should use a work experience or field experience, please protect the identity of all individuals involved by changing the names, dates, and locales to protect the innocent persons involved.
Option B:
Use developmental/ecological theory to address a psychosocial problem.
Problem description
: Identify a psychosocial problem, e.g., a phenomenon of psychosocial pain or distress, experienced in a particular population group, in particular individuals, or in families. Based on 5-10 background readings, articl.
(Discussion 1)Describe a social theory that was discussed in the Socia.docxchristina345678
(Discussion 1)
Describe a social theory that was discussed in the “Social Relationships and Health” journal article and indicate how it was used to support the research.
From my understanding of the journal for this week, the social theory was how some ones health can be effected with or with out social relations. From the research it touches on how a person or people can be happy and also live longer with better health, when practicing social relationships. The article discuss how the theory of social relationships can make people stringer and healthier. It was used to support the research because the researchers conducted studies not only on humans but animals as well to prove this theory.
Choose one of the quantitative research results presented in the article; describe the evidence presented and indicate which variables of the experiment were highlighted.
The quantitative research results that I choose from the article was when the researchers were discovering that social relationships can cause a risk factors of mortality, and probably morbidity, from a wide range of diseases. From the readings the researchers shown that they used criteria include strength and consistencies of statistical association across a wide range of studies an cause and effect with animals and humans. An experiment of behavior pattern as an risk factor for (type A) heart disease. 1964 Surgeon general had evidence that social relationship and health increased that cigarette smoking was a cause or risk factor for mortality a range of disease. These factors are important because the researchers seen that there is less association of social relationships when it comes to smoking, because smoking is also linked to cancer.
Determine the article’s conclusion in regards to social relationships in society. Based on the accompanying media piece “Why Facebook Could Be Good for Your Health Links to an external site.,” how could modern social media sites support the research findings in the journal article?
Although social relationships as independent, overruling, and moderating variables affecting stress, health, or the relationships between them have been widely studied over the past decade, almost no attention has been paid to social relationships as dependent variables ( House, Landis & Umberson, 1988). I believe that modern social media sites support the claims that social variables determine both health and the nature of social relationships, both link social relationship to health. Modern social media is where you can give updates on thoughts and at one point it was some where you can express freedom of speech.
The course text reading discussed how research can also use the transformative paradigm in social theory to impact social change. How does it do this and what types of societal populations can the transformative paradigm specifically impact?
The researcher's role and the selection of particular paradigmatic perspectives are affected by the interse.
Write a 4-page assessment in which you describe the current unders.docxsalmonpybus
Write a 4-page assessment in which you describe the current understanding of motivation related to an identified behavior and discuss applications of research to social policies associated with that behavior.
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Resources
Click the links provided to view the following resources:
What Is Scholarly?
SHOW LESS
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
Whiteley, P. (2002).
Motivation
. Oxford, UK: Capstone Publishing.
Armeli, S., Conner, T. S., Cullum, J., & Tennen, H. (2010).
A longitudinal analysis of drinking motives moderating the negative affect-drinking association among college students
.
Psychology of Addictive Behaviors, 24
(1), 38–47.
Molnar, D. S., Sadava, S. W., DeCourville, N. H., & Perrier, C. P. K. (2010).
Attachment, motivations, and alcohol: Testing a dual-path model of high-risk drinking and adverse consequences in transitional clinical and student samples
.
Canadian Journal of Behavioural Science, 42
(1), 1–13.
Litvin, E. B., & Brandon, T. H. (2010).
Testing the influence of external and internal cues on smoking motivation using a community sample
.
Experimental and Clinical Psychopharmacology, 18
(1), 61–70.
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the
PSYC-FP3770 – Psychology of Human Motivation and Performance Library Guide
to help direct your research.
Assessment Instructions
For this assessment, identify a topic focused on one aspect of a behavior. Then research and write a paper that describes the current understanding of motivation related to the behavior you identified and discusses applications of research to social policies associated with that behavior.
Assessment Preparation
Select one of the following three broad areas of behavior:
Eating behaviors.
Intimacy behaviors.
Drug use and addiction behaviors.
Then identify a research topic associated with behavioral area you selected. An important skill in conducting research is to narrow the focus of your topic to keep the content manageable and to facilitate finding supportive evidence. To identify a properly narrow topic:
Begin with your selected behavior and start to narrow the focus. See examples of topics listed below. You may use one of the examples or identify your own.
Continue to narrow the focus of your topic with consideration for other relevant factors, such as age of the research subjects (adults versus children), their gender, their educational level, or other demographic or topical factors. Your goal is to identify a research topic that is appropriately narrow and can b.
Social Psychology Research Project Grading Rubric W18CATEGORY5.docxsamuel699872
Social Psychology Research Project Grading Rubric W18
CATEGORY
5
4
3
2
1
Introduction, thesis statement & social psych relevance
Strong introduction of topic’s key question(s), terms. Clearly delineates subtopics to be reviewed. Specific thesis statement. Relevant to social psych.
Conveys topic and key question(s) adequately. Clearly delineates most of the subtopics to be reviewed. General thesis statement. Mostly relevant to social psych.
Conveys topic, but not key question(s). Describes some of the subtopics to be reviewed. General thesis statement. Some relevance to social psych.
Problems in two of the following areas: the articulation of the topic, the key questions, subtopics or the thesis statement. Minor relevance to social psych.
Does not adequately convey topic. Does not describe subtopics to be reviewed. Lacks adequate thesis statement. Not a social psychology topic.
Focus & sequencing in the body of the paper
All material clearly related to subtopic, main topic. Strong organization and integration of material within subtopics. Strong transitions linking subtopics, and main topic. Borrowed material is clearly explained.
All material clearly related to subtopic, main topic and logically organized within subtopics. Clear, varied transitions linking subtopics, and main topic. Some of the borrowed material is not adequately/clearly explained.
Most material clearly related to subtopic, main topic. Material may not be organized within subtopics. Attempts to provide variety of transitions. Some problems with borrowed material not being adequately/clearly explained leading to some gaps or confusion.
Only some of the material is logically organized into topic, subtopics. Some of the material is related to the main topic/thesis. Some transitions are unclear or nonexistent. Many theories, terms, concepts & studies are left unexplained
Little evidence material is logically organized into topic, subtopics or related to topic. Many transitions are unclear or nonexistent. Significant portions of borrowed material are not clearly/adequately explained, leading to reader confusion.
Conclusion
Strong review of key conclusions. Strong integration with thesis statement. Insightful discussion of impact of the researched material on topic
Good review of key conclusions. Good integration with thesis statement. Good discussion impact of researched material on topic.
Review of key conclusions. Some integration with thesis statement. Discusses impact of researched material on topic
Some review of key conclusions. Minor integration with thesis statement. Little discussion of impact of researched material on topic.
Does not summarize evidence with respect to thesis statement.
Does not discuss the impact of researched material on topic.
Assessment Rubric for Social Psych Group Research Project PG2
CATEGORY
A (5)
B (4)
C (3)
D (2)
F (1)
Quantity of sources
Document cites 5 academic sources.
Document cites 4 academic sou.
Social Psychology Research Project Grading Rubric W18CATEGORY5.docxrosemariebrayshaw
Social Psychology Research Project Grading Rubric W18
CATEGORY
5
4
3
2
1
Introduction, thesis statement & social psych relevance
Strong introduction of topic’s key question(s), terms. Clearly delineates subtopics to be reviewed. Specific thesis statement. Relevant to social psych.
Conveys topic and key question(s) adequately. Clearly delineates most of the subtopics to be reviewed. General thesis statement. Mostly relevant to social psych.
Conveys topic, but not key question(s). Describes some of the subtopics to be reviewed. General thesis statement. Some relevance to social psych.
Problems in two of the following areas: the articulation of the topic, the key questions, subtopics or the thesis statement. Minor relevance to social psych.
Does not adequately convey topic. Does not describe subtopics to be reviewed. Lacks adequate thesis statement. Not a social psychology topic.
Focus & sequencing in the body of the paper
All material clearly related to subtopic, main topic. Strong organization and integration of material within subtopics. Strong transitions linking subtopics, and main topic. Borrowed material is clearly explained.
All material clearly related to subtopic, main topic and logically organized within subtopics. Clear, varied transitions linking subtopics, and main topic. Some of the borrowed material is not adequately/clearly explained.
Most material clearly related to subtopic, main topic. Material may not be organized within subtopics. Attempts to provide variety of transitions. Some problems with borrowed material not being adequately/clearly explained leading to some gaps or confusion.
Only some of the material is logically organized into topic, subtopics. Some of the material is related to the main topic/thesis. Some transitions are unclear or nonexistent. Many theories, terms, concepts & studies are left unexplained
Little evidence material is logically organized into topic, subtopics or related to topic. Many transitions are unclear or nonexistent. Significant portions of borrowed material are not clearly/adequately explained, leading to reader confusion.
Conclusion
Strong review of key conclusions. Strong integration with thesis statement. Insightful discussion of impact of the researched material on topic
Good review of key conclusions. Good integration with thesis statement. Good discussion impact of researched material on topic.
Review of key conclusions. Some integration with thesis statement. Discusses impact of researched material on topic
Some review of key conclusions. Minor integration with thesis statement. Little discussion of impact of researched material on topic.
Does not summarize evidence with respect to thesis statement.
Does not discuss the impact of researched material on topic.
Assessment Rubric for Social Psych Group Research Project PG2
CATEGORY
A (5)
B (4)
C (3)
D (2)
F (1)
Quantity of sources
Document cites 5 academic sources.
Document cites 4 academic sou.
POSC 100 Current Event Reflection Paper Rubric Criteri.docxharrisonhoward80223
POSC 100 Current Event Reflection Paper Rubric
Criteria Distinguished Proficient Basic Unacceptable
Completeness Complete in every area;
includes all requirements
Mostly complete;
includes most of the
requirements
Mostly incomplete,
includes few of the
requirements
Incomplete in almost
every area; does not
include requirements
Critical Thinking Displays exceptional
critical thinking; uses
class material and
utilizes sophisticated,
original ideas to develop
arguments
Displays advanced
critical thinking; uses
class material and uses
original ideas to develop
arguments
Displays limited critical
thinking; uses some class
material and some
original ideas to develop
arguments
Displays little critical
thinking; uses limited
class material and does
not use original ideas to
develop arguments
Evaluation & Analysis Presents exceptional
analysis of identified
issues; thoroughly
evaluates the issues
Presents sufficient
analysis of identified
issues; evaluates the
issues
Presents little analysis of
identified issues;
provides a vague
evaluation
Presents almost no
analysis of identified
issues
Understanding Demonstrates an
advanced understanding
of the topic(s) and
issue(s)
Demonstrates an above
average understanding of
the topic(s) and issue(s)
Demonstrates a basic
understanding of the
topic(s) and issue(s)
Demonstrates an
inadequate understanding
of the topic(s) and
issue(s)
Writing Mechanics Writing is clear, concise,
and well-organized
without grammatical
errors or typos
Writing is mostly clear
and generally organized
with few grammatical
errors or typos
Writing is somewhat
clear but is not well
organized and has many
grammatical errors or
typos
Writing is unclear and
very disorganized with
many grammatical errors
or typos
12/22/2017 Communication Today | Critical Thinking and the Challenges of Internet | Communication Today
http://www.communicationtoday.sk/critical-thinking-and-the-challenges-of-internet/ 1/2
C R I T I C A L T H I N K I N G A N D T H E C H A L L E N G E S O F I N T E R N E T
Critical Thinking and
the Challenges of
Internet
A L E X A N D E R P L E C N E R I S S U E : 2 / 2 0 1 4 , S E C T I O N : T H E O R E T I C A L
S T U D I E S
In this article, the author addresses some challenges to information
searches and information evaluation which were brought by the
Internet. Large segments of audience are exaggerating their
awareness and do not realize that their online behavior is driven
more by emotions than by critical assessment of primary sources.
The result is growing popularity of conspiracy theories,
pseudoscience, propaganda, and alternative medicine. These are
all examples of biased reasoning. Due to scientists, scholars,
teachers, and journalists, this trend can be considered as a potential
threat to public health and democracy. Publics incapable of
informed choices can be manipulated to sup.
Bioethics Case Study1.1.Bioethics Case Study This assignment .docxmoirarandell
Bioethics Case Study
1.
1.Bioethics Case Study: This assignment asks you to examine a current ethical controversy case study. The paper is informal, but should be in APA style, and does not need an abstract or cover page. With a minimum of two pages and a maximum of four pages A reference page is needed. In-text citations should be in APA format. Papers will be graded on a 0 to 25-point scale.
Case Study in Primary care:
One hypothetical case study involves Jim a 54, year old patient who has recently diagnose with hypertension and his Creatinine and BUN laboratory results are elevated, if left untreated, will result in kidney failure. The patient refuses to take the medication because he said it will affect his sex life The NP must work with the patient to respect the fact that he doesn’t want the medication (autonomy), and needs to find a solution that would prevent him from going into kidney failure and other complications, which is in his best interest (beneficence). Although medications are the best choice, forcing the patient to accept the medication will result in probably patient leaving the care (non-maleficence). Finally, the NP needs to consider the impact that the patient’s choices might have on others if he starts to go into preventable kidney failure, he’ll need dialysis, which affects other people who need the same treatment (justice). So before making the final decision the NP must consider all four principles of health care ethics, which will help the NP make the choice that will have the best possible benefits for both the patient and society.
Questions?
1. What are the skills necessary for the provider to identify, address, and assess this clinical ethical issue?
2. What are the provider’s obligations when a patient discloses does he not intent to follow the treatment?
3. What are the ethical considerations in evaluating a patient’s failure to adhere to a prescribed therapy?
4. Will you terminate care for this patient? What are the implications?
Case Study Rubric
Criterion
Outstanding (25)
Very Good (22)
Average (18)
Unacceptable (15)
Score
Completeness
Complete in all respects; reflects all requirements
Complete in most respects; reflects most requirements
Incomplete many respects; reflects few requirements
Incomplete in most respects; does not reflect requirements
Understanding
Demonstrates excellent understanding of the topic(s) and issue(s)
Demonstrates an accomplished understanding of the topic(s) and issue(s)
Demonstrates an acceptable understanding of the topic(s) and issue(s)
Demonstrates an inadequate understanding of the topic(s) and issue(s)
Analysis
Presents an insightful and through analysis of the issue (s) identified
Presents a thorough analysis of most of the issue(s) identified
Presents a superficial analysis of some of the issue(s) identified
Presents an incomplete analysis of the issue(s) identified.
Evaluation
Makes appropriate and powerful connections between the issue(s) identified and the con.
Research Presentation instructions Research Question andCitation.docxdebishakespeare
Research Presentation instructions
Research Question andCitations
The Research Presentation begins with a research question and a bibliographic search. You should identify 2 to 4 studies that address the same research question. Please send your References to me with citations written in APA style --see APA Manual of Style, 6th ed. -- no later than the date listed in the Calendar. I will use your Research Question to peruse the titles to make sure they look like original reports of empirical studies that are all on the same research question, and I will do an APA check on one of your citations. No grade will be taken; however, part of your presentation grade depends on using appropriate articles and writing your References page in APA style. If you are in doubt about whether a study is an "original report of an empirical study," feel free to attach it to the Citations and RQ email. Please start early on this assignment and plan to spend several hours searching for the right kind of articles that are all on the same research question. If you need assistance with APA style, please consult the Kail and Cavanaugh text References for many examples of APA-style reference citations.
A sampling of possible topics is listed here, but please feel free to examine other topics of interest. It helps to define your topic in terms of the “effects of X on Y in Z population.” For example:
Effects of X...
...on Y...
...in Z population
Example Research Questions
pretend play, parenting conflict, violence, divorce, alcoholism, daycare, self-esteem, social isolation, untimely death of family member, homelessness, early reading, eating disorders
intelligence, creativity, school achievement, social well-being language development, attachment, identity, physical health, dating practices
preschoolers, elementary school students, children, high school students, infants, adolescents, seniors, young adults
1. What are the effects of pretend play on language development in preschoolers?
2. What are the effects of pretend play on school achievement in elementary school students.
3. What are the effects of family violence on social well-being in adolescents?
4. What are the effects of peer pressure on academic achievement in middle-schoolers?
NB: Please make sure that the items you choose for each "variable" in your research question work together sensibly.
Examples of relevant journals at the ISU Cunningham Memorial Library include: Developmental Psychology, Human Development, Infancy, Adolescence, Child Development, Social Development, Childhood and Adolescence, Family and Community Health, Family Relations and Child Development, Merrill-Palmer Quarterly, Journal of Experimental Child Psychology, Journal of Educational Psychology, Journal of Child Language. There are many other journals that also publish empirical reports of studies on human development. Increasingly, reputable journals are available online. If you have a question about a given source, ...
RESEARCH
AND
THEORY
CHAPTER 2
*
RESEARCHMeans to study thoroughly through the process of scholarly or scientific inquiry.
Social science research studiesHuman societyRelationships
SCIENTIFIC METHODFormulate questions (hypotheses)
Seek answers (studies)QuantitativeCount, measureQualitativeVerbal, written
8 STEPS IN THE
SCIENTIFIC METHOD
Topic
Question
Conceptualization
Definitions
Method
Population
Data
Apply
1. Choosing the research topicVariable:Characteristic measured in a study(Independent vs dependent)Correlations:Show relationships between variables in a studyIMPORTANT: CORRELATIONS DO NOT PROVE CAUSE AND EFFECT
2. Creating the research question/ THE HYPOTHESISLiterature ReviewHYPOTHESIS:A speculative statement about a variable or the relationship between variables
3. ConceptualizationList of all the concepts (or constructs) under investigation
Can put abstract concepts into concrete terms
4. Using operational/empirical definitionsDescription of the concept/construct being studied
5. Choosing the research method:
Four Common in Family Research
1. SURVEYSSample—Group of peopleResponse RateValidity
2. OBSERVATIONS
3. CASE STUDIES
4. EXPERIMENTAL DESIGN
Experimental Group Control Group
6. Population and samplingPopulation=Whole groupSample=Selected group out of whole groupProbability/randomNon-probability/not randomRepresentativenessSample size
7. Data: Collecting, processing, analyzing
Ask about sample size and representativeness Response rate 50%+ adequateAsk about “confounding variables”
8. Applying research findingsConferenceJournal—professional, peer reviewedInform policy developmentInform program development
RESEARCH ETHICSInstitutional Review Board (Human Subjects Committee)SafetyInformed consentPrivacy/confidentialityResearch integrity--truth
Family Research PerspectiveStructural FunctionalismInstrumental RolesExpressive RolesStructures-patterns of role arrangementsFocused on nuclear familyGrandfather of family theories
THEORYA general principle that is used to understand or to explain events
SOME THEORIES USED IN FAMILY RESEARCH
Ecological
Family Development
Conflict
Family Systems
Symbolic Interaction
Social Exchange
1. Ecological Theory
Covered in Chapter 1
2. Family Development Theory
PHASES/STAGESDEVELOPMENTAL TASKSOn-timeOff-timeHEALTHY FAMILIES ADAPT OVER TIME
3. Conflict Theory
Conflict normal and predictableUnderstand sources of conflictUnderstand sources of power
4. Family Systems TheoryIs application of the General Systems Theory to families
Wholeness: Must look at whole family
Interconnections: Interactions between family members
Behaviors affected by others in familyMORE IN CHAPTER 3
5. Symbolic Interaction TheoryCONTINUOUS OBSERVATION AND REACTIONS TO OTHERSFocus on communicationVerbal and non-verbalMORE IN CHAPTER 3
6. Social Exchange TheoryCosts vs. RewardsDrawn to relationships that are rewardingAvoid relationsh ...
PSY 560 Final Project Student-Authored Article Guidelines a.docxamrit47
PSY 560 Final Project: Student-Authored Article Guidelines and Rubric
Overview
Your Mission
As a graduate student in a psychology program at this university, you have the opportunity to create scholarship for potential publication of your student-
authored article in a scholarly journal such as the Personality and Social Psychology Bulletin or Personality and Social Psychology Review. It is important to note
that in the example journals, all student-authored papers that are accepted for publication in these journals are automatically eligible to receive a student
publication award from the Society for Personality and Social Psychology. Take the time to examine some quality sample publications from previous winners,
which can be found here:
Ma-Kellams, C., Spencer-Rodgers, J., & Peng, K. (2011). I am against us? Unpacking cultural differences in ingroup favoritism via dialecticism. Personality and
Social Psychology Bulletin, 37, 15–27.
Shu, L. L., Gino, F., & Bazerman, M. H. (2011). Dishonest deed, clear conscience: When cheating leads to moral disengagement and motivated forgetting.
Personality and Social Psychology Bulletin, 37, 330–349.
Babbitt, L. G., & Sommers, S. R. (2011) Framing matters: Contextual influences on interracial interaction outcomes. Personality and Social Psychology Bulletin, 37,
1233–1244.
The final project for this course is the creation of a scholarly, student-authored article that is ready for potential submission to a real-world organization or
publication that focuses on this subfield of psychology. For purposes of this course, we will focus on the Society for Personality and Social Psychology (SPSP), an
organization founded in 1974 when the leadership of the American Psychological Association decided to incorporate an independent organization to focus on
this subfield. Remember, this is an article for potential publication in one of these journals. You are NOT required to submit your completed article to the
publication as part of this project. However, you are strongly encouraged to continue to develop your article and conduct further research upon completion of
this course as you move forward in your academic work for possible future submission.
In this component, this assessment will measure student competency with respect to the following course outcomes:
Defend a position on the role personality psychology plays in the broader field of psychology and its relevancy to practical issues
Propose appropriate solutions to complex problems that draw upon contemporary principles and current research in personality psychology
Analyze foundational theories of personality for their historical context, theorist’s biases, research methods, and relevance to current thinking in the
field
Evaluate the continued relevancy and accuracy of classic theories of psychology in the context of contemporary research findings
Assess personality psychology practices in terms of th ...
Example of an Annotated Bibliography (APA Style)Gipson, T., .docxelbanglis
Example of an Annotated Bibliography (APA Style)
Gipson, T., Lance, E., Albury, R., Gentner, M., & Leppert, M. (2015). Disparities in
identification of comorbid diagnoses in children with ADHD. Clinical Pediatrics, 54(4): 376-381.
The authors examine ADHD children with relevant comorbid conditions and medication prescribing habits based on comprehensive neurodevelopmental evaluations versus insurance limited evaluations to behavior management and medication. This was done using a retrospective review of medical records at the Center for Development and Learning Clinic. Data for demographics, comorbidities, medications, and interventions were analyzed for associations between groups. Results demonstrated that kids who received comprehensive evaluations had a greater degree of diagnosis for comorbidities. This stimulates the question of income levels and comprehensive evaluations in ADHD kids and comorbid conditions.
Hinojosa, M., Hinojosa, R., Fernandez-Baca, D., Knapp, C., & Thompson, L. (2012). Parental strain, parental health, and community characteristics among children with attention deficit-hyperactivity disorder. Academic Pediatrics, 12(6): 502-508.
The authors examined the impact on parents who have a child with ADHD and comorbidities. Using the National Survey of Children’s Health dataset, they conducted a bivariate, multivariate, and descriptive analysis to look for associations between kids with ADHD and comorbid conditions and the strain on parents, social support, mother’s mental health, and local amenities. Results showed an increase in parental strain when caring for an ADHD child with a co-occurring condition. It also showed that lack of social support and lack of access to community amenities were predictors of increased parental strain. This study demonstrates the impact on the health of caregivers to ADHD children with comorbidities.
Radigan, M., Lannon, P., Roohan, P., & Gesten, F. (2005). Medication patterns for attention-deficit/hyperactivity disorder and comorbid psychiatric conditions in a low-income population. Journal of Child and Adolescent Psychopharmacology, 15(1): 44-56.
The authors examined the psychotropic medications usage of low-income kids who have been diagnosed with ADHD comparing those with and without comorbid conditions. The New York State Department of Health Medicaid Encounter Data System was used to extract information on 6,922 kids 3-19 years of age. A multivariate logistic regression was conducted to look at associations between ADHD with comorbid conditions and medication usage. Results showed the strongest predictors of medication use to be comorbid conditions and Social Security Income Medicaid eligible status. This study stimulates the question of the possibility for ADHD children with comorbidities to have treatment variations based on income status.
Rockhill, C., Violette, H., Vander Stoep, A., Grover, S., & Myers, K. (2013). Caregivers’ distress: Youth with attentio ...
2.1 Approaches to Sociological ResearchDerived from Approaches t.docxvickeryr87
2.1 Approaches to Sociological Research
Derived from Approaches to Sociological Research by OpenStax
Get This Book!
Page by: OpenStax
Summary
· Define and describe the scientific method
· Explain how the scientific method is used in sociological research
· Understand the function and importance of an interpretive framework
· Define what reliability and validity mean in a research study
When sociologists apply the sociological perspective and begin to ask questions, no topic is off limits. Every aspect of human behavior is a source of possible investigation. Sociologists question the world that humans have created and live in. They notice patterns of behavior as people move through that world. Using sociological methods and systematic research within the framework of the scientific method and a scholarly interpretive perspective, sociologists have discovered workplace patterns that have transformed industries, family patterns that have enlightened family members, and education patterns that have aided structural changes in classrooms.
The crime during a full moon discussion put forth a few loosely stated opinions. If the human behaviors around those claims were tested systematically, a police officer, for example, could write a report and offer the findings to sociologists and the world in general. The new perspective could help people understand themselves and their neighbors and help people make better decisions about their lives. It might seem strange to use scientific practices to study social trends, but, as we shall see, it’s extremely helpful to rely on systematic approaches that research methods provide.
Sociologists often begin the research process by asking a question about how or why things happen in this world. It might be a unique question about a new trend or an old question about a common aspect of life. Once the sociologist forms the question, he or she proceeds through an in-depth process to answer it. In deciding how to design that process, the researcher may adopt a scientific approach or an interpretive framework. The following sections describe these approaches to knowledge.
The Scientific Method
Sociologists make use of tried and true methods of research, such as experiments, surveys, and field research. But humans and their social interactions are so diverse that these interactions can seem impossible to chart or explain. It might seem that science is about discoveries and chemical reactions or about proving ideas right or wrong rather than about exploring the nuances of human behavior.
However, this is exactly why scientific models work for studying human behavior. A scientific process of research establishes parameters that help make sure results are objective and accurate. Scientific methods provide limitations and boundaries that focus a study and organize its results.
The scientific method involves developing and testing theories about the world based on empirical evidence. It is defined by its commitment to system.
Planning, Negotiating & Implementation Assignment 2
Planning, Negotiating & Implementation Assignment
Treylesia L. Alston
School of Behavioral Science, Liberty University
Author Note
Treylesia L. Alston (L32443087)
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Treylesia L. Alston
Email: [email protected]
Assignment 3: Research Questions & Variables
You will identify a research topic, explain your research idea, construct possible research questions (1 or 2 questions), determine which variables you could potentially use for your research paper (you will need to have 1 dependent variable and 3 independent variables), and state your hypotheses. You will have to give your future survey (Assignment 4) to friends or family, so think about what you will be able to ask them and what information they will be able to provide. We will not survey or interview vulnerable populations (anyone under 18, prisoners, etc.). It is okay if your idea is still a work-in-progress!
PADM 610
Case Study: Human Resources Assignment Instructions
Overview
In this Case Study, you will apply the Statesmanship model discussed in Module 1: Week 1 to a real, specific public administration context. In other words, choose an organization that is dealing with Human Resource policies, strategies, and procedures. Next, apply the statesmanship model discussed Module 1: Week 1 to this situation. The overarching idea of statesmanship is the call for moral character. In the context of this assignment, how can this model be applied to the situation at hand?
You will apply the Statesmanship model needed to deal with challenges of human resources policies, strategies, and procedures. Remember to also discuss the importance of the following:
· Covenant of
hesed
· Covenant of ethics
· Performance Evaluation
· Statecraft
Instructions
· Case Study scenarios must be taken from documented (published) public administration contexts; no hypotheticals are allowed.
· You can focus on one public administration organization or may refer to a particular situation (well-documented by the research) that public administrators faced during an actual event(s).
· All ideas you should be supported with sound reason and citations from the required readings and presentations, and additional resources.
· Paper should be 4–5 double-spaced pages of content in length (this does not include title page or reference pages).
· Paper should be in current APA format.
· Headings should be included and must conform to the content categories listed (i.e., Covenant of
hesed, Covenant of ethics, Performance Evaluation, etc.).
· 3–5 additional scholarly sources must be used. They need to be scholarly and provide relevant public administration theory and practices.
· All required reading and presentations from the assigned reading ...
11720181COMM3313 COMMUNICATION AND PUBLIC HEALTH.docxRAJU852744
1/17/2018
1
COMM3313:
COMMUNICATION AND PUBLIC HEALTH
Introduction: Putting Theory into Practice in Public Health
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Interpersonal comm.
Sociology
psychology
Social Cognition
Social work
Topics of interests:
Provider‐patient comm.
Patient‐caregiver interactions
Social support
Social stigma
Information/uncertainty
management
Fields:
Organizational Comm.
Communication & Technology
Business
Management
Topics of interests:
HMOs
risk communication
Interdisciplinary health teams
Inter/intraorganizational
communication in health
settings
Technology implementation
Interpersonal Contexts Organizational Contexts
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Persuasive communication
Interpersonal communication
Media studies
Public health
Social work
Topics of interests:
Behavioral Change
One‐time health behavior
Long‐term lifestyle change/ maintenance
Social Inequality
Policy, advocacy, & organizational changes
Interests in multi‐level interventions: individual, interpersonal, community, institutional,
policy levels
Public Health: Health Education and Health Campaigns
THE INCREASING INTERESTS IN PUBLIC HEALTH
Chronic illness as a long‐term life issues
Advancement in medicine
Identification of illnesses
Preventive care as standards of care
Vaccination
Genetic testing
Exercise
Awareness in cultural & environmental factors/concerns
Social stigma
Ethnic/racial/global health disparity
HEALTH EDUCATION
Scope:
Individual’s behavior → System‐level concerns
Definitions:
Bringing about behavioral changes in individuals, groups, and
larger populations from behaviors that are presumed to be
detrimental to health, to behaviors that are conductive to
present and future health (Simonds, 1976)
Any combination of learning experiences designed to
facilitate voluntary adaptations of behavior conductive to
health (Green, 1990)
Emphasis:
Voluntary, informed behavior changes
WHAT IS HEALTH BEHAVIOR?
Preventive health behavior
Any activity undertaken by an individual who believes
himself/herself to be healthy, for the purpose of preventing
or detecting illness in an asymptomatic state
Illness behavior
Any activity undertaken by an individual who perceives
himself/herself to be ill, to define the state of health, and to
discover a suitable remedy
Sick‐role behavior
Any activity undertaken by an individual who considers
himself/herself to be ill, for the purpose of getting well.
1/17/2018
2
PARSON’S SICK ROLE
The sick person
is exempted from normal social role responsibilities
cannot get well by an act of decision or will
is obligated to get well
is obligated to seek technically competent help
HEALTH EDUCATION
Health behavior is the central concern of health
education
Settings for HE:
evolved from thr.
11720181COMM3313 COMMUNICATION AND PUBLIC HEALTH.docxaulasnilda
1/17/2018
1
COMM3313:
COMMUNICATION AND PUBLIC HEALTH
Introduction: Putting Theory into Practice in Public Health
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Interpersonal comm.
Sociology
psychology
Social Cognition
Social work
Topics of interests:
Provider‐patient comm.
Patient‐caregiver interactions
Social support
Social stigma
Information/uncertainty
management
Fields:
Organizational Comm.
Communication & Technology
Business
Management
Topics of interests:
HMOs
risk communication
Interdisciplinary health teams
Inter/intraorganizational
communication in health
settings
Technology implementation
Interpersonal Contexts Organizational Contexts
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Persuasive communication
Interpersonal communication
Media studies
Public health
Social work
Topics of interests:
Behavioral Change
One‐time health behavior
Long‐term lifestyle change/ maintenance
Social Inequality
Policy, advocacy, & organizational changes
Interests in multi‐level interventions: individual, interpersonal, community, institutional,
policy levels
Public Health: Health Education and Health Campaigns
THE INCREASING INTERESTS IN PUBLIC HEALTH
Chronic illness as a long‐term life issues
Advancement in medicine
Identification of illnesses
Preventive care as standards of care
Vaccination
Genetic testing
Exercise
Awareness in cultural & environmental factors/concerns
Social stigma
Ethnic/racial/global health disparity
HEALTH EDUCATION
Scope:
Individual’s behavior → System‐level concerns
Definitions:
Bringing about behavioral changes in individuals, groups, and
larger populations from behaviors that are presumed to be
detrimental to health, to behaviors that are conductive to
present and future health (Simonds, 1976)
Any combination of learning experiences designed to
facilitate voluntary adaptations of behavior conductive to
health (Green, 1990)
Emphasis:
Voluntary, informed behavior changes
WHAT IS HEALTH BEHAVIOR?
Preventive health behavior
Any activity undertaken by an individual who believes
himself/herself to be healthy, for the purpose of preventing
or detecting illness in an asymptomatic state
Illness behavior
Any activity undertaken by an individual who perceives
himself/herself to be ill, to define the state of health, and to
discover a suitable remedy
Sick‐role behavior
Any activity undertaken by an individual who considers
himself/herself to be ill, for the purpose of getting well.
1/17/2018
2
PARSON’S SICK ROLE
The sick person
is exempted from normal social role responsibilities
cannot get well by an act of decision or will
is obligated to get well
is obligated to seek technically competent help
HEALTH EDUCATION
Health behavior is the central concern of health
education
Settings for HE:
evolved from thr ...
HCM 440 Module Six Short Paper Guidelines and Rubric .docxCristieHolcomb793
HCM 440 Module Six Short Paper Guidelines and Rubric
In Module Six, we have analyzed research design, including data collection and analysis. You will continue your application of the content to your area of
research interest with this short paper.
Prompt: What research methods have been used to address your research problem? Were these methods appropriate? What data collection methods have
you noted in your review of literature? Evaluate the appropriateness of statistical analyses used. What gaps and inconsistencies in the literature have you
noted? Remember to use APA format.
Guidelines for Submission: Your paper must be submitted as a two- to three-page Microsoft Word document with double spacing, 12-point Times New
Roman font, one-inch margins, and at least three sources cited in APA format.
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Research Methods Meets “Proficient” criteria, is
clear, and offers specific
examples from articles to
support analysis
Explains types of research
methods used and discusses the
appropriateness of methods
Does not sufficiently explain
types of research methods
used; discusses the
appropriateness of methods
The types of research methods
used and discussion of the
appropriateness of methods are
not evident
30
Data Collection and
Analysis
Meets “Proficient” criteria, is
clear, and provides detail on
strengths and weaknesses of
data collection methods and
statistical analysis used
Identifies data collection
methods used and analyzes the
types of statistical tests
Either data collection methods
used or analysis of types of
statistical tests is not clearly
discussed
Discussion of data collection
methods used or analysis of the
types of statistical tests is not
evident
10
Gaps and
Inconsistencies
Meets “Proficient” criteria and
uses substantial examples from
literature as support
Identifies both the gaps and
inconsistencies noted in the
literature reviewed
Does not sufficiently identify
the gaps and inconsistencies in
the literature reviewed
A discussion of the gaps and/or
inconsistencies is not evident
30
Organization Applies highly effective pattern
of organization around a logical
flow (introduction, body, and
conclusion) to effectively
communicate a critical analysis
of the research methods
Applies clear pattern of
organization around a logical
flow (introduction, body, and
conclusion) to effectively
communicate a critical analysis
of the research methods
Does not sufficiently apply clear
pattern of organization around
a logical flow (introduction,
body, and conclusion) to
effectively communicate a
critical analysis of the research
methods
Organization of ideas is not
evident
20
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, and syntax and is
presented in a professional and
easy-to-read form.
PSY 560 Final Project Student-Authored Article Guidelines a.docxpotmanandrea
PSY 560 Final Project: Student-Authored Article Guidelines and Rubric
Overview
Your Mission
As a graduate student in a psychology program at this university, you have the opportunity to create scholarship for potential publication of your student-
authored article in a scholarly journal such as the Personality and Social Psychology Bulletin or Personality and Social Psychology Review. It is important to note
that in the example journals, all student-authored papers that are accepted for publication in these journals are automatically eligible to receive a student
publication award from the Society for Personality and Social Psychology. Take the time to examine some quality sample publications from previous winners,
which can be found here:
Ma-Kellams, C., Spencer-Rodgers, J., & Peng, K. (2011). I am against us? Unpacking cultural differences in ingroup favoritism via dialecticism. Personality and
Social Psychology Bulletin, 37, 15–27.
Shu, L. L., Gino, F., & Bazerman, M. H. (2011). Dishonest deed, clear conscience: When cheating leads to moral disengagement and motivated forgetting.
Personality and Social Psychology Bulletin, 37, 330–349.
Babbitt, L. G., & Sommers, S. R. (2011) Framing matters: Contextual influences on interracial interaction outcomes. Personality and Social Psychology Bulletin, 37,
1233–1244.
The final project for this course is the creation of a scholarly, student-authored article that is ready for potential submission to a real-world organization or
publication that focuses on this subfield of psychology. For purposes of this course, we will focus on the Society for Personality and Social Psychology (SPSP), an
organization founded in 1974 when the leadership of the American Psychological Association decided to incorporate an independent organization to focus on
this subfield. Remember, this is an article for potential publication in one of these journals. You are NOT required to submit your completed article to the
publication as part of this project. However, you are strongly encouraged to continue to develop your article and conduct further research upon completion of
this course as you move forward in your academic work for possible future submission.
In this component, this assessment will measure student competency with respect to the following course outcomes:
Defend a position on the role personality psychology plays in the broader field of psychology and its relevancy to practical issues
Propose appropriate solutions to complex problems that draw upon contemporary principles and current research in personality psychology
Analyze foundational theories of personality for their historical context, theorist’s biases, research methods, and relevance to current thinking in the
field
Evaluate the continued relevancy and accuracy of classic theories of psychology in the context of contemporary research findings
Assess personality psychology practices in terms of th ...
Senior Seminar in Business Administration BUS 499Coope.docxWilheminaRossi174
Senior Seminar in Business Administration
BUS 499
Cooperative Strategy
Hitt, M.A., Ireland, R.D., & Hoskisson, R.E. (2009). BUS499: Strategic management: Competitiveness and globalization, concepts and cases: 2009 custom edition (8th ed.). Mason, OH: South-Western Cengage Learning.
Welcome to Senior Seminar in Business Administration.
In this lesson we will discuss Cooperative Strategy.
Please go to the next slide.
ObjectivesUpon completion of this lesson, you will be able to:Identify various levels and types of strategy in a firm
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Please go to the next slide.
Supporting TopicsStrategic alliancesCooperative strategiesCompetitive risks
In order to achieve this objective, the following supporting topics will be covered:
Strategic alliances;
Cooperative strategies; and
Competitive risks.
Please go to the next slide.
Strategic AlliancesCooperative strategyStrategic allianceCombination of resources and capabilitiesExchange and sharing of resourcesFirms leverage existing resourcesCornerstone of many firms’ competitive strategy
Recognized as a viable engine of firm growth, cooperative strategy is a strategy in which firms work together to achieve a shared objective. Thus, cooperating with other firms is another strategy firms use to create value for a customer that exceeds the cost of providing that value and to establish a favorable position relative to competition.
A strategic alliance is a cooperative strategy in which firms combine some of their resources and capabilities to create a competitive advantage. Thus, strategic alliances involve firms with some degree of exchange and sharing of resources and capabilities to co-develop, sell, and service goods or services. Strategic alliances allow firms to leverage their existing resources and capabilities while working with partners to develop additional resources and capabilities as the foundation for new competitive advantages. To be certain, the reality today is that strategic alliances have become a cornerstone of many firms’ competitive strategy.
Please go to the next slide.
Strategic Alliances, continuedJoint ventureEquity strategic allianceNonequity strategic alliance
The three major types of strategic alliances include joint venture, equity strategic alliance, and nonequity strategic alliance.
A joint venture is a strategic alliance in which two or more firms create a legally independent company to share some of their resources and capabilities to develop a competitive advantage. Joint ventures, which are often formed to improve firms’ abilities to compete in uncertain competitive environments, are effective in establishing long-term relationships and in transferring tacit knowledge. Because it can’t be codified, tacit, or implied, knowledge is learned through experiences such as those taking place when people from partner firms work together in a join.
Select two countries that have been or currently are in confli.docxWilheminaRossi174
Select two countries that have been or currently are in conflict.
Compare the two countries using the cultural dimensions interactive index.
Briefly describe the two countries that you selected and the conflict in which they are engaged. Explain why you selected them.
Compare the two countries on the following dimensions: collectivism-individualism, masculinity-femininity, power distance, long-term orientation, and uncertainty avoidance.
Explain what insights you had or conclusions that you might now draw about the countries and/or the conflict between them based on your comparison.
Explain the role that culture plays in this conflict and how dimensions of culture might influence the resolution of the conflict.
"Hofstede's Cultural Dimensions: Understanding Workplace Values Around the World." Notice the differences between each dimension of culture.
.
More Related Content
Similar to Click to view the Death with Dignity scenario.In the scenario as
Research Paper Options and GuidelinesFor the individual final pa.docxmandygoatesxio0
Research Paper Options and Guidelines
For the individual final paper, students can choose one of the following four options (A, B, C, and D).
All papers should be a minimum of (6) typed pages and a maximum of (10) pages.
In addition to your 6-10 pages,
please include a title page, a table of contents, and reference pages.
At least 2/3 of the references should have been published within the last 5 years.
Papers should be in APA format, double-spaced using Times New Roman, size 12 for the font.
Option A:
The purpose of this final paper is to enhance your knowledge and understanding of normal development during adolescence or adulthood. You should select a developmental task (or tasks) appropriate for either adolescence or adulthood.
For example, the development of an identity is a task that typically occurs during adolescence in Erickson’s theory of psychosocial development. You should review the literature related to this developmental task and write a comprehensive literature review that addresses not only the traditional views and theoretical explanations for this task, but also explores non-traditional explanations as well. For example, if you choose the issue of spousal abuse, you must address the traditional views outlined in the literature which define the cause and role of battering in interpersonal relationships including the alternative view of some theorists that violence in relationships can be viewed as acceptable behavior.
In so doing, you must identify the value systems underlying both traditional and alternative views on the issues. Your literature review may focus on normal development in adolescence or adulthood, or abnormal development.
Illustrating your literature with case examples, either from your field experiences or the literature is required.
For example, you may focus on abnormal development in adolescence, providing a case example of how teenage pregnancy, substance abuse, or depression may derail the normal development process.
Additionally, each student will be responsible for interviewing a MSW faculty member who has experience with your topic to learn how the individual applies and integrates knowledge and values relating to human behavior and the social environment in their practice with clients with your selected developmental task.
The student must also discuss the implications of the research for social work practice and social policy. (See Objectives 1, 7, 8, 11, 12).
If you should use a work experience or field experience, please protect the identity of all individuals involved by changing the names, dates, and locales to protect the innocent persons involved.
Option B:
Use developmental/ecological theory to address a psychosocial problem.
Problem description
: Identify a psychosocial problem, e.g., a phenomenon of psychosocial pain or distress, experienced in a particular population group, in particular individuals, or in families. Based on 5-10 background readings, articl.
(Discussion 1)Describe a social theory that was discussed in the Socia.docxchristina345678
(Discussion 1)
Describe a social theory that was discussed in the “Social Relationships and Health” journal article and indicate how it was used to support the research.
From my understanding of the journal for this week, the social theory was how some ones health can be effected with or with out social relations. From the research it touches on how a person or people can be happy and also live longer with better health, when practicing social relationships. The article discuss how the theory of social relationships can make people stringer and healthier. It was used to support the research because the researchers conducted studies not only on humans but animals as well to prove this theory.
Choose one of the quantitative research results presented in the article; describe the evidence presented and indicate which variables of the experiment were highlighted.
The quantitative research results that I choose from the article was when the researchers were discovering that social relationships can cause a risk factors of mortality, and probably morbidity, from a wide range of diseases. From the readings the researchers shown that they used criteria include strength and consistencies of statistical association across a wide range of studies an cause and effect with animals and humans. An experiment of behavior pattern as an risk factor for (type A) heart disease. 1964 Surgeon general had evidence that social relationship and health increased that cigarette smoking was a cause or risk factor for mortality a range of disease. These factors are important because the researchers seen that there is less association of social relationships when it comes to smoking, because smoking is also linked to cancer.
Determine the article’s conclusion in regards to social relationships in society. Based on the accompanying media piece “Why Facebook Could Be Good for Your Health Links to an external site.,” how could modern social media sites support the research findings in the journal article?
Although social relationships as independent, overruling, and moderating variables affecting stress, health, or the relationships between them have been widely studied over the past decade, almost no attention has been paid to social relationships as dependent variables ( House, Landis & Umberson, 1988). I believe that modern social media sites support the claims that social variables determine both health and the nature of social relationships, both link social relationship to health. Modern social media is where you can give updates on thoughts and at one point it was some where you can express freedom of speech.
The course text reading discussed how research can also use the transformative paradigm in social theory to impact social change. How does it do this and what types of societal populations can the transformative paradigm specifically impact?
The researcher's role and the selection of particular paradigmatic perspectives are affected by the interse.
Write a 4-page assessment in which you describe the current unders.docxsalmonpybus
Write a 4-page assessment in which you describe the current understanding of motivation related to an identified behavior and discuss applications of research to social policies associated with that behavior.
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Resources
Click the links provided to view the following resources:
What Is Scholarly?
SHOW LESS
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
Whiteley, P. (2002).
Motivation
. Oxford, UK: Capstone Publishing.
Armeli, S., Conner, T. S., Cullum, J., & Tennen, H. (2010).
A longitudinal analysis of drinking motives moderating the negative affect-drinking association among college students
.
Psychology of Addictive Behaviors, 24
(1), 38–47.
Molnar, D. S., Sadava, S. W., DeCourville, N. H., & Perrier, C. P. K. (2010).
Attachment, motivations, and alcohol: Testing a dual-path model of high-risk drinking and adverse consequences in transitional clinical and student samples
.
Canadian Journal of Behavioural Science, 42
(1), 1–13.
Litvin, E. B., & Brandon, T. H. (2010).
Testing the influence of external and internal cues on smoking motivation using a community sample
.
Experimental and Clinical Psychopharmacology, 18
(1), 61–70.
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the
PSYC-FP3770 – Psychology of Human Motivation and Performance Library Guide
to help direct your research.
Assessment Instructions
For this assessment, identify a topic focused on one aspect of a behavior. Then research and write a paper that describes the current understanding of motivation related to the behavior you identified and discusses applications of research to social policies associated with that behavior.
Assessment Preparation
Select one of the following three broad areas of behavior:
Eating behaviors.
Intimacy behaviors.
Drug use and addiction behaviors.
Then identify a research topic associated with behavioral area you selected. An important skill in conducting research is to narrow the focus of your topic to keep the content manageable and to facilitate finding supportive evidence. To identify a properly narrow topic:
Begin with your selected behavior and start to narrow the focus. See examples of topics listed below. You may use one of the examples or identify your own.
Continue to narrow the focus of your topic with consideration for other relevant factors, such as age of the research subjects (adults versus children), their gender, their educational level, or other demographic or topical factors. Your goal is to identify a research topic that is appropriately narrow and can b.
Social Psychology Research Project Grading Rubric W18CATEGORY5.docxsamuel699872
Social Psychology Research Project Grading Rubric W18
CATEGORY
5
4
3
2
1
Introduction, thesis statement & social psych relevance
Strong introduction of topic’s key question(s), terms. Clearly delineates subtopics to be reviewed. Specific thesis statement. Relevant to social psych.
Conveys topic and key question(s) adequately. Clearly delineates most of the subtopics to be reviewed. General thesis statement. Mostly relevant to social psych.
Conveys topic, but not key question(s). Describes some of the subtopics to be reviewed. General thesis statement. Some relevance to social psych.
Problems in two of the following areas: the articulation of the topic, the key questions, subtopics or the thesis statement. Minor relevance to social psych.
Does not adequately convey topic. Does not describe subtopics to be reviewed. Lacks adequate thesis statement. Not a social psychology topic.
Focus & sequencing in the body of the paper
All material clearly related to subtopic, main topic. Strong organization and integration of material within subtopics. Strong transitions linking subtopics, and main topic. Borrowed material is clearly explained.
All material clearly related to subtopic, main topic and logically organized within subtopics. Clear, varied transitions linking subtopics, and main topic. Some of the borrowed material is not adequately/clearly explained.
Most material clearly related to subtopic, main topic. Material may not be organized within subtopics. Attempts to provide variety of transitions. Some problems with borrowed material not being adequately/clearly explained leading to some gaps or confusion.
Only some of the material is logically organized into topic, subtopics. Some of the material is related to the main topic/thesis. Some transitions are unclear or nonexistent. Many theories, terms, concepts & studies are left unexplained
Little evidence material is logically organized into topic, subtopics or related to topic. Many transitions are unclear or nonexistent. Significant portions of borrowed material are not clearly/adequately explained, leading to reader confusion.
Conclusion
Strong review of key conclusions. Strong integration with thesis statement. Insightful discussion of impact of the researched material on topic
Good review of key conclusions. Good integration with thesis statement. Good discussion impact of researched material on topic.
Review of key conclusions. Some integration with thesis statement. Discusses impact of researched material on topic
Some review of key conclusions. Minor integration with thesis statement. Little discussion of impact of researched material on topic.
Does not summarize evidence with respect to thesis statement.
Does not discuss the impact of researched material on topic.
Assessment Rubric for Social Psych Group Research Project PG2
CATEGORY
A (5)
B (4)
C (3)
D (2)
F (1)
Quantity of sources
Document cites 5 academic sources.
Document cites 4 academic sou.
Social Psychology Research Project Grading Rubric W18CATEGORY5.docxrosemariebrayshaw
Social Psychology Research Project Grading Rubric W18
CATEGORY
5
4
3
2
1
Introduction, thesis statement & social psych relevance
Strong introduction of topic’s key question(s), terms. Clearly delineates subtopics to be reviewed. Specific thesis statement. Relevant to social psych.
Conveys topic and key question(s) adequately. Clearly delineates most of the subtopics to be reviewed. General thesis statement. Mostly relevant to social psych.
Conveys topic, but not key question(s). Describes some of the subtopics to be reviewed. General thesis statement. Some relevance to social psych.
Problems in two of the following areas: the articulation of the topic, the key questions, subtopics or the thesis statement. Minor relevance to social psych.
Does not adequately convey topic. Does not describe subtopics to be reviewed. Lacks adequate thesis statement. Not a social psychology topic.
Focus & sequencing in the body of the paper
All material clearly related to subtopic, main topic. Strong organization and integration of material within subtopics. Strong transitions linking subtopics, and main topic. Borrowed material is clearly explained.
All material clearly related to subtopic, main topic and logically organized within subtopics. Clear, varied transitions linking subtopics, and main topic. Some of the borrowed material is not adequately/clearly explained.
Most material clearly related to subtopic, main topic. Material may not be organized within subtopics. Attempts to provide variety of transitions. Some problems with borrowed material not being adequately/clearly explained leading to some gaps or confusion.
Only some of the material is logically organized into topic, subtopics. Some of the material is related to the main topic/thesis. Some transitions are unclear or nonexistent. Many theories, terms, concepts & studies are left unexplained
Little evidence material is logically organized into topic, subtopics or related to topic. Many transitions are unclear or nonexistent. Significant portions of borrowed material are not clearly/adequately explained, leading to reader confusion.
Conclusion
Strong review of key conclusions. Strong integration with thesis statement. Insightful discussion of impact of the researched material on topic
Good review of key conclusions. Good integration with thesis statement. Good discussion impact of researched material on topic.
Review of key conclusions. Some integration with thesis statement. Discusses impact of researched material on topic
Some review of key conclusions. Minor integration with thesis statement. Little discussion of impact of researched material on topic.
Does not summarize evidence with respect to thesis statement.
Does not discuss the impact of researched material on topic.
Assessment Rubric for Social Psych Group Research Project PG2
CATEGORY
A (5)
B (4)
C (3)
D (2)
F (1)
Quantity of sources
Document cites 5 academic sources.
Document cites 4 academic sou.
POSC 100 Current Event Reflection Paper Rubric Criteri.docxharrisonhoward80223
POSC 100 Current Event Reflection Paper Rubric
Criteria Distinguished Proficient Basic Unacceptable
Completeness Complete in every area;
includes all requirements
Mostly complete;
includes most of the
requirements
Mostly incomplete,
includes few of the
requirements
Incomplete in almost
every area; does not
include requirements
Critical Thinking Displays exceptional
critical thinking; uses
class material and
utilizes sophisticated,
original ideas to develop
arguments
Displays advanced
critical thinking; uses
class material and uses
original ideas to develop
arguments
Displays limited critical
thinking; uses some class
material and some
original ideas to develop
arguments
Displays little critical
thinking; uses limited
class material and does
not use original ideas to
develop arguments
Evaluation & Analysis Presents exceptional
analysis of identified
issues; thoroughly
evaluates the issues
Presents sufficient
analysis of identified
issues; evaluates the
issues
Presents little analysis of
identified issues;
provides a vague
evaluation
Presents almost no
analysis of identified
issues
Understanding Demonstrates an
advanced understanding
of the topic(s) and
issue(s)
Demonstrates an above
average understanding of
the topic(s) and issue(s)
Demonstrates a basic
understanding of the
topic(s) and issue(s)
Demonstrates an
inadequate understanding
of the topic(s) and
issue(s)
Writing Mechanics Writing is clear, concise,
and well-organized
without grammatical
errors or typos
Writing is mostly clear
and generally organized
with few grammatical
errors or typos
Writing is somewhat
clear but is not well
organized and has many
grammatical errors or
typos
Writing is unclear and
very disorganized with
many grammatical errors
or typos
12/22/2017 Communication Today | Critical Thinking and the Challenges of Internet | Communication Today
http://www.communicationtoday.sk/critical-thinking-and-the-challenges-of-internet/ 1/2
C R I T I C A L T H I N K I N G A N D T H E C H A L L E N G E S O F I N T E R N E T
Critical Thinking and
the Challenges of
Internet
A L E X A N D E R P L E C N E R I S S U E : 2 / 2 0 1 4 , S E C T I O N : T H E O R E T I C A L
S T U D I E S
In this article, the author addresses some challenges to information
searches and information evaluation which were brought by the
Internet. Large segments of audience are exaggerating their
awareness and do not realize that their online behavior is driven
more by emotions than by critical assessment of primary sources.
The result is growing popularity of conspiracy theories,
pseudoscience, propaganda, and alternative medicine. These are
all examples of biased reasoning. Due to scientists, scholars,
teachers, and journalists, this trend can be considered as a potential
threat to public health and democracy. Publics incapable of
informed choices can be manipulated to sup.
Bioethics Case Study1.1.Bioethics Case Study This assignment .docxmoirarandell
Bioethics Case Study
1.
1.Bioethics Case Study: This assignment asks you to examine a current ethical controversy case study. The paper is informal, but should be in APA style, and does not need an abstract or cover page. With a minimum of two pages and a maximum of four pages A reference page is needed. In-text citations should be in APA format. Papers will be graded on a 0 to 25-point scale.
Case Study in Primary care:
One hypothetical case study involves Jim a 54, year old patient who has recently diagnose with hypertension and his Creatinine and BUN laboratory results are elevated, if left untreated, will result in kidney failure. The patient refuses to take the medication because he said it will affect his sex life The NP must work with the patient to respect the fact that he doesn’t want the medication (autonomy), and needs to find a solution that would prevent him from going into kidney failure and other complications, which is in his best interest (beneficence). Although medications are the best choice, forcing the patient to accept the medication will result in probably patient leaving the care (non-maleficence). Finally, the NP needs to consider the impact that the patient’s choices might have on others if he starts to go into preventable kidney failure, he’ll need dialysis, which affects other people who need the same treatment (justice). So before making the final decision the NP must consider all four principles of health care ethics, which will help the NP make the choice that will have the best possible benefits for both the patient and society.
Questions?
1. What are the skills necessary for the provider to identify, address, and assess this clinical ethical issue?
2. What are the provider’s obligations when a patient discloses does he not intent to follow the treatment?
3. What are the ethical considerations in evaluating a patient’s failure to adhere to a prescribed therapy?
4. Will you terminate care for this patient? What are the implications?
Case Study Rubric
Criterion
Outstanding (25)
Very Good (22)
Average (18)
Unacceptable (15)
Score
Completeness
Complete in all respects; reflects all requirements
Complete in most respects; reflects most requirements
Incomplete many respects; reflects few requirements
Incomplete in most respects; does not reflect requirements
Understanding
Demonstrates excellent understanding of the topic(s) and issue(s)
Demonstrates an accomplished understanding of the topic(s) and issue(s)
Demonstrates an acceptable understanding of the topic(s) and issue(s)
Demonstrates an inadequate understanding of the topic(s) and issue(s)
Analysis
Presents an insightful and through analysis of the issue (s) identified
Presents a thorough analysis of most of the issue(s) identified
Presents a superficial analysis of some of the issue(s) identified
Presents an incomplete analysis of the issue(s) identified.
Evaluation
Makes appropriate and powerful connections between the issue(s) identified and the con.
Research Presentation instructions Research Question andCitation.docxdebishakespeare
Research Presentation instructions
Research Question andCitations
The Research Presentation begins with a research question and a bibliographic search. You should identify 2 to 4 studies that address the same research question. Please send your References to me with citations written in APA style --see APA Manual of Style, 6th ed. -- no later than the date listed in the Calendar. I will use your Research Question to peruse the titles to make sure they look like original reports of empirical studies that are all on the same research question, and I will do an APA check on one of your citations. No grade will be taken; however, part of your presentation grade depends on using appropriate articles and writing your References page in APA style. If you are in doubt about whether a study is an "original report of an empirical study," feel free to attach it to the Citations and RQ email. Please start early on this assignment and plan to spend several hours searching for the right kind of articles that are all on the same research question. If you need assistance with APA style, please consult the Kail and Cavanaugh text References for many examples of APA-style reference citations.
A sampling of possible topics is listed here, but please feel free to examine other topics of interest. It helps to define your topic in terms of the “effects of X on Y in Z population.” For example:
Effects of X...
...on Y...
...in Z population
Example Research Questions
pretend play, parenting conflict, violence, divorce, alcoholism, daycare, self-esteem, social isolation, untimely death of family member, homelessness, early reading, eating disorders
intelligence, creativity, school achievement, social well-being language development, attachment, identity, physical health, dating practices
preschoolers, elementary school students, children, high school students, infants, adolescents, seniors, young adults
1. What are the effects of pretend play on language development in preschoolers?
2. What are the effects of pretend play on school achievement in elementary school students.
3. What are the effects of family violence on social well-being in adolescents?
4. What are the effects of peer pressure on academic achievement in middle-schoolers?
NB: Please make sure that the items you choose for each "variable" in your research question work together sensibly.
Examples of relevant journals at the ISU Cunningham Memorial Library include: Developmental Psychology, Human Development, Infancy, Adolescence, Child Development, Social Development, Childhood and Adolescence, Family and Community Health, Family Relations and Child Development, Merrill-Palmer Quarterly, Journal of Experimental Child Psychology, Journal of Educational Psychology, Journal of Child Language. There are many other journals that also publish empirical reports of studies on human development. Increasingly, reputable journals are available online. If you have a question about a given source, ...
RESEARCH
AND
THEORY
CHAPTER 2
*
RESEARCHMeans to study thoroughly through the process of scholarly or scientific inquiry.
Social science research studiesHuman societyRelationships
SCIENTIFIC METHODFormulate questions (hypotheses)
Seek answers (studies)QuantitativeCount, measureQualitativeVerbal, written
8 STEPS IN THE
SCIENTIFIC METHOD
Topic
Question
Conceptualization
Definitions
Method
Population
Data
Apply
1. Choosing the research topicVariable:Characteristic measured in a study(Independent vs dependent)Correlations:Show relationships between variables in a studyIMPORTANT: CORRELATIONS DO NOT PROVE CAUSE AND EFFECT
2. Creating the research question/ THE HYPOTHESISLiterature ReviewHYPOTHESIS:A speculative statement about a variable or the relationship between variables
3. ConceptualizationList of all the concepts (or constructs) under investigation
Can put abstract concepts into concrete terms
4. Using operational/empirical definitionsDescription of the concept/construct being studied
5. Choosing the research method:
Four Common in Family Research
1. SURVEYSSample—Group of peopleResponse RateValidity
2. OBSERVATIONS
3. CASE STUDIES
4. EXPERIMENTAL DESIGN
Experimental Group Control Group
6. Population and samplingPopulation=Whole groupSample=Selected group out of whole groupProbability/randomNon-probability/not randomRepresentativenessSample size
7. Data: Collecting, processing, analyzing
Ask about sample size and representativeness Response rate 50%+ adequateAsk about “confounding variables”
8. Applying research findingsConferenceJournal—professional, peer reviewedInform policy developmentInform program development
RESEARCH ETHICSInstitutional Review Board (Human Subjects Committee)SafetyInformed consentPrivacy/confidentialityResearch integrity--truth
Family Research PerspectiveStructural FunctionalismInstrumental RolesExpressive RolesStructures-patterns of role arrangementsFocused on nuclear familyGrandfather of family theories
THEORYA general principle that is used to understand or to explain events
SOME THEORIES USED IN FAMILY RESEARCH
Ecological
Family Development
Conflict
Family Systems
Symbolic Interaction
Social Exchange
1. Ecological Theory
Covered in Chapter 1
2. Family Development Theory
PHASES/STAGESDEVELOPMENTAL TASKSOn-timeOff-timeHEALTHY FAMILIES ADAPT OVER TIME
3. Conflict Theory
Conflict normal and predictableUnderstand sources of conflictUnderstand sources of power
4. Family Systems TheoryIs application of the General Systems Theory to families
Wholeness: Must look at whole family
Interconnections: Interactions between family members
Behaviors affected by others in familyMORE IN CHAPTER 3
5. Symbolic Interaction TheoryCONTINUOUS OBSERVATION AND REACTIONS TO OTHERSFocus on communicationVerbal and non-verbalMORE IN CHAPTER 3
6. Social Exchange TheoryCosts vs. RewardsDrawn to relationships that are rewardingAvoid relationsh ...
PSY 560 Final Project Student-Authored Article Guidelines a.docxamrit47
PSY 560 Final Project: Student-Authored Article Guidelines and Rubric
Overview
Your Mission
As a graduate student in a psychology program at this university, you have the opportunity to create scholarship for potential publication of your student-
authored article in a scholarly journal such as the Personality and Social Psychology Bulletin or Personality and Social Psychology Review. It is important to note
that in the example journals, all student-authored papers that are accepted for publication in these journals are automatically eligible to receive a student
publication award from the Society for Personality and Social Psychology. Take the time to examine some quality sample publications from previous winners,
which can be found here:
Ma-Kellams, C., Spencer-Rodgers, J., & Peng, K. (2011). I am against us? Unpacking cultural differences in ingroup favoritism via dialecticism. Personality and
Social Psychology Bulletin, 37, 15–27.
Shu, L. L., Gino, F., & Bazerman, M. H. (2011). Dishonest deed, clear conscience: When cheating leads to moral disengagement and motivated forgetting.
Personality and Social Psychology Bulletin, 37, 330–349.
Babbitt, L. G., & Sommers, S. R. (2011) Framing matters: Contextual influences on interracial interaction outcomes. Personality and Social Psychology Bulletin, 37,
1233–1244.
The final project for this course is the creation of a scholarly, student-authored article that is ready for potential submission to a real-world organization or
publication that focuses on this subfield of psychology. For purposes of this course, we will focus on the Society for Personality and Social Psychology (SPSP), an
organization founded in 1974 when the leadership of the American Psychological Association decided to incorporate an independent organization to focus on
this subfield. Remember, this is an article for potential publication in one of these journals. You are NOT required to submit your completed article to the
publication as part of this project. However, you are strongly encouraged to continue to develop your article and conduct further research upon completion of
this course as you move forward in your academic work for possible future submission.
In this component, this assessment will measure student competency with respect to the following course outcomes:
Defend a position on the role personality psychology plays in the broader field of psychology and its relevancy to practical issues
Propose appropriate solutions to complex problems that draw upon contemporary principles and current research in personality psychology
Analyze foundational theories of personality for their historical context, theorist’s biases, research methods, and relevance to current thinking in the
field
Evaluate the continued relevancy and accuracy of classic theories of psychology in the context of contemporary research findings
Assess personality psychology practices in terms of th ...
Example of an Annotated Bibliography (APA Style)Gipson, T., .docxelbanglis
Example of an Annotated Bibliography (APA Style)
Gipson, T., Lance, E., Albury, R., Gentner, M., & Leppert, M. (2015). Disparities in
identification of comorbid diagnoses in children with ADHD. Clinical Pediatrics, 54(4): 376-381.
The authors examine ADHD children with relevant comorbid conditions and medication prescribing habits based on comprehensive neurodevelopmental evaluations versus insurance limited evaluations to behavior management and medication. This was done using a retrospective review of medical records at the Center for Development and Learning Clinic. Data for demographics, comorbidities, medications, and interventions were analyzed for associations between groups. Results demonstrated that kids who received comprehensive evaluations had a greater degree of diagnosis for comorbidities. This stimulates the question of income levels and comprehensive evaluations in ADHD kids and comorbid conditions.
Hinojosa, M., Hinojosa, R., Fernandez-Baca, D., Knapp, C., & Thompson, L. (2012). Parental strain, parental health, and community characteristics among children with attention deficit-hyperactivity disorder. Academic Pediatrics, 12(6): 502-508.
The authors examined the impact on parents who have a child with ADHD and comorbidities. Using the National Survey of Children’s Health dataset, they conducted a bivariate, multivariate, and descriptive analysis to look for associations between kids with ADHD and comorbid conditions and the strain on parents, social support, mother’s mental health, and local amenities. Results showed an increase in parental strain when caring for an ADHD child with a co-occurring condition. It also showed that lack of social support and lack of access to community amenities were predictors of increased parental strain. This study demonstrates the impact on the health of caregivers to ADHD children with comorbidities.
Radigan, M., Lannon, P., Roohan, P., & Gesten, F. (2005). Medication patterns for attention-deficit/hyperactivity disorder and comorbid psychiatric conditions in a low-income population. Journal of Child and Adolescent Psychopharmacology, 15(1): 44-56.
The authors examined the psychotropic medications usage of low-income kids who have been diagnosed with ADHD comparing those with and without comorbid conditions. The New York State Department of Health Medicaid Encounter Data System was used to extract information on 6,922 kids 3-19 years of age. A multivariate logistic regression was conducted to look at associations between ADHD with comorbid conditions and medication usage. Results showed the strongest predictors of medication use to be comorbid conditions and Social Security Income Medicaid eligible status. This study stimulates the question of the possibility for ADHD children with comorbidities to have treatment variations based on income status.
Rockhill, C., Violette, H., Vander Stoep, A., Grover, S., & Myers, K. (2013). Caregivers’ distress: Youth with attentio ...
2.1 Approaches to Sociological ResearchDerived from Approaches t.docxvickeryr87
2.1 Approaches to Sociological Research
Derived from Approaches to Sociological Research by OpenStax
Get This Book!
Page by: OpenStax
Summary
· Define and describe the scientific method
· Explain how the scientific method is used in sociological research
· Understand the function and importance of an interpretive framework
· Define what reliability and validity mean in a research study
When sociologists apply the sociological perspective and begin to ask questions, no topic is off limits. Every aspect of human behavior is a source of possible investigation. Sociologists question the world that humans have created and live in. They notice patterns of behavior as people move through that world. Using sociological methods and systematic research within the framework of the scientific method and a scholarly interpretive perspective, sociologists have discovered workplace patterns that have transformed industries, family patterns that have enlightened family members, and education patterns that have aided structural changes in classrooms.
The crime during a full moon discussion put forth a few loosely stated opinions. If the human behaviors around those claims were tested systematically, a police officer, for example, could write a report and offer the findings to sociologists and the world in general. The new perspective could help people understand themselves and their neighbors and help people make better decisions about their lives. It might seem strange to use scientific practices to study social trends, but, as we shall see, it’s extremely helpful to rely on systematic approaches that research methods provide.
Sociologists often begin the research process by asking a question about how or why things happen in this world. It might be a unique question about a new trend or an old question about a common aspect of life. Once the sociologist forms the question, he or she proceeds through an in-depth process to answer it. In deciding how to design that process, the researcher may adopt a scientific approach or an interpretive framework. The following sections describe these approaches to knowledge.
The Scientific Method
Sociologists make use of tried and true methods of research, such as experiments, surveys, and field research. But humans and their social interactions are so diverse that these interactions can seem impossible to chart or explain. It might seem that science is about discoveries and chemical reactions or about proving ideas right or wrong rather than about exploring the nuances of human behavior.
However, this is exactly why scientific models work for studying human behavior. A scientific process of research establishes parameters that help make sure results are objective and accurate. Scientific methods provide limitations and boundaries that focus a study and organize its results.
The scientific method involves developing and testing theories about the world based on empirical evidence. It is defined by its commitment to system.
Planning, Negotiating & Implementation Assignment 2
Planning, Negotiating & Implementation Assignment
Treylesia L. Alston
School of Behavioral Science, Liberty University
Author Note
Treylesia L. Alston (L32443087)
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Treylesia L. Alston
Email: [email protected]
Assignment 3: Research Questions & Variables
You will identify a research topic, explain your research idea, construct possible research questions (1 or 2 questions), determine which variables you could potentially use for your research paper (you will need to have 1 dependent variable and 3 independent variables), and state your hypotheses. You will have to give your future survey (Assignment 4) to friends or family, so think about what you will be able to ask them and what information they will be able to provide. We will not survey or interview vulnerable populations (anyone under 18, prisoners, etc.). It is okay if your idea is still a work-in-progress!
PADM 610
Case Study: Human Resources Assignment Instructions
Overview
In this Case Study, you will apply the Statesmanship model discussed in Module 1: Week 1 to a real, specific public administration context. In other words, choose an organization that is dealing with Human Resource policies, strategies, and procedures. Next, apply the statesmanship model discussed Module 1: Week 1 to this situation. The overarching idea of statesmanship is the call for moral character. In the context of this assignment, how can this model be applied to the situation at hand?
You will apply the Statesmanship model needed to deal with challenges of human resources policies, strategies, and procedures. Remember to also discuss the importance of the following:
· Covenant of
hesed
· Covenant of ethics
· Performance Evaluation
· Statecraft
Instructions
· Case Study scenarios must be taken from documented (published) public administration contexts; no hypotheticals are allowed.
· You can focus on one public administration organization or may refer to a particular situation (well-documented by the research) that public administrators faced during an actual event(s).
· All ideas you should be supported with sound reason and citations from the required readings and presentations, and additional resources.
· Paper should be 4–5 double-spaced pages of content in length (this does not include title page or reference pages).
· Paper should be in current APA format.
· Headings should be included and must conform to the content categories listed (i.e., Covenant of
hesed, Covenant of ethics, Performance Evaluation, etc.).
· 3–5 additional scholarly sources must be used. They need to be scholarly and provide relevant public administration theory and practices.
· All required reading and presentations from the assigned reading ...
11720181COMM3313 COMMUNICATION AND PUBLIC HEALTH.docxRAJU852744
1/17/2018
1
COMM3313:
COMMUNICATION AND PUBLIC HEALTH
Introduction: Putting Theory into Practice in Public Health
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Interpersonal comm.
Sociology
psychology
Social Cognition
Social work
Topics of interests:
Provider‐patient comm.
Patient‐caregiver interactions
Social support
Social stigma
Information/uncertainty
management
Fields:
Organizational Comm.
Communication & Technology
Business
Management
Topics of interests:
HMOs
risk communication
Interdisciplinary health teams
Inter/intraorganizational
communication in health
settings
Technology implementation
Interpersonal Contexts Organizational Contexts
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Persuasive communication
Interpersonal communication
Media studies
Public health
Social work
Topics of interests:
Behavioral Change
One‐time health behavior
Long‐term lifestyle change/ maintenance
Social Inequality
Policy, advocacy, & organizational changes
Interests in multi‐level interventions: individual, interpersonal, community, institutional,
policy levels
Public Health: Health Education and Health Campaigns
THE INCREASING INTERESTS IN PUBLIC HEALTH
Chronic illness as a long‐term life issues
Advancement in medicine
Identification of illnesses
Preventive care as standards of care
Vaccination
Genetic testing
Exercise
Awareness in cultural & environmental factors/concerns
Social stigma
Ethnic/racial/global health disparity
HEALTH EDUCATION
Scope:
Individual’s behavior → System‐level concerns
Definitions:
Bringing about behavioral changes in individuals, groups, and
larger populations from behaviors that are presumed to be
detrimental to health, to behaviors that are conductive to
present and future health (Simonds, 1976)
Any combination of learning experiences designed to
facilitate voluntary adaptations of behavior conductive to
health (Green, 1990)
Emphasis:
Voluntary, informed behavior changes
WHAT IS HEALTH BEHAVIOR?
Preventive health behavior
Any activity undertaken by an individual who believes
himself/herself to be healthy, for the purpose of preventing
or detecting illness in an asymptomatic state
Illness behavior
Any activity undertaken by an individual who perceives
himself/herself to be ill, to define the state of health, and to
discover a suitable remedy
Sick‐role behavior
Any activity undertaken by an individual who considers
himself/herself to be ill, for the purpose of getting well.
1/17/2018
2
PARSON’S SICK ROLE
The sick person
is exempted from normal social role responsibilities
cannot get well by an act of decision or will
is obligated to get well
is obligated to seek technically competent help
HEALTH EDUCATION
Health behavior is the central concern of health
education
Settings for HE:
evolved from thr.
11720181COMM3313 COMMUNICATION AND PUBLIC HEALTH.docxaulasnilda
1/17/2018
1
COMM3313:
COMMUNICATION AND PUBLIC HEALTH
Introduction: Putting Theory into Practice in Public Health
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Interpersonal comm.
Sociology
psychology
Social Cognition
Social work
Topics of interests:
Provider‐patient comm.
Patient‐caregiver interactions
Social support
Social stigma
Information/uncertainty
management
Fields:
Organizational Comm.
Communication & Technology
Business
Management
Topics of interests:
HMOs
risk communication
Interdisciplinary health teams
Inter/intraorganizational
communication in health
settings
Technology implementation
Interpersonal Contexts Organizational Contexts
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Persuasive communication
Interpersonal communication
Media studies
Public health
Social work
Topics of interests:
Behavioral Change
One‐time health behavior
Long‐term lifestyle change/ maintenance
Social Inequality
Policy, advocacy, & organizational changes
Interests in multi‐level interventions: individual, interpersonal, community, institutional,
policy levels
Public Health: Health Education and Health Campaigns
THE INCREASING INTERESTS IN PUBLIC HEALTH
Chronic illness as a long‐term life issues
Advancement in medicine
Identification of illnesses
Preventive care as standards of care
Vaccination
Genetic testing
Exercise
Awareness in cultural & environmental factors/concerns
Social stigma
Ethnic/racial/global health disparity
HEALTH EDUCATION
Scope:
Individual’s behavior → System‐level concerns
Definitions:
Bringing about behavioral changes in individuals, groups, and
larger populations from behaviors that are presumed to be
detrimental to health, to behaviors that are conductive to
present and future health (Simonds, 1976)
Any combination of learning experiences designed to
facilitate voluntary adaptations of behavior conductive to
health (Green, 1990)
Emphasis:
Voluntary, informed behavior changes
WHAT IS HEALTH BEHAVIOR?
Preventive health behavior
Any activity undertaken by an individual who believes
himself/herself to be healthy, for the purpose of preventing
or detecting illness in an asymptomatic state
Illness behavior
Any activity undertaken by an individual who perceives
himself/herself to be ill, to define the state of health, and to
discover a suitable remedy
Sick‐role behavior
Any activity undertaken by an individual who considers
himself/herself to be ill, for the purpose of getting well.
1/17/2018
2
PARSON’S SICK ROLE
The sick person
is exempted from normal social role responsibilities
cannot get well by an act of decision or will
is obligated to get well
is obligated to seek technically competent help
HEALTH EDUCATION
Health behavior is the central concern of health
education
Settings for HE:
evolved from thr ...
HCM 440 Module Six Short Paper Guidelines and Rubric .docxCristieHolcomb793
HCM 440 Module Six Short Paper Guidelines and Rubric
In Module Six, we have analyzed research design, including data collection and analysis. You will continue your application of the content to your area of
research interest with this short paper.
Prompt: What research methods have been used to address your research problem? Were these methods appropriate? What data collection methods have
you noted in your review of literature? Evaluate the appropriateness of statistical analyses used. What gaps and inconsistencies in the literature have you
noted? Remember to use APA format.
Guidelines for Submission: Your paper must be submitted as a two- to three-page Microsoft Word document with double spacing, 12-point Times New
Roman font, one-inch margins, and at least three sources cited in APA format.
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Research Methods Meets “Proficient” criteria, is
clear, and offers specific
examples from articles to
support analysis
Explains types of research
methods used and discusses the
appropriateness of methods
Does not sufficiently explain
types of research methods
used; discusses the
appropriateness of methods
The types of research methods
used and discussion of the
appropriateness of methods are
not evident
30
Data Collection and
Analysis
Meets “Proficient” criteria, is
clear, and provides detail on
strengths and weaknesses of
data collection methods and
statistical analysis used
Identifies data collection
methods used and analyzes the
types of statistical tests
Either data collection methods
used or analysis of types of
statistical tests is not clearly
discussed
Discussion of data collection
methods used or analysis of the
types of statistical tests is not
evident
10
Gaps and
Inconsistencies
Meets “Proficient” criteria and
uses substantial examples from
literature as support
Identifies both the gaps and
inconsistencies noted in the
literature reviewed
Does not sufficiently identify
the gaps and inconsistencies in
the literature reviewed
A discussion of the gaps and/or
inconsistencies is not evident
30
Organization Applies highly effective pattern
of organization around a logical
flow (introduction, body, and
conclusion) to effectively
communicate a critical analysis
of the research methods
Applies clear pattern of
organization around a logical
flow (introduction, body, and
conclusion) to effectively
communicate a critical analysis
of the research methods
Does not sufficiently apply clear
pattern of organization around
a logical flow (introduction,
body, and conclusion) to
effectively communicate a
critical analysis of the research
methods
Organization of ideas is not
evident
20
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, and syntax and is
presented in a professional and
easy-to-read form.
PSY 560 Final Project Student-Authored Article Guidelines a.docxpotmanandrea
PSY 560 Final Project: Student-Authored Article Guidelines and Rubric
Overview
Your Mission
As a graduate student in a psychology program at this university, you have the opportunity to create scholarship for potential publication of your student-
authored article in a scholarly journal such as the Personality and Social Psychology Bulletin or Personality and Social Psychology Review. It is important to note
that in the example journals, all student-authored papers that are accepted for publication in these journals are automatically eligible to receive a student
publication award from the Society for Personality and Social Psychology. Take the time to examine some quality sample publications from previous winners,
which can be found here:
Ma-Kellams, C., Spencer-Rodgers, J., & Peng, K. (2011). I am against us? Unpacking cultural differences in ingroup favoritism via dialecticism. Personality and
Social Psychology Bulletin, 37, 15–27.
Shu, L. L., Gino, F., & Bazerman, M. H. (2011). Dishonest deed, clear conscience: When cheating leads to moral disengagement and motivated forgetting.
Personality and Social Psychology Bulletin, 37, 330–349.
Babbitt, L. G., & Sommers, S. R. (2011) Framing matters: Contextual influences on interracial interaction outcomes. Personality and Social Psychology Bulletin, 37,
1233–1244.
The final project for this course is the creation of a scholarly, student-authored article that is ready for potential submission to a real-world organization or
publication that focuses on this subfield of psychology. For purposes of this course, we will focus on the Society for Personality and Social Psychology (SPSP), an
organization founded in 1974 when the leadership of the American Psychological Association decided to incorporate an independent organization to focus on
this subfield. Remember, this is an article for potential publication in one of these journals. You are NOT required to submit your completed article to the
publication as part of this project. However, you are strongly encouraged to continue to develop your article and conduct further research upon completion of
this course as you move forward in your academic work for possible future submission.
In this component, this assessment will measure student competency with respect to the following course outcomes:
Defend a position on the role personality psychology plays in the broader field of psychology and its relevancy to practical issues
Propose appropriate solutions to complex problems that draw upon contemporary principles and current research in personality psychology
Analyze foundational theories of personality for their historical context, theorist’s biases, research methods, and relevance to current thinking in the
field
Evaluate the continued relevancy and accuracy of classic theories of psychology in the context of contemporary research findings
Assess personality psychology practices in terms of th ...
Similar to Click to view the Death with Dignity scenario.In the scenario as (20)
Senior Seminar in Business Administration BUS 499Coope.docxWilheminaRossi174
Senior Seminar in Business Administration
BUS 499
Cooperative Strategy
Hitt, M.A., Ireland, R.D., & Hoskisson, R.E. (2009). BUS499: Strategic management: Competitiveness and globalization, concepts and cases: 2009 custom edition (8th ed.). Mason, OH: South-Western Cengage Learning.
Welcome to Senior Seminar in Business Administration.
In this lesson we will discuss Cooperative Strategy.
Please go to the next slide.
ObjectivesUpon completion of this lesson, you will be able to:Identify various levels and types of strategy in a firm
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Please go to the next slide.
Supporting TopicsStrategic alliancesCooperative strategiesCompetitive risks
In order to achieve this objective, the following supporting topics will be covered:
Strategic alliances;
Cooperative strategies; and
Competitive risks.
Please go to the next slide.
Strategic AlliancesCooperative strategyStrategic allianceCombination of resources and capabilitiesExchange and sharing of resourcesFirms leverage existing resourcesCornerstone of many firms’ competitive strategy
Recognized as a viable engine of firm growth, cooperative strategy is a strategy in which firms work together to achieve a shared objective. Thus, cooperating with other firms is another strategy firms use to create value for a customer that exceeds the cost of providing that value and to establish a favorable position relative to competition.
A strategic alliance is a cooperative strategy in which firms combine some of their resources and capabilities to create a competitive advantage. Thus, strategic alliances involve firms with some degree of exchange and sharing of resources and capabilities to co-develop, sell, and service goods or services. Strategic alliances allow firms to leverage their existing resources and capabilities while working with partners to develop additional resources and capabilities as the foundation for new competitive advantages. To be certain, the reality today is that strategic alliances have become a cornerstone of many firms’ competitive strategy.
Please go to the next slide.
Strategic Alliances, continuedJoint ventureEquity strategic allianceNonequity strategic alliance
The three major types of strategic alliances include joint venture, equity strategic alliance, and nonequity strategic alliance.
A joint venture is a strategic alliance in which two or more firms create a legally independent company to share some of their resources and capabilities to develop a competitive advantage. Joint ventures, which are often formed to improve firms’ abilities to compete in uncertain competitive environments, are effective in establishing long-term relationships and in transferring tacit knowledge. Because it can’t be codified, tacit, or implied, knowledge is learned through experiences such as those taking place when people from partner firms work together in a join.
Select two countries that have been or currently are in confli.docxWilheminaRossi174
Select two countries that have been or currently are in conflict.
Compare the two countries using the cultural dimensions interactive index.
Briefly describe the two countries that you selected and the conflict in which they are engaged. Explain why you selected them.
Compare the two countries on the following dimensions: collectivism-individualism, masculinity-femininity, power distance, long-term orientation, and uncertainty avoidance.
Explain what insights you had or conclusions that you might now draw about the countries and/or the conflict between them based on your comparison.
Explain the role that culture plays in this conflict and how dimensions of culture might influence the resolution of the conflict.
"Hofstede's Cultural Dimensions: Understanding Workplace Values Around the World." Notice the differences between each dimension of culture.
.
Serial KillersFor this assignment you will review a serial kille.docxWilheminaRossi174
Serial Killers
For this assignment you will review a serial killer's case in depth. The killer you choose to review will also be the subject of your Week 5 final assignment, so keep your research material handy.
First, choose
one
of the following serial killers:
David Berkowitz ("Son of Sam") taunted police over a year and shot 15 people (6 died) in New York City. The movie "Summer of Sam" was about this time.
Gary Ridgway (the "Green River Killer") holds the American record for most victims. He confessed to killing 48 over a 16-year period but is suspected of having killed many more!
Wayne B. Williams is believed to be the killer of 24 children and young men in Atlanta, though there is still some doubt.
John Allen Muhammad and Lee Boyd Malvo were the "DC snipers" who shot 13 people (ten died) over three weeks in the Washington DC area in 2002.
Ted Bundy: Confessed to almost 30 murders (there may have been more). He was known for being smart and good-looking, and acted as his own lawyer.
Jeffrey Dahmer: His case captured worldwide attention after his capture, mostly due to his habit of keeping parts of his victims long after their deaths, as well as cannibalism and necrophilia.
Kristen Gilbert: An example of a female serial killer, she was a nurse who killed hospital patients in her care.
For this assignment, create a report in Microsoft Word that covers the following points:
Summarize the case: time period, location, number of victims, etc.
Describe the killer's background, methods, and area of operation.
How did the killer select his or her victims? Was there anything that the victims did to provoke the killer?
By analyzing all of the above information, you should now be able to propose a
three-part typology
and explain your analysis. Your typology should describe the killer's
motivation, location, and organized or disorganized factors. For instance, John Wayne Gacy might be described as a
Power/Control, local, organized killer.
.
SESSION 1Michael Delarosa, Department ManagerWhat sugg.docxWilheminaRossi174
SESSION 1
Michael Delarosa, Department Manager
What suggestions do you have for improvement in regards to training new supervisors?
Make sure there are opportunities for hands on problem solving. Too much of our training is theory
and supervisors need to be focused on the real-world problems that come up.
What challenges do supervisors in our plants encounter that training would help them resolve?
I'd say that a lot of the challenges we see relate to the diversity on the line. There are a lot of different
types of people working at CapraTek and they don't always play well together.
What are the most important abilities for supervisors in our plants?
Well… the first thing that comes to mind is the ability to find information. Whether it's technical
information or answers for the people who report to you. Another key ability though is the ability to
acquire technical expertise. No one comes in knowing it all, but the ability to gain necessary
knowledge is very important.
What knowledge does a new supervisor need?
A solid understanding of the job itself. Supervisors provide a lot of training to new employees, so they
need to know our systems and processes inside and out.
Should training be conducted face to face, online, or a combination of both?
I'd say a combination. There are some topics that don't really need a classroom experience, but
others where the face-to-face interaction provides as much as the actual training materials. If it had to
be one or the other, I'd definitely say face to face.
Leland Butler, Shift Supervisor
What suggestions do you have for improvement in regards to training new supervisors?
Don't think you can cover this stuff once and be done with it. I went through supervisor training when I
was promoted, but I've gotta admit, I don't remember much of it. That kind of stuff doesn't always
stick unless you're doing it. Having an opportunity to be in the job and then get training on what you're
actually dealing with is better than sitting in a training room listening to someone talk about theories
and policies.
What challenges do supervisors in our plants encounter that training would help them resolve?
Well… like I said, being able to apply the leadership and supervisory ideas in realistic situations. I'm a
hands-on kind of person and it's always better if I can do something, so maybe like getting training on
performance reviews or some of the paperwork we're all dealing with. That would be helpful.
What are the most important abilities for supervisors in our plants?
Communication and flexibility. Hands down. You need to be able to shift gears decisively and
communicate with your team.
What knowledge does a new supervisor need?
He or she needs to know what the role of their team is to the division. How it all fits together. A good
supervisor needs to be able to communicate to the people who report to him what's going on and why
things are the way they are. So, he's got to be in .
Selecting & Implementing Interventions – Assignment #4
image1.png
image2.png
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Behavioral Interventions
Behav. Intervent. 19: 205–228 (2004)
Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/bin.161
MODIFICATIONS TOBASIC FUNCTIONAL
ANALYSIS PROCEDURES IN SCHOOL
SETTINGS: A SELECTIVE REVIEW
Janet Ellis* and Sandy Magee
University of North Texas, Denton, TX, USA
This review describes applied behavioral research involving functional analyses conducted in public
school settings. Functional analyses in public school settings often require added conditions. The
modified conditions described herein include changes to experimental designs, antecedent changes that
include task variation, tasks included, idiosyncratic variables, physiological conditions, and modified
escape conditions. Finally, consequent modifications cover peer attention, tangibles, varied attention,
and altered escape. Copyright # 2004 John Wiley & Sons, Ltd.
INTRODUCTION
The primary body of functional analysis (FA) literature has historically focused on
persons with developmental disabilities in institutional/residential settings who
engaged in severe self-injurious behavior (SIB). Mace and Lalli (1991) noted that
interventions based on FAs conducted in experimental settings under highly
controlled analog conditions may be effective only to the extent that those analog
conditions match the subject’s natural environment. Johnston (1993) recommended
that, once a procedure has been experimentally developed, its value and applicability
should be assessed under practical/natural conditions. Further, passage of Public Law
105-17, Individuals with Disabilities Education Act (IDEA), in 1997 mandated that a
‘functional behavioral assessment’ be conducted on students who exhibit significant
behavior and adjustment problems. For at least these reasons, FA research has moved
beyond the tightly controlled laboratory setting and into more natural environments
involving more diverse populations. Development of behavioral assessments of
problem behavior in school settings had empirical roots—for example, 36 years ago
Thomas, Becker, and Armstrong (1968) noted that classroom teacher’s disapproval
increased rates of student’s disruptive behavior. These assessments allowed effective
Copyright # 2004 John Wiley & Sons, Ltd.
*Correspondence to: Janet Ellis, Department of Behavior Analysis, University of North Texas, P.O. Box 310919,
Denton, TX 76203-0919, USA. E-mail: [email protected]
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behavior change procedures to be implemented in t.
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A Case Study of Global Leadership Development
Best Practice
Article · April 2016
CITATIONS
0
READS
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4 authors, including:
Some of the authors of this publication are also working on these related projects:
Refreshing leadership development for the 21st century View project
Sebastian Salicru
University of Technology Sydney
13 PUBLICATIONS 4 CITATIONS
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A Case Study of Global
Leadership Development
Best Practice
“GLD is a challenging task that has become more imp.
Shared Reading FrameworkFollow this framework when viewing the v.docxWilheminaRossi174
Shared Reading Framework
Follow this framework when viewing the video lessons for Days 1,2, & 3 from Ms. Chan’s class. Compare and contrast Ms. Chan’s teaching to what is listed on this page.
(Whole)
Read aloud a shared or big book to the students. Label each step and clearly state how you will accomplish this.
·
Introduce the book: Explain what you will say to the students to introduce the book to them, if you choose to point out concepts of book, concepts of print, predicting, etc.
·
Picture Walk: Explain what you will do to provide a Picture Walk for the students, telling all that you will say to the students.
·
Read the book aloud: Explain how you will read the book aloud to the students, will you stop, on what pages, what will you say.
·
Students’ Responses: Develop a set of both literal and higher-order thinking questions to elicit student responses, use Bloom’s or Webb’s as a guide to questions.
(PART)
Direct Instruction (Name the reading skill and explain what it means)
· Explain:
(I do) Explain to the students what they will be learning and why they should learn it. Explain the skill they will be learning and explain “how it works” Summarize the skill in your own words. Teacher tells students everything you want them to learn
(objectives).
· Demonstrate
: (I do) Show the students what you would like them to do. Demonstrate to them what they will be doing to help them learn the skill. You must explain what you will do to demonstrate the skill you will be teaching. PROVIDE EXAMPLES and link to your explain step.
· Guide:
(We do, more teacher responsibility, some student responsibility) Guide the students to discuss and/or attempt the skill you just demonstrated. Explain how you will guide the students to allow them opportunities to try to apply the skill. Give support and feedback. Teacher brings students into discussion about objective and gives guidance and feedback
. (Feedback must be accurate, positive and encouraging, but also firm.)
· Practice:
(We do, more student responsibility) Explain specifically how you will guide the students to practice applying the skill by allowing them to work together with less teacher support but still feedback.
(WHOLE)
· Application:
(You do) (Read the book again and this time ask the students to apply what they learned about the reading skill to the book you are rereading.) Explain what you will have the students do to apply the skill to the text. The students should demonstrate that they can meet objective in this step.
· Students Reflect:
(You do) Develop a set of 6 – 8 questions you would ask the students to reflect on what they learned about the reading skill and what they learned from the book you read to them. This is a good time to ask questions that would meet.
Self-disclosureDepth of reflectionResponse demonstrates an in.docxWilheminaRossi174
Self-disclosure/Depth of reflection
Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable. Demonstrates an open, non-defensive ability to self-appraise, discussing both growth and frustrations as they related to learning in class, as well as implications for future learning.
Analysis/Connection to reading and outside experiences
In-depth synthesis of thoughtfully selected aspects of experiences related to the course topics. Makes clear connections between what is learned from readings, outside experiences and the topics. The reflection is an in-depth analysis of the learning experience, the value of the derived learning to self or others, and the enhancement of the student’s appreciation for the discipline. Demonstrate further analysis and insight resulting from what you have learned from readings, includes reference to at least two readings other than those assigned for class.
Connection to course objectives and BSN outcomes
Synthesize, analyze and evaluate thoughtfully selected aspects of ideas or issues from the class discussion as they relate to the course learning outcomes and the BSN program outcome. (Review your syllabus and students handbook to help make connections)
Structure, organization and grammar
Writing is clear, concise, and well organized with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than three spelling, grammar, or syntax errors per page of writing.
APA format, page limitations and spelling
Follows APA professional writing style of using 12 point Times New Roman
font, 1inch margins all around, correct
APA headings, and correct format of title page.
.
Seemingly riding on the coattails of SARS-CoV-2, the alarming sp.docxWilheminaRossi174
Seemingly riding on the coattails of SARS-CoV-2, the alarming spread of monkeypox across western Europe and the United States has filled the news cycle through the summer of 2022. Monkeypox is an orthopoxvirus, similar in presentation to smallpox and chickenpox (Varicella zoster). In contrast to the related poxviruses, monkeypox has been reported to spread by sexual contact and direct skin-to-skin contact, as well as through the traditional respiratory droplet route. While there is currently no effective treatment for infected individuals, two vaccines with good efficacy are available to help stem the spread of the disease. Likewise, individuals that have been vaccinated against smallpox with vaccinia virus have some protection against contracting monkeypox. While changes in sexual behavior among vulnerable populations has so far limited the outbreak, the disease is still spreading throughout the country and has caused a handful of deaths.
What is the life cycle of monkeypox, and how exactly is it spread? What does the fact that vaccination against smallpox provides some protection against monkeypox indicate about this virus? Also, what does the spread of monkeypox reveal about the susceptibility of the population to smallpox, a disease that has been considered eradicated worldwide since the late 1980s?
In addition to your original response, you will need to respond to at least two other students’ original posts. Responses should be substantive in nature instead of just reiterating what the original poster stated, or a “good job explaining” or “me too” type of post.
Please note that in your response, plagiarism is not allowed. Please do NOT simply cut and paste information from books, journals, websites, or other sources. In addition, direct quotation of sources, regardless of whether or not the source is cited, is not allowed. Please summarize the material and what you have learned in your own words.
.
See the attachment of 1 Article belowPlease answer all the que.docxWilheminaRossi174
See the attachment of 1 Article below
Please answer all the questions below in 1-2 pages (in MLA)
1) the important concepts and terms of the readings
2) the most important arguments of the readings
3) the parts of the readings they found confusing or unclear
4) how this reading relates to previous class readings, lectures, and discussions
You do not need to have a work cited page unless you have outside materials. Please let me know if you have questions.
.
SHAPING SCHOOL CULTURE BY LIVING THE VISION AND MISSIONNameI.docxWilheminaRossi174
SHAPING SCHOOL CULTURE BY LIVING THE VISION AND MISSION
Name
Institution
Date
School
Hello everyone and welcome to today’s presentation. The school in focus is Highland High School which has 9 to 12th grade.
2
Name
Highland High School
Grade levels
9 to 12
Mission
The mssion of the school is to “Empower students to use knowledge, skills, and strategies to become productive members of society who use higher level thinking”. The vision of the school is Students will “Own Their learning”
3
Mission statement
“Empower students to use knowledge, skills, and strategies to become productive members of society who use higher level thinking”
Vision statement
Students will “Own Their learning”
Strategies that embed the mission and vision
It is possible for a school to convey its ethos, mission, goals, and values to its students, staff, and parents in a variety of different methods. A school's prospectus or handbook should present information in a way that is clear and easy to comprehend, taking into account the diverse ethnic group in the area and maybe translating the text into many languages. The website of the school is the spot that makes the most sense to transmit any sort of information regarding the institution as a whole, including its ethos and so on. The internet is the first place that people search for information in this day and age since it can be accessed from anywhere in the world and every school now has its own personal website. Again, in order to experience the true environment of the school, it is necessary to combine this mode of communication with a trip to the location itself.
4
Strategy 1
Communication
Repetitive communication of the mission and vision ensures it is embedded (Jensen et al., 2018)
Communications will target all stakeholders
Technology tools will be used to facilitate communication to all stakeholders
Strategies that embed the mission and vision cont…
A well-defined statement that provides an explanation of the line of work that an individual plans to pursue over the entirety of his career is an example of a career objective. It is essential for each and every student to articulate their aspirations for their future careers. They are able to devise more efficient action plans as a result of this.
5
Strategy 2
Helping students establish career goals
Students will be encouraged to work hard to actualize the goals
Successful careers enable students to become productive members of the society (Şenol & Lesinger, 2018)
Strategies that embed the mission and vision cont…
Finding and employing the appropriate faculty members is possibly the single most significant factor that will determine the institution's long-term success. Even though conducting interviews and making hires is seen by many as an art form, there are tried-and-true strategies that the school may employ to boost its chances of finding the proper people to work there. These approaches are suppo.
Select a healthcare legislature of interest. Discuss the historica.docxWilheminaRossi174
Select a healthcare legislature of interest. Discuss the historical background of the legislation. For example, the person(s) who presented the bill. The committees the bill went through, and revision of the bill until it was passed into law. For example, health insurance is a problem within the USA. The ACA bill was created and pass into law.
.
See discussions, stats, and author profiles for this publicati.docxWilheminaRossi174
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/13998136
Self-management within a token economy for students with
learning disabilities
Article in Research in Developmental Disabilities · May 1997
DOI: 10.1016/S0891-4222(96)00045-5 · Source: PubMed
CITATIONS
17
READS
1,084
3 authors, including:
Some of the authors of this publication are also working on these related projects:
Self-regulation View project
Animal Assisted Physical Activity View project
Al Cavalier
University of Delaware
29 PUBLICATIONS 491 CITATIONS
SEE PROFILE
Ralph P Ferretti
University of Delaware
46 PUBLICATIONS 1,276 CITATIONS
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https://ww.
Segmented Assimilation Theory and theLife Model An Integrat.docxWilheminaRossi174
Segmented Assimilation Theory and the
Life Model: An Integrated Approach to
Understanding Immigrants and Their Children
Lissette M. Piedra and David W Engstrom
The life model offers social workers a promising framework to use in assisting immigrant
families. However, the complexities of adaptation to a new country may make it difficult
for social workers to operate from a purely ecological approach. The authors use segmented
assimilation theory to better account for the specificities of the immigrant experience. They
argue that by adding concepts from segmented assimilation theory to the life model, social
workers can better understand the environmental Stressors that increase the vulnerabilities
of immigrants to the potentially harsh experience of adapting to a new country. With these
concepts, social workers who work with immigrant families will be better positioned to
achieve their central goal: enhancing person and environment fit.
KEY WORDS: acculturation; assimilation; immigrants; life model; second generation
Nearly a century ago,Jane Addams (1910)
observed that immigrants needed help
integrating their European and American
experiences to give them meaning and a sense of
relation:
Power to see life as a whole is more needed in
the immigrant quarter of the city than anywhere
else Why should the chasm between fathers
and sons, yawning at the feet of each generation,
be made so unnecessarily cruel and impassable
to these bewildered immigrants? (p. 172)
The inability of some immigrant families to
integrate the cultural capital from the world left
behind with the demands of the new society creates
a gulf of experience between immigrants and their
children that can undermine the parental relation-
ship. Today, the issue of family cohesion in the face
of acculturative Stressors remains central to the im-
migrant experience and creates a sense of urgency
because it is so linked with the success of the second
generation. The size of the immigrant population
and the role their children \vill play in future labor
markets (Morales & Bonilla, 1993; Sullivan, 2006)
moves the problem from the realm of the person
to the status of a larger public concern.
Immigrant families are rapidly becoming the
"typical" American family. More than one in seven
families in the United States is headed by a foreign-
born adult. Children of immigrant parents are the
fastest growing segment of the nation's child popula-
tion (Capps, Fix, Ost, Reardon-Anderson, & Passel,
2004).The U.S. Census Bureau (2003) reported that
slightly more than 14 million children (approxi-
mately one in five) live in immigrant families; the
percentage is even higher (22 percent) for children
under the age of six (U.S. Census Bureau, 2001).
At a structural level, these changing demographics
create large-scale and long-range effects that bear
on many social services and many issues of social
pohcy (Sullivan, 2006). Specifically, the population
growth of native-born children in nonwhite.
Select a local, state, or national public policy that is relev.docxWilheminaRossi174
Select a local, state, or national public policy that is relevant today in the local, regional, or national news
Examples:
Local: community or urban growth (examples: results of rezoning, reuse of public structures, closed down school/public buildings that will convert to private business enterprise).
State: Private land converted to public spaces (examples: airports, road, or highway usage).
Federal: Gun policy, drug policy, immigration (examples: effects on jobs, background checks, cultural changes in communities).
Identify how the policy was formulated from a historical standpoint and identify which stakeholders were involved in the process.
Appraise the position whether the policy creates a benefit for one group (or stakeholder) while other groups experience disadvantages or negative challenges because of public policy implementation.
.
School of Community and Environmental HealthMPH Program .docxWilheminaRossi174
School of Community and Environmental Health
MPH Program
Epidemiology: MPH 746
(
Second
Assignment
)
(
Type in you name here as
First Name , Last Name
)
Read the Paper below and answer the following questions. Your answer should be typed in below; and the submitted document should be in Microsoft Word document. The answer for any question should not exceed one paragraph (5-6 lines). The deadline for submission is 11:59 pm EST Nov. 9th, 2022.
(
Ellison LF, Morrison HI:
Low serum cholesterol concentration and risk of suicide
.
Epidemiology
2001,
12
(2):168-172.
)
Question1 (Max. 0.5 point)
What is the purpose of the study?
Question2 (Max. 0.5 point)
What is the study design? What is the exposure? What is the outcome?
Question3 (Max. 2 points)
How the exposure was measured? How the outcome was measured?
Question4 (Max. 1.5 points)
From Table II, calculate the Crude Rate Ratio for serum total cholesterol <4.27 mmol/l compared to >5.77 mmol/l. (must show the details of calculation)
Question5 (Max. 1.5 points)
What is the meaning of this crude Rate Ratio?
Question6 (Max. 1.5 points)
In Table 3, what is the meaning of age and sex adjusted RR of serum total cholesterol <4.27 mmol/l compared to serum total cholesterol >5.77 mmol/l. Was there confounding by age and sex, why or why not? Is the RR statistically significant? What is the meaning of the 95%CI for the RR?
Question7 (Max. 0.5 points)
Was the ascertainment of the outcome as complete as possible? Was there a follow chart?
Question8 (Max. 0.5 points)
The authors stated in the discussion “The possibility of under-ascertainment of suicide deaths is always a concern, although it is probably unlikely that ascertainment varied by serum total cholesterol level”
Explain what the authors meant by their statement.
Question9 (Max. 0.5 points)
Were those who measured the outcome blinded from the exposure status?
Question10 (Max. 0.5 points)
Have the exposures been well measured, or is there any random or systematic misclassification?
Question11 (Max. 5 points)
Do the “exposed” differ from the “unexposed” with respect to other factors? Have these differences taken into account in the design or analysis? i.e. How the authors dealt with confounding?
1
image1.png
Students will synthesize the information they have gathered during the course to formulate a presentation advocating for a practice change in relation to an area of interest to NP practice.
Creating a Professional PowerPoint PresentationDownload Creating a Professional PowerPoint Presentation
In a PowerPoint Presentation, address the following.
1.
Title Slide
2.
Introduction (1 slide): Slide should identify concepts to be addressed and sections of the presentation. Include speaker’s notes that explain, in more detail, what will be covered.
.
School Effects on Psychological Outcomes During Adolescence.docxWilheminaRossi174
School Effects on Psychological Outcomes During Adolescence
Eric M. Anderman
University of Kentucky
Data from the National Longitudinal Study of Adolescent Health were used to examine school-level
differences in the relations between school belonging and various outcomes. In Study 1, predictors of
belonging were examined. Results indicated that belonging was lower in urban schools than in suburban
schools, and lower in schools that used busing practices than those that did not. In Study 2, the relations
between belonging and psychological outcomes were examined. The relations varied depending on the
unit of analysis (individual vs. aggregated measures of belonging). Whereas individual students’
perceptions of belonging were inversely related to depression, social rejection, and school problems,
aggregated belonging was related to greater reports of social rejection and school problems and to higher
grade point average.
Research on school-level differences during adolescence often
has focused on nonpsychological outcomes, such as academic
achievement and behavioral issues, instead of on psychological
outcomes (Roeser, 1998). Indeed, research on school-level differ-
ences in nonacademic variables is quite rare. The purpose of the
present research was to examine school-level differences in a
variety of psychological outcomes, using a large nationally repre-
sentative sample of adolescents.
School Effects on Student Outcomes
Although there is an abundant literature on effective schools,
most of the research in this literature has focused on academic
variables, such as achievement, dropping out, and grade point
average (GPA; e.g., Edmonds, 1979; Miller, 1985; Murphy, Weil,
Hallinger, & Mitman, 1985). This literature generally indicates
that schools that are academically effective have certain recogniz-
able characteristics.
Some of these studies have examined differences between pub-
lic schools and other types of schools. For example, some research
indicates that students who attend public schools achieve more
academically than do students who attend other types of schools
(e.g., Coleman & Hoffer, 1987). Other research suggests that there
may be a benefit in terms of academic achievement for students
who attend Catholic schools compared with non-Catholic schools
(Bryk, Lee, & Holland, 1993). Lee and her colleagues (Lee,
Chow-Hoy, Burkam, Geverdt, & Smerdon, 1998) found that stu-
dents who attended private schools took more advanced math
courses than did students who attended public schools. However,
they also found specific benefits for Catholic schools: Specifically,
in Catholic schools, there was greater school influence on the
courses that students took, and the social distribution of course
enrollment was found to be particularly equitable.
In recent years, psychologists have started to become interested
in the effects of schooling on mental health outcomes (e.g., Boe-
kaerts, 1993; Cowen, 1991; Roeser, Eccles, & Strobel, 1998;
Rutter,.
Search the gene belonging to the accession id you selected in week 2.docxWilheminaRossi174
Search the gene belonging to the accession id you selected in week 2. Use both Ensembl
https://useast.ensembl.org/index.html
and UCSC
https://genome.ucsc.edu/cgi-bin/hgGateway
genomic browsers to get these genomic/sequence features.
For transcript information including UTRs. provide:
Chromosome
Gene location
Coordinates (exons and introns) these are positions in the sequence
Total exon count -> state if this was the same as what you retrieved from NCBI. Note it could be different because it is a different organism.
ORF Strand: some tools present with signs such as -/+, others will state positive/negative or forward/reverse
promoter region
Coding Region
Coordinates (start and end sequence positions)
coding exon count (this may differ from the total count).
positions for coding exons
Compare and contrast the level of information provided by the two genomic browsers against each other and against the information you were able to get from NCBI resources
.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Click to view the Death with Dignity scenario.In the scenario as
1. Click to view the Death with Dignity scenario.
In the scenario assignments, you are asked to reflect on
responses to the presented scenario. It should not just be writing
down your first reaction or what you already know.
Reflection involves critical thinking, which means rethinking
your existing knowledge and previously held opinions in light
of what we have learned about theories of ethics, logic, and
reasoning. You will need to question your current knowledge
and beliefs.
Discuss the main points of the debate, what stance you take,
support that stance, and discuss the opposing argument. Also
discuss an ethical theory that would apply to defend your view.
To complete each scenario assignment:
1. Complete the entire scenario.
2. Compose your reflection in a Word document and be sure to
address, at a minimum, the following questions:
· Why do you feel the way you do about the issue presented?
· Of the four responses offered in the scenario, which do you
think is the most ethical and why?
3. Support your conclusions with evidence and specific
examples from the textbook, including a minimum of one theory
of ethics to defend your stance.
4. Your reflection must be 1-2 pages in length and follow APA
formatting and citation guidelines as appropriate, making sure
to cite at least two sources.
5. Review the rubric for specific grading criteria.
Points: 50 eac
Rubric
PHIL_434_OL - Learning Scenario Reflection (1)
PHIL_434_OL - Learning Scenario Reflection (1)
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeIdentification of
2. Main Issues
20 to >15.8 pts
Meets Expectations
Identifies and demonstrates a sophisticated understanding of the
main issues in the scenario.
15.8 to >11.8 pts
Approaches Expectations
Identifies and demonstrates an accomplished understanding of
some of the issues in the scenario.
11.8 to >0 pts
Does Not Meet Expectations
Does not identify an acceptable understanding of of the issues
in the scenario.
20 pts
This criterion is linked to a Learning OutcomeLinks to Course
Readings and Additional Research
20 to >15.8 pts
Meets Expectations
Makes appropriate and powerful connections between identified
issues and the concepts studied in the course readings and
presentations; supplements the reflection with relevant and
thoughtful research and documents all sources of information,
conclusions with evidence and specific examples from the
textbook, including a minimum of one theory of ethics to defend
points made
15.8 to >11.8 pts
Approaches Expectations
Makes somewhat vague connections between identified issues
and concepts studied in readings and presentations; supplements
the reflection with limited research.
11.8 to >0 pts
Does Not Meet Expectations
Makes inappropriate or little connection between issues
identified and the concepts studied in the readings; supplements
the reflection, if at all, with incomplete research and
3. documentation.
20 pts
This criterion is linked to a Learning OutcomeWriting
Mechanics and APA Formatting Guidelines
10 to >7.9 pts
Meets Expectations
The assignment follows current APA style format consistently
and is free from errors in formatting, citation, and references.
No grammatical, spelling, or punctuation errors. All sources are
cited and referenced correctly.
7.9 to >5.9 pts
Approaches Expectations
The assignment follows current APA style format consistently
with only isolated and inconsistent mistakes and/or has a few
grammatical, spelling, or punctuation errors. Most sources are
cited and referenced correctly.
5.9 to >0 pts
Does Not Meet Expectations
The assignment does not follow current APA style format
and/or has many grammatical, spelling, or punctuation errors.
Many sources are cited and referenced incorrectly or citations
and references are missing.
10 pts
Total Points: 50
https://doi.org/10.1177/1044389419873240
Families in Society: The Journal of
Contemporary Social Services
2019, Vol. 100(4) 351 –366
5. and shape people’s lives across family gen-
erations. It is a relatively recent attempt to
contextualize human behavior, to understand
how people and their environments influence
each other and change over time. A primary
873240 FISXXX10.1177/1044389419873240Families in
SocietyHutchison
research-article2019
1PhD, professor emeritus, Virginia Commonweal th
University
Corresponding Author:
Elizabeth D. Hutchison, School of Social Work, Virginia
Commonwealth University. Mail: 3275 Iris Rose Drive,
Reno, NV 89509.
Email: [email protected]
An Update on the Relevance
of the Life Course Perspective
for Social Work
Elizabeth D. Hutchison1
Abstract
In recent years, the life course perspective has received
increasing support from researchers
across a number of behavioral science disciplines. The purpose
of this article is to examine the
relevance to social work of selected findings of the last 15 years
of empirical investigation of life
course concepts and themes. This discussion is organized
around five basic concepts (cohorts,
transitions, trajectories, life events, and turning points) and six
interrelated themes (interplay
of human lives and historical time, timing of lives, linked or
6. interdependent lives, human agency
in making choices, diversity in life course trajectories, and
developmental risk and protection).
Implications of life course theory and research for social work
are overviewed.
Keywords
evidence-based /evidence-informed practice, modes of practice,
theory /conceptual models
applied to practice, development across the lifespan, subjects of
practice, disparities/ social
determinants of health, equity issues/ human rights /social
justice, family systems and functioning
Manuscript received: May 22, 2019; Revised: July 23, 2019;
Accepted: August 6, 2019
Disposition editor: Sondra J. Fogel
352 Families in Society: The Journal of Contemporary Social
Services 100(4)
contribution of the LCP is its focus on the life
course as a whole, on how what happens in
one period of a person’s life is connected to
what happens in other periods of that person’s
life. For example, it calls attention to the ways
in which what happens in adolescence is
influenced by what happened in childhood
and also influences the long period of adult-
hood (Johnson, Crosnoe, & Elder, 2011).
In the past 15 years, the LCP has grown in
popularity across a broad range of disciplines
7. (Alwin, 2012). It has been used to understand
the pathways of families (Min, Silverstein, &
Lendon, 2012), organizations (King, 2009),
and social movements (Della Porta & Diani,
2006) as well as individual life journeys. It has
potential for understanding patterns of stability
and change in all types of social systems. Ger-
ontologists increasingly use the perspective to
understand how old age is shaped by events
experienced earlier in life (Seabrook & Avison,
2012), but it has also become an increasingly
popular perspective for considering adolescent
and young adult transitions. The LCP has
become a major theoretical framework in crim-
inology (Prior, 2013) and the leading perspec-
tive driving longitudinal study of physical and
mental health (Bauldry, Shanahan, Boardman,
Miech, & Macmillan, 2012; Evans, Crogan,
Belyea, & Coon, 2009). It is also being used to
understand patterns of lifetime drug use (Lind-
ström, Modén, & Rosvall, 2013).
The LCP was developed from and contin-
ues to be amplified by empirical research. The
early roots came from two different streams of
research: Glen Elder, Jr.’s (1974) analysis of
three pioneering large-scale longitudinal stud-
ies, and inquiry by social historians of how
families change and adapt under changing his-
torical conditions (Hareven, 1978). Research-
ers in both of these traditions were interested in
the social, cultural, and economic contexts of
human behavior. The social historians were
interested in telling the historical story from the
point of view of ordinary people rather than
from the traditional vantage point of elites and
8. focused particularly on the extraordinary cop-
ing mechanisms families have used in the face
of adversity. In the ongoing development of the
LCP, large-scale national longitudinal studies
have continued be a dominant method of study,
and new methods of quantitative data analysis
have been designed for studying specific con-
cepts (see Elder & Giele, 2009). The social
history tradition of using life stories and other
qualitative methods to study the context of
human behavior continues to play a role in
ongoing LCP theoretical development (Sprague,
Scanlon, & Pantalone, 2017).
In keeping with these traditions, the most
common method of empirical research cited in
this article is large-scale panel national longitu-
dinal study (12 studies) following the same
people over time, using representative samples,
convenience samples, and stratified probability
samples. Seven of the cited studies report on
repeated cross-sectional studies using large-
scale nationally representative sample studies
taken at different time points to track trends in
social life. Four of the cited studies analyze
cross-sectional surveys based on convenience
samples. Other cited research includes three
studies based on qualitative interviews, two
experimental studies, two large-scale cross-
sectional random surveys, two population-
based studies, and one cross-sectional national
representative sample study. Consistent with
trends in life course research, two cited studies
use mixed methods, triangulating national rep-
resentative samples with qualitative interviews.
9. The cited studies are found in peer-reviewed
journals covering the disciplines of addiction
studies, criminology, demography, family stud-
ies, gerontology, medicine, psychology, public
health, and sociology. They include samples
from Australia, Canada, China, 27 European
countries, Israel, Japan, South Korea, and the
United States.
Basic Concepts of the Life
Course Perspective
Fifteen years of research have elaborated the
handful of LCP staple concepts noted in
Hutchison (2005): cohorts, transitions, trajec-
tories, life events, and turning points. Each of
these concepts is summarized here and shows
up again in discussion of major themes.
Hutchison 353
Cohorts
Life course scholars find the concept of cohort
to be particularly useful to emphasize the
important influence of the historical context
on human behavior, one of the major themes
to be discussed later. A cohort is a group of
persons who were born during the same time
period and who experience particular social
changes within a given culture in the same
sequence and at approximately the same age.
Generation is another term used to convey a
similar meaning, but life course scholars often
10. make a distinction between the two terms,
suggesting that a birth cohort becomes a gen-
eration only when it develops some shared
sense of its social history and a common iden-
tity (see Alwin, McCammon, & Hofer, 2006).
Cohorts differ in size, and these differences
affect opportunities for education, work, and
family life. The baby boom that followed
World War II (1946-1964) in the United States
produced a large cohort that faced tight com-
petition as they entered the labor market, a
situation that drove wages down and unem-
ployment up (Pearlin & Skaff, 1996). Baby
boomers adapted by marrying later, having
fewer children than earlier generations, and
increasing the presence of mothers in the
labor force. Generation X, born from 1965 to
1979, grew up with fewer siblings and experi-
enced higher rates of parental divorce than
the baby boomers. They have been less likely
than earlier generations to marry (Carlson,
2009). The Millenial Generation, born from
1980 to the late 1990s, has now surpassed the
Baby Boomers as the largest adult demo-
graphic group in the United States. They have
been found to have more student loan debt,
poverty, and unemployment when compared
to the previous two generations at the same
age, and it is not clear how these circum-
stances will affect the long-term trajectories
of their lives (Drake, 2014). They are also
more ethnically diverse than previous cohorts
and grew up in a time of great technological
innovation. Not surprisingly, they have been
found to be more tolerant of diversity and
11. more media-connected than earlier cohorts
(Fry, Igielnik, & Patten, 2018).
Although it is too early to know what major
social, cultural, or economic factors might
influence the adult trajectories of Generation
Z, born from the late 1990s until about 2012,
recent survey research indicates that they are
as large as the Millennial Generation and even
more diverse. As children and youth, they
have lived in households that are, on average,
more well educated and more affluent than
any earlier cohort, and they are on track to be
the best-educated generation yet (Fry &
Parker, 2018). As they enter adulthood, they
are reporting attitudes on social issues such as
sexual orientation, gender identity, and cli-
mate change that are very similar to the atti-
tudes of the Millennial Generation, attitudes
that are more liberal than the Generation X
and Baby Boomer generations (Parker, Graf,
& Igielnik, 2019). It remains to be seen how
the Millennial and Generation Z cohorts will
adapt to changing circumstances across the
life course and, more importantly, what effects
they will have on major social institutions.
These four cohorts have grown up with
different communication technologies. Baby
Boomers grew up as television was becoming
ubiquitous; Generation Xers grew up in the
computer revolution, Millenials as the Internet
exploded, and Generation Zers with multi-pur-
pose mobile devices (Dimock, 2019). These
differences will have an impact on receptivity
to different social work interventions.
12. Transitions
The LCP puts a spotlight on the numerous
transitions in roles and statuses experienced by
individuals across the life course (Torres &
Young, 2016). A transition can produce both
stress and opportunity (Benner, 2011). Many
transitions relate to family life: marriages,
births, divorces, remarriages, and death, all
transitions that involve entrances and exits of
family members. Social workers McGoldrick,
Preto, and Carter (2016) make a distinction
between normative life course transitions and
unpredictable transitions in the lives of individ-
uals and families. Health professionals have
used the LCP and the concept of transitions
to understand role changes that occur in the
354 Families in Society: The Journal of Contemporary Social
Services 100(4)
family caregiving of older adults (Carpentier,
Bernard, Grenier, & Guberman, 2010). The
concept of transitions is also increasingly used
to study the migration/immigration process
(Gong, Xu, Fujishiro, & Takeuchi, 2011).
Transitions in collectivities other than the fam-
ily, such as small groups, communities, and
formal organizations, also involve exits and
entrances of members as well as changes in
statuses and roles. The concept of transitions is
useful for social workers, no matter the setting
or role; in all settings, social workers must be
13. mindful of the stress as well as the opportunity
for positive change created by transitions.
Trajectories
Each life course transition is embedded in a
trajectory that gives form to the life course
(Alwin, 2012). Transitions are entry points to a
new life phase. Trajectories involve relatively
stable long-term processes and patterns of life,
involving multiple transitions (Ruark et al.,
2016). For example, Hser, Hamilton, and Niv
(2009) recommend the LCP for understanding
drug use trajectories (or careers) that may
include onset of use, acceleration of use, regu-
lar use, cessation of use, and relapse. Treatment
may or may not be included in this trajectory.
Trajectories are best understood in the rearview
mirror; the multiple transitions of a trajectory are
usually not anticipated at earlier points along the
life course. Because individuals and families
live in multiple spheres, their lives are made up
of multiple intertwined trajectories—such as
educational trajectories, family life trajectories,
health trajectories, and work trajectories (Leong,
Eggerth, & Flynn, 2014). These strands are
woven together to form a life story.
Life Events
A life event is a significant occurrence that
may produce serious and long-lasting effects
for an individual or a collectivity. We experi-
ence both positive and negative life events, but
researchers have paid much more attention to
the impact of negative life events. Psycholo-
14. gists have long studied the short- and long-
term impact of stressful life events on child,
adolescent, and adult functioning. More
recently, they have also studied the relation-
ships among stressful life events, genetics, and
personality. Three examples of that research
are presented here.
A Swiss research team (Orth & Luciano,
2015) studied the relationships among self-
esteem (defined as one’s evaluation of one’s
worth), narcissism (characterized by grandi-
ose self-concept, feelings of superiority, and
self-centeredness), and stressful life events.
They found that people who are high in nar-
cissism have an increased likelihood of expe-
riencing a larger number of stressful life
events. They also found that an increase in
stressful life events was predictive of lower
self-esteem.
A team of international researchers (Salvatore
et al., 2015) studied a U.S. sample to investigate
the interaction of stressful life events and the
GABRA2 gene in producing intergenerational
continuity in parents’ and adolescents’ external-
izing behavior. They found that parental exter-
nalizing behavior predicts a greater number of
stressful life events for their adolescents, which
in turn predicts higher levels of adolescent
externalizing behavior. However, they found
that the pattern of parental externalizing →
stressful life events → adolescent externaliz-
ing was stronger for those adolescents with a
specific GABRA2 genotype.
15. Another international research team
(Hygen et al., 2015) studied longitudinal data
from a sample of children living in Norway to
investigate the relationships among child
exposure to stressful life events, the COMT
gene, and aggression. They found that chil-
dren with the COMT gene were more likely to
behave aggressively in reaction to stressful
life events than children without the gene.
Taken together, these three studies suggest
that both genetic and personality factors play
a role in how people respond to stressful life
events, and that the same interventions may
have different outcomes for different people.
Turning Points
A turning point is a time when major change
occurs in the life course trajectory, a lasting
change not just a detour. Turning points may
occur in the individual life course, but social
Hutchison 355
science researchers also study turning points
in social systems such as families, communi-
ties, organizations, cultures, economies, and
governments. At the individual level, the turn-
ing point may involve a transformation in how
the person views the self in relation to the
world and/or a transformation in how the per-
son responds to risk and opportunity (Cappe-
liez, Beaupré, & Robitaille, 2008; Ferraro &
16. Shippee, 2009).
The addition of the concept of turning point
is an important way that the LCP departs from
traditional developmental theory. In life course
theory, the human life course is not smooth
and predictable. Inertia tends to keep us on a
particular trajectory but turning points add
twists and turns or even reversals to the life
course. One research team interviewed older
adults aged 60 to 87 about perceived turning
points in their lives and found that the most
frequently reported turning points involved
health and family. The perceived turning
points occurred across the entire life course,
but there was some clustering at midlife (ages
45-64) (Cappeliez et al., 2008). Gender differ-
ences have been found in reported turning
points in samples of young adults as well as
sample of older adults, with women reporting
more turning points in the family domain and
men reporting more turning points in the work
domain (Cappeliez et al., 2008). It is not clear
whether this gender difference will be mani-
fested in future cohorts if women’s work tra-
jectories continue to become more similar to
men’s. Researchers have studied the turning
points that lead women to leave abusive rela-
tionships (Khaw & Hardesty, 2007); the turn-
ing points in the care-giving careers of
Mexican American women who care for older
family members (Evans et al., 2009), and the
role transitions that can become turning points
in a criminal career, leading to desisting from
criminal activities (Kirk, 2012).
17. Most life course pathways include multiple
turning points, some that send life trajectories
off track and others that bring life trajectories
back on track. In fact, we could say that the
intent of many social work interventio ns is to
precipitate a turning point that will get life
course trajectories on track (Olsson, Strand, &
Kristiansen, 2014). Such interventions may
occur at the individual, family, small group,
community, organizational, or institutional
level. By calling attention to turning points,
the LCP puts a spotlight on human strengths
and capacity for positive change, even revolu-
tionary change.
Major Themes of the Life
Course Perspective
In 1994, Elder (1994) identified four domi-
nant, and interrelated, themes in the life course
approach: interplay of human lives and histori-
cal time, timing of lives, linked or interdepen-
dent lives, and human agency in making choices.
Two other related themes were later identified
by Elder (1998) and Michael Shanahan (2000):
diversity in life course trajectories and devel-
opmental risk and protection. These six themes
continue to be the framework for life course
researchers, with different researchers empha-
sizing different themes. Each of these themes,
and relevant examples of recent research about
them, are discussed below.
Interplay of Human Lives and
Historical Time
18. Persons born in different years face different
social, political, and economic worlds, with
different options and constraints. Historical
eras may produce cohort effects when distinc-
tive formative experiences are shared at the
same point in the life course and have a lasting
impact on a birth cohort. The same events of a
particular historical era may affect different
cohorts in different ways. For example, Aus-
tralian researchers (Page, Milner, Morrell,
& Taylor, 2013) found that the cohort born
in the years immediately following 1974 was
more prone to suicide across the young adult
period than earlier cohorts. The researchers
also found that this cohort faced higher rates of
unemployment and underemployment as they
entered young adulthood than earlier cohorts
and propose a relationship between these two
factors.
356 Families in Society: The Journal of Contemporary Social
Services 100(4)
Analysis of large data sets by a number of
researchers provide forceful evidence that
changes in social institutions impinge on family
and individual life course trajectories (Vikat
et al., 2007). Researchers have examined the
impact of globalization, declining labor mar-
ket opportunities, and rising housing costs on
young adult transitions (Arnett, 2015). Tran-
sitions associated with young adulthood (leav-
ing home, marriage, first parenthood) are
19. occurring later for the current cohort of young
adults than for their parents in many countries,
particularly in countries with weak welfare
states. Military service during non-war eras
often has been found to be a protective factor
for later health and mortality, but this benefit
does not accrue to veterans who serve during
war eras (Landes, Wilder, & Williams, 2017).
Shifting immigration policies and attitudes
toward particular immigrant groups change
the landscape for immigrants over different
historical eras (Torres & Young, 2016).
Public policy often lags behind such social
changes, presenting social workers with a
responsibility to keep the public informed
about the impact of changing social condi-
tions on individuals, families, communities,
and organizations. For example, many service
members from the wars in Afghanistan and
Iraq are living with horrific combat injuries;
others are experiencing substance abuse, post-
traumatic stress disorder (PTSD), relationship
problems, and work problems from prolonged
periods of combat stress (Tanielian & Jaycox,
2008; Wadsworth & Southwell, 2011). Social
workers in all practice settings should be alert
to possibilities for engaging the involved mili-
tary families in supportive services and to the
need for more supportive public policies and
programs.
Timing of Lives
Every society appears to use age as an impor-
tant variable, and many social institutions are
20. organized, in part, around age: age for starting
school, age to be legally recognized as an
adult, retirement age, and so on. Age is a prom-
inent attribute in efforts by social scientists to
bring order and predictability to understanding
human behavior. Life course scholars are inter-
ested in the age at which specific life events
and transitions occur, which they refer to as
timing of lives. They may classify entrances
and exits from particular statuses and roles as
“off-time” or “on-time,” based on social norms
or shared expectations about the timing of such
transitions (McFarland, Pudrovska, Schieman,
Ellison, & Bierman, 2013). One research team
found that people who are diagnosed with can-
cer at earlier ages had a greater increase in reli -
giosity than people diagnosed at later ages,
suggesting that off-time transitions are more
stressful than on-time transitions or require
different coping strategies (McFarland et al.,
2013). Another researcher found that non-
normative early entry into family formation
and parenthood is associated with lower self-
reported health over the life course (Barban,
2013). Chronological age itself is not the only
factor involved in timing of lives. Age-graded
differences in roles and behaviors are the result
of biological, psychological, and social pro-
cesses (Solomon, Helvitz, & Zerach, 2009).
Biological age indicates a person’s level of
biological development and physical health, as
measured by the functioning of various organ
systems. It is the present position of the bio-
logical person in relation to the potential life
21. cycle. There is no simple, straightforward way
to measure biological age, but there is an ongo-
ing effort to identify an optimal set of bio-
markers for accurate measure of biological age
(Jee & Park, 2017). One method is to compare
an individual’s physical condition with the
conditions of others, for example, bone den-
sity scans are compared with the scans of a
healthy 20-year-old.
Psychological age has both behavioral and
perceptual components. Behaviorally, psycho-
logical ages refers to the capacities that people
have and the skills they use to adapt to chang-
ing biological and environmental demands,
skills in memory, learning, intelligence, moti-
vation, emotion regulation, and so forth. Per-
ceptually, psychological age is based on how
old people perceive themselves to be. Recent
research has referred to this perceptual aspect
of age as “subjective age” or “age identity.”
Culture plays a role in subjective age, with
Hutchison 357
older adults in Western societies consistently
found to feel younger than their chronological
age (Stephan, Chalabaev, Kotter-Grühn, &
Jaconelli, 2013). This has not been found in
research among Chinese older adults, but
recent research indicates that this may be
changing as traditions around filial piety
weaken (Liang, 2014). Subjective age among
early adolescents has been found to be influ-
22. enced by pubertal timing (Hubley & Arim,
2012). Subjective age of middle-aged and
older adults is related to self-reported health
(Stephan, Demulier, & Terracciano, 2012). A
workforce that, on average, feels younger than
their chronological age has been found to be
associated with an improvement in the overall
performance of the organization (Kunze, Raes,
& Bruch, 2015).
Social age refers to the age-graded roles
and behaviors expected by society, the socially
constructed meaning of various ages. Age
norms indicate the behaviors expected of peo-
ple of a specific age in a given society at a
particular point in time. They may be informal
expectations, or they may be encoded as for-
mal rules and laws. Life course scholars sug-
gest that age norms vary not only across
historical time and across societies, but also
by gender, race, ethnicity, and social class
within a given time and society. They have
paid particular attention to recent changes in
age norms for the transitions of young adult-
hood (Arnett, 2015; Newman, 2008; Scherger,
2009). Social age receives special attention in
the LCP, and life course scholars call attention
to the changing nature of the social construc-
tion of life phases, noting that mass longevity
is leading to finer gradations in life phases.
For example, Arnett (2015) proposes that the
changing nature of young adult transitions
calls for the acknowledgment of a life phase
between adolescence and young adulthood, a
phase he calls emerging adulthood.
23. Linked or Interdependent Lives
The LCP emphasizes the interdependence of
human lives and the ways in which people
are reciprocally connected on several levels
(Djundeva, 2015). It calls attention to how
relationships both support and control an indi-
vidual’s behavior. Social support is an obvi-
ous element of interdependent lives, but
relationships also control behavior through
expectations, rewards, and punishments. The
family is seen as the primary source of both
support and control, and life course scholars
have paid particular attention to how lives of
family members are linked across genera-
tions, with both opportunity and misfortune
having an intergenerational impact. They
have also been interested in how families are
linked to the wider world.
Links with family members. We are all linked
genetically to our intergenerational families,
and we may live with both genetic vulnerabil-
ity and genetic advantage. But shared genetics
is not the only way that parents’ and children’s
lives are linked. The connection between fam-
ily hardship, family nurturance, and child
behaviors and well-being is now well estab-
lished (e.g., Barajas, Philipsen, & Brooks-
Gunn, 2008). In addition to the economic
connection between parents and children,
racial discrimination has an intergenerational
effect (Rowley, Helaire, & Banerjee, 2010). In
recent years, we are also aware that deporta-
tion-related family separation impacts long-
24. term relationships between children and
parents (Yoshikawa, 2011). Parental hardship
has a negative impact on child development,
but parents also provide social capital for their
children, in terms of role models and networks
of social support (Szydlik, 2012).
Parents’ lives are also influenced by the
trajectories of their children’s lives. For exam-
ple, parents may need to alter their work tra-
jectories to respond to the needs of a terminally
ill child. Or parents may forgo early retire-
ment to assist their young adult children with
education expenses. Parents may be nega-
tively affected by stressful situations that their
young and adult children face (Greenfield &
Marks, 2006).
Older adults and their adult children are
also interdependent. Midlife adults may need
to alter their social and work roles to take on
greater caregiving roles with their aging par-
ents. The pattern of mutual support between
358 Families in Society: The Journal of Contemporary Social
Services 100(4)
older adults and their children is formed by
life events and transitions across the life
course. They may be fundamentally changed
when families go through historical disrup-
tions such as wars, major economic down-
turns, or by the migration of younger
generation family members (Clark, Glick, &
25. Bures, 2009).
Family roles must often be synchronized
across three or more generations at once, and
sometimes the synchronization does not go
smoothly. Divorce, remarriage, and disconti-
nuities in adult work and educational trajecto-
ries may conflict with the needs of children
and aging parents (Huinink & Feldhaus,
2009). When a significant life event in one
generation (such as death of a grandparent) is
juxtaposed with a significant life event in
another generation (such as birth of a child),
families and individual family members are
especially vulnerable to stress pile-up.
Links with the wider world. The LCP has its ori-
gins in Elder’s research (Elder, 1974) on the
ways that families and individuals are linked
to situations in the economic institution, and
in recent years life course researchers have
been documenting the ways that individual
and family life course trajectories are linked
to situations in the labor market, housing mar-
ket, education system, and social welfare sys-
tem (Newman, 2008; Scherger, 2009; Szydlik,
2012). Newman (2008) examined young adult
transitions in Western Europe and Japan and
found that changes in the labor market that
result in less secure employment are driving
the delayed departure of young adults from the
parental home in southern Europe and Japan
but not in the Nordic countries. These regional
differences are at least partially explained by
differences in other social institutions.
26. Newman (2008) found that timing of depar-
ture from the parental home is linked to situ-
ations in the housing market. In Southern
European countries, great emphasis is put on
owner-occupied housing and relatively little
rental housing is available. In contrast, there is
a large rental sector in the housing market in
Nordic countries, a situation that facilitates
early home leaving. Timing of departure is also
linked to the education system. Young adults
who participate in post-secondary education
tend to leave the parental home later than those
who do not pursue post-secondary education,
but regional differences are found in this rela-
tionship as well. Nordic countries have a higher
proportion of emerging adults in post-secondary
education than countries in Southern Europe,
and yet young adults in the Nordic countries
depart the parental home earlier than those in
Southern Europe. This regional difference is
related to differences in the social welfare sys-
tems of the two regions. The earlier departure
from the parental home in Nordic countries is
subsidized by a liberal welfare system that pro-
vides generous housing and educational bene-
fits. Newman’s research (2008) indicates that it
is a confluence of policies in different social
institutions that impact individual and family
life trajectories.
The importance of social policy in life course
trajectories has also been found in relation to
family solidarity between older adults and their
adult children (Szydlik, 2012) and in the career
trajectories of mothers (Abendroth, Huffman,
27. & Treas, 2014). Family-friendly social policies
support family solidarity and decrease the
motherhood penalty in career trajectories. These
findings have important implications for legis-
lative advocacy by social workers.
It is important for social workers to remem-
ber that lives are also linked in systems of
institutionalized privilege and oppression.
Philip McMichael (2017) reminds us that, in
the global economy, lives are linked around
the world. The lifestyles of people in affluent
countries depend on cheap labor and raw
products from Africa, South America, the
Caribbean, parts of Asia, and other places.
Children and women in impoverished coun-
tries labor long hours to make an increasing
share of low-cost products consumed in afflu-
ent countries. Women migrate from impov-
erished countries to become the domestic
laborers in affluent countries, allowing women
in affluent countries to leave the home to take
advantage of career opportunities and allow-
ing the domestic workers to send money they
make home to support their own families.
Social workers should be well informed about
Hutchison 359
these international linkages in an increasingly
globalized world.
Human Agency in Making Choices
28. Human agency is the LCP theme most rele-
vant to social work’s emphasis on individual,
family, and community strengths. Hitlin and
Elder (2007) note that although the concept of
human agency is used differently by different
disciplines, life course theorists and research-
ers use it to refer to “attempts to exert influ-
ence to shape one’s life trajectory” (p. 182).
It involves acting with an orientation toward
the future, with an eye for “possible selves”
(Markus & Nurius, 1986). Possible selves
represent our ideas of what we might become,
what we would like to become, and what we
are afraid we will become. They serve as
incentives for action and may be enacted at
the individual, family, small group, commu-
nity, organization, or institutional level.
Emphasis on human agency in the LCP has
been greatly aided by the work of psycholo-
gist Albert Bandura. Bandura (2006) proposed
three modes of human agency: personal
agency is exercised individually to shape
environmental events or one’s own behavior;
proxy agency is exercised when others who
have greater resources act on one’s behalf to
meet needs or accomplish goals; and collec-
tive agency is exercised on the group level
when people act together to meet needs and
accomplish goals. Cultural psychology critics
of the concept of human agency argue that it is
a culture-bound concept that does not apply as
well in collectivist societies as in individualis-
tic societies (Markus & Kitayama, 2003).
Bandura (2006) responds that although people
in all cultures must use all three modes of
29. agency, there are cultural variations in the
relative emphasis put on the different modes,
with some cultures putting greater emphasis
on personal agency and other cultures putting
greater emphasis on collective agency. Par-
sell, Eggins, and Marston (2017) argue that
“human agency is core to social work” (p.
238), but social workers also recognize barri-
ers to expressing personal agency. The con-
cepts of proxy agency and collective agency
add important dimensions to the discussion of
human agency and can serve to counterbal-
ance the extreme individualism of U.S. soci-
ety. Human agency is a major resource for
positive turning points in the life trajectories
of individuals and collectivities.
Diversity in Life Course Trajectories
Life course researchers have long had strong
evidence of diversity in individual life pat-
terns. Early research emphasized differences
between cohorts, but over time more and more
attention was paid to diversity within cohorts.
Recently, life course researchers have begun
to incorporate intersectionality theory to under-
stand diversity in life course trajectories (see
Raphael & Bryant, 2015; Warner & Brown,
2011). Intersectionality theory recognizes that
all of us are jointly and simultaneously mem-
bers of a number of socially constructed iden-
tity groups, such as those based on gender,
race, ethnicity, social class, sexual orientation,
gender identity, age, religion, geographic loca-
tion, abilities, and so on. Our social location, or
30. place in society, is at the intersection of our
multiple identity groups. Either advantage or
disadvantage can be associated with each iden-
tity group, and when considering the life jour-
ney of any one individual, it is important to
consider the multiple identity groups of which
that person is a part (see Hankivsky, 2012).
Developmental Risk and Protection
As the LCP has continued to evolve, it has
more clearly emphasized the links between the
life events and transitions of childhood, adoles-
cence, adulthood, and old age (Gilman, 2012).
Studies indicate that childhood events some-
times shape people’s lives 40 or more years
later (Shonkoff, Garner, Committee on Psycho-
social Aspects of Child and Family Health,
Committee on Early Childhood, Adoption, and
Dependent Care, & Section on Developmen-
tal and Behavioral Pediatrics, 2012). Indeed,
recent biomedical research suggests we should
look at factors that occur earlier than child-
hood, focusing on fetal undernutrition as a
contributing factor in late-life cognition and
360 Families in Society: The Journal of Contemporary Social
Services 100(4)
late-life health conditions such as coronary
heart disease, type 2 diabetes, and hypertension
(see Rooij, Wouters, Yonker, Painter, & Rose-
boom, 2010).
31. It is quite an old idea that what happens at
one point in the life journey influences what
happens at later points, However, the idea of
earlier life experiences affecting later develop-
ment has taken on new energy since the explo-
sion of longitudinal research a few decades ago.
Two different research traditions have exam-
ined how early life experiences affect later out-
comes, one based in sociology and the other
based in ecological developmental psychology.
The sociological tradition is interested in cumu-
lative advantage/cumulative disadvantage. The
ecological developmental tradition is interested
in risk, protection, and resilience.
Sociologists propose that social institutions
and societal structures develop mechanisms
that ensure increasing advantage for those who
are well-resourced early in life and increasing
disadvantage for those who struggle (Ferraro
& Shippee, 2009). Researchers have applied
these concepts to study racial health disparities
across the life trajectory (Pais, 2014), financial
assistance from midlife parents to adult chil-
dren (Padgett & Remle, 2016), and evolving
patterns of inequality among late-life adults
(Crystal, Shea, & Reyes, 2017).
Through the lens of ecological develop-
mental risk and protection theory, longitudinal
researchers have identified multidimensional
risk factors at one stage of development that
increase the probability of developing and
maintaining problem conditions at later stages.
They have also identified protective factors
or resources that decrease the probability of
32. developing and maintaining problem condi-
tions, a process known as resilience. In the
past decade or so, biomedical researchers have
proposed an ecobiodevelopmental framework
for studying health and disease across the life
course. They are articulating the ways that
genetic predispositions interact with social and
physical environments to drive development,
referring to the human life course as “nature
dancing with nurture over time” (Shonkoff
et al., 2012, p. e234). The major focus of eco-
biodevelopmental research is on the ways that
early toxic stress disrupts development in the
brain and other biological systems. It is impor-
tant to note, however, that neither cumula-
tive advantage/disadvantage theory nor the
ecological developmental risk and protection
approach argue that early deprivations and
traumas inevitably lead to a trajectory of
failure. When resources are mobilized, the
effects of deprivation and trauma are reduced
(Gilman, 2012).
Implications of the Life
Course Perspective for
Social Work Practice
Like other professions, social work aspires to
engage in evidence-informed practice and that
requires using evidence-based theories of
human behavior as well as evidence-based
models of practice. The LCP was developed
from empirical research and continues to be
refined by ongoing research. The theoretical
perspective, and the research that supports it,
33. has many implications for social work prac-
tice. It can be used at multiple levels of prac-
tice and to support a variety of social work
roles. The most important implication for
social work’s efforts to promote societal well-
being is the robust evidence that what happens
throughout the life course is strongly influ-
enced by what happens in the early years,
beginning with conception, and even before in
the preconceptual health of the mother. Soci-
etal health is associated with public policies
that support early development, and social
workers can play an important role in promot-
ing supportive public health and child and
family policies.
The extensive research on risk and protec-
tion has implications for both policy and pro-
gram development. Social workers Jenson
and Fraser (2016) make use of available
research on risk and resilience to propose pol-
icy recommendations in a variety of policy
sectors, including antipoverty, child welfare,
education, health, child mental health, disabili-
ties, substance abuse, and juvenile justice. The
Communities That Care (CTC) model of com-
munity prevention developed at the University
of Washington School of Social Work trains
Hutchison 361
and supports community coalitions to promote
positive youth development by identifying
and prioritizing community risk factors and
34. suppressed protective factors that can be mobi-
lized to become community strengths. Recent
program evaluation found that involvement in
the CTC system during adolescence was
associated with reduced drug use, antisocial
behavior, and violence perpetration at age 21
(Oesterle et al., 2018). These two examples
provide a window into the far ranging implica-
tions of risk and protection research for social
work intervention.
Social work, at its best, is a profession that
puts human behavior in context. A major
thrust of the LCP is to provide contextual
understanding of human behavior, to place it
in the context of biology, culture, historical
time, and social systems. Special attention to
the forces that create diversity in life course
trajectories is consistent with social work’s
goal to “engage diversity and difference in
practice” (Council on Social Work Education,
2015, p. 7). Life course research can help social
workers recognize the many ways of enacting
personal identity and inform the process of
engaging a diverse client population. Research
on cohorts alerts social workers to the spe-
cific opportunities and challenges faced by
members of particular cohorts and may sug-
gest ways to tailor interventions to the charac-
teristics of a particular cohort. For example,
younger cohorts may respond better to Inter-
net and wireless-supported interventions than
older cohorts (National Association of Social
Workers, Association of Social Work Boards,
Council on Social Work Education, & Clinical
Social Work Association, 2017).
35. The LCP emphasis on linked lives is con-
sistent with the National Association of Social
Worker’s (2017, p. 1) stated value of the
“importance of human relationships.” It sup-
ports social work’s historical tendency to
engage in family, small group, and community
interventions. It recommends interventions that
enhance social support and open lines of com-
munication. Life course research is beginning
to provide evidence that family-friendly pub-
lic policies support family solidarity and alter
individual and family life course trajectories,
findings with implications for social work
involvement in legislative advocacy. The LCP
emphasis on linked lives also calls social work-
ers to keep a laser focus on how lives are linked
in systems of institutionalized privilege and
oppression and to seek ways to advance “social,
economic, and environmental justice” (Council
on Social Work Education, 2015, p. 7).
LCP emphasis on transitions, trajectories,
life events, and turning points can inform
practice at multiple system levels. Research
on human reactions to transitions alerts social
workers to the possibility of at least tempo-
rary dysfunction in relationships at times of
major transition and suggests that targeted
interventions may help to avoid communica-
tion breakdowns and stress pileup in times
of pronounced change. Indeed, social work-
ers have often targeted interventions to peo-
ple involved in transitions, such as the use of
support groups for children involved in
36. divorcing families and for people living with
a recent major loss. Life course research also
indicates that transitions can create opportu-
nities for positive change and social workers
should be mindful of such opportunities.
Imber-Black (2016) proposes the use of ther-
apeutic rituals to assist families with difficult
transitions and life events.
With its emphasis on life stories (trajecto-
ries) that unfold over time, the LCP is a particu-
larly good fit with narrative approaches to social
work. Narrative practice focuses on helping
clients examine the meanings they attribute
to events in their life journeys. It attempts to
uncover clients’ dominant story lines and to
help them move from problem-centered stories
to coping and empowering stories (Burack-
Weiss, Lawrence, & Mijangos, 2017). Narra-
tive approaches to practice can be used with
families, small groups, communities, and orga-
nizations, as well as with individuals. For exam-
ple, the appreciative model of organizational
change seeks to engage organizational stake-
holders in identifying positive components of
the organization and shared dreams of what it
can become. Stakeholders are encouraged to
recall and tell stories about events when the
organization was vibrant, energetic, and lively
(Newhard, 2012).
362 Families in Society: The Journal of Contemporary Social
Services 100(4)
37. Research on life events suggests that social
workers should be alert to recent stressful life
events when assessing individuals, families,
and communities, as well as to stressful life
events, especially traumatic ones, in earlier life
stages that may be impacting current function-
ing. The expanding research on turning points
in life trajectories can help social workers
design turning point interventions that help to
break cycles of dysfunction in individuals and
the social systems with which they interact.
The LCP emphasis on human agency is con-
sistent with social work approaches that focus
on individual, family, community, and organi-
zational strengths. It is a source of hope even in
the most intractable situations. Making careful
assessments about whether circumstances call
for personal agency of the client, proxy agency
by the social worker or some other advocate, or
for organizing for collective agency opens
more opportunities for action. Enhancing col-
lective agency is a major goal of family, small
group, and community interventions.
Conclusion
The Council on Social Work Education (2015)
states that social work practice is guided by
“knowledge based on scientific inquiry” (p. 5)
and informed by “multi-disciplinary sources
and multiple ways of knowing” (p. 8). It fur-
ther states that social workers critically
evaluate and apply theories of human behav-
ior to engage with, assess, intervene with, and
evaluate practice with individuals, families
38. groups, organizations, and communities. This
article has demonstrated that the LCP is a theo-
retical perspective on human behavior that is
informed by multiple methods of scientific
inquiry in multiple disciplines. It shows that
the LCP and the research that supports it have
implications for practice with families, groups,
organizations, and communities, as well as
with individuals. It is an important perspective
for social workers to add to their multi-theoret-
ical tool kit.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of
interest with respect to the research, authorship,
and/or publication of this article.
Funding
The author(s) received no financial support for the
research, authorship, and/or publication of this
article.
ORCID iD
Elizabeth D. Hutchison https://orcid.org/0000
-0002-9344-8757
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Life Span and Resiliency Theory: A Critical Review
Alexa Smith-Osborne
Abstract: Theories of life span development describe human
growth and change
over the life cycle (Robbins, Chatterjee, & Canda, 2006). Major
types of develop-
mental theories include biological, psychodynamic, behavioral,
and social learn-
ing, cognitive, moral, and spiritual, and those influenced by
systems, empower-
ment, and conflict theory. Life span development theories
commonly focus on onto-
genesis and sequential mastery of skills, tasks, and abilities.
Social work scholars
have pointed out that a limitation of life span and other
developmental theory is
lack of attention to resilience (Greene, 2007; Robbins et al.,
1998).
The concept of resilience was developed to “describe relative
55. resistance to psy-
chosocial risk experiences” (Rutter, 1999b, p. 119).
Longitudinal studies focused on
typical and atypical child development informed theory
formulation in develop-
mental psychopathology (Garmezy & Rutter, 1983; Luthar,
Cichetti, & Becker, 2000)
and in an evolving resilience model (Richardson, 2002; Werner
& Smith, 1992).
Research on resilience has found a positive relationship
between a number of indi-
vidual traits and contextual variables and resistance to a variety
of risk factors
among children and adolescents. More recently, resilience
research has examined
the operation of these same factors in the young adult, middle-
age, and elder life
stages.
This article examines the historical and conceptual progression
of the two devel-
opmental theories—life span and resiliency—and discusses their
application to
social work practice and education in human behavior in the
social environment.
Keywords: Life span, resiliency theory, life cycle, critique
T
heories of life span development describe human growth and
change over
the life cycle (Robbins, Chatterjee, & Canda, 2006). Major
types of develop-
mental theories include biological, psychodynamic, behavioral
and social
57. theories.
Resiliency theory is an emerging theoretical perspective that
has been devel-
oped within developmental psychopathology and ecosystems
perspectives and is
influenced by stress and coping theories. Although this theory
has not been
explicitly developed as an outgrowth of life span theory, it is
developmental in
focus, and theory-driven research typically examines a specific
chronological life
stage as a starting point. This theoretical framework addresses
health develop-
ment of at-risk populations, and overcoming stress and
adversity to achieve func-
tional outcomes either during a life stage, a specific trajectory
(e.g., educational
or deviancy), or throughout the life span. The initial focus of
theory development
has been on childhood and adolescence and associations of
traits and events at
these life stages with outcomes later in life. Some recent
research in this field has
applied resiliency constructs to adults at risk (Daining, 2005;
Smith, 2003; Smith-
Osborne, 2006).
Historical Context
The notion that life can be understood as a series of significant
and sequential
stages can be traced to the earliest human civilizations and has
appeared consis-
tently in literary, religious, and philosophical writings
throughout history
58. (Erikson, 1968; Robbins et al., 1998). The scientific approach to
human develop-
ment throughout the life cycle was stimulated by the emergence
of evolutionary
theory at the turn of the century (Darwin, 1872), which led to
the development of
biologically focused maturational and psychosexual
perspectives, such as those
of G. Stanley Hall in 1904, Sigmund Freud in 1905, and Arnold
Gesell in 1925.
These seminal theories challenged the Victorian (and earlier)
conception of chil-
dren as little adults, and childhood as a time of relative
stability, while the chil-
dren were simply waiting to grow physically (Colby, 1970;
Karl, 1964).
These theories also established the conceptualization of human
development as
occurring in a series of essentially stable stages, with periods of
instability during
transitions between stages and the mastery of stage-specific
skills or conflicts as
the foundation for progress to the next stage (Hoffman, Paris,
Hall, & Schell, 1988).
Freudian theory came to dominate much of human development
theory and
clinical practice in the early 20th century, with several of
Freud’s students, notably
Jung and Erikson, expanding on his concepts on the basis of
their own clinical
and cross-cultural experiences. These amplifications of
Freudian theory occurred
against the backdrop of the rise of fascism, the Holocaust, and
World War II. The
59. originator of what is now called the life span approach to human
psychological
development, Erik Erikson, had been a student of Freud’s and
trained as a psy-
153Smith-Osborne/LIFE SPAN AND RESILIENCY THEORY
choanalyst in Germany. Erickson fled Nazi Germany in 1939 to
immigrate to
America, where he expanded Freud’s stages to apply to the
entire life span,
emphasizing psychosocial, rather than biological drive theory.
Resiliency theory, in contrast, originated on the basis of
prospective longitudinal
research on cohorts of children at risk (Garmezy, 1993; Rutter,
Quinton, & Hill,
1990; Werner & Smith, 1982, 1992), rather than on the basis of
individual clini-
cians’ observations and case studies. Such studies were
informed by prevention
science (Greene, 2007) and the application of the
epidemiological concepts of
immunity and resistance to disease to human development and
psychopatholo-
gy (Thoits, 1983). In particular, Werner and Smith’s
longitudinal study of 698
infants, many of Hawaiian and Asian descent, provided a major
empirical basis
for the inception of resiliency constructs and hypotheses for
further testing, as
did Rutter’s work with early onset mental disorders and with
institutionalized
Romanian children (e.g., Rutter, 1983; Rutter et al., 1990).
60. Resiliency theory’s salu-
togenic orientation has been heavily influenced by the Hawaiian
study’s focus on
those in childhood adversity who overcome the odds by the time
they reach
adulthood. The initial formulation of theoretical concepts and
constructs based
on this research proceeded within the developmental
psychopathology frame-
work in psychiatry (e.g., Rutter, 1987) and developmental
psychology (e.g.,
Garmezy, Masten, & Tellegen, 1984) and within family stress
and adjustment the-
ory (e.g., McCubbin & Dahl, 1976; McCubbin & Patterson,
1983) in social work.
Much of the seminal research in this field was begun in the late
1950s (e.g., Werner
& Smith began their study in 1955) and initial findings were
reported in the 1980s.
Thus, this early theoretical development was situated
historically in the post-
Vietnam War and the post-colonial era of globalization, and it
often focused on
identifying factors in overcoming trauma and adverse events,
such as war-
induced family separations. Later, as social work educators and
researchers gave
more attention to salutogenic, strengths-based (Saleebey, 1997)
theoretical mod-
els for practice, resiliency constructs were further developed
within the ecologi-
cal perspective (e.g., Fraser & Galinsky, 1997; Gilgun, 1996) in
social work theory,
rather than in life span theory. Social workers have continued to
draw on resilien-
cy theory constructs and empirical findings in research (e.g.,
61. Herrenkohl, Hill,
Chung, Guo, Abbott, & Hawkins, 2003) and in human behavior
and practice texts
(e.g., Haight & Taylor, 2007; Johnson, 2004; Thomlison, 2007),
either within the
ecological perspective (e.g., Haight & Taylor) or, more
commonly, outside a spec-
ified theoretical frame of reference. Furthermore, some social
workers have
explicitly identified and used resiliency theory as a theoretical
framework, inde-
pendent of other perspectives, for education (Greene, 2007) and
research (Smith-
Osborne, 2005a, 2006; Ungar, 2004).
THEORETICAL CONCEPTS AND CRITICAL ANALYSIS
Life Span Theory
Life span theory utilizes the central concept of ontogenesis, the
chronological
unfolding of human development (Gunnar & Thelen, 1989;
Thelen & Smith,
1994), which includes both change in size and change in the
complexity and dif-
ferentiation of function (e.g., the change in motor reflexes at
various stages in
154 ADVANCES IN SOCIAL WORK
life). Some theorists include deterioration or diminishment in
size and function,
particularly if the focus is on aging and the adult life cycle, as
well as accretion or
62. augmentation ( Jung, 1965; Newman & Newman, 1975;
Santrock, 1989).
Erikson (1950) proposed the concept of “epigenesis” to convey
that human
development unfolds from part to whole, with elements of the
chronologically
appropriate ability or personality feature gradually emerging in
a prescribed
sequence until the functional whole was achieved. The term has
since been used
within the developmental psychopathology theoretical
perspective to also apply
to the chronological unfolding over the life span of the disease
process, such as
schizophrenia (e.g., Cannon, Rosso, Bearden, Sanchez, &
Hadley, 1999). He saw
this emergence as occurring within an interactional and adaptive
framework,
within which the individual develops through interaction and
adaptation to the
immediate social environment as well as to the larger society,
culture, and histor-
ical context. Thus, Erikson postulated that mutual
responsiveness on the part of
both the individual and society was necessary for optimal
development.
Another key life span concept associated with the work of Freud
and Erikson is
the life stage. The life stage is seen as an age-related period of
life characterized by
predictable features, tensions, and changes and leads into a
subsequent stage.
Erikson formulated the notion of the psychosocial crisis, a
period of tension and
63. disorganization centered on a stage-specific theme, the
resolution of which was
the goal of the transition phase from one stage to the next.
Freud and Erikson
conceptualized stages as prescriptive, in that their sequence was
unvarying and
defined optimal mature development, was associated with
specific tensions/con-
flicts, and was prerequisite, in that each stage must be worked
through and the
associated conflicts resolved before successful transition to the
next stage could
be accomplished. Freud’s and Erikson’s life stage models are
presented in
Hoffman et al. (1988, pp. 30 and 32).
Erikson (1950) moved beyond Freud’s life stage constructs in
proposing that ego
development in childhood is a process of identification, which
he defined as
internalization of another person’s values and standards in an
attempt to become
like that person or parts of that person. It was in adolescence
that Erikson
observed (1968) the identity was formed through a process of:
repudiation and mutual assimilation of childhood identifications
and
their absorption in a new configuration, which in turn, is
dependent
on the process by which a society (often through subsocieties)
identi-
fies the young individual, recognizing him as somebody who
had to
become the way he is and who, being the way he is, is taken for
grant-
64. ed. (p. 159)
In Erikson’s theory, then, the concept of the mature ego identity
as a complex
sense of self, comprising societally-defined life roles as well as
aspects of person-
ality, is crucial. The “identity crisis” in adolescence is
normative and revolves
around issues of personal sameness and historical continuity,
which serve as a
link between the individual and the larger society. Prolonged
adolescence, in
Erikson’s schema, provides a psychosocial moratorium in which
the sexually
mature individual engages in free role experimentation,
sanctioned by society, in
155Smith-Osborne/LIFE SPAN AND RESILIENCY THEORY
order to find a defined niche in society, while postponing adult
sexual roles.
Erickson saw this as a second period of delay in the life cycle,
with the first being
Freud’s psychosexual moratorium of the latency life stage,
which permits the
young to learn the basics of society’s work situations before
embarking on mature
sexual roles, such as spouse and parent. Erikson used the term
identity diffusion,
and later the term identity confusion (1968), to describe the
state of mild confu-
sion commonly experienced by adolescents in the process of
identity formation.
James Marcia (1980) developed this concept further to apply to
65. adolescents who
are not in an identity crisis, because they are not committing
themselves to occu-
pational or ideological goals and are not concerned about the
situation.
Based on the mature and socially acceptable ego identity, the
young adult, in
Erikson’s schema, could then take up the mature sexual role in
seeking a spouse
or intimate partner. In the middle adult stage, the individual was
seen as transi-
tioning to the ego strength made up of procreativity,
productivity, and creativity,
such as in forming a family and mentoring future generations on
a personal, soci-
etal or even global level. The last stage of life was that of ego
integrity, which
involves the older adult’s acceptance of his/her own live as
meaningful and
coherent, and the perspective that one has handled life’s tasks in
the best way
possible under given circumstances.
Contemporary theorists have proposed expanded models,
particularly in the
adolescent and adult stages. Two such models, proposed by
Vaillant (1993, p. 145)
and Newman and Newman (1988, p. 45).
Erikson (1982, 1986, 1988) built on his earlier work in the last
life stage, as he and
his wife reflected on their own adult development in later life,
conceptualizing
aging in terms of revisitation of earlier stages of development
within his Stage 8 of
66. Integrity vs. Despair.
Erikson and other psychodynamic theorists, such as Vaillant
(1993), acknowl-
edge developmental influences such as culture, race, and
gender, but tend to view
intrapsychic and biological factors, including IQ, as being more
important to
development.
Other theorists conceptualize human development as being more
fluid
throughout the life span, rather than the product of invariant and
chronological-
ly sequential stages, and as being more heavily influenced by
social roles
(Goffman, 1959; Neugarten, 1985), demographic variables, such
as gender, race,
or socioeconomic status, culture and historical “moment,” and
even the recipro-
cal, interactive effects of the immediate physical/social
environment (Gunnar &
Thelen, 1989).
Resiliency Theory
The concept of resilience was developed to “describe relative
resistance to psy-
chosocial risk experiences” (Rutter, 1999b, p. 119). It has been
further defined as
“a dynamic process encompassing positive adaptation within the
context of sig-
nificant adversity” (Luthar, Cicchetti, & Becker, 2000) and “the
process of coping
with adversity, change, or opportunity in a manner that results
in the identifica-
67. tion, fortification, and enrichment of resilient qualities or
protective factors”
156 ADVANCES IN SOCIAL WORK
(Richardson, 2002, p. 308). Research on stress reactions and
recovery from stress,
with implications for education, has also informed this theory
(Benotsch et al.,
2000; D’Imperio, Dubow, & Ippolito, 2000; Dubow, Schmidt,
McBride, Edwards, &
Merk, 1993; Dubow, Tisak, Causey, Hryshko, & Reid, 1991;
Fontana, Schwartz, &
Rosenheck, 1997; Garmezy & Rutter, 1983; Golding, 1989;
Keenan & Newton,
1984; Lazarus, 1993; Lazarus & Folkman, 1984). Thus,
resilience is conceptualized
as relative resistance to psychosocial stressors or adversity.
Although varying
models of resiliency have been tested, researchers and theorists
agree that the
construct is salient in the context of stress and adversity and is
not operative in
the absence of environmental stressors ( Jew, Green, & Kroger,
1999; Rutter, 1999).
The central constructs of the theory include risk
factors/mechanisms, vulnera-
bility factors, and protective factors/mechanisms. Risk factors
and mechanisms
have been conceptualized in alternate ways in the literature:
either as 1) the
events or conditions of adversity (for example, poverty)
themselves for which
68. there is empirical evidence of association with
psychopathology, illness, or dys-
functional developmental outcomes or as 2) factors that operate
to reduce resist-
ance to stressors/adversity. Vulnerability factors are traits,
genetic predisposi-
tions, or environmental and biological deficits (such as
cognitive impairments)
for which there is empirical evidence of heightened response,
sensitivity, or reac-
tion to stressors or risk factors. The constructs of vulnerability
factors and risk fac-
tors are sometimes used interchangeably in the literature.
Protective factors and
mechanisms are traits, contextual characteristics, and
interventions that operate
to enhance or promote resistance, or which may moderate the
effect of risk fac-
tors, and for which there is empirical evidence of association
with health and
functional developmental outcomes. Rutter (1987) suggests that
protective
mechanisms may operate in one of four ways to allow
overcoming odds in the
face of adversity: by reducing risk impact, by reducing negative
chain reactions to
risk factors, by promoting resiliency traits (i.e., the opposite of
vulnerability fac-
tors, such as self-efficacy and optimism), and by setting up new
opportunities for
success. Reducing risk impact can occur not only by way of
buffering events and
social networks, but also by inoculation due to successful
coping with earlier,
milder stressful events. Protective and risk mechanisms have
been found to vary
69. according to the type of adversity, type of resilient outcome,
and life stage under
analysis; risk factors in one context may be protective in
another (Rutter, 1999;
Smith-Osborne, 2006; Ungar, 2004).
Research on resilience among children, adolescents, and young
adults has
found a positive relationship between spirituality, social
support, social capital,
income, and personal/family traits (e.g., hardiness, coherence,
social compe-
tence and self-efficacy, normal attachment, healthy attributions,
active stress
appraisal, and coping), and resistance to a variety of risk
factors, including psy-
chiatric disorders and school failure/drop-out (Daining, 2005;
Garmezy, 1991;
Luthar et al., 2000; Masten & Coatsworth, 1998; Richardson,
2002; Rutter, 1999a;
Smith & Carson, 1997; Werner, 1992). Research on military
families dealing with
war-induced separation and trauma has found associations
between resilience
and similar protective mechanisms (Benotsch et al., 2000; Lavee
et al., 1985;
McCubbin & Dahl, 1976; McCubbin, Dahl, Lester, Benson, &
Robertson, 1976;
157Smith-Osborne/LIFE SPAN AND RESILIENCY THEORY
McCubbin, Hunter, & Dahl, 1975; McCubbin et al., 1980;
McCubbin & McCubbin,
1996; Patterson, 2002; Sutker et al., 1995; Thoits, 1983).
70. Units of Analysis
Life span theory is most commonly applied to the individual and
family as the
units of analysis (McCubbin et al., 1980). However, Erikson
(1962, 1968, 1969) pro-
posed that this theory could apply to humanity as an entity, thus
not being limit-
ed to one’s interactions with individuals, groups, or specific
environments/insti-
tutions.
Subsequent theorists, such as Coles (1990, 1991, 1997) and
Strauss and Howe
(1991), have focused on the more macro-level implications of
Erikson’s concepts,
for example, in investigating human development within
generations and reli-
gious reference groups.
Like life span theory, resiliency theory has been most
commonly applied to
individuals and family units that are consistent with these
theories’ shared devel-
opmental focus. More recent investigations of specific risk and
protective factors,
however, have shown a trend toward the examination of macro-
level or contextu-
al variables (Herrenkohl et al., 2003; Schafft, 2006; Smith-
Osborne, 2005, 2006;
Ungar, 2004), such as neighborhoods (e.g., disorganized,
residentially unstable)
and institutional policies.
Aspects of Human Development
71. Rapid advances in the knowledge base about the biological
underpinnings of
human development tend to lend support to conceptualizations
of the life stages
that are more fluid throughout the life span, rather than
invariant or even neces-
sarily sequential (Robbins et al., 1998; Thelen & Smith, 1994).
Incorporation of
this new knowledge is seen most clearly in researchers who
focus on adult devel-
opment and aging. George Vaillant (1993), for example, pointed
out that:
If adult development is to be conceived as a psychobiological
process
then it must conform to biology, and neither to social mores nor
to
chronological age. This means that, as with shaving and
menstruation,
not everybody will reach a given stage at the same
chronological age (p.
166).
Similarly, Sharon McQuaide, in her research on “Women at
Midlife” (1998),
examined biological and cohort variables to add to life span
theory. She found
that “The generation of women now entering midlife differs
from previous gener-
ations” (p. 21), and that women who were “’blocked from being
in the world’
(through disability, poor health, involuntary unemployment,
limited spending
power)” (p. 29) were less likely to achieve well-being and other
indicators of gen-
72. erativity, Erikson’s designation for the midlife stage issue. Life
span theory, then,
has the flexibility to address various aspects of human
development throughout
its stages.
Resiliency theory has, from its inception, been remarkable for
encompassing
the broad biopsychosocial aspects of human development, as
well as for cross-
referencing empirical findings on normative or healthy human
development with
findings on pathological development (Cichetti & Cannon,
1999). Early develop-
158 ADVANCES IN SOCIAL WORK
ment of the theory gave more attention to individual
characteristics and to fac-
tors present in childhood, which were associated with adult
outcomes, thus priv-
ileging enduring traits from earlier life stages. Although recent
cross-sectional
studies have begun to offer more possibilities for developing an
understanding of
resiliency in middle and later adulthood, this theory’s current
utility is, in its
application to the broad aspects of human development, from
infancy through
early adulthood.
Philosophical Underpinnings
The life span theory philosophical underpinnings, most of which
73. have been
noted previously in this paper, include: a health and adaptation
orientation,
rather than a medical illness-oriented orientation; a special
interest in the earlier
stages of life; an ontogenetic perspective with emphasis on
predictable and dis-
continuous life stages; a transition period between stages, which
may be charac-
terized by increased tension and disorganization (Erikson’s
“psychosocial crises”);
an intrapsychic focus and an interactive focus; and lifelong
development. As
noted previously, the life span theorists who built on Erikson’s
work have gone far
in addressing the limitations of many of these philosophical
underpinnings, as
well as the biases built into the original theory. Resiliency
theory is characterized
as similarly salutogenic, but with a philosophical orientation
toward the linear,
cumulative connections between earlier life stages and
adulthood for those at
risk. Resiliency research to date has been largely conducted by
Western scientists
and has had a linear, positivistic paradigm. Thus, it has been
criticized as hege-
monic and, thereby, limited in its scope in accounting for
diverse resiliency expe-
riences. Philosophically, resiliency theory is more heavily
focused than life span
theory on interactions between the environment and person in
terms of environ-
mental adversity and personal protective traits. As with life
span theory, more
recent work in resiliency theory has tipped the balance
74. philosophically more in
the direction of contextual protective variables, often
operationalized as social
groups and community and institutional characteristics.
Strengths and Weaknesses
The evident strengths of life span theory include its expansion
of understanding
of personality development through the life span, its utility
across a variety of
human service settings and functions, and its “generativity,” to
borrow Erikson’s
term and reapply it to theory-building. Life span theory gave
rise to a rich pletho-
ra of human development models, not only to increase
understanding of specific
life stages or the entire life cycle, but also to address
intermediate and macro-level
entities, such as families, family-run businesses, social
movements led by “great”
personalities, faith communities and religious reference groups,
and entire gen-
erational cohorts. In so doing, this theory has been applied to
disciplines beyond
the human service domain. For example, the sociological
concept of the bour-
geois bohemian (Brooks, 2001), the theological concept of Gen
X religiosity
(Beaudoin, 2000), and the economic concept of style as a form
of self-expression
(Postrel, 2003), all owe their origins ultimately to life span
theory.
Several of the most cogent points of criticism of life span
theory weaknesses